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What Courses are offered? | Who teaches in Honors? | What is the ideal Honors class like?

The following is a list of courses students typically take during their four years in the Honors College. The program is individualized and flexible enough to allow members to work with their advisors to create programs addressing their special interests and needs.

Courses designed for first-semester freshmen:

HON 150: Introduction to Critical Inquiry
HON 280: The Research Act - Encounter of Theory and Fact

Courses for freshmen and sophomores:

HON 210: The Idea of Self: The Ancient World
HON 220: The Idea of Self: Middle Ages to Renaissance
HON 230: Music and Nationalism from 1750-1918
HON 231: Religion and Sexuality in America
HON 232: Reform and Its Nemesis: The American Experience
HON 240: The Non-Western World
HON 250: The Idea of the City
HON 251: Race and Ethnicity in the 20th Century
HON 252: Twentieth Century's Flower of Irony
HON 253: Society and Politics as Theatre
HON 254: The World of Utopias and Dystopias
HON 255: Ambiguity and Uncertainty in the Arts and Sciences
HON 260: The Idea of Nature I
HON 261: The Idea of Nature II
HON 270: Science and Technology: Triumph or Tragedy?
HON 290: The Language of Art
HON 298: Special Topics!

Course for juniors:
HON 350: Research Seminar

Courses for seniors:
HON 400: Honors Thesis Project Seminar I
HON 401: Honors Thesis Project Seminar II
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The following is a list of professors who teach or have taught in the Honors College, along with their degrees. This list will soon include their research areas, e-mail addresses, telephone numbers and other information.

Amenta, Rosalyn. WMS/ANT. B.A., Southern Connecticut State University ; M.A.R., Yale Divinity School; Ph.D., Fordham University.
Applewhite, Harriet B. PSC. B.A., Smith College; M.A., Ph.D., Stanford University.
Beals, Polly A. HIS. B.A., College of Wooster, Ohio; M.A., University of Pennsylvania; Ph.D., Rutgers University.
Bennett, Therese. MAT. B.S. Temple University; M.A., Ph.D., University of Pittsburgh.
Bloch, Jon P. SOC/ANT. M.A., Ph.D., Indiana University.
Breslin, Vincent T. SCIVEVIVMAR. B.S., University of New England, Biddeford ME; M.S., SUNY, Stonybrook; Ph.D., Florida Institute of Technology, Melbourne.
Broadbridge, Christine Caragianis. PHY. B.S., University of Rhode Island; M.A., Ph.D., Brown University.
Brockhagen, Marga. FLA. B.A., University of Texas; M.A., Ph.D., Rutgers University.
Bulmer, Sandra M. PCH. B.S., California State University; M.S., University of Oregon, Eugene; Ph.D., Texas Woman's University.
Buterbaugh, Kevin. PSC. B.A., Saint Peter's College; Ph.D., Washington University/St. Louis, Missouri.
Butler, Kathleen. HON. B.S., University of Maryland; M.A., Southern Connecticut State University; M.S., University of New Haven.
Bynum, Terrell W. PHI. B.A., B.S., University of Delaware; M.A., Princeton University; M.Phil., Ph.D., CUNY.
Carr, T. Wiley. ART. B.F.A., Indiana University; M.F.A., Yale University.
Carroll, Deborah A. PSY. B.S., Fairfield University; M.S., Ph.D., University of Connecticut.
Cascella, Paul W. CMD. B.S., Marquette University; M.A., SUNY, Buffalo; Ph.D., University of Connecticut.
Charpie, John. PHY. M.S., Ph.D., University of Connecticut.
Chrissidis, Nikolaos. HIS. M.A., M.Phil, Ph.D., Yale University.
Dolan, James F. PHY. B.A., St. John Fisher College; M.S., Ph.D., University of Connecticut.
Dunklee, Jerry D. JRN. B.A., Michigan State University; M.S., Emerson College.
Edgington, Nicholas. BIO. B.A., University of Northern Iowa; M.A., Drake University; Ph.D., Iowa State University.
Ehrmann, Francoise Laborie. FLA. Licence es Lettres, University de Paris, Sorbonne (Paris); M.Phil., Yale University.
Elwood, William R. THR. B.A., Western Washington University ; Ph.D., University of Oregon .
Enjarlran, Mathew. PHY. B.S., University of California, Davis ; M.S., San Francisco State University; Ph.D., University of California , Davis.
Florey, Kenneth. ENG. B.A., Lafayette University; M.A., Ph.D., Syracuse University .
Fredeen, DonnaJean A. Dean of the School of Arts & Sciences, CHE. B.A., McMurry College; Ph.D., Texas A & M University .
Friedlander, Alan R. HIS. B.A., Queens College, CUNY; M.A., Ph.D., University of California, Berkeley.
Fullmer, James W. ESC. B.A., Drexel University; Ph.D., Massachusetts Institute of Technology.
Garcia-Abrines, Marie Branchini. FLA. B.S., Southern Connecticut State University; M.A., M.Phil, Ph.D., Yale University.
Garvey, Sheila H. THR. B.S., Emerson College; M.A., Northwestern University; Ph.D., New York University.
Gatzke, Kenneth W. PHI. B.F.A., M.A., Ph.D., University of Illinois.
Gemme, Terese M. MUS. B.M. Anna Maria College; M.M., Boston Conservatory; D.M.A. Peabody Institute of the Johns Hopkins University.
Gerber, Richard A. HIS. B.A., M.A., Ph.D., University of Michigan .
Gilliland, Rex. PHI. B.A., Long Beach City College; M.A., California State University-Long Beach; Ph.D., University of Memphis.
Girouard, Shirley. NUR. B.A. Eastern Connecticut State College; M.A., University of Connecticut; M.S.N., Yale University School of Nursing; Ph.D., Brandeis University.
Gorniak, Krystyna. PHI. M.A., Ph.D., Adam Mickiewicz U. [ Poland ]; A.B.D., Temple University.
Grace, Sean Patrick. BIO. B.S., University of Maryland, M.S., University of Rhode Island.
Harper, Patricia. HON. B.A., Smith College; M.M., Yale University School of Music.
Heidmann, Mark. ENG. B.A., Wittenberg University; M.A., Purdue University; M.Div., M.A., M.Phil., Ph.D., Yale University.
Hernandez, Raphael. FLA. M.A., University of California; Ph.D., New York University .
Holbrook, Sue Ellen. ENG. B.A., M.A., Ph.D., University of California, Los Angeles.
Johnson, Brian C. ENG. B.A., University of California, Berkeley; M.F.A., Brown University.
Kalk, Bruce H. HIS. B.A., College of William and Mary; M.A., Ph.D., University of North Carolina, Chapel Hill.
Kenty-Drane, Jessica. SOC. B.A., University of New Hampshire; M.A., Ph.D., Northeastern University.
Lang, Mary. ENG. B.A., Barnard College; M.A.T., Yale University.
LaRocco, Steven M. ENG. B.A., University of Massachusetts; M.A., Ph.D., Rice University.
Levine, David A. ART. B.A., Oberlin College; M.F.A., Ph.D., Princeton University.
Macomber, Megan W. ENG. B.A., Princeton University; M.A., M.F.A., Ph.D., Cornell University
Marsoobian, Armen T. PHI. B.A., Bucknell University; Ph.D., State University of New York, Stonybrook.
O'Brien, Wesley J. MDS. B.S., Southern Connecticut State University; M.A., Wesleyan University.
Olson, Linda. FLA. B.S.Ed., Cleveland State University; M.A., Case Western Reserve University; M.A., Ph.D., University of Wisconsin, Madison.
Paddock, Troy R. HIS. B.A., Pepperdine University; M.A., Ph.D, University of California, Berkeley.
Palma, Giuseppina. FLA. B.A., Albertus Magnus College; M.A., M.Phil., Ph.D., Yale University.
Paulson, Arthur C. PSC. B.A., Parsons College; M.A., Ph.D., University of Colorado.
Pelayo, Ruben. FLA. B.A., Escuela Normal Superior, Cuernavaca ( Mexico ); M.A., San Diego State University ; Ph.D., University of California, Riverside.
Pennisi, Francesca. FLA. Ph.D., Yale University.
Petrie, Paul R. ENG. B.A., Eastern College; M.A., Ph.D., University of Connecticut .
Pettigrew, David E. PHI. B.A., Friends World College; M.A., Antioch University; M.A., Ph.D., SUNY, Stonybrook.
Petto, Christine M. HIS. B.A., Boston University; M.A., Ph.D., Indiana University.
Polka, Joseph A. SOC/ANT. B.A., Wheeling College; M.A., Duquesne University; Ph.D., Fordham University.
Rhodes, James F. ENG. B.A., Holy Cross College; Ph.D., Fordham University.
Rogers, Michael J. SOC/ANT. B.A., M.A., Stanford University; Ph.D., Rutgers University.
Ryan, Michael. SOC/ANT. B.A., Fordham University; M.A., Teachers College, Columbia University; Ph.D., University of Missouri.
Selvaggio, Marie M. SOC/ANT. B.A., Douglass College; M.A., Ph.D., Rutgers University.
Serchuk, Camille. ART. B.A., University of Pennsylvania; M.A., Ph.D., Yale University.
Sewnath, Ramon R. PHI. PhD., University of Hawaii.
Shea, Michael. ENG. B.A., Loyola College; M.A., Ph.D., Miami University of Ohio.
Sherak, Constance. HON. B.A., University of California, Davis; M.A., Ph.D., Stanford University.
Smith, J. Philip. Vice President for Academic Affairs, MAT. B.A., Dartmouth College; M.S., Stanford University ; Ph.D., Teachers College, Columbia University.
Solodow, Joseph B. FLA. A.B., Columbia University; A.M., Ph.D., Harvard University.
Sonnenschein, Dana L. ENG. B.A., University of Iowa; M.A., Johns Hopkins University; M.A., Ph.D., Boston University.
Soneson, Daniel B. FLA. M.A. (2), Ph.D., Indiana University.
Tait, James. ESC. B.S., B.A., M.S., Ph.D., University of California, Santa Cruz.
Vitale, Joseph N. CSC. B.S., Fairfield University; M.S., Rensselaer Polytechnic Institute; M.S., Yale University.
Volkman, Richard. PHI. B.A., Winona State College; M.A., Ph.D., University of Wisconsin, Madison.
Walsh, David. PSC. B.A., Westfield State College; M.A., Ph.D., University of Connecticut.
Weed, Clyde P. PSC. B.A., Vassar College; M.A., Ph.D., Columbia University.
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The ideal Honors class incorporates these instructional features:

  • two professors in team-teaching situation;
  • small size (ideal number of students: 20)
  • discussion favored over lecture
  • meet more than once a week
  • a sense of community in each class
  • interesting, challenging, & stimulating topics
  • topics relevant to students' future lives as world citizens
  • issues with wide-ranging implications that lead to understanding of self & world
  • combination of disciplines & subjects in real-world format
  • emphasis on critical thinking
  • greater independence & individual thought
  • open discussion and productive debate
  • clearly-defined course requirements in writing
  • additional Personal Writing Trainers
  • formal teaching of writing & critical skills
  • paper topics that allow room for interpretation & creativity
  • papers include mandatory writing meetings & re-grading
  • both short & longer papers
  • papers are returned promptly
  • creative projects
  • projects which engage in from a variety of angles
  • possibility of student input & creativity in choice of coursework
  • increased computer work
  • fewer textbooks: avoids the “great books” only approach
  • outside research to enhance individual understanding of subject matter
  • field trips
  • classes held outdoors in good weather
  • a fun-filled, healthy place to exchange ideas
  • intellectual content which expands students' cultural horizons
  • relevance & application of class experience to student's life
  • shared, relaxed, positive, supportive, communal learning environment
  • grading based on learning & accomplishment; less emphasis on grading increased emphasis on learning

Includes professors who:

  • are readily available to students & share extra time with them if needed
  • are sincerely interested in students and understanding them
  • recognize different levels of learning among their students
  • understand and listen to students
  • are willing to help students, are open, & are easy to approach
  • maintain open communication so that all might evolve & share new thoughts
  • motivate & challenge students
  • exhibit energy, creativity, flexibility
  • interact in class with students
  • interact with each other so as to stimulate student participation
  • encourage much student participation (i.e., discussion rather than lecture)
  • build a sense of community in each class
  • design interesting, exciting classes & focused curriculum
  • demand hard work & much writing
  • communicate directly, clearly, & effectively
  • recognize that students don't know as much as they
  • recognize that students sometimes know things that they don't
  • are fair
  • have realistic expectations, balancing increased class & homework demands with students' other course & life obligations
  • re-evaluate their teaching methods in light of student feedback

 

Include students who:

  • are enthusiastic, motivated, & hard-working
  • are interested & involved in learning
  • are open
  • are organized (or creative) enough to keep up with a sometimes demanding schedule
  • work to maintain a comfortable & sharing classroom atmosphere
  • participate actively
  • express their own opinions & defend them in dialogue with others
  • give & receive helpful critical input
  • internalize personal learning & accomplishment; de-emphasize exams & grades
  • allow time for consultation with each other & with professors
  • can recognize both their brilliance and their flaws, and are willing to accept criticism and work to improve themselves
  • can become friends, which make debates less personal
  • network
  • are prepared to express their ideas in writing, through dialogue, as well as other means
  • can consider the ideas of others, and understand when they may be mistaken in their own ideas
  • are committed to the idea of becoming a “citizen of the world,” and work to better themselves in the hope of bettering their world

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