Courses are categorized by where they fall in Degree Works for graduation with University Honors (for students joining Honors prior to Fall 2026)
Note: Courses of Intention can count as Honors Electives, but Honors Electives cannot count as Courses of Intention. Be sure to also check for any major restrictions. For assistance with your specific needs please see your Honors Advisor.
View course descriptions for all the courses listed below here
HONR 398: TOP: NUTRITION INTEL
CRN 51499 - Professor Sowulewski
**HONR 398: HON: TECH, POWER, AND POLITICS
CRN 51480 - Professor Condit
HONR 398: TOP: HEALTHCARE AND MEDIA
CRN 51973 - Professor Smith
HONR 398: HON TOP: GOD, DARWIN & MORALITY
CRN 52090 - Professor Brosnan
HONR 398: HON TOP: EVIDENCE-BASED MED
CRN 52089 - Professor Brosnan
*HONR 399: HON: IRISH HISTORY
CRN 48002 - Professor Breuninger
*HONR 399: TOP: MEN'S HEALTH
CRN 47649 - Professor Sowulewski
*HONR 399: NONPROFIT ORGANIZATIONS
CRN 49591- Professor Smith-Mason
*HONR 399: HNR: ISSUE IN CRME&CORRCTNS
CRN 51786 - Professor Lester
HONR 451: QUALITATIVE RESEARCH METHODS
CRN 51865 - Professor Tyndall
Note: This course was previously HONR 398: Diving into Qualitative Research. Credit is not allowed for taking both courses.
HONR 460: CLASH OF IDEAS
CRN 51482 - Professor TBD
* Denotes course is 1.5 credit miniterm course
** Denotes course is Hybrid-Asynchronous which meets some weeks but not others.
APPM 355: HONORS: ORCHESTRA
CRN 43978 - Professor Myssyk
BIOL 300: HON:CELLULAR & MOLECULAR BIOL
CRN 34167 - Professor Walsh
BIOL 310: HON: GENETICS
CRN 37726 - Professor Tenjo-Fernandez
BIOL 317: HON: ECOLOGY
CRN 49164 - Professor Young
BIOL 448: HON: NEUROSCIENCE
CRN 50575 - Professor Walsh
COAR 352: HON: HIST OF VISUAL COMMNCTNS
CRN 52116 & 52117 - Professor Weichel
ENGL 317: HONR:BODY & CULTR:MEDIEVAL
CRN 47764 - Professor Shimomura
Health Humanities Minor Area 2
ENGL 348: HONR: LITERATURE OF ADDICTION
CRN 49616 - Professor Shiel
Health Humanities Minor Area 2
ENGL 483: LITERARY TEXTS & CONTEXTS:1700 - 1945
CRN 49809 - Professor Nash
FIRE 311: HONRS: FINANCIAL MANAGEMENT
CRN 26968 - Professor Straska
GSWS 355: HON: QUEER CINEMA
CRN 49921 - Professor Guerrero
HIST 314: HON:ZENITH OF EUROPEAN POW
CRN 52183 - Professor Kessler
HIST 346: HON:AMRCN REVOL ERA 1730-1800
CRN 52182 - Professor Eastman
HIST 351: POSTWAR AMERICA 1945-PRESENT
CRN 52178 - Professor Thurber
HIST 378: ATLANTIC SLAVERY
CRN 49988 - Professor Moitt
HIST 391: HON TOP: RACE IN LATIN AMERICA
CRN 52181- Professor Espinoza Ruiz
HIST 392: REVOLUTIONS IN SCIENCE I
CRN 52180 - Professor Powers
MGMT 491: Leading for Impact: Transformative Leadership in Action
CRN 52063 - Professor Reina
MKTG 301: HONORS:MARKETING PRINCIPLES
CRN 34650 - Professor Gilstrap
Override Request For Non-Business Majors
MKTG 448: DIGITAL MARKETING
CRN 51584 - Professor Hargett
Override Request For Non-Business Majors
ANTH 200: HNR:INTRO TO AFRICAN SOCIETIES
CRN 43116 - Professor Brooks
ECON 210: HONORS:PRIN OF ECON - MICRO
CRN 36416 - Professor TBA
GSWS 201: HON: INTRO GNDR, SXLITY & WMNS
CRN 50315 & 50316 - Professor Lyn and Professor Johnson
IDDS 200: HON: DISAB HISTORY AND CULTURE
CRN 44558 - Professor Schall
Semester course; 3 lecture hours (delivered online face-to-face or hybrid). 3 credits. May be repeated for a maximum of six credits toward graduation. This course investigates key intellectual debates using the Reacting to the Past pedagogy to immerse students in specific historical moments and to explore ideas of lasting importance. Using dynamic roleplaying, the course focuses on specific historical and/or intellectual debates of broader importance. Through the use of reacting “games,” students will become familiar with the context(s) of the key ideas associated with the period and work in teams to address problems linked to the overarching themes of the course.
Both of these sections will feature TWO Reacting games:
Enlightenment and Revolution| Section 702 | MWF 10 a.m.-10:50 a.m. | Professor Katie Knop
Game 1: The Enlightenment is in Crisis
In the late 1740s a rich Parisian widow began hosting a weekly luncheon for writers, statesmen, and artists to discuss new ideas in a convivial setting. A consortium of publishers contracted an obscure hack writer named Denis Diderot to translate a British dictionary into French. Now Madame Geoffrin's salon has come to rival the royal court at Versailles for prestige and exclusivity, while Diderot has begun to transform the dictionary into a massive encyclopedia purporting to represent everything, to treat knowledge as an open-ended conversation, and to "change the common way of thinking." The first volume of this literary monument of Enlightenment is to be published shortly in 1751. How will the Monarchy and the Church respond?
Game 2: "Engines of Mischief": Technology, Rebellion, and the Industrial Revolution in England, 1817-1818
“Robots will take our jobs!” So announced a recent news article. Human workers are being replaced by automation. How should we respond? Do we resist or embrace this new technology? Engines of Mischief explores a very similar situation in the past -- in Manchester, England in 1817 and 1818. Players are faced with different choices about how to live and prosper at the dawn of the Industrial Revolution. They use new economic theories, parliamentary commissions, and news reports to debate the pros and cons of factories, the role of the government in the economy, taxation, workers’ unions, and the extension of political rights down the social order. But players do not just debate. Characters from various classes of society must take action to improve their lives. Hand weavers and spinsters have to choose between violently resisting the new technology, joining factories, forming unions, or gaining political rights. Middle-class entrepreneurs decide how best to run their businesses to maximize profits and how to treat their workers. Craftsmen/inventors decide what type of new machines to build. Aristocrats must maintain control over government while deciding whether to support the working or middle classes, the old world or the new. Above all players must make ethical decisions about how to balance their individual interests with the good of society as a whole.
Religion and Revolution | Section 703 | T/Th | 2 p.m.-3:15 p.m. | Professor Bethany Holmstrom
Game 1: Wrestling with the Reformation: Augsburg, 1530
As a member of the City Council of Augsburg in 1530, you will have to balance the competing demands of the citizens and the Emperor, while considering the implications of various Reformed positions for the city’s military defense, economic growth, and spiritual purity. Should you adopt the Augsburg Confession, a statement of principles presented during the 1530 Augsburg Reichstag by Martin Luther’s colleagues from Wittenberg? Or join the four “Tetrapolitan” cities that offered an alternate vision of reform influenced by Ulrich Zwingli? Or perhaps you should you support the Confutatio Pontificia, the strong rebuttal to the Augsburg Confession written by representatives of the Pope in Rome and endorsed by the Emperor? Decisions about religious practices in Augsburg could provoke a riot from reform-minded citizens or cause Emperor Charles V to make good on his promise to invade the city and revoke its independent charter. In this volatile environment, Augsburg needs allies, but alliances are dependent on the type of reform Augsburg chooses. As does Augsburg’s ability to feed its poor, protect its rapid proto-capitalist economic growth, and deal with the problem of Anabaptists infiltrating the community. The salvation of souls and Augsburg’s very survival are at stake.
Game 2: The French Revolution: Revolution, counter-revolution, or reform in France.
Rousseau, Burke, and Revolution in France, 1791 plunges students into the intellectual, political, and ideological currents that surged through revolutionary Paris in the summer of 1791. Students are leaders of major factions within the National Assembly (and in the streets outside) as it struggles to create a constitution amidst internal chaos and threats of foreign invasion. Will the king retain power? Will the priests of the Catholic Church obey the “general will” of the National Assembly or the dictates of the pope in Rome? Do traditional institutions and values constitute restraints on freedom and individual dignity or are they its essential bulwarks? Are slaves, women, and Jews entitled to the “rights of man”? Is violence a legitimate means of changing society or of purging it of dangerous enemies? In wrestling with these issues, students consult Jean-Jacques Rousseau’s Social Contract and Edmund Burke’s Reflections on the Revolution in France, among other texts.