Honors Courses

Honors sections of the following standard VCU courses will be offered. Please see the VCU Bulletin for course descriptions. 

• Biology 300
• Biology 310
• Business 325
• Chemistry 102
• Chemistry Lab (CHEZ) 302
• Economics 211
• Gender, Sexuality & Women's Studies 201
• Mass Communication 493
• Philosophy 201
• Political Science 365/International Studies 365
• Psychology 498
• Psychology 499
• Statistics 210
• Survey of Art II (ARTH 104)

 

Honors Variant courses (3 credit hours) *Course modalities are subject to change due to COVID-19*

ANTH 491 - 750 (Anthropology of Outbreak)

CRN 42257 | 4:00PM-6:40PM | T | Online - synchronous | Dr. Christopher Brooks

This is an intermediate-level course that will explore three recent pandemics - the Coronavirus, Ebola, and the Human Immunodeficiency Virus (HIV), and how various populations have responded to them. In other words, it will explore the anthropology of these contagions. Two of these epidemics have spread to many parts of the globe (i.e. the Coronavirus, and HIV). The other one, Ebola, first emerged on the African continent and has been mostly contained there. From early documented history, viruses have been a part of the human experience. Celebrated examples include the Justinian Plague (541 CE) throughout the Mediterranean; Leprosy in 11th century Europe; The Black Death (Bubonic Plague) 14th century Europe; the Columbian Exchange in 1492 (Western Hemisphere); The Great Plague of London (1665); First Cholera Pandemic (1817); Fiji Measles Pandemic (1875); Russian Flu (1889); Spanish Flu (1918); Asian flu (1957); HIV/AIDS (1981); SARS (2003); H1N1 (2009); Ebola (1976); Zika (2015), and most recently COVID 19 (2019). In each of these outbreaks, populations were forced to respond to these deadly health emergencies. In this course we will examine three recent zoonotic viruses (i.e. pathogens that jumped from a non-human animal [usually a vertebrate] to a human). More importantly, we will consider how social sciences, like anthropology, have played a role in how people process, understand, and respond to such health emergencies.

ENGL 301-701 (HONR: Intro to the English Major WI)

CRN 40710 | 1:00-1:50 | MWF | Online - synchronous instruction | Dr. Jennifer Rhee

This class is a required course for English majors. In this class we will focus on skills helpful in the English major, introducing the ways in which language is used in literary texts and the practice of writing responses to those texts. We will discuss important terms for the study of literature and various critical approaches to literature. Drawing on these terms and approaches, we will emphasize careful close readings of texts; sophisticated analyses of themes, form, and style; and clear, elegant writing about literature. We will read novels such as Kazuo Ishiguro’s Never Let Me Go and Karen Joy Fowler’s We Are All Completely Beside Ourselves; short stories by N. K. Jemisin, Teju Cole, Ursula LeGuin, Toni Morrison, Ted Chiang, and Rebecca Roanhorse; and poems by Natalie Diaz, Laura Da’, Ada Limón, Rafael Campo, and Solmaz Sharif.

This class will be held online. We will meet synchronously in a combination of full class meetings, small group sessions, and individual sessions with the instructor. The class will occasionally incorporate asynchronous elements.

ENGL 374-701 (HONR: U.S. Literature: Modernism)

CRN 42005 | 12:30-1:45 | TR | Online - synchronous instruction | Prof. Bryant Mangum

A group of American writers whose first major works appeared in the 1920s was a generation "grown up to find all gods dead, all wars fought, all faiths in man shaken." Gertrude Stein labeled them the lost generation, and their works mirrored the extravagance and corruption that led to their disenchantment. This course will explore the subjects and themes of the Jazz Age, the 1920s, as they are reflected in the literature of the time, and it will examine various exits from the wasteland suggested by post-crash authors. Cather, Anderson, Fitzgerald, Hemingway, Toomer, Eliot, Faulkner, and Hurston are among the authors we will read.

We will use Blackboard and our course website for background information on the works we are reading and for assignments, and we will come together in Zoom sessions each week at our scheduled class time for class discussion of the material. The tests will be “take-home,” and our exchange of ideas will be ongoing through Blackboard discussion questions and responses. I will be available throughout the semester for individual conferences through email, cell phone, or Zoom.

ENGL 381-750 (Multiethnic Literature: Family, Community, and Transitions)

CRN 42129 | 5:30-6:45 | MW | Blended-flexible synchronous instruction | Dr. Paul Robertson

In this course, students will encounter a broad cross-section of literary perspectives as expressed by several U.S. ethnic communities. Particular emphasis is placed on how these representative individuals and communities process past collective traumas, how they resist, assimilate, and reconfigure an imagined “normative” American culture, and how they interact with other ethnic communities sharing similar predicaments in 20 th and 21 st century U.S. society. Course readings will include examples of American immigrant literature from writers with Arab, Jewish, Vietnamese, and Mexican origins. Required book-length texts include Le Thi Diem Thuy’s The Gangster We are All Looking For, Joseph Delgado’s Ditch Water, and Joseph Geha’s Through and Through. We will also read representative literature from Native American communities and from the Appalachian region, such as Louise Erdrich’s Shadow Tag and Ron Rash’s One Foot in Eden, respectively. Works by Toni Morrison (Song of Solomon), Paiute poet Adrian Louis, and Affrilachian poet Frank X. Walker will also figure prominently.

ENGL/LING 451-001 (History of the English Language)

CRN TBA | 2:00-2:50 | MWF | Hybrid-flexible synchronous instruction | Dr. Sachi Shimomura

This course introduces the historical linguistics and social history of English, particularly earlier stages of the language, beginning with its Indo-European roots. We will determine how language and the assumptions ingrained within it shape literature, examine earlier technologies of writing and transmitting information, and explore the politics of language change within specific cultural milieu. Course requirements will include active class participation, short homework assignments, group projects, midterm and final exams, and one or two papers. No previous knowledge of linguistics is required, but you must bring to class a willingness to tackle small pieces of old languages—such as Old English! May not be used to satisfy the literature requirement of the College of Humanities and Sciences.

HIST 201-701 (Europe War and Revolution)

CRN 42238 | 11:00-12:15 | TT | Online - synchronous instruction | Dr. Joseph Bendersky

This course will trace the nature and impact of three major revolutions that have significantly transformed European civilization from the 17th to the 20th century: Intellectual, Economic, and Political. It will address how all three revolutions interacted with modern wars from Napoleon through World War II. This course will involve a variety of primary sources; some traditional (e.g. excerpts from Voltaire, Social Darwinists, Nietzsche). Others will include using a 19th century literary work as historical evidence. In the 20th-century---theater and film will provide another kind of nontraditional evidence. Students will also read a brief history book on Modern Europe to provide a narrative story for context as well as basic information.

HIST 201-702 (Historical Detection: 20th Century U.S.)

CRN 42245 | No time or date | Online - asynchronous instruction | Dr. Timothy Thurber

This course will explore how historians attempt to understand the past through an examination of three eras in twentieth century U. S. history--the progressive era of the early 1900s, the Great Depression/New Deal of the 1930s, and the Great Society of the 1960s. Our focus will be on those who sought to use the government to remake society, as well as those who believed reformers did not go far enough and those who believed they went too far. We will examine a variety of sources, including music, art, photography, written texts, and video.

 

Honors 398 topic courses (3 credit hours) *Course modalities are subject to change due to COVID-19*

**Cancelled** Nationally Competitive Awards & Beyond [1-credit]

CRN 40445 | 10:00-10:50 | W | Online - synchronous instruction | Dr. Meredith Sisson

Wouldn’t it be great to get someone else to pay for you to do something cool? This honors module will teach you how to apply for nationally competitive awards, which can support research, study abroad, postgraduate study, and other enrichment activities. You will learn about some of the many opportunities that exist, as well as what it takes to put together a competitive application. Throughout the course, you will hone your writing skills and learn to craft compelling Personal and Research Statements. You will learn interview techniques and participate in a mock-interview. By the end of the course, you will have completed a draft of a scholarship application (which you can then choose to submit!) The skills and knowledge gained in this course can be directly applied to other applications, such as for graduate school, jobs, and grants.

Diving into Qualitative Research

CRN 38209 | 9:30-10:45 | TR | Online - synchronous instruction | Dr. Christy Tyndall

In a range of disciplines, scholars and professionals are increasingly recognizing the importance of using exploratory qualitative (non-statistical) and mixed research methods to advance knowledge in ways that allow for a richer and more in-depth understanding of phenomena and processes of interest. This course is designed for students interested in adding tools of scholarly inquiry to their research toolboxes and will provide an engaging introduction to qualitative approaches, study design, data collection, and analysis based on documents, field observations, and interviews. Students will also gain experience writing and presenting qualitative research based on a topic of personal interest.

Social Justice and the Arts *Fine arts credit*

CRN 38662 | 11:00-12:15 | TR | Online - synchronous instruction | Professor Ann Marie Gardinier Halstead

In Social Justice and the Arts, students will investigate the relationship between social justice and the arts (theatre, visual arts, and music), with a particular focus on contemporary dramatic literature, i.e. plays that contribute to social and political change, such as The Exonerated, My Name is Rachel Corrie, Notes From the Field, The Good Body, The Laramie Project, and Have You Filled a Bucket Today? As a classroom community we will critically analyze and discuss other relevant texts, including videos and images, and will engage with leaders from the VCU and Richmond arts communities. Students will research social (justice) issues of particular interest to them and will look at the ways in which various art forms expose and help to resolve issues of social justice, inspiring us to act and effect positive change. Assignments will include oral presentations, multi-media projects, creative writing, reflection papers, peer review, and traditional research.

Social Justice and the Arts *Fine arts credit*

CRN 41232 | 12:30-1:45 | TR | Online - synchronous instruction | Professor Ann Marie Gardinier Halstead

In Social Justice and the Arts, students will investigate the relationship between social justice and the arts (theatre, visual arts, and music), with a particular focus on contemporary dramatic literature, i.e. plays that contribute to social and political change, such as The Exonerated, My Name is Rachel Corrie, Notes From the Field, The Good Body, The Laramie Project, and Have You Filled a Bucket Today? As a classroom community we will critically analyze and discuss other relevant texts, including videos and images, and will engage with leaders from the VCU and Richmond arts communities. Students will research social (justice) issues of particular interest to them and will look at the ways in which various art forms expose and help to resolve issues of social justice, inspiring us to act and effect positive change. Assignments will include oral presentations, multi-media projects, creative writing, reflection papers, peer review, and traditional research.

Molecular Basis for Human Disease

CRN 36931 | 2:00-3:15 | TR | Face-to-Face Instruction | Medical Sciences Building (MCV Campus) | Dr. Keith Baker

Eligibility: BIOL 310 and CHEM 403 are strongly recommended as prerequisites. At least one 300-400lv Biology course should have been taken before registering for this course.

This class examines the biochemical and genetic basis for common and rare human diseases, and considers the clinical pathways that lead to diagnosis and treatment for patients suffering from them. In order to be successful, students should have a fundamental understanding of biochemistry, biology and genetics, as this class stresses the application of these fundamental disciplines and how they relate to onset, progression and treatment.

World Events as Depicted in Broadway Musicals *Fine arts credit*

CRN 39920 | 4:00-6:40 | M | Online - synchronous instruction | Dr. Patrick Smith

A survey of historical world events as portrayed through American Broadway Musicals. Students will gain knowledge of major, life-impacting events through the present day, witness the ways in which these events inspired some musical creations of the Broadway musical stage, and recognize similarities and differences between historical fact and theatrical representation. Through the duration of the semester, class meeting topics will alternate weekly between viewing selected musicals (in class) and lecture/discussions.

Integrative Health

CRN 42265 | No time or date | Online - asynchronous | Prof. Lisa Phipps

In this 3-credit course, you will embark on a journey with a young lady named Megan as she explores the world of complementary and integrative health, seeking to maintain or improve her own well-being. As you follow her story, you will learn about differing approaches to health and the theory and practice of modalities outside mainstream western medicine. It is my hope that when you complete this course, you will be an “informed consumer” in the area of integrative health. This means that should you ever be interested, you would feel comfortable in finding and evaluating information about a particular method or technique, locating a practitioner in your area, and having a good idea about questions you may have about their practice. Through discussion and a variety of other activities, you will explore various Complementary and Alternative Medicine (CAM) therapies, philosophies and practice, examine evidence behind use, and explore current research in various areas of CAM.

Intercultural Communication

CRN 42329 | 11:00AM - 12:15PM | M| Blended- asynchronous instruction | Professor Shira Schiecken

This course will increase students’ intercultural competence by providing them with a set of cognitive tools to be used in their personal, academic, and professional lives. Throughout the semester, we will examine the concept and impact of culture and how cultural frameworks influence our daily and professional communication. Topics will focus on cultural self-awareness; understanding of cultural contexts, worldviews and perspectives; verbal and nonverbal communication, as well as, challenges to intercultural communication.

Choose Your Own Adventure: Video Game Theory and Practice

CRN 42367 | 5:30PM - 6:45PM| MW | Online Synchronous | Rose Szabo

If you’ve ever wanted to write your own video game, this is the class for you. We’ll explore how different games with different budgets and platforms make narrative decisions to tell compelling stories. We’ll apply traditional literary analysis to games ranging from AAA titles like Fallout 3 to indie games like Depression Quest, and introduce the concept of ludonarrative, or the narrative thread of gameplay, to your literary criticism toolkit. We’ll examine how representations of race, gender, and sexuality play a role in storytelling across the spectrum of video games, with a focus on how we can subvert and complicate those tropes. We’ll also look at games from a cultural standpoint, examining how public discourse shapes which games are considered “real” video games and which players are considered “true gamers”. Finally, we’ll use what we've learned about storytelling to write games of our own using simple game design platforms, solo or in teams.

 

Honors 399 modules (1.5 credit hours) *Course modalities are subject to change due to COVID-19*

Reuse, Recycle, Re-create *Fine arts credit*

CRN 40373 | No Time or Date | Online - asynchronous instruction | January 26-February 2 | Prof. Chelsea Lee

Create one of a kind artworks out of everyday objects. Get outside the classroom to source reusable and recyclable materials to create sculptural artworks. We’ll get inspiration with visits to the ICA, and local galleries, begin to see the things around you in a different way.

Honors Research Ready: Women's Health *Application TBA - Pending COVID-19 clearance*

(Summer Undergraduate Research Program Preparation Module - Accepted students will be given an override to register)

CRN 41104 | No Time or Date | Online - asynchronous instruction | March 29 - April 30 | Prof. Lisa Phipps

This 1.5-credit course is designed to prepare you for a summer research experience with a VCU researcher whose area of interest is women’s health or sex/gender differences. In preparation for your experience, we will explore the process and products of research and obtain some training required for your individual experience. Topics will include sex/gender differences in health research, responsible conduct in human and animal research, literature searches, outcome measures, and more. Upon completion of the course, you should have a basic understanding of research and be able to discuss how it pertains to your upcoming experience.

Public Health and Equitable Communities

CRN 42189 | 2:00-4:40 | T | Online - synchronous instruction | February 2 - March 9 | Prof. Brandi Daniels

In collaborative partnership with the Institute for Public Health Innovations, this course module will feature the important need for public health expertise in all facets of community life. Featuring up to 2 guest speakers/panels that feature community driven, public health strategies such as: School Health Advisory Board, Greater Richmond's Coalition to Reduce Childhood Obesity, Social Determinants of Health Overview/Snapshots in RVA, and Community Trauma and Resiliency training components into weekly lessons. All resources will be provided by Instructor Daniels for facilitation and promotion of robust community dialogue within the course module.
The resources and community partner network guides for this course module are intended to spark critical reflection, enhance students' critical thinking skills, and assess positive strategies on the community level, which can further promote/benefit the healthcare field in RVA.

Mouth, Microbes, and Medical Research

CRN 41460 | 9:00-11:40 | M | Face-to-face instruction | January 25 - February 22 | MCV Campus | Dr. Oonagh Loughran

The course is designed for students interested in a career in biomedical research or dentistry. It explores the often overlooked topic of oral diseases and how they contribute to systemic disease. Specifically, students will explore the latest research in cancer of the head and neck, bacterial infection and inflammation as it pertains to oral and systemic disease and tissue engineering for oro -facial structures.

Nationally Competitive Awards & Beyond

CRN 42241 | 3:00-4:15 | MW | Online - synchronous instruction | February 8 - March 10 | Dr. Meredith Sisson

Wouldn’t it be great to get someone else to pay for you to do something cool? This honors module will teach you skills that can support research, study abroad, postgraduate study, and other enrichment activities. You will learn about some of the many opportunities that exist, as well as what it takes to put together a competitive application. Throughout the course, you will hone your writing skills and learn to craft compelling Personal and Research Statements. You will learn interview techniques and participate in a mock-interview. The skills and knowledge gained in this course can be directly applied to other programs, such as for graduate school, jobs, and grants. 

Discovery and Development of Drugs for Treating Schizophrenia

CRN 42308 | 4PM-6:40PM | W | January 27th - February 24th | Dr. Joseph Porter

The discovery and development of antipsychotic drugs begins in the 1800s with the development of chemical dyes in clothing industries. This lead to the development of some of the earliest therapeutic drugs (e.g. methylene blue). In the 1930s, a French Pharmaceutical company (Rhône-Poulenc) developed the first line of phenothiazine antihistamines, which lead to the development of the phenothiazine, 4560 RP in 1951. This drug was chlorpromazine, better known as Thorazine in the United States. The first documented treatment of a psychotic patient with chlorpromazine was on January 19, 1952 at the Val‐de‐Grâce Military Hospital in Paris. This patient was treated for 20 days. Then he was discharged and was ready “to resume normal life” (Hamon, Paraire, & Velluz 1952). This was the first chapter in the story of how psychotherapeutic drugs were developed for the treatment of schizophrenia and for other mental disorders, such as depression. This also was the birth of Psychopharmacology. We will explore this history and the role of serendipity in the discovery and development of these drugs.

Women in Science

CRN 42333 | 4PM - 6:40PM | W | Online - synchronous instruction | March 3rd - April 7th | Dr. Joseph Porter

Course Description: Historically, women have been under represented in science and have faced discrimination in both academia and industry. This course will examine the slow, but steady increase in the number of women in different areas of science and the obstacles that they faced and overcame. This course also will provide an overview of the scientific contributions of women (both historical and contemporary) in different areas of scientific research. Each student will give a presentation on a woman in science, her career path, scientific contributions, and biases/challenges faced during her career. Finally we will examine the current status of women in science and examine what biases and difficulties may still remain in their career paths.

 

HONR 494 Capstone (4 credit hours) *Course modalities are subject to change due to COVID-19*

CRN 40447 | 4:00-6:40 | R | Hybrid - Flexible Synchronous | Prof. Brandi Daniels

Eligibility: Only available to take during students' graduating semester

This course will examine community engagement, including theories of citizenship, human rights, social movements, civic leadership, social justice, civil discourse, and social capital strategies. Through the use of case studies and field observations gained from neighborhood visits in RVA, students will be able to use an interdisciplinary lens to analyze and apply principles and practices of community engagement. Lastly, while engaging in this capstone course, students will connect the nine priority areas established by the Capital Region Collaborative. These pillars – Education, Job Creation, Workforce Preparation, Social Stability, Healthy Community, Coordinated Transportation, James River, Quality Place, and Demographics – serve as a framework for community engagement. Those areas of interest are particularly relevant, having been established by the greater Richmond region through lengthy engagement with the Collaborative.

The following variant courses will be offered for Honors credit:

**These variants will require prerequisite overrides. E-mail Jared Johnson to request an override.**

ENGL 385 (701): Fiction into Film

Online (CRN 39535; Prof. Walter Gardner Campbell)

ENGL 391 (701): Digital Rhetoric

Online (CRN 39536; Prof. Kathleen Alford)

In this course, we turn to the study of social media culture through the lens of digital rhetoric, which will enable us to explore a number of timely and interesting phenomena. We will consider how TikTok captivates our attention; why misinformation about animals went viral during the start of the COVID-19 pandemic; to what extent we can opt-in to data surveillance; the layers of personhood wrapped up in Instagram influencers, etc. That is, digital rhetoric opens up provocative questions about the intersections between human and machine, habit and intention, interface and mediation, individual agency and communal agency, as well as ongoing fluctuations in memory, literacies, and community. This course will undertake a range of multimedia projects that require thinking critically about digital rhetorics—assignments such as imitating the style of a genre and extending virality. We will explore potential responses to the inquiry question, “How is public culture both represented and created by digital rhetorics?” 

GSWS 353 (750): Women Writers

Online (CRN 39541; Prof. Kathleen Graber)

GSWS 391 (701): Latina Feminisms

Online (CRN 39537; Prof. Matilde Moros)

Honors sections of the following standard VCU courses will be offered. Please see the VCU Bulletin for course descriptions. 

• Art History 103: Survey of Art I
• Biology 151
• Biology 300
• Biology 310
• Chemistry 101
• Chemistry 301 lab
• Economics 210
• Economics 461 (Fed Challenge)
• Finance, Insurance, and Real Estate 311
• Gender, Sexuality & Women's Studies 201
• Management 310
• Marketing 301
• Mathematics 200
• Mathematics 201
• Philosophy 201
• Political Science 365/International Studies 365
• Psychology 101
• Statistics 210

 

The following variant courses will be offered for Honors credit:

ENGL 313 (001) / AMST 391 (001): Popular Culture Studies: Race & Identity in American Music

TR 12:30-1:45 (CRN 41015; Dr. Mary Caton Lingold; Diversity of Literature)

*ENGL 200 is a prerequisite for this course. Please contact Jared Johnson to request a course override if needed.*

This course is ideal for music lovers, history buffs, and those interested in identity and race. We will listen to a range of musical genres, watch documentary film, read cultural criticism, and learn a lot about the history of American musical life.

ENGL 391 (001): Salvage-Metaphor/Memory/SOC

TR 9:30-10:45 (CRN 41278; Kathleen Graber)

*ENGL 200 is a prerequisite for this course. Please contact Jared Johnson to request a course override if needed.*

The word salvage has its roots in maritime law. To salvage means to save something from loss, especially something ruined or something lacking any obvious value. This course will explore salvage as both a metaphor and a method. How might we understand memory, history, and language as necessarily worn thin, selective, secondhand, and exhausted? How can our exploration of the idea of salvage deepen our understanding of the past and help us imagine the future? How does thinking about salvage invite us to think more complexly about poverty, the state, race, ability, or gender? Students will read and respond to novels, stories, personal essays, literary criticism, poems, and hybrid compositions—including works by Colson Whitehead, Jesmyn Ward, Anne Carson, C.D Wright, Claudia Rankine, Bonnie Jo Campbell, Terrance Hayes, Natalie Diaz, and Ross Gay. 

HIST 391 (701): History of Technology

MWF 11-11:50 (CRN 41321; Dr. John Powers)

Modern humans live in a world created by our technology. We interact with technological devices and systems so often that most of the time we probably don’t think about it. How did our world come to be shaped so much by technology? This course will address this question by examining what technology is, how and why individuals and societies create it, how it shapes the culture in which it becomes embedded, and how, in turn, users manipulate technologies to their own ends. This course begins by examining the theoretical concepts and issues that will shape our subsequent discussion of technology. These issues include the problems with our current innovation culture, technological momentum and determinism, the social construction and agency of technological systems, and the perception of technological developments as “progress.” The remainder of the course will survey important periods and events in the history of the technological development of Europe and North America from Antiquity through the end of the 20th century. Since it is impossible to cover all areas and technologies, the course will focus on illustrative case studies, which mark historical trends and reinforce theoretical concepts regarding the use and development of technology. These case studies include Roman architecture, medicine, & city design; the adoption of printing and firearms; the first and second industrial revolutions; electric power systems; the development of two life-saving chemicals - penicillin and DDT, and the creation of computers and the internet.   

 

The following Honors Topics courses (HONR 398; 3 credit hours) will be offered:

VCU Votes

TR 7-8:15 (CRN 40624; Dr. Nicole O'Donnell)

VCU Votes is a special topics class in which undergraduate students explore the theory and practice of social media in political communication – especially in the context of the 2020 presidential election. Students will examine such issues as:

• Theories and concepts of social media at the local, national and global levels.
• Practical application of social media in political communication.
• Use of social media by candidates, political parties, news organizations, interest groups and citizens.
• The role of social media in shaping campaign strategies, fundraising, news coverage, get-out-the-vote efforts and other election-related activities.
• Targeting online audiences through social media.
• Utilization and planning of multimedia content for social media.
• Organizational strategies for online networks for political campaigns.

Integrative Health

W 2-4:40 (CRN 40629; Prof. Lisa Phipps)

In this 3-credit course, you will embark on a journey with a young lady named Megan as she explores the world of complementary and integrative health, seeking to maintain or improve her own well-being. As you follow her story, you will learn about differing approaches to health and the theory and practice of modalities outside mainstream western medicine. It is my hope that when you complete this course, you will be an “informed consumer” in the area of integrative health. This means that should you ever be interested, you would feel comfortable in finding and evaluating information about a particular method or technique, locating a practitioner in your area, and having a good idea about questions you may have about their practice. Through discussion and a variety of other activities, you will explore various Complementary and Alternative Medicine (CAM) therapies, philosophies and practice, examine evidence behind use, and explore current research in various areas of CAM.

Intercultural Communication

MW 11:30 a.m.-12:45 p.m. (CRN 38985; Prof. Shira Schieken)

This course will increase students’ intercultural competence by providing them with a set of cognitive tools to be used in their personal, academic, and professional lives. Throughout the semester, we will examine the concept and impact of culture and how cultural frameworks influence our daily and professional communication. Topics will focus on cultural self-awareness; understanding of cultural contexts, worldviews and perspectives; verbal and nonverbal communication, as well as, challenges to intercultural communication. 

Science Fact and Speculative Fiction

T 2-4:40 (CRN 40631; Prof. Ivy Roberts)

Science and fiction are intricately intertwined in modern culture. Science informs fiction while fiction also plays a role in generating understanding and expectations for future outcomes of science. Scientific activity is hypothetical and predictive while science fiction writing and reading is speculative and imaginative. The course investigates overlaps between the hard sciences (i.e. quantum mechanics, biology, natural science) and the arts (literature, visual culture, film). Knowledge of and appreciation for the hard sciences trickle into popular culture gradually through technical discourses, technological applications, and literary and visual representations. Do scientific theories need to be watered down to be understood by the lay public? What is lost in the process of translation? What changes take place in the scientific world when a theory becomes accepted as science fact?

 

The following Honors Modules (HONR 399; 1.5 credit hours) will be offered:

Art Review

*This course will count for fine arts credit.*

Sept. 24-Oct. 22, R 2-4:40 (CRN 40633; Prof. Elissa Armstrong)

Visiting prominent Richmond art institutions as a class, students are actively introduced to the basic principles of art and design, color theory, artwork context, and content through a series of exercises and discussions. Reflecting on the artwork, research, and concepts investigated throughout the course, students create short response videos or gifs utilizing a range of accessible apps and software. The course culminates with a week-long public presentation of student videos on the Cabell Library outdoor screen at the VCU Compass.

Discovery and Development of Drugs for Treating Schizophrenia

Aug. 24-Sept. 21, M 4-6:40 (CRN 40632; Prof. Joseph Porter)

The discovery and development of antipsychotic drugs begins in the 1800s with the development of chemical dyes in clothing industries. This lead to the development of some of the earliest therapeutic drugs (e.g. methylene blue). In the 1930s, a French Pharmaceutical company (Rhône-Poulenc) developed the first line of phenothiazine antihistamines, which lead to the development of the phenothiazine, 4560 RP in 1951. This drug was chlorpromazine, better known as Thorazine in the United States. The first documented treatment of a psychotic patient with chlorpromazine was on January 19, 1952 at the Val‐de‐Grâce Military Hospital in Paris. This patient was treated for 20 days. Then he was discharged and was ready “to resume normal life” (Hamon, Paraire, & Velluz 1952). This was the first chapter in the story of how psychotherapeutic drugs were developed for the treatment of schizophrenia and for other mental disorders, such as depression. This also was the birth of Psychopharmacology. We will explore this history and the role of serendipity in the discovery and development of these drugs.

Embracing Visual, Viral Media

Sept. 28-Oct. 28, MW 5:30-6:45 (CRN 40647; Prof. Chris Gentilviso)

The way we interpret information, select sources, adapt to new technology and interact withcontent in the digital sphere is evolving. This module is designed to engage students on how ourconsumption habits are reshaping the news. They will keep a journal, sharing and analyzing real-time case studies of how they follow coverage and see stories evolve across different platforms.They will think critically about decisions media organizations make when reporting andpresenting the news to the public. They will examine the public’s engagement and choices fornews, with content from traditional and nontraditional sources. Through in-class participation, written critiques and presentations on issues of personal interest, this course will give students ofall majors the chance to assess how we participate in the news cycle and propose improvementsfor the 21 st century media landscape.

Reuse, Recycle, Re-create

*This course will count for fine arts credit.*

Aug. 19-Sept. 16, W 1-3:40 (CRN 41033; Prof. Chelsea Lee)

Create one of a kind artworks out of everyday objects. Get outside the classroom to source reusable and recyclable materials to create sculptural artworks. We’ll get inspiration with visits to the ICA, and local galleries, begin to see the things around you in a different way.

Social, Economic Changes in American Cities and Suburbs

Aug. 20-Sept. 17, T 5-7:40 p.m. (CRN 36488 sec 703; Prof. John Palen)

This module will provide a synoptic view of the processes and consequences of American urbanization. We shall restrict our attention to the last 150 years with major attention devoted to the last 60 or so years of post World War II suburban growth and change. In our discussion, emphasis will be placed not only on what has occurred and is occurring, but also on its causation and implications for American society. The module will have three overlapping sections. The first will deal with the historical emergence of American Suburbs up to World War II. The second section will discuss mass suburbanization, suburbs and popular culture, suburban lifestyles, and the impact of government policy. The final section will deal with contemporary and future patterns including minority suburbanization, the emergence of edge cities and malls, and the new neo-traditional new urbanism communities.

The Honors College faculty and staff are dedicated to developing a unique program of courses that challenges and stimulates students, while also encouraging open discussion and individual responsibility. At times, it may be appropriate for an Honors student to convert a non-Honors course into Honors by working closely with a faculty mentor to develop an Honors plan of study. The student and faculty member would then collaborate to adjust the standard class syllabus into an Honors version that includes more advanced work. The Honors work may be done in place of regular assignments, or it could be completed in addition to the regular assignments. The student and the instructor should determine and specify on the course contract what percentage of the final grade will be comprised of Honors work.

Honors Contract Steps

• Speak with your Honors advisor about the process to avoid any complications.

• Identify which course you would like to contract, then request that the course instructor work with you to convert the class for Honors credit. Note: The faculty member is under no obligation to agree.

• Review the Contract Etiquette Guide, or view the audio tutorial, for tips and instructions on how to approach a professor about completing a course contract.

• Review the Non Honors to Honors Contract Instruction Guide (rev 2/19).

• When you have finished your proposal, in consultation with the instructor, fill out the Non Honors to Honors Contract Proposal Form.

• Honors contracts are due January 11 for Spring 2021 proposals.

Contract Policies and Notes

• Up to six credit hours of non-Honors to Honors contracts may be taken.

• Honors contracts are only allowed for 300- and 400-level coursework.

• The proposal must be approved by the Honors College Senior Associate Dean prior to the first day of classes for the given semester.

• Proposals are due by the last day of classes in the semester prior to the semester of the contract course. Please refer to the VCU academic calendar (Monroe Park Campus) to determine the first and last day of classes.

• Non-Honors to Honors Contracts are not allowed for lab courses.

• Only Fall and Spring courses are eligible to be made into contracts.

• Contracts are not allowed to substitute for any of the core Honors curriculum courses for students on our old curriculum (i.e. Fall 2018 and prior).

Contract Proposal and Syllabus Examples

• Example of an Honors Course Contract

• Example of an Honors Course Contract

If you have any questions, please contact Mr. Jared Johnson, Coordinator of Academic Affairs.

The Honors Independent study (HONR 492) provides an opportunity for students to learn more about a specific topic of interest that is not included among existing VCU course offerings. Study is conducted under the guidance of a VCU faculty mentor who assists in planning and implementing the course of study. The independent study topic should be selected in consultation with the student's academic advisor to ensure that the proposed course of study is relevant to that student's educational goals.

HONR Independent Study Steps

• Consult with your Honors advisor about the process to avoid any complications.

• Identify a topic to explore independently and research faculty members who might be a good fit for your goals. 

• You will reach out to the faculty member and request that they serve as your faculty mentor. Remember to use professional etiquette and come prepared to your meeting with your professor. You want to inform them about the process and demonstrate why this opportunity will further your own ambitions and academic goals. Note: The faculty member is under no obligation to agree to serve as your mentor.

• You will want to design your proposal around pursuing your own interest questions. This is a great opportunity to do your own research, so take advantage of it.

• Read through the Independent Study Instruction Guide (rev 2/19), or view the HONR Independent Study audio tutorial.

• Fill out the Honors Independent Study Proposal Form.

Independent Study Policies and Notes

• HONR 492 is a one- to four-credit hour option. The credit hours will be determined by the Senior Associate Dean of the Honors College.

• Honors students may accumulate up to nine credit hours of HONR 492 credit.

• The proposal must be approved by the Honors College Senior Associate Dean prior to the first day of classes for the given semester. 

• Proposals are due by the last day of classes in the semester prior to the semester of the contract course. Please refer to the VCU academic calendar (Monroe Park Campus) to determine the first and last day of classes.

Faculty Role

The role of the faculty mentor is to guide the student in the study of the topic, meeting with the student to discuss progress, working with the student’s Honors advisor as needed to develop criteria for evaluating the student’s work, and communicating the grade for the course to the Honors Senior Associate Dean.

The faculty mentor must agree to be available to the student throughout the duration of the course.

Independent Study Contract Example

Example of an Independent Study Contract

If you have any questions, please contact Mr. Jared Johnson, Coordinator of Academic Affairs.

The Honors College Internship (HONR 493) offers an opportunity for students to engage in experiential learning. It is designed to provide students with real-world experience in the public, private, and not-for-profit sectors. The internship is conducted under the guidance of an employer who assists in planning and implementing the internship, along with the approval of the Senior Associate Dean of the Honors College. The internship should be selected in consultation with the student's academic advisor to ensure that the proposed internship is relevant to that student's educational goals.

Internship Options

• Pre-Approved internships listed on Handshake

• Start by reviewing the corresponding Handshake instructions on how to find the opportunities online.

• The internship post, description, and application portal can all be found on Handshake.

• Once you have applied and are accepted, contact the Coordinator of Academic Affairs, Jared Johnson, to discuss whether or not to submit the HONR 493 form and apply the internship towards Honors credit.

• Pre-Approved Internships do not require a written proposal.

• External internships

• If you apply and are accepted for an external internship on your own, you may be eligible to apply it towards HONR 493 credit. 

• Once you have been accepted for your internship, contact the Coordinator of Academic Affairs, Jared Johnson, to discuss the requirements for the written proposal and internship.

• Write your proposal and submit it through the HONR 493 form.

• Fulfill all obligations for your internship as listed in the instruction guide. 

Internship Policies and Notes

• The number of internship credit hours for a single HONR 493 course may range from one to three credits. The number of credits is determined by the student’s advisor and the Dean of the Honors College. Any single internship course may not exceed three credit hours.

• Honors students may not register for more than six total credits of HONR 493.

• For students on the new Honors curriculum (i.e. Fall 2018 - present), HONR 493 will not count as a Course of Intention due to the course grading as Pass/Fail. Please talk with your advisor to see how best to apply HONR 493 credit.

• HONR 493 is restricted to Junior- and Senior-level status. The Honors College Senior Associate Dean will determine the grade for the course based on the evaluation criteria stated in the internship proposal.

• Review the HONR 493: Internship audio tutorial for a step-by-step guide on the internship application process.

Internship Deadlines

• For pre-approved internships, the HONR 493 Internship Form must be submitted by August 1 for fall term, January 1 for spring term, and May 1 for summer term.

• For external internships, the HONR 493 Internship Form must be submitted by along with the corresponding proposal by August 1 for fall term, January 1 for spring term, and May 1 for summer term. 

If you are interested in applying for any of these approved internship opportunities, please e-mail Mr. Jared Johnson, Coordinator of Academic Affairs.