Core Courses Fall 2020

Sections 901 and 902 meet at the same time, same day, same topic; enroll in either section.
This discussion-based Methods of Inquiry course combines approaches from both History and Business to investigate the Olympics as a microcosm of society. Students will examine “Olympism:” the philosophy and reasons for the games and how they are reflections of society. They will also research and discuss the historical development and philosophical foundations of the Olympics, through such topics as patriotism, politics, cheating, and inclusion.

Sections 901 and 902 meet at the same time, same day, same topic; enroll in either section.
This discussion-based Methods of Inquiry course combines approaches from both History and Business to investigate the Olympics as a microcosm of society. Students will examine “Olympism:” the philosophy and reasons for the games and how they are reflections of society. They will also research and discuss the historical development and philosophical foundations of the Olympics, through such topics as patriotism, politics, cheating, and inclusion.

Sections 903 and 904 meet at the same time, same day, same topic; enroll in either section.
I care not so much what I am to others as what I am to myself. I will be rich by myself, and not by borrowing.
-Michel de Montaigne
Taught by one occupational therapy and one humanities faculty, this discussion-based MoI course helps students to look through the lenses of doing as art and art as doing to build their relationship with their own selves and their place in the world.                       

Sections 903 and 904 meet at the same time, same day, same topic; enroll in either section.
I care not so much what I am to others as what I am to myself. I will be rich by myself, and not by borrowing.
-Michel de Montaigne
Taught by one occupational therapy and one humanities faculty, this discussion-based MoI course helps students to look through the lenses of doing as art and art as doing to build their relationship with their own selves and their place in the world.                                              

Sections 905 and 906 meet at the same time, same day, same topic; enroll in either section.
I care not so much what I am to others as what I am to myself. I will be rich by myself, and not by borrowing.
-Michel de Montaigne
Taught by one occupational therapy and one humanities faculty, this discussion-based MoI course helps students to look through the lenses of doing as art and art as doing to build their relationship with their own selves and their place in the world.                                  

Sections 905 and 906 meet at the same time, same day, same topic; enroll in either section.
I care not so much what I am to others as what I am to myself. I will be rich by myself, and not by borrowing.
-Michel de Montaigne
Taught by one occupational therapy and one humanities faculty, this discussion-based MoI course helps students to look through the lenses of doing as art and art as doing to build their relationship with their own selves and their place in the world.            

Sections 907 and 908 meet at the same time, same day, same topic; enroll in either section.
This class will define innovation and explored various social, technical, scientific, and cultural innovations that have shaped both our global and local communities throughout history.

Sections 907 and 908 meet at the same time, same day, same topic; enroll in either section.
This class will define innovation and explored various social, technical, scientific, and cultural innovations that have shaped both our global and local communities throughout history.

Humans have had an ambivalent relationship with the world around them as far back as we can tell, but this ambivalence has accelerated at an unprecedented rate since the Industrial Revolution. Eliciting the loftiest praise from poets, the natural world has also been brutely instrumentalized. Clearly beneficial to our health and well being (and frankly necessary to our survival), the natural world is also something ever more distant from the regular lived experience of more and more humans. As so many of us spend ever more time within the built world and the virtual world, how do we understand our relationships to the natural world? How should we understand them? What are the consequences of different ways of living out these various relationships, especially for human health, social justice, and all the other species who call earth home? How have artists, philosophers, and scientists of various stripes attempted to represent, explore, and encourage our species’ interactions with the natural world around us? These are some of the questions we’ll explore this term with such writers as Robinson Jeffers, Pope Francis, Jacques Rousseau, Wendell Berry, and Robin Wall Kimmerer. We’ll also take several field trips and have guest speakers to allow for as many perspectives on this pressing issue as possible.

Around 50 million Americans experience some form of physical, cognitive, or sensory impairment, and that number will only increase in time. Given that disabled people comprise the largest minority group in the US and experience profound educational, income, and social disparities, our ability to examine disability as a cultural phenomenon becomes essential for working toward a socially just future. In this class, students will learn how to apply innovative thought about disability to their interpretation of literature, film, and popular culture. Key questions that we will address include, how is disability commonly represented in visual and print media, and how can we transform that understanding to work toward the creation of more inclusive communities?

Description, same as 901

As Oscar Wilde famously wrote: “A map of the world that does not include Utopia is not worth even glancing at, for it leaves out the one country at which Humanity is always landing. And when Humanity lands there, it looks out, and, seeing a better country, sets sail.” Wilde’s quotation hits on a profound truth of the human condition: our belief that the grass is always greener on the other side of the fence. The search for brave new worlds has produced global exploration, population migration, colonization, military revolution, and scientific discovery. It has also pushed philosophers, writers, and poets to ask deeper questions about the breadth and reach of government, about collective political action, about citizen’s rights, about revolution and reform. What kinds of rhetorical strategies do these texts use to imagine brave new worlds? How do they understand the relationship of the individual to his or her community? How do their visions of the future mesh with our own? Surely, there is no time like the present to ask ourselves: what is government and what, or whom, is it good for?  Texts include: Plato’s Republic, Thomas More’s Utopia, Voltaire’s Candide, and Octavia Butler’s Parable of the Sowera.

This course will introduce students to the major topics and concepts lying at the intersection of race, ethnicity, and popular culture. Drawing on critical race theory, the course will open by examining the social construction of race and the various scientific, anthropological, religious, and political debates that shape(d) each phase of its historical formation. Students in this class will develop writing, communication, and critical skills that are suitable for close reading popular literature. Through various practical exercises, they will also learn how to apply these skills to the analysis of racial and ethnic tropes in a broad array of popular cultural mediums, including novels, films, music, TV, and the Internet. Two major questions will guide our discussions throughout this class, and they include: (1) How does a particular popular cultural material engage with questions of race and ethnicity? & (2) What role does popular culture play in the reinforcement and legitimation of race, racism, and racialization? 

This course explores the ways in which the idea of Native Americans has been produced in the American imagination over time. We will look at representations of Native America from literature, visual art, and film as well as pop art, sports mascots, public history monuments, and advertising in order to gain a broad sense of how Indigenous peoples have been represented. Along the way, we will look at the way Native people have responded to these mainstream representations through self-representation in writing, filmmaking, and artwork. The course will include primary texts in a variety of media forms from American Literature, Native American Literatures, and pop culture selections.

Description same as sections 901 and 903

HOPR 2956H 901 MWF 10-10:50 am, Sergio Gonzalez          
HOPR 2956H 902 MWF 11-11:50 am, Sam Harshner
HOPR 2956H 903 MWF 1-1:50 pm, Bryan Rindfleisch        
HOPR 2956H 904 TTh 12:30-1:45 pm Rob Smith, History          

Authenticity: On Being in a Strange World
This course takes as its point of departure the bare fact that we are strange creatures living in a strange world. This strangeness is the entry point to philosophical contemplation and reflection in this class, which will be composed of short readings, immersive experiences, and seminar-style discussion. 

Three units compose the trajectory of this class. Unit I: Replicas and Reality will ask us to consider how to think about what's "real" and what's not (e.g., original art v. copies of art, natural gems v. synthetic gemstones). Unit II: Screens and Shields will look at the ways that various screens shape our experiences and understanding of reality (e.g., social media platforms and how they shape different aspects of our lives, how screens can both enable and thwart authentic experiences). Unit III: Being and Belonging will consider how we form communities that are a "belonging together of the strange" as the curious creatures that we are. Students will create a modest final project for this class that illustrates their own thinking about authenticity in light of the different themes of this class, which will be viewed through ethical, metaphysical, social, and other lenses.

The Grades Project
Grades can be extremely important in college students’ lives – they determine what opportunities students have open to them in college (majors, internships, study-abroad programs, research…) and after college (graduate and professional programs, and sometimes employment), whether students merit financial aid, even whether they remain in college at all. But the practices and policies around college grading can also be murky.  Across higher education there isn’t clear consensus on what grades should measure, or how or even whether they help student learning.  Grading practices can vary across colleges and departments, across courses in a discipline, even across sections of a single course.  Honors students contend with a lot of stereotypes about Honors and grades – that their grades should be higher, that as a population they are “obsessed” with grades, that they care more about grades than real learning.  Honors faculty know that the grades they assign are used by all sorts of people and entities they will never have any contact with to rank and screen students, and sometimes they wish they could dispense with grades altogether in the service of better learning, even as they rely on grades as one of the few incentive strategies for students in the increasingly commoditized world of higher education.

To date, there has been little research on students’ perspectives on grading in higher education, and perhaps none at all on Honors students and grades specifically.  The goal of this project-based seminar is to take a deep look at the latter subject and to produce a collaboratively written, published project about it.  We will look at the research on grades and learning in higher education, and we will also devise some ways of doing our own qualitative research with faculty and students at Marquette (and perhaps a couple of other campuses) to learn more about how grading and grades are perceived, experienced, and used. We may take a field trip to our neighbor Alverno College, which famously does not assign grades to its students.  To make this work, we will have to develop a collaborative, engaged team.  Students at all levels and in all majors are welcome, and needed; my strongest criterion for admission is real interest.  If you’d like a spot in this seminar, please email me a paragraph or two describing your interest by Friday, March 20.  I will get back to you by Monday, March 23 so you can plan for registration.

Designed to integrate the Marquette core by emphasizing the reflection on and application of knowledge and skills developed in the core for life beyond Marquette University. Special focus on vocation and discernment invites students to evaluate their course work at Marquette alongside their own worldview and transcendent commitments in order to identify ways they are uniquely equipped to work for justice in the world. A collaborative, interdisciplinary analysis of a lasting problem in the local or global community presents a test-case for this integration of academic experience and personal faith for the promotion of justice, providing the foundation for an analogical application to student’s lives and work after Marquette. Core Honors students are required to take this course during the third or fourth year of their undergraduate career. Prereq: Admission to Marquette University Honors Program.

BIOL 1001H 901 TTh 9:30-9:45am Martin St. Maurice
Discussion 961 T 12:30–1:20pm, Martin St. Maurice
Discussion 962 W 9-9:50am, Martin St. Maurice
Discussion 963 W 12-12:50 pm Martin St. Maurice
Discussion 964 T 5-5:50 pm Martin St. Maurice

Mandatory exam sections from 6-6:50pm on the following dates:
9/17/20, 10/8/20, 10/29/20, 11/19/20, 12/17/20.

CHEM 1001H 901* MWF 10-10:50 am Llanie Nobile, Lecture
Honors Lab 941 W 2-4:50 pm
Honors Discussion 961: W 1-1:50 pm

CHEM 1001H 902* MWF 10-10:50 am Llanie Nobile, Lecture
Honors Lab 942: T 5:30-8:20 pm
Honors Discussion 962: T 3-3:50 pm

*Register for the lab first. The two Honors lecture sections are the same lecture; register for the lecture section that is linked to the lab you have chosen.

Lec/Lab/Disc CHEM 1013H 901 MF 9-10:15 am Scott Reid
CHEM 1013H Lab 941: W 9-11:50 am

MATH 1700H/PSYC 2001H/SOCI 2060H*
901 Lecture MW 2-3:15pm, staff
941 Lab F 2-2:50 pm, staff

*Register for whichever section is most applicable to your major or course of study; they are identical.

PHIL 1001H 901 MW 2-3:15pm, Stephanie Berruz Rivera 
PHIL 1001H 902 TTh 9:30-10:45am, Melissa Shew
PHIL 1001H 903 TTh 9:30-10:45am, Corinne Bloch-Mullins
PHIL 1001H 904 TTh 11-12:15pm, Corinne Bloch-Mullins
PHIL 1001H 905 TTh 2-3:15pm, Yoon Choi
PHIL 1001H 906 TTh 3:30-4:45pm, Yoon Choi
PHIL 1001H 907  MW 2-3:15 pm, Michael Olson
PHIL 1001H 908  MW 3:30-4:45 pm, Michael Olson

Register for any PHYS 1003H* Lecture
901 MWF 9-9:50 am, Melissa Vigil
902 MWF 10-10:50 pm, David Haas
903 MWF 1-1:50 pm, David Haas
904 MWF 2-2:50 pm, Cosmas Kujjo
905 MWF 3-3:50 pm, Cosmas Kujjo
Honors Lab 941 Th 12-1:50pm, Melissa Vigil
Honors Lab 942 W 6-7:50pm, Melissa Vigil
Honors Disc 961 W 5-5:50pm, Melissa Vigil

Lec/Lab/Disc 901 PHYS 1013H MWF 1-2:50p, (10-12 seats available)
*PHYS 1013H is lecture, lab, and discussion

POSC 2201H 901 MWF 12-12:50 pm, Karen Hoffman

POSC 2801H 901 TTh 11-12:15pm, Instructor: Darrell Dobbs, Political Science
*To receive honors credit, please be sure to register for the Honors section, 2801H

THEO 1001H 901, MWF 8-8:50am, Julian Hills
THEO 1001H 902, MWF 9-9:50am, Julian Hills
THEO 1001H 903, MWF 11-11:50am, Julian Hills
THEO 1001H 904, TTh 9:30-10:45am, Deirdre Dempsey
THEO 1001H 905, TTh 2-3:15pm, Karen Ross
THEO 1001H 906, MW 2-3:15pm, Jennifer Henery
THEO 1001H 907  TTh 3:30-4:45 pm, Karen Ross
THEO 1001H 908  MWF 9-9:50 am, Jennifer Henery

THEO 3100H 901, Honors A Faith Worth Dying For? Martyrs, Saints, and Theology
MWF 10-10:50am, Jennifer Henery

THEO 3230H 901, Honors Theology in the Writings of C.S. Lewis
TTh 11-12:15 pm, Mickey Mattox