Advising Notes for Fall 2020
Updated April 9, 2020
Dear Honors students,
On this page, you’ll find instructions for preparing for course registration based roughly on your year in the program. We outline the basic Honors requirements, answer some FAQ’s, and list the course descriptions for the honors courses offered in the Fall.
Since many Honors courses are experimental, you’ll notice that only “umbrella” course descriptions are listed on Homer, so this message (and the long-term Fall Advising Notes page on the blog at ichonors.com) is the best place to find course descriptions as well as ICC designations.
Each of you has been assigned an Honors Advisor as your key point person. If you have not yet met your honors advisor, check ichonors.com/resources and find yours based on your last name. Feel free to set up an appointment if you need guidance as you plan your coming semesters.
My advice for everyone would be to consider taking a course that might challenge you. Honors is a great place for trying something new! Your Honors faculty often experiment with new, creative topics or ways of teaching. With so much innovation, the results are likely to be pretty exciting!
IMPORTANT: What to register for depends on which program you are in. If you are confused, check Degree Works or ask your Honors Advisor.
HONORS PROGRAM REQUIREMENTS
|New Honors Minor in Interdisciplinary Studies Requirements||Credits|
HNRS coursework (electives)
|Complete 2 of 3 options:
(Global, Cultural or Civic)
HNRS 21500: International Scholarly Conversation (3 credits) OR
Global Study Experience (0 credit)
HNRS 15000: Cultural Encounters
HNRS 25000: Civic Engagement
|HNRS 40000: Senior Seminar
Soon we will add a checklist that will help you keep track of the new program requirements to the resources page of the blog.
“OLD” HONORS PROGRAM (for students up to catalog year 2017-18)
To finish Honors you must complete the equivalent of 20 credits. The first 11 credits you must complete as HNRS coursework. The next 9 credits you can complete as HNRS coursework or as 18 scholarly achievement points, or as a combination of points and credits (2 points = 1 credit). You also complete five categories, including a thesis, a capstone, and portfolio, while maintaining a 3.0 GPA.
The resources page of the blog has a checklist that will help you keep track of the program requirements. The most accurate place to track your requirements is on Taskstream. Homer Degree Evaluation will reflect your achievements only once they have been manually evaluated on Taskstream, which takes time.
- If you are in an Honors course now, make sure to upload an artifact in the Honors DRF on Taskstream. We recommend that you keep up with this.
- Global Engagement: Remember you can fulfill this category by either studying abroad or taking the International Scholarly Conversation (great course, offered in the spring only. Also is designated for Diversity for ICC ). Plan ahead on this.
- Cultural Engagement: This can be fulfilled by doing stuff on your own (see Taskstream) or by taking Cultural Encounters with Ithaca College (offered every semester).
- Scholarly Achievement: See Taskstream or the Honors Program Checklist on the blog for clear information about how to fulfill this category. This is an 18-point category. Points can be achieved via coursework (1 credit is worth 2 points). You can also achieve points by engaging in scholarly work such as by writing papers or giving presentation outside of the classroom (e.g., conference, scholarly publications), but also by engaging in whatever is considered scholarship for your field. Check with your advisor if you have questions.
- The Thesis: Remember you will need to do a thesis (or equivalent). Ask your major advisor about what thesis options there are in your major. Taskstream and the blog have the thesis guidelines and the thesis proposal form.
- Civic Engagement: You can take the Civic Engagement course to accomplish this, and there are also self-directed options via the Center for Civic Engagement.
- Honors Capstone: Student must take the Honors capstone course. We offer at least two sections each semester. You should take the capstone course once you have completed everything for the program except the thesis, or when you are in your last semester. Note: The Honors Capstone course does not count for the ICC capstone course. You will have to take a separate ICC capstone course unless it is part of the capstone course in your major.
Frequently Asked Questions:
- Where do I find Honors Courses? In Homer, go to Class Schedule. Select Fall 2019. Under Subject select Ithaca College Honors. (Note this is listed alphabetically under “I” for Ithaca not “H” for Honors.)
- How do I find a description of courses? They are at the bottom of this page.
- Where do I find ICC attribute designations? The Homer class schedule is not always up to date about ICC attributes. What we expect for attributes is listed below, but we can’t guarantee these. If it is listed in Homer it is a guarantee, otherwise, it is only what we are hoping to accomplish.
- When do I register? Honors students get to register on the first day.
- I need a course override, how do I do that? There is an electronic process for course overrides. See Electronic Override Instructions. Please use overrides sparingly. If you’re getting worried about your schedule, check in with your advisor rather than filling out 5 overrides.
- Where do I learn more about the registration process? Go to the registrar’s page.
FALL 2020 CLASSES
Cultural Encounters With IC:
Taught by Tatiana Patrone
What it means to have encounters with IC’s culture will itself be a question that we will be addressing in this course. Provisionally, it merits mentioning that we will take ‘culture’ to have both descriptive and normative meanings and that we will focus primarily on the latter. In other words, we will take culture to be our aspirational ideal – we will aim to cultivate ourselves by taking advantage of what Ithaca College has to offer outside of classroom settings. We will go to our theater’s plays and our gallery’s exhibits, to lectures and readings offered by various academic departments, and to events hosted within our school of music. In addition to this, we will debate what it means to be ‘cultured’ and what types of activities contribute to our growth. Reflections on our experiences will be key components of this course.
Paradigm Shifts: History and Philosophy of Science
Taught by Rebecca Brady
Science is much more than the slow accumulation of data or the clever conclusions of brilliant scientists. Most of the facts we accept as true are based on shockingly indirect evidence, and our current scientific worldview profoundly influences the way we interpret that evidence. In this course, we will take a comparative look at how disproved theories have provided crucial insight into our current approach to normal science. We will consider how scientific thought is benchmarked by philosophical notions of truth, facts, and evidence when new discoveries prompt a paradigm shift. Come and explore the surprisingly unintuitive nature of scientific revolutions.
Media Globalization and the Disney Empire
Taught by Kati Lustyik
Transnational media giants such as Viacom or the Disney Company are among ‘the primary agents of cultural globalization’ and have been described as ‘media superpowers.’ The Walt Disney Company that owns Pixar, Marvel Entertainment, ESPN, Start Wars, and 21St Century Fox, is one the largest, and influential transnational media giants in the world. The primary aim of this interdisciplinary and critical course is to develop an in-depth understanding of the Walt Disney Corporation as a transnational media giant, its social, cultural, political, and economic importance around the world.
First, students will become familiar with the history of the Disney Company and its key holdings that include television, radio, film and animation, theme parks, music labels, theatrical production, tourism, sports and most recently streaming media services (e.g. Disney+, Hulu). The third unit will focus on ‘global Disney:’ the marketing and localization of Disney-owned programs, merchandizing and leisure activities created and promoted to an increasingly global audience.
Global Graphic Novels
Taught by Todd Schack
This seminar will explore the diverse range of voices and topics in graphic novels from around the world. We will study issues of war, power, race, class and sex as represented by a multitude of non-traditional writers and visual artists, and discuss the history of conflict over the issue of multi-culturalism and diversity from these perspectives. We will highlight the manner in which this genre is able to undermine and question dominant narratives of social, political and economic issues. We will be considering these texts from Cultural, Media and Visual Studies perspectives, and students will create their own version of a graphic novel using these theoretical perspectives in practical application.
Food as Communication
Taught by Cory Young
This class exists at the crossroads of two different disciplines: food studies and communication. Both academic fields of study have their own working definitions, methods of inquiry, perspectives—positive and negative, ideologies, and foci (processes, everyday activities, relationships, values, and practices). What will we find at the intersection between these two subjects?
We will engage intellectually through foundational readings, discussion questions, and Food for Thought reflections. Additionally, we will explore whom we are through hands-on, analytical and creative activities and assignments, done in and out of class.
Writing for Yourself
Taught by Katharyn Machan
Writing for Yourself is a course designed to lead students to the further exploration and discovery of the importance of words in their lives and how to shape them with significance and power. As an advanced course, it is primarily a workshop and discussion center, informed by a shared commitment to creating new poetry and prose and learning from offering and listening to thoughtful responses about it.
Introduction to Autism: What It Is and Isn’t
Taught by Skott Jones
An overview of autism spectrum disorders, including characteristics, etiology, and common treatment techniques. An emphasis on the dynamic and diverse nature of autism will be explored through an interprofessional lens to learn about how to best work with individuals with autism across different settings. A variety of academic disciplines will be integrated including education, health sciences, arts, sociology, and psychology.
Who We Are and How We Got Here
Taught by Brooks Miner
In Who We Are and How We Got Here: Ancient DNA and the New Science of the Human Past, geneticist David Reich describes recent discoveries about human evolutionary and societal history derived from the study of DNA from fossilized human remains. The book was favorably reviewed by most professional biologists, science journalists, and others. Yet it was also the subject of controversy: the Wall Street Journal referred to it as “A potential political bombshell,” and an open letter, “How Not To Talk About Race and Genetics,” was published by Buzzfeed three days after the book’s publication. We will read Reich’s book alongside several commentaries from across the academic and political spectrum. Students will gain an increased understanding of the origins and evolutionary history of our species, in addition to an awareness of how misunderstandings about the science of human genetic variation can lead to inaccurate and potentially harmful conclusions.
Civic Engagement Seminar
Taught by David Harker
This course draws on theory, research, and direct experience to explore numerous forms of civic engagement and evaluate the opportunities and challenges each offers in working towards positive social change. This course aims to develop a more complex understanding of what civic engagement entails and develops a greater sensitivity about the needs and gifts of the greater Ithaca community and its citizens.
Global Cartooning as Social Commentary
Taught by Pedro Molina
Since the earliest paintings on cave walls, people have used images to communicate their fears, accomplishments, history, and desires. Such artistic communication was not intended for galleries where only a select few could appreciate it. People just wanted to communicate— the more, the better. Cartooning today remains loyal to that principle. Cartoons can make you laugh, get angry, think, or scream, but they don’t leave you indifferent, at least not the good ones. In this course you will learn about the importance and virtues of cartooning as a form of expression. You will study the history behind cartoons, how they are created and presented, the venues in which they can be used, and the challenges that come with working with satire and humor in these humorless times.