An Honors Seminar is a three-credit hour humanities course that is open to all students who are already in or eligible for the Honors Program. Within each Seminar, students explore an advanced topic and consider the greater implications for their lives, their communities, and their world. All Seminars count as elective credit.
The goal of each Seminar is to encourage students to think critically and learn about a topic from a variety of perspectives. The class is taught by a dynamic professor who is knowledgeable and passionate about the subject being presented.
The topic, format, instructor, and time of the Honors Seminar change every semester. Past examples of Honors Seminars offered include:
- The Biology of Cancer – Taught by Russ Dunn, this course invited students to examine
how cancer develops, what causes it, and how various treatment options work from a
- Sustainable Energy: Alternatives for the Future – Taught by Mark Aronson, this course
encouraged students to consider the various types of energy alternatives, such as
wind power, solar power, and bio-diesel fuel. Students also calculated their own carbon
footprints and made bio-diesel fuel.
- Diversity and Disability through Autobiographical Literature – In this class, taught
by Jan Weis, students read various autobiographical accounts of people with disabilities
in order to explore the different issues faced within that community. Disabilities
examined include paraplegia, Asperger’s syndrome, blindness, and deafness. The class
also featured guest speakers who shared their own experiences and how they have been
affected by the Americans with Disabilities Act.
- Growing Up Midwestern – In this class, taught by Bill Roba, students read works of
local authors in order to explore the values, heritage, and experiences of people
raised within the Midwestern United States.
- Violence in Schools: The Lost Students – Taught by Dr. Lori Matthew, this class examined
different incidences of violence in schools, such as the tragedies at Columbine, Virginia
Tech, and the University of Northern Illinois. From and educational and psychological
perspective, students considered the potential causes of such incidences, and they
also evaluated the repercussions of such acts and possible solutions for preventing