HONORS 100 brings first quarter Interdisciplinary Honors students together for a common experience to introduce the value of interdisciplinary education and the importance of the integration of knowledge, as well as to help you form connections with your peers and other members of the Honors community. This course is an introduction to the Honors core curriculum and requirements, with the goal of helping students imagine moving your work beyond the classroom into areas such as research, leadership, community and, ultimately, both local and global engagement. HONORS 100 will have a balance of larger lecture meetings and smaller quiz sections throughout the quarter. The lectures will serve as an opportunity to meet others in the Honors community and to acquire a common grounding in the goals and values of the Honors Program. The sections will provide students with a smaller peer cohort, a current student mentor in the form of their HONORS 100 Peer Facilitator, and a chance to get to know the many opportunities and resources available at UW and in the Honors Program. Additionally, throughout the quarter you will have opportunities to: hear from other Honors students, staff, and faculty; create your Honors Portfolio which process emphasizes critical reflection of your learning experiences; learn how to engage in experiential learning activities; and begin your understanding of what an interdisciplinary education looks like for you.

HONORS 100 brings first quarter Interdisciplinary Honors students together for a common experience to introduce the value of interdisciplinary education and the importance of the integration of knowledge, as well as to help you form connections with your peers and other members of the Honors community. This course is an introduction to the Honors core curriculum and requirements, with the goal of helping students imagine moving your work beyond the classroom into areas such as research, leadership, community and, ultimately, both local and global engagement. HONORS 100 will have a balance of larger lecture meetings and smaller quiz sections throughout the quarter. The lectures will serve as an opportunity to meet others in the Honors community and to acquire a common grounding in the goals and values of the Honors Program. The sections will provide students with a smaller peer cohort, a current student mentor in the form of their HONORS 100 Peer Facilitator, and a chance to get to know the many opportunities and resources available at UW and in the Honors Program. Additionally, throughout the quarter you will have opportunities to: hear from other Honors students, staff, and faculty; create your Honors Portfolio which process emphasizes critical reflection of your learning experiences; learn how to engage in experiential learning activities; and begin your understanding of what an interdisciplinary education looks like for you.

This course explores current practices of socio-cultural, political-economic, environmental, gender and ethnic activism that engage aesthetic forms to expand participation, redefine the style of mobilization, and reconfigure the realm of the political.
We will focus on how individual and collective aesthetic strategies, including graffiti, street art, theater, film, performance and media, work to strengthen awareness of unevenly distributed life chances (often gendered and geographic); the hollowing out of structures of job security; right-wing populism, war, occupation, and military rule. We will pay particular attention to how artistic practices and the ideas that inform them circulate and accumulate across national-cultural terrains, adding to what Susan Buck-Morss has called the “mimetic” qualities of political movements that make “the experience visible to others for whom the horizon of the possible expands.” Beyond the U.S. our examples will be drawn from East Asia, Eastern Europe (Hungary in particular), Latin America, and the Middle East.

Unlike printed books filled with text, artists’ books are made of unconventional materials: cloth, old maps, pressed soda cans, glass, folded carboard, wood cubes, wax, and many more surprising materials. Their designs, even more than their minimalistic texts, tell stories, create meanings, and impact the lives of those who handle them. Reading with both our minds and bodies while handling some of them, students will unfold or unpack them, bend or move around them in order to follow the journeys their creators have conceived for us. During our visits to the UW Special Collections, students will handle the most extraordinary objects: Julie Chen’s Accretion of Identity, a box containing 4 levels of paper folded boxes that share her coming-of-age as a Chinese American; Maureen Cummins’ Crazy Quilt, which challenges us to unfold the quilt-shaped “book” and feel the suffering of Black enslaved women; and, among other artifacts, Beth Thielen’s The Tower, a small replica of a prison tower, inside which there are powerful testimonials written by San Quentin Prison inmates. Students will thus approach their powerful political, social, ecological, and personal statements through direct experience, guided by fundamental texts on artists books written by Stefan Klima, Elaine Speight & Charles Quick, and Johanna Drucker. Students will also have the opportunity to design their own artists’ books in two workshops run by the local artist Becky Johnston, who will teach us how to make a flag book and a triangle book, for which we will write a short text.

Playwrights, poets, philosophers, filmmakers, sculptors and novelists all use the cosmos as their inspiration and subject matter; scientists themselves have worked in all of these genres in their efforts to communicate with the general public, and also with each other. The class will explore each of these forms, working in groups to showcase and share the multiple ways that physics, math, chemistry and life sciences have found their way into the arts (or, frequently, vice versa). Students will write reflections based on readings and viewings for each class; they will produce both a group project and a final project to be presented to their classmates: These can take the from of fiction, theater, film, extended essay, research paper (with an arts component), visual arts project. The scientific content must be accurate and deepen our understanding of the subject matter, providing original insights.

Humans have been imagining what animals tell each other and what they might say to us from the first cave paintings to the viral pet videos and popular memes circulating today. As “reason” came to be regarded as a uniquely human trait over the past three centuries, nonhuman animals have increasingly been defined by an inability to reason or communicate. In this course, we’ll engage in a critical investigation of how definitions of “human,” “nonhuman,” and “animal” have been constructed, dismantled, and critiqued in different times and places. We’ll also explore the imaginative, political, and environmental significance of nonhuman talking animals. We’ll continue to consider what they might say to us-and why it matters.

Students in this course can expect to learn what animals and their speech represent in diverse cultural contexts, gain expertise in interdisciplinary research and writing, and develop experience with literary theory and science communication. Students will learn how to identify examples of anthropomorphism and dehumanization in everyday contexts, and understand their rhetorical implications. and We’ll encounter storytellers from Greece, Spain, Russia, Uruguay, Argentina, and Zimbabwe; we’ll identify competing definitions of what constitutes communication and symbolic logic; and we’ll read pathbreaking scientific research about the astonishing capacities for language and reasoning that animals possess-which humans are only beginning to understand.

Critical-creative geovisualization is situated at the intersection of geography, arts, and the digital humanities, where we can generate more authentic and nuanced representations of people and space by adopting (and adapting) artistic and humanistic perspectives into mapping and visualization. This class provides students with the unique opportunity to participate in methodologies of mapping and utilizing Geographic Information Systems (GIS), approaching these traditions through critical inquiry and reflexivity as we attune ourselves to the broader social, political, and digital processes that influence the subjects being studied and visualized. We will consider what it means to present and imagine the world around us in an evolving digital/technological landscape; to do so, we’ll explore both the complexities of that landscape’s social, political, and political-economic structures as well as the possibilities it offers us to tell narratives about our communities. The class aims to foster an interdisciplinary attitude towards the ways we can question our experience of the hybridized world we live in through mapping, imagining, and sharing these creations with others.

Storytelling is ancient, effective, and satisfying, but using stories to communicate the nuances and ambiguities of science can be a challenge. In this course students will craft presentations that reflect their personal interests in nature and science, and in doing so they will learn how to effectively explain their own work, helping them develop into experts in their field.
The class is centered around two presentations of a scientific nature, as well as a storytelling assignment intended to develop your verbal acuity. You will work closely in small groups to develop your presentation, delivered on days set aside for this purpose.

The theory of evolution by natural selection is the underlying theme that unites all fields of biology. In this course we will cover the basic principles of evolution, explore ways in which evolutionary theory can be applied to human biology and behavior, and consider how evolutionary thinking might guide the development of social policy. We will consider questions such as these: Why are women and men different? Which is more egalitarian: monogamy or polygamy? Why do step-parents and step-children often have more conflicted relationships than biological parents and biological children? When do people cooperate, when are they selfish, and why? What can we do to reduce the rate of spousal abuse and homicide?

The theory of evolution by natural selection is the underlying theme that unites all fields of biology. In this course we will cover the basic principles of evolution, explore ways in which evolutionary theory can be applied to human biology and behavior, and consider how evolutionary thinking might guide the development of social policy. We will consider questions such as these: Why are women and men different? Which is more egalitarian: monogamy or polygamy? Why do step-parents and step-children often have more conflicted relationships than biological parents and biological children? When do people cooperate, when are they selfish, and why? What can we do to reduce the rate of spousal abuse and homicide?

Playwrights, poets, philosophers, filmmakers, sculptors and novelists all use the cosmos as their inspiration and subject matter; scientists themselves have worked in all of these genres in their efforts to communicate with the general public, and also with each other. The class will explore each of these forms, working in groups to showcase and share the multiple ways that physics, math, chemistry and life sciences have found their way into the arts (or, frequently, vice versa). Students will write reflections based on readings and viewings for each class; they will produce both a group project and a final project to be presented to their classmates: These can take the from of fiction, theater, film, extended essay, research paper (with an arts component), visual arts project. The scientific content must be accurate and deepen our understanding of the subject matter, providing original insights.

Humans have been imagining what animals tell each other and what they might say to us from the first cave paintings to the viral pet videos and popular memes circulating today. As “reason” came to be regarded as a uniquely human trait over the past three centuries, nonhuman animals have increasingly been defined by an inability to reason or communicate. In this course, we’ll engage in a critical investigation of how definitions of “human,” “nonhuman,” and “animal” have been constructed, dismantled, and critiqued in different times and places. We’ll also explore the imaginative, political, and environmental significance of nonhuman talking animals. We’ll continue to consider what they might say to us-and why it matters.

Students in this course can expect to learn what animals and their speech represent in diverse cultural contexts, gain expertise in interdisciplinary research and writing, and develop experience with literary theory and science communication. Students will learn how to identify examples of anthropomorphism and dehumanization in everyday contexts, and understand their rhetorical implications. and We’ll encounter storytellers from Greece, Spain, Russia, Uruguay, Argentina, and Zimbabwe; we’ll identify competing definitions of what constitutes communication and symbolic logic; and we’ll read pathbreaking scientific research about the astonishing capacities for language and reasoning that animals possess-which humans are only beginning to understand.

This course will approach Palestine-Israel from the margins. This
means that while we will generally attempt to deeply appreciation of the history, politics, and geography of Palestine-Israel, we will also try to understand it through lenses that are not often in the generic representations found in the news or in governmental policy. Instead, we will focus on marginal cases, trying to understand the contradictory existence of the people in this place. You will engage with readings through personal reflection, help
lead class discussions, and pursue a research paper on a topic of your choice. This course not only will make students familiar with different aspects of Israel-Palestine, but it will offer students an introduction to different approaches and subfields within human geography and the critical social sciences.

This course explores the process of decolonization, especially in the British and French empires from the end of World War II to the present. It focuses on understanding what decolonization meant for the development of national identity and for the lived experiences of ordinary people in both the colonizing countries and in countries that were gaining independence. We will also think about such themes as transnational solidarity, citizenship, migration, and the rights of minorities. This course challenges students to engage with and discuss a variety of primary sources, including historical documents, works of social theory, recent fiction, and even some cartoons. Our goal is to understand the enduring legacies of decolonization and to think about how the process of the end of empire is reflected today in historical memory.

The care of patients who are uninsured or underinsured is not evenly distributed across US hospitals – institutions that proportionally provide more of this care are referred to as “safety-net hospitals.” Why has this arisen and what are the implications? This course will use the study of safety-net hospitals to examine broader issues of equity and justice in our healthcare system and society at large. We will trace from historical beginnings to understand how safety-net hospitals have been shaped by key organizational, policy, and funding mechanisms and will analyze how major pieces of legislation such as the Medicare/Medicaid and the Affordable Care Act affect their function. We will also explore the overlapping issues of inequitable access to care, disparities in health outcomes, and systems of oppression such as structural racism as we assess the impact and success of safety-net hospitals. Finally, we will consider several current and upcoming challenges for safety-net hospitals including shifts to value-based payment strategies, changes to state and federal policy, and new technologies such as AI. Students will come away from this course with deep understanding of safety-net hospitals but also of the context of the overall systems in which they function. No previous knowledge or coursework is necessary for this class.

HONORS WITHER. This course is an introduction to the process of historical analysis through the close reading of primary source materials-essays, speeches, manifestos, correspondences, literary works, memoirs, posters, and films-from the nineteenth century to the present. Specifically, we seek to answer three questions. First, how do people in the modern Middle East think about themselves and others with regard to nation, faith, ethnicity, class, and/or sect? Second, what does identity have to do with political trends-including resistance to imperialism, the development of nationalism, the growing role of religion in politics, and the proliferation of intercommunal conflicts? Third, how can a historian’s critical, analytical perspective inform our understanding of ideas produced by the people of the Middle East in the past and the present?

Playwrights, poets, philosophers, filmmakers, sculptors and novelists all use the cosmos as their inspiration and subject matter; scientists themselves have worked in all of these genres in their efforts to communicate with the general public, and also with each other. The class will explore each of these forms, working in groups to showcase and share the multiple ways that physics, math, chemistry and life sciences have found their way into the arts (or, frequently, vice versa). Students will write reflections based on readings and viewings for each class; they will produce both a group project and a final project to be presented to their classmates: These can take the from of fiction, theater, film, extended essay, research paper (with an arts component), visual arts project. The scientific content must be accurate and deepen our understanding of the subject matter, providing original insights.

Humans have been imagining what animals tell each other and what they might say to us from the first cave paintings to the viral pet videos and popular memes circulating today. As “reason” came to be regarded as a uniquely human trait over the past three centuries, nonhuman animals have increasingly been defined by an inability to reason or communicate. In this course, we’ll engage in a critical investigation of how definitions of “human,” “nonhuman,” and “animal” have been constructed, dismantled, and critiqued in different times and places. We’ll also explore the imaginative, political, and environmental significance of nonhuman talking animals. We’ll continue to consider what they might say to us-and why it matters.

Students in this course can expect to learn what animals and their speech represent in diverse cultural contexts, gain expertise in interdisciplinary research and writing, and develop experience with literary theory and science communication. Students will learn how to identify examples of anthropomorphism and dehumanization in everyday contexts, and understand their rhetorical implications. and We’ll encounter storytellers from Greece, Spain, Russia, Uruguay, Argentina, and Zimbabwe; we’ll identify competing definitions of what constitutes communication and symbolic logic; and we’ll read pathbreaking scientific research about the astonishing capacities for language and reasoning that animals possess-which humans are only beginning to understand.

Critical-creative geovisualization is situated at the intersection of geography, arts, and the digital humanities, where we can generate more authentic and nuanced representations of people and space by adopting (and adapting) artistic and humanistic perspectives into mapping and visualization. This class provides students with the unique opportunity to participate in methodologies of mapping and utilizing Geographic Information Systems (GIS), approaching these traditions through critical inquiry and reflexivity as we attune ourselves to the broader social, political, and digital processes that influence the subjects being studied and visualized. We will consider what it means to present and imagine the world around us in an evolving digital/technological landscape; to do so, we’ll explore both the complexities of that landscape’s social, political, and political-economic structures as well as the possibilities it offers us to tell narratives about our communities. The class aims to foster an interdisciplinary attitude towards the ways we can question our experience of the hybridized world we live in through mapping, imagining, and sharing these creations with others.

For Biochemistry majors and molecular and cell biology majors. Core concepts in biochemistry, including protein structure, compartmentalization of reactions, thermodynamics and kinetics in a biological context, energy production, and regulation of metabolic pathways. HONORS BIOC covers the same topics as BIOC 440, but emphasizes group exercises and analysis of primary literature.

CHEM 145 and CHEM 155 cover material in CHEM 142, CHEM 152, and CHEM 162. Includes laboratory. No more than the number of credits indicated can be counted toward graduation from the following course groups: CHEM 142, CHEM145 (5 credits); CHEM 145, CHEM 155, CHEM 162 (10 credits).

For chemistry majors and otherwise qualified students planning three or more quarters of organic chemistry. Structure, nomenclature, reactions, and synthesis of organic compounds. Theory and mechanism of organic reactions. Studies of biomolecules. No organic laboratory accompanies this course. No more than 5 credits can be counted toward graduation from the following course group: CHEM 221, CHEM 223, CHEM 237, CHEM 335.

Computer programming for students with some previous programming experience. Emphasizes program design, style, and decomposition. Uses data structures (e.g., lists, dictionaries, sets) to solve computational problems motivated by modern societal and scientific needs. Introduces data abstraction and interface versus implementation. Recommended: CSE 121 or completion of Paul G. Allen School’s Guided Self-Placement.

Computer programming for students with some previous programming experience. Emphasizes program design, style, and decomposition. Uses data structures (e.g., lists, dictionaries, sets) to solve computational problems motivated by modern societal and scientific needs. Introduces data abstraction and interface versus implementation. Recommended: CSE 121, 122 or completion of Paul G. Allen School’s Guided Self-Placement.

English 182 focuses on teaching strategies and skills for effective writing and argument that are required of traditional academic genres, such as the research essay, while also expanding the skills for composing in multimodal genres that our increasingly digital and media saturated world demands.

Section K is an Honors discussion driven class with minimal lecturing.  Students will reflect on their own growth as scholars and their learning process as an evolving product. Honors students will write longer reflective papers with emphasis on metacognitive critical takeaways.

English 182K (Honors) syllabus

Intermediate Multimodal Composition:Strategies for composing effective multimodal texts for print, digital physical delivery, with focus on affordances of various modes–words, images, sound, design, and gesture–and genres to address specific rhetorical situations both within and beyond the academy. Although the course has no prerequisites, instructors assume knowledge of academic writing.

Examines the structure of the American legal system and how laws are made. Surveys key doctrinal areas of the law learning fundamental legal concepts, and explore how the law functions and evolves over time, including legal issues and decision-making related to statutory or common law.

Covers the material of MATH 124, MATH 125, MATH 126; MATH 307, MATH 308. First year of a two-year accelerated sequence. May receive advanced placement (AP) credit for MATH 124 after taking MATH 134. For students with above average preparation, interest, and ability in mathematics.

Introduction to proofs and rigor; uniform convergence, Fourier series and partial differential equations, vector calculus, complex variables. Students who complete this sequence are not required to take MATH 300, MATH 309, MATH 324, MATH 327, MATH 328, and MATH 427. Second year of an accelerated two-year sequence; prepares students for senior-level mathematics courses.

Addresses same material as PHYS 121 in more depth and with additional topics such as current research and cross-disciplinary applications. For students with strong calculus preparation. Maximum 5 credits allowed for any combination of PHYS 114, PHYS 117, PHYS 121, and PHYS 141.