Fall Program Requirements

Unlike many honors programs, Millikin University doesn't reward hard-work and academic success simply with more work. Instead Millikin Honors Students are afforded freedom and flexibility as they complete their University Studies requirements. Millikin Honors courses are engaging and enriched, student-driven courses made possible by the passion and intellectual curiosity of both the honors faculty and students. Honors students also engage significantly with both the honors community and the campus and larger community through service and outreach activities. Below are Honors pathways for both incoming first-year and transfer students. For questions, contact the Honors Director, Dr. Michael Hartsock.

Please click on this link for the Spring 2022 Honors Courses.

 

Honors Students follow the Honors curriculum presented here rather than the University Studies Program Requirements presented elsewhere in the bulletin. Honors Students are still responsible for all other applicable requirements as defined by their academic programs of study (e.g., college and major specific requirements). Non-honors students must complete 37 -- 41 credit hours for University Studies, and the 29 credit hours described below replace those 37 -- 41 hours. The Millikin Honors Program is "instead of" not in addition to." Honors students take ownership of their general education experience and select from a variety of topic-oriented courses.

Honors Students must complete the following courses (29 credits)

  • HN183. Honors University Seminar (3 credits)
  • ​HN150. Honors Writing Studio I (3 credits)
  • ​HN151. Honors Writing Studio II (3 credits)
  • Three of the following (9 credits total):
    • HN202. Creative Arts Honors Seminar (3 credits)
    • HN203. Humanities Honors Seminar (3 credits)
    • HN204. Natural Science Honors Seminar (3 credits)
    • HN206. Social Science Honors Seminar (3 credits)
    • HN207. Mathematics Honors Seminar (3 credits)
  • HN300. Honors Interdisciplinary Colloquium (3 credits)
    Students may meet this requirement by taking an additional HN350 course.
  • HN350. Honors Global Interdisciplinary Colloquium (3 credits)
    Students studying abroad for Millikin credit may articulate an IN350 eligible course with either HN300 or HN350 (but not both) to fulfill this requirement.
  • IN490. Honors Independent Study (4 credits) May be articulated with a course or set of courses in another academic department (e.g., research hours in the natural sciences or an internship) via an Honors Program Capstone Contract.
  • HN400. Honors Symposium (1 credit)
  • HN300. Honors Interdisciplinary Colloquium (3 credits)

Honors Capstone Project

The Honors Capstone Project provides Honors Students with an opportunity to pursue artistic achievement, traditional or interdisciplinary research, or service-learning and community-based projects. The Honors Capstone could be an enrichment or extension of an academic project, creative activity, or practical experience in which the student is already engaged through her major area of study. It could also be a fully distinct project of the student’s choosing. To qualify as an Honors Capstone Project, a project must be judged to be of Honors-level work by the Honors Director and the Student’s Honors Project Advisor.

Transfer students who participated in the honors program at their most recent former institution of higher education are invited to petition the Honors Director for admission into Millikin University’s Honors Program. Students transferring from two-year institutions with which Millikin has a formal Honors Program articulation agreement are automatically invited to join the Honors Program. Honors coursework will be transferred as determined by the Honors Director and the University Registrar. Students who have earned an Associates of Arts or an Associate of Sciences and successfully completed their 2 year institution’s honors program will be regarded as having met all 100 and 200 level honors program requirements.

Why should a student transfer into the Millikin Honors Program?

As a transfer student, joining the Honors Program gives you the opportunity to continue your honors experience at Millikin. Our Honors Community is strong, supportive and vibrant. Transferring into the Honors Program, allows you to plug yourself directly into a community of intellectually curious and academically engaged students, students like you. The Honors Program also affords you an opportunity to complete remaining general education courses and meet a variety of other graduation requirements in an Honors environment. Transfer Honors students share all of the benefits enjoyed by all Millikin Honors Students.

Exclusive and engaging Honors Courses that:

  • Are flexible and student driven
  • Cover a wide variety of topics taught by Honors Faculty
  • Feature innovative and experimental pedagogy
  • Fulfill all University Studies requirements
  • Opportunities for individualized & self-motivated scholarship or creative projects.
  • Interaction with campus leaders among students, faculty, and administrators
  • Service and outreach activities which enrich and serve the Honors, Millikin, and larger community.
  • Access to a dedicated Honors Student Lounge.
  • First-Year and Sophomore residential Honors Communities
  • Early Registration for courses.
  • Ability to register for up to 21 credits per term at normal, full-time tuition rate.

Honors Program Requirements

  • HN300. Honors Interdisciplinary Colloquium (3 credits)
    Students may meet this requirement by taking an additional HN350 course.
  • HN350. Honors Global Interdisciplinary Colloquium (3 credits)
    Students studying abroad for Millikin credit may articulate an IN350 eligible course with either HN300 or HN350 (but not both) to fulfill this requirement.
  • IN490. Honors Independent Study (4 credits)  May be articulated with a course or set of courses in another academic department (e.g., research hours in the natural sciences or an internship) via an Honors Program Capstone Contract.
  • HN400. Honors Symposium (1 credit)

Honors Capstone Project: The Honors Capstone project provides Honors Students with an opportunity to pursue artistic  achievement, traditional or interdisciplinary research, or service-learning and community-based projects. The Honors Capstone could be an enrichment or extension of an academic project, creative activity, or practical experience in which the student is already engaged through her major area of study. It could also be a fully distinct project of the student’s choosing. To qualify as an Honors Capstone Project, a project must be judged to be of Honors-level work by the Honors Director and the Student’s Honors Project Advisor.

* Honors students who did not complete the honors program at their previous institution may need to complete additional Millikin Honors Program courses. See the Millikin University Bulletin and contact the Honors Director, Dr. Michael Hartsock for further information.

As you plan for registration, I wanted to remind you that honors students are required to completed the following:

  • HN183, HN150, and HN151 (First Year Seminar and Honors Writing Studio I & II)
  • Three 200 level courses (numbers can be repeated, for example you can take two (HN203s)
  • Two 300 level courses (one must be HN350, but both can be)     
  • Honors Capstone Contract: 4 credits of HN490 and 1 credit of HN400 (You won't find HN490 in MUOnline, those are set up via the capstone contract)                                                                                                                                                                                                    

Note:  Current "JMS" students only need one but not both of the HN350s and don't do the capstone contract credits, but this only applies to current JMS juniors and seniors.  Please also notice that the name of our program has changed to the James Millikin Honors Scholars Program.  Curriculum has not changed, but starting with current first years, there is no separate JMS Program.  What was called JMS is now a track in the Honors Program.   You are all now James Millikin Scholars!

 

Note:  Descriptions for HN151 are not listed below because they don't have individual titles and descriptions.  Simply pick the time that works best for you from MUOnline.  Also, 300 level honors courses will be temporarily restricted to juniors and seniors to ensure they get the courses they need for graduation.   I'll lift that restriction two weeks after registration opens, so other students can enroll in 300 level courses if they wish and space remains.

 

1990's Independent Film (HN202-01)

Johnny Power

Tuesday & Thursday 12:30 PM -- 1:45 PM
CRN:  30070

In this 3 credit film course we will be viewing, discussing and analyzing a number of Independent Films of the 1990's from a variety of genres, themes, and budgets.   We will be examining each film through a number of contexts and perspectives.  Throughout the course, we will focus on the narrative, technological, and aesthetic choices made by the filmmakers, as well as the history and cultural impact of the films.  Some of the films that we will examine are:  Gummo, Reservoir Dogs, and Clerks and more.

 

Reacting to the Past (HN203-01)

Dr. Brian Mullgardt

Monday, Wednesday & Friday 1:00 PM -- 1:50 PM

CRN:  30677

In this Reacting to the PastTM course, students relive key points in the United States history through elaborate role-playing games. Divided into teams students, informed by primary and secondary historical texts and guided by the instructor, compete in simulation games to advance their agendas and "win" each game. During the spring course, students will play roles in games addressing United States history after the Civil War.

 

American Film (HN203-02)

Dr. Michael O'Conner

Monday, Wednesday & Friday 2:00 PM -- 2:50 PM

CRN:  30678

This three-credit film studies honors seminar is essentially an introduction to viewing film as an aesthetic art form, with some emphasis on cinema terminology and technique, the history of film, and the relationship between film and literature.  A significant theme running throughout the course will be "the American Dream, the American Nightmare," or an examination of how cultural and national identity, including our hopes and fears, are reflected in the films we make and watch in the United States.  These films often include examinations of issues of race, class, or gender.  Influential and award-winning films used in the past have included Birth of a Nation, The Gold Rush, Citizen Kane, Stagecoach, It's a Wonderful Life, the Godfather, the Maltese Falcon, Do the Right Thing, American Beauty, War of the Worlds, Singin' in the Rain, Juno, and others.  Fulfills a humanities honors seminar requirement for Honors Students.   If student does not continue on in the Honors Program, can fulfill the College of Arts & Sciences literature course requirement and/or can count as an IN250 requirement.

 

International Nobel Prize Lit (HN203-03)

Dr. Anne Matthews

Tuesday & Thursday 3:30 PM - 4:45 PM

CRN:  30680

According to one philosopher, literature is a thought experiment in ethics.  Another philosopher wrote that people are beings for whom being is a problem.  Indeed, these approaches to literature and being are just other ways of articulating Millikin's three core questions:  Who am I?   How can I know?  What should I do?   All of the authors we will read--Heinrich Boll, Albert Camus, Wole Soyinka, Toni Morrison, and Doris Lessing--concern themselves one way or another with personal identity, community values, conflict and self-knowledge, among other issues.  Most importantly, their work calls on us to reflect on ourselves and our relationship to others and the world.

 

Philosophy Thru the Black Mirror (HN203-04)

Dr. Michael Hartsock

Tuesday & Thursday 9:30 AM -- 10:45 AM

CRN:  30684

Like the Twilight Zone before it, the Netflix series Black Mirror offers a haunting exploration of contemporary society, particularly as it relates to technology and human nature.   In this course, we will use the series Black Mirror as a lens through which we will analyze contemporary American culture and explore traditional philosophical issues.  Some issues to be examined include skepticism, the meaning of life, morality, personal identity, and machine consciousness.   In addition to viewing episodes of Black Mirror that examine the aforementioned issues, we will read relevant philosophical works to inform our discussions.   In particular, we will look at how traditional problems in philosophy continue to shape the American consciousness through popular media.

 

Biology of Spiders (HN204-01)

Dr. Marianne Robertson

Monday, Wednesday & Friday 10:00 AM -- 10:50 AM

CRN:  30685

The goal of this course is to develop an appreciation of biology in general, using spiders as a learning tool. We will examine structure and function as a background to understanding the ecology and behavior of these animals.  Lectures require class participation by all students!!  Laboratory work will emphasize spider natural history and identification.  This course counts as your Natural Science with lab requirement, so there is a significant laboratory component representing performance learning in action!   The lab focuses on identification of common spiders to the family level.  My class motto is: Bring Your Enthusiasm!!!!!

 

Stress and Disease (HN204-02)

Dr. Travis Wilcoxen

Monday, Wednesday & Friday 11:00 AM -- 11:50 AM

CRN:  30686

Understanding the health and physiology of humans can be greatly improved by studying non-human animals.  Humans have retained many ancestral physiological traits, such as stress responses, that are beneficial to many other animals, but are somewhat useless, or even harmful to us.  Further, as human populations continue to grow and encroach on populations of wild animals, diseases that are often found in other animals occasionally jump into human populations.   In this course, students will gain an understanding of the interrelatedness of stress and disease of humans and other animals through the reading of primary sources and non-fiction works with scientific topics. This course also includes hands-on laboratory activities.  (Satisfies the following requirement:  Natural Science with a Lab)

 

The Data of Our Lives (HN207-01)

Dr. Emily Olson

Tuesday & Thursday 11:00 AM -- 12:15 PM

CRN:  30687

Data and its analysis influence domains as wide reaching as sports, economics, ethics, voting, and national security.  Given the ubiquity of data-driven technology in our world, it is essential to consider the influence and ethical ramifications of human biases in the use of data. Through the books How Not to be Wrong and Everybody Lies and other readings, this course explores the use of data-driven mathematical influences in modern society.

 

Entrepreneurship Infused Digital Fabrication (HN 300-01)

Dr. Kyle Knust

Tuesday & Thursday 11:00 AM -- 12:15 PM

CRN:  30688

An entrepreneurship infused seminar to introduce digital fabrication technologies and their diverse applications.  Through a combined lecture and laboratory approach, the operating principles for digital fabrication technologies such as 3D printing, laser cutting, and computer numerical control (CNC) milling will be studied.  Students will use computer-aided design (CAD) software to generate models.  Hands-on experience operating fused deposition modeling (FDM) and stereolithography (SLA) 3D printers will be provided during laboratory work to demonstrate the application and limitations of these technologies.  Student teams will employ an entrepreneurial mindset to complete a series of projects utilizing digital fabrication to convert ideas into physical solutions addressing real-world problems. The course will culminate with a team-developed project to prepare a prototype that creates financial or social value.

 

Hemingway & American Century (HN300-02)

Dr. Roger Monroe

Tuesday & Thursday 4:00 PM -- 5:15 PM

CRN:  30689

The most important American writer of the 20th century was Ernest Hemingway.  As a young expatriate newspaper columnist in Europe, Hemingway wrote fiction that was characterized by simple declarative sentences and scant use of adjectives and adverbs, a distinct contrast to the flowery verbiage typical of 19th century fiction.   Yet, though devoid of adjectives, Hemingway's stories still conveyed tremendous emotion and intellectual power, and his unique style was quickly recognized, celebrated, and imitated.  A generation of young writers emulated Hemingway's hard-boiled prose, if not the stylistic force and power conveyed in his fiction.  He became a national celebrity whose movements about the world were chronicled in major dailies.

The course considers Hemingway's stylistic innovation through reading representative works, allowing students to weigh the importance of his contribution to American letters.  Hemingway's handiwork also reflected the historical period in which it appeared, and consequently provides a window for discussion of American culture and life in each decade of Hemingway's life.  Hence students will also investigate and discuss the historical context of Hemingway's greatest novels and short stories as a window into each respective period.  In the 1920's, a time of sober reflection if not outright disillusionment among American writers and intellectuals, Hemingway wrote The Sun Also Rises, "Big Two-Hearted River," and "Soldier's Home," fiction that neatly captured the prevailing sense of despair and malaise that afflicted the post-World-War-One intelligentsia.  During the Depression, Hemingway wrote To Have and Have Not, "Wine of Wyoming," and other stories and novels that reflected the ethos of the economic crisis.   He was savagely criticized by the political left for writing and bullfighting and marlin fishing instead of contributing articles on the ongoing class struggle, criticism that Hemingway rejected, in strong language, yet may also have internalized, based on his work after 1935.  His politics amounted to a strong libertarianism, a suspicion of and distaste for government at all levels, and a fierce determination to remain independent as an artist.   He savagely criticized the Franklin D. Roosevelt administration and the New Deal for creating a dependency culture, and he disparaged the federal government for criminal incompetence in failing to evacuate WPA workers, most of whom were veterans of the Great War, who were building a railroad to Key West when killed in the historically massive hurricane in 1935.   In the 1940's, Hemingway labored as a war correspondent; he had warned of the coming of World War Two in his novel, For Whom the Bell Tolls, published in 1940.   He had advocated for the repeal of the Neutrality Acts and for American rearmament.   His subsequent experience as a war correspondent, he landed in Europe soon after D-Day, is represented in his short story, "Black Ass at the Cross Roads," and in the novel Across the River and Into the Trees.  With the Cold War as a backdrop in the 1950's, Hemingway wrote his classic short novel The Old Man and the Sea and a number of works that were published posthumously that were experimental in nature, e.g., The Garden of Eden.  His later work suggested Hemingway's continuing willingness to challenge convention in both style and subject.

 

Global Graphic Novels (HN350-01)

Dr. Ngozi Onuora

Monday, Wednesday & Friday 11:00 AM -- 11:50 AM

CRN:  30133

This course is an examination of graphic novels that focus on historical, cultural, or social issues from countries other than the United States. Students will use literary criticism to analyze specific graphic texts and research a global issue related to the required readings.

 

Gender & Race in the Sciences (HN350-02)

Dr. Jenna Smith

Tuesday & Thursday 9:30 AM -- 10:45 AM
CRN:  30690

Although science is often associated with objective facts, it is not free from biases.  In this course, we will examine the intersection of identity with scientific fields of study, including issues of diversity and representation within the scientific and medical communities, and racial, gender, socioeconomic, and other biases in scientific research and in the selection of research priorities.   Topics that will be covered include spotlighting, underrepresented groups in science, technology, engineering, and mathematics (STEM) fields; biological versus social definitions for race, ethnicity, and sex, systemic issues of racism and sexism in healthcare and STEM education; mistreatment or neglect of minority groups in scientific and medical research; and environmental justice.

 

Anarchism (HN350-03)

Dr. Eric Roark

Tuesday & Thursday 2:00 PM -- 3:15 PM
CRN:  30691

In this course, our readings and discussions will focus on the topic of anarchism. Anarchism is a notion that many are familiar with but few have systematically and rigorously explored. This course will provide an opportunity to systematically and rigorously consider the central claims advanced by various types of anarchists.   In particular, we will be concerned with some of the following questions:

           (1)  What is anarchism?

           (2)  What are the central claims of those that defend anarchism?

           (3)  What are the different varieties or types of anarchism?

           (4)   How could a state be morally justified or have political authority?

           (5)   Is the existence of a state consistent with the rights of people?

           (6)  By what right does the government demand our obedience?  Why should people obey the state?

 

 


 


 

 

 

 

 

 

Below is a sample of honors courses that were previously offered at Millikin:

Previous Honors Courses

Global Haiku Traditions
Dr. Randy Brooks

This course examines the origins and spread of Japanese poetics from Japan around the world, with a special focus on the adaptation of haiku into other cultures and languages. This course explores the role of haiku as a social literary art—both the art of reading and art of writing haiku emphasize the importance of shared collaborative aesthetic experiences (shared acts of the imagination). There is a very active global haiku community of writers, editors, scholars and associations celebrating participation in this literary art. We will study the history of haiku and related poetics in Japan, and then examine the contemporary internalization of haiku in various cultures. Students complete both an analytical study of a contemporary haiku poet or issue in the haiku community as well as various creative projects connecting haiku to other arts. There are numerous web resources available for this course located at: http://performance.millikin.edu/haiku

Stress and Disease
Dr. Travis Wilcoxen

Understanding the health and physiology of humans can be greatly improved by studying nonhuman animals. Humans have retained many ancestral physiological traits, such as stress responses, that are beneficial to many other animals, but are somewhat useless, or even harmful, to us. Further, as human populations continue to grow and encroach on populations of wild animals, diseases that are often found in other animals occasionally jump into human populations. In this course, students will gain an understanding of the interrelatedness of stress and disease of humans and other animals through the reading of primary sources and nonfiction works with scientific topics. This course also includes hands-on laboratory activities.

It Came From Memphis
Dr. Dave Burdick

It Came from Memphis is an examination of the origins of Rock and Roll artistry and how this artistry was developed and commercialized through recording technology. Artistry can best be understood through a larger examination of social/historical context and the very nature of artistic creation. So, even though this is not really a history course, there is a strong component of historical study with the intent being to place artistry and recording technology – coupled with the music entrepreneurs whose vision provided the means for artists to attain commercial success in time, and thus understand sequences of events and influences that have led us to where we are today regarding Rock and Roll music. It Came from Memphis includes a field trip to Memphis over the first weekend of Fall break so that we may “walk in the footsteps of history”.

International Trade and Economic Development
Dr. Najiba Benabess

This course is composed of two parts. In the first part, we examine why nations trade, what they trade, and whether trade is beneficial for a country. We cover the comparative advantage theory, which explains international trade with the differences in labor productivity and resource endowments. International labor capital movements and foreign outsourcing will be also discussed. The second part focuses on the relationship between international trade and economic development. We discuss how international trade affects economic growth, income inequality, and poverty reduction in the trading countries. We will also study the trade policies such as tariff and nontariff instruments and their impact on welfare under different market structures. In particular, we evaluate the effectiveness of trade policies in developing countries in promoting economic development. The evolution of regional free trade agreements and the new world trading system under the WTO will be reviewed and discussed.

Horror in Film and Fiction: Daring the Nightmare
Prof. Judi Crowe

This course explores the genre of horror in fiction and film, its historical, social, political, and cultural underpinnings, and what is at stake in the genre as a whole in terms of issues of religion, psychology, science, ethics, gender, race, and culture. We will examine and discuss a variety of scholarly, historical, literary, and pop culture sources as well as view films representative of various subgenres (monster, psychological, etc.) of horror. Core texts by Stephen King and our reading packet offer diverse grounding of a topic that continues to disturb, sometimes disgust, yet ever intrigues us. Indeed, as King points out, we do so like to dare the nightmare……..

Sex, Lies, and the Brothers Grimm: The Real Fairy Tales
Dr. Anne Matthews

We know fairy tales mostly through Disney versions—Beauty and the Beast, in particular, has enjoyed multiple iterations and interpretations. But if we go back to the original stories (or as close as we can get in origination and translation), we quickly find that the once familiar tales are actually quite strange: more raw, more complex, more challenging and disturbing. Still, the old tales have much to tell us about love, sex, marriage, family, childhood, society, violence, abandonment, and perhaps most important of all, transformations from one way of being into another. In short, the storytellers had the same questions we have: who are we? What is my relationship to others? Why should I care about my community? Where am I going? These are only some opening questions—no doubt we will think of others as we read and talk and write about these weird works of the human imagination.

Psych for a Popular Audience
Dr. Melissa Scircle

Psychology for a Popular Audience will investigate the science of psychology through reading books written about psychology for a mass audience, watching TED talks, listening to podcasts, reading news articles, and - yes - reading the original research articles. We will explore what makes science writing different from scientific writing, how scientists can effectively communicate their research findings to non-scientists and discover how psychological research goes beyond the laboratory to make a broader impact on the world. Plan to read, watch, listen, discuss, write…and maybe even give your own TED talk.

Monsters, Exiles & Others
Dr. Anne Matthews

Of all the definitions of “monster”—abnormal, grotesque, repulsive, among others—I like the Latin one best. From the word “monere”—to monitor, to warn—and from the word “monstrum”—a divine omen, a portent, a sign—the monster emerges as an observer, as well as a messenger. What does the monster see? What news has she come to give us? What warning must we heed? In our reading, which will include Beowulf, Frankenstein, Dr Jekyll and Mr Hyde, The Island of Dr Moreau, and one or two other narratives, we will attend to the monsters’ tales, taking in their knowledge and discerning what they are asking us to do.

Creating the Documentary: Telling the Story of a Lifetime
Dr. Ngozi Onuora

This 3 credit hour course allows student scholars to research and create an 8 to 10 minute documentary about a national, historical, or social issue for which they are passionate and want to bring to the consciousness of the campus and the greater (local) community. Working in teams of 35 people (depending on class size), students will take on key roles as part of a film crew while engaging in critical thinking, reading, writing, research, and creative problem-solving to plan the content of the documentary and the execution of filming/editing/producing the final movie to tell a story they have always wanted to tell. To prepare for the process of creating a quality documentary, scholars will watch and critique several documentaries throughout the first half of the semester; learn about copyright laws and fair use policies; address ethical issues in documentary storytelling; learn ways documentaries can address historical, social, cultural, and political issues; practice effective use of video recording devices; and, experiment with editing footage using video editing software such as iMovie, Final Cut Pro, Adobe Premiere, etc. (depending on available software), among other preparatory learning activities. The culminating event will be Millikin University’s fifth Blue Docs Rock documentary film festival. Film crews will advertise and generate a publicity campaign to garner support for the premiere of their documentaries. Finally, students may be encouraged to submit their documentaries to appropriate film festivals or online venues to experience entering a film contest.