A study of ideas, this course examines intellectual curiosity and critical thinking in both oral and written communication. In this seminar setting, students investigate the process of arriving at a thoughtful position, supported by appropriate evidence. Students learn how to do academic research, evaluate source material, and form hypotheses as well as how to share their questions and ideas with various audiences. Students will practice effective habits for succeeding in a new academic and social environment. 4 SH. CC: Writing and Thinking, First-Year Seminar, Ethics Intensive

An introduction to Western thought, this course emphasizes how humans resist or assimilate, oppose or renew tradition. Philosophical, historical, religious, and literary texts of various eras, movements, genres, and media are the object of examination and interpretation. 4 SH. CC: Literary Expression, Diversity Intensive

An introduction to Western aesthetics, this course emphasizes how creative processes either align themselves with canonical traditions, or oppose and dismiss them. The course may focus on one form of artistic expression, or, unified by a thematic umbrella, on a combination of various forms of artistic expression. 4 SH. CC: Artistic Expression, Diversity Intensive

Logic was one of the original disciplines in the trivium, the tripartite foundation block of the liberal arts. This course addresses critical thinking within the time-honored frame of deductive argumentation using standard notations, principles, and methods used in modern symbolic logic. Logic is examined as the generative epistemology of the scientific method. 4SH. CC: Analytical Thought; Writing Intensive.

An introduction to the social sciences in the context of issues of substantial concern to individuals and society, this course identifies specific social issues and explores them in their historical, psychological, political, and ethical contexts. Students study concepts and methods central to the social sciences, read primary sources in several disciplines, and learn in a highly participatory classroom environment. 4 SH. CC: Social Interactions, Diversity, Ethics.

This history and philosophy of science course focuses on science as a human activity. Through an examination of methods, explanations, limitations, and applications of science, students are given sufficient background to be able to recognize distinctive attributes of both actual science and pseudoscience. The course introduces students to the complexity of ethical, political, and social issues that are byproducts of science and technology. Experiments in biology, chemistry, geology, and physics are used to illustrate the nature and progress of science across time. 4 SH. CC: Scientific Explanations, Interdisciplinary, Writing Intensive, Team Intensive.

This colloquium teaches students how to develop an interdisciplinary learning framework. Over the course of two semesters, students attend interdisciplinary lectures, workshops, and field trips. Before each activity, students receive preparatory materials to study ahead of the event, so as to guarantee optimal integration of content. Following each event, students produce critical reflections as assigned by the Colloquium coordinator. At the end of the year, students prepare a portfolio with their critical reflections on attended events, and an overview that demonstrates the interdisciplinary reach of their intellectual engagement. The two courses must be taken consecutively, but may be taken in different academic years. 1 SH. CC: Interdisciplinary.

This colloquium teaches students how to develop an interdisciplinary learning framework. Over the course of two semesters, students attend interdisciplinary lectures, workshops, and field trips. Before each activity, students receive preparatory materials to study ahead of the event, so as to guarantee optimal integration of content. Following each event, students produce critical reflections as assigned by the Colloquium coordinator. At the end of the year, students prepare a portfolio with their critical reflections on attended events, and an overview that demonstrates the interdisciplinary reach of their intellectual engagement. The two courses must be taken consecutively, but may be taken in different academic years. Prerequisite HONS-260. 1 SH CC: Interdisciplinary.

Each Honors student must complete a minimum of eight hours of 300-level upper-division Honors classes. These courses may be designed for a departmental major, but may also be open to Honors students from any major, perform very well in such challenging interdisciplinary environments. Several Honors seminars are offered each semester. If the chosen course is part of the student’s major, the student must submit an “honors-level form,” describing, in consultation with the instructor, how the course assignments for the honors student differs from the other students’ work. 4 SH

The Honors program culminates in an experiential learning project to be completed in a minimum of two and a maximum of four semesters. This research project must address a topic not fully addressed by any specific course at SU. In case the topic relates to a course, a clear and detailed explanation is expected on how this honors project supersedes and transcends the classwork of other students in the respective course. If students choose a topic in their major, some degree of interdisciplinarity is nevertheless expected of their work. In the semester prior to the registration, Students must submit a research proposal describing the duration and methodology of the project and the final deliverable product. The proposal must name an advisor from the faculty that has agreed to supervise the project. The project may be interrupted for study abroad, and may be prolonged, should the advisor deem an extension necessary for quality assurance. Once completed, the project is publically presented in events organized by the Honors program. Minimum of 2 SH. CC: Interdisciplinary. Capstone.