The Honors Program invites faculty to apply for an Honors Eccles Fellowship
The Honors Eccles Fellows Program encourages faculty to develop their teaching and scholarly interests through teaching in the Honors Program. An Eccles Fellow develops and teaches a new class on a topic related to their scholarly interests. Eccles Fellows are compensated with 3 hours of teaching time and 3 hours of release time to pursue research related to the class. Additionally, each Eccles course can receive up to $3000 for curricular innovations and class enrichment activities such as field trips, equipment purchases, performance tickets, etc.
- Submit a proposal to teach an HNRS 3900 Seminar class, either individually or with one other colleague;
- Strong preference will be given to interdisciplinary classes with a subject connection to faculty research interests;
- Weight will be given to classes that contribute to both the Honors Program and to the larger Weber community;
- A single proposal should be submitted for team-taught classes;
- Please see the rubric for the selection criteria.
- The class should be a new preparation;
- Eccles Fellows are encouraged to use their HNRS 3900 class as material for presentations and publications;
- Department Chair(s) must agree to release the Eccles Fellow for both teaching and release time;
- Ecles Fellows must take release time the same semester they teach the course;
- Eccles Fellows may not teach overload in the semester they take release time;
- Eccles Fellows are urged to participate in Honors events;
Eccles Fellows are selected by a committee of former Fellows, the Honors Faculty Advisory Board, and the Honors Director. A Fall Fellowship and a Spring Fellowship will be awarded.
Applications are due by 4 pm on November 1, 2022 and submitted to HonorsEccles@weber.edu
Contact Christy Call, Honors Director, at firstname.lastname@example.org
Diagnosing Diseases: Perspectives from the Past and Present
Selling Emotion, Buying Feeling: Emotions, Work and Consumption in America
Previous Eccles Fellows
|Fall 2020||Robert Fudge & Brady Brower||
Nietzche Contra Wagner: Art, Philosophy, and Politics in the Age of German Romanticism
|An examination of the arc of German history from roughly the middle of the 19th century to the rise of Nazi Germany (the period of high German Romanticism), with an emphasis on the interplay between art, music, philosophy, and politics in the rise of German identity and Nazi ideology.|
|Spring 2020||Jennifer Kokai & Marybeth Willard||The Good Place: Moral Philosophy & Drama||What does it mean to be a good person? A bad person? Are moral philosophers the worst? Are writers depicting moral philosophers the worst? This course uses the first season of the NBC show, The Good Place, to examine the intersection of philosophy and drama. How do creative writers illustrate moral and ethical dilemmas? How can we and should we respond imaginatively to the thorny questions of humanity?|
|Scott More & Matthew Romaniello||Diagnosing Diseases: Perspectives from the Past and Present||
The World Health Organization has the goal to improve equity in health, reduce health risks, promote healthy lifestyles and settings, and respond to the underlying determinants of health. Exploring historical and social science methodologies with modern medical diagnostic approaches will provide a chance to think critically about diseases including syphilis, smallpox, HIV, and modern nutritional diseases.
|Fall 2019||Molly Sween (co-taught with Todd Hillhouse)||From Brain to Behavior and Everything in Between: Exploring Genetics and Criminal Offending||Biosocial criminology examines the biological basis of criminal behavior and the role of both environmental and biological influences on this behavior. There is mounting evidence that human behaviors are influenced by genetic factors, and this information should be considered when addressing criminal behaviors and treatment. This course will address areas within biosocial criminology, including: Behavior/Molecular Genetics, Criminal traits and neurological/physiological underpinnings (i.e. antisocial behavior, low IQ, low self-control, etc.), Genetic/Environment interplay, the polygraph and other physiological techniques used in the courtroom, Application of research (i.e. how Courts deal with biosocial research and culpability), Evolutionary psychology, and Environmental neurotoxins that affect behavior. The goal of this course is to educate the students on the current research of biosocial criminology, help the students develop their own perspectives on these issues, and to encourage students to apply their knowledge to their community.|
|Fall 2018||Rebekah Cumpsty & Gavin Roberts||Curse, Cure, Culture: The Social Impacts of Natural Resources||
Are positive or negative impacts inevitable in societies that rely on oil? Or do institutions play a role? Read fiction, watch movies, and explore data, to answer these and other questions. From economic and postcolonial perspectives we will discuss case studies involving oil, diamonds, and endangered species.
This course has a Community Engaged Learning designation.
|Susan Matt & Marjukka Ollilainen||Selling Emotion, Buying Feeling: Emotions, Work, and Consumption in America.||What do amusement parks, shopping malls, and Las Vegas have in common? They are all spaces where emotions are bought and sold. The course explores connections between emotions and consumerism in America. During Spring Break, we take a study away trip to Las Vegas to observe these “cathedrals of consumption” and how individuals are participating in them as both workers and consumers.|
|Fall 2017||Brandon Burnett & Dianna Huxhold||Chemistry of Art||This course is a special investigation of the relationship between chemistry and visual art. Students will learn about different art media from a macroscopic and molecular perspective. This course will also include hands-on visual art projects using media discussed in class including, but not limited to, painting, pencils, charcoal, and clay.|
|Spring 2016||Electra Fielding||Religion in Early Spain||Learn about how Jews, Muslims, and Christians lived together for over 800 years in Spain, the rich cross-cultural exchange between all three cultures, the eventual disintegration of their convivencia, and the repercussions of this cultural past in today’s Europe. This class fulfills upper-division Spanish credit and European Studies credit.|
|Fall 2015||Barrett Bonella & Corina Segovia-Tadehara||Qualitative Research||This class teaches you how to use qualitative research tools in a project of your choosing that you will then submit for publication. The course will provide you with a valuable grounding and understanding of how to use qualitative research effectively.|
|Spring 2015||Brad Carroll & Sally Bishop Shigley||The Physics of Poetry and the Poetry of Physics: The Whys and Hows of Science and Literature||Students will explore the epistemologies and histories of texts in both science and literature through reading various fiction and non-fiction genres. Issues of inquiry will include how science is represented in literature and how the humanities are seen by scientists. How does science use metaphors to explain the unexplainable? How does literature appropriate scientific theory as a subject?|
|Fall 2014||Kathryn MacKay, Julie Rich, & Pepper Glass||City as Text||Go on Walkabout!
Map, Observe, Listen, and Reflect!
City as Text is an experiential, interdisciplinary investigation of the people, architecture, culture, changing demographics of a place -- in our case -- the city of Ogden.
|Spring 2014||Barb Trask & Matthew Schmolesky||Science and Cooking: From molecules to mouth||This course has been designed to utilize the “everyday” activity of cooking as a conduit through which to convey seminal scientific principles such as physical phase changes, the molecular composition of biological organisms, chemical bond formation and destruction, and the physiological and psychological basis for food selection, preparation, perception, and satisfaction. To master these and other scientific concepts, students will participate in laboratory-style cooking “experiments,” and discussion sessions centered around experiments.|
|Fall 2013||Russ Burrows & Greg Lewis||China's Great Leap Forward, 1958-1962||In the 1950s and 1960s, China engaged in a national experiment in modernization: the Great Leap Forward. Honors is offering an exciting new class, HNRS 3900, that will explore this social experiment through films, documentaries, first-hand accounts, and fiction. The class will also include class visits from Chinese lecturers who experienced the events.
How does a society reinvent itself? What works? What doesn't? What can we learn from the Great Leap Forward?
The class will coincide with the September 2013's Asian film festival which will feature a number of films on the Great Leap Forward.
The Honors Program is proud to offer this amazing opportunity in Fall 2013.
|Spring 2013||Siân Griffiths & Jenny Kokai||Making Your Movie||In this class, we will study every practical aspect necessary to create, market and display short independent films. Given the length of this class, each topic will be approached in brief with practical ends. After we examine the practical aspects of film production, including budgeting, storyboarding, shot lists, camera angles, and editing, students will be divided into production teams. They will be given scripts written by the students in the screenwriting class the previous semester. Students will be asked as a group to produce, edit, and market their short film.|
|Fall 2012||Christy Call||Tracing the Interconnections Between Animals, Objects & Humans||How does our society represent animals? How do humans coexist with animals today, and how has the relationship changed over time? How do our representations of animals define us as humans? Further, how do things (tools, objects, and technologies) mediate social relations? How do the things we make also make us? At the core, these questions challenge us to examine our rational ties with nonhuman beings and entities. This interdisciplinary course will forefront such dynamics by presenting the human as relationally interconnected. As a mode of ecological thought, we will consider the constellation of "others" that co-author our human lives. This class will feature fascinating readings as well as artistic, photographic, and filmic representations on the interconnections between humans, animals, and materialities. These rich and diverse sources, discussed in an interactive classroom, will provide a foundation for students to develop and refine their own ideas, insights, and questions.|