Each fall, Professor Douglass teaches multiple sections of Critical Encounters I for all incoming first year students. During the Spring, he teaches a variety of classes that change each year.
EHP also offers Andrews sections of the basic Applied Math series (see below). In addition, we offer a variety of special topics courses, some of which are also listed below.
Critical Encounters I (EHON 1151)
Required of all incoming EHP students, this course fosters a variety of critical encounters (between students, students and professor, students and ideas, students and culture) in order to equip students to more thoughtfully map out who they are, who they want to be and ways to be intentional about pursuing that. To do this, we explore literature, philosophy and film.
The Applied Math Basic Series: Calc 1, Calc 2, Calc 3 & Differential Equations (APPM 1350, 1360, 2350 & 2360)
These are the basic math courses required of all Engineering students. In the Fall, Andrews offers smaller sections of Calc 1, Calc 2 and Calc 3 and, in the Spring, Calc 2, Calc 3 and Differential Equations. The Andrews sections are limited to EHPers and capped at 28 students but who participate in the same common exams given to all sections of these courses. That is, they are not Honors versions of these courses, but cover the same material in smaller classes with EHP peers. Many of you will arrive at university with AP or other advanced credits. In coordination with the Applied Math Department, we will help you determine which course you should take in your first semester.
Critical Encounters II (EHON 3843)
CE2 is an elective offered each Spring for graduating seniors. Whereas CE1 frames what it means to be an authentic and intentional person with their undergraduate university education ahead of them, CE2 looks back at this education and forward to what’s next. To do so, we explore more literature, philosophy and film.
Medicine and Humanities (EHON 3843) Spring 2020
Taught by Mark Kissler, M.D. (2010 EHP graduate and current faculty member at the University of Colorado College of Medicine), this course explores the practice of medicine beyond the application of the amazing science and technology that currently defines the story of health care. Via philosophy, literature, sociology & film and the real clinical experiences of Dr. Kissler, students discuss the larger story of care and how narrative approaches to medicine can transform the story of care for the patient, the caregivers and their larger worlds of relationships and impact. In addition to his degrees in Chemical and Biological Engineering, his M.D. and residencies in both Medicine and Pediatrics, Mark earned a M.S. in Narrative Medicine from Columbia University.
Engineering, Ethics & Society: Harry Potter and the Conflict of Being (HUEN 3843)
The Harry Potter series addresses the idea of conflict from a wide variety of perspectives: personal identity, class, race, morality, education, age, ambition and friendship (to name just a few). This course will explore how these themes are worked out both within this extended coming of age narrative and against the classical background that J.K. Rowling so freely appropriates. Through a close reading of the texts, themselves (minus the “Epilogue”), we will map out their philosophical and existential significance and how this is related to their popularity. This course is taught every 3-4 years.
Engineering, Ethics & Society: The Brothers Karamazov (HUEN 3843)
This course explores of one of the greatest accomplishments of literary philosophy: Dostoevsky’s “polyphonic” novel, The Brothers Karamazov. Organized around a murder mystery, this novel gives voice to competing responses to many of the great questions that have vexed and inspired humankind: What is good and evil? What is the purpose of suffering? What is the nature of justice, forgiveness, personal responsibility, family, faith, intellect and desire? Dostoevsky does not flinch from facing the most difficult questions of life, and he asks us to face them with him. By doing this in novels (as opposed to essays or philosophical treatises), Dostoevsky approaches these ideas by exploring what it means for individuals to embrace them, wrestle with them and attempt to live in light of them. This course is offered every 3-4 years.
Oxford, The Inklings & the Life of the Mind (EHON 3843) Spring of 2020
This course is a Global Intensive Course which means that its 3 credit hours are split between the Spring semester (2 hours per week) and a two week trip at the end of the semester, during May, to Oxford. The Inklings was an informal group that met weekly in Oxford (including JRR Tolkien, CS Lewis, Charles Williams, Owen Barfield, Hugo Dyson and others). Many, but not all of them, were Oxford professors. They met to discuss literature and share works in progress (ie The Lord of the Rings, Lewis’ Space Trilogy and Chronicles of Narnia, etc.). Oxford itself is home to one of the oldest universities in the world and is, in many ways, the flagship university of the world.
During the Spring semester, we will not only read books written by and about the Inklings, but we will also study Oxford University’s educational model and its strong commitment to the cultivation of the life of the mind. We will also watch and discuss film and television series associated with the Inklings and Oxford. During our time in the UK, we will stay in Oxford for 8 days and in London for 2 days. We will visit relevant sites and experience different aspects of things we have been studying. The London portion includes watching a play at Shakespeare’s Globe Theater.
Literature and Leadership (HUEN 3843)
By looking at literature and leadership, as opposed to the literature of leadership, this course will examine fictional characters living out leadership within all the complexities of the world of the text or film. In doing so, we will see that the question of what it means to be a leader cannot lose sight of the verb “to be.” That is, being a leader has everything to do with being attentive to a complex set of responsibilities within an multi-faceted context. A number of things make this project complex: the complexity of the person who would be a leader; the complexity of the situation in which the leader must be; the complexity of the project that requires leadership; and the complexity of the disparate realities that any particular call to leadership inherits: legacies of success, failure, scandal or entrenchment; people who unnaturally believe in you, love you, hate you, suspect you or envy you; your own responses of over-confidence, insecurity, fear, impatience, etc.
This class will put a premium on the complexity of being a leader by turning to the resources of fiction—in which fictional leaders always function as part of a comprehensive world. We will resist the temptation of abstracting lists of desired qualities, techniques and universal principles. This course is taught every 3-4 years and counts toward the Leadership Certificate.