Proposed Individual Contracts
Not sure where to start for an individual Honors contract for spring 2021? See below for a list of classes for which instructors have agreed to work with students to contract for Honors credit. You will find their proposed component which may be personalized according to your unique goals, interests, and passions. Just like regular individual contracts, you are responsible for communicating with the instructor and submitting an Online Honors Credit Contract.
NOTE: For question #9 Are you requesting Honors credit in a course that offers a "standing Honors contract" meaning the Honors component is pre-defined., select "No" and enter the relevant information according to (a) the proposed component and (b) your personalized alterations.
Course | Instructor last name | Instructor first name | Instructor email | Proposed component | Shared knowledge |
AER E 362 (section 2): Aerospace Systems Integration | Ping | He | phe@iastate.edu | The honors project will allow students to learn how to use a state-of-the-art optimization package called DAFoam (https://dafoam.github.io) to perform high-fidelity design optimization. Students will pick a topic of interest, such as aerodynamic, heat transfer, and structural designs for aircraft, jet engines, wind turbines, and cars, learn how to use the optimization package, perform the optimizations on a high-performance computing system, and analyze the results. | |
AN S 214 (sections 1 & 2): Domestic Animal Physiology | Koltes | Dawn | delkins@iastate.edu | A student will utilize primary literature to expand their understanding of one or more of the physiological systems covered in the course. The student is expected to meet one-on-one at least twice with the instructor of the course to discuss findings and additional areas of follow up. | The student will develop a literature review that can be utilized as a portion of their capstone project and is shared with the professor and with their honors mentor. |
AN S 306 (section 1): Equine Evaluation | Paxton | Jill | jcpaxton@iastate.edu | The student will compile real-world examples of course content from 3 live horse shows. The student will meet with the instructor after attending each horse show to discuss the differences and similarities between how the judges at the show evaluated the performances and the examples presented in class. | The student will compose a research paper summarizing their discussions and conclusions. |
AN S 415 (sections 1-3): Equine Systems Management | Paxton | Jill | jcpaxton@iastate.edu | The student will research different ways for 100 listed careers to be effectively presented to the ANS 415 class in 4 - 50 minute lectures. The research will be presented to the faculty member in a written document with references using a MLA format | The student will create a one-hour Power Point presentation for a group of TA’s and the faculty member sharing what has been learned. |
BIOL 211 (section 2): Principles of Biology I | Rogers | Haldre | haldre@iastate.edu | The student will read and discuss two books related to the class. | The student will write a final reflection on the two books with respect to the course. |
BIOL 256 (sections 1 & 2): Human Physiology | Haen Whitmer | Karri | khaen@iastate.edu | The honors project for the BIOL 256 lecture course consists of a clinical and experimental techniques in physiology discussion group that meets 4-5 times before students make a choice to proceed with one of three possible projects in the physiology laboratory: 1.) electrooculogram (EOG) communication assistive device design challenge; 2.) a human nerve conduction velocity (NCV) experiment; or 3.) a prosthetic arm design challenge. Students meet for an hour once a week to discuss the techniques and fundamental physiological theory that are pertinent to each project. After a project is selected, students meet in the laboratory for several weeks to learn laboratory techniques, research and design assistive devices, develop experimental protocols, and conduct experiments or test prototypes. | Summative meetings or lab sessions will be held to write the final project findings as a lab report. |
COM S 352 (section B): Introduction to Operating Systems | Tan Creti | Matthew | tancreti@iastate.edu | The student will implement a bootable embedded OS from the ground up that can be deployed on the Raspberry Pi testbed being developed by the instructor. The OS will be used as a teaching aid by the instructor for future courses. This adds a hands-on experience component to the class and prepares the student with technical skills required for industry work or graduate study in computer systems. | The results will be used as a case study in the development of a new systems lab that may be used for future courses and shared with students. |
CPR E 185 (sections 1-3): Introduction to Computer Engineering and Problem Solving I | Selim | Mohamed | myoussef@iastate.edu | The student may choose to work on one of the following: a- Use C programming in research (a selected topic based on the instructor and student preferences) b- Propose a new lab/project to be used in the future delivery of the course c- Propose and implement advanced midterm and final projects | |
CPR E 281 (sections 1-3): Digital Logic | Ahamed | Md Maruf | maruf@iastate.edu | The student will learn a computer-aided schematic capture system (i.e., Quartus Prime) and a hardware description language (e.g., Verilog) to design and analysis the digital system. The student will simulate the key logic circuits studied every week in the class using the computer software tools and share them with the class. Additionally, the student will summarize the weekly study materials and prepare an online quiz every week, which will be shared with the class for practice. It will help students to prepare for the exams (e.g., Midterms and Final). | The student will share learning weekly with the professor and share the study guides with all students in the class. |
CPR E 281 (sections 2-8): Digital Logic | Selim | Mohamed | myoussef@iastate.edu | The student may choose to work on one of the following: a- Use Verilog and/or VHDL in research (a selected topic based on the instructor and student preferences) b- Propose a new lab/project to be used in the future delivery of the course c- Propose and implement advanced midterm and final projects | |
CPR E 339 (sections 1 & 2): Software Architecture and Design | Ben Othmane | Lotfi | othmanel@iastate.edu | The student will work on an mini-project to learn an architecture pattern by themselves, implement it in a useful example. | The student will present to the class. |
E E 324, (sections 1-4): Signals and Systems II | Dickerson | Julie | julied@iastate.edu | The student will utilize Simulink and Simscape in Matlab software to simulate different systems discussed in class. The simulations will be used as a teaching aid by the professor for future courses. The idea is for the student to gain a greater understanding of topics covered in class and apply them in a tangible manner. | Simulations will be used as a teaching aid by the professor for future courses. |
FIN 301 (section 4): Principles of Finance | Premkumar | Shoba | shobha@iastate.edu | -The student will do some advanced problems on selected chapters in addition to the concepts/problems covered in class. -Read some real-world examples of financial concepts that relate to chapters and share with class. -Meet with the instructor to discuss ways to enhance student learning and understanding | Share real-world examples of financial concepts that relate to class chapters. |
FIN 310 (sections B1, B2, C1, & C2): Corporate Finance | Premkumar | Shoba | shobha@iastate.edu | -Student will share his/her insightful analysis for all group case study presentations with the class. -Create and ask meaningful questions to each student (about a specific case study) during project presentations. -Review some real-world examples that relate to the case/chapters that can be shared with the class. These examples will later be posted as required readings. -Meet with the instructor via WebEx as and when needed | Share real-world examples of concepts that relate to class chapters. |
FIN 320 (section W5): Investments | Sapp | Travis | trasapp@iastate.edu | For the Fin 320 honors component, students will engage in a corporate event study. This involves selecting an announcement by a company of information that is material to the valuation of its stock. Examples include stock repurchases, dividend cuts or increases, takeovers, and new security issues. The student will gather a small data sample of about thirty firms that have made a public announcement, collect stock price data, and analyze the data for abnormal returns using appropriate statistical techniques. | A brief write-up of the study and its results will be delivered. |
FIN 320 (sections C1, C2, D1, & D2): Investments | Gao | Lei | lgao@iastate.edu | The student will learn to write code in the Python language and complete additional readings about Python and choose one topic(s) from Algorithm trading, Cryptocurrency, FinTech, Machine Learning, Deep Learning, and Natural Language Processing. The student will perform a literature review and discuss it weekly with the professor. The student will also perform research in Github and Kaggle and develop a "runnable" Jupyter Notebook application relevant to the selected topic. The student will assist the instructor in researching and data collection. Additionally, the student will create a study guide to be used by classmates prior to exams. | The student will create a website, maintain a Github repository and summarize the materials. The student will share learning weekly with the professor as well as will share study guides with all students in the class. |
FIN 330 (sections A1 & A2): Financial Markets and Institutions | Premkumar | Shoba | shobha@iastate.edu | -Compile a list of articles that relate to the economy/markets and financial institutions covered in class every week. These articles will be posted on canvas as required readings. -Initiate class discussions on the importance Diversity and Inclusion in Financial Markets. -Identify and initiate class discussions on key economic issues that might impact the financial markets. -Create and ask meaningful questions to each student (about a specific case study) during presentations on Financial Institutions. -Meet with the instructor via WebEx as and when needed | Presentations at financial institutions. |
H S 105 (sections B1, B2, C1, & C2): First Aid and Emergency Care | Brockshus | Brandon | bmb13@iastate.edu | Students will job-shadow someone in the EMS system (a 9-1-1 dispatcher, a paramedic, or an emergency room physician). | The student will share their knowledge via a 10 minute presentation on the experience. |
HD FS 343 (sections 1-5): Assessment and Curriculum: Ages Birth through 2 Years | Sullivan | Kala | kmbarre@iastate.edu | 1. Identify a local program or interest area related to early childhood programming and service. Under supervision of the professor, the student will communicate directly and collaborate with a program to determine a need within the program. 2. Collect data related to the communicated program need through quantitative and or qualitative data methods. This data will guide decision making and problem solving to address the program need. 3. Construct a plan for addressing the program need. The student will first present this plan to the professor for approval and or/revision. A rough draft of the plan should be submitted by midterm. 4. Upon approval from the professor, the student will present the plan to the stakeholder(s) for implementation and feedback. 5. Collect data upon implementation to determine the outcomes of the plan/intervention and report final findings to the professor. | 5. Collect data upon implementation to determine the outcomes of the plan/intervention and report final findings to the professor. |
HD FS 367 (section 1): Abuse and Illness in Families | Neppl | Tricia | tneppl@iastate.edu | The student will research about one type of child maltreatment or intimate partner violence. They will delve more into specific predictors and consequences of abuse. | The student will meet regularly with the faculty member and write a paper summarizing their research. |
M E 325 (sections 3 & 4): Mechanical Component Design | Agba | Emmanuel | eagba@iastate.edu | The student will implement a bootable embedded OS from the ground up that can be deployed on the Raspberry Pi testbed being developed by the instructor. The OS will be used as a teaching aid by the instructor for future courses. This adds a hands-on experience component to the class and prepares the student with technical skills required for industry work or graduate study in computer systems. | The results will be used as a case study in the development of a new systems lab that may be used for future courses and shared with students. |
MAT E 350 (section 1): Polymers and Polymer Engineering | Jiang | Shan | sjiang1@iastate.edu | Literature search on a contemporary challenge in polymer field, agreed upon with the advisor. For example, the topics can be microplastic or plastic recycling, how to reduce food packaging waste, or biobased polymers in circular economy. | A presentation of the literature search and potential idea to address the challenge, it can be a format of oral presentation or a poster presentation. |
MKT 340 (section 5): Principles of Marketing | Jennings-Hammond | Sandra | sjenhamm@iastate.edu | ||
MKT 342 (sections 1 & 2): Foundation of Personal Selling | Agnihotri | Raj | raj2@iastate.edu | This class culminates with two role-play type sales presentations where students work with business organizations that are part of Ivy Sales Forum-Ivy College of Business. These projects are designed to put into practice a lot of what you learn throughout the semester. Apart from these presentations, honors students will have an option to pick as their added task: (1) They will be interviewing five sales executives from the partner companies, analyzing content, and presenting the instructor (sales strategy component). They can also work as frontline managers for Ivy Sales Forum and make five presentations on “Why Sales Is Every Major’s Business” to student groups/clubs/classes (sales presentation component). | Towards the end of the course, the student will compile a report of what they learned through the experience |