Author: Jaclyn Chancey

DRAM 2134: Honors Core: Analyzing Sports as Performance

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[online]

This course uses an interdisciplinary approach to analyze and articulate the parallels between sports and performance. Students will formally analyze performances in sports and athletic events, applying the critical tools in the fields of Theatre Studies and Performance Studies to examine how athletes, athletic events, and the objects involved in athletic spectacles convey aesthetic human expression. Consideration of community, competition, spectatorship, identity, gender, sexuality, (trans)national identities. race, human rights, and ethics will be mediated through readings, attendance at a live athletic event, film/media viewings, written assignments, group work, student-centered discussions, and a multimodal research presentation. Students will identify and examine the interrelated aesthetic, performative, and humanistic values in the arts and athletics.

Permission number A permission number is required. Please email honors@uconn.edu and include (1) your name; (2) your 7-digit Student Admin number; (3) your registration “pick time”; (4) the course number and section; (5) the class number from Student Admin; and (6) confirmation that there are seats available in the class. 

DMD 3998: (Variable Topics) Human Development, Digital Media, & Technology

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[online]

Requires ENGL 1010, 1011, or 2011.

This interdisciplinary Honors course examines individual development and family life in the Digital Culture. Youth’s interactions with, and use of technology for formal and informal learning will be explored. Topics include media literacy, the Digital Divide in the US and around the Globe, technology in education, and cyberbullying. Through discussion, lectures, and application of relevant research and social science theories, students will think critically and creatively about issues that have emerged since the rise of the World Wide Web during the 1990s and the growth of social media during the early part of the 21st century. The impact of these issues on youth and their families will also be explored.

Permission number A permission number may be required. Please email honors@uconn.edu and include (1) your name; (2) your 7-digit Student Admin number; (3) your registration “pick time”; (4) the course number and section; (5) the class number from Student Admin; and (6) confirmation that there are seats available in the class. 

CLCS 1002: Reading Between the Arts

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[online]

In everyday reading of news media, we are often exposed to a dynamic intermixing of media and arts as well as an intermixing of images and stories about events around the world. This intermixing is also prevalent in the arts and cultural expressions such as cinema, theater, visual art, text, music, and computer and video games. In this course, students will explore, analyze, and unravel some of this intermixing and transmedia. The course is an introduction to aesthetics, semiotics and structures of interart relations. Students will develop transferable multimedia reading skills in an effort to become interpreters of 21st century multi- and transmedia products. Much of the work will bridge natural sciences and the humanities.

Questions that will inform discussions and work include: Are there similarities connecting the diversity of expression in various arts and media? Can one characterize the arts as an area of research comparable and equal to scientific inquiries; and if so, how? Does art, as a diverse world of signs, help us recognize and understand reality? What can we learn about individual approaches to experiencing art and media when focusing on sensory perception?

ANTH 3340E: Culture and Conservation

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[UConn Storrs]

Today, there is growing interest in conservation, and social and environmental scientists, alike, have an important role to play in helping conservation succeed for the sake of humanity, the environment and other species. Many researchers in these fields now argue that ecological data and an expansion of ethics that embrace more than one species, is essential to a well-rounded understanding of the connections between human behavior and environmental wellbeing. Inextricably linked to this, as well, is the fact that we, as the species that causes extinctions, have a moral responsibility to those whose evolutionary unfolding and very future we threaten.

Culture and Conservation is an rigorous course investigating the ways in which innovative and intensive new interdisciplinary approaches, questions, ethics and subject pools are closing the gap between the study of culture and the implementation of environmental conservation initiatives around the world. The course emphasizes the importance of increased collaboration between anthropologists, climate scientists, Connecticut communities and conservationists and represents an ongoing shift towards an environmentally focused perspective that embraces not only cultural values and social equity, but also the underlying urgency of local level sustainability initiatives.

The objective for this class is for students to gain a thorough understanding of the diverse social and environmental repercussions of climate change in a local context and be able to apply this knowledge to the design and execution a conservation-based service learning project. In this course you will be encouraged to bring in your own experiences and expertise, for no productive discussion of conservation should be one-sided. This class, as well as the study and implementation of conservation, in general, should be a multidisciplinary effort.

ANTH 3340E: Culture and Conservation

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[UConn Storrs]

Today, there is growing interest in conservation, and social and environmental scientists, alike, have an important role to play in helping conservation succeed for the sake of humanity, the environment and other species. Many researchers in these fields now argue that ecological data and an expansion of ethics that embrace more than one species, is essential to a well-rounded understanding of the connections between human behavior and environmental wellbeing. Inextricably linked to this, as well, is the fact that we, as the species that causes extinctions, have a moral responsibility to those whose evolutionary unfolding and very future we threaten.

ANTH/EVST 3340E: Culture and Conservation is a rigorous course investigating the ways in which innovative and intensive new interdisciplinary approaches, questions, ethics and subject pools are closing the gap between the study of culture and the implementation of environmental conservation initiatives around the world. The course emphasizes the importance of increased collaboration between anthropologists, climate scientists, Connecticut communities and conservationists and represents an ongoing shift towards an environmentally focused perspective that embraces not only cultural values and social equity, but also the underlying urgency of local level sustainability initiatives.

This course is designed to educate students on (1) the cultural theories that inform cross-cultural community-decision making and (2) the science of climate change underlying contemporary global warming and contributing to heightened concerns regarding food security, coastal resilience, human and environmental health, and increasing storm frequencies, etc. Students will then apply this knowledge to the design and execution of a conservation-based service-learning project that analyzes these interactions in Connecticut. You will be encouraged to bring in your own experiences and expertise, for no productive discussion of conservation should be one-sided. This class, as well as the study and implementation of conservation, in general, should be a multidisciplinary effort.

ANTH 2600: Microscopy in Applied Archaeobotany Research

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[UConn Storrs]

Archaeobotany, the study of plant use in antiquity, is an inherently interdisciplinary sub-field of archaeology that integrates botany, ecology, archaeology, and social theory to explore a wide range of topics including: 1) the nature, timing, and cause of plant domestication events around the world; 2) the social and environmental dynamics and causes of the transition from hunting-and-gathering to early agriculture; 3) the role that plant-based agriculture, viticulture, or irrigation played in the emergence and collapse of early social complexity, social hierarchies, and the development of the first cities; 4) the ways in which farmers modified plant-based agriculture to suit prevailing environmental conditions and social and economic needs; and 5) the choices that people made in the past to select and procure fuel in order to sustain everyday household activities and emerging craft specializations and industries.

This course integrates lectures on current and emerging trends in archaeobotanical research with hands-on instruction in the use of a range of lab equipment, microscopy, and digital imaging tools commonly found in many labs to address the topics listed above. These tools include: 1) botanical reference material; 2) analytical balances; 3) a muffle furnace; 4) student binocular microscopes; 5) an upright materials microscope with transmitted, incident, and polarized light; and 6) a confocal microscope with NIS Elements imaging software. Hands-on instruction is also provided in the use of a Jeol NeoScope JCM 6000Plus benchtop scanning electron microscope with Energy Dispersive X-Ray Spectroscopy capabilities for elemental mapping. Throughout the course, students actively engage in the research process by using the tools learned in class to design and conduct an individualized research project (selected from a list provided in class).

ANTH 2600: Microscopy in Applied Archaeobotany Research

Posted on by

Archaeobotany, the study of plant use in antiquity, is an inherently interdisciplinary sub-field of archaeology that integrates botany, ecology, archaeology, and social theory to explore a wide range of topics including: 1) the nature, timing, and cause of plant domestication events around the world; 2) the social and environmental dynamics and causes of the transition from hunting-and-gathering to early agriculture; 3) the role that plant-based agriculture, viticulture, or irrigation played in the emergence and collapse of early social complexity, social hierarchies, and the development of the first cities; 4) the ways in which farmers modified plant-based agriculture to suit prevailing environmental conditions and social and economic needs; and 5) the choices that people made in the past to select and procure fuel in order to sustain everyday household activities and emerging craft specializations and industries.

This course integrates lectures on current and emerging trends in archaeobotanical research with instruction in the use of a range of lab equipment, microscopy, and digital imaging tools commonly found in many labs to address the topics listed above. These tools include: 1) botanical reference material; 2) analytical balances; 3) a muffle furnace; 4) student binocular microscopes; 5) an upright materials microscope with transmitted, incident, and polarized light; and 6) a confocal microscope with NIS Elements imaging software. Throughout the course, students actively engage in the research process by using the tools learned in class to design and conduct an individualized research project (selected from a list provided in class).

Distance learning update: if conditions allow, we will include synchronous meeting dates so that students can obtain hands-on experience with the equipment presented in class. Details on meeting dates will be provided to enrolled students before the course begins. Please email alexia.smith@uconn.edu if you would like this information ahead of time.

ANTH 2600: Microscopy in Applied Archaeobotany Research

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[UConn Storrs]

This course uses archaeobotany as a tool to provide instruction on the research process. Each student develops and executes an independent research project using the various microscopes and equipment within the Archaeobotany Laboratory. Archaeobotany, the study of plant use in antiquity, is an inherently interdisciplinary sub-field of archaeology that integrates botany, ecology, archaeology, and social theory to explore a wide range of topics including: 1) the nature, timing, and cause of plant domestication events around the world; 2) the social and environmental dynamics and causes of the transition from hunting-and-gathering to early agriculture; 3) the role that plant-based agriculture, viticulture, or irrigation played in the emergence and collapse of early social complexity, social hierarchies, and the development of the first cities; 4) the ways in which farmers modified plant-based agriculture to suit prevailing environmental conditions and social and economic needs; and 5) the choices that people made in the past to select and procure fuel in order to sustain everyday household activities and emerging craft specializations and industries.

This course integrates lectures on current and emerging trends in archaeobotanical research with hands-on instruction in the use of a range of lab equipment, microscopy, and digital imaging tools commonly found in many labs to address the topics listed above. These tools include: 1) botanical reference material; 2) analytical balances; 3) a muffle furnace; 4) student binocular microscopes; 5) an upright materials microscope with transmitted, incident, and polarized light; and 6) a confocal microscope with NIS Elements imaging software. Hands-on instruction is also provided in the use of a Jeol NeoScope JCM 6000Plus benchtop scanning electron microscope with Energy Dispersive X-Ray Spectroscopy capabilities for elemental mapping. Throughout the course, students actively engage in the research process by using the tools learned in class to design and conduct an individualized research project. Come ready to explore!

AMST 1700: Honors Core: American Landscapes – The Connecticut River Valley

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[UConn Hartford]

The Connecticut River is the main artery and psychological lifeblood of New England. Four hundred ten miles from its source on the United States/Canadian border to its merger with the Atlantic Ocean in the Long Island Sound, the Connecticut River Watershed Council has characterized it as a great Main Street, that “runs through the lives and livelihoods of the people and communities of the Connecticut River Valley. New England’s mightiest river, the Connecticut stands at the heart of this region’s human settlement and commerce; it is at the core of its history and culture; and it represents the essence of its environmental quality and economic vitality.” In this course, we examine different ways of thinking about this foundational natural landmark: geologically; historically; environmentally; as an economic resource; a transportation network; a focus of literature and artistic expression; as a recreational and tourism resource; and as a source of water and power.  We seek, ultimately, to fully answer just one question: WHAT IS THE CONNECTICUT RIVER?

AH 1030: Interdisciplinary Approach to Obesity Prevention

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[UConn Storrs]

Obesity is considered a national epidemic and possibly a pandemic as it affects many developed countries around the world. This interdisciplinary course explores the biology of obesity, including genetic predispositions and behaviors that increase obesity risk (dietary, physical activity, social, and psychological); the obesigenic environment, including how communities are physically built as well as the economic relationship to obesity risk; and the policy and ethical implications for obesity prevention and promotion of healthy behaviors and environments for all body sizes. Multi-level obesity prevention approaches that involve the individual, family, organization, community, and policy will be considered. The format will consist of common lectures, weekly discussions, hands-on activities, team projects, and synthesis of material presented.

Trouble registering? This class is defined in the catalog as open to freshmen and sophomores in the Honors Program. If you are an Honors student who will have 54 or more credits when this course is offered, you may register by emailing honors@uconn.edu and including (1) your name; (2) your 7-digit Student Admin number; (3) your registration “pick time”; (4) the course number and section; (5) the class number from Student Admin; and (6) confirmation that there are seats available in the course.