Author: Jaclyn Chancey

ECON 1108: Game Theory with Applications to the Natural and Social Sciences

Posted on by

[UConn Stamford]

Introduction to game theory examines applications in the natural and social sciences and technology, which may include electric power auctions, evolutionary biology, and elections. The course is an opportunity for students to begin to think strategically about many types of problems found in science, social settings, and even university life.

In this course, students will learn: To recognize strategic behavior—and the potential for strategic behavior—in a variety of situations, for example, in social and political situations and even in the natural sciences. To solve games, use solutions to predict and explain behavior, and recognize and learn from the successes and failures of their analyses. How to work through a sequence of short directed projects to learn that choosing a topic for the Honors thesis is not quite as daunting as they may believe.

ECON 1108: Game Theory with Applications to the Natural and Social Sciences

Posted on by

[UConn Stamford – Distance Learning]

Introduction to game theory examines applications in the natural and social sciences and technology, which may include electric power auctions, evolutionary biology, and elections. The course is an opportunity for students to begin to think strategically about many types of problems found in science, social settings, and even university life.

In this course, students will learn: To recognize strategic behavior—and the potential for strategic behavior—in a variety of situations, for example, in social and political situations and even in the natural sciences. To solve games, use solutions to predict and explain behavior, and recognize and learn from the successes and failures of their analyses. How to work through a sequence of short directed projects to learn that choosing a topic for the Honors thesis is not quite as daunting as they may believe.

Note This course will be offered online, and registration is open to Honors students across all UConn campuses. If you are a non-Honors student interested in this course and the Honors Program, please email the instructor (vicki.knoblauch@uconn.edu) and Kaitlin Heenehan (kaitlin.heenehan@uconn.edu) to request a permission number.

ARTH 2198-001: (Variable Topics) Race, Gender, and the Power of Looking

Posted on by

We are often told that we live in a singularly visual age, where most information is communicated to us via some platform, frame, or program. Yet as we are increasingly dominated by the visual, we seem to be learning less and less about how to read, interpret, engage, or resist the visual culture that swirls around us. This class looks to intervene in that trend and will be a beginning investigation into the issues of what is visual culture and how we might define visual literacy. Thematically then, this class will focus on how we see, or do not see, race, gender, and sexuality.

With those parameters, the major questions the class seeks to address are: What does gender look like? Who has historically been invested in particular ideas of “men” and “women?” How do people “know” race visually? How have artists and others attempted to intervene or disrupt these sight lines? Can we remake how we see race and gender? How do different mediums (sculpture, print, film, or digital) affect how we see bodies?

2000-level. No previous art or visual culture courses needed. An introduction to both visual culture and critical race and gender studies.

ARTH/AFRA 2222: Race, Gender, Sexuality, and the Power of Looking

Posted on by

[UConn Storrs]

We are often told that we live in a singularly visual age, where most information is communicated to us via some platform, frame, or program. Yet as we are increasingly dominated by the visual, we seem to be learning less and less about how to read, interpret, engage, or resist the visual culture that swirls around us. This class looks to intervene in that trend and will be a beginning investigation into the issues of what is visual culture and how we might define visual literacy. Thematically then, this class will focus on how we see, or do not see, race, gender, and sexuality.

With those parameters, the major questions the class seeks to engage with are: How do people “know” race visually? Who has been invested in seeing race and racial difference? How have artists and others attempted to intervene or disrupt these sight lines? What does gender look like? Can we remake how we see race and gender? What about how intimacy is viewed and the definitions of sexuality created; how have these categories been visually  constructed and how can they be re-imagined? How do different mediums (sculpture, print, film, or digital) affect how we see bodies?

DMD 3998-012 (Variable Topics): Visual Representations of Armenian Memory

Posted on by

Instructor: Catherine Masud

Fridays 10:10 AM – 3:20 PM (with lunch break). Email catherine.masud@uconn.edu or stacy.webb@uconn.edu for permission number.

Seeking talented students who are: Film Editors, Motion Graphics Animators, Graphic Designers, Historians, Writers.

In this course, students will develop a deeper understanding of and appreciation for the ways in which audio-visual media can be used to recreate memory of lost communities. Students will produce a collaborative documentary film project that integrates primary archival materials with their own student-generated graphics, animations, and sound treatments. The film and supporting presentation materials will premiere at a conference near the end of the term. In addition, students will develop individual creative projects that enable them to reflect on the intersection of history and personal memory.

The collaborative film project will tell the multi-dimensional story of Armenian history and culture that was lost due to ethnic cleansing and genocide. The Armenian Holocaust (1915-19) resulted in the systematic extermination of the majority of the Armenian Christian population within the Ottoman Empire and the subsequent expulsion of survivors from Turkey. The historical circumstances surrounding this period are still controversial today. For more information, visit houshamadyan.org.

This course will be taught by award-winning filmmaker, Catherine Masud, who has a passion for national memory and oral history narratives. This unique course offers students the chance to develop their professional skills under the guidance of a master filmmaker and expert historians. This course is also an opportunity for students with an interest in history and human rights to engage in a compelling, historical narrative which is still relevant and deserving of understanding today.

ENGL/AFRA 3213W-001: 18th & 19th Century African American Literature

Posted on by

Instructor: Shawn Salvant

Prerequisite: ENGL 1010 or 1011 or 2011; open to juniors or higher. Sophomore Honors students should email Prof. Salvant for a permission number.

This course provides a survey of eighteenth and nineteenth-century African American literature. We will examine early African American literature, reading work by authors such as James Gronniosaw and Phillis Wheatley with emphasis on their transatlantic production, religious themes, and contributions to the development of the African American vernacular tradition. We will study the African American oral and rhetorical traditions as exemplified in anti-slavery speeches and essays by Sojourner Truth, David Walker, Frederick Douglass and others. In a unit on the slave narrative, we’ll discuss the literary and political dimensions of this genre so influential to the development of 20th and 21st Century African American literature. We’ll conclude by examining early African American novels and novels of the Reconstruction and post-Reconstruction era by such figures as Charles Chesnutt. Students will become familiar with the development of African American literary history and the recurring themes of the period as well as the literary and cultural significance of each text and author. We will also track the forces shaping this period of African American literature—historical and political movements (slavery, emancipation, reconstruction), modes of expression and production (literacy and orality, authentication), and literary forms (imagery, symbolism, narrative, genre, style). Primary texts will be supplemented by scholarly secondary readings. Final grade will be based on quizzes, discussion question assignments, midterm exam, participation, 1-2 short essays, final paper and/or a final exam.

(CA 4)

ENGL 2413-001: The Graphic Novel

Posted on by

Instructor: Katharine Capshaw

Prerequisite: ENGL 1010 or 1011 or 2011 

This course explores the history and theory of the graphic novel.  We will explore a variety of approaches to the genre, from superhero narratives to graphic memoir, from manga to contemporary experimental texts.  While no single course can offer a comprehensive summation of such a vast and various body of work, our class will address the field’s major generic threads. We will also develop an understanding of the ‘grammar’ involved in reading a panel, page, and entire comics sequence. Alongside the narratives we will read secondary sources that explore aesthetic and theoretical debates within the field.  One of our objectives is to support each other as we engage the critical discourse around comics and graphic novels: we will share sources and insights and offer constructive feedback as we work together to produce informed and incisive term papers.

(CA 1)

ENGL 1701-002: Creative Writing I

Posted on by

Instructor: Sean Forbes

Prerequisite: ENGL 1010 or 1011 or 2011

The Speaker: The Eye of the Poem and the Short Story

According to Frances Mayes, “the poet ‘finds’ the right speaker and the right listener, usually by trying out several approaches.” In this introduction to creative writing class we will examine the different approaches that a writer can take when trying to establish a speaker in a poem or short story. We will look at exemplary works of poetry and fiction from writers like Elizabeth Bishop, Robert Hayden, Marilyn Nelson, and Justin Torres. Students will produce a final portfolio of their original work. Class participation is an essential component to this largely workshop-based course along with weekly writing prompts such as writing in iambic pentameter and challenging prose sketches.

ENGL 1701-003: Creative Writing I

Posted on by

Instructor: Sean Forbes

Prerequisite: ENGL 1010 or 1011 or 2011

The Speaker: The Eye of the Poem and the Short Story

According to Frances Mayes, “the poet ‘finds’ the right speaker and the right listener, usually by trying out several approaches.” In this introduction to creative writing class we will examine the different approaches that a writer can take when trying to establish a speaker in a poem or short story. We will look at exemplary works of poetry and fiction from writers like Elizabeth Bishop, Robert Hayden, Marilyn Nelson, and Justin Torres. Students will produce a final portfolio of their original work. Class participation is an essential component to this largely workshop-based course along with weekly writing prompts such as writing in iambic pentameter and challenging prose sketches.

Biomedical Entrepreneurship

Posted on by

BME 6086-020 / BADM 5894-011 / MGMT 5895-012
Biomedical Entrepreneurship Course

Graduate courses act as Honors courses, with Honors credit awarded for a grade of B- or higher. 

This Biomedical Entrepreneurship course is designed to train future life science entrepreneurs, and focuses on entrepreneurship in the medical device and biopharmaceutical space.  It is based on the premise that entrepreneurship is a critical mechanism to bring new technologies to market that will benefit society.  Moreover, entrepreneurship is particularly critical in the medical device industry, where product life cycles are typically very short and a firm’s innovativeness dictates competitive advantage. Biopharmaceutical startups face particular challenges given long development cycles.

Teams will be coached by industry experts who address fundamental topics in biomedical entrepreneurship.  Students will gain experience that will help them be entrepreneurs in startups or with established firms.  Projects will be presented to external experts and teams will be considered for subsequent awards/funding.

This course is designed for graduate students or very advanced undergraduates.  It represents a multi-disciplinary effort between the Schools of Engineering, Business, Medicine, Pharmacy, and Liberal Arts and Sciences and will be co-taught by expert faculty from these schools.  Interdisciplinary teams will tackle real clinical needs to offer technical solutions and business models that might enable future commercialization.

The course is cross-listed in the Schools of Engineering (BME 6086-020) and Business (BADM 5894-011 and MGMT 5895-012).  The course will be held Wednesdays, 3:00-6:00 p.m. at the Connecticut Center for Entrepreneurship & Innovation (CCEI) space in downtown Hartford (100 Constitution Plaza) – a central location for students in Storrs, Hartford, and Farmington.

Apply for a permission number on the CCEI website.