[UConn Storrs]

Requires ECON 1200 or both ECON 1201 and 1202.

This course examines the sources of challenging issues facing modern societies, such as poverty, gender roles, discrimination, migration, labor coercion, and armed conflict. Going beyond the study of limited proximate reasons affecting these problems, we analyze ever deeper, more fundamental causes that lie deep in history and natural conditions, such as colonization, slavery, globalization, warfare, geographic endowment, and environmental history. You will learn innovative methods to analyze important questions and scientific standards to communicate ideas and critique other approaches.

The course will consist of three parts. In the first part, you will learn recent methods of economic history to differentiate between proximate reasons and deep roots. The second part will apply these insights to investigate the effects of historical and geographic factors on specific contemporary issues and the channels of transmission between the past and present. In the final part, you will examine differences between traditional and modern societies with the objective of answering why certain traditional practices have disappeared while others have persisted over time.

Each student will choose a geographic region of the world and one of the issues to be covered in the course. This choice will guide your individual research and exploration and be the basis for your paper and presentation assignments.

[UConn Storrs]

Requires ECON 1200 or both ECON 1201 and 1202.

This course examines the sources of challenging issues facing modern societies, such as inequality, racism, sexism, and armed conflict. You will learn pathbreaking approaches that inform our understanding of these issues by revealing their historical roots and the channels that transmitted these roots to today.

The course will consist of three parts. In the first part, we will survey a brief economic history of the World, our long journey from a period in which human life was “nasty, brutish, and short,” to highly developed modern societies with vastly higher but unequal living standards. The second part will examine the origins of our journey by differentiating between the proximate reasons and deep roots of today’s problems and the channels of transmission between the past and present. We will study the relative importance of institutions, culture, geographic endowment, agricultural history, and human diversity. In the third part, we will apply these insights to examine the deep roots of some of the important problems facing modern societies.

Each student will choose a geographic region of the world and one topic from each of the three parts of the course. These choices will guide your individual research and exploration and be the basis for your writing and presentation assignments. You will have the opportunity to contribute to class discussion from the perspective of your region and topics.

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.

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.