Featured Courses

MATH Courses Spring 2021

The following MATH courses will be offered as Honors in Spring 2021, all via distance learning:

MATH 1132Q 077D Calculus II David McArdle
MATH 1132Q 078D Calculus II David McArdle
MATH 1132Q Z84 Calculus II [UConn Stamford] Richard Watnick
MATH 2110Q 106D Multivariable Calculus Katherine Hall
MATH 2142Q 001 Advanced Calculus II Myron Minn-Thu-Aye
MATH 2144Q 001 Advanced Calculus IV Iddo Ben Ari
MATH 2210Q 013 Applied Linear Algebra Matthew Badger
MATH 2410Q 003 Elem Differential Equations Michael Biro
MATH 3094 001 Undergraduate Seminar Jeremy Teitelbaum & Kyu-Hwan Lee

The topics for MATH 3094 (Undergraduate Seminar) change every semester. For Spring 2021, the topic is Machine Learning.

ENVE 1000E: Environmental Sustainability (Conversion Opportunity)

Instructor: Christine Kirchhoff

While this is not an Honors course, Dr. Kirchhoff welcomes Honors students of all majors and would be happy to offer Honors conversions for interested students. 

In this course, we examine anthropogenic impacts on the environment, resulting from the need for energy, food, water, and shelter, and discuss various strategies to improve economic, social, and environmental sustainability.  We ground what we learn in readings and from the scientific literature with case studies of UConn activities/programs targeting improvements in campus sustainability as well as case studies of examples of urban and corporate sustainability efforts here in the US and abroad.

CA 2, E.

PNB 5700: Sensory Physiology

Graduate courses act as Honors credit, as long as you earn a grade of B- or higher.

Instructor: Karen Menuz

Recommended preparation: This graduate course is an advanced version of PNB 3700. As such, it is appropriate for senior Honors students with credit for PNB 2274 or 3251.

This course is designed to provide students with an in-depth understanding of sensory physiology. Special attention is paid to the receptors, receptor cells, and tissue physiology in peripheral sensory organs. The course covers senses that are familiar to humans, such as olfaction, taste, vision, touch, and hearing, and those that we lack such as magnetoreception, electroreception, and infrared detection. A comparative approach will be taken, highlighting the common principles and key differences in select sensory systems in vertebrates, invertebrates, and other organisms.

ENGL Honors classes Spring 2021

All three of these courses carry the pre-requisite of first-year writing (ENGL 1007, 1010, 1011, or 2011).

ENGL 1701-003: Creative Writing I

Instructor: Ellen Litman

This introductory class will concentrate on poetry, short fiction, and creative nonfiction. Students will learn by writing original work, reading and discussing the work of published authors, responding to their classmates’ stories, poems, and essays, and trying to help one another. We’ll begin by doing a series of exercises, eventually working our way toward producing three to four poems, one finished piece of creative nonfiction, and one short story, all of which we will workshop in class. Students should be prepared to read and write a lot and actively participate in class and online discussions.

ENGL 2409-001: The Modern Novel

Instructor: Margaret Breen

This is an exciting reading-intensive course. We will be reading a selection of significant novels of the last 125 years from a range of cultural contexts—novels important for both the stories they tell (stories regarding alienation, resilience, resistance, violence, memory, and forgetting) and the ways in which those stories are told (ways regarding narrative technique, point of view, plot construction, metaphor, and so on). In short, this is a course on the modern novel, where “modern” refers to both the new kinds of stories these texts recount and the innovative formal means that facilitate and create that recounting.

Likely texts: Bram Stoker’s Dracula (1897), Virginia Woolf’s Mrs Dalloway (1925), Jesmyn Ward’s Salvage the Bones (2011), Jenny Erpenbeck’s Go, Went, Gone (2017 [2015]), Jordy Rosenberg’s Confessions of the Fox (2018), and Ocean Vuong’s On Earth We’re Briefly Gorgeous (2019)

Likely assignments: a short, 75-minute essay exam; a 5-6 essay or creative project; a final 6-8 page essay or creative project.

CA 1. 

ENGL 3122-001:Irish Literature in English since 1939

Instructor: Mary Burke

Open to juniors or higher.

This Honors course will situate contemporary Irish drama, prose, and poetry in its evolving historical, social, linguistic, and political contexts. No previous knowledge of Irish writing or culture is assumed. Authors to be discussed include Elizabeth Bowen, Seamus Heaney, Martin McDonagh, Glenn Patterson, and Claire Kilroy. Some contemporary Irish films or films on a contemporary Irish theme (e.g. McDonagh’s 2005 Oscar-winning short) will be considered alongside the literary texts. Group discussion will be at the center of class. Writing: a practice essay, a midterm paper, a presentation, film reports, and a final exam.

CA 4-Int.

MATH 2141Q: Advanced Calculus I

Instructors: Katie Hall (section 001) and Myron Minn-Thu-Aye (section 002)

Prerequisite: A year of calculus, which may include calculus taken in high school. Instructor consent required; email the faculty member for the section in question.

This is the first course in a four-course sequence (2141Q, 2142Q, 2143Q, 2144Q) that approaches calculus in a fundamentally different way: focusing on proofs and theoretical understanding more than on drilling skills. While other math courses you’ve taken might emphasize tricks and recipes, this sequence will focus on seeing patterns and helps to provide a solid conceptual understanding of how math works instead of just gaining computation skills.

Completing the two-year sequence fulfills the requirements of a mathematics minor and satisfies the prerequisites for upper-level mathematics courses (those that require linear algebra, differential equations, and/or transitions to advanced mathematics).

More information.

JUDS 5397/CLCS 5301: The Talmud, the Rabbis, and History

Graduate courses act as Honors credit, as long as you earn a grade of B- or higher

Instructor: Professor Stuart S. Miller

Open to advanced undergraduates with permission of the instructor.

This course is a unique introduction to Talmudic narrative and related writings of the ancient rabbis of Roman Palestine and Sassanian Babylonia.

The aim is to gain both an appreciation for the ways Talmudic writings inform history and why they continue to fascinate not only scholars of Judaism and rabbinic law, but also philosophers, theologians, legal and literary theorists.

Some discussion will be devoted to the unique discourse of the ancient rabbis and especially to “midrashic thinking.” Of late Talmudic literature has been of great interest to scholars of American juridical thinking, for example, the Yale legal scholar, Robert Cover, the author of the influential Narrative, Violence, and the Law. We will examine how his work has had an impact on legal thinking. We will also take a detour into the work of Emmanuel Levinas to understand better why Talmudic writings have generated much interest among philosophers and theologians.

Usually thought of as works of religious law, the two Talmuds, that of Babylonia and the lesser known “Talmud of the Land of Israel,” are a treasure trove of information about the rabbis’ times, their neighbors, and, of course, their outlook on life. Seminar meetings will be devoted to discussion of diverse Talmudic and “midrashic” passages. Students will gain knowledge of the overall rabbinic corpus, the modes of rabbinic discourse, and the challenges they pose for scholarly inquiry.

Although the rabbis were primarily interested in articulating their program for sanctifying daily life, they reveal much about their lives and times (first through fifth centuries C.E.) and especially about their perspectives towards other Jews and non-Jews among whom they lived. Special attention, therefore, will be devoted to the rabbis’ perception of history, and especially their relations, interactions, and attitudes towards others, including women, apostates, heretics, Samaritans, Romans/pagans, Zoroastrians, and Christians.

For more information, contact Stuart Miller at stuart.miller@uconn.edu.

ENGL 1007: Honors First-Year Writing

Beginning in Fall 2020, ENGL 1007 will be the course number for all first-year writing courses at UConn Storrs.

Honors ENGL 1007 recognizes that Honors students are often expected to write more and differently than other UConn students. There are additional opportunities for connection to your own major(s) and greater emphasis on the roles of inquiry and discovery in the humanities. Finally, the Honors sections will culminate with a public celebration of student work.

For Fall 2020, there will be two themed sections of Honors ENGL 1007. They share a single studio section (instructor: Beth Reinwald).

ENGL 1007-015: Music and Identity

Instructor: Darby Lacey

Music is all around us and shapes our connections to places, films, experiences, and even ourselves. For example, music might help us connect to our cultures or explore our emotions or make friends by bonding over shared musical favorites. In this course, we will carefully consider our own various interactions with music and the impact those encounters have on how we perceive ourselves: how certain music makes us feel, how we interact with or use music, even how music might help us to construct our own personal identities.

As we consider our own reactions to music, we will also think about the convergences and divergences in rhetorical choices that are made both when artists compose music, and when we compose our own writing across different mediums. Just as composers, musicians, and djs make countless choices to make a song perfect for the moment, so too do writers when they create their own compositions. As we write together this semester, we will explore the key inquiry, “How does music specifically and writing in general compose our individual and collective identities?”

Our course will also embrace multimodality in music and our own writing. Music brings together sound, lyrics, and even images and video for maximum impact. We will similarly investigate the possibilities of different mediums and modes for our own composing as we explore our course inquiry. The contributions you make in this course will take the form of a personal reflective essay, an annotated playlist, an annotated bibliography, a critical introduction, and a visual album cover. We will explore a variety of composing technologies together, and no previous experience of writing across technology is required.

ENGL 1007-016: Documentary Film and the Composition of “Truth”

Instructor: Mollie Kervick

In a media landscape in which the line between fact and fiction is increasingly blurry, how does documentary media construct our perception of truth? This course asks you to consider the rhetorical moves that a variety of documentary texts make in order to craft an idea of “truth.” As we consume different kinds of documentary daily, it is vital to consider whether documentary media has more to do with “truth” or the ways we construct and consume stories about the “truth.” Furthermore, to what degree has the indecipherability of differences between fiction and non-fiction stories in our current media landscape exacerbated ideological divisions that cause us to interpret the same realities in dramatically different ways? In this class, we will use the art form of documentary film and other documentary media (podcasts/social media/news articles) to explore questions about the representation of truth and reality in art, media, and narrative form more generally. Studying a mix of classic and recent documentary texts, often in comparison with theoretical meditations on truth, we’ll celebrate the complexities of documentary media and delve deeply into the philosophical and aesthetic questions it inspires.

The course assignments include:
1) A Documentary Review (YouTube video)
2) Mini Discovery Documentary
3) Documentary Treatment
4) Collaborative Documentary Composition

Healthcare Innovation graduate courses

[UConn Storrs]

Graduate courses act as Honors credit, as long as you earn a grade of B- or higher

Honors students are invited to take one or more courses in Healthcare Innovation on a space-available basis. Courses must be taken in sequence:

  • NURS 5111: Healthcare Innovation Theory and Application (Spring)
  • NURS 5112: Healthcare Opportunities for System Level Solutions (Fall)
  • NURS 5113: Developing & Leading a Sustainable Culture of Healthcare Innovation (Spring)
  • NURS 5114: Healthcare Innovation Development (Fall)

Contact Dr. Tiffany Kelley to discuss your interest in and fitness for these courses. The sequence is not recommended for first-year students.

Healthcare Innovation graduate courses

[UConn Storrs]

Graduate courses act as Honors credit, as long as you earn a grade of B- or higher

Honors students are invited to take one or more courses in Healthcare Innovation on a space-available basis. Courses must be taken in sequence:

  • NURS 5111: Healthcare Innovation Theory and Application (Spring 2024)
  • NURS 5112: Healthcare Opportunities for System Level Solutions (Spring 2024)
  • NURS 5113: Developing & Leading a Sustainable Culture of Healthcare Innovation
  • NURS 5114: Healthcare Innovation Development

Contact Dr. Tiffany Kelley to discuss your interest in and fitness for these courses. The sequence is not recommended for first-year students.

EDLR 3263: Student Leadership

Instructor: Leigh Fine

“Leadership” can be described as inherent traits, a set of behaviors, the leveraging of relationships, collaboration, or a socially-navigated performance – leaders may be someone with social influence, unique knowledge, a convincing enactment of “leadership”, or all of the above. UConn Honors believes leadership is a process that improves conditions in communities of practice. We believe leadership can be practiced by multiple subjects in many contexts, and that the need for leadership in all fields of study is as important now as it has ever been. Keeping such emerging social and leadership realities in mind, this course endeavors toward an integration of experiential, theoretical, and applied learning on the subject of leadership to the end of addressing a leadership challenge that exceeds the boundaries of traditional disciplines in the hopes of effecting change for the collective social good.

As a learning community, we will:

  • Analyze leadership as a phenomenon that we can experience, practice, and study
  • Evaluate current community and global problems through a leadership lens
  • Create proposed solutions to current problems while applying leadership theories
  • Embark on a shared leadership experience within our local communities