Important information: This is a DRAFT list of Honors Core courses for Fall 2020. We should be finalizing the list during the first week of March.
The following Fall 2020 Honors courses will fulfill the Honors Core requirement for University Honors Laureate (for entering classes of Fall 2018 or later). Always check to make sure you are registered for an Honors section.
|Course Number||Title||Instruction Mode||Gen Ed||Honors*|
|AMST 1700||[UConn Hartford] Honors Core: American Landscapes – The Connecticut River Valley
||Distance learning||CA 1||A&H|
|AMST 1700||Honors Core: American Landscapes – Walden and the American Landscape||Distance learning||CA 1||A&H|
|ECON 2103||Honors Core: Deep Roots of Modern Societies||Distance learning||CA 1 pending||A&H|
|GSCI 1055||Geoscience and the American Landscape||In person||CA 3
(CA 3-Lab option)
|HIST/LLAS 1570||Migrant Workers in Connecticut (Service Learning)||In person||CA 1, CA 4||A&H, DM|
|MCB 1405||Honors Core: The Genetics Revolution in Contemporary Culture||In person||CA 3||STEM|
|MCB 2612||Honors Core: Microbe Hunters – Crowdsourcing Antibiotic Discovery||Hybrid/Blended||CA 3-Lab||STEM|
|POLS 2062W||Privacy in the Information Age||Hybrid/Blended||W||SS|
|POLS 3208W||Politics of Oil||Distance learning||CA 2, W||SS|
|POLS 3608||The Art, Science, and Business of Political Campaigns||Distance learning||SS|
|SOCI 1701||Society in Global Perspective||Online||CA 2, CA 4-Int||SS, D&M|
|WGSS 2105W||Gender and Science||Distance learning||CA4-Int, W||SS, D&M|
* Distribution categories for the University Honors Laureate award
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?
Political change? Sustainability? Literature? Environment? Immigration? Social media? Race? If these are your issues, then Henry David Thoreau’s prophetic Walden is a book for you.
Published in 1854, Walden; or Life in the Woods is a literary classic, arguably America’s greatest work of literary non-fiction. It’s a manifesto for living your life deliberately and a recipe for finding your place in Nature. Its namesake pond, Walden, quickly became an important icon for the environmental movement.
The first half of the course prepares us to read Walden. On our first field trip we’ll circle Walden Pond and visit other historic sites in Concord, MA. Our other local field trips will explore UConn’s natural history collections, an archive of rare books, and a nature sanctuary. Our lectures will integrate subjects normally taught separately –history, geology, literature, art, religion, science. The second half of the course is devoted to reading Walden in bite-sized chunks, and then discussing how Thoreau’s intellectually radical ideas help ground and frame modern political and social issues.
Lectures and field trips are taught by both professors. For discussions you will be placed in a section, with the same professor all semester. There are no exams.
By the end of the course you will understand yourself more clearly, and within the context of Nature and society.
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.
Not open to students who have passed GSCI 1050 or GSCI 1051. Equivalent to GSCI 1051 for the purposes of prerequisites.
This is the Honors version of introductory geology. The goal is for students to learn how the earth works, what its history has been, how life and planetary processes have co-evolved, and how the student can put this knowledge to use to solve practical environmental problems. Though geology is the main course, it will be heavily seasoned across time and space by American literature, environmental history, and our national parks.
The main pedagogy involves pre-class student preparation, followed by student-led discussions of each new topic, ranging from crystals to climates as outcomes. Field trips, seminars, a symposium and a final project round out the activities.
In this course, students will:
- Become geoscience literate
- Understand geology’s pervasive influence on human society
- Realize that geoscience is a respected scientific career with excellent job prospects, especially with respect to water and energy resources
- Realize that a geosciences major is a solid platform for graduate education in other non-scientific fields
General Education information GSCI 1055 alone is a CA 3 non-laboratory course. If you add the GSCI 1052 geology laboratory (either in the same semester or a future one), you may request the conversion of GSCI 1055 to fulfill your CA 3-Laboratory requirement.
This 4-credit interdisciplinary Honors course examines the life and work experiences of migrant workers. Weekly sessions will combine short lectures and discussions of assigned readings, and the course will offer several guest lectures by university faculty and by practitioners in the field. The emphasis is on migrant workers—mostly Spanish-speaking from the Caribbean and Latin America—in the United States, with a significant focus on migrant workers in Connecticut. This seminar is introductory. We assume that most, if not all, of you are generally unfamiliar with much of the basic literature pertaining to migrant life and labor. The course is thus intended to provide a very broad and eclectic perspective on the world of migrant labor and experiences.
This seminar combines classroom and service learning as fundamental and equally valued elements of each student’s experience. Service learning involves the student in on-site study and work with a variety of organizations in Connecticut that assist the state’s migrant community. Students’ SL placement will depend on transportation: They may choose any placement if they have their own car; if not, they may choose a CO volunteer experience or a placement along the Hartford busline 913. Either way, students will travel on a weekly basis to organizations and to farms throughout the area; consequently, you will need to arrange your schedule to accommodate approximately 3 hours of work per week, plus travel time. The organizations may include: Hispanic Health Council (migrant health research); Hartford Public Library (ESOL and citizenship instruction); CT Students for a Dream (undocumented student advocacy); Collegiate Health Service Corps; CO tutoring programs for migrant children; Windham Hospital; and Immigration Advocacy and Support Center (legal advocacy).
This course introduces students to genetics and genetic technologies. Various forms of popular culture—news clips, movies, books, and art—are used to provide a framework for the syllabus and to introduce students to different genetics and technology topics. A textbook introduces the scientific material, which is discussed in the context of the interpretation of science in modern society. Students study the scientific principles of genetics and genetic technology as well as the impact these topics have had on our culture, attitudes towards science, domestic and foreign policy, medical practice, and law.
The purpose of this course is to provide underclassmen and non-science majors with an opportunity to undertake real-world scientific research in a fun, supportive, and immersive environment. As part of the Small World Initiative, you will join with college students around the globe to crowdsource antibiotic drug discovery. Your guided independent research projects will involve taking soil samples, isolating bacteria within them, and testing them for antibiotic activity, and there is the opportunity for further pursuit of any promising findings. We have access to the database generated by students at other Small World sites, allowing us to explore issues of biodiversity, effective use of large data sets in the sciences, and the effectiveness of crowdsourcing for scientific research. At the end of the semester, your results will join that database.
As part of the Honors Core, UConn’s Small World course adds an interdisciplinary emphasis on the social aspects of disease: its definition, what it means to be “diseased,” how those definitions have changed over time, and the pivotal role of antibiotics in the evolution of those definitions. We will use both fiction and non-fiction in this exploration, and we will end up in the modern era to consider antibiotic-resistant microorganisms and the ethical, philosophical, and policy issues we may face if antibiotics cease to be effective in treating many common diseases.
Requires ENGL 1010, 1011, or 2011.
Privacy is one of the most important concepts of our time, yet it is also one of the most puzzling. As technology makes information more accessible; academics, activists, policymakers, and citizens struggle to define (and redefine) the meaning of privacy. By providing a thematic overview of the topic of privacy from a variety of disciplinary perspectives, this course prepares Honors students for critical engagement with the many and diverse public policy, legal, and ethical debates that surround privacy.
The course focus will provide students with the opportunity to participate in weekly seminar discussions regarding the impact of technology on the ways in which privacy is conceptualized, valued, enacted, and protected.
Topics of analysis include, but are not limited to:
- The history of privacy
- Cultural variations of privacy
- Philosophical definitions of privacy and debates about the moral/ethical status of privacy
- Legal/constitutional interpretations of the right to privacy
- The impact of technology on the meaning of privacy
Requires ENGL 1010, 1011, or 2011.
This is a course on the complex relationship between oil and politics. It seeks to develop students’ research, thinking, and writing skills about the role of oil in the international political system as well as in domestic politics.
Today, oil undeniably affects all aspects of our lives, but who really controls oil resources and what does that mean for national and international distribution of political power? How has the contest over oil resources affected the relations among nations as well as the economic, political, social, and environmental development of oil-rich countries? What are the alternatives to oil and what needs to be done to reduce dependency on it? We address these questions as well as analyze and compare individual cases of how oil shapes the way we think about the world.
The course is conducted in a discussion format, although occasionally there are lectures. We also rely on several documentaries to generate discussion. Finally, at the end of the semester, we have formal debates on some of the most controversial topics that we cover in class, such as the necessity of more oil drilling in the U.S.; the oil motives behind diplomacy and foreign policy; the responsibility of oil companies versus governments; and the effectiveness and feasibility of oil alternatives. We invite the university community to watch and participate in our debates.
Successful political campaigns rely on the creative ability, scientific knowledge, and business acumen of experts. Students will review groundbreaking studies of campaigns and elections. They also will participate in simulations involving activities carried out in contemporary elections. Each student will become an expert on a single congressional election and analyze how the candidates’ campaigns practice the art, science, and business of politics as demonstrated by their messaging and communications, voter targeting and mobilization drives, campaign organization and fundraising, and other activities. Students will demonstrate their expertise through presentations and written assignments. Weekly seminars will include discussions of various aspects of elections and the impact of current events on congressional and presidential campaigns.
This course will introduce students to the sociological perspective of society in global perspective. The course will focus on the economic, social and cultural processes that shape contemporary society and will help students understand the links between their personal experiences and larger social forces by focusing on the transnational social relationships in which they are embedded. The course also provides an international perspective on society by elevating the contributions of classical and contemporary sociologists from outside of the traditional western canon. Students will learn to think critically about the causes and consequences of social inequalities and the social construction of human life across the globe.
This class will include active learning, peer mentoring, debates on controversial topics, and engagement (via Skype and blogs) with scholars and students in other parts of the world to help students develop global sociological imaginations.
Sources for course materials and topical coverage include sociology; environmental studies; women’s, gender, and sexuality studies; migration studies; and human rights.
Requires ENGL 1010, 1011, or 2011.
This class will critically examine how social constructions of gender, race, class, sexuality, and disability shape science, medicine, and technology. We will consider the complex relationships between constructions of nature, science, objectivity, and the body to highlight how culture influences the theory and practice of different sciences, medical research, and technologies.
Some of the questions we will explore include:
How does science and technology influence everyday life? How are gender, race, sexuality and nation woven through the historical development of Western sciences? How has feminist science studies intervened or critiqued the construction of science, medicine and technology?
We will look specifically at how science is used to make claims about social differences, as well as examine some social implications of medical technologies. We will examine the culture of science, the power of scientific discourse, debates on the role of science in shaping government policy, and challenges scientists have faced historically and in this contemporary political context. No scientific background or experience is required; only a willingness to critically examine both science and ourselves.