The following Spring 2018 Honors courses will fulfill the Honors Core requirement for Sophomore Honors. Always check to make sure you are registered for an Honors section.
|Course Number||Title||Gen Ed|
|AH 1030||Interdisciplinary Approach to Obesity Prevention||CA 3|
|ANTH 2400||Honors Core: Analyzing Religion||CA 2, CA 4-Int|
|DRAM 2134||Honors Core: Analyzing Sports as Performance||CA 1|
|HRTS/SOCI 3835||Refugees and Humanitarianism|
|POLS 2062W||Privacy in the Information Age||W|
|SLHS 3295||Interdisciplinary Perspectives on Communication Disorders: From Brain to Behavior|
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. 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 open to freshmen and sophomores in the Honors Program. If you will be a first- or second-year Honors student with 54 or more credits in Spring 2018 and you want to register for this course, please email email@example.com and include (1) your name; (2) your 7-digit Student Admin number; (3) the class number (XXXX); (4) the course number and section (AH 1030-001); (5) the semester you entered UConn as a freshman (e.g., Fall 2016); (6) your pick time; and (7) confirmation that there are seats available in the course.
This course is an interdisciplinary introduction to the academic study of religion. The goal of the course is to acquaint students with frameworks for understanding religion as an institution embedded in culture and social life. Students will learn conceptual tools for understanding religious phenomena and religious conflicts in their social, historical, and political contexts, and will consider rationalist and atheist critiques of ‘religion’ and religious belief. Analysis of the common components of religion–theology, cosmology, myth, ritual–will be illustrated with examples drawn from both indigenous non-Western and Western religious systems. Other topics include comparative models of the divine in the three Abrahamic religions (Judaism, Christianity, Islam), fundamentalism, mysticism, political uses of religion, and the “science versus religion” debate. Course activities will include student-led discussions of issues and texts, group exercises, and independent projects. Active engagement in the class is expected of all students.
Through a rigorous critical investigation of lived human experience, this course uses the lenses of theatre studies, performance studies, and cultural studies to analyze and articulate the parallels between sports and performance. Consideration of gender, sexuality, nationalism, race, human rights, and ethics will be mediated through readings, attendance at live athletic events, film/media viewings, written assignments, multimodal research presentations, experiential activities, and student-led discussions of various sports. Students will be assigned innovative writing prompts and participate in lively discussions to identify and examine the interrelated aesthetic, performative, and humanistic values in the arts and athletics.
Permission number A permission number is required. Please email firstname.lastname@example.org and include (1) your name; (2) your 7-digit Student Admin number; (3) the class number (XXXX); (4) the course number and section (DRAM 2134-001); (5) your pick time; and (6) confirmation that there are seats available in the class.
This class explores the social and political challenges of living as a refugee and working in humanitarian settings, with a focus on refugee camps and the institutional development of the UN High Commissioner for Refugees. How did we come to use refugee camps as the primary means to administer sanctuary in certain parts of the world? What are the consequences of this? The last part of class will explore the outcomes refugees face when they are processed through the UN framework of durable solutions as well as alternative approaches to refuge. Refugees and Humanitarianism is meant to provoke passionate concern for the real world consequences of refugee aid and measured social scientific thinking about how to respond to the challenges of humanitarian crisis in our “second-best world.”
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
This course will link the behavioral presentation of communication disorders to an understanding of the neural architecture supporting speech, language, and hearing abilities. This course will consider communication disorders from an interdisciplinary perspective, drawing together an understanding of speech and language processing from the domains of psychology, linguistics, neurobiology, and clinical fields. The course will cover numerous communication disorders including developmental disorders (i.e., autism, dyslexia) and acquired disorders (i.e., aphasia, hearing impairment). For each disorder, an interdisciplinary description of etiology, function, and rehabilitation will be addressed. In addition, the course will cover common imaging tools including EEG methods (e.g., ERP, ABR) and fMRI. Students will be instructed on the basic neuroanatomical methods of these tools as well as strengths and limitations of each one. The course will highlight multicultural aspects of speech, language, and hearing disorders including multicultural aspects of Deaf culture. The course will consider the broad implications of the Americans with Disabilities Act.
Note SLHS 3295 is a “variable credits” course. Please ensure that you register for 3 credits.
Note SLHS 3295 is coded at the catalog level as “open to juniors or higher,” but first- and second-year Honors students without junior standing are invited to take this course. If you will have fewer than 54 earned credits by Spring 2018, please email email@example.com and include (1) your name; (2) your 7-digit Student Admin number; (3) the class number (XXXX); (4) the course number and section (SLHS 3295-001); (5) your pick time; and (6) confirmation that there are seats available in the class.