What is the status of women under the law in the United States today? How have women’s rights advocates sought political, legal, and social change over the past 300 years? What strategies have their opponents used to prevent significant change? This course starts by examining the legal and social status of women during the years before the formation of the Republic. We will examine the role of women as society extolled the virtues of Republican Motherhood, took steps toward abolishing slavery, faced wars at home and abroad, and debated citizenship and voting rights. By the end of the semester we will reach the present day, where women have greater recognition under the law but inequalities remain. We will examine significant challenges rights advocates faced (and continue to face) advancing and maintaining those rights. We explore theories of leadership, political agenda setting, judicial decision making, and backlash. Students will explore those theories by engaging with a variety of primary sources, including music, advertisements, documents, and artifacts.
[UConn Storrs – Distance Learning]
In this course, students will use the lenses of theatre studies and performance studies to identify and analyze parallels between sports and performance. Consideration of identity, race, gender, sexuality, nation, and human rights will be mediated through readings across multiple disciplines, attendance at an athletic event, film/media viewings, written assignments, experiential activities as well as student-led discussions. This class investigates the interrelated aesthetic, performative, and humanistic values in the arts and athletics in several sports ranging from football to figure skating. Students will conduct independent research and synthesize their findings in a multimodal research presentation.
This course offers an introduction to game theory. Game theory develops analytical tools to study strategic interactions between individuals, to better understand and predict behavior, conflicts and cooperation. Game theory is widely used in many disciplines (e.g., economics, political science, law, computer science, biology). The course introduces basic concepts and tools for solving games (e.g., simultaneous games and a Nash equilibrium, sequential games, repeated games, asymmetric information models) as well as a variety of applications (e.g., auctions, evolutionary biology and voting). Through simple examples, students can develop their ability to think strategically.
The planetary potency of humankind requires the naming of a new epoch on Earth’s calendar, the Anthropocene. This tipping point is forcing a paradigm shift in our environmental consciousness, one that embraces the Earth system more holistically and which refutes the false binary separating humans from nature. Ironically, this brave new world is one without wilderness, yet with more wildness than ever before.
Learning how the earth works and what its history has been will reframe the way you think about critical environmental issues: climate change, ecosystem collapse, pollution, natural resources, urban infrastructure, and much more. Earth is not fragile. That designation is reserved for species and communities like ours. The fate of humanity has always been in the hands of geothermal, meteorological, cosmic, and evolutionary processes.
Limited to 19 students, this experiential, interdisciplinary, investigative, and collaborative course provides an opportunity for you to engage with the Honors core goals of exploration, creativity, and leadership.
ERTH 1000E also meets the general education requirement for a CA 3 (science) non-lab course.
Who are the Jews? While this may seem like a straightforward question, in this course you will find out that Jewish identity can be a bit complicated. To clarify the issue, we will have a look at the history, religion, and culture of the Jewish people, with a special emphasis on the role played by each of these elements in defining “the Jews.” The major literatures of the Jews that have shaped their sense of peoplehood are discussed throughout. No prior knowledge of Hebrew or Jewish culture is required.
This course fulfills General Education requirements in Content Areas I (Arts and Humanities) and IV (Diversity and Multiculturalism). One of its main goals is to enable students to develop a keen understanding of who the Jews are and an appreciation of the diverse cultures and traditions that comprise Jewish civilization. The emergence of Judaic ideas and their influence on Christianity and western civilization will be especially emphasized. The so-called “Judeo-Christian” tradition is broken down so that students understand the values and ideas that both Judaism and Christianity share as well as their distinctiveness. Students get a taste of how the earliest, ancient rabbis thought and how they succeeded in transforming a biblical religion into Judaism as we know it. Along the way, you will be challenged to think “talmudicly/midrashicly,” a critical form of analysis that may very well enable you to appreciate literary traditions belonging to other peoples and cultures in an entirely different light.
This course will expose students to a conceptual framework at the intersection of law, economics, and philosophy – what we can call the paradigm of rights and harms. Working within this framework, you will analyze and debate a large set of controversial social issues. The goal of the course is to encourage you to think critically and rigorously about such issues and to hone your skills in argument and persuasion. Students from all majors and backgrounds welcome.
Consider a famous legal case analyzed by the Nobel Laureate Ronald Coase. A physician sets up an examination room with a wall that is shared by a candy factory. Noise from the candy machinery makes it impossible for the doctor to examine patients with a stethoscope. If the candy factory has the right to make noise, the doctor is harmed; if the doctor has a right to quiet, the factory is harmed. Economists and philosophers have developed ways of thinking about who should get the right – and thus who should bear the harm – in cases like these. Most if not all controversial social issues take exactly this form: who has the right? Who is harmed, and in what way? As we will see, in many of these cases, the harms are immaterial: there is no tangible emission like noise. I may harm you (make you angry or unhappy) by giving a speech in favor of Marxism or by selling my kidney to the highest bidder – even if you are nowhere in the vicinity and learn of my behavior only through a third party. Should I have the right to engage in these behaviors? Or should you have the right to stop me?
Trouble registering? This class has a catalog-level pre- or co-requisite of any 1000-level economics course. We can override this requirement. If you are an Honors student, you may register by emailing firstname.lastname@example.org and including (1) your name; (2) your 7-digit Student Admin number; (3) your registration “pick time”; (4) the course number and section; (5) the class number from Student Admin; and (6) confirmation that there are seats available in the course.
This course is full.
Today, there is growing interest in conservation, and social and environmental scientists, alike, have an important role to play in helping conservation succeed for the sake of humanity, the environment and other species. Many researchers in these fields now argue that ecological data and an expansion of ethics that embrace more than one species, is essential to a well-rounded understanding of the connections between human behavior and environmental wellbeing. Inextricably linked to this, as well, is the fact that we, as the species that causes extinctions, have a moral responsibility to those whose evolutionary unfolding and very future we threaten.
ANTH/EVST 3340E: Culture and Conservation is a rigorous course investigating the ways in which innovative and intensive new interdisciplinary approaches, questions, ethics and subject pools are closing the gap between the study of culture and the implementation of environmental conservation initiatives around the world. The course emphasizes the importance of increased collaboration between anthropologists, climate scientists, Connecticut communities and conservationists and represents an ongoing shift towards an environmentally focused perspective that embraces not only cultural values and social equity, but also the underlying urgency of local level sustainability initiatives.
This course is designed to educate students on (1) the cultural theories that inform cross-cultural community-decision making and (2) the science of climate change underlying contemporary global warming and contributing to heightened concerns regarding food security, coastal resilience, human and environmental health, and increasing storm frequencies, etc. Students will then apply this knowledge to the design and execution of a conservation-based service-learning project that analyzes these interactions in Connecticut. You will be encouraged to bring in your own experiences and expertise, for no productive discussion of conservation should be one-sided. This class, as well as the study and implementation of conservation, in general, should be a multidisciplinary effort.
This course uses archaeobotany as a tool to provide instruction on the research process. Each student develops and executes an independent research project using the various microscopes and equipment within the Archaeobotany Laboratory. Archaeobotany, the study of plant use in antiquity, is an inherently interdisciplinary sub-field of archaeology that integrates botany, ecology, archaeology, and social theory to explore a wide range of topics including: 1) the nature, timing, and cause of plant domestication events around the world; 2) the social and environmental dynamics and causes of the transition from hunting-and-gathering to early agriculture; 3) the role that plant-based agriculture, viticulture, or irrigation played in the emergence and collapse of early social complexity, social hierarchies, and the development of the first cities; 4) the ways in which farmers modified plant-based agriculture to suit prevailing environmental conditions and social and economic needs; and 5) the choices that people made in the past to select and procure fuel in order to sustain everyday household activities and emerging craft specializations and industries.
This course integrates lectures on current and emerging trends in archaeobotanical research with hands-on instruction in the use of a range of lab equipment, microscopy, and digital imaging tools commonly found in many labs to address the topics listed above. These tools include: 1) botanical reference material; 2) analytical balances; 3) a muffle furnace; 4) student binocular microscopes; 5) an upright materials microscope with transmitted, incident, and polarized light; and 6) a confocal microscope with NIS Elements imaging software. Hands-on instruction is also provided in the use of a Jeol NeoScope JCM 6000Plus benchtop scanning electron microscope with Energy Dispersive X-Ray Spectroscopy capabilities for elemental mapping. Throughout the course, students actively engage in the research process by using the tools learned in class to design and conduct an individualized research project. Come ready to explore!
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 and promotion of healthy behaviors and environments for all body sizes. 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 defined in the catalog as open to freshmen and sophomores in the Honors Program. If you are an Honors student who will have 54 or more credits when this course is offered, you may register by emailing email@example.com and including (1) your name; (2) your 7-digit Student Admin number; (3) your registration “pick time”; (4) the course number and section; (5) the class number from Student Admin; and (6) confirmation that there are seats available in the course.
The course will examine the relationship between law and social change. We will examine the impact of Western Law on Third World countries, the ways in which legal strategies can and have challenged inequality based on class, race, sex, religion and sexuality, and the impact of international human rights treaties. Students will become knowledgeable about different types of legal systems and will learn to analyze the ways in which the law contends with issues of difference and inequality. Students will also be able to analyze the interrelationships between the law, social structure, and the ways in which nations are linked globally.
In this course, students examine:
- Theoretical perspectives and empirical studies relating the type of law found in a society to its social structure
- How the law figures into fundamental social change
- Anthropological studies of dispute processing in societies that are structured primarily on the basis of kinship
- What impact the introduction of Western Law into Third World countries has had on economic growth, democratic political development, and human rights protections
- Cross-national influences on law in the post-colonial world
- The ways in which legal strategies can and have challenged inequality based on class, race, sex, religion, and sexuality
- The critiques and limits of legal approaches to social change
- What is the impact of international human rights treaties on the legal systems of different countries?
- To what extent are international treaty obligations relevant in domestic court proceedings?
- What is the relationship between social movements and the law?
Note SOCI 3823 is coded at the catalog level as “open to sophomores or higher” but other Honors students may contact Prof. Bernstein for a permission number. In your email, confirm that you are a member of the Honors Program, provide your PeopleSoft number, and very briefly explain your interest in taking the course.