[UConn Storrs]

Instructor: Blair Johnson

Prerequisites: ENGL 1007 or 1010 or 1011; PSYC 1100 and 1101, or PSYC 1103; three PSYC credits at 2000- or 3000-level

Psychology of the arts is a vast subject field, with the arts ranging from song to music, to visual arts, film, performance art, written word, and much more. This course is an introduction to the subject, with two strong foci: (1) What happens when people experience art, and (2) how is it that artists produce the art people enjoy? How and why do they do it? How much does the psychology of artistry match that of those who consume their art? The hows and whys will depend on such factors as perceptions, emotions, needs, wants, memories, judgments, and culture, along with all of the systems on which these elements depend. We need to understand what makes art succeed so well that it goes viral, and, in turn, what might make it fail. It criss-crosses numerous sub-disciplines of psychology and sometimes enters other sciences and even the humanities, making it ideal for an honors seminar in writing. As such, the course also emphasizes practical advice in writing scientific essays and in reviewing relevant evidence. It also will sample broadly from diverse research methodologies (e.g., case studies; neural scans; experiments; surveys; meta-analyses).

W.

[UConn Storrs]

Instructor: Wayne Franklin

Prerequisites: ENGL 1007 or 1010 or 1011 or 2011; open to juniors or higher.

This course offers an in-depth exploration of the relation of literature to the natural world from the late colonial era to the present. We will read Henry D. Thoreau and trace his influence among later writers such as John Muir, Mary Austin, Aldo Leopold, Edward Abbey, and Annie Dillard. Students will keep a journal of their own experiences in the natural world. Two quizzes but no exams.

E.

This class is not yet in Student Admin for Spring 2025. If you plan to enroll, leave Wednesday 12:20-1:10 open in your course schedule and check again in mid-November.

[UConn Storrs]

Instructor: Bradley Wright

Research finds that people who have a clear sense of life purpose are happier, more satisfied, are healthier, have deeper relationships, and do better at work. They even live longer! This one-credit Honors exploration of finding purpose throughout life will consist of both classroom work and guided experiential learning.

For more about the UConn Life Purpose Lab, visit https://lifepurpose.lab.uconn.edu/. If you have questions about the course, email Prof. Wright at bradley.wright@uconn.edu.

[UConn Stamford]

Instructor: Annamaria Csizmadia, Ph.D. 

Honors students are able to enroll without a permission number. Non-Honors students who are interested should email Dr. Csizmadia for more information. 

Wednesdays, 4:40-6pm, UConn Stamford, in-person. There are also some asynchronous online components (considered “Hybrid” for that reason, but in-person every Wednesday from 4:40-6pm).

This course invites mid-career Honors students to explore their personal intellectual interests, to expand their knowledge of research approaches within various fields of study, and to examine topics with a diversity, equity, and inclusion lens. As an interdisciplinary seminar serving Honors students of many majors and led by scholars from a variety of disciplines, an important goal of the course is to cultivate comparative conversations across fields of specialization.  The successful student will present sophisticated and developed ideas in a manner sufficiently generalist to promote learning and innovation across subject areas. Students will also create a plan of action to expand their learning and build their skills and knowledge beyond this course. This plan will include individualized goals for completing the Honors thesis and learning goals for beyond graduation. This course will help support students within a community of scholars as they pursue Honors undergraduate research at UConn Stamford.  

Sample course schedule and Assignments (tentative for spring 2025): 

Week 1 – Welcome & Getting to Know You
Week 2 – Guest Speaker  – Identifying reliable sources, Mind-mapping areas of interest
Week 3 – Faculty Speaker Panel #1 (A panel of faculty members/experts will describe research in their field, including how DEI informs current research)
Week 4 – Faculty Speaker Panel #2
Week 5 – Guest Speaker from the Writing Center, Writing within your discipline
Week 6 – Guest Speaker from Enrichment Programs/Advising, Developing a Learning Plan
Week 7 – Honors Alums Guest Speakers Discussion of their Honors theses and careers
Week 8 – Discussion on Research with potential field trip
Week 9 – Guest Speaker on the Important of Life-Long Learning
Week 10 – Who Has a Seat at the Table? The importance of representation in all fields
Week 11 – Minority Voices in Literature
Week 12 – Student TED Talks
Week 13 – Student TED Talks

Grading will be based on Participation/Engagement and Assignments. Assignments are likely to include: Attending a Getting Started in Undergraduate Research workshop, Identifying reliable sources assignment, creating a Quick Guide for writing within your own discipline, writing Reflections, presenting a “Ted-Talk” style presentation, and crafting a future Learning Plan.