The University of Florida Honors Program
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These are courses offered through departments across campus. They count as an Honors course and fulfill the normal slot of the regular course.
This class introduces students to the visual arts from a global perspective and equips them with the knowledge and skills necessary to engage critically with the artistic and cultural landscape of the United States today. In particular, this course helps students master the skills necessary to analyze artworks according to the basic elements and principles of design. The course also introduces students to key artworks from many of the world’s artistic traditions, helping them appreciate some of the common threads that unify creative practices across time and space. By pairing the exploration of artworks from across the globe with some of America’s most important artworks, the class also helps students appreciate the role of the visual arts within the American experience.
The honors section, in addition to asynchronous online learning, will have a supplemental in-person discussion section.
This course is taught through the activity of contemporary sketchbook development as a tool for research and art making. Students will develop observation, organization, experimentation, and conceptualization skills through the use and creation of sketchbooks (altered book, flag book, color book, etc.) and maintain sketch journals (online and physical). This course will compose of lectures, material demonstrations, research, exercises, readings, writing, and presentations.
Students will make mixed media sketchbooks and post to online forums to examine the possibilities for creative sketchbook research—making connections to their developing drawing ability.
General Biology Core: the first of a two-semester sequence that prepares students for advanced biological sciences courses and allied fields. Studies the origin of life systems; of biological molecules and organization of living things at the subcellular, cellular and organismic levels; and of the activities of living forms in obtaining and utilizing energy and materials in growth, maintenance and reproduction.
The Honors section includes an additional discussion meeting. Honors Discussion is a fun, intellectually challenging course where students expand their understanding of biological concepts related to microbiology, genetics, and evolution! Students will improve their scientific literacy and expand their critical thinking skills through active learning exercises and discussion of fundamental and current primary literature.
Available Class Numbers
22267
22268
General Biology Core: the second of a two-semester sequence that prepares students for advanced biological sciences courses and allied fields. Examination in living things of the principles of information storage, transmission and utilization at the cell, organism and population levels; of the mechanisms of evolutionary change in the diversification of living things and their life styles; of population growth and regulation; and of energy flow and biogeochemical cycling in the biosphere.
The Honors section includes a discussion meeting. Honors Discussion is a fun, intellectually challenging course where students expand their understanding of biological concepts related to plants, animals, and ecology! Students will improve their scientific literacy and expand their critical thinking skills through active learning exercises and discussion of fundamental and current primary literature.
Available Class Numbers
22269
22270
Documentary, Media, and Society looks at what documentary film and media mean to us, to our lives, and to today’s world. It’s about how to make and distribute short videos and make them aesthetically appealing, socially engaging, and widely impactful.
Enhanced funding provided by the Center for the Humanities and the Public Sphere means students will have a chance to meet acclaimed guest filmmakers, discuss their works, and try their own hand at crafting videos.
CHM2047/2047L is a one-semester General Chemistry program for entering students with strong backgrounds in chemistry, normally reflected by high AP, IB, or AICE chemistry test scores and/or incoming DE credit for General Chemistry. This program allows students to move more quickly into advanced work. The goals of the course are to give an overview of fundamental chemistry in one semester and to prepare the students for subsequent work (organic, analytical, and physical chemistry).
The course provides instruction in the fundamental concepts, theories, and terms of chemistry. At the very core of chemistry is the concept of the atom, its structure, and bonding interactions with other atoms. The course therefore takes an 'atoms-first' approach in order to lay a conceptual foundation for the many aspects of 'macroscopic' chemistry. The manifold connections between the atomic/molecular structure of compounds and their behavior in chemical reactions under laboratory conditions is highlighted. This allows the student to comprehend and predict the behavior of chemical systems rather than to memorize a potpourri of diverse facts. Major scientific developments are reviewed and their impacts on society, science, and the environment examined.
At the end of the course students will be able to: (1) formulate empirically testable hypotheses relevant to the study of physical and life processes, (2) use logical reasoning skills through scientific criticism and argument, and (3) apply techniques of discovery and critical thinking to predict and evaluate outcomes of experiments.
Pre-requisites: AP / IB / AICE credit for CHM 2045 and 2046. HS physics is recommended.
Available Class Numbers:
10998
11026
11027
The Department of Chemistry is offering a section of Honors General Chemistry 1 under the course number CHM2050 for Chemistry and Biochemistry majors as well as others who have a strong interest in pursuing upper-level chemistry courses. To be placed in this section, the same prerequisites apply as for all other General Chemistry 1 sections (such as CHM2045), e.g., a score of 76 on the ALEKS Math test, or evidence of prior credit for CHM1025 (or alternatively AP 4+, IB 5+, AICE passing scores), plus existing credit for MAC1147 (or alternatively AP Calc AB 3+, IB 4+, AICE passing scores, etc.).
This course will remain under departmental control for the duration of Preview. The curriculum closely parallels the curriculum of the main CHM2045 courses. However, to serve the needs of Chemistry and Biochemistry majors and Honors students, content will be enriched to provide a deeper foundation in topics needed for upper-level chemistry courses. Exams in these sections will not be the same as those for the regular CHM2045 sections (e.g., no multiple-choice exams).
In this course, we will survey ways of writing fiction through close-readings and discussions of short stories, sort-of-short stories, experimental stories, and prose experiments which can’t at all be called stories in the traditional sense, from a range of authors and genres. Additionally, by trying our hand at some fiction of our own, as well as workshopping that of our classmates, we will better understand how to make fiction work.
The University of Florida has one of the strongest creative-writing programs in the country, with its graduate faculty sometimes teaching a beginning workshop for honors students. Poetry demands close attention to the meaning and music of language, to emotion and the structures of emotion, and to the burdens of the past. The best poetry has an understanding of psychology, botany, religion, philosophy, and how much French fries cost at the mall. No one can be a poet without reading. This honors workshop is in part a course in poetic literature. Students taking this course and receiving at least a “B” will be eligible for upper-division poetry workshops.
Poets will write one poem a week, which will form the basis of workshop discussion, along with poems of the past and present. No workshop can succeed without an inclination toward laughter and wry jokes (discussion will generally go from the sublime to the ridiculous, or vice versa). Field trips may be possible—no year in Gainesville is complete without a visit to the alligators. Students who complete this course may then take upper-division workshops in poetry, all taught by graduate faculty.
Students are not expected to have written poetry before, but must have strong language skills (you can’t manipulate the language effectively without grammar and spelling). Numerous students who have taken this course have entered graduate programs at Columbia, Michigan, Johns Hopkins, and other top MFA programs. Some have gone into editing and publishing. Others have just had fun.
Study and application of design, problem formulation, conceptual design, prototype development. Study of common manufacturing processes.
Lecture, discussion and group assignments provide the opportunity to learn about different disciplines making up a health care team and their role in both the science and practice of health care.
The course includes the following main topics: Vector algebra, Euclidean spaces, geometry of lines and planes in space, basic theory of quadric surfaces, vector functions and curves in space, basic geometry of curves in space (tangent vector, curvature, and torsion), functions of several variables, limits and continuity, differentiability and partial derivatives, extreme values of a function of several variables, the method of Lagrange multipliers, Riemann integration theory, multiple and repeated integrals, transformations, Jacobian of transformation, change of variables in multiple integrals, integrals over curves and surfaces, improper multiple integrals, vector fields, conservative vector fields, line integrals of a vector field, flux of a vector field, Green’s and Stokes’ theorems, the divergence (Gauss-Ostrogradsky) theorem. All concepts of the course will be illustrated by real-life problems as a (historical) motivation for developing multivariable calculus.
Beyond the fundamentals of calculus, differential equations arguably constitute one of the two most important areas of mathematics in its applications; they have also stimulated numerous developments within mathematics itself and are themselves fascinating objects of study.
In this course, we shall focus primarily on aspects of the theory of differential equations. Most of the time, we shall address the practical matters involved in actually solving differential equations, but we shall also spend a non-trivial amount of time addressing topics of more theoretical interest. As a simple (theoretical!) application of differential equations within mathematics, we shall recover most of the basic properties of the trigonometric functions. For the sake of variety, we shall also consider one or two applications to the natural sciences; but again, our primary focus will be theoretical.
MUL 2010 is designed to examine music and its role in culture: how it both shapes and is shaped by social, political, national, and cultural forces. Examples from Western art music, popular music, and world music will be used to demonstrate music’s inextricable link to life in both historical and contemporary settings. No prior or concurrent courses are required for enrollment in MUL 2010, nor is any prior musical training or experience. The Honors section will have a weekly live discussion section in addition to the online components.
This course will introduce you to some of the main topics of philosophy. Philosophy addresses some of the most fundamental questions in life. The main tool by which Philosophy addresses these questions is the human capacity to reason. You will find that philosophical answers are based on reasoned arguments, which analyze and seek to justify beliefs. Philosophy, therefore, is a sort of self-examination, in which you discover what you think, and then reflect on whether your opinions are really worth holding. To look critically at your own ideas is the essence of the life of reason.
During this course you will examine your views on several core philosophical topics such as what makes a good argument, the nature of morality, and social justice. You will read philosophical texts, analyze their arguments and evaluate their answers to the questions of the course, see how philosophical concepts can help you understand practical dilemmas, and express your ideas through arguments - both verbal and written – which present your reasons for holding your beliefs.
This is the first course in the Enriched Physics sequence PHY 2060-2061 for students with prior preparation in physics who wish to acquire a deeper understanding of the subject. The enriched sequence covers similar material to the Physics With Calculus sequence PHY 2048-2049, but treats basic topics at a faster pace, incorporates more advanced material, and places greater emphasis on instilling conceptual understanding and on developing the ability to solve more challenging problems. PHY 2060 treats concepts in classical mechanics, including kinematics, dynamics, conservation laws, oscillations, and special relativity.
On completion of this course, students should have a sound understanding of key concepts in classical mechanics and special relativity, be able to apply physics laws and principles to analyze scientific graphs and data, and to provide quantitative solutions to a wide range of physics problems.
This is the second semester of the Enriched Physics With Calculus (Honors Physics) sequence PHY 2060-2061. This enriched course is aimed at students with prior preparation in physics who wish to acquire a deeper understanding of the subject. The material will be covered at a faster pace than the one presented in the Physics with calculus sequence (PHY 2048-2049). Emphasis is placed on developing a solid conceptual understanding and on applying these concepts to the explanation of real world phenomena and technology. Ability to communicate and explain these concepts and their applications will also be essential.
Topics covered include a variety of electromagnetic phenomenon such as electrostatics (Coulomb’s law, Gauss's Law, potentials and fields in matter), magnetostatics (Biot-Savard law’s, Ampere’s law, fields in matter), DC and AC circuits (resistors, capacitors, inductors), electric and magnetic induction, Maxwell equations as well as mirrors and lens.
This course expands and systematizes the treatment of standard problems previously encountered in elementary physics. Mathematical techniques are developed to study problems in thermodynamics, statistical physics, the motion of coupled oscillators and electrodynamics.
Basic principles of the Federal Constitution and Civil Rights. Political parties and the electoral process. The structure and machinery of the federal government, including Congress, the president and the judiciary.
The purpose of this course is to understand and apply (1) the basic principles of effective public speaking, (2) the principles of audience analysis and message preparation, and (3) critical listening skills as they apply to public speaking.
SPN 2201 sees students continue to build on the skills they developed in SPN 2200 (or equivalent) and solidify a proficiency level of Intermediate-Low (with some students moving towards Intermediate-Mid). That means that students will communicate using simple and complex utterances to talk about topics like access to resources (food, housing, transportation, job), life goals, and personal beliefs.
Students will make comparisons between products (things people create and use) and practices (what people do) to understand perspectives (what people believe and value) in your their and others'cultures. Such cultural competence and understanding will allow students to more effectively interact in Spanish in multilingual communities at home and around the world.
SPN 2201 Honors students will actively participate in experiences like visits to local Latino businesses, conversations in class and outside of class with Spanish speakers, etc. These experiences are a key difference between the Honors section and other 2201 sections.
Develops the ability to understand oral and written Spanish and is required of all majors and minors who are not bilinguals unless they initially placed above this level.
The section of SPN2240 designated for Honors credit is distinguished as an Honors in three ways. First, it caps enrollment at 15 students, rather than the normal 25 or 26 students, thus ensuring more attention and talk time for students, as well as the ability to investigate course themes in much greater depth. Secondly, the section is assigned to one of our most distinguished language instructors, thus ensuring high-quality instruction. Finally, students enrolled in the Honors section of the course engage in experiential learning opportunities beyond the classroom, allowing them to critically consider how language is used in the community, and to further their understanding of the diversity of the local Hispanic/Latino community.
Course Core Goals. By the end of the course, the students should develop:
1. Ability to understand the main ideas of most speech in a variety of contexts and topics.
2. Ability to describe and narrate about a variety of topics as well as communicate facts and talk casually about topics of current public and personal interest.
3. Proficiency in reading and interpreting texts.
4. Knowledge of cultural practices and historical events from the Spanish-speaking world
Drawing on materials and methodologies from a variety of disciplines, this class explores the diverse experiences of women, both in past eras and in the present, in the U.S. and abroad.
All Honors students are expected to complete an Honors version of the UF-required Quest 1 course. Quest 1 courses fulfill the UF Quest 1 requirement and 3 credits of the General Education requirement in the Humanities. All students that began in Fall 2021 or later are also expected to complete an Honors version of the UF-required Quest 2 course.
Quest 1
Drawing on the disciplines that make up the Humanities, this course investigates the very nature of the human condition. Students examine the ways different people from different societies across time conceptualize the good life, the meaning and value individuals ascribe to the lives that they live or want to live, and the choices, costs, and benefits of the good life.
Available Class Numbers
14409
14413
What can great works of poetry and music teach us about ourselves: who we are, where we’ve come from, and where we’re going? Great works of art push boundaries. They are not only of their time, but continue to speak through the years. In this course, students will examine the world and themselves through the lens of poetry and music and use what they learn to help answer questions about how to think about the world, how to fit into it, and how to change it.
The main goal of this course is to examine Europe and European Identity through a variety of multi-disciplinary approaches based on the arts and the humanities (including literature, film, music, and linguistics).
Alchemy is the pre-cursor to modern chemistry. It grew out of observations and experiments of early practitioners who were biased by their own worldviews and religious convictions. The course will give an overview of the various historic phases of Alchemy: Greek, Arabic, Eastern, Latin, its revival in the early modern period, and its psychologized rebirth in the modern era. Alchemy was part of ‘natural philosophy’ during a time when there was no clear distinction between science and religion. The course explores the worldviews and religious biases of its practitioners. It explores the methodologies, both theoretical and practical, used by alchemists. It will show alchemy to be part of the wider human endeavor to understand the world around us and to utilize it to advance culture. The accompanying labportion will allow students to ‘see through the eyes of the alchemist’ natural processes as they happen in the lab.
Available Class Numbers
25018
20168
This course explores the ongoing human endeavor to satisfy the basic need for shelter, considering the impact of this endeavor on the natural environment and the variety of solutions that we see around the world. We reflect on what the future might look like under various climate change (and maldevelopment) scenarios, and confront the systemic oppression that underpins today’s housing problems.
In this class, we explore different ways of conceptualizing and representing the experience of time. Drawing upon multidisciplinary perspectives—in history, cultural anthropology, religion, philosophy, literature, graphic narratives, film, art, and music—we analyze how enculturated understandings of time shape language, experience, and identity.
Quest 2
How can we feed a global population that could exceed 10 billion by 2050? Can we increase food production while still protecting the environment? This class examines the complex relationship between humans, their food, and the environment that sustains them both. Students will explore these themes through reflection on personal beliefs and behaviors, analysis of pressing agricultural and environmental issues, and evaluation of potential solutions for sustainable production. Major themes include agriculture and environmental policies, global trends in population growth, climate change and food security, and how personal and cultural perceptions of food affect trends in consumption and conservation.
Increasingly we find ourselves living under ubiquitous surveillance. We are tracked as we shop, as we travel, as we work, as we drive, even as we sleep or brush our teeth. Our digital searches for information reveal our vacation plans, our health concerns, our hobbies, and our political opinions. The new "internet of things" also generates data on us and expands surveillance opportunities for companies, data brokers, and governments. In this relationship we are often no longer in control of drawing the line between what we wish to keep private and what we are willing to make public. This data can help others use or shape us by predicting our behaviors, curating what we see or hear, placing persuasive messaging in our path, and motivating us to take actions we might not have taken without that surveillance and the curated messaging that follows it.
Students will learn to analyze the impact of this pervasive digital surveilance on their individual lives and on society as a whole using qualitative social science research methods to examine the concept of privacy in the digital age.
These one-credit courses are discussion-oriented, seminar courses centered on a performance or an exhibit.
The primary purpose of this course is to explore the roots of American music from the Mississippi Delta and its movement to Chicago and beyond. This course, the textbook, and videos explore how Delta Blues and its subgenres not only reflected social conditions and prison culture in the deep south but also created rock and roll and spread throughout the world.
Dr. Ed Kellerman is a retired Master Lecturer/Fulbright Scholar in the College of Liberal Arts and Sciences and a devoted blues and folk singer. He has taught The Roots of American Music for several years and believes that much of the deep south’s culture is revealed in Delta blues music.
Richard Powers is widely respected for his ability to make connections between seemingly disparate disciplines, including artificial intelligence, game theory, and the arts. In Orfeo, we find the intersection of genetics and music composition, with a healthy critique of mass media in the mix. Peter Els, the novel’s protagonist, is an aging avant-garde composer who has taken to dabbling in DNA manipulation as a post-retirement hobby. Through an offbeat encounter with local police, he’s mistakenly identified as a bioterrorist and impulsively flees when the men in hazard suits show up.
Els’ odyssey presents not only his adventures as a fugitive, but also a moving retrospective of his artistic and personal journey from young idealist to disillusioned has-been. Along the way, Powers raises and illuminates some rather big questions about the meaning of art and its role in society, the challenges of staying true to one’s calling – artistic or otherwise – and the veracity and ambiguity of art and mass media. He also skillfully weaves in a survey of some of the major developments in late-20th and early-21st century art music in a way that makes them both accessible and compelling to readers who are unfamiliar with these genres.
In this one-credit course, students will read Orfeo and chronicle their responses to each chapter, objective and subjective. Additional supporting readings and, especially, guided listening to some of the works that play a role in the novel will enhance the experience. Our goal will be not only to experience this literature, but also to engage some of those big questions about the purpose of art, the role of the artist, and their meaning in contemporary culture.
Imagine your next class held in the Harn Museum of Art’s galleries! For the exhibition Speechless: Text and Image in Global Culture, students will explore how artists from around the world have incorporated text into their designs in order to support religious, political and socio-cultural agendas.
The class will survey global themes (and variations) in the use of text and image in aesthetic messaging. Throughout the semester, we will look at African art, Asian art, modern and contemporary art, and photography and compare historical examples to our contemporary experiences.
Assignments will include in-gallery discussions, visual analysis and comparison, selected contextual readings, and some creative writing/drawing tasks to be assigned. (No prior creative writing or drawing experience required; and no museum or art history experience is expected.) Talks throughout the semester will include Harn curators and other guests who will speak about one or more works in the exhibition.
This course will take students behind the scenes to explore the business and the art of producing an American musical. Students will be introduced to theatre production and design, to the production management of a theatrical tour, and to backstage work at the Phillips Center for a national tour production of a musical, presented by the University of Florida Performing Arts. Along the way, there will be opportunities to see how performing arts centers work and to explore the changing meanings of a performing arts event.
These are discussion-oriented, one-credit seminar courses centered on a book.
History + Biography
Dr. Patricia Wright is one of the world’s leading primatologists, having studied night monkeys in Peru and lemurs in Madagascar. Her unrelenting support of Madagascar and its natural environment led to the creation of Ranomafana National Park and the Centre Val Bio research station. Her story is an inspiring one – she was a practicing social worker in New York when her purchase of a pet monkey changed her life. She started graduate school in her 30s – after she had been to Peru and published on her research with no real affiliation to academia. Through her remarkable career, Dr. Wright overcame many of the same challenges as other non-traditional students, and as a single mother, she successfully combined research in the field with raising an adventuresome daughter. High Moon Over the Amazon tells this story of Dr. Wright’s transformation from housewife to world-renowned scientist. For the Love of Lemurs details her work in Madagascar, following her from her co-discovery of the golden bamboo lemur, through the creation of the national park and research station, and then her role in the IMAX film Island of Lemurs. Through our readings and discussion, we will explore Dr. Wright’s pathway to scientific preeminence and the evolution of her efforts to integrate conservation and human well-being.
This (Un)Common Read course is perfect for students with an interest in nature, primates, women in science, non-traditional paths to scientific success, exploration, discovery, and field research. Prior to some readings, the instructors will provide short introductions to the localities, wildlife, and people described in the readings, augmented by photographs (unique species, environment, habitat loss, the local people and cultural activities) from recent trips to Madagascar. One of the unique strengths of the class will be the instructor’s first hand experiences and impressions from multiple trips to the country, as well as her personal interactions with Dr. Wright.
Students will be graded on class participation and one or two presentations on additional readings. Students will also complete a class project –academic paper or poster, or artistically creative work related to the course. The last class meeting (or two, depending on class size) will be used for students to present and discuss these final projects. This is an opportunity for students to get creative with class content and what they have learned.
While Dr. Wright’s books stand on their own as engaging and informational reads, this course also makes an excellent primer for two other classes at UF: ZOO4956: Madagascar – Biodiversity & Conservation in a Developing Country (UF’s study abroad course in Madagascar) and BOT4935/ZOO4926: Global Biodiversity and Culture: Integrating Conservation and Human Well-being (part of UF’s International Scholars Program
Michele R. Tennant, PhD, MLIS has a great love of the tropics, the desert, and coral reefs. Her favorite wildlife experiences have included hiking the trails of Madagascar to find lemurs and chameleons; walking the streams of Costa Rica searching for glass frogs; seeing her first anaconda in the Ecuadorian Amazon; experiencing the giant tortoises of the Galapagos; swimming with whale sharks off Nosy Sakatia; and snorkeling amongst the corals and sponges of Bonaire and Belize. Dr. Tennant is co-instructor for a number of courses related to Madagascar and other developing countries:
· The study abroad course ZOO4956: Madagascar – Biodiversity & Conservation in a Developing Country;
· the International Scholars Program course Global Biodiversity and Culture: Integrating Conservation and Human Well-being;
· UnCommon Read Thank You, Madagascar: The Conservation Diaries of Alison Jolly;
· UnCommon Read Madagascar: The Eighth Continent: Life, Death and Discovery in a Lost World;
· UnCommon Read featuring two books by Patricia Wright: High Moon over the Amazon and For the Love of Lemurs.
Dr. Tennant is the interim Senior Director of the libraries’ Academic Research Consulting and Services department (ARCS), and can direct you to expertise for any of your information needs.
Reading Leo Spitzer’s Hotel Bolivia: The Culture of Memory in a Refuge from Nazism will be the foundation of our discussions about how personal memories contribute to historical consciousness and writing. The book introduces students to the history of Jewish (and non-Jewish) refugee migration from Central Europe to the Americas—specifically to Bolivia—following the rise of the Nazi regime to power in Germany and explores how the refugees nurtured nostalgia for the past and coped with the challenges of integration in their new homeland(s). Their memories shaped their self-understanding in the years after their arrival and, later, when shared with the author, the ways in which their history was told. Class conversations will focus on how the author relies on these memories, personal accounts, and family photo-albums to write the history of his family and an epoch. We will ask what universal lessons their stories offer and venture to understand how our personal memories can contribute to tell our personal history as part of a community or an era, while also recognizing the limitations these memories might impose on the construction of our historical narrative.
A knight, a tax collector, a foul-mouthed miller, and a bunch of nuns all walk into a bar, and so begins Geoffrey Chaucer’s Canterbury Tales. This collection of lively, funny, and sometimes shocking stories told by Chaucer’s characters—a group of travelers from all walks of medieval life—has been praised as one of the foundational pieces of writing in the English language for nearly 600 years. However, as there was never an “official” copy of the Tales, its scribes and printers were unable to agree on how many stories there were and where they all fit. Furthermore, Chaucer's English may have been as incomprehensible to a medieval reader in the northern counties of England as it is to modern English speakers, and as a result always needed to be translated for its audience. So how did, and how do, readers come to understand Chaucer? Do authors make books, or do books make authors?
As a class, we will read Chaucer’s work as it evolved through time. Many of the class meetings will take place in Special Collections, where students will read (and hear) the Canterbury Tales out of dozens of editions, from the earliest medieval manuscripts to children’s books and modern translations. These books will form the basis for class discussions and group projects. Our unconventional readings will challenge students to read the “same” work in vastly different ways, and to examine how printers, artists, and readers made Chaucer into the author he is today.
Instructor Bio:
Neil Weijer is the curator of the Harold and Mary Jean Hanson Rare Book Collection at UF, which is broadly poised to illustrate the emergence of literary, cultural, and scientific movements from the high Middle Ages to the present day. As curator, he promotes research and creative work in the collection, and encourages students to discover and write new stories out of old books.
Neil’s research interests include the parallel evolution of history, fiction, and forgery in Europe from antiquity to the seventeenth century. In particular, he is fascinated by our ability to tell fake stories about real people (at any time and place). He holds a PhD from The Johns Hopkins University, an MPhil from Cambridge University, and his Bachelor’s degree from the University of Chicago, all in medieval history.
This course examines a true story about escapees from the Berlin Wall. We start with Tunnel 29, the 2021 sensation by Helena Merriman. It embodies heroism and the triumph of freedom. Based on interviews and archival research, Tunnel 29 is a page-turning Cold War rescue thriller of journalism. We complement Tunnel 29 by also examining the factors that led to the fall of the Berlin Wall and the long-lasting consequences of a divided society following re-unification. Finally, we consider how walls continue to divide our society today and who will be considered heroes in the future.
Faculty bio: Dr. Jawitz works on sustainability and the relationship of human society to natural resources. He directs the UF collaboration with the German Environmental Research Center in Leipzig, Germany and he was recently the Dresden Fellow at Technical University-Dresden, Germany. He leads a summer study abroad program ‘Cities in Civilization’ that travels by train from London to Rome, including a week in Berlin.
Science (Non-Health) + Science Fiction
In this course, we will read “Good Omens” during the semester and explore questions of good vs evil and satire. We will participate in meaningful dialogue centered on the text and we will make connections to Pratchett and Gaiman’s other works, to works of satire and religious texts, and to the world around us. We will engage in weekly online posts and in-class discussions. At the end of the semester, students will work with a partner to create a project of their choosing.
Insects and plants are intimately connected. The arms-race between the two groups has produced examples of co-existence more fantastic than any science-fiction. The course will be based around a beautifully illustrated popular book (provided free of charge to students) by the world-renowned insect photographer, Edward Ross. Topics will range from insect-plant co-evolution to natural selection, and we also will visit museum collections, ecology labs and several local habitats to learn about the ways one can study insect-plant interactions.
ANDREI SOURAKOV developed a strong interest for insects at the age of 10. He currently works at the home of one of the largest butterfly and moth collections in the world – the McGuire Center for Lepidoptera and Biodiversity. Dr. Sourakov is the author or co-author of over 100 scientific and popular articles and of two books about butterflies and moths. He has travelled to more than 30 countries in search of exotic insects, and his interests span fields of insect taxonomy, ecology, and physiology. He has been teaching “Insects and Plants” since 2015. https://www.floridamuseum.ufl.edu/andrei-sourakov/
KEITH WILLMOTT received his undergraduate degree in Natural Sciences from Cambridge University, England, and his Ph.D. in Entomology from the University of Florida. He has concentrated his studies on the butterfly fauna of South America with a focus on the country of Ecuador. During his career, Dr. Willmott has described around one hundred new species of butterflies and authored many research articles on the subjects of biogeography, mimicry, and ecology. He currently serves and a curator and director of the McGuire Center for Lepidoptera and Biodiversity. https://www.floridamuseum.ufl.edu/museum-voices/neotropica/
Madagascar is best known in the west for its unique flora and fauna, with over 80% of its wildlife found nowhere else. But this engaging country is also home to 23 million people, comprising 18 distinct ethnic groups, unified by a common language and Malagasy identity. Madagascar - The Eighth Continent: Life, Death and Discovery in a Lost World introduces the reader to the unique fauna, flora, and cultures of Madagascar through the authors’ travels with researchers in herpetology (the study of reptiles and amphibians), paleoecology, archaeology and primatology. Not only do readers learn about the biodiversity and cultures of this fascinating “eighth continent”, but they also get a sense for the joy of scholarly exploration and discovery in the natural world, what it is like to be a field-based (rather than laboratory-based) researcher, and the rationale for and continued importance of such work. While describing these discoveries, the author interweaves stories of Malagasy history, the mystery of the peopling of the island, and culture (language, music, religion, written and oratory arts) into the conversation, providing much fodder for discussion. Overall, this book is a celebration of the people, the wildlife, and the culture of Madagascar.
This (Un)Common Read course is perfect for students with an interest in/love for nature, exploration, discovery, and learning about distant lands and cultures. We will read the book Madagascar - The Eighth Continent in its entirety. Prior to some readings, the instructor (or students, if interested) will provide short introductions to the localities, wildlife, people, and customs described in the readings, augmented by photographs (unique species, environment, habitat loss, the local people and cultural activities) from recent trips to Madagascar. One of the unique strengths of the class will be the sharing of first hand experiences and impressions from multiple trips to the country, providing valuable context to the readings.
Although Madagascar is the focus of the course, this class will provide students with an overview of field research, and why it remains important in the modern world of science. Students will be able to view Madagascar as a model for research in areas such as conservation and sustainability, and the importance of culture and the buy-in of the local peoples. Students will be graded on class participation and a presentation on one auxiliary reading. Finally, students will complete a class project –academic paper or poster, or artistically creative work related to the course. The last class meeting (or two, depending on class size) will be used for students to present and discuss these final projects. This is an opportunity for students to get creative with class content and what they have learned.
Madagascar: The Eighth Continent stands alone as a great read, but this course makes an excellent primer for two other classes at UF: ZOO4956: Madagascar – Biodiversity & Conservation in a Developing Country (UF’s study abroad course in Madagascar) and BOT4935/ZOO4926: Global Biodiversity and Culture: Integrating Conservation and Human Well-being (part of UF’s International Scholars Program).
Michele R. Tennant, PhD, MLIS has a great love of the tropics, the desert, and coral reefs. Her favorite wildlife experiences have included hiking the trails of Madagascar to find lemurs and chameleons; walking the streams of Costa Rica searching for glass frogs; seeing her first anaconda in the Ecuadorian Amazon; experiencing the giant tortoises of the Galapagos; swimming with whale sharks off Nosy Sakatia; and snorkeling amongst the corals and sponges of Bonaire and Belize. Dr. Tennant is co-instructor for a number of courses related to Madagascar and other developing countries:
Dr. Tennant is the interim Senior Director of the libraries’ Academic Research Consulting and Services department (ARCS), and can direct you to expertise for any of your information needs.
We will explore how embryology is used to understand the evolutionary origins of organisms, including us. Through a critical examination of historical perspectives in science we will discuss observable trends that have influenced our understanding of biology.
In the book Think Again author Adam Grant examines how we as individuals, in interpersonal interactions, and as a society can and should reexamine our knowledge and beliefs. As a scientist one of the hardest things is to not jump to conclusions and let the evidence present itself in time. A famous example from business is that Steve Jobs of Apple was originally opposed to creating a cell phone, but his team convinced him to do so. On the other hand, the founder of Blackberry was sure that people wanted a keyboard and would not want to carry a computer around with them. Our society has groups with strongly held and seemingly contradictory "facts" and beliefs. How do people with such opposing viewpoints speak with each other? Can opinions be changed? How? This book deals with all of these examples and questions and much more. As a class we will read and discuss the book one chapter at a time. Two or three students will lead the discussion each week by coming up with questions and/or activities. For example, we will do some role playing of discussions of people with different viewpoints to see how the recommendations in the book work. At the end of the course small groups of students will lead presentations and activities on what they took away from the book.
Using this book and its exercises, as well as supplemental materials, this course will engage students in thoughtfully assessing their relationship with technology and how technology impacts their ability to be mindful and fully present in their lives. However, this book does not paint technology as a villain, but instead recognizes its use as a tool—and indeed a necessity in today's world—while also confronting the dangers of technology overwhelming human relationships and experiences.
Charles Darwin’s “On the Origin of Species” shares an unfortunate fate with many other classics: it is known to everyone yet rarely read. This is unfortunate because the book is more than simply an overview of his theory; but also gives us insight into the intellectual milieu in which he developed his idea and, in the later editions, his struggles to convince his peers of its accuracy.
This course will read and discuss the 1st edition of Darwin’s book. Darwin wrote this version with a broad audience in mind. (it sold out in one day!) Each week students will be expected to read the assigned chapter (or part thereof depending on the length) and participate in class discussion. Each week, one student (or more if class size permits multiple groups) will be responsible for introducing the material and leading group discussion based on questions assigned the week prior. All students will reflect on these questions and come to class with responses prepared to these questions. In addition, students will be responsible for submitting a brief (~1500 word) blog at the end of the term. In it you will reflect on your perspectives on Charles Darwin, his ideas, the historical setting in which they were formed, which have been affected by reading his book.
We will cover some of the nicest proofs from a diverse array of fields in mathematics. Each student will present one of these proofs to the class.
This course is centered around the book: “Stiff: The Curious Lives of Human Cadavers” by Mary Roach. It's an in-depth scientific exploration of what happens to the human body after death. From grave robbing to plastic surgery, students will learn about the history of cadaver use in medical schools and beyond, as well as countless facts about the biological journey human remains take after life. The author is an academic investigative journalist whose well-researched books illuminate the most taboo part of life: death.
Over 70 percent of the Earth's surface is water-covered, and the oceans hold about 96.5 percent of all Earth's water, leaving relatively little fresh and potentially potable water available for over 7 billion people and the entire terrestrial plant and animal community. Yet, with all of the water on the planet, there are millions of people who have inadequate fresh water for their daily lives and improper or non-existent sanitation facilities to adequately treat their wastes. Added to the list of problems is the influence of global climate change on water resources and water availability. Climate change and many human activities have affected and continue to influence fresh water availability. The reading book and classroom discussions will cover these problems.
A complete copy of the course Syllabus will be sent to all students who register for this particular section of the (Un)Common Reading Book course in the Honors Program.
Sea turtles are among the most magnificent megafauna we encounter in the ocean. The story of these iconic creatures is one of survival and resilience, especially in today’s world. In this course we will cover the book The Voyage of the Turtle by Carl Safina, which explores the plight of sea turtles and how human intervention has impacted both positively and negatively these animals and their ecosystems. During weekly discussions students will learn not only about sea turtles but also about the scientific, political, and cultural challenges encountered while conducting marine conservation around the world. This will provide students with a better understanding of current issues faced in the marine environment and help them reflect on what the ocean means to them and what steps they can take to make a positive impact on the marine environment.
Upon completion of this course, students will be able to:
(1) Appreciate sea turtles and other endangered marine species, (2) describe the impact of human activities on marine life, (3) understand how scientific, cultural, and political issues affect the conservation and management actions carried out in the marine environment, and (4) recognize steps they can take to make a positive impact on the ocean.
Health
Drugs by themselves are neither good or bad – it is ultimately how they are used that will lead humans to label them as such. Oliver Grundmann, PhD, has researched both synthetic and natural drugs with mind-altering effects for over a decade. Those who have been used for hundreds of years as part of traditional medicine and rituals are often mis- or abused in modern society. Others are solely intended to either create a fantastic escape from reality or get the user hooked to cause a substance use disorder. Numerous personal accounts and the scientific literature are a testament to this growing problem of what is commonly called “addiction”. But there is more to it as seen through the eyes of a researcher. Accompany Dr. Grundmann as he discusses the landscape, effects, and impact of drugs on the individual and society.
In this Uncommon course, students will have the opportunity to engage in-depth depictions of the opioid epidemic in the United States and the ethics of pain management and mental healthcare in the United States. This Uncommon Reads course will be taught by Dr. Craig Smith who has multiple years of experience teaching Uncommon courses. Dr. Smith is the Director of Culture for Column Health, LLC based in Boston, USA and a senior faculty member at the University of Florida. With this experience, Dr. Smith will share additional contexts for students in relation to ‘start-up culture’ and humane engagements with mental health and pain management in the United States, with a particular focus on opiate use disorder and M.A.T. or medication-assisted treatment modalities.
In this course we will describe and discuss the neurological basis of many major functions of the brain including: language-speech, emotions, attention, self-awareness, memory, motor skills, sensory perception, motivation and intention, as well as what further information is needed and how it may be investigated. Many aspects of these discussions will be based on the chapters written in my book, Matter of Mind.
Kenneth M. Heilman received his M.D. degree from the University of Virginia in 1963. After graduation, he took training in Internal Medicine for two years at Cornell-Bellevue Hospital in NYC. During the Vietnam War (1965-1967), he joined the service and was an Air Force Captain and Chief of Medicine at NATO Hospital, Izmir, Turkey. After discharge he took a Neurology residency and fellowship at the Harvard Neurological Unit of Boston City (1967-1970), mentored by Drs. Denny-Brown and Geschwind. He then joined the faculty at the University Of Florida College Of Medicine in 1970. From 1998- Sept 2017 he was the James E. Rooks Jr. Distinguished Professor. Currently he is a Distinguished Professor Emeritus at the University of Florida. He joined the staff at the SG/NF Veterans Affairs Medical Center in 1977, and continues to be a Staff Neurologist. Between 1996 and 2009, he was Chief of the Neurology Service at the Gainesville VA. As Director of the Behavioral Neurology-Neuropsychology program he has helped to trained more than 70 post-doctoral fellows, the majority of who now hold academic positions and several are now leaders. His research has been supported by the NIH and/or the VA for more than 40 years. He is the author/editor of 20 books, more than 115 chapters and 670 journal publications, with more than 60,000 citations (i-index 115). He and his coworkers have described several new diseases/disorders and their treatment such as orthostatic tremor. Along with his co-investigators, he has helped to understand the pathophysiology of many neurobehavioral disorders such as spatial neglect, apraxia, disorders of emotional communication, aphasia and amnestic disorders. He is a past President and received a Distinguished Career Awards from the International Neuropsychology Society (INS) and the Society for Cognitive and Behavioral Neurology. He is an Honorary Member of the American Neurological Association. He is also a Fellow in the American Academy of Neurology (AAN) and received the Wartenberg Keynote Lecturer Award from the AAN. The AAN had a program (2019) called “Standing on the Shoulders of Giants.” This program highlighted, “The five Neuro Giants and how they have contributed to the evolution of neurology.” Dr. Heilman was one of the "Giants." In 2019, he was awarded the “Distinguished Lifetime Contribution to Neuropsychology” award by the National Academy of Neuropsychology (NAN).
Human Brain Functions - Syllabus
In Baby Doctor by Perri Klass (1992) the author tells the story of her pediatric residency at one of the country’s top children’s hospitals. The memoir covers Klass’ three year internship and residency with essays and journal entries candidly describing her physician training. While the primary book for this course is Baby Doctor, additional readings will provide a greater variety of perspectives. Supplementary readings include scholarly articles illustrating new directions in healthcare and medical education, including reforms to resident physician duty hours. Through rigorous course discussions, students will learn about current trends in healthcare (medical humanities, physician wellness, medical humanism, patient-centered care, and interprofessional care) as they contrast and compare the supplementary readings with the primary book. Discussion of interprofessional care and the roles of all healthcare team members will help expose the students to the valuable roles of healthcare professionals outside of medicine and nursing, including physical and occupational therapy, speech-language pathology, audiology, social work, nutrition, public health, and health administration.
Mary Edwards, MLIS, EdD is an Associate University Librarian in the UF Health Science Center Library (HSCL), where she has worked since 2004. Mary is a reference and liaison librarian who liaises with a number of clinical and research departments in the Colleges of Medicine and Public Health and Health Professions. As part of her liaison duties Mary collaborates on instruction and research with faculty from her departments as well as pursing her own research interests in instructional design, online teaching and learning, distance education, program evaluation, and new literacies including media, digital, and information. She has taught in UF Health Science Center’s interprofessional education program since 2011 and currently teaches in both the first-year course “Putting Families First” and the second year course “Interprofessional Learning in HealthCare”. Her previous Uncommon Reads course focused on topics including African American cooking and southern culture, graphic medicine in the context of death, dying, and grief, and modern healthcare.
Lauren Adkins, MLIS, is the University of Florida Health Science Libraries Librarian Liaison to the College of Pharmacy and the departments of Pharmacology and Therapeutics in the College of Medicine. She obtained her MLIS from the University of South Florida in 2014. Her prior experience includes working as a Medical Librarian for Moffitt Cancer Center Biomedical Library and as a Reference Librarian for the University of Tampa Macdonald-Kelce Library. Previously she has co-taught courses on multiculturalism in healthcare and African American cooking and southern culture.
Patient Zero: A Curious History of the World's Worst Disease by Lydia Kang is a nonfictional account of disease outbreaks through history. As the title implies, there is a focus on how each disease starts, and then how they spread. The book brings light the social and historical events around each disease and the scientific theories or breakthroughs at the time. This is a timely book for current events and placing our new reality into context with a history or infectious disease.
The Course: This seminar style course, defined by classroom conversation, will provide students the opportunity to read and discuss Patient Zero gradually over the semester. Weekly discussions will reflect on the history of outbreaks, infectious disease theory, social and political influence, and scientific and medical advancements. Student assessment will be based on classroom participation, completion of readings, and three brief (one-page) writing responses to assigned topics. Additionally, students will have the option of attending the pathology lab/morgue for brain cutting, providing the pandemic allows.
Narratives of illness and healing
Society + Culture + Politics
In this award-winning book, Johnny Pitts examines the everyday life and lived experiences of black Europeans across 8 different European cities. Initially, he started the journey with the idea that Afropean, that is to be black and European, might serve to unite all black Europeans and provide a common identity. However, as his travels stretch from Brussels to Moscow, Paris to Lisbon, and numerous other places along the way, he comes to understand that the experience of being black and European varies greatly from country to country. The interviews and encounters with other black Europeans impress upon him the importance of not only the colonial past, but also the way that that past has been addressed for the construction of black identity in a European setting. His work bridges the gap between colonial history and the contemporary period by highlighting innumerable contributions, large and small, of black Europeans to European culture and society. His account both provides a glimpse of the experiences particular to black Europeans while at the same time expands our understanding of what it is to be European.
SLOs: (1) Expanded understanding of contemporary European identities, diversity, and society (2) Expanded understanding of the impact of the colonial past and ramifications for the present (3) Expanded understanding of the use of literature and art to address complicated questions and issues.
What does daring leadership look like? And what is armored leadership compared to daring leadership? Guided by the work of Brené Brown’s Dare to Lead, students will dive into discussions centered around leadership, courage, vulnerability, connection, and more. Be prepared to get a bit uncomfortable - be prepared to be daring. As Brown said, “One of the most important findings of my career is that daring leadership is a collection of four skill sets that are 100 percent teachable, observable, and measurable. It’s learning and unlearning that requires brave work, tough conversations, and showing up with your whole heart. Easy? No. Because choosing courage over comfort is not always our default. Worth it? Always. We want to be brave with our lives and our work. It’s why we’re here.” While this book focuses on leading from a place of vulnerability and courage, the research and learnings are applicable to all. Whether you realize it or not, each of us can have a profound impact on someone else’s life - the idea of everyday leadership. The world needs us. Student learning outcomes: Students will discuss and analyze what leadership means, and contrast it to what daring leadership means. Students will discuss, analyze, and reflect on Brown’s four skill sets of daring leadership: rumbling with vulnerability, living into our values, braving trust, and learning to rise. Students will reflect upon daring leadership in their own academic, professional, and personal lives. Assignments and expectations: Attendance and participation: Students are expected to attend and participate in class discussions and exercises. To fully participate in class discussions and exercises, students are expected to read (and perhaps re-read) specific pages within the book. Discussion leadership: In the first class, students will volunteer to assist in leading specific class sessions. Leading a class session will involve crafting questions for the class to discuss, or, if appropriate, planning a skill-building activity. The instructors will help to facilitate discussions and difficult topics, but discussions are student-driven. When a chapter involves more vulnerable topics and questions, students can partner with another student or an instructor to lead the session and will still earn full credit. Meeting with a leader: Students will select, reach out to, and have a discussion with a leader. The leader can be particular to their field, local to the Gainesville community, etc. - the criteria is that the student sees the person as a leader. Students are encouraged to reach out to leaders that they do not already know personally. Topics of discussion could revolve around topics and ideas we’ve discussed in class. The discussion does not need to be recorded, but students will write a reflection and share their three key takeaways with the class. Final project: The final project serves as a reflection on the book and our discussions. Students determine their own format (with instructor approval), which might include: a scholarly book review via podcast, a short literature review related to a theme in the book, a short research paper reflecting conversations with multiple leaders, etc. Students will share their final projects with the class, either online or in class, based on the format. Grading: Attendance and participation: 40 points, Discussion leadership: 20 points; Meeting with a leader: 20 points; Final project: 20 points; Assignments are designed to be flexible and to give students autonomy over direction of the assignment. Students should receive full credit if they read the assigned chapter(s), participate in class discussions, and complete the assignments.
Heather Flynn serves as associate director of clinical program support at UF Law, where she oversees all program support for the Virgil Hawkins Civil Clinics. Heather is in her 13th year at UF Law and recently completed her Master’s in Education, Student Personnel in Higher Education, at the UF College of Education.
This is a discussion-based class in which we will consider a broad range of important and timely questions. What is intellectual freedom? Where does it come from? How is it expanded or diminished and what does it matter? When are ideas and/or speech too dangerous or offensive? When is censorship okay? Who should control and own information and what are the implications on the greater good? How much privacy and freedom from manipulation do we really have? What is the purpose of higher education? How important is safety in learning? Fundamentally: how do power, technology, money, bias and privilege interact below the surface of these questions and seek to shape what we can experience and know? How have those forces shaped the personal and societal intellectual landscapes we occupy today? The course topics will be introduced and framed through readings and multimedia materials, popular and scholarly, but the focus will be our class dialogues. The class will be a space where we can reconsider our assumptions, think about important topics that some may have never really considered and benefit from the consideration of other people’s perspectives and experiences.
What’s the point of college? What does a bachelors degree get you these days? Is the university merely a place to gain skills that lead to a job? Or can it be a place to explore curiosities and passions, wherever they may lead? What’s the ultimate purpose of an education, anyway? In this course we will consider these questions and more as we try to imagine what the classroom can offer those who enter? Specifically, we will explore whether there are ways that higher education can contribute to one’s life that cannot be measured by the kind of employment that may (or may not) follow? Through this collection of essays, English professor Mark Edmundson, offers, on one hand, a clear criticism of the ways university education has taken shape in recent years, and, on the other hand, he considers ways to support, reclaim, and reinvigorate the undergraduate educational experience. Edmundson weaves classic literary works with his own reflection and experience to suggest that there might be space cleared (or guarded) so that the classroom can contribute in significant ways to the lives of those who fully engage. But what shall we put in this space? This class will unpack Edmundson's thought, consider whether our own experience in the university fits, and, in the end, try to make our own space for working out an answer to the question: why learn? and related questions.
This seminar style course, defined by classroom conversation, will provide students the opportunity to read and discuss the course material carefully and reflectively. We will consider Edmundson’s thought alongside related articles, poetry, and film. Our reading will culminate weekly in classroom discussion to interact with the author’s ideas and formulate our own. Additionally, students will participate in reflection through short writing assignments as they interact with the topics we cover.
This course explores the roles, importance and impacts of the nonprofit sector across the globe. The course revolves around the book “The Nonprofit World: Civil Society and the Rise of the Nonprofit Sector,” which traces the growth of the nonprofit sector as a major part of the global civil society. Assignments include student-led discussions and case study presentations.
Emancipation Betrayed: The Hidden History of Black Organizing and White Violence in Florida offers a backstory to such developments as Black Lives Matter Movement, Florida’s role as a battleground in national politics, and the Civil Rights Movement. Dr. Paul Ortiz’s book is useful for understanding pressing current topics and larger historical developments like societal change and regression, i.e. progress and declension in American History.
Ortiz’s book is a must-read for any Floridian, any student interested in how we, as a society arrived to the current state of our democracy. This seminar-style course will involve reading and responding to Emancipation Betrayed, reading and responding to some complimentary primary and historical sources like old newspapers, weekly blog posts and blog responses, and one 1,250 – 2000 word essay.
Kevin Bird is a doctoral candidate in History and an Assistant Director of Academic Success for the Warrington MBA Program. He also holds and MA in Religion and is interested in the topics of race, religion, and politics in American society. Currently, he is finishing a dissertation on a pivotal local battleground in the Modern Civil Rights Movement. His work reaches back 100 years before the 1960s and demonstrates an unbroken connection in a local “Long Black Freedom Struggle” and a competing “Long White Countermovement” that set the stage for our modern society. He enjoys exploring the depth and complexity of our past, particularly, what we might learn from so many unsung citizens “whose sweat and blood, whose faith and pain, whose hand at the foundry, whose plow in the rain,” made America (quotation taken from Langston Hughes, Let America Be American Again).
Business + Economics
Are you curious how companies find success in the twenty-first century? Or about how technology and artificial intelligence are changing the capacity to do business? Then this is the course for you!
Using Hemant Taneja’s text Unscaled: How AI and a New Generation of Upstarts Are Creating the Economy of the Future, we’ll explore the ways the everyday business is rapidly changing year over year, driven by AI toolsets and by changing patterns of technology use by younger generations of entrepreneurs and businesses. We’ll focus in particular on the impact of sustainability and social entrepreneurship movements in our discussions. Class activities will center on weekly discussions, somewhat less-than-weekly reflections, and a case study presentation of an unscaled company.
This course explores the roles, importance and impacts of the nonprofit sector across the globe. The course revolves around the book “The Nonprofit World: Civil Society and the Rise of the Nonprofit Sector,” which traces the growth of the nonprofit sector as a major part of the global civil society. Assignments include student-led discussions and case study presentations.
Other
Aristophanes is rightfully considered the father of comedy. He was active 427 BCE to 386 BCE. Eleven of his plays survive. They are not only funny; they are thought-provoking and remain politically relevant to this day. His plays were produced at a time when the Athenian state was in crisis, engaged in a prolonged exhausting war with Sparta, and Aristophanes used his plays to encourage the citizens of Athens to end the war and to mock the pompous politicians who promoted the conflict. Prior to Aristophanes, comic performances in the annual festivals of Dionysus were limited to bawdy slapstick Satyr plays, mostly on mythological themes. Only one such Satyr play survives, the Cyclopes by Euripides, and we will cover that play as an introduction to Aristophanes.
Aristophanes made comedy topical, like the very best moments on Saturday Night Live. His plays sometimes feature ordinary citizens like Dikaiopolis, who miraculously obtains a private peace treaty with the Spartans and enjoys the benefits of peace in spite of opposition from some of his fellow Athenians. Other plays lampoon notable characters, like the philosopher Socrates. The Lysistrata, one of his most well-known and still often-performed plays, has the women of Athens and Sparta team up to boycott sex with their husbands until they make peace. Although the plots are clever and thoughtful, the humor is sometimes rude and downright crude. The actors performed with masks and wearing large phalluses, and the Athenians apparently found fart jokes amusing.
The instructor is well schooled in the classics and makes regular pilgrimages to the theater of Dionysus in Athens where the plays of Aristophanes were first produced, and he will give appropriate presentations on the background throughout the course. Two students, a primary and a secondary presenter, will be assigned to each play. The primary presenter will prepare discussion questions in advance. The student presenters will select sections to be read in class, and the secondary presenter will take the role of primary presenter on the next play in sequence to be discussed in class.
Following the selected readings, the class will discuss the questions proposed by the primary presenter, as well as additional topics proposed by the instructor on the social context for each of the plays.
Instructor's Biography:
The instructor is a Professor of Pharmacology and Neuroscience in the College of Medicine. He has Ph.D. in Neurobiology and Behavior from Cornell University. He also has a B.A. in Classical Civilization from New York University. His professional research has been in molecular neurobiology, primarily focused on the brain receptors for nicotine and the natural neurotransmitter that nicotine mimics, acetylcholine. His work spans the range from the molecular mechanisms of drug action on specific receptor subtypes to pharmacological approaches for the treatment of addiction. He has also written three books on the history of human artifacts and has just finished a book on the history of the Greco-Roman cultures as told by their coins. He is an avid motorcyclist.
“Dubbed “The World’s Greatest Roleplaying Game,” Dungeons and Dragons has been inspiring people all over the world to explore the limits of their imagination ever since its release almost 50 years ago. This course will analyze the most recent fifth-edition Dungeons and Dragons as a tool for navigating themes, dilemmas, and worlds that are impossible to experience outside of a game. Students will gain a foundational knowledge of the game’s rules, learn how to create compelling characters, encounters, and stories, and will have the opportunity play through several game modules as hands-on practice for these concepts. No prior experience necessary!”
The book Philosophy for Life and Other Dangerous Situations makes ancient Greek philosophies easily accessible and relevant for modern day life. It is divided into different “teaching sessions,” starting from “Morning Roll Call: Socrates and the Art of Street Philosophy” and the “morning session” (Epictetus and the Art of Maintaining Control; Musonius Rufus and the Art of Fieldwork; Seneca and the Art of Managing Expectations) to the “noon session” (Epicurus and the Art of Savoring the Moment), “early-afternoon session” (Heraclitus and the Art of Cosmic Contemplation; Pythagoras and the Art of Memorization and Incantation; Skeptics and the Art of Cultivating Doubt), “late-afternoon session” (Diogenes and the Art of Anarchy; Plato and the Art of Justice; Plutarch and the Art of Heroism; Aristotle and the Art of Flourishing), and finally “Graduation: Socrates and the Art of Departure.” Because I am a big believer in experiential learning, students will practice living according to the philosophy (or philosophies) we discuss each week and write about and discuss their experiences.
Ted Hughes' Crow is considered one of the seminal pieces of poetic literature of the 20th century and is as engaging and vibrant today as when it was published. Students will engage in readings, analyses, and writing/sharing of their own work. Students will explore how Hughes’ work is concerned with nature, the environment (eco-poetry), the human mind, myth, and shamanism. Students will learn to discuss Hughes's poetry in the context of various literary theories. Assignments will include readings, discussions, and written analyses. Students will be allowed to present and discuss their responses to Hughes' writing as well as their own work.
Poetry of Myth and Mind - Syllabus
Toni Morrison's 1987 masterpiece Beloved has been much in the news this year as the book-banning hysteria started in the gubernatorial race in Virginia and spread across the country. This course proposes to actually read the novel, in the careful and scholarly mode that it merits. I have been teaching Beloved since it was published in 1987, and I will argue that, politics aside, it is one of the most carefully constructed novels of the 20th century and richly rewards the reader willing to examine it closely. We will do that, together, over the course of the semester, and along the way consider why it so incensed its critics and whether there is merit to their objections. Short objective reading quizzes, a 5-7 page final paper. We will also consider some scholarly readings that offer helpful approaches to the novel's more difficult passages.
Since 1987, when the global community first recognized the high frequency of women in lower income countries dying from pregnancy-related causes, little progress has been made to combat this problem. Anthropologist Nicole S. Berry examines the global policies that have been implemented in Sololá, Guatemala in order to decrease high rates of maternal mortality among indigenous Mayan women. The diverse meanings and understandings of motherhood, pregnancy, birth, and birth-related death are explored to comprehend the impact, or failure, of global public health policies on individual health and everyday lives. Explore the intersection of gender, structural violence, medical anthropology, and global public health in Unsafe Motherhood: Mayan Maternal Mortality and Subjectivity.
These courses are interdisciplinary in nature and often team-taught.
o From narcotrafficking to Amazonian miracle cures, the region of Latin America has become associated with mood-changing and life-altering substances in recent decades. In this course, we will explore this connection, from its origins in scientific exploration of the Americas to the dramatic television shows of today. We will discuss novels, music, film, photography, and read scholarly texts. We will situate this unique topic within the history of commodities and the history of the diffusion, acculturation, and adaptation of scientific ideas, practices, and technologies. We will address the following questions: How have drugs changed Latin American history? Who produces drugs and how does drug production shape social, cultural, and political life? What, if anything, distinguishes medicines from drugs? For instance, should the intoxicants coffee, chocolate, or nicotine be considered drugs? How has drug policy shaped cultures of production and consumption over time? Finally, what unique challenges face scholars of illicit substances?
Few 500 year-old events figure as prominently in global history and modern politics as Columbus’ arrival in the Americas in 1492. Whether Columbus himself is acclaimed as pioneering explorer or vilified as genocidal bigot, the effects of the Columbian Encounter are universally recognized as profound. Truly examining those effects, though, requires understanding the Western Hemisphere on the verge of Columbus’ arrival. This course examines the scale and complexity of indigenous populations of the Americas on the eve of European contact, with attention not only to what we know but to how we know it. It pays particular attention to revolutionary research in the last few decades that has – thanks in part to new technologies like LiDAR and satellite remote sensing – revolutionized our understandings of the Americas before Columbus.
1491: The World Columbus Found, and How We Know It - Syllabus
This course serves as an introduction to the health humanities, what they are, how their study plays an essential role in understanding health, healthcare, and health practice- particularly through narrative. It also explores role in promoting understanding of environmental, historical, cultural, and socioeconomic issues impacting health, while also enhancing clinical skills and relationships between healthcare providers and patients.
Students will review music therapy and music in health research to assess, orally and in scholarly writing, how music can be utilized to enhance wellbeing, the intersections between music and psychology/cognition/human behavior, as well as health maintenance issues and medical challenges of performing artists.
In this 1 credit seminar course, students will be introduced to a variety of topics in contemporary medicine such as health care delivery reform, ethical challenges, the evolution of medical science, and major healthcare crises. The course materials will be drawn from streaming media including podcasts and TED/Youtube videos. Class time will be used to explore the topics in open discussion with the course director and selected guest faculty from the College of Medicine and other institutions.
These courses are aimed at developing skills that will help students over their career.
Honors students will explore research experiences in the College of Agricultural and Life Sciences. Students will visit a variety of labs and research facilities around the college. Students will interact with faculty and participate in hands-on research activities, gaining a deeper understanding of the research opportunities in the college. Students will be introduced to the process for participating in the CALS Honors Scholars Certificate program and graduating with high or highest honors.
Classes will start on August 25 and end on October 13.
How can you best use your experience in the Warrington College of Business to prepare you for academic and professional success?
Introduction to Business (also known as Warrington Welcome), a one-credit course for first-year business and accounting majors, will guide you to answer this question by:
Facilitating your transition to the Warrington College of Business and University of Florida.
Providing a foundation for academic, career development, and personal growth.
Providing relationship building and networking opportunities with your peers, student leaders, and staff members.
Helping you build foundational skills in teamwork, career management, and critical thinking.
How do you make the most of your time at UF and in the Honors Program? How do you decide what to do both while you’re at UF and after graduation?
This course for first-semester Honors students of all majors (including exploratory) will address these questions through readings, reflections, and discussions on the purpose of a university education as well as through skills-based workshops and assignments intended to produce deliverables with real-world application (resume, elevator speech, interview skills, etc.). The course is casual but heavily discussion based and will include several group presentations led by students.
Unsure of your major? It’s totally normal not to know exactly what you want to study in college. In fact, Exploratory students represent a significant proportion of the entering student body at most colleges and universities. Moreover, many students who begin their undergraduate studies as declared majors change their majors at least once before they graduate. That’s certainly okay as college is a time for self-discovery and exploration, growth, and learning about new interests.
Pro Dev Exploratory offers first-year Honors students a space to become active participants in this exploration process. You will investigate, explore, research, assess, connect, and experience the academic and career-building opportunities available at UF. You’ll learn methods and strategies to support your journey to find a major that fits your abilities, values, and interests. This interactive course will have guest speakers and structured and casual discussions about UF’s offerings, how to get involved, and how to blend interests. Class activities and assignments will focus on filling your toolbox with strategies for making authentic academic and co-curricular choices (class scheduling and 4-year plan) and developing career-minded skills and useful products (resume, interview techniques, elevator pitch).
Pro Dev First Generation offers first-year, first-generation Honors students a supportive, collaborative environment to begin your UF journey. Florida Machen Opportunity Scholars may substitute this course for the First Year Florida course requirement.
In this course, students will: (1) evaluate opportunities for campus involvement, internships, study abroad, research, leadership, and service based on personal and professional goals, (2) develop effective professional strategies for self-promotion (resumes, cover letters, interview techniques, etc.), and (3) build a supportive network of other first-generation honors students and leaders. Class meetings will consist of casual learner-centered discussions, engaging activities, and presentations. Course assignments will have real-world applications.
“I am not lucky. You know what I am? I am smart, I am talented, I take advantage of the opportunities that come my way and I work really, really hard. Don’t call me lucky. Call me a badass.” – Shonda Rhimes
The above quote is the guiding force for this course. Pro Dev: Women in STEM is designed for first year women majoring in STEM disciplines (science, technology, engineering, math). Through lively discussions, highly interactive activities, and mentoring from course alumnae, students in the course can expect to develop a toolkit of practical resources to not just survive but thrive as women in STEM at UF.
Students will build proficiency with resumes, interviewing, negotiating, and networking through in-class workshops. They will also facilitate class discussions with their small group on topics like empowerment, support, and wellbeing. Finally, students in the class will have an opportunity to connect with a female faculty member or industry professional in a STEM field.
This class will meet on Tuesdays in-person with the instructor for the lecture. It will also meet on Thursdays in a smaller in-person discussion group led by an experienced honors teaching assistant and course alumnae.
Class dates: August 30 – October 20
Available Class Numbers
26441
26442
This one credit course is intended for honors students in their first year who are interested in pursuing admission to medical school. All information in the course will be framed around medical school admission.
This course is not designed for students pursuing other pre-health tracks.
The course will provide information on how students can begin to prepare for being a healthcare professional and applying to health graduate programs. Topics covered include: statement of purpose, resume building, meaningful involvement, professional communication and building a competitive application.
Available Class Numbers
27703
27706
This one credit course is intended for honors students in their first year who are interested in pursuing admission to non-medical healthcare professional graduate programs. Students on the pre-PA, pre-dentistry, pre-veterinary, pre-OT, pre-PT, etc path will find this course useful.
This course is NOT designed for students who are on the pre-med track.
The course will provide information on how students can begin to prepare for being a healthcare professional and applying to health graduate programs. Topics covered include: statement of purpose, resume building, meaningful involvement, professional communication and building a competitive application.
In this course, we will work with engineering honors students to develop an action plan for careers, internships, research, and engagement on campus. Students will work in small groups with a peer leader and develop resumes, elevator pitches, research companies, cover letters, and interview techniques. We'll discuss student organizations and how to get more involved with engineering, honors, and general student groups across campus. Students will learn time management skills, how to approach faculty via email and during office hours, and study techniques for engineering classes. We will also help students find research and identify faculty with similar interests.
So join, gain some professional skills and meet some of your fellow first-year students. There are three sections to choose between. We will meet once per week in a large group and have three times for small group discussions.
26460
26461
26464
This course is mandatory for first-year Lombardi and Stamps Scholars and will allow those students to interact with and learn from other highly motivated students. This course is an introduction to the life of a scholar-leader and to the many resources available at UF. Students will develop a plan to apply for a variety of opportunities, emphasizing the skills and strategies necessary for a successful academic, community, and personal life.
Signature Seminars offer opportunities to work with UF's top faculty in their research areas of interest.
Artificial intelligence touches nearly every aspect of our society. Yet what is artificial intelligence, what does that mean to interact with artificial intelligence, and what are the consequences for our society now and into the future. This course aims to explore these questions and provide participants with a broad understand of how artificial intelligence systems are created.
Climate change from rising CO2 levels in the atmosphere is one of the greatest challenges humanity faces. A key question going forward is how do we reshape the world to address this problem and create a carbon neutral world. Materials discoveries have shaped our lives throughout our history and the discovery of new materials have solved many problems. The purpose of this course is to explore how new innovative materials can help address CO2 rise. We will discuss the sources of CO2, the feasibility of new materials to help create a carbon neutral world and how the implementation of these new materials may alter our lifestyle. Topics to be covered include discussions on how materials might be used to mitigate CO2 emissions associated with energy, housing, Industry, transportation, water, agriculture etc. In addition, the use of materials to capture CO2 (sequestration) from the atmosphere will be discussed. The goal of the class is in explore the challenges associated the CO2 rise and start to envision what is needed for a carbon neutral world of the future.
Dr. Kevin S. Jones is a Distinguished Professor and holds the Fredrick N Rhines Chair in the Department of Materials Science and Engineering (MSE) at UF. He received his BS in MSE from the University of Florida in 1980 and his MS and PhD in MSE in 1987 from the U.C. Berkeley. He has spent the past 33 years as a professor at the University of Florida studying electronic materials. He has published over 400 technical articles, most focusing on defects that form during the processing of semiconductors. He is a fellow of the Materials Research Society (MRS), the American Society of Materials (ASM) and the Institute of Electrical and Electronic Engineers (IEEE). He has won many awards including the 1990 Presidential Young Investigator Award from NSF, the 2013 North American SEMI Award and the 2018 North America Award for Outstanding Contributions to Materials Education. In 2018 he was named the UF Teacher/Scholar of the Year and in 2019 he was awarded the SEC Faculty Achievement Award.
Uncommon classrooms are courses designed around unusual topics with cities, places, and natural landscapes serving as experimental classrooms.
These courses are application-based. Students that are selected to participate will be registered for a 1-credit course and are responsible for tuition (financial aid may apply). Details about additional fees associate with each course are provided in the description. Students are required to provide their own transportation to and from the location of the course.
Wentworth Travel Scholarships are available to support costs, up to $500. Students that provide proof of financial need as part of the application may be eligible for additional funding.
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