Honors Discovery Seminars Course Descriptions

MONDAY 

Hidden Landscapes

Monday, 9:05 AM - 9:55 AM 

This class will explore under-studied and under-valued landscapes in North American cities. Using a case study approach, the class will look at historical and contemporary examples of invisible, unsanctioned, and under-appreciated types of landscapes, and interrogate the values that underpin their relative distance from the public eye. Many of these spaces have developed apart from normative design and planning processes, and yet they serve enormously important functions for groups and individuals. Examples of such types of places include foraging landscapes, redlining maps, and the Jewish sabbath markers called eruv. These counter-hegemonic narratives have much to offer more dominant planning practice, and by unpacking hidden landscapes, students will articulate points of potential impact or influence. Each student will take on the research of a compelling story, write up a paper on the topic, and present their findings to the class.

Instructor: Carey Clouse 

Class #79099  

Section: 01 

The Impact of Infectious Diseases on the Course of Civilizations

Monday, 10:10 AM - 11:00 AM 

This course examines the impact of infectious diseases in the context of colonization, governance, and cultural shifts over the course of written history. Students will learn about the effects on society related to smallpox, influenza, measles, bubonic plague, Ebola and (of course) Covid-19. Through pre-reading and class discussions, how we as humans respond to disease and its prevention and mitigation will be explored with specific attention to the interplay of developing science, religion, and autocracy.

The focus of the course will be to integrate and clearly articulate in both conversation and writing ideas from nursing, medicine, biology, anthropology, public health, and political science.

Instructor: Lisa Wolf 

Class #79094  

Section: 03  

Introduction to New England Town Planning

Monday, 11:15 AM - 12:05 PM 

The purpose of this seminar is to develop an understanding of how town planners across New England help to guide the future prosperity of communities, ensure an improved quality of life and protect the environment. It will begin with a discussion of the evolution of planning in the New England region from the time of the Puritans to the present. It will then explain how town planning functions today and why it is taking on increasing importance. The course will then address the functional areas of the field and how they are applied in practice. Finally, the class will reflect on the place and importance of planning in an American political and ideological context and for the future.   

This seminar employs both short lectures by the instructor and in-class discussions by the students based on readings assigned in advance. All readings can be accessed either on-line or through Canvas. Student participation is strongly encouraged as it is viewed as a critical component of the learning process. 

Instructor: John Mullin 

Class #79109  

Section: 04  

The Human-Animal Bond: Exploring Our Relationship with Other Species 

Monday, 11:15 AM - 12:05 PM 

The human-animal bond is a mutually beneficial and dynamic relationship between people and animals and is influenced by behaviors considered essential to the health and well-being of both. Human-animal interactions go well beyond the strong emotional bonds that people have with their pets. From service dogs to equine-assisted activities and therapies, the healing power of animals enriches our lives in many ways. In this course, we will explore the emotional, psychological, and physical interactions of people, animals, and the environment. Students will choose topics that matter most to their groups, review research on specific human-animal interactions, and explore future impacts on human health and animal welfare.

Instructor: Cassandra Uricchio 

Class #79085  

Section: 05 

Profiles in Leadership 

Monday, 2:30 PM - 3:20 PM 

We need leaders, especially during challenging times. There are solutions to the issues that plague us, and a significant source of data indicates that the solution could be the development of leaders. This course will expose students to leadership principles which will be evaluated through brief writing assignments that will investigate leaders and their qualities and values from a variety of disciplines. The leadership profiles that are identified will be reinforced with the text: Leaders Eat Last (Sinek, 2017), which is a highly regarded book recommended to leaders in state and federal government positions. In addition to the writing assignments, students will enhance their understanding of the leadership profiles that they identify by using discipline appropriate imagery such as tables, graphs, pictures, and maps. Students will have an opportunity to practice their presentation and communication skills using those discipline appropriate images throughout the semester. Students will receive detailed feedback on their writing assignments with special attention to grammar, clarity of argument, and citing sources correctly. 

Instructor: Michael McNally 

Class #79086  

Section: 07 

AI as a Skill Augmentation Tool 

Monday, 2:30 PM - 3:20 PM 

In today’s rapidly evolving academic and professional landscape, the ability to leverage cutting-edge technology can be a crucial advantage. This honors seminar explores how Artificial Intelligence can serve as a powerful augmentation tool across the entire spectrum of a student’s skill set, from research and writing to coding and professional presentation. Designed specifically for honors students preparing to finalize their thesis and transition to the job market, this course offers a hands-on, immersive experience to help learners develop AI-driven strategies that will elevate both their academic work and future career prospects.

We begin by examining AI-enabled writing platforms, focusing on the ways these tools can refine style, strengthen argumentation, and expedite the editing process. Students then delve into AI-based research methods that streamline literature review, enhance brainstorming, and support the development of methodologies for scholarly work. Alongside these core activities, participants learn how coding support tools can accelerate data wrangling, simplify visualization, and support statistical analyses. To conclude, the course explores AI’s potential as a personal presentation coach, helping students craft concise, persuasive research presentations and sharpen their interview and job-search materials.

Through guided discussions, hands-on labs, and projects, students will gain both conceptual knowledge and practical competence with the leading AI resources that can transform a routine task into an opportunity for innovation. This seminar fosters critical thinking and ethical reflection on the use of AI, ensuring that students develop not just technical skills but also the discernment necessary to harness AI responsibly. By the end of the seminar, honors students will be able to confidently integrate AI into their academic projects and leverage these newfound capabilities in their professional pursuits.

Instructor: Christian Rojas 

Class #79100  

Section: 08 

Beyond Organic Farming 

Monday, 4:00 PM - 4:50 PM 

This seminar will cover topics that are not covered in the regular course of STOCKSCH 120 ORGANIC FARMING AND GARDENING. These topics enhance the learning in organic farming by allowing students to review subjects such as permaculture, biodynamic farming, organic certification, organic livestock production, irradiation of foods, genetic engineering, animal power, or other topics of interest to the students and approved by the instructor. Each student will participate in class discussions of traditional topics of organic farming for about the first half of the semester. Then from the class schedule, each student will present one seminar on topics that are outside the usual topics of organic farming and mentioned above. Seminars will be given during class time with generally two presentations per 50-minute period. Each student also will write an essay on one of the topics listed in the class schedule. Attendance is the class is expected and will be recorded. Students who miss more than two classes without an excuse or waiver might not receive an A. 

Instructor: Allen Barker 

Class #79101 

Section: 09

TUESDAY 

New England Wildlife Conservation

Tuesday, 10:00 AM - 10:50 AM 

This seminar will explore the ecology and conservation biology of New England wildlife. We will explore the historical ecology of New England landscape from the end of the last ice age to the present. This historical perspective will focus on how the natural landscape has changed due to natural and human mechanisms. In response to changes in the landscape came changes in the wildlife populations. In addition to landscape changes, wildlife has also responded to many human-caused stressors (overexploitation, pesticides, habitat degradation, climate change). We will explore how different species respond to these stressors and what steps humans have taken to try and conserve the landscape and the species inhabiting it. In addition to exploring the science of this subject, students will also be learning and practicing several general education skills. This will include working in groups and communicating orally and in writing. The course will culminate in the development of a digital storytelling project. 

Instructor: Peter Houlihan 

Class #79110

Section: 10

Introduction to Arts-Based Research

Tuesday, 10:00 AM - 10:50 AM 

"This course will provide a basic introduction to arts-based research methods, which means, using the arts to understand things AND express our understanding of things. We are going to experiment with visual, performance, movement and creative writing/drawing methods to “try out” how it feels to use these methods in whatever our “home” discipline might be. Our course objectives include:

• Demonstrating understanding the basics of arts-based research
• Engaging with the arts through class activities
• Making connections between the art explorations you make and your own work in your major/discipline
• Making a concrete plan for how you might use an arts-based approach for a major assignment in a class in your major area of study/your discipline. 

Instructor: Sally Pirie  

Class #79102  

Section: 11 

How Science and Technology Change the World for Better, Worse, Neither, Both

Tuesday, 11:30 AM - 12:20 PM 

Many companies in the technology sector tout their use of AI or other technologies to “change the world” or “shape the future”. Such proclamations never address the questions of whether these transformations are desirable or desired, whether they are good or bad for the world, and by what authority these companies or individuals make such transformations of the world. (By contrast, one often needs permission from local authorities to transform one’s own backyard, much less the world.) The same questions pertain to new scientific developments.

The class will consist of in-depth discussions of the following questions in addition to those mentioned above:

• What were the effects of particular technologies on the world, or on society, and were those effects good, bad, neither, or both?
• Is technological advancement the same as human progress?
• Should the development and deployment of certain technologies be limited or even prohibited?
• Should power conferred on corporations and governments by advanced technology be reined in? 

These will be discussed in the context of examples of scientific and technological developments spanning the period from antiquity, through the Middle Ages, early modern times, to the present. Specific examples chosen for class discussion will depend on current events at the time of the class.

The proposed course may be construed as an adjunct to the Signature Honors College course Ideas That Change the World (Honors 201H). Its emphasis is distinct from that of 201H in that it deals largely with the effects of science and technology on the material and social conditions of society and the world at large, and the moral, ethical, and policy issues raised by such world-changing innovations.

Students will be required to write essays at three-week intervals. Grades will be based on attendance, class participation, and the essays. 

Instructor: Joseph Horowitz 

Class #79103  

Section: 13

This Is America: Race and Racism in American Popular Music 

Tuesday, 1:00 PM - 1:50 PM 

Music is a powerful lens for viewing, exploring, and analyzing society, its people, concerns, and hopes. In addition to unleashing human creativity for centuries, music has been used to uncover injustices and advocate for others. In other cases, music has perpetuated society’s shortcomings and pitfalls. 

The purpose of this course is to use American music as a lens for exploring race and racism in the U.S. context. From minstrel shows to rock and roll, to modern-day hip-hop, music can speak to the American racial identity and the realities of racism that have existed throughout history. By engaging with readings, recordings, and music videos, students will understand how music reflects race and racism in the U.S. and analyze how music can perpetuate and perturb racial injustices. 

Students will recognize the significance of popular music as cultural artifacts that convey social reality and the music industry as complicit in perpetuating systems of oppression. Students will use the knowledge gained to research a pertinent social issue through the lens of music, such as poverty, gender equality, LGBTQ+ rights, or another issue of their choice. Students will articulate how music has addressed the issue through specific examples and relevant literature. 

Students will prepare a bibliography of academic sources (journal articles and books) from various disciplines and specify how these sources speak to or contradict their argument and analysis. Students will also use audio-visual media to convey their ideas to a non-academic audience (e.g., TikTok videos, podcasts, slam poetry performances, movement or dance). 

Instructor: Musbah Shaheen 

Class #79095  

Section: 14

Where Are We Going to Live? 

Tuesday, 2:30 PM - 3:20 PM 

The US needs more places to live. Experts estimate a housing shortfall of between 4-8 million homes nationwide. This shortage makes home prices and rents inordinately expensive in America's ""winner take all"" cities - New York, Boston, Denver, Austin, Los Angeles, San Francisco, Washington DC - and force many people towards rapidly growing southern and western cities. Many of those rapidly growing cities are at risk from climate change, and wildfires, sea level rise and oppressive heat means some of these homes are becoming uninsurable and increasingly unlivable. Is this a housing crisis? A mobility crisis? A climate crisis? It's all this, and more.

Reading contemporary journalists who wrestle with this polycrisis, and examining new data sets on housing, economic growth, mobility and climate change, we will explore the different facets of this problem. Each week focuses on a different article and accompanying data set, and we will use our own interpretations of the data to evaluate whose diagnosis - and whose proposed solutions - we find most compelling.

Instructor: Ethan Zuckerman 

Class #78089  

Section: 16

Curious about Curiosity? 

Tuesday, 4:00 PM - 4:50 PM 

When was a time you got pleasure from having a new experience? When did you desperately need to know something? When faced with an uncertain situation, did you avoid it? Do you ever wonder why people behave the way they do? When have you EXPERIENCED curiosity? These are just a few of the questions we’ll explore in this honors seminar. And we’ll dig into these questions by developing the skills you’ll need to create your honors thesis paper or project. We'll hone your skills of reading, analyzing and synthesizing research articles, book chapters, and multimedia on curiosity; experiment with qualitative research methods like observation and interviewing; and practice developing research questions in areas that interest you. It will be fun, sometimes messy, but ultimately illuminating. 

Instructor: Bethany Lisi 

Class #79116  

Section: 18

WEDNESDAY 

Geographic Information Science for Spatial Thinking

Wednesday, 9:05 AM - 9:55 AM 

This course will introduce students to the analytical capabilities of Geographic Information Science (GIS) through explorations of spatial thinking and application of tools, processes, and workflows within GIS. By considering the impact of spatial relationships on phenomenon, students will explore components of physical and human geography. Throughout, students will explore the nature of geography and GIS, while receiving an introduction to geospatial technologies to advance critical thinking and research skills. These skills will be relevant across fields and projects, as spatial analysis and GIS are core competencies and information technologies with a broad range of applications. No previous coursework in geography or GIS experience is required. 

Students in this course will have the opportunity to engage with many different facets of software, skills, knowledge, and practices in the broad and diverse field of geographic information science (GIS). More than just a set of buttons to push or analyses to run, GIS provides a lens to view the world and also serves as a framework to structure domain-based explorations. Yet for all the affordances of GIS, it is not the end-all of solutions in any domain. Indeed, building a critical eye for the underlying spatial, geographic, and domain problems within GIS workflows, while considering theoretical foundations of such problems, allows for a more holistic, and more realistic, approach to solving problems with GIS.

Instructor: Forrest Bowlick 

Class #79117  

Section: 19 

Black Liberation and Labor in the Long 20th Century: Introduction

Wednesday, 9:05 AM - 9:55 AM 

This course will look at the relationship between Black Liberation and labor struggles since the defeat of Reconstruction in 1877. It will focus on how Black workers fought employers but also had to fight other workers for higher wages, unions, and racial equality. The course will start with what the defeat of Reconstruction meant for Black workers who found themselves as sharecroppers in the South. The course will end by looking at the efforts of Black workers attempt to unionize Amazon in Bessemer, Alabama.

By the end of class students will have: a) an introductory grasp of Black liberation and labor struggles, b) an understanding of the state of the field, c) the skills to write a literature review, and d) the skills to use academic databases.

Instructor: Shemon Salam 

Class #79128  

Section: 21 

Blue Gold and World Water Wars 

Wednesday, 10:10 AM - 11:00 AM 

The course will overview the emerging water scarcity crisis and conflicts throughout the earth system. Using case studies worldwide, students will learn about nature, distribution, institutions, and conflicts related to water resources. Each class will involve video discussion, brainstorming, a short lecture, and exercises. Students can share ideas and interact with others through a course website and in classrooms. The interdisciplinary course provides a unique opportunity to learn and interact with students from various majors. Grading will be based on weekly blogs students complete on the topic learned each week, followed by a final presentation. The presentation will be a particular case selected by the student. The course provides a scientific basis for understanding the water crisis and strategies to handle current and emerging water issues.   

Instructor: Timothy Randhir 

Class #79129  

Section: 22

How to Argue Like Socrates

Wednesday, 11:15 AM - 12:05 PM 

This honors discovery seminar will consist of a close reading of select "Socratic dialogues" by Plato. The purpose of the seminar is to help students train their close reading, analytic skills, critical thinking, and textual interpretation. Secondarily, the goal of the seminar is to provoke students to think about specific problems of the source of moral values, the nature of the good, the relationship between truth and beauty, and the distinction between knowledge and belief. The seminar will read a manageable amount of dialogue each week and consist in out-loud readings and dramatization of Socratic dialogues.

Instructor: Andrew March 

Class #79130  

Section: 23 

Learning Chinese American History and Identity Through Film 

Wednesday, 1:25 PM - 2:15 PM 

Through the viewing of full-length feature films and documentaries, this course takes you through the history of the Chinese in the United States, from the era of the Gold Rush in the 1850s, the succeeding decades of the exclusionary period of the late 1800s and the early 1900s, the roaring 20s, the Second World War, the Civil Rights Movement, and down to the tumultuous last fifty years. You will learn about discriminatory laws such as the Page Law Act of 1875, the experiences of second-generation Chinese Americans such as Anna May Wong, the travails of undocumented Chinese caught in the steamship Golden Venture, the model minority myth, and much more. Apart from learning about the historical experiences of Chinese Americans, we will also discuss pertinent themes such as racism, gender, capitalism, and orientalism. Course requirements include viewing a film or documentary every class session, the submission of written assignments, including a five-page research paper at the end of the semester on topics related to the course. There will also be a dinner at a local Chinese restaurant sometime during the semester. 

Instructor: Richard Chu 

Class #79131 

Section: 24

Punk Histories 

Wednesday, 2:30 PM - 3:20 PM 

This course will explore the worldwide musical and (counter) cultural phenomenon commonly known as punk/DIY. We will examine the social/political/historical signifiers of punk and its sub-genres as well as the culture built around it in the form of regional scenes, physical spaces, publications, business models, art, lyrics, activism, politics, fashion, and interpersonal relationships. The class will explore punk's origins as a countercultural underground phenomenon from the 1960s-1980s, through its acceptance into the mainstream in the 1990s and 2000s. We will examine how a subculture that positioned itself in opposition to mainstream society as a refuge for "outcasts" was plagued with many of the same conflicts around race, gender, and sexuality, yet also carved out spaces for these communities to form their own "free spaces". We will also discuss how punk has been defined within and outside the community.  

Instructor: Jeremy Smith 

Class #79138 

Section: 25

THURSDAY 

Revisioning The New Deal 

Thursday, 10:00 AM - 10:50 AM 

How does the legacy of the 1930s New Deal era resonate with our present and future? A range of media texts will introduce some key historical forces of the 1930‐40s, Great Depression‐WWII era: massive unemployment and the crisis of capitalism, industrial unionism, socialist and communist movements, left cultural activism, government programs including the WPA and Federal Arts Projects, racial inequality, and the military‐industrial complex. The relevance of these issues to the present will be considered in relation to issues including economic inequality, systemic racism, neoliberalism, and contemporary activist movements. Short, weekly written assignments will be reviewed for coherence, clarity, grammar, and voice. Learner presentations will include historical photos and illustrations. 

Instructor: Joel Saxe

Class #79139  

Section: 26

Biomedicine: Disease Mechanisms and Therapeutics

Thursday, 11:30 AM - 12:20 PM 

In this course we will read and discuss scientific literature exploring molecular mechanisms underlying human health and disease. We will discuss the genetics, molecular biology, and physiology of selected diseases or disorders and, if applicable, the molecular mechanisms involved in disease treatments. Students lead each week’s paper discussion, choosing the topic/paper in accordance with their own interests.  Leading discussion includes creating a short presentation and discussion questions on the paper they've chosen. Students write reading reflections on each paper each week, receive critical feedback on those writings, and also create and present a formal presentation on a human disease/treatment of the presenters’ choice.

Instructor: Laura Francis 

Class #79145  

Section: 27 

Communication Design 

Thursday, 1:00 PM - 1:50 PM 

This course focuses on cultivating creative thinking and public presentation skills essential for any career path. Students will refine their ability to communicate ideas visually and verbally, mastering the art of delivering professional and polished presentations. Emphasizing the importance of effective communication design, the course explores how to analyze and craft messages that connect with target audiences and aims to elevate students' understanding of strategic communication. This hands-on approach prepares students to apply their knowledge in real-world scenarios, challenging them to think critically and strategically about campaign ideas that drive engagement and impact. By the course’s conclusion, students will have completed a portfolio project that demonstrates their expertise in creating cohesive, impactful communication campaigns that align with professional standards.

Instructor: SooYoung Bae 

Class #84794  

Section: 28 

Art Investigations

Thursday, 2:30 PM - 3:20 PM 

This course will concentrate on exhibitions in the museum, galleries, and public places on campus to investigate issues in contemporary art and society. Students will engage in discussion, write short essays, and respond in other ways to the wide range of art on display.  

Instructor: Gary Orlinsky 

Class #84795  

Section: 29 

Philosophy of Freedom

Thursday, 4:00 PM - 4:50 PM 

In 1893, Austrian philosopher/scientist, Rudolf Steiner, published a book exploring the basis for free will. His analysis of consciousness found intuitive thinking, the reflective thinking through which we acquire new concepts, to be the basis for freedom of choice, in contrast to Immanuel Kant's categorical imperative. Steiner founded various ongoing movements (Waldorf Education, Camphill communities supporting neurodiverse persons, biodynamic agriculture, etc.). Of his many books, he especially urged people to read this one, to truly enrich their lives. In this course we follow Steiner's logic, using critical reasoning, to identify flaws in various dualist philosophies, develop an understanding of intuitive thinking and free will, and explore the implications for ethics. Each week you will summarize a chapter by condensing each paragraph to a sentence, which is essential to grasping his intense chain of reasoning, and write a discussion question. We will also explore a series of contemplative exercises he recommended for developing deeper capacities for intuitive thinking.

Instructor: Charles Weems 

Class #84796  

Section: 30 

FRIDAY 

From Headwaters to Oceans: Aquatic Organisms and Humans Connected Through Water 

Friday, 9:05 AM - 9:55 AM 

"Water is a critical resource for humanity, required for life itself. But our uses of water go far beyond a liquid to drink. In this seminar we will follow the Connecticut River from its headwaters to the ocean discussing the uses, impacts and challenges from an ecosystem perspective. We will look at how humans use the watershed, and how those uses have changed nature, how the fish that use the river have been affected and what we are trying to do to improve the situation. The seminar will touch on floods, water control structures, water uses, hydropower, energy, fish passage, federal regulations and ocean uses such as offshore wind and fisheries. Local examples will be featured to understand the way human activities shape watersheds and the organisms that live in them, highlighting issues in sustainability. We will use the Tan Brook watershed, which includes the Campus Pond, and the various needs of the University infrastructure to introduce students to campus resources.

Using water and the organisms that depend on it as a background, students will develop a short research paper to develop their skills for accumulating information and synthesizing it with appropriate citations and graphics and finally presenting it to the class in a clear and concise manner. These skills should transfer easily to your own honors research."

Instructor: Adrian Jordaan 

Class #84926  

Section: 31 

Future of Smart Cities & Technology 

Friday, 10:10 AM - 11:00 AM 

This seminar is designed to introduce students to the worldview of a 2050 society in technology and Smart Cities. Using transportation as a core foundational focus, students will embark on a semester long assignment to explore technological applications in 2050, while considering economic, environmental, and societal impacts. Autonomous vehicles, advanced aviation modes, workforce, and day-to-day intersections are just a few focal points that will help develop a holistic preview of what’s to come. Students will be tasked with in-depth discussion points throughout the semester, including weekly "read, reflect, write, and share." By the end of the semester, students will have a better understanding of the various smart cities from around the world and have the expertise to identify potential societal impacts of technology. The course will help students build critical skills through synthesizing research on the developing technologies and their applications in Smart Cities. Instructor: Francis Tainter 

Class #84927  

Section: 32

Immigration in the United States

Friday, 12:20 AM - 1:10 PM 

Immigration is what social scientists call “a wicked problem.” That is, it is a problem that has no one cause and no one solution. It has developed along a winding path for hundreds of years, and is the result of multiple social, political, cultural and economic pressures. About the only thing that conservatives, liberals, libertarians, socialists and most everybody else agree on when it comes to the current immigration system is that it is broken and does not deliver on its promise to either the U.S. or to the immigrants. For at least the past decade, immigration has been a political battlefield, with conflicting media messages and alternative histories dueling in the public sphere, leaving many of us ever more confused about what to believe. This course will provide you with some basic information about where we are with immigration right now, how we got here, and what avenues of development are still available to us. (Advanced knowledge of how the American immigration system works is not necessary).

Here are just some of the many questions we will address throughout the course (through readings, documentaries and podcasts, class discussions, and individual research):

• Who are America’s documented and undocumented immigrants? Why do they come to America? Why do they leave their home countries?
• How has the American immigration system changed over the centuries?
• What’s it like being a documented or an undocumented immigrant in America? How do immigrants interact with American institutions (e.g., police, schools, hospitals, churches, neighborhood organizations, social clubs, the labor market, etc.)? What are their expectations, values, beliefs, assumptions and dreams?
• What are the laws constricting the lives of documented and undocumented immigrants?
• How do other American groups (other immigrants, natives) perceive immigrants? What is their understanding of who America’s documented and undocumented immigrants are and of the reasons they come to America?
• Does the U.S. have a humanitarian duty to take in as many refugees as it can? How many would be too many? In light of its past and present, what does the U.S. owe the rest of the world, if anything?
• Should immigrants “assimilate”? What does/should “assimilation” mean? Should all immigrants speak fluent English?

In covering a wide variety of potential answers to these questions, we will be drawing on journalistic stories, documentaries, scholarly analyses and personal accounts.

The work you do in this course will ideally carry over into your Honors thesis. (I teach such a course called “American Struggles: Immigration and Mass Incarceration,” but there are quite a few other Honors thesis courses that will allow you to further explore the topic of immigration).

Instructor: Razvan Sibii

Class #84928  

Section: 33