Current Students

“The glory of gardening: hands in the dirt, head in the sun, heart with nature. To nurture a garden is to feed not just the body, but the soul.” – Alfred Austin  

The great challenge of our time is to build and nurture sustainable communities. Gardening is an act of compassion — for oneself, one's community members, and one's ecological partners. Planting and growing food and flowers and knowing how to responsibility consume them can promote the health and wellbeing of all our community members — whether in the JGHC, USF, or our surrounding areas.  

Students will work in the dirt at the JGHC community garden located at the USF Botanical Gardens and alongside other community organizations. They will learn valuable skills they can take with them beyond the classroom, including how they can create third spaces through community gardening, have control over the nutrient density of your food, reduce waste through composting, increase physical activity through gardening maintenance, improve mental health and promote relaxation, and promote community wellness through education. In this experiential learning class, they will gain the tools to help build a stronger community food system, connect with others through community gardening, and contribute 75 hours of community service towards one Honors experiential learning requirement.

The Contemporary Music Ensemble exists to be a welcoming, creative, collaborative, and non-competitive musical space for Honors students. Our primary focus will be on the preparation and performance of the popular music of the last 75 years. Through our musical selections and performances, we also aim to reflect the diverse community of the Honors College and to celebrate the uniqueness of this community among the college and the larger university. The CME will perform at least once per semester and may be engaged in support of the Honors Choir or other ensembles. 

A permit is required to register; request a permit for Honors Contemporary Music Ensemble. 

How can art shape healing, belonging, and well-being? This interdisciplinary Honors course explores the role of creative practice within health care and community health settings, positioning art as a vital tool for human connection, ethical care, and social impact. Students examine how visual art, design, storytelling, and participatory practices support emotional, mental, and physical well-being across diverse populations. 

Through case studies, hands-on creative projects, and engagement with Arts in Medicine frameworks, students investigate topics such as psychoneuroimmunology, placemaking, flow state, and evidence-based design. Coursework balances theory with application, inviting students to think critically about ethics, authorship, and responsibility when creating for vulnerable or public audiences. Collaboration is central: students work through real-world scenarios that mirror professional Arts in Medicine contexts, from hospitals and wellness spaces to schools and community organizations. 

Designed for Honors students interested in health, art, design, psychology, education, or civic engagement, the course emphasizes reflective practice, interdisciplinary thinking, and creative problem-solving. The semester culminates in a thoughtfully developed creative intervention proposal that demonstrates how art can meaningfully contribute to care, resilience, and human flourishing — bridging academic inquiry with real-world relevance. Eligible proposals will be presented to the Arts in Medicine studio at Moffitt Cancer Center to have the chance of being adopted into practice with the Moffitt community. 

Shakespeare observed that "all the world's a stage." Have you considered how we embody, put into action, and perform our various ideologies, identities, and cultures? This course focuses on our individual and collective performances in the secular, sacred, and quotidian realms. Drawing from performance studies, communication theory, anthropology, sociology, and other fields, this course invites students to view all human interaction as a kind of performance and to consider their varying significances. What happens when the taken for granted becomes our focus? In this course, performances will serve as both objects of study and methods of inquiry to illuminate what we consider to be the everyday. 

The view of life as theater is an ancient and enduring metaphor for human reality. In recent years, there has been a resurgence of interest in the perspective of life as theater and in performance-centered approaches to communication and culture. This course will draw attention to the relationship between everyday life and traditional aesthetic performance. We will explore how communication in everyday life may be understood using performance as a metaphor and method of study. We will also look at how aesthetic performances are informed by everyday experiences. We will discuss culture as a continuous performance, from the ordinary speech of an individual to the elaborate practices of groups and organizations. We will seek to uncover how our various performances — traditional, everyday, sacred, and secular — construct and maintain culture. 

In the mid-nineteenth century, American women's colleges opened their doors, and fictional depictions of these green spaces of sports, girl crushes, late-night meals, and (sometimes) learning soon followed. These novels explore how school serves to socialize the heroine into the feminine ideal. As society questions the appropriateness of higher education for women, the novels quickly move from showing the opportunities college offers ambitious girls to assuring readers that college prepares girls for the domestic sphere.   

In this class, students will uncover the societal implications of the representation in American girls’ college stories by reading novels from the time period, 1870-1920 (all of which can be read online for free). Students will take turns leading class discussion with a short presentation. They will also conduct original research by exploring the archives at USF Special Collections to locate and analyze a school-centered book from this period. We will explore the historical context of girls’ education and women’s colleges, as well as replicate some of their dorm-room recipes. The final project of the class will ask students to consider how this framework impacts today's modern YA novels in a poster that can be submitted the USF Undergraduate Humanities Conference.

Home is something very special to all of us. House, shelter, dwelling — these are all just buildings, but when does a building become a home, a place which touches one's heart with memories, images, feelings, and even smells? Home contains one's important private and family life. We, humans, modify and shape our surroundings to provide comfort and quality of life. Thus, this hands-on course will explore the actual design elements of houses because design reflects specific people and site contexts (i.e. geographical, social, cultural, etc.) of where and how we live. We will also investigate the psychological effects of the physical environment on humans.  

Together we will go on a journey to discover your own definition of a "home" by analyzing various readings, brainstorming with your peers, and learning architectural design conventions, all while designing your own dream house!  

“You can kiss your family and friends goodbye and put miles between you, but at the same time you carry them with you in your heart, your mind, your stomach; because you do not just live in a world but a world lives in you.” – Frederick Buechner, author and theologian 

Cartography is the study and practice of map-making, and Narrative Cartography invites students to map the stories of their lives. Through reading, writing, and multilayered forms of journeying, students will tell stories that matter to them, from the mundane to the profound. This practice-oriented course leverages written narrative to visit personal places seldom explored such as the meaning in and of our names; how and why we hold the political values that we do; the stories that our bodies tell; death, dying, and remembrance; our personal foodways; and what it means to celebrate our failures, among other concerns. At its most expansive, this course is a foray into our shared humanity and recognition of the universal in the particular. 

Comics and graphic novels are one of the most popular forms of storytelling today. Their mixture of art and writing can transport readers to visually fascinating worlds and make intimate connections to a wide range of characters from superheroes to alien creatures. Comics are also an invaluable way to speak about our real world, giving us insights into the lives of others. In Art and the Refugee Experience, we will be looking at comics about asylum seekers, refugees, and immigrants to better understand these ongoing world crises. 

This course is broken down into two major foci, the first being research-based writing about the refugee experience. As a class, we will read comics such as "Safe Area Gorazde" by Joes Sacco and "Rolling Blackouts" by Sarah Glidden in order to develop complex ideas and responses about these pressing issues. What does the refugee journey across the Mediterranean look like? What is the daily experience of living in a refugee camp? We will work together to answer questions like these and brainstorm possible solutions. Second, we will learn the artistic skills and techniques that comic creators use to tell their stories, with the ultimate goal of each student making their own short comic! Don't worry, no prior art skills are necessary, and you will not be graded on your artistic proficiency. As we work to create our own comics, we will investigate how images and visuals can capture aspects of our lives that otherwise might have been missed. Finally, this course will include interviews with artists, guest lectures from journalists, and discussions with writers who have firsthand experience working with refugees. There will also be out-of-class opportunities to engage with USF's Contemporary Art Museum. 

This discussion-based course explores the intersection of storytelling and medicine, examining how literature illuminates the emotional, ethical, and social dimensions of health care. Through narratives of illness, healing, and caregiving, students will deepen their understanding of the human experience in medical contexts, nurturing empathy and critical reflection. 

Readings include: 

• William Carlos Williams' "The Use of Force"
• Raymond Carver's "A Small, Good Thing"
• Tolstoy's "The Death of Ivan Ilyich"  

Students will engage in discussions and write two response papers, analyzing how these narratives resonate with their perspectives on illness and the human condition.

This course explores the complex and fascinating relationship between genetics and the environment. We'll delve into the foundational principles of human genetics, including our shared genetic heritage with other species, the goals of the Human Genome Project, and then challenge the notion of genetic determinism by exploring the emerging field of epigenetics. 

Epigenetics examines how external factors — like diet, stress, and lifestyle — can modify gene expression without changing the underlying DNA sequence. We will discuss critical questions like: To what extent do our genes define us? Can genetic information truly predict disease? What is the powerful role of the environment in shaping our health and traits? 

This course also critically examines the ethical implications of genetic technologies, including gene editing and the use of genetic data. We will debate the societal impact of these advancements and the responsibilities that come with them. 

Throughout the semester, you'll engage in a variety of activities designed to foster critical thinking and scientific literacy. We will engage in collaborative group work, including debates and discussions on real-world case studies in genetics and epigenetics. We'll also use genetic modeling tools to visualize gene pathways and understand how environmental factors can influence their function. We'll also participate in hands-on activities such as building a DNA model or simulating a gene sequencing process. Finally, we'll analyze and critically evaluate current scientific literature on the latest genetic technologies and research. 

By the end of this course, you will not only have a deep understanding of genetics and epigenetics but also the analytical skills needed to evaluate scientific studies, participate in informed discussions, and think critically about the future of genetic science and its impact on humanity.

Physics is the science of matter, energy, motion, and forces — the very essence of the world around us. It’s not just about equations and theories; it’s about understanding the fascinating phenomena that shape our everyday lives. In this exciting new course, we will explore one intriguing question every week. Some questions will be simple, others more challenging — but all of them will spark curiosity and inspire discovery. 

Have you ever wondered... 

• What helps a unicyclist keep their balance?
• Why seatbelts and airbags are lifesaving in car accidents?
• Why the pitch of an ambulance siren changes as it zooms by?
• Why we feel weightless on rides like the “Tower of Terror?”
• Why sunsets are red?
• Why walking on ice feels so tricky?
• How vision correction works or why mixing cyan and yellow paint makes green?
• If it’s possible to make things levitate or walk on water?
• What creates rainbows or how CT scans and MRIs work to reveal the inner workings of our bodies?
• How something as seemingly dangerous as radioactivity finds essential applications in medicine?
• Why everything — from machines to our own bodies — needs regular maintenance? 

This course is designed to make physics relatable, exciting, and fun. There are no prerequisites in math or physics — we will learn and grow together as we delve into these fascinating questions and more. Join us for a journey of discovery where the wonders of physics meet the marvels of everyday life. Let’s uncover the extraordinary in the ordinary! 

The Psychology of Being Human is an interdisciplinary Honors seminar that explores how identity, emotion, shame, resilience, and developmental transitions shape the ways we think, relate, and make decisions in emerging adulthood. Drawing from contemporary psychology and counseling-informed frameworks, the course invites students to examine what it means to live with authenticity, agency, and self-compassion in a world shaped by achievement, comparison, and uncertainty. 

Using “The Gifts of Imperfection” by Brené Brown and “The Defining Decade” by Meg Jay, students engage with research-based insights on emotional life, identity formation, relationships, work, and values. Through discussion, reflective writing, and applied exercises, students connect psychological theory to lived experience while developing greater self-awareness, emotional intelligence, and intentional decision-making. This course is designed to help Honors students think critically, live thoughtfully, and engage more fully with the human experience. 

Do you sleep well — and what does it really mean to “sleep well”? While some individuals sleep eight hours each night yet feel fatigued and unfocused, others thrive on fewer hours of sleep. These differences highlight a fundamental truth: sleep health is not defined by duration alone. Sleep quality, timing, regularity, efficiency, and alignment with circadian rhythms are equally critical components of restorative sleep. 

This course examines sleep as a complex biological, psychological, and social phenomenon. Drawing from neuroscience, physiology, psychology, and public health, students will explore the association between sleep and physical health, mental well-being, cognition, learning, mood, and performance.

Topics include: 

• Biology of sleep and circadian rhythms 

• Sleep across the lifespan 

• Sleep disorders 

• Short- and long-term health consequences of sleep deprivation and circadian rhythm disruption 

Beyond the natural sciences, the course engages ethical, social, and cultural perspectives on sleep, including work schedules, technology use, educational demands, and health disparities. Through interdisciplinary inquiry, students will critically evaluate current research and assess how scientific knowledge about sleep can affect individual behavior, drawing on socioecological and biopsychosocial perspectives. 

Social movements have long been considered a major driver of political, social, economic, or cultural change. In the US, from the Civil Rights movement of the 1960s, to the Tea Party, the Occupy Wall Street Movement or BlackLivesMatter, social mobilizations have been central in shaping society. Recently, social movements have also “gone global.” From the anti-World Trade Organization protests in Seattle to the Arab Spring, anti-austerity protests, or Occupy Wall Street, social movements have been important actors on the world stage.  

This “Social Movements” class has three main goals. First, it is designed to provide you with an overview of the study of social movements. Second, it aims to familiarize you with several traditional movements (e.g.  MLK’s Poor Peoples Movement, anti-colonial movements, labor or women movement, etc.). Lastly, throughout the semester you are asked to follow, research, and report on a particular social movement or social movement organization of your choice.  

Overall, this class will equip you with a solid understanding of how scholars have approached movements to understand their emergence, impact, and decline. Moreover, you will gain an overview of central mobilizations and movements and become a “specialist” on a particular social movement organization of your choosing. 

This course examines popular culture as a potential site of resistance that contributes to social change. Looking at contemporary popular culture and the worldwide push against global neoliberalism in comparative perspective with culture and social movements of the past, this course examines how power and resistance operates in society. In varying ways, these cultural products force new perspectives and call for new ways of being through the creation of what Kenneth Burke referred to as "alternate ethical universes," further functioning as "equipment for living." We will explore relevant debates, historical and contemporary, concerning the impact of popular culture on social change. There is a focus on social media, humor, art (both "mundane" and "fine"), music, comics, gaming, television and film, and fandoms as sites of resistance. The approach to this course is theoretical, practical, and transnational. It draws from sociology, communication, critical theory, cultural studies, postcolonialism, and other related fields. 

This course introduces students to key sociological concepts and their relevance for understanding and explaining major issues in both culture and social change. It aims to define and interrogate fundamental concepts in sociology and cultural studies, while also illustrating these through timely and topical social issues of global scope in the news. While it addresses globalization, it puts this in historical perspective and relates it to enduring ideas in sociological analysis. 

What makes us happy? What helps us flourish? There’s an entire body of research that explores the scientific bases for happiness and well-being. Students will learn evidence-based strategies for improving overall life satisfaction by reading the latest research from social science, psychology, business, behavioral economics, public health, philosophy, rhetoric, communication, and other disciplines. Using this research to guide their practice, students will implement and reflect upon proven strategies for increasing their happiness and well-being.   

• Balancing productivity
• Rest and relaxation
• Fostering social connections by cultivating personal and communal support
• Raising energy through intentional movement
• Exercise
• Sleep hygiene
• Practicing mindfulness
• Meditation, gratitude, and savoring

The influence of sports on world politics is a compelling subject that reveals how athletic events and figures can transcend national boundaries and impact global diplomatic landscapes. From the Cold War-era Olympic Games to the politically charged 2022 FIFA World Cup in Qatar and the 2024 Olympics, sports have often served as a platform for political statements and conflicts. The 1980 and 1984 Olympic boycotts, for instance, highlighted how international sporting events can become arenas for ideological confrontations between superpowers. Similarly, the 1995 Rugby World Cup in South Africa, which symbolized the end of apartheid, or Magic Johnson revealing his HIV diagnosis demonstrated how sports can play a pivotal role in national reconciliation and global perceptions of political progress.  

Moreover, sports diplomacy has become an increasingly significant tool in international relations, where nations use athletic events to foster goodwill and forge strategic alliances. The "ping-pong diplomacy" of the 1970s, which led to improved relations between the United States and China, exemplifies how sports can facilitate diplomatic breakthroughs. As global mega-events like the Olympics and the World Cup continue to grow in prominence, they offer both opportunities and challenges for nations to navigate their political interests on a world stage.  

This course will explore these dynamic interactions between sports and politics, examining case studies and theories to understand how athletic achievements and controversies influence global political strategies and international relations. 

What is disability? Have you ever wondered how you developed your understanding of it? By examining the ways that public policy and popular media portray disability and disabled people, this course will explore how society treats and communicates about disability and the disabled body.   

In this course, we will examine the way culture influences us through a variety of mediums, including shows, music, stories, public policy, and even video games. These examples, supported by themes presented in scholarly and everyday life, will help us reflect on our own perception of disability. We’ll also unpack the role that technology plays in this process, as well as its capacity to both enhance and detract from a productive/healthy discussion about the topic.

Why do some groups of people suffer from some diseases while other populations do not? Why are some diseases associated with poverty and others with affluence? Illnesses are not just a matter of pathogens, but also have social, economic, and political causes leading to disparate health experiences and outcomes. This course introduces students to the general principles and foundations of global health, and focuses on the study of health issues and concerns that transcend national borders, class, and culture to impact the potential for healthy humanity. 

This class will explore current and historical health issues that face populations around the world. The course will also explore health disparities while discussing concrete and culturally sensitive approaches to improving global health. It introduces students to the social and behavioral sciences through cultural and sociopolitical inquiry and aims to cultivate ethical ideas and practices pertaining to civic engagement, dimensions of human experience, and the complexity of social interaction. 

Topics in the course attend to links between language and topics such as:

• Society
• Identity
• Media
• Technology
• Political discourse
• Globalization
• Conflict
• Censorship
• Change 

By exploring these topics, students will gain a deep understanding of how language plays a central role in shaping our cultural, social, and political practices, revealing the complex systems of meaning via which language serves not only as a tool of communication, but also as a catalyst for change. 

How do you decide what is worth wanting? Why do some goals energize you while others subtly drain you? How does your attention, habit, emotion, and sense of self shape the choices you make — often before you are aware of them? 

This interdisciplinary course explores how mind and body shape perception, generate desire, and guide action. Drawing on contemporary neuroscience, the study of lived experience (phenomenology), and ethics, we examine how the brain continuously predicts, interprets, and organizes the world — and how those predictions become habits of thought, feeling, and behavior. 

You will explore how attention is trained, how emotions are formed, and how repeated choices gradually shape a life. As we begin to see how desire is constructed and reinforced, a deeper practical question emerges: how can desire be refined in light of what you discern matters most? What distinguishes impulse from insight, and how does one act clearly amid complexity, uncertainty, and competing demands and opportunities? 

The course combines scientific insight with reflective practice. We explore how human beings construct meaning, regulate their bodies and emotions, shape their patterns of thought, and navigate competing goods across relationships, careers, and civic life. We aim to cultivate a durable capacity: the ability to recognize how attention and desire shape experience, to clarify what matters as new experiences deepen understanding, and to act with clarity and coherence in a changing world. 

This course does not offer prefabricated moral conclusions. Rather, it clarifies how perception, thought, valuation, and action operate, so that moral and existential questions become more discerning — and more capable of guiding the choices one can feel proud of over the long arc of a life. 

This course is designed for ambitious students in any major who want more than information. It cultivates the practical capacities that ground durable personal development and enable capable leadership across professional fields — research, medicine, entrepreneurship, law, engineering, public service, and creative work — through attentional flexibility, adaptive thinking, emotional resilience, and long-term coherence. 

In a world that constantly makes demands of your desire, this course asks a deeper question: what would it mean to want well — and to build a life from there? 

This seminar in biomedical ethics will allow students to explore a range of real-world issues encountered in medical practice. While examining the facts of cases, students will be challenged to consider the cultural, emotional, political, and spiritual perspectives of patients, caregivers, and other stakeholders who find themselves in complex medical situations. Students will attend class ready to engage with readings through class discussions and reflective writing. Students will research an area of ethics that interests them and present their findings to the class at the end of the semester. 

Permit required for first week of registration. 7-year BS/MD students should contact Carter Harbert for permit. 

This course delves into the complex ethical issues that come up when we look at death, dying, and the afterlife through the lens of various spiritual and religious traditions, with a focus on how these perspectives contribute to the broader concept of fostering a healthy humanity. Students will explore how different faiths and spiritual beliefs shape end-of-life choices, influence the grieving process, and frame views on the afterlife — all while considering the ways these perspectives support both individual and collective well-being. Key topics such as medical assistance in dying, euthanasia, funeral rites, and the allocation of health care resources, will be examined on the basis of how they are shaped by religious and spiritual values.   

Through thought-provoking readings and media, philosophical debates, and case studies from religious studies, bioethics, and cultural anthropology, students will gain a deeper understanding of how various religious traditions address mortality as part of holistic well-being. The course will involve plenty of active and written discussions, encouraging students to reflect on how the material has shifted or deepened their ethical views on death, dying, and spirituality. By the end of the course, students will be equipped to critically navigate complex ethical questions around death, and to better understand how spiritual and religious frameworks shape both personal and societal approaches to end-of-life care and the pursuit of a "good death."

Food is a powerful expression of culture, identity, and regional heritage. In this course, we will explore how culinary traditions around the world take shape through the ingredients, techniques, values, and everyday practices that define them. Each week, students will focus on the foodways of a selected region, examining what makes that cuisine distinctive — such as its characteristic flavors, preparation methods, dietary patterns, and the cultural stories connected to meals and cooking. Rather than following a fixed thematic structure, the course centers on the elements that naturally emerge from each region’s culinary identity. Students will engage in student-led discussions, close reading of selected materials, and reflective conversations about how food communicates meaning, preserves traditions, and strengthens cultural bonds. Experiential learning will be an essential part of the course; through hands-on activities and participatory culinary practices in the Food and Culture Studio, students will have the opportunity to deepen their understanding by engaging directly with the sensory and practical aspects of global cuisines. 

Throughout the semester, students will complete two major projects that allow them to explore food as a cultural lens and analyze regional cuisines in depth. The specific format and focus of these projects may vary, giving students space to approach food and culture from different perspectives while reflecting on their learning. Alongside these projects, ongoing in-class discussions will encourage students to compare regional foodways, exchange perspectives, and consider how culinary practices shape cultural identity and understanding. By the end of the course, students will gain a richer awareness of how food shapes both global and local identities and how culinary traditions serve as gateways to understanding the world’s many cultures.

The Oxford English Dictionary defines Bollywood as a “name for the Indian popular film industry, based in Mumbai (Bombay).” At a glance, this definition seems quite straightforward, but with all academic matters, a little probing proves otherwise. In other words, Bollywood does not include all films from the Mumbai film industry, but a type of movie from the Indian film industry that includes elaborate song-and-dance extravaganza. Likewise, Bollywood has also been associated with emotionally charged melodrama and sheer entertainment as its audiences enthusiastically consume films, sing songs, imitate dance steps, and repeat iconic dialogues. 

So, how does this form of Indian cinema and film music reflect and/or inform the social, historical, cultural, and geopolitics of South Asia? Taking this question as the starting point, this course will explore converging domains of nationalism, postcolonialism, and globalization in South Asia through readings on gender, class, caste, identity, and diaspora to examine and connect India’s film world with social realities through the discourse of Bollywood films. In addition, incorporating works from cultural studies and ethnomusicology, we will examine how Bollywood, as part of popular media, represents a repository of imagined worlds and musicscapes that shape, create, and construct images of “Indianness” projected to a worldwide audience. Lastly, this course will also include a brief study of regional films to provide students a comparative viewpoint within the broader category of Indian cinema.

This course covers a cross-cultural analysis of the lived experiences of women and their struggle for power and gender justice in the developing world. We will be examining current events, debates, and scholarly works mainly from the Global South to gain a non-Western perspective on the political, historical, cultural, geographical, social, educational, economical challenges and achievements that have shaped gender politics. Topics to be covered include but are not limited to:  

• Social movements 

• Cultural relativism 

• Feminism(s) 

• Neoliberalism 

• Globalization 

• Human rights discourses

A racial and political category, Asian America is a term that focuses on the complex, overlapping, and often inseparable nature of Asian experiences in the United States, particularly through the lenses of transnationalism, colonialism, and racialism. In this course, we will explore Asian America through its many “performances” in and through the United States. Using the discipline of performance studies as our vantage point, in which all human actions and behaviors can be considered “performances” of some kind, we will explore how Asian America is constructed, maintained, and how it evolves. Each week will feature a particular category of performance, with case studies on food trucks, fashion blogging, queer nightlife, music, dance, standup comedy, historical fiction, architectural spaces, devotional practices, festivals, spelling bees, legal cases, and much more! We will explore the internal and external dynamics of communities of Chinese, Japanese, Cambodian, Lebanese, Korean, Filipino, Rohingya, and Indian origin, and others. The course will be presented through a variety of teaching styles and assignments, including lectures, group participation, structured media engagement, hands-on demonstrations, and guest visits. Students will develop tools to listen, analyze, watch, and participate in performances of Asian America, while also honing skillsets in methodologies of performance study, through ethnography, archival research, and media analysis. 

In this course, music and sound are central, but not exclusive, angles of scrutiny. A formal knowledge of music is not required.

This course examines the historical and strategic foundations of Russian power politics from the imperial era to the present day. It explores how Russia’s past experiences as an empire, revolutionary state, and Cold War superpower continue to shape its contemporary foreign policy behavior. 

Beginning with an introduction to Russia’s geography, political culture, and imperial identity, the course traces Russia’s rise as a major European power through the Napoleonic Wars and the impact of World War I and the Bolshevik Revolution. It then analyzes the formation of the Soviet Union, Soviet foreign policy during the Cold War, and the collapse of the USSR as a turning point in Russia’s global status. 

The second half of the course focuses on the Russian Federation, with particular attention to the Putin era. Students will examine Russia’s strategic objectives, its perception of threats and opportunities, and its pursuit of influence in Europe, the Middle East, and the post-Soviet space.

Key themes include: 

• Great-power competition 

• Security dilemmas 

• Nationalism 

• Energy politics 

• Use of military and non-military instruments of power 

By combining historical analysis with contemporary case studies, this course seeks to explain why Russia behaves the way it does on the world stage and how its long-standing quest for status, security, and influence continues to shape international politics today.

Every society sustains itself not only through laws and institutions, but through imagined orders such as myths, stories, symbols, and shared visions of meaning. In this course, through the medium of dance theater, we will explore how these frameworks give coherence to social life and provide ways of understanding origins, values, and purpose. We will also examine how moving and speaking bodies can reflect inherited histories while creating new rituals that help us navigate contemporary life. From Genesis to Hindu epics, Indigenous traditions, and contemporary media cultures, narratives and rituals sustain worldviews across traditions. The Book of Genesis is one of the most enduring and influential of these. For more than two millennia, it has shaped the lives of billions of people around the globe, influencing spiritual, moral, and political life, as well as philosophy, art, literature, and concepts of human beginnings and justice. Its imagery — Eden, the Flood, Babel, sacrifice — is woven into global cultural memory. Seen as a shared imaginative framework, it has functioned as a lens for organizing societies, providing moral order and a sense of belonging. It has not only been read but enacted, staged, painted, danced, and ritualized, making it a living performance tradition.  

This is a dance-performance-driven, practice-based course designed for students from across disciplines, with no prior training in dance or theater required. The course will draw on professional methods that Professor Magal uses in developing dance performances and physical theater works in Europe, but they will be adapted in an accessible and playful way. Students will experiment with movement practices, guided improvisation, storytelling, and collaborative physical research as tools for exploring Genesis, both as a way of examining ritual in sustaining shared realities and as a portal into other traditions. Alongside embodied work, students will engage in written reflections, analyses, and proposals that prepare them to materialize ideas in practice. The process will culminate in a final collaborative performance that embodies invention, shared ritual, and collective imagination. Beyond the studio, students will gain transferable skills in expression, collaboration, and creative problem-solving that can enrich their personal, academic, and professional lives. 

Human development is about ameliorating human life in contrast to the popular belief that development is solely about economic growth. It focuses on people and expanding opportunities and choices they can access. This course will provide an interdisciplinary approach to examining human development patterns and the relationship between people and planet Earth in the age of Anthropocene using the human development index (HDI). In short, HDI is a measure of average achievement in key dimensions of human development: a long and healthy life, education or skill set, and having a decent standard of living. 

We will look into countries that best create conditions for people to thrive in. What country is the most developed country in the world, hence most desirable to live in and why? This will be a seminar-style course using interactive content and following trends worldwide. Together we will read short analyses, watch movies, and have panel and working group discussions, uncovering the root causes of inequality, social injustice, short life expectancy, and lack of opportunities for people. By doing so, we will work towards the final course assignment, a project proposing potential solutions for the topics discussed.

• The performance of Shakespearian plays and poetry
• The history of their performance
• Their political relevance and importance
• The philosophical and political movements and events that influenced his works and reception
• The political and philosophical movements that were influenced by his works

This course is designed as a comparative presentation of current issues across international health care systems with a focus on South Africa, Italy, Japan, and France. Emphasis is on discussing diverse areas of health and is appropriate for students of any major interested in health care delivery, personal health, or health education. We will discuss and debate: 

• Health care delivery systems
• Medical malpractice
• Physical/mental health
• Physician-assisted suicide
• The opioid crisis
• Women’s reproductive health
• Medical devices
• Health care disparities in the United States and abroad

This is a hands-on class, and students will be actively engaged and working in teams to complete a project. Although health and health care in other countries might seem far removed from our daily concerns in the United States, many nations face issues of uneven access, constrained resources, and a focus on improving the efficiency of services. Understanding how different nations confront issues of universal coverage, access, equity, and quality will enhance students’ ability to develop new ideas and approaches for addressing these challenges in the United States. Students will be introduced to community partners of USF's Area Health Education Center for project ideas. 

Population movement and displacement has been an increasingly powerful phenomenon in our global age. This course considers the experiences of immigrants, refugees, and exiles from the perspective of human rights theory. The aim of this course is to instigate critical thinking of the complexity of their experiences, which is critical for an informed debate. We begin our conversations by examining the state as a moral agent and state boundaries’ function of inclusion/exclusion. We will examine the causes and consequences of displacement. Why do people migrate across international borders? How do we understand the politics of immigration and the policies that let some people in, but keep others out? We will also spend considerable time learning about immigrants' process of integration and “learning” their new home. We will look at socioeconomic integration and consider broader questions of belonging and membership.  

In this class we will engage with various learning materials — including documentaries — to learn about and reflect on various human experiences in relation to migration. You will also reflect on a story of migration within your surroundings and compose a migration narrative and create an interactive, multimedia ‘story map.’ In addition, we will explore the immense power of food as a vehicle for cultural preservation and expression and work together on a collaborative project compiling a cookbook, where you can share authentic narratives, anecdotes, and recipes of dishes that remind you of home.

This course investigates the relationship between language, culture, and meaning, offering an interdisciplinary perspective that integrates interdisciplinary international studies, linguistics, anthropology, and psychology. Through documentary films, ethnographic case studies, and real-world examples of international service, students will explore how language both shapes and reflects cultural identity, values, and social structures. A key component of the course is the use of films created by native filmmakers, showcasing original languages and storytelling traditions to provide a firsthand account of cultural immersion and meaning-making. 

By examining linguistic frameworks in diverse societies, students will gain insight into how language influences perception, decision-making, and social cohesion. This exploration extends to the bio-psycho-social dimensions of language, including how different cultures conceptualize intimacy, aging, mental health, and well-being. Through the lens of applied linguistics and cultural anthropology, students will analyze how communication practices impact personal and collective notions of purpose, resilience, and belonging in an interconnected world. 

One of the central themes of the course is how linguistic relativity — the idea that the structure of a language affects cognition-shapes human interactions with the environment, sustainability efforts, and social adaptation. By examining indigenous languages, multilingual societies, and linguistic preservation efforts, students will assess how language influences environmental stewardship, policy-making, and cultural survival in an era of globalization. Case studies will span communities in the Americas and the Pacific Islands, multilingual societies in Africa, Asia, and Europe, as well as linguistic diversity in the Middle East. 

These case studies will highlight the intersection of language with social identity, migration, regional policies, and ecological knowledge systems. Students will also explore modern challenges such as work-life balance in global contexts, linguistic barriers in health care, and the effects of digital communication on cultural preservation. By the end of the course, students will develop a deep appreciation for the ways language and culture shape human experience, but also cultivate critical thinking, cross-cultural communication skills, and a global perspective essential for engaging in an increasingly interconnected world. 

"Can the subaltern speak? – Gayatri Chakravorty Spivak, social theorist and scholar 

Beasts and Burdens leverages film as a discursive site in which to investigate the “south” not only as a physical, geographical location but as a position of marginality. Along the way, we will investigate our own southern positionalities vis a vis Gloria Anzaldua’s concept of borderlands epistemologies, that is, what are the ways in which we all inhabit and traverse multiple worlds and marginalities?  

G.K. Chesterton observed, “The traveler sees what they see whereas the tourist sees what they have come to see.” During the course, students will travel through diverse topographies, accompanying, among others, Hushpuppy and Wink through "Beasts of the Southern Wild;" refugees through Ai Weiwei’s "Human Flow;" Jamal, Salim, and Latika through "Slumdog Millionaire;" and the Kim and Park families through "Parasite," investigating themes of trauma and resilience, power, privilege, agency, and the ways in which inequality actually gets under our skin.  

Beasts and Burdens seeks to center the margins, beginning with Gayathri Spivak's question, “Can the subaltern speak,” and by expansion, “Can the subaltern be heard and to what ends?” Finally, we will examine the emotion work of the “happy ending,” and the ways in which we can overcome a false sense of powerlessness to affect positive change. 

"Develop your senses-especially learn how to see. Realize that everything connects to everything else.” – Leonardo da Vinci, Renaissance artist 

The Tampa Museum of Art's (TMA) Connections Program is an art-viewing and discussion program that focuses on fostering emotional wellness, community engagement, self-expression, and self-reflection. Connections encourages participants to look deeper into the Tampa Museum of Art’s exhibitions, make personal connections with the artwork, and gain new perspectives. The program strives to create a welcoming environment for all participants. Diverse audiences find the Connections Program to be beneficial. Such participants have included veterans, active-duty military, adults in substance use recovery and behavioral health care, LGBTQ+ support groups, assisted living facilities, and memory care facilities. The Connections Program offers multiple participation formats, including in-person and virtual options. In tandem with the TMA Connections program, The Judy Genshaft Honors College offers a capstone course onsite at the museum. 

The goal of the course is twofold:

1. Train students to facilitate therapeutic art tours with Connections patrons.
2. Conduct original, community-based participatory research on behalf of the Connections program, most notably creating research-informed activities for use during tours.

During the semester, students will learn proven strategies to facilitate therapeutic engagement with art. In doing so, they will practice observation, deep listening, and critical thinking to aid in the facilitation process. At the end of the term, students facilitate tours with friends and family as well as present their final research poster to our museum partners. 

Note: We will conduct class onsite at the Tampa Museum of Art, so please allow time to travel back and forth when you are planning your schedule. While transportation is not provided, parking is validated. 

In the realm of international politics, countries in transition from an authoritarian regime to democracy or from war to peace often face multiple transitions and different challenges, for instance, the challenge of overcoming past abuses of human rights such as political executions, ethnic cleansing, mass murder, or genocide. Such societies at times reach for transitional justice mechanisms to redress past atrocities and human rights violations. Transitional Justice (TJ) mechanisms consist of judicial and non-judicial measures, including truth-seeking mechanisms, reparation programs, and institutional reforms. This complex set of measures, if applied in countries in transition, can offer reconciliatory elements for grieving and often divided societies on their path to democracy and global trends. 

This course will offer an exploration of TJ mechanisms using real-life experiences. Yet together we will reach even further and look into our own society and the communities we live in. What can we learn from societies in transition? Can we apply such measures and experiences in our own society and communities? In this course, students will practice how to bridge the gap between academic concepts and real-life experiences in a complex environment using a problem-solving approach and TJ tools. Through a series of thematic sessions, case studies, and student-led workshops, students will learn how to obtain input for project ideas they wish to investigate.

This capstone course provides an immersive exploration of Morocco’s dynamic tourism industry and rich cultural heritage, which drew 17 million visitors in the summer of 2024. As Morocco prepares to host the 2030 World Cup, students will gain firsthand insights into the country’s rapidly growing international markets and strategic developments in hospitality, infrastructure, and sustainable tourism. 

A key component of this course is a collaborative project with Moroccan students, where participants will engage in hands-on activities to develop proposals for micro-business ventures or sustainable initiatives, with an emphasis on securing potential funding opportunities. Through cross-cultural collaboration, critical analysis, and real-world application, this course equips students with valuable skills in the field of international business, tourism, and sustainable development.

What ethical and legal obligations do hospitals have to patients? What challenges and issues arise while conducting health care quality projects? How are quality of care and cost of delivery related? Using literature (Foucault's “The Birth of the Clinic,” Gawande's “Better: A Surgeon's Notes on Performance,” and others) and film (“The English Surgeon,” “Malice,” and others), this course purposes to instill the knowledge of community needs through cultural enlightenment, interdisciplinary practices, and real-life experience. This course will primarily focus on clinical outcomes and process change, and it emphasizes analysis of the patient care process to identify specific interventions. Students will learn to incorporate the research process as they conduct an actual health care outcomes study utilizing a quantitative research approach. Students will be prepared to present findings and practical applications to hospital administrators.  

Designed for students interested in interprofessional health care delivery, this course seeks to assist students with developing competencies expected of professional programs. Additional topics include an overview of accreditation standards, licensure agencies, reimbursement systems, legal/ethical issues, health care computerization, documentation, quality, compliance, regulatory requirements, and HIPPA compliance. 

This hands-on studio course explores the creative potential of 3D printing and digital fabrication, equipping students with the skills to design, prototype, and produce functional and artistic objects. Through a combination of technical instruction and creative experimentation, students will engage with a variety of fabrication techniques, including 3D modeling, additive manufacturing (3D printing), and complementary digital and traditional fabrication methods. A key component of the course will involve designing and fabricating custom tools for the Honors Art Studio and Tech Media Studio, giving students the opportunity to apply their skills toward real-world applications that enhance shared creative spaces. Emphasis will be placed on both practical problem-solving and conceptual innovation, encouraging students to think critically about the intersection of technology, design, and artistic expression. 

For the final project, students will have the freedom to propose and develop either an artistic creation or a functional invention using the fabrication techniques learned in class. Whether producing sculptural works, interactive installations, or innovative tools and devices, students will gain experience in iterative design, prototyping, and production workflows. This project can be driven by independent prompting, or in collaboration with a community partner who may have a need for a custom tool. For instance, the Coral Restoration Foundation is in need of specialized cleaning tools for their coral tree nurseries, or the Honors College Oyster Restoration Brick (ORB) researchers are looking for design solutions to optimize their clay printing workflows.  

No prior experience with 3D printing or fabrication is required, just a willingness to experiment and explore new creative possibilities. By the end of the course, students will leave with a portfolio of projects, a deeper understanding of digital fabrication technologies, and the confidence to bring their ideas to life.

This class is designed to give students an enhanced understanding of world events and civic institutions that influence their lives. Students will emerge from this class with a better grasp of the news of the day and the confidence to be able to articulate its importance on their journey to becoming a more engaged citizen. To that end, students will be required to read the online editions of The Tampa Bay Times, The New York Times, and The Washington Post, as well as follow other information platforms such as NPR, CNN, MSNBC, Fox News and other outlets. This course will include a weekly news quiz. Students will also participate in weekly team presentations exploring in-depth some aspect of current news events or civic institutions.  

1. First, students will become better informed and thus more aware of the stories that help form their world view.
2. Second, students will gain a keener understanding of the journalistic challenges associated with news gathering.