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Rooted in Place
IDH 2930 鈥� 001 
Instructor: Dhalia Bumbaca
TR | 9:00 鈥� 10: 15 AM

This 0 credit course fulfills 75 hours of community service. Please note, this course meets in the USF Botanical Garden at 9:00 AM so that students will be able to leave early and get to their next class. If you reside in the Honors LLC and would like to take part in this course, please fill out expressing your interest. Dan Woods will confirm your placement in this course.

鈥淭he 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.鈥� 鈥� Alfred Austin
 
The great challenge of our time is to build and nurture sustainable communities. Gardening is an act of compassion 鈥� for one鈥檚 self, their community members, and ecological partners. Planting and growing food and flowers can promote the health and wellbeing of all our community members 鈥� whether in the JGHC, USF, or our surrounding areas.

This spring, I welcome you to build our JGHC community garden. You will learn valuable skills you can take with you beyond the classroom, including how to reduce the impact of food deserts through community gardening, improve air and soil quality, increase biodiversity of plants and animals, 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, you can gain the tools to create a better world for yourself and others through establishing the community garden.

Honors Orchestra
IDH 2930 鈥� 090
Instructor: Calvin Falwell
T | 5:00 鈥� 6:15 PM

Did you play an instrument in high school, or were you a member of your local youth orchestra or band? Have you been looking for an artistic outlet for your creative personality? Then you are in the right place! Join the USF Honors Orchestra this semester and explore the world of classical and popular music. This flexible and inviting group of musicians is open to all levels. We鈥檇 love for you to join us!
 
Honors Choir
IDH 2930 鈥� 091
Instructor: Adam Davidson
F | 12:30 鈥� 1:45 PM

鈥淭he only thing better than singing is more singing.鈥�- Ella Fitzgerald, American jazz singer

The Honors Choir exists to be a welcoming, creative, collaborative, and non-competitive musical space for Honors students. Love to sing? Like to sing? Interested in singing? Join the Honors Choir. All musical backgrounds are welcome. Honors Choir can contribute to completion of one Experiential Learning requirement. No audition or prior experience required. The Choir will offer a public performance at least once per semester.
 
Contemporary Music Ensemble
IDH 2930 鈥� 092 
Instructor: Adam Davidson
R | 3:30 鈥� 4:45 PM
Permit Required

Play guitar? Bass? Drums? Keys? How about sax, trumpet, banjo or fiddle? Got vocal chops like Ella or Stevie or Billie? Join the Contemporary Music Ensemble and explore the popular music of the last 75 years: from jazz and R&B to straight-up Rock N Roll, electronica, and beyond. The CME will offer one concert during the semester and may perform at other events as needed. Participation in two semesters of CME may count as one Experiential Learning activity. Open to all Honors students. Experience preferred but not required. For permit consideration, please submit . 

The History of Electronic Music
IDH 3100 鈥� 001
Instructor: Calvin Falwell
F | 8:00 鈥� 10:45 AM

This course surveys the evolution of music within the context of historical events and modern society. Students will develop the skills necessary to appreciate and critically evaluate music from around the world. More specifically, we will explore how in the early 20th century, composers began redefining the concept of instruments and organized sound, in turn redefining music, with modernism, futurism and postmodernism, ultimately leading music into a new era. We will dive headfirst into Electronic Dance Music (EDM) and its collection of sub genres such as House, Drum n Bass, Dubstep, Trap, and Hard-style. 
 
Welcome to the Future: Representations of Tomorrow in Literature and Film
IDH 3100 鈥� 002
Instructor: Pablo Brescia
M | 3:30 鈥� 6:15 PM

We are coming out of one of the worst nightmares in human history: the COVID-19 pandemic. This should give us pause to think about our past/present/future as a global species. In many ways, art has anticipated our current predicament a number of times. How have fiction and film imagined our future? What coordinates (life, death, body, soul, technology, religion) might we employ to understand life on Earth years from now?
This course studies texts and films that interrogate the human condition through the representation of possible futures. We will read short stories (Bradbury, Suzuki, Chiang, Borges, Arreola, and others) novels (Bioy Casares, Orwell, Atwood) and a play (Capek) and we will watch films (2001: A Space Odyssey, Arrival, The Matrix, Interstellar, Sleep Dealer) to understand the ways in which fiction and film have dealt with the anxiety of progress. Possible topics for the class include: the discourses of globalization; immigration and labor relations; the body and technology; real and virtual identities; time travel and memory; gender and race in a 鈥減ossible futures鈥� scenario. At the end of this course, students will be able to (1) recognize important texts and films and understand why they are relevant in their representation of possible futures, (2) express analytically (in oral and written form) their ideas about the material, and (3) identify and explain the main characteristics of these texts and films and analyze how do they relate to each other and to a particular cultural context.
 
10,000 Hours: Grit and Determination
IDH 3100 鈥� 003
Instructor: Calvin Falwell
M | 5:00 鈥� 7:45 PM

The "10,000-Hour Rule" is a scientific theory that says one needs 10,000 hours of experience with their skill to perfect their craft to be considered an expert. This rule and the importance of practice is a factor in most examples of how creatives become experts at their craft. This course will focus on the power of passion, perseverance, self-exploration, discovery and how setting goals in conjunction with organization can lead to a fruitful life and career. At the heart of this course are cutting-edge scientific discoveries about how to foster passion and perseverance for long-term goals. We will focus on the scientific work of Angela Duckworth and author Malcolm Gladwell's observations on why successful people are successful.
 
Global Grooves: Curating a Universal Playlist
IDH 3100 鈥� 004
Instructor: Francesca Arnone-Lewis
MW | 8:00 鈥� 9:15 AM

This course examines our reciprocal relationship with music: the choices we make in what we listen to, whose performances we support, how we choose to connect with its content, and the influences this has on society. Which voices have been ignored, and how did this happen? Through analysis and reflective inquiry, students embark on a mindful sonic journey to address these questions and more, exploring diverse musics and performers bringing attention to social issues and cultural identities. To honor experiencing other culture鈥檚 concepts of how to live a good life, the mosaic created by music from all around the world will be our focus, ranging from songs to symphonies to beats. Class topics guide students to compare how and what different forms of music, when created as a response, may convey about people and society. In addition to essay reflections, the major project is an annotated playlist students design to promote intentionality in the creation, consumption, and dissemination of music.
 
The Afterlife in the Ancient World
IDH 3100 鈥� 005
Instructor: Jeffery Donley
MW | 9:30 鈥� 10:45 AM

It鈥檚 a universal truth: Everyone, including you, will eventually die. After thousands of years of pondering it, we still find death to be one of life鈥檚 most perplexing mysteries. This interdisciplinary course integrates religious, ethical, psychological, sociological, and cultural dimensions of death and the afterlife in four of the most influential ideologies of the ancient world as seen through a cultural history of ideas and geographical practices, architecture, reliefs, and archaeology relating to death and the afterlife. The focus of this course will consist of multi-media presentations, reading, reflection, writing, collaborative inquiry, discussion, and understanding the diversity of the four most dominant ancient global ideologies of death, judgment, and the afterlife. 
Students will investigate the four most influential ancient geographical and world ideologies and their primary sources for the concept of the afterlife. First, we will begin in ancient Egypt with its Egyptian theology of death, mastabas, pyramids, the Valley of the Kings, astrophysics, zoomorphism, mummification, judgment, and the afterlife. Second, students will explore ancient Greece and Rome with their Greco-Roman concept of Hades, anthropomorphism, monsters and deities, and heroes such as Heracles (the Roman name is Hercules), Aeneas, Sophocles鈥� Antigone (441 BC), Virgil鈥檚 Aeneid (29-19 BC), Tartarus, and katabasis (descent into the underworld). Third, we will investigate the Hebrew concept of death and Sheol (the Hebrew word for the Greek Hades). And fourth, students will learn ancient Christianity鈥檚 ideology of death, Hades, Heaven, Tartarus, Judgment, Resurrection, and Hell, which became a global movement throughout the Roman Empire and beyond to our modern twenty-first century. In this course, we will write to understand what we are thinking, what we鈥檙e seeing, what it means, what we desire, and what we fear.
 
Curatorial Practices + Public Art
IDH 3100 鈥� 006
Instructor: Tina Piracci
MW | 9:30 鈥� 10:45 AM

Through an exploration of artists, public artworks, curatorial practices, and research, this course will provide insights to the behind the scenes of the art world. In hopes of granting accessibility through the arts, we will venture into social, environmental, abstract and other emergent themes in the art world. Additionally, we will delve into topics and processes about the art selections for the Judy Genshaft Honors College building and exercise skills needed to curate an exhibition. Students will immerse themselves in this practice through various activities such as creating their own gallery mock-ups as they work towards proposing a gallery exhibition as a class for an on or off campus venue. By visiting local art galleries and museums, we will refine our understanding of the creative world around us. Each student will first identify and research their individual curatorial voice as they strive to investigate their interests and goals as a member of the art realm, and then work collaboratively as a group to make real-world contributions to their community.
 
Narratives of Health, Illness, and Wellness
IDH 3100 鈥� 007
Instructor: Lindy Davidson
MW | 9:30 鈥� 10:45 AM

Humans are storytellers. Regardless of age, culture, language, or income, we communicate through story. People facing health crises are often confounded by healthcare and the communication systems they use, which rely heavily on lists and pay little attention to stories. In all states of health and illness, stories allow humans to make sense of life, connect with others, and move forward. This course will examine health, illness, and wellness narratives to better understand how people make sense of health and healthcare. Throughout the course, we will read, listen, and watch a variety of stories about health, and students will create their own health narrative as a final project.
 
Art + the Environment
IDH 3100 鈥� 008
Instructor: Tina Piracci
MW | 11:00 AM 鈥� 12:15 PM

With rising sea levels and global temperatures climbing, our earth is in need of immediate regenerative action. This studio art course will propose various forms of restorative design and art activism to address climate change, threatened ecosystems and the environment. Utilizing design, fine art, and other creative modes of expressive solutions, we will research potential calls for creative action, whether via art activism and awareness or design implementation and fieldwork. This class does not require previous art experience and various mediums will be open for exploration. Through community partnerships, we will investigate opportunities for impact design with a focus on local oyster restoration via 3D-printing ceramic habitat brick or propose and implement a mural project in collaboration with the USF Botanical Gardens. Our oyster brick restoration project is done in collaboration with Dr. William Ellis from the Marine Biology department at USF St. Petersburg, and will involve research, partnerships, and field work. With opportunities to ideate and develop design proposals with the environment in mind, we will collaborate with community researchers and organizations to take creative action for a cleaner tomorrow and bring awareness to sustainability.
 
Solarpunk: Imagining Sustainable Futures
IDH 3100 鈥� 009
Instructor: Andrew Hargrove
MW | 11:00 AM 鈥� 12:15 PM

It is becoming increasingly difficult to escape the alarming and dystopian news, media, and narratives that the Earth is being destroyed and the world is ending. These messages can, understandably, lead to feelings of anxiety and helplessness in the face of problems outside of our control. But what if I told you there was an alternative, or dare I say punk, way to view the climate change problem we have found ourselves in? For a message rooted in care for each other, the other, and the planet, and imagining a more sustainable future鈥� join us as we explore the radically hopeful world of Solarpunk. In this seminar style course, we will experience the power of art while we read, watch, create, and enjoy Solarpunk media to reveal the stories of nature, community, and empathy we need to save the world.
 
Fiction and Compassion: Understanding Life Through Stories
IDH 3100 鈥� 010
Instructor: Deepak Singh
MW | 12:30 鈥� 1:45 PM

In this course, we will explore how fiction helps us become more compassionate individuals and better communicators. By reading and analyzing a range of stories, we will deepen our understanding of human emotions, learn to make meaningful connections between events, enhance our reasoning skills, and gain insights into our own lives. The class will focus on the power of fiction to shape our perceptions and improve our ability to express ourselves.

A key focus of the course will also be on becoming a thoughtful reader. In an age dominated by social media, where reading as an art form is rapidly declining, we will work to restore the joy and depth of reading. By immersing ourselves in fictional narratives, we will rediscover how to engage with literature thoughtfully and critically. Students will submit two 7-page response papers throughout the semester, where they will engage with any of the stories discussed in class, offering their personal reflections and analyses.
 
Electric Lit
IDH 3100 鈥� 011
Instructor: Dennis Mont'ros
MW | 5:00 鈥� 6:15 PM

We are surrounded by stories. Likewise, our daily lives are immersed in technology. It seems only natural to merge these two forces which profoundly shape our human experience. This course is designed to enhance students鈥� personal and professional storytelling through the careful analysis of visual-based narratives and elevate understanding and utilization of generative artificial intelligence tools. 
The two-fold objectives of this course are 1) to learn and practice skillful use of generative AI tools and 2) to examine elements of compelling textual and visual storytelling. The culminating project is a digital visual-based narrative such as manga, a graphic novel, a web comic, or experimental form. Along the way, we will study generative AI technology fundamentals, digital ethics, visual art, and practical uses of generative AI.
 
Creator, Images, and Sounds
IDH 3100 鈥� 012
Instructor: Tamara Nemirovsky
T | 9:30 AM 鈥� 12:15 PM

In this class, students will learn how to produce a video that reflects their understanding of current events and their response to them through the creation of a fictional narrative. They will become creators of images and sounds that capture their subjective interpretation of problems that local communities are facing today. This class will focus on concept development, image, and sound composition, research, storyboarding, film language, and construction of meaning through the creation of multiple visual layers and sounds during filming and editing as well as all technical aspects (camera, lighting, sound, editing software) required to produce a creative video.

Students will collectively explore the aesthetic and rhythmic qualities of images and sound to evoke emotions and meanings in the viewer. They will research human-social problems (violence, guns, education, poverty, climate change, addictions, communication, health, COVID-19, etc.) affecting communities today and develop a video art piece that will question at the same time the audience and their systems of beliefs. Students will develop their capacity to recognize how we create understanding through the production of a video step by step, and how creative and fictional work can address their current social and cultural concerns. This course does not require previous film/art knowledge or experience. You will use a DLSR camera. If the students do not have access to a DLSR, they will use their smartphone cameras.
 
Stop Motion Animation
IDH 3100 鈥� 013
Instructor: Tamara Nemirovsky
R | 12:30 鈥� 3:15 PM

In this course, students will create socially conscious stop-motion animation artwork. Students will explore textural imagery and conceptual animation filmmaking by developing their creative research projects. Projects will examine community issues while incorporating multiple perspectives into production decisions when creating a meaningful and reflective stop-motion animation film. Students will collectively explore the cultural value, story, and emotional meaning of objects, materials, elements, and sounds to evoke emotions and meaning in the viewer by creating socially conscious stop-motion animation artwork. 

Emphasis is on animation film language, experimental stop-motion animation techniques, concept development, and narrative structures as well as all the production stages (pre-production, production, post-production) and technical aspects required to produce a stop-motion animation film. This course does not require previous animation knowledge or experience.

Art and the Refugee Experience
IDH 3100 鈥� 014
Instructor: Jerrod Schwarz
TR | 12:30 鈥� 1:45 PM

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 & 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 focuses, 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 first had experience working with refugees. There will also be out-of-class opportunities to engage with USF's Contemporary Art Museum.
 
Shakespeare and the Early Enlightenment: Liminal Space for Liminal Times
IDH 3100 鈥� 015
Instructor: David Garrison
TR | 12:30 鈥� 1:45 PM

Liminality, also known as a transitional space or a space between, is nearly an obsession of the plays of Shakespeare. This concept reflects the time in which he lived and his own personal experience. We will explore many of these liminal experiences through Shakespeare's plays: between royal and citizen, superstition and science, Catholic and Protestant, male and female, rural and urban, et cetera. We will examine Shakespeare's dramatic influence on history and culture along with the political, social, and cultural forces most influential to his own work. We will read, discuss, and perform several of the works of Shakespeare. Our discussions will range in topics from the performance of his plays and poetry, to 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, and more.
 
All the World's a Stage: Performing the Self and Your Culture
IDH 3100 鈥� 016
Instructor: David Jenkins
TR | 2:00 鈥� 3:15 PM

Shakespeare observed that "all the world's a stage." Have you considered how we embody and put into action鈥� that is to say, how we perform鈥� our various ideologies, identities, and cultures? This course focuses on our unique 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? This course puts an emphasis on creative writing, a performance form in and of itself, as well as varying performance forms (storytelling, mixed media, installations) as both objects of study and methods of inquiry to illuminate what we consider to be 鈥渢he everyday.鈥�

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 鈥渙rdinary鈥� speech of an individual to the elaborate rituals/practice of groups and organizations. We will seek to uncover how our everyday performances construct and maintain culture.
 
Narrative Cartography: Mapping the Stories of Your Life
IDH 3100 鈥� 017
Instructor: Ulluminair Salim
W | 11:00 AM 鈥� 1:45 PM

鈥淵ou 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.鈥� -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.

What is the Environment?
IDH 3350 鈥� 001
Instructor: Andrew Hargrove
MW | 9:30 鈥� 10:45 AM

What is the environment? You may think the answer to this question is simple, but this seminar-style course will critically explore the way that the social construction of the environment has changed through history and how our conception of what the environment is affects how we treat it and what we determine is acceptable. In this course, we will take a global perspective on how the environment is perceived around the globe, what we are doing about solving the many environmental problems globally, and how a shift in perspective can spark change. We will explore the environment from philosophical, sociological, psychological, and environmental science perspectives and discuss how such a simple concept is actually quite complex. We look at the science and the scientists that are necessary to create a sustainable future for our environment and ourselves.
 
Climb Every Mountain (Geology of our National Parks)
IDH 3350 鈥� 002
Instructor: Judy McIlrath
TR | 9:30 鈥� 10:45 AM

We won't actually be climbing mountains, unless you participate in the optional field trip where we will climb some small cinder cone volcanoes. Instead, we will see how mountains are built along with discussing other geological processes occurring in varied landscapes as we journey through many of the National Parks across the country. Take an adventure with me to discover how these landscapes formed and how they've changed through geologic time, why some house explosive volcanoes and why others provide tranquil scenery. We'll discuss the basics of geology and how they apply to park landscapes. It is said that the National Parks are America's greatest idea. During our travels through the parks, we'll contemplate the controversy and dilemma their very existence presents and learn some practical life lessons along the way.

The optional field trip is offered as a Study Away opportunity so that you can experience some of the parks firsthand. Come climb with me, and I think you will agree that setting these lands aside for all people and for future generations truly is America's greatest idea!
 
The Engaged Citizen - Real Science in the Real World
IDH 3350 鈥� 003
Instructor: Michael Cross
TR | 9:30 鈥� 10:45 AM

Fundamental sciences such as physics, chemistry, and biology are used in water management, building construction, and municipal permitting. Assignments in this course are in service to a community partner whose mission is to make the local Tampa Bay region a better place to live, work, and play. In this course, we will incorporate principles of the natural sciences in service to a community partner by conducting discovery activities to understand their needs, leveraging scholarly research to inform our suggestions, all of which will be presented to mentors from USF鈥檚 Institute for Advanced Discovery & Innovation. A final cumulative proposal will be delivered to the community partner for their use in advancing their mission.
 
Harm or Benefit? Abused Drugs & their Intended Uses
IDH 3350 鈥� 004
Instructor: Laura Diaz
TR | 9:30 鈥� 10:45 AM

In this course, we will journey into the complex world of pharmacology and society's relationship with frequently abused prescription drugs. We will uncover the multifaceted layers of drug use, misuse, and abuse, examining not only the pharmacological aspects but also the societal, cultural, and ethical dimensions. We'll navigate through historical contexts, dissecting how these substances have woven themselves into the fabric of human existence.

The course will provoke thought in conventional wisdom as we investigate the notion of "appropriate" drug use of abused substances, including opioids, sedatives, and other frequently prescribed medications. What factors contribute to the perception of a drug as either beneficial or harmful? How do socioeconomic disparities influence patterns of drug abuse? These questions and more will fuel our curiosity, provide rich topics for discussion, and lead us to critical analysis.
 
The Engaged Citizen - Translating Science into Application
IDH 3350 鈥� 005
Instructor: Michael Cross
TR | 11:00 AM 鈥� 12:15 PM

In this class, you will serve on a consultant team of peers to develop a comprehensive proposal for adoption by a local community organization using principles from the natural sciences including physics, chemistry, and biology. Experts from USF鈥檚 Institute for Advanced Discovery & Innovation (IADI) will join our course at key points to provide insight and mentorship from their experiences in the world of health and institutions. You will be assigned work geared to support the mission of a non-profit organization in the local Tampa Bay region that includes understanding their challenges, building a network of support on their behalf, and navigating complex problems. With mentorship from IADI faculty, you will develop a substantive proposal on behalf of a non-profit as well as present your progress throughout. The community partner will join throughout the semester to provide context for their needs and direction during the development of the proposal.

Natural Hazards of the Earth's Surface 
IDH 3350 鈥� 006 
Instructor: Timothy Dixon 
MW | 11:00 am 鈥� 12:15 pm 
 
In 2003, heat waves killed more than 70,000 people in western Europe, while an earthquake in Iran killed 23,000 people. In 2004, nearly a quarter of a million people were killed around the boundaries of the Indian ocean due to a huge earthquake and tsunami in Indonesia. In 2005, the US experienced its costliest natural disaster, as Hurricane Katrina devastated New Orleans. In 2011, Japan experienced an earthquake and tsunami similar to the 2004 Indonesia event.  Despite Japan鈥檚 long experience with such events, its economy was devastated. In the last five years unprecedented wildfires have devastated parts of California, Australia, Canada, and the Amazon rain forest, while the recent Covid-19 pandemic killed millions of people. 
  
Despite their obvious differences, the events described above have several common causes. This class will discuss the background science behind these disasters, look at associated costs and mitigation strategies, and attempt to answer the following question: if we know so much about the science behind these events, why do they continue to afflict human society and impose ever-increasing costs? The course will provide a basic understanding of Earth and environmental sciences with a focus on natural hazards, and discuss ways society can improve its responses to natural and human-caused hazards to reduce fatalities and costs. For non-science majors, it will also provide an introduction to the scientific method and quantitative analysis.

The Emotionally Intelligent Leader: Strategies for Effective and Inclusive Leadership
IDH 3400 鈥� 001
Instructor: Melanie Ryerson
MW | 9:30 鈥� 10:45 AM

Emotional intelligence (EI) is essential for effective leadership, yet many leaders are unaware of its impact on their teams and organizational culture. This seminar explores the connection between EI and leadership, emphasizing skills that build trust, resolve conflicts, and foster inclusive systems.

Drawing on psychology, management studies, and the text Just Work: How to Root Out Bias, Prejudice, and Bullying to Build a Kick-Ass Culture of Inclusivity by Kim Scott, we examine EI components self-awareness, self-regulation, social awareness, and relationship management and their application in diverse leadership contexts. Through discussions, guest speakers, and interactive activities, students will learn strategies to enhance their EI and create more inclusive leadership practices. At the end of the course, students will present their personal development and insights, demonstrating growth in EI and their ability to lead inclusively.
 
Power: The Greatest Civilization Ancient Rome
IDH 3400 鈥� 002
Instructor: Jeffery Donley
MW | 12:30 鈥� 1:45 PM

One of the most central concepts in sociology is "power," which is employed in three ways: 1) Authority (power justified by the beliefs of the voluntarily obedient); 2) Manipulation (power wielded unbeknownst to the powerless); and 3) Coercion (the use of brute force to compel someone to do something). The greatest civilization in ancient times was the Roman Empire. Power is the single word that best describes Rome's social, political, religious, cultural, and historical beliefs and behaviors. The course timeframe will be 1260 BC - AD 180, where students will investigate the social and political power struggles that occurred from Aeneas, the Father of the Romans, to the founding of Rome with Romulus and Remus, through the Age of Kings, the Roman Republic, and Imperial Rome. Students will examine the contributions that Julius Caesar, Pompey the Great, Marcus Lisinius Crassus, Cleopatra the 7th, Octavian (Caesar Augustus), and others brought to power, including the development of imperial institutions, the Roman War Machine (army and navy), geographical expansion (Romanization), monumental architecture, engineering, and language. As part of this course, students will examine Rome's organization of power as it transitioned from the Age of Kings to a representative democracy (the Republic) to a centralized imperial authority (the Roman Empire).

Students will investigate social life in the Roman Empire, including daily routines, the privileges enjoyed by citizens, social and familial ties, and religious activities. A bonus will be learning the amazing parallels between Roman social relationships, culture, history, and institutions and their intersections with modern American life and determining how that affects people today. This is a multimedia course with in-class discussion of the material and how it hermeneutically applies to students as they develop their own views. Students will also investigate Lord Acton's famous saying, "Power tends to corrupt; absolute power corrupts absolutely" (1887).
 
Communism, Fascism, and Democracy: Theoretical Foundations and Contemporary Use and Abuse
IDH 3400 鈥� 003
Instructor: David Garrison
MW | 2:00 鈥� 3:15 PM

"Communism," "Fascism," "Socialism," "Nationalism," "Patriotism," "Democracy," and "Capitalism" are terms that are used with some abandon. Everyone seems to have a vague notion of what they mean, but we often use them in incoherent and even contradictory ways. These concepts and terms become increasingly important during election cycles that seem to be lasting longer and becoming more polarizing and vitriolic. In this course, we will attempt to come to grips with some of the most important "-isms" of contemporary politics by examining both their theoretical, historical, and cultural foundations, but also how they have evolved and changed in different social, political, and economic environments.
 
James Baldwin and the Origins of White and Black
IDH 3400 鈥� 004
Instructor: Zachary Purdue
MW | 2:00 鈥� 3:15 PM

When asked about the future of Black Americans and the future of America, James Baldwin remarked that the two were "insoluble". White Americans, Baldwin argued, would largely determine the country's future to the extent that they could confront the historical and existential origins of American distinctions between Black and white. Failing this task would inevitably lead to "a breaking point" in which the country's race relations would erupt into violence. America's only options for sustainable futures all required a searching, honest appraisal of the relationship between Black and white identities, identities Baldwin saw as interdependent.

This course investigates Baldwin's comments surrounding what it means to be Black and white in America. We sift through Baldwin's letters, essays, and interviews to draw out his positions on the phenomenology of racial identity. Additionally, the course examines Baldwin's commitment to optimism and criticisms of pessimism, his views on gay and straight identities, and his relationships with other intellectuals and activists of the civil rights era. We also compare Baldwin's views with studies from history and the social sciences on the origins and development of Western racial distinctions. The course's approach strongly resembles courses in the history of philosophy. Classes consist of seminar-style close readings and discussions of primary sources. There is little to no classical lecturing. Evaluation methods are almost entirely writing and participation, with no tests.
 
Elements of American Statecraft
IDH 3400 鈥� 005
Instructor: Jeffrey Rogg & David Oakley
MW | 3:30 鈥� 4:45 PM
Permit Required

From climate change and pandemics to current wars, the United States faces challenges that require it to balance liberty and security, principles and policies, and ideology and interests. Welcome to the world of American statecraft. Whether you aspire to a career in government and national security or simply find yourself wondering about how the United States makes decisions that affect the entire world, you will leave this course with an entirely different outlook.

This course will be co-taught by national security experts from the USF Global and National Security Institute who will bring their experience as practitioners in the U.S. military and Central Intelligence Agency into the classroom. Students will gain unique access to current and former security practitioners while learning about U.S. national security decision-making. The course concludes with a strategy competition where teams work together to develop policy solutions for a national security challenge. 

To apply for a permit, submit by November 8 for priority consideration. 
 
Government Accountability, Democracy, and the Public Trust
IDH 3400 鈥� 006
Instructor: Stephanie Williams
MW | 5:00 鈥� 6:15 PM

This course discusses the concepts of government accountability, democracy, and public trust by examining famous political scandals from the 20th and 21st centuries. Students in this class will look at how leaders across political parties and levels of government have abused the powers of their office, and in turn the trust and confidence of the public. Each class will review controversies related to a wide range of topics including war and foreign policy, impeachment, the misuse of tax dollars, abuse of power, fraud, and electoral misconduct, and the rights and protections of the socially vulnerable. Materials for the class will include news sources, interviews, and political speeches. Students will select one controversy for their in-class presentation and final research paper. This course fosters critical thinking, promotes civic engagement, and fosters civility among all participants in the class.
 
Disability & Popular Culture
IDH 3400 鈥� 007
Instructor: Kyle Romano
R | 12:30 鈥� 3:15 PM

What is disability? Answering that question is complicated, but have you ever thought about how you developed your understanding of disability? By examining the way popular media portrays disability and disabled people, this course will shed light on how society thinks about disability and explore how that comes to impact our own understanding of it. 

In this course, we will examine the way culture influences us through a variety of mediums, including TV shows, music, stories, 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鈥檒l 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.
 
Sports' Impact on World Diplomacy and Transparency
IDH 3400 鈥� 008
Instructor: Alexis Mootoo
T | 5:00 鈥� 7:45 PM

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, and 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 the 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. For the final project, students will choose a documented sporting event from anywhere in the world that sparked significant positive change 鈥� whether it reshaped community values, influenced public policy, or inspired social movements 鈥� and explore its lasting legacy on society.
 
Global Health with People First
IDH 3400 鈥� 009
Instructor: Holly Singh
TR | 9:30 鈥� 10:45 AM

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. It focuses on the study of health issues and concerns that transcend national borders, class, race, ethnicity, 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 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.
 
Germany Beyond the Classroom
IDH 3400 鈥� 010
Instructor: Peter Funke
TR | 9:30 鈥� 10:45 AM
Permit Required

Spend the semester learning about German history, culture, and language, to help us understand what it means to be German over the past 150 years and today. Then travel to Germany at the conclusion of the spring semester to immerse in facets of everyday life, cultural realia, and create connections with German students. Our home base is the University of Osnabr眉ck, in northern Germany, with planned excursions to Berlin, Cologne, and Hamburg. Osnabr眉ck, known as the City of Peace, is a welcoming, student-friendly city with plenty to explore!

For more information click here.

*You must apply and be accepted to the Honors Germany Study Abroad program before enrolling in the course.
 
Food is Power
IDH 3400 鈥� 011
Instructor: Dhalia Bumbaca
TR | 11:00 AM 鈥� 12:15 PM

Food is far more than a necessity for survival; it is the heart of culture, community, and human connection. Throughout history, communities have gathered around food, using it to mark celebrations and the rhythms of daily life. It shapes traditions and connects us to the land, to one another, and to our ancestors, carrying stories of resilience and creativity. Furthermore, food systems profoundly impact our planet, driving conversations around economy, biodiversity, and hunger.  The Honors class "Food is Power" encapsulates this profound influence of food beyond mere sustenance, and suggests that through food, communities can grow stronger, cultivating health, wellness, trust, and mutual care. 

This course will explore the dynamics of our food system (i.e. food production, processing, distribution, marketing, consumption, and resource management) and how these processes affect our everyday lives. Through a combination of readings, discussions, and projects that encourage critical thinking, students will investigate the varying roles of food system stakeholders in shaping a community food system that supports food sovereignty, and the alleviation of food insecurity. Instructor relationships with local community stakeholders and leaders will be leveraged to bridge the gap between theoretical knowledge and real-world application. From supporting local farmers and reducing food waste to understanding the scale of production necessary to feed the masses, the nuances of our food environment affect the health of our communities and economies. Students will learn about the power embedded within food and have the opportunity to become active food citizens, promoting health, justice, and resilience in a world interconnected by what we eat.
 
Social Movements
IDH 3400 鈥� 012
Instructor: Peter Funke
TR | 12:30 鈥� 1:45 PM

Social Movements have long been considered a major driver of political, social, economic, or cultural change. In the U.S., 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 鈥済one global.鈥� 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 鈥淪ocial Movements鈥� 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 recent mobilizations such as the anti-globalization movement, the Arab Spring, Occupy Wall Street or BlackLivesMatter. Finally, throughout the semester you are asked to follow, research, and report on a particular social movement 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 recent mobilizations and movements and become a 鈥渟pecialist鈥� on a particular social movement organization.
 
Pop Culture and Social Change
IDH 3400 鈥� 013
Instructor: David Jenkins
TR | 3:30 鈥� 4:45 PM

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"), television and film, and the human body 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.

Music, Culture, & Health
IDH 3400 鈥� 014
Instructor: Rebecca Todd
TR | 3:30 鈥� 4:45 PM

鈥淢usic is a moral law. It gives a soul to the Universe, wings to the mind, flight to the imagination, a charm to sadness, gaiety and life to everything.鈥� -Plato
 
Music occupies a unique space within the human experience. As a cultural universal, music possesses the power to transcend political and religious divides and is intimately connected to various dimensions of human health. In this course, students will engage with current scientific research at the intersection of music, culture, and health through a growing body of theoretical frameworks and interdisciplinary practice. Integrating historical, empirical, and contemporary perspectives, we will holistically explore the impact of music on various dimensions of human health, including physical well-being, mental health, sociocultural health, and overall quality of life. Students will be challenged through discussion, reflection assignments, and a research project to question the potential implications of these findings for public health and individual well-being and gain insights into how music can be harnessed as a tool for enhancing health outcomes and managing illness at the individual, group, and population levels.
 
Water, Wetlands, and Human Societies
IDH 3400 鈥� 015
Instructor: Andrea Vianello
MW | 11:00 AM 鈥� 12:15 PM

Water is essential for life. Human societies have long found ingenious systems for procurement of freshwater and disposal of wastewater. Settlements and towns have been built in proximity to rivers and lakes. Coastal settlements have also been important for mobility. Landscapes have been altered to keep reservoirs of water using dams. The presence of water is so important for different reasons, that many areas are built on natural or artificial wetlands. Manhattan at the heart of NYC, Venice in Italy, the Netherlands, and most of 51在线 are just some high-profile examples.

The course will present the primary reasons in history for human society to be near or on water. It will continue showing a difficult relationship between humans and water-rich landscapes. Today, rapid climate change and pollution can pose enormous challenges across vast areas on such areas that are perhaps the most fragile environments among those commonly used by human societies. By using archaeology, history and anthropology, the course will show when and how learning to live with water and adapting to changing landscapes can offer a path forward, and what can be done when this is not possible. 51在线, increasingly at risk from water, will be a central case for discussions in class.

Pilgrimage of Purpose
IDH 3600 鈥� 001
Instructor: Mark Lane-Holbert
MW | 8:00 鈥� 9:15 AM

"Pilgrimage of Purpose" is a course designed to explore the concept of pilgrimage not only as a physical journey but as a metaphor for the personal quest for meaning and purpose. Drawing from diverse cultural, spiritual, and philosophical traditions, students will examine how the act of pilgrimage has historically served as a tool for self-discovery, spiritual growth, and community connection. The course will feature readings from existential psychology and faith traditions, alongside texts focused on finding purpose for college students navigating the complexities of modern life. This course will invite students to reflect on their individual and collective well-being as part of a healthy humanity. Pilgrimage is often associated with periods of reflection and healing, offering an opportunity to explore the psychological and social dimensions of well-being. This class will analyze case studies of pilgrimage practices such as the Camino de Santiago in Spain, the Hajj and River Ganges, and the spiritual journeys in indigenous traditions. Students will engage in a cultural immersion experience in the community and weekly reflections. These reflections will be supplemented with contemporary research on purpose and mental health, emphasizing how understanding one鈥檚 purpose can lead to greater resilience, life satisfaction, and a sense of fulfillment.

Students will explore how pilgrimages have historically brought people together across cultures and backgrounds, creating spaces for dialogue, shared experiences, and mutual understanding. By learning about the communal aspects of pilgrimage, students will be encouraged to think about how their own journey toward purpose can contribute to their communities and to society at large through engaged citizenship. Whether through service projects, involvement in social causes, or careers in public service, this course will help students consider their responsibilities as engaged citizens working toward the common good. As part of their learning experience, students will also participate in assignments and group discussions that connect the theory of purpose to their personal experiences and future goals. By the end of the course, students will have gained a deeper understanding of how different cultural traditions approach the search for purpose, and they will understand research-based practical tools for applying purpose. This course will empower students to navigate their own pilgrimages of purpose with a sense of responsibility for their well-being and the well-being of the broader community.
 
Ethics of the Dispossessed: Sustaining Human Populations in an Age of Mass Migrations
IDH 3600 鈥� 002
Instructor: David Garrison
MW | 3:30 鈥� 4:45 PM

Homelessness is not a new problem. Refugees, the dispossessed, and immigrants have been a part of the human experience for as long as we have records. However, the contemporary world provides new opportunities for dealing with these conditions, new means by which to understand the causes and potential solutions to issues of homelessness, and new challenges in the face of increasingly dense human populations and increasingly numerous migrations. 

In this course we will examine new ways to conceptualize the nature of home and homelessness. We will explore some of the political, financial, psychological, environmental, and social causes of homelessness and migration, and attempt to address future solutions to some of these challenges.
 
Biomedical Ethics
IDH 3600 鈥� 003
Instructor: Victor Bowers
MW | 3:30 鈥� 4:45 PM
Permit Required until Nov. 19.
7-year BS/MD students should contact Carter Harbert for permit.

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.

Controversies in Medical Research
IDH 3600 - 004
Instructor: David Diamond
M |2:00 - 4:45 PM

In this seminar we will investigate flaws, conflicts of interest, outright deception and breaches of ethics in medical research. This will be an active learning course in which students study the literature in specific health-related topics, and then they present the research in an engaging discussion with the class through the use of PowerPoint presentations.

Examples of topics we will cover are diet controversies; drug safety issues; environmental causes of brain diseases; safety and efficacy of fluoridated water, mammograms, vaccines and cholesterol lowering medications.
 
Argument: Democracy鈥檚 Greatest Gift?
IDH 3600 鈥� 005
Instructor: Ralph Wilcox
TR | 2:00 鈥� 3:15 PM

At a time when contemporary democracies are threatened by growing discord and divisiveness, this class examines the critical importance of argument, debate and civil discourse to citizenship and civic responsibility. From the ancient Greek city-states to the contemporary world, students will evaluate the essential role of free speech, viewpoint diversity, and the exchange of ideas to strengthening foundations across many forms of democracy. The class will explore decline in the debating tradition and the consequent threat to democracy along with the importance of individual and collective resiliency in an increasingly divided and dangerous world most often characterized by technological mediation. The class will also consider the importance of recognizing and responding to the rise of demagoguery, bullies and authoritarianism, the antithesis of democracy, in both domestic and global contexts. 

Students will critically assess the great debates in western civilization and beyond, the importance of presidential debates throughout the history of American democracy, and advance their own rhetorical skills through demonstrating active listening, critical thinking, forming a substantive and persuasive argument, and rebuttal. 
 
Environmental Ethics: Who is responsible? To Whom? and Why?
IDH 3600 鈥� 006
Instructor: David Garrison
TR | 2:00 鈥� 3:15 PM

How should human beings relate to the natural world? Do we have moral obligations toward non-human animals and other parts of nature? And what do we owe to other human beings, including future generations, with respect to the environment? This course will examine such questions in light of some current and classical ethical theories: considering what those theories suggest regarding the extent and nature of our environmental obligations. While we will pay some attention to these questions in a general philosophical sense, in this course we will focus on specific topics of interest as chosen by the students. We will emphasize interdisciplinary scholarship and how technology, politics, cultural, and social concerns impact our understanding of the environment and of our ability to negotiate appropriate relationships to and with our environment.
 
Spirituality, Religion, and Ethical Dilemmas in Death
IDH 3600 鈥� 007
Instructor: Jason Filippini
TR | 5:00 鈥� 6:15 PM

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 healthcare resources, will be examined on the basis of how they are shaped by religious and spiritual values.

Through thought-provoking readings, 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."
 
Developing Practical Wisdom in Law: An Immersive Experience with Legal Departments
IDH 3600 鈥� 008
Instructor: Kristyan Gilmore
W | 9:30 鈥� 12:15 PM

This unique experiential learning course offers students an exclusive opportunity to immerse themselves in the legal landscape of Tampa. Through hands-on collaboration with nonprofits, students will gain practical experience in areas such as contract drafting, legal research, compliance, and governance. They will also build professional relationships and learn how legal frameworks operate across various industries, a privilege not many students get to experience.

Through reflective learning, students will develop core legal skills, deepen their understanding of ethical considerations in practice, and explore attorneys' diverse roles in different organizational contexts. Guest lectures, site visits, and guided projects will complement the hands-on experience, providing students with a comprehensive and enlightening view of the legal profession. This in-depth knowledge will empower students to understand the profound impact of the legal profession on business and society. This course is ideal for students considering law school or careers in legal practice, public service, or corporate governance.

Language and Meaning Across Cultures 
IDH 4200 鈥� 001
Instructor: Mark Lane-Holbert 
MW | 9:30 鈥� 10:45 AM 

This course explores the relationship between language, culture, and meaning, including how linguistic frameworks shape and are shaped by cultural contexts, encouraging students to understand how language affects bio-psycho-social health dynamics across cultures. Through the lens of cultural anthropology and applied linguistics, students will investigate how language can both limit and expand our understanding of the natural world and human relationships. The course will feature case studies from diverse geographical areas, ranging from indigenous languages in Latin America to multilingual societies in Europe, Africa, and Asia, emphasizing the role of language in social identity, environmental perception, health and cultural adaptation. 

One of the primary questions the course will explore is how different cultures construct their worldviews through language. For example, students will examine how linguistic relativity鈥� the idea that the structure of a language affects its speakers' cognition and worldview鈥� affects communities鈥� interactions with their environments and their understanding of health, well-being, and the natural world. Moreover, the course will address the impact of language on sustainable futures, examining how cultures that prioritize environmental stewardship express and preserve this through their linguistic practices. Case studies will include the integration of ecological knowledge in indigenous languages or modern policy debates around environmental sustainability. By the end of the course, students will not only have a richer understanding of the diverse ways language shapes human experience, but also develop practical skills in cross-cultural communication, critical thinking, and global citizenship. 
 
Healing and Everyday Crises in South Asia 
IDH 4200 鈥� 002
Instructor: Holly Singh 
MW | 11:00 AM 鈥� 12:15 PM 

This course will engage students in examining comparative approaches to health and healing in contexts of social and economic inequality and environmental crisis, with a focus on South Asia as a region and South Asian frameworks of healthy humanity. The course will address multiple healing traditions in South Asia, including the particulars of biomedical practice in medically plural South Asian contexts. The course will expose students to aspects of social life, literature, and film in South Asia to analyze medical practice, health, and illness across healing systems, in public health, and in social policy. 
 
The Kingdom of Morocco and the Andalusian-Maghrebi Cultural Heritage in North Africa 
IDH 4200 鈥� 003
Instructor: Raja Benchekroun 
MW | 12:30 鈥� 1:45 PM

In the Northwestern Moroccan city of Tangier, one can catch a glimpse of the lights from Southern Spain. Welcome to the Kingdom of Morocco "Mraheba Beekum." Morocco stands as a country that not only preserves but also showcases a living example of the interconnectedness between two cultures and the art of preserving and protecting a shared heritage. In this course, students will delve into the Andalusian-Maghrebi cultural heritage, exploring the profound impact of Morocco on Southern Spain, and examine Al Andalus and how it shaped the cultural, linguistic and religious landscape of the Maghreb region (North Africa) and Southern Spain. Students will examine the migrations of communities in times of harmony and crisis, and the narratives they brought along to the shores of the Mediterranean Sea, including cities like Tetouan, Melilla, Chefchaouen, and others along the coast. We will raise questions and navigate current initiatives led by academics and organizations to revive Al Andalus.  
In our cultural exploration, we will inquire about the history of Andalusia and the Moors, delving into what Al Andalus signifies to the diverse communities within North Africa and surrounding areas. Students will also explore new discoveries and projects aimed at reviving the untold stories of Andalusia through literature, creative expression, architecture, historical sites, and the golden age of Andalusian scholarly work.  
 
Global Perspectives of Nineteenth Century Literature: Interconnectedness
IDH 4200 鈥� 004
Instructor: Jeffery Donley 
MW | 2:00 鈥� 3:15 PM

The purpose of this course is to critically engage with the global literary masterworks of thought from the nineteenth century. Great nineteenth-century literary masterworks and films made from them have the capacity to make students identify with fictional and non-fictional characters in ways that show possibilities and potential vulnerabilities for themselves. This kind of empathic identification is important for diverse and pluralistic communities. Students will engage the nineteenth-century literary themes of free will, crime, one's own worst enemy, childhood and adulthood, obsession/revenge, religion, identity, humanity vs. nature, feminism, the individual vs. society, environmentalism, and good vs. evil.

From eight countries, thirteen authors, and thirteen perspectives, students will analyze the interconnectedness of global community themes in the following nineteenth-century masterworks and films: from England: Charles Dickens鈥� A Christmas Carol (1843), H.G. Wells鈥� The Time Machine (1895), and Oscar Wilde鈥檚 Picture of Dorian Gray (1890), from America: Lew Wallace's Ben Hur (1880), Herman Melville鈥檚 Moby Dick (1851), Louisa May Alcott鈥檚 Little Women (1868/69), from Russia: Fyodor Dostoevsky鈥檚 The Karamazov Brothers (1879-80), from France: Victor Hugo鈥檚 Les Miserables (1862) and Jules Verne鈥檚 20,000 Leagues Under the Sea (1864), from Germany: Johann Wolfgang von Goethe鈥檚 Faust (1806/29), from Scotland: Sir Walter Scott鈥檚 Ivanhoe (1819), from Japan: Higuchi Ichiyo鈥檚 Takekurabe (1895/96), and from India: Bankim Chandra Chattopadhyay鈥檚 Krishnakanter Will (Krishnakanta鈥檚 Will, 1878). The focus of this course will consist of multimedia presentations, reading, reflection, writing, collaborative inquiry, and discussion of an authentic global understanding and appreciation of the dynamics of the diversified, multi-layered facets of the literary masterworks of the nineteenth century. 
 
Geographical Perspectives on Sub-Saharan Africa 
IDH 4200 鈥� 005
Instructor: Fenda Akiwumi 
MW | 2:00 鈥� 3:15 PM

This class will examine cultures, societies, and development in Sub-Saharan Africa, within historical and contemporary contexts. It will be a broad interdisciplinary introduction to the study of this part of the African continent. Africa鈥檚 history, politics, cultures, and societies are rich, diverse, and complex yet generalizations and negative stereotypes about Africa by the media, academics, and policymakers are common (apocalyptic scenarios of civil war, poverty, famine, diseases such as AIDS and failed states, for example). Using selected case studies, we will explore political, economic, and socio-cultural characteristics of both modern and traditional Africa and through critical evaluation of course materials obtain a more balanced portrayal of the continent and its development. 
 
How to Save a Planet 
IDH 4200 鈥� 006
Instructor: Andrew Hargrove 
MW | 2:00 鈥� 3:15 PM

We are currently in a state of emergency regarding the future of our relationship with the natural environment. We are experiencing the 6th mass extinction, global warming over 1.5 degrees Celsius (2.7掳F), ecological damage, rising sea levels, more natural disasters, and population displacement. It is easy to become overwhelmed by the sheer size, scale, and scope of these crises. Our natural inclination may be to feel hopeless and powerless. BUT you do not have to feel this way! This class will discuss the many facets of the climate change problem, how people are already working on addressing it, and what you can do to contribute to making the world a better and safer place for us all to live. We will engage with scientific literature, calls for action, NGOs around the world, and with the people right here in our own community fighting climate change. Join us and learn how to save a planet and build our sustainable futures! 
 
Propaganda, Misinformation, and Disinformation in the 21st Century 
IDH 4200 鈥� 007
Instructor: Arman Mahmoudian 
MW | 3:30 鈥� 4:45 PM

This course explores the critical concepts of propaganda, misinformation, and disinformation, focusing on their evolution and application in the 21st century. Students will examine how states and political entities strategically employ these tools to shape public opinion, influence behavior, and advance their agendas. Through case studies, students will learn to distinguish between different forms of information manipulation, understand the motivations behind their use, and analyze their impact on global and domestic politics, media, and society. The course will provide a deeper understanding of how and why such tactics remain effective in today's information age. 
 
Rethinking Selves and Communities: Latina Feminist Philosophy and the Twenty-first Century 
IDH 4200 鈥� 008
Instructor: Zachary Purdue 
MW | 3:30 鈥� 4:45 PM

The world is changing, and what it means to be a person or a community is changing along with it. In an era of accelerating migration as people flee their homes to escape war, violent crime, and climate crises, humans and our cultures press together. Cultures that were previously isolated now live among each other, increasingly integrating, blending, and coexisting. As our communities multiply, so do our selves. This course investigates theories of the self and community emerging out of recent developments in Latina Feminist Philosophy, focusing predominantly on the work of Gloria Anzald煤a, Mar铆颅a Lugones, and Mariana Ortega. Additional topics include the relationship between the self and language, tactics for multicultural community building, and creative possibilities for resistance movements. The course's approach strongly resembles courses in the history of philosophy. Classes consist of seminar-style close readings and discussions of primary sources. There is little to no classical lecturing. Evaluation methods are almost entirely writing and participation, with no tests. 
 
Global Perspectives on Health and Wellness 
IDH 4200 鈥� 009 
Instructor: Nivethitha Ketheeswaran 
R | 2:00 鈥� 4:45 PM

What does it mean to be well in this world? How does context influence our health, from individual personality to social structures, to global positioning? This course examines these questions through in-depth examination of various global cultural perspectives on health and wellness. Students will consume diverse authorship and engage in creative expression to explore their own perspectives on health and wellness along with the diverse perspectives that surround them in today's ever-globalizing context. We will examine major health and wellness subjects from a variety of global contexts. We will begin with defining the bio-psycho-social model and how it is applied in different regions of the world. We will then work through different health subjects and their various global applications such as bodily autonomy, access to health care, alternative wellness, and community wellness. Students will be asked to create a portfolio which includes 1) a proposal for a community wellness center 2) three arts-based representations of health and wellness, 3) a recipe contribution to a class wellness cookbook and 4) a written reflection of their own health and wellness experiences which apply course learnings. Additionally, students will partake in weekly reading-based discussion posts and one group presentation. 
 
Sick Around the World: Geographical Perspectives on Global Health 
IDH 4200 鈥� 010
Instructor: Donna Gambino 
T | 9:30 AM 鈥� 12:15 PM

This course is designed as a comparative presentation of current issues across international healthcare 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 healthcare delivery, personal health, or health education. We will discuss and debate healthcare delivery systems, medical malpractice, physical/mental health, physician-assisted suicide, the opioid crisis, women's reproductive health, medical devices, and healthcare 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 healthcare 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鈥� 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 (AHEC) for project ideas. 
 
Beasts and Burdens: Survival, Imagination, and Risk in the (Global) South 
IDH 4200 鈥� 011
Instructor: Ulluminair Salim 
T | 11:00 AM 鈥� 1:45 PM

"The problem with stereotypes is not that they are untrue, but that they are incomplete."  鈥� Chimamanda Ngozi Adichie, author and activist 

This course disrupts monolithic representations of poverty and the poor by magnifying alternative narratives. Through the lens of select films about poverty and identity in southern 鈥渞iskscapes鈥�, students will theorize the 鈥淪outh鈥� as both a geographic location and position of marginality. Beginning their symbolic travels in the American South, students will make the familiar strange by confronting the ways in which the 鈥渄istant other鈥� is in our own backyard. From New Orleans to Orlando to Bombay, we will examine topics such as adverse childhood experiences; the intersection of climate change and poverty; borderlands epistemologies; the refugee crisis; and human trafficking among other concerns. Finally, students will problematize the so-called 鈥渃ulture of poverty鈥� and identify the social capital and resilience often overlooked in representations of the poor. 
 
Bollywood, Biriyani, and Beyond: The South Asian Diaspora Experience 
IDH 4200 鈥� 012
Instructor: Nivethitha Ketheeswaran 
T | 2:00 鈥� 4:45 PM

This course is an in-depth exploration of the South Asian Diaspora Experience. Many different social, economic, political, and cultural identities make up what is considered the South Asian diaspora. Simultaneously, the South Asian diaspora has become a large organizing phenomenon. This duality is worthy of critical inquiry and analysis, which students in this course will use interdisciplinary methods to engage in. We will explore films, texts, food, cultural artifacts, and local community engagement. This course asks students to engage in creative writing, art projects, group presentations, and community engagement projects. Students will learn to explore their own place in diaspora, the role of the South Asian diaspora community in major historical events, and the role of the South Asian diaspora community here in Tampa Bay. 
 
Clothed in Suffering: The Entanglement of Fashion, Slavery, and Globalization 
IDH 4200 鈥� 013
Instructor: Catherine Vazquez 
TR | 8:00 鈥� 9:15 AM

Southeast Asia is widely recognized as a hotbed of human trafficking and exploitation, with global estimates placing as much as 80% of trafficking worldwide as occurring within or originating from this region. It is also a region closely connected to the fashion industry with its abundance of garment districts and manufacturing facilities, and a long history of providing cheap labor for external entities. As human trafficking continues to grow exponentially around the globe, touching nearly every nation and industry, the world of fashion, particularly with the explosion of fast fashion, is not only susceptible to trafficking鈥檚 infiltration, but may even rely on the exploitation and suffering of individuals trapped within its web. In this course, we will explore the relationship between human trafficking and fashion in our globalized economy from landmark cases such as the El Monte sweatshop to more recent developments and international efforts to combat exploitation. The course will focus heavily on geographic distinctions in both the means utilized and the motivations behind each region鈥檚 participation in the global human trafficking network, but will center heavily on Southeast Asia, branching out to follow the supply chain and the money. The course will ask students to consider their own role in the fashion-on-demand industry and to creatively investigate approaches which might offer affordable, sustainable alternatives. 
 
Global Solutions Lab: Tackling UN Sustainable Development Goals with Universities in Ghana 
IDH 4200 鈥� 014
Instructor: Kristyan Gilmore 
TR | 9:30 鈥� 10:45 AM

In this collaborative course, students will form interest groups to address pressing global challenges identified in the United Nations Sustainable Development Goals (SDGs). The most exciting part of this course is our partnership with students from universities in Ghana, providing a unique opportunity to work across borders and develop innovative solutions to issues such as poverty, climate action, quality education, and clean energy. By blending diverse perspectives, students will better understand how local challenges intersect with global goals. The course also provides a unique opportunity for students to reflect on the current political climate, both nationally and globally, as it impacts sustainable development. Through critical analysis of recent political campaigns and their outcomes, students will examine how policy, governance, and political shifts influence progress toward the SDGs.  

Through virtual collaboration which will include online meetings, group discussions, shared document editing, research, and project development, students will explore the complexities of global issues and create actionable solutions with real-world impact. This course fosters critical thinking, cross-cultural communication, and team-based problem solving, preparing students to become global citizens and leaders in addressing sustainability challenges. It is ideal for students passionate about international development, social impact, and global partnerships. 
 
The Non-Citizen Experience and Finding Home: Immigrants, Refugees, and Exiles 
IDH 4200 鈥� 015
Instructor: Nazek Jawad 
TR | 11:00 AM 鈥� 12:15 PM

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鈥� 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 鈥渓earning鈥� 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 鈥渉ome鈥�. 
 
US & UK: The Special Relationship, Myth or Reality? Trans-Atlanticism in the Contemporary World 
IDH 4200 鈥� 016
Instructor: Ralph Wilcox 
TR | 11:00 AM 鈥� 12:15 PM

The 鈥渟pecial relationship" between the United States of America and the United Kingdom of Great Britain and Northern Ireland has been a central feature of trans-Atlantic and Anglo-American relations since 1945 and before. This course examines the nature and significance of the alliance over time utilizing a multi-faceted framework that includes political and diplomatic relations, strategic and security matters, trade and economic cooperation, social, legal, religious, environmental considerations and cultural appropriation. Set in historical perspective, students will assess trans-Atlantic tensions and threats to the 鈥渟pecial relationship" throughout time and consider the current state and likelihood of sustaining a mutually beneficial partnership in the future.  
Utilizing documentary evidence to better understand individual (including presidents, prime ministers and the monarchy) and institutional (big business and media for example) connections, and critically evaluating the symbolism, myth and reality of trans-Atlanticism, the class will explore notions of empire, American and British exceptionalism, and the significance of the alliance to the world today. 
 
Access to Justice 
IDH 4200 鈥� 017
Instructor: Alma Dedic-Sarenkapa 
TR | 11:00 AM 鈥� 12:15 PM

People need protection from potential harm. All of us can find ourselves in harmful situations, especially when we engage in disputes or conflicts of interest. In these situations, we start looking into actions or remedies that we can use to redress the harm. When remedies are guaranteed by law, they are called legal remedies. Legal remedies involving a third party, such as a legal institution, lead to resolving disputes mostly through compensation or restitution. The ability of people to seek and access legal remedies through different mechanisms is the main concern of the Access to Justice concept. In this course, we will explore different models of Access to Justice in the Americas, Europe & Asia, and Africa and the human rights standards linked to them. We will also look at the connection between Access to Justice and social justice. This connection can be examined from different perspectives such as equal or unequal opportunities, privileges, and economic justice.  

Following current events shaping the world we live in students will better understand human rights protection in our country and around the world. Students will engage in facilitated discussions, team presentations, student-led working groups, workshops, and a final research project. 
 
Human Development and the Environment 
IDH 4200 鈥� 018
Instructor: Alma Dedic-Sarenkapa 
TR | 12:30 鈥� 1:45 PM 

Contrary to popular belief, human development is about ameliorating human life and not only economic growth. It focuses on people and expanding opportunities and choices they can access. This course will take an interdisciplinary approach in 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 investigate 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 conduct 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. 
 
Global Explorations of Medicine, Drugs, & Culture 
IDH 4200 鈥� 019
Instructor: Rebecca Todd 
TR | 2:00 鈥� 3:15 PM

鈥淧oison is in everything, and no thing is without poison. The dosage makes it either a poison or a remedy.鈥�  鈥� Paracelsus, Physician, Alchemist, Philosopher

This course will survey the relationship between a variety of mind-altering substances and cultural processes. We discuss the physiological and psychological effects of these substances - ranging from alcohol and caffeine to LSD and Ecstasy - and ask why different drugs are sanctioned and prohibited by different societies. We explore the history of mind-altering substance use and the relationship with such phenomena as health, poverty, religion, popular media, inter-generational conflict, and politics. Students will explore the evolution of substance use from their indigenous roots to the modern global pharmaceutical industry. Topics will include (but are not limited to): bioethics and the medicalization of drugs; discourse and debate around medical vs. holistic, healing vs. harming, mind-controlling vs. mind-altering, and recreation vs. addiction; legal sanctions and countercultures; global trade of sugar, coffee, and nicotine; and the rise of popular pharmaceutical products. Through discussion, we will apply a variety of theoretical perspectives toward a more holistic understanding of how medicine and drugs, drug use, and addiction are conceptualized, constituted, materialized, and commodified through social and cultural norms and practices. Students will complete a generative solution-focused research project exploring how these tensions shape the way we experience our own individual and collective health and wellbeing. 
 
Korean Culture and Identity: Beyond the Classroom 
IDH 4200 鈥� 020
Instructor: Kevin Lee 
TR | 3:30 鈥� 4:45 PM
Permit Required 

This course will begin by building a historical and cultural context through which we can examine the many facets of Korea. Students will develop a rich and diverse understanding of Korean culture and identity through an interdisciplinary exploration of various topics such as language, cuisine, traditions, Hallyu (Korean Wave), and more. In addition, students will participate in experiential learning by completing group projects, analyzing media, hearing from guest speakers, and participating in various activities to create a dynamic approach to cultural learning. This course will require active participation, lots of discussion, regular attendance, and a few activities outside of class time for optimal learning. There may be optional experiences outside of regular class times for a small cost, such as meals.  

*This course is permitted for students who have been accepted to the 2025 South Korea Beyond the Classroom study abroad program. 
 
Global Citizenship and Interculturality: Prospects and Challenges 
IDH 4200 鈥� 021
Instructor: Zakaria Fahmi 
TR | 3:30 鈥� 4:45 PM

As the world becomes increasingly interdependent due to globalization, the need for intercultural awareness becomes more indispensable than ever. In light of the assimilative forces of globalization and its spread of narrowly constructed identities, interculturality proposes a relational approach to understand, appreciate, and respect cultural differences as a complex, interconnected whole. This awareness encompasses the skills, attitudes, and knowledge that enable the development of cross-cultural sensitivity and reciprocal adjustment to ensure social harmony on the local and global scales. While maintaining the interconnectedness of our communities and reinforcing a sense of belonging as responsible global citizens, fostering intercultural dialogue and promoting cooperation help us tackle the shared risks of globalization. Our cultural identities are prone to the cultural sameness prompted by the dynamics of globalization, which often tend to conflate diversity with multiplicity. In this sense, interculturality and global citizenship work in tandem not only to value the enrichment of cultural diversity and empathy for difference, but also to inspire cooperation to alleviate systemic disparities and ensure equitable growth for local and global communities, without any hegemonic undertones. Drawing from theoretical and applied social sciences (e.g., applied linguistics, cultural studies, intercultural communication, post-colonial literature, and social psychology), using blended learning of class lectures and seminars, this course explores the meaning and role of interculturality, while uncovering the extent to which global citizenship, as a set of values and commitments, presents a challenging construct conceptually and empirically. 
 
Colombia Beyond the Classroom: "Women in Power" 
IDH 4200 鈥� 022
Instructor: Raheleh Dayerizadeh 
TR | 5:00 鈥� 6:15 PM
Permit Required

This course offers a cross-cultural analysis of the lived experiences of women and their historical struggles for power and gender justice in the developing world. Through the examination of theories, debates, and scholarly works predominantly from the Global South, we will gain a nuanced understanding of the political, historical, cultural, geographical, social, educational, environmental, and economic challenges and achievements that have shaped gender politics. By engaging with diverse examples and authors from the Global South, students will approach gender politics from an interdisciplinary and historical perspective, exploring both the unique and shared experiences of women across different societies. 

Through readings and discussions, students will analyze the influential movements shaping gender politics in developing countries. Additionally, students will enhance their understanding of global women鈥檚 issues and feminist scholarship through project-based learning. This will include participation in a Virtual Global Exchange (VGE) with a partner class in UniNorte (Universidad del Norte), Colombia, providing a collaborative international virtual experience. After the semester, we will have a 2-week study abroad program in Colombia to meet our partner faculty and students in Barranquilla.  

*This course is permitted for students who have been accepted to the 2025 Colombia Beyond the Classroom study abroad program.
 
Post-World War II History and the Concurrent Evolution of Television and Social Media 
IDH 4200 鈥� 023
Instructor: Daniel Ruth 
W | 8:00 鈥� 10:45 AM

This class explores post-World War II history as seen through the camera's lens. Students will follow and explore many pivotal moments from the 1950s through the present day and how these events were covered, first from the earliest days of television to the explosion of present-day technology and advanced social media. This course will discuss the Army/McCarthy Hearings, the Kennedy assassination, presidential debates, the Vietnam War, the civil rights movement, presidential scandals, the Iranian hostage crisis, the Gulf Wars and the rise of Donald Trump. In exploring these moments, students not only will come to better understand how the media covered these stories, but how they influenced public opinion. 
 
Global Perspectives of Health: An Ubuntu Approach 
IDH 4200 鈥� 024
Instructor: Lydia Asana 
W | 8:00 鈥� 10:45 AM

The concept of Ubuntu acknowledges the interconnectedness of human experiences. In this course, students will explore multidimensional health considerations for individuals, communities, and nations around the world to better understand core global health concepts such as collaboration and health equity. By taking an interdisciplinary approach to health with examples from diverse locations and cultures, students will be guided towards new and renewed appreciation of the value of investments not only in their own health, but also the health of populations. Students will be prompted to identify current gaps and gains in health and challenged to propose creative, feasible solutions that can contribute to sustainable strides in the health and wellness of individuals, communities, or nations leading to overall global health gains. To this end, this course will empathize the opportunities and value of varied approaches. Guest speakers will provide real-world examples of diverse approaches to global health contributions. Students will be invited to draw on their interests and strengths as assets to strengthening an ubuntu approach to health. 
 
Healthy Planet; Healthy People: Global Sustainable Lifestyle Considerations 
IDH 4200 鈥� 025
Instructor: Lydia Asana 
W | 11:00 AM 鈥� 1:45 PM 

The health of individuals and populations is intricately tied to the spaces they occupy, be it their personal spaces, or the broader geographical locations where they live, work and play. While these spaces are influenced by those who directly inhabit them, significant contributions to the health of environments come from the lifestyle choices of others, both those next door and those across the globe. In order to restore, preserve, and enhance health, it is imperative that individuals grow in their awareness of the influence their choices have on the environment, and actions that can make a difference. In this course students will be guided to explore factors that influence the health of their immediate environments as well as global spaces. These factors will include consumption, transportation, industry, and national policies. The course will include socio-economic, cultural and policy realities and perspectives from multiple global locations. Guest speakers will provide real-world examples of diverse approaches to environmental stewardship efforts. Students will be prompted to identify current gaps and gains and challenged to propose creative, feasible, incremental solutions that can contribute to transformative, sustainable gains in the care and enjoyment of our planet, with the goal of supporting their health, the health of their communities, and the health of people around the world. 

IDH 4200 - 026
Food, Society and Culture in the Mediterranean Region 
Instructor: Raja Benchekroun
MW | 11:00 AM - 12:15 PM

Ahlan wa Sahlan (兀賴賱丕賸 賵爻賴賱丕賸) Welcome to Food, Society and Culture in the Mediterranean Region!

Food often carries significant social and cultural importance in many societies. In this course, we will explore food traditions in the Mediterranean region and Mid-East Asia, focusing on their identification as 鈥淎rab-Mediterranean Cuisine鈥� and the complexities this identification presents within the region鈥檚 multicultural identities. We鈥檒l examine how recipes and dietary practices pass knowledge from one generation to the next, the stories food tells, and how it preserves cultural heritage and reinforces family values.

Students will have the opportunity to explore Mediterranean and Eastern cuisine in the Tampa Bay communities. What does food reveal about the nature of its people and the origins of its identity? How has taste traveled across the Arab region and beyond? How has 鈥渃omfort food鈥� preserved its authentic flavors and cooking techniques? Together, we will investigate the journey of food as it narrates key historical events, agricultural challenges, celebrations, religion, and dietary customs in the Eastern world. Students will learn to navigate cultures through food, network with diverse community members, and participate in field trips to local food festivals and Arab and Eastern restaurants in the Tampa Bay area 

 

Seminar in Pharmacy
IDH 4930 - 001
Instructor: Yashwant Pathak
W | 2:00 - 4:45 PM

Learn about innovation in the pharmaceutical sciences directly from faculty researchers of the Taneja College of Pharmacy! In this seminar, you will have the opportunity to hear first-hand experiences about technological advances in pharmacy, basic sciences in pharmacy, pharmacogenomics, geriatrics, and drug discovery. You will work on a culminating project with mentorship by faculty of the Taneja College of Pharmacy.

Seminar in Medicine
IDH 4930-002
Instructor: Edwing Daniel
M | 12:30 - 3:15 PM

*This course is restricted for 7-year med students admitted to MCOM for Fall 2025.

The Seminar in Medicine course will address aspects of the medical school pre-clinical curriculum and examine professionalism for physicians. The course will involve several faculty members within the Morsani College of Medicine speaking on various topics including diversity, curriculum, business in medicine, law in medicine, ethics, and scholarly concentrations.

Special Topics in Politics & Policy
IDH 4930-003
Instructor: Gus Bilirakis
F | 2:00 - 4:45 PM

*This is a 3-credit course delivered in a hybrid format due to the Congressman's travel schedule. Some course meetings will occur in person on the Tampa campus. 

Students will learn about the legislative process in the US government, decision-making at the committee level in the US House, and how political pressure influences lawmakers.

Civic Literacy & Current Events 
IDH 4950 鈥� 001
Instructor: Daniel Ruth 
M | 8:00 鈥� 10:45 AM

This class is designed to give students an enhanced understanding of world events and civic institutions that influence our lives. Having a better grasp of the swirling news that occurs every day is essential to becoming a more engaged citizen. To that end, students will be required to read several daily newspapers, as well as follow other news and information platforms from television to National Public Radio to social media. This course will include a weekly news quiz. Also, students will participate in weekly team presentations exploring in-depth some aspect of current news events and/or various civic institutions. It is said that the journalism that goes into reporting the news is, in fact, the first draft of history. The goals of this course are two-fold. First, students will become better informed and thus more aware of the stories that help form their world view. Second, students will also gain a keener appreciation of the journalistic challenges associated with keeping the public informed.  
 
GameCraft: Game Design & Development for Learning 
IDH 4950 鈥� 002
Instructor: Glenn Smith 
M | 5:00 鈥� 7:45 PM 

Discover the secrets of educational game design and game-programming skills to create your own learning games and bring them into your career. Learn the structure of computer games, and work in an interdisciplinary team designing and developing a digital game. Discuss research on learning games. Integrate what you have learned in the Judy Genshaft Honors College into a computer game for your final Capstone project. There are no specific skill requirements, although programming, visual design, fine arts, writing and more are welcome for creating strong interdisciplinary teams. 
Students will: (a) brainstorm learning needs to be met by games and then game ideas to meet those learning needs, (b) design simple board games from everyday materials as prototypes for computer games, (c) form interdisciplinary teams, (d) use an authoring system to create a digital learning game as a Minimal Viable Prototype (MVP), and (e) conduct playtests of their games to get feedback and iteratively improve their MVPs. 
 
Technology and Gastronomy: AI-Powered Recipes for Dietary Needs 
IDH 4950 鈥� 003
Instructor: Reginald Lucien 
MW | 3:30 鈥� 4:45 pm 

This IDH course combines culinary arts with the power of generative AI, enabling students to create and refine recipes that meet a variety of dietary needs. Through the course, students will explore AI tools to assist in crafting personalized, creative, and diet-friendly recipes while maintaining culinary appeal. Using AI, students will develop a curation process for a particular group or demographic including vegetarian, pescatarian, diabetic, food allergy, low sodium, low cholesterol, keto, or specific cultural cuisines. Students must submit a photo, ingredients lists, proper measurements, and nutrition information for each dish prepared. Students will prepare each recipe selected for cookbook to verify usability and palatability. Each student must produce a 10-recipe cookbook and identify their top three for submission into a class cookbook, which will be posted on the Honors College website for public use. Students must be willing to cook and share their experiences. Students must have access to a kitchen with an oven. Strong interest in cooking and baking. 
 
Exploring Leadership Through Literature and Film 
IDH 4950 鈥� 004
Instructor: Deepak Singh 
R | 11:00 AM 鈥� 1:45 PM 

This course examines leadership through the lens of literature and film, using creative narratives to uncover the complexities, moral dilemmas, and responsibilities that come with leadership. Through literary works like Conrad鈥檚 The Secret Sharer and Achebe鈥檚 Things Fall Apart, along with films such as The Great Gatsby, Gandhi, and Bicycle Thieves, students will explore characters grappling with power, ethics, and change. 
Students will engage in discussions and write two response papers reflecting on how characters in the texts and films navigate leadership challenges. The final paper will prompt students to reflect on their own potential as future leaders, drawing from the themes studied throughout the course. 
 
Connections: Community Engaged Research, Museum Tours, & Art-Viewing for Health 
IDH 4950 鈥� 005
Instructor: Ulluminair Salim 
R | 1:00 鈥� 3:45 PM 

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

The Connections capstone is a byproduct of a community-engaged partnership between the Judy Genshaft Honors College and the Tampa Museum of Art. The course centers around the museum's Connections program, which offers complimentary, facilitated art-viewing experiences for underserved museum attendees including military veterans and their families; people in treatment for substance use disorders; and people with neurological disorders like Parkinson's and Alzheimer's disease, their families, and caregivers. 

In small groups, students will achieve two deliverables: 
1. Train to become museum tour guides with specialized training in Visual Thinking Strategies (VTS), culminating in the design and facilitation of their own Connections-inspired museum tours. 
2. Conduct original research in service of the needs and aspirations of the Connections Program at the Tampa Museum of Art. 
We will conduct class sessions onsite at the Tampa Museum of Art in downtown Tampa. As such, students should plan transportation to and from the museum and note the beginning and ending times of the course. 
 
Awareness in Motion (Graphic) 
IDH 4950 鈥� 006
Instructor: Tamara Nemirovsky 
T | 9:30 AM 鈥� 12:15 PM 

Motion Graphic animation is becoming an important medium for creating awareness and explaining important topics to better our community. In this course, students will develop skills in creating infographic animations that address societal challenges, with a focus on public health. In partnership with USF's College of Public Health, students will produce Public Health Service Announcements (PSAs) using motion graphics. These projects will target public health issues in the Tampa Bay area, proposing solutions and encouraging community action. Adobe After Effects and Illustrator will be the primary software used in this course. No prior experience with motion graphics is required. 
 
Quality makes 垄ent$: Healthcare Research & Quality Outcomes 
IDH 4950 鈥� 007
Instructor: Donna Gambino 
T | 12:30 鈥� 3:15 PM

What ethical and legal obligations do hospitals have to patients? What challenges and issues arise while conducting healthcare 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 emphasizes analysis of the patient care process to identify specific interventions. Students will learn to incorporate the research process as they conduct an actual healthcare 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 healthcare 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, healthcare computerization, documentation, quality, compliance, regulatory requirements, and HIPPA compliance. 
 
Reproductive Health, Rights, and Justice 
IDH 4950 鈥� 008
Instructor: Holly Singh 
TR | 12:30 鈥� 1:45 PM

This course examines contemporary social movements around reproductive health, rights, and justice in global historical contexts. The historical and cross-cultural examination of debates about, and advocacy around, reproduction and healthy humanity will ground students' research into current medical, legislative, and social reform movements aimed at changing the ways people imagine human futures and work to create them through policy, education, and activism. Students' research will serve as the basis for creating their own projects aimed at increasing public understanding of their topics in the form of a public event, a podcast, an exhibition, a website, a course syllabus, a documentary, or another form. 
 
R&D: Oyster Restoration Bricks 
IDH 4950 鈥� 009
Instructor: Tina Piracci 
R | 9:30 AM 鈥� 12:15 PM
Permit Required

This class requires the students to have already taken either IDH 3100: Art + the Environment or a previous directed study with Professor Piracci. With rising sea levels and global temperatures climbing, our earth is in need of immediate regenerative action. This studio art course will propose various forms of restorative design and art activism to address climate change, threatened ecosystems and the environment but will have a focus on the oyster restoration brick project. Utilizing design, fine art, and other creative modes of expressive solutions, we will research potential calls for creative action, whether via art activism and awareness or design implementation and fieldwork. Through community partnerships, we will investigate opportunities for impact design with a focus on local oyster restoration via 3D printing ceramic habitat bricks.  This collaboration with Dr. Ellis from the Marine Biology at USFSP will involve research, partnerships, and field work. With opportunities to ideate and develop design proposals with the environment in mind, we will collaborate with community researchers and organizations to take creative action for a cleaner tomorrow and bring awareness to sustainability. 

The Honors Thesis is a two-semester program where students will conduct an independent study under the guidance of their own thesis chair selected by each student. The thesis process mirrors a mentorship system common in graduate schools (e.g., dissertation for a Ph.D. program). By closely working with your own chair, you will come up with a research topic, develop research methods, and produce your own creative work such as a research paper, artwork, a business proposal, etc. It is a great opportunity to create your own unique research project, learn from faculty about the research process, and gain research skills. We recommend that students who are interested in the Honors Thesis prepare early. 

Thesis I 
IDH 4970-001
Instructor: Michael Cross 

Students should enroll in Thesis I when they are in the final 2-4 semesters of completing their degree. Please go to Honors Thesis for more information and compare different Research Track options. No permit required. Only juniors and seniors may enroll in thesis. 

Thesis II 
IDH 4970-002 
Instructor: Michael Cross 

Permit required. Only students who have completed Thesis I may enroll in Thesis II.