Seminars

Upcoming Seminars

Spring 2027

Honors College Seminars

First Year Forum, XPL
Dr. Lee Ann Westman
50:525:101:H1
Monday & Wednesday, 9:35 a.m. to 10:55 a.m.

The Honors College First-Year Forum is a 3-credit course organized around the theme "What is a Just Community?" This course is required of all first-year Honors College students in their first or second semester at Rutgers-Camden. Faculty from across campus and stakeholders from the community will meet with us to discuss how they approach the question of "What is a Just Community." This class includes a robust engaged civic learning requirement as well: students will work with Honors College Teaching Assistants and each other on semester-long projects to produce a change-making product, service, or initiative.

Upper Division Honors Courses

Psychology and Film: Mirror, Deceiver, Inspiration, AAI, PLS
Professor Ira Roseman 
50:525:252:H1, 50:525:257:H1
Tuesdays, 6 p.m.to 8:50 p.m.

This course examines human beings as understood based on empirical psychological research vs. how they are portrayed in film narratives. In contrast to “lived” human experience, both psychological theories (and the data produced by psychological research) and film narratives are representations, and may be relatively accurate or inaccurate. Psychological research is based on empirical observation of actual human participants, though often in artificial laboratory studies. Film narratives are often fictional creations, but are typically more experience-near. Fictional creations may also represent and explain aspects of reality, and the experience of reality, in ways that psychological theories miss. The course offers students opportunities to (a) compare the accuracy or veridicality of portrayals of particular aspects of human experience in psychological theories vs. narrative films; (b) consider the extent to which particular films facilitate the formation of theories and hypotheses that could be tested by psychological research; (c) reflect on the extent to which films, as well as psychological theories, can suggest how to live better lives. Each week students view a film and read one or more articles from the psychological literature that are relevant to a psychological phenomenon or process depicted in the film

Pandemics and Child Wellbeing, GCM, DIV
Professor Pudasainee-Kapri
50:525:253:H1, 50:525:260:H1
Mondays, 12:30 p.m. to 3:20 p.m.

The proposed course will examine the historical aspects of plagues and pandemics globally and their influence on child health, development, and overall well-being. Students will learn about the historic outbreaks of diseases and the modern diseases that plague our society, leading to challenges in the healthcare system and health disparities affecting children and families worldwide. Specific examples will include how historic disease outbreaks and contemporary pandemics have impacted children and families and discuss evidence-based strategies and preventive measures to address pandemics’ influence across the global community. Students will also apply different theoretical perspectives to understand pandemics influences on children, families, and society at large. The course will have a considerable focus on the burden of pandemics in resource-poor settings such as lower middle-income countries as well as factors contributing to the emergence and spread of disease and its global health significance. Students will examine the impact of social determinants of health on the magnitude of pandemic-induced health disparities and existing inequities in care. Students will further analyze evidence-based innovative strategies and participate in simulated activities to prevent and control diseases and prepare for future pandemics. This course will meet the Gen ED course requirements for a Global Community (GCM) theme and approach course and the cross-cutting category of Diversity (DIV).  

Global Health Crises and Vulnerable Populations, GCM
Professor Michelle Livings
50:525:253:H2
Monday & Wednesday 12:30 p.m.to 1:50 p.m.

What do the most recent pandemics – including not only COVID-19 but also Ebola, Zika, HIV/AIDS, and Influenza – have in common with other public health challenges, such as neglected tropical diseases and multi-drug resistant tuberculosis? The obvious answer is that all of the examples mentioned are infectious diseases. But another commonality is the disproportionate harm that these pandemics and public health challenges have done to vulnerable populations. Ethnoracially minoritized groups; those living in poverty; and women and girls experience excessive negative impacts from these infectious diseases—particularly in developing countries in the Global South. Other public health crises, such as the health impacts of climate change, also have a substantial impact on these vulnerable groups. This course will consider past and ongoing global health crises, with course units focusing on plagues and pandemics (i.e., large-scale outbreaks of infectious diseases) and current non-infectious public health challenges. Each unit will explore the reach of specific health crises and the impacts for vulnerable populations. The final unit of the course will explore disaster preparedness through a social justice / climate justice lens, stressing the importance of preparing for future health and climate disasters—for the sake of the most vulnerable among us, and for all of us.

Barriers to Vaccination: Challenges and Solutions in Low-Income Communities, GCM, EAV
Professor Tysha Saffold
50:525:253:H3, 50:525:255:H1
Tuesday & Thursday 2 p.m.to 3:20 p.m.

This hybrid course examines the complex factors that contribute to barriers to 
vaccination in underserved and/or low-income communities. Students will be introduced 
to the ways in which health and illness are influenced by social and economic factors, 
including access to healthcare. Students will explore social, cultural, structural, 
geographical, and systemic determinants that influence access to immunizations. 
Reasons for vaccination hesitancy will also be examined, including healthcare mistrust, 
misinformation, cultural beliefs, policy constraints, and historical events. Using case 
studies and real-life examples, students will learn how to advocate for equitable 
immunization and healthcare practices. Emphasis will be placed on understanding the 
lived experiences of diverse populations and analyzing evidence-based strategies to 
improve vaccination compliance, preventing outbreaks, epidemics, and pandemics.

Social Media and AI: Plague or Promise?, USW
Professor Jamie Price
50:525:254:H1
Tuesday & Thursday 11:10 a.m. to 12:30 p.m.

“Social Media and AI: Plague or Promise?” examines whether digital technologies function as modern “plagues,” spreading misinformation, harming mental health, and disrupting attention, or as “promises,” offering virtual communities, access, creativity, and innovation. Using current research across public health, psychology, and communications, students will explore the dual impacts of social media and artificial intelligence on adolescents and young adults, with a specific focus on mental health, relationships, academic performance, identity formation, and health behaviors.
The course aligns with the Plagues and Pandemics theme by analyzing how harmful digital trends mirror the spread and impact of biological plagues while also considering how digital tools can support resilience, education, and public health communication for real world mental and physical health promotion. The course uses a weekly “dichotomy” structure: each week presents one topic as both a plague and a promise (e.g., social media undermining relationships vs. building online community). Students will use evidence to weigh both sides and decide where they stand. The course includes experiential learning, creative assignments, and applied research skills appropriate for an honors-level seminar.

Personal Financial Decision-Making, LQR
Professor David Pedersen 
50:525:256:H1
Tuesday & Thursday 9:35 a.m. to 10:55 a.m.

Personal Financial Decision-Making introduces undergraduate students to the foundational principles, analytical tools, and behavioral insights needed to make sound financial choices throughout life. Through hands-on activities and experiential learning opportunities, students learn how to evaluate financial information critically, apply time value of money principles, develop personal budgets, manage credit, navigate the housing and mortgage landscape, assess investment options, and plan for taxes, retirement, and risk protection. Applying core concepts, students develop, design, and deliver a personal finance workshop tailored to a target audience. By the end of the course, students will be equipped with practical tools and decision-making frameworks to manage their own financial lives more effectively and to help others develop strong financial habits.