Byrne Seminars

Professors: Cara Cuite (Human Ecology) and Kathe Newman (Urban Planning) 

Description: Are you looking for opportunities to get engaged with the New Brunswick community? After eight weeks spent learning about community food security in this interactive Byrne Seminar, you’ll dive into community-based food projects during a weeklong Spring Break trip in New Brunswick. You will stay in a New Brunswick hotel with your peers and spend your days working with local organizations. While you continue to learn about food security and how non-profits and government address hunger in the community, you’ll participate in service-learning opportunities. 

*THIS COURSE HAS A MANDATORY SPRING BREAK TRIP at no cost to the students and requires an application with a short personal statement. Admission is rolling, and students will start to be notified on November 14, 2025. Complete the BRIEF application here: https://go.rutgers.edu/ru_engaged_byrne_application 

Course Number: 11:090:101:02

Professor: Jonah Siegel (English) and English Department faculty 

Description: This workshop is designed to help you become a stronger reader—not a speed reader, or a quick summarizer, but a thoughtful, engaged, alert reader ready to take on even quite complex forms of writing. Whether you think you hate to read or you know you love to do it, this course aims to provide you the tools to bring your skills to a new level. Because this course is a workshop, all the reading will take place in class. Texts we work on will include the openings of novels and plays, as well as short essays, stories, and poems in their entirety. We will address how to deal with apparent difficulty (words you don’t know, arguments that seem contradictory, etc.) and also with apparent simplicity. Our discussion may also consider some material you might not (yet) think of as available for analysis, for example the covers of books, political speeches, music videos. The workshop will be joined from time to time by other members of the English Department. The class will include a session at the Department’s printing press and a visit to the Zimmerli art museum to look at original sources.

Course Number: 01:090:101:38

Professor: Ioannis Androulakis

Description: This Byrne seminar examines the intricate relationship between social media and stress, exploring how the platforms that connect us can also challenge our mental, emotional, and physical well-being. By analyzing key stressors—such as comparison culture, cyberbullying, misinformation, and addictive design—we aim to uncover the mechanisms that contribute to heightened anxiety and burnout in the digital age. The Byrne seminar delves into how social media impacts specific populations, from teenagers navigating identity to professionals managing their online presence and marginalized communities facing online discrimination. Through a multidisciplinary lens, students will explore the psychological and physiological effects of social media-induced stress, strategies for digital well-being, and the societal implications of platform design and the attention economy. Ultimately, the Byrne seminar seeks to equip students with the knowledge and tools to use social media mindfully, foster positive digital environments, and mitigate its stress-inducing aspects.

Course Number: 01:090:101:01 

Professor: Geeta Govindarajoo (Chemistry and Chemical Biology)

Description: Have you wondered about any of the following? How do different metals impact a particular shade of blue? Was the forgery technique used in an art heist movie plausible? What techniques do art conservators use to help conserve/restore museum pieces? Does the use of different chemicals in the process of photography affect the mood the photographer wishes to convey? How do tattoo inks work? Let us explore the way chemistry impacts how an artist manipulates the materials they use and how the works of art appear. We will examine how world/historical events and culture could impact the chemistry involved in a work of art. Depending on the topic, Chemistry demonstrations will be incorporated into the lectures. This seminar will also involve field trips to the Zimmerli Museum and the Rutgers Geology Museum – the field trips will be during class time.

Course Number: 01:090:101:14

Professors: Chloe Hawkings (Entomology)

Description: Social behavior is one of the most interesting animal behaviors where we see a shift from competition to cooperation. We must wonder what conditions are necessary for such behavior to evolve. Social insects such as ants and bees make a remarkable model for studying this behavior as they exhibit the highest order of social organization. Understanding this behavior can not only work to understand insects within our environment but can help us understanding human social traits and the complexity of altruism

Course Number: 11:090:101 section 12

Professors: Daniel Burbano (Electrical and Computer Engineering)

Description: Beneath the billions of neurons firing in our brains and the vast power grids illuminating our cities lies an intricate network orchestrating their function. While these systems may seem overwhelmingly complex, elegant mathematics can be used to begin unraveling their behavior and shed light on how the interactions of “simpler” units give rise to complex phenomena. This seminar introduces dynamical systems theory and network science as powerful tools to model, simulate, and analyze complex systems. We will explore how networks of dynamic units can be used to study disease transmission, ecosystem stability, robotic coordination, and traffic dynamics. Through hands-on simulations and discussions, students will delve into the mathematical foundations of complexity, gaining insight into the methods used to study and manage large interconnected systems across science, engineering, and society.

Course Number: 01:090:101 section 24

Professors: Enrique Lopez and Cassie Porteus (Obstetrics, Gynecology and Reproductive Sciences)

Description: This seminar provides a comprehensive overview of cultural humility in healthcare, emphasizing its role in improving patient outcomes, satisfaction, and equity. It explores the complexities of culture and identity including race, language, religion, and socioeconomic status, and how these factors influence health beliefs, practices, and patient-provider relationships. Students will examine the impact of bias, stereotypes, and communication barriers in clinical settings, while learning to approach care with openness, self-reflection, and a commitment to lifelong learning. The course also addresses health disparities, ethical challenges, and the influence of social determinants on healthcare access and outcomes. It concludes with strategies for implementing and sustaining cultural humility in clinical practice and healthcare policy through continuous self-evaluation, collaborative decision-making, and advocacy for inclusive, patient-centered care. Genetic counselors, Nicole Kasatkin and Enrique Lopez, will incorporate real-world experiences, patient stories, and current developments to highlight the importance of cultural humility in healthcare. Students will engage in discussions, watch reflective video content, and participate in activities that promote self-awareness and critical thinking. By the end of the course, students will be able to thoughtfully examine how cultural humility influences medical care, social interactions, and ethical decision-making, and will be equipped to approach diverse patient experiences with respect, openness, and a commitment to ongoing learning.

Course Number: 01:090:101 section 36

Professor: Nicholas Bello (Animal Science)

Description: “Globesity” is the term used by some to describe the worldwide impact of obesity. Several treatments are available for obesity, but do any of them work? In this seminar, we will explore the causes and consequences of obesity and current treatment strategies. Through hands-on experiments, we will analyze neural pathways that control food intake and body weight and examine how obesity drugs work. We will explore obstacles to long-term treatment and efficacy standards of the FDA.

Course Number: 11:090:101 section 06

Professor: Ryan Rhodes (Center for Cognitive Science)

Description: Launched in 1977, the Voyager space probe is now beyond our solar system, over 15 billion miles from Earth. Voyager carries with it a golden record, inscribed with images of humans and symbols representing our planet and its location in space. It’s a message in a bottle recording our existence for any intelligent life that may one day find it. The question is—would an intelligent alien lifeform be able to understand it? Earth’s most intelligent creatures—humans—are defined by a universal capacity for complex language. Language has allowed us to coordinate our collective intelligence to build cities, harness the fundamental forces of nature, and even escape the bounds of our solar system. If intelligent life exists beyond the Earth, this raises the possibility that they too will have complex languages and may even be capable of interstellar communication! This is the goal of SETI—to intercept, identify, and decipher any signals from beyond Earth that may have been produced by alien intelligence. A new emerging field of linguistics is tackling big questions about language beyond humanity. What would an extraterrestrial language look like? Would it be comprehensible to us? Would we be able to communicate? Will our languages have anything in common? In this seminar, we’ll approach the exciting possibility of interstellar communication from the perspective of several fields—including linguistics, philosophy, psychology, and biology—to imagine what an extraterrestrial language might look like.

Course Number: 01:090:101 section 17

Professors: Tracy Davis (Comparative Medicine Resources)

Description: This course provides a broad overview of the multidisciplinary field of gerontology with an emphasis on key sociological, biological, and psychological aspects of aging. A special focus will be placed on the increasing population of older adults, the diversity among older adults, and career opportunities within the aging field.  Students will be encouraged to explore their own attitudes and beliefs about aging, what it means to age successfully, and gerontology courses and programs at Rutgers University.

Course Number: 01:090:101 section 04

Professors: Richard Lutz (Marine and Coastal Sciences) and Costantino Vetriani (Biochemistry and Microbiology)

Description: The seminar will focus on deep-sea exploration from the origins to present times, and discussions will be based on a mix of oral presentations and documentaries. The seminar will expose students to the deep-sea environment and its inhabitants, and it will include discussions on ongoing ecological and microbiological research conducted at Rutgers in the most extreme environments on the face of the planet (e.g., deep-sea hydrothermal vents with temperatures in excess of 700°F located at depths of 1 - 2 miles beneath the ocean surface). The biotechnological potential of the deep-sea - e.g., the discovery of chemical compounds isolated from deep-sea vent organisms that may have pharmaceutical potential for curing certain types of cancer - will also be discussed. "Hands on" activities will include interactive exchanges between students and the professors focused on historical videos of deep-sea exploration. Among others, these videos include an Oscar-winning film documenting the initial biological expedition to deep-sea vents in 1979 (led by the first Director of Rutgers Institute of Marine and Coastal Sciences) and a special, large-screen Blu-ray showing for the class of an IMAX film entitled "Volcanoes of the Deep Sea" that was co-produced by Rutgers University featuring Rutgers scientists and research efforts. Rutgers was recently ranked 4th in the world among oceanographic research institutions and this seminar will expose the enrolled students to not only the cutting edge, deep-sea exploration that played a critical role over the years in helping Rutgers achieve that prominent world stature, but also to the many opportunities available to them related to oceanography at the University.

Course Number: 11:090:101:01

Professor: Joseph Heckman (Plant Biology)

Description: Fresh Food from Fertile Soil – the Birthright of Humanity - is a foundational principle in the Organic Farming and Raw Milk Movements.  Fresh unprocessed whole milk from pastured animals provided essential nourishment for centuries and fostered a selective advantage for a dairy-based-culture. Students in this freshman seminar will learn about key events and players in the untold story of milk.  This will include Dr. Henry Coit, MD of Newark, NJ who established (1893) the American Association of Medical Milk Commissions for producing “Certified Milk”; the philanthropy of Nathan Strass who funded the pasteurization of milk in New York City; the FDA Pasteurized Milk Ordinance (1924); the world famous Elisie the cow of Walker Gordon Dairy of Plainsboro, NJ, the USDA Organic Food Production Act (1990); the Real Milk Campaign of the Weston A. Price Foundation (1999); the Farm to Consumer Legal Defense Fund (2007); the publication of The Raw Milk Revolution (2009); and the Raw Milk Institute founded (2011) by Mark McAfee to establish high standards, safety and training for producers of fresh whole unpasteurized milk.  Currently the modern conception (2025) of a Raw Milk Ordinance has been proposed to be administered by Robert F. Kennedy Jr. who has been nominated as US Secretary of Health and Human Services.  Students will learn from invited speakers from around the world.

Course Number: 11:090:101 section 08

Professor: Mark Robson (Plant Biology; Dean of the School of Graduate Studies

Description: This five-week seminar will discuss what we eat and the origin of foods and how we grow and prepare them. We will look at the two ends of the food supply, the one billion people who suffer from lack of calories and food insecurity and the one billion people who are now clinically obese and suffer from a series of non-communicable diseases. We will talk about how food is grown, shipped, and marketed. We will discuss personal choices and better eating.

Course Number: 11:090:101:04

Professor: George Stauffer (Music; Dean Emeritus, Mason Gross School of the Arts)

Description: If there is a uniquely American art form in music aside from jazz, it is the Broadway musical. From humble roots in variety shows, vaudeville, and operetta, the Broadway musical evolved into a fully staged production involving speech, song, and dance, united by a single plot, initially on humorous or satirical themes but increasingly on substantive literary topics as well as serious social issues. Its early development took place mainly in New York City, America’s cultural center, but in time the form spread to Europe, where it was warmly embraced at London’s West End, especially. The present seminar will look at key moments in the development of the American musical, examining the librettos, music, staging, and reception of such pivotal works as Babes in Toyland, Oklahoma!, Porgy and Bess, South Pacific, West Side Story, Sweeney Todd, Cats, Les Misérables, and Hamilton. It will look closely at the music of these works, but it will also explore how such pieces are conceived, composed, financed, produced, and franchised. The class will include a field trip to see a Broadway show.

Course Number: 01:090:101:28

Professor: Vaishali Singhal (School of Health Professions)

Description: Thinking of a career in healthcare? Then this is the Byrne Seminar for you. Follow a patient’s journey to health while learning about a variety of health professions. Experience what it is like to help someone learn to walk again, to detect diseases from a small speck of blood, and to look into the heart as it delivers oxygen to our vital organs. Join us for a ten-week tour around the body while learning about the exciting professions that restore wellness and health. Course Description: This course is designed to introduce the student to a wide spectrum of healthcare careers including Physical Therapy, Physician Assistant, Clinical Laboratory Services, Nutritional Sciences, Health Informatics, Psychiatric Counseling, Diagnostic Imaging, and Clinical Research. Utilizing a case-based approach, students will follow a patient through their journey of recovery while gaining introductory knowledge about the health professions and the patients that they serve. Additionally, students will be able to explore evaluation tools and treatment modalities and participate in simulated clinical experiences.

Course Number: 01:090:101:13

Professors: J.D. Bowers (Dean, Rutgers Honors College) and Andrea Rydel (Assistant Dean, Honors College)

Description: Learn from renowned experts in various fields who will provide valuable insights and knowledge as to the latest developments in thinking, technology, the law, climate changes, cancer research, music and the arts, ethics, international affairs, medicine, economics, philosophy, AI and engineering, history, and more.  Each week students will explore new fields and new ideas in preparation for a visit (virtual or in-person) with an expert who will help students position themselves, their thinking, and their knowledge in ways that will propel them forward into the future. Students will instantly build a network beyond their own fields of study, learn from professionals (current and retired) who will help hone and expand their knowledge, and unlock their potential by inspiring them to elevate their curiosity and expand their purpose. The class will conclude by asking the students to develop a “Special Report” (or guide) in which they will share information and aim to influence opinions and encourage action on an issue raised by one of the speakers. These will then be compiled into a collective work and made available to all students at Rutgers via our Sites web-based platform. 

*THIS SECTION IS ONLY OPEN TO HONORS COLLEGE STUDENTS

Course Number: 01:090:101:26

Professor: Julie Rajan (Women's, Gender, and Sexuality Studies)

Description: The UN was established in 1945 to inaugurate a new global era in which the rights of each and every human being would be prioritized over any nation’s or region’s political/economic ambitions. This new era stresses all human beings as equal, especially in their access to inalienable human rights, including the right to life, dignity, hope, freedom from violence, etc. Since 1945, however, the majority of humans globally have been unable to access any of those rights due to the ambitions of nations with the largest political/economic clout in the UN. As a result, human beings the world over have been left to ‘survive’ a range of human rights violations through decades-long conflicts, genocide/gendercide, and mass trafficking. That a majority of human beings globally cannot access their human rights today---many are not even aware those rights----sharply brings into focus that the state of human rights is itself in crisis. In this course students will use a human rights lens to examine the problematic political/economic dynamics undermining the rights of all human beings in crises resulting from: Western-based, multi-national corporate exploitations of the Global South (Niger Delta); genocide/gendercide (China’s Uyghurs; Syrian Kurds); mass trafficking/enslavement (Gulf States); gender apartheid (Afghanistan/Iran); and Western imperial partitions (India/Pakistan).

Course Number: 01:090:101:16

Professors: Chloe Hawkings and Alvaro Toledo (Entomology)

Description: Insects play a key role in global health but despite this, they are an underappreciated component. Insects that are unintentionally introduced to non-native ecosystems can negatively affect food security, human health and disrupt normal ecosystem functions, while many insects provide crucial ecosystem services in their natural ecosystems. As the world increases global trade and urbanization, and our climate changes, it is crucial to understand components of insect biology and their intersection with human societies to make informed decisions which protect environmental health. In this seminar, we focus on the role insects play in global health and explore systems of food security, human diseases, environmental health and scientific policy.
 

Course Number: 11:090:101:11

Professor: Barbara Angeline (Dance)

Description: Get ready to dance! Authentic jazz dance lies in the freedom of its participants to enthusiastically express their individual spirits. The roots of the African-American-based, social dance form are embedded in the duality of individual and community contributions and benefits. Jazz dance, in this context, is both celebratory and defiant; inviting and mutinous; explosive and cool. The release of these powerful, communicative forces—united in the embodiment of Africanist dance elements—has been used throughout American history to address social injustices. This dance class explores jazz dances and their connections to social justice. Students will learn the power of dance as a physical communication, capable of addressing, shaping and changing societal concerns. Each dance’s social and cultural roots will be studied as essential to the movement.
 

Course Number: 01:090:101:33

Professors: Evelyn Wang (Dance) and Paul Ocampo (Dance)

Description: This course will investigate various dances, traditional arts and culture of Taiwan, the Philippines, and neighboring countries. Through the language of dance, students will learn traditional arts and cultures using practices and modality that are fun, interactive and informative. This seminar is designed for students who want to expand their understanding of dance as an emblem of cultural identity and an expression of social order. Along with the practice of dance, we will experience how to prepare traditional foods associated with respective festivities. The food serves as a conduit for a holistic experience to deeper comprehension of Asian cultural arts and heritage. This seminar will include a field trip to New York City.

Course Number: 01:090:101:31

Professor: Dana Bernstein (Rutgers Division of Continuing Studies)

Description: How much time do we waste thinking about, avoiding, or worrying about conflict? What does that do to your work/school/learning environment?  The best way to manage conflict is to de-escalate yourself first. A cooler head will prevail when you need to de-escalate the situation. The course will help the student identify tangible ways to think through their thought process so they can understand why they are upset.  We start inside. We all have an external identity, but it is our “internal identity” that drives how we perceive conflict. That internal identity describes our most natural self and includes our Values, Pillars (best self), and Ideal Emotion. That identity gets stopped by our one Trigger thought. By pinpointing which thoughts were impacted, students can more clearly identify what Values are fighting, if the Trigger is taking over, or if their Pillars are hiding because “they” think the challenge is insurmountable. Identifying which thoughts were impacted breaks the single story that made us think something is a conflict by giving us a thought choice.   

Course Number: 01:090:101:32

Professor: Ronald Quincy (School of Social Work)

Description: In this seminar students will work on capacity building projects with the co-instructors to support several civil society and nonprofit organizations in Kenya. Students will engage with the Mandela Washington Leadership Fellowship Alumni on their Civil Society Organization Projects in Kenya through the use of electronic media (e.g. Skype). The seminar will engage students with Johnson & Johnson leaders based both in the U.S. and in sub-Saharan Africa about best practices in managing and leading African Civil Society Organizations. Students will take a trip to the U.N. to attend an international conference related to African Civil Society Organizations.

Course Number: 01:090:101:10

Professor: David Tulloch (Landscape Architecture)

Description: From Grand Canyon to Acadia to the Dry Tortugas, National Parks and Parklands are designed to send all sorts of messages to their visitors. This class will explore ways that national parks (focusing primarily on those in the US) communicate messages to visitors. Designers have also employed precisely aligned roads and buildings rich in symbolism to communicate with visitors at an experiential level. Published materials, such as the impressively consistent NPS brochures used at every park, and carefully designed signs provide an overt system of communication. The seminar will visit a NPS site to look for messages and learn more about this amazing network of natural treasures. 

Course Number: 11:090:101:05

Professors: Lauren Neitzke Adamo and Cathleen Doherty(Earth & Planetary Sciences)

Description: The goal of this seminar is to explore, examine, and discuss some of the most important and potentially life altering geoscience issues affecting our society.  Through a mixture of guest lectures, field trips, class discussions, and hands-on in class activities; students will learn about topics such as climate change, the search for oil and other natural resources, sea-level rise, the exploration of the moon and other extraterrestrial planets, and more!  This course will provide a space for students to discuss these topics with leading experts in the field, as well as examine how some of this science is communicated to the public with trips to local natural history museums and discussions with formal and informal educators.

Course Number: 01:090:101:06

Professor: Derek Shendell (Environmental and Occupational Health and Justice)

Description: This Byrne Seminar will focus on selected NJ communities with U.S. Environmental Protection Agency/NJ Department of Environmental Protection designated Superfund or abandoned hazardous waste sites now also potentially impacted by climate change, including extreme weather events and natural disasters year-round. Discussions will incorporate an interdisciplinary perspective across public health, environmental and engineering sciences, socio-demographic factors, and justice issues. 

Course Number: 01:090:101:44

Professor: Dan Swern (School of Communication and Information) 

Description: This Byrne Seminar will introduce students to participation in local government through detailed and thoughtful note taking at meetings, including City of New Brunswick and Middlesex County. A healthy information ecosystem ensures accountability of a community’s government and public institutions, and empowers citizens to participate in public life through advocacy, community service, and elected office. Local government bodies hold thousands of public meetings every day—but the vast majority receive no media coverage and produce minimal records. The Documenters Network makes local government more accountable and transparent by training community members to
attend these meetings and publish the results via news products, social media, and the custom Documenters web app, Documenters.org. The Documenters Network was founded by City Bureau in Chicago and has since expanded to Cleveland, Detroit, and diverse communities around the country. coLAB Arts, led by Dan Swern, is launching a New Brunswick, NJ Documenters program in collaboration with this collective effort.

Course Number: 01:090:101:19

Professor: Jonah Siegel (English) and English Department faculty 

Description: This workshop is designed to help you become a stronger reader—not a speed reader, or a quick summarizer, but a thoughtful, engaged, alert reader ready to take on even quite complex forms of writing. Whether you think you hate to read or you know you love to do it, this course aims to provide you the tools to bring your skills to a new level. Because this course is a workshop, all the reading will take place in class. Texts we work on will include the openings of novels and plays, as well as short essays, stories, and poems in their entirety. We will address how to deal with apparent difficulty (words you don’t know, arguments that seem contradictory, etc.) and also with apparent simplicity. Our discussion may also consider some material you might not (yet) think of as available for analysis, for example the covers of books, political speeches, music videos. The workshop will be joined from time to time by other members of the English Department. The class will include a session at the Department’s printing press and a visit to the Zimmerli art museum to look at original sources.

Course Number: 01:090:101:38

Professor: Aaron Mazzeo (Mechanical and Aerospace Engineering)

Description: Pulp-based paper has conveyed information with printed lettering, diagrams, and illustrations for hundreds of years. In these conventional formats, the flipping or turning of pages has required human manipulation. Recent research efforts are beginning to add life and active functionality to paperbased structures in the form of mechanical grippers, manipulators, and locomotors. In this hands-on seminar, students will review state-of-the-art research in paper-based robotics (i.e., paperbotics) and active origami, and then exercise creativity to build paper-based machines that will be capable of motion and interaction with humans. By also planning the aesthetics of their projects, participants in this seminar will go beyond building gadgets to craft functional pieces of art. 

Course Number: 01:090:101:37

Professor: Yalin Li (Civil and Environmental Engineering) 

Description: Are there limits to Earth’s environment? Have we reached “the point of no return”? What are the societal transitions needed for humanity to develop and thrive for generations to come and how can we make them happen? This course introduces students to the concept of “planetary boundaries”, which highlights nine critical and interdependent environmental thresholds that ensure Earth's stability. Two dive-in sessions on waste management and per- and polyfluoroalkyl substances (PFAS) illustrate how these boundaries are connected and impact our lives. Through interactive discussions, real-world case studies, hands-on sessions, and collaborative projects, students will uncover how science, technology, policy, and social justice intersect to maintain a sustainable planet. Join us for an eye-opening journey into the future of our planet and discover how you can be part of the solution.

Course Number: 01:090:101:23

Professor: Gina Sideli (Plant Biology) 

Description: This seminar investigates the dynamic world of plant breeding, exploring how humans have harnessed the power of natural and artificial selection to shape our everyday plants. Through a combination of lectures, hands-on activities, and reflective discussions, students will gain a foundational understanding of scientific principles, techniques, and impacts of plant breeding on society. The course begins with an exploration of plant diversity, examining plant types, fruits, grains, seeds, and tubers to understand how selection drives variation. Students will then investigate the principles of artificial selection, by collaborating in groups to simulate controlled plant crossings. As the course progresses, students will discover the intricate relationship between floral structure and pollination, honing their skills in crossing techniques using zinnia flowers. A basic overview of genetics, genomics, and gene-editing will highlight the tools used to accelerate breeding efforts, complemented by a hands-on activity performing DNA extractions from strawberries. Finally, students will explore the role of sensory science in cultivar development, participating in a grape sensory evaluation to understand how consumer taste and preference influence breeding decisions. Students will engage in online discussions which reinforce lecture and lab topics.  Critical thinking and collaborative skill building will be at the forefront of each interactive lesson. By the end of the course, students will have a comprehensive overview of plant breeding's history, science, and potential to address global horticulture/agronomy challenges. No prior knowledge is required—just curiosity and a willingness to learn the fascinating science behind the plants we depend on every day!

Course Number: 11:090:101:09

Professors: Lauren Goodlad (English) and Matthew Stone (Computer Science)

Description: “Generative” artificial intelligence (AI) tools are now embedded in popular software, tempting you to regard these commercial applications as reliable “copilots” and tutors. While these tools generate content in seconds, they rely on immense troves of human-generated “training data” and the energy-intensive computing resources necessary to statistically “model” it. Generative AI is the product of humans’ work, including the centuries of writing used in training (often without consent); the work of technologists in fields like computer science and linguistics; and the poorly compensated labor of human annotators whose ongoing work is necessary to make such “AI” seem more reliable and human-like. The ethical, political, and social problems these technologies raise are both practical and immediate—and your first year in college is a perfect time to position yourself as an empowered and active decision-maker about whether and when to use them. In this co-taught interdisciplinary seminar, you will learn the basics of how generative AI works alongside the foundational principles of “design justice”—an approach that foregrounds the impact of a technology on affected communities. Along the way, we will explore the contexts for regarding these statistical technologies as something called “AI.” Why do today’s chatbots refer to themselves in the first person as if they were conscious entities? How (and with what effect) do these systems simulate human dialogue and generate outputs that resemble the products of human creativity? All levels of prior experience and perspectives on “AI” are welcome—enthusiastic, skeptical, and/or undecided.

Course Number: 01:090:101:21

Professor: Andrea Spaeth and Morgan Murray (Kinesiology and Health)

Description: Many young adults face challenges with attentional focus. This impacts academic performance as well as social interactions. The use of social media and stress related to recent global events has increased the prevalence and severity of this issue. This course will discuss attentional focus as a construct (class 1) and how it is impacted by social media use (class 2) and stress (class 3). In addition, we will learn and practice several evidence-based techniques that improve an individual’s ability to focus and sustain their attention (class 4: mindfulness, class 5: progressive relaxation, class 6: structured scheduling and minimizing distraction, class 7: slow reading, class 8: active listening). We will also conclude by exploring how several commonly-used substances impact attentional focus (class 9: caffeine and other stimulants and class 10: alcohol and cannabis). Concepts covered in the course will span neuroscience, physiology and psychology. The goal is to empower students with knowledge and tools to improve their ability to focus their attention in a variety of settings.

Course Number: 01:090:101:03

Professor: J.D. Bowers (Dean, Rutgers Honors College)

Description: This seminar explores the contemporary case studies of injustices, violence, atrocities, and catastrophes, as well as then, the responses to them by communities of victims, stakeholders, interventionists, and the many levels of society. Using your free subscriptions to both the New York Times and the Wall Street Journal (available to you through the Rutgers University Library System) we will identify, read, explore, and research stories of violence and the responses to them. Through such a lens we will learn how to discern fact from opinion, how to read the news for long-term cycles (and avoid the trap of the short-term or headline-based cycles), and how to have productive conversations on the issues of the day. Our goal will be, each week, to read, dive deeper, discuss, and develop informed views and understandings so that we can sustain an appropriate and informed level of discourse throughout our lives as we encounter news stories and their impacts on ourselves and the world around us. At the end of the course, your objective will be to produce a brief OpEd piece addressing one story and issue that we have explored.

Course Number: 01:090:101:27

Professor: Kristen Dana (Electrical and Computer Engineering)

Description: Robotics and automation are increasingly becoming part of our everyday lives.  We are beginning to glimpse the future  with automated vehicles, robots in hospitals, telepresence robots, robots collecting trash and cooking food, rescue robots and farming robots. The traditional objective of robotics research has been to provide automated platforms that operate at high-speed, accurately and consistently, such as in the context of manufacturing systems. As robots are deployed in a wider variety of domains that are closer to humans, it becomes important to consider other aspects, such as safety, adaptability to human needs, and nuanced societal impacts. Robotics has the potential to improve the quality of  life both at the individual and societal level. To shape the  early stages of the robotics design process, we consider the following question addressing questions: How will these robots help people and society? What are the potential unintended consequences of this technology? How can robots serve critical individual and societal needs? How can costly mistakes be avoided in robotics technology development and adaptation? The course will discuss issues in an emerging field called socially cognizant robotics that considers robotics technologies and discusses how these technologies can impact society and individuals.  The course will give a tour of six underlying interconnected sub-disciplines of socially cognizant robotics:  (1) robot embodiment, (2) control, (3) computer vision, (4) language processing, (5) cognitive science,  (6) public policy.  These topics range from traditionally technical fields to those which support human interaction as well as policy issues to mediate robotics adaptation in society.  The course will also discuss a new research program at Rutgers called SOCRATES, socially cognizant robotics for a technology enhanced society.

Course Number: 01:090:101:29

Professors: Cara Cuite (Human Ecology) and Kathe Newman (Urban Planning) 

Description: Are you looking for opportunities to get engaged with the New Brunswick community? After eight weeks spent learning about community food security in this interactive Byrne Seminar, you’ll dive into community-based food projects during a weeklong Spring Break trip in New Brunswick. You will stay in a New Brunswick hotel with your peers and spend your days working with local organizations. While you continue to learn about food security and how non-profits and government address hunger in the community, you’ll participate in service-learning opportunities. 

*THIS COURSE HAS A MANDATORY SPRING BREAK TRIP at no cost to the students and requires an application with a short personal statement. Admission is rolling, and students will start to be notified on November 14, 2025. Complete the BRIEF application here: https://go.rutgers.edu/ru_engaged_byrne_application 

Course Number: 11:090:101:02

Professor: Ioannis Androulakis

Description: This Byrne seminar examines the intricate relationship between social media and stress, exploring how the platforms that connect us can also challenge our mental, emotional, and physical well-being. By analyzing key stressors—such as comparison culture, cyberbullying, misinformation, and addictive design—we aim to uncover the mechanisms that contribute to heightened anxiety and burnout in the digital age. The Byrne seminar delves into how social media impacts specific populations, from teenagers navigating identity to professionals managing their online presence and marginalized communities facing online discrimination. Through a multidisciplinary lens, students will explore the psychological and physiological effects of social media-induced stress, strategies for digital well-being, and the societal implications of platform design and the attention economy. Ultimately, the Byrne seminar seeks to equip students with the knowledge and tools to use social media mindfully, foster positive digital environments, and mitigate its stress-inducing aspects.

Course Number: 01:090:101:01 

Professor: Ani Javian (Dance)

Description: As yoga, meditation, and other somatic techniques become popularized, the word “mindful” gets tossed around in our culture without truly considering its significance. What does it mean? This seminar works toward understanding and experiencing mindfulness via an introduction to general somatic principles such as self-reflection, sensory awareness, and body/mind integration. Through guided movement explorations and other opportunities for increased self-awareness, we may become more adept at tuning in to our interior selves, to the world around us, and to the earth that supports us. There will be some movement, some drawing, and some discussion as we practice listening to cultivate a holistic body/mind approach to our daily lives. No prior movement experience is necessary. 

Course Number: 01:090:101:35 

Professor: Carl Kirschner (Spanish and Portuguese)

Description: The world of intercollegiate athletics has changed dramatically from the days of regional competitions without media coverage to the present national stage with television and internet coverage. What were the factors underlying the change? What role have the universities played? What role has the National Collegiate Athletic Association (NCAA) played? This seminar will review the history of intercollegiate athletics with a special emphasis on the last ten years. Significant case studies of positive and negative behaviors by players, coaches, and universities and the reactions (sanctions) by the NCAA will be studied.

Course Number: 01:090:101:18 

Professor: Patricia Morton (Cell Biology and Neuroscience)

Description: Using present day examples from stem cell and spinal cord injury research and clinical trials, this course will enable students to look beyond the headlines to the underlying facts and issues in scientific research, to critically raise and examine ethical questions, and to understand that the purpose of science is to improve the lives of people. Students are encouraged to find and report on examples in movies, television, newspapers, magazines, journals, and other contemporary sources. The class includes tours of the W. M. Keck Center and Stem Cell Research laboratories. In addition, one session will feature a guest and family dealing with spinal cord injury who will share their experiences and answer questions.

Course Number: 01:090:101:09 

Professors: Anne Carr-Schmid (SAS Office of Undergraduate Instruction) and Mimi Phan (Cognitive Science) 

Description: Science communication involves sharing scientific information with the public to make science accessible, support informed decision-making, and inspire audience enthusiasm and participation in science. This course introduces strategies and techniques for effective science communication outreach, including science storytelling, to explain complex concepts and engage audiences. Students will explore different forms and approaches for communicating science and select a current scientific topic of interest (e.g., perception, AI, climate change) to create a science communication project to share. This course offers first-year students hands-on experience in science communication in a low-stakes and engaging course setting.

Course Number: 01:090:101:02 

Professor: Doyle Knight (Mechanical & Aerospace Engineering)

Description: Since the first piloted and powered flight by the Wright Brothers on December 17, 1903, humankind has sought to fly faster and farther. The first flight lasted twelve seconds and travelled 36 meters. Forty-four years later on October 14, 1947, Captain Chuck Yeager broke the sound barrier reaching a speed of Mach 1. Another fourteen years later in April 1961, Major Yuri Gagarin became the first person to travel at hypersonic speed -- more than five times the speed of sound. This Byrne seminar will examine the unique aeronautical issues of hypersonic flight, the history of hypersonic aircraft and current hypersonic aircraft programs.

Course Number: 01:090:101:11

Professor: Arnold Glass (Psychology)

Description: Ask me to tell you the story of my life, and I will weave an answer based on what I best remember of my experiences. But are all of my memories true? Did they really happen? Thirty years ago human memory was believed to be the result of some sort of recording device in the brain. We now know that autobiographical memory is a narrative that is constantly being rewritten. So, some of our memories of past experiences are in fact false. In this seminar, we will examine the popular theories of memory of the past hundred years and the scientific evidence of today. We will consider the new view of memory as something malleable and its implications for society.  

Course Number: 01:090:101:

Professor: Trip McCrossin (Philosophy)

Description: The problem of evil, as Susan Neiman has described it, is the perniciously difficult to satisfy “need to find order within those appearances so unbearable that they threaten reason’s ability to go on,” as when (at times incomprehensibly) bad things happen to (at least relatively) good people, and (at least relatively) good things to (at times incomprehensibly) bad people. Central to her watershed perspective on the problem are two related propositions. She proposes, on the one hand, that midway through the Enlightenment, the problem of evil developed, in addition to the traditional theological version—according to which human reason strains, in the above “find order” spirit, to reconcile conspicuous human suffering with faith in divine wisdom, power, and benevolence, which either makes or allows it to happen—a more secular version as well. Here, while it’s no longer in response to suffering’s ostensibly divine origin, reason strains similarly nonetheless, so much so as to call into question, as the theological version does already, reason’s very ability to make the order it so fervently desires. She goes on to propose, on the other hand, that in response to both versions of the problem primarily two competing perspectives arise, which competition defines us still today, beginning with the public rivalry between Rousseau’s and Voltaire’s, the former insisting that “morality demands that we make evil intelligible,” the latter that “morality demands that we don’t.” The seminar is designed to have participants work together to identify and elaborate the various ways in which these competing perspectives endure in philosophy and popular culture.

Course Number: 01:090:101:05

Professor: Geeta Govindarajoo (Chemistry and Chemical Biology)

Description: Have you wondered about any of the following? How do different metals impact a particular shade of blue? Was the forgery technique used in an art heist movie plausible? What techniques do art conservators use to help conserve/restore museum pieces? Does the use of different chemicals in the process of photography affect the mood the photographer wishes to convey? How do tattoo inks work? Let us explore the way chemistry impacts how an artist manipulates the materials they use and how the works of art appear. We will examine how world/historical events and culture could impact the chemistry involved in a work of art. Depending on the topic, Chemistry demonstrations will be incorporated into the lectures. This seminar will also involve field trips to the Zimmerli Museum and the Rutgers Geology Museum – the field trips will be during class time.

Course Number: 01:090:101:14

Professor: Michael Shakarjian (Pharmacology and Toxicology)

Description: In this seminar we will examine potential weapons of biowarfare---including biological, chemical, and nuclear weapons---from several perspectives. Topics include their mechanism of action, biological impact, detection and recognition, epidemiology, and treatment. Using risk assessment and critical thinking we will evaluate the potential dangers and effectiveness of using these types of weapons. We will also investigate strategies for defense against attacks, and the bioethical challenges of anti-bioterror research.

Course Number: 01:090:101:07

Professor: Andrew Egan (Philosophy)

Description: What should we do? And why should we do one thing rather than another? These are often hard practical questions, and they’re also important philosophical questions. We will read and discuss examples of historical and (especially) contemporary philosophy addressing questions of agency, value, and rational decision. Some sample questions: are there some aims that can’t be pursued directly? (Maybe happiness, maybe a selfless character?) If so, how *can* they be pursued? Are values subject to rational criticism? If so, how? How is cooperation possible, if people’s actions are all fundamentally driven by self-interest? *Are* people’s actions all fundamentally driven by self-interest? Is it always better to have more information, or is it sometimes rational to avoid learning more about something? That’s a small sample - we will look quickly at a large selection of issues, and then collectively decide which ones to look at more carefully.

Course Number: 01:090:101:20

Professor: Sheila Tabanli (Mathematics)

Description: Why do mistakes feel so discouraging in STEM—and what if they didn’t have to? This seminar introduces students to the science of productive struggle and its role in shaping confident, curious, and resilient STEM learners. Drawing from cognitive science, learning sciences, and psychology, students will explore how common mistakes—both historical and personal—can lead to deeper understanding, innovation, and identity formation in STEM and beyond. Through weekly discussions, case studies, and reflective journaling, students will develop new mindsets about what it means to “fail”—and why it matters. A guest panel of STEM professionals will share real stories of resilience, while students collaborate to create a final “Error Lab Exhibit”: a showcase of learning from mistakes, presented through cartoons, podcasts, poems, or other creative formats of their choice. This course is a safe and empowering space for anyone who has ever questioned their place in STEM—and is ready to rewrite that story through reflection, creativity, and community. All experiences welcome.
 

Course Number: 01:090:101:43

Professor: Sharon Stoerger (Assistant Dean for Programs and Assessment, SC&I)

Description: You're writing a paper at 2:00 AM when you hit writer's block. ChatGPT could help you brainstorm ideas or write the whole thing. Where's the line? Academic integrity has always been crucial to college success, but AI tools like ChatGPT and Grammarly are forcing us to reimagine what honest academic work looks like. This seminar introduces students to the values, decisions, and challenges surrounding academic integrity in the age of artificial intelligence. In this seminar, you will explore core academic integrity principles like honesty, trust, and ethical conduct, and examine how AI can support and threaten these values. You will review the Rutgers Academic Integrity Policy and discuss plagiarism and misconduct in the context of AI, while considering how student motivations like saving time or reducing stress can sometimes lead to ethical dilemmas. Through weekly reading, hands-on activities like experimenting with AI writing tools, and small-group discussions, you will analyze real-world scenarios and navigate common gray areas. You will also gain practical skills for using AI responsibly, distinguishing between legitimate support and shortcuts that violate academic integrity standards. By the end of the course, you will be able to make informed, ethical choices about your academic work and develop sustainable learning habits that align with your personal values and academic goals. These skills will support your success in college and prepare you to navigate future ethical challenges, no matter what new technologies emerge.
 

Course Number: 01:090:101:30

Professor: Dake Zhang (Educational Psychology)

Description: Have you ever experienced any challenges or maladjustment during the first year at Rutgers? In what ways is the college experience in the United States different from your expectations? How do you look at the challenges that you will face? In this course, we will share our personal experiences, difficulties and our coping strategies.  Topics to be discussed in this course include:  academic opportunities and challenges, campus safety, harassment and assaults, employment opportunities, career development and planning. We will also talk about students’ identity under the current political climate.
 

Course Number: 01:090:101:25

Professor: Philip Brown (Engineering)

Description: Whether you know it or not, Information Theory has changed your life. Information Theory is set of mathematical tools and principles for understanding how we store and communicate ideas. While this theory has its roots in electronic communications systems and the foundations of computer science and engineering, its concepts are far-reaching and can have profound implications for how we understand ourselves and the world around us. This seminar will use the principles of information theory as a jumping board for understanding the complicated world we live in. We will explore concepts from a wide variety of fields including computer science, engineering, psychology, education, neuroscience, philosophy and linguistics as we work towards better understanding ourselves and our place in the world.
 

Course Number: 01:090:101:30

Professor: John Maerhofer (English) 

Description: Without exaggeration, we are on a speedy treadmill to mass extinction. With 419 parts per million in concentrated carbon dioxide in the air, ocean acidification and diminishing ice, pervasive drought and soil erosion, the intensification of wildfires, and accelerated extinction, one might expect to see a more vibrant movement that challenges the dominant paradigm of institutional change. And yet, the climate movement is mostly at a standstill in terms of pushing beyond symbolic gestures that fail to address the widening crisis. Where is the tipping point that will push people to fight against the harsh reality of biological instability that is unfolding right before us?  Considering the current situation, this seminar poses the following question: what does climate justice mean beyond bipartisan politics? With this main question in mind, we will explore how activists are building materialist struggles that challenge mainstream politics and the apathy that inhibits radical ecological change. Selected texts including Ashley Dawson's Extinction: A Radical History and films such as Myron Dewey's AWAKE: A Dream from Standing Rock will be used to spark class content. Students can anticipate doing projects based on collaborative field work and research. Guest speakers whose work addresses some of the central questions and concerns of the seminar will allows us to expand our discussions beyond the classroom walls as well.
 

Course Number: 01:090:101:42

Professors: Philosophy Department Faculty

Description: Philosophy, among the oldest of disciplines, is naturally concerned with longstanding questions: To what extent is the world as it appears to us? Can we be free in a universe governed by natural laws? What does it take to know something is true, as opposed to merely believing it? Are their virtuous ways to pursue happiness, and are there better ways to organize societies in order to achieve this? And so on …. At the same time, Philosophy is alive with an ever-expanding array of novel variations — new questions that arise in light of new ways of understanding, for example, the structure of language, cognition, law, and probability. Rutgers has long been blessed with a top-tier Philosophy department, animated by renowned experts regularly contributing on both fronts. Led by a rotating cohort of them, seminar participants will explore, conversationally, not only what it’s like to do philosophy, generally speaking, but what it’s like to do so on the cutting edge.
 

Course Number: 01:090:101:41