Bachelor of Arts in Anthropology

at Kaplan Group - University of Connecticut - Storrs Campus USA

The UConn Department of Civil and Environmental Engineering offers two major degrees that are  accredited by the Engineering Accreditation Commission of ABET, http://www.abet.org.

Accreditation is a process to assure you that the Civil or Environmental Engineering degree you earn at UConn can be trusted to prepare you for your career objectives, including gaining employment as an engineer after graduating and eventually becoming licensed as a Professional Engineer (PE).

The department also offers two minors, which can be combined with the BS degrees without taking additional credits through proper selection of professional elective courses.Additional information on the degree progress and related careers can be found in our Advising and Careers pages.

The biological sciences are organized into three departments: the Department of Ecology and Evolutionary Biology (EEB), the Department of Molecular and Cell Biology (MCB), and the Department of Physiology and Neurobiology (PNB). Introductory level courses are listed under General Biology (BIOL).

The Bachelor of Science degree is generally recommended for students planning a scientific career in biology, but the Bachelor of Arts degree in Biological Sciences allows a richer liberal arts program and provides good preparation for many careers, including subsequent graduate study.

The Management & Engineering for Manufacturing (MEM) major is an unique academic program that belongs to both the School of Engineering and the School of Business, who jointly award a BS degree.

UConn’s Management and Engineering for Manufacturing (MEM) Program is built upon a simple philosophy: to be effective, technological innovations in manufacturing must be applied to a streamlined and simplified operating environment. Through their studies and internships in the MEM Program, students develop a thorough understanding of the interrelationships among the different areas of a manufacturing enterprise. An integrated education provides a competitive advantage in the manufacturing arena, in which applications of subject matter from business and engineering are equally important.

It is the primary objective of the Vocal Performance program to seek committed and promising young singers and to develop in them a firm foundation in the vocal arts of performance and pedagogy. Our program utilizes training in art song and opera to foster the development of a lifetime commitment to creativity and communication, nurturing the responsibility in our students of contributing to the society in which they live. Our faculty work cooperatively to develop our young artists into working professionals. Through performances of operas and opera-scenes programs, song festivals, public recitals, master classes, and community-outreach programs, students acquire the needed experience and growth necessary for attaining a career in the arts.

Our working relationships with opera companies, interdisciplinary performance symposiums, and international collaborations with conservatories abroad augment the educational experience of our students and assist them in building a network of professional contacts before embarking on their future careers. Artists and professionals with whom students have had the opportunity to observe, meet, and even work with include: sopranos Renee Fleming and Leontyne Price; mezzo-sopranos Joyce DiDonato and Denyce Graves; tenors Jerry Hadley and Anthony Laciura; conductors Willie Anthony Waters and Doris Kosloff; stage director Gina Lapinski; repetiteur Dennis Giauque; composer Jake Heggie; Joseph McClain, founder and former director of the Austin Lyric Opera; Anthony Tommasini, chief music critic of the New York Times; and Marc A. Sorca, president and CEO of OPERA America.

Productions on campus, as well as televised performances, and other forms of outreach support our related goal of bringing the arts to the greater public by making them accessible to the community. These events provide valuable performing experience to our students while also teaching them the joy of enriching others’ lives through creative expression.

The undergraduate major in Finance provides students with a background of knowledge and a set of skills to enable them to perform successfully in finance-related fields. These fields reflect both global and domestic dimensions and they include corporate or business finance, financial management in government and not-for-profit organizations, financial planning, investments, banking, insurance, real estate, and public accounting. Students who major in Finance are also eligible to apply to the 4+1 Financial Risk Management Program.

The undergraduate major in Urban and Community Studies is an interdisciplinary program in the College of Liberal Arts and Sciences with a focus on educating citizens on the multiple dimensions of urban and community life and preparing students for careers in public and community service as well as graduate study in social work, public administration, law, planning, public health, or other related areas.

The major has three parts. First, students receive a broad education in the study of cities, suburbs, neighborhoods and communities through core courses in three fields drawn from Economics, Geography, History, Political Science, Public Policy, Sociology, and Urban and Community Studies. Second, students acquire a solid foundation in analytical techniques such as statistical analysis, survey research, geographic information systems, qualitative methods, or archival research. Finally, students take additional electives in order to broaden their academic training or to develop a deeper specialization in selected areas.

Students can enter the Program either from the beginning classes of our language program or, if they already have enough French, move right into upper-level courses.  The major requires the completion of 30 credits at the 3000 level. (Major.doc)

Our program gives our majors a choice of specialization: French Cultural and Literary Studies or French Studies for the Global Community.

Track I, French Studies for the Global Community, is built on the premise that, in the era of globalization, the role of the economy permeates all aspects of contemporary cultural and political life. It is posited on the notion that as culture becomes more global, it reaches across diverse cultures and languages. This is one of the reasons why translation and the theory of translation are particularly crucial components of this tract, as necessary complement to the studies of business, media, and world culture generally.

Track II, French Cultural and Literary Studies, focuses on literature in new ways, in keeping with recent reflection on the way literature actually functions in society. Controversial issues that have shaped the debates in French culture include sexuality, gender, race, the value of popular culture, the role of film, and video, electronic writing, and the paradoxes of globalization, among others. The pleasure of reading and writing about literature is an essential feature of this track, but the understanding of literature is enhanced when viewing it within a larger sociopolitical and cultural context.

The UConn School of Business Center for Real Estate is a top program for real estate research and is regularly ranked among the top 10 real estate programs in the U.S. Its impressive academic credentials are matched by a strong emphasis on real-world problem solving, and our activities embrace many disciplines including finance, statistics, economics and geography. The Center for Real Estate offers scholarship opportunities, resume book and job opportunities, and industry and student networking through the Real Estate Society field trips. The Center functions as an academic partner to the real estate industry. Many UConn Real Estate students begin their professional careers as interns, placed with the Center's assistance. Real estate professionals and alumni support the Center by sponsoring events and providing scholarships. Firms recruit graduating students for positions in real estate acquisitions, analysis, appraisal, development, dispositions, investment, research, and valuation.

Students majoring in Nutritional Sciences pursue one of three tracks: Nutritional Sciences, Didactic Program in Dietetics or Pre-Medical Profession. Each area follows a different curriculum including non-departmental courses, in order to best prepare students for their future goals.

The Nutritional Sciences curriculum is generally more flexible than the Dietetic curriculum. Students in this option integrate the Nutritional Sciences core requirements with additional courses in the laboratory or behavioral sciences.

A student majoring in economics should acquire a thorough grounding in basic principles and methods of analysis, plus a working competence in several of the specialized and applied fields. Examples of such fields are industrial organization, law and economics, money and banking, international trade and finance, public finance, labor economics, health economics, urban and regional economics, and economic development. The major in economics can lead to either a Bachelor of Arts or a Bachelor of Science degree.

Course work in economics serves a wide variety of vocational objectives. An economics major (supplemented by a rigorous calculus and statistics course sequence) is excellent preparation for graduate work in economics, which qualifies a person for academic, business, or government employment. Majors and others with strong economics training are attractive prospects for business firms and government agencies, and for professional graduate study in business or public policy. An economics background is especially desirable for the study and practice of law. The economics B.S. is recommended for students interested in professions that call for quantitative skills. The B.S. is especially recommended for Honors students and students considering graduate school in economics or other quantitative areas.