Bachelor of Science in Allied Health Sciences (STEM)

at Kaplan Group - University of Connecticut - Storrs Campus USA

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 major in Environmental Sciences is based in the physical and biological sciences, but also includes course work in selected areas of the social sciences. The major leads to a Bachelor of Science degree, and may be adopted by students in either the College of Agriculture, Health and Natural Resources or the College of Liberal Arts and Sciences. This curriculum offers a comprehensive approach to the study of environmental problems, including not only a rigorous scientific background, but also detailed analyses of the social and economic implications of environmental issues. The complexity and interdisciplinary nature of environmental science is reflected in the core requirements of the major. These courses, assembled from several different academic departments representing two colleges, provide both breadth and depth, preparing students for careers that deal with environmental issues and for graduate study in environmental sciences and related fields.

Geographic Information Science (GIScience) is the scientific discipline that conducts spatial analysis to examine economic, environmental, physical, and social phenomena. The study of spatial data structures and computational techniques to capture, represent, process, and analyze geographic information are essential to GIScience. GIScience overlaps with and draws from many research fields such as computer science, statistics, mathematics, and psychology, and contributes to progress in those fields. GIScience also supports research in many academic disciplines such as natural resource management, environmental science and engineering, geosciences, agriculture, marine sciences, sociology, history, public health, business, and anthropology.

Courses in GIScience enable students to develop capability in spatial thinking and gather in-depth knowledge in geospatial technology. Geospatial technology is a term used to describe the range of modern tools contributing to the geographic mapping and analysis of the Earth and human societies, e.g. geographic information systems (GISystems), remote sensing, the global positioning system (GPS), spatial statistics, web mapping and navigation technologies.

According to the U.S. Department of Labor, graduates with skills in geospatial technology are in extremely high demand and are one of the highest growth areas in the federal government. Students have employment opportunities in many corporate and government entities. Students with an undergraduate degree in GIScience are also prepared to move on to graduate school to pursue M.A, M.S., and Ph.D. degrees in many fields that enable them to pursue academic jobs or to secure higher ranking positions in the public and private sectors.

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.

Geography is a multidimensional discipline that analyzes the interactions between people and their environments. Our geographers teach courses and engage in research on a wide range of relevant and timely topics such as urban sprawl, the nature and impact of migration, globalization of the economy and international trade, the spatial prevalence of disease, regional development, global climatic change, environmental degradation and restoration, watershed and landscape change, and the analysis and display of spatial data using geographic information systems (GIS) technology.

Coursework in geography enables graduates to find employment in the private and public sectors while providing both the regional and global perspective required of informed citizens. B.A. students have gone on to work as urban and regional planners, marketing specialists, environmental program managers, location analysts, and transportation planners.

The B.S. degree prepares students to pursue a technologically oriented career as geographic information systems specialists. Students with an undergraduate degree in geography are also prepared to move on to graduate school to pursue M.A. and Ph.D. degrees that enable them to teach at the college level or to secure higher ranking positions in the public and private sectors.

The program in philosophy introduces students to basic philosophical issues and acquaints them with techniques of philosophical inquiry. The program addresses problems in ethics, social and political philosophy, metaphysics, theory of knowledge, philosophy of science, logic, philosophy of religion, and aesthetics from both historical and contemporary perspectives.

Ecology, people, place and community are just a few of the words landscape architects use everyday as they strive to solve the complex problems of planning vibrant communities and designing places of value while protecting and restoring our natural resources.

150 years ago Connecticut’s own Frederick Law Olmsted called for the conservation of the Yosemite Valley, designed Central Park, solved the flooding of Boston’s Back Bay Fens, planned campuses across the United States and introduced the world to landscape architecture.

Today landscape architects are creating the High Line Trail, restoring landscape systems in the Lower Don Lands of Toronto, designing the 9/11 Memorial, planning Olympic villages and remaking campuses and communities around the world.

Click here to visit the American Society of Landscape Architects' design page.

If you are interested in protecting nature; if you love to see happy people; if you think about how to make better cities; if you like to build things; if there are outside places that have touched your soul; if you want to make a better world you should come join us.

For the Linguistics and Psychology joint major, specifically required linguistics courses are: LING 2010Q and 3000 or 3110, and at least two out of the other 2000 level or above linguistics courses; and specifically required psychology courses are: PSYC 2100Q or 2100WQ and 3500, and at least two out of PSYC 2400, 2500, 2501, 3501, 3550W, and 3552. All students in the Linguistics/Psychology Major are strongly encouraged to take LING 5010/PSYC 5500 in their senior year. A minimum of four courses (12 credits) at the 2000 level or above from each department is required. For this joint major, exit requirements for information literacy will be satisfied by passing LING 3000 or 3110. The exit requirement for writing in the major will be satisfied by passing any W course in LING or PSYC at the 2000-level or above that has been approved by the student’s advisor for inclusion in the plan of study.

The Bachelor of Fine Arts (BFA) program in Art & Design is designed to provide an enriched educational environment that develops and nurtures the full range of capabilities necessary for a career in the visual arts. Skills addressed include: a mastery of requisite technical skills, the use of technology across the curriculum, experience in critical and creative problem solving, visual literacy, knowledge of historical modes of expression in the visual arts, and mastery of written modes of expression.

After Foundations courses, students declare a concentration in which to focus their advanced studies. Once a concentration is declared students follow that concentration's prescribed Plan of Study. Students are able and encouraged to take advanced courses across all the studio concentrations. Specific concentration requirements can be found on each concentration's page.

Music theory is concerned with how music works, and uses analysis to identify musical relationships, structures, and the procedures composers follow in the process of creating music. In seeking a deeper understanding of music, theorists employ analytic methods and modes of inquiry similar to those used in other disciplines, such as language study, literary criticism, mathematics, and psychology.

Whereas some study of music theory is required for all music majors, those with an emphasis in theory at the undergraduate level combine studies in performance, history, and other subjects with upper-level courses in music analysis and related topics. Advanced study in theory is useful for performers, conductors, composers, and other musicians who seek to elevate the level of their artistry.