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Home > Curriculum > Course Descriptions > Fall 2006 Newsletter
Fall 2006 Newsletter
Important Dates | CHCSA - Clark Honors College Student Association IMPORTANT DATES back to topSeptember 19 - Tuesday September 20 - Wednesday September 21 - 23 September 25 - Monday November 13 - 22 November 23 - 24 November 30 - Thursday December 1 - Friday December 4 - 8 CHCSA - CLARK HONORS COLLEGE STUDENT ASSOCIATION back to topInterested in taking full advantage of your Clark Honors College experience? Get involved with the Clark Honors College Student Association (CHCSA)! The organization gives all CHC students the opportunity to participate in a wide variety of activities from hikes to community service. Annual traditions include trips to the beach and the Oregon Shakespeare Festival in Ashland, as well as a Frisbee golf tournament and end-of-the-year barbecue on campus. Beyond mere entertainment, the CHCSA also gives students a voice in serious matters that affect the CHC. Current campaigns include redecorating the CHC lounge, implementing a water filtration system in aging Chapman Hall and providing a student representative for the faculty hiring committee. For up-to-date information on the CHCSA's activities, visit the CHCSA blog, "The Platypus". Weekly meetings are open to all and take place in the CHC lounge; times and dates will be announced by term. CLARK HONORS COLLEGE COMPUTERS back to topClark Honors College Students enjoy the use of their own Computer Lab (CHA 302) which has eight PCs, two Macs, and two printers. There are also two PCs in the Lounge (CHA 305) which print to the printers in the Lab. Ethernet jacks exist in the Robert D. Clark Library (CHA 301) and the classroom with the fireplace (CHA 303), and wireless internet access is available throughout Chapman Hall. Computer Lab hours match the CHC Office hours, but you may use the lab during off-hours if you become a proctor. New AccountsNew students will need to request a CHC computing account prior to using the Computer Lab or the PCs in the Lounge. To do this, there is a Mac in the Lounge (CHA 305) with instructions. You may also request an account at http://petra.uoregon.edu from another computer - but not one of the other CHC computers, because you don't have an account yet ;) Food and BeveragesFood and beverages are strictly prohibited in the Computer Lab, as are their containers. If you are found with these items in the Lab, your account will be suspended through the end of the term. If you need to eat or drink while working on a computer, please use the PCs in the Lounge. PrintingCHC students receive 400 pages of free printing per term from their CHC computing accounts. One page is considered one side of one sheet of paper. The limit is automatically raised to 1,000 pages per term when you begin Thesis Prospectus, HC 477, and will remain at that limit until graduation. Once your limit has been reached, you may continue to use the computers in the CHC computer lab, but should make arrangements to print elsewhere. You can check your print balance any time you're logged in to a PC. Drag the mouse over the icon in the lower right corner (Printer Information). Your print balance will be shown as a dollar amount, at $.10 per page.
400 pages = $40
1,000 pages = $100 These dollar amounts do not reflect actual costs, but are merely a tracking system.
PROTECT YOUR PRINT BALANCE - always log off when you leave the computer lab or anyone may use up your pages!
If you are enrolled in or have completed HC 477, but your limit is not set at 1,000 pages please e-mail the CHC Techs, . SPRING 2006 COURSE DESCRIPTIONS back to topLITERATURE back to top
"Travelers' Tales" This course will explore travelers' tales in the broadest sense of that term. In some cases, the authors themselves will be the travelers. In other instances, we will follow the adventures of characters on the road. The journeys will range from the literal to the allegorical, and the texts will encompass major works of literature from Greece, England, China, and Japan. We will read some works in their entirety while approaching other works only through excerpts, and we will often consider multiple translations of a single text. Classes will be a combination of lecture and discussion. There will be two papers, a poetry memorization assignment, a group research project, a final exam, and various ungraded homework assignments.
"The Narrative Subject, the Subject of Narrative" In this study of literary genres and types with attention to form, content, context, and literary history, we will concentrate on narrative (plot and genre) and identity (character). We will assess our texts with an eye to their contexts, while also enabling the past to engage our attention and sympathy. We will also gear ourselves to the habit of close reading. Our interest will be particularly drawn to the shift of narrative form from epic to romance. Our reading list will be drawn from The Epic of Gilgamesh, Homer, the Bible, vernacular epics, and vernacular romances, such as the Roman de Silence. Written work for the class will include ungraded response papers, two five-page formal papers, and a comprehensive final examination. Some special events related to the class, such as films or readings, will be arranged during the term.
"Heroes and Villains in Classical & Medieval Literature" This course will cover a selection of ancient and early medieval texts. We will explore literary genres, use of literary language, ethical and moral issues, and social, cultural, and religious questions. We will explore how these texts provide and undermine the traditional interpretations brought to bear on them. We will also explore questions of canon formation, and ask what makes a book "great" or "classic." Readings to include: Book of Job, Virgil's Aeneid, Homer's Odyssey, Sophocles' Oedipus the King, Euripides' Iphigenia at Aulis, Irish Myths and Legends and Dante's Inferno. Films to include: Michael Cacoyannis' Iphigenia in Aulis, Pasolini's Oedipus, and Peter Greenaway's The Divine Comedy. Students will be required to write three short papers (3-5 pages) and take a final exam. There will also be other in-class writing assignments. Class will consist of some lecture, large and small discussion groups, with an emphasis on close textual analysis.
"The Suppressed Voice Gets a Voice" The texts are The Odyssey, Sophocles I, The Aeneid, Hildegard's "The Order of the Virtues" and Dante's Divine Comedy. Through these, we will study changing models of heroes, such as Odysseus, Penelope, Oedipus, Antigone, Aeneas, Hildegard's Soul, Dante the Wanderer. We will give attention to reading the poetic or prose texts closely, to some of the larger controversies raised by these great works, as well as to the continuing conflict between political and private commitments - as dramatized by the epics, plays, dialogues and stories. We will also look at some current literary criticism, particularly with regard to the theme of male/female roles, and the way the traditionally suppressed voice of marginalized people becomes recognized. The major emphasis of the class will be on discussion - the more debate the better. There will be three short papers and a journal (a chance to explore your responses to the literature in a more informal context). HISTORY back to top
Building Civilizations: Ideas, Cultures, and Societies from the Birth of Civilization to 1400 As the first part of the three-quarter "Introduction to Historical Thinking in a Global Framework," this course explores the origins of civilizations and their development through the fourteenth century. In particular, we will examine the ways in which groups have defined themselves by establishing laws, building governments, creating religions, and writing history. We will identify both shared qualities and distinct attributes of civilizations, striving to understand what unifies communities and what brings groups into conflict with one another. The course begins with the introduction of agriculture and written language in Mesopotamia and Egypt, and it ends with a wave of plague that devastated Europe. Between those two poles, we will explore—among other topics—the emergence, migration, and transformation of major religions (including Buddhism, Taoism, Christianity, and Islam); the birth of various modes of government and alternative notions of citizenship (such as in Greece and Rome); and the development of historical writing. The course embraces multiple approaches to history by studying intellectual, social, cultural, political, and military trends through the period. Readings will include historical works from then and now plus additional primary sources that uncover the voices of individuals whose lives we are studying.
"Introduction to Historical Thinking in a Global Framework: Societies and Cultures from Antiquity to 1400" This course is the first of a three-quarter sequence designed as an "Introduction to Historical Thinking in a Global Framework." Our main concern this quarter will be a comparative socio-cultural history of some of the major societies of antiquity. We will begin with a consideration of the early river-valley civilization in the Middle East (Mesopotamia, Ancient Israel, Egypt). Then we will move east to the early empires and cultures in China and India. From there, westward to the Mediterranean to study first the Imperial city-states of the Greco-Roman world and then the feudal society that formed as the Roman empire was in decline. We will conclude with a study of the rise of Islam on the Arabian Peninsula and its spread westward across North Africa and into Spain and eastward through the Middle East and into South Asia. Throughout, our purpose will be to ask historical questions, to understand socio-economic, political, and cultural forms not as static entities, but as the evolving means by which human beings satisfy their needs, order their affairs, and attempt to make sense of their worlds. We will also try to understand the causes of historical change. The dual aim of thinking historically is to learn how past civilizations evolved and how to ask historical questions about, and enhance our understanding of, our own evolving civilization. Our goal is to paint a portrait of each society: its modes of material reproduction, the economy; its social order including class and gender divisions; its political institutions; and its cultural forms. Through an analysis of socio-economic and political forms, we will attempt to reconstruct modes of behavior and the tone of daily life; and through an analysis of art and literature, religion and philosophy, we will attempt to understand how members of those cultures viewed themselves, their society, and their relation to the natural and supernatural. Class meetings will be a combination of short introductory lectures and detailed discussions of the readings which include: The Epic of Gilgamesh, and selections from the following: The Hebrew Bible; the New Testament; the Analects of Kongzi (Confucius); the Mencius; the Tao Te Ching; the Vedas; the Bhagavad-Gita; Aeschylus, The Oresteia; Plato's Dialogues, the Christian Bible; the Koran.
"Early Civilizations: Social, Cultural, and Political Comparisons" This course is the first of a three-quarter sequence designed as an "Introduction to Historical Thinking in a Global Framework." We will look at the origins and development of civilizations in three major geographic areas: the Mediterranean, Europe, and China. Chronologically we will move from the beginnings of civilizations roughly to the fourteenth century. Western and eastern Eurasia developed in virtual isolation from each other and encompassed enormous zones of human diversity and cultural exchange. We will, therefore, explore several distinct, rich sagas of the development of social, political, and cultural traditions. Our goal will be a) to understand these traditions, and the interconnections between these traditions, within each civilization; and b) to understand how and why these traditions change over time. In order to explore these civilizations in a cohesive manner, we will consider religion and literature, cultural and commercial exchange, art and warfare, political ideology and the ingredients of social status. As means of investigation, we will study scholarly texts as well as the literature, art, and architecture of ancient cultures. We will investigate these societies, therefore, through historical studies as well as learning to interpret, for example, Babylonian law, Chinese technology, Greek theater, Roman architecture, Islamic poetry, and Christian art. Through using these sources we will explore the distinct creative forces within each culture, develop skills of critical thinking and interpretation, learn to ask analytical questions of our sources, and recognize the broad patterns that mark global history.
"Introduction to the Global Past: the Ancient and Medieval Worlds" This first installment of the year-long core sequence in history examines the ancient and medieval worlds, traveling around the globe to introduce students to Asian and African history as well as European and American. While our theme for the year will be the rise of the west to the dominant position it holds today, this early segment will focus on the rise of civilization itself. How did humans move from hunter-gatherers to city-states to empires? What assumptions and beliefs did they enshrine in an attempt to organize the society they lived in? How did their understanding of the world around them differ from continent to continent and change over the centuries, up to about the year 1500? We will consider the different ways in which historians have chosen to write the history of the pre-modern world. Work inside and outside class will be designed to encourage students to develop a historian's eye for the grand patterns of world history and the connections and interactions among cultures. Assignments will focus on introducing students to close analysis of primary sources and building students' writing skills. Among other texts, we will certainly use Guns, Germs, and Steel, by Jared Diamond. Peter Stearns, World History in Brief, serves as a general textbook for the year-long sequence - or this section, the FIFTH edition of Stearns is required. SCIENCE back to top
Sex, Selfishness, and Genes Humans are intensely social animals - and, in a sense, so are our genes. We aggregate in great crowds to celebrate and to mourn. Our genes combine and create an individual. We court, we fight, we jostle for power. Our genes cooperate or compete for dominance. Many of our social behaviors seem exceedingly odd, and approaches to understanding have ranged from mysticism to experimental psychology. A newly developed field of biology, sociobiology, applies a Darwinian model to animal behavior and reveals that much human behavior has deep evolutionary roots. Sex, selfishness, altruism, dominance and submission, nepotism, deceit, and parent-offspring conflict can be observed in animals other than humans; insights gained in studying their behavior may illuminate our own habits and proclivities. While sociobiologists may posit that it is the individual or a kin group of related individuals that survives and reproduces or perishes without offspring, and thus is the unit subject to natural selection, other biologists argue that it is the gene or a group of related genes that is the fundamental unit of selection. They propose that an organism is just the manifestation of and vehicle for the expression of the genes, and that genes may compete with one another, even to the detriment of their host, in the struggle for existence. Recent research has demonstrated, for example, that the genes of the sperm and egg battle to suppress one other when they first unite to form a new individual. We will examine historical and current theories on social behavior, investigate the results of experiments in animal and human behavior and genetics, and perform experiments and observations on social behavior. This course is designed for non-science majors. No background in physics, chemistry, biology, or mathematics is required. Students will write two papers and give one oral presentation. Open book exams. There will be two 1.5-hour lectures and one lab period per week. SPECIAL STUDIES back to top
SPECIAL STUDIES "Forensics" Clark Honors College hosts the nationally ranked University of Oregon Forensics Program. The program is designed to teach rhetorical habits of mind and speech through intercollegiate debate and individual events. The program travels to about thirteen tournaments, hosts two on-campus tournaments, and engages in some on-campus speaking activities. Two graduate teaching fellows are assigned to the program. Debate students will be paired with partners and will be expected to conduct extensive research on the debate topics selected by the Cross Examination Debate Association (CEDA) and the Parliamentary Debate Association. Novice and experienced student debaters are welcome, and students do not need to be Clark Honors College students to enroll. Individual events students select from among ten to fifteen public speaking and oral interpretation events and, in addition, work to prepare and perfect speeches designed to persuade, entertain and move. Students are graded on their performances. COLLOQUIA back to top
Substitution: This course may be used as a substitute for HC 431, HC Social Science Colloquium HC IDENTITIES COLLOQUIUM "Race and Gender Stereotyping in American Mass Media" How people are represented in mass media content often defines and drives policies and decisions about war and peace, welfare and want. In this class we will examine the history of the construction of stereotypes of women and people of color in American mass media, examine the process of stereotype formation, examine mass media content for evidence of this phenomenon, and discuss how these overgeneralizations affect the everyday life of people portrayed in this way. In the first third of the course, we will examine the historical underpinnings for the social construction of race, ethnicity, gender, and class. The role of the mass media in the process of framing and maintaining stereotypes will be emphasized Students will study these representations, applying methodologies for examining mass media construction, perpetuation, and maintenance of stereotypes, such as rhetorical analysis, semiotics, and phenomenology. The second third of the course will be devoted to understanding mass media representations of specific groups of people. For example, popular culture and mass media portrayals of Native Americans in early literature, memorabilia, modern advertising, and films will be analyzed to explain how and why specific stereotypes are formed and how they consistently reappear and persist as significant and dominant images. The final third of the course will combine the first two areas as each student selects and completes a mini-study of how media represents a particular group, becoming an "expert" in media portrayals of the group.
Substitution: This course may be used as a substitute for HC 421, HC Arts & Letters Colloquium. HC INTERNATIONAL CULTURES COLLOQUIUM "Mahatma Ghandi" "Non-violence is the basis of the search for truth. I am realizing every day that the search is vain unless it is founded on non-violence as the basis." (Gandhi) In this course we study Gandhi's life and thought, especially his doctrine of non-violence, in their Indian context. Necessarily, then, we also study India as that context. At the end we also consider Gandhi's influence on the West. The approach is historical, religious, philosophical, and literary: we read the Bhagavad-Gita as an essential background text, then some of Gandhi's own writings, and finally a number of modern Indian novels that portray him, particularly those of the "Gandhian literary movement." A series of Indian films helps to develop the Indian context for understanding Gandhi.
Substitution: This course may be used as a substitute for HC 421, HC Arts & Letters Colloquium. HC INTERNATIONAL CULTURES COLLOQUIUM "The Heart Emerges: Romanticism in Music and Poetry" Are you interested in poetry and what it tells us about ourselves and about a society's culture, history, and politics? Are you drawn to music and want to learn more about the short compositions of some of the best known German and Austrian composers? Then consider "The Heart Emerges: Romanticism in Music and Poetry." We will study German and European Romanticism through the prism of the German Art Song, or Lied. Playful, contemplative, erotic, or spiritual, the lied in its ideal form achieves a perfect balance between poetry and song. You’ll learn how this small musical form played a fundamental role in the individual and collective life of Germany for over two centuries until the eve of World War I. In fact, it has been said that the lied’s development parallels that of Germany itself, its ascent to nationalism in the 19th Century, its dominion, downfall, and splintered afterlife in the 20th. As Nietzsche remarked, "The German imagines even God himself singing Lieder." We’ll read some of the most beautiful poetry in the German language, then listen to how famous composers and performers, both men and women, have interpreted the words. Musical scores, recordings, and art bring the culture and literature of this exciting historical period to life. We’ll even attend a performance of art songs during the term. This course is designed for students from all disciplines.
Substitution: This course may be used as a substitute for HC 431, HC Social Science Colloquium HC INTERNATIONAL CULTURES COLLOQUIUM "The Arts & Global Politics" Nations fight over art objects just as they dispute oil, trade routes, and weapons systems. The arts embody often carry economic value, but the most heated disputes arise from the emotionally powerful national symbolism which art can embody. The world's great museums all contain at least some objects acquired through unequal bargaining or outright plunder. The United States is now pressing other nations to adopt standards of intellectual property rights which strengthen the exports of America's popular culture industry. We will try to understand the forces which shape our current global politics of art. How do nations use culture to advance their ends? Does an increasingly global system of cultural production undermine the power of national symbolism in art? How do art works move from one nation to another? Does the current global distribution of art mirror the distribution of wealth and power? What might a fair distribution look like? Course requirements: written responses to assigned readings, class reports on research projects, final research paper.
Substitution: This topic may be taken as a substitute for HC 421. Note: No previous knowledge of music is required for this course. HC INTERNATIONAL CULTURES COLLOQUIUM "Waging Peace through Text and Music: Listening and the Art of Survival" In this period of war and increased conflict throughout the world, "Waging Peace through Text and Music: Listening and the Art of Survival" offers students the opportunity to study major works by composers who have addressed peace-related themes, including Haydn, Beethoven, Britten, Prokofiev, Shostakovich, Vaughan Williams, Adams, Reich, and Glass. The instructor (a composer and writer) will discuss some of his own works, including his tenth symphony ("Ah Nagasaki: Ashes into Light") that was commissioned by the Nagasaki Peace Museum for the 60th anniversary commemoration of the dropping of the bomb. He will also explore his approach to peace-making through the arts, and the theme of “conflict and reconciliation” as it relates to all of the works on the syllabus, as well as his own music. PLEASE NOTE: No previous knowledge of music is required for this course. The course will be merged with the residency of Veljo Tormis who will be the Robert Trotter Visiting Professor in the School of Music (November 2006). He is a renowned Estonian composer who has created many distinguished choral works on the theme of peace and is widely considered to be one of the greatest choral composers of the twentieth century. Students will have an opportunity to work directly with this master composer in order to learn about his life and work, as well as the Estonian response to Soviet oppression during the Cold War period ("The Singing Revolution"). These sessions with Tormis will culminate in a special concert of his choral music that will be presented by the university choirs (under the direction of Sharon Paul and Shannon Chase) as part of the Music Today Festival, which is directed by the instructor. Class materials will include compact discs and videos, as well as films. Course assignments will be focused on two medium-length papers and a final project that will be developed in consultation with the instructor.
Substitution: This topic may be used as a substitute for HC 421, HC Arts & Letters Colloquium, or as a substitute for HC 431, HC Social Science Colloquium HC INTERNATIONAL CULTURES COLLOQUIUM "The History and Art of the Book" This course introduces students to the flourishing fields of book history and book arts. It offers the opportunity to consider the manuscript and the printed book both as physical objects and as transmitters of culture. Students will have hands-on access to the illuminated manuscripts and printed books in the Knight Library’s Special Collections department. Their work will include the practice of historical scripts as well as analytical reading of manuscript texts and reading of critical books and essays. They will learn about scribal culture, book structures, book design, typography and printing, the evolution of the author, copyright and censorship, book selling and book collecting, and new media and the electronic book. Students will be taught to write with the edged pen, primarily humanistic and gothic scripts, as a means to better understand manuscript texts, the fine skills honed by medieval and Renaissance scribes, and the historical foundation for the development of modern type. Guest specialists will participate in the class, including a prominent author, a printer, a book collector, and an expert in new media and visual communication. Studying the book as an artistic and literary document, as well as an artifact, will enable students to learn much about the intellectual and cultural history of the West.
"Topics in Energy Policy" The window of the world's energy economy being driven by the rampant use of fossil fuels is beginning to close. Awareness of is this window closing, however, is slow in coming to both the general public and to elected officials. However, steadily rising gas prices, the emergence of China as a major energy consumer, the destruction of infrastructure by powerful hurricanes is starting to impact this awareness. In addition, technological advances in just the last two years have lead to a wide array of energy and transportation choices. This begs the question, why the hell aren't we doing anything sensible in terms of planning our energy future? This course will focus on a multitude of physical and social issues related to energy production, demand and consumption. All forms of renewable energy for electricity production and transportation will be considered and discussed. The focus of this course, therefore, will be to examine competing alternative energy technologies from the physical, social, economic and humanistic point of view. This course will also focus on the societal/cultural barriers to energy conservation, since clearly, our energy future also depends on our ability to act more conscientiously and cooperatively. Currently each form of alternative energy has a passionate set of advocates that insist their form is the "solution". The reality is that regional combinations of different technologies are the only real solution - there is no one answer. The problem is complex at all levels. There are engineering challenges, infrastructure challenges, political challenges, economic consequence, and cultural impediments. The main goals of this class are to:
Substitution: This topic may be used as a substitute for HC 421, HC Arts & Letters Colloquium HC AMERICAN CULTURES COLLOQUIUM "The Cold War and Memory: The Bomb, Trauma, Subversives and Nameless Sex." After World War II, American literature developed in the context of a number of traumatic events: not just the return of veterans, (not always whole), but also the aftermath of the Holocaust, of Hiroshima, women’s forced domesticity, the developing "Great Fear" about the Soviet Union and the persecution of "unAmerican" elements that culminated in McCarthyism. The struggle with cultural memory is evident in both the "high" or serious literature of the cold war and the rapid development of consumer/popular culture, in film and music and television as well as fiction. Were the 50s really "happy days"? Did the Beats provide a new form of radical critique? Did Elvis, rock music, and youth culture? What about the repressed but obvious challenges to heterosexuality and domestic life? What about the increasing outcry from civil rights activists? This course will reread the early years of the Cold War as a not quite "contained" and often silenced cultural struggle to come to terms with the aftermath of WWII. Our discussion will be enlivened by the many vigorous discussions available now online. Assignments: Contribute to the class Blog; present material for discussion to the class; your choice of final exam or research product. Literary texts include: John Hersey, Hiroshima; Ralph Ellison, Invisible Man; Sylvia Plath, The Bell Jar; Bernard Malamud, A New Life; John Le Carre, The Spy Who Came in from the Cold; and selections from Ann Charters, ed. The Beats, an anthology. Cultural and theoretical secondary materials will include: Betty Friedan, "The Problem That Has No Name," "The Sexual Solipsism of Sigmund Freud," and other selections from The Feminine Mystique; Shoshana Felman and Dori Laub, Testimony. Films include: "The Best Years of Our Lives," "Shoah," "Hiroshima Mon Amour," "Red River Valley," and others. SPECIAL COURSE OFFERINGS back to topThese courses do not satisfy CHC requirements, but may reserve spaces for CHC students or may feature CHC professors teaching in other departments or schools.
Close textual study of selected Canterbury Tales in Middle English; instruction in the grammar and pronunciation of Chaucer’s language. THESIS ORIENTATION back to top
THESIS ORIENTATION WORKSHOP This short class introduces Clark Honors College Students to the thesis project required of all our students. The workshop will meet for one day, plus one additional conference with the instructor. We will discuss what makes a successful thesis, what the student can hope to get out of the project, how to identify possible areas of interest, how to find appropriate faculty sponsors, how to identify courses which will provide necessary background, and how to plan the project so that it is manageable and rewarding, rather than burdensome. Other subjects include the difference between research-oriented and creative theses and how to incorporate plans for study abroad into their thesis plans. This workshop is NOT a substitute for HC 477 Thesis Prospectus (see below). This new workshop aims to assist students in the earlier and preliminary work of how to approach the thesis. Consider taking this course when you begin seriously exploring your research possibilities, but no later than the term before you take HC 477H Thesis Prospectus. THESIS PROSPECTUS back to top
THESIS PROSPECTUS Students will spend the majority of their time in this class polishing their prospectuses and then participating in mock oral examinations. Course requirements include submitting a Thesis Prospectus and completing the Preliminary Graduation Audit. Seniors should also have a graduation audit done in their major department(s). Enrollment is based on a first-come, first-served basis. Space is limited! Students who do not file applications in a timely manner will be asked to take Thesis Prospectus the following term. Before enrolling in this class, students should
INDIVIDUALIZED STUDY back to topIf you wish to take an individualized study course, as listed below, please follow these steps.
Please note that the individualized study courses are subject to the same deadlines as all other courses.
FUTURE COURSE OFFERINGS back to topPlease bear in mind that future course offerings are subject to change.WINTER TERM 2007 back to topLITERATURE HISTORY SCIENCE THESIS COLLOQUIA Social Science Science Identities (IP) International Cultures (IC) SPRING TERM 2007 back to topLITERATURE HISTORY SCIENCE THESIS COLLOQUIA Social Science Science Identities (IP) International Cultures (IC) American Cultures (AC) |
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