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Home > Curriculum > Course Descriptions > Spring 2000 Newsletter
Spring 2000 Newsletter
VOLUME TWENTY-EIGHT
Calendar | Senior Info | Literature | History | Science | Social Science
Arts and Letters | Seminars | Colloquia | Open-ended courses | Summer Preview
SPRING TERM CALENDAR
February 21-March 10
Duck Call initial registration for Spring Term
March 27 - Monday
Classes begin
May 1 - Monday
Duck Call initial registration for Summer Term
May 26 - Friday
Last day for oral defense of HC thesis for Spring Grads
June 5 - Monday
Last day for submitting final thesis copies
June 9 - Friday
HC Graduation Reception (see below for details)
June 10 - Saturday
Commencement
GRADUATION RECEPTION AND AWARDS CEREMONY
Who: Spring, Summer and Fall 2000 graduates, their families and thesis advisers, HC faculty and staff
When: Friday, June 9, 2000, 7:30 p.m.
Where: West lawn in front of Chapman Hall
We have scheduled the Honors College graduation reception for the evening before commencement to avoid conflicting with other ceremonies, in the hope that all 2000 HC graduates will be able to attend. This is a memorable occasion, so don't miss it.
A number of awards, including several honorary fellowships, will be presented to out-standing graduating seniors.
The HC Graduation Reception is the perfect time for seniors to introduce their families to professors and classmates, and to say farewell.
Seniors should come to the HC Office in May to pick up reception invitations and to let us know how many people will be attending. Contact someone in the HC Office for more details. If you do not let us know you will be attending, your name will not be read at the ceremony.
SENIORS, DO YOU WANT TO GRADUATE?
You must complete the Final Thesis Information form at least three weeks before your defense date. See Matt in the HC Office.
IMPORTANT INFORMATION FOR STUDENTS PLANNING TO GRADUATE IN 2000 OR 2001
1. SENIOR THESIS SEMINAR
Senior Thesis Seminar must be taken at least two terms before graduation. Therefore all students planning to graduate Spring 2001 should take Senior Seminar Fall Term 2000. Those who wish to enroll in Senior Seminar must file the pink "Application for Enrollment in Senior Seminar" form with Matt, the HC Receptionist, before they can enroll or get on the wait list to enroll. Be forewarned that spaces may be limited.
2. GRADUATION ANALYSIS
Seniors should see their HC advisor for a formal graduation analysis as early as possible and then have Janice Marshall in the HC Office check their file to be sure that no other analysis will be needed. Seniors should also have a graduation analysis done in their major department.
3. SCHEDULING ORAL DEFENSE
Seniors need to see Janice Marshall, graduation and thesis coordinator, to reserve both an Honors College professor to be on their thesis committee and the week in which they can hold their oral defense. There is a limit of one oral per week for each HC professor, so don't delay--the weeks get booked quickly in some cases! Don't assume you can get the HC faculty member of your choice. Thesis assignments are allocated as equally as possible among professors.
No Oral Defense of Thesis will be scheduled during or after the final two weeks of the term (Dead Week and finals week) nor during the vacation breaks during the nine-month academic year.
Once you have scheduled a week with Janice, students need to submit the purple Final Thesis Information form to Matt, HC Receptionist, no later than three weeks before their oral defense.
4. FELLOWSHIPS
HC Senior Research Fellowships are available for 1999-2000. Because the senior thesis and an oral examination are mandatory for graduation from the Honors College, it is very important--for some, essential--to be able to count on financial help with the expenses of producing a thesis. Typical expenses reimbursed are: costs of books required but unavailable in libraries, copying expenses, lab equipment and long distance phone calls connected with research.
In order to receive fellowship support, students must submit a senior fellowship application form, with receipts attached, to Janice after turning in the final two copies of the thesis. Students may request emergency funds in ad-ance of completion of the thesis for special review anytime after submitting the senior thesis prospectus, signed by the faculty advisor, to the HC.
HONORS COLLEGE SCHOLARSHIPS
The Honors College plans to award scholarships to continuing students during Spring Term for the 2000-2001 academic year. To qualify you must have been enrolled in the Honors College since at least Fall Term of this academic year, and be full-time (minimum of 12 credits per term) for the 2000-01 academic year. The criteria for selection are academic achievement and contributions to the HC community. Applications are available in the HC office. Deadline for submitting applications is Friday of Dead Week, March 10. Please note: scholarships cannot be carried over to the 2001-02 academic year.
TWO IMPORTANT REMINDERS
1) Anyone who decides not to graduate from the HC needs to pay a visit to the Director of Composition in the English Department to discuss the University writing requirements. These requirements are fulfilled for HC students only upon completion of the thesis and all other HC requirements.
2) A grade of D cannot count for fulfilling any HC requirement. A course may be re-taken or an alternative course may be taken to stand in its place.
HONORS COLLEGE GRADE POINT POLICY
Students must have at least a 3.0 grade point average in order to graduate from the Honors College. Students whose cumulative GPA falls below 3.0 will be given two terms to raise their average. If this does not occur, students may then petition to remain with us. If no petition is filed, we will remove students' names from our roster and their files will be made inactive.
WELCOME NEW STUDENTS
If you would like to help welcome incoming students during HC Orientation in September, please see Janice in the HC office.
SPECIAL OPPORTUNITY
LIB 199 CRN 35173 1 Credit
LIBRARY RESEARCH
LIB 199 will provide students with essential skills for library research. Through this course students will learn how to develop good research strategies and practices. They will explore and evaluate a wide range of print and electronic information resources including the Internet, electronic databases, and primary sources, such as newspapers and periodicals of various time periods.
This course was designed especially for HC students and is highly recommended as preparation for the senior thesis.
UH 16:00-16:50 144 LIB
Meets 3/28-4/27
Heather Ward, Reference Librarian
LITERATURE
HC 103H CRN 31989 4 Credits
HONORS COLLEGE LITERATURE
The texts are Goethe's Faust, Keats's "The Eve of St. Agnes," Eliot's Adam Bede, Tol-stoy's "The Death of Ivan Ilych," Woolf's Mrs. Dalloway, Walker's You Can't Keep a Good Woman Down, and a collection of verse.
We will be studying the breakdown of the old heroic model (Goethe) and the rise of a new one, which applies to both men and women (Eliot, Woolf, and Walker). In addition, there will be an emphasis on the invention of new tragic forms (Tolstoy, Woolf and Walker), new epic forms (Goethe, Keats, and Eliot), with a look at Adam, Eve, Satan, and Ulysses (Eliot, Goethe, and Tennyson) in their new nineteenth- and twentieth-century embodiments. Approximately half the course will be given to two novels, Adam Bede and Mrs. Dalloway. We will close with a study of Alice Walker's stories, doing a close-up on her characterization of Elvis Presley in the piece, 1955.
Writing assignments will continue to emphasize the close reading of fiction and poetry. There will be short papers, a research paper, and a journal. Once again, we will have in-class debates, including one concerning censorship.
MWF 9:00-9:50 307 CHA
Prof. Henry Alley
HC 103H CRN 31990 4 Credits
HONORS COLLEGE LITERATURE
"The Good Life III"
In the 2000's we are almost too cynical even to ask "how should we live and what should we value?" Although we crave answers to this question no less than others have over the centuries, we face major obstacles to the asking, let alone the answering, of it. This course will explore some of these obstacles as presented, resisted, or surmounted by some of the finest writers of the nineteenth and twentieth centuries.
Texts will include the "Ode on a Grecian Urn" (John Keats), "My Last Duchess" (Robert Browning), Frankenstein (Mary Shelley), "Dover Beach" (Matthew Arnold), "The Second Com-ing" (W.B. Yeats), "The Love-Song of J. Alfred Prufrock" (T.S. Eliot), "The Windhover" (Gerard Manley Hopkins), three short sto-ries (Franz Kafka), Benito Cereno (Herman Melville), "The Grand Inquisitor" (Dostoevsky), Beloved (Toni Morrison), and Nervous Conditions (Tsitsi Dan-garembga).
Class time will focus on discussion based on careful reading. There will be two short papers (2-5 pages), one research paper (8-10 pages), ungraded exercises and group work, both in and out of class, a mid-term, and a final exam.
MWF 10:00-10:50 307 CHA
Prof. Sharon Schuman
HC 103 CRN 31991 4 Credits
HONORS COLLEGE LITERATURE
The course will emphasize two themes: the nature of language and the relationship between the "West" and the rest of the world. First, from Wordsworth's preface to the Lyrical Ballads to experiments in literary form in the twentieth-century, many writers of the past two hundred years demonstrate an intense self-conscious interest in the nature of literary language. This experimentation along with the "linguistic turn" in philosophy over the past hundred years prompts us to ask to what extent language plays a constitutive role in one's perception of reality. Second, the "West" has become a potent socio-political category during this era as a way for Europe to differentiate itself from the rest of the world. The porousness of this boundary is evidenced, however, by works like Conrad's Heart of Darkness that use the non-West to ques-tion the West's imperialistic role in the world. The course will question what "Western literature" might mean in a postcolonial age. Class format is primarily discussion based on careful readings of primary texts.
Readings: Brontë, Wuthering Heights; Conrad, Heart of Darkness; Eliot, The Wasteland; Soyinka, Death and the King's Horseman; poetry by Wordsworth, Shelley, Baudelaire, and Dickinson; fiction by Melville, Joyce, Mansfield, Borges, and others. Requirements: two short papers, term paper, and final exam.
MWF 14:00-14:50 307 CHA
Prof. David Bockoven
HC 103H CRN 31992 or 31993 4 Credits
HONORS COLLEGE LITERATURE
The Literary Self: Romantic, Modern, and Post-Modern
From the flamboyant wilds of European Romanticism to the minimalism and surrealism of modernism and postmodernism, this course will continue last term's theme of the purposes of literature. How do we know who we are, and how do romanticism, modernism, and postmodernism define a self? How does literature of the last two centuries contest or collaborate with earlier definitions of the human? How does literature foment and challenge revolution, Darwin, science, colonialism, fascism, and nihilism? And where are we going in the next millennium?
We'll be reading Goethe, George Eliot, Franz Kafka, Chinua Achebe, Art Spiegelman, Arund-hati Roy, and Tom Stoppard. Requirements will include class presentations, reaction papers, a term paper, and a final exam.
UH 9:30-10:50 307 CHA
UH 12:30-13:50 203 CHA
Prof. Louise Bishop
HC 103 CRN 31994 4 Credits
HONORS COLLEGE LITERATURE
This term we will be discussing the struggle between the individual and society. Does the indi-vidual have the right to refuse to follow society's rules, and if so, under what circumstances? Does Society have the right to protect itself from aberrant individuals who wish to cause the breakdown of society and the growth of chaos? How do the rights of the one and the many find a balance which is neither societally repressive or individually destructive? To do this we will study authors from a variety of races, nationalities, ethnicities. We will study as well both male and female authors.
During this term, this theme will be studied primarily in the genre of fiction, and students will learn to analyze the work using the elements of that genre, such as point of view, characterization, plot, setting, and theme. We will also explore the theme outside fiction in handouts which offer examples of both the Pre-Romantic and the Romantic poets in England, France, Germany, and the U.S. and in one modern play as well.
Texts will include:
Remarque-All Quiet on the Western Front
Dumas (pere)-The Count of Monte Cristo (abridged)
Kingston-Tripmaster Monkey, His Fake Book
Harper-Iola Leroy
Mamet-Oleanna
Thurber-The Secret Life of Walter Mitty & The Catbird Seat [in packet]
Handouts in class: examples of poetry from among most of the following poets: Burns, Blake, Shelley, Keats, Byron, Wordsworth, Hugo, Lamartine, Emerson, Dickinson, and Goethe
Requirements: Two papers using research, bibliography and notecards; essay final.
The two research papers are really part of one paper. The assignment is a "spiral" assignment of which the first half of the longer paper will be turned in and graded as Paper 1 and the completed paper for Paper 2--these averaged will be worth 60% of the grade; there will also be research assignments, worth 10% of the grade and a take-home essay final worth 30%.
Class will be a combination of lecture and large group discussion, with small group discussion alternating.
UH 14:00-15:20 307 CHA
Prof. Frances Cogan
HISTORY
HC 109H CRNs 31995 or 31997
HONORS COLLEGE HISTORY
This course will look at culture, politics, and society from 1789 to the present in Europe and North America as well as European colonial contact with India, Africa, and the Pacific Islands. Our theme will be "self and society": we will study individuals who unmask the cultural, politi-cal, social, and/or economic oppression of the modern world and raise the question of what kind of community we want to live in. Focusing on this theme, we will be able to shed light on the following historical topics: the significance of the French Revolution, challenging the Indus-trial Revolution, the crisis of morality in Europe, European feminism, the Holocaust, totalitarian regimes in Eastern Europe, anti-colonialism, the native-American and African-American strug-gles in late 20th century America, and the consequences of the contemporary global economy on local culture and human diversity.
Readings will be selections from Anatole France's The Gods Will Have Blood, Karl Marx, Friedrich Nietzsche's The Genealogy of Morals, Virginia Woolf's A Room of One's Own, the short stories of Ida Fink in A Scrap of Time, Milan Kundera's The Book of Laughter and For-getting, the Sioux Lame Deer's Lame Deer: Seeker of Visions, The Autobiography of Malcolm X, and Haunani-Kay Trask's From a Native Daughter.
Assignments will include a journal, a 10-12 page research paper, and a final exam. Most class time will be devoted to discussion.
CRN 31995: MWF 11:00-11:50 307 CHA
CRN 31997: MWF 14:00-14:50 203 CHA
Prof. Paul Petrequin
HC 109H CRN 31996 4 Credits
HONORS COLLEGE HISTORY
Europe Since 1789: Revolution to Reorganization
This course will cover European history from the French Revolution through the collapse of the Soviet Union and the reorganization of Eastern Europe. The first half of the course will focus on the rise of a new bourgeois society in the age of the Industrial Revolution. We will study the social and economic reforms that bound this new society together, as well as the political ideologies and cultural revolts that criticized its development. In this context we will discuss Conservatism, Liberalism, Feminism, Romanticism, and Nationalism. Further, we will explore Europe's conquest of the non-Western world during the Age of Imperialism. We will end this half of the course with the decline of the European empire and the events that led to World War I.
The second half of this course will focus on the Russian Revolution, Communism, and the rise of Fascism. We will discuss the culture of Weimar Germany and European society during and after World War II. We will cover European restoration of the 50's, the rise of the Superpowers during the Cold War, and the re-unification of Europe in the 80's. We will read both primary and secondary historical sources, two novels, and a play. Together they will provide us with a combination of historical theory, interpretation, and representation.
MWF 13:00-13:50 307 CHA
Prof. Erica Bastress-Dukehart
HC 109H CRN 31998 4 Credits
HONORS COLLEGE HISTORY
Western History from the French Revolution to the Present
The outbreak of the French Revolution initiated the modern age. The revolution not only fa-cilitated the development of modern political radicalism and liberalism, but led to the creation of modern conservatism as well. Moreover, the struggle to define "Liberty, Equality, and Fraternity"—the most prominent of the revolution's slogans—would come to dominate Western thought and politics for the next 200 years. At the same time, rapid social and economic change, in large part prompted by industrialization, would shape the endeavor to define these qualities and their relationship to one another. This course will study the idea and practice of liberty, equality, and fraternity in the West, as well as the overall historical context within which these intellectual and political developments took place. Aside from looking at how conserva-tism, liberalism, and socialism came to terms with these ideas, we will investigate how major events and processes of the last two centuries—the onset of industrialization, the growth of nationalism, the re-emergence of imperialism, the rise of the labor movement, the appearance of democracy, the women's movement, both world wars, and the Cold War—fit within the context of the effort to define the revolutionary trinity of liberty, equality, and fraternity.
The main assignment in this course will consist of a research paper on a topic of your choice. Other assignments include a book review, a prospectus, an outline, a bibliography, and other exercises that will help you along with your research project.
MWF 15:00-15:50 307 Chapman
Prof. Hubert Dubrulle
HC 109H CRN 31999 or 32000 4 Credits
HONORS COLLEGE HISTORY
"Social Change, Political Theories, and Cultural Forms Since the French Revolution"
This course will focus on the social up-heavals that accompanied the rise of in-dustrial capitalism and on the political theories and cultural forms that arose in response to them. The first part of the course will focus on the evolution of bourgeois society and on its social and gender conflicts. We will study the political theories of liberal and radical democracy, conservatism, early socialism, and liberal and socialist feminism; and we will look at bourgeois cultural forms and the critiques of them by Romantic and modernist artists and writers. We will also follow the course, and analyze the consequences, of the imperialist expansion of Western nations. We will attempt to gain an understanding of the character of Western civilization by analyzing Western conquest of the non-Western world, the culture of imperialism, and the effects of imperialism on the society and culture of conquered people.
The second part of the course will begin with an analysis of the European "civil wars" of 1914-1945. This section will begin with a brief study of World War I. Then we will focus on the Rus-sian Revolution and the emergence of Soviet Communism and on the rise of fascism, espe-cially Nazism in Germany. We will conclude this section with the self-destruction of Europe and the emergence of the United States and the Soviet Union as "superpowers."
The final part of the course, on the period since World War II, will cover these themes: "Cold-Warism;" theories of social engi-neering, technocracy, and the end of ideology; theories of anti-colonial revolution including Franz Fanon and liberation theology; the New Left of the 1960s; and the upheavals in the Soviet Union and the Eastern block in the 1980's.
CRN 31999: UH 11:00-12:20 307 CHA
CRN 32000: UH 12:30-13:50 307 CHA
Prof. Joseph Fracchia
SCIENCE
HC 209H CRN 32001 4 Credits
HONORS COLLEGE SCIENCE
Course description will be available later.
UH 9:30-10:50 303 CHA
+Lab M 16:00-17:20 303 CHA
HC 211H CRN 34495 4 Credits
HC INTRO TO EXPERIMENTAL PSYCHOLOGY
An honors introduction to experimental psychology. We will focus on topics in cognition, including sensation, perception, learning, memory, thinking, language and creativity. Research methods will also be covered. The course will consider both behavioral and neuroscientific approaches to human (and where relevant, animal) cognition.
UH 11:00-12:20 203 CHA
+Lab W 16:00-16:50 303 CHA
Prof. Michael Anderson
SOCIAL SCIENCE
HC 304H CRN 34519 4 Credits
HONORS COLLEGE SOCIAL SCIENCE
"Constructing Theory"
This course will introduce students to the art and (I hope) pleasure of constructing theory in science, in particular social science. It is intended to teach some basic skills and techniques, to give you practice and confidence in constructing your own theories and–for better or worse—to make you a habitual theorizer. The course is divided into five two-week modules, each presenting a distinct mode of theorizing in the social sciences. At the end of each mod-ule, you will write a brief theoretical paper (up to four pages, plus diagrams when necessary) using the theoretical mode in question to construct your own theory about some (broadly "social") process that interests you. Your subject matter might be chosen from your own life, from some fictional account, or some other social narrative that interests you. Each exercise will count for 20% of your final grade. In addition, I will ask each class member to present two or three (depending on the size of the class) abstracts summarizing the work of other scholars who have constructed theories using one or other of the theoretical modes in question. I plan to spend a good part of the class time in a "workshop" mode.
UH 11:00-12:20 303 CHA
Prof. John Orbell
ARTS AND LETTERS
HC 312H CRN 32003 4 Credits
Rhetorical Traditions: Public Argument
If deliberative democracy is a good idea, then we need articulate citizens. This course is designed to provide students with the habits of mind and communication necessary for creation of public policy and the management of value controversies. Toward these ends, students will have many opportunities to argue and to persuade a variety of audiences on a host of public issues. Before students stand to argue and persuade, they will:
--See the importance of taking an ethical stance on argumentation, for "winning" an argument is not the only, and is often not the most important, criterion of success. Rather, the communal welfare and the freedom of an audience to make decisions based on the best evidence be-come primary considerations if arguers are to take their ethical responsibilities seriously.
--Learn how to conduct thorough and extensive research on the issues facing their audiences.
--Learn how audiences reason.
--Command the skills needed to organize and present evidence in a cogent and an eloquent manner.
--Realize the importance of adapting audiences to reasons and reasons to audiences.
Course Expectations and Calendar
You will be expected to be an articulate citizen in class; absentee votes are not allowed, and you should voice your informed opinion on a regular basis. There will be five opportunities to practice your wisdom and eloquence.
Practice - % of Grade - Date
1. Dialectic 10% Daily
2. Lincoln-Douglas Debate 20%
3. Parliamentary Debate 30%
4. Examination 20%
5. Paper 20%
MWF 9:00-9:50 303 CHA
Professors Dominic LaRusso and David Frank
SEMINARS
HC 407H CRN 34520 2 Credits
SENIOR THESIS SEMINAR
This Senior Thesis Seminar is specifically designed for those students who plan to graduate "off-cycle"--Summer, Fall or Winter term, or who will not be a student in residence Fall Term. Students will spend a majority of their time in the seminar polishing their prospectuses and then participating in a mock oral examination. Before enrolling in the seminar, students should have done the following:
1) chosen a primary thesis adviser from their major department or school; 2) have a rough draft of their prospectus, following the guidelines in the yellow Honors College Thesis Manual (available in HC office; 3) consulted with their primary thesis adviser on possible second readers from their major department; and 4) filled out the Application for Enrollment in Senior Seminar form and turned it in to the HC office well in advance of the start of the registration pe-riod in order to be pre-authorized for the class.
The seminar will begin with several weeks of instruction and aid in polishing prospectuses. The majority of the term will involve oral pre-sentations by all students with the primary thesis adviser present.
Pass/No Pass Attendance mandatory
H 15:30-17:20 303 CHA (THIS IS THE CORRECT ROOM)
Prof. Joseph Fracchia
NOTE: INCORRECT ROOM IS LISTED IN TIME SCHEDULE
COLLOQUIA
Either of the following HC 415 courses will fulfill the UO multicultural requirement in the category of international cultures. Remember that you need to take two courses from two different categories to fulfill this requirement.
HC 415H CRN 34521 4 Credits
The Israeli-Palestinian Conflict
I.F. Stone once observed that if God is dead, God died trying to solve the Israeli-Palestinian conflict. The conflict between the Palestinians and the Israelis is a civil war that has resisted easy solutions. In this course, we will attempt to illuminate the roots of the dispute and plausi-ble options for developing solutions for this conflict by featuring the symbolic and rhetorical patterns of Israeli and Palestinian discourse. While economic, political, and other impulses affect the trajectories of the conflict, we will place the symbolic worlds at the center of our analysis and synthesis.
This course is divided into three sections. Section one is devoted to the grammar and the history of the conflict. Section two is designed to encourage you to conduct a well researched and a well written rhetorical analysis of an important symbolic form or event. Section three consists of a Peace Conference dedicated to the cause of peace-making. Each student will be assigned a key player and will perform this character at the peace conference.
UH 12:30-13:50 303 CHA
Prof. David Frank
HC 415 CRN 34521 4 Credits
The Mesoamerican Past
In the year Two House (1325 in the European Calendar) the beleaguered Aztecs, fleeing vengeful pursuers, struggled ashore on a rocky island. There, in the middle of the lake-filled Valley of Mexico, they beheld a vision of a majestic eagle devouring a serpent, perched on a prickly-pear cactus. By this sign the Aztecs knew that they had found their place of destiny, for their patron god Huitzilopochtli had told them to expect this sign at the place where they would settle and become the most powerful people in the world.
Is this story history or myth? Did peoples of central Mesoamerica like the Aztecs ever create a truly "historical" vision of the past? These are crucial questions to ask as attention is increas-ingly being given to the study of the "other" and in light of the spreading application of multidis-ciplinary analytical models to the study of "history." In sixteenth-century Mesoamerica (taking in much of modern-day Mexico and Guatemala) the invading Spaniards sought to justify their conquest, in part, by casting themselves as the sole custodians of the "truth." Though Spanish friars preserved a huge amount of information about the preconquest era, Mesoamerican "history" was generally labeled "myth."
In this course we will explore, analyze, and critique these assumptions through our collective reading in primary and secondary sources, and by means of lectures, discussions, and written work. We will concentrate above all on the Nahuas, the dominate ethnic group of central Mesoamerica at the time of the Spanish invasion and the cultural family of the imperial Aztecs. We will also look comparatively at historical traditions developed by other Mesoamerican peo-ples, including the Mayas, Zapotecs, Mixtecs, and the Purepecha, as well as by the Spaniards and the Incas of South America.
UH 14:00-15:20 303 CHA
Prof. Robert Haskett
*OPEN-ENDED COURSES*
*Note procedure for open-ended courses and telephone registration.
To take courses listed in this section students must make special arrangements with an HC faculty member prior to regis-tering through Duck Call. First get a form from the HC office. Then fill in the necessary information after consulting with your instructor on the number of credits, grading option, and title of course to show on tran-script. The form must be signed by the instructor. Submit this form to Carol in the HC office and she will enter your name and Social Security number in Banner, and you will then be able to register for the course through Duck Call. PLEASE DO NOT WAIT TILL THE LAST MINUTE TO DO THIS. Also remember that this is a 3-step process: instructor permission, pre-authorization by HC office, phone registration by student.
HC 405H CRN 32006 (Variable Credits)
READING AND CONFERENCE
HC 406H CRN 32008 (Variable Credits)
SPECIAL PROBLEMS
HC 409H CRN 32010 (Variable Credits)
PRACTICUM
SUMMER SESSION
HC 311 ARTS AND LETTERS 4 Credits
NON-SHAKESPEARE PLAYS LIVE IN ASHLAND
We will read three plays in class: Night of the Iguana, Force of Nature, and The Man Who Came to Dinner and then seen them live in Ashland, July 7-9. Required trip fee, $132, for tickets to plays and workshops, hostel accommodations, and transportation. Prereq: sophomore standing or above.
Meets June 19-July 14
UWH 13:00-14:50 307 Chapman
Prof. Sharon Schuman
FULFILLS MODERN BRITISH AND AMERICAN LITERATURE REQUIREMENT FOR ENGLISH MAJORS
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