 |
 |
 |
 |
 |
 |
 |
 |
 |
|
|
Home > Curriculum > Course Descriptions > Spring 2001 Newsletter
Spring 2001 Newsletter
VOLUME TWENTY-NINE Calendar | Senior
Info | Literature
| History | Science
| Social Science February 26-March 16 April 2 — Monday May 7-11 May 18 — Friday May 31 — Thursday June 11-15 June 15 — Friday June 16 — Saturday CLARK HONORS COLLEGE GRADUATION CEREMONY
Who: Spring, Summer and Fall 2001 graduates,
their families and thesis advisers, CHC faculty and staff
We schedule the Honors College graduation ceremony the evening before commencement to avoid conflicting with other ceremonies, in the hope that all 2001 CHC 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 outstanding graduating seniors. The CHC Graduation Ceremony is the perfect time for seniors to introduce their families to professors and classmates, and to say farewell. Seniors should come to the CHC Office in May to pick up invitations and to let us know how many people will be attending. Contact someone in the CHC 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 (lavender) at least three weeks before your defense date. See Jody in the CHC Office. IMPORTANT INFORMATION FOR STUDENTS PLANNING TO GRADUATE IN 2001 OR 2002 1. SENIOR THESIS SEMINARSenior Thesis Seminar must be taken at least two terms before graduation. Therefore all students planning to graduate Spring 2002 should take Senior Seminar Fall Term 2001. Those who wish to enroll in Senior Seminar must file the pink "Application for Enrollment in Senior Seminar" form with Jody, the CHC Receptionist, before they can enroll or get on the wait list to enroll. Be forewarned that spaces may be limited. 2. GRADUATION ANALYSISSeniors should see their CHC advisor for a formal graduation analysis as early as possible and then have Janice Marshall in the CHC 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 CHC professor, so don't delay--the weeks get booked quickly in some cases! Don't assume you can get the CHC 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 Jody no later than three weeks before their oral defense. 4. FELLOWSHIPS HC Senior Research Fellowships are available for 2000-01. 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 advance of completion of the thesis for special review anytime after submitting the senior thesis prospectus, signed by the faculty advisor, to the HC.
TWO IMPORTANT REMINDERS 1) Anyone who decides not to graduate from the CHC 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 CHC students only upon completion of the thesis and all other CHC requirements. 2) A grade of D cannot count for fulfilling any CHC requirement. A course may be retaken 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. HONORS COLLEGE SCHOLARSHIPS The Honors College will be awarding scholarships to continuing students for the 2001-02 academic year. To qualify you must be in at least your second year at the HC, have a minimum cumulative gpa of 3.7, and be enrolled full-time (minimum of 12 credits per term) for the 2001-02 academic year. Additional criteria for each of the scholarships are listed below. HC Service Award Awarded to a student with an excellent academic record who has made significant contributions to the CHC community. It is possible for more than one student to win this award. Applications are available in the CHC office. Andrea Gellatly Memorial Scholarship Awarded to a woman going into her final year in the CHC who has demonstrated breadth of interest and social concern along with academic excellence. Applicants must submit a resume detailing their activities in the area of social concern, with a cover letter indicating why they believe they are qualified for this scholarship. Edward C. Sargent III Scholarship Awarded to an CHC student majoring in a pre-health care field or a natural science who combines the qualities of idealism, commitment to humanity, openness to alternatives, and love of nature that characterized Ed Sargent, M.D. Applicants must submit evidence of volunteer work and a 500-word essay that addresses their perspective on idealism and/or nature. Application materials must be submitted to the CHC Office by 5:00 pm, Friday, March 16. Scholarships cannot be carried over to the 2002-03 academic year. There are three additional scholarships for academic excellence--the Wigham, Wilma Wittemyer and Jean Wittemyer--that are awarded based on faculty nominations. No applications required. Winners of all of the scholarships listed above will be announced in May. For more information, contact Carol in the CHC
office at 346-2512 or cgiant@oregon.uoregon.edu. HC 103H CRN 32965 4 Credits New Forms in 19th and 20th Century Literature The texts are Goethe's Faust, Keats's "The Eve of St. Agnes," Eliot's Adam Bede, Tolstoy'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 HC 103H CRN 32966 or 32967 4 Credits In 2001 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. 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. CRN 32966: MWF 10:00-10:50 307 CHA HC 103H CRN 32968 or 32969 4 Credits 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? CRN 32968: UH 9:30-10:50 307 CHA HC 103 CRN 32970 4 Credits This term we will be discussing the struggle between the individual and society. Does the individual 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.
Texts will include: Remarque-All Quiet on the Western Front Requirements: Two papers using research, bibliography
and notecards; essay final. Class will be a combination of lecture and large group discussion, with small group discussion alternating. UH 14:00-15:20 307 CHA
HC 109H CRN 32971 4 Credits Social Change, Political Theories, and Cultural Forms Since the French Revolution This course will focus on the social upheavals that accompanied the rise of industrial 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 Russian Revolution and the emergence of Soviet Communism and on the rise of fascism, especially 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 engineering, 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. MWF 11:00-11:50 307 CHA HC 109H CRN 32973 or 32975 4 Credits This course surveys the history of Europe from the French Revolution to the present. The class will focus first on the "dual revolutions" of industrialization and the rise of democratic and quasi-democratic forms of government. The course will continue with the cataclysmic events of the twentieth century: the First World War, the Russian Revolution, and World War II and their impact on "western civilization." The quarter will end with the Revolutions of 1989, European unification, and a brief consideration of the future of Europe. Along the way we will also cast a glance toward major developments in science and culture, including the evolutionary thought of Darwin, Freud and the unconscious, and the Einsteinian revolution in physics. CRN 32973: UH 14:00-15:20 203 CHA HC109H CRN 32976 4 Credits Modernity and Its Discontents In this, the third and final segment of our year long sequence in western history, we will examine the premise of modernity and modernization, asking whether these are the best possible ways in which to think about history in the nineteenth and twentieth centuries. We will be especially attentive to historical problems that challenge our preconceptions about meaning and direction in history. We will also concentrate on methods and practices of historical research. UH 12:30-13:50 307 CHA HC 109H CRN 32972 or 32974 4 Credits Course description unavailable. CRN 32972: MWF 10:00-10:50 121 GRAY
HC 209H CRN 32977 4 Credits The social behavior of animals (including humans) can seem exceedingly odd, especially when sex is involved. In this course, we will explore sociobiology, which 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. But there may be deeper forces at work. While classical Darwinism posits that it is the individual that is subject to natural selection, some 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. We will compare and contrast these two points of view and explore their implications. MWF 11:00 - 11:50 209 Deady HC 209H CRN 35877 4 Credits The 21st century will be a golden age for scientific knowledge and technological progress. During this last century, our view of Nature shifted from a Cartesian-Newtonian view of a clockwork Universe to an expanding Universe ruled by chaos, complexity and quantum uncertainty. This course will explore scientific topics concerning the macroscopic world, microscopic world and cosmology (dynamics, elementary particles, galaxies, Big Bang) in the context of the philosophy of science that we use to apply meaning to reality (reductionism, emergence, holism and creation). MWF 10:00 - 10:50 147 WIL
HC 204H CRN 35880 4 Credits This course is organized with the intention of familiarizing the student with the fundamental microeconomic concepts and tools utilized by economists and policy makers. In general, the focus will be on theoretical models of consumer and producer behavior in markets and their application towards real world problems and policies. The fundamental economic concepts in this class will help students disentangle many complex issues facing the world economy today and prepare them for further study in economics. Course requirements include several homework assignments, a midterm and final exam, and a short paper. The homework problems will be posted on my web site at regular intervals. The midterm and final will be comprised of short answer and problem solving questions. The paper topic is to examine a current economic issue in the context of the analysis in the economic philosophy book A Conflict of Visions by Thomas Sowell. The main text for the course is Microeconomics by Michael Parkin, 5th Edition. UH 9:30-10:50 151 ED HC 212H CRN 35879 4 Credits An integrated two-quarter honors introduction to psychology. Winter quarter concentrated on brain mechanisms related to thought and behavior with an emphasis upon perception, attention, learning language and reasoning. Spring quarter will emphasize the social and cultural context for the development of individuals. Winter quarter included a structured laboratory of simulations and experiments that allowed students to study various psychological phenomena related to the course content. Similar laboratory demonstrations, projects and discussions will be held. There will be a midterm and a final exam. UH 12:30-13:50 303 CHA HC 304H CRN 32979 4 Credits This course will introduce students to the art and pleasure of constructing theory in social science. It is intended to teach some basic skills and techniques, to give you practice 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 module, you will write a brief (up to four-page) paper using the theoretical mode in question to construct your own theory about some social process that interests you. A good part of class time will be spent in a workshop mode. UH 14:00 - 15:20 303 CHA
HC 312H CRN 32980 4 Credits This course focuses on the emergence of African-American fiction, poetry and prose during the decisive period after Reconstruction (1876) and before the Harlem Renaissance (1920). Students will read primary texts by a wide variety of African-American writers, with special emphasis on the work of Frances E. W. Harper, Paul Laurence Dunbar, Charles W. Chesnutt, Pauline E. Hopkins, James Weldon Johnson, and W. E. B. DuBois. The course will also center on recent critical and theoretical writings by Houston Baker, Henry Louis Gates, Jr., Kenneth Warren, Toni Morrison, Hazel Carby, and others. Students will collaborate on an oral report and will write a substantial critical essay. UH 14:00 - 15:20 240B GRAY SPECIAL STUDIES FORENSICS The 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 13 tournaments, hosts two on-campus tournaments, and engages in some on-campus speaking activities. 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). Two debate topics are debated each academic year. Novice and experienced student debaters are welcome. Individual events students select from among ten to fifteen public speaking and oral interpretation events. Individual events students work to prepare and perfect speeches designed to persuade, entertain and move. Individual events speakers are expected to debate as well. Students are graded on their performances. MW 16:00 - 17:20 241 GIL
HC 407H CRN 32985 2 Credits 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 CHC 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 CHC office well in advance of the start of the registration period 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 presentations by all students with the primary thesis adviser present. Pass/No Pass Attendance mandatory W 11:00-12:50 303 CHA
Since the development of the discipline of history in Classical Greece, historians have used maps as graphical representations of their research. Maps summarize and synthesize the efforts not only of historians, but also that of scholars in a wide variety of disciplines including, but not limited to literature, language, geography and archaeology. In this innovative and interdisciplinary course, students will generate maps (modules) that convey insights into history and culture. The central idea is to challenge students to conceptualize historical and cultural problems in a visual mode that is both dynamic and interactive. The course is "advanced" in the sense that students are expected to have a good grounding in history and culture, but is also "introductory" in the sense that they will be thinking about problems in different and non-traditional ways. W 15:00 - 17:50 235 Knight Library HC 408H CRN 35874 4 Credits In the popular imagination, "Bohemia" conjures images of counterculturalism, or of anti-systemic behaviors, loosely associated with unconventional dress, mind-expanding drugs, long hair, liberated sexual practices and "Dionysian" or antibourgeois art forms. Though the transnational cultural eruptions of 1968 are generally considered the modern highpoint of Bohemia, a similar set of phenomena also occurred in the 1830s and 40s in Europe, setting the foundations for these modes of cultural expression. This course will explore the development of Bohemian behaviors, sensibilities and genres from the mid-19th to the late 20th centuries with particular attention to French literary and operatic expression. Our studies will include "bohemian" literature by Theophile Gautier, Prosper Merimee, Baudelaire and Rimbaud and three operatic texts (via libretti, listening, and films): Carmen, La Boheme, and Rent. Individual projects may celebrate untold bohemian interests in literature, opera, dance or film. UH 11:00 - 12:20 303 CHA HC 412H CRN 35653 4 Credits During this term we will explore what many have called a purely American genre: the captivity narrative. Growing out of the experiences of women on the frontier captured by Native Americans and held prisoner, such narratives inadvertently helped sketch the characteristics of the American heroine as the captivity narrative became a template for fictional versions (e.g. James F. Cooper et al). Though the classic captivity narrative deals exclusively with American citizens captured by hostile natives, this term we will expand the boundaries of the genre to focus primarily on women captives (the most common) and to expand the normal reading list to include other possible examples of adaptation of the captivity narrative: the slave narrative, tales of kidnapping, POW accounts, and internment narratives. Texts will include: Captured By Indians (anthology ed. VanDerBeets); Jacobs, Incidents in the Life of a Slave Girl; Houston, Farewell to Manzanar; Hearst–Patty Hearst: Her Own Story; Mahmoody, Not Without My Daughter, Interrupted Lives (collection of 4 excerpts, ed. Nova). There will be a packet as well containing additional narratives (traditional) and an excerpt from Rhonda Cornum’s She Went To War, about the P.O.W. experience of Major Rhonda Cornum, a U.S. Army doctor, captured by the Iraqis during the Gulf War. Class will require: 2 medium length (6-8 pg) papers using critical sources, a 10-12 minute oral report on a work on the outside reading list, and a final exam. A project MAY be substituted for the final. Class is a combination of seminar and lecture, with question and answer. UH 9:30-10:50 303 CHA NOTE: THE PRECEDING COURSE WILL FULFILL the CHC REQUIREMENT FOR EITHER ARTS AND LETTERS OR COLLOQUIA, IN ADDITION TO THE IDENTITY AND PLURALISM (IP) PORTION OF THE UO’S MULTI-CULTURAL REQUIREMENT.
Note procedure for open-ended courses and registration. To take courses listed in this section students must make special arrangements with an CHC faculty member prior to registering through Duck Call. First get a form from the CHC 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 transcript. The form must be signed by the instructor. Submit this form to Carol in the CHC 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 CHC office, phone registration by student. HC 403H CRN 32982 (Variable Credits) HC 405H CRN 32983 (Variable Credits) HC 406H CRN 32984 (Variable Credits) HC 409H CRN 32986 (Variable Credits)
HC 311 ARTS AND LETTERS 4 Credits We will be studying representative authors from each of the four decades, 1960-1990: Ken Kesey (1960’s), James Baldwin and Jayne Anne Phillips (1970’s), Raymond Carver, Jane Smiley and Alice Walker (1980’s), Michael Cunningham and Toni Morrison (1990’s). The course will define recent literary trends in our country, some of them as they are happening now. There will be discussion, some lecture, along with assigned papers. Pre-requisite: sophomore standing or above. Meets June 25-July 20 FULFILLS MODERN BRITISH AND AMERICAN LITERATURE REQUIREMENT FOR ENGLISH MAJORS |
|
 |
|
 |
||||
|
Phone: (541) 346-5414 · E-mail: Contact the webmaster: |
