Spring 2005 Newsletter : Course Descriptions : Curriculum : Clark Honors College

March 10 - Thursday
Winter Term graduates' last day to submit final thesis copies to the CHC Office

April 24 - Sunday
Deadline for Summer Term graduates to apply for graduation on DuckWeb.

June 2 - Thursday
Spring Term graduates' last day to submit final thesis copies to the CHC Office (page 5)

WEBSITE CHANGES back to top

SCHOLARSHIP OPPORTUNITIES back to top

CLARK HONORS COLLEGE SCHOLARSHIPS

Scholarship criteria vary. For those scholarships that require an application, materials must be submitted to the CHC office by 5:00 p.m. on Tuesday, March 15. Scholarship applications for un-paid internships that have been secured for Summer or Fall should be submitted to the CHC office by 5:00 p.m. on April 5.

UNIVERSITY OF OREGON SCHOLARSHIPS

Clark Honors College students are great candidates for scholarships! Search for more University of Oregon scholarships at the UO Scholarship Search page.

BUT WAIT! THERE'S MORE!

For more scholarships from organizations outside the University of Oregon, surf the web, but be wary of scholarships scams. The UO recommends FastWeb.

CLASS OF 2005 GRADUATION INFORMATION back to top

NOTIFY THE CHC OFFICE

If you are graduating Winter, Spring, Summer, or Fall, 2005, stop by the CHC Office and let the staff know, or email your name, the term you plan to graduate, and your student ID number to Pat Griffin.

GRADUATE APPRECIATION DINNER AND DANCE

2005 graduates are invited to the Graduate Appreciation Dinner and Dance on Tuesday, May 10 in the EMU Ballroom. Please make sure that your UO address is correct so that you will receive your invitation in the mail. Sorry, this is for graduates only, not spouses or sweethearts.

CLARK HONORS COLLEGE COMMENCEMENT

All 2005 graduates, their families, and thesis advisors are invited to attend the Clark Honors College Commencement on Friday, June 10, 2005 in the EMU Ballroom at 7:30 p.m. A reception in the Fountain Courtyard will follow. A number of awards will be presented to outstanding graduating seniors. Graduates should come to the CHC Office in May to pick up invitations and to let the staff know how many people will be attending by way of the Graduation Final Information Form (PDF, 47k). Contact the CHC Office for more details. If you do not notify the CHC Office that you are graduating in 2005, your name will not be printed in the program.

COMMENCEMENT BANNER CARRIER

Each year one CHC graduating senior is chosen to carry the Robert D. Clark Honors College banner in both the CHC and UO Spring Commencement ceremonies. As part of this honor, the college will cover the cost of the banner carrier's cap and gown. If you would like to be the banner carrier for Clark Honors College, please submit the following information to Brandon Finch in the CHC Office no later than Friday, April 1: your name, home address, phone number, and email address. You must graduate Spring 2005 and attend both commencement ceremonies to be eligible. The banner carrier will be chosen by CHC Director Richard Kraus and will be notified at the end of April.

GRADUATION FINAL INFORMATION FORM

GRADE POINT AVERAGE

Students must have at least a 3.0 grade point average in order to graduate from Clark Honors College. Students whose cumulative GPA falls below 3.0 will have two terms to raise it. If this does not occur, students may petition to remain in Clark Honors College. If you have concerns about your GPA, please contact your CHC advisor.

IMPORTANT INFORMATION FOR SENIORS back to top

1. Thesis Seminar

The Thesis Prospectus class (HC 477H) must be taken at least two terms before graduation. All seniors planning to graduate Spring 2006 should take Thesis Prospectus Fall 2005. Those who have not yet enrolled must file a Thesis Prospectus Application (PDF, 25k) with Pat Griffin before they can enroll on a first-come, first-serve basis. Be forewarned that spaces are limited and fill quickly.

2. Graduation Analysis

Students taking Thesis Prospectus are required to meet with their CHC Advisors for a preliminary graduation analysis. This must occur before the end of Thesis Prospectus or the student will not pass the course. Students should also have a graduation analysis done in their major department.

3. Scheduling Oral Defense

Students need to schedule the week of their oral defenses through Pat Griffin. Be prepared with several options for both dates and CHC Thesis Representatives for your committee. There is a limit of one oral per week for each CHC professor. Don't delay - weeks fill quickly - and don't assume you can get your first choice of CHC Thesis Representative. Once the oral defense has been scheduled, the student must submit - in person or as an email attachment - a Thesis Evaluation Form (PDF, 109k) to Pat Griffin no later than three weeks before the defense.

No Thesis defenses will be scheduled during or after the final two weeks of the term (the week before finals week and finals week) nor during the vacation breaks during the nine-month academic year.

4. Fellowships

CHC Senior Research Fellowships are available for 2005-2006. Because the thesis and an oral examination are mandatory for graduation from Clark Honors College, it is important to be able to count on financial help with the expenses of producing a thesis. Typical expenses reimbursed are: Costs of required books that are unavailable in libraries, copying expenses, lab equipment and long distance phone calls connected with research. In order to receive fellowship support, students must submit receipts and a Senior Research Fellowship Application (PDF, 22k) to the CHC office after the final two copies of the thesis have been turned in. Emergency requests for funds in advance of completion of the thesis may be submitted for special review anytime after the senior thesis prospectus, signed by the faculty advisor, has been submitted to CHC.

5. Final Thesis Copies

Final copies of the thesis must be turned in no later than the Thursday of Week 10 (the week before finals) for the term in which you are graduating. Please attach a Thesis Envelope Cover Sheet (PDF, 47k) to the outside of your envelope.

SPRING 2005 COURSE DESCRIPTIONS back to top

LITERATURE back to top

This course explores the literatures of the 19th and 20th centuries as they move into and out of the modernist period. During the term we will read works from many countries including Germany, Italy, England, the United States, and Japan as we consider literary responses to the concept of modernity. We will pay special attention to instances of formal innovation and to the impact that literatures of different cultures had on one another. This class also contains an emphasis on research and writing. To this end we will discuss various critical approaches to literature, engage in scholarly research, and produce moderate-length research papers on one or more of the texts covered in class. There will also be a midterm, a final, and occasional short assignments.

HONORS COLLEGE LITERATURE
"Nietzsche, Marx, Freud: Three Interpretations of the Literature of Modernity"

This course will take as its starting point the basic writings of three of the most influential thinkers of modernity, Nietzsche, Marx, and Freud. While they might seem like odd choices for a course on literature - Nietzsche, after all, was a philosopher, Marx was a political economist, and Freud was a psychologist and sociologist - all three offered powerful interpretations of the modern condition, interpretations we will see reflected, challenged, augmented, and complicated in some of the great fictional and poetic writings of the last two centuries. We will use Nietzsche, Marx, and Freud as guides to interpretation (How would Freud explain Mark Twain's representation of childhood in Adventures of Huckleberry Finn? How would Marx understand Gregor Samsa's transformation into a bug in Kafka's The Metamorphosis?) and also as touchstones for thinking about key terms and concepts, such as "alienation," "progress," "civilization," "eros," and "death." By combining readings in literature, philosophy, economics, and psychology, the course intends to give students a broad understanding of issues that have dominated intellectual history for two centuries, issues that continue to inspire and challenge writers and thinkers today.

Texts:
Friedrich Nietzsche, The Birth of Tragedy
Karl Marx and Friedrich Engels, The Communist Manifesto
Sigmund Freud, Civilization and Its Discontents
Mark Twain, Adventures of Huckleberry Finn
Thomas Mann, Death in Venice
Franz Kafka, The Metamorphosis and Other Stories
Toni Morrison, Song of Solomon
Course Packet (including selected poems of William Wordsworth and one essay by Karl Marx)

In this course we will discuss the theme of exile, trying to observe how the trope of exile appears in different literatures. I am interested in the process of identity formation through displacement, and how languages and cultures are intertwined and negotiated in this process. In a broader sense, though, I would like us to consider how issues of estrangement and language affect the very possibility of writing.

Considering that in different times and places the notion and experience of exile means something different to each writer, I want us to consider the possibility of textual production in an exilic condition. How does a writer react and create a text in exile? How does a writer live his or her experience of exile and how does this particular perception find its way into his or her creative work? How does one redefine or renegotiate identity in exile: through language? Through text? Through the existence of a literary culture (or lack of it)? Exile also imposes the reality of a new language and usually the need to choose between languages for one's own production. How does this choice occur? What are the issues considered for this choice?

During the semester we will read authors who write in different languages (Portuguese, French, Hebrew, Spanish and English) and come from very different literary traditions, such as Eva Hoffman, Albert Camus, Samuel Rawet, Yehuda Amichai, Juan Gelman, Gloria Anzaldúa, Joseph Brodsky and bell hooks. Through the reading of such and other authors present in our list, I expect us to consider how estrangement, displacement and exile participate in the definition of one's identity. I want us to observe how they affect the very possibility of writing and orient the negotiation between the use of different languages. Some of the questions I would like to raise are: How does a choice of language occur? How and when does a writer try to suppress their multilingual tendencies? When does he or she allow multilingualism to enter a text? How does this process contribute to the definition of style, inventiveness or experimentalism of a text? How does the multilingualism of an author affect the creation of a monolingual text? Among the issues to be considered in this course are textual and cultural translation and the hybridization of genres.

This course is part of the literature sequence at the Honors College and is intended to help the students improve their writing skills as well as refine their practice as thoughtful and critical readers.

Required texts will include Albert Camus's, Exile and the Kingdom, Samuel Rawet's, The Prophet and Other Stories, and a course packet containing biblical excerpts, as well as other literary and theoretical texts.

This course is a survey of modern literature that takes as its theme the imperial project. We will therefore be reading literary responses, critiques and engagements with the colonial impulse that span initial moments of cultural contact, war and conquest, resistance and rebellion, independence and its aftermath, and the neocolonial predicament. Our study of these works will also take us through several major trends in literary historiography: historicism, negritude, modernism, social realism, magical realism, existentialism and so forth. We will read traditional works of fiction, lyric poetry, travel narratives and essays. Texts may include: Aime Cesaire's Return to My Native Land (1939), Chinua Achebe's Things Fall Apart (1958), Salman Rushdie's Midnight's Children (1980), Mulk Raj Anand's Untouchable (1940), Amitav Ghosh's The Glass Palace (2000), Assia Djebbar's Fantasia (1983), Tsitsi Dangarembga's Nervous Conditions (1989), Bapsi Sidhwa's Cracking India (1981), Pepetela's Mayombe (1971), Premchand's Gift of a Cow (1936), Ayi Kwei Armah's The Beautyful Ones Are Not Yet Born (1986).

Course evaluation will be based on class participation, quizzes, a midterm paper and a final exam.

This course focuses primarily on literature of the Modernist period (roughly 1890-1945), but ranges across the 19th and 20th centuries. We'll begin by looking at modernist antecedents, then we'll read a range of modernist works. We'll end the course by exploring the modernist legacy in the late twentieth century. Texts will be selected from among the following: Charlotte Brontë's Jane Eyre, Thomas Hardy's Return of the Native, Henry James' The Ambassadors, Jean Rhys's Wide Sargasso Sea, Wyndham Lewis' Tarr, Richard Wright's Native Son, T.S.Eliot's The Waste Land, Gertrude Stein's The Autobiography of Alice B. Toklas, Virginia Woolf's Mrs Dalloway, Marcel Proust's Swann's Way, Michael Cunning-ham's The Hours, Monique Truong's Book of Salt, Hong Ying's K or the Art of Loving. The class will be a mixture of lecture and discussion. Requirements include a 5 page midterm paper and a 10 page final research paper. Participation in class discussions is essential.

HISTORY back to top

Before the "Dual Revolution," that is, the Industrial Revolution of the late 18th and early 19th centuries, and French Revolution of 1789, the term "revolution" was generally used to mean "the moving round in an orbit or circular course" characteristic of heavenly bodies. Even the English Revolution of 1688 and to a significant degree the U.S. anti-colonial revolt of 1775 were carried out with the intent of returning to, or restoring, a(n imagined) previous state of affairs. In the wake of the Dual Revolution, however, "revolution" came to mean "a turning over," an "upheaval," that gives rise to something qualitatively new. This course will focus on the various kinds of revolutions (political-legal, socio-economic, anti-colonial, feminist) that have occurred since 1789.

During the first half of this course we will focus: first on the fundamental transformation of European society by the French and Industrial Revolutions; second, on the augmentation of European military might by the latter and the partitioning of virtually the entire world into European colonies. Beneath its formidable façade in the late 19th and early 20th centuries, European society at its zenith was rent by deep class, gender, and racial faultlines that led to left (communist)- and right (fascist)-wing revolutions and to the collapse of "civilization" into the barbarism of the second Thirty-Years War (more commonly known as World Wars I and II). Europe's self-destruction and the emergence of the U.S. and Soviet Union as "superpowers" will be the third theme of the first half of the course. The second half will focus on anti-colonial revolutions in Africa, the Middle East and Asia that imbricated the Cold-War superpowers. The concluding week of the quarter will focus on the state of the world since the fall of the Soviet Union and East Block in 1989.

Readings include: Henrik Ibsen, A Doll House, Karl Marx, The Communist Manifesto, Joseph Conrad, Heart of Darkness, and selected readings from Rosa Luxemburg, W.E.B. DuBois, Ngugi wa Thiongo, Gandhi, Martin Luther King Jr., Kwame Nkruhma, Chinua Achebe, Julius Nyrere, Nelson Mandela, V.I. Lenin, Adolf Hitler, Mao Zedong; documents from the U.S. Women's movements.

Writing Assignments: 3-4 page review of a book to be used for your research paper; 10-12 page research paper; final exam.

HONORS COLLEGE HISTORY
"The Spaces of Modernity: Introduction to Modern History"

In this, the third and final segment of our introductory history sequence, we will examine questions of modernity and modernization from the eighteenth to the twenty-first centuries. We will be especially attentive to the changing spaces of modern life, city and country, indoors and outdoors, masculine and feminine, public and private. We will also concentrate on methods and practices of historical research. Students should enroll in this class if they would like to pursue research papers that in some way touch upon the issues mentioned above.

We will examine three fateful movements in the history of Western moral philosophy that have profoundly affected our current understanding of the nature of morality. The first is Aristotle's non-theological articulation of the ultimate conditions of human well-being as the basis for moral practices. The second is Immanuel Kant's Enlightenment conception of a universal ethics grounded on the recognition of all human beings as free and equal rational agents deserving of respect. The third is John Dewey's rejection of the ideal of absolute moral laws, to be replaced by a more naturalistic and social conception of moral inquiry and problem solving. I regard each of these developments as offering deep insights into the nature of our moral values and modes of reasoning. Students will write three philosophical essays, one on each of the three orientations toward morality that we are investigating.

This course will be about the formation of industrial civilization in the 19th century and its militarization in the world wars of the 20th century. We will cover 19th-century socialism, the Russian Revolution, and the First and Second World Wars. Emphasis will be on primary readings, writing and discussion.

This course examines World History from the First World War to the Present. Using both lectures and discussion we will examine historical developments of various parts of the world within that period. The main themes include increased expansion and contact among world cultures, continuity and change, and the rise of new global political and economic order. Students will analyze two documents and write papers based on documents of their own choice. The documents assigned for the course constitute both primary and secondary sources - some are old and overly biased if not simply subjective. No document should be accepted at face value without exploring its weaknesses and strengths. Peter Stearn's World History will be our main reading text. A selection of very interesting primary materials covering this period will appear in the syllabus for this course. The course will use selected films and primary materials from University of Oregon Archives and Special Collections.

COLLOQUIA back to top

Some of the most beautiful poetry in the German language has become celebrated throughout the world in its most popular form, that of the Lied, or German Art Song. 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? This course offers an in-depth examination of selected Lieder (German Art Songs) and their respective poets and composers, such as Goethe and Eichendorff, and Schubert, Schumann, Brahms, and Wolf. The course is designed for students from all disciplines. An elementary knowledge of the German language and the basics of music suggested, but not required. In addition to readings, lectures and discussion, the class will listen to selected recordings and attend performances.

Intensive study of critical issues related to public art projects in the United States, from the New Deal WPA projects of the 1930's, to more recent, and sometimes controversial, projects such as Maya Lin's Vietnam War Memorial, the World Trade Center Memorial, and Richard Serra's "Tilted Arc." Investigation of the ongoing discourse among art, artists, audience, and society. Discussion will include on-site analyses of recent percent-for-art public projects on the UO campus.

Jane Austen is one of the two or three major novelists in English. Around her twentieth year she began to quietly revolutionize both the subject matter and the techniques of the young English novel. In our discussions we will explore these advances and her ability to people the conventional plot of the popular romance with an astonishing variety of unique invented characters and their interrelationships. Grades will be based on the extent and quality of participation in class discussion and on six papers of 1000 to 1500 words, one for each of her six major novels.

The texts are Marlowe's King Edward II (play), Wilde's The Picture of Dorian Gray (short novel), Stokes' Oscar Wilde (play), Puig's Kiss of the Spider Woman (novel), Kushner's Angels in America: Part One (play), Kramer's Women in Love (screenplay), Dixon's Vanishing Rooms (novel), Bram's Father of Frankenstein, and selections from The Penguin Anthology of Homosexual Verse.

The course will provide an overview of gay men's literature, as it has evolved from the Renaissance to the present day. We will discuss how social acceptance has both grown and created more backlashes, as dramatized in the literature. We will look at five tragic perspectives in Marlowe, Wilde, Kramer, Puig, and Bram, two epic outlooks in Kushner and Dixon. These works will trace out the birth of the gay man's Arcadia, where two lovers may retreat from adversity, to the development of the gay marriage and family in the twentieth century. We will have a special look at the war against homophobia, particularly as expressed in the life and work of Oscar Wilde.

There will be two short papers and one long one. A reading journal will be optional. There will be a strong emphasis on discussion, and videos of several of the works will be available - Women in Love, Gods and Monsters (Father of Frankenstein), and Kiss of the Spider Woman.

dalit (d

' lith)- adj. 1. broken or torn to pieces. 2. crushed, ground; trampled. 3. oppressed. From the Sanskrit root 'dal'.

This course is designed as an interdisciplinary project that situates literary production in its social, cultural and political context. We will be examining the body of work called 'Dalit literature', that is, literature produced by untouchable caste communities in India. 'Dalit literature', fundamentally a literature of protest, interrogates traditional understandings of caste, class, and gender often through an autobiographical lens. Replete with images of grinding poverty and caste violence, the texts often exhibit a keen attention to the politics of language and hierarchies of social space.

We will begin the term by studying Louis Dumont's Homo Hierarchicus (along with localized critiques of it) in order to develop an anthropological understanding of caste and untouchability. We will then study polemics on untouchability, including the work of Gandhi and B.R. Ambedkar, considered the father of the Dalit movement. The next section of the course will address fictionalized representations of untouchability by non-Dalit writers: Mulk Raj Anand's Untouchable, the short stories of Premchand and Arundhati Roy's The God of Small Things. Finally we will read autobiographies, poetry and short stories by Dalit writers, translated from Hindi, Marathi and Telegu.

Course evaluation will be based primarily on class participation and critical reading and commentary of the texts; there will also be 3 response papers and a final research project.

Particularly since we will be reading anthropological, sociological and literary texts, this course is open to all students; no familiarity with South Asia or Indian literature is required. In fact, I will encourage students to do a final project that addresses their own field of study in some way.

Although criminals and mental patients may be more colorful, "normal" people (i.e., psychologically healthy and statistically average people) are responsible for producing much of the world's misbehavior. The proposed course will explore how fundamental aspects of human cognition and motivation, evolutionary pressures, and culture contribute to the perpetration of everyday wrongs committed in social contexts. Chief among the phenomena studied will be egocentric and self-serving biases, characteristics of intergroup perception that form the roots of stereotyping and prejudice, and situations in which humans willingly or mindlessly comply with requests that result in harm to others. Does (or should) the fact that these phenomena are part of human nature affect the extent to which we can view outcomes stemming from them as "evil?" Keeping in mind that many of humans' nasty habits are side effects of behavioral patterns that are on the whole adaptive, the course will also consider whether some of the bad outcomes can be eliminated without also losing the generally advantageous tendencies. Readings will include empirical research articles as well as theoretical and applied papers. Most of the readings will be drawn from the field of social psychology, but some will also come from related fields such as developmental psychology, cognitive psychology, neuroscience, and evolution. Course activities will include locating and researching examples of these phenomena and identifying historical, current, and personal contexts in which they are found.

HC SOCIAL SCIENCE COLLOQUIUM
"Eighteenth-Century Things: Material Culture and the History of Ideas"

In important ways, the eighteenth century was the century of the thing. Philosophers, artists, scientists, and cultural commentators of all sorts paid new attention to the changing material details of everyday life. In this course, we will pattern our study after the Encyclopedists of the eighteenth century. Like them, we will approach the question of eighteenth-century things through two parallel tracks. On the one hand, we will approach the eighteenth-century world through its characteristic objects, commercial objects, scientific objects, cultural objects and others. On the other hand, we will attempt to understand emerging conceptions of objects and objectivity during this crucial period in early modernity. During the term, we will investigate many different kinds of objects, ordinary and extraordinary, orderly and disorderly, public and private, concrete and abstract. In each case, we will attend to both the historical uses of things and to the cultural and intellectual frames that give them meaning. Some of these objects, such as newspapers and automata, were actually new in the eighteenth century. Others, such as porcelain and sugar were new in the ways in which they were produced, exchanged, and consumed. In both cases, the stories of these objects open up larger stories of intellectual, cultural and political life. Each student in the class will pursue an independent research project on a single eighteenth-century object. Reading for this course is heavy and often theoretical.

Nations fight over art objects just as they dispute oil, trade routes, and weapons systems. 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. In Afghanistan, the former Taliban government destroyed a massive pair of ancient Buddhist sculptures as "un-Islamic," despite international demands to protect the cultural heritage of humanity. In Iraq, the United States stood by while Baghdad's National Museum was looted, and the artistic heritage of Mesopotamia was smuggled into the international market for stolen art.

We will try to understand the systematic forces which shape our current global politics of art. How do nations use culture to advance their ends? How does a global system of cultural production undermine the use 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 would a fair distribution look like?

Course requirements: discussion of assigned readings, class reports on research projects.

HC INTERNATIONAL CULTURES COLLOQUIUM (IC)
"Sugar, Slavery & Revolution: History of the Atlantic World, 1492-1888"

The Atlantic World is defined as the world created by the inter-action among Europe, Africa and the Americas (America writ large - this includes North and South America and the Caribbean). The United States did not develop in isolation. The main-land British colonies formed an integral part of a system shaped by sugar in the Caribbean, silver from Latin America, and money from Europe, its inhabitants (largely African slaves) coming from all over the globe. The transatlantic slave trade and the products of slave labor drove an economic engine that tied together the three continents of the Atlantic world. The American revolution was only one of a chain of colonial uprisings, matched by upheavals in Haiti and Spanish America. This course studies the connections and conflicts among Europe and the lands of the New World, from Columbus encountering the Amerindians to the final end of chattel slavery in Brazil.

The two books ordered for the course are Robert Harms, The Diligent: A Voyage Through the Worlds of the Slave Trade, and Timothy J. Shannon, Atlantic Lives, and there will be some additional articles, as well as optional reading recommended in certain circumstances. Reading should average 100-150 pages per week. This course will be very writing-intensive. Weekly writing assignments will vary among writing thoughtful pieces on the assigned reading, commenting on the paper of a classmate, and smaller projects addressing primary sources. A final paper will be based on rewriting your earlier work.

SPECIAL COURSE OFFERINGS back to top

In this seminar we will read contemporary Latin American poets and discuss the role of translation in their poetics. We will problematize translation and the dissolution of national borders, also observing the dialogue established between Spanish American and Luso-Brazilian poets. Among the poets we will read are Alejandra Pizarnick, Juan Gelman, Haroldo de Campos, Octavio Paz, Nestor Perlongher, Josely Vianna Baptista and Tamara Kamenszain.

The late fourteenth and early fifteenth centuries witnessed a flourishing of mystical texts, by both men and women, including works by Richard Rolle, Julian of Norwich, and Margery Kempe. Rolle wrote in Latin, but his work was translated into Middle English; both Julian's and Margery's works appear in Middle English. In this course we will read these mystical writers and contextualize their writings historically. Besides our primary texts, readings will include background in Middle English language, the Christian mystical tradition, mystical texts in other languages and traditions, and major literary critical statements on Middle English mystics. Course requirements include short papers, an annotated bibliography, a group presentation, a term paper, and periodic quizzes.

This course aims to help students gain confidence speaking before others in classes, presentations, and especially the oral thesis defense of the Clark Honors College. During the term students will have the opportunity to give 3 five-minute speeches: a self-introduction, a speech on a specialized subject before a lay audience, and a persuasive speech. Students will also moderate, ask and answer questions, view their own speeches on video, write one-page self-evaluations, and receive individual oral critiques. The class includes discussion of short readings about public speaking, short videos of famous speeches, and the occasional excursion to hear a visiting dignitary speak on campus. Open to all UO students, limited to 20, this class meets in McAlister Classroom in Walton.

THESIS ORIENTATION back to top

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.

THESIS PROSPECTUS back to top

This Thesis Prospectus 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 this course polishing their prospectuses and then participating in a mock oral examination. Before enrolling in Thesis Prospectus, students should have

INDIVIDUALIZED STUDY back to top

SUMMER 2005 back to top

Any summer session student may enroll in HC 424 if they have sophomore standing or above. Non-honors college students should come to the CHC Office in Chapman 320 for a prerequisite override before registering.

The course will provide an overview of gay men's literature, as it has evolved from the Renaissance to the pre-sent day. We will discuss how social acceptance has both grown and created more backlashes, as dramatized in the literature. We will look at five tragic perspectives in Marlowe, Wilde, Kramer, Puig, and Bram, two epic outlooks in Kushner and Dixon. These works will trace out the birth of the gay man's Arcadia, where two lovers may retreat from adversity, to the development of the gay marriage and family in the twentieth century. We will have a special look at the war against homophobia, particularly as expressed in the life and work of Oscar Wilde.

There will be two short papers and one long one. A reading journal will be optional. There will be a strong em-phasis on discussion, and videos of several of the works will be available - Women in Love, Gods and Monsters (Father of Frankenstein), and Kiss of the Spider Woman.

·	Fact Sheet
·	How To Apply
·	Resource Fees, Financial Aid, Scholarships
·	Transfer Credits
·	If you're admitted...
·	New Student Orientation

·	Overview
·	Computer Lab
·	Tours
·	History
·	Films
·	Robert D. Clark Library

·	Advisors
·	Course Descriptions
·	Course Proposal
·	Course Syllabi
·	Graduation Requirements
·	Math & Science Courses
·	Multicultural Courses
·	Majors
·	Thesis Information

·	Scholarships, Essays and Awards
·	Creative Arts Journal
·	CHCSA Student Association
·

·	Student Forms
·	Faculty Forms
·	Administrative Forms