 |
 |
 |
 |
 |
 |
 |
 |
 |
|
|
Home > Curriculum > Course Descriptions > Spring 2007 Newsletter
Spring 2007 Newsletter
Important Dates | Annual Advising | News | Class of 2007 Graduation Information IMPORTANT DATES back to topFeburary 26 - March 9 March 9 - Friday March 15 - Thursday March 16 - Friday March 19-23 March 26-30 April 2 - Monday April 5 - Thursday April 11 - Wednesday May 7-11 May 21-June 1 May 23 - Wednesday May 28 - Monday June 1 - Friday June 7 - Thursday - noon June 8 - Friday June 11-15 June 15 - Friday June 16 - Saturday June 25 - Monday ANNUAL ADVISING back to topStudents are strongly encouraged to see their advisors at least once a year to make sure that they are fulfilling all of the CHC graduation requirements. One of the most important aspects of the Clark Honors College experience is the close faculty advising available to our students. If you don't know who your advisor is, please check to see if your original assigned advisor is on the website, come to the CHC Office, or you may approach any of the CHC faculty and ask if they will advise you. NEWS back to topStudy Abroad Students - We want to hear from you!Please mail a postcard to the Clark Honors College Student Association, telling us where you are and what you’re doing. The CHCSA will put it on the bulletin board next to the new wall map in the Lounge (CHA 305) so that other students can read it. The address is: CHCSAClark Honors College University of Oregon Eugene OR 97403 U.S.A. CHCSA Your student association is planning activities for the remainder of the year: the Oregon Shakespeare Festival, hikes, camping trips, and its ongoing participation in the hiring process for new literature and geology professors. All CHC students are welcome at the Thursday afternoon meetings. Visit the CHCSA blog and see what they've been up to. "High Five" Academic Civil War Can you answer rapid-fire questions under pressure on TV? Clark Honors College is once again going head-to-head against the OSU Honors College in a special "High Five" Civil War Challenge. We lost to OSU last year and we must balance the scales! This event will be taped at the Oregon Public Broadcasting (OPB) Studio in Portland in April and televised in June. Are you up for the challenge? Are you ready to defend your college? For more details watch for announcements on the CHC homepage and bulletin boards. CLASS OF 2007 GRADUATION INFORMATION back to topThe following information is for ALL 2007 GRADUATES - Winter, Spring, Summer & FallCommencement Registration If you’re graduating Winter, Spring, Summer, or Fall terms of 2007, you can walk in the Spring Commencement ceremony. Please submit a Commencement Registration no later than April 11 -- which also happens to be the last day to register for Spring Term classes and the last day to schedule the thesis defense. If you have not submitted a Commencement Registration by April 11, your name will not be printed in the program. If you have questions, contact . Graduate Appreciation Dinner Dance All 2007 graduates are invited to the Graduate Appreciation Dinner Dance on Wednesday, May 23 in the EMU Fir Room. This is a semi-formal sit-down dinner with open bar and dancing. Please make sure to notify the CHC Office if you’re graduating in 2007 via the Commencement Registration, and make sure that your UO address is correct so that you will receive your invitation in the mail. FREE for CHC grads, extra charge for guests. Clark Honors College Commencement All 2007 graduates, their families, and thesis advisors are invited to attend the Clark Honors College Commencement on Friday, June 15, 2007 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. Watch the CHC website for more details. You must notify the CHC Office via the Commencement Registration if you intend to walk. Donate Your Cap and Gown Graduating students can donate their regalia to help future CHC graduates who may be unable to purchase their own. Look for a collection station at the Post-commencement Reception. 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
Thesis Prospectus, HC 477H, must be taken at least two terms before graduation. A number of tasks must be performed before students can be pre-authorized to register. Follow the link for more details. Students studying abroad - do you need to register for Thesis Prospectus while you are studying overseas? Please contact Kris Kirkeby for a way to do this from afar! Students taking Thesis Prospectus are required to complete a Graduation Audit The deadline for scheduling a spring term thesis defense is April 11. Spring term is very busy for faculty, so start making your thesis defense arrangements now! The basic procedure for scheduling is on the new web site. The site will lock out any further additions after April 11. No Oral Defenses will be scheduled during or after the final two weeks of the term (Week 10 and finals), nor during Holidays, vacation breaks, or summer term. The last day to defend in spring 2007 is June 1. CHC Thesis Reimbursements are available for 2006-2007. Because the thesis and its defense 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 a reimbursement, students should follow the directions on the Thesis Reimbursement Application 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. The spring term deadline is June 7 at noon. Please attach a Thesis Envelope Cover Sheet SCHOLARSHIPS back to topClark Honors College ScholarshipsGenerous donors have made a number of CHC Scholarships available to Clark Honors College students. Scholarship awards are based on a variety of criteria, including academic excellence, field of study, areas of interest, gender, nationality, and financial need. The deadline for CHC Scholarship Applications is March 15, 2007. University of Oregon Scholarships Clark Honors College students are great candidates for UO Scholarships, too! But wait! There's more! For more scholarships from organizations outside the University of Oregon, surf the web, but be wary of scholarship scams. The UO recommends FastWeb. SPRING 2007 COURSE DESCRIPTIONS back to topLITERATURE back to top
This course looks at homelessness, vagabondage, nomadism and itinerancy in nineteenth, twentieth and twenty-first century literature. We'll explore the advantages and disadvantages of being "on the road" and "outside history." And we'll also look at the appeal of nostalgia, home and rootedness. Figures on whom we'll focus will include gypsies, trampers, immigrants/migrants, soldiers at the front, anthropologists/writers undercover among the poor, and actors and actresses on the road in a broad range of novels, short stories, poems and semi-fictional works. Texts will include Merimée's short story "Carmen," D.H. Lawrence's "The Virgin and the Gypsy" and Colum McCann's 2006 novel about Slovakian gypsies entitled Zoli. We'll read Jean Rhys' Voyage in the Dark, E.M. Forster's Howards End and the children's classic Wind in the Willows, a selection of World War One poetry, Orwell's Down and Out in London and Paris, John Krakauer's Into the Wild, Monique Troung's Book of Salt and local writer Laila Lalami's recent novel about Moroccan immigrants, Hope and Other Dangerous Pursuits.
Cutting the Story Short: A Brief Account of the Short-Story Stories have been told for thousands of years, but the short-story as a genre is very recent, dating back only to the 19th century. How does the short-story differ from the stories in the Bible, Ovid's Metamorphoses, the tales of Sheherazade or the accounts in the Popol Vuh? What makes a short-story different from a poem, a novella, or a novel? How was the genre established and how has it developed? And why don't we read more short-stories at the university? These questions will guide our exploration of this exciting genre, while we travel in time and space, looking at expressions of the short-story in different parts of the world. We will read classics such as Anton Chekhov (Russia), Guy de Maupassant (France), Nathaniel Hawthorne (USA), and contemporary works by American authors such as Sherman Alexie, Leslie Marmon Silko, Ha Jin, among others, and authors from other literary and/or linguistic traditions, such as Albert Camus (France/Algeria), Chinua Achebe (Nigeria), João Guimarães Rosa (Brazil), and Juan Rulfo (Mexico). We will certainly read Edgar Allan Poe, the master of the genre, who inspired generations of writers, including two of the most important short-story writers in the 20th century, Argentines Jorge Luis Borges and Julio Cortázar. We will dedicate part of our course to watching movies in order to observe what happens to literature when it is translated into another medium, when a short-story makes it to the big screen. Required Readings
Films
Modernism/Modernity 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, 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 comprehensive final and occasional short assignments.
HONORS COLLEGE LITERATURE The Inside-Out Prison Exchange Program The first class will be held in CHA 307. The class will then meet 6-8:45 on Tuesday evenings at the Oregon State Penitentiary in Salem. Transportation will be provided. Copies of the syllabus are available in the CHC Office. Great works of literature have the power to liberate minds and spirits, even -- and perhaps especially -- the minds and spirits of those who find themselves in challenging circumstances and settings. This coming spring, one section of the third term of the Honors College literature sequence (HC 223H) will be taught in an unusual setting: the Oregon State Penitentiary in Salem. The class will consist of a mix of inmates and Honors College students -- "inside" and "outside" students -- who will together study two novels by Dostoevsky that deal with issues of crime, justice, and life in prison. The course was developed by Professor Steven Shankman as part of a national effort called "The Inside-Out Prison Exchange" program founded ten years ago at Temple University in Philadelphia by Criminal Justice Professor Lori Pompa. Both inside and outside students -- as well as instructors -- who have participated in this program routinely describe their experiences as "transformative." On Monday, February 5 at 3 p.m. in 127 Chiles, Inside-Out Assistant National Director Melissa Crabbe gave a presentation about the program to prospective students. If this option interests you, it is very important that you attended this presentation. Students may register for the class ONLY with the approval of the instructor. Professor Shankman, who will be teaching the class, will interview interested students during the week following this presentation. There will be 12-15 slots available for honors college students. HISTORY back to top
Global Ideology, Trade, and Conflict: 1750-Present This course will give particular attention to political-economic-social ideologies that achieved international prominence, and the competition between these ideologies. We will explore the rise of, and struggles between, republicanism, classical liberalism, democracy, capitalism, racism, colonialism, nationalism, communism, fascism, and neo-liberalism. We will use these ideologies as our primary lens of examination as we consider the rise and fall of Europe’s global domination, the tension between industrialization and traditional cultures, why some ideologies (e.g., democratic capitalism) appeal to some peoples and not to others, the advent of World Wars and Cold War, and the struggles of underdeveloped countries against developed countries. This investigation will take us through political, economic, and social developments in Latin America, sub-Saharan Africa, Europe, East Asia, the US, the USSR, the Middle East, and elsewhere. We will approach these questions through examining philosophy, literature, political treatises, art, and technology. Through using these sources we will explore the distinct creative forces within various cultures, develop skills of critical thinking and interpretation, learn to ask analytical questions of our sources, and recognize the broad patterns that mark global history.
Revolutions in the 'Modern' World 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. The first half of this course 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 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.
The Modern World: Historical Thinking in a Global Framework from the Enlightenment to the Present This third segment of the year-long history sequence has two primary goals: The first goal is to trace major political, ideological, economic, intellectual, social, and cultural themes in world history from the Enlightenment to the present. We will examine new ideas and essential conflicts that arose in Europe and America during the modern era, and we will focus on the impact of the West on the rest of the world. The second goal is to prepare historical research papers that center on the modern era. Significant time will be devoted to honing the mechanics and craft of historical writing.
From Empire to Globalization: The Making of the Modern World The empires of the nineteenth and twentieth centuries set many of the boundaries of the contemporary world, and globalization is currently creating the patterns and relationships that will outline the future. In this course, we will use these two ideas to analyze the development of the last two centuries. Rather than a survey, this course will be taught seminar-style, giving our concentration to five books in turn. We will begin with the synthesis Empire: A Very Short Introduction (Stephen Howe) which illuminates the varieties of empire—formal and informal, cultural, economic, and ecological. We will examine how capitalism and the industrial revolution underpinned European empires with Tools of Empire: Technology and European Imperialism in the Nineteenth Century (Daniel Headrick). We will look at the rise of postcolonial nationalism by studying the creation of India and Pakistan, still troubled today by an uneasy border, with the novel Cracking India (Bapsi Sidhwa). Mao Zedong and China's Revolutions (Timothy Cheek) will introduce us to communism and China’s internal consolidation from empire into nation. We will end with a second synthesis in Globalization: A Very Short Introduction (Manfred Steger), bringing us into the twenty-first century. (These books have all been ordered at the bookstore—they are the bulk of the syllabus but short readings may be added.) All sections of HC233 require that students complete a research paper based on primary sources, of about 10-15 pages. We'll move through the process of writing a historical research paper step-by-step, with several preliminary assignments, and some class meetings will be devoted to paper workshops. For your paper, you may choose any topic that interests you, from any period of history, but I will encourage you to pick a topic related to empire or globalization, in order to take advantages of the questions and concepts raised in class. The early reading Empire: A Very Short Introduction may offer a range of topic possibilities. Other assignments may include a short essay in the first half of the term and occasional response writing on the reading throughout the quarter. There is no midterm or final exam, but you will be asked to write a concluding short essay at the end of the course. COLLOQUIA back to topColloquia are limited to students with sophomore standing and above. A student may be blocked from registering for a course if he/she is already registered for another course with the same number. For instance, if you are registered for HC 444 "Literature of Immigration," and you want to register for HC 444 "Race, Ethnicity & Genes," during the same term, the UO online registration system will not allow you to do so. All HC Colloquia are repeatable courses when the topics change, but the registration system is not sophisticated enough to make that determination. Therefore, if you need to register for two HC 444s (or two HC 421s…) during the same term, you need to contact the UO Registrar (346-3243) directly and they will take care of it for you.
The Middle Ages and the Movies The Middle Ages have often been portrayed in films. These portraits have been lionized (Braveheart's Academy Award), censored (Pasolini's Canterbury Tales), and often -- perhaps deservedly -- forgotten (Tony Curtis's Brooklyn accent in The Black Shield of Falworth). In this class we will compare five medieval movies with the written medieval sources on which they are based. In order to read the texts effectively, we will treat medieval history as well as medieval literary aesthetics. We will also acquaint ourselves with film aesthetics and film language. Our work will be to analyze the subtleties of representation that both our primary texts and the medieval movies based on them engage and to find a critical language with which to express the successes and failures of filmed representations of the Middle Ages. Five of our class meetings will be devoted to showing films: Braveheart, The Sorceress, Stealing Heaven, Henry V, and The Messenger (a film about Joan of Arc). Students will write analyses of the films and of the texts on which they are based. Students will also work in groups to analyze a medieval movie of their choice, and to write individual term papers on that film. There will also be short quizzes on both texts and films.
Substitution: This topic may be taken as a substitute for HC 421. Please ask your CHC Advisor to authorize this substitution in your student file. HC IDENTITIES COLLOQUIUM British Slavery, Atlantic Ghosts How did slavery help shape British culture and subjectivity? The "long eighteenth century" (1660-1832) saw the dramatic expansion of Britain's colonial empire and global trade, in particular its involvement in the Atlantic slave trade. British slavery in its Caribbean sugar colonies grew to its peak in the 1780s, when the abolition movement got organized; the slave trade was abolished in 1807 and the slaves emancipated in 1833. Primary texts will include novels and poetry from both the eighteenth and the twentieth centuries, as well as slave autobiographies, abolitionist and pro-slavery polemics, colonial histories and natural histories, journals and travel accounts. Other readings will help establish historical and theoretical contexts for thinking about the Atlantic system, the triangle trade (Britain – Africa – America), and the economy and cultural significance of sugar, the commodity whose production was at the center of Caribbean slavery.
Communication and Democracy At the same time the United States is engaged in an effort to promote worldwide democracy through diplomacy as well as military action there is growing confusion over both the viability and meaning of democracy within its own borders. This class will take a close look at this paradox by examining the role of news and entertainment in the struggles to define democracy and create a democratic culture. Of particular concern will be whether or not a new form of "democracy" is emerging in the United States marked by the growing divide between the rich and the poor, media concentration, the primacy of market over traditional democratic values, and the simultaneous rise to new levels of political apathy and faith-based political activism. To this end, the class will take up the examination of how popular media discourse is contributing to the construction of contemporary meanings of democracy and citizenship. Students will analyze current examples of news as well as entertainment media as part of this examination.
Substitution: This topic may be taken as a substitute for HC 431. Please ask your CHC Advisor to authorize this substitution in your student file. HC INTERNATIONAL CULTURES COLLOQUIUM Colonialism and Anthropology This course analyzes the formations of anthropological knowledge through an interdisciplinary approach that draws on a variety of philosophical, anthropological, historical, literary, and visual texts. Anthropology is generally defined as the study of human diversity. A more radical definition of anthropology is how the west encountered the rest of the world through a system of political, economic and cultural domination. This course takes the latter definition as its point of departure. Historically, anthropology as a discipline emerged as a mode of understanding the subjects of European colonialism and its goal was to "scientifically" understand what factors (biological, environmental, sociological, etc.) produced human "difference." Indirectly, anthropology through its study of non-western societies became a "reluctant" aid in the governance of colonized people. In this course, we do not analyze colonialism as a political and military project that stopped after WWII, but as a process that has transformed into neo-colonial and postcolonial forms in the present. How do we uncover these multilayered transcripts that inform our contemporary lens of analyses? What do these terms "the Inscrutable Oriental", "the wily Arab", "the Noble Savage," mean as such, and how do they manifest in contemporary discussions of non-western societies? The objectives of this course are two-fold. First, to analyze the relationship between anthropology and colonialism? Second, to move toward an anthropology of the future that is attentive to colonial legacies and inequalities that construct our present social worlds. There will be a UO Natural History Museum tour. We will also try to attend a Pow-Wow locally. Students will write research papers on colonialism in the Pacific Northwest. Required Texts: Djebar, Assia. Fantasia: An Algerian Cavalcade Orwell, George. Burmese Days Starn, Orin. Ishi’s Brain or Harper, Ken’s Give Me My Father’s Body De La Casas, Bartolome. A Short Account of the Destruction of the Indies Hothschild, Adam. King Leopold’s Ghost: A Story of Greed, Terror and Heroism in Colonial Africa
Fetal Structures: Functions and Controversies This course explores human embryology, fetal anatomy and physiology, and controversies related to fetal and neonatal development. Each week, we will investigate fetal structural and functional relationships, emphasize basic concepts, and examine controversies. The lectures will include basic principles of development, fertilization to gastrulation, neurulation and establishment of body form, musculoskeletal system, heart & cardiovascular system, lungs, gut, urogenital system, craniofacial development, central nervous system, eye, ear, fetal period, birth, and birth defects. In the laboratory, we will have many opportunities to observe, dissect and compare specimens of human, pig, cow, and sheep origin. In small and large groups, we will discuss several topics including stem cell research and abortion. Experts from local government and private agencies, health groups and religious organizations will be invited to attend open panel discussions on these topics. The course was designed for honors college students interested in biology, bioethics, and controversial issues in allied health and medicine. It assumes no prior background in vertebrate anatomy, evolution, development, or physiology. The course's broad and controversial coverage should ensure an enjoyable and memorable learning experience for all.
Cosmology Cosmology, the study of the formation and evolution of the Universe, has progressed from its origins in early man's ideas of Nature, to Chinese and Greek worldviews, to Dante's vision of Heaven and Hell, to Newton's Clockwork Universe. Today, cosmology has entered a Golden Age with the launch of numerous space telescopes and development of technology that allows us to study the echo of the Big Bang. In addition to exploring the processes behind the origin of spacetime and matter, the science of cosmology has also expanded to resolve a number of philosophical and theological issues, such as Creation (i.e. Genesis 1:1) and the anthropic principle. This course is a historical and philosophical review of our cosmological worldview from mythical times to modern science. We will explore topics in the geometry of the Universe, expanding spacetime and the Big Bang, dark matter, black holes and wormholes, quarks and mesons, galaxies and quantum physics. Our goal is to provide the student with a summary of our current understanding of astrophysics as it relates to the structure of the Universe and what topics remain to be explored in the 21st century. The material is presented without complex mathematics, but an understanding of algebra is required.
Substitution: This topic may be taken as a substitute for HC 421. Please ask your CHC Advisor to authorize this substitution in your student file. HC AMERICAN CULTURES COLLOQUIUM Literature of Immigration This course will concern itself with the literature of immigrants and the rich variety and values these groups brought – and continue to bring – to help form the literature and character of the United States as a country and a culture. We will be considering everyone from the Pilgrims (Bradford's Of Plymouth Plantation) to the influx and influence of Latin Americans and Hispanic-Americans (Rudolpho Anaya). Included will be other large immigrant groups such as the Irish (songs and Maggie, Girl of the Streets), the Eastern Europeans (including Russian Jews and Czechs), the Filipino immigrants and the Chinese (especially those coming into Angel Island center). We will also focus some discussion on the effect of immigration on the second generation. We will also discuss the physical gates of access to the country and how the immigrants' experience was colored by it (i.e.: Ellis Island, Castle Garden, Angel Island, Charleston). Films ("Ellis Island" or "The Great Hunger" or "El Norte"), guest speakers (Daphne Wang, Chinese translator and former citizen of mainland China – now an American citizen) and music (Irish ballads of immigration, for example) will be featured during the term. The term will require two critical papers of medium length (5-7 pgs), one of which can be replaced by one oral report (10-12 minutes) using critical sources and bibliography. I expect upper division students to be able to use the actual library, not just electronic files. There are sources physically in the library which are not electronically scanned yet, and also key reference books. NO Wikipedia, please. Final will be take-home and can be replaced with a final project, which may include creative writing, music criticism, photography, housing, etc. In regard to immigration. A handout during the first week of class will explain more fully. Texts will include:
Substitution: This topic may be taken as a substitute for HC 431. Please ask your CHC Advisor to authorize this substitution in your student file. HC AMERICAN CULTURES COLLOQUIUM What are we to Make of Race & Ethnicity, Given Recent Advances in Medical and Genetic Research? Since the 1960s, studies of race and ethnicity have undergone at least two renaissances: the institutionalization of ethnic studies in response to "Third World" student activism, and the proliferation of literary and cultural studies. In both of the resulting forms of ethnic studies, a bedrock concept has been social constructionism. Another major watershed is fast approaching, one that challenges this conception of not only race and ethnicity but also other social differences. Recent advances in medical and genetic research are beginning to identify biological variations between groups defined by categories that most humanists and social scientists still consider to be unreal. In this course, we will consider the intellectual and social scientific implications of these advances. In this course, we will review new classics in the sociology of race and ethnicity through the lens of this coming moment and evaluate what, if anything, is left for ethnic studies to study. What have sociologists meant by the "social construction" of race and ethnicity? How is the history of scientific racism connected to social constructionism and the dominant scholarly conceptions of human nature and human differences? What is the argument behind the new conception of human nature? What are some of the recent advances in medical and genetic research? How do we know whether they amount to a new form of scientific racism? If these advances are "real", what changes do they imply for the sociology of race and ethnicity? Of the latter's debates, methods, and findings, what remains in the face of the potentially new genetic basis of human difference? The course will rotate between lectures, seminar, debates, and student presentations. The requirements will include reading journals, team research and presentations, individual presentations, and a final paper evaluating how much the new scientific realism presents a challenge to the scholarly debates, methods, findings, and public significance of one or more sub-fields in the sociology of race and ethnicity. THESIS ORIENTATION back to top
HIGHLY RECOMMENDED FOR SECOND TERM SOPHMORES AND ABOVE 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 (below). It aims to assist students in the earlier and preliminary work of how to approach the thesis. THESIS PROSPECTUS back to top
THESIS PROSPECTUS Students will spend the majority of their time in this class developing and polishing their prospectuses and then participating in a mock oral examination. Before enrolling in this class, students must have…
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.
|
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
 |
|
 |
||||
|
Phone: (541) 346-5414 · E-mail: Contact the webmaster: |
