 |
 |
 |
 |
 |
 |
 |
 |
 |
|
|
Home > Curriculum > Course Descriptions > Spring 2008 Newsletter
Spring 2008 Newsletter
Spring 2008 Course Descriptions | Literature | History | Science | Special Studies SPRING 2008 COURSE DESCRIPTIONS back to topLITERATURE back to top
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.
The Machine in the Garden During the nineteenth century, the rise of industrialization caused significant changes in the landscape, the workforce, and the overarching social structure. These seismic shifts continued during the twentieth century with the emphasis on mechanization and perpetual technological innovation. The rise of industry and the value placed on “progress” altered the way people viewed nature and the natural world, the way people communicated, and the way people understood themselves and their place in the world. The questions raised by these shifts are explored in the literature of the last two centuries. This term, we will read fiction, nonfiction, poetry and drama that reflect this world of perpetual innovation and the often disquieting feelings that such progress produces. Texts will include poems from William Wordsworth and the American Beat poets, novels ranging from Robert Louis Stevenson's Dr. Jekyll and Mr. Hyde to Don DeLillo’s White Noise, and Arthur Miller's play Death of a Salesman. Course requirements include a research project (abstract, annotated bibliography, and a ten-to-twelve page essay), reading quizzes, and a final exam.
Literature and Science in the Modern Era What makes us modern? One influential answer to this question has been: scientific knowledge and standards of proof. This raises some more questions for modern literary writers, however. Should literature become more scientific to keep up with the times? Is the growing authority of science a threat to literature? Or is science a source of inspiration and imaginative transformation? This class will explore a range of ways 19th and 20th century authors have engaged with the theories and cultural significance of modern science. Readings will include Frankenstein, The Adventures of Sherlock Holmes, Karel Capek’s robot play R. U. R., Mina Loy’s experiments with using scientific language in poetry, the anthropological fiction of Zora Neale Hurston and Anzia Yesierska, and Amitav Ghosh’s postcolonial take on science in The Calcutta Chromosome. In preparation for writing a research paper, we will also read some critical essays on these texts to evaluate their arguments and discuss their methods. For the research paper, you will have the option of taking a traditional approach that delves into critical essays about a class text, or taking a historical/cultural studies approach that researches scientific developments of the time in order to make an argument about how they inform interpretation of your chosen work of literature.
Modernism, its Antecedents and Successors In this course we’ll read a selection of literary works from the nineteenth, twentieth and twenty-first centuries. Particular emphasis will be placed on the modernist period (approximately 1890-1940), with works by authors such as Jean Rhys, Virginia Woolf, James Joyce, Ernest Hemingway, Sherwood Anderson, Richard Wright, Wyndham Lewis, and E.M. Forster. We’ll explore the nineteenth century roots of modernism and we’ll also discuss the impact it had on works written in the late twentieth and early twenty-first century. Students will be expected to participate regularly and with enthusiasm in class discussion and to produce a polished research paper on an original topic developed in collaboration with the professor. HISTORY back to top
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 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.
The Modern World: Historical Thinking in a Global Framework from the Enlightenment to the Present This third segment of the year-long world history sequence has two primary goals: The first 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 analyze 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.
Texts will include Marx and Engel's The Communist Manifesto, Freud’s Dora: An Analysis of a Case of Hysteria, and Levi’s Survival in Auschwitz plus a wide range of primary documents relating to the American and French Revolutions, the Industrial Revolution, slavery, evolution, nationalism, imperialism in Africa and Asia, the world wars, modern political ideologies, Russian revolutions, Chinese revolutions, the Cold War, and decolonization. We’ll also watch excerpts from films (such as Triumph of the Will and All Quiet on the Western Front) and view newsreels, TV coverage, and hundreds of images of the people and events we study.
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 consider events 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. SCIENCE back to top
Paleobiology Paleontology is a discipline that lies at the interface between biology and geology. A variety of recent issues (i.e. climate change, evolution vs. intelligent design) have put paleontological research into the news, but this science has a long history of contributions to both biological and geological thinking. The goal of this course is to explore both the historical place of paleontology in biological and geological knowledge and the place it’s coming to hold in understanding current areas of scientific interest.
We will explore topics in ecology and evolution through deep time (primarily the last 500 million years) and come to an understanding of how fossils can tell us about both past events and modern biology. The course will consist of two hour-and-twenty-minute lectures and one fifty-minute lab per week, as well as one weekend field trip. Grading will be based on participation in discussions, two exams, a term paper, and weekly lab write-ups. SPECIAL STUDIES back to top
COLLOQUIA back to top
Utopias and Dystopias This special seminar will deal with human being's desire for the perfect society and its ideas of how that might be achieved as well as the inherent problems that such societal planning may involve. Class will also study some of the subtle ways utopias especially can--and do--turn dystopic or nightmarish. Several issues we will study during the term include: freedom vs. order; perfection of the human being vs. perfection of the outside system of distribution; the role of music in dystopia; the problems of history in dystopia. What does utopia do with free speech, especially if it leads to communal disruption? What place, if any, does individuality have in utopia. For there to be peace, can humans beings be anything except communal? We will be studying these questions in the context of literature, including such literary questions as how and why protagonists find Utopia; the nature of criminality in dystopia; methods of "instructing" the reader.
Texts we will study may include: More, T.--UTOPIA; Voltaire--CANDIDE; (in packet) BACON,F.--THE NEW ATLANTIS; Bellamy--LOOKING BACKWARD; Gilman--HERLAND; Atwood--HANDMAID'S TALE; Orwell--1984; Huxley, A.—ISLAND
Two 5-8 page critical papers will be required for the term and a Utopian Project OR a take-home essay final. Class will be discussion-oriented with sections of lecture when necessary.
HC ARTS & LETTERS COLLOQUIUM Literature and Ethics Dostoevsky’s The Brothers Karamazov Fyodor Dostoevsky (1821-1881) is one of the greatest and most influential of modern writers. Dostoevsky's fiction, and especially The Brothers Karamazov, made a profound impression on Emmanuel Levinas (1906-1995), perhaps the greatest philosopher of ethics in the twentieth century. We will carefully read Dostoevsky's The Brothers Karamazov, paying special attention to what the novel has to say about ethics, understood in Levinas's sense: my inescapable responsibility for a unique and irreplaceable other.
This class will consist of a mix of inmates and CHC students -- "inside" and "outside" students. Professor Shankman will interview interested students individually. There will be 11 slots available for honors college students. The first class will meet in CHA 303. Transportation will be provided to and from the penitentiary.
Normal People Behaving Badly 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.
Anthropology and History:Conversations across the Disciplines The seeds for fruitful conversation between anthropology and history were sown in Europe, with a “school” of historiography centered on the French journal Annales. In sum, the Annales School sought to bring history and the social sciences together. Its key historians—Marc Bloch, Lucien Febvre, Fernand Braudel, and Emmanuel Le Roy Ladurie – and the journal itself explored the economic, sociological, anthropological, and/or psychological aspects of history.
In the 1970s, the Princeton-based anthropologist Clifford Geertz offered fresh impetus to interdisciplinarity, inspiring Princeton historians to develop the psychological strand of Annaliste historiography (mentalité studies so-called) as “cultural analysis” or “interpretation.” The focus was on “cultural systems”--“webs of meaning,” in Geertz’s famous metaphor.
Much of the work of Annales historians was arguably as atemporal as was the structural and functionalist anthropology of the 1930s, 1940s, and 1950s. Geertz’s “interpretation” similarly addressed static systems of meaning, never posing the key historical questions of origin and change. It was not until anthropology and history embraced the related topics of the global spread of capitalism and its markets, on the one hand, colonialism, on the other, that change displaced stasis as the focus of interdisciplinary effort. Yet important questions—concerning endogenous or exogenous causes, the possibility of a “world history,” and the role of difference within a “global ecumene”—remain, for both fields.
Anthropology and history co-exist within a wider field of scholarly discussion and debate and are subject to the events and products of that wider field. Largely through the seminal writings of Edward Said, the study of colonialism came to concentrate upon the constructions of otherness – the “orientalisms” – of colonialism and colonialist representations. Alongside the study of the colonization of Africa, the Middle East, and North America, anthropologists and historians take as their subject matter the “invention” of “Africa,” “Native America,” and the “Orient” in colonialist constructions and representations. In this context, anthropology has developed a “reflexive” and critical focus upon anthropological texts and the circumstances of their production, something the course will explore. There is also much debate in both fields about the need to “decolonize” writing, as white scholars yield ground to “subaltern” scholars writing oppositional histories. Of these, the University of Chicago historian Dipesh Chakrabarty, in his effort to marginalize or “provincialize” Europe, is perhaps the most interesting.
The purpose of the course is to explore the history of the ground anthropology and history have shared and continue to share, with a view toward establishing trajectories, convergent or divergent, and possible common destinations. We shall begin with the Annales School, important for the way in which it opened up a space for conversation across the disciplines. We shall proceed to a discussion of “cultural history,” old and new, and its divergence from “social history,” especially as informed by Marxist frameworks. The course will then consider how the topics of capitalism and colonialism have steadily motivated a more politically and economically informed anthropology, and how, in this context, Said’s concept of orientalism, which is foundational to postcolonial studies, has become crucial. We shall examine (all too briefly) the “new [US] western history,” which is featured in UO’s own Department of History, among other places, and its use of feminist and critical race theory. The course culminates in the critique of anthropological and historical representations mounted by the various “subalterns” each discipline has, in its own way, spawned.
Students will be responsible for preparing summary and reaction papers and research papers, designed in consultation with the instructor. Student presentations on assigned readings will be formalized in the beginning of the course to promote participation in classroom studies.
Prerequisite: HC 221-223 or 231-233
Graduation Requirement: This class will fulfill both of the following requirements: an Arts & Letters Colloquium and an IC Multicultural class. If the student has already taken an Arts & Letters Colloquium, this class will fulfill both of the following requirements: an Elective Colloquium and an IC Multicultural class.
HC INTERNATIONAL CULTURES COLLOQUIUM The Russian Novel This course will serve both as an introductory survey, as well as an in-depth analysis, of Russian prose fiction from the mid-nineteenth century to the twenty-first century. We will read works representative of key experiences in Russian culture and history, from the “Golden Age” of the nineteenth-century Russian novel to the Soviet/Cold War period to our contemporary post-Soviet era.
Our tentative reading list will include: Nikolai Gogol’s Dead Souls, Fyodor Dostoevsky’s Crime and Punishment, Leo Tolstoy’s Hadji Murat, Mikhail Bulgakov’s Master and Margarita, Vladimir Nabokov’s Lolita, and Gary Shteyngart’s Absurdistan.
Prerequisite: HC 221-223 or 231-233
Graduation Requirement: This class will fulfill both of the following requirements: an Arts & Letters Colloquium and an IC Multicultural class. If the student has already taken an Arts & Letters Colloquium, this class will fulfill both of the following requirements: an Elective Colloquium and an IC Multicultural class.
HC INTERNATIONAL CULTURES COLLOQUIUM Culture of the Weimar Republic This multimedia course will focus on the rich cultural life of Germany during the so-called Weimar Republic (1918-1933). This was a time of experiments and innovations in the arts, music, literature, and politics that have helped shape European and American culture today. The course will introduce students to the impact of radical cultural changes that redefined virtually every aspect of life, such as the advent of new media (film, radio), the influence of American culture, mass consumption, fashion, new ideas about sexuality and gender roles. Students will learn about the legacy of World War I, and the political, social and economic upheavals of the period, such as the rise of Nazism, the struggles against Fascism, the emergence of the new middle class. We will discuss the role of influential thinkers (such as political activist Rosa Luxemburg, writer Thomas Mann, social theorist Max Horkheimer, philosopher Ernst Bloch), analyze examples of modern art and architecture (Expressionism, New Objectivity, Bauhaus), film, literature, theatre and cabaret. There will be group and individual writing projects. The course will address such questions as what is the role of the intellectual in the Weimar Republic. How did ideas about American life shape German culture in the 1920’s? How is the clash between anachronistic and modern values (sexual, ethical, social) represented in German film, literature, art, etc.?
Prerequisite: HC 221-223 or 231-233
Graduation Requirement: This class will fulfill both of the following requirements: an Arts & Letters Colloquium and an IC Multicultural class. If the student has already taken an Arts & Letters Colloquium, this class will fulfill both of the following requirements: an Elective Colloquium and an IC Multicultural class.
HC INTERNATIONAL CULTURES COLLOQUIUM The History and Art of the Book This course introduces students to the flourishing fields of book history and book arts. It offers the opportunity to consider the manuscript and the printed book both as physical objects and as transmitters of culture. Students will have hands-on access to the illuminated manuscripts and printed books in the Knight Library’s Special Collections department. Their work will include the practice of historical scripts as well as analytical reading of manuscript texts and reading of critical books and essays. They will learn about scribal culture, book structures, book design, typography and printing, the evolution of the author, copyright and censorship, book selling and book collecting, and new media and the electronic book. Students will be taught to write with the edged pen, primarily humanistic and gothic scripts, as a means to better understand manuscript texts, the fine skills honed by medieval and Renaissance scribes, and the historical foundation for the development of modern type. Guest specialists will participate in the class, including a prominent author, a printer, a book collector, and an expert in new media and visual communication. Studying the book as an artistic and literary document, as well as an artifact, will enable students to learn much about the intellectual and cultural history of the West.
Prerequisite: HC 221-223 or 231-233
Graduation Requirement: This class will fulfill both of the following requirements: a Science Colloquium and an IC Multicultural class. If the student has already taken a Science Colloquium, this class will fulfill both of the following requirements: an Elective Colloquium and an IC Multicultural class.
HC INTERNATIONAL CULTURES COLLOQUIUM The Physics and Politics of Global Climate Change The potential for significant Global Climate Change is likely the most severe and economically costly problem of this century. Effective solutions to mitigate its effects will require an unusually high level in international cooperation and thus this topic necessarily brings with it different cultural perspectives. For instance, China keeps posing the fairly logical argument that until they reach the same level of per capita energy consumption as the US, they are not going to cooperate much on reducing their carbon footprint. Unfortunately, the climate system can not withstand this potential perturbation by China. As awareness of this issue increases, so does the amount of miss-information, myth propagation and political agenda. It thus becomes important to focus on this issue in an objective, scientific manner so that the ambiguities are clearly revealed.
I believe that a basic understanding of the Greenhouse effect is something that every college graduate should be able to articulate and therefore a proper class should be constructed to facilitate such articulation. Moreover, global climate change is an excellent example of a situation where you can build a very scientifically plausible and compelling case, but you can not yet scientifically prove that such climate change is human induced. As a result, this topic lends itself to an in depth exploration of the science/policy interface where decisions and future policy implementation necessarily will be made on incomplete data. Therefore, I think a comprehensive course on this topic will serve the HC students quite well in their overall academic preparation and will also immerse them in the noisy data that the science of Global Climate Change must necessarily deal with as well as the international nested conundrums that make the formulation of sensible policy difficult. Indeed, since 2003 the rate of greenhouse gas emissions from human activities has essentially doubled relative to the 1950-2000 baseline –we are therefore, losing ground on this issue at an increasingly rapid rate.
A particular case study for this course will be the various forms of “The Carbon Tax” which have been proposed and whether or not there is really any accountability or verification or “fair trade” in these proposed systems.
The first 2/3 of this course will focus on the data and science of Global Climate Change – its potential drivers and impacts as well as the various kinds of measurements which can be made to verify (or possibly refute) this phenomena. We will begin with simple models of our atmosphere to show how the burning of fossil fuels at a rapid pace naturally leads to the enhanced greenhouse effect. This beginning serves as the basic tie in to the Energy Footprints course. The latter 1/3 of the course will focus on the politics of Global Climate Change in terms of protocol implementation and resistance, the interactions between ambiguous scientific data and public policy, and the needs for new energy sources as one way to mitigate this problem.
In this latter 1/3 of the course, we will also introduce the BRIC (Brazil, Russia, India, and China) dynamic to show how the energy footprint of BRIC is the major driver in this century of our potential climate path and how this all potentially relates to international carbon trading, carbon caps and carbon taxation.
This course has three principal objectives:
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. Lab meets on alternate Mondays. SPECIAL COURSE OFFERINGS back to top
THESIS ORIENTATION back to top
PASS/NO PASS ATTENDANCE MANDATORY EXPERIMENTAL COURSE THESIS ORIENTATION WORKSHOP This short workshop 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 477H Thesis Prospectus (see below). This workshop aims to assist students in the earlier and preliminary work of how to approach the thesis. Consider taking this course when you begin seriously exploring your research possibilities, but no later than the term before you take HC 477H Thesis Prospectus. Thesis Orientation is not required for graduation, but CHC students who have taken it found that it relieved their anxiety about the thesis process. THESIS PROSPECTUS back to top
PASS / NO PASS ATTENDANCE MANDATORYTHESIS PROSPECTUS Students will spend the majority of their time in this class polishing their prospectuses and then participating in mock oral examinations. Course requirements include submitting a Thesis Prospectus and completing the Graduation Audit. Seniors should also have a graduation audit done in their major department(s).
Enrollment is based on a first-come, first-served basis. Space is limited! Students who do not file applications in a timely manner will be asked to take Thesis Prospectus the following term. Before enrolling in this class, a student should
1. select a primary thesis advisor from their major department or school,
2. complete and print a Thesis Prospectus Application, honors.uoregon.edu/forms/student/ student/thesis_prospectus_application.pdf,
3. have the Thesis Prospectus Application signed by the primary thesis advisor,
4. submit it to CHC Academic Coordinator Kris Kirkeby one to two weeks before registration for the next term begins, and
5. register for the class.
Students who are studying abroad and need to register for Thesis Prospectus should contact Kris Kirkeby for a way to do this from afar! INDIVIDUALIZED STUDY back to top
THESIS Individualized study credits should be taken within your major department. If you must take an individualized study course with CHC faculty, please follow these steps.
1. Complete and print a Permission to Register for Individualized Study form, honors. uoregon.edu/forms/student/register_open_ended.pdf,
2. meet with a CHC faculty member, and determine the number of credits, grading option, and the title of the course as you want it to appear on your transcript,
3. have the faculty member sign the form,
4. submit the signed form to the CHC Academic Coordinator Kris Kirkeby one week before registration for the next term opens so that you can be pre-authorized, and
5. register for the class.
Please note that the individualized study courses are subject to the same deadlines as all other courses.
READING Individualized study credits should be taken within your major department. If you must take an individualized study course with CHC faculty, please follow these steps.
1. Complete and print a Permission to Register for Individualized Study form, honors. uoregon.edu/forms/student/register_open_ended.pdf,
2. meet with a CHC faculty member, and determine the number of credits, grading option, and the title of the course as you want it to appear on your transcript,
3. have the faculty member sign the form,
4. submit the signed form to the CHC Academic Coordinator Kris Kirkeby one week before registration for the next term opens so that you can be pre-authorized, and
5. register for the class.
Please note that the individualized study courses are subject to the same deadlines as all other courses.
SPECIAL PROBLEMS Individualized study credits should be taken within your major department. If you must take an individualized study course with CHC faculty, please follow these steps.
1. Complete and print a Permission to Register for Individualized Study form, honors. uoregon.edu/forms/student/register_open_ended.pdf,
2. meet with a CHC faculty member, and determine the number of credits, grading option, and the title of the course as you want it to appear on your transcript,
3. have the faculty member sign the form,
4. submit the signed form to the CHC Academic Coordinator Kris Kirkeby one week before registration for the next term opens so that you can be pre-authorized, and
5. register for the class.
Please note that the individualized study courses are subject to the same deadlines as all other courses.
Graded or P/N PRACTICUM Individualized study credits should be taken within your major department. If you must take an individualized study course with CHC faculty, please follow these steps.
1. Complete and print a Permission to Register for Individualized Study form, honors. uoregon.edu/forms/student/register_open_ended.pdf,
2. meet with a CHC faculty member, and determine the number of credits, grading option, and the title of the course as you want it to appear on your transcript,
3. have the faculty member sign the form,
4. submit the signed form to the CHC Academic Coordinator Kris Kirkeby one week before registration for the next term opens so that you can be pre-authorized, and
5. register for the class.
Please note that the individualized study courses are subject to the same deadlines as all other courses. FALL 2008 PROPOSED COURSES back to top
|
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
 |
|
 |
||||
|
Phone: (541) 346-5414 · E-mail: Contact the webmaster: |
