Winter 1999 Newsletter : Course Descriptions : Curriculum : Clark Honors College

Last year was a particularly busy one for the Honors College Student Association (HCSA). It was our first full year of existence since our conception in the middle of the 1996-97 school year. In addition to several successful projects, we laid the groundwork for many ongoing projects and processes that will serve the entire CHC community.

A major undertaking was the Kelly Middle School Project, which involved our "adopting" of Kelly Middle School in the northern Eugene area. In November, we assisted teachers with the facilitation of a Peer Mediation Workshop, which taught mediation and leadership skills to a group of students. For the entire year, a group of 15-20 CHC students traveled to the school and assisted teachers in such tasks as tutoring students with special needs and supervising an after-school program. The UO Theatre Department and the HCSA combined for loads of fun in February with an improvisation workshop; 20 KMS students in the TAG program learned about and practiced the art of improvisation.

One of our most important concerns this year was the CHC Library. We examined its significance for CHC students and considered how we might make it a better resource. At various points throughout the year, members reorganized different sections of the CHC library, including the theses shelves, periodicals, and file cabinets. Thanks to donations from CHC Alumni, at the end of the year, we were able to purchase $200 worth of books; in addition to excellent reference volumes and classic texts, we made sure to obtain books which will be used in the 1st year CHC courses as a service to our new students. We also purchased new shelves to hold our ever-growing theses collection.

Throughout the year, the HCSA put on many forums. We feel that having presentations and discussions of relevant academic, political, and cultural issues is vital to the growth of the CHC community. In December, we organized an evening where many of our CHC professors related memories and answered questions about their experiences as undergraduates. Participating professors included Louise Bishop, Joe Fracchia, Erica Bastress-Dukehart, Sharon Schuman, Dennis Todd, and Jill Liberty.

In February, we held a forum called "Western Civilization in a Multicultural World" in Dyment Residence Hall, one of the honors dorms. The event dealt with how universities should teach and balance the study of non-Western cultures with that of Western Civilization. The panel included special guest Professor Allison Blakely, from Howard University in Washington DC; Donna Albro, Interim Director of the UO Women's Center, and our own CHC Professor Erica Bastress-Dukehart. The forum was well attended, including many members of the CHC community as well as UO faculty and Professor Emeriti.

Also in February was a presentation and facilitated group discussion regarding issues of rape and sexual misconduct that are affecting our community. This was an opportunity to dispel rumors, ask questions and voice concerns many in the CHC community had concerning recent issues in the HC. Elaine Green, the associate dean of student life and Diane LeResche, director of conflict resolution services, joined us for this conversation.

In April, we had a forum called eXtranation eXchange eXtravaganza, in which several groups and individuals presented different methods of going abroad. The speakers included Molly Schiessl and Jenni Spence of the Office of International Education and Exchange, CHC professor Sharon Schuman, CHC alum Jennifer Meyer, CHC student Jaime Abbott, and a representative from Council Travel.

In May, we assisted CHC Professor Louise Bishop with two events. The first was a forum on African literature with U of O English professor Olakunle George. The second was an evening where we met Michael Phillips, a UO Doctoral student and director of the Lord Leebrick Theater's production of Stoppard's Arcadia.

During Spring Term, our main project was a combined End-of-the-Year Celebration and Art Show. All of us were very interested in adding artwork to the Honors College. A group of us put together a call for art from all university students; we received over 30 submissions from a wide variety of artists. We had a bake sale to raise finds for the celebration and for other expenses . The art was shown at our celebration in June, and students, staff, and faculty were given the chance to review all of the pieces and make comments. The celebration attracted over 50 people, and we were entertained by the student jazz band Los Gatos. It was an excellent way to end the year! We plan to begin the process of framing the work in the upcoming year.

In addition to artwork, we asked for proposals for a mural, which was to be painted on the north wall of the lounge. We received several submissions, and attendees of the celebration voted for their favorite proposals. We selected The Road to Enlightenment, by UO architecture student Katie Nesse. Work was completed in September. The HCSA would like to thank the CHC Alumni for their generous donations which helped make this project possible.

This summer, a small group of us collaborated with CHC faculty and staff on the New Student Orientation event. In addition to being present for many of the lectures and activities during the day, HCSA members led evening trips to Spencer's Butte and Hendricks Park.

We have many plans for this coming school year and we hope to continue many of our programs. At the end of spring term we elected 10 officers including 3 co-chairs, 2 Kelly Middle School Project Coordinators, 4 Speakers & Events Chairs, 2 New Student Issues Chairs, and an CHC Librarian. We encourage the participation of all CHC students. Look for signs announcing our next meeting. If you would like to contact the HCSA, please write to one of the 1998-99 Co-Chairs:

One of the most important aspects of the Honors College experience is the close faculty advising available to our students. You should plan to see your adviser at least once a year to make sure that you are fulfilling all of the CHC core require-ments. If you don't know who your ad-viser is, please come to the CHC Office.

Senior Thesis Seminar must be taken at least two terms before graduation. Therefore all seniors planning to graduate Summer 1999 should take Senior Seminar this Winter Term. Those who have not yet enrolled in Senior Seminar must file the pink "Application for Enrollment in Senior Seminar" form with Matt, the CHC Receptionist, before they can enroll or get on the wait list to enroll. Be forewarned that spaces may be limited.

Seniors should see their CHC advisor for a formal graduation analysis as early as possible and then have Janice Marshall in the CHC Office check their file to be sure that no other analysis will be needed. Seniors should also have a gradua-tion analysis done in their major depart-ment.

Seniors need to see Janice Marshall, graduation and thesis coordinator, to reserve both an Honors College professor to be on their thesis committee and the week in which they can hold their oral defense. There is a limit of one oral per week for each CHC professor, so don't delay--the weeks get booked quickly in some cases! Don't as-sume you can get the CHC faculty mem-ber of your choice. Thesis assignments are al-located as equally as possible among professors. No Oral Defense of Thesis will be scheduled during or after the final two weeks of the term (Dead Week and finals week) nor during the vacation breaks during the nine-month academic year.

New System: Once you have scheduled a week with Janice, students in the new system (having taken Senior Seminar Fall 1998 or thereafter), need to submit the purple "Final Thesis Information form" to Matt, CHC Receptionist, no later than three weeks before their oral defense.

HC Senior Research Fellowships are available for 1998-99. Because the senior thesis and an oral examination are mandatory for graduation from the Honors College, it is very impor-tant--for some, essential--to be able to count on finan-cial help with the expenses of producing a thesis. Typical expenses reimbursed are: costs of books required but unavailable in libraries, copying ex-penses, lab equipment and long distance phone calls connected with research.

In order to receive fellowship support, students must submit receipts and a form to the CHC of-fice after the final two copies of the thesis have been turned in. Emer-gency requests for funds in ad-vance of comple-tion of the thesis may be sub-mitted for special review anytime after the senior thesis prospectus, signed by the faculty advisor, has been submitted to the HC.

The winner in the history category is Vladimir Solmon, "Metropolis and Machine: The Ready-Mades of Marcel Duchamp." Honorable Mention goes to: Andrew Embler, "Steps to the Cross: Bonhoeffer's Journey of Faith," Marianne Herb, "Johann Wolfgang von Goethe's Faust: Blending the Enlightenment and Romantic Eras to Form One Brilliant Image," and Karen Sullivan, "The Purpose of Holocaust Art."

The winner in the literature category is Brooks Barnett, "Seth Bede." Honorable Mention goes to: Jesse Hunter, "The Knot," Jessie Mance, "A Love to Conquer All," Jenny Riker, "Morrison: Remembering a Not-So-Beloved History," Anna Shope, "Oral Tradition in Toni Morrison's Beloved."

The course will explore major debatable literary topics, as proposed by classic texts. We will look at the gain and loss of ideal worlds pro-posed by the Renaissance and Restoration (Aphra Behn, Shakespeare, Mil-ton), and the subse-quent equilibrium attained by the 18th century (Pope and Austen). The class will also study the forms of tragedy (King Lear), comedy (Measure for Mea-sure, The Rover, Pride and Prejudice), and epic (Paradise Lost).

Class will consist of discussion, semi-formal de-bate (three class members versus three class members, with the rest later joining in). In lec-ture, particular emphasis will be given to recent schol-arship, which calls for a new focus on great women authors, such as Aphra Behn, as well as a re-vision of how we view such classic writers as Milton, Austen, and Shakespeare.

Ancient European views of the good life were foundational for some, a source of rebellion for others, and an alternative not available to many. Here we explore the question, "How should we live and what should we value?" as posed by in-heritors of ancient Western traditions. How does the question get reshaped, and what do we learn today from these efforts? How do the very forms created to express the most signifi-cant Medieval, Renaissance, and Neoclassical concerns come to buckle under the weight they bear?

Readings will include the "Prologue" to the Can-terbury Tales, The Wife of Bath's "Prologue" and "Tale," "The Pardoner's Tale," and "The Nun's Priest's Tale," in Middle English, I Henry IV, (Shakespeare), The Rover (Aphra Behn), Paradise Lost (John Mil-ton), and Gul-liver's Travels, Book IV (Jonathan Swift).

In this course we will focus on how extreme behavior is characterized and constructed as appropriate or inappropriate in selected writings from the thirteenth to the early nineteenth centuries. We will ask such questions as how extreme behavior is defined and portrayed within a work, a time, a cultural (especially gendered) role, and whether such behavior might be the only "sane" response to a given situation. We will also examine whether and how the boundaries between madness and sanity can be blurred or even completely reversed. In other words, under what conditions might individuals, groups, or societies condone or redefine madness? Can mad behavior ever contribute positively to societies?

Focus will be on discussion. Writing assignments will include papers and a journal. Texts will include readings from late medieval women mystics, Shakespeare's Hamlet, Grimm's Snow White, Büchner's Woyceck, and Goethe's Faust. Videos of several works will be shown.

This course intends to explore the various systems of human and divine order (moral, political, bureaucratic, individual, romantic, etc.) which writers suggest through their works. The time period studied (Italian Renaissance through 18th century) is particularly suited to this theme, since it is a time of religious warfare, political and military struggles, civil war, and dynastic turbulence. The emphasis this term will be on the genre of Drama and we will study the elements of that genre in depth. We will also study one prose romance and one collection of Chinese detective stories, along with a series of handouts featuring sonnets. Works for the term include:

Malory, Mort D'Arthur; Ariosto, Lena; Shakespeare, Julius Caesar; Moliere, Misanthrope; Tirso de Molina, El Burlador de Sevilla; Aphra Behn, The Rover (Part I); Sheridan, The Rivals; Anonymous, The Celebrated Cases of Judge Dee. You will also have handouts featuring sonnets and lyrics by: Petrarch, Wyatt, Surrey, Sidney, Louise Labé, Elizabeth I, Ronsard.

There will be two 5-7 page medium-sized papers due, 1-2 short writing assignments (i.e., précis, paraphrase, etc.) and an essay final (with study sheet one week in advance). Class format is lecture/discussion/questions with small discussion groups working on open-ended but complex textual questions.

This term we will explore the social, religious, economic, and cultural forces that individually and collectively transformed the lives of the European communities between the years 1350-1750. We will address the major cultural themes that have long characterized the transition from medieval to modern Europe: the Renaissance, Reformation, Scientific Revolution, and Enlightenment. We will address as well the attitudes and values of those peoples who may not be represented in these classifications. This includes women, non-Christians, and many non-elite social groups.

In order to discover how some of these people thought about their world, we will compare the causes and effects of peasant rebellions in England, central Europe, and Russia. We will read about whether women had a Renaissance, why early modern European governments persecuted women as witches, and how women's roles changed as a result of the Reformation. Toward the end of this course our focus will turn to the European age of exploration and expansion. We will analyze how conflicts arose between Western and non-Western cultures, what motivated Europe's expansionist policies, and what some of the global, long-term effects may have been.

The readings will include a textbook; a packet of primary sources; Machiavelli, The Prince; Erasmus/Luther, Discourse on Free Will; John Locke, Two Treatises of Government; Bernard le Bovier de Fontenelle, Conversations on the Plurality of Worlds; Voltaire, Candide.

This course consists of a survey of the political, cultural, social, and intellectual history of Europe from the era of the Crusades to the eve of the French Revolution. In the course of studying such topics as the cultural and religious movements of the late middle ages, the rise of the nation states and the struggle for domination in Europe, the Protestant Reformation, the crisis of the seventeenth century and the rise of absolutism, the intellectual development of the Enlightenment, and the beginnings of the Age of Revolution, we will investigate the forces that led the West to define itself as a separate and distinct entity and allowed it to embark on a course of world domination. Underlying our study will be an emphasis on the importance of religious belief and philosophical inquiry as illustrated through detailed examinations of the world of the late middle ages and the crucial turning-points of the Renaissance and Reformation. We will be reading from a wide variety of primary texts-including literary, legal, personal, devotional, and philosophical works-and inquiring how each can be used by historians to illuminate and enhance our understanding of the past.

This course will focus on the fundamental changes that occurred in European society from the Renaissance to the French Revolution. The changes during this period transformed Eu-rope from the provincial backwater it was at the waning of the Middle Ages into the dominant military and economic power in the world. We will analyze developments within Europe in-cluding: the slow dissolution of feudal society; the erratic but inexorable growth of the capital-ist market economy; the centralization of politi-cal power and the origins of the modern nation-state; the emergence of a new social order di-vided in new ways by class and gender; and the so-cial and cultural movements accompanying these developments (Renaissance, Reformation, Enlightenment). In this study of developments within Europe, we will analyze social forms and attempt to reconstruct modes of behavior and the tone of daily life; we will also study art and literature, religion and philosophy as means of understanding how contemporaries perceived their world and attempted to solve its problems.

In order to understand European developments in world-historical perspective, we will analyze European conquest of the non-Western world as a conflict of cultures. We will focus on the motives behind European expansion, and on the cultural values that Europeans con-fronted and tried to supplant with their own. Since so many current conflicts, both within the West and around the world have their origins in this period, an understanding of Europe's rise to dominance and the origins of its relations with the rest of the world is crucial to understanding the present.

This course will look at culture, politics and society in European communities from 1100-1789 as well as European encounters with the Americas and Africa. We will be particularly interested in cultural and political representations of what individuals (noting differences of gender and ethnicity) should be and do in the world and the concomitant vision of what values and priorities communities should pursue. Topics covered will be medieval Christianity, the European Renaissance in culture and politics, the Protestant Reformation, the conquest of Mexico, women in Christianity and the New World, the development of modern secular politics, the Enlightenment, the slave trade, and Enlightenment politics in France and America.

Readings will be selections from the medieval scholar Peter Abelard and his lover Heloise, Marlowe's Doctor Faustus, Machiavelli, Martin Luther, a European and an Aztec account of the conquest of Mexico, the Mexican nun Sor Juana Inez de la Cruz, Hobbes's Leviathan, Montesquieu's epistolary novel Persian Letters, Rousseau's A Discourse on Inequality, a slave narrative of Olaudah Equiano, and Thomas Jefferson.

Humans are intensely social animals-and, in a sense, so are our genes. We aggregate in great crowds to celebrate and to mourn. Our genes combine and create an individual. We court, we fight, we jostle for power. Our genes cooperate or compete for dominance.

Many of our social behaviors seem exceedingly odd, and approaches to understanding have ranged from mysticism to experimental psychology. A newly developed field of biology, sociobiology, applies a Darwinian model to animal behavior and reveals that much human behavior has deep evolutionary roots. Sex, selfishness, altruism, dominance and submission, nepotism, deceit, and parent-offspring conflict can be observed in animals other than humans; insights gained in studying their behavior may illuminate our own habits and proclivities.

While sociobiologists may posit that it is the individual or a kin group of related individuals that survives and reproduces or perishes without offspring, and thus is the unit subject to natural selection, other biologists argue that it is the gene or a group of related genes that is the fundamental unit of selection. They propose that an organism is just the manifestation of and vehicle for the expression of the genes, and that genes may compete with one another, even to the detriment of their host, in the struggle for existence. Recent research has demonstrated, for example, that the genes of the sperm and egg battle to suppress one other when they first unite to form a new individual.

Students will read and discuss chapters from two popular texts: Richard Dawkins' book The Selfish Gene, and Social Evolution by Robert Trivers. Reviews of Dawkins' book include: "Who should read this book? Everyone interested in the universe and their place in it." - Jeffrey Baylis, Reviewer for Animal Behaviour. "Learned, witty, and very well written-- exhilaratingly good." - Sir Peter Medawar (Nobel laureate), Reviewer for The Spectator. Trivers is described as "a pivotal figure in the development of modern evolutionary biology [who] brings to his survey of the field a uniquely authoritative voice." - Irven DeVore of Harvard University.

This course is designed for non-science majors. No background in physics, chemistry, biology, or mathematics is required. Students will write two papers and give one oral presentation. Open book exams. There will be two hour-and-a-half lectures and one lab period per week.

An integrated two-quarter honors introduc-tion to psychology. Winter quarter will focus on topics in cognition including perception, learning, mem-ory, thinking, language, cre-ativity and intelligence. Research methods and ethics will also be covered in the winter. Spring quarter will emphasize psy-chosocial factors in the development and ad-justment of individuals. Projects related to the con-tent of the course will be conducted. These projects will draw upon the research meth-ods learned in the winter.

Major eighteenth-century English satirists: Rochester, Dryden, Pope, Swift, Gay, Johnson, and others, if time permits. Close reading and discussion of major works emphasizing values asserted and satiric and ironic techniques. Four 1500-word papers. No exams.

A discussion of three major women writers of fiction, George Eliot (Marian Evans, 1819-1880), Virginia Woolf (1882-1941), and Eudora Welty (1909- ). We will look at the evolution of Eliot's sense of male and female in two long novels, Adam Bede and Daniel Deronda. Then we will turn to Woolf's extension of that vision in Mrs. Dalloway and To the Lighthouse. Emphasis will fall on Woolf's invention of new forms to express the new androgynous spirit she saw in twentieth-century England and the world at large. Lastly, we will discuss the stories of the American writer, Eudora Welty, focusing on how she developed the tradition initiated by women novelists before her-Woolf in particular.

NOTE: THE ABOVE COURSE WILL FULFILL PART OF THE UO'S MULTI-CULTURAL REQUIREMENT (IDENTITY, PLURALISM, AND TOLERANCE CATEGORY), IN ADDITION TO EITHER AN CHC ARTS AND LETTERS OR COLLOQUIUM REQUIREMENT

The Honors College hosts the nationally ranked University of Oregon Forensics Program. The program is designed to teach rhetorical habits of mind and speech through intercollegiate debate and individual events. The program travels to about 13 tournaments, hosts two on-campus tournaments, and engages in some on-campus speaking activities.

Debate students will be paired with partners and will be expected to conduct extensive research on the debate topics selected by the Cross Examination Debate Association (CEDA). Two debate topics are debated each academic year. Novice and experienced student debaters are welcome.

Individual events students select from among ten to fifteen public speaking and oral interpretation events. Individual events students work to prepare and perfect speeches designed to persuade, entertain and move. Individual events speakers are expected to debate as well.

THE FOLLOWING COURSE IS OPEN ONLY TO STUDENTS WITH JUNIOR STANDING AND ABOVE. THE ENGLISH DEPARTMENT GIVES US 7 PLACES IN THE CLASS. IF YOU WISH TO RESERVE A SLOT IN THIS CLASS, COME TO THE CHC OFFICE. YOU DO NOT HAVE TO BE AN ENGLISH MAJOR. THIS COURSE WILL SATISFY EITHER THE CHC ARTS AND LETTERS OR COLLOQUIUM REQUIREMENT

World War, post-war disillusionment, expatriate Paris, shifting gender and race relations-these are among the themes and contexts that occupied the modernist revolution in fiction. This seminar studies key texts in that revolution to understand the diverse ways in which different writers answered the questions "What is fiction in the modern world?" We'll explore these texts' thematic concerns and innovative formal techniques, as well as the ways they engage modernity. Authors will include Barnes, Faulkner, Ford, Mansfield, Toomer, Woolf.

This Senior Thesis Seminar is specifically designed for those students who plan to graduate "off-cycle"--Summer, Fall or Winter term, or who will not be a student in residence Fall Term. Students will spend a majority of their time in the seminar polishing their prospectuses and then participating in a mock oral examination. Before enrolling in the seminar, students should have done the follow-ing: 1) chosen a primary thesis adviser from their major department or school; 2) have a rough draft of their prospectus, following the guidelines in the yellow Honors College Thesis Manual (available in CHC office; 3) consulted with their primary thesis adviser on possible second readers from their major department; and 4) filled out the Application for Enrollment in Senior Seminar form and turned it in to the CHC office prior to the registration period.

The seminar will begin with several weeks of instruction and aid in polishing prospectuses. The majority of the term will involve oral presentations by all students with the primary thesis adviser present.

Introduction: Over the last two decades an ever increasing number of studies of "the body" have appeared. These have been almost exclusively concerned with cultural constructions of the body, that is, how different cultures have inscribed the body with meaning or, following Michel Foucault, have disciplined the body. We do not question the value of this cultural turn toward the body. Yet it is our contention that these studies ultimately rest on a curiously "disembodied" notion of the body, treating it as a surface to be inscribed or as passive and formless matter awaiting disciplinary form. For all their value in cultural critique, such approaches all too often result in a skin-deep silhouette of the body. One need not deny that all cultures inscribe the body with meaning nor that all cultures discipline it in a variety of ways in order to assert that the body is more than a passive object awaiting cultural inscription and/or disciplinary form.

In this course we take a corporeal turn toward culture that will analyze both how thinking bodies produce cultural forms and how in turn those cultural forms are partly responsible for inscribing and disciplining both bodies and minds. To carry out this double analysis we develop a fully integrated interdisciplinary approach that fuses historical theory and analysis with literary theory and cultural studies. In our study of each society we shall delineate the deployment of bodies (both male and female) by the mode of production and define the socially constructed standpoint of intellectual labor (that is, the position of those, be they philosophers, priests, artists, or scientists, whose social role is to produce the knowledge for, and articulate the values of, that society). Against this background we analyze the cultural products of intellectual labor: knowledge, values, and ethics.

Course Content: The course begins with a two-week theoretical introduction elaborating the issues discussed above and constructing an interdisciplinary historical-literary method. We then proceed to analyze the diversity of Western social and cultural forms: the Greek polis and Greek philosophy and ethics; feudal society and the culture of Catholicism; the genealogy of capitalist society and an archaeology of the modern "subject." In concluding, we view what is called "postmodern" culture and inquire into its relation to its alleged "modernist" predecessor. Our goal is to depict both the discrete character of socio-cultural forms that are often lumped together to form the heritage of "the West" and to provide a genealogy of our contemporary modern/postmodern world.

Class Meetings: The class will meet twice a week. The first session each week is a team-taught lecture/discussion providing the foundation for analyzing that week's reading. The second session will consist exclusively of discussion. The class will be divided roughly in half, and each group will meet with each instructor. Group Work: the class will be divided into nine groups, each responsible for developing a set of discussion questions for its week and a set of detailed notes of topics covered in that week's session. After review by the instructors and revision, the notes will be photocopied for all members of the class.

Professors Fracchia and Lees have been chosen by the UO Humanities Center as the 1998-99 Wulf Professors in the Humanities. The purpose of the Wulf Professorships is to address fundamental ethical issues, including: the structure and bases of human values; the moral development of individuals; the nature and character of integrity; the appreciation of individual rights; and the nature of social responsibilities. Wulf Professors are chosen on the basis of a commitment to intellectual honesty, fairness, and freedom; a demand for intellectual rigor; a recognition of the value of open and honest discussion and critical analysis of different viewpoints and values; and an overriding dedication to education for developing wisdom and character.

All courses listed in this section may be taken only by making special arrangements with an CHC faculty member prior to registering through Duck Call. First get a form from the CHC office. Then fill in the necessary information after consulting with your instructor on the number of credits, grading option, and title of course to show on transcript. The form must be signed by the instructor. Submit this form to Matt or Carol in the CHC office and we will enter your name and Social Security number in Banner, and you will then be able to register for the course through Duck Call. PLEASE DO NOT WAIT TILL THE LAST MINUTE TO DO THIS. Also remember that this is a 3-step process: instructor permission, pre-authorization by CHC office, phone registration by student.

LITERATURE
HC 103H HC Literature
Six sections. Instructors and times to be announced.

SCIENCE
HC 209H HC Science
UH 9:30-10:50 Todd/Zimmerman 303 CHA
+Lab M 16:00-17:20 303 CHA

HC 212H HC Intro to Experimental Psych
UH 11:00-12:20 Arrow 303 CHA
+Lab Time and Place TBA

ARTS AND LETTERS
HC 312H Crime and Criminals 19th Century Fiction
UH 14:00-15:20 Cogan 303 CHA

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