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Home > Curriculum > Course Descriptions > Winter 2001 Newsletter
Winter 2001 Newsletter
Calendar | News | Literature | History | Science | Social Science
Arts and Letters | Special Studies | Seminars | Colloquia
Open-ended courses | Spring Preview
WINTER TERM CALENDAR
November 13 – December 1
Initial registration for Winter Term
December 1 – Friday
Last day for oral defense of thesis for Fall Term grads
December 4 – 8
Fall Term finals
December 7 – Thursday
Last day for Fall Term grads to submit final thesis copies to HC
January 8 – Monday
Winter Term classes begin
January 19 – Friday
Priority deadline to apply to Office of the Registrar for Spring Term graduation
March 15 – Thursday
Last day for Winter Term grads to submit final thesis copies to HC
March 19-23
Winter Term finals
March 26 – April 1
Spring vacation
NEWS
2000-01 CHC SCHOLARSHIP AND AWARD RECIPIENTS
Congratulations to:
Carey Clouse and Hannah Grubb: the Andrea Gellatly Memorial Scholarship for academic excellence, breadth of interest, and social concern.
Jordan Pomeroy: the Edward Sargeant III Scholarship for a student in the pre-med field who combines the qualities of idealism, commitment to humanity, openness to alternatives, love of the outdoors and an interest in preserving the environment.
Tamara Daley, the Wigham Family Prize, and Lee Cohnstaedt, the Wilma Wittemyer Schol-arship. Both awards are given to students entering their senior year who have demonstrated significant academic achievement and show promise of further outstanding achievement.
Jess Saven and Sean Denniston: the CHC Scholarship for service to the CHC community and academic excellence.
2000 LITERATURE ESSAY PRIZE
Winner:
- Emily Cooke, "God of Small Things"
Runner-Up:
- Joel Weber, "The Historical Significance of Art Spiegelman's Maus"
Honorable Mention (in alphabetical order):
- Beth Bever , "Beloved"
- Jenelle Bray, "Fractals and Form in Tom Stoppard's Arcadia
- Ivan Thomas, "The Multicolored Nature of Faust: Part One and Part Two
2000 HISTORY ESSAY PRIZE
Co-Winners:
- Marissa Gordon: "Giuseppe Mazzini"
- Serene Khader, "The Semiotics of Saint Augustine's On Christian Doctrine
Honorable Mention (in alphabetical order):
- Amy Biggs, "The Holocaust and the Problem of Identity: On Jakub Herzig's The Wrecked Life and Ida Fink's A Scrap of Time
- Christopher Moorefield, "Perceptions of Reality through Metaphor"
- Kelcey Stratton, "Gandhi and Marx: An Examination of Class Struggles"
NEWS FROM THE HCSA
Hola kiddos! Winter term will be an exciting time in the CHC and we'd like you to help us spread a little CHC Love. The HCSA (your very own Honors College Student Association) has some pretty swell events planned for those dark and dreary months ahead—just think of it as a little Oregon- Winter Therapy. Our mind-, body- and soul-nourishing Friday Afternoon discussions will continue, as will faculty presentations on "what-I-study-in-my-free-time-that's-truly-fabulous." We will also be organizing a student/faculty performing arts night for all you talented "artistes" out there.
Most importantly, this term we will see the maiden voyage of the Student Hiring Process Committee (SHiP), YOUR voice in bringing new CHC tenured faculty on board. The SHiP Committee will be evaluating candidates for the upcoming Literature tenure-track position in the HC—who better to evaluate and choose your new teachers than YOU?
We hope to see you this winter,
Hannah & Berkeley
HC ADVISING
One of the most important aspects of the Honors College experience is the close faculty ad-vising available to our students. You are required 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.
MANDATORY THESIS MEETING
Thursday, November 9, 2000, 4:00-5:00 p.m. in Room 207 Chapman. Learn about all the hoops you will need to jump through to do your CHC thesis.
Mandatory for all students in their junior year or for sophomores who plan to study abroad next year.
If you absolutely cannot make it to this meeting, you must contact Janice Marshall in the CHC office.
NEED SUPPORT FOR YOUR THESIS?
The College of Education at the U of O awards Undergraduate Research Fellowships to en-courage students to go on to graduate school. These Fellowships might have been tailor-made for Honors College students. Sara Michener has one of the four Fellowships given this year. She receives full-time tuition (not fees) in exchange for working on her Honor's Thesis, mapping climate data for the last 100,000 years. To win a Fellowship requires a high GPA, a research advisor, and a short essay. Anyone in the Honors College has the GPA, the Thesis advisor is the research advisor, and the essay should be no problem. The deadline is in the spring for next year's Fellowships. Contact Diane O'Keefe (6-3555 or okeefe@oregon )in the College of Education for more information.
IMPORTANT INFORMATION FOR SENIORS
1. SENIOR THESIS SEMINAR
Senior Thesis Seminar must be taken at least two terms before graduation. Therefore all seniors planning to graduate Summer or Fall 2001 or Winter 2002 should take Senior Seminar this Winter Term. Those who have not yet enrolled in Senior Seminar must file the pink "Appli-cation for Enrollment in Senior Seminar" form with Jody, the CHC Receptionist, before they can register for the class or, if necessary, get on a waiting list. Be forewarned that spaces may be limited.
2. GRADUATION ANALYSIS
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.
3. SCHEDULING ORAL DEFENSE
Seniors need to see Janice Marshall, graduation and thesis coordinator, to reserve both an Honors College professor to be on their thesis committee and the week in which they can hold their oral defense. There is a limit of one oral per week for each CHC professor, so don't delay -- the weeks get booked quickly in some cases! Don't assume you can get the CHC faculty mem-ber of your choice. Thesis assignments are al-located as equally as possible among professors.
Once students have scheduled a week with Janice, they must submit the purple "Final Thesis Information form" to Jody, CHC Receptionist, no later than three weeks before their oral defense.
4. FELLOWSHIPS
HC Senior Research Fellowships are available for 2000-01. Because the senior thesis and an oral examination are mandatory for graduation from the Honors College, it is important to be able to count on financial help with the expenses of producing a thesis. Typical expenses reimbursed are: costs of required books, unavailable in libraries, copying expenses, lab equipment and long distance phone calls connected with research.
In order to receive fellowship support, students must submit a Senior Research Fellowship Application form, with receipts attached, to the CHC office after they have submitted the final two copies of their thesis. Students may submit emergency requests for funds in advance of completion of their thesis at any time after they have submitted their senior thesis prospectus, signed by their major advisor,
EMAIL NOTICE
If your primary e-mail account is a non-UO account (e.g., Hotmail, Yahoo), and you don't check your UO e-mail account (e.g., on Gladstone), you will miss important information sent to you by Clark Honors College faculty and staff. You may take one or more of the following actions to reduce the chance of being left in the dark when important notices are sent:
You may check your UO account regularly.
You may notify your professors, the CHC office staff, and the CHC network administrator, Sean Denniston sedennis@uoregon.edu, of your active e-mail address.
You may modify your UO account with a forwarding order so that UO e-mail will be sent to your off-campus account. Contact Sean Denniston for instructions.
LITERATURE
HC 102H CRN 23031 or 23032 4 Credits
HONORS COLLEGE LITERATURE
"Great Debates in the Renaissance and the Neo-classic Age"
The texts are Chaucer's Canterbury Tales, Shakespeare's Measure
for Measure and King Lear, Behn's The Rover, Milton's Par-adise
Lost, Pope's "Essay on Man," and Austen's Pride and
Prejudice.
The course will explore major debatable literary topics, as proposed
by classic texts. We will look at the gain and loss of ideal worlds
proposed by the Renaissance and Restoration (Aphra Behn, Shakespeare,
Milton), and the subsequent equilibrium attained by the 18th century
(Pope and Austen). The class will also study the forms of tragedy
(King Lear), comedy (Measure for Measure, The Rover, Pride and
Prejudice), and epic (Paradise Lost).
Class will consist of discussion, semiformal debate (three class
members versus three class members, with the rest later joining
in). In lecture, particular emphasis will be given to recent scholarship,
which calls for a new focus on great women authors, such as Aphra
Behn, as well as a revision of how we view such classic writers
as Milton, Austen, and Shakespeare.
Writing assignments will emphasize close readings of the texts.
There will be papers, plus a journal. The course will be a balance
of lecture and discussion.
CRN 23031: MWF 9:00-9:50 307 CHA
CRN 23032: MWF 10:00-10:50 307 CHA
Prof. Henry Alley
HC 102H CRNs 23033 or 23035 4 Credits
HONORS COLLEGE LITERATURE
"The Good Life II"
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 inheritors
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 significant Medieval, Renaissance,
and Neoclassical concerns come to buckle under the weight they
bear?
Readings will include the "Prologue" to the Canterbury
Tales, The Wife of Bath's Prologue and Tale, The Pardoner's
Tale and The Nun's Priest's Tale, in Middle English, Troilus
and Cressida, (Shakespeare), The Rover (Aphra Behn), Paradise
Lost (John Mil-ton), and Gul-liver's Travels, Book IV (Jonathan
Swift).
Class time will focus on discussion based on careful reading.
There will be two short pa-pers (2-6 pages), un-graded exercises,
both in and out of class, a mid-term and a final exam.
CRN 23035: MWF 11:00-11:50 303 CHA
CRN 23033: MWF 14:00-14:50 307 CHA
Prof. Sharon Schuman
HC 102H CRN 23034 4 Credits
HONORS COLLEGE LITERATURE
"What's love got to do with it? Literature from the High
Middle Ages to the
Enlightenment"
Continuing Fall's survey of western literature, we will begin
with Dante (La Vita Nuova) and Chaucer (Troilus and Criseyde)
in order to assess the invention of love. From there, through
Castiglione's The Book of the Courtier, we will consider how the
writing, production, and even the definition of literary works
changes in the Early Modern period. Reading Shakespeare's Tempest
will bring us to questions about dramatic representation, family
drama, and the colo-nial enterprise. We'll look at Madame de Lafayette's
Princess de Cleves, a novel about pas-sion, and Swift's Gulliver's
Travels, a parody of travel literature, to help us
discuss the advent of the novel and its relationship to science,
economic inquiry, and love.
Written work for the course will include short response papers,
some selected critical readings to be incorporated into one of
the formal papers, and a comprehensive final exam.
UH 9:30-10:50 307 CHA
Prof. Louise Bishop
HC 102H CRN 23036 4 Credits
HONORS COLLEGE LITERATURE
"Order: Moral and Otherwise"
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 pe-riod
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 turbu-lence.
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 de-tective stories,
along with a series of handouts featuring sonnets. Works for the
term include:
Malory, Mort D'Arthur; Shakespeare, Twelfth Night; Molière,
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., pré-cis, 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 com-plex textual questions.
UH 14:00-15:20 307 CHA
Prof. Frances Cogan
HISTORY
HC 108H CRN 23037 or 23040 4 Credits
HONORS COLLEGE HISTORY
This course examines, through lecture and discussion, the major
developments in European culture between the late Middle Ages
and the opening salvo of the French Revolution (1789). Subjects
of special interest include the late-medieval monarchies, the
Italian Renaissance and city-states, the Reformation and Counter-Reformation
cultures of the sixteenth- and seventeenth-centuries, and the
eighteenth century as an "age of enlightenment." The
reading selections have been chosen to highlight the unique contributions
of each culture in the con-texts of art, architecture, politics,
and religion (including the violence of Wars of Religion). A special
feature of the course is the frequent recourse to images found
in contemporary manuscript and print-culture.
CRN 23037: MWF 10:00-10:50
240B GRAY
CRN 23040: MWF 15:00-15:50 307 CHA
Prof. Elizabeth McCartney
HC 108H CRN 23039 or 23042 4 Credits
HONORS COLLEGE HISTORY
Traditionally, Western Civilization has been taught as a "roots"
curriculum. In the United States, educational institutions taught
a "Western Tradition" that was supposed to have led
di-rectly from Greece and Rome to Western Europe and finally to
North America. It was also un-derstood to represent the highest
of history's cultural and intellectual achievements. In recent
years, critics have argued that this story excludes the many other
building blocks of the mod-ern world, be they the stories of the
historically silenced or those outside of the "West"
entirely. These critiques have inspired new ways of studying history
and new fields of study. In this course, we will set out to understand
what has been called the "Western Tradition" in different
terms. On the one hand, we will try to ground ourselves in some
of the historical and literary foundations for modern institutions
and ideas. On the other hand, we will constantly observe and examine,
divisions, conflicts, contacts, multiplicities, and hybrids. And
we will treat the study of early modern European history as an
opportunity to understand historical difference as well as historical
continuity. In this course, we
will examine the history of Europe from the Renaissance to the
French Revolution. Topics of special interest include the idea
of the modern, cultural contact and conflict, scientific rational-ity,
political revolution, and the history of sexuality.
CRN 23039: UH 9:30-10:50 240B GRAY
CRN 23042: UH 12:30-13:50 307 CHA
Prof. Dan Rosenberg
HC 108H CRN 23038 4 Credits
HONORS COLLEGE HISTORY
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
mili-tary 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 political 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 lit-erature, 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 domi-nance and the origins of its relations with the rest of
the world is crucial to understanding the present.
Assignments include a group project, two 5-6 page pa-pers, and
a final exam.
MWF 11:00-11:50 307 CHA
Prof. Joseph Fracchia
HC 108H CRN 23041 4 credits
HONORS COLLEGE HISTORY
This course is an introductory survey of European history from
the middle of the 14th to the end of the 18th century. We will
focus on major developments and changes in the political institu-tions,
forms of social and economic organization, and attitudes and beliefs
that characterized European "civilization" during these
years, in particular the Renaissance, the Reformation, the emergence
of an international market economy, European expansionism, the
rise of the state, and, finally, the crisis of the Old Regime.
This course will thus center on the decline of medieval civilization
and the emergence of recognizably "modern" beliefs and
institutions in Europe. But we will also be concerned with issues
of gender, how these larger processes affected eve-ryday life,
and the ways in which these changes can be seen in the art and
literature of the period.
Readings include (in addition to the textbook) essays by Erasmus,
Luther, Calvin, and Hume on religion; a collection of documents
on the Spanish conquest of Mexico; Machiavelli, Locke, and Rousseau
on politics; and Galileo and Newton on science. Assignments include
two short papers, a modest research paper, and a final exam.
UH 14:00-15:20 203 CHA
Prof. Alex Dracobly
(Contact: 6-5910; Grayson 329)
SCIENCE
HC 208H CRN 23045 4 Credits
?Celestial and Terrestrial Motion:
From Aristotle to Einstein ?
This course will trace the development of that branch of science known as mechanics. We will read about Aristotelian physics as taught by the scholastics of the 13th through 16th centuries. We will learn about Ptolemy?s geocentric system. We will study Galileo?s formulation of kine-matics, and Kepler?s laws of planetary orbits. We will study and read about Newton?s accom-plishments – ?Rules of Reasoning,? universal gravitation, the moon problem, the mass of ce-lestial bodies, the tides, among others. Finally, we will learn about Einstein?s relativity, a study of motion at high speeds.
UH 14:00-15:20 318 WIL
K.J. Park
HC 211H CRN 25585 4 Credits
HC INTRO TO EXPERIMENTAL PSYCHOLOGY
An honors introduction to experimental psychology. We will focus on topics in cognition, in-cluding sensation, perception, learning, memory, thinking, language and creativity. Research methods will also be covered. The course will consider both behavioral and neuroscientific approaches to human (and where relevant, animal) cognition.
UH 11:00-12:20 303 CHA
+Lab W 16:00-16:50 307 CHA
Prof. Michael Anderson
SOCIAL SCIENCE
HC 205H CRN 23043 4 Credits
HC INTRO TO MACROECONOMICS
The objective of this course is to give the student a better understanding of how the macroe-conomy functions. We will study the determination of national income, the price level and infla-tion, unemployment, and interest rates. Our concentration will be on what determines the changes in these aggregates over time, i.e., the reasons for economic growth and business cycles. We shall also study the effects of monetary, fiscal, and supply side policies on the economy.
UH 14:00-15:20 240B GRAY
Prof. Christopher Ellis
ARTS AND LETTERS
HC 311H CRN 23047 4 Credits
Spirit of Rough Sketch: Visual Thinking with a Sketchbook
We teach English composition as a standard requirement to help people examine, analyze, and express experiences and ideas. What if we taught drawing and visual thinking as a way of examining, analyzing, and expressing responses to experience and ideas? This course uses a portable sketchbook to explore the artist?s way of exploring and knowing things. Daily work in a sketchbook will involve drawing, watercolor sketching, and writing. Subject matter will range from simple personal observation to visualizing relationships of abstract concepts. No previous art courses are required.
UH 12:30-13:50 303 CHA
Prof. Ken O?Connell
HC 312H CRN 23048 4 Credits
Swift and the Art of Satire
Jonathan Swift, generally acknowledged to be the greatest English satirist, was outstandingly inventive in the techniques and forms of satiric expression and in involving, fascinating, and provoking his audience. In discussing these achievements we shall work toward a comprehen-sion of his character and his assessments of human nature and social change. We shall work from his simpler to his more complex satires. Grades will be based on the extent and quality of participation in class discussion and on four or five papers of 1200 to 1500 words.
UH 15:30-16:50 307 CHA
Prof. Don Taylor
SPECIAL STUDIES
HC 399H CRN 23049 1-5 Credits
FORENSICS
The Honors College hosts the nationally ranked University of Oregon Forensics Program. The program is designed to teach rhetorical habits of mind and speech through intercolle-giate de-bate and individual events. The program travels to about 13 tournaments, hosts two on-campus tournaments, and engages in some on-campus speaking activities. Two graduate teaching fel-lows are assigned to the program.
Debate students will be paired with partners and will be expected to conduct extensive re-search on the debate topics selected by the Cross Ex-amination 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 and, in addition, work to pre-pare and perfect speeches designed to per-suade, entertain and move.
Students are graded on their performances.
MW 16:00-17:20 242 GIL
Prof. David Frank
HC 399H CRN 23050 2 Credits
?Judging Speeches and Debates?
This class will provide students with the instruction they will need to evaluate public speeches and debates. Students will learn how to judge oratory, oral interpretation, extemporaneous speaking, impromptu speaking, editorial commentary, expository speaking, debate, and other speaking events. Students will judge high school students competing in these events at the annual University of Oregon High School tournament in February and write critiques. Students will be graded on the quality of their critiques.
MW 17:30-18:20 242 GIL
Prof. David Frank
SEMINARS
HC 407H CRN 23054 and 23055 2 Credits
SENIOR THESIS SEMINAR
PRE-AUTHORIZATION REQUIRED
This Senior Thesis Seminar is specifically designed for those students who plan to graduate "off-cy-cle"--Summer, Fall or Winter term, or who will not be a student in residence Fall Term. Students will spend a ma-jority of their time in the semi-nar pol-ishing their prospectuses and then par-ticipating in a mock oral examina-tion.
Before enrolling in the seminar, students must have done the follow-ing:
1) chosen a primary thesis adviser from their major de-partment or school;
2) have a rough draft of their prospectus, following the guidelines in the yellow Honors College Thesis Man-ual (available in CHC office;
3) consulted with their primary thesis adviser on possible second readers from their major de-partment;
4) filled out the Application for Enrollment in Senior Seminar form and turned it in to the CHC of-fice prior to the registration period.
The semi-nar will begin with instruction on polishing prospectuses. The majority of the term will involve oral pre-sentations by each stu-dent with the primary thesis adviser pre-sent.
Pass/No Pass Attendance mandatory
CRN 23054: W 12:00-13:50 303 CHA
Prof. Sharon Schuman
CRN 23055: H 15:30-17:20 303 CHA
Prof. Joseph Fracchia
COLLOQUIA
HC 408H CRN 23056 4 Credits
Beyond Vengeance & Forgiveness: Responses to the Holocaust
and Apartheid as Historical Crimes
When acts of genocide or inhumanity occur, what should be the
response? This question has achieved special urgency in recent
years by the efforts of societies--like South Africa--to find
new ways of addressing injustices, new ways of creating a more
human future. What is the place for punishment in addressing past
crimes? What is the place for forgiveness? Who is entitled to
forgive, and what does it mean? These are some of the questions
that we shall con-sider in this course. There will be a major
focus on the holocaust and its aftermath, but other incidents
of genocide/inhumanity will be addressed as well. Our aim will
be to explore how we can create a more positive future from the
sufferings of the past.
UH 14:00 -15:20 303 CHA
Prof. Cheyney Ryan
HC 408H CRN 23057 4 Credits
Politics and the University
The university is often referred to as an 'ivory tower,' hovering
above and far away from the world's concerns, political or otherwise.
Yet the university is saturated in politics. Professors claim
'academic freedom' to protect the pursuit of knowledge from political
interference, yet they also claim that the knowledge that they
produce should be a guide to political decision-making. In the
post-World War II history of the university, the Free Speech Movement
at the University of California, Berkeley, in 1964-65 solidified
a round of student involvement in poli-tics, one of whose most
recent and direct legacies was the student protest at the University
of Oregon over the Workers' Rights Coalition. Financial Donors,
as the WRC decision clearly shows, are not shy about what they
perceive as a deserved right to influence university poli-tics.
Grant agencies can exercise a political power verging on censorship
in deciding what kind of research projects are 'acceptable.' Running
battles are being fought over the social purpose and institutional
structure of the university, over the content of the curriculum,
and over the character and goals of teaching. In our study of
these issues we shall try to answer such questions as: what are
we (students and faculty) doing here? What is the purpose of education?
What do we want the university to be? What is the role of the
university in soci-ety?
MW 15:00-16:20 203 CHA
Prof. Joseph Fracchia
HC 408H CRN 25586 4 Credits
Evolution of Brain, Mind, Language, and Culture
The notion of evolution has been the central theme in the modern
approach to the science of living organisms. This cross-disciplinary
seminar, offered by members of the Institute of Cogni-tive and
Decision Sciences in collaboration with the Institute of Neuroscience,
will trace the relevance of evolution through multiple disciplines,
beginning with its Darwinian roots in biol-ogy, then on to the
phenomena of mind (psychology), language and communication (linguis-tics),
culture (anthropology) and social organization (political science).
W 14:00 - 16:50 303 CHA
Professors John Orbell and Tom Givon
*OPEN-ENDED COURSES*
If you wish to do a Reading and Conference, or one of the other open-ended courses, listed below, please follow these steps.
1.Find an HC professor who is willing
to work with you on this topic or project.
2.Pick up a form from the CHC office and discuss, with the professor, the num-ber of credits, grad-ing option, and the title of the course as you want it to appear on the tran-script. Instructor must sign the form.
3.Submit completed form to the CHC office so that you can be pre-authorized.
4.Register for the class through Duck Call of Duck Web.
Please note that open-ended courses are subject to the same deadlines as all other courses.
HC 403H CRN 23051 (Variable Credits: usually taken in the major)
THESIS
HC 405H CRN 23052 (Variable Credits)
READING AND CONFERENCE
HC 406H CRN 23053 (Variable Credits)
SPECIAL PROBLEMS
HC 409H CRN 23058 (Variable Credits)
PRACTICUM
SPRING PREVIEW
LITERATURE
HC 103H HC Literature (Six Sections)
HISTORY
HC 109H HC History (Six Sections)
SCIENCE
HC 209H Biology of Social Behavior
Time TBA Todd/Savage 303 CHA
Plus lab 303 CHA
HC 209H 21st Century Science
MWF 10:00-10:50 Schombert Place TBA
plus lab: U 11:00-12:20 Place TBA
SOCIAL SCIENCE
HC 204H HC Microeconomics
UH 9:30-10:50 Singell 303 CHA
HC 212H Intro/Exper Psych
Time and Place TBA Simons
HC 304H Constructing Social Theories
UH 14:00-15:20 Orbell 303 CHA
ARTS AND LETTERS
HC 312H Post-Bellum, Pre-Harlem
UH 14:00-15:20 Wonham
SPECIAL PROBLEMS
HC 399H Forensics
MW 16:00-17:20 Frank Place TBA
SEMINARS
HC 407H Senior Thesis Seminar
W 11:00-12:50 303 CHA Schuman
COLLOQUIA
HC 408H Bohemians in Paris
Time TBA Gould 307 CHA
HC 408H Dressing the Muses
W 15:00-17:50 Nicols 303 CHA
HC 412H American Women?s Captivity Narratives
Time TBA Cogan 303 CHA
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