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Home > Curriculum > Course Descriptions > Winter 2007 Newsletter
Winter 2007 Newsletter
Important Dates | Duplicate Registration IMPORTANT DATES back to topNovember 19 - Monday November 13-22 November 16 - Thursday November 20 - Monday November 22 - Wednesday November 23 - 24 November 29 - Wednesday December 1 - Friday December 1 - Friday December 4 - 8 December 7 - Thursday, noon January 8 - Monday January 15 - Monday January 17 - Wednesday January 27 - Saturday February 26 - March 9 March 9 - Friday March 15 - Thursday March 16 - Friday March 19-23 March 22 - Thursday, noon March 26-30 DUPLICATE REGISTRATION back to topA student may be blocked from registering for a course if he/she is already registered for another course with the same number. For instance, if you are registered for HC 441 "Forest Health," and you want to register for HC 441 "Mysteries of the Brain," during the same term, the UO online registration system will not allow you to do so. All HC Colloquia are repeatable courses when the topics change, but the registration system is not sophisticated enough to make that determination. Therefore, if you need to register for two HC 441s (or two HC 434s...) during the same term, you must contact the UO Registrar (346-3243) directly and they will take care of it for you. THESIS Q & A SESSION back to topThis is your time for questions. If you absolutely can't make one of these sessions and need some conversation about the thesis process, please contact CHC Academic Coordinator
CREATIVE ARTS JOURNAL back to topAll types of works are accepted for consideration. To ensure an unbiased selection process, include the title on your work, but not your name. Include a Creative Arts Journal Submission Form For more information, contact Editor-in-Chief or Faculty Advisor Prof. Helen Southworth. Previous issues can be viewed on the web. The Early Submission Deadline is November 13, 2006. The Deadline for all work is December 1, 2006. All artists who submit their works by the early submission deadline are eligible for prizes. ANNUAL ADVISING back to topStudents are strongly encouraged to see their advisors at least once a year to make sure that they are fulfilling all of the CHC graduation requirements. One of the most important aspects of the Clark Honors College experience is the close faculty advising available to our students. If you don't know who your advisor is, please check to see if your original assigned advisor is on the website, come to the CHC Office, or you may approach any of the CHC faculty and ask if they will advise you. RESEARCH ASSISTANCE back to topNeed help with research? Visit or Contact Eliz Breakstone, the Clark Honors College Librarian. She can help you with any kind of research at any stage in the research process. 2006 WINNERS back to topThese 2006 Winners of scholarships, awards, essay contests and more received monetary awards, scholarships, or gift certificates to the University of Oregon Bookstore. The Commencement Award Winners were honored at the Spring 2006 Commencement ceremony.IMPORTANT INFORMATION FOR SENIORS back to topWhen completing forms online, please fill in as much information as possible before printing.
Thesis Prospectus, HC 477H, must be taken at least two terms before graduation. All seniors planning to graduate by Summer 2007 should take Thesis Prospectus Winter 2007. Those who have not yet enrolled in Thesis Prospectus must file a Thesis Prospectus Application Students taking Thesis Prospectus are required to complete a Graduation Audit Candidates need to schedule the week of their oral defense and select a CHC thesis representative through Kris Kirkeby. Individual CHC professors are limited to one defense each week. Consideration will be given to a student's first choice of a CHC faculty representative if available. Schedules fill quickly so don't delay. Once the oral defense has been scheduled, the student must submit a Thesis Evaluation No Oral Defenses will be scheduled during or after the final two weeks of the term (Week 10 and finals) nor during Holidays, the vacation breaks, nor summer term. CHC Thesis Reimbursements are available for 2006-2007. Because the thesis and an oral examination are mandatory for graduation from the Clark Honors College, it is important to be able to count on financial help with the expenses of producing a thesis. Typical expenses reimbursed are: costs of required books that are unavailable in libraries, copying costs, lab equipment and long distance phone calls connected with research. In order to receive fellowship support, students must submit receipts and a Thesis Reimbursement Application Final copies of the thesis must be turned in to Kris Kirkeby no later than noon on the Thursday of Finals Week for the term in which you are graduating. Each thesis envelope should include the Thesis Envelope Cover Sheet WINTER 2007 COURSE DESCRIPTIONS back to topLITERATURE back to top
"A Sense of Discovery: Travel and the Construction of Identity" This course explores the theme of travel as found in texts written during the 16th, 17th, and 18th centuries. By reading works such as Lady Mary Wortley Montagu's "Turkish Embassy Letters," Olaudah Equiano's The Interesting Narrative of the Life of Olaudah Equiano (excerpts), and Jonathan Swift’s Gulliver's Travels, we will interrogate the ways in which geographic and imaginative travel contributed to a sense of individual and national identity. Classes will include lecture, group projects, and discussion. There will be two papers and a comprehensive final exam.
"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, in dialogue with Arab traditions expressed in 1001 Nights. How does this 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 and selected tales from Chaucer's Canterbury Tales, the prologue and selected tales from 1001 Nights, Aphra Behn's The Rover, Milton's Paradise Lost, and Part IV of Swift's Gulliver's Travels. Class will be discussion-based, with 3 papers, a mid-term, and a final exam.
"Order: Moral and Otherwise" This term, using primarily the genre of drama, we will explore philosophical centers of private order as shown through literature as well as exploring various elements of drama. Centers of order include love (Petrarchan and anti-Petrarchan), reason, honor, Confucianism and the law, religion, and common sense. Around what (or by what) does an individual set priorities? What comes first, and what are the results of these choices in life? We will compare centers of order and problems inherent in each during the term. Texts will include some of the following: a Spanish play from the 16th century, Tirso de Mollina's Burlador de Sevilla (Trickster of Seville) [Comedia de capa y espada]; Corneille’s Le Cid [French 17th century Neoclassical Tragedy]; Molière’s Le Misanthrope [French 17th century Neoclassical Comedy]; Shakespeare's Hamlet [17th century English Revenge Tragedy]; Aphra Behn's The Rover [English Restoration Comedy]; and Goldsmith's She Stoops to Conquer [18th century English Satiric Comedy]. We will also study some poetry (sonnets and love poems from Italy, France, and England, by both men and women) and two prose works (Malory's Morte d'Arthur [15th century romance and Arthurian legends] and Van Gulik's translation of Celebrated Cases of Judge Dee [18th century Q'ing dynasty Chinese mystery]. The class will be run with both small and large discussion groups, as well as lecture punctuated by questions. Two 4-7 page papers will be required, of which one may be substituted for by a literary analysis journal kept all term (graded twice). There will be a final exam, but no midterm. HISTORY back to top
"Empire, Religion, and Discovery: Global Contact and Change, 1400-1750" This course will explore the rapid changes that affected the globe during 1400-1750. We will focus on three imperial systems: Western Europe and her colonies in North and South America, China, and the Ottoman (the Islamic empire that came to control all of North Africa, the Middle East, and Southeast Europe). We will consider the culture, politics, economics, and religion of each region, as well as the interactions between these empires. Our investigation will examine such questions as: How did Europe change the Americas, and how did the Americas change Europe? How did Europe, which began as an insubstantial backwater, come to international prominence by the end of this period? How did the Ottomans manage an empire that contained such a tremendous area and diversity of peoples? How did Muslims and Christians compete and cooperate with each other throughout the Mediterranean? How did the Chinese respond to Manchu domination and contact with the Europeans? Why did the Chinese, who in the fifteenth century launched the most powerful program of maritime exploration in the world, become so disinterested in foreign contact? What led to, and what were the effects of, the European Scientific Revolution and Enlightenment, which propelled Europe to world domination in the modern era? How did religion, philosophy, and technology affect the fortunes of these empires and their policies? How did women shape and respond to imperial economics, administration, and warfare? We will approach these questions through examining original texts, art, technology, and architecture. Through using these materials we will explore the distinct creative forces within each culture, develop skills of critical thinking and interpretation, learn to ask analytical questions of our sources, and recognize the broad patterns that mark global history.
"Introduction to Historical Thinking in a Global Framework: 1350-1789" In the beginning of the century near whose end Columbus crossed the Atlantic, the Chinese admiral Zheng made seven major voyages throughout the South Pacific and across the Indian Ocean to the thriving trade centers on Africa's east coast. His fleet consisted of 62 ships, most of which were so large that Columbus's entire fleet of three ships could easily fit on their decks. Compared to the great cities of China, the Indian Ocean rim, and the Eastern Mediterranean, Europe was a rural and provincial backwater. By the end of the period covered in this course, Europe was about to complete its conquest of the world and the tiny kingdom of England had acquired an empire "on which the sun never set." This astonishing transformation and its consequences will be the topics of this course, which will be divided into three parts. In the first part we will take stock of the state of the world in 1350. Through comparative socio-cultural analyses we will glimpse the similarities and differences in how people lived and thought in China, in the Islamic World, in Africa and the Americas. We will analyze social forms in order to reconstruct modes of behavior and the tone of daily life; and we will interpret works of art and literature, religion and philosophy in order to understand how contemporaries perceived their world. In the second part of the course, we will focus specifically on the profound process of transformation effected in Europe by the advent of capitalism. We will focus on the motives behind European expansion and the sources of its success. In the third part of the course we will examine the global consequences of Europe's newfound economic and military power. Our major concerns will be: how European conquest and colonialization produced "third worlds," that is, economic underdevelopment, in much of the world; the consequences of the slave trade for Africa, the Americas, and Europe; the cultural contacts and conflicts that took place in the context of colonial domination. 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 and nature of its relations with the rest of the world is crucial to understanding the present. Assignments include: a bibiliography, two papers (5-6 pages), and a final exam.
"Constructing the Modern World: Historical Thinking in a Global Framework from the Renaissance to the Enlightenment" Europe is at the center of this second segment of the year-long history sequence. We will identify the philosophical, cultural, artistic, political, religious, and economic pillars on which modern Europe was built, and then we will evaluate ways in which European culture, ideas, and values were disseminated—sometimes forcibly—to the rest of the world, including the Americas, Asia, and Africa. We will highlight the conflicts that arose within and between cultures, and we will attempt to uncover the voices not only of men and women making Europe but also those fleeing Europe, rebelling against European political and religious organizations, trading with and being traded by Europe, and coming into conflict with European conquerors. The course begins with the Renaissance and then covers European exploration and colonization, the Reformation and Counter-Reformation, the Scientific Revolution, and the Enlightenment.
"Building a Global Framework: World History 1450-1825" The oft shortchanged "middle" portion of a survey in world history is surely one of the most exciting and poignant eras in the evolutionary process that created the world we live in today. By the end of this period, the habitable continents had developed into an interdependent whole. The four centuries between medieval and modern times saw the transformation of the Indian Ocean world, the rise of the Atlantic Ocean system, and the addition of the Pacific territories to this new global framework. The ascent of the European empires to worldwide power set the pattern for the future we inhabit. Our course will concentrate on analyzing the connections among regions, and most particularly on the interaction among Amerindians, Europeans, and Africans in the making of the Atlantic world. We will not, however, forget that conflicts and exchanges across the Atlantic frequently depended upon the dynamics of power and trade in Asia. We will also investigate the changes wrought in the daily lives of ordinary people as individuals, goods, and ideas circumnavigated the globe. We will examine not only the processes that created the global framework but also the competition among historians and other scholars to explain the causes and effects of the world system. Major elements in student evaluation will include (but are not necessarily limited to) class participation, two papers, and a final exam (held combined for both sections). SCIENCE back to top
"Can Computers Think?" Many fields - mathematics, computer science, artificial intelligence, psychology, philosophy, religion, ethics, business, and of course, sci fi - have considered some aspect of the question of whether computers can think now or if they ever can think. This course will attempt to look at the question from some of these different viewpoints. We will delay discussion of our own definition of "think" until the latter part of the quarter. Up to that point, we will bring in experts from various fields to give us their view. We will also study in a bit of depth the work of Alan Turing, a prominent mathematician who took up the thinking-computer question. (He is one of the two gargoyles outside Deschutes Hall.) Turing devised an elegant universal computer on paper that we will play with using an online simulator (no computer programming experience necessary). Turing used it to prove what computers can and cannot do. SPECIAL STUDIES back to top
SPECIAL STUDIES "Forensics" Clark 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 thirteen tournaments, hosts two on-campus tournaments, and engages in some on-campus speaking activities. Two graduate teaching fellows are assigned to the program. 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) and the Parliamentary Debate Association. Novice and experienced student debaters are welcome, and students do not need to be Clark Honors College students to enroll. Individual events students select from among ten to fifteen public speaking and oral interpretation events and, in addition, work to prepare and perfect speeches designed to persuade, entertain and move. Students are graded on their performances. COLLOQUIA back to top
"Inventing the Middle Ages" What is the "Middle Ages"? Who first named it, and why? How has "medieval" been interpreted, re-interpreted, and even recreated from the Renaissance to the 21st century? What are the resonances of the term "medieval" today? We will anchor our investigation with Norman Cantor's controversial 1993 book, "Inventing the Middle Ages: The Lives, Works, and Ideas of the Great Medievalists of the Twentieth Century" and Carolyn Dinshaw's "Getting Medieval: Sexualities and Communities, Pre- and Postmodern." We will read primary medieval texts as well as secondary literature that traces the conscious creation of a medieval "other." We will consider "medieval" as amorphous, as Romantic, as "folk," as marketing tool. We will think about the odd admixture of scorn and delight that the term "medieval" conjures for modern audiences and about the term's cultural specificity (or in-specificity). Time and schedules permitting, we will visit the Benedictine monastery in Mount Angel, Oregon and also try our hand at some variety of medieval recreation. Class presentation and term paper required.
"Fairy Tales on the Move" Crossing cultural and genre boundaries, fairy tales have always been vibrant sources for revisions and exploration of controversial issues, as for example, questions of aesthetic utopias, class and gender struggles, child abuse, civil rights etc. We will first study the cross-cultural connections between Italian, French and German versions of popular fairy tales and their further revisions in contemporary Hollywood media. We will address the aesthetic, historical, sociological, psychological, philosophical and/or gender issues raised by the circulation of this popular genre of fantasy literature. Focusing on wonder tales—one of the most popular types, according to Stith Thompson's classification of folk tales—we will ask about the connotations of their magic powers as they interrupt and interfere with the tales' concrete realities. In the second part of the quarter we will discuss literary tales, composed by authors who rewrite the Grimms' concepts of the Magic Reality. We will move from romantic tales by Ludwig Tieck and ETA Hoffmann to texts of the early 20th century (Kafka, for example) before we discuss contemporary writings. As conclusion, I suggest to discuss one of Cornelia Funke's new novels "Inkheart" and/or "Inkspell" since they present the processes of writing and reading as magical processes that activate the fluid borders between fiction and reality. Students will complete analytical and creative assignments. As a fun project students will learn how to craft a tale in a traditional folktale style and will be invited to compose a modern and/or postmodern version of their own traditional tale.
Substitution: This topic may be taken as a substitute for HC 421. Please ask your CHC Advisor to authorize this substitution in your student file. HC IDENTITIES COLLOQUIUM "Literature By and About Gay Men" The texts are Marlowe's King Edward II (play), Wilde's The Picture of Dorian Gray (short novel), Puig's Kiss of the Spider Woman (novel), Kushner's Angels in America (play), Kramer's Women in Love (screenplay), Dixon's Vanishing Rooms (novel), Fierstein's Torch Song Trilogy (play), Proulx's and McMurtry-Ossana's Brokeback Mountain (story and screenplay), and selections from The Penguin Anthology of Homosexual Verse. The course will provide an overview of gay men’s literature, as it has evolved from the Renaissance to the present day. We will discuss how social acceptance has both grown and created more backlashes, as dramatized in the literature. We will look at five tragic perspectives in Marlowe, Wilde, Kramer, Puig, and Proulx, two epic outlooks in Kushner and Dixon, and one comic point of view in Fierstein. These works will trace out the birth of the gay man’s Arcadia, where two lovers may retreat from adversity, to the development of the gay marriage and family in the twentieth century. We will have a special look at the war against homophobia, particularly as expressed in the life and work of Oscar Wilde. There will be two short papers and one long one. A reading journal will be optional. There will be a strong emphasis on discussion, and videos of several of the works will be available—Women in Love, Kiss of the Spider Woman, Torch Song Trilogy, and Brokeback Mountain.
"Socialist Visions of Freedom" Visions of a society that could generically be classified as 'socialist' are not at all new. But before the 19th century, these visions were 'utopian,' that is: they described an ideal communitarian society but did not prescribe or even suggest how to get there, other than perhaps positing the realization of the ideal society as a moral imperative. In the 19th century, however, Karl Marx argued not only that all the preconditions for what had hitherto been considered a utopian society were at hand, but also that that society could be realized through the democratic political activity of the majority of the population. But 'Marxism,' the political movement that claimed his name, would become associated with an armed insurrectionary movement led by a 'vanguard party' of professional revolutionaries and then with the party dictatorship over the Soviet Union. After the fall of the Soviet Union, many have argued that 'there is no alternative' to capitalism, while some have insisted that only after the fall of the Soviet Union has a 'true' socialist society again become possible. This course will address in detail the issues described in this historical sketch. The introductory session will provide a very brief overview of the utopian socialist visions that inspired Marx. The first third of the course itself will focus on Marx’s writings: his critique of capitalism, his vision of freedom and a free society, and his views on the politics of its realization. The middle third of the course will focus on the history of Marxist socialist and communist movements in the late 19th and 20th centuries. This part has two goals: to explain the origins, achievements, and dilemmas of the early socialist movement; and to explain how the Soviet Union became the model of 'really existing socialism' and used as evidence of the bankruptcy of Marx’s vision. The last third of the course will focus on various attempts to restore and/or reconstruct Marx’s vision of freedom and socialist politics in the wake of the Soviet communism. Readings include: selections from Marx, Karl Kautsky, Rosa Luxemburg, Clara Zetkin, Lenin, Stalin, Antonio Gramsci, Herbert Marcuse, Ignazio Silone's Bread and Wine (a novelistic meditation on communism and Christianity), the 'Port Huron Statement' of the New Left of the 1960s, and Daniel Singer's Whose Millennium?, socialist questions and visions for the 21st century.
HC INTERNATIONAL CULTURES COLLOQUIUM "Rights and Needs in the Northern Ireland Conflict" This course features the conflicts between Protestants and Catholics in Northern Ireland. These conflicts emanate from ethno-territorial disputes and the course will highlight conflict theories and models designed to move bargainers from rights to needs in conflict over identity and resources. These theories and models set forth the following principles for use in ethno-territorial disputes: 1) a shift from rights to needs, 2) use of time rather than sovereignty as a primary value, 3) optimal use of resources for both parties, and 4) the development of a language recognizing local circumstances and constraints. Accordingly, the course is organized around five objectives. First, students will consider conflict management models intended to move those involved in ethno-territorial bargaining from rights to needs. The instructor’s riparian model, introduced and developed in a Political Geography article (Cohen and Frank, 2002), will serve as an example of a needs-based theory of conflict management. Second, students will study the conflict between Protestants and Catholics in Northern Ireland and their respective perceptions of space and use of symbols. The broader context will serve as the backdrop of an application of needs based bargaining to conflict between Protestants and Catholics in the city of Derry-Londonderry. Third, the instructors and students will juxtapose, using the needs-based model of negotiation, the two conflicts in search of similarities and differences. Fourth, students will assume roles as leaders of the Protestant and Catholic communities and carry out simulated negotiations. Fifth, the instructors and students will reflect on the lessons learned from the simulations and determine the strength of the riparian model.
"Forest Health, Tree Disease" Important policy decisions are being made in the name of ecosystem health. President Bush's Healthy Forest Initiative will have lasting impacts on landscapes of the Pacific Northwest. Who could be opposed to forest health? But good definitions of forest health are hard to find. One prominent ecologist claims that a healthy forest is one with disease present. How is this possible? To understand some of these ideas, we will explore some basic concepts of ecosystem ecology including species interactions, energy flow, nutrient dynamics, long-term ecosystem change patterns and processes, and the role of disturbances, such as fires, floods, and cutting. We will focus on forests of the Pacific Northwest, but will also consider other forests (tropical, boreal) as well as other ecosystems (e.g. tall grass prairie). We will read non-technical articles written by leading ecosystem ecologists and learn about several important diseases common in the Pacific Northwest: Swiss needle cast, Port-Orford-cedar disease, laminated root rot of Douglas-fir, and sudden oak death. There will be two one-day field trips: one to Fall Creek to familiarize students with some of the most important organisms in the forest (in addition to plants) including lichens, nematodes, microarthropods, and fungi. The second field trip will be to the HJ Andrews Experimental Forest near Blue River, Oregon. We will visit study sites and learn about research that is shaping policy decisions around the world.
"Mysteries of the Brain: Neuroscience and Society" This course will provide science and non-science HC students with a basic understanding of neuroscience, the study of the brain. Students will acquire an understanding of the complexities underlying brain function, learn about the methods and fundamental processes underlying scientific research, gain an appreciation of the role and limitations of basic biomedical research in our society, and explore ethical dilemmas in neuroscience research. Students will also improve critical thinking and communication skills through oral presentations and written work. The course will begin with several lectures devoted to the scientific method and the role of science in today's society. This will be followed by an overview of nervous system structure and function. The remainder of the course will alternate between lectures on various topics in neuroscience and student presentations on individual nervous system diseases. Alzheimer's, Parkinson's, Huntington's chorea, amyotropic lateral sclerosis (ALS), strokes, depression, and bipolar disorder are some of the diseases discussed in previous years. The course will also include demonstrations, lab exercises and/or field trips. Students will be expected to develop and present an oral presentation, read the scientific literature, write several critical essays, complete lab reports and participate in classroom discussions.
"Re-Visions of the Earth" Taking clues from earthquakes and from the active and inactive volcanoes that surround us, this team-taught course will study the history of geologic inquiry into the process of mountain-building from nineteenth-century debates to the emergence of plate tectonic theory in the late 1960s. The course will be grounded in basic geology and supported by laboratory explorations. But examining the paradigm shift to plate tectonic theory will also bring into view significant philosophical, cultural, and rhetorical dimensions both of working science and the public dissemination of scientific knowledge. These topics will include how theories are shaped, tested, and debated; how national, social, and personal factors (including gender) can affect the acceptance and rejection of theories; and how rhetorical and literary devices shape scientific discourse, both in professional scientific writing and in environmental nonfiction written for a general audience. In addition to original scientific papers and selections from recent histories of geology, course readings will include Charles Lyell, Principles of Geology (1830-3), Henry Thoreau, Walden (1854), Thomas Kuhn, The Structure of Scientific Revolutions (1962), and John McPhee, Basin and Range, Assembling California (1993), and Gary Nabhan Cross-Pollinations (2004). THESIS ORIENTATION back to top
THESIS ORIENTATION WORKSHOP This short class introduces Clark Honors College Students to the thesis project required of all our students. The workshop will meet for one day, plus one additional conference with the instructor. We will discuss what makes a successful thesis, what the student can hope to get out of the project, how to identify possible areas of interest, how to find appropriate faculty sponsors, how to identify courses which will provide necessary background, and how to plan the project so that it is manageable and rewarding, rather than burdensome. Other subjects include the difference between research-oriented and creative theses and how to incorporate plans for study abroad into their thesis plans. This workshop is NOT a substitute for HC 477 Thesis Prospectus (see below). This new workshop aims to assist students in the earlier and preliminary work of how to approach the thesis. THESIS PROSPECTUS back to top
THESIS PROSPECTUS Students will spend the majority of their time in this class polishing their prospectuses and then participating in a mock oral examination. Before enrolling in this class, students should have…
INDIVIDUALIZED STUDY back to topIf you wish to take an individualized study course, as listed below, please follow these steps.
Please note that the individualized study courses are subject to the same deadlines as all other courses.
SPRING TERM 2007 back to topPlease bear in mind that future course offerings are subject to change.LITERATURE HISTORY SCIENCE THESIS COLLOQUIA Social Science Science Identities (IP) International Cultures (IC) American Cultures (AC) |
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