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Home > Curriculum > Course Descriptions > Winter 2009 Course Descriptions
Winter 2009 Course DescriptionsWinter 2009 Course Descriptions | Science | Literature | History | Special Studies WINTER 2009 COURSE DESCRIPTIONS
SCIENCE back to top
HONORS COLLEGE SCIENCE This course will examine the causes and consequences of climate change both in the geologic past and in modern times. We will study the function of the earth's climate system and how it is controlled by physical and biological agents. We'll also look at how human activity affects climate, and how the effects of human activity are similar to and different from natural perturbations to the system. We will also spend time understanding proposed mechanisms of climate change mediation, and place those in the context of past climate fluctuations. As climate is tightly tied to biological systems, we'll look into the biological consequences of climate change, how past climate changes have affected organisms, and try to come to an understanding of how we can recognize climate's effect on our modern biota. We will read both popular science literature and primary scientific literature in studying this problem. Grading will be based on 2 exams, in-class exercises, in-depth lab exercises and participation. No prerequisites.
LITERATURE back to top
HONORS COLLEGE LITERATURE This course will use the narrative unit of courtship to investigate literary form and the subjects it represents and creates from Shakespeare to Charlotte Brontë. Reading works popular in their own time, we will engage questions of literary value, genre, and the nature of authorship. We will also track how changing ideas of and ways of writing eros, psychology and mind, gender, family, class and work, city, and nation, impact representations of self. Readings will likely include Shakespeare's Twelfth Night, Middleton and Rowley's The Changeling, Wycherly's The Country Wife, Burney's Evelina, Austen's Sense and Sensibility, and Brontë's Villette. There will be two papers and a final examination.
HONORS COLLEGE LITERATURE In this course we will discuss the theme of exile, trying to observe how the trope of exile appears in different literatures. I am interested in the process of identity formation through displacement, and how languages and cultures are intertwined and negotiated in this process. In a broader sense, we will observe how issues of estrangement and language affect the very possibility of writing. Considering that in different times and places the notion and experience of exile means something different to each writer, we will examine the possibility of textual production in an exilic condition. How does a writer react and create a text in exile? How does a writer live his or her experience of exile and how does this particular perception find its way into his or her creative work? How does one redefine or renegotiate identity in exile:? How does one choose a language to write when in exile? During the semester we will read authors who write in different languages (Portuguese, French, Hebrew, Arabic, Italian, Spanish and English) and come from very different literary traditions, such as Dante, Yehuda Halevi, King Al-Mu'tamid of Sevilla, San Juan de la Cruz, Santa Teresa de Ávila, Milton, Yehuda Amichai, Juan Gelman, and Gloria Anzaldúa.
HONORS COLLEGE LITERATURE 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 Twelfth Night [Shakespearean Comedy]; and Aphra Behn's The Rover [English Restoration 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.
HONORS COLLEGE LITERATURE In this course we will be reading important works of Western and Eastern European literature from the seventeenth to the nineteenth centuries. While approaching the texts through close reading, we will also discuss the works in their historical, cultural, and national contexts. In particular, we will focus on the three literary and artistic movements of Classicism, Romanticism, and Realism. In the first part of our course, we will be reading selections from Western European literature: Molière's Tartuffe, Voltaire's Candide, or Optimism, and Johann Wolfgang von Goethe's Faust. In the second half we will shift our attention to Eastern Europe, to Russian literature, seeing it as a particularly interesting testing ground for the intellectual and artistic currents originating in the West. We will discuss works such as Alexander Pushkin's Eugene Onegin, the short stories of Nikolai Gogol, Dostoevsky's Notes from the Underground, Leo Tolstoy's The Death of Ivan Ilych, and Anton Chekhov's The Cherry Orchard. We will also view film adaptations of certain texts. Students will be evaluated on the basis of 2 critical papers (4-5 pages), a final examination, and active participation and discussion in class.
HONORS COLLEGE LITERATURE From Defoe's Robinson Crusoe to Gilligan's Island, the idea of the difficult or interrupted journey has captivated the western literary and popular imagination. We will examine how such texts raise questions about exploration, empire, and identity. As we explore these questions, we will also ask how modern writers revise, reinvent, and redefine a "classic. " A range of forms and genres will be covered, including poems, plays, and novels. Texts include Shakespeare's The Tempest, Defoe's Robinson Crusoe, and Coetzee's Foe. Requirements: formal and informal writing assignments, final, and active contribution to class discussion.
HISTORY back to top
HONORS COLLEGE HISTORY In this second segment of our year-long course, we will examine the beginnings of modernity, focusing especially on changing philosophical, scientific, and ethnographic epistemologies. We will continue to work on analytic and compositional strategies and begin to look forward to the research paper next term. Readings include: Miguel Leon-Portilla, The Broken Spears: The Aztec Account of the Conquest of Mexico; Natalie Zemon Davis, The Return of Martin Guerre; Margaret Cavendish, Paper Bodies; René Descartes, Discourse on Method and Meditations; Jean-Jacques Rousseau, First and Second Discourses. Please purchase the editions of these works available in the UO Bookstore.
HONORS COLLEGE HISTORY 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 and three papers.
HONORS COLLEGE HISTORY 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? 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? How did Muslims and Christians compete and cooperate with each other throughout the Mediterranean? How did gunpowder, architecture, love affairs, and religion affect the course of empire? 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.
HONORS COLLEGE HISTORY 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 of the men and women making Europe as well as 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. Readings will include The Prince, The Cheese and the Worms, The Broken Spears, and Candide plus a wide assortment of primary sources from the people and eras we are studying.
HONORS COLLEGE HISTORY Although we tend to think of modernity as a product of Western European history beginning sometime around 1500, in fact, modern from its Old French and Latin roots simply means "by the measure of the present, " as in à la mode. In 1300, Central Asian markets and cultural centers such as Tabriz were widely perceived as the measure of what was sophisticated and happening. As late as the 1700s, Voltaire and others studied China for clues on what they deemed the most advanced social and political system of their time. World history between 1300 and 1800 is the story of multiple emergent modernities each articulating its own relationship to political authority, material resources, and historical narratives. Our goal in this course is to understand the issues that defined modernity and the methods by which we can loosen our present's ideological grip on the past to better understand both other times and places and our own present. We will do this by exploring the political cultures of three contact zone clusters: 1) Tabriz, Calicut, Florence, 2) TenochtitlÁn, Jakin, Charleston, and 3) Constantinople, Beijing, Paris. Class discussion relies on student presentations and written work. We will draw heavily on travel accounts and art to raise initial questions for each of the three clusters.
SPECIAL STUDIES back to top
SPECIAL STUDIES 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.
INDIVIDUALIZED STUDY back to top
Individualized study credits should be taken within your major department. If you must take an individualized study course with CHC faculty, please follow these steps.
Please note that the individualized study courses are subject to the same deadlines as all other courses.
THESIS ORIENTATION back to top
THESIS ORIENTATION This short workshop class introduces Clark Honors College students to the thesis project required of all our students. The workshop will meet for one day, plus one additional conference with the instructor. We will discuss what makes a successful thesis, what the student can hope to get out of the project, how to identify possible areas of interest, how to find appropriate faculty sponsors, how to identify courses which will provide necessary background, and how to plan the project so that it is manageable and rewarding, rather than burdensome. Other subjects include the difference between research-oriented and creative theses and how to incorporate plans for study abroad into their thesis plans. This workshop is NOT a substitute for HC 477H Thesis Prospectus. This workshop aims to assist students in the earlier and preliminary work of how to approach the thesis. Consider taking this course when you begin seriously exploring your research possibilities, but no later than the term before you take HC 477H Thesis Prospectus. Thesis Orientation is not required for graduation, but CHC students who have taken it found that it relieved their anxiety about the thesis process.
COLLOQUIA back to top
HC ARTS & LETTERS COLLOQUIUM This course examines fiction and non-fiction from the Romantic period on themes of exploration, tourism, and cultural and national difference. We will look at how authors discussed the pleasures and dangers of travel. Through poems, periodical essays, exploration narratives and travel journals, the course asks why journeying— whether actual or imaginary—is so central to Romantic identity and how it mediates the relationship between self and other. Authors will include a selection of British (Byron, Keats, Radcliffe), French (Chateaubriand, De Staël) and German (Goethe, von Arnim) writers.
HC IDENTITIES COLLOQUIUM Contextualized within the fluid culture of post-modern identity politics, the advanced-level colloquia discusses the relevance of queer theory by posing the question of how we can image or visualize sexual difference. At a time when individual signs are without signifiers, how can we re-kindle, re-engage, and re-materialize historic codes of sexual difference without essentializing them? Through various artistic, filmic, and theoretical examples, we will examine historic and contemporary trends by which queer people have made themselves visible. Archetypal structures surrounding performativity, confession, nostalgia, criminality, ornamentation and the death drive, will be examined to complicate our quest to locate and reconstruct critical new forms of desire. Students will be expected to participate in extensive classroom discussion, maintain a journal of written or visual responses to assigned screenings, slide presentations, and readings, and complete a final project. Example artists/writers will include: Jean Genet's Un Chant D'Amour, Jennie Livingstone's Paris Is Burning, the Names Project, Stuart Marshall, Andy Warhol, Virgil Marti, Luther Price, Sadie Benning, Ryan Trecartin, Steve Reinke, Christian Holstad, Nick Cave, Tracy and the Plastics, and Gregg Bordawitz, among others.
HC IDENTITIES COLLOQUIUM The texts are., Wilde's The Picture of Dorian Gray (short novel), Forster's Maurice, Puig's Kiss of the Spider Woman (novel), Kushner's Angels in America (play), Kramer's Women in Love (screenplay), Fierstein's Torch Song Trilogy (play), Cameron's The Weekend, 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 Wilde, Kramer, Puig, and Cameron, two epic outlooks in Forster and Kushner, 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 or recommended— Women in Love , Kiss of the Spider Woman, Torch Song Trilogy, and Angels in America.
HC IDENTITIES COLLOQUIUM This course will explore aspects of different cultures of the francophone world through a study of selected films and literary works that center on the experiences and perspectives of adolescent female protagonists. We will consider historical, political and social contexts as well as such topics as: cultural, national and ethnic affiliations; the relationship between countries of the francophone world and France; gender roles and sexuality; generational bonds and tensions; exile and the search for identity; responses to violence; and individual and collective acts of resistance. We will also explore the idea of adolescence as a privileged "time and place " from which to perceive, interrogate, and try to make sense of the world. All of the books are readily available in English translation, although students with a reading knowledge of French will be welcome to read them in the original language. Emphasis will be on finding intelligent and productive ways to incorporate the students' own "passions, politics and personal journeys " into their intellectual and creative responses to the material. We will do a lot of seminar discussion and a lot of writing (both formal, critical papers and more personal reaction pieces). Readings: Marie-Claire Blais Anna's World (Visions d'Anna) [1982] Ken Bugul The Abandoned Baobab: The Autobiography of a Senegalese Woman (Le Baobab fou) [1982] Marguerite Duras The Lover (L'Amant) [1984] Nicole Brossard Mauve Desert (Le désert mauve) [1987] Edwidge Danticat Breath, Eyes, Memory [1994] Gisèle Pineau Exile According to Julia (L'exil selon Julia) [1996] Fatima Mernissi Dreams of Trespass: Tales of a Harem Girlhood (Rêves de femmes: Une enfance au harem) [1996] Annie Ernaux Shame (La honte) [1997] Amèlie Nothomb The Book of Proper Names (Robert des noms propres) [2002] Films: Honey and Ashes (Miel et cendres) (N. Fares, Tunisie, 1996) Set me Free (Emporte-moi) (L. Pool, Québec, 1999) The Sex of the Stars (Le sexe des étoiles) (P. Baillargeon, Québec, 1993)
HC SOCIAL SCIENCE COLLOQUIUM Although criminals and mental patients may be more colorful, "normal " people (i.e., psychologically healthy and statistically average people) are responsible for producing much of the world's misbehavior. This course will explore how fundamental aspects of human cognition and motivation, evolutionary pressures, and culture contribute to the perpetration of everyday wrongs committed in social contexts. Chief among the phenomena studied will be egocentric and self-serving biases, characteristics of intergroup perception that form the roots of stereotyping and prejudice, and situations in which humans willingly or mindlessly comply with requests that result in harm to others. Does (or should) the fact that these phenomena are part of human nature affect the extent to which we can view outcomes stemming from them as "evil? " Keeping in mind that many of humans' nasty habits are side effects of behavioral patterns that are on the whole adaptive, the course will also consider whether some of the bad outcomes can be eliminated without also losing the generally advantageous tendencies. Readings will include empirical research articles as well as theoretical and applied papers. Most of the readings will be drawn from the field of social psychology, but some will also come from related fields such as developmental psychology, cognitive psychology, and other social sciences. Course activities will include locating and researching examples of these phenomena and identifying historical, current, and personal contexts in which they are found.
HC SOCIAL SCIENCE COLLOQUIUM What is the relevance of modern evolutionary psychology for the roots of human political and social behavior in particular, cooperative and ethically-bound behaviors? Classic and modern political and ethical theories (e.g., Hobbes, Locke, Rousseau, Rawls, as well as Modern Political Economy and much Feminist theory) are, characteristically, founded on assumptions about human nature. Evolutionary psychology lets us evaluate those assumptions and, therefore, provides a basis from which such theories can be reassessed.
HC SOCIAL SCIENCE COLLOQUIUM Historians study events and actions, what happened, when, where and why. But we are equally concerned with unearthing the material worlds of the past. In this class, we will investigate eighteenth century things – the objects that once populated the European world. We will examine many different kinds of objects including household things, commercial things, scientific things, and artistic things. In every case, we will attend to the material characters of these objects, their uses, and the cultural and intellectual frames that give them meaning. Some of our eighteenth-century things – the magic lantern, the hot air balloon, the meter stick – were new. Others – coffee, tobacco, porcelain – were new to Europe. Still others – bread and water, for example – were old or even timeless but took on new meaning in the context of eighteenth-century social, cultural, and political life. Over the course of the term, each student will pursue an independent research project on one eighteenth-century thing. Reading for this course is heavy, but no prior knowledge of eighteenth-century history will be assumed.
HC SOCIAL SCIENCE COLLOQUIUM The goal of this course goal is to map ‘human corporeal organization', to draw a portrait of the bodily roots of culture(s) and history. I'll explain how and why below. But first I want to explain that the mapping of human corporeal organization is also the goal of Chapter 4 of my current book project. Chapter 4, however, is not yet written. And if this course succeeds as I think it will, then we as a class will together write Chapter 4, and members of the class will be listed as co-authors of this chapter of my book. So first let me explain a little bit about why we would want to map human corporeal organization, and then, in discussing the course assignments, I will explain how we will do it. In a statement with which his contemporary, Charles Darwin, certainly would have agreed, Karl Marx wrote that ‘the first fact to be established for the study of history is the corporeal organization of human beings.' This is quite a claim and represents a rather fundamental with the mainstream of the Western philosophical tradition views the mind as that which distinguishes Homo sapiens from other animal species and which defines human culture as a product of that mind. Marx's statement, on the contrary, maintains that it is the peculiar corporeal organization of the human species that enables it to produce both culture in general and a diversity of cultural forms. And this focus on the evolved human body, the product of natural history, as the producer of culture(s) and therewith history, is the point where Darwin and Marx meet. But it is one thing to claim that human corporeal organization (or what I will abbreviate as ‘corporeality) is the foundation of history and culture, and quite another to explain what that means and how cultural forms are rooted in corporeality – especially since culture is generally conceived as the antithesis of nature. So let's provide a few examples of how cultural forms are rooted in, and essentially in-formed by, corporeality. In his book The Body in the Mind Mark Johnson, professor of philosophy at the University of Oregon, explains that our upright posture resulting from our thoroughgoing bipedality is the corporeal root of our notions of equilibrium, aesthetic balance, and justice. And a bit of musing can provide several more examples. Everyday speech is filled with the metaphorical deployment of body parts (e.g. the head of the table). And some less obvious, seemingly banal, but telling examples include the following. All cultures use color metaphors and there is great variation in both how different cultures divide the color spectrum and how they use colors metaphorically. But the almost infinite variation in the use of color metaphors is still limited to the range of the human eyes. One apparently distant philosophical consequence of this seemingly trivial fact is that if our eyes could detect infrared, Descartes would not have made the visual attributes of clarity and distinctness the measure of truth. Behind diverse metaphorical usages of the sun and moon is a logic of solar dominance rooted in human diurnality. Religious rituals like Balinese trance dancers or Islamic whirling dervishes, and the banal thrill of a roller coaster (or using mind-altering drugs for insight and/or thrills) exploit the disruption of our vestibular sensibility for a brief walk on the unbalanced side. But (addiction aside) it is precisely the abnormality, the transitoriness, that is the seduction, and the return to normalcy the salvation. If our bodies were so constituted that we could live with permanent disruption of our vestibular sensitivity, we would be very different beings with very different cultures. Bodily constraints also provide challenges for their imaginative transcendence—both materially and semiotically. Behind the rich symbolic uses of the sea as mysterious depth or the sky as heavenly and infinite (and planes and submarines that allow us temporarily to transcend it) is the corporeal limit of terrestriality. And the relation between the mortality of our bodies and religion is fairly obvious. Finally, however elastic gender categories are, they fall within the range bounded by the two biological sexes. Were there, say three or more biological sexes, our set of gender categories and metaphors would be much broader and far more complex. Though at first glance it may seem somewhat absurd to claim that culture is a corporeal product, the more we muse about it, the more plausible it sounds. To explain that plausibility is the purpose of this course. And we will attempt to do so by mapping the ‘corporeal organization' of Homo sapiens as the basis of human histories. Our focus will be on the ‘universal' human body, i.e. the one that, regardless of its sex or race, any visitor to a zoo would recognize as human. But our goal is not to develop a final or static definition of ‘human nature'. Our goal, rather, will be to delineate those aspects of their corporeal organization that enable humans, as Marx aphoristically put it, ‘to make their own histor[ies],' as well as those aspects that prevent them from doing so ‘as they please.' Our map must therefore delineate the corporeal needs and limits that require, and the corporeal instruments, capacities, and dexterities that enable, humans to produce worlds in the image of their own (socio-culturally mediated) needs and desires. By drawing a portrait of the corporeal capacities that produce potentially infinite variation in cultural forms and of the corporeal needs and constraints that impose limits on the variability of human cultures, we will delineate the range of human cultural forms. As these examples make clear, this course requires the integration of material from the natural sciences, social sciences, and humanities. And students from all majors are both welcome and needed. Assignments: · In the first three to four weeks, we will read various articles and excerpts from books that explain in greater detail the how and they why of our cartographical project. These include selections from Elaine Scarry and also the two chapters that I have written that precede and introduce this mapping project. · The last six to seven weeks of the course will be spent in discussion of and oral presentations bodily instruments, corporeal capacities, and corporeal needs, limits and constraints. The exact content will depend on the choices made by class members during the first week on what aspect of corporeality they want to study, and from what perspective, whether from a biological or cultural perspective. · The oral presentation will be the basis of a 10-15 page paper that will be the only major writing assingment. Again, if the course goes as I imagine it will, these papers will be integrated into my chapter, and class members will be named as co-authors. This course will not be any more time consuming than any other HC colloquium. But because we will all be working rather closely toegether in order to integrate the various parts into a coherent chapter, it will require steady commitment and preparation. I suggest that those interested in taking the course speak with me before enrolling so any question about the course, its contents, and its requirements can be answered. I am in my office Wednesdays and Thursdays 4:00-5:00; and if those times don't work, please email me at fracchia@uoregon.edu and we will find a time.
HC SCIENCE COLLOQUIUM 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.
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 mock oral examinations. Course requirements include submitting a Thesis Prospectus and completing the Graduation Audit. Seniors should also have a graduation audit done in their major department(s). Enrollment is based on a first-come, first-served basis. Space is limited! Students who do not file applications in a timely manner will be asked to take Thesis Prospectus the following term. Before enrolling in this class, a student should 1. select a primary thesis advisor from their major department or school, 2. complete and print a Thesis Prospectus Application , 3. have the Thesis Prospectus Application signed by the primary thesis advisor, 4. submit it to CHC Academic Coordinator Kris Kirkeby one to two weeks before registration for the next term begins, and 5. register for the class. Questions should be directed to Kris Kirkeby, CHC Academic Coordinator.
SPRING 2009 PROPOSED COURSES back to top
SCIENCE HC 209H 21st Century Science (Schombert) RESEARCH HC 223H Honors College Literature Research HC 233H Honors College History Research THESIS HC 410H Thesis Orientation HC 477H Thesis Prospectus COLLOQUIA Arts & Letters HC 421H The Invention of the Middle Ages (Bishop) HC 421H Literature of War HC 421H Inside-Out Prison Exchange (Shankman) HC 424H/421H Disability Studies (Wheeler) Social Science HC 424H/431H Disparities in U.S. Health and Health Care (Greene) HC 434H/431H Latin American History (Zahler) Science HC 434H/441H Physics and Politics of Global Climate Change (Bothun) HC 434H/441H The Challenge of HIV/AIDS in Africa (Weeks) HC 434H/441H Ideology, Sustainable Communities, Global Warming (Bowers) Identities and Pluralism (IP) HC 424H/431H Disparities in U.S. Health and Health Care (Greene) HC 424H/421H Disability Studies (Wheeler) International Cultures (IC) HC 434H/431H Latin American History (Zahler) HC 434H/441H Physics and Politics of Global Climate Change (Bothun) HC 434H/441H The Challenge of HIV/AIDS in Africa (Weeks) HC 434H/441H Ideology, Sustainable Communities, Global Warming (Bowers) SPECIAL COURSE OFFERINGS GEOL XXX untitled (Hopkins) |
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