Winter 2016 Course Descriptions

Reconciling Science and Religion: The Legacy of Thomas Condon

Winter term, 2015-2016
HC 207H 4.00 Credits

CRN 26308 14:00 - 15:20 MW GSH 103

Professor: Edward B. Davis

In this course, we will explore scientists' reconciliation of the two ways to answer the question "Why?" The process-based answers of science rely on a uniformitarian assumption and seek to explain the world without resorting to supernatural hypotheses. The teleological answers of religion seek to explain the world with respect to one or more goals attributed to the Creator, and may or may not resort to supernatural hypotheses. These two realms of philosophy are not necessarily contradictory and can, in some ways, complement one another. Thomas Condon, the founding faculty member in Science at the University of Oregon, was a devout Christian and an early adopter of Darwin's theory of natural selection. Consequently, our university has an important legacy in the philosophical frontier between religion and science.Each week, we will read one paper discussing the relationship between religion and science, written by scientists. Students will write a one page reaction to each paper, due before class so that their reactions can be fuel for in-class discussion. Papers will be reviewed on the basis of intellectual rigor, style, and grammar, but students will not be graded on the basis of their religious or philosophical viewpoints. The goal of the class is to foster critical thinking, not to judge. The final four papers of the quarter will be chosen by the students, based on the interests developed by the group during the class. The exams will consist of a series of essay questions based on the discussions of the quarter, graded again, with reference to intellectual rigor, style, and grammar.

Reconciling Science and Religion: The Legacy of Thomas Condon LAB

Winter term, 2015-2016
HC 207H 0.00 Credits

CRN 26309 14:00 - 15:20 F CAS 101

Professor: Edward B. Davis

See course description under CRN 26308. If you are going to register for that course, you must register for this Lab as well.

From Truth to Absurdity and Back

Winter term, 2015-2016
HC 209H 4.00 Credits

CRN 26377 16:00 - 17:20 MW PLC 361

Professor: Amy Connolly

The sun and stars orbit the earth. That’s absurd!
An experience is something that can be inherited. That’s absurd!

At first glance these statements seem absurd, but reason and observations at one point in history rendered them plausible paradigms. Many paradigms, like those we have seen in astronomy, undergo a metamorphosis over time as evidence emerges, technology evolves, and even as societal values change. And sometimes, scientists find themselves revisiting these old absurd theories. For instance, the idea that an acquired trait or an emotional event could impact the physiology of your unborn child is not supported by the genetic discoveries of the 20th century. But 21st century findings in epigenetics is calling upon biologists to re-examine this idea, forcing us to improve our explanation of inheritance. A concept that once had credence lost acceptance, but is now being recycled in some fashion. What constitutes scientific truth? And will the mysteries of nature ever be fully resolved? In this class we will discuss these kinds of questions, while exploring a wide variety of topics in the history of science.

Students will be invited to leave their 21st century mindset at the door, and to explore scientific concepts from the perspective of the time in which they evolved. We will take into consideration how the political climate, religion and culture affected what the scientist researched and how the data was interpreted. We will look at who was doing science, and what motivated them; was it genuine curiosity or was it something kind of sinister? We will read past and present literature, and consider the dogmas that were faithfully accepted and the others that were viciously argued over. Finally, we will look at our present day dogmas and scientific truths and discuss what the future holds for them.

This class is appropriate for science majors and non-science majors alike.

‘I’ll Sleep When I’m Dead’: Narratives of Retribution and Revenge

Winter term, 2015-2016
HC 222H 4 Credits

CRN 22726 1200 - 1320 TR CHA 303
CRN 22734 0830 - 0950 TR CHA 303

Professor: Ulrick Casimir

Focused on both narrative readings (mostly poetry, drama, and short fiction) and films, this section of HC 222 concerns how different cultures, over time, have examined through narrative the mechanics, potentialities, limitations, and consequences of retribution and revenge.  Over the term, we will work together to unpack “revenge” as it applies to narrative; we will also examine why (and how) the desire for revenge and retribution has surfaced—and continues to surface—so frequently in both literature and film. 

Readings span the 17th century through the 21st century and range widely in terms of audience and appeal.  Primary written texts include works by Thomas Kyd (The Spanish Tragedy), Heinrich von Kleist (“Michael Kohlhaas”), Edgar Allan Poe (“William Wilson”), Robert Browning (“My Last Duchess”), and Gabriel Garcia Márquez (“Chronicle of a Death Foretold”), as well as Andre Dubus II (“Killings”), Roald Dahl (“Nunc Dimittis”), Jean Patrick Manchette (Fatale); Cornell Woolrich’s Rendezvous in Black, Stephen King’s Carrie, and Megan Abbott’s Dare Me; films include Ivan Dixon’s The Spook Who Sat By the Door (1973), Todd Field’s In the Bedroom (2001), Park Chan-wook’s Oldboy (2003), and Kimberly Peirce’s Carrie (2013).  Secondary texts include short critical essays specifically selected to help contextualize the assigned readings and films, as well as brief selections from longer pieces (book-length works by Georges Bataille and René Girard, for instance) more broadly germane to the theme and approach of the course.  Written work will mostly consist of short weekly assignments/journal entries as well as two essays, the first at 3-4 pages, and the second at 5-6 pages.

The Mystery You’re Investigating May Be Your Own

Winter term, 2015-2016
HC 222H 4.00 Credits

CRN 22727 10:00 - 11:20 MW PLC 361
CRN 22731 14:00 - 15:20 MW PLC 361

Professor: Casey Shoop

This course explores a range of literary and cinematic works in which protagonists, narrators, and even readers/viewers find themselves caught up in plots beyond their understanding. If one traditional convention of the detective genre entails a central character who solves the mystery through the sheer power of his/her reason to order the clues into a coherent account of ‘whodunit,’ the texts in this course offer no such clear resolution nor any agent capable of standing outside of the mystery and verifying its final meaning. On the contrary, these characters and protagonists inhabit uncertain worlds, negotiate abstract systems of power, and experience unstable relationships to both their own identities and the larger realities around them. This is not a course on the detective genre per se—we will consider texts from 1600 to the present—but we will be interested in how certain works may be said to produce the mystery of their own interpretation. How and why do particular literary works create self-conscious ambiguity about their meaning? What is the value of our own uncertainty in reading such texts?

Does our act of reading/viewing reduplicate the experience of the protagonists at the center of these plots? Are we caught in the plot as well? If so, what is the meaning of our own capture in these elusive narratives?

Possible literary authors include William Shakespeare, Rene Descartes, Joseph Conrad, Franz Kafka, Thomas Pynchon, Patricia Highsmith, Haruki Murakami, Colson Whitehead, among others. Possible directors include Alfred Hitchock, Michelangelo Antonioni, Agnes Varda, and David Lynch, among others.

Eco Lit and Genius Loci: Humanity and Nature

Winter term, 2015-2016
HC 222H 4.00 Credits

CRN 22729 1000 - 1120 MW CHA 303

Professor: Barbara Mossberg

Homer sang it, Aesop fabled it, Shakespeare sonneted it, Milton made it epic, Wordsworth gave us our words’ worth: since Gilgamesh scratched it on clay in cuneiform in 2700 BCE, eco-literature is a dynamic portrait of human engagement and concern with our world. Whether expressed in joy, gratitude, anger, or sorrow, what is at stake in how we represent earth and understand our relation to it. Our class takes up writing that turns our heads upwards, brings us to our knees, inspires us to climb and leap, make and break laws, save savannahs, wage war and peace, fight for civil rights, declare love, and try to preserve our earth. In the study of literature of our environment, we marvel at the fanged, the fierce, the lofty, the flowing. We rejoice at weeds and spiders. We ponder icons of the environmental movement, including Thoreau, John Muir, Aldo Leopold, and Wendell Berry, and the poetry of Wordsworth, Gerard Manley Hopkins, William Cullen Bryant, Emily Dickinson, Joyce Kilmer, and Pablo Neruda, and contemporaries. We’ll see the role of eco lit in law and public policy on the environment. We’ll note how leaders of countries (such as Charles, Prince of Wales, Wangari Maathai of Kenya, Abraham Lincoln) and organizations (such as Humane Society’s Wayne Pacelle, Patagonia’s Yvon Chouinard), and the Supreme Court (William O. Douglas) write and are influenced by eco literature. We take a gander at ancient and classic foundations of eco-literature as we consider how we present our world to our children, from Dr. Seuss to E.B. White to Shel Silverstein.
In the process of asking, how does the human mind conceive and express nature, we are reflecting on how we see: such exploration reveals a consciousness and conscience for what it means to be human. From works narrated by pigs and dogs and elephants, to Daniel Quinn’s Ishmael, Kenneth Bennett’s eco-thriller set in our Pacific Northwest, Exodus 2022, Walter M. Miller, Jr.’s Canticle for Liebowitz, to writers such as Barry Lopez, Annie Dillard, Terry Tempest Williams, Scott Sanders, Barbara Kingsolver, Edward Abbey, and John McPhee, to Orion, ILSE: Interdisciplinary Studies in Literature and Environment, and CHC student-nominated favorites, students select examples of contemporary and modern eco-lit classics for an eco-literature review. We’ll explore and perform two iconic American plays in terms of how an eco lit reading reveals a joyous and anguished response to nature at the heart of our national psyche, Thornton Wilder’s Our Town and Arthur Miller’s Death of a Salesman. We’ll research environmental topics, causes, and issues in terms of how writers address and shape them for the public conscience, preview a work in progress of a musical drama on trees, engage with local and regional eco-writers, create an original “poet-tree slam,” and develop your skills in "eco-crit" as both creator and scholar of a journal and essays. Class will include field trips on and off campus, including to our own Walden Pond, yes, in the early morning, as dawn rises.

The Invention of Love

Winter term, 2015-2016
HC 222H 4.00 Credits

CRN 22728 10:00 - 11:20 TR GSH 103
CRN 22730 14:00 - 15:20 TR CHA 307

Professor: Monique R. Balbuena

It is so common to speak of love in books, films and magazines that it appears to be a shared, universal feeling. And yet, if we engage in a historiography of love, it is clear that love has had many faces, and that the love of which we speak in the 21st century is not the same as the 17th-century love, which in its turn, differs greatly from the 12th-century love.
This course will look into many of the ways in which the idea of love has been construed. We will start with the biblical The Song of Songs, proceed to medieval Tristan and Iseult, and arrive at classical French Le Cid, by Corneille. We will also read several of Shakespeare’s sonnets, some lais and blasons by Italian and French poets (such as Petrarch and Marie de France, among others), a canto from Dante’s Inferno, as well as poems by Michelangelo and Spanish mystics, San Juan de la Cruz and Santa Teresa de Avila. We will also look at modern readings and rewritings of some of these older texts, and read poems by Yehuda Amichai and Juan Gelman.
Some of the questions guiding us are: How is love culturally and historically specific? How did the concept of courtly love develop? How is the performance of love affected by the concept of honor in the 17th century? How are gender and desire portrayed? How do the secular and the sacred converge in love poetry? How is the mystical experience depicted in terms of sensual/sexual love? How can love poetry be used to speak of exile and the nation?

Making Modern Literature

Winter term, 2015-2016
HC 222H 4.00 Credits

CRN 22732 1200 - 1320 MW CHA 307

Professor: Louise Bishop

Bruno Latour writes, “We have never been modern.”  What does the word modern mean?  What does the word literature mean?  We will interrogate the words “modern" and "literature" quite closely. We will also consider the generic constraints affecting poetic, prose, and dramatic (stage and screen) representations of modernity. What makes modernity interesting? Compelling? Accurate? Meaningful? Truthful? Real? Readings: the novel Princess of Cleves (1678) by Madame de Lafayette (originally published anonymously), which re-imagines the court of Henry II of France in the mid-sixteenth century; Charles Dickens' A Tale of Two Cities (1859), his novel based on Carlyle's The French Revolution; Virginia Woolf's Orlando (1928), providing (among other things) a history of English letters from the reign of Queen Elizabeth to the 1920s; the play Arcadia by Tom Stoppard, a re-imagination of the life of Lord Byron layered with his (fictional) modern biographers; Michael Frayn's play Copenhagen, which re-imagines the meeting between Nils Bohr and Werner Heisenberg in 1940's Denmark; and The God of Small Things by Arundhati Roy, set during the Naxalite political movement in 1960s Kerala, the most southern state in India and the only state in the world with a freely-elected Communist government. Work for the term includes response papers, article summaries and responses, graded formal papers, class presentations, and a final exam.  Opportunities include some film viewing.

Subjects & Objects

Winter term, 2015-2016
HC 222H 4.00 Credits

CRN 22733 8:30 - 9:50 TR CHA 307

Professor: Katherine Brundan

This course examines the curious fictional world of objects and how these effect us, as subjects. We will read literary texts which strangely dismantle the opposition between “subjects” (who act) and “objects” (who don’t). We will begin with the curious and popular eighteenth-century “it-narratives” in which objects speak (with titles like “The Adventures of a Pair of Lady’s Slippers” and “The History of an Atom”). In considering the strange opposition between subjects and objects, we will read Defoe’s Robinson Crusoe, some nineteenth-century “mummy fiction” (by Théophile Gautier and Arthur Conan Doyle), and Rider Haggard’s adventure novel, She. We will conclude with texts that highlight objects behaving in strange ways, including Sigmund Freud’s The Interpretation of Dreams and some speculative fiction by Adolfo Bioy Casares and Rana Dasgupta. Assignments include short close-reading responses and a formal essay, with plenty of scope to develop individual interests.


Winter term, 2015-2016
HC 222H 4.00 Credits

CRN 22735 14:00 - 15:20 WF CHA 203

Professor: John Witte

Nature poetry in English has in recent years been revitalized by a widespread ecological awakening. Our class will investigate the links between poetry and environmentalism, and explore the various ways that nature has been represented in English and American verse. Our close reading of poems – from Chaucer to Hopkins to Mary Oliver – will be framed by ten seminal essays on ecopoetry. We will address the pressing issues of species extinction, environmental degradation, and climate change, finding in the dynamic equilibrium of wilderness clues for our own survival. We will acquire from this course a keen sense of the poem as an instrument for quickening ecological awareness.

Seeing and Believing

Winter term, 2015-2016
HC 222H 4.00 Credits

CRN 22736 10:00 - 11:20 WF CHA 203

Professor: Sander Goldberg

Works of literature produced in and for earlier times present modern readers with numerous obstacles to understanding. We may, for example, struggle to imagine what that earlier time and the people living in it actually looked like. We may also question the relevance of an older work’s themes and preoccupations to modern experience. Can the medium of film help us surmount such obstacles either by showing us what purports to be the look and feel of an earlier time or by recasting essential elements of the older work in a modern idiom? This course will center on a few famous plays and novels that have inspired significant film adaptations, studying each work first in its own right, then through the film versions, and finally asking what is gained (or lost) by moving from the printed page to the screen.

Plays: Shakespeare, The Tempest; Williams, A Streetcar Named Desire
Novels: Austen, Emma; Shelley, Frankenstein; Conrad, Heart of Darkness

In addition to filmed versions of these works, we will also consider modern adaptations such as Forbidden Planet, Clueless, Apocalypse Now, and Blue Jasmine

Evolution and the Modern

Winter term, 2015-2016
HC 222H 4.00 Credits

CRN 26298 14:00 - 15:20 MW CHA 303

Professor: Suzanne Clark

The Origin of Species, published by Darwin in 1859, caused an immediate sensation.  It has been changing not only science, but the way we talk about humans, animals and all of life ever since. What kind of narratives came out of these discussions?  How can we untangle the arguments?

This class will not focus on contemporary evolutionary science, but on the modern turn into the 20th century and the impact of evolution. It appeared as clashes between religion and science, but also as a literary and artistic revolution--and debate--that overturned the old order of narrative (species within a grand design) and introduced the desire for variety in culture. This included an embrace of new kinds of writing as well as new content. In this class you will work on interpreting writing and film, and writing arguments about your findings.  Your written and oral contributions will take the form of questions and responses posted weekly on Canvas, class discussions, a group presentation, and a final paper.

We'll compare Darwin's Origin to the famous 19th century anti-evolutionist biologist, Louis Agassiz.  Both used natural history writing, based on repeated observation, comparison, and description. What was Darwin's amazing difference?  Was it that he turned away from the stability of a fixed hierarchy, the "Great Chain of Being"?

Arguments have followed Darwin for all this history, and we'll analyze the terms of the argument. We’ll learn about Thomas Condon, a geologist at the UO and a minister, and how he negotiated the tensions between religion and evolutionary science in the early days of the university (his collection of fossils and specimens still exist at the UO--we can find out more at our Museum of Natural and Cultural History). We'll read parts of William James describing religions through a kind of natural history (The Varieties of Religious Experience). We'll screen Inherit the Wind, a film about the Scopes "monkey trial" and see a more contemporary film about efforts to keep evolution out of the public schools in Kansas.

Stories of the survival of the fittest will include Hurston's Of Mules and Men; of natural selection, Jack London's The Call of the Wild; of human-animal relationships--wildly popular stories from early 20th century collected in The Wild Animal Story. We will also compare the mid-century Disney fiction film, Bambi, to Disney's recent documentary Chimpanzee, not only to note obvious anthropomorphism, but also Disney's efforts to represent the animals truly. Compare to Jean Rouch's documentary films, cinéma verité, that try to capture the humans in Africa with the camera.

Controlling the Past, Historicizing Modernity,1450-Present

Winter term, 2015-2016
HC 232H 4.00 Credits

CRN 22746 1200 - 1320 TR CHA 307
CRN 22740 1400-1520 TR PLC 248

Professor: Michael Peixoto

In 1550, when Giorgio Vasari wrote that his readers could “… be enabled more easily to recognize the progress of the re-birth of the arts, and the perfection to which they have attained in our own time,” he broke with a long standing pre-modern trend of disparaging the present in favor of an idealized past; couching innovation, progressive thought, and social change in a backward-looking, even at times, pessimistic language of return and reform.  Not alone in his perspective on historical consciousness, Vasari followed Francesco Petrarch (1304-1375), who wielded historical time, periodization, and modernity as tools for shaping and articulating current culture—techniques that many thinkers have continued to employ up through the present day. From the framing of new achievements and the creation of national identities, to the organization of historical material in archives, monuments and museums, the desire to control, preserve and manipulate a narrative of the past has formed a defining element of what it means to be a modern person or modern society. This class explores the use of history to create concepts of modernity and frame one’s understanding of the present day within the relevance of the past.

The class will begin with the works of early modernist thinkers who first articulated a concept of renaissance, or historical rebirth, in the fifteenth and sixteenth century.  We will then turn to the works of Ottoman historians who sought to categorize their own achievements as a similar revitalization of Roman antiquity and explorers, who often framed their new understanding of global geography in medieval and biblical terms.  We will consider the organization of historical thought in the pre and post Enlightenment periods; exploring the creation of systems of documentary editing, archiving, and collecting in museums.  Finally, we will look at the role of historical discourse in the revolutionary writing of the eighteenth, nineteenth and twentieth centuries.  In particular, we will study the concept of time and the dichotomy of past and present in the French and Haitian revolutions, the creation of nationalism, and the Marxist ideas of class struggle and historical destiny.

Disease, Public Health, and the Making of the Modern World

Winter term, 2015-2016
HC 232H 4.00 Credits

CRN 22737 12:00 - 13:20 TR PLC 248

Professor: Melissa Graboyes

This class examines the emergence of modern debates about health and disease and practices of public health in order to gain insight into the larger social, cultural, and political history of the modern world. The class will be broad in geographical and chronological scope. During the quarter, we will discuss the elimination of malaria in the United States; protests against polio vaccination in Northern Nigeria; smallpox eradication practices in India; the epidemiology of yellow fever in Brazil; the origins of AIDS in sub-Saharan Africa; and current vaccine anxieties in the United Kingdom. We’ll also review the impact of factors more commonly associated with modernity, such as the agricultural revolution, industrialization, urbanization, and increased globalization.

Nationalism and Regionalism in U.S. History

Winter term, 2015-2016
HC 232H 4.00 Credits

CRN 22738 1400 - 1520 TR CHA 202
CRN 22739 1600 - 1720 TR CHA 303

Professor: Tim Williams

The idea of a nation state is one of the most important developments of the modern era. Because this topic is so large, this course specifically explores the formation and evolution of nationalism and regionalism in North America and the United States from the sixteenth century to the present day. We will begin by studying how nations and nationalism became such important phenomena in the modern world, especially the West. In particular, we will read Benedict Anderson’s Imagined Communities and Thomas More’s Utopia. Then, in both chronologically and thematically organized units, we will study specific examples of nation building, destroying, and re-making in U.S. history, including the American Revolution, Civil War and Reconstruction, the Civil Rights Movement, and the so-called “war on terror.”  In the process, we will explore important themes that relate to nationalism such as race, ethnicity, gender, and sexual orientation.

Architecture and Urbanism in the Modern World

Winter term, 2015-2016
HC 232H 4.00 Credits

CRN 22741 1200 - 1320 MW CHA 307
CRN 22745 1400-1520 MW CHA 307

Professor: Ocean Howell

This course will examine society and culture of the modern world through the study of architecture and urbanism.  In order to account for changes to the ordering of physical space, one must account for changes to the ordering of the broader society.  Accordingly, we will be using buildings and cities as a lens through which to investigate transformations in political systems (like the emergence of democratic nation states), economic structures (like globalization), and social systems (like class and race relations).  The course will focus on Europe and North America, but will also consider the architectural expressions of imperialism.  Students will engage with primary sources like architectural drawings, reportage, travel narratives, city plans, and design treatises, among other materials.

A History of the Exception. Comparative Patterns of Emergency Powers from the Roman Dictatorship to the War on Terror

Winter term, 2015-2016
HC 232H 4.00 Credits

CRN 22743 1200 - 1320 TR MCK 121

Professor: Sebastián Urioste Guglielmone

Known as “state of siege” or “emergency powers,” state of exception refers to situations when governments, alleging exposure to serious internal and external dangers, decide to temporarily suspend constitutional guarantees, frequently by detaining citizens without written orders issued by a judicial institution.

This course will examine the particular application of such extreme measures and their rationale, engaging students to a historical, philosophical, juridical, political and sociological exploration of different coercive devices deployed from the Roman Dictatorship and the Renaissance Reason of State to present-day domestic drones. Special attention will be given to the alteration produced by the concept of popular sovereignty to legitimize the fight against a public and seditious enmity on behalf of a social contract. This will be the foundation to compare the conceptual origins and concrete differences between the French state of siege and the U.S. Martial Law in the 19th century, leading to focus the attention on the shift that occurred at the beginning of the 20th century, when the suspension of guarantees aimed at controlling workers mobilizations as well as targeting specific segments of the population during international conflicts. A rigorous reading of Carl Schmitt’s work on “dictatorship” and Giorgio Agamben’s theory will follow, finalizing with the study of the most recent states of emergency in the world, principally directed at fighting “terrorism.

Discussion-based, the interdisciplinary study of these apparatuses will challenge us to think critically about the relationship between obedience and authority and pose the question of a new era in the history of the exception.

Historical Thinking in a Global Framework, 1350-Present

Winter term, 2015-2016
HC 232H 4.00 Credits

CRN 22744 10:00 - 11:20 TR CHA 307

Professor: Joseph Fracchia

In the beginning of that 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 and extremely wealthy cities of China, the Indian Ocean rim, and the “Middle East,” what we call “Europe” was a rural and poor provincial backwater.  Just a few centuries later, however, around 1800, the tiny kingdom of England had acquired an empire on which “the sun never set,” and by 1900 Europe had completed its conquest of the world.  Yet within 50 years, European powers had destroyed themselves in two World Wars, revolutions by “third world” peoples were overthrowing colonial rule, and the nuclear-armed “superpowers,” the U.S. and the U.S.S.R, were locked in a hostile confrontation that not only affected all parts of the world, but also threatened its annihilation.  By the first decade of the new millennium, the euphoria following the collapse of the Soviet Union and the ‘victory’ of the West has quickly waned as a result of economic crisis; and China has regained a position of economic preeminence. These astonishing transformations will be the topics of this course, which will consist of an introduction followed by four parts.  In the Introduction we will take stock of the state of the world circa 1350.  Through comparative socio-cultural analyses we will glimpse the similarities and differences in how people lived and thought in China, India, the Middle East, Africa and the Americas.  In the second part of the course, we will focus specifically on the profound transformation of European society, politics, culture and international standing effected in Europe by the advent of capitalism.  In Part III we will focus on the great upheavals that made the 20th century doubtless the most barbarous in human history:  the two world wars, the Holocaust, the rise and fall of the Soviet Union and the anti-colonial revolutions. In the concluding part, we will take stock of our world burdened by economic crisis -- full of social, national, ethnic and/or religious conflicts; and we will try to figure out where we go from here.   The class sessions will consist of discussions of assigned readings with occasional lecture-discussion.  Written assignments are:  two papers (5-6 pages) and final exam.

Spaces of Modernity

Winter term, 2015-2016
HC 232H 4 Credits

CRN 22742 1000 - 1120 MW GSH 103

Professor: Daniel Rosenberg

This course examines the emergence of modern social, cultural, and intellectual forms from the fifteenth to the twentieth centuries. It focuses especially on the histories of Europe and the United States, highlighting the changing spaces of modern life, and the ideas and oppositions that define them. It raises questions of geography, architecture, planning, and related spatial disciplines. In addition, it frames analytic and compositional strategies in preparation for the history research paper in HC233.

Honors College Forensics

Winter term, 2015-2016
HC 399H 1.0 - 5.0 Credits

CRN 22747 1200 - 1350 MW GSH 117

Professor: Trond Jacobsen

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 are 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.This course is open to ALL UO students (not only Clark Honors College students) to enroll.

Thesis Orientation

Winter term, 2015-2016
HC 408H 1.0 Credits

CRN 22753 1100 - 1550 Saturday, January 30th Only CHA 303
CRN 22754 1700 - 2150 Thursday, January 21st Only CHA 203

Professor: TBA

This is a one-day workshop with follow-up meetings. It should be taken late in the second year or early in the third year of attendance. The workshop examines research questions in different majors, suggests tactics for identifying potential thesis advisors, and helps students map out their thesis timetable in light of program requirements and opportunities, such as studying abroad.  Food and beverages will be provided.

Negotiating in Northern Ireland

Winter term, 2015-2016
CRES 410 (HC 431) 4 Credits

CRN 21768 1000 - 1150 MW KNI 282

Professor: Shaul Cohen

This course is open to CHC students.  Graduation RequirementThis class will fulfill the following requirement: a Social Science Colloquium (431H). If the student has already taken a Social Science Colloquium, this class will fulfill an Elective ColloquiumOr, students may request this course to fulfill an IC Multicultural course requirement, if needed, by sending an email to the Academic & Thesis Coordinator at

This course will use Northern Ireland as a primary case to focus on social conflict, territorial disputes, and options for moving toward political accommodations.  It will operate in a mixed lecture/seminar format, and touch upon a range of issues that reflect the broad impact of zero sum conflicts, including sectarian dynamics in the work place, the family, the educational system, government, popular culture, and "the street."  It will explore structural elements that are part of the Catholic-Protestant/Republican-Nationalist-Unionist-Loyalist struggle, as well as the narratives that stem from and contribute to the encompassing dispute.  In lecture and discussion we will move among several different scales as we incorporate the experience of the individual, the community, and the nation(s) and attempt to identify strategies that help mitigate or transform the zero sum situation that has characterized much of Northern Ireland for generations.

Students are required to attend a special class session on Wednesday, March 9th, 1800-2350, at a location to be confirmed.

Emerson and Einstein, Interdisciplinary Artist Activists: An Inquiry into Genius

Winter term, 2015-2016
HC 421H 4 Credits

CRN 22757 1600-1750 MW CHA 303

Professor: Barbara Mossberg

Poetry and science merge, converge, blur, and blend in this study of genius that rocked—and still rocks—our world. Bursting and bending disciplines, joyously defying definitions of field--Einstein the scientist playing the violin and encouraging humanities, Emerson the poet urging study of science and history. Despite the seeming impenetrability of e=mc2 and “The American Scholar,” considered “genius,” Emerson and Einstein were celebrities, famous iconic minds and legends who shaped their centuries—and ours – public intellectuals who were understood more than not. Quoting and quoted, it is as writers in the public realm and popular culture that they became movers and shakers, as metaphor makers that they became change agents. Their metaphoric imaginations challenged and changed science and social sciences in how we think about our world and what “matters,” from transformative emergent complexity and chaos theories to civil and human rights and environmental policies. We ask, what makes them so powerful? Humanities advocates, teachers and preachers shaping 19th and 20th century thought, respectively, their writings continue in our own day to be some of the most influential ever published, spawning continuous revolutions in science, literature, and cultural understanding. We investigate formative texts for these great minds’ own learning and development as writers. What did they come to believe and practice as intellectual leaders? How and why did they use their “authority” as peace activists for human rights? We examine the paradox that such seemingly difficult thinkers seek a common world view, literally and morally, in terms of conscience, courage, empathy, kindness, and goodness. Feisty iconoclasts, Emerson and Einstein’s lives and writings inspire ways to see our world with imagination and insight as “miracle” worthy of excitement, awe, and wonder, and a rousing social critique to foster better behavior to one another.

Our readings include Einstein’s Ideas and Opinions, The Ultimate Quotable Einstein, The Cosmic Einstein: Writings on Art, Science, and Peace, Emerson’s Selected Essays, as well as ground-breaking creativity that comes from taking Emerson and Einstein literally -- Walt Whitman, Henry David Thoreau, Emily Dickinson, Richard Feynman, and today’s artists, scientists, and poet philosophers. As part of a growing oeuvre featuring Einstein and Emerson, we dramatize Steve Martin’s comedy honoring Einstein as artist, Picasso at the Lapin, and Fred in the Hills and Friends—Einstein, Dali, Brecht, Twain, and the Real Jesus (Theater of Being). Creative and analytical work will engage each student’s inner “E.”

Literature and/of Philosophy

Winter term, 2015-2016
HC 421H 4 Credits

CRN 26379 0830 - 0950 MW PETR 101

Professor: James Crosswhite

What is philosophy, and why does it take the form of writing and literature? What is literature, and how does it carry out the work of philosophy? In this course, we will explore and engage with the ways these questions have been developed and answered in some major philosophical and literary works. You will gain a knowledge of these major works and of the ways they answer the questions of what philosophy is and how literature carries out philosophical work. You will also gain skill in interpreting and discussing philosophical and literary texts and issues. We will keep some of the great questions of the philosophical tradition before us: What can we know? How should we live? What may we hope? What is love, and what is worthy of love?

The Comedy of Jane Austen

Winter term, 2015-2016
HC 421H 4 Credits

CRN 26947 1000 - 1120 TR CHA 203

Professor: Henry Alley

The texts are five of Austen’s major novels, Sense and Sensibility, Pride and Prejudice, Mansfield Park, Emma, and Persuasion, all works of the late eighteenth and early nineteenth centuries.  Through close reading and discussion, the course will examine the works of the great comic novelist.  While discussing her work, we will not only look for hallmarks of humor and laughter, but also at her timeless themes—the need to be useful, the quest to find a suitable mate, the struggle to know the world while avoiding cynicism, the challenge of advancing beyond one’s immediate family and one’s own narrow point-of-view, and the search for privacy while still maintaining connection with a social world.  At the end of the course, we will study D.H. Lawrence’s short novel, Daughters of the Vicar, to see how Austen’s themes were reformulated and expanded in the twentieth century.

There will be two short papers and one long one.  We will have required but non-graded quizzes.  A reading journal is optional.  There will be a strong emphasis on discussion, and on listening to recorded passages from the books to appreciate tone, voice, and point of view.  Videos of all the novels will be available.

Inside Out Prison Exchange Literature and Ethics: Tolstoy's War and Peace Part 2

Winter term, 2015-2016
HC 421H 4 Credits

CRN 26378 1800-1950 R OSCI Salem

Professor: Steve Shankman

This course is open only to Clark Honors College students who attended Tolstoy’s War and Peace, Part 1 in Fall Term 2015.

The Self as Performer

Winter term, 2015-2016
HC 421H 4 Credits

CRN 22756 1400 - 1550 MW CH 103

Professor: Laura Wayte

Spend a term learning about performance, developing a play and developing yourself as a performer to serve the goals of that play, all within the parameters of Elizabethan-era performance traditions. Become well versed in the literature and cultural traditions of Elizabethan England and learn to see yourself and your life as performance art. Class culminates in a performance of improvised play by students including singing and dance. While it is greatly encouraged, no one is required to sing or dance solo, but everyone will be responsible for participation as an actor in the play.

Evolution: The Incredible Human Journey

Winter term, 2015-2016
HC 424H/441H 4 Credits

CRN 26350 1400 - 1520 TR GSH 130

Professor: Azim Shariff

Graduation Requirement: This class will fulfill both of the following requirements: a Science Colloquium, and an IP Multicultural class. If the student has already taken a Science Colloquium, this class will fulfill both of the following requirements: an Elective Colloquium and an IP Multicultural class.

The theory of evolution by natural selection has been called the single greatest idea that has passed through a human mind. In the 155 years since its first papers were published, the theory has revolutionized biology, but its impact has been felt well beyond the life sciences, forcing our species to reconsider who we are and what our place in the world is. We have recognize that what we consider modern human society represents a tiny and very peculiar blip in the very long history of human beings on this planet. Whether we consider the 10,000 year history of settled civilization, the 200,000 year history of anatomically modern humans, or the 6 million year history of "proto-humans" since our divergence from our closest species relatives, to fully understand human society is to know about the incredible journey that has led our species to where we are now.

In this class we will explore this deep history of our humanity alongside the more recent intellectual history of the idea of evolution. Using films, popular and historical texts, and scientific research, we will at once explore the epic journey of our species, the legacy it has left on us, and how this controversial story of human origins has battled its way to acceptance. We will learn how evolution is relevant to every aspect of our lives: from human origins to emotions and intelligence, and even religion. The goal is for students to understand the implications of Darwin's dangerous idea, and consider how it can serve as a new lens to look at themselves and the world around them.

Science and Culture

Winter term, 2015-2016
HC 424H/441H 4 Credits

CRN 26773 1400 - 1550 TR PETR 102

Professor: Gregory Bothun

Graduation Requirement: This class will fulfill both of the following requirements: a Science Colloquium and an IP (Identity, Pluralism and Tolerance) Multicultural class. If the student has already taken a Science Colloquium, this class will fulfill both of the following requirements: an Elective Colloquium and an IP Multicultural class.

Professors Bothun and John Nicols will team-teach

This course traces the complex relationship between science and culture from the ancient Greeks to quantum mechanics. In particular we are concerned with these questions:
• How do new scientific ideas find a place in 'mainstream' culture and alter the perception of what humans can know and understand about nature and about themselves.
• By what process do new scientific ideas enter the generally accepted paradigm, and, in particular, which new 'counter-intuitive' ideas are accepted and/or rejected.
• How have societies used religion and science to legitimize political ideologies.

Utopian Visions and Practical Politics

Winter term, 2015-2016
HC 431H 4 Credits

CRN 22761 1600-1750 TR CHA 307

Professor: Joseph Fracchia

This course will take up the challenging task of attempting to hybridize two themes, utopian visions and practical politics that are generally considered antithetical.  And the attempt will be all the more challenging because the class sessions will themselves be hybrids:  the first two-thirds of each class period will be devoted to a historical overview of a variety of utopian visions beginning in the ancient world; and the last third of each session will be devoted to discussing a variety of political issues that will play a crucial role in the 2016 elections in the US.  The seeming incongruity of themes and content raises an obvious question:  how could such a seeming mish-mash produce a successful hybrid?—a question I shall try to answer in a brief elaboration of the themes and logic of the course.

On the one hand utopia, literally “no place”, a world of ideas often conceived as imaginary places from Cockaigne and Schlaraffenland to Herland and the Big Rock Candy Mountain, but (almost) universally considered an impossible dream, a pipe dream.  On the other hand, practical politics, the world of the concrete, reality as it is, not the way we think it should be, the hard truths, etc.  But to anyone casting more than a superficial glance, two things are immediately clear about utopian proposals:  they are very specific responses to the very concrete problems of the historical place and time in which they were written; and they often contain very appropriate solutions to those problems, but are considered utopian because they cannot provide an effective political path for implementing those solutions.  And to anyone who throws more than a passing glance at “practical politics”, it is obvious that the allegedly “realistic” visions behind them are often as unrealistic as those of the utopians are claimed to be.  The goal of the course is to become acquainted with a variety of historical examples (from the ancient world through the present) and learn how to decipher the practical politics embedded in utopian visions and the utopian elements lurking behind practical politics.

A more immediate and contemporary goal is to develop insights and perspectives on the crucial issues that will be decided in the 2016 election—an election that will have immense consequences for both the US and the world.  The exact issues to be discussed will be decided by the class members, but possible issues are:  economic inequality and  minimum wage; corporate citizens and unions;  racial inequality, voting rights, Black Lives Matter, police violence; gender inequality;  gay marriage, abortion issues and religious freedom; immigration; climate change; gun rights; foreign policy, the Iran agreement.  The class will be divided up into groups and each group will be responsible for one week (two class sessions); each group will find and make available to the class a couple short articles with differing positions on the issues for which that group is responsible and which it will introduce with a short presentation.

A final note: the course is designed so that the deeper into the term we get, the more clear the links between these two seemingly disparate topics will become.  In the first weeks of the course, the gap will seem enormous because those sessions will address first utopian visions from the distant past and then contemporary politics.  But the more familiar we become with each topic, the more obvious it will become that understanding how other people in other places confronted their social problems and expressed their hopes for solutions will help us to understand and solve our own.

Assignments in addition to the group work described above:  a weekly blog of two short paragraphs in response to the week’s readings; a 10-12 paper on a utopian topic; a take-home final addressing some of contemporary political issues discussed in class in the form of:  My Platform for the 2016 Elections.

Research and Changing Perspectives on Rapa Nui (Easter Island)

Winter term, 2015-2016
HC 431H 4 Credits

CRN 22762 1700 - 1950 W CHA 307

Professor: Terry Hunt

Easter Island, or Rapa Nui, has become widely known as a case study of human-induced environmental catastrophe, resulting in cultural collapse.  The island’s alleged tragic history is offered as a cautionary tale of our own environmental recklessness and flirtation with failure on a global scale.  However, a closer look at the actual archaeological and historical record for the island reveals that while an environmental disaster unfolded, the ancient Polynesians persisted. Indeed the ancient people succeeded despite the odds. The only “collapse” came with epidemics of Old World diseases introduced by European visitors.  Sadly, “ecocide” has been confused with genocide, intended or not, where today the victims have been blamed for their own demise. 

In this colloquium, we assemble the evidence for the island’s astonishing prehistoric success, and explore how and why this most isolated and remarkable culture avoided collapse.  Perhaps Rapa Nui has a lesson for us today, but it is not the one that has become so popular in recent years.

Students will read and critically discuss a variety of sources from archaeology, palaeo-ecology, history, evolutionary theory, and popular literature.  The seminar will focus on how the story has changed dramatically in the light of new evidence and critical evaluation of the old.  We set the seminar in the context of ongoing research as well as the recent book, The Statues that Walked.  Students do not need prior coursework or experience in archaeology, just the motivation to learn across disciplinary boundaries.

Students will read and actively participate in class discussions, prepare and present a short (ca. 10-15 page) research paper on a topic of their choice with relevance to the issues cover.

Students interested in archaeology, history, environment, ecology, evolution, popular writing, and the Pacific Islands should find this seminar interesting, informative, and relevant.

Public Diplomacy

Winter term, 2015-2016
HC 431H 4 Credits

CRN 22763 1600-1750 MW ANS 193

Professor: Patricia Curtin

This course introduces students to the concepts and practices of public diplomacy. Public diplomacy explores the intricacies of global public-private ventures in the political sphere; it problematizes approaches to cross-cultural communication, moving them beyond language and mechanics to a richer exploration of cultural nuances; and it raises hard questions related to human rights and social justice. In short, it provides a rich subject through which students can explore, articulate, and defend nuanced perspectives that are too often reduced to simple dichotomies, such as East/West, right/wrong, global/local, colonialism/ empowerment. The focus is U.S. efforts, although the scope of the course includes case studies and current events from around the world. Students investigate how public diplomacy relates to traditional communication and diplomacy endeavors, incorporating politics, international relations, globalization concerns, and ethics.

The course builds from the history and theory underlying the field to its application in a number of areas, such as educational exchange, sports, culture, humanitarian aid, and medicine. Course sessions are based on seminar-style discussion, case study analysis, activities such as cross-cultural training exercises, and interviewing guests with particular expertise in area of public diplomacy. Course assignments (white paper, presentation, strategic plan) are similar to the tasks performed by entry- to mid-level diplomats.

Charles Darwin, Scientist, in the Original

Winter term, 2015-2016
HC 431H 4 Credits

CRN 26391 1100 - 1350 F CHA 303

Professor: Bruce Winterhalder

Charles Darwin was a desultory, unpromising student who became one of the most fascinating, creative and influential scientists of the modern era.  He also is one of the best known, through his publications, private diaries and extensive correspondence.  He and his work remain salient today; they constitute the focus of this course. 

We will begin with historian Roy Porter's, The Enlightenment (1996), a short essay on the rapidly changing intellectual world into which Darwin was born.  We then take up The Voyage of the Beagle (1839) and Darwin's formative scientific experiences and adventures on this five-year expedition around the globe.  Historian Janet Browne’s short biography of Darwin and his work, Darwin’s Origin of Species: Books that Changed the World, then sets the scene for an in-depth reading and consideration of Darwin’s most influential work, published in 1859, The Origin of Species by Means of Natural Selection.

We will focus our class time on discussion of the primary readings, which I will supplement from time to time with short (20-30 min) presentations on some of the supporting cast -- Lamarck, Malthus, Wallace, and Spencer -- and on the intellectual currents of Darwin’s time and since.  Several questions will guide us.  Some are biographic and historic: What prepared Darwin to make such profound and enduring contributions to science?  Others are more theoretical: What were his main ideas and how have they endured since their discovery?
Majors in Anthropology, Biology, History and Psychology should find it especially valuable to cover this material.  By the end of the course you will be well versed in evolutionary theory and the history of Darwinism.  Unlike many who are knowledgeable about evolution, you will have read extensively and carefully from Darwin himself.  You will be able to discuss Darwin's development as a major figure of 19th Century science, place him relative to contemporaries, and to describe the essentials of his ideas and their fate through the subsequent history of evolutionary science.

Students will be expected to: (1) Come to each class prepared to discuss the reading assignment by reference to the places in the text that provoke your questions or support your interpretations and answers; (2) Bring with you 2-4 written discussion questions to share with the class; and, (3) Write a series of short reflections on your readings and be prepared to share them with the class.

HIV/AIDS in Africa

Winter term, 2015-2016
HC 434H/441H 4 Credits

CRN 26387 1700 - 1950 T CHA 203

Professor: Janis Weeks

Graduation Requirement: This class will fulfill both of the following requirements: a Science Colloquium and an IC (International Cultures) Multicultural class. If the student has already taken a Science Colloquium, this class will fulfill both of the following requirements: an Elective Colloquium and an IC Multicultural class.

The HIV/AIDS epidemic in sub-Saharan Africa ─ fueled by a perfect storm of biological and socioeconomic factors ─ provides a rich opportunity for exploring the methodology, culture, triumphs and failures of modern biomedical endeavor.  Using topics such as HIV’s origin, AIDS denialism and the political suppression of scientific data, we will investigate how the scientific method has been harnessed to produce lifesaving breakthroughs as well as subverted by forces within or outside the scientific community.  The instructor brings to the course both biomedical expertise and direct experience working in AIDS-affected communities in Africa.

Assignments include readings and videos.  Student learning is assessed via classroom participation, small-group projects, exams and a term paper on a topic developed in consultation with the instructor.

Mysteries of the Brain: Neuroscience and Society

Winter term, 2015-2016
HC 441H 4 Credits

CRN 22766 1000 - 1120 TR CHA 303

Professor: Nathan Tublitz

This course provides science and non-science HC students with a basic understanding of neuroscience, the study of the brain. Students 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 also improve critical thinking and communication skills through oral presentations and written work.

The course begins with a brief overview of the scientific method followed by several lectures on the structure and function of the nervous system. These are followed by in-depth discussions on a wide range of nervous system diseases of the nervous system, e.g. Alzheimer’s, Parkinson’s, Huntington’s chorea, amyotrophic lateral sclerosis (ALS), depression, bipolar or others, chosen and presented by students. The course also consists of a lab exercise, an oral debate by the entire class, visits from a local scientist and neurologist, a trip to the UO fMRI lab and several demonstrations. Students are expected to give at least one oral presentation, read scientific literature, write several papers and participate in classroom discussions.

The History of Space Flight

Winter term, 2015-2016
HC 441H 4 Credits

CRN 22767 0900-0950 MWF CHA 303

Professor: James Schombert

The history of exploration is a sequence of humankind breaking physical barriers, using new technology. Whether it be the next valley, over a desert, or across the ocean, it was the development of the wheel, domestication of animals, and the invention of sailing vessels that allowed the adventurer to explore. The last barrier to our civilization is the gravitational well of our planet that stands between us and outer space. Even Socrates (500 B.C.) was aware of the importance of space flight when he said "Man must rise above the Earth - to the top of the atmosphere and beyond - for only thus will he fully understand the World in which he lives."

This course is a historical review of the people, goals and technologies involved in the exploration of outer space. While normally thought to be a recent enterprise, the history of space flight actually goes back to early rockets developed by Chinese scientists around 1000 B.C. The quest for space continues today with the construction of the International Space Station (ISS), our first semi-permanent habitat in orbit.

Of the human endeavors, space flight differs from previous achievements since it deals with an environment which is extremely hostile to the human body (the arctic was cold, but at least there was oxygen). Because of its perilous nature, the race for space is one of the few examples in human history where the need to explore drove the development of previously unknown technology.  One of the objectives of this class will be to outline how technology was intimately linked to space exploration, and to trace how our vision of space flight has changed over the years. 

Another objective of the course is an examination of the types of people involved in the exploration of space. There are few other enterprises in recent history that involve such diverse personalities as space flight. The NASA mentality, the ‘Right Stuff’, the Apollo 13 disaster, John Glenn’s return to space on the Space Shuttle are all examples of how space flight is much more than a simple technological achievement. The effects of space flight on the human body were complete unknowns before 1962 and there are numerous examples of individual heroism.  For example, an Air Force flight surgeon in the 1950s acted as his own guinea pig during 20 rocket sled experiments where he still holds the record of surviving 40 times the force of gravity.

The Cold War 70s: Did the Revolution Fail?

Winter term, 2015-2016
HC 444H/421H 4 Credits

CRN 22769 1000 - 1150 MW CHA 303

Professor: Suzanne Clark

Graduation Requirement:  This class will fulfill an Arts & Letters Colloquium and an American Cultures (AC) Multicultural class.  If the student has already taken an Arts & Letters Colloquium, this class will fulfill both of the following requirements:  an Elective Colloquium and an AC Multicultural class.

This class will analyze in written work and oral the post-Vietnam culture of the Seventies, using fiction and film, television, music, science fiction fantasy, nonfiction, investigative journalism, and political cartoons. Our discussions will consider: How did these arts influence the cultural history?

Did the "revolution" of the sixties fail?  Or did it change the culture, becoming a widespread proliferation of movements reflecting human rights that changed the culture?  Certainly feminism, as well as LBGT transformations, disability rights, civil rights, and a new attention to other rights as well--of animals, environmentalism, of others on the margins--emerged with the 70s--especially in literature and films.

In this class you will examine the processes of historical change as both caused by and reflected in the arts--the stories and images of the seventies.  Books include Ursula Le Guin's The Dispossessed, a novel that explores the utopian possibility of a truly equal society, without property, or class or gender distinctions. Edward Abbey's The Monkey Wrench Gang influenced the radicalism of "Earth First."  Alicia Partnoy relates personal experiences as one of Argentina's "disappeared" in The Little School.  Toni Morrison publishes her first book in 1970, The Bluest Eye, interrogating the turn to "black is beautiful."   Postmodern styles interrupt traditional forms.

The "new social movements" were reflected in a new challenging edge in the arts, which became not so much argumentative as in various ways "unsettling." The critique of Vietnam, --and efforts to censor it--are revealed in the film, Hearts and Minds. The revelations of the Pentagon Papers by Daniel Ellsberg, documented in the award-winning film, The Most Dangerous Man in America, brought government itself under scrutiny, presaging Edward Snowden's contemporary case.  The U.S. involvement in "dirty wars" can be seen in Our Disappeared, about Argentina in the 70s. Another version of the critical-- presaging the era of the image--may be represented by Herblock, the Washington Post cartoonist who portrays a trenchant political history from the dropping of the atomic bomb through McCarthy and Nixon.  A documentary film shows that he saw the emerging character of the players:  Herblock in Black and White.   The 70s feature critical comedy and music on television as well--we will screen and discuss All in the Family (started 1971) and Saturday Night Live (started 1975).

Thesis Prospectus

Winter term, 2015-2016
HC 477H 2 Credits

CRN 22770 1400 - 1550 T CHA 303
CRN 22772 1400 - 1550 M CON 106

Professor: Mai-Lin Cheng

Thesis Prospectus (2 credits) guides student work with a primary thesis advisor to develop a prospectus and timeline for thesis work during the year. Students present prospectuses orally to the class, with primary thesis advisors present. Course requirements include submitting a revised Thesis Prospectus and completing a Graduation Audit. Thesis Prospectus is graded Pass/No Pass.

NOTE:  HC 477—Thesis Prospectus requires pre-authorization.   Complete the Thesis Prospectus Application form, which will be available on the CHC Canvas site, only after taking the time to formulate, in collaboration with a primary thesis advisor in the major, the outline of a thesis project.  The form requires the primary thesis advisor’s signature (verified electronic signatures are accepted). Provide the completed form in person (122 Chapman Hall) to the Academic and Thesis Coordinator, Miriam Jordan, or electronically ( The Academic and Thesis Coordinator requires the form at least two weeks prior to a given term’s initial registration period. Enrollment is based on a first-come, first-served basis. Space is limited. 

Students who do not file applications in a timely manner are asked to take Thesis Prospectus the following term. Address questions about the thesis process to your CHC Advisor. Address questions about Thesis Prospectus enrollment to the Academic and Thesis Coordinator. Students who need to submit an application from abroad should email the Academic and Thesis Coordinator.

Thesis Prospectus

Winter term, 2015-2016
HC 477H 2 Credits

CRN 22771 1200 - 1350 T GSH 103

Professor: Barbara Mossberg

Thesis Prospectus (2 credits) guides student work with a primary thesis advisor to develop a prospectus and timeline for thesis work during the year. Students present prospectuses orally to the class, with primary thesis advisors present. Course requirements include submitting a revised Thesis Prospectus and completing a Graduation Audit. Thesis Prospectus is graded Pass/No Pass.

NOTE:  HC 477—Thesis Prospectus requires pre-authorization.   Complete the Thesis Prospectus Application form, which will be available on the CHC Canvas site, only after taking the time to formulate, in collaboration with a primary thesis advisor in the major, the outline of a thesis project.  The form requires the primary thesis advisor’s signature (verified electronic signatures are accepted). Provide the completed form in person (122 Chapman Hall) to the Academic and Thesis Coordinator, Miriam Jordan, or electronically ( The Academic and Thesis Coordinator requires the form at least two weeks prior to a given term’s initial registration period. Enrollment is based on a first-come, first-served basis. Space is limited. 

Students who do not file applications in a timely manner are asked to take Thesis Prospectus the following term. Address questions about the thesis process to your CHC Advisor. Address questions about Thesis Prospectus enrollment to the Academic and Thesis Coordinator. Students who need to submit an application from abroad should email the Academic and Thesis Coordinator.