Spring 2014 Course Descriptions

You Can Build an App for That

Spring term, 2013-2014
HC 207H 4 Credits

CRN 35208 1100-1220 MW B90CD ONY
CRN 35209 1100-1220 (Lab) F B90CD ONY

Professor: Stephen Fickas

Note: There will be 15 Android phones available on loan for the first 15 students who register (for both CRNs). iPhone/iPad will not work for the purpose of this course. Registered students are to go to the Science Library to check out an Android device as a loanable resource. To ensure this process is fair, enrollment will be capped at 15, and a Wait List of 10 will be activated for students who have an Android phone OR Android tablet. The Academic & Thesis Coordinator will confirm with each student on the Wait List that he/she has the appropriate device before raising the enrollment cap.

This course will cover computational thinking via an exploration of mobile applications with significant impact. We will be using an exciting new tool for app building that requires no prior programming experience. Each student will build a set of apps linked to their research projects within the Clark Honors College. The class will use a "flipped" style that provides major content/lecture components through a set of online material that students are expected to master outside of class time. This allows class time to be devoted to working on examples and problems.

Class workload includes viewing content material outside of class, participating in examples and discussions in class, and completing individual and team-oriented assignments in the lab. It is expected that these labs will change based on new research projects emerging from student interest. The goal is to give students the opportunity to work on problems that have an impact on their own research.

Architectures of Life and Death: Cinema and Literature Occupy Neo-Colonial Cities of the Americas

Spring term, 2013-2014
HC 223H 4.00 Credits

CRN 35215 1600-1720 MW 307 CHA

Professor: Annette Rubado-Mejia

The predominance of public battles over space foregrounded by the occupy movement today reminds each of us of the tethers binding material concerns (food, drink, shelter, health, privacy) and representation. This course will explore interdisciplinary cultural imaginations of modern cities that critically analyze the urban contours of life and death. It will introduce students to the politics of subjectivity and dynamics of inclusion and exclusion involved in 20th century urbanity of the Americas: domesticity and gender, racial and class segregation, psychic spaces, unusual uses of urban space and experimental architectures. Our interlocutors include cultural theory (Sigmund Freud, Karl Marx, Michel Foucault), urban history (Mike Davis and Teresa Caldeira), cinema (Blade Runner, City of God/Cidade de Deus, The Swamp/La Ciénaga), and literature (Clarice Lispector, Rubem Fonseca, Edgar Alan Poe, Upton Sinclair). After examining these approaches to the forms (buildings, bodies and letters) for shaping lives in modernity, students will develop and share research projects. Coursework includes a research proposal, an annotated bibliography and a final research paper (10-12 pages).

“Build My Gallows High”: Written and Cinematic Noir

Spring term, 2013-2014
HC 223H 4 Credits

CRN 39891 1730 - 1850 TR PETR 103

Professor: Ulrick Casimir

Mystery editor Otto Penzler once said about noir that it is “virtually impossible to define, but everyone thinks they know it when they see it.”  Situated at a crossroads of visual and print media—sped along by the consequences of one war, and solidified by observations made as another war ended—noir is a signifier that seems meant to avoid being pinned down.  We do know that noir is generally grounded in big themes:  class, gender, race, corruption, alienation, subjectivity, and free will, to name a few.  Focused on narrative fiction as well as visual media (some paintings, but mostly film), this section of HC 223H examines the term noir as often used to describe both writing and film.  Over the term, we will work together to flesh out the historical, cultural, and critical contexts/frameworks necessary to unpack this strange, often unwieldy term noir; we will also examine why noir continues to appeal to writers, readers, film-goers, and gamers today.

Readings span the 20th & 21st centuries.  Primary written texts include brief novels or novellas by James M. Cain (The Postman Always Rings Twice), Raymond Chandler (The Big Sleep), Georges Simenon (The Widow), Philip Kerr (March Violets), and Megan Abbott (Queenpin), as well as short stories by James Ellroy, David Goodis, Cornell Woolrich, Lawrence Block, Hughes Allison, and Joe Gores.  Films include F. W. Murnau’s Sunrise (1924), Jacques Torneur’s Out of the Past (1947), Roman Polanski’s Chinatown (1974), The Wachowskis’ Bound (1997), and Nicolas Refn’s Drive (2011).  Secondary texts include short essays (Abbott, Chandler, Paul Schrader, Karen Hollinger) selected to help contextualize the readings and films, as well as a few brief selections from longer pieces (Peter Selz, Alain Silver et. al., Richard Taylor, Émile Durkheim) that are broadly germane to the theme and approach of the course.  Note that a significant amount of the secondary reading in this course will be material that students discover through guided research.  Coursework includes group presentations, semi-weekly assignments/journal entries, a research proposal, an annotated bibliography, and a research paper of 10-12 pages.

Endgame, Wasteland, and Apocalypse: Literature at the End of History

Spring term, 2013-2014
HC 223H 4 Credits

CRN 35210 0830-0950 TR 303 CHA
CRN 35211 1000-1120 TR 303 CHA

Professor: Casey Shoop

Literature has always been obsessed with the end of the world, but this “sense of ending” is also assumed to offer some imaginary and critical purchase on the world as it is. How does the present appear when it becomes the past of an imagined future? Our course will examine a range of endtimes literary and cinematic texts from across the twentieth century—a period particularly full of apocalyptic thinking. 

We will be especially interested in what these texts, far from escaping their historical moment, suggest and reveal about their own contemporaneity: what kinds of aesthetic, historical, political and ethical concerns are involved in literature that imagines the end of history? How do questions of reception and genre bear upon the imaginative orientation of these works? Along the way we will address some theoretical currents in philosophy, ecology and risk, as well as the histories of modernization and globalization. Possible authors and texts include T.S. Eliot’s The Waste Land, William Butler Yeats’s selected poems, Samuel Beckett’s “Endgame,” David Markson’s Wittgenstein’s Mistress, Octavia Butler’s Parable of the Sower, Cormac McCarthy’s The Road, Margaret Atwood’s Oryx and Crake among many others. Possible films include Terry Giliam’s “Brazil,” George Romero’s “Night of the Living Dead,” Alfonso Cuarón’s “Children of Men” among many others.

Contemporary British Writing

Spring term, 2013-2014
HC 223H 4 Credits

CRN 35212 0830-0950 MW 103 GSH

Professor: Helen Southworth

This course will introduce students to contemporary British fiction, non-fiction and possibly some film and TV. We’ll explore these works from a variety of perspectives: literary, historical, socio-cultural. Writers will include Robert McFarlane, Phillip Hoare, W.G. Sebald, Ian McEwan, Zadie Smith, Caryl Phillips and Kazuo Ishiguro. Workload will include in-class presentations and a substantial final project.

21st Century American Poetry

Spring term, 2013-2014
HC 223H 4 Credits

CRN 35213 1000-1120 TR 307 CHA
CRN 35214 1200-1320 TR 307 CHA

Professor: Matthew Sandler

This course on contemporary American poetry has three guiding assumptions: 1. that new possibilities for poetry have opened up with the so-called “death” of print in the age of the internet and social media; 2. that these possibilities involve unprecedented access to publicity for poets writing about non-normative perspectives (not those of straight, white, middle-class men); 3. that these poets write in response to various notions of the decline of America. It will also consider the role of poetry in American culture more broadly. What occasions does poetry show up for? Where is it welcome or unwelcome? What role is it supposed to play in whose life?

Mainly, we’ll look at the various formats in which contemporary poetry is consumed on the internet, and we’ll read poetry responding to various events in recent American history. The poets we will discuss in detail have come to prominence in the last decade and a half (Evie Shockley, Dana Ward, Anne Boyer, Trisha Low, Tan Lin, Sharon Mesmer, Kenny Goldsmith, Ariana Reines, Craig Dworkin, Joshua Clover, K. Silem Mohammed, Will Alexander, Harryette Mullen, Monica de la Torre, Steve Roggenbuck, and C.A. Conrad, to name a few). In particular, we’ll be thinking about the role of research as a set of practices for producing and critiquing contemporary writing.

Currents in History: Research in the History of Humans and Water

Spring term, 2013-2014
HC 233H 4 Credits

CRN 35216 0830-0950 MW 307 CHA
CRN 35220 1000-1120 MW 307 CHA

Professor: Abigail Owen

How have humans managed, understood, and made a science out of water? This course will consider some approaches to research in the history of humans and water. Through class readings and student research projects, we will bring a critical lens to ways that states, water managers, scientists, legal claimants, farmers, industries, anthropologists, geographers, and historians have approached a resource, and a subject, that is both vast and vital. Case studies will include the Columbia River; local authorities and colonial legacies for Balinese Water Temples; the contemporary environmental science of Stream Restoration Ecology; and the construction of an inter-mountain canal in 17th-century France.

Oregon Trials: De Jonge v. Oregon and the Ordeals of the Great Depression

Spring term, 2013-2014
HC 233H 4 Credits

CRN 35217 1000-1120 TR 103 GSH
CRN 35218 1200-1320 TR 103 GSH

Professor: Joel Black

In July 1934 police arrested Dirk De Jonge at a Communist Party meeting in Portland. He was charged and convicted of violating Oregon’s Criminal Syndicalism Statute, which forbade speech promoting the physical, violent overthrow of government. De Jonge appealed and in January 1937 the US Supreme Court overturned the conviction. The De Jonge trial provides a critical overview of the ordeals, experiences, and issues that defined the Great Depression for many ordinary Americans. In this section of HC 233 students will have the opportunity to research and write an intellectual interpretation on one aspect of De Jonge v. Oregon that focuses on any part of the Great Depression, including De Jonge’s social world, economic climate, political environment, and cultural context.

This course begins with short units that summarize the history of the Great Depression. We will focus on social, economic, and political developments, on legal opinions and legislations, and on topics discussed in two books: Studs Turkel’s Hard Times: An Oral History of the Great Depression and Robert McElvaine’s Down and Out in the Great Depression: Letters from the Forgotten Man. In subsequent units we will review standard practices of good research and effective writing. Students will complete a series of targeted individual assignments, including a mini prospectus, annotated bibliography, and paper proposal and presentation. Students will workshop paper drafts in class and on a course blog. Final paper abstracts will be made public through a course website, where they will serve as living documents and hopefully encourage public dialogue on broader topics of poverty, inequality, and governance.

Comparative History: An Approach to Historical Research

Spring term, 2013-2014
HC 233H 4 Credits

CRN 39170 1400-1520 MW 307 CHA

Professor: Roxann Prazniak

This third course in the honors college history sequence offers you an opportunity to conduct original historical research on a topic of your choice. The only restriction is that you employ a comparative approach to your subject. We will, therefore, spend the first weeks of the course examining specific examples of this method in our seminar discussions. We move in the next weeks to individual and small group sessions to help define, guide, and develop your research project. Topic statements and first drafts are part of this process. In the last third of the course, students share summaries of their final research papers and offer critical evaluations of the comparative approach.


Spring term, 2013-2014
HC 399H 1-5 Credits

CRN 39174 16:00-17:50 MW 193 ANS

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 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.

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

Thesis Orientation Workshop

Spring term, 2013-2014
HC 408H 1 Credits

CRN 35224 1100-1550 SAT, April 5 Only 303 CHA
CRN 35225 1700-2150 THUR, April 10 Only 307 CHA

Professor: Helen Southworth

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.

Thesis Orientation Workshop

Spring term, 2013-2014
HC 408H 1 Credits

CRN 39180 1100-1550 SAT, April 12 Only 303 CHA

Professor: Helen Southworth

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.

John Muir's Backpack

Spring term, 2013-2014
HC 421H 4 Credits

CRN 35227 1400-1650 F 214 FR

Professor: Barbara Mossberg

Scientist or Poet? John Muir’s death certificate lists his occupation as Geologist. He was known worldwide as a botanist. He stands a mountaineer in the California quarter. He is legendary in first ascents lore. First president of the Sierra Club, he is credited as grandfather of the national parks who wrote the Game Book on environmental advocacy.

John Muir is associated with dozens of environmental laws, court cases, and public policy decisions that still are headline news. Yet his fame came and endures as a writer. His writings have inspired civic leadership and activism of presidents and Congress, business and civic communities, journalists and artists, scholars and scientists. Our course investigates John Muir as a writer in his own right. We will meet him on his own terrain, his M.O. for engaging his world, the backpack he shouldered when he set off on his lifelong sojourn beginning with his epic thousand-mile walk. We explore his backpack’s contents as a clue to how he inspired a nation to value, preserve, and protect wilderness.

“Drilling down” into the bedrock of his abilities to interpret the natural world, we examine his journals and the books he carried literally and in his mind (many memorized), from Homer, Shakespeare, and the Bible, to Milton, Romantics, Emerson, Thoreau, and Bobby Burns. We will tramp with a celebrity “outsider,” who read nature as a classic text. We will saunter with John Muir as an excited and exciting writer, whose reading shaped and formed his iconic art and science of experiencing the world. We will explore how reading a poem may be intrinsic to how a scientist discovers, interprets—and expresses-- reality.

Digital Humanities

Spring term, 2013-2014
HC 421H 4 Credits

CRN 35228 1000-1120 MW 103 GSH

Professor: Helen Southworth

This course will introduce students to the field of Digital Humanities, an area which includes projects in the arts which exploit digital resources. We'll look at variety of projects focused on the early twentieth century (woolfonline, the Modernist Journals Project, the Modernist Versions Project, Odour of Chrysanthemums: a text in process).

As part of the final project, students will have a chance to contribute to the Professor's own funded project, MAPP, Modernist Archive Publishing Project, a digital resource which covers twentieth century publishing houses. Computing skills are not required for this class, but students will be offered a chance to use any expertise in this area that they may have.

Scoundrels in Literature

Spring term, 2013-2014
HC 421H 4 Credits

CRN 35229 1200-1320 TR 303 CHA

Professor: Frances Cogan

What are scoundrels? How do they differ from villains? How do we deal with them? A scoundrel wrecks plans, ruins people both physically and often mentally, yet is unrecognized and frequently unknown by the society in which he or she travels. Scoundrels’ actions superficially appear socially acceptable, but these have wicked and distressing results on those innocents they touch. What can we do about them, if anything?

This term we will try to answer these questions and explore the nature and actions of these proto-villains as they appear in some of the following works in a variety of genres:

Molière’s Tartuffe; Twain’s “The Bad Little Boy” and “Encounter with an Interviewer;” Browning’s “My Last Duchess” and “The Pied Piper;” Lewis’ Elmer Gantry; Hosseini’s The Kite Runner; Shanley’s Doubt; and Mamet’s Oleanna.

Attendance is required with only one excused absence. Participation in class discussions is expected. I plan to require one large paper and possibly two response papers – all of which will be graded for syntax, grammar, ideas, evidence, and style. A creative project can take the place of the final if it follows the stated guidelines handed out during the second week.


Spring term, 2013-2014
HC 421H 4 Credits

CRN 35230 1000-1150 TR 193 ANS

Professor: Katharina Loew

For more than two centuries, the figure of the doppelganger has played a major role in folklore, fiction and popular culture. A doppelganger is a ghostly double of a living person and typically appears as his or her twin, shadow or mirror image, representing evil or misfortune. The motif of “self-as-other” fuses supernatural horror with a philosophical enquiry concerning personal identity and a psychological investigation into the hidden depths of the human psyche.

Doppelgangers appear in a variety of well-known fictional works by some of the most notable writers of the nineteenth century. In this class, we will study E.T.A. Hoffmann’s The Devil's Elixirs (1815/1816), Edgar Allan Poe’s “William Wilson” (1839), Feodor Dostoevsky’s “The Double” (1846), Hans Christian Andersen’s “The Shadow” (1847), and Robert Louis Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde (1886), among others. The theme of the doppelganger has played a considerable role in early twentieth-century psychoanalytic theory (for instance in Sigmund Freud, Carl Gustav Jung and Otto Rank) and has persisted through the twentieth century and into the twenty-first, recent examples being films like Fight Club (1999) starring Brad Pitt, Shutter Island (2010) starring Leonardo DiCaprio, and Black Swan (2010) starring Natalie Portman. It continues to play a role in popular culture. Most recently, the doppelganger motif has been taken up in TV series like The Vampire Diaries, The Twilight Zone, How I Met Your Mother and video games like Mario, Street Fighter and Mega Man.

Autobiography as Political Agency

Spring term, 2013-2014
HC 424H/431H 4 Credits

CRN 39248 1600-2100 M 3/31; M 4/07-6/08 303 CHA; SALEM

Professor: Anita Chari

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

This course is open only to CHC students, and requires an application, interview and instructor approval to register for this course. If you are not familiar with the Inside-Out Program, please check out the information on the Honors College website here: http://honors.uoregon.edu/story/inside-out-prison-exchange-program and watch the Inside-Out documentary here: http://vimeo.com/5193052. The Application is available on Clark Honors College Blackboard, under "Forms.” 

Applications are due by 4:30 p.m., Friday, February 14th in the Clark Honors College Office.

An Information Session was held on Tuesday, February 11th, 4-5:30 p.m., in 905 PLC

This class will be held on Mondays (5:30-8:30 p.m.) inside the Oregon State Correctional Institution in Salem; transportation will be provided. We'll leave campus by 4:00 p.m. and return by 10:00 p.m.

The first day of class on March 31 will be from 6:00 – 8:50 p.m., in 303 Chapman Hall.

This class explores the autobiography as a form of both personal and political expression. The class begins by complicating, questioning and demystifying the divide between the personal and political by linking students’ personal stories and histories with narratives of broader social structures, such as capitalism, patriarchy, slavery, and colonialism. We will read autobiographies from diverse sources, including diaries, quasi-fictionalized autobiographies, poetry, and autobiographies of political activists. We will also engage with theories of social structure and agency in order to interrogate the interface between personal experience and political agency. Finally, we delve into trans-generational narratives in order to think about social structure and agency across time and space. Students will produce a significant body of writing in class and in homework assignments in order to create their own (political) autobiographies. Authors that we will read in the class include the following: Ralph Ellison, Richard Wright, James Weldon Johnson, Gloria Anzaldúa, Anne Frank, Hannah Arendt, Iris Young, Walter Benjamin, Nellie Wong, Kitty Tsui, Aime Cesaire, and Nelson Mandela.

Normal People Behaving Badly

Spring term, 2013-2014
HC 431H 4 Credits

CRN 35231 1400-1520 TR 193 ANS

Professor: Sara Hodges

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, “shallow” behaviors, and situations in which humans willingly or mindlessly comply with requests that result in harm to others. The fact that these phenomena are often rooted in fundamental aspects of human nature raises provoking questions about 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 reports as well as theoretical and applied papers. Most of the readings will be drawn from social psychology, but some will also come from related fields such as developmental psychology, cognitive psychology, evolutionary psychology, and other social sciences. In addition to discussion of and responses to the readings, each student will prepare a portfolio about one of the “bad” behaviors covered in the course, researching and identifying historical, current, personal, literary and empirical examples of the phenomenon.

The Animal-Human Bond in Science, Art, and History

Spring term, 2013-2014
HC 431H 4 Credits

CRN 35232 1200-1320 MW 307 CHA

Professor: Roxann Prazniak

Do animals make us human? How has this relationship changed over time and varied by social setting? Is separation from “the animal world” a general trend in human evolution? What can spindle cell research tell us about the capacity for empathy in whales and humans? The human-animal bond is a complex relationship, often a mix of emotional attachment and dissociation surrounded by philosophical, religious, and practical considerations. Examining historical, scientific, and artistic representations, our main goal is to understand the interplay of factors that can shape this relationship and the range of resulting consequences for both natural and social environments. Crickets were honored pets inspiring poetic expression in imperial China. Augustine argued that animals had no reason and hence their suffering was of no consequence. Jungian dream psychology associates animals with human instincts suggesting an archetypical bond. The Jataka Tales told for educational purposes recount the story of the Buddha offering his body to a starving mother tiger, so she could feed her cubs. Although Animal Planet episodes, therapy animals, and environmental crises have raised popular awareness of the animal-human bond, we hope to delve deeper, examining recent scientific work, environmental studies, cultural studies, and animal studies among other sources to find new questions and perhaps new insight.

Beyond our common readings, art and film exploration, and brief written work, everyone will have the opportunity to write and present a research paper on a relevant topic of his/her choice.

Contemporary Jewish Writers

Spring term, 2013-2014
HC 434H/421H 4 Credits

CRN 35235 1400-1520 MW 303 CHA

Professor: Monique R. Balbuena

Graduation Requirement: This class will fulfill both of the following requirements: an Arts & Letters Colloquium and an IC (International Cultures) 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 IC Multicultural class.

This course offers a sample of the diversity of Jewish experience and the variety of Jewish cultural production. We will read the fiction of contemporary Jewish writers writing in French, Spanish, Portuguese and Italian, and issued from France and the Maghreb (Morocco, Algeria, Tunisia), Latin America (both Luso-Brazilian and Spanish-American) and Italy. Reading the works in English translation, we will discuss different responses offered by Jewish authors to their perceived need of entry into the modern world, and their complex negotiations of belonging with the different surrounding cultures. We will explore the role of memory—both collective and individual— and come to grips with how a Jewish memory affects the discourse of the minority writer. We will observe how identity—personal, cultural, historical—is constructed and thematized in these works. We will be exposed to a range of immigrant and post-immigrant experiences and to the psychological, social and literary effects of exile. The course will also introduce students to a number of Jewish women writers, prompting specific questions about gender and minority writing. In addition to the bulk of prose works, we will also read a selection of poems in other languages (German, Yiddish, Ladino, Hebrew), including poets such as Paul Celan, Juan Gelman, Jacob Glatstein, Yehuda Amichai, Dan Pagis, Elsa Lasker-Schüler, Margalit Matitiahu, and Yona Wallach. In these texts we encounter different literary responses to the Holocaust. Assignments include an oral presentation, a choice of a take-home exam or an oral exam, and a collaborative paper.

The Role of Natural Disasters in the Collapse or Dispersal of Cultures

Spring term, 2013-2014
HC 434H/441H 4 Credits

CRN 39182 1600-1720 TR 42 LIB

Professor: Gregory Bothun

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 role of natural disasters in the forms of volcanic eruptions, giant earthquakes, tsunamis, extended drought, extended extreme weather (usually cold), massive floods (e.g. Pakistan 2011), massive mudflows, and climate change, until recently have been rather overlooked as a dynamic mechanism for causing dispersal of the local culture or its total collapse. The result of any one of these listed disasters is to rapidly and catastrophically change the local landscape and the function of the land, thus possibly making the local environment unlivable. This course will focus both on the science behind the disasters and their overall frequency of occurrence in various regions of the Earth and on the cultural response to these disasters and possible cultural planning to avoid future disasters, since most cultures are unwilling to relocate away from their sacred soil. To make this course have contemporary relevance, we will also discuss the impact of the current global climate change (?) on various cultures living in various locations on the Earth. The course will be arranged around several case studies involving known events as well as some suspected, but still controversial and unverified events (e.g. The Black Sea Flood).

Quantum Mechanics for Everyone

Spring term, 2013-2014
HC 441H 4 Credits

CRN 35236 0900-1050 TR 107 KLA

Professor: Michael Raymer

Quantum mechanics (QM) is the theory of nature at its most fundamental level. Although the fruits of our understanding of QM, such as lasers and computers, are familiar technologies, the inner working of atoms and the behavior of electrons and photons are anything but familiar. This course treats the most important ideas of QM, using only basic algebra and geometry. Students will learn about the experiments that led to the creation of QM, explore the theoretical ideas of QM, and learn about modern applications such as quantum cryptography and quantum teleportation. The course employs active, inquiry-based teaching methods to improve creative and critical reasoning. Students will learn through hands-on in-class activities, including experimenting with lasers.

The course is intended for non-science majors—students with little or no physics background, but a good aptitude for high-school-level science and math. It will be taught by a Professor of physics (Raymer) and two physics Ph.D. students, under the UO Science Literacy Program. See http://scilit.uoregon.edu/

One of the most remarkable aspects of nature that QM teaches is that atomic-scale objects cannot be described by physics theory in the same way that larger human-scale objects can. What is describable, and what is not? For example, we don’t doubt that a baseball is always located somewhere, even if no one knows its actual position. But for an electron this is not the case—the concept of location does not apply for such elementary physical objects. The realization that the quantum realm behaves so differently than the realm of ordinary human-scale objects is one of humanity’s greatest intellectual achievements. Students will learn, using mostly non-mathematical reasoning, about the main elements of quantum theory, and how it is used to describe nature.

Bread 101

Spring term, 2013-2014
HC 441H 4 Credits

CRN 35237 1400-1550 TR 42 LIB

Professor: Elly Vandegrift

Bread is a very complex medium, looking nothing like the original seed of grain from which it originates. Yet when we mix a few simple ingredients we are able to induce a transformation that results in an edible, highly nourishing, staple food product crucial for sustenance in many cultures. In "Bread 101," students will explore with a team of faculty from the sciences and humanities the energy requirements, biomedical and biochemical aspects, and local and sociopolitical context of bread production. Students will read and discuss a variety of primary and secondary literature related to wheat production, the microbiological, chemical, and physical processes that transform wheat into bread, the energy cost of this transformation, and cultural implications of bread production. There will likely be a field trip and guest speakers. Course work will include active discussions, short essays, problem sets, and larger projects.

Professors:  Elly Vandegrift, Jennifer Burns Bright, Miriam Deutsch, Judith Eisen, and Karen Guillemin

Origin of Life

Spring term, 2013-2014
HC 441H 4 Credits

CRN 39188 1100-1150 MWF 303 CHA

Professor: Gregory J. Retallack

The aim of this course is to introduce students to scientific study of the origin of life, with an emphasis on prehistoric-geological and experimental-biological evidence. Astronomy, chemistry and physics will be introduced as necessary, and mythological-religious-poetic views discussed only in so far as they have influenced scientific approaches. A course of lectures and discussions of published papers will be supplemented with student presentations and project. The origin of life is a subject of great literacy, philosophical, and linguistic interest, and so of interest to Honors College students in those areas.

Freedom Summer: Civil Rights 1964--Students Join the Movement in Mississippi

Spring term, 2013-2014
HC 444H/431H 4 Credits

CRN 35238 1200-1350 MW 193 ANS

Professor: Daniel Miller

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

Fifty years ago in the summer of 1964, thousands of courageous young people of every color and denomination in the US joined Civil Rights leaders on the ground to register African Americans in Mississippi to vote--a brave and dangerous calling. Students worked with disenfranchised black Mississippians and the Council of Federated Organizations (COFO), a coalition of every major civil rights organization under the direction of the legendary Bob Moses. Three students--James Chaney, Michael Schwermer, and John Goodman--were kidnapped and murdered in the first weeks of the campaign. It was called Freedom Summer. The voter registration work and the deaths of these students made incredible stories that contributed to the passage of the Civil Rights Act of 1964 and the Voting Rights Act of 1965.

The American students who risked their lives in Mississippi during Freedom Summer were part of a movement that transformed the nation then and that continues to galvanize the world today.  Its story is told in films about the history then, including dramatic films based on the true story such as Mississippi Burning, but also in international films about the anti-apartheid movement in South Africa, the protests of the poor and disenfranchised in the Arab Spring movements, the Israeli /Palestinian non-violent protests, and fights for women and children’s rights in the middle east, Africa, Southeast Asia and throughout the world. In the U.S. today the dismantling of the Voting Rights act, the institution of draconian ID requirements, “stand your ground,” and voter registration laws, the denial of immigrant rights, the unprecedented incarceration of Black Americans in the war on drugs, and the widening income gap are civil rights stories that documentary filmmakers are telling now.

This class will study the US and international civil rights movements in films including Henry Hampton’s groundbreaking and astonishing Eyes on the Prize, James Blue’s The March, Stanley Nelson’s Freedom Riders, Orlando Bagwell’s Citizen King, Julia Bacha’s Budrus, Guy Dividi and Emad Burnat’s 5 Broken Cameras, and Gini Reitiker’s Pray the Devil Back to Hell.  It will utilize key texts: Taylor Branch’s Parting the Waters: America in the King Years, and the Jack Donnelly text on international human rights.

The course will also introduce students to the techniques and aesthetics of filming historically important interviews in documentaries and engage in recording some oral histories of the civil rights experience, including local Freedom Summer veterans and veterans of immigrant rights movements today.

Students will view and discuss films and assigned texts in class, make weekly reports on research and film screenings, produce a group report or film project at the end of class, and write one research paper focusing on films and events and based on the materials they have researched, viewed, analyzed and recorded.

Note: The 50th Anniversary Freedom Summer Conference and Commemoration featuring Keynote Speaker and Diversity Education Program Pioneer Bob Moses, takes place in Jackson Mississippi June 24-29.

Thesis Prospectus

Spring term, 2013-2014
HC 477H 2.00 cr. Credits

CRN 35241 1000-1150 F 192 ANS
CRN 39562 1400-1550 F 303 CHA

Professor: Ocean Howell

Thesis Prospectus (2 credits) guides student work with a primary thesis advisor to develop a prospectus and timeline for thesis work throughout 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 is available on the CHC Blackboard site, only after taking the time necessary 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 to Academic Coordinator Miriam Jordan in person (122 Chapman Hall) or electronically (mjordan@uoregon.edu). The Academic 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 will be 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 Coordinator. Students who need to submit an application from abroad should email the Academic Coordinator.