New or Changed Courses - Spring
THE FOLLOWING ARE DESCRIPTIONS FOR SPRING 2014 COURSES THAT ARE NEW OR CHANGED SINCE THE LATEST VERSION OF THE PRINTED CATALOG, OR THAT ARE ONE OF THE FOLLOWING:
- New Courses
- Course Change
- Topic Courses
- One Time Only Courses
- One Time Only Courses with MOI Designation
- One Time Only Courses with Writing-Centered Designation
- One Time Only Topics Courses
CCM 103 | Designing Media: Art and Science of Web Design
Project based course focused on design of civic media. This course is an excellent fit for students who want to learn fundamentals of web publishing, in order to develop skills necessary to utilize the web as an effective medium for communication. While this is not a computer science course, students will learn essential elements of HTML and CSS, and ultimately utilize those skills to create webpages. Through hands-on opportunities to work with communication and code, this course will develop student abilities to make arguments in multiple modes of communication.
ECON 342 Economics of Race & Gender In this course students are exposed to the political economy of race and gender. Topics addressed include: labor market discrimination; household decision making and bargaining; the duality between race/gender and public policy; and structures of constraint and social reproduction. These topics will be addressed from a pluralist perspective where arguments and models from multiple economic paradigms will be introduced.
ECON 363 Microeconomic Theory
Formal models are an important way in which economists develop and communicate their arguments. This course builds on Introduction to Economic Inquiry, introducing students to the formal tools, models and methods from two major approaches to economic analysis. Students will explore theories that seek to explain the formation and meaning of prices, individual and firm decision-making, the mix of goods and services produced in the economy, and the distribution of income and wealth among the participants in a capitalist economy.
ECON 364 Macroeconomic Theory (1)
Formal models are an important way in which economists develop and communicate their arguments. This course builds on Introduction to Economic Inquiry, introducing students to the formal tools, models and methods from two major approaches to economic analysis. Students will explore theories that seek to explain the total level of economic activity in an economic system with special attention to the business cycle and the ways in which government spending, taxation and monetary policies influence unemployment, inflation and the rate of economic growth.
FREN 337 (IT) French & Francophone Studies II (1)
An introduction to the cultures, literatures and histories of the erstwhile French colonies through a study of representative texts by Francophone authors including Léopold Sédar, Aimé Césaire, Tahar Ben Jelloun, Ferdinand Oyono, Assia Djebar, Maryse Condé, Fatou Diome, Azouz Begag among others. Conducted in English.
IDS 171 (CA) Exploring Contemporary Sculpture (1) (Fourie)
In this course students will explore interdisciplinary subjects like the body, consumerism, gender, identity, the environment, and political activism by studying the work of specific contemporary sculptors who engage these issues. The course will focus on three-dimensional artmaking since 1970 as intentional visual communication and as an expression of the cultural and historical context of its production. In this lecture course students will study the theories and laesthetics of contemporary sculpture, and learn how to analyze, interpret and critique contemporary sculptural work.
PSYC 121 (US) Psychology for Sustainability (1)
Environmental degradation (resource overconsumption, pollution, climate change) is the most pressing problem confronting contemporary society -- without a livable planet, humans, like other animals, cannot survive. Because human behavior is at the root of the problem, Psychology, the science of behavior, offers important insights for understanding and changing unsustainable individual and societal systems. A service learning component is required.
SOC 358 TOPICS: Sustainability, Justice & Society (Lorenzen)
This course explores the way groups and institutions are responding to climate change and other environmental problems. The key questions explored by the course include: What is sustainability and to what extent should it incorporate issues of social justice? How is sustainability practiced in the real world? Also, what approaches (information, incentives, technology, regulation) and scale (individual/household, neighborhood/city, movements/unions, law/policy) are most useful for creating inclusive social and environmental change? Much of the content for this course is place-based and specific to Oregon and the West Coast. Students will complete a campus greening project with a focus on institutional change.
ANTH 371W Survey of Anthropological Theory (1)
This course surveys the history of anthropological theory, with an emphasis upon contemporary schools and movements within the discipline. Topics range from the nineteenth-century intellectual history of the discipline to current trends and critiques in anthropology. Appropriate for students of anthropology and others interested in cultural studies or theory in the social sciences.
FREN 430 (IT) Civilization and Its Critics (1)
Focusing on key texts from the 16th to the 18th century, this course proposes to examine the various philosophical tendencies that have marked French cultural, social, and political thought through the ages, and which continue to have an impact on modern thinking. Selected themes such as education, reason, progress, enlightenment, as well as their intellectual and aesthetic ramifications will be analyzed. Conducted in English and French.
RHET 319W (EV) Filming Conflict and Identity (1)
This course examines how national identity is structured and conflict is portrayed in film depictions of the disputed homeland of Israel/Palestine. The course will consider problems of documentary, stereotyping, nontraditional narrative structure, and docu-animation within the context of the religious, social and political tensions in the region. Subject films will range from archival footage and independent documentaries to major feature films. Most films are by Israelis or Palestinians.
CCM 343: Controversies in the Northwest (1) (Collins)
Read testimonials of Japanese Americans who were interned, examine legal challenges focusing on free speech, analyze executive orders, congressional discourse, and media coverage of the contemplation, execution and aftermath of internment.
ENGL 117W-01 Topics in Brit Lit: Tragicomedy (1) (DeGooyer)
Tragicomedy has been defined as a mixture of emotions in which seriousness stimulates laughter and pain promotes pleasure. In this course we will explore the formal and psychological complexity of this hybrid genre in works ranging from the classical era to contemporary film and fiction. We will consider not only the identifying characteristics of tragicomedy but also its political implications: what happens when lower order subjects are elevated to tragic proportions? How might comedy operate as a coping mechanism as well as form of ridicule and critique?
ENGL 117W-02 Tops Brit Lit: King Arthur (1) (Kapelle)
Few legends have remained vital as long as the story of King Arthur has. Beginning with brief references in Latin histories, Arthur has risen again and again in medieval adventure stories, Victorian lyrics, and contemporary cinema. To investigate this phenomenon, this writing-centered seminar will trace the development of the legend from its oldest written manifestations to the present day. We will discuss topics such as how Arthur’s story changes in different genres and
media. Texts will include Sir Gawain and the Green Knight, Sir Thomas Malory’s The Death of Arthur, and the indispensable Monty Python and the Holy Grail.
ENGL 118W-01 and 118W-02 Topics in World Lit: IN THE WAKE: VIOLENT HAUNTINGS IN THE LITERARY IMAGINATION (1) (Singh)
This course takes as its subject world literature with a focus on literary and cultural confrontations with the legacies of racial enslavement and colonial occupation. As a world literature survey, we will examine various texts and cultural material by writers and cultural producers for whom migration and diaspora—that is, the dispersal of groups of people from their original home—has conditioned and informed their relationship to life, bondage, occupation, freedom, survival, resistance, and death. Collectively, we will study how the world-shaping systems of violence and oppression haunt and animate the texts we approach, impacting and inhabiting the works with which we will engage. The relationship between gender, memory and haunting will be animated by historical contexts of enslavement, colonialism, specifically as they are activated and understood primarily through race and gender. Further, this course invests in the fields of critical ethnic studies primarily; literary and cultural studies secondarily; along with sustained considerations around race and resistance, well as gender and feminist inquiry. Writers and artists from parts of Africa, the Maghreb, and the Caribbean will comprise the majority of our reading list. Possible objects of study include works by Maryse Condé, Jamaica Kincaid, Aimé Césaire, Frantz Fanon, Gillo Pontecorvo, Mathieu Kassovitz, Jean Rhys, Cary Fukunaga, and Helen Oyeyemi.
English 326:Literature of Diaspora: READING BODIES: RACE, GENDER, MOBILITY (Singh)
This course examines the complex relationship between literature, body politics, mobility, race and gender. Course participants will engage with a focused set of literature and critical writing that interrogates this relationship from the late colonial period through today. The focus, while global, will primarily concentrate on the Americas. Using the literary and theoretical lenses of women of color feminism, migration, and postcolonial studies, we will examine the multivalent layers of the racialized and gendered body’s comportment and the forces enacted upon it, at work within multiple societies at various temporal moments. Within this framework, participants will critically reflect upon how violence, in its alternate forms, impacts identity formation by inscribing race, gender and sexuality onto the body at multiple social and culture junctures. One of the primary objectives of the course is to theoretically engage with the relationship between the body, mobility, and state, structural and symbolic violence. Addressing the politics of the body through race, gender and sex as a principle theme, we interrogate how theories of performance and representation make power somatically legible, and how the relationship between mobility and the body have everything to do with social order and repression. We will engage a diverse range of material, including fiction, poetry, film, visual art, performance, essays, and digital text. Possible objects of study include work by Helen Oyeyemi, Ama Ata Aidoo, Audre Lorde, Catherine Liu, Bushra Rehman, Shailja Patel, Mathieu Kassovitz, Mimi Thi Nguyen, Michel Foucault, Lauren Berlant, and Sarah Jane Cervenak.
History 131-01 (TH) World War I. (1) (Duvall) (Limited to first and second year students)
World War I is often regarded as the beginning of the twentieth century, as the beginning of western culture's loss of innocence, and as the beginning of a century-long onslaught against the traditions of Enlightenment idealism and liberal democracy. Europe had not experienced a major war for a century. Many informed and educated Europeans had expected a future without war. How did the disaster that was World War I begin? The first part of the course will be an exploration of the causes; we will seek to reflect a bit on the historical evidence and above all to examine the diverse causal explanations which historians have offered over the past one hundred years. The second section of the course will confront the nature of the war itself, focusing primarily on the western front. It was hardly a war of heroic one on one, hand to hand combat or a war of dramatic strategies and maneuvers; it was rather a war of trenches, barbed wire, mustard gas and machine guns. In short it was an absurd war where some nine million men died (historians still don’t agree on the numbers!). In addition, the twentieth century has been called a century of "total war," and the First World War was such a war. We will look at the relationship between home front and military front, and evaluate the nature of technological advances which the war stimulated. The third section of the course will deal with the meaning of the war, that is, with its significance and consequences for the subsequent twentieth century. The generation immediately following the end of the war in 1918 is called the "lost generation." That lostness speaks to our present, and we will reflect on the pervasive sense of alienation and disillusionment which followed the war and produced a cultural and social vulnerability to the totalitarian temptation.
History 131-02 (TH) Popular Culture in Medieval Europe. (1) (Petersen Boring) (Limited to first and second year students)
The late medieval and early modern centuries saw significant developments in popular culture in Europe amidst great economic, religious, political, and social upheaval. The development of vernacular literatures, new technologies and new mediums of communication, plague, Reformation, war, urbanization, and the development of modern science, produced shifting boundaries between “elite” and popular culture and lead to new forms of cultural expression. This course introduces students to the lives of ordinary people in Europe before the industrial revolution, during the centuries between 1150 and 1650. The course will consider a diverse range of sources such as letters, diaries, socio-economic data, fables, stories, Inquisition records, and court documents to explore how urban and rural Europeans experienced societal change and how culture and power were related prior to the eighteenth century. Among the topics included will be the discipline of the interactions between elite and popular culture; the cult of the relics; urbanization; cultural and social responses to economic change, plague, and religious reformation; the rise of the vernacular; rural life and heresy; gender and social ritual; carnival and protest; the impact of printing; the history of manners; witchcraft and alchemy; law, village life, and the formation of identity.
History 131-03, -04 (TH) US Religious Movements. (1) (Jopp) (Limited to first and second year students)
This course is an introductory level seminar that explores themes in the history of religion in America. We will focus our study on both religious movements and American social movements influenced by religious activists and religious thought. Among the questions we will seek to address are: What is an “American” religion? What is the impact of religious reform movements on American society? What role have religious dissenters played in our culture? How have American ideas informed and reshaped religious expression? In answering these questions students will be introduced to the diversity of American religious expression and its relationship to other aspects of American history.
History 131-05 (TH) Children and Childhood in the Americas. (1) (Maes) (Limited to first and second year students)
This course traces the evolution of cultural, political, and social perceptions of children and their subjectivity from the post-contact period to present day throughout the Americas. We will locate children within prevailing historical narratives and explore how children have acted as both active and passive participants in the past. Readings, lectures, and classroom discussions will integrate several broad themes such as education, exploitation, gender roles, public health and welfare, as well as the formation of cultural, national, and racial/ethnic identity. In addition to thematic content, we will discuss the methodological challenges of identifying children and their voices in historical documentation and examine trends in the historiography of childhood and children. Ultimately, this course invites students to analyze history from a generational perspective by focusing on children as key figures.
HIST 131-06: The Holocaust (1) (Smaldone) (Limited to first and second year students)
This course is an introductory-level seminar that studies the origins and implementation of the Nazi effort to exterminate Europe's Jewish and Gypsy population during the Second World War. Drawing on recent historical texts, primary sources, and films, the course examines the emergence of racial anti-Semitism in modern Europe, its transformation into genocidal policy under the Nazis, and the ways in which Jews and others responded to the German onslaught. The design of this course will allow seminar participants the opportunity to understand ways of "thinking historically." By analyzing historical documents and arguments, we will think carefully about various theories of causation. Critical thinking about evidence and about how historians have interpreted the Holocaust is the central goal of the course.
History 341 Transatlantic Slave Trade. Maes
This course studies the Transatlantic slave trade (16th-19th centuries) through close scrutiny of the Transatlantic Slave Trade Database (http://www.slavevoyages.org), with the goal of providing students with analytic tools to weigh the historical narratives and primary sources that shape our understanding of this era. Students will gain a deeper knowledge of the scale and nature of slave trading throughout the Atlantic World and will become familiar with the types of documentation, methodologies, and theoretical approaches used by scholars to examine the trade. Emphasis will be given to debates surrounding the economic and moral implications of the trade, the institution of slavery across the Americas, forms of resistance and the process of abolition, as well as the sociocultural legacies of three centuries of human movement from Africa to the Americas. Students will use the database to analyze a self-selected primary source or theme and will write a research paper that integrates relevant scholarship.
History 342 Church and State in US History. Green
This course will consider the development of Church and State relations in America from a religious/cultural, political, and legal perspective. The course will utilize both a chronological and topical approach to this topic, considering issues such as federal and state disestablishment, the origins and purposes of the Religion Clauses of the First Amendment, the enforcement of religious behavioral laws during the nineteenth century, religious nativism, the Mormon controversy, the “civilization” policy of American Indians, and the impact of minority religious movements on the law and culture. The materials will involve a combination of primary and secondary historical readings and court cases (the latter being minimal). Course requirements include a series of short issue papers, a written book or article review (5 pages) and a final paper (15-20 pages).
History 343 Camus and Algeria. Duvall
Albert Camus, a European born in Algeria, emerged as a major writer in the 1940s and 1950s. In the latter decade, war between Algeria and France broke out. Algeria had been a French colony since the 1830s, and if the Algerians passionately wanted independence, the French with equal passion and determination wanted Algeria to remain French. The war was long, bitter and horrible. This course will examine Camus’s views on Algeria and Algerians as they are expressed in his writings. Early writings, his Lyrical and Critical Essays and his novel, The Stranger, will afford us first impressions. The novel, The Plague, and excerpts from his long essay, The Rebel, will enable us to reflect on Camus’s ethical and political commitments. Then we will examine Camus’s agony over the war in his homeland. Three short stories from Exile and the Kingdom and the (unfinished) novel, The First Man, will assist us toward conclusions. In all of this, we will seek to understand both Camus’s deep attachment to and intense love for Algeria and his emotional struggle and political silence as a French Algerian facing the brutal war for independence. Along the way we will have the opportunity to reflect on issues of colonization and decolonization, of racism, violence, and torture, of power and oppression.
History 379 Gender, Race, and Empire. Murillo
This course analyzes the intersections between race, gender, and imperialism from the nineteenth century to the present. Topics include: the regulation of sex and sexuality, the construction of colonial masculinities, racialized capitalism and labor, and the effects of transnational migration and dislocation. Special attention will be given to the lives of transnational subjects whose lived experiences defy national boundaries/categories. Places like Nigeria, the United States, Australia, India, France, and Indonesia will serve as the backdrop for their stories.
REL 354-01 Topics: Asian Religion and Environmentalism
This course explores views of nature in several East Asian religions and possible impacts of these views on Asian people’s social and economic behaviors relating environmental issues. The course will examine samples from various religious texts such as scriptures, myths, folktales and fictions to study human relationship and interactions with nature under the guidance of religious beliefs. The course will also investigate religious rituals and practices in various Asian communities from the perspectives of environmentalism and ecology.
RUSS 325-01: Russia 1914-2014: Utopia/Dystopia
This course will explore Russia's cultural and historical development from the tsars through communism up to the present day. Visual arts, literature, and original political/historical documents from the period will be examined. Topics include discourse, communal living, Stalinist terror, Homo Sovieticus and post-Soviet nostalgia. Current events will be discussed throughout the course in the context of Russian and Soviet history. Taught in English.
THTR 165: Aerial Dance Technology and Production:
This course will delve into advanced technical production processes. This can include, lighting design for aerial dance, costume/makeup design, aerial rigging, projection design, aerial apparatus construction, and the execution of an aerial dance production. This class will include lecture, independent research, individual projects, student presentations and running of the aerial showcase, which will take, place the weekend of May 9th-10th. Each student will have their own area of focus but will to a degree work on all aspects of aerial production.
THTR 318W - Theatre and Culture: Female Play-Makers
This course is a theatre literature course focused on works created by female playwrights and play-makers throughout history. Authors range from a 10th century Saxon nun, to Split Britches, to contemporary female playwrights like Sheila Callaghan and Sarah Ruhl.
"One Time Only" Courses
IDS 139 (QA) Quantitative Reasoning in the Public Realm (1)
This course is team-taught and organized around two themes. One is focused on "Risk and Risk Management," which, for example, will look at topics like defining and quantifying risk in areas of health or public safety, or how people perceive risk and make decisions. The second is focused on "Public Opinion Polls in Society," which, for example, will use contemporary public policy issues as the basis for understanding how sample data are used to predict attitudes and dispositions of the entire population. Participants in the class will learn skills, tools, and methods needed to apply quantitative analysis and reasoning toward understanding contemporary topics and/or issues. These can include: understanding relevant news and professional reports; using data management software (e.g., spreadsheets and statistical analysis programs); finding and accessing existing data sources; generating and interpreting statistical outputs; organizing, presenting, and writing about quantitative and/or numerical evidence; and understanding and critiquing topical work based on quantitative evidence.
IDS 313 | (CA) Creating Stories for Social Change
Why do stories matter? What makes a good story if the aim is social change? How can we create stories with the power to make a difference in attitudes and actions related to the environment? Students in this new course (co-taught by faculty in Civic Communication and Media and History) will explore these questions through relevant case studies and readings. Then, working individually or in teams, students will use media of their choice to create a public story about climate change, potentially in partnership with a local organization. This course is a great fit for students who want to actively engage interdisciplinary and public conversations about social change, the power of narratives and/or environmental issues and who are interested in learning by creating.
"One Time Only" Topics Courses with MOI Designation
One Time Only Courses with Writing-Centered Designation