New or Changed Courses - Spring
THE FOLLOWING ARE DESCRIPTIONS FOR SPRING 2013 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
New Courses
RHET 319 Homeland: 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. Most films are by Israelis or Palestinians. This course will consider problems of documentary films, stereotyping, nontraditional narrative structure, and docu-animation within the contest of the religious, social and political tensions in the region. Subject films will range from archival footage and independent documentaries to major feature films.
RHET 337 Rhetoric of US Women's Rights Since 1920 (1)
This course examines rhetorical practices through which Americans since 1920 have developed and challenged feminist politics, redefined expectations for gender performance and public leadership, and pursued the promise of "liberty and justice for all" in the United States.
- Prerequisite: No first year students
- Offering: Alternating years
- Instructor: Koenig Richards
THTR 491-01 Intermediate/ Advanced Dance Technique (0.5)
THTR 491-02 Repertory (0.5)
The focus of the technique will be mixed in discipline, including balletic control of balance, floorwork emphasizing the ability to support weight on many surfaces of the body, and modern/contemporary abilities to phrase uses of weight efficiently and bombastically through space. The technique class runs 4:00-5:15pm with repertory from 5:15-6:30pm. Students may sign up for either one or both, although in practice students in repertory should take technique whether or not they sign up for both (consider this a variable credit option). Intermediate level dancers are welcome in the technique class, and will be considered for the repertory component. The repertory class participants will perform in a public showing at the end of the semester.
"Course Change"
Topic Courses
Adv Top in AES 344: The 9 Tribes of Oregon
MWF 11:30-12:30pm, Colley
Since time immemorial, Native peoples have lived within Oregon’s diverse landscape: from the Cascade
Mountain Range, to the Columbia River Gorge, turbulent coastal shores, and the high desert. Cultures
were varied and diverse, with many languages and dialects spoken by different tribal communities and
bands. Despite the tremendous ruptures to tribal life that colonization inflicted, Native peoples still live
in Oregon. Currently, there are 9 federally recognized Oregon Tribes: Confederated Tribes of Grand
Ronde, Confederated Tribes of Siletz, Confederated Tribes of the Warm Springs, Cow Creek Band of
Umpqua Indians, Confederated Tribes of Umatilla, Coquille Indian Tribe, Klamath Tribes, Confederated
Tribes of Coos, Lower Umpqua and Siuslaw Indians, and Burns-Paiute Tribe. In this course students will
explore the historical formation and contemporary experiences of the 9 tribes of Oregon. Students will
critically examine tribal identities, perspectives, and worldviews within larger socio-historical contexts
of colonization, nationhood, human rights, resistance and social justice. The class will analyze both
distinct and interrelated experiences of Indigenous peoples in Oregon by exploring federal Indian laws
and policies as well as movements for sovereignty and self-determination. Case studies include the
Northwest Ordinance, treaty-making, reserved rights, removals, reservations, the Indian Reorganization
Act, termination and the rise of the casino economy in Oregon. Prereq: one AES course or consent. Class
can count for a 300-level elective course in ANTH, SOC, or POLI
Special Topics: Images and Self-Images of the Middle East
ANTH 258 MW 2:30-4:00, Tavakolian
This course will consist of three primary units: (1) At the beginning of the semester we will examine
some of the conceptual and political debates concerning cultures and societies of the so-called “Middle
East.” We will focus our attention on Samuel Huntington’s thesis of a “clash of civilizations” and
Edward Said’s criticisms of “Orientalism.” This background will serve as a basis for considering ways
that the peoples of North Africa and Southwest Asia imagine and portray themselves in ways that
both compare and contrast with western-sourced cultural representations of the region. (2) Then,
we will investigate some anthropological case studies as diverse examples of culture in practice. We
will draw upon research on social, economic, and political processes and cultural meanings in various
national settings, such as Turkey, Israel, Lebanon, Iran, and Afghanistan, each of which country has
significantly different linguistic and religious traditions than those of its neighbors. Our goal in part will
be to scrutinize and “test” some specific social and cultural stereotypes of the Middle East, and in part
to understand varied everyday lives and personal experiences within the region. (3) We will conclude
the course with an analysis of the implications of what we have studied and learned during the semester
for contemporary political conflicts and future prospects in the region. The course will require two 8-10
page essays and a term project (of about 15-20 pages) and consistent participation in class discussions
and presentations.
Special Topics: Dynamics of Transnational Migration and Diaspora Communities
Anthropology ANTH 358 TTH 12:50-2:20, Millen
This course will bring a theoretically-grounded multidisciplinary investigation to the study of
transnational migration and diasporic communities. Recognizing that international migration is not
a new phenomenon and that people continually create and recreate boundaries, this course will
explore the dimensions of contemporary transnational migration. Using ethnographies, film, literary
works, and the media, instructor and guest experts will present case studies that provide a gaze into
the complex socioeconomic opportunities and challenges facing migrants who ground their lives in
two or more national fields. Working with these case studies, students will learn about a variety of
international migrants, including refugees, migrant laborers, asylum seekers, and skilled workers. They
will explore forms of transnational movement and linkage, such as circulation migration, “brain drain,”
and remittance giving, as well as the imaginative connections and fluid identities maintained by globally
dispersed peoples. Course includes experiential learning and independent research. Instructor strongly
recommends students enrolling in this course to have already taken a minimum of two social science
courses.
Anthropology ANTH 358 Special Topics: Anthropology of Childhood
TTH 9:40-11:10, Rockhill
Childhood Studies is a nascent interdisciplinary field of scientific inquiry bringing together researchers
from a number of disciplines, including Sociology, Education, History, Law, Social Work, Health, and
Psychology. This course will explore the concept of childhood from an Anthropological perspective.
What is a child? This seemingly simple question – we all know what children are – will lose its
straightforwardness once we employ a critical approach to the category of ‘the child’ in cross-cultural
settings. We shall examine childhood as a biological phenomenon (a stage in human life course) and
as a social, symbolic and discursive construct. We shall see the diversity of ways in which childhood is
defined and understood in different societies, and how these ideas shape childhood lived experiences
in various cultures around the world. We shall examine the implications of culturally-defined concepts
of childhood on child development, parenting cultures and social policy. The topics to be explored
include place, value and meaning of children in family and society, age and gender, socialization and
enculturation, play and work, child-rearing practices across cultures, parenting and the role of the state
in normalizing parent-child relationship, policy and interventions for children and families. Readings will
introduce theoretical approaches to understanding childhood (i.e., children as social agents vs. objects
of socialization), and ethnographic studies of childhood and parenting in ‘western’ and non-western
societies.
"One Time Only" Courses
IDS 410: Design Thinking
Design thinking is a proven process for practically and creatively solving problems. It is an interdisciplinary field of study, communication and action that seeks to connect the diverse arts and sciences with each other and the purpose of enriching human life. The process of design thinking relies on being able to see the world around you differently from the way most people see it. This "seeing differently" is the way innovators spot where improvement can be made and the way they imagine and refine products that enable change. The course starts with students learning about their thinking style and becoming a member or a team that maximizes thinking-style diversity. The teams then share their interests with each other and collectively choose an aspect of human life in which to find and solve a problem. Students are then coached in the design thinking process - a process that combines empathy (i.e., being in another's shoes), radical collaboration (a partnership between diverse thinkers, and co-production among traditional creators and users), creativity, rationality, analytical thinking and integrative thinking (creatively combining ideas from many sources) to meet human needs and drive collective success.
"One Time Only" Topics Courses with MOI Designation
One Time Only Courses with Writing-Centered Designation
"One Time Only" Topics Courses
Topic Courses
Adv Top in AES 344: The 9 Tribes of Oregon
MWF 11:30-12:30pm, Colley
Since time immemorial, Native peoples have lived within Oregon’s diverse landscape: from the Cascade
Mountain Range, to the Columbia River Gorge, turbulent coastal shores, and the high desert. Cultures
were varied and diverse, with many languages and dialects spoken by different tribal communities and
bands. Despite the tremendous ruptures to tribal life that colonization inflicted, Native peoples still live
in Oregon. Currently, there are 9 federally recognized Oregon Tribes: Confederated Tribes of Grand
Ronde, Confederated Tribes of Siletz, Confederated Tribes of the Warm Springs, Cow Creek Band of
Umpqua Indians, Confederated Tribes of Umatilla, Coquille Indian Tribe, Klamath Tribes, Confederated
Tribes of Coos, Lower Umpqua and Siuslaw Indians, and Burns-Paiute Tribe. In this course students will
explore the historical formation and contemporary experiences of the 9 tribes of Oregon. Students will
critically examine tribal identities, perspectives, and worldviews within larger socio-historical contexts
of colonization, nationhood, human rights, resistance and social justice. The class will analyze both
distinct and interrelated experiences of Indigenous peoples in Oregon by exploring federal Indian laws
and policies as well as movements for sovereignty and self-determination. Case studies include the
Northwest Ordinance, treaty-making, reserved rights, removals, reservations, the Indian Reorganization
Act, termination and the rise of the casino economy in Oregon. Prereq: one AES course or consent. Class
can count for a 300-level elective course in ANTH, SOC, or POLI
Special Topics: Images and Self-Images of the Middle East
ANTH 258 MW 2:30-4:00, Tavakolian
This course will consist of three primary units: (1) At the beginning of the semester we will examine
some of the conceptual and political debates concerning cultures and societies of the so-called “Middle
East.” We will focus our attention on Samuel Huntington’s thesis of a “clash of civilizations” and
Edward Said’s criticisms of “Orientalism.” This background will serve as a basis for considering ways
that the peoples of North Africa and Southwest Asia imagine and portray themselves in ways that
both compare and contrast with western-sourced cultural representations of the region. (2) Then,
we will investigate some anthropological case studies as diverse examples of culture in practice. We
will draw upon research on social, economic, and political processes and cultural meanings in various
national settings, such as Turkey, Israel, Lebanon, Iran, and Afghanistan, each of which country has
significantly different linguistic and religious traditions than those of its neighbors. Our goal in part will
be to scrutinize and “test” some specific social and cultural stereotypes of the Middle East, and in part
to understand varied everyday lives and personal experiences within the region. (3) We will conclude
the course with an analysis of the implications of what we have studied and learned during the semester
for contemporary political conflicts and future prospects in the region. The course will require two 8-10
page essays and a term project (of about 15-20 pages) and consistent participation in class discussions
and presentations.
Special Topics: Dynamics of Transnational Migration and Diaspora Communities
Anthropology ANTH 358 TTH 12:50-2:20, Millen
This course will bring a theoretically-grounded multidisciplinary investigation to the study of
transnational migration and diasporic communities. Recognizing that international migration is not
a new phenomenon and that people continually create and recreate boundaries, this course will
explore the dimensions of contemporary transnational migration. Using ethnographies, film, literary
works, and the media, instructor and guest experts will present case studies that provide a gaze into
the complex socioeconomic opportunities and challenges facing migrants who ground their lives in
two or more national fields. Working with these case studies, students will learn about a variety of
international migrants, including refugees, migrant laborers, asylum seekers, and skilled workers. They
will explore forms of transnational movement and linkage, such as circulation migration, “brain drain,”
and remittance giving, as well as the imaginative connections and fluid identities maintained by globally
dispersed peoples. Course includes experiential learning and independent research. Instructor strongly
recommends students enrolling in this course to have already taken a minimum of two social science
courses.
Anthropology ANTH 358 Special Topics: Anthropology of Childhood
TTH 9:40-11:10, Rockhill
Childhood Studies is a nascent interdisciplinary field of scientific inquiry bringing together researchers
from a number of disciplines, including Sociology, Education, History, Law, Social Work, Health, and
Psychology. This course will explore the concept of childhood from an Anthropological perspective.
What is a child? This seemingly simple question – we all know what children are – will lose its
straightforwardness once we employ a critical approach to the category of ‘the child’ in cross-cultural
settings. We shall examine childhood as a biological phenomenon (a stage in human life course) and
as a social, symbolic and discursive construct. We shall see the diversity of ways in which childhood is
defined and understood in different societies, and how these ideas shape childhood lived experiences
in various cultures around the world. We shall examine the implications of culturally-defined concepts
of childhood on child development, parenting cultures and social policy. The topics to be explored
include place, value and meaning of children in family and society, age and gender, socialization and
enculturation, play and work, child-rearing practices across cultures, parenting and the role of the state
in normalizing parent-child relationship, policy and interventions for children and families. Readings will
introduce theoretical approaches to understanding childhood (i.e., children as social agents vs. objects
of socialization), and ethnographic studies of childhood and parenting in ‘western’ and non-western
societies.