BERT DO RO N
S IT Y O F
A Publication of the Robert D. Clark Honors College
Volume 9 No. 1 • Fall 2013
Clark Honors College alumna Amy Kari ’82 delivered the commencement address at the CHC graduation ceremony on Sunday, June 17, 2013, in the UO’s Matthew Knight Arena.
Feel Free to Change Your Mind Thank you for having me here today. Congratulations focus of my work world. I did grant-funded education reto the families and friends of our graduates and thank search, spoke nationally and internationally about mathyou for all of the support you have provided to the stuematics education, and best of all, worked with children, dents we are here to celebrate. Congratulations and thank helping them discover the power of reading, writing, and you to the faculty and staff of the Clark Honors College mathematical reasoning. I can guarantee you that there for a job well done. And, of was nothing in 1978 or in 1982 course, congratulations to our that would have indicated I was graduates! This is your day! headed for a career in educaThere are two reasons I tion. chose the title of my speech: Let’s take a minute and Feel Free to Change Your Mind. analyze my story. I came to In early April, I received an college wanting to be doctor, e-mail from the dean’s office having grown up in a scientist’s asking me for the title of my home. When I realized that this speech. I responded, “Why was the wrong choice for me, would I have the title of my I took advantage of the liberal speech in April when the arts core in the honors college speech isn’t due until June?” to smoothly transition into an When I discovered that the art history major that combined printer needed the title in order my love of history and art, to print the programs, I was which I had studied as a child. I unmoved—unmoved, that is, to Amy Kari ’82 and her husband Ross Kari ’80, MBA ’83. Amy is cur- took the job in business because write my speech. I was moved during the ’82 recession, I was rently chair of the CHC Advisory Council’s Development Committo come up with a title. Clearly, tee, and is a member of the UO Foundation Board of Trustees. Ross lucky to get it. I worked my will serve as a member of the UO’s new Institutional Board. I needed some wiggle room . . . way up, including a stint in IT, I think I did pretty well, didn’t I? which broadened my knowledge base and gave me strong The second reason I chose the title of my speech is management skills. These skills proved useful, as did that it reflects, in simplified terms, the belief I have in my science and art history background, when I became a the power of a liberal arts education to overcome the teacher. The missing ingredient had been passion. I never increasing economic and political pressures for universi- actually liked my job. ties to become job mills and for graduates to prove their My dad gives great advice. When I graduated and got worth by the value of the first job they take after graduamy job, he said, “There is a difference between a job and tion. a career. I have been lucky enough to have a career in sciMy own story in some ways reflects the point I am ence. When you have a job, you get up, you go in to work trying to make. I started at the honors college in 1978, and do what you have to do and then you leave. When the year we moved into Chapman Hall. I graduated in you have a career, you wake up thinking about your day, 1982 during another time of economic uncertainty. When you can’t wait to get to the office, you often stay late, and I arrived, I was a pre-med biochemistry major; when I when you get home you are still thinking, planning, talkgraduated, I had an honors degree in art history and a job ing about your work.” He also told me to not be afraid in business management. A decade later, I had returned to keep looking for a career if the first try didn’t pan out. to school, become a teacher, and discovered the driving
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Scholar Dean’s Message D e c e m b e r
2 0 1 3
Scholar is published bi-annually. We welcome your questions, comments, and submissions. dean
Terry L. Hunt associate dean
Louise Bishop scholar interim staff
Renée Dorjahn, Interim Editor Michael Sugar, Publications Asst. copyeditors
Louise Bishop Renée Dorjahn Delina Greyling Julie Ward designer
David Goodman clark honors college advisory council
James Shephard ’80 (chair) Richard Boyles ‘79 Liz Denecke Ron Fraback ‘66 David Honig ‘83 Mariann Hyland Mary Ellen Isensee ‘63 Amy Kari ’82 (chair, development committee) Don Klotter ‘86 Sheila Miller ‘99 Margaret Moore ‘61 Fred Poust ‘82 Ginny Reich ‘64 Joan Siegel ‘84 Larry Tice ‘68 Al West ‘67 ex officio members
Terry Hunt, Dean Louise Bishop, Associate Dean Renée Dorjahn ’82, Director of Finance and Administration Andrew McNall, Director of Development Robert D. Clark Honors College 119 Chapman Hall 1293 University of Oregon Eugene OR 97403-1293 Telephone: 541-346-5414 Fax: 541-346-0125 E-mail: firstname.lastname@example.org honors.uoregon.edu An equal-opportunity, affirmative action institution committed to cultural diversity and compliance with the Americans with Disabilities Act. This publication will be made available in accessible formats upon request. © 2013 University of Oregon DES1113-038dq-D18276
I have a passion and commitment to Honors education, so it is humbling to join and serve as Dean in the Robert D. Clark Honors College. My passion for Honors is long standing—most recently proven over the last three years rebuilding, diversifying, and leading the Honors Program at the University of Hawai’i. For me, Honors integrates teaching and research and shares love of acquiring new knowledge with our most motivated and talented students. But Honors education has its critics within the Academy. Some question the role of Honors education in the larger institutional goals of a top-tier research university. Some argue that Honors education is too expensive, caters to too few students, and wastes time when students should be focused on skills needed for future careers. Today we face a crisis in American education, as articulated in recent books such as former Harvard President Derek Bok’s Our Underachieving Colleges. We face budget issues in higher education, a mass-education model,
Editor’s note: This issue of the Scholar features the many ways in which members of the CHC community give back, or pay it forward, as noted in the article below written by the CHC’s first graduate, Margaret Moore.
careerism, poorly prepared students, faculty issues, and more. Honors education is the bright spot in this sea of discouraging news. In the model of classic small liberal arts college education, Honors demands that students learn to read, write, research, present, and discuss. They also learn leadership, social responsibility, and environmental stewardship by participating in community projects, internships, and civic engagements. For the UO, the CHC is a beacon to recruit gifted, high-achieving students. Honors provides a great democratizing effect, making the education of elite institutions accessible, often closer to home, and much
Feel Free to Change Your Mind And look I did. That decade I mentioned included exploration of other options, and your decade should, too. It is very easy to feel like you need to know now what you are going to do. Some of you will be part of the small group who actually does know and has always known what you will be, like the first grader I taught who knew when he was six that he was going to go to the Air Force Academy, and did. However, for the rest of you, this
lower in cost. Research shows that a successful Honors College raises the intellectual demographic of an entire institution. Rankings go up. Institutional goals for higher standards, retention, achievement, and graduation rates rise. Innovations in pedagogy, including experiential learning, encourage all to take intellectual risks and escape the confines of disciplinary boundaries. The success of Honors is felt widely across the institution. The CHC has a firm foundation. We are now well positioned to increase our international engagements, expand opportunities for experiential learning and research, and diversify our curriculum to address scientific literacy. Continuing to build relations throughout the UO will be essential. I look forward to working together to meet the challenges ahead as your new Dean in the Robert D. Clark Honors College.
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is a time of great but unknown opportunity. All of you have had wonderful years here at the Clark Honors College to explore ideas, build relationships, and develop habits of mind that will carry you forward into a world you cannot yet imagine. That’s the good part. So go out this year and next, travel, volunteer, get a job, get another one, go back to school, then when you are ready, find your passion. Just make sure you always feel free to change your mind.
University of Oregon Clark Honors College
Giving Back by Paying It Forward Margaret Moore ’61 Member, CHC Advisory Council The phrase “giving back” somehow suggests a finite loop: a gift—tallied, due, and repaid. But the concept of “paying it forward” helps us think about “giving back” from a slightly different perspective. In a larger sense, we can never really “give back” intangibles we’ve received—time moves on and needs change. But we can ensure the spirit of our good fortune ripples outward indefinitely by extending the gifts we’ve received in ways that meet the future needs of others. Just as we enjoyed the generosity, vision, and hard work of those who came before us—acting more on faith than any clear picture of who would be
helped—we can express appreciation through our present efforts, confident that what we do has future benefit for others. I’ve personally experienced this idea in action in two arenas—community service and education. Working with numerous community groups on human service delivery, I’ve been deeply touched by those who have stepped up with donations of time, goods, and dollars for those they will never know. These gifts may be large or small, but they are given knowing the donor is really “paying it forward” while “giving back.” In higher education, we now face a peculiar dilemma. Headlines shout about unprecedented individual gifts to schools. The vast majority of poten-
tial smaller donors can feel intimidated into believing their gifts—which may be proportionally more significant than the major gifts!—don’t matter. The truth is they do matter—greatly. Together with other similar gifts, they add up and provide valuable funds to repair roofs, modernize buildings such as our own Chapman Hall, and support outstanding faculty members and academic improvements. They help reinforce the foundation upon which future generations will build. “Giving back” may be driven by gratitude for our own good fortune and the desire to repay something received. But in a larger sense, it isn’t simply a repayment; it’s a way to invest in the future by contributing to something we believe in and “paying it forward.”
NPR Correspondent Michele Norris Visits Rita Radostitz ’81, ma ’04 Director of Strategic Communitions, UO Office of Student Affairs During the 2013–14 academic year, the university community has been engaged in a discussion, an exploration, a journey on the theme of race and identity. We were thrilled to have NPR special correspondent Michele Norris and the Race Card Project visit campus on November 13. She invited everyone to participate in a little exercise: Think about the word “race.” What are your
thoughts about race and ethnicity in just six words? That’s right, your experience, your story, your theory expressed in just six words. You can participate through her website at theracecardproject.com. During winter and spring terms, we will be exploring race and identity in various contexts— the media, the criminal justice system, religion, athletics—with the goal of better understanding how our identities shape and are shaped by various influences. In spring, we will host TEDxUOregon. In the spirit of TED Talks, we will invite speakers to present “ideas worth sharing” with a focus on identity and creativity.
We hope that the seeds planted through the various identity project programs and events will bloom into a deep discussion of the impact of race and identity on our campus and in our lives. More information may be found at exploreidentity.uoregon.edu.
Giving Back by Mentoring, Tutoring, and Teaching Neil Cronkrite ’12
Ian Maurer ’13
I currently volunteer at the King County Jail in downtown Seattle as a math tutor to inmates hoping to complete their GED. Taking an Inside-Out prison exchange course at the Clark Honors College sparked my interest in working with inmates. First, in class with both inmates and fellow college students, I was surprised at the open relationships I built with each inmate. We knew each other for so little time, yet we instantly could discuss any topic without feeling silenced or fearing rejection. Second, not many American middle-class, college-educated citizens get a chance to spend time with inmates. Starting my professional life in Seattle, I promised myself that I would engage in my new community by volunteering. I don’t think of it as “giving back.” I am serving others, but for me, volunteering is also a great avenue for accomplishing my personal goals and developing myself as a world citizen. Tutoring inmates requires a surprising amount of patience, an ability to explain and package mathematical concepts in a practical manner, and a knack for always encouraging others. I want to continue to work in a jail to help lift adults from a cycle of crime and prepare them for college. I owe it to the CHC for providing me the opportunity to take a class that forced me to learn alongside a population whom I would have never imagined as classmates.
Although the CHC provides a wealth of educational opportunities, the most important thing in the Clark Honors College is the people. I had the privilege of being surrounded by caring, intelligent, and engaged individuals who gave their all to help others, and who inspired me to get involved as well. While running the Willamette High School Studentto-Student Mentor Program, I was constantly reminded of the wonderful people who surround us every day. These people continue to inspire me to dedicate my life to education and to helping others. Value your education, but value those who walk beside you even more. Peter Ewbank ’10 I recently had the privilege of rehashing my college experience to a packed room of people, including a raucous rendition of yelling “O.” Granted, the stage was actually the front of a multipurpose cafeteria-gym, and the people were predominantly ten-year-olds obliged to sit on the linoleum floor. Nonetheless, the zestfulness for climbing the mountain to and through college was palpable on their smiling faces. The fact that I have to use the words “climbing the mountain to and through college” reveals an injustice; college in my family was the logical next step after high school and an unspoken expectation. However, for my students at KIPP Sunshine Peak Academy in Denver, Colorado, most will be the first in their families to go to college.
Nicole Rios ’13
Nicholas Maurer, Class of 2016 and Sophia Hoover, Class of 2015, Codirectors of Eugene-Springfield Schools Tutoring and Mentoring sponsored by CHC Our mission at Eugene-Springfield Schools Tutoring and Mentoring is to provide academic support and guidance for local high school students who would benefit from extra assistance, while simultaneously giving UO students the opportunity to become involved in their community. The Clark Honors College has proved to be the perfect nurturing ground for this program, building a network of individuals brimming with ideas and the drive to see them through.
Peter Ewbank, at back, and KIPP students.
I left the Clark Honors College very impassioned about social justice as a result of the Inside-Out course I took with Professor Steven Shankman, Theories of Literacy with continued on next page
Professor Suzanne Clark, and political science courses that taught me a subaltern story of American history—one that opened my eyes to the lack of opportunity and systematized injustices that exist for low-income communities and predominantly people of color. I saw public education as the lever for sweeping reform. I completed three years of service for Teach For America in Tulsa, Oklahoma. Founded by Teach For America alumni Dave Levin and Mike Feinberg, KIPP (Knowledge Is Power Program) originated in Houston before adding a second site in New York. It now operates 141 schools across the United States. Eighty-six percent of KIPP students come from low-income families, and more than 83 percent of KIPP alumni have gone on to college. The national average ratio for students from low-income communities who go on to college is closer to one-in-ten. I remain with KIPP because, as the statistics suggest, they have created a model that works and continually improves to level the playing field for our students. I continue in this work because I firmly believe that every child in this country deserves access to an excellent education. I am reminded of Tupac Shakur’s poem “The Rose That Grew from Concrete.” As the title of the poem suggests, despite the odds—poor soil, lack of nutrition, inconsistent watering—a rose was able to sprout and bloom from a crack in the sidewalk. Sure, the rose had damaged petals, but it was nonetheless miraculous because it defied the odds to flourish. That rose is my school, community, and students. Working in this environment brings me optimism and fosters hope. While I struggle alongside my students both academically and through the realities they face outside our four walls, their successes and matriculation to college redefine what is possible.
University of Oregon Clark Honors College
Before I was born, my mother and father immigrated to the United States with the hope that they would gain access to more educational opportunities. Most of all, they hoped their children would obtain a high-quality public education, something not possible in their home countries. The story of my mother and father, their relentless pursuit of a brighter future for my sisters and me, inspired me to try to change the lives of children here in the United States through education. The education I received in the Clark Honors College has equipped me to do just that. Nicole Rios and students.
I currently work for Teach For America in Dallas, Texas, in one of the largest urban school districts in the country. Every day, my third graders are faced with unimaginable challenges of violence and poverty. Education and learning how to be resilient to life’s challenges, both inside and outside of the classroom, is their way to a brighter future. Every week, I teach them the same values the CHC instilled in me: resiliency, passion for education, and teamwork. On days when my job feels most difficult, I remember how being a student in the CHC inspired me to work harder and push the limits of my own education to one day be prepared to help others. Phoebe Petersen ’13 During my sophomore year, I took an Inside-Out course through the Clark Honors College. Inside-Out brings twelve to fifteen “outside” students together with an equivalent number of incarcerated men and women in a quarter-long academic course behind prison walls. The class was a powerful learning experience: it opened my eyes to inequalities I never knew existed. Inside-Out inspired me because I saw how education is a turning point for people. Repeatedly hearing that many of these incarcerated people rarely had a teacher who liked them, made an effort to get to know them, or even told them they could do something with their lives made a huge impact on me. I, on the other hand, easily had at least a dozen teachers who built my confidence and told me that I would be successful. Currently, I teach fourth grade in Baltimore as part of Teach For America. One thing that motivates me every day is seeing how the education my fourth graders receive on a daily basis translates into future performance and support for their aspirations. I teach in a very poor neighborhood, one that has some rough statistics—crime, drug use, arrests, and poverty. My students will face a lot of problems in their lives, and I try to equip them with the skills necessary to think through these challenges and overcome them. The Clark Honors College provided me with opportunities to engage in social justice and exposed me to a variety of world perspectives and life experiences. This is something for which I am deeply grateful. continued on page 7
Giving Back in a Global Environment An Interdisciplinary Classroom in the Andes By Mark Carey, Associate Professor of History, Clark Honors College In summer 2013, I traveled to the Peruvian Andes for field research on the societal impacts of climate change and diminishing water supplies below the world’s most glaciated tropical mountains, the Cordillera Blanca (White Mountains). Although I have gone to Peru at least once a year for the last thirteen years, this time was different—and it was particularly exciting—because I was able to take a dedicated Clark Honors College research assistant, Kelsey Ward, an environmental studies major who had just graduated a few days before departure. Kelsey has been conducting research with me for more than two years, and this was an exciting culmination for both of us: an interdisciplinary classroom in the Andes. Kelsey did not just help me with historical research in Peru’s National Library, where we put on white gloves and dug through a decade of old newspapers to help understand past water use in the Santa River Valley. For this trip, Kelsey was part of my collaborative National Science Foundation–funded research team. My collaborators are from Ohio State University, McGill University, University of Quebec, University of Texas at Austin, UC Santa Cruz, and UC Berkeley, and our disciplines span from history (me) to glaciology, hydrology, botany, biogeography, and human geography. Earlier this year we founded the Transdisciplinary Andean Research Network (TARN) to bolster our interdisciplinary research activities and boost our outreach efforts in the Andes. One of our first major TARN activities was to get undergraduate students from all of our respective universities together in Peru to do research and learn about every one of our fields—to literally create an interdisciplinary classroom in the Andes that utilized superb student skills for research while simultaneously teaching them how to do international research and apply their course work to real life problems. So Kelsey and the other U.S. and Canadian students spent time at the foot of melting glaciers, in ice-cold water, doing hydrological and botany studies. Then, we were on the coast tromping through marigold and asparagus fields (Peru is the world’s leading exporter of asparagus) in one of the world’s driest deserts that has been transformed into an agro-industrial paradise—thanks to meltwater from (vanishing) Andean glaciers. The trip culminated in a meeting with Peru’s vice minister of environment and his advisers, who had invited me to discuss future plans for Peruvian policies related to glaciers and climate change. From the glacier snouts and asparagus fields to the National Library and Ministry of Environment, it was a truly diverse, interdisciplin-
ary, and collaborative experience for Kelsey and me. As Kelsey reflected on her experiences, “Traveling and working in Peru made so many aspects of my undergraduate courses come full circle. I saw applications for the things I had only studied in theory or barely practiced. I was able to see how academia applies in the field, which was valuable in order to see the connection between field research and the classroom. In doing this, I also realized I love what research work entails. From belaying at the base of a glacier to converting GPS units into decimal degrees, from identifying plant families in a plant survey of a wetland to reading newspaper articles in the National Library in Spanish, it was so rewarding to see the theory put into practice. I always knew there would be a context in which taking Rock Climbing III alongside Advanced Geographic Information Systems and Systematic Botany would become useful!” With a look toward the future, Kelsey explained, “I have just finished my bachelor’s degree in the very multidisciplinary field of environmental studies. My background in this field could take me in many different directions. On this trip I saw examples of how people take ownership of their path in academia, creating new fields of study to match their interests and to fit into where they see themselves making the greatest difference. For now, as I continue to explore where my interests will take me, I work as an interpretive park ranger at a national park in the Sierra Nevada—Kings Canyon National Park. My experience in Peru has given me powerful tools with which to communicate the realities of climate change to park visitors, explaining the ecological and human impacts. There are many parallels between the Cordillera Blanca and Sierra Nevada, and I am a stronger environmental educator because of the knowledge and experience I gained related to climate change impacts, environmental justice, and holistic watershed health.” In the end, our shared time in Peru advanced my research project and enabled Kelsey to bring together her entire undergraduate career—and to open doors to her future, whatever direction she takes. And this is precisely what the Clark Honors College is about: teaching extraordinary students and giving them extraordinary experiences to enrich their lives, improve research, and illuminate career paths that might have been invisible without such learning adventures.
University of Oregon Clark Honors College
Amelie Rousseau ’11 After my graduation from the Clark Honors College, I came to the Sri Aurobindo Ashram in Pondicherry, India. I was there to organize a three-week student service trip with the UO’s Alternative Break Program. I ultimately spent a glorious five months learning yoga, reading, writing, and exploring the charming colonial seaside town of Pondicherry. When Alternative Spring Break came to a successful end, I was far from ready to leave. I began to spend more and more of my time on the ashram’s beautiful natural farm. The farm was special in that it was completely self-sufficient. For someone who yearned to learn the ancient techniques of
cultivating crops naturally, I had found my classroom, my home and heart on forty acres of food-filled jungle. On the farm, I never knew what tomorrow would bring. I wrote a reference guide of the farm’s medicinal plants, transformed the farm’s disorganized seed closet into a usable seed library, and gave permaculture tours to groups of young dreadlocked spiritual seekers. And then, after two years in the jungle, I knew it was time to move on. Arriving at Chiang Mai, Thailand, to work at an educational farm, I was happily surprised to see that I actually knew quite a bit about the tropical plants all around me. Now I pass on the ancient knowledge of natural farming to students from China, Belgium, Korea, and Canada.
Giving Back by Mentoring, Tutoring, and Teaching Windy Borman ’03 Instead of “giving back,” I prefer “paying it forward.” As an undergraduate, I began paying it forward as a student orientation staff member, a student ambassador, and eventually as performing arts coordinator for the University of Oregon, where I produced and directed The Vagina Monologues and produced performances for Margaret Cho and Maya Angelou. Upon graduating from Clark Honors College, I dedicated two years of my life to teaching middle school drama and dance in the South Bronx with Teach For America. Despite the challenges of teaching more than 300 students (ages 10–15), I am most proud of the lessons that connected drama, dance, and the arts to my students’ lives, and instilled the values of interdependence and nonviolent communication, lessons I hope they carry with them to this day. Next, I migrated to San Francisco, California, to pursue my career in film and video production. In 2006, I opened DVA Productions (www.dvaproductions.com) to use my gift of storytelling to produce film, theater, and dance works that give a voice to the voiceless and promote peace, justice, and equality. That mission led me to produce The Big Picture: Rethinking Dyslexia (2012), which premiered at Sundance and on HBO, and to direct and produce The Eyes of Thailand (2012) (eyesofthailand. com), the ten-time award-winning documentary narrated by Ashley Judd (available on iTunes, Amazon.com, and DVD). Currently, I am intrigued by the power of technology to achieve social justice, so I’m developing the Get Reel mobile app (https://www.facebook.com/FemAction) to track violence against women in film. The critical analysis, outside-the-box thinking, and writing skills I learned at the Clark Honors College em-
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powered me with the desire and the tools to pay it forward. Who knows where my path for social justice will lead?—but I am eternally grateful for where it started.
Matt Hoffman ’09 Four years ago, Teach For America ushered me from the tranquility of life as a Clark Honors College student to become an urban schoolteacher. The realities of teaching in a low-income school quickly became clear. I constantly struggled to find free resources that engaged my students, made them think critically, and taught them essential twenty-firstcentury skills. When I became an education specialist at the Smithsonian’s National Museum of American History, I knew I had the opportunity to promote and create resources to do just that. I wanted to share the passion for interdisciplinary scholarship and independent research I developed as a history major at the CHC. Now, I travel from West Virginia to Hawai’i to support teachers in bringing social studies and its interdisciplinary nature to life. In short, I hope to recreate for students across the country a similar intellectual experience to the one provided me at the CHC.
Giving Back—Giving Voice to Those Who Have None Exploring The Grace of Silence By Rita Radostitz ’81, MS ’04 Director of Strategic Communications UO Office of Student Affairs When Clark Honors College student Maggie Witt asked if I would be willing to facilitate the discussion of the Common Reading Program book with incoming students, I accepted with enthusiasm—and a bit of trepidation. I loved The Grace of Silence by Michele Norris, and over the past few months had been conversing with Ms. Norris to assist with the planning of her visit to campus on November 13. What if they hated the book? How would I be able to handle that? And what if the conversation about the content of the book—race relations in America—got contentious? I was, I have to admit, a tiny bit worried. Luckily, my worries were for naught. On a sunny afternoon the week before classes began, I stood in front of a group of CHC students in 180 PLC. The room seemed cavernous, but the energy of the students was grounded down in the front of the room, their faces were open and welcoming. As I told them about Explore Identity—a yearlong program exploring issues of race and identity happening this year on campus—they nodded and smiled. When I threw out my first question—“What is one thing from the book that surprised you?”—a half dozen hands flew up in to the air. And so began a lively discussion about prejudice and stereotypes and power. One student said she was surprised to learn about the impact of returning World War II veterans in laying the groundwork for the Civil Rights Movement. Another talked about being able to relate to the pressure that Ms. Norris felt to be a “model minority.” Other students wondered “Why should I feel guilty just because I’m white?” The discussion shifted to the differences between silence and secrets, and why the grace of silence was both a good and a bad thing. And then there were riffs on “What is racism?” and “Does ethnic comedy help? Or does it inflict more wounds?” Never was there a lull in the conversation, nor a harsh word spoken, though there were issues of disagreement, the students raised them with respect, and grace. I came away—after an hour and a half that felt like five minutes—deeply impressed and inspired. The discussion was not just interesting, it was respectful and wide-ranging and deep. The students had obviously thought long and hard about the topics in the book and took the time to apply the lessons to their own lives and experiences. If these students are models of what our future looks like—and I know they are—we are deeply fortunate. And if this is the level of discourse at the beginning of our yearlong exploration of race and identity—well, I can’t wait to see what happens by the spring!
Elizabeth Leavitt ’03 Once, while a student in the honors college, when struggling with a particularly challenging essay about Chaucer in literature class—the first draft of which had come back peppered with edit marks in green pen—I dared to wonder what my liberal arts education would have to do with my future professional pursuits. I knew I wanted a career that would allow me to give back to my community. But it wasn’t yet clear to me what that goal had to do with ancient texts, historical happenings, and their interpretations. In the years since, I have come to understand that these two pursuits have very much to do with each other.
American writer and theologian Frederick Buechner wrote that one’s vocation is the place at which one’s deep gladness meets the world’s need. After graduation and serving as an AmeriCorps volunteer, I finally discovered my source of gladness; it was religion, both its study and practice. And out of that passion emerged a myriad of opportunities for me to give back to my community: as a caretaker, a teacher, and a community leader. In my work, both as an educator and ordained minister, interpretation is a central task. Whether I am explaining the theological underpinnings of the Bhagavad Gita with students or sharing messages of comfort at the bedside of a dying member of my congregation, I draw on a body of knowledge—ancient texts and practices, metaphors and stories, personal narratives and current events—that requires careful, thoughtful, and ongoing interpretation. Drawing together such diverse sources and using them to challenge, comfort, inspire, and instruct others is a major part of how I give back. Though my educational journey took me far beyond the walls of Chapman Hall—to a graduate program in religion at Harvard Divinity School, as an adjunct professor of religion at Bunker Hill Community College, and through
the process of ordination in the Presbyterian church—I see the roots of all this in my time at the CHC. If I am able to inspire students, equip community leaders or help offer insight into what it means to live a reflective life, I am able to do so because of an education that prepared me to read the world, its people and stories, and make meaning of them.
Mary Ellen Isensee ’63 Member, CHC Advisory Council When I arrived at the UO as a freshman, the Clark Honors College was in its infancy, so I had few preconceptions of what was in store for me as an honors college student. Upon graduation, I realized that the CHC had been the frosting on my academic cake. It had challenged me and stretched my ability to think in ways I could not have imagined. So, I was thrilled to be asked to be on the CHC Advisory Council when it was established. Similarly, after a thirty-year career as a junior high counselor and teacher, I entered retirement with eagerness, some discomfort, and only the barest outline of what retirement would look like. I chose to become a courtappointed special advocate (CASA) in Clackamas County near Portland, Oregon. A CASA works as a link between a child who is no longer safe in the care of his or her parents and the judicial system, which takes over wardship. As Mary Ellen Isensee, left, with associate dean one might imagine, Louise Bishop at Oxford (March 2013). every child has unique needs. Consequently, I am always exploring, investigating, and learning as I work with these very vulnerable children and teenagers. My work as a CASA has once again challenged and stretched me, and allowed me to use old skills in new ways, and is the frosting on my retirement cake. I have a little difficulty thinking of my work with the CHC Advisory Board and CASA as “giving back.” To me, I’m the lucky one who has had the opportunity to sit down at life’s dinner table and eat two desserts.
Vanessa Elkan ’06 If you read any article or study about our generation, you tend to find the following points: 1) our standard of living, educational attainment, and economic opportunity are already significantly lower than Generation X, let alone our Baby Boomer parents; 2) we think we are special, entitled, and lack the hard- and soft-skills needed in the twenty-first-century economy to make any real contribution right now; and 3) we are “wildly” ambitious and out-of-the-box thinkers who care about making a difference, but still need to figure out what that looks like. In sum, we have great intentions, but are facing some challenges that can’t be overcome with just a few good ideas, and we should lower our expectations. And if you are like me, I find these observations true in part, but also infuriating. We can give more and will do more. We aren’t the first generation to face criticism from those farther along than us. Our parents’ generation was thought of as the hippie freeloaders who cared more about following the Dead than giving back to society. They ended up proving their parents’ generation wrong, and we will too, maybe even more so. Why? Because we have to. We are in a place where income inequality is at its highest levels since the twentieth century, union participation at its lowest since 1916, and overall civic engagement and protection of the public safety nets—public schools, food stamps, and even voter protections—at their greatest perils since the 1960s. Now is our time to give back beyond just charity, to find ways to correct these systems that have gone awry. A college-educated person is now privileged, a member of an increasing minority population in this country where college attainment is becoming less possible for all children and youth, especially for the growing number of poor and minority students in our nation. The greatest gift we can give is therefore our ear to those seeking these same opportunities we have had, and our voice to speak up for those without one. I realize this is some lofty language. But know that there are countless ways to do this, and it starts right in your own community. Find a nonprofit related to your passion and volunteer, attend a school board meeting, educate yourself and those around you on policies that are working and those that aren’t, call your legislators, and vote. We can make a difference if we just start speaking up and getting involved. Deep down, our greatest strengths are not in what we own but in our humanity and service to others.
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Giving Back—Improving Health Around the World Sheila Miller ’99 Member, CHC Advisory Council
“Every person deserves the chance to live a healthy, productive life.” This quote, which I read every morning when I walk into work, is the philosophy behind the philanthropy of the Bill and Melinda Gates Foundation. Guided by this belief, the foundation seeks to find innovative solutions to the areas of greatest need in the world. There are over 2.5 billion people who live on less than $2 a day, who don’t have the chance to live a healthy and productive life. Guided by this belief, I chose to make giving back through global economic development my career. In my role, I engage in advocacy efforts to promote public policies that advance financial inclusion for people living on less than $2 a day. Just 23 percent of people living in poverty have access to financial services—access for women and people in rural areas is even lower. It is hard for us to imagine living our lives entirely in cash, without safe ways to store it, having to carry it safely while transporting it to family or bill collectors. Yet the majority of the world’s poor do, navigating a complex set of expensive, risky loans and savings strategies. The good news is that technologies made possible by the ubiquity of mobile communications are enabling “digital” money to be sent over the mobile phone, which can be converted back into cash upon its arrival to the recipient. This innovation is fundamentally changing the opportunities for the poor to access financial services, a key element in living a productive life. To further this innovation, I work to build strategic alliances with governments and the public and private sectors, fostering greater public awareness of financial exclusion. I never imagined the possibility of this kind of a career when I was a student at the Clark Honors College. Despite that, the CHC curriculum and community helped prepare me for it by developing my skills in critical thinking and analysis. And the caliber of my classmates and professors challenged me on a daily basis. From the first week of class until graduation, I felt a rush of intellectual adrenaline in my CHC classes as the quick and deep thinking, matched with wit and originality, constantly kept me on my toes. The ethos of the CHC—to consider your contribution to the CHC community, to society, to a cause greater than yourself— instilled in me the ethos that giving back should be a core theme of any career. I am fortunate to have this opportunity to give back in my career, and I encourage CHC students to consider the option of careers in global economic development. The rewards of doing this work are endless.
Josh Lupton ’11 The Clark Honors College taught me the value of a wellrounded, liberal arts education, both inside and outside of the classroom. At Oregon, I volunteered at a free medical clinic that gave me balance and perspective. For me, giving back is not a one-sided affair where those who “have” give to those who “have-not.” Instead, it is a two-way exchange where those who are doing the “giving back” take away something often entirely different but equally valuable. I choose to give back because doing so makes me feel fulfilled, gives me genuine happiness, Josh Lupton, center, with colleagues at Johns Hopkins reminds me who I am working so hard for, and in almost all instances allows me to learn something about other cultures and people. After graduating from the CHC, I studied in the United Kingdom on a Marshall Scholarship, first at the University of Cambridge in a basic science laboratory, then at the London School of Hygiene and Tropical Medicine for my master’s in public health. At both institutions I worked with individuals who’ve dedicated their lives to academic research with the hope of benefitting society—despite the often long hours and low pay. After these two inspirational educational years, this fall I began medical school at Johns Hopkins. Our first week was not spent in the hospital or the classroom, but traveling around the local community. We volunteered for an afternoon at a woman’s shelter, and spent another touring some of the poorest neighborhoods in Baltimore to gain an appreciation for the circumstances of those we are serving. Now that classes have started, I will begin teaching English to adult immigrants at a local community center in the evenings. Language can be the biggest barrier for many in getting health care. I am confident that this experience will be a two-way exchange. In the future I hope to use my public health background, and the spirit of giving back nurtured by my time at the CHC, to be a physician who strives to support the poorest and least fortunate among us.
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Anna Steeves-Reece ’10
Peter D. Leimena ’05, MD, MPH
Finishing up at Clark Honors College in 2010, I couldn’t have pictured my life in 2013. I could barely imagine defending my senior thesis; but it was my thesis on reproductive health and maternal mortality in Ecuador that ultimately led me to serve as a health promotion Peace Corps volunteer in the northern mountains of Nicaragua. During my first two years of service, I gave countless charlas (health talks), organized translation for medical missions, led youth camps, and even helped lead a UO alternative spring break group. However, my favorite job was working in radio. I loved giving shout-outs to the numerous members of my host family (inevitably forgetting at least one person and never hearing the end of it) and playing music by foreign artists—anything from Manu Chao to Angelique Kidjo to Daft Punk (a favorite of my host grandma). But the best part was having a free platform that I could use to disseminate vital health and other information to people throughout my remote site of Rancho Grande who wouldn’t otherwise have access to that knowledge. On my show Platicando con Anna (Chatting with Anna) I interviewed representatives of nongovernmental organizations such as CARE and Save the Children. I spoke with local community health workers, the Ministry of Health, the Ministry of Education, and other local leaders about the challenges in our community, and what people could do to improve their quality of life on a day-to-day basis. The CHC, the Department of International Studies, and my study-abroad opportunities inspired my interests in public health and community development. These interests will definitely stay with me beyond this chapter of my life. Now I look forward to working with migrant, especially Latino, populations in the United States. While I’ve been able to do some interesting and worthwhile projects in Central America, I’m eager to work in a place where I have a more intuitive understanding of the culture and problems we face. The CHC’s support of international experiences and study abroad has been a catalyst for everything I’ve done after graduation.
My time at the CHC helped nurture an idea planted in me at a young age by my grandparents: as a global citizen, I have a responsibility to use my skills to help others and to attempt to give back in equal measure to that which I have been given. At the CHC, I learned how to think critically about global health issues, including prevention of common but deadly pediatric diseases. At George Washington University, while completing a master of public health degree with a concentration in global health, I built on that foundation, studying the role low-tech public health interventions such as basic sanitation and deputizing lay community health workers can have in the prevention of communicable pediatric diseases that contribute to childhood mortality. Later, in medical school, I was able to put into action what I had been studying through service trips to Haiti, Ethiopia, and Indonesia—working alongside local medical staff members to deliver primary care in resourceimpoverished communities, implementing clinical and public health interventions to treat some health issues and to prevent the occurrence of others. The application of my clinical and public health skills are how I give back to the global community. This fall, as part of my pediatric residency at New York Presbyterian Hospital, I will spend four weeks in Tanzania teaching medical residents as a way to pay forward the education and training I have been fortunate to receive over the years, starting at the UO. It has been my good fortune to work and learn in the service of a broader global community, and it is my hope this will remain a hallmark of my clinical practice as well as part of my legacy as a CHC alumnus.
Current Students and Recent Graduates Reflect on Giving Back Cassandra O’Hearn, Class of 2014
Drew Serres ’11
Walking through the doors of Chapman Hall has always been an enjoyable experience for me. Whether for class, for a meeting, or just to study, the Clark Honors College always seems to draw me in. The CHC’s dedication to leadership can be seen not only in official programs such as community service outings or our student-to-student mentoring program but also in the daily dedication of the professors, staff, and students. While an officer on the Clark Honors College Student Association (CHCSA), I was grateful for the support of my fellow students and the CHC staff members. They were willing to help me better understand available resources, take the time to understand what was needed, and show me how to be a productive leader. As a fifth-year student, I have many memories. One of my favorites is watching the CHCSA grow and evolve over the last four years. This past year, as the CHCSA underwent some structural changes and growth, it remained an organization in which everyone was willing to share ideas, listen, and step back to ask how each event or program strengthened the CHC community. My time in the Clark Honors College has shaped who I am as a student, a leader, and a person.
While I live on the East Coast, after serving as an AmeriCorps VISTA (Volunteer in Service to America) in Philadelphia, I recently visited Eugene. A fellow Clark Honors College student organizer and I walked through Chapman Hall discussing how our years there led us to our current life paths of service and social change activism. As a CHC student, I collaborated with others to start the social justice group Kaleidoscope, which gave me the confidence to pursue both community service and how to address larger issues of injustice. My blog, OrganizingChange.org, describes a vision of where we are going with respect to social change, analyzes what it takes to accomplish social change, and creates action-based toolkits to support these efforts. It’s pretty easy for me to see the influence of the CHC on my ideas. While my own efforts right now focus on being as useful as I can to those working for social change, I’ll always have the mentality I gained at the CHC to seek out new ways to support others and promote inclusive leadership development.
Tyler Lantz, Class of 2015 I love that the Clark Honors College fosters a tight-knit intellectual community within the larger UO. I want to see the CHC continue to increase its influence on campus, which is why I am part of the Clark Honors College Student Association (CHCSA). I help organize many academic and social events, including talks by local authors, professors, and alumni and an annual outing to the Oregon Shakespeare Festival. My time with the CHCSA has shown me the power of alumni to encourage and inspire current students, which is why I will definitely continue to give back to the CHC after I graduate.
Quinn Baxter, Class of 2014 I’ve taught the music topic in the Clark Honors Introductory Program (CHIP) for the past four years. The students are always bright and involved individuals who inevitably make me glad I chose the Clark Honors College. Teaching the CHIP is, of course, a good time, but the reason that I returned each fall for the past four years is because I have had the good fortune of being taught by masterful educators in the CHC. After taking several courses from one, it became clear that the only reason my professor chose his career was to pass on things that he truly believed were important for the next generation to know. I’ve found something that I truly believe in—music— and while I am nowhere near skilled enough at passing it on yet, I am doing something important by introducing students to things that have so profoundly changed my life.
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Nick ’12 and Zoe Hayman ’12 We didn’t see it coming. At first, serving the Clark Honors College felt like an easy way to meet new friends, get free tickets to Wicked, and justify hanging out with Associate Professor Louise Bishop all the time. By the end of our four years, the CHC had slyly instilled in us the value of service, and ensured we would live this way forever by giving each of us a lifetime accountabila-buddy. It all started when Nick joined the Clark Honors College Student Association (CHCSA) in his freshman year. He encouraged me to apply with him to be a leader in the Clark Honors Introductory Program (CHIP). Nick’s CHIP group focused on biodiversity, mine on political activism. This was the first step, and we were reeled in by our passions. We spent months perfecting our curriculums, organizing guest speakers and field trips, and mentoring our freshmen cohorts. I hope I gave them the tools to take an active part in their democracy, but ultimately I know what I received was far greater: connections to fascinating people, experience leading and organizing, and some of my greatest friends. After leading CHIPs, we were hooked. I moved on to direct the CHIP program, and Nick became vice president of the CHCSA. I’d like to say we served out of the goodness of our hearts, but the truth is that all our friends were there. As a team, we organized events for the CHC, worked for the administration and faculty to improve the CHC in the future, and brought students out into the community to spread the impact. Without our ever noticing, the CHC transformed us into leaders and advocates for service, even training the students who would come after us to continue the tradition. But encouraging us to serve during our college years wasn’t enough. It had happened so subtly we didn’t notice, but when it came time to decide what to do after graduation, the CHC influence was clear. Today, Nick is studying marine ecology at San Diego State University in pursuit of his master’s degree, and performing research on restoring contaminated estuaries. He also leads the Marine Ecology and Biology Student Association, where he brings science and ocean conservation to the broader San Diego community. I work for KidsEcoClub, empowering youth to transform the health of people, commu-
nities, and the planet through technology and leadership. I also volunteer with a nonprofit that brings together young people from Israel, Palestine, and the United States for facilitated dialogue. Our time in the CHC showed us the importance of giving back to our communities, and surrounded us with people who would ensure we always did. In a brilliant checkmate, the CHC used service to bring us together, and we tied the knot this past July. Because of the Clark Honors College, we continue to challenge each other to seek out new opportunities and answer the call “How will you be of service?” Molly Hover, Class of 2016 Ephemera, the Clark Honors College’s creative arts journal, had a very successful 2012–13. The final publication drew on the talents of fifty student writers, poets, artists, and editors. As assistant editor in chief, I learned many important lessons about leadership, editing, and journal production. Looking to this year, as editor in chief, the staff and I plan to preserve the spirit and nature of Ephemera as a journal but are planning a few changes, such as making the Ephemera logo more familiar to CHC students, and more events such as open-mic nights and freshman-oriented creative writing workshops. Garrett West, Class of 2014 President, Clark Honors College Student Association, 2013–14 The Clark Honors College is easy to describe: a welcoming community full of dedicated people—dedicated to many things, but most important, they are dedicated to each other. The community accepts people for who they are, tries to find a place for them, solicits diverse opinions, and always tries to improve itself. I see the students, staff, and faculty express their dedication every day, and I’m always proud of it. In Chapman Hall, there’s truly a communal sense of duty, to the institution and to the community, that is rarely found elsewhere. Because of this, students are responsible for continuing the CHC’s legacy and making sure to give back to the community that embraces us. Alex Fus ’13 As a freshman, the Common Reading Program was my first experience with the intellectual life of the Clark Honors College. In that first debate with my new classmates, I knew I had come to the right place! Four years later, Common Reading has engaged CHC students on issues from capital punishment to GMOs to race relations, and the conversation has opened opportunities for students to contribute to the community of minds that expands the CHC far beyond the classroom.
FACULTY • NEWS This past summer, Henry Alley, Professor Emeritus of Literature attended the Centrum Writer’s Conference in Port Townsend, working under the well-known fiction writer Patricia Henley. In February 2014, he will attend her Moveable Feasts Fiction Workshop. Three of Professor Alley’s stories have either appeared or will soon appear. His story “My Nick” was a finalist for the Jim Palmer Baseball Writing Award, held by Cobalt Review (http://www.cobaltreview.com/issues/2013/07/15/my-nick/). Also accepted for publication are “The Back of My Mind,” to be published in the Cobalt Review, and “Ledge Psychology,” which will appear in Off the Rocks 17: An Anthology of GLBT Writing, New Town Writers of Chicago. Associate Professor of Literature Monique Rodrigues Balbuena co-edited a special issue of the Journal of Jewish Identities devoted to the “Jewish Latin American Identity and Cultural Production” (2012), and is now preparing one on “Italian Jewish Identities.” Her essay “Ladino in Latin America: An Old Language in the New World” came out as a chapter in Contemporary Sephardic Identity in the Americas: An Interdisciplinary Approach (Bejarano and Aizenberg, eds., published by Syracuse University Press, 2012). Balbuena’s article “Judeo-Spanish Texts in Latin American Genres: Language Revival and National Identity in Contemporary Argentina” was included in Selected Papers from the Fifteenth British Conference on Judeo-Spanish Studies, published by Queen Mary, University of London, 2012. Her essay on Brazilian poetry, “When the Eye Meets the World: Reading Subjectivity in Two Poems by Carlos Drummond de Andrade” is forthcoming in Portuguese Literary & Cultural Studies, n.26, a publication from the University of Massachusetts Dartmouth/University Press of New England. Balbuena presented at The Jewish Communities of Latin America (2012) conference, the 44th Annual Conference of the Association of Jewish Studies, at the Congress of The World Union of Jewish Studies (2013), and in the XVI International Research Conference of the Latin American Jewish Studies Association.
She also gave invited lectures at Temple Beth Israel, in Eugene, and the University of California, Irvine. She is currently the editor of the new Modern Jewish Literature Book Series at the Academic Studies Press. Louise Bishop, Associate Dean and Associate Professor of Literature will be leading a group of CHC students to Oxford in Spring 2014 for the first CHC-oriented and CHC-led Study Abroad program. Bishop’s class will take advantage of her research into medical piety, including a recent essay for the collection Medicine, Religion and Gender in Medieval Culture, ed. Naoë Kukita Yoshikawa (Cambridge: D. S. Brewer, 2014 forthcoming). Students will also pursue individual Oxford tutorials in their majors, as well as a colloquium on Oxford myth and history taught by Prof. Mark Philpott (Oxford History Faculty, Keble College). A signature of the CHC is its commitment to human rights. Since 2014 marks the 100th anniversary of the beginning of World War I, students will read about and discuss that war and human rights issues with Prof. Hugo Slim, Senior Research Fellow in the Department of Politics and International Relations, University of Oxford, and James Earl, Professor Emeritus of English, University of Oregon. Mark Carey was promoted to Associate Professor of History and received tenure in Spring 2013. He also won a fiveyear $459,000 National Science Foundation CAREER grant on “Glaciers and Glaciology: How Nature, Field Research, and Societal Forces Shape the Earth Sciences.” Carey received two university-wide awards in 2013: an Early Research Career Award/UO Research Excellence Award given to the top two UO assistant professors for “outstanding research activities”; and a Faculty Excellence Award from the Center for Multicultural Academic Excellence, awarded to two UO professors for extraordinary contributions to student diversity issues on campus. He also won a Williams Council Instructional Grant for collaborative teaching with Kathy Lynn in the UO’s Environmental Studies program, which will include a Fall 2014 student conference on Climate Change and Indig-
enous Peoples. Carey has recently published several articles including two in the Annals of the Association of American Geographers, one in the Canadian Geographer, and one in Climatic Change. He also has a new co-edited book under contract with Cambridge University Press entitled The High-Mountain Cryosphere: Environmental Changes and Human Risks. David Frank, Professor of Rhetoric returned to the CHC faculty in September 2013 after a five-year term as CHC Dean. In July 2014, he will deliver one of four keynote addresses at a conference on rhetoric hosted at the University of Oxford. His paper treats the timelines of deep rhetoric in the twentieth century. He has been selected as one of four scholars to present research at a “Supersession” hosted by the Rhetoric Society of America in San Antonio, Texas the same month. Forthcoming articles and book chapters include: “The Vickers-Chén Exchange: A Report from the University of Oxford Interactive Seminar on Rhetoric in the 21st Century, July 3–7, 2012,” Peking University Journal of the Humanities and Social Sciences (2015; in Chinese), “At the Limits of Trauma: Barack Obama’s Tucson Memorial Speech, 12 January 2011,” Rhetoric and Public Affairs (2014), “The Jewish Rhetoric of the Twentieth Century: Chaïm Perelman, Double Fidélité, and the Pre-Holocaust Roots of the New Rhetoric Project” in Jewish Rhetorics, Eds Michael Bernard-Donals and Janice Fernheimer (Brandeis University Press, 2014) and an invited chapter in The Making of Barack Obama (Parlor Press, 2015). He is completing a book, in collaboration with Suzanne Clark, on UO President (1969– 1975) and honors college founder Robert D. Clark. Frank’s long-term project on the relationship between Syngman Rhee, first president of Korea, and Robert T. Oliver, a professor of rhetoric who served as Rhee’s ghostwriter, is funded by the Korea Research Foundation. Samantha Hopkins, Assistant Professor of Geological Sciences published a paper (with one of her former graduate students, John Orcutt) on the evolution of geographic patterns of mammal body size over the last 30 million years in North America. That paper appeared in the journal Paleobiology. She presented a paper at the annual Evolution Meetings
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on diet and tooth shape in carnivorous mammals, and will present later this fall at the Geological Society of America on the same subject. Hopkins will present at the annual meeting of the Society of Vertebrate Paleontology on the evolution of herbivorous rodents, and how they differ from larger mammalian herbivores in the timing of their evolution. In the area of “work in progress,” she is working with two former CHC students, Brianna McHorse ’13 and Kelsey Stilson ’13, to revise their theses for publication. The book, City within a City: Planning and Ethnicity in San Francisco’s Mission District, 1906–1973, written by Ocean Howell, Assistant Professor of History, is under contract with the Historical Studies of Urban America list at the University of Chicago Press. He was organizer, chair, and a presenter for a session titled “What Was Redevelopment in California?” at the October 2013 conference of the Society of City and Regional Planning Historians held in Toronto. Vera Keller, Assistant Professor of History recently joined the international editorial board of Nuncius, Journal of the Material and Visual History of Science (Italy), and already serves on the board of Lias, Journal of Early Modern Intellectual Culture and its Sources (the Netherlands). Her article, “Re-entangling the Temperature Concept: Cornelis Drebbel’s Description of his Self-regulating Oven,” currently in press at Nuncius, uses newly discovered sources to explore early concepts of temperature and an ingenious invention of 17th-century engineer Cornelis Drebbel: a self-regulating thermostatically controlled oven, arguably the first instance of a feedback control mechanism as well as the first thermometer. Keller further treats ideas of temperature and climate, as well as submarines and artificial cold, in “Air-Conditioning Jahangir: the 1622 English Great Design, Climate and the Nature of Global Projects,” currently in press at Configurations. In 2013–14 Keller will give two conference papers (in New York and Boston) and two invited papers (in Los Angeles and Chicago). On campus, Keller discovered a largely uncatalogued rare book collection at UO’s Special Collections and University Archives, from which she and her history of science students mounted an exhibit of
15th- to the 18th-century works, including the first world atlas and the earliest scientific periodicals. The exhibit, for which Keller taught a public Insight Seminar and offered a lecture to CHC freshmen during 2013 Week of Welcome, ran at Knight Library from June 3 to October 4, 2013. Also, see her essay in the Fall 2013 issue of Oregon Quarterly. Keller has cofounded with Marc Schachter (Romance Literature and Languages) the Oregon Rare Books Initiative, which will present speakers on the history of the book during the year. Keller plans another rare book exhibit from April through May 2014. Susanna Lim was promoted to Associate Professor of Literature with tenure. Her book, China and Japan in the Russian Imagination, 1685–1922: To the Ends of the Orient, was published in February 2013 by Routledge. In a study exploring images of East Asia in Russian literature and culture, she contends that throughout the centuries, as Russia strove to build itself into an imperial power equal to those in the West, China and Japan came to play an uncommon role in Russian Orientalism. Quintessential symbols of the exotic Orient, yet never colonized by Russia or the West, these two Asian states were linked not only to the greatest of Russian imperial fantasies, but also conversely to a deep sense of insecurity and anxiety regarding Russia’s place in the world. In spring 2013, she taught a new course focusing on the history and culture of modern South Korea in collaboration with the UO’s Asian Studies program. She is on a year-long sabbatical during 2013–14, and has begun work on her next book project, a transnational comparison of Russian writer Leo Tolstoy’s War and Peace (1869) and South Korean writer Pak Kyoung-ni’s Land (1969–1994). Roxann Prazniak, Associate Professor of History, continuing her research trek along the Silk Roads, received a UO Faculty Research Award for summer 2013. She spent July in Istanbul, Turkey locating materials for an article on “Artistic Exchange and the Mongol Empire, 12061368” contracted for Cambridge University Press. Her article “Tabriz on the Silk Roads: Thirteenth-Century Eurasian Cultural Connections,” appeared as the lead article in The Asian Review of World Histories (Seoul, South Korea, July 2013).
She is most excited about the acceptance in September 2013 of her article “Ilkhanid Buddhism: Traces of a Passage in Eurasian History” by the Journal of Comparative Studies in Society and History. Daniel Rosenberg, Professor of History spent summer 2013 as Visiting Scholar at the Max Planck Institute for the History of Science in Berlin, where he is participating in a multi-year collaborative research project on the history of the archive. In 2013–14, he is a Martha Sutton Weeks Fellow at the Stanford University Humanities Center. Recent work includes his essay “The Ends of Time” for the 2013 Venice Biennale and “Toward a Quantitative History of Data” in the MIT Press collection, Raw Data (is an Oxymoron). His essays also appear in the new retrospective volume Curiosity and Method: Ten Years of Cabinet Magazine. Rosenberg has traveled widely to present his new research, including talks at the Haus der Kulturen der Welt in Berlin. Matt Sandler, Adjunct Instructor of Literature gave a paper on “The New Science of Will Alexander” at a conference held on the UO campus entitled “Racial Representations: African American Literature Since 1975.” The conference involved major scholars in the field of African American Literature from around the country. Sandler’s paper was from a new book project on slavery and literary experimentation from the early nineteenth century to present day. Kelly Sutherland, Assistant Professor of Biology recently submitted an article on swimming and feeding by invasive comb jellies and, over the past year, published four papers with collaborators from a National Science Foundation (NSF)-funded working group on global jellyfish blooms. During summer 2013, Sutherland conducted research at Friday Harbor Labs in Washington State, and at her newly completed lab at the Oregon Institute of Marine Biology (Charleston, Oregon) as part of an NSF-funded project on predation by jellies in moving water. She also recently received word that she and two Israeli collaborators have been funded by the US-Israeli Binational Science Foundation to study particle selection by mucous-net filter feeders in the ocean.
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Save the Dates! January 23, 2014 Dr. Martin Luther King, Jr. Awards Luncheon, EMU Ballroom
April 19, 2014 TEDXUOregon: Identity and Creativity, Beall Hall
May 15, 2014 Fourth Annual Undergraduate Symposium, EMU Ballroom
June 15, 2014 Clark Honors College Commencement, Matthew Knight Arena
University of Oregon Clark Honors College