Clark Honors College Theses

Permanent URI for this collection

https://hdl.handle.net/1794/169

The thesis is the capstone of a student's academic program at the Clark Honors College. It is an opportunity for each CHC student to build on the education received in both CHC and the academic major to design an independent and original research project. It is the product of the student's original research or creative endeavor and, like graduate theses, must place the research or creative work in the context of prior research or artistic traditions, explain the techniques used to perform the research or develop the creative work, and present and elaborate on the results. Like graduate students, CHC students work closely with faculty members to develop and write their theses and, like graduate students, defend their theses in oral presentations to their thesis committees. There is a fundamental difference between graduate theses and CHC theses; the CHC thesis must be readable by a lay audience, while graduate theses may be written in technical or discipline-specific language.

Beginning in Winter 2005, Clark Honors College students have been notified of the option of submitting their theses to Scholars' Bank and many have done so. Some older theses are also available.

Paper copies of all theses are available in the Robert D. Clark Library on the third floor of Chapman Hall, on the University of Oregon campus. Contact the College for more information: https://honors.uoregon.edu/.

Paper copies of all theses are also available in the University Archives operated by the University of Oregon Libraries. To search the Libraries' catalog, visit the web site at: https://library.uoregon.edu/.

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Browsing Clark Honors College Theses by Subject "4J School District"

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    Pedagogy and Culture of Immigration in Eugene Spanish Bilingual Elementary Schools in the Trump Era
    (University of Oregon, 2020) Gayet, Héloïse
    This thesis explores the culture and pedagogy of immigration in Eugene, Oregon Spanish bilingual elementary schools in the Trump era. Under the administration of President Trump, immigration enforcement has become inhumane and deeply rooted in xenophobia. This has had serious implications for immigrants throughout the United States, especially immigrant children. In light of this, this study seeks to explore how Spanish bilingual elementary schools in Eugene, El Camino del Rio and Buena Vista, are cultivating safe and empowering spaces for immigrant Latinx youth and their families. At both elementary schools, there is a conscious effort to cherish and protect immigrants, which can be observed throughout their physical structures where posters and art exhibit pro-immigrant rhetoric, and in the individual support the teachers and staff provide to students and their families. Ultimately, I intend to show how the Spanish bilingual models of El Camino del Rio and Buena Vista create a community culture that actively seeks to protect their most vulnerable participants—immigrants.