Albert Einstein and Ralph Waldo Emerson: Inspiration for Effective Scientific Communication and Education

Presenter: Phoebe Penix

Mentor: Barbara Mossberg, Honors College

Oral Presentation

Major: General Science

Ralph Waldo Emerson and Albert Einstein were extraordinarily famous in their respective times. Their revolutionary ideas have potential to inform today’s scientific culture and communication such that the result is a more informed and scientifically literate public. Albert Einstein wrote: “The greatest scientists are artists as well.” Einstein expresses this idea in various contexts and forms throughout his writing. In his address, “The American Scholar,” Ralph Waldo Emerson criticizes the state of academia, and offers suggestions as to how scholars might improve their effect on society. He emphasizes being inspired to action rather than cramming one’s mind with facts. Emerson’s work reflects deep wonder and awe at nature. Einstein shares the same attitude of wonderment, and shows how such an attitude can shape scientific discovery. Einstein and Emerson each expressed revolutionary conceptions of good scholarship, science, and world citizenship. Their ideas remain innovative and informative even today. Both believed in education as an invaluable catalyst of world change; both emphasized that valuing creative and individual thought is key to societal progress. They saw that empowering thinkers to personal growth and freedom would spur them to seek improvement within their spheres of influence. When considered together, their unique, yet similar approaches toward science lend profound insight to attitudinal changes with potentially far-reaching effects in today’s scientific community and broader world.

Assimilation and Activism: An Analysis of Native Boarding School Curriculum and Native Student Activism in the 20th Century

Presenter: Ayantu Megerssa

Mentors: Kevin Hatfield, History; Barbara Mossberg, Honors College

Oral Presentation

Major: International Studies

This paper will examine Native American student retaliation and activism in the face of assimilationist educational policies and curriculum at both the Warm Springs Boarding School on the Warm Springs Reservation, and at Chemawa Boarding School in Salem Oregon, from the 1930s to the 1970s. I will argue that through the use of vocational education, Christian ethics and citizenship training, and cultural “safety zones” (Ruhl), Oregon Native American boarding schools attempted to assimilate their Native American students by instilling belief in the ideals of American citizenship, Christian morality, and work ethic. I will demonstrate that over the course of the 20th century, student and community activism against these assimilationist policies took the forms of retaliation against school authorities, community legal activism on behalf of the Native American students, creative student activism through literary publications such as The Chemewa American, and finally through student legal activism in the form of the Indian Student Bill of Rights in 1972. I utilized an extensive array of resources, both archival and oral in nature, throughout my research process. I spent a great deal of time working with historic periodicals, the Bureau of Indian Affairs archive collection from the National Archives and Records Administration, digitized Historic Oregon newspapers, UO theses and dissertations, microfilm, and oral histories from Northern Paiute Tribal Elders from the Confederated Tribes of Warm Springs, Wilson Wewa and Myra Johson-Orange.

Room for Thought: A Transformation of the Values of Emerson and Einstein

Presenter: Zachary Sherrod

Faculty Mentor: Barbara Mossberg, Terry Hunt

Presentation Type: Oral

Primary Research Area: Design

Major: Architecture

Ralph Waldo Emerson, a poetic individualist, and Albert Einstein, a spiritual physicist, both sought meaning and discovery within their minds. Consider a room that transforms the values of Emerson and Einstein into a space designed to evoke genius. Contemporary architectural rooms like the study, library, and office perform rudimentary functions but often inadequately house the intellect and spirit. My concept of a “room for thought” would function as a home for the mind—a space that symbolizes the imaginative process like a kitchen symbolizes the preparation of food. I explored this possibility with diagrams and modeled a stand-alone gazebo encased in a dodecahedron. This twelve-sided Platonic solid has symbolized the universe for millennia and bespeaks self-reliance with its centralized form. Moreover, its multifaceted surface empowers the spirit of imagination, for each side frames a view into an aspect of reality. While this form effectively captures the spirit of Emerson and Einstein, the “room for thought” is most meaningful as a cultural symbol, which could take any number of forms. Whether a separate structure, a bridge between spaces, or a jewel breaking through a conventional façade, this concept defines a sacred space in accordance with the philosophies of Emerson and Einstein.

Trends of Female Representation in Disney Princess Movies

Presenter: Anna Lind

Faculty Mentor: John Park, Barbara Mossberg

Presentation Type: Poster 24

Primary Research Area: Design

Major: Digital Arts

The Disney Princess franchise, since its formation in 2000, has become a staple of American girlhood. The princess phenomenon has caused many to question the impact that Disney Princesses have on American culture. Since the release of Snow White and the Seven Dwarfs in 1937, Disney Princess films have steadily become more progressive in the ways they portray their heroines. However, because Walt Disney Studios takes a corporate approach to storytelling that prioritizes profitability, Disney Princesses still conform to trends of female misrepresentation in popular media.

For my honors college thesis project I decided to track how the fairy tale heroine is depicted over time. Looking at a total of nine films that span from Snow White to Tangled, I created my own set of criteria to quantify the main character’s agency in her own story. These categories include total percentage of screen time, number of Progressive Actions, and how many times the protagonist rescues other characters or herself. Female representation in Disney’s animated princess movies did get better over time, however, the trends that have persisted correlate to the broader struggles of female representation in the media. The princesses still conform to a very rigid standard of beauty and are out spoken by the male characters in their films. To respond to this lack of positive representation I will be responding to my research with concept art for a Disney-esque animated fairy tale adaption. Fairy tale adaptions have the power to reinforce cultural conventions or break them down, and my retelling will challenge current conventions by showing an example of female representation I would like to see in future of Disney films and popular media.

Text to Table: Everything Is About Lemon Meringue Pie

Presenter(s): Ashley Kim − Biology, Environmental Science

Faculty Mentor(s): Barbara Mossberg

Oral Session 3O

Research Area: Humanities

Food sustains all human life. It allows the human body to function in its most basic form, but can also bring joy with the right combination of ingredients. In Dr. Barbara Mossberg’s “Helpful Banana Bread”, she explores the role of nature in food through cooking, but also the role of humans in the food cycle of nature itself. By allowing the audience to share her recipes, experiences in the kitchen, and memories of nature, she gives readers new insight to the seemingly simple acts of cooking and eating. All life on Earth works together to maintain the complex environment that sustains human life itself. Bringing the experiences in this book to an audience in a non-traditional format (in this case, food) will help them share in the moments that the author came to her realizations about the relationship of nature and food. In turn, the audience has the opportunity to come to these realizations themselves. Since the author describes her memories of eating and cooking in such vivid detail, just reading these experiences make the audience feel as if they were experiencing it themselves. Physically being able to taste and smell the same foods she enjoys in the same manner she suggests elevates the audience’s experience of the book and the world around them. This translation is much more immersive than solely reading traditional literature because it allows the audience to have the experiences as the author, allowing them to understand the human role and impact on nature through food.

Beyond Muses: Feminism and Gender in Modern Irish Literature (1880 – Present) from Augusta Gregory to Eavan Boland

Presenter(s): Sarah Hovet − English, Journalism

Faculty Mentor(s): Barbara Mossberg

Oral Session 2O

Research Area: Humanities

Funding: Vice President for Research and Innovation (VPRI) Undergraduate Fellowship, Sigma Tau Delta Study Abroad Scholarship, GEO Ambassador Scholarship, Tims Ellis Endowed Scholarship

In the largely male-dominated Irish literary arts scene, the role of women has historically been confined to muses for men’s work. (Examples include James Joyce’s usage of his wife Nora as inspiration for Ulysses and Pulitzer Prize-winning poet Paul Muldoon’s treatment of his former partner Mary Farl Powers in his poem “Incantata.”) The particular masculine-coded “genius” of Irish writers like James Joyce, William Butler Yeats, Samuel Beckett, and J.M. Synge; the perceived role of women as iconography for the nation and not creators, and the Irish constitution itself contribute to the absence of women from the Irish canon. However, today’s Irish writing scene fosters a critical mass of female-identifying Irish writers through whom one can trace matrilineal literary influence from contemporary writers including Mary Lavin, Edna O’Brien, and Eavan Boland back to their modern predecessors, such as folklorist, playwright, and National Theatre co-founder Lady Augusta Gregory. My research begins by establishing an academic foundation from critical and historical works, then expands to archival research in the Edna O’Brien papers at University College of Dublin and feminist Attic Press collection at National University of Ireland Galway. My work intends to establish that today’s female Irish writers, from Claire Louise-Bennett to Nuala Ni Dhomhnaill, produce significant models of female consciousness, exploring sexuality, motherhood, and more with a frankness significant for a culture prevalently Catholic and feeling the effects of censorship laws late into the 20th century, as well as with formal innovation. Furthermore, their vibrant voices comprise the natural evolution of what is actually a long tradition of meritorious female Irish writers who have been eclipsed due to sociohistorical factors, thus bringing these women’s history back into the light for new criticism, and creating a more complex understanding of modern Irish literature as a whole.

Ecopoetry and Us

Presenter(s): Adeline Fecker

Co Presenter(s): Hailey O’Donnell

Faculty Mentor(s): Barbara Mossberg

Creative Work 5 BR

Ecopoetry is a long practiced tradition and ritual of understanding the natural world and our place in it. “Ecopoetics” comes from the two greek roots: oikos, meaning family, property and house; and poiesis, meaning to make. Together, we understand ecopoetry as home making; a process of creation and compassion and belonging. In the face of massive ecological and environmental crisis, ecopoetry continues to offer insight, criticism, and a call to action. We need ecopoetry, but more importantly- ecopoetry needs us. True, poetry by itself will not solve climate change; it is a vessel to act through. We read poetry. We write poetry. By putting words onto a page, we materialize our desire to preserve and protect our surroundings and form views that can inspire action. This installation transforms these declarations into a conversation desperately needed in our community and in ourselves. This installation encourages viewers to engage with their creative selves through ecopoetry new and old and explore how poetry can inform and expose the anxiety, confusion, and joy we experience with the world.

Ecopoetry and Us

Presenter(s): Adeline Fecker—Biology

Co-Presenter(s): Nolan Kriska, Hailey O’Donnell

Faculty Mentor(s): Barbara Mossberg

Session 3: An Unprecedented Creative Work

“Ecopoetics” comes from the two greek roots: oikos, meaning family, property and house; and poiesis, meaning to make . Together, we understand ecopoetry as home making; a process of creation and compassion and belonging . In this time of quarantine, home making means even more as our physical and mental ecosystem changes . Last year, our team presented environmental awareness poetry with help from Oregon’s poet laureate Kim Stafford . We worked hard to immerse our audience and instil memorable value . We did this through maximizing the use of space, language, visuals and physical objects . This year we seek to inspire others to express themselves so that their long term emotional growth continues through the tragedy of a pandemic . Through poetry, we truly harness mindfulness and we interrogate the meaning of what it means to be healthy . We hope you join us on this poetic journey and construction project for an ecosystem of healing.