1986-87 University of Oregon General Bulletin University Administration Office of tIM Presidentp.,. OIum, Prft.Il*rt 110 Johnson HaH (3(36) Alison W. Baker, Executive Assistant to the President (3036) Norma Mcfadden Comfada, Director, Office of Affirmative Action (3123) Peter N. Swan, Assis1antto the President lor Legal Affairs (3843) Ralph C. Sunderland, Director, Management and Budget (3044) ........ Robert D. Clark, Presideo\ Emer~us OffIce of the VIce-President for Academic Affairs and Provost Rlchatd Hill, ~Iclent Mel Ptov~t 103 Johnson tt.ll (3081) A. Lawrence FInCher, VlCe-Provost lor Academic Administration (3050) Paul S. HoIbo, VK:e-PIOVOSI lor Academic Affain> (3063) Joseph A. Hynes, VICe-PrOYOStlorAcademic Person- nel (3062) Shirley L. Menaker. Deaity Librarian (3056) Richard C_ S1evenson, Direclor, Robert Donald CiOlfi( Honors College (5414) C. W. Schminke, Director, lJniven>ity ContiOlJation Center (3475) Gordon P. Ashby and Joanne R. Hugi. Godirectors, Unrven>lty Computing (4394) Jewel Bell. Director, Counc~ tor Minorlly Eclucation (3479) EfTlOfYF. Via. Director, Labor Education and Research Center (5054) Office of Student Affllirs Gerard F. Moseley, VICe-Provost tor S1udent Attarrs (3t05) Shirley J Wilson, Dean 01 Students (3216) Joe Wade, DirectOl, Academic Adl/isir>g and Student Services (3211) James R. Buch. Director, Admissions and Records (4091) Lawrence H. Smith, Director, Career Planning and Placement Service (3235) William L. Kirtner, Director, University Counselirog Center (3227) Adeil McMillan, Director, Erb Memorial Union (3705) Edmond Vignoul, Director, Student Financial Aid (3205) ThomasJ. Mills, Director, InlemationaIServk:es(3206) Herbert R. Chereck, Registrar (3195) Jane DeGidio, Director, Student Development (3216) Rogef J, Morris, Director, Ofientation (3218) Emeriti Vernon L. BarkhUrst, Associate Dean Emeritus 01 S1udents J, Spencer Canson, Registrar Emeritus Clifford J. Constance, Registrar Emeritus Donald M. D1JShane, Dean Emeritus 01 S1udents KeMeth Ghent, Director Emeritus, International Services Office of the Vice-President for Administration Daniel "- William', Vk:.-P....kNnt 202 Johnson HIIII (3003) Barbara Edwards, Associate Vice-President (4788) Muriel K. Jackson, Assistant VICe-President (3002) W. N. McLaughlin, Director. Business Affain> (3165) Mary Hudzik>ewk:z, Director, Comnunity Services (55551 Bill Byrne, Director, Intercollegiate Athletics (5464) Paul Bjornstad, General Manager, KWAX-FM (4247) Richard C. Pauiin, Director, Museum of Art (3027) Tom Hager, Editor, Old Oregon (5047) linda L. King, Administrator, Personnel Benelils (3065) JackW. Steward, Director, Personnel Services (3159) Harold C. Babcock, Director. Physk:al Plant (525t) Dakley V. Glenn, Director, Pubiic Safety (5444) James K. JackSOf1. M.D., Director, S1udenl Health Center (4447) Marjory Ramey, Director, Univen>ity Hoosing (4277) L GayeVandermyn, Director, University News Bureau (3134) Philip J. Super, Execulive DirectOl, University of Oregon Alumni Association (5656) David Rowe, University Planner (5243) George Beltran, Director, University Publk:ations (5396) Cover photogr,"ph: From," 24-fool bronze sculpture, Ducks in Flight, Joc;oted on the west side oI ....wre~ Hall. The sculpllue, by internationaUy known artist ThOrn;lS Hardy '42 M.F.A. '52, was donated to the University by Hugh ,"nd Alice Klopfenstein in 1983. Hardy also cre;oted the fountain and sculpture in the Erb Memorial Union·, courtyw. Emeriti H. Philip Barnhart, Director Emer~us, Hoosing George N. Belknap, University Editor EmeriltJs Leonard J. Casanova, Director Emeritus, Athletics Leo A Harris, Director Ememus, Alh!etics N. Ray Haw\(, Vice-President Emeritus Catherine Lauris, Catalog Editor Emerita J. Orville Undstrom, Director Emeritus, Frscat Affain> Avard C. Long, M.D., Director Emeritus, StudentHealth Center Josephine Stotlel Moore. Director Emerita, News Bureau Office of the Vice-President for ReHarch John T_ Moseley, Vk:.-P....ldent 110 Johnson Hall (3186) Kathleen Bowman, Associate VICe-President for Research; Director. Office of Research and Sponsored Programs (5131) Cliff Cole, Actirog Executive Director, University of Oregon Foundation (3Ot6) Charlene L Curry, Director. Governmental Relations (5185) Robert McOuate, Director, Advanced SCience and Techoology Institute (3189) Donald S. Taylor, Director, Center lor the Humanities_ (""') Center lor the Study oj Women in Society, Director to be announced (5015) Steven Deutsch, Director, Center forthe Study 01 Work, Economy, and Convnunity (5487) Bernd Crasernann, Director, CherTlcal Physics Institute (4773) Aaron Novick, Director, Institute ot Molecular Biology (5151) Mk:hael Menaker, DIrector, Institute ot Neuroscience (4517) Robert M_ Mazo. Director, Institute oj Theoretical Science (5204) RJanning_i~ Calendar of Academic and Career Planning Year in School Academic Planning Career Planning Freshman and Complete writing, health, and at least half of group or Obtain information about careers through career planning Sophomore Years cluster requirements. seminars, workshops, career alternatives class, and employer Freshman: Decide on major by middle of sophomore year, seek presentations. 0-44 credits assistance as needed from Office of Academic Advising and Discuss career options with major adviser and faculty. Sophomore: Student Services. Please note that some majors require more Examine career information related to major by using career45-89 credits than two and one-half years of planned study. information resources at Career Planning and Placement Consider some upper-division (300- and 400-level) course Service. work during sophomore year. Talk to family and friends about their professions and how they Pick up a free copy of Focus Your Education in 244 entered them. Hendricks Hall or 164 Oregon Hall. Identify skill areas you want to develop. Apply for summer work related to your career goals (begin in December). Join curricular clubs. Junior Year Order a degree analysis from the Office of the Registrar, noting Attend group presentations by companies to learn of entry-level 90-134 credits upper-division credits and credits for the bachelor's degree positions. (fall term). Attend Career Planning and Placement Service workshops or Consultwith departmental adviser on progress in major (fall term). register for Special Studies: College to Career-Job-Finding Plan to take admission tests if expecting to apply to professional Strategies (CPSY 199). or graduate programs (spring term). Arrange an internship or practicum through your major Attend workshops sponsored by the Office of Academic department, Career Planning and Placement Service, or a Advising and Student Services on applying to professional and professional organization. graduate programs (fall and spring terms). Interview individuals doing work of interest to you and Consider other postgraduate options such as Fulbright grants talk with your professors. and Rotary scholarships. Begin developing job search, resume writing, and interview skills. Consider an academic minor or a double major. Apply for summer work related to your career goals. Consider establishing a file of letters of recommendation to support application for teaching employment or graduate school or both (begin in December). senior Year Consult with departmental adviser on progress in major (fall RegIster for Special Studies: College to Career-Job-Finding 135+ credits term). Strategies (CPSY199) (fall or winter term). File for graduation one term before anticipated graduation. Check with Career Planning and Placement Service for current Attend workshops sponsored by the Office of Academic job listings and campus interview schedule. Advising and Student Services on applying to professional and Arrange interviews with organizations scheduled for Career graduate programs (fall and spring terms). Planning and Placement Service visits. Design and begin job search. Career Information Center, in the Career Planning and Placement Service, with informa- tion on more than 40,000 career areas or- ganized for easy exploration. Workshops and seminars, offered by the Career Planning and Placement Service and by the Office of Academic Advising and Student Services, are for students in the exploratory stages of planning or in the final stages of preparation for work or graduate school. Employer presentations are scheduled throughout the year. Representatives describe their company's organizational structure, product or services, entry-level requirements, and the characteristics sought in applicants. These presentations are listed in the Oregon Daily Emerald student newspaper. Testing Career Decisions Direct involvement in a career-related activity, part-time job, class project, internship, or practicum can be very useful. These experi- ences improve skills, provide insights which allow the translation of theory into practice, and improve employment potential. Internships and practica are field-based experiences required of some majors and may be open to nonmajors as electives. Oppor- tunities should be discussed with your academic adviser or with counselors at the Career Planning and Placement Service. Student organizations provide opportunities to develop career-related experiences such as interpersonal and organizational skills. There are 200 student organizations on the University campus to serve a variety of interests. Part·time or summer work or volunteer experiences also contribute to information about possible careers and should be consid- ered part of testing career decisions. Placement Services To further assist students in career planning, the Career Planning and Placement Service offers job listings; workshops on job search strategies, resume writing, and interview skills; employer interviews, directories, and recruiting literature; and annual reports from a number of firms. xLearning and Research Four generations of outstanding leaders and citizens have studied at the University of Oregon since it opened in 1876. Today's students, like the 300,000 who came before them, have access to the most current knowledge in classes, laboratories, and seminars conducted by active researchers. In turn, by sharing their research through teaching, professors are better able to articulate their findings and to join their specialized studies with broader areas of knowledge. And their students learn that knowledge is a vital and changing commodity, that learning should be a lifelong activity. UO students select their courses from depart- ments and programs in the College of Arts and Sciences and from seven professional schools and colleges. More than 900 full-time faculty members and several hundred adjunct professors and graduate teaching and research assistants serve as mentors, col- leagues, and friends to the almost 16,000 undergraduate and graduate students currently enrolled at the University. Although most students are from Oregon, about 20 percent come from other states and 8 percent from foreign countries. The mix of backgrounds gives students a chance to know people they might not meet otherwise-a real asset in a world where national and international relations often affect everyday life. Teaching, research, and a spirit of sharing are characteristics of the entire campus learning community. In the past year, faculty members and students engaged in ongoing research have won for the University almost $31 million in research grants, primarily from federal agencies. UO science departments are winning national attention for their work in such areas as biomechanics, computers, genetics, lasers, and neuroscience. Education college special- ists are working cooperatively with local school districts to extend the use of computers in teaching. The College of Business Administra- tion has developed a major new emphasis in international business studies at both the graduate and undergraduate levels. The College of Arts and Sciences has, with the help of several major grants, increased its efforts to provide solid humanities education to more students. The Campus The University's 250-acre campus is an arboretum of more than 2,000 varieties oftrees. Campus buildings range from Deady Hall, opened in 1876, to a 37,000-square-foot annex to the College of Education completed in 1980. A three-building science complex includes comprehensive laboratories and research facilities as well as the Museum of Natural Welcome The University of Oregon is both a major research institution and an important center for advanced learning and public service. A long tradition of combining research and teaching on one campus has buift a community of scholars in which professors, students, and staffmembers are a team, working today to help change the shape of tomorrow. History, the Herbarium, and the Condon Museum of Geology. Across campus is the Museum of Art, noted for its collections of Oriental and Northwest art, and the 1.5-million- volume University Library, a member of the Association of Research Libraries and an important research facility for scholars all over the Northwest. Campus athletic facilities include the 41,000- seat Autzen Stadium, McArthur Court, Leighton Pool, Esslinger Hall's gymnasiums and courts, Gerlinger Annex's gymnasiums and dance studios, Hayward Field's all-weather track, and both open and covered tennis courts. Guided tours of the University are offered by Information and Tour Services (ITS), located on the first floor of Oregon Hall, Monday through Friday, starting at 10:30 a.m. and 2:30 p.m. Tours at other times may be arranged by calling (503) 686-3014. In addition, ITS distributes campus maps and a variety of pamphlets describing University programs, sells University of Oregon catalogs, and has information about services, office locations, and general questions about the University. Public Service The sharing of knowledge and the love of learning do not stop at the borders of the campus. Public service is also important to the University. Members of the UO faculty share their experience and knowledge in numerous community activities, including service in local and state governments. They also serve as professional consultants for businesses, industries, school districts, and government agencies. Students work as interns in a wide variety of education programs in the community and volunteer their help in service activities. Several University programs are designed specifically to serve the public. The UO's fine arts radio station, KWAX-FM, is an affiliate of National Public Radio and broadcasts daily a full schedule of local and national programming to some 26,000 listeners. A speakers' bureau helps groups around the state who are looking for speakers or commentators on various subjects. The University Forum program regularly sponsors public lectures by UO faculty members in many Oregon cities. Evidence of the University's presence is also found at its off-campus facilities-Pine Mountain Observatory in central Oregon near Bend and the coastal Oregon Institute of Marine Biology at Charleston. In addition to attracting major research funding to Oregon, the UO is Lane County's largest employer, with an annual payroll of about $82 million to about 6,000 faculty, staff, and student employees. . Accreditation The University of Oregon was elected to membership in the Association of American Universities in 1969. The University has full accreditation from the Northwest Association of Schools and Colleges and the Western In- terstate Commission for Higher Education. The University's professional schools and colleges are accredited by the following organizations, as appropriate: Accrediting Council on Education in Journalism and Mass Communications American Assembly of Collegiate Schools of Business American Bar Association American Chemical Society American Institute of Certified Planners American Psychological Association American Society of Landscape Architects Association of American Law Schools Foundation for Interior Design, Education, and Research National Architectural Accrediting Board National Association of Schools of Music National Association of Schools of Public Affairs and Administration National Athletic Trainers Association National Council for the Accreditation of Teacher Education National Council on the Accreditation of the National Recreation and Park Associationl American Association of Leisure and Recreation Teacher Standards and Practices Commission 1Entering the University Admissions and Records 270 Oregon Hall Telephone (503) 686-3201 James Buch, Director Wanda Johnson, Associate Director, Admissions and Records Maryan Anderson, Associate Director, Admissions Fred Mohr and Wayne Nishimura, Assistant Directors Admission Procedures Admission requirements apply to all students seeking to enroll at the University of Or.egon. Several professional schools, departments, and special programs have additional admission requirements. Students who plan to enter the University as majors in architecture, interior architecture, landscape architecture, music, or physical education, or who hope to enroll in the Honors College, should be aware of the special admission requirements and application deadlines. Details are in the departmental sections of this catalog. The University also is concerned with an applicant's mental and emotional capacities to participate in the learning experiences of college life, and this is taken into consideration in reviewing applications for admission. Freshman Admission To be admitted to the University of Oregon, students must complete the minimum number of years of study in certain disciplines and meet the grade point average or test score alterna- tives outlined below. Specific course requirements include: English-four years. All four years should be in preparatory composition and literature with an emphasis on, and frequent practice in, writing expository prose. Mathematics-three years. Study must include algebra and two additional years of college preparatory mathematics such as geometry, advanced algebra, trigonometry, analytical geometry, or calculus (algebra and geometry taken prior to the ninth grade will be accepted). It is recommended that an advanced mathematics course be taken in the senior year. Science-two years. Study must include a year each in two fields of college preparatory science such as biology, chemistry, physics, or earth and physical science. Social studies-three years. Study must include one year of U.S. history, one year of global studies (for example, world history, geography), and one year of a social studies elective (American government strongly recom- mended). Other college preparatory coursework-two years. It is recommended that these years be in foreign language stUdy. Computer science, fine or performing arts, or other college prepar- atory electives may satisfy this requirement. Fourteen total units of college preparatory course work are required. Freshman Application Procedures Freshman applicants are required to submitthe following to the Office of Admissions: 1. A completed application for admission and a nonrefundable $25.00 application fee 2. A transcript of the applicant's high school record 3. The results of either the Scholastic AptitUde Test (SAT) or the American College Test (ACT) Students may apply any time after October 15 of their senior year in high school. Resident applicants use special forms available in Oregon high schools. Nonresidents should use University of Oregon application forms available from the Office of Admissions. Freshman Admission Requirements 1. To be admitted tothe University of Oregon, students must have a. graduated from a standard or accredited high school, and b. completed the course requirements outlined above, and c. obtained a score of 30 on the Test of Standard Written English (TSWE) or a score of 12 on the English portion of the American College Test (ACT) 2. Students must also meet one of the following requirements: a. for admission in fall, winter, or spring term, a 2.75 high school grade point average (GPA) or higher in all high school subjects taken toward graduation; or b. a predicted first-term GPA of 2.00 or above, based on a combination of high school GPA and SAT or ACT scores; or c. a minimum GPA of 2.00 in 9 credits of . prescribed course work taken during the summer session at the University of Oregon Note: Students who have not been graduated from high school may be considered for admission on the basis of the Test of General Educational Development (GED). Inquire althe Office of Admissions for further details. Note: Students who knowingly submit altered transcripts or falsified applica- tions Jeopardize their admission status and could have their registra- tion canceled. All records submitted, filed, and accumulated in the Office of Admissions and the Office of the Registrar become the property of the University. Computing Grade Point Averages A numerical point value is assigned to all graded work as follows: A=4 points per credit, 8 = 3 points per credit, C = 2 points per credit, D = 1 point per credit, F= 0 points. The grade point average (GPA) equals the total points divided by total credits for which grades are received. Computing Grade Point Indexes A numerical point value is assigned to graded work as follows: A=4 points per credit, 8=3 points per credit, C = 2 points per credit, D = 1 point per credit, and For N= 0 points per credit. The grade point index (GPI) equals the total points divided by the total credits for which grades are received including grades of F (fail) and N (no pass). Grades of P (pass) are not included in the calculation of the GPI. Admission Exceptions Oregon State System of Higher Education policy permits the University to admit a limited number of freshmen who do not meet the minimum requirements. A request for admission as an exception is reviewed by the Admissions Policy Committee. For information about this option, write or visit the Office of Admissions. Summer Prefreshman Program Students whose high school record and test results do not meet the minimum requirements may still qualify for admission by satisfactorily completing a summer session program. In this program, students enroll during the summer for 9 graded credits---3 credits of writing and 6 credits selected from arts and letters, social seience, or science. Students attending the summer Prefreshman Program must have their class schedules approved by the director of admissions before enrolling. To qualify for admission, a student must take all courses on a graded basis and earn a cumula- tive GPA of 2.00. Placement Examinations New freshmen and transfer students who have earned fewer than 30 quarter credits are required to submit the results olthe SAT orthe ACT. The Test of Standard Written English (TSWE), a part of the SAT, is used for placement in the University's required writing courses. Therefore, stUdents who have only taken the ACT and transfers who have not completed an English composition course will be required to take the TSWE on the UO campus. The TSWE is given each term during registration. Special testing arrangements can be made for physically limited applicants. For physically limited applicants who are unable to take the test, the University applies alternate admission criteria. The 1986·87national testdates for the SATare October 11 , November1, December 6, January 24, April4, May 2, and June 6. ACTtestdates are October 25, December 13, February 7, April 11, and June 13. Special test dates are also 2 Admission available on campus just before or during registration each term (call or write the Office of Admissions for more information). Students who have taken two or more years of a foreign language should take the College Entrance Examination Boards (CEEB) Achieve- ment Test in that language. The score is used to help students determine their college entry level in the language. Students with a high CEEB foreign language score can sometimes waive the language requirement for the bachelor of arts degree (see Bachelor's Degree Requirements). Advanced Placement Program Students receiving satisfactory grades in advanced placement examinations adminis- tered by the College Entrance Examination Boards may, on admission to the University, be granted credit toward a bachelor's degree in comparable University courses. The fields included in the Advanced Placement Program are English composition and literature, art history, American history, European history, biology, chemistry, physics, mathematics, music, French, German, Spanish, and Latin. For information about advanced placement, inquire at the Office of Admissions. Transfer Admission Students who have completed 12 or more credits of graded, transferable work with a minimum GPA of 2.00 (2.25 for nonresidents) may be admitted if their high school records meet the requirements specified under Freshman Admission, above. Those whose records do not meet these requirements must complete a minimum of 30 transferable college credits (24 of which must be graded) with a cumulative GPA of 2.00 (2.25 for nonresidents) in order to qualify. Premajor Status The departments listed below admit new students only as premajors. The premajor student is eligible to take advantage of the department's advising services and, in most cases, complete lower-division course work required for the major. Each of these depart- ments then screens enrolled premajor students who have completed some University study and decides if they will be advanced to major status. Professional schools and departments with premajor admission requirements are the College of Business Administration, School of Journalism, and the Departments of Human Services, Leisure Studies and Services, Physi- cal Education and Human Movement Studies, and School and Community Health. A few departments in the College of Arts and Sciences, e.g., the Department of Computer and Information Science and the Department of Economics, have stringent criteria for accepting upper-division students as majors. Transfer students, particularly juniors and seniors, may need to take this into account. See departmental sections of this catalog for details. Transfer of Credit The amount of credit transferred depends upon the nature of the applicant's previous work, which is evaluated according to the academic requirements of the University. Records from institutions fully accredited by appropriate accrediting associations are evaluated before admission is granted. Up to 108 credits from an accredited community or junior college may be applied to the bachelor's degree. Usually, no advanced standing is granted at entrance for work done in nonaccredited schools. However, such credit may be trans- ferred or validated for transfer by examination or by petition. Credit will be allowed only for courses substantially equivalent to University courses. See Group Requirements: Plan Iunder Registra- tion and Academic Policies for group require- ments applying to all new undergraduates. Transfer Application Procedures Transfer applicants are required to submit the following to the Office of Admissions: 1. A completed application for admission and a nonrefundable $25.00 application fee 2. An official transcript from each college and university attended Transfer students may submit their applications up to one year before they plan to enroll at the University. Applications should be received by the University at least 30 days before the beginning of the term to allow time for a complete evaluation of the transferred credits. Foreign Admission Applicants who are not United States citizens or immigrants will be considered for admission tothe University as foreign students. Proficiency in the English language is vital to the academic success of foreign students. All students whose native language is not English are required to supply results of the Test of English as a Foreign Language (TOEFL) as part of the application process. The TOEFL is given worldwide. For further information write to TOEFL PO Box 899 Princeton NJ 08540 USA The admission requirements for foreign appli- cants are established by the Admissions Policy Committee. For undergraduates, a GPAof 2.25 is required to transfer from an American university or college. To obtain application forms, graduate applicants should write directly to the departments or schools in which they plan to study. Applicants from foreign countries should apply for admission by the following dates: For fait term, apply by May 1; for winter term, October 15; for spring term, January 15; and for summer session, April 1. Late applications may not be processed in time for the term of first preference. Specialized Admission Assistance Specialized admission assistance is available to adult learners, ethnic minority students, and physically limited students. Adult Learners. Inquire at the Office of Academic Advising and Student Services, 164 Oregon Hall; telephone (503) 686-3211, or the Office of Admissions, 270 Oregon Hall; tele- phone (503) 686-3201. See also the Academic Advising and Student Services section of this catalog. Ethnic Minority Students. Inquire at the Council for Minority Education, 314 Oregon Hall; telephone (503) 686-3479. See also the Special Services section of this catalog. Physically Limited Students. Inquire at the Office of Academic Advising and Student Services, 164 Oregon Hall; telephone (503) 686-3211. See also the Academic Advising and Student Services section of this catalog. Graduate Admission Students planning to earn graduate degrees at the University must be admitted tothe Graduate School and the departments in which they plan to study. The general admission requirements for the Graduate School are described in that section of this catalog. Each school and department in the University determines its own specific requirements and application dead- lines for graduate admission. For this reason, inquiries concerning graduate admission should be sent directly to the department or school of interest. Postbaccalaureate Admission Students who have earned a bachelor's degree and want to earn a second undergraduate degree, or take additional work without entering a formal degree or certification program, may be admitted with postbaccalaureate non- graduate (G6) status. These students pay appropriate undergraduate fees. Applications and information are available from the Office of Admissions. Application Deadlines Applications should be received at least 30 days before the beginning of the term to allow adequate time for preparation of registration materials. Late applications will be considered, but people who apply late may have to register for classes late. Students planning to major in architecture or interior architecture must apply to the University by February 1 of the year for which they seek admission. All departmental application mate- rials must be filed with the architecture depart- ment by February 15 for undergraduates, February 1 for graduate students. Under- graduates applying for admission to landscape architecture must file for University admission by February 1 and must have all departmental materials to the department by March 1. Graduate applicants to landscape architecture must file both the application for University admission and departmental materials by February 1. Music majors audition for placement and take a musicianship examination scheduled on several dates throughout the spring. Details of these special admission deadlines are in the departmental sections of this catalog. Residence Classification Students enrolled at the University are classified for admission and fee purposes as either resident or nonresident. The residence classifi- cation regulations appear in Chapter 580, Division 10, of Oregon Administrative Rules. Nonresident Students 1. A nonresident student is a. an unemancipated student whose parent or legal guardian resides outside of Oregon at the time of the student's registration; or b. an emancipated student who has not met the residency requirement at the time of registration. An emancipated student is one whose residence is independent of that of parents or legal guardian, and who receives no financial support from parents or legal guardian. 2. All students who are classified as nonresi- dents shall pay a nonresident fee. Changes in Residence 1. A student enrolling as an entering freshman after graduating from an Oregon high school with not less than one year of regular attendance shall be considered a resident student. If the student transfers to an institution outside of Oregon and later seeks to enroll again in an Oregon institution, the resident classification shall be re-examined and determined on the same basis, as for any other transfer student. 2. A student whose nonresident legal custodian establishes an Oregon residence during a school term shall be entitled to register as a resident student at the beginning of the next term. 3. If an emancipated student establishes residence outside of Oregon during the school year, the resident fee shall continue to be assessed until the beginning of the fall term of the next school year. Thereafter, the student shall be assessed the nonresident fee. 4. An emancipated student who establishes an Oregon residence as determined below shall pay a nonresident fee unless a. the student establishes Oregon residence at least six months prior to the time of initial registration; and b. the student does not attend an Oregon institution of higher education, either pUblic or independent, inclUding a community college, during any part of such six-month period. However, an emancipated student who does not establish an Oregon residence at least six months prior to initial registration at an Oregon institution, and who resides continuously in Oregon for 12 consecutive months, may be considered an Oregon resident for fee purposes if circumstances in the case meet the provisions under Determination of Residence. 5. Once established, residence is presumed until the student provides sufficient evidence to refute the presumption. 6. An unemancipated resident student who remains in this state after Oregon-resident parents or legal guardian move from the state shall retain resident classification as long as attendance (excluding summer sessions) at an institution in Oregon is continuous. Determination of Residence 1. Residence means a bona fide fixed and permanent physical presence established and maintained in Oregon, with no intention of changing residence to outside the state when the school period ends. Factors to be considered include rental or purchase of a home, presence of family, presence of household goods, length of lime in state, nature and permanence of employment, sources of financial support, ownership of property, place of voting, and payment of Oregon personal income taxes. 2. The same criteria will be used to determine whether a resident who has moved has established a non-Oregon residence. 3. If institutional records show that the resi- dence of a student's legal custodian, or of an emancipated student, is outside of Oregon, the student shall continue to be classified as nonresident until entitlement to resident classification is shown. The burden of proof will be upon the student to show that the classification should be changed. 4. Refund of the nonresident fee may be granted if the student shows thatthe classifi- cation previously assigned was in error, but no such refund shall be made unless the student applies for residency for the term in which the student seeks change of status. 5. In determining residence classification, recognition is given to the principle that residence is not established by mere attendance at a college or university. Residence Classification of Federal Service Personnel 1. A person in federal military service on a full-time basis is qualified for resident classification for fee purposes if that person is assigned to duty in this state, performs duties within the geographical limits of Oregon, and is residing within the state. Claiming Oregon as the person's residence of record for tax or other such purposes is not the equivalent of residence in this state. 2. An Oregon resident entering federal military service retains Oregon residence classifica- tion until the claim is voluntarily relinquished. 3. An Oregon resident who has been in federal military service and assigned to duty outside of Oregon is required to return to Oregon within 60 days after completing federal military service to retain classification as an Oregon resident. 4. A person who continues to reside in Oregon after separation from federal military service may count the time spent in the state while in federal military service to support a claim for classification as an Oregon resident. Residence Classification for Aliens 1. An alien holding an immigrant visa (admitted for permanent residence in the United States) shall be regarded as a citizen for the purpose of determining residence. Time toward residence shall be counted from the date of receipt of the immigrant visa. 2. An alien possessing a student visa or other temporary visa cannot be classified as a resident. For further information about residence rules, call or visit the Office of Admissions. Grading Systems 3 Registration and Academic Policies 217 Oregon Hall Telephone (503) 686-3195 Herbert Chereck, Registrar Kathryn Mead, Assistant Registrar Dave Puckett, Assistant to the Registrar Academic Year The University of Oregon divides the academic year into three terms of approximately 12 weeks each (except for the School of Law, which operates on a semester calendar). The summer session supplements the work of the regular year; a special catalog and an- nouncements are issued for that session. Students may enter the University at the beginning of any term, with the exception of architecture students, who should see Applica- tion Deadlines under Admissions and Records. For freshmen and for transfer students who enter fall term, the University has an annual New Student Orientation and recommends that all new students attend. See the Academic Calen- dar detailed list of this and other important events during the current academic year. Students are held responsible for familiarity with University requirements governing such matters as registration, academic standards, student activities, student conduct, and organizations. Complete academic regulations are included each term in the separately published Time Schedule ofClasses, which is furnished to each student at registration. The University of Oregon General Catalog, an annual statement of University rules, regula- tions, and calendars, becomes effective at the opening of the summer session. A student who is admitted and enrolls at the University during any academic year may graduate under the general requirement provisions of the catalog in effect that year. A student may choose to graduate under the general requirements of a subsequent catalog, provided he or she completes all of those requirements. Major requirements are determined by the academic departments and programs and are subject to change for students not in continuous enroll- ment. Undergraduate and graduate degrees and certificates are listed in the Academic Majors and Minors section of this catalog. For details on graduate degrees and departments offering them, see the Graduate School section. Details on major classification and procedures for change appear in the current Time Schedule of Classes. Grading Systems The University has two grading systems. When permitted by regUlations, a student may elect to be evaluated for an individual class on either a graded or a pass/no pass (PIN) basis. Graded work is designated A, B, C, 0, or F. Pass/no pass work is designated Par N. See Bachelor's 4 Grading Systems Course Prefixes Architecture and Allied Arts Architecture and Allied Arts: Historic Preservation Accounting Academic Learning Services American Studies Anthropology Architecture Art Education Art History Fine and Applied Arts Art: Ceramics Art: Metalsmithing and Jewelry Art: Painting Art: Printmaking Art: SCUlpture Art: Visual Design Art: Weaving Business Environment Biology Chemistry Chinese Curriculum and Instruction Computer and Information Science Classics Comparative Literature Counseling Psychology Dance: Professional Dance: Service Decision Sciences Economics Educational Policy and Management Elementary Education Englis_h Educational Psychology Folklore and Ethnic Studies Finance French Geography Geology German Gerontology Greek Hebrew Honors College Human Development and Performance ACTG ALS AMS ANTH ARCH ARE ARH ART ARTC ARTJ ARTP ARTR ARTS ARTY ARTW BE BI CH CHN CI CIS CL CUT CPSY DP OS DSC EC EDPM ELED ENG EPSY ES FINL FR GEOG GEOL GER GERO GRK HBR HC HDEV semester. One-half the academic year, appli- cable to the UO School of Law. 1 semester Credit. Indicates one semester credit hour, which equals one and one-half quarter credit hours. Seminar. A small group of students studying a subject under a professor. Although practices vary, students may do original research and exchange results through informal lectures, reports, and discussions. sequence. Two or three closely related courses that usually must be taken in a specified order. Specialized Major. A major in a specific area of a larger discipline. An example is decision sciences: business statistics. Stand-alone. A single approved group-satisfy- ing course. Term. Approximately one-third of the academic year, either fall, winter, or spring. To Waive. To set aside without credit certain requirements for a degree by petitioning for an examination. Note: Academic terms particular to the College of Education are defined in that section of this catalog. The following course prefixes are in accordance with the Oregon State System of Higher Educa- tion. They appear throughout all University of Oregon catalogs and in the Time Schedule of Classes. AAA AAAP Definitions The academic terms defined below are used throughout this catalog. Cluster. An approved set of three interrelated courses taken outside the major department. Competency. A specific skill in a specific area. Corequisite. A course or other educational requirementthat must be completed simultane- ously with another course. Course. A subject, or an instructional subdivi- sion of a subject, offered through a single term. 1 Credit. Indicates one quarter credit hour; represents approximately three hours of the student's time each week for one term. This usually means one hour in the lecture hall or laboratory in addition to two hours spent in outside preparation. The number of lecture, recitation, laboratory, or other periods required per week for any course may be found in the Time Schedule ofClasses published each term. aCredits. Indicates three quarter credit hours; generally requires three lecture hours per week in addition to six hOurs of outside preparation. Curriculum. An organized program of study arranged to provide integrated cultural or professional education. Discipline. A branch of learning or field of study, e.g., mathematics, history, psychology. Electives. Courses that students may choose to take, as contrasted with required courses. Grade Point Average (GPA). The GPA is determined by dividing the total points for all grades, A, B, C, D, F, by the total credits. Grade Point Index (GPI). The GPI is determined by dividing the total points for all grades, including the N as no points, by the total credits. Interdisciplinary. A course of study from more than one academic discipline. Major. A primary field of specialized study. Minor. A secondary field of specialized study. Open-ended Courses. Those courses, num- bered 400-410 or 500-510, for which credit is variable and the instructor's permission is usually required. Option. A subarea of specialized study within a major or minor. Preparatory Programs. Undergraduate courses of study taken in preparation for professional or graduate degrees. Prerequisite. A course or other educational requirement that must be completed prior to another course or before proceeding to more advanced study. Reading and Conference. A particular selec- tion of material to be read by an individual student and discussed in conference with a professor. Repeatable for Credit. Qnlycourse numbers designated R may be repeated for credit. In most cases, the circumstances under which a course may be repeated for credit are restricted. Residence Credit. Academic work completed while the student is formally admitted and officially registered at the University of Oregon. SEARCH. Experimental courses that are student initiated and usually student taught. Degree Requirements for specific regulations on graded credits. Each department, school, or special program establishes regulations on passino pass courses for its majors. Before exercising the PIN option, students should confer with advisers. Students must choose their grading option at the time of registration and are permitted to change it only within the period allowed. See the academic calendar in the Time Schedule of Classes. Graded Student work is graded as follows: A, excellent; B, good; C, satisfactory; D, inferior; F, unsatis- factory (no credit awarded). Instructors may affix + or - to the grades A, B, C, and D. Pass/No Pass Student work may be graded as follows: P (pass), satisfactory performance (C- or befter for undergraduates) or N (no pass), unsatisfac- tory performance (no credit awarded). This catalog and the Time Schedule of Classes designate those courses which are available on a passino pass basis. Passing credits are also awarded for advanced placement work and for work taken at another collegiate institution if the director of admissions cannot equate the quality of the work to the University grading system. Marks I (incomplete). An instructor-initiated mark. A mark of I may be reported only when the quality of work is satisfactory, but a minor yet essential requirement of the course has not been com- pleted for reasons acceptable to the instructor. To remove an incomplete, the student must complete the required work within the next four terms of residence at the University or, if absent from campus, no later than three calendar years after the incomplete was awarded, or at such earlier date as the instructor, dean, or depart- ment head specifies. Graduate students should refer to the Graduate School section of this catalog fortime limits on the removal of incom- pletes. W (withdrawal). A student-initiated mark, Students may withdraw from a course by filing the proper forms in the Office of the Registrar in accordance with University regulations. See the Time Schedule of Classes for deadlines. X (no grade or incorrect grading option reported). A registrar-initiated mark. The instructor either did not report a grade or reported a grade that was inconsistent with the student's grading option. Y (no basis for grade). An instructor-initiated mark. There is no basis for evaluating the student's performance. Grade Points For the convenience of students wanting such information, the following are the numerical equivalents of grades: A, 4 points,:Jercredit; 8, 3 points per credit; C, 2 points per credit; D, 1 point percredit; and F, no points per credit. To calculate the grade point average (GPA) , total points are divided by the total credits, including the Fs. To calculate a grade point index (GPI), include the N as no points. Unless specified otherwise by individual departments, a plus ( +) or minus (-) does not affect either the GPA or the GPI. -- ---------------- --- -- ---[le-graaRe-QUira~eN~__ SG~eAG@------7-- Course Numbering System Courses in University of Oregon catalogs are numbered in accordance with the course- numbering plan of the Oregon State System of Higher Education. 1-99 Noncredit courses or credit courses of a remedial, terminal, or semiprofessional nature; not applicable toward degree requirements. 100-299 Lower-division courses. 196 is reserved for Field Studies, 198 for Workshop, Laboratory HEP HES HS HST HUM IARC INTL 1ST ITAL J JPN L LA LAT LERC LIB LING LSS MGMT MGRK MIL MKTG MTH MUE MUP MUS OCTR PE-A PE-C PE-F PE-G PE-H PE-I PE-O PE-S PE-T PE-V PEP PH PHL PORT PPPM PS PSY R RHCM RL RUSS SCAN SEED SLAV SOC SPA SPAN SPED TA TCF TRN WR WST Health Education: Professional Health Education: SeNice Human SeNices History Humanities Interior Architecture International Studies Interdisciplinary Studies Italian Journalism Japanese Law Landscape Architecture Latin Labor Education and Research Center Library Linguistics Leisure Studies and SeNices Management Modern Greek Military Science Marketing Mathematics Music Education Music Performance Music Overseas Centers Physical Education: Aquatics Physical Education: Combative Activities Physical Education: Individual Fitness Physical Education: Gymnastic Activities Physical Education: Human Action Physical Education: Individual and Dual Sports Physical Education: Outdoor Pursuits Physical Education: Club Sports Physical Education: Team Sports Physical Education: Inter- collegiate Athletics Physical Education: Professional Physics Philosophy Portuguese Planning, Public Policy and Management Political Science Psychology Religious Studies Rhetoric and Communication Romance Languages Russian Scandinavian Secondary Education Slavic Sociology Speech Pathology-Audiology Spanish Special Education Theater Arts Telecommunication and Film Transportation Writing Women's Studies Projects, or Colloquium; both are 1-2 credIts. 199 is reserved for Special Studies, 200 for SEARCH; both are 1-3 credits. 300-499 Upper-division courses. 399 is reserved for Special Studies, 1-4 credits; 400 is reserved for SEARCH, 1-3 credits. 401-410. Upper-division courses which may be repeated successive terms under the same number, credit being granted according to the work load.These are open-ended courses with variable credit. Certain numbers in this bracket are reserved for special types of work: 401 Research or other supervised original work; 403 -"esis; 405 Reading and Conference; 406 Field 'Studies or Special Problems; 407 Seminar; 408 Workshop, Laboratory Projects, or Colloquium; 409 Practicum or Supervised Tutoring; 410 Experimental Course. 400-499 with designation (G) or (M). Upper- division courses which may be offered for graduate credit. Courses which may be offered for graduate major credit are designated (G); courses which may be offered for graduate minor or nonmajor credit are designated (M). 500-599 Graduate courses. (Seniors of high scholastic achievement may be admitted to 500-level courses with the instructor's consent.) 501·510. Graduate courses which may be repeated for successive terms under the same number, credit being granted according to the work load (credits to be arranged). Certain numbers in this bracket are reserved for special types of work: 501 Research or other supervised original work; 502 Supervised College Teach- ing; 503 Thesis; 505 Reading and Conference; 506 Field Studies or Special Problems; 507 Seminar; 508 Workshop, Special Topics, or Colloquium; 509 Practicum, Supervised Tutor- ing, or Terminal Project; and 510 Experimental Course. In all divisions except the School of Law, 501 Research and 503 Thesis are clas- sified as pass/no pass courses. 600-699 Courses of a highly professional or technical nature which count toward a professional degree only (not toward advanced academic degrees such as M.A., M.S., PhD.). Sample Course Listings The following examples are for Interior Architecture (IARC): 288 [IARC course number] Creative Problems In Interior Architecture [course title] (6) [course credits] The planning processes by which interior spaces and forms are studied and executed. [course description] Prereq: ARCH 181,182; IARC 204. [prerequisites] PIN only. [grade option] 370,371 [IARC course number] Msterlslsoflnterlor Design [course title] (3,3) [credits each term] The properties, manufacture, and application of materials used in construction and interior design: field trips to supply sources. [course description] Open to ~o~­ majors with instructor's consent. [enrollment hmtta- tion] . ARCH [home-department course prejix] 424 [course number] (G) [major graduate credit] Advanced Design Development Media [course title] (3) [credits] See description under Architecture. [cross-reference] 588 [IARC course number] Advanced Interior Design [course title] (1-12R) [variable credits; repeatable for credit] Studio-based investigati?n .of special aspects of interior deSign. [course descTtptton] Prereq: fifth-year or graduate standing and instructor's consent. [prerequisites] PIN course; [grade option] majors only. [enrollment limitation] Application for a Degree Students who plan to receive a degree from the University of Oregon must file an application in the Office of the Registrar during the first week of classes in the term preceding the term of anticipated graduation. Such advance notice to the Office of the Registrar of the intent to graduate permits timely review of degree requirements and also allows students to plan or change their course schedules to ensure completion of all requirements. All University academic obligations must be satisfied before any degree is conferred. Bachelor's Degree Requirements To earn a University of Oregon bachelor's degree, students must satisfy the following requirements: Credits 186 credits with passing grades are required for the bachelor of arts, bachelor of science, bachelor of education, bachelor of music, and bachelor of physical education. 220 credits are required for the bachelor of architecture, bachelor of fine arts, bachelor of interior architecture, and bachelor of landscape architecture. Academic Major All bachelor'sdegrees must be awarded with a major. Minimum requirements are 36 credits in the major, including 24 in upper-division work. Specific reqUirements are listed under indi- vidual departments. Although the University of Oregon does not award concurrent degrees (e.g., B.A. and B.S.), a student may be awarded a bachelor's degree with more than one major by completing all general University degree requirements appropriate to the designated degree and all requirements in each major as specified by the appropriate departments, schools, or colleges. Academic Minor Unless specified by a particular department, a minor is not required for a bachelor's degree. Students choosing to complete a minor must earn a minimum of 24 credits, including 15 in upper-division work. Minor requirements, including residency, are listed under depart- ment headings. A minor may be awarded only at the time a bachelor's degree is received. Upper-Division Work A minimum of 62 credits in upper-division courses (300 level or higher) are required. Residency After completing 126 credits of the 186 required (or 160 credits of the 220 required), each student must complete 45 credits at the !nce laeology ural Anthropology Juage and Culture lysis and Interpretation rs and Gatherers Societies nt Societies Irchaeology of Folk Dance, Music, Social Issues nic Analysis: nic Analysis: ; Analysis lems Economics ;onomics al Economics lms and Issues lional Economics Id Its Critics in the Developing 'ublic Policy omic Ideas ) Economic Analysis rn Economies he 300-level courses hnicity and Ethnic ) American Experience mment. and Culture It )pe n America I Soviet Union :a gon United States tern Europe 1201-208 Nestern Civilization Dry :he United States World can History Asian Civilization lent sent Ice 1789 ,tory ican Foreign Relations 9S of Women from the ,ntury ~ovements in Europe Latin America .ife in the United States 6 Degree Requirements University as a formally admitted student. Credits earned through the Community Educa- tion Program do not satisfy this requirement. Graded Credits 90 graded credits must be earned. A minimum of 45 graded credits must be earned at the University of Oregon as a formally admitted student. Courses required in the major and designated PIN only in the Time Schedule of Classes may be counted toward the 45-credit requirement only if the 90-credit requirement has been satisfied. Credits earned through the Community Education Program do not qualify. Satisfactory Work Graduation from the University does not depend on a grade point average. Instead, two percentage standards must be met: 1. 85 percent of all work completed at the University of Oregon must be passed with grades of A, B, C, D, or P. Marks of I, X, and Y do not count as work completed. 2. 75 percent of all work completed at the University of Oregon must be passed with grades of A, B, C, P. Bachelor's Degrees with Honors Departmental Honors. Departments in the College of Arts and Sciences that offer a bachelor's degree with honors include an- thropology, comparative literature, economics, English, Germanic languages and literatures, history, mathematics, philosophy, physics, political science, psychology, Romance lan- guages (French, Italian, Spanish), Russian, sociology, and speech. All departments in the professional schools and colleges award bachelor's degrees with honors. For specific requirements, see the departmental sections. Honors College. The Robert Donald Clark Honors College offers a four-year program of study leading to a bachelor of arts (BA) degree in a departmental major. For further information, see the Honors College section of this catalog. Latin Honors. Graduating seniors who have earned at least 90 credits in residence at the University of Oregon and have successfully completed all other University degree require- ments are eligible for University graduation with honors. These distinctions are based on students' percentile rankings in their respective graduating classes, as follows: Top 10% cum laude Top 5% magna cum laude Top 2% summa cum laude Other Honors. For information on the Dean's List and Dean's Scholars, Phi Beta Kappa and other honor societies, see Honoraries and Awards in the Student Development section of this catalog. Fellowship and scholarship information is in the Financial Aid and de- partmental sections of this catalog. Basic Courses The following basic courses are required for all undergraduate degrees: Written English. Two courses (WR 121 and either WR 122 or 123 or equivalents) with grades of C- or better. For placement, prerequi- sites, or exemption, see policy in the English section of this catalog. Health Education. One course, either a designated HES 199 course (see Time Schedule of Classes) or HES 211 or HES 250 or, for elementary education majors only, HEP 440. Appeals for exceptions to the health education requirement should be directed to the Department of School and Community Health, 250 Esslinger Hall, University of Oregon, Eugene OR 97403. Group Requirements To promote educational breadth all students are required to complete work in each of three groups representing comprehensive fields of knowledge: arts and letters, social science, and science. Group-satisfying requirements are determined by the college or school in which the degree is granted. Only those departments and courses listed below may be used to satisfy group require- ments. Courses refer to the current year only. For prior years, consult earlier General Catalogs. GROUP REQUIREMENTS: PLAN I PLAN I applies to all new students who have been formally admitted and enrolled at the University. COLLEGE OF ARTS AND SCIENCES AND COLLEGE OF BUSINESS ADMINISTRATION MAJORS Students must complete one cluster and three additional approved stand-alone courses in each of three groups: arts and letters, social science, and science-18 total courses. PROFESSIONAL SCHOOL AND COLLEGE MAJORS EXCEPT BUSINESS ADMINISTRATION Students must complete three approved courses in each of three groups-arts and letters, social science, and science-and an additional three courses in anyone or combination of groups. The 12 total courses must include two clusters in different groups. Clusters 1. A cluster is an approved set of three interre- lated courses; most clusters are within a single department, but a few are interdisci- plinary. 2. Clusters must be completed in courses outside the major department awarding the degree.' 3. No more than three group-satisfying courses may be taken from anyone department to satisfy the group requirements. 4. All courses must be 3 or more credits. 5. Beyond the original major, each additional major or minor in a general education area (arts and letters, social science, and sci- ence) may be substituted for one cluster. Any such substitution, however, must be consistent with the policies on cluster distribution. Group I: Arts and Letters American Studies STAND-ALONES AMS 101, 102, 103 Introduction to American Studies CLUSTER AMS 101, 102, 103 Art History STAND-ALONES ARH 201, 202, 203 Survey of the Visual Arts ARH 204, 205, 206 History of Western Art ARH 207, 208, 209 History of Oriental Art ARH 311,312,313 History of Western Architecture ARH 341 History of Modern Art ARH 381 History of Photography CLUSTERS ARH 201, 202, 203 ARH 204, 205, 206 ARH 207, 208, 209 ARH 311, 312, 313 See also Interdisciplinary Arts and Letters Cluster Classics: Greek STAND-ALONES GRK 301, 302, 303 Authors: [Term Subject] NO CLUSTERS Classics: Latin STAND-ALONES LAT 301,302, 303 Authors: [Term Subject] NO CLUSTERS Classics In English Translation STAND-ALONES CL 301 Greek and Roman Epic CL 302 Greek and Roman Tragedy CL 303 Literature' Greek Philosophy CL 304 Classical Comedy CL 305 Latin Literature CL 321 Classic Myths CLUSTER Choose three from CL 301, 302, 303, 304, 305 Comparative Literature STAND-ALONES CUT 201, 202, 203 Comparative Literature: Epic, Drama, Fiction CLUSTER CUT 201, 202, 203 Dance STAND-ALONES DP 251 Introduction to Dance NO CLUSTERS IN THIS GROUP East Asian Languages and Literatures: Chinese STAND-ALONES CHN 201,202,203 Second-Year Chinese CHN 302 Medieval Chinese Literature CHN 305 Classical Chinese Thought and Literature CHN 306 Political Tradition of Chinese Literature CHN 307 20th-Century Chinese Literature CHN 330, 331, 332 Chinese Composition and Conversation CLUSTER CHN 305, 306, 307 East Asian Languages and Literatures: Japanese STAND-ALONES JPN 204, 205, 206 Second-Year Japanese JPN 301,302, 303 Introduction to Japanese Literature JPN 327, 328, 329 Japanese Composition and Conversation CLUSTER JPN 301,302,303 English STAND-ALONES ENG 104, 105, 106 Introduction to Literature ENG 107, 108, 109 World Literature ENG 151 Introduction to Black Literature ENG 201,202,203 Shakespeare ENG 204, 205, 206 Survey of English Literature ENG 240 Introduction to Native American Literature ENG 250 Introduction to Folklore and Myth ENG 253, 254, 255 Survey of American Literature ENG 260 Introduction to Women Writers ENG 301 Tragedy ENG 302 Romance ENG 303 Epic ENG 304 Comedy ENG 305 Satire ENG 310 Black Prose ENG 311 Black Poetry ENG 312 Black Drama ENG 321, 322, 323 English Novel ENG 391, 392, 393 American Novel ENG 394, 395, 396 20th-Century Literature CLUSTERS ENG 104, 105, 106 ENG 107, 108, 109 ENG 151, 240, 250 ENG 201,202,203 ENG 204, 205, 206 ENG 253, 254, 255 Choose three from ENG 301, 302, 303, 304, 305 ENG 310, 311, 312 ENG 394, 395, 396 Germanic Languages and Literatures: German STAND-ALONES GER 201, 202, 203 Second-Year German GER 204, 205 Intensive Second-Year German GER 250 Goethe and His Contemporaries in Translation GER 251 Thomas Mann, Kafka, and Hesse in Translation GER 252 Brecht and Modern German Drama in Translation GER 255 Medieval German Literature in Translation GER 257 Contemporary German Fiction in Translation GER 301,302,303 Masterpieces of German Literature GER 324, 325, 326 Introduction to German Literature GER 334, 335, 336 German Composition and Conversation GER 340, 341 German Culture and Civilization CLUSTERS GER 250, 251, 252 GER 301, 302, 303 Germanic Languages and Literatures: Scandinavian STAND-ALONES SCAN 204, 205, 206 Second-Year Norwegian SCAN 207, 208, 209 Second-Year Swedish SCAN 351 Ibsen to Hamsun in Translation SCAN 352 August Strindberg to Ingmar Bergman in Translation SCAN 353 Readings in Translation: Scandinavian Literature and Society SCAN 354, 355, 356 Third-Year Norwegian SCAN 357, 358, 359 Third-Year Swedish CLUSTER SCAN 351, 352, 353 Humanities STAND-ALONES HUM 101, 102, 103 Introduction to the Humanities I, II, III CLUSTER HUM 101, 102, 103 Interdisciplinary Arts and Letters Cluster "Italian Art and Literature" ARH 205 History of Western Art ITAL 307, 308 Survey of Italian Literature Linguistics STAND-ALONE LING 150 Structure of English Words NO CLUSTERS IN THIS GROUP Music STAND-ALONES MUS 125 Basic Music MUS 201, 202, 203 Introduction to Music and Its Literature MUS 258 Music in World Cultures MUS 355 History of Jazz CLUSTER MUS 201, 202, 203 Philosophy STAND-ALONES PHL 201,202, 203 Introduction to Philosophy: Ethics, Theory of Knowledge, Metaphysics Group Requirements: Social Science 7 PHL 204 Introduciion to Philosophy of Religion PHL 212 Existentialism PHL 222 Elementary Aesthetics PHL 301, 302, 303 History of Ancient Philosophy PHL 304, 305, 306 History of Modern Philosophy CLUSTERS Choose three from PHL 201, 202, 203, 204 PHL 301, 302, 303 PHL 304, 305, 306 Religious Studies STAND-ALONES R 111 Introduction to the Study of the Bible NO CLUSTERS IN THIS GROUP Romance Languages: French STAND-ALONES FR 201,202,203 Second-Year French FR 301, 302, 303 Introduction to French Literature FR 304, 305, 306 The French Novel FR 317 French Poetry FR 318 Contemporary French Theater FR 319 Baudelaire, Verlaine, Rimbaud FR 320 Short Fiction FR 321, 322, 323 French Composition and Conversation CLUSTERS FR 301,302,303 FR 318, 320, and either 317 or 319 Romance Languages: Italian STAND-ALONES ITAL 204, 205, 206 Second-Year Italian ITAL 307, 308, 309 Survey of Italian Literature ITAL 374, 375, 376 Italian Composition and Conversation ITAL 377, 378, 379 Introduction to Italian Literature CLUSTER ITAL 307, 308, 309 See also Interdisciplinary Arts and Letters Cluster Romance Languages: Spanish STAND-ALONES SPAN 207, 208, 209 Second-Year Spanish SPAN 311 Introduction to the Reading of Spanish Literature SPAN 312 Medieval Spanish Literature SPAN 313 The Golden Age SPAN 314 Modern Spanish Literature SPAN 315 Introduction to Spanish-American Literature SPAN 328 Chicano Literature SPAN 347, 348, 349 Spanish Composition and Conversation SPAN 360 Cervantes CLUSTERS SPAN 311 and any two from 312, 313, 314, 315,360 Russian STAND-ALONES RUSS 201, 202, 203 Second-Year Russian RUSS 204, 205, 206 Introduction to Russian Literature RUSS 207, 208, 209 Great Russian Novels, Short Stories, Plays RUSS 316, 317, 318 Third-Year Russian CLUSTERS RUSS 204, 205, 206 RUSS 207, 208, 209 Speech: Rhetoric and Communication STAND-ALONES RHCM 301,302,303 Theory and Literature of Rhetoric CLUSTER RHCM 301, 302, 303 Speech: Telecommunication and Film STAND-ALONES TCF 255, 256, 257 History of the Motion Picture TCF 292, 293, 294 The Great Filmmakers CLUSTER TCF 255, 256, 257 Speech: Theater Arts STAND-ALONES TA 271,272,273 Introduction to Theater Arts I, II, III TA 367, 368, 369 History of the Theater I, II, III CLUSTER TA 271, 272, 273 Note: A minor in the following may be substituted for an arts and letters cluster: American studies, art history, English, French, German, Italian, medieval studies, music, philosophy, rhetoric and communica- tion, Russian, Scandinavian, Spanish, theater arts. Group II: Social Science Anthropology STAND-ALONES ANTH 107 Introduction to Archaeology ANTH 120 Introduction to Cultural Anthropology ANTH 121 Introduction to Language and Culture ANTH 215 Archaeological Analysis and Interpretation ANTH 301 Ethnology of Hunters and Gatherers ANTH 302 Ethnology of Tribal Societies ANTH 303 Ethnology of Peasant Societies ANTH 350 Asian and Pacific Archaeology CLUSTERS ANTH 107, 120, 121 ANTH 301, 302, 303 Dance STAND-ALONE DP 257 Cultural Backgrounds of Folk Dance, Music, and Art NO CLUSTERS IN THIS GROUP Economics STAND-ALONES EC 101 Economics of Current Social Issues EC 201 Introduction to Economic Analysis: Microeconomics EC 202 Introduction to Economic Analysis: Macroeconomics EC 203 Introductory Economic Analysis EC 311 Money and Banking EC 315 Urban Economic Problems EC 329 Introduction to Public Economics EC 332 Issues in Resource Economics EC 333 Issues in Environmental Economics EC 335 Human Capital: Problems and Issues EC 340 Introduction to International Economics EC 344 Labor Market Issues EC 350 The Market System and Its Critics EC 357 Problems and Issues in the Developing Economies EC 360 Private Industry and Public Policy EC 370 The Evolution of Economic Ideas EC 375, 376, 377 Intermediate Economic Analysis EC 390 The Rise of the Western Economies CLUSTERS . EC 201,202, and anyone of the 300-level courses Folklore and Ethnic Studies STAND-ALONES ES 101, 102 Introduction to Ethnicity and Ethnic Communities ES 103 Ethnic Groups and the American Experience CLUSTER ES 101,102,103 Geography STAND-ALONES GEOG 103 Landscape, Environment, and Culture GEOG 105 Urban Environment GEOG 201 Geography of Europe GEOG 202 Geography of Latin America GEOG 203 Geography of Asia GEOG 204 Geography of the Soviet Union GEOG 205 Geography of Africa GEOG 206 Geography of Oregon GEOG 207 Geography of the United States GEOG 208 Geography of Eastern Europe CLUSTERS GEOG 103, 105, and one from 201-208 History STAND-ALONES HST 101, 102, 103 History of Western Civilization HST 110, 111, 112 World History HST 201, 202, 203 History of the United States HST 216 War and the Modern World HST 221, 222, 223 Afro-American History HST 290 Foundations of East Asian Civilization HST 291 China, Past and Present HST 292 Japan, Past and Present HST 301,302,303 Europe since 1789 HST 304, 305, 306 English History HST 321, 322 History of American Foreign Relations since 1941 HST 331 Perceptions and Roles of Women from the Greeks through the 17th Century HST 332 Women and Social Movements in Europe from 1750 to the Present HST 350, 351, 352 History of Latin America HST 374 History of Religious Life in the United States 8~qujJBments:--SQciaJ Science CLUSTERS HST 101,102,103 HST 110, 111, 112 HST 201, 202, 203 HST 221, 222, 223 HST 290, 291, 292 HST 301, 302, 303 HST 350, 351, 352 See also Interdisciplinary Social Science Clusters Interdisciplinary Social Science Clusters "International Relations" Choose three from: HST 321, 322 History of American Foreign Relations since 1941 PS 205 International Relations PS 325 United States Foreign Policy Linguistics STAND-ALONES LING 290 Introduction to Linguistics LING 295 Language, Culture, and Society LING 311 Languages of the World CLUSTER LING 290, 295, 311 Philosophy STAND-ALONES PHL 205 Contemporary Moral Issues PHL 210 Free Will and Determinism PHL 221 Elementary Logic PHL 307, 308 Social and Political Philosophy PHL 325, 326 Philosophy of Language PHL 339, 340 Introduction to Philosophy of Science NO CLUSTERS IN THIS GROUP Political Science STAND-ALONES PS 101 Modern World Governments PS 201 American Government PS 202 Introduction to Political Theory PS 203 State and Local Government PS 204 Introduction to Comparative Politics PS 205 International Relations PS 207 Introduction to Political Science PS 225 Political Ideologies PS 230 Introduction to Urban Politics PS 240 Introduction to Public Policy PS 280 Introduction to Political Psychology PS 321 Introduction to Political Analysis PS 325 United States Foreign Policy· PS 326 Theories of International Politics PS 335 Communist Political Systems PS 347 Political Power, Influence, and Control PS 351 Introduction to Public Administration CLUSTERS PS 201 and two from 203, 230, 240 PS 202 or 207 and two from 225, 280, 347 PS 204 or 205 and two from 325, 326, 335 See also Interdisciplinary Social Science Clusters Psychology STAND-ALONES PSY 204, 205 Psychology as a Social Science PSY 310 Personality and Psychopathology PSY 311 Child Development PSY 357 Pseudopsychologies CLUSTERS PSY 204, 205 and one from 310, 311, 357 Religious Studies STAND-ALONES R 201, 202, 203 Great Religions of the World R 301 Religions of India R 302 Chinese Religions R 303 Japanese Religions R 311, 312, 313 Ancient Near Eastern and Mediterranean Religions I, II, III R 321, 322, 323 History of Christianity R 324, 325 History of Eastern Christianity CLUSTERS R 201, 202, 203 R 301, 302, 303 Sociology STAND-ALONES SOC 201 Introduction to Sociology SOC 206 Introduction to Social Psychology SOC 210 Communities, PopUlation, and Resources SOC 211 Social Deviancy and Social Control SOC 212 Race, Class, and Ethnic Groups in America SOC 213 Organizations and Occupations SOC 214 Education and Society SOC 215 Social Issues and Social Movements SOC 216 Introduction to the Sociology of Women SOC 301 American Society SOC 303 World Population and Social Structure SOC 304 The Community SOC 314 Socialization and Society CLUSTERS SOC 201, 206, 211 SOC 201 and two from 210, 212, 213, 215 Speech: Rhetoric and Communication STAND-ALONES RHCM 321 The Logic of Argument RHCM 322 Persuasion RHCM 323 Group Communication NO CLUSTERS IN THIS GROUP Speech: Telecommunication and Film STAND-ALONE TCF 241 Introduction to the Electronic Mass Media NO CLUSTERS IN THIS GROUP Women's Studies STAND-ALONES WST 101 Introduction to Women's Studies WST 333, 334 History of Women in the United States I, II CLUSTER WST 101,333,334 Note: A minor in the foliowing may be substituted for a social science cluster: economics, ethnic studies, history, religious studies, sociology, women's studies. Students should inquire at the anthropology, geog- raphy, linguistics, and psychology departments regarding possible substitution of a minor in these disciplines for a social science cluster. Group III: Science Anthropology STAND-ALONES ANTH 110 Introduction to Human Evolution ANTH 111 Evolution of Monkeys and Apes ANTH 112 Introduction to Human Sociobiology ANTH 113 Evolution of Human Sexuality ANTH 223 Human Adaptation ANTH 322 Human Biological Variation CLUSTERS Choose three from ANTH 110, 111, 112, 113 See also Interdisciplinary Science Clusters Biology STAND-ALONES BI 101 Life of the Celi BI102 Human Reproduction and Development BI 103 Introduction to Human Physiology BI 104 Biology of Cancer BI 105 The Physical Basis of Life BI 115 Introduction to Animal Behavior BI 126 Principles of Evolution BI 131 Plant Diversity BI 138 Flora of Western Oregon BI 139 Freshwater Biology BI 149 Life of the Forest BI 155 Fishes: A Resource BI 156 Natural History of Birds BI 171 Marine Biology BI 191 The Diversity of Animal Life BI 192 The Nature of Animal Life BI 193 The Nature of Plant Life BI 201 General Biology I: How Cells Work BI 202 General Biology II: How Organisms Function BI 203 General Biology III: The Living World BI 222 Human Genetics BI 232 Economic Botany BI 242 Paleobiology and Evolution of Plants BI 272 Introduction to Ecology CLUSTERS Choose three from BI 102, 103, 104, 222 BI 126, 272, and either 115 or 232 BI 139, 149, 171 B1191, 192, 193 BI 201, 202, 203 See also Interdisciplinary Science Clusters Chemistry STAND-ALONES CH 101, 102, 103 Survey of General, Organic, and Biochemistry CH 104, 105, 106 General Chemistry CH 121 Chemistry, Nutrition, and World Food CH 123 Chemical Origins of Life CH 204, 205, 206 General Chemistry CLUSTERS CH 101, 102, 103 CH 104, 105, 106 CH 204, 205, 206 See also Interdisciplinary Science Clusters Computer and Information Science STAND-ALONES CIS 121 Concepts of Computing CIS 133 Introduction to Numerical Computation CIS 134 Introduction to Numerical Computation: Pascal CIS 201, 203 Introduction to Computer Science I, II CIS 234 Advanced Numerical Computation NO CLUSTERS IN THIS GROUP Geography STAND-ALONES GEOG 101 The Natural Environment GEOG 301 Geomorphology GEOG 302 Climatology GEOG 303 Biogeography CLUSTERS Choose three from GEOG 101, 301, 302, 303 See also Interdisciplinary Science Clusters Geology STAND-ALONES GEOL 101 General Geology: The Earth's Dynamic Interior GEOL 102 General Geology: The Face of the Earth GEOL 103 General Geology: Earth History GEOL 201, 202, 203 General Geology GEOL 291 Rocks and Minerals GEOL 304 The Fossil Record GEOL 321 Mineral Resources and the Environment GEOL 350 Mountains and Glaciers GEOL 351 Volcanoes and Earthquakes GEOL 352 Geology of Oregon and the Pacific Northwest GEOL 353 Oceanography GEOL 354 Geology of the Moon and Planets CLUSTERS GEOL 101,102,103 GEOL 201, 202, 203 Choose three from GEOL 350, 351, 352, 353 See also Interdisciplinary Science Clusters Interdisciplinary Science Clusters "Energy and Environment" PH 114 Physics of Energy and Environment PH 116 The Sun as a Future Energy Source Either PH 115 The Energy Laboratory or GEOL 321 Mineral Resources and the Environment "Food, Plants, and Humanity" BI 232 Economic Botany CH 121 Chemistry, Nutrition, and World Food GEOG 101 The Natural Environment "Human Biology" Either ANTH 110 Introduction to Human Evolution or BI 102 Human Reproduction and Development BI 222 Human Genetics Either ANTH 223 Human Adaptation or ANTH 322 Human Biological Variation "Origins" Choose three from: BI 126 Principles of Evolution BI 242 Paleobiology and Evolution of Plants CH 123 Chemical Origins of Life GEOL 304 The Fossil Record Mathematics STAND-ALONES MTH 150 Introduction to Probability MTH 151 Combinatorics MTH 152 Mathematical Symmetry MTH 153 Introduction to Game Theory MTH 154 Mathematical Milestones MTH 156 Concepts of Statistics MTH 157 Elementary Theory of Numbers MTH 158 Introduction to Matrix Algebra MTH 201, 202, 203 Calculus MTH 207, 208 Calculus for the Nonphysical Sciences MTH 209 Probability and Statistics with Calculus MTH 231, 232 Elements of Discrete Mathematics CLUSTERS MTH 201, 202, and either 203 or 209 MTH 207, 208, 209 Physics STAND·ALONES PH 101, 102, 103 Essentials of Physics PH 104, 105, 106 Descriptive Astronomy ~ies on cluster !tters n to American Studies :he Visual Arts Nestern Art Jriental Art Nestern t hy and Letters Cluster 'erm Subject] ~rm Subject] Dn Jedy ,ophy 2,303,304,305 18 Literature: Epic, Iteratures: Chinese 'ar Chinese erature ought and Literature ~hinese Literature ~ Literature Jmposition and ,teratures: Japanese Ir Japanese ) Japanese Literature :omposition and , to Literature ~ture Literature re nglish Literature American 'e and Myth Second Bachelor's~ree 9 PH 108, 109 Elementary Astronomy PH 112 Space, Time, and Motion PH 114 Physics of Energy and Environment PH 115 The Energy Laboratory PH 116 The Sun as a Future Energy Source PH 118 Physics of Light and Color PH 120 Frontiers in Astronomy PH 121 Lasers PH 131 Physics of Sound and Music PH 154, 155, 156 Physical Science Survey PH 201, 202, 203 General Physics PH 211, 212, 213 General Physics with Calculus PH 220 Cosmology CLUSTERS PH 101,102,103 PH 104,105,106 PH 108, 109, 120 PH 154, 155, 156 PH 201, 202, 203 PH 211,212,213 See also Interdisciplinary Science Clusters Psychology STAND-ALONES PSY 202, 203 Psychology as a Science PSY 304 Biological Psychology CLUSTER PSY 202, 203, 304 Note: A minor in the following may be substituted for a science cluster: biology, chemistry, computer and information science, geology, mathematics, physics. Students should inquire at the anthropology, geog- raphy, linguistics, and psychology departments regarding possible substitution of a minor in these disciplines for a science cluster. Requirements for Bachelor of Arts and Bachelor of Science Students must choose to graduate with a specific degree (for example, Bachelor of Arts in Chemistry or Bachelor of Science in Chemis- try). See degrees listed in the Academic Majors and Minors section of this catalog. Bachelor of Arts (B.A.) Requirements The BA degree requires 36 credits of language and literature and proficiency in a foreign language. 1. The language and literature requirement can be satisfied only by the following fields of study: Chinese, Classics, comparative literature, English, Germanic ianguages and literatures, Honors College (HC 101-103, 211-213), Japanese, linguistics (LING 150, 151), Romance languages, Russian, speech, writing. Courses numbered 196, 199, 200-399, and 400-410 count toward language and literature credit Note: The language and literature fields are not identical to the arts and letters group. 2. The foreign language requirement may be met in one of the following ways: a. Satisfactory completion of at least the third term, second year of a foreign language or any higher-level foreign ianguage course taught in the language b. Satisfactory completion of an examination administered by the appropriate language department, showing language profi- ciency equivalent to that attained at the end of two years of college study. Scores on the foreign language examination taken by incoming freshmen indicate the level at which students might begin, not where they must begin c. For students whose native language is not English: providing high school or college transcripts as evidence of formal training in the native language and satisfactory completion of WR 121 and either 122 or 123 Bachelor of Science (B.S.) Requirements 1. The B.S. degree requires 36 credits from approved social science fields or36 credits from approved science fields. a. Approved social science fields are anthropology (except courses listed under science), economics, ethnic studies, geography (except courses listed under science), history, Honors College (HC 201-206), linguistics (LING 290, 295, 311, 490), philosophy, political science, psychology (except courses listed under science), religious studies, sociology, women's studies. Note: The social science fields are not identical to the social science group b. Approved science fields are anthropology (ANTH 110-113, 211, 223, 320-324, 375, 470,474-480), biology, chemistry, com- puter and information science, general science, geography (GEOG 101,301-303, 482, 487, 489), geology, Honors College (HC 207-209), linguistics (LING 411,421, 426, 450-452, 460, 470), mathematics, physics, psychology (PSY 202, 203, 217-219,302,304,305, and courses of at least 3 credits numbered 430-450). Note: The science fields are not identical to the science group 2. All newly admitted undergraduate students must demonstrate proficiency in mathemat- ics, as measured in any of the foilowing ways: a. Satisfactory completion of an examination, administered by the Department of Mathematics, demonstrating mathemati- cal competency equivalent to that attained at the end of one year of college-level mathematics b. Satisfactory completion (C- or Por better) of three of the following coiJrses (or their transfer equivalents) in the Department of Mathematics or the Department of Com- puter and Information Science or both: MTH 101, 102, 115, 150, 151, 152, 153, 156, 157, 190, 191, 192, 201, 202, 203, 207,208,209,231,232,233; CIS 133, 134, 201, 203, 234, or, for elementary education majors only, MTH 121, 122, 123 Exclusion: MTH 115 does not count to- ward the requirement for students who take MTH 101 or 102 c. Satisfactory completion (C- or Por better) of one course selected from MTH 201, 208, 232; CIS 203, 204 d. Satisfactory completion (C- or Por better) of two courses, the first selected from MTH 102,107,231; CIS 133,134,201. The second can be any other mathematics course except MTH 40, 101, or 115 General Limitations 1. A maximum of 108 credits may be trans- ferred from an accredited junior or commu- nity college 2. A maximum of 60 credits may be earned in correspondence study 3. A maximum of 48 credits in law, medicine, dentistry, technology, or any combination may be accepted toward a degree other than a professional degree 4. A maximum of 24 credits may be earned in any of the following areas with not more than 12 in anyone: a. Lower-division vocational technical courses b. Physical education activity courses, except for majors in the departments of leisure studies and services, physical education and human movement studies, and school and community health c. Studio instruction in music, except for majors in music 5. For music majors, a maximum of 24 credits in studio instruction, of which not more than 12 may be taken in the student's freshman and sophomore years, may count toward requirements for the BA or B.S. degree 6. Changes of grades, including removal of incompletes, must be filed in the Office of the Registrar within 30 days after the granting of a degree 7. Undergraduate credits earned by credit by examination (course challenge) and the College-Level Examination Program (CLEP) are counted toward the satisfaction of all bachelor's degree requirements except residency. Grading option for credit by examination is on the basis of course listing in the Time Schedule of Classes. The University grants pass credit for successful completion of CLEP examinations 8. Courses cannot be repeated for credit unless otherwise designed as repeatable (R) by the University Committee on the Curriculum; therefore credit for duplicate courses is deducted priortothe granting of the degree 9. No courses are open for credit to students whose competence in that area exceeds the scope of a particular course. Exceptions to this policy require written approval from an academic adviser and must be petitioned through the Academic Requirements Com- mittee Second Bachelor's Degree A student who has been awarded a bachelor's degree from an accredited institution may earn an additional bachelor's degree at the University of Oregon. The student must satisfactorily complete all departmental, school, or college requirements for the second degree. Of these requirements, the following must be completed after the prior degree has been awarded. The student must complete an additional 36 credits in residence as a formally admitted student if the prior bachelor's degree was awarded by the University of Oregon, or an additional 45 credits in residence if the prior bachelor's degree was awarded by another institution. 1. 85 percent of all work graded A, B, C, D, F, P, N must be passed with grades of A, B, C, 10 Second Bachelor's Degree _ 0, P (I, x, Yare not counted as work completed) 2. lithe 85 percent requirement is met, then 75 percent of all work completed must be passed with grades of A, B, C, P 3. A minimum af 18 credits must be graded (A, B, C, D) if the prior bachelor's degree was earned at the University of Oregon, or 23 credits if at another institution 4. 75 percent of all course work required in the second degree major must be completed after the conferral of the first degree 5. The bachelor of arts degree requires 36 credits of language and literature and proficiency in a foreign language. The bachelor of science degree requires 36 credits of science or 36 credits of social science and (since fall 1985) proficiency in mathematics Academic Standing The faculty Committee on Scholastic Review administers the regulations governing academic standing. This committee may academically disqualify an undergraduate student from attending the University when it appears thatthe student is not making sl.>lbstan- tial progress toward meeting graduation requirements. In general, profitable and credit- able work means substantial progress toward meeting graduation requirements. Any term or cumulative record which is considered unsatis- factory may bring the student's record under review by the committee. A student's progress is determined by the percentage of course work completed satisfactorily. Students who fail to pass a major portion of the work attempted will be reviewed by the committee. Further details on committee procedures are published each term in the Time Schedule of Classes. Time Schedule and Handbook The Time Schedule of Classes and Student Handbookare published shortly before registra- tion each term. Copies are available at the Office of the Registrar in Oregon Hall and, during registration, at McArthur Court. The time schedule displays all classes currently offered for the year and specifies which terms they are available; it also describes registration procedures. The booklet includes important dates, deadlines, and explanations of various academic regulations and financial aid proce- dures, as well as current figures for tuition, fees, and other charges. The handbook offers other information useful for students attending the University, including abbreviated versions of the Student Conduct Code, the Student Records Policy, grievance procedures, and other policies relevant to a student's welfare and academic career. Registering for Classes Registration Before the start of classes each term, a registra- tion period is set aside; the dates are published in advance. Students are not officially registered and not entitled to attend classes until they have completed the prescribed registration proce- dures and paid tuition. Freshman Preregistration Entering freshmen (44 or fewer quarter credits) qualify for the Early Orientation and Registration Program (EORP) offered in late July and early August. After being notified of admission to the University of Oregon for fall term, freshmen receive information regarding this preregistra- tion program. Space is limited, and the sign-up deadline is early in July. Re-enrollment Students planning to register in a term of the regular academic year after an absence of a term or more must notify the Office of Admis- sions by filing a re-enrollment card several weeks before registration to allow time for the preparation of registration materials. Re-enrollment procedures for graduate stu- dents are described in the Graduate School section of this catalog. Summer Session Students planning to register in a summer session should file, well in advance, an Intent to Register form, which is provided in the Summer Session Catalog and Time Schedule. It is also available from the University Continua- tion Center and the Office of Admissions. Transcripts All students are required to file official tran- scripts of any academic work taken at other institutions. A student's official record must be kept complete at all times. Exceptions are made only for special and provisional students who are formally admitted under individual arrange- ments, and for summer transient an.d community education students who are not formally admitted. Failure to file all required records can result in the cancellation of admission, registra- tion, and credits. Concurrent Enrollment University of Oregon students paying full-time tuition may enroll for courses through other colleges and universities of the Oregon State System of Higher Education up to overtime levels at no additional cost. Complete details of policies and procedures are available in the Office of the Registrar. Alternate Ways to Earn Credit The University has established programs in which students may earn credit toward gradua- tion and, at the same time, decrease the cost and time required for the usual four years of undergraduate study. Brief descriptions of these programs appear below. Additional information is available from the Office of Admissions and Records and from the Office of Academic Advising and Student Services. Advanced Placement Enrolled students who have completed college- level studies in high school under the Advanced Placement Program sponsored by the College Entrance Examination Boards, and who have received grades which meet the University requirement for creditable work, may be granted credit in comparable University courses. College-Level Examination Program For some courses, departments have au- thorized the use of subject examinations prepared by the College-Level Examination Program (CLEP). Examinations are available for example, in American history, principles ~f economics, calculus, and biology. Students who have not completed their sophomore year (fewer than 90 credits) may also take CLEP general examinations in the humanities, sci- ences, and social sciences. A score of 500 or better on each general examination earns 9 credits toward graduation and may fulfill a portion of the group requirements for the bachelor's degree. The University will accept for transfer credit, upon admission to the University, the successful completion of CLEP subject and general examinations by students. Credit by Examination A formally admitted student may challenge undergraduate University courses byexamina- tion without formally registering in the courses. 1. The student's petition to the Academic Requirements Committee (available through the registrar's office) must have the approval of the individual faculty member administer- ing the test and of the appropriate dean or department head. 2. Arrangements for the examination must be completed at least one month before the examination date. 3. The student must pay, in advance, a special examination fee of $25.00 per course. 4. The student is allowed only one opportunity to qualify for credit by examination in any given course. 5. The student may request that the credit be recorded as a pass (P =satisfactory) or graded A, B, C, D, consistent with options listed in the Time Schedule of Classes. 6. Credit by examination may not be counted toward the satisfaction of the residency requirement. 7. Credit by examination may be earned only in courses whose content is identifiedby title in the University of Oregon catalog; credit by examination may not be earned for Field Studies (196), Workshops, Laboratory Projects, or Colloquium (198), Special Studies (199), courses numbered 50-99, 200, 399-410, first-year foreign languages, or MTH 100. 8. A student may not receive credit by examina- tion in courses which (a) would substantially duplicate credit already received or (b) are more elementary than courses in which previous credit has been received or status has been established. 9. A student must be formally admitted and registered for classes during the term in which the examination is administered. Community Education Program Individuals who want to enroll for a limited number (7 or fewer credits) of regular University courses without the formality of applying for admission may do so. A wide variety of courses is available for part-time students of all ages who are not formally admitted to the University. Further information on regulations governing enrollment and credit is available at the Univer- sity Continuation Center, 333 Oregon Hall, telephone (503) 686-5614. Special Fees 11 Special Fees The following fees are assessed to University students under the special conditions noted: ofClasses and under Tuition and Fee Refunds in this catalog. A separate $50.00 deposit is required of all residence hall tenants. Deferred Tuition Students who have difficulty paying tuition at the time of registration may apply in person for a deferred tuition loan, one-third to be paid at registration. The balance is payable in two equal installments during the term. A service charge of $6.00 is assessed. Excluded from the deferred tuition loan are board and room, family housing rent, fines, deposits (including general deposit), program changes, and other special charges and fees. Complete details of the deferred tuition loan program appear in the Time Schedule of Classes. Community Education Program Tuition for Community Education Program students enrolling for 7 or fewer credits is determined by the level of the courses taken. Courses accepted for graduate credit are assessed at the graduate tuition level; all others are assessed at the undergraduate level. A general deposit is not required. Application Fee: $25.00. Required of students not previously enrolled at the University of Oregon. Payable when the application for admission is submitted. The fee is nonrefundable. Auditor. Fees for students·registering totally as auditors are assessed on the basis of course level. A student's academic record carries no entry of audited courses. Fees for other students are assessed according to the Tuition Schedule. Bicycles. Bicycle registration with the Office of Public Safety is mandatory; there is no charge for a permanent permit. Bicycle racks and ramps are provided throughout the campus, and the development of cycling paths is under way both on campus and in the community. Copies of the complete University bicycle parking regUlations and fines are available at the Office of Public Safety. Change of Program: $3.00. Required for each change in a student's official program. Counseling and Testing: $10.00. Credit by Examination: $25.00 per course. Assessed for taking an examination for ad- vanced credit. The fee applies to each special examination regardless of the number of credits sought. Exceptions to Procedures: $1.00-$25.00. Approved exceptions to procedural deadlines are subject to this fee. Graduate Qualifying Examination: $1.00- $15.00. Assessed to students taking the Graduate Record Examination (GRE) or other standard tests of ability to do graduate work. Late Registration: $10.00. Students registering late will be charged a fee of $1 0.00 for the first late day plus $2.00 for each late day thereafter. Registration paid by a returned check is subject to a $7.50 charge as well as the late-registration fine to the day the check is paid. The regulation applies to both full-time and part-time students. The late-registration fee policy is on file at the Office of Business Affairs, Oregon Hall. Follow- ing are the final dates in 1986-87to register and pay fees without penalty: fall term, October 1, 1986; winter term, January 9, 1987; spring term, April 3, 1987. Parking Fees. A minimum amount of parking space is available near residence halls and on city streets. Students using University parking lots must purchase and display proper parking permits. Student parking permits are $18.00 for automobiles and $9.00 for motorcycles during the regular school year; student permits are $6.00 during summer session. All such fees are subject to change. Parking permits may be purchased during registration in the Erb Memorial Union and at other times from the Office of Public Safety, Straub Hall. Parking regulations are enforced at all times. A city bus system connects the University with most com,"unity areas. Reinstatement: $2.00. Assessed whenever a student is permitted to continue studies after having had registration canceled for failure to comply with University regulations. Replacement of Certificate of Paid Tuition: $2.00. 107.50 116.00 107.00 174.00 177.50 287.00 397.00 507.00 617.00 726.00 836.00 953.00 1,064.00 1,174.00 1,285.00 186.50 306.00 426.00 546.00 666.00 786.00 905.00 1,030.00 $2,027.25 313.00 526.00 73800 951.00 1,163,00 1,376.00 1,589.00 1,809.00 32.00 68.00 102.50 137.00 172.00 207.00 242.00 276.00 311.00 352.00 388.00 423.00 45900 107.50 138.50 210.00 282.00 354.00 426.00 498.00 569.00 649.00 102.00 Tuition Schedule Undergraduate Tuition Resident Nonresident Full-time registration (one term): 12-21 credits $ 495.50 $1,396.50 Part-time registration: 1 credit .. 2 credits . 3 credits , . 4 credits . 5 credits 6 credits . 7 credits .. 8 credits . 9 credits . 10 credits . 11 credits Each additional credit beyond 21 . Graduate Tuition Resident Nonresident Full-time registration (one term): 9-16credits $ 722.50 $1,151.50 Part-time registration: 1 credit .. " . 2 credits . 3 credits. . . . 4 credits . 5 credits . 6 credits . 7 credits . 8 credits . Each additional credit beyond 16 ... Graduate assistant(9-16 credits) ... Law School Tuition Resident Nonresident Full-time registration (one semester): 9-16 credits $1,383.75 1 credit. . . . . . . . . . . . . 241.00 2 credits . . . 382.00 3 credits . . . . . 522.00 4 credits . . . 663.00 5 credits . . 803.00 6 credits . . 944.00 7 credits . . 1,085.00 8 credits . . . . 1,23700 Each additional credit beyond 16 . First Floor, Oregon Hall Telephone (503) 686-3165 W. N. McLaughlin, Director, Business Affairs D. L. Thomas, Assistant Business Manager Tuition and Fees Tuition Regular tuition is a basic charge paid by all students enrolled at the University of Oregon. Tuition includes instruction costs, health service fees, incidental fees, and building fees. For a full-time student in 1985-86, the health service fee was $34.00, the incidental fee was $61.00, the building fee was $12.50. The fees are subject to change for 1986-87. Payment of tuition entitles students to many services, including instruction in University courses; use of the University Library; use of laboratory and course equipment and certain materials in connection with courses for which a student is registered; medical attention althe Student Health Center at reduced rates; and use of gymnasium equipment, suits, and laundry service for physical education courses. No reduction is made for students who do not want to use some of these services. Health services and some incidental fee benefits are not available to students enrolled in the Commu- nity Education Program. Tuition is paid by all students under the usual conditions of undergraduate or graduate study, and it is payable as specified in the Time Schedule ofClasses or other official notices at the time of registration each term. Special fees are paid under the special conditions noted. The University's policies on student charges and refunds follow the guidelines recom- mended by the American Council on Education. Details of the policies are available at the Office of Business Affairs, Oregon Hall. In the following schedule, tuition is specified for one term only. There are three terms in the regular academic year: fall, winter, and spring (except for the School of Law, which operates on a two-semester system). The amounts listed for tuition are tentative. When this catalog went to press, the Oregon State Board of Higher Education had not yet approved tuition levels for the 1986-87 academic year. The board reserves the right to make changes in the tuition schedule. The final tuition schedule will appear in the fall term Time Schedule of Classes and other supplementary publications. General Deposit All students who enroll for academic credit (except Community Education Program stu- dents, staff members, and aUditors) must make a general deposit of $50.00 payable althe time of registration. The deposit is required for protection of the University against loss of or damage to institutional property such as laboratory equipment, uniforms, library books, and locker keys, and against failure to pay promptly charges and assessments such as library fines, campus traffic fines, and health center charges. If at any time charges against this deposit exceed $40.00, the student may be called upon to re-establish the original amount. Refund policies are stated in the Time Schedule 12 Special Fees OneTenn ThreeTenne The expenses in the following tables are those used by the Office of Student Financial Aid to estimate a student's educational cost for the 1986-87 academic year. Student Classification OneTerm ThreeTerme Undergraduate resident .............. $ 495.50 $1,486.50 Undergraduate nonresident ... 1,396.50 4,189.50 Graduate resident 722.50 2,167.50 Graduate nonresident 1,151.50 3,454.50 Graduate assistant ....... 107.50 322.50 Law resident (semester) ...... 1,352.25 2,704.50 Law nonresident (semester) . 1,976.25 3,952.50 Books and Supplies One Tenn ThreeTenne Graduates and undergraduates .. $105.00 $ 315.00 Law (semester) ... 250.00 500.00 Miscellaneous Personal Expenses Single ..... $360,00 $1,080.00 Married. . .. , . . . . . 720.00 2,160,00 A transportation allowance is added to the bUdget of a dependent nonresident student, an independent nonresident student who is enrolled at the University for the first time, or a participant in the National Student Exchange. 2,925.00 4,455.00 2,385.00 3,105.00 $1,100.00 795.00 975.00 1,485.00 $ 367.00 Meals and Housing Single commuter (living with parents) Single (living in University residence halls) . Single (living off campus) . Single parent (living off campus) .. Single parent (living in Westmoreland or Amazon family housing) 1,035.00 Married (living off campus) . . . . . . . . . . . 1,950.00 5,850.00 Married (living in Westmoreland or Amazon family housing) 1,500.00 4,500.00 A dependent's allowance of $150 per month is added to the budget for each dependent child living with the student. the University of Oregon (ASUO). Coverage for dependents of students is also available. Personal expenses are governed by individual preference but may include such items as car insurance, maintenance, and operation; a University parking permit; vacation and weekend travel; theater, movie, and athletic tickets and other entertainment; and such incidentals as laundry, toilet articles, gifts, and dining out. Note: The figures in the following table were the tuition and fees for a full-time student in 1985-86. Tuition and fee schedules are subjeclto revision by the Oregon State Board of Higher Education and may be increased for 1986-87. See the Tuition and Fees section of this catalog. Applying for Financial Aid Undergraduate Students 1. Complete the Financial Aid Form (FAF) and send it with the correct fee to the College Scholarship Service for analysis. FAFs are available from most financial aid offices or high school counselors. 2. Check the appropriate box on the FAF to inquire at the Office of the Registrar, 220 Oregon Hall. If circumstances of withdrawal or course-load reduction are beyond the student's control, petitions for exception to the refund policy may be obtained from the Tuition Refund Clerk, Accounting Department, 119 Oregon Hall. General Deposit Refund The $50.00 general deposit, less any deduction for outstanding debts, is refundable in the term following the term of withdrawal if a request is made in writing to the Office of Business Affairs. Otherwise an automatic refund is made not earlier than the sixth week following the close of the academic year. Student Financial Aid 260 Oregon Hall Telephone (503) 686-3221 Edmond Vignoul, Director James Gilmour, Associate Director Elizabeth Bickford, Andrea Cook, E. Carol Richard, and Charlene Simpson, Assistant Directors Barbara Dunn, Counselor Financial aid in the form of scholarships, grants, loans, and employment is available at the University of Oregon to eligible students who need assistance to attend school. The Office of Student Financial Aid provides co'unseling and information services to students and parents, and it administers a comprehensive program of financial assistance. Financial aid counselors are available on a drop-in basis and by appoint- ment. Office hours are 8:00 a.m. to 5:00 p.m., Monday through Friday. Attendance Costs The following information is provided to help students estimate the total cost of attending the University of Oregon. Budgets established for financial aid purposes are based on average expenses, except for tuition and fees. Some students have higher costs in one category or another. For example, students in the School of Architecture and Allied Arts, some of the science departments, and the School of Music have expenses ranging from $30.00to $200 per year for equipment, supplies, and field trips in addition to books. Students living alone in an apartment or althe University Inn may spend more than the budgeted amount for meals and housing. An annual general deposit of $50.00 is required to cover breakage, library fines, and other miscellaneous charges. It is payable at fall term registration. The unused portion, if any, is returned approximately six weeks following the end of the school year. Residence hall room and board for 1985-86 ranged from $2,277 to $4,041. Cooperative housing costs were generally less than the minimum residence hall rate. Sorority and fraternity costs were somewhat higher than the minimum residence hall rate. Health insurance is optional. Coverage by the term or for a full 12-month period may be purchased through the Associated Students of Replacement of Photo 1.0. Card: $6.00. Returned Check: $7.50. Charge imposed on the writer of any check that is returned to the University by the bank. Exceptions are bank or University errors. If not paid within 30 days, returned checks may be subject to a fine of $100 to $500. Senior Citizens: No charge. Persons 65 years of age and older neither seeking academic credit nor working toward a degree are au- thorized to attend classes on a space-available basis. Charges may be made for any special materials. Incidental fee services are not provided. Staff: $11.00 per credit. University employees are permitted to enroll in University classes with the approval of the Office of the Registrar. Full-time employees are limited to 6 credits of work in any term; part-time employees may enroll for a maximum of 10 credits. The fee is nonrefundable. Transcripts: $5.00. The first official copy of a student's University academic record is $5.00. Each additional copy furnished at the same time is $1.00. The University reserves the right to withhold transcripts of persons who have unpaid financial obligations to the insJitution. Tuition and Fee Refunds In the event of complete withdrawal from the University or a reduction in course load, refunds may be granted to students in accordance with the refund schedule on file in the Office of Business Affairs, Oregon Hall. Refunds may take from four to six weeks to process. All refunds are subject to the following regulations. The University has an appeals process for students or parents contending that individual circumstances warrant exceptions from pub- lished policy. For assistance, inquire at the Office of Academic Advising and Student Services, 164 Oregon Hall. 1. Withdrawal or course reduction does not automatically result in a refund. Any claim for refund must be made in writing no later than the close of the following term. 2. Refunds are calculated from the date the student officially withdraws from the Univer- sity, not from the date the student ceased attending classes, except in unusual cases when formal withdrawal has been delayed through causes largely beyond the control of the student. 3. No refunds will be made for any amount less than $1.00. 4. Refunds of incidental fees and health service fees are subject to return of the Certificate of Paid Tuition and removal of the term sticker on the photo 10 card. 5. In case of complete withdrawal, students who received financial aid are responsible for repayment of that aid in accordance with the University Financial Aid Repayment Policy. See Time Schedule of Classes for details. For complete withdrawal, obtain withdrawal forms from the Office of Academic Advising and Student Services, 164 Oregon Hall. To request a refund for course-load reduction, -- --------~AanciaLAici____13 instruct the College Scholarship Service to send copies of the FAF to the Pell Grant Program and to any other agencies, col- leges, or programs listed. 3. On the FAF, request that the University of Oregon receive a copy. 4. If an Oregon resident, request that the Oregon State Scholarship Commission receive a copy of the FAF. 5. Transfer students must supply financial aid records from all other postsecondary schools they have attended at least half time. The appropriate forms, available at any. financial aid office, must be completed In part by the student and sent to each post- secondary institution previously attended. The record is completed in that school's financial aid office and returned to the University. Graduate Students 1. Complete a Financial Aid Form (FAF) and send it with the correct fee to the College Scholarship Service for analysis. 2. Check the box on the FAF that instructs the College Scholarship Service to send copies of the FAF to any college, agency, or program listed. 3. On the FAF, request that the University of Oregon receive a copy. 4. Transfer students must supply financial aid records from all other postsecondary schools they have attended at least half time. (The appropriate forms are available at any financial aid office.) The forms must be completed in part by the student and sent to each postsecondary institution previously attended. The record is completed in that school's financial aid office and returned to the University. Deadlines To be given priority consideration for the National Direct Student Loan, College Work- Study Program, and Supplemental Educational Opportunity Grant for all or p~rt of .any.given academic year, a copy of the Financial Aid Form and need analysis from the College Scholarship Service (and financial aid records, if any) must be in the Office of Student Financial Aid on or before March 1 prior to the academic year for which the student is applying. Eligibility Financial aid eligibility for any student is the difference between the cost of education at the University of Oregon and the anticipated financial contribution of the student's family (a contribution from the student and parents if the student is a dependent; a contribution from student and spouse if student is married). Students (and their families, if appropriate) are expected to bear the primary responsibility for meeting educational costs. However, when a student's resources are less than the cost of education, every effort will be made by the University to meet the difference with financial aid. The contribution from the student (and either parents or spouse when appropriate) is considered a part of resources in the computa- tion of eligibility for aid. If a student does not have this resource, an appointment should be made to discuss this financial situation with a financial aid counselor. Assessing Financial Aid Eligibility The University uses the College Scholarship Service's formula to determine what may be a reasonable contribution from the student and family toward the cost of the student's educa- tion. This system, approved by the federal government as a uniform method of evaluating a family's ability to meet educational expenses, assures that students receive consistent and equitable treatment. Financial aid co.un~~lors review unique circumstances on an IndiVidual basis. Financial aid eligibility is determined by sub- tracting the student's resources from the cost of education (appropriate standard budget). Student resources include parents' contribution, if any, the student's own contribution, the contribution of a spouse not attending school, and other sources of financial assistance. If a student is married and both husband and wife are attending the University, estimates of contributions will be adjusted accordingly. If the student and spouse are attending different schools, a single student budget will be used in the estimations; however, in certain circum- stances, a contribution from the spouse may be expected. The various kinds of financial contributions to a student's educational support may be sum- marized as follows: Student Contribution. The student's antici- pated contribution for living and educational expenses for the 1986-87 academic year is based on (a) resources earned during summer 1986 and through the end of the following spring term and (b) a percentage of any assets. (The calculations do not include College Work-Study funds earned while attending school.) These earned resources include the following: 1. A minimum of $300 per term, or a percentage of earnings minus taxes and the standard budget amount for miscellaneous personal expenses, whichever is larger. This standard is for a dependent student living at home during the summer and not attending summer session. 2. For independent students not attending summer session, the expected contribution is a percentage of earnings minus taxes and a summer iiving allowance, or a minimum of $300 per term, whichever is larger. The living allowance is the standard budget amount for meals, housing, personal expenses, and dependent children, if any. 3. For either dependent or independent students attending summer session full time, the anticipated contribution is a percentage of earnings minus taxes, or a minimum of $300 per term, whichever is larger. 4. Also considered resources are such direct payments as social security benefits, veterans' benefits, and welfare; scholar- ships, grants, and loans from other sources; tuition waivers; graduate teaching fellow- ships; in-kind value of services in exchange for food and housing. Spouse's Contribution. For the 1.98~-87 academic year, the expected contribution from a spouse who is not attending school is based on resources earned and received during summer 1986 and through the end of the following spring term. These resources include a percentage of earnings minus taxes and a summer living allowance if the student spouse is not attending summer school, or a minimum of one-half the appropriate budget amount for meals, housing, and miscellaneous personal expenses. Parents' Contribution. Parental contributions for the 1986-87 academic year are based on parents' income and assets for 1985. Taken into consideration in estimating the appropriate financial assistance from parents are such allowances as taxes, unusual medical and dental expenses, employment expenses for a single parent or two working parents, and minimum maintenance costs based on the number of family members. The number of dependents in college is also considered. Financial Aid Packages After the student's financial aid eligibility has been established, the financial aid counselor determines the award (financial aid package), based on the aid programs for which the student is eligible. The Office of Student Financial Aid attempts to meet each student's financial aid eligibility. When that becomes impossible because of limited fU~ds, ~tud~nts are advised of other sources of finanCial ald. Undergraduates Pell Grants, University scholarships which are not from an academic department, and State Need Grants or Cash Awards are considered to be part of the student's financial aid package, although the Office of Student Financial Aid does not determine eligibility for these pro- grams. If it appears from the Financial Aid Form that a student is eligible for a Pell Grant but has not submitted a Student Aid Report to the Office of Student Financial Aid, an estimate of the amount of the Pell Grant will be included in the offer. When the Student Aid Report and any other necessary documents are filed, the financial aid package will be revised to include the actual amount of the Pell Grant. The Office of Student Financial Aid will deter- mine the student's eligibility for, and the amount of assistance the student may receive from, National Direct Student Loan, Supplemental Educational Opportunity Grant, and College Work-Study programs. A student may not receive assistance from the Pell Grant, National Direct Student Loan, Supplemental Educational Opportunity Grant, College Work-Study Program, State Need Grant or Cash Award, Guaranteed Student Loan, or Parent Loan for Undergraduate Students if: 1. The student is in default on any loan made from the National Direct Student Loan Program or on a loan made, insured, or guaranteed under the Guaranteed Student Loan or Parent Loan for Undergraduate Students programs for attendance at any institution. 2. The student owes a refund on grants previously received for attendance at any institution under Pell Grant, Supplemental Educational Opportunity Grant, or State Need Grant or Cash Award programs. --'l4--EinancJaLAid--------- ------------ ----------------------- ----- Financial aid offers are made in accordance with federal regulations and University policies as described below. National Direct Student Loan (NDSL). The amount is determined by a financial aid coun- selor and based on the student's financial aid eligibility. The maximums are $3,000 for the first two years and $6,000 total for undergraduate study. Supplemental Educational Opportunity Grant (SEOG). The student's total grant aid (pell Grant, State Need Grant or Cash Award, in addition to the Supplemental Educational Opportunity Grant) must not exceed a certain percentage of the financial aid eligibility. The student's remaining eligibility will be met from the National Direct Student Loan, College Work-Study, and Guaranteed Student Loan programs. Expected student earnings above the minimum contribution of $900 will be used in place of the Guaranteed Student Loan. College Work-Study Program (CWSP). The minimum and maximum amounts are estab- lished each year. Graduates The Office of Student Financial Aid will deter- mine eligibility and the amount of assistance that may be received from the National Direct Student Loan and the College Work-Study Programs. Offers are made in accordance with federal regulations and certain University policies, as follows: National Direct Student Loan (NDSL). The maximum amount is established each year. College Work-Study Program (CWSP). The minimum and maximum amounts are established each year. Note: Federal and state regulations are subject to change and may affect current policies and procedures. Notification of Financial Aid Notifications of financial aid eligibility are mailed between April 15 and May 1to all students who have supplied the necessary information to the Office of Student Financial Aid on or before March 1. Notifications are mailed during the summer to all students who have supplied the necessary information between March 2 and July 31. Notifications to students may be delayed pending notice of appropriations from the federal government. If aid is offered and accepted, the student (and spouse, if married) and the student's parents (if applicable) are asked to provide the Office of Student Financial Aid with documents, such as tax forms, which are used to verify the informa- tion on the application. To student applicants who are not eligible, a letter is sent suggesting other sources of funds. If aid funds are depleted and assistance is no longer possible, applicants are notified by mail and informed of alternative sources of assis- tance. Students should read the Offer of Financial Assistance and the instructions carefully. Acceptance must be returned to the Office of Student Financial Aid by the date specified on the document or the offer is canceled. An explanation of revision and appeal policies and procedures is included with the Offer of Financial Assistance. The federal regulations covering financial aid programs, the explanation ofthe College Scholarship Service's method of determining student and family contributions, and the University policies and procedures for offering financial aid are available in the Office of Student Financial Aid. Students are welcome to review them at anytime during office hours. Students may make an appointment to discuss with a counselor either eligibility or financial aid offers, or both, by calling the Office of Student Financial Aid at (503) 686-3221. Financial Aid Programs To be eligible for certain financial aid programs which are dependent upon federal or state funding, the student must be a citizen of the United States, a national, or a permanent resident of the Trust Territories of the Northern Mariana Islands or the Pacific Islands, or the student must be in the United States for other than a temporary purpose and with the intention of becoming a permanent resident. This is an eligibility standard for the Pell Grant, the Supplemental Educational Opportunity Grant, the College Work-Study Program, the National Direct Student Loan, the Guaranteed Student Loan, the Parent Loan for Undergra:Juate Students, and the State Need Grant and Cash Award, all of which are described below. Pell Grant Program This program provides grants (funds that do not require repayment) to eligible undergraduates. To be eligible for a Pell Grant, a student must be admitted to the University and enrolled in good standing for a minimum of 6 credits a term (half time). The award amount for any student is determined by the student's aid index and allowable educational expenses. The grant is reduced proportionately if the student is enrolled less than full time (12 credits a term). The Pell Grant Program determines eligibility on the basis of the student's or parents' income and assets. The University disburses the money. To apply for a Pell Grant in addition to other federal aid, students must use the Financial Aid Form. To apply for the Pell Grant only, students must use an Application for Federal Student Aid (AFSA). Under certain circumstances a Special Condition Application may be used to apply for a Pell Grant. Use of this form may be appropriate if the student's or the student's family's financial situation has changed for the worse because of death, separation or divorce, or loss of job or benefits. Applications are available in the Office of Student Financial Aid. Students are sent a Student Aid Report from the Pell Grant Program stating whether or not they are eligible. To receive the grant, eligible students must send all three pages of the Student Aid Report and any other required documents to the Office of Student Financial Aid. Supplemental Educational Opportunity Grant (SEOG) Supplemental grants, which need not be repaid, are for undergraduates. To be eligible, a student must be admitted to the University and enrolled in good standing at least half time (6 credits a term). The limitations on an SEOG are a minimum of $200 per academic year and a maximum of $2,000 per academic year. SEOG funds are given to the University by the federal government to award to eligible stu- dents. College Work-Study Program (CWSP) The College Work-Study Program provides jobs for students who qualify for financial aid and are enrolled in good standing at least half time (6 credits a term). The amount a student may earn is determined by eligibility for aid. Students earn an hourly wage based on the kind of work and their skills and experience. Students may work a maximum of 20 hours a week while school is in session. Campus offices and off-campus agencies that are nonprofit and perform services in the public interest list available jobs with the Work-Study Placement Office, 1511 Agate Street. Funds are deposited with the University by the federal government to pay a portion of the student wages; the remainder is paid by the employer. National Direct Student Loan (NDSL) The National Direct Student Loan program provides long-term, low-interest loans to eligible students who are admitted and enrolled in good standing at least half time. The amount a student may borrow is determined by a financial aid counselor and based on the student's financial aid eligibility. The maximum that may be loaned is $3,000 for the first two years of undergraduate study, $6,000 for undergraduate study, $12,000 combined total for both undergraduate and graduate study. Repayment of an NDSL begins six months after the student ceases to be enrolled at least half time. The minimum repayment is $30.00 a month ($90.00 a term because the University bills quarterly throughout the year); the maximum repayment period is 10 years. However, the actual amount of payments and the length of the repayment period depend upon the size of the debt. Interest on loans made on or after October 1, 1981, is charged during the repayment period at the rate of 5 percent a year on the unpaid balance. Repayment of an NDSL that is not delinquent or in default may be deferred if a borrower is enrolled at least half time in an eligible institution. An NDSL made on or after October 1, 1981, may be deferred for no more than three years for any of the following borrowers: 1. A member of the U.S. Armed Forces or an officer in the U.S. Public Health Service Commissioned Corps 2. A Peace Corps volunteer or a volunteer under the Domestic Volunteer Service Act of 1973 3. A full-time volunteer in service determined by federal regulation to be comparable to service in the Peace Corps or under the Domestic Volunteer Service Act 4. A borrower who is temporarily totally dis- abled or unable to secure employment because it is necessary to provide care for a spouse who is temporarily totally disabled -- ---. j;i l'"lancial-Aio-Pn;;>gJ"arnS-------1S-··- The NDSL may be deferred for no more than two years if the borrower is serving an internship required to begin professional service or practice. Repayment of an NDSL may be canceled if the borrower is teaching full time in designated low-income schools or teaching handicapped children full time in a public or other nonprofit elementary or secondary school, if the borrower dies, or if the borrower has a permanent and total disability. Note: Public Law 95-598 generally prohibits student-loan borrowers from the routine dis- charge of their debts by declaring bankruptcy within five years after the repayment period begins. Money available for NDSLs is deposited with the University by the federal government and collected from former University borrowers to loan to eligible students. Disbursement, repay- ment, deferment, and cancellation are trans- acted with the Office of Business Affairs. Guaranteed Student Loans (GSL) Federal and state Guaranteed Student Loan programs make funds available through an eligible lending institution, usually in the stu- dent's state of legal residence. Students from families earning more than $30,000 a year must demonstrate need to qualify for a GSL. All applicants must complete a needs test and the University of Oregon GSL supplemental infor- mation form in addition tothe GSL application. Students must be enrolled in good standing at least half time or have been accepted for admission. The University and the lending institution determine the amount the student may borrow. The maximums are $2,500 an academic year and $12,500 total for undergraduates, $5,000 an academic year for graduates, and $25,000 combined total for both undergraduate and graduate study. Repayment begins six months following gradu- ation or termination of at least half-time enroll- ment, and the interest is 8 percent a year on the unpaid balance for new borrowers or 9 percent a year for returning borrowers. For students who have outstanding loans made prior to January 1, 1981, the grace period continues to be nine months and the interest rate 7 percent a year. For loans made on or after October 1, 1981, the minimum monthly payment is $50.00. For outstanding loans made prior to that date the minimum monthly payment is $30.00. The maximum repayment period is 10 years. However, the actual amount of payments and the length of the repayment period depend upon the size of the debt and the arrangements with the lender. The federal government pays the interest until repayment begins. GSL applicants are assessed a $1 0.00 processing fee by the University for each application. Borrowers are assessed a 5 percent origination fee, to offset a portion of the federal interest contribution, in addition to a finance charge for each loan and extension. Deferring Repayment. Repayment of a GSL which is not in default may be deferred if the borrower is enrolled full time at an eligible institution. Further information should be obtained from the lender about deferment for active duty in the United States Armed Forces or U.S. Public Health Service, volunteer service in the Peace Corps or comparable programs as designated by the Title I Domestic Volunteer Service Act of 1973, pursuit of but inability to find full-time employment in the United States, study under an eligible rehabilitation program for disabled individuals, and service in an eligible internship program. The lender should also be consulted about deferment during a period when the borrower is temporarily totally disabled or unable to secure employment because it is necessary to provide care for a spouse who is temporarily totally disabled. A GSL is canceled if the borrower dies or is totally and permanently disabled. Applications for the Oregon Guaranteed Student Loan program are available in the Office of Student Financial Aid; addresses for obtaining forms for other state loan programs are also available in that office. To apply for a GSL: 1. Complete the appropriate application. 2. Submit the application needs test and supplemental information forms to the Office of Student Financial Aid. (Students having any other type of financial aid must see a financial aid counselor to determine eligibility for additional assistance.) 3. Provide additional documents, such as income tax forms or an affidavit Of nonsup- port, as requested. 4. After the Office of Student Financial Aid has completed the school section of the applica- tion form, the student takes it to the appro- priate lending institution for final approval. Allow eight to 12 weeks for processing these loans. Parent Loan for Undergraduate Students (PLUS) This federal and state program provides loans through eligible lending institutions to parents of dependent undergraduates, independent undergraduates, and graduate students and students in professional schools. Students must be enrolled at least half time and be in good standing or have been accepted for admission. Parents of dependent undergraduate students may borrow a maximum of $3,000 a year or the school's estimated cost of attendance, less any other financial aid the student may receive, for an aggregate total of $15,000. An independent undergraduate student is limited to $2,500 annually, minus the amount the student has borrowed under the GSL program for that year, with an aggregate PLUS and GSL total of $12,500. A graduate or professional school student may borrow, in addition to any GSLs, $3,000 a year with an aggregate total of $15,000. The annual total of PLUS and GSL loans may not exceed the school's estimated cost of attendance minus other financial assistance. The interest on the PLUS is 12 percent per annum with the first payment to be made within 60 days of the date of disbursement. The borrower is allowed at least five, but no more than 10, years to repay and must meet the federal minimum of $600 a year. However, the actual amount of payments and length of repayment period depend upon the size of the debt and arrangements with the lender. Deferring Repayment. Student borrowers may qualify for deferments of principal repayment for periods when the student borrower is in full-time study at a school participating in the program, is studying under an eligible graduate fellowship program, or is taking courses of study under an eligible rehabilitation training program for disabled individuals. Further information should be obtained from the lender about deferment for active duty in the United States Armed Forces; volunteer services in the Peace Corps, VISTA, ACTION, or acomparable tax-exempt organization; temporary disability; or duty as an Officer in the Commissioned Corps of the Public Health Service. A PLUS is canceled if the borrower (and the borrower's cosigner) dies or becomes totally and perma- nently disabled. To apply for a PLUS: Applications for the Oregon Parent Loan for Undergraduate Students are available in the Office of Student Financial Aid; addresses for obtaining forms for other state parent loan programs are also available in that office. In addition, the University requires completion of a separate supplemental form. Borrowers are assessed a finance charge and a $10.00 processing fee for each application. Allow four to six weeks for processing these loans. State of Oregon Cash Awards and Need Grants Cash Awards are made to resident under- graduates who demonstrate high potential for academic success based on high school grade point averages and scores on either the Scholastic Aptitude Test or the American College Test, and who are also eligible for financial aid. The award amount for the 1985-86 academic year was $708. Need Grants are awarded to eligible under- graduate Oregon residents who have also applied for Pell Grants. Grant amounts for the 1985-86 academic year ranged from $276 to $765. A Cash Award or a Need Grant may be renewed for 12 terms if the student applies each year, demonstrates financial need, is enrolled full time (12 credits per term), satisfactorily com- pletes a minimum of 36 credits per academic year, and does not have a bachelor's degree. A Cash Award or Need Grant may be transferred to other eligible institutions in Oregon. To apply for a Need Grant or a Cash Award: 1. Complete a Financial Aid Form and submit it with the required fee to the College Scholarship Service. 2. Include on the form the instruction that the Oregon State Scholarship Commission is to receive a copy. 3. Mark the appropriate box indicating that information is to be sent to the U.S. Depart- ment of Education for determination of Pell Grant eligibility. The State Scholarship Commission determines eligibility and notifies the student and the University. The funds, which are provided by the state and federal governments, are disbursed by the University. 16------Scbolarsbips-and .Loans Academic Progress Students receiving financial aid are required to maintain satisfactory academic progress toward the completion of their degree programs within a reasonable period of time as estab- lished by the University. A full-time under- graduate student must complete satisfactorily a minimum of 12 credits a term. A full-time graduate student must complete satisfactorily a minimum of 9 credits a term (or semester, for a law student). Information concerning monitoring academic progress and handling any deficiencies is prOVided to each student who is offered financial assistance from federal and state programs. Scholarships Scholarships Awarded by a Department or School Undergraduate and graduate students who have selected a major field of study should consult the appropriate school or department about possible scholarships and application procedures and requirements. Graduate assistantships and fellowships, which include a tuition waiver and a monthly stipend, are offered to outstanding graduate students by many departments. The College of Arts and Sciences annually solicits and screens appli- cants for Rhodes, Marshall, and Mellon graduate fellowships. Scholarships Awarded through the Office of Student Financial Aid This is a group of University-wide scholarships not attached to a particular department or school. All of these scholarships require academic achievement (merit), and most require financial need. Less money is available for merit-only scholarships than for need-based scholarships. All scholarships administered by the Office of Student Financial Aid are governed by the University Scholarship Committee, whose members are faculty and students. This committee reviews and formulates policies and evaluates the applicant's academic qualifica- tions; the Office of Student Financial Aid determines the student's financial eligibility. A single application form is used for all the scholarships in this group. Application and recommendation forms are available in the Office of Student Financial Aid. The deadline for submitting a scholarship application and other necessary documents is February 14. The University's policy when awarding financial assistance is to refrain from any discrimination on the basis of race, sex, religion, handicap, age, national origin, or veteran or marital status. The University acknowledges the existence of some sex-restricted scholarships established through wills and trusts, since many of the scholarships were created beforethe advent of Title IX regulations. Students are selected for scholarship awards on the basis of criteria other than sex. After a student has been identified as a potential recipient, the University Scholarship Committee awards scholarships from both sex-restrictive and nonrestrictive sources. If not enough scholarship monies are available through nonrestrictive sources for members of one sex, the University is required either to obtain funds from other sources or to limit awards from the sex-restricted sources. Presidential Scholarships In 1983 the University established the Presiden- tial Scholarship Program to recognize and reward outstanding Oregon high school graduates. Candidates are nominated by their high school principals and counselors and invited to apply for the scholarships. The University Scholarship Committee selects candidates to receive $1,000 scholarships for each of their four years at the University. Selection is based on academic achievement and leadership. To retain the scholarships for four years, recipients are expected to maintain a high level of academic performance at the University. National Merit Scholarships The University of Oregon is the only public institution in Oregon that sponsors tlie National Merit Scholarship program. Several four-year scholarships ranging from $500 to $2,000 per academic year are awarded. Interested high school students should consult their high school counselors and arrange to take the Preliminary Scholastic Aptitude Test/National Merit Scholar- ship Qualifications Test (PSAT/NMSQT) in their junior year. This test is usually offered during October. UO Loan Fund The University of Oregon Loan Fund has been established through donations and bequests for the purpose of aiding University of Oregon students in continuing their education. Informa- tion on available funds and questions about applications should be directed to the Office of Student Financial Aid. Loans are not disbursed between terms. Each year the funds have increased from interest on loans or investments of available cash. On June 30, 1985, the total loan fund balance was $1,142,117. The loan fund is composed of two basic categories, short-term and long-term loans. Short-Term Loans Under the Short-Term Loan Program, a maximum amount of $200 may be borrowed for 30 to 90 days. A small service charge is assessed on the loans. Borrowers must meet the following eligibility requirements: 1. Enrolled at least half time (6 credits, under- graduate; 5 credits, graduate) 2. No more than one outstanding short-term loan 3. No current or past delinquent University accounts 4. No more than one previous short-term loan during the academic year A late charge is assessed if payment is not made by the due date. Interest at 1 percent a month accrues on the unpaid balance, begin- ning six months after the due date. Long-Term Loans The University Long-Term Loan Program provides loans with graduated borrowing limits: $500 for freshmen and sophomores, $1 ,000 for juniors and seniors, and $1,200 for graduate students. Two cosigners with good credit references are required. University of Oregon faculty members, staff members, and students are not eligible to cosign. The maximum amount borrowed may not exceed $1,200. Interest accrues at the rate of 5 percent annually on the unpaid principal balance during at least half-time enrollment. The interest accrues at 7 percent annually on the unpaid principal when the borrower terminates enrollment at the University. A late charge of $5.00 is assessed on each installment not paid by the due date. A $10.00 service charge is assessed. Loans are repayable in 24 equal monthly installments, and the initial payment is due the first day of the fourth month after the borrower terminates enrollment. Terms of the University Long-Term Loan Program are subject to change. Available Funds Donations and bequests have been made for use as loans to students; special restrictions apply in some instances. Information on any of the listed funds is available in the Office of Student Financial Aid. Unrestricted Funds Unrestricted funds are considered within the general loan fund and are disbursed according to the policies described above. The unre- stricted fund balance on June 30, 1985, was $868,372. Alice Wrisley and Adelaide Church A. P. McKinley Student Loan Fund Associated Women Students Benjamin Reed Estate Bruce and Emma Brundage Short-Term Loan Carson IV 1967-68 Catherine C. Fleming Fund Charles A. Howard Charles C. Rikhoff, Jr. Student Loan Fund Class of 1911 Class of 1931 Class of 1932 Class of 1933 Class of 1934 Class of 1940 Endowment Class of 1941 Endowment Fund Class of 1942 Endowment Fund David Turtledove Memorial Day Churchman Memorial Student Loan Fund Dean's Discretionary Fund Disadvantaged Student Fund Elizabeth Dudley Whitten Memorial Eugene Fortnightly Club Eugene Women's Choral Club Loan Fund Eulalie Crosby Barnett Loan Fund George C. Widmer Fund Ida Lakin Bear Estate Ida Stauffer Bequest James J. Coyle Loan·Fund J. A. Murray Bequest Joseph and George Widmer Fund Joseph E. Havenner Memorial Loan Fund Lane Trust Loan Fund Leullia Potts Estate Lucille Gunderson Memorial Student Loan Fund Mary Ellen Showers Harris Mary P. Spiller McDowell-Catt Loan Foundation Norman Oswald Memorial Patroness Loan Fund of Mu Phi Epsilon Pi Lambda Theta Richard C. Nelson Memorial Robert Bailey Memorial Endowment Rose E. Buchman Memorial Loan Fund Rose M. Hollenbeck Loan Fund Schroff Art Students Selling Emergency Loan Fund University of Oregon Foundation University of Oregon Mothers Endowment Grant & Loan Fund Women's League Loan Fund Restricted Funds Funds with special restrictions are described below. The restricted fund balance on June 30, 1985, was $273,745. American Association of University Women. Emergency loans to women upon recommendation of the Office of Academic Advising and Student Services, subject to University regulations. American Association of University Women Regular Student Loan Fund. Loans to be issued to women, subject to University loan rules and regula- tions. Arthurand Marian Rudd Journalism Fund. Reg ular long-term loans are noninterest bearing during enrollment and 6 percent annually after leaving the University. Charles Carpenter-Brice Busselle Loan Fund. Long- or short-term loans to be issued to full-time law students in accordance with University loan policy. Requires approval of the assistant dean of the Schooi of Law. Chemistry Loan Fund. Loans are disbursed upon recommendation of the head of the Department of Chemistry with the concurrence of the director of business affairs. Class of 1896 Loan Fund. Loan preference is given to lineal descendants of the Class of 1896. Loans may also be given to other University students. Interest is usually at 4 percent; trustees are sole judge of loan terms. Loan eligibility in accordance with University loan policy. College of Business Administration. European Exchange Program. Advance to United Student Aid Fund, which provides additional loan funds at a ratio of 12.5 to one. Interest rate is 7 percent. Arrangements for repayment must be made within three months after graduation. First monthly payment is due on the first day of the eleventh month after leaving school. Coos Bay-North Bend Rotary Scholarship Fund. General fund available for short- or long-term loans in priority sequence of (1) 4-H scholarship students from Coos Bay, North Bend, or Coos River; (2) other students from Coos Bay, North Bend, or Coos River high schools; and (3) any worthy student. Dads' Club. Advance to United Student Aid Fund, which provides additional loan funds at a ratio of 12.5 to one. Interest rate is 7 percent. Arrangements for repayment must be made within three months after graduation. First monthly payment is due on the first day of the eleventh month after leaving school. Douglas and Myrtle Cossman Fund. Long- or short-term loans subject to the University loan rules and regulations. Interest earnings may be used for scholarships. Edith Kerns Chambers Scholarship Loan Fund. Loans not to exceed $500 to upper-division students maintaining a 3.00 GPA. Interest althe rate of 2 percent annually. Eleanor Anderson Loan Fund. Noninterest-bearing loans approved by the Department of English and disbursed in accordance with University loan policy. Eugene Mineral Club. Loans limited to registered geology majors, $200 maximum. Applications must be approved by the head of the Department of Geology. Foreign Student Fund. Loans to be issued to international students in accordance with University loan policy. Fred and Elva Cuthbert Fund. Loans are to be issued to married students in fourth, fifth, or graduate year as majors in architecture or in allied arts. No cosigners are required. No loan exceeds $200, repayable within one year from the date of issue, and interest free if paid in four months from date issued. Three percent interest after the first four-month period. Loans must be approved by the dean olthe School of Architecture and Allied Arts. Gamma Alpha Chi Fund. Short- or long-term loans to women majoring in journalism. Requires the approval of the dean of the School of Journalism. Graduate Student Aid Fund. Loans of $200 maximum for graduate students. Applications are made through the Office of Student Financial Aid. Loans issued in accordance with University loan policy. Harold and Mildred Bechtel Fund. Long-or short-term loans to upper-division and graduate students. Indian Student Loan Fund. Maximum loan is $50.00 for three months. Jennie B. Harris Scholarship Loan Fund. Long- or short-term loans to regularly enrolled women students. Interest earnings are to be used for scholarships. J. W. Walton Memorial Fund. Loans to be issued to law students in accordance with regular loan policy. Leroy Kerns Loan Fund. Loans to students in the School of Architecture and Allied Arts (AAA). Applica- tions require approval of AAA dean. Interest is 2 percent until graduation and 4 percent thereafter. Lottie Lee Lamb Fund. Loans to be issued to women in Iibrarianship. L. S. Cressman Loan Fund. Loans are noninterest bearing and due four months from date issued. The loans are available to anthropology majors upon approval of the head of the Department of Anthropol- ogy. Luella Clay Carson Loan Fund. A general fund for long- or short-term loans to women. Mary E. McCornack Music Loan Fund. Regular long-term loan fund for music students preparing for a life of religious work as singers and musicians. Applications must be approved by the dean of the School of Music. Interest is 6 percent while a stUdent and 8 percent upon graduation. Men's Emergency Loan Fund ofthe Class of 1933. Short-term loans to be issued to men only. Minnie A. Morden Loan Fund. Loans to aid students who have completed their first two years of pre- medicine and who intend to specialize in internal medicine. Loans issued In accordance with University loan policy. Miscellaneous Emergency. Loans not to exceed one year; interest at the same rate as charged on long-term student ioans. Oregon Journal Fund. Long-term loans for students enrolled in the School of Journalism with a GPA of at least 2.50. Borrowers are to be recommended by the dean of the School of Journalism. No interest charges while enrolled at the University of Oregon, and no interest for two years after leaving the University. If any portion of the loan remains unpaid two years after a student leaves the University, the loan balance bears interest at the regular student loan rate of 6 percent. Oscar Brun Civil Engineering Fund. Long-term loan funds for preengineering students progressing toward a civil engineering degree. Panhellenic Emergency. Emergency loans to sophomore, junior, or senior women not to exceed 60 days. Phi Beta Alumnae Fund. Loans to students majoring in music, drama, speech, or theater. Phi Kappa Psi Gift. Loans for Phi Kappa Psi members only With a GPA of 2.00 or better. Loans are due September 1 of the following year. Interest is 6 percent. Ray Ellickson Memorial Fund. Loans are limited to physics stUdents, graduate or undergraduate, to be approved by the head of the Department of Physics. Loans are for small amounts, $25.00-$50.00 for short periods; University loan regulations apply. Susan Campbell Fund. Loans not to exceed $500 to upper-division students maintaining a 3.00 GPA. Interest at the rate of 2 percent annually. Thomas Robert Trust. Loans to students not to exceed $200, with annual payments of 4 percent interest. Notes are due on or before five years from date issued. University of Oregon Orchestra Loan Fund. Loans for payment of music fees. If no music fees, the purpose of loan fund is determined by the dean of the School of Music. University of Oregon School of Law. Advance to United Student Aid Fund which prOVides additional loan funds at a ratio of 12.5 to one. Interest rate is 7 percent. Arrangements for repayment must be made within three months after graduation. First monthly payment is due on the first day of the eleventh month after leaving school. Student Employment Two-thirds of University of Oregon students are employed in part-time work. The information that follows is intended to be of some help for students who look for employment either on campus or in the community. The College Work-Study Program is not included here because it is limited to those students who have applied for financial aid and have been awarded work-study certification based on theirfinancial aid eligibility. The Job Location and Development Program locates and develops part-time, temporary positions for University students. The office is at 1511 Agate St.; telephone (503) 686-3214. To obtain job referral information or make an appointment to discuss specific job interests, students must show verification of University of Oregon admission or enrollment and complete a Student Employment Registration card. The Student Employment Office, which is a part of the Oregon State Employment Division, helps University students, their spouses, and dependents find part-time work. No fee is charged. Students who want employment should visit this office upon arrival at the University and after determining class schedules. Openings are usually available in child care, gardening, restaurant work, and typing. Most other part-time jobs fluctuate with the general employment situation in the Eugene area. Address of the office is 1511 Agate St.; telephone (503) 686-3239. Residence Halls. Food service and resident assistant positions for both men and women are available in the residence halls. Residence hall students are given priority for these positions. Persons interested in part-time food service positions should consult residence hall food supervisors upon arrival on campus. The resident assistant positions, for both men and women, provide room and board in exchange for residence hall counseling and administrative responsibilities. Appointments are generally made by the end of April for the following school year. Students wanting these positions should apply directly to University Housing, Walton Hall. Student Union. Various jobs, including food service, are available in the Erb Memorial Union (EMU). Inquiries should be sentto the personnel clerk, Erb Memorial Union. Physical Plant. Students, both women and men, who want custodial or grounds mainte- nance work should inquire at the Student Employment Office, University of Oregon. Instruction and Research. Advanced students wanting to be considered for positions as assistants in instruction and research should apply to the heads of their departments. Grader positions are also handled by the departments or by individual instructors. Community Employment Students may be able to find jobs as apartment managers and sales clerks. Employment also is available in local restaurants and taverns. There are a limited number of free-lance engagements for musicians, actors, and other entertainers. Students with the necessary skills and equipment produce a wide variety of craft items for sale at local markets, retail outlets, and specialty shops, and at periodic outdoor events. The University Inn, at 1000 Patterson Street, offers ad- ditional services and private baths for the foilowing rates: Anticipated residence hall rates' for 1986-87, listed below, are subject to approval by the Oregon State Board of Higher Education. Rates may be increased during 1986-87 if costs exceed present estimates. Economy Economy Large Multiple Single Single Fail $1,329 $1,727 $1,817 Winter......... 888 1,153 1,213 Spring . . . . . . . . . 740 961 1,011 Total $2,957 $3,841 $4,041 'Included is a $4.00 hail charge each term for social programs to be determined by the residents in each unit. Reservations and Contracts Reservation forms are available from University Housing. Reservations should be made as soon as possible, preferably with the application for admission. A reservation may be made at a later date, but the order in which room assignments are made is determined by the dates applica- tions are received. The residence hall application form must be accompanied by a $50.00 deposit. Address inquiries to University Housing University of Oregon Eugene OR 97403 Cancellations. Cancellations of reservations must be made in writing to University Housing by September 1 for fall term, December 1 for winter term, or March 1 for spring term. For cancellations that meet these deadlines, $35.00 of the $50.00 deposit is refunded; $15.00 of the deposit is retained as a processing fee. If notification of cancellation is received after the deadlines, the entire $50.00 deposit is forfeited. Contracts. Residents are required to sign a contract-the terms and conditions of occu- pancy-which explains rights, privileges, and responsibilities of residence hall occupancy. These terms are based on consideration for other residents, health and safety standards. and compliance with established laws and the University Student Conduct Code. Failure to comply with the terms and conditions of occupancy may lead to eviction. Rooms are available only to those who agree to room and board in a residence hall throughout the entire school year (except summer session; see below). However, while remaining in the University, a student may be released from a contract by providing a satisfactory replace- ment or by the payment of $1.00 a day for the remaining days in the school year; in either case, the $50.00 deposit is forfeited. Refund Policy. Charges for room and board are made on a full-term basis. For students who withdraw from the residence hall and the University up to 10 days before the end of the term, any unearned room and board payments are refunded according to an established schedule available at University Housing. Board charges during an absence from Eugene of 10 or more consecutive full days are refunded at the rate of $2.00 per day. Family Housing University Apartments University-owned apartment housing is avail- able to married students with or without children and to single students with children. Westmoreland, three miles from campus, consists of 408 one- and two-bedroom furnished apartments. Rent is $115 and $144 per month (subject to change) and includes water and garbage-hauling service. The apartments have electric heat and appliances. The grounds are landscaped and maintained. There is city bus service to campus. An elementary school and shopping areas are nearby. Amazon, an older complex within walking distance of campus, has 246 unfurnished two-bedroom apartments. Rent is $120 per month (subject to change) and includes water and garbage-hauling service. Residents provide stoves and refrigerators; rental appliances are available from the University. Schools and parks are nearby. Eligibility. To be eligible for family housing, students must be enrolled for a minimum of course work: graduate students, 9 credits; undergraduates, 12 credits. Exceptions may be requested by petition. A $50.00 security deposit is required for all family housing at the time of assignment. Those applican.ts with a net income low enough to qualify for financial aid will be given special consideration in assignment. All assignments are made on the basis of class level, with graduate students having the first priority and undergraduates next priority. Date of applica- tion is used to assign each priority classification. Assignment is generally possible during the school year. Occupancy is restricted to members of an immediate family, and the following maximums are allowed in resident occupancy: one- bedroom apartments allow two adults and one child under the age of one year; two-bedroom apartments allow two adults, two children over the age of one year, and one child under the age of one year. Vacations. There is no food service during vacation breaks. Students may remain in their rooms during Thanksgiving vacation at no charge. Students who stay on during Christmas vacation and spring breaks may be moved to one central unit and are charged an additional fee (Christmas, $50.00; spring, $25.00; these rates are subject to change). Summer Session. Summer session students may choose seven- or five-day board. A contract for both room and board is required for main campus residence halls. A contract for room only is available at the University Inn. Students withdrawing from the University will be released from their contracts. During summer residence hall facilities are available to married couples at the regular double room and board rate for each person. In addition, housing and food services are available to workshop and conference groups. Address inquiries to University Housing University of Oregon Eugene OR 97403 MulllpleRoom Single Room and Board and Board $1,023 $1,329 684 888 570 740 $2,277 $2,957 Fall . Winter . Spring.. . . Total . Walton Hall Telephone (503) 686-4277 Marjory A. Ramey, Director Fred Babcock, Food Service Director Donald Moon Lee, Associate Director Ronald L. Tendick, Business Manager Richard Romm, Residence Life Director Suzanne M. Tamiesie, Family Housing Director University of Oregon students may choose their own living arrangements from a variety of accommodations provided by the University and the community. Students living in the residence halls and other University-owned housing are expected to adhere to regulations established by the University. In all living arrangements, the University expects students to conduct themselves with the same respect for the comfort and property of others, the payment of financial obligations, and the general responsibility for order that is required of all persons living in the community. The information that follows describes Univer- sity-owned housing and procedures for making reservations. One section is devoted to the kinds of private rentals available. Student Housing 18 Hotl-slAQI---- Residence Halls The University maintains six residence hall complexes, which house approximately 2,900 students. The five main campus complexes are Bean, Carson, Earl, Hamilton, and Walton. The sixth, University Inn, is five blocks west of the campus. Most halls house freshmen and upperclassmen together. Single and multiple rooms are available in all halls, including units reserved for freshmen, upperclassmen, and graduate students. Some living areas in the University Inn are segregated by sex. Other complexes devote the living units entirely to one sex or the other, and several halls have entire floors reserved alternately for men or for women. Special-interest halls house students interested in academic pursuit, creative arts, environmen- tal studies, international studies, music, com- puters, and fitness. Residence Hall Facilities and Services The following are provided in the residence halls: 19 meals a week, except during vacations. Common areas contain color television, table tennis, vending machines, computer terminals; basketball standards, tennis courts; coin- operated washers and dryers, ironing boards; locked storage space for luggage; pay phones and phones for campus calls on each floor. Rooms are furnished with bed linens and pillows, carpeting, draperies, desk lamps, study chairs, wastebaskets, and, in single rooms, lounge chairs. Private phones and refrigerators are available at an extra charge. Residence Hall Costs These charges are payable either at the beginning of the term or in two installments, the first at the beginning, the second at a fixed date during the term. A 1O-day leeway is allowed at the beginning of each term, after which a $1.00 perday late fee is charged. If feesare not paid within 20 days, University eviction and collection procedures will be initiated. r I I East Campus Housing The University also owns more than 100 houses in a four-block area east of the campus. These units are rented by University Housing to student families according to a priority that includes student status, size offamily, and date of application. Pets are permitted in most units. The rental contract is on a term basis and currently includes a $70.00 security deposit. All rental rates are subject to change by the Oregon State Board of Higher Education; the board reserves the right to increase charges during the 1986-87 year if actual expenses of housing operations exceed budgeted ex- penses. Address inquiries to University Housing University of Oregon Eugene OR 97403 Affiliated Housing Fraternities and Sororities Information about fraternities and sororities affiliated with the University is available from the Office of Student Development, 364 Oregon Hall; telephone (503) 686-3216. Fraternities and sororities are more than just a housing option at the University of Oregon. They are concerned with the cultural, social, and academic growth of their members, as evi- denced by programs that encourage interaction with faculty, community service, and campus involvement. The small-group atmosphere encourages cooperation among members, providing living and learning opportunities for the individual. The Greek-letter houses also have functions such as formal get-togethers, dances, philanthropic projects, parents' weekends, Greek Week, and activities with other fraternities and sororities. The individually owned and operated houses provide a comfortable and homelikeatmo- sphere at costs comparable to those charged by residence halls. Meals are cooked and served family style within each house. Quiet sleep and study areas are maintained along with living and recreational areas. Room and board costs and social fees vary from house to house, but yearly sorority costs average $2,300. Fraternity costs average $2,200. In addition, there are some one-time fees the first year. Monthly or quarterly arrangements may be made for payment. Membership selection, known as "rush," which includes house visits, is scheduled during the week before classes start in the fall. This gives new students a chance to get acquainted and meet members of each of the fraternities and sororities. Students planning to participate in rush should call or write the Interfraternity Council (men) or Panhellenic Council (women), in Suite 5, Erb Memorial Union; telephone (503) 686-3701 or -3888. Students who do not participate in fall rush may join a sorority or fraternity at other times of the year through informal rUSh. Sororities at the University are Alpha Chi Omega, Alpha Omicron Pi, Alpha Phi, Chi Omega, Delta Delta Delta, Delta Gamma, Delta Zeta, Gamma Phi Beta, Kappa Alpha Theta, Kappa Kappa Gamma, and Pi Beta Phi. Active fraternities are Alpha Tau Omega, Beta Theta Pi, Chi Psi, Delta Tau Delta, Kappa Sigma, Lambda Chi Alpha, Phi Delta Theta, Phi Gamma Delta, Phi Kappa Psi, Sigma Alpha Epsilon, Sigma Chi, Sigma Nu, Sigma Phi Epsilon, Tau Kappa Epsilon, and Theta Chi. Off-Campus Private Housing Finding an inexpensive place to live in Eugene is easier than it has been in recent years. The slowed economy, especially in lumber, has forced some Lane County residents to move elsewhere for work, opening up many more rental units for students, even those with pets or those who want to live alone. Apartments. Many students live in apartments within a mile of campus. In that area, rents are usually about 10 percent higherthan in the rest of Eugene and about 15 to 20 percent higher than in Springfield, Eugene's sister city. Around campus rents range from $190 to $240 for furnished one-bedroom apartments. Some studio apartments and quads rent for as little as $149 a month. (A quad is a single sleeping room with kitchen and bath facilities shared with three other units.) Two-bedroom apartments range from $200 to $450. Most bUildings have coin-operated laundries. Tenants are often required to pay their own utility bills in addition to rent. Cooperatives. Although not University owned or operated, cooperative houses offer an inexpensive student living alternative because each member shares in the household and management duties. Each of the five coopera- tives near the University is a student-owned and -operated organization. Membership ranges between 30 and 40 students at each unit. The houses are Campbell Club, a coed house at 1670 Alder St.; Chelsea House, a Newman Center cooperative at 1306 E. 18th Ave.; Janet Smith Cooperative House, a coed house at 1790 Alder St.: Parr Tower, a coed residence at 1648 Alder St.; and Philadelphia House, a Christian men's living unit at 851 E. 15th Ave. All five are adjacent to the campus. Each cooperative offers the advantage of a small living unit with social events, professionally prepared meals, and recreation and study areas. Students wanting further information about individual cooperatives should write to the houses at the above addresses, Eugene OR 97403. The ASUO (Associated Students of the Univer- sity of Oregon) Off-Campus Housing office lists additional cooperatives in the area. Houses. Single-family houses, once at a premium, are now fairly readily available, even within a half-mile of campus. Rents range from $275 to $600, depending on number of bed- rooms and proximity to campus. Rooms and Roommates. A few rooms are available in private homes, and there are a few boarding houses in Eugene. Some students rent large apartments or houses, then rent out rooms or look for roommates. For many stu- dents, sharing a house or apartment is the only practical method of affording rent. Finding a Place. ASUO Off-Campus Housing offers a free referral service for all kinds of rental housing. This office has information about houses, apartments, studios, rooms, quads, temporary quarters, and cooperatives. A __----AfflUated I-iousin _ 19 cooperative is a large house, usually from 10 to 25 rooms, which offers students room and board at a set rate per term. There are also lists of people looking for roommates. The informa- tion is kept on bulletin boards in the hall outside the ASUO Off-Campus Housing office in the Erb Memorial Union. In addition to the referral service, the office has model rental agreements, inventory and condition reports, information about landlord-tenant laws, and a courtesy phone-all free of charge. The Oregon Daily Emerald, the Springfield News, and The Register-Guard carry classified advertisements of rentals. The latter is available in many public libraries. A look at the newspaper before arriving in Eugene will provide an idea of costs and where to look. Many bulletin boards on campus, in stores near the University, and in the Erb Memorial Union have information about available housing. Many real estate firms rent apartments and houses in the Eugene area. In addition, two commercial rent-referral services operate in Eugene. For more information, inquire at ASUO Off-Campus Housing, Suite 3, Erb Memorial Union, University of Oregon, Eugene OR 97403, or call (503) 686-3731. Written Leases. Most landlords require tenants to sign some sort of agreement. Read the agreement carefully. Request an explanation of any unclear provision and modification of those that appear unreasonable. Ask the landlord to be specific. In the absence of a written agree- ment, the landlord can evict a tenant for nonpayment when the rent is seven days late. The landlord can ask a tenant to move with 30 days' written notice, without giving any reason. A tenant can also move with a 30-day notice without giVing a reason. However, this is true in month-to-month situations only. Students are advised to consider the implications of signing longer (up to one-year) leases, even though the current housing market has made this less necessary than in past years. Copies of a model rental agreement are available from ASUO Off-Campus Housing. Deposits. Most landlords require a refundable deposit to cover damage, cleaning, and security. Problems may arise when the tenant moves out and asks for a deposit refund, regardless of the condition of the dwelling. There may also be honest disagreement about the condition of the dwelling or about what each party had promised to do. It is important to read the lease or rental agreement carefully. Tenants should take care to understand what the deposit is for and under what conditions it will be returned. Any promises the landlord makes orally should be written and signed by both parties. It is very useful to have a condition report signed by both landlord and tenant at the timethe rental agreement is signed, so that the condition of the unit and its contents is agreed upon at the outset. Condition reports are available at ASUO Off-Campus Housing. A handbook for renters and landlords contains explanations of the Oregon landlord-tenant laws advice to tenants, and model forms to start a la~dlord-tenant relationship. Inquire at the ASUO Off-Campus Housing office for further advice on deposits, written leases, inventory and condition reports, or any problem that may arise between student tenant and landlord. 21 Arts and Sciences 114 Friendly Hall Telephone (503) 686·3902 Donald R. Van Houten, Acting Dean Marianne S. Nicols, Associate Dean for Fiscal Affairs Richard L. Stein, Associate Dean for Undergraduate Studies Associate Dean for Academic Personnel to be announced Jane M. Scheidecker, Associate Dean for Development G. Alison Giachetti, Assistant to the Dean The College of Arts and Sciences is a centralacademic division of the University of Oregon. It enrolls a majority of UO students and provides the nucleus of basic courses in a wide variety of programs, ranging from traditional liberal arts to professional and preprofessional study. Thus, courses offered within the college include both those designed to satisfy general education requirements and those at a more advanced level for majors and graduate students within specialized fields. But the fundamental academic mission of the college within the University is to supply a solid and broad general education: an introduction to social and intellectual history; basic training in quantitative, analytic, and communication skills; and an understanding of the nature and uses of critical thought. President Paul Olum has commented that this strong liberal arts core represents "the strength and excellence of the University of Oregon." The Liberal Education in a Technological Society The increasingly technological nature of our society makes this broad base increasingly important. The Chronicle of Higher Education recently noted a "growing recognition that a solid foundation of liberal learning ... is an essential part of all undergraduate education." Even for students planning to move on to specialized postgraduate careers, the funda- mental tools developed in such a general program constitute preparation for a lifetime of work and growth, in which the particular demands of specific jobs require constant re-education in new or changing fields. Law and medical schools are placing increasing em- phasis on the broad preparation of their applicants; job recruiters from a variety of business and technical fields also pay special attention to evidence that candidates have the capacity to learn and grow, that they have acquired skills that will be adaptable to new professional challenges in the future. For this reason, students should particularly seek out courses with strong emphasis on reading, writing, and the analysis of various kinds of ideas and data; courses that stress computa- tional skills; and courses provi.ding a basic introduction to computing and statistics. Whatever the student's major or career plans, such training is valuable and often proves crucial to success in other areas of university work. It is essential, then, for a studentto enroll in such courses early in his or her university career-while previous course work in mathe- matics or foreign languages is still fresh, and before entering into more advanced courses that assume mastery of mathematical and verbal skills as a prerequisite. With all this in mind, the College of Arts and Sciences urges students, in close consultation with their advisers, to develop academic programs that maintain a balance between general preparation and more specific personal career goals: Careful consideration is required both in choosing courses to satisfy the Univer- sity's general education group reqUirements and in choosing those that satisfy the more specialized requirements of the student's academic major. A well-planned program does not meet those requirements arbitrarily; it identifies the courses that both satisfy require- ments and address the student's individual needs-career possibilities, areas of academic strength and weakness. Careful program planning begins a process of discovery and development that continues long after gradua- tion. To plan a meaningful program a student must ask fundamental questions: "Who am I? Who do I want to be?" Fields of Study and Special Programs The instructional departments of the college include the fields of anthropology, biology, chemistry, Classics, computer and information science, East Asian languages and literatures, economics, English, geography, geology, Germanic languages and literatures, history, linguistics, mathematics, philosophy, physics, political science, psychology, religious studies, Romance languages, Russian, sociology, and speech. The college supports numerous interdiscipli- nary and special programs: American studies, Asian studies, Australian studies, Canadian studies, classical archaeology, cognitive science, comparative literature, environmental studies, folklore and ethnic studies, humanities, international studies, general science, Latin American studies, medieval studies, neurosci- ence, Russian and East European studies, statistics, and women's studies. Preparatory programs for careers in dental hygiene, dentistry, engineering, medical technology, medicine, nuclear medical technol- ogy, nursing, pharmacy, and veterinary medicine are available through the science departments of the college. For information about these and other preparatory programs- in law, library science, social work, and forthe Master of Business Administration-see the Preparatory Programs section of this catalog: Western Interstate Commission for Higher Education (WICHE) programs in physical and occupational therapy, optometry, and podiatry also are described in that section. Minor programs have been developed in many areas within the college. A student might profit by fulfilling a minor in a discipline that comple- ments his or her major; the minor also offers a student whose major is in the College of Arts and Sciences the opportunity to gain some expertise in one of the professional schools. Journals The College of Arts and Sciences cooperates in the publication of two distinguished journals at the University. Comparative Literature provides a forum for scholars studying literature from an international point of view. It has been published quarterly since 1949. Northwest Review is devoted to creative writing, art, criticism, and commentary; it seeks contributions of variety and substance from throughout the country, and especially from the Northwest. It has been published three times a year for the past 28 years. General Studies Program for Arts and Sciences Premajors Students who have declared a major, or who consider themselves premajors within a particu- lar field, plan their programs in consultation with advisers in those major departments. Generally, students should choose their majors by the middle of their sophomore year. But the Univer- sity recognizes that a majority of entering freshmen-and some students at more ad- vanced stages-have not decided upon a major or even the general direction of their future academic work. Such students-officially termed arts and sciences premajors-are provided with academic advisers through the University's Office of Academic Advising and Student Services, which also assigns such students to special advisers within various departments in the College of Arts and Sciences. The sample programs on the next few pages are designed for arts and sciences premajor students. They are not definitive and should be supplemented through discussions with an official adviser. But they do provide general guidelines for students anticipating that their major field will be chosen from one of the three main areas represented in the College of Arts and Sciences (arts and letters, social science, and science) or from one of the professional schools supplying sample programs. They are constructed to ensure that after two years a student will have completed most University requirements (including the foreign language requirement forthe bachelor of arts degree and the mathematics requirement for the bachelor of science degree) and, therefore, will be in a position to spend the junior and senior years doing work in a major and in related upper-division courses. For more specific advice, students are urged to consult the requirements of individual departments and schools as outlined in this catalog and to seek out faculty advisers. These sample programs, however, provide a good introduction to the program-planning process, and they may help a student make meetings with a faculty adviser more productive. 22 Sample Programs Freshman Year Sophomore Year Fall WR 121 English Composition literature or foreign language at appropriate level A&L cluster course' SS cluster course mathematics or computer science or science literature or foreign language at appropriate level A&Lcourse mathematics or computer science elective Winter health requirement literature or foreign language at appropriate level A&L cluster course SS cluster course mathematics or computer science or science literature or foreign language at appropriate level A&Lcourse mathematics or computer science elective Spring WR 122 English Composition literature or foreign language at appropriate level A&L cluster course SS cluster course mathematics or computer science or science literature or foreign language at appropriate level A&Lcourse mathematics or computer science elective Remarks Look for interrelated clusters, e.g., ENG 253, 254, 255 Survey of American Literature and HST 201, 202, 203 History of the United States or ENG 107, 108, 109 World Literature and HST 101, 102, 103 History of West- em Civilization. possibly a cluster possibly a cluster possibly a cluster Note: The BA degree requires proficiency in a foreign language and 36 credits in language and literature. The B.S. degree requires 36 credits in science or social science and satisfaction of the mathematics requirement. The average course load for a full-time student is 15-16 credits per term. For more details, consult the Registration and Academic Policies section of this catalog and your adviser. 'Each degree in the College of Arts and Sciences requires at least one three-term cluster-an approved set of three interrelated courses taken outside the major department-in each of three basic groups: arts and letters (A&L), social science (SS), and science (S). Freshman Year Sophomore Year Fall WR 121 English Composition mathematics and/or foreign language at appropriate level SS cluster course S cluster course elective mathematics and/or foreign language SScourse A&L cluster course Scourse elective Winter health requirement mathematics and/ or foreign language at appropriate level SS cluster course S cluster course elective mathematics and/or foreign language SScourse A&L cluster course Scourse elective Spring WR 122 English Composition mathematics and/or foreign language at appropriate level SS cluster course S cluster course elective mathematics and/or foreign language SScourse A&L cluster course Scourse elective Remarks Mathematics may constitute a cluster.* Students taking both mathematics and a foreign language would have an 18- credit course load, which may be inappropriate. Consult your adviser. may be A&L group satisfying" MTH 207, 208 Calculus for the Nonphysical Sciences and MTH 209 Probability and Statistics with Calculus is a'n appropriate sequence. should be group satisfying should be group satisfying Computer science or speech is appropriate for those not taking both mathematics and a foreign language. Note: The BA degree requires proficiency in a foreign language and 36 credits in language and literature. The B.S. degree requires 36 credits in science or social science and satisfaction of the mathematics requirement. The average course load for a full-time student is 15-16 credits per term. For more details, consult the Registration and Academic Policies section of this catalog and your adviser. 'Each degree in the College of Arts and Sciences requires at least one three-term cluster-an approved set of three interrelated courses taken outside the major department-in each of three basic groups: arts and letters (A&L), social science (SS), and science (S). "Group satisfying: specified courses from A&L, SS, and S; see the Group Requirements section of this catalog. --------------- - ------------------------ -----Somp!e---Er-OgJ"ams-23----- Fall Winter Spring Remarks Freshman WR 121 English Composition WR 122 English Composition health requirement Year mathematics mathematics mathematics MTH 201, 202, 203 Calculus is the appropriate sequence. MTH 209 Probability and Statistics with Calculus may be substituted for MTH 203. Sclustercourse* plus S cluster course plus Scluster course plus appropriate laboratory appropriate laboratory appropriate laboratory SS cluster course SS cluster course SS cluster course elective elective elective A&L group-satisfying courses** or a foreign language is appropriate. Sophomore mathematics or computer mathematics or computer mathematics or computer MTH 201, 202, 203 Calculus Year science science science is the appropriate sequence. MTH 209 Probability and Statistics with Calculus may be substituted for MTH 203. Sgroup-satisfying course S group-satisfying course S group-satisfying course A&L cluster course A&L cluster course A&L cluster course SS group-satisfying course SS group-satisfying course SS group-satisfying course elective elective elective A&L group-satisfying courses or a foreign language is appropriate. Note: The BA degree requires proficiency in a foreign language and 36 credits in language and literature. The B.S. degree requires 36 credits in science or social science and satisfaction of the mathematics requirement. The average course load for a full-time student is 15-16 credits per term. For more details, consult the Registration and Academic Policies section of this catalog and your adviser. * Each degree in the College of Arts and Sciences requires at least one three-term cluster-an approved set of three interrelated courses taken outside the major department-in each of three basic groups: arts and letters (A&L), social science (SS), and science (S). **Group satisfying: specified courses from A&L, SS, and S; see the Group Requirements section of this catalog. Freshman Year Sophomore Year Fall Winter Spring Remarks WR 121 English Composition HES 250 Personal Health WR 122 English Composition Scourse* Scourse Scourse possibly a cluster* A&Lcourse A&Lcourse A&Lcourse possibly a cluster LSS 150 Leisure in Society LSS requirement physical education SOC 201 Introduction to PSY 204 Psychology as a Sociology and psychology Sociology Social Science may be part of a cluster. mathematics and/or mathematics and/or mathematics and/or foreign language foreign language foreign language additional A&L, SS, S to additional A&L, SS, S to additional A&L, SS, S to complete 36-credit requirement complete 36-credit requirement complete 36-credit requirement RHCM 123 Fundamentals of any term Small-Group Communication LSS requirement LSS elective LSS elective Consult LSS adviser regarding unspecified requirements. mathematics and/or mathematics and/or mathematics and/or foreign language foreign language foreign language electives electives electives at least 32 credits Note: The BA degree requires proficiency in a foreign language and 36 credits in language and literature. The B.S. degree requires 36 credits in science or social science and satisfaction of the mathematics requirement. The average course load for a full-time student is 15-16 credits per term. For more details, consult the Registration and Academic Policies section of this catalog and your adviser. *Each degree in the Department of Leisure Studies and Services requires at least one three-term cluster-an approved set of three interrelated courses taken outside the major department-in two of three basic groups: arts and letters (A&L), social science (SS), and science (S). 24 Sample PrQgrams The School of Architecture and Allied Arts offers opportunities for study in the history, teaching, and practice of the arts as well as professional education in architecture; interior architecture; landscape architecture; and planning, public policy and management. Each department in the school has a distinctive character. Nonmajor students are encouraged to enroll in the following courses: ARH 201 , 202, 203 Survey of the Visual Arts; ARH 204, 205, 206 History of Western Art; ARH 207, 208, 209 History of Oriental Art; ART 291, 295, 297 Drawing, Basic Design, Drawing and Modeling; ARTC 255 Ceramics; ARTJ 257 Jewelry and Metalsmithing; ARTP 290,292 Painting, Water Color; ARTS 293 Elementary Sculpture; ARTW 256 Weaving; IARC 204 Survey of Interior Design; LA 225 Introduction to Landscape Architecture. All departments in the school advise students to experience a studio art course (ART 291 Drawing is recommended) and to take at least one of the 200-level sequences in art history. All potential majors are urged to meet with a faculty member in the school for program recommendations, advising, and information about special policies for admission to the different professional programs. Several of the departments in the school have special advising sessions each term, to which all students are welcome. I. Sample Program for Interest in Environmental Design (Architecture; Interior Architecture; Landscape Architecture; Planning, Public Policy and Management) Fall Winter Spring Remarks Freshman WR 121 English Composition WR 122 English Composition health requirement HES 211 Community Health Year recommended ARH 201 Survey of the ARH 202 Survey of the ARH 203 Survey of the A&L cluster* in spatial, two- Visual Arts Visual Arts Visual Arts dimensional, and plastic arts LA 225 Introduction to IARC 204 Survey of elective Landscape Architecture Interior Design science or mathematics or science or mathematics or science or mathematics or S cluster computer science computer science computer science ART 291 Drawing ART 295 Basic Design ART 291 Drawing or other studio courses according to interest Sophomore PS 201 American LA 260 Understanding ARCH 102 Essential Considera- Prearchitecture students take Year Government Landscapes tions in Architecture PH 201 , 202, 203. Note mathematics prerequisite. SS cluster course SS cluster course SS cluster course mathematics or foreign mathematics or foreign mathematics or foreign language language language ARTP 292 Water Color ARTP 292 Water Color elective or other additional fine and applied arts studio courses elective elective elective II. Sample Program for Interest in Art (Art Education, Art History, Fine and Applied Arts) Freshman WR 121 English Composition health requirement WR 122 English Composition Year ARH 204 History of ARH 205 History of ARH 206 History of sequence in ancient, medieval, Western Art Western Art Western Art modern art history foreign language foreign language foreign language French or German recommended SS cluster course* SS cluster course SS cluster course ART291 Drawing ART 295 Basic Design ARTS 297 Drawing and Modeling Sophomore ARH 207 History of ARH 208 History of ARH 209 History of sequence in Indian, Chinese. Year Oriental Art Oriental Art Oriental Art and Japanese art history foreign language foreign language foreign language Scourse* Scourse S course possibly a cluster LA 225 Introduction to IARC 204 Survey of or other fine and applied arts Landscape Architecture Interior Design studio electives elective elective elective Note: The BA degree requires proficiency in a foreign language and 36 credits in language and literature. The B.S. degree requires 36 credits in science or social science and satisfaction of the mathematics requirement. The average course load for a full-time student is 15-16 credits per term. For more details, consult the Registration and.Academic Policies section of this catalog and your adviser.. * Each degree in the School of Architecture and Allied Arts requires at least one three-term cluster-an approved set of three interrelated courses taken outside the major department-in two of three basic groups: arts and letters (A&L), social science (SS), and science (S). Sample !='[Qg[Qffi 25 Freshman Year Sophomore Year Fall WR 121 English Composition mathematics SS group-satisfying course" A&L cluster course' MGMT 101 Introduction to Management or BE 125 Environment of Business mathematics EC 201 Introduction to Economic Analysis: Micro- economics BE 226 Introduction to Law A&L group-satisfying course elective Winter health requirement mathematics SS group-satisfying course A&L cluster course RHCM 121 Fundamentals of Speech Communication or RHCM 122 Fundamentals of Public Speaking mathematics or CIS 131 Introduction to Business Information Processing EC 202 Introduction to Economic Analysis: Macro- economics ACTG 221 Introduction to Accounting A&L group-satisfying course elective Spring WR 122 English Composition mathematics SS group-satisfying course A&L cluster course elective mathematics or CIS 131 EC 375 Intermediate Economic Analysis ACTG 260 Managerial Accounting . A&L group-satisfying course elective Remarks MTH 100 Intermediate Algebra, MTH 101 College Algebra, MTH 207, 208 Calculus forthe Nonphysical Sciences, and MTH 209 Probability and Statistics with Calculus, beginning at appropriate level sociology, psychology, or anthropology MTH 100,101,207,208,209, beginning at appropriate level; MTH 207, 208, 209 is an S cluster. SS cluster EC 375 junior standing required; sophomores substitute an elective S group-satisfying courses recommended Note: The BA degree requires profiCiency in a foreign language and 36 credits in language and literature. The B.S. degree requires 36 credits in science or social science and satisfaction of the mathematics requirement. This sample program fulfills all general University requirements as well as the Conceptual Tools Core. A grade point average (GPA) of 2.75 is required for admission to major programs within the College of Business Administration. Potential majors should consult an adviser as early as possible and make formal application spring term. 'Each degree in the College of Business Administration requires at least one three-term cluster-an approved set of three interrelated courses taken outside the major department-in each of three basic groups: arts and letters (A&L), social science (SS), and science (S). "Group satisfying: specified courses from A&L, SS, and S; see the Group Requirements section of this catalog. 26 SamQle Program Fall Winter Spring Remarks Freshman WR 121 English Composition WR 122 English Composition elective Year MTH 121 Mathematics for MTH 122 Mathematics for MTH 123 Mathematics for Satisfies College of Education Elementary Teachers Elementary Teachers Elementary Teachers and University mathematics requirement for majors CI199 Special Studies: Advising elective CI409 Practicum: ESCAPE Advising seminar recom- Seminar Public School~ or ELED 409 mended. One term of Practicum: September practicum required Experience A&Lcourse A&Lcourse A&Lcourse Possibly a cluster.' Four arts and letters courses are required for majorS HST 201, 202, or 203 History SScourse SS course Possibly a cluster. Five of the United States additional social science courses-chosen from among anthropology, economics, folklore and ethnic studies, geography, linguistics, phi- losophy, sociology, or speech -required for majors foreign language or elective foreign language or elective foreign language or elective Sophomore Environmental science course Science course Science course Possibly a cluster. Environ- Year mental science requirements for majors are GEOG 101, PH 114, BI272 or one ofthe following sequences: B1191- 193 or PH 154-156. Two additional science courses are required, chosen from biology, chemistry, computer and information science, geology, or mathematics A&Lcourse elective elective SScourse SScourse SScourse elective elective HEP 440 Elementary School Satisfies University and Health Education elementary education health requirement foreign language or elective foreign language or elective foreign language or elective Note: The B.A. degree requires proficiency in a foreign language and 36 credits in language and literature. The B.S. degree requires 36 credits in science or social science and satisfaction of the mathematics requirement. The average course load for a full-time student is 15-16 credits per term. For more details, consult the Registration and Academic Policies section of this catalog and your adviser. A grade point average of 2.50 is required for admission as an elementary education major. Potential majors should consult an adviser as early as possible regarding admission procedures. • Each degree in the College of Education requires at least one three-term cluster-an approved set of three interrelated courses taken outside the major department-in two of three basic groups: arts and letters (A&L), social science (SS), and science (S). SompleJ~rograOl----2Z _ Freshman Year Sophomore Year Fall WR 121 English Composition mathematics and/or foreign language literature history elective literature EC202 mathematics and/or foreign language J 250 Grammarfor Journalists science Winter health requirement mathematics and/or foreign language literature history elective literature economics elective mathematics and/or foreign language elective science Spring WR 122 English Composition mathematics and/or foreign language literature history EC201 literature elective mathematics and/or foreign language elective science Remarks MTH 101 College Algebra recommended prior to EC 201. EC 201 Introduction to Economic Analysis: Microeconomics, EC 202 Introduction to Economic Analysis: Macroeconomics, and one other EC class required. A&L cluster** Possible cluster. * Three history courses required in prejournalism program. An elective is possible for students taking either a foreign language or mathematics, not both. (Consult Journalism section of this catalog for recommended electives.) Six literature courses required in prejournalism program Three economics courses required in prejournalism program. J 224 The Mass Media and Society, J 321 Production for PUblication, and J 341 Principles of Advertising are suitable electives. Three group-satisfying courses required. May be a cluster. Note: The B.A. degree requires proficiency in a foreign language and 36 credits in language and literature. The B.S. degree requires 36 credits in science or social science and satisfaction of the mathematics requirement. The average course load for a full-time student is 15-16 credits per term. For more details, consult the Registration and Academic Policies section of this catalog and your adviser. *Each degree in the School of Journalism requires at least one three-term cluster-an approved set of three interrelated courses taken outside the major department-in two of three basic groups: arts and letters (A&L), social science (SS), and science (S). ** Group satisfying: specified courses from A&L, SS, and S; see the Group Requirements section of this catalog. 28 American Studies American Studies 469 Prince Lucien Campbell Hall Telephone (503) 686-3963 C. H. Edson, Program Director American Studies Advisory Council Richard Maxwell Brown, History C. H. Edson, Educational Policy and Management Marion Sherman Goldman, Sociology Kenneth I. Helphand. Landscape Architecture James R. Klonoski, Political Science Glen A. Love, English Leland M. Roth, Art History Robert E. Smith, Economics Alvin W. UrqUhart, Geography American studies is a multidisciplinary bachelor's degree program built around acore course sequence which is team taught by faculty members from the arts, humanities, and social sciences. Complementing this core are courses taught by participating faculty in the College oj Arts and Sciences (anthropology, English, folklore and ethnic studies, geography, history, political science, Romance languages, sociology, speech), the School of Architecture and Allied Arts (architecture, art history, land- scape architecture), the College of Education (educational policy and management), the College of Human Development and Perform- ance (dance), the School of Journalism.. the School of Law, and the School of Music. Through this multidisciplinary approach, students can build a flexibie program of study designed to help them understand the com- plexities of American culture and discover how America has become what it is today. Undergraduate Studies In consultation with an American studies adviser, students majoring in American stUdies plan an individualized program leading to the bachelor of arts (BA) degree. The program must include University-required courses in health and writing and courses fUlfilling group and cluster requirements, and it must meet all other requirements for the BA degree, includ- ing foreign language. For further information, see the Requirements for Bachelor of Arts Degree in the Registration and Academic Policies section oj this catalog. Requirements for both majors and minors in American studies are outlined below. Formal approval oj each student's program---either major or minor-is granted by the American Studies Advisory Council, which oversees the American Studies Program. Committee mem- bers are representative of the many disciplines of American studies. Sample programs of study appear in the American Studies Advising Bulletin, available in the American studies office. Major Requirements The American studies major requires comple- tion of 45 credits, including 15 in American Studies Program courses and 30 from related disciplines. Program courses are an introduc- tory core sequence, a seminar on American studies issues, and a senior thesis. Program Courses 15 credits Introduction to American Studies (AMS 101, 102, 103) . . . . . . . . . . . .. , 9 Seminar (AMS 407) .. . 3 Thesis (AMS 403) . . .. ,., 3 The remaining 30 credits (1 0 courses) are to be selected from the following four areas, with a minimum of two courses from each area: arts and humanities, history, literature, and social science. In addition, the 10 courses should focus on two organizational themes. For example, a student might choose to study a historical period (e.g., the 1920s or the 19th century) and a special topic (e.g., industrializa- tion, ethnicity, social patterns, or land use). Minor Requirements The minor in American studies is suitable especially, but not exclusively, to students with majors in business or journalism and those who plan careers in law or government service. The minor requires completion of 24 credits: 9 credits (three courses) in the core AMS se- . quence and 15 credits (five courses) in the four areas described under Major Requirements, above. Students must take at least one course in eac,h of the four areas, and three of the five courses must focus on a common historical period or theme. Courses from Other Departments Listed below are eourses which might be used to fulfill the 30-credit requirement for the major or the 15-credit requirement for the minor. The lists are illustrative and include only the first term of recommended sequences. The American studies office has complete lists of approved courses. Arts and Humanities Architecture. Settlement Patterns (ARCH 431) Art History. American Painting and Sculpture (ARH 354), Architecture of Urban America (ARH 379), 20th-Century Art (ARH 446), 17th-Century American Architecture (ARH 471), 18th-Century American Architecture (ARH 472), 19th-Century American Architecture (ARH 473), 20th-Century American Architecture (ARH 474) Landscape Architecture. Contemporary American Landscape (LA 491) Music. Special StUdies: Music since 1900 (MUS 199), Introduction to 20th-Century Music (MUS 354), History of Jazz (MUS 355), Chorus: University Gospel Ensemble (MUS 197, 397) Romance Languages. Chicano Literature (SPAN 328) Speech. Introduction to Theater Arts II, III (TA 272, 273), History of the American Theater (TA 420), Public Discourse in the United States (RHCM 422), Freedom of Speech (RHCM 425), Background of Black Protest Rhetoric (RHCM 426), Contemporary Protest Rhetoric (RHCM 427), Film Directors and Genres (TCF 495) History History. History of the United States (HST 201), Afro-American History (HST 221), American Radicalism (HST 307), History of American Foreign Relations since 1941 (HST 321), History of the South (HST 370), History of Religious Life inthe United States (HST 374), American Towns and Cities to 1900 (HST 375), History of the American City (HST 376), American Business History (HST 380), The United States and the Problems of the Nuclear Age (HST 387), The Era of Jacksonian Democracy (HST 457), The Era of the Civil War (HST 458), The Era of Reconstruction (HST 459), Origins of American Culture (HST 460), History of Modern American Thought and Culture (HST 461), American Social History (HST 470), American Foreign Relations (HST 473), The American West (HST 476), History of the Pacific Northwest (HST 478), American Labor Movement (HST 479), The United States in the 20th Century (HST 480), Colonial America: 17th and 18th Centuries (HST 485), American Economic History (HST 487) Literature English. Introduction to Black Literature (ENG 151), Introduction to Native American Literature (ENG 240), American Detective Fiction (ENG 244), Introduction to Folklore and Myth (ENG 250), Survey of American Literature (ENG 253), Black Prose (ENG 310), Black Poetry (ENG 311), Black Drama(ENG 312), American Satire (ENG 324), Literature of the Northwest (ENG 325), Western American Literature (ENG 326), American Novel (ENG 391), American Folklore (ENG 419), Film and Folklore (ENG 446), American Popular Literature and Culture (ENG 447), Black Folklore (ENG 448), American Literature before 1900 (ENG 477), Major American Writers (ENG 481), Contemporary American Literature (ENG 496) Social Science Anthropology. Oregon Native Americans (ANTH 230), Native North Americans (ANTH 317), North American Prehistory (ANTH 461) Educational Policy and Management. Introduction to Educational Administration (EDPM 413), History of American Education (EDPM 441), Educational History of American Women (EDPM 472) Folklore and Ethnic Studies. Introduction to Ethnicity and Ethnic Communities (ES 101, 102), Ethnic Groups and the American Experience (ES 103), Scandinavian Minorities in America (ES 310), Introduction to the Asian-American Experience (ES 315), Problems and Issues in the Native American Community (ES 320) Geography. Geography of Oregon (GEOG 206), Geography of the United States (GEOG 207), Environmental Alteration (GEOG 370), Eastern North America (GEOG 467), Western North America (GEOG 468) Journalism. Law of the Press (J 485), History oj Journalism (J 487) Law. Seminar: American Legal Biography (L 507), Constitutional Law I (L 543) Political Science. Problems in American Politics (PS 104), U.S. at the Crossroads (PS 106), American Government (PS 201), State and Local Government (PS 203), United States Foreign Policy (PS 325), Problems in American Political Economic Development (PS 341), Mass Media and American Politics (PS 349), Political Parties in the U.S. (PS 414), Compara- tive Political Parties (PS 415), Urban Politics (PS 438), Elections and Opinions (PS 452), The American Presidency (PS 467), Congress (PS 468), The Supreme Court in America (PS 484), Civil Rights and Civil Liberties (PS 485) Sociology. Communities, Population, and Resources (SOC 21 0), Race, Class, and Ethnic Groups in America (SOC 212), Organizations and Occupations (SOC 213), Introduction to the Sociology of Women (SOC 216), American Society (SOC 301), Seminar: The American People (SOC 407), Social Demography (SOC 415), The Urban Community (SOC 443), Industrial Sociology (SOC 447), Women and Work (SOC 449), Sociology of Religion (SOC 461) Graduate Studies At present the University offers no graduate degree in American studies, Students may work with the American studies faculty toward an individualized, interdisciplinary master's degree (IS:IP) in the Graduate School, focusing on American studies, Information is available both in the Graduate School and in the American studies office, Courses in American Studies (AMS) Arr: credits to be arranged Coreq: corequisite PIN: pass/no pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings, Lower-Division Courses 101,102,103 Introduction to American Studies (3,3,3) Exploration of various topics in American studies. 101: landscape, immigration and ethnicity, the West, heroes, 102: war, sports, sex roles. 103: technology, growing up and growing old in America, the "American way," 199 Special StudIes (1-3R) 200 SEARCH (1-3R) Upper-Division Courses 399 Special Studies (1-4R) Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 401 Research (1-5R) 403 Thesis (3R) Independent research and writing of American studies senior thesis supervised by faculty adviser, Prereq: AMS 101, 102, 103,407. 405 Reading and Conference (1-5R) 407 Seminar (3R) Integration of American studies in a senior seminar to be taken after completion of most other course work for American studies major. 410 (M) Experimental Course (1-4R) Anthropology 308 Condon Hall Telephone (503) 686-5102 Philip D. Young, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon, C, Melvin Aikens, Professor (New World archaeology, Japanese prehistory). BA, 1960, Utah; MA, 1962, PhD" 1966, Chicago. (1968) William S, Ayres, Associate Professor (Pacific archaeol- ogy, Old World prehistory). BA, 1966, Wyoming; PhD" 1973, TUlane, (1976) Aletta A Biersack, Assistant Professor (symbolic anthropology, New Guinea), BA, 1965, MA, 1969, 1972, PhD" 1980, Michigan, (1982) Richard P, Chaney, Associate Professor (croSS-CUltural methods), BA, 1963, PhD" 1971, Indiana, (1968) Vernon R. Dorjahn, Professor (cultural anthropology, Africa). B,S., 1950, Northwestern; MA, 1951, Wiscon- sin; PhD" 1954, Northwestern, (1957) Don E, Dumond, Professor (New World archaeology), BA, 1949, New Mexico: M.A" 1957, Mexico City College: PhD" 1962, Oregon, (1962) John R, Lukacs, Associate Professor (physical anthropology. palaeoanthropology, dental evolution), AB., 1969, MA, 1970, Syracuse; PhD., 1977, Cornell. (1976) Geraldine Moreno-Black, Associate Professor (physi- cal anthropology, nutritional anthropology, human ecology). BA, 1967, State University of New York, Buffalo; MA, 1970, Arizona; PhD., 1974, Florida, (1974) Carol Silverman, Visiting Assistant Professor (folklore, eastern Europe). BA, 1972, City College of New York; MA, 1974, Ph.D" 1979, Pennsylvania, On leave 1986-87, (1980) Ann G, Simonds, Assistant Professor (cultural an- thropology, history of anthropological theory). BA, 1959, PhD., 1964, California, Berkeley. (1970) Paul E, Simonds, Professor (human evolution, primate behavior). BA, 1954, M,A., 1959, Ph,D, 1963, California, Berkeley, On leave 1986-87, (1962) Philip D, Young, Professor (social anthropology, rural development, Latin America), BA, 1961, Ph,D" 1968, Illinois, (1966) Courtesy Jesse D, Jennings, Courtesy Professor (archaeology, anthropology, New World), BA, 1929, Montezuma College; Ph.D" 1943, Chicago. (1982) Emeriti Luther S, Cressman, Professor Emeritus (archaeology of western North America), AB., 1918, Pennsylvania State; S,T,B., 1923, General Theological Seminary; M.A., 1923, PhD" 1925, Columbia, (1929) Malcolm McFee, Associate Professor Emeritus (cultural anthropology, North American Indians), BA, 1956, San Jose State; MA, 1958, Ph,D., 1962, Stanford, (1965) Theodore Stern, Professor Emeritus (CUltural anthropol- ogy, North American Indians, Southeast Asia), BA, 1939, BOWdoin; AM" 1941, PhD., 1948, Pennsylvania, (1948) Undergraduate Studies Anthropology is the study of human develop- ment and diversity. It includes social or cultural anthropology, physical anthropology, and prehistory, Courses offered by the department provide a broad understanding of human nature and society for students in all fields as well as integrated programs for majors in anthropology, For students interested in foreign languages and international studies, anthropology offers broad comparative perspectives on non- Western and Third World cultures. Preparation. High school students planning to major in anthropology should take two years of .. - AnthropoJogy-29- - high school mathematics, preferably algebra, and some work in a modern foreign language, preferably German, Russian, French, or Spanish, Students should also have a sound background in English. Students transferring with two years of college work elsewhere should come with a year's work in social sciences, preferably anthropology, Introductory biology, introductory computer science, and the equivalent of two years of college instruction in one of the foreign lan- guages listed above are helpful. Careers. Graduates with bachelor's degrees in anthropology can find employment in all pursuits normally open to other graduates in the various liberal arts, or as teachers of social studies in secondary schools. Anthropology provides a suitable background for positions with a variety of federal, state, and local agencies, especially in the general area of social action. Students wanting to integrate training in social and cultural factors into a professional business career should investigate the College of Business Administration 3-2 program, which combines an undergraduate departmental major in the College of Arts and Sciences with a master's degree in business administration. Early planning is essential to meet the course requirements of this combined program. Students seeking work as professional an- thropologists should plan for advanced degrees in anthropology as well, Graduates with master's deg rees may find work in government, commu- nity colleges, or museums. For full university teaching and research careers, a Ph,D. degree is necessary. Bachelor's Degree Requirements The department offers work leading to the bachelor of arts (BA) and the bachelor of science (B.S,), Major requirements are the same for both, Differences between the two degrees are explained under Requirements for Bachelorof Arts and Bachelorof Science in the Registration and Academic Policies section of this catalog. Cluster Requirement. New students entering the University must satisfy the cluster require- ment for graduation. For details see Group Requirements in the Registration and Academic Policies section of this catalog. Major Requirements 1. 9 credits in introductory anthropology (100-299 level; ANTH 199 does not qualify) 2. 9 credits in physical anthropology at the 300-499 level 3. 9 credits in cultural anthropology at the 300-499 level 4. 9 credits in prehistory at the 300-499 level (ANTH 408, 464, 465, 466, and 467 do not qualify) 5, Three elective courses (at least 9 credits) at the 300-499 level Of the 45 credits required in anthropology, 36 must be graded. No more than 6 credits with the grade of D may be counted, To ensure a 30 Anthrop-olog)' broad liberal education, the department strongly recommends that students limit their undergraduate work in anthropology to a maximum of 51 credits. Students planning to do graduatework are advised, but not required, to complete two years of one or more fore'ign languages. Preparation in statistics and com- puter science is also desirable. Sample Program Major requirements may be met by the following schedule: Freshman Year: Three courses in introductory anthropology, chosen from ANTH 107, 110, 111,112, 113, 120, 121, 208, 210, 211, 215, 223, 230 (in any combination or order) SOphomore Year: No prescribed anthropology courses; choose electives among ANTH 208, 210, 211, 215, 223, 230 JuniorYear: 9credits in cultural anthropology, ANTH 301,302,303, or ANTH 310, 347, 420, 445, 446, 448, or area sequences; 9credits in physical anthropology, chosen from ANTH 320, 321,322,323,324,333,375, 414,470,474,475,476,477,478,479 senior Year: Three courses in prehistory, chosen from ANTH 350, 360, 411, 412, 413, 461, 462, 463 (in any combination ororder); three optional courses (at least 9 credits) at the 300-499 level Honors Application for graduation with honors must be made through the student's departmental adviser no later than winter term of the senior year. A student will be approved for graduation with honors who (1) maintains a 4.00 grade point average (GPA) in anthropology and a 3.50 overall GPA; or (2) maintains at least a3.75 GPA in anthropology and a 3.50 overall GPA, and submits an acceptable honors thesis written under the guidance of a departmental faculty member serving as thesis adviser. Minor Requirements The minor in anthropology is intended to complement the student's major. It can be individually tailored to student needs, in consultation with an anthropology adviser, within the following guidelines. The following credits are required: 1. 6 credits in introductory anthropology allhe 100-299 level. Special Studies (ANTH 199) does not qualify 2. 18 credits in upper-division courses (300- 499 level) in archaeology, physical an- thropology, or sociocultural anthropology Of the 24 credits required in anthropology, 18 must be graded; no more than 3 credits with the grade of 0 may be counted. Secondary School Teaching The department offers work for preparation to teach the social studies in public secondary schools. For specific information, students should consult the departmental adviser for teacher education and the coordinator for secondary education in the College of Education. Graduate Studies Three advanced degrees are offered in an- thropology: the master of arts (MA), the master of science (M .S.), and the doctor of philosophy (PhD.). These degrees entail work in the following subfields: archaeology, cultural anthropology, linguistics, and physical an- thropology. Graduate students must dem- onstrate competence in each of these subfields, ordinarily in work at the master's level. Con- sequently, the first year, and in some instances the first two years, of graduate study are devoted to achieving a broad foundation in anthropology. All graduate students in an- thropology must take Research Methods (ANTH 520) during the first year of graduate study. Master's Degree Requirements Each master's degree requires a minimum of 45 credits of graduate work, of which at least 30 must be in anthropology, and the successful completion of special courses, or in some cases a special examination, in each of the four subfields of anthropology mentioned above. A master's degree paper is required, but a thesis is not. To receive the MA, the candidate must also demonstrate competence in one foreign language. There is no language requirement for the M.S., bUllhe candidate for that degree must demonstrate proficiency in one special skill (such as statistics or computer science) approved by the department faculty. There are no absolute requirements for admis- sion to the master's program. A bachelor's degree in anthropology is helpful but by no means required. Admission is limited, however, and preference is given to those applicants with good overall academic records and high Graduate Record Examination (GRE) scores who have had at least a solid beginning in anthropology, who have had some foreign language training, and who can demonstrate evidence of a sincere interest in the field. It normally takes two years to complete the program. Ph.D. Degree Requirements Admission to the doctoral prog ram is contingent on the possession of a valid master's degree in anthropology from a recognized institution or the completion of the master's examinations. Those who enter with a master's degree in another discipline, therefore, take the master's examinations or courses early in the program. Formal requirements of time and credit are secondary, but no candidate is recommended for the degree until the minimum Graduate School requirements for credits, residence, and study have been satisfied. The department also requires competence in two modern foreign languages or in two special skills approved by the department faculty. The student's progress is measured by performance in the master's examinations, course work, and research papers; a comprehensive examination covering three special fields of concentration within anthropology; and finally the doctoral dissertation. The dissertation should be based' upon original research, which ordinarily involves field or laboratory work, and should be written in a professional and publishable style appro- priate to the subfield of specialization. For information regarding general requirements, see the Graduate School section of this catalog. More information about programs in anthropol- ogy may be obtained from the department. Courses in Anthropology (ANTH) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Note: Not all courses listed are offered each year. For specific and current information, consult the most recent Time Schedule of Classes, available at the Office of the Registrar, or inquire at the department office. Lower-Division Courses 107 Introduction to Archaeology (3) Archaeological evidence for the evolution of human culture. Two lectures, one discussion. 110 Introduction to Human Evolution (3) Homo sapiens as a living organism; biological evolution and genetics; fossil hominids. Two lectures, one discus- sion. 111 Evolution of Monkeys and Apes (3) Evolutionary biology of the primates: the fossil record and ecology during the age of mammals, primate anatomy, locomotor, feeding adaptations, taxonomic relations, and primate ethology. 112 Introduction to Human Sociobiology (3) Evolution of human behavior; materials drawn from primate and human ethological studies, field studies, and sociobiological analysis. 113 Evolution of Human sexuality (3) Includes basic genetics, physiology, and behavior. Evolution of sex, of the sexes, and of the role of sex in mammal, primate, and human behavior. 120 Introduction to Cultural Anthropology (3) Organization and functioning of society and culture. Two lectures, one discussion. 121 Introduction to Language and Culture (3) Language and culture relationships and methodology. 199 Special Studies (1-3R) 200 SEARCH (1.3R) 208 Introduction to the History of Anthropology (3) Historical development of the major anthropological theories, methods, and concepts. ANTH 120 recom- mended. 210 Selected Topics in Ethnology (3R) Content varies from term to term; emphasizes the comparison of cultures and the anthropological understanding of contemporary peoples. R with different subtitles. 211 Selected Topics in Physical Anthropology (3R) Content varies from term to term but draws from various aspectsof human and primate evolution, anatomy, and ethology. R with instructor's consent. 215 Archaeological Analysis and Interpretation (3) Archaeological theory and analytical methods are examined in the context of prehistoric and historic data drawn from various world areas. 223 Human Adaptation (3) Individual human biologi- cal responses to environmental stresses: physiologi- cal, morphological, and behavioral adaptations to sunlight, heat and cold, high altitude, and nutritional stress. Prereq: ANTH 110 or Bl 102 or BI 222 or instructor's consent. 230 Oregon Native Americans (3) Survey of native cultures of Oregon based on archaeological, ethnohls- torical, and ethnological evidence. Begins with arrival of peopie in the NewWorld; concludes with contempo- rary Native American issues. Upper-Division Courses 301 Ethnology of Hunters and Gatherers (3) Hunting-gathering cultures from different parts of the world. Emphasis on comparative social organization and adaptive strategies. Prereq: 3 credits in cultural anthropology or instructor's consent. 302 Ethnology of Tribal Societies (3) Emphasis on comparative social organization and the two major forms of tribai adaptation-subsistence agriculture and pastoral nomadism. The fate of tribal peoples in the modern world. Prereq: 3 credits in cultural anthropology or instructor's consent. 303 Ethnology of Peasant Societies (3) Emphasis on comparative social organization of peasants from various parts of the world and the impact of moderni- zation. Prereq: 3 credits in cultural anthropology or instructor's consent. 310 Exploring Other Cultures (3R) How an- thropologists study and describe human cultures. Content varies; draws on fieldwork, famous ethnog- raphies, specific ethnographic areas and their problems, and comparative study of selected cultures. R when subtitle changes. 317 Native North Americans (3) Indian and Eskimo life in North America before white contact; contempo- rary life. Prereq: 9 credits in social science or instruc- tor's consent. Not offered 1986-87. 318 Native Central Americans (3) Contact period and contemporary ethnography of native peoples; ecolog- ical adaptation, socioeconomic organization, and culture change. Prereq: 3 credits in cultural anthropol- ogy or instructor's consent. Not offered 1986-87. 319 Native South Americans (3) Contact period and contemporary ethnography of native peoples; ecolog- ical adaptation, socioeconomic organization, and culture change. Prereq: 3credits in cultural anthropol- ogy or instructor's consent. Not offered 1986-87. 320 Human Ecology (3) Cultural and biological adaptations to environmental changes in the course of human evolution. Prereq: 3 credits in physical anthropology or biology or instructor's consent. 321 Human Evolution (3) Fossil evidence of human evolution; Homo sapiens' place among the primates; variability of populations of fossil hominids. Pr.ereq: 3 credits in physical anthropology or instructor's consent. 322 Human Biological Variation (3) Genetic and biological structure of human populations; population dynamics and causes of diversity; analysis of geneti- cally differentiated human populations and their geographic distribution. Prereq: 3 credits in physical anthropology or biology or instructor's consent. 323 Laboratory in Physical Anthropology: Osteol- ogy (3) Optional laboratory for students enrolled in ANTH 320, 321 ,or 322. Human and nonhuman primate osteology and osteometry; fundamentals of dissection and primate anatomy. 324 Evolutionary Biology of the Primates (3) Comparative biology and anatomy of the nonhuman primates with special emphasis on evolutionary trends and adaptive complexes. 326 Peoples of South Africa (3) United States interests in Africa; overview of African prehistory, history, geography, language, and ethnic groups. Prereq: 9 credits in social science or instructor's consent. 327 Peoples of Central and East Africa (3) Culture, history, and ethnology of contemporary African peoples in central and east Africa, including Ethiopia. Prereq: 9 credits in social science or instructor's consent. 328 Peoples of West Africa and the Sahara (3) Societies of the west African coast, the Sudan, and the Sahara from the 19th century to the present. Prereq: 9 credits in social science or instructor's consent. 333 Food and Culture (3) Anthropological approach to the role of nutrients in human development (indi· vidual and populational); cultural determinants and populational differences; world food policy; and applied nutritional anthropoiogy. 338 Peoples of South Asia (3) The emergence of traditional Indian culture and its subsequent transfor- mation under Islamic and Western influences. Prereq: 9 credits in social science or instructor's consent. 339 Peoples of East Asia (3) A survey of the Chinese cultural sphere, primarily the institutions of traditional China, with some reference to modern developments. Prereq: 9 credits in social science or instructor's consent. 340 Peoples of Southeast Asia (3) Emphasis on continuity and change in the history of the area. Prereq: 9 credits in social science or instructor's consent. 341 Peoples of the Pacific: Australian Aborigines (3) General introduction to the indigenous popUlations of Australia with special attention to ritual, social structure, and male-female relationships. Introductory text, ethnographies, films. Prereq: 3 credits in cultural anthropology or instructor's consent. 342 Peoples of the Pacific: Melanesia (3) General introduction to the peoples of Papua New Guinea: social structure, exchange systems, ritual, male-female relationships, and processes of change with outside contact. Prereq: 3 credits in cultural anthropology or instructor's consent. 343 Peoples of the Pacific: Polynesia and Micro- nesia (3) General introduction to the life-style of the Polynesians and Micronesians and to historical and current theoretical issues. Issue-oriented articles, monographs. Prereq: 3credits in cultural anthropology or instructor's consent. 347 Marriage, Family, and KinShip (3) An empirical and theoretical examination of the interrelationship of kinship and the structure of society. 350 Asian and Pacific Archaeology (3) The archaeol- ogy and prehistoric cultural development of China, Japan, Southeast Asia, and the Pacific Islands through the early stages of civilization. ANTH 107 recom- mended. 360 Northeast Asia Prehistory (3) Cultural history of North China, Japan, Korea, and Siberia, from Palaeolithic times to the early imperial civilizations. Emphasis on functional and adaptive characteristics and ecological factors. 375 Monkey and Ape Society (3) Primate group dynamics and organization, life cycle, and socializa- tion. Draws from field and laboratory studies of monkeys and apes. Prereq: ANTH 105 or instructor's consent. Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 401 Research (Arr,R) PIN onIy. 403 Thesis (Arr,R) PIN only. 405 Reading and Conference (Arr,R) PIN only. 406 Special Problems (Arr,R) 407 (G) Seminar (Arr,R) 408 (G) Field Work In Anthropology (Arr,R) 409 (G) Practlcum (Arr,R) PIN only. 410 (G) Experimental Course (Arr,R) 411 (G) European and African Prehistory (3) Emphasis on the Palaeolithic. Prereq: 3 credits in archaeology or prehistory or instructor's consent. 412 (G) South and East Asian Prehistory (3) Prereq: 3 credits in archaeology or prehistory or instructor's consent. 413 (G) Near Eastern Prehistory (3) Emphasis on the development of early civilizations. Prereq: 3 credits in archaeology or prehistory or instructor's consent. 414 (G) Race, CUlture, and Sociobiology (3) Racial classifications and comparisons; the biological base of culture; attitudes toward race in human relations. Prereq: 9 credits in anthropology or instructor's consent. 415 (G) Cultural Transmission (3) Methods of child rearing, education, and social control among primitive peoples. Prereq: 3 credits in cultural anthropology or instructor's consent. 416 (G) History of Anthropology (3) A nontheoretical study of the beginnings and specialized developments within the fields of archaeology, physical anthropology, ethnology, and linguistics. Prereq: 9 credits in anthropology or instructor's consent. 420 (G) Culture and Personality (3) Interrelation of group and individual conceptual frameworks in cross-cultural study of human behavior. Prereq: 3 credits in cultural anthropology or instructor's consent. 421 (G) Field Methods in Cultural Anthropology (3) Techniques of participant observation, community definition and extension, nondirective intervieWing, and establishing rapport. Emphasizes investigator's ethical responsibilities. Primarily for students who plan fieldwork, but also provides theoretical perspectives. Prereq: 9 credits of upper-diVision cultural anthropol- ogy or instructor's consent. 444 (G) Religion and Magic of Primitives (3) Religions and magic systems of primitive peoples as reflections of their thought processes; supernatural systems in the life of primitive peoples. Prereq: 3 credits in cultural anthropology or instructor's consent. AnthroQology 31 445 (G) Folklore and My1hology of Primitives (3) Unwritten literature as an expression of the imaginative and creative thought of primitive peoples. Prereq: 3 credits in cultural anthropology or instructor's consent. 446 (G) Art Among PrImitives (3) Aesthetic expres- sion among primitive peoples. Prereq: 3 credits in cultural anthropology or instructor's consent. 448 (G) Contemporary Issues In Anthropology (3) Overview of diverse presuppositions that structure various theories and methods in contemporary anthropology. Prereq: 3 credits in cuitural anthropology or instructor's consent. 450 (G) Cultural Dynamics (3) Approaches to the problem of cultural changes; invention and intergroup cultural borrowing; agents and conditions promoting change; mechanics of cultural growth; and application of techniques for inducing change. Prereq: 3 credits- in cultural anthropology or instructor's consent. 453 (G) Political Anthropology (3) Government in primitive societies; political innovations under colonial rule and the new nationalistic administrations in Africa and Asia. Prereq: upper-division standing in the social sciences. 454 (G) Economic Anthropology (3) Production, consumption, distribution, and exchange in primitive societies. Economic surplus, change in economic systems, and relationships between nonpecuniary economies and the world economy. Prereq: upper- division standing in the social sciences. 461 (G) North American Prehistory (3) Survey of interdisciplinary research applied to prehistoric culture and environment in North America. Prereq: 3 credits in archaeology or prehistory or instructor's consent. 462 (G) Middle American Prehistory (3) Archaeology and prehistory of Mexico and Central America. Prereq: 3 credits in archaeology or prehistory or instructor's consent. 463 (G) South'American Prehistory (3) Survey of interdisciplinary research related to prehistoric culture in South America. Prereq: 3 credits in archaeology or prehistory or instructor's consent. 464 (G) Scientific Aids in Archaeology (3) Research methods applied to archaeological problems. Includes dating and discovery techniques; analysis of materials, human remains, diet, and ancient technology; interdisciplinary research strategies. Prereq: 3 credits in archaeology or prehistory or instructor's consent. 465 (G) Prehistoric Technology (3) Stone-flaking techniques; manufacturing of stone artifacts; typolog- ical analysis of tools. Investigation of tool usage and microscopic analysis of wear patterns. Prereq: instructor's consent. 466 (G) Tabletop Archaeology (3) Simulated archaeological excavation, followed by preparation of descriptive and comparative reports. Prereq: 9 credits in archaeology or prehistory and instructor's consent. 467 (G) Cultural Resource Management (3) Objec- tives, legal background, operational problems, ethical and scholarly considerations in the management of prehistoric and historic cultural resources. Prereq: graduate standing in anthropology, 9 credits of upper-division archaeology or prehistory or instructor's consent. 470 (G) Human Population Genetics (3) Theoretical and mathematical models in population genetics and their applicability to human populations. Requires the use of algebra an'd some differential calculus; presumes an understanding of elementary genetics. Prereq: instructor's consent. 474 (G) Advanced Laboratory in Physical An- thropology (3-6) Techniques for the assessment and analysis of genetic, physiological, and anthropometric variability in living human populations. Registration for more than 3 credits requires instructor's consent. Pre- or coreq: ANTH 322. 475 (G) Primate Behavior (3) Ecology and ethology of free-ranging primates. Classification, distribution, and ecological relationships of the living primates; social structure and social organization of a variety of species. Prereq: ANTH 375 or instructor's consent. 476 (G) Primate Anatomy (3) Emphasis on bone- muscle relationships of th~ locomotor and masticatory skeleton. Comparison of living and fossil primates, including Homo sapiens. Prereq: ANTH 111, 324, or instructor's consent. 477 (G) Primate Systematics and Taxonomy (3) Development of taxonomy, methods and principies of evolutionary classification; numerical phenetics and 32 Anthropology taxonomic theory; primate and hominid classification. Prereq: ANTH 320, 321, or instructor's consent. 478 (G) Laboratory in Primate Anatomy (2) Optional laboratory for students enrolled in ANTH 476. Primate osteology and myology; dissection of specimens; individual projects. Two three-hour laboratories. Prereq: instructor's consent. 479 (G) Palaeoprimatology (3) The fossil record and theoretical implications ofthe Cenozoic primates with special reference to their various adaptations; locomotion, special senses, dentition. Prereq: ANTH 321 or instructor's consent. 480 (G) Paleoecology and Human Evolution (3) The relationship between ecology and comparative morphology as a basis for theories of hominid phylogeny; analysis of methods of paleoecological inference; current theories of hominid origins. Prereq: ANTH 321 or instructor's consent. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) PIN only. 506 Special Problems (Arr,R) 507 Seminar (Arr,R) 509 Supervised Teaching Practicum (Arr,R) PIN only. 511 Culture, Society, and the Individual (3) Concepts of culture and society as these terms are employed by anthropologists. Relationships between culture and society, culture and the individual, and society and the individual. Prereq: graduate standing in the social sciences. 512 The Beginnings of Civilization (3) The transition from food-gathering to food-producing economies and from egalitarian to state-level societies. Prereq: graduate standing in the social sciences. 513,514 Primitive Social Organization (3,3) Particu- lar emphasis on family, marriage, residence, descent systems, lineage organization, alliance, and analysis of kinship systems. . 517 Contemporary Indians of the United States (3) Problems of land, economics, politics, and law; Indian health, education, and welfare; social problems; religion; treaties, legislation, and court decisions. Anthropologists and Indians--{;urrent studies, theoretical and applied. Prereq: graduate standing or instructor's consent. 520 Research Methods (4) Use of basic research tools, particularly explicit inductive, deductive, and retroductive methods of statistical and other formal analysis needed to formulate problems and conduct research in anthropology. Prereq: 3 credits in introduc- tory statistics. 521 Functional Anatomy (3) Comparative functional studies of primates and other animals; principles of animal mechanics. Individual research projects, two ihree-hour laboraiories. Prereq: ANTH 476 or 81 39; or BI 392 or instructor's consent. 522 Comparative Morphology and Human Evolution (3) Principles of comparative morphology and comparative anatomy of the primates. Application to the study of the primate fossils implicated in human evolution. Prereq: instructor's consent. 523 Dental Morphology and Human Evolution (3) Taxonomy, ecology, pathology, and sexual dimor- phismof early hominids; comparative dental morphol- ogy. Theoretical models of dental evolution and disease. Biocultural interaction in hominid dental evolution. Prereq: instructor's consent. 526 Archaeology and Anthropology (5) Use by archaeologists of concepts drawn from anthropology; modifications and additions made necessary by the nature of archaeological data. Prereq: graduate standing in anthropology or instructor's consent. 530 Cultural Ecology (3) Comparative analysis of cultural responses to environmental conditions. with implications for cultural evolution. Prereq: graduate standing in anthropology or instructor's consent. GEOL 541 Archaeological Geology (3) See descrip- tion under Geology. 550 Sociocultural Theory (5) Cross-cultural types, culture area types, modes of thought, cultural dynamics, reality of social structure, meta- anthropology. 560 Anthropological LingUistics (5) Primarily for master's degree candidates in anthropology. Prereq: LING 421 or equivalent and instructor's consent. 570 Basic Graduate Physical Anthropology (5) For graduate students with little or no background in physical anthropology. Introduction to the major . subfields in physical anthropology; geochronology, primate classification, palaeoprimatology, palaeo- anthropology, human biology and diversity, processes of evolution, and primate ethology. 575 Advanced Primate Ethology (3R) For students of primate behavior and adaptation. Emphasis on advanced work in primate studies; focus varies from term to term. Prereq: ANTH 475 or equivalent and instructor's consent. CI 582 Anthropology and Education I (3) See description under Curriculum and Instruction. CI 583 Anthropology and Education II (3) See description under Curriculum and Instruction. 590 Sociocultural Guidance (5) Basic sociocultural anthropology for master's degree candidates. Survey of theoretical foundations and approaches, social organization, economic and political anthropology, religion, arts, and sociocultural change. Emphasis on current issues. Prereq: some background in cultural anthropology. Asian Studies 308 Friendly Hall Telephone (503) 686-4005 Richard C. Kraus, Program Chair Program Committee Faculty C. Melvin Aikens, Anthropology William S. Ayres, Anthropology Scott Delancey, Linguistics Mary S. Erbaugh, linguistics Joseph W. Esherick, History G. Ralph Falconeri, History Michael B. Fish, Chinese Gerald W. Fry, Political Science and International Studies Noriko FUjii, Japanese Katsuko Hotelling, University Library Esther Jacobson, Art History Angela Jung, Chinese Hee-Jin Kim, Religious Studies Stephen W. Kohl, Japanese Richard C. Kraus, Political Science Ellen Johnston laing, Art History Wendy larson, Chinese Glenn A. May, History Yoko M. McClain, Japanese David Milton, Sociology Barry J. Naughton, Economics Alan S. Wolfe, Japanese lucia Yang, Chinese Undergraduate Studies The University offers an interdisciplinary program in Asian studies leading to the bachelor of arts (BA) degree. The curriculum includes courses in anthropology, art history, Chinese language and literature, economics, geog- raphy, history, Japanese language and litera- ture, political science, and religious studies. The program is administered by the Asian Studies Committee, composed of faculty with Asian specializations and student represent- atives. Preparation. Students planning a major in Asian studies should include in their high school curriculum any available courses on world history and culture, and they should take a foreign language-both to use in later studies and to acquire language study skills for learning Chinese or Japanese. Transfer students planning to major in Asian studies should also try to accumulate social science and language background, and particularly to have completed as many courses applicable to the University of Oregon's general requirements for the BA degree ?s possible. Careers. Students who major in Asian studies often complement their course work with a year or more of residence in East Asia. Or they go directly on to graduate studies. Many students double majorto combine a profession with their area of expertise. Job possibilities are increas- ing in such fields as business, journalism, government, and education. Major Requirements Students majoring in Asian studies must complete two years (30 credits) of either the Chinese or the Japanese language. (Under special circumstances, students may dem- onstrate an equivalent competence by examina- tion or by work in advanced language courses.) In addition, students must complete 36 credits of course work distributed as set forth below. Each student's course distribution should significantly cover more than one Asian civiliza- tion. Thus a student focusing on Japan should take at least 9 credits dealing, for example, with China. Students intending to pursue graduate work in Asian studies are advised to complete requirements for a BA in one of the disciplines represented in the Asian studies curriculum and to fulfill the requirements for Asian studies. Course Requirements The 36 credits of Asian studies work should be chosen as indicated below. (The order does not reflect the sequence in which courses need to be taken.) Students should consult their advisers in planning their courses of study. One D grade is considered serious warning, and more than one is not acceptable for credit. 1. 9 credits from one of the major history sequences: East Asia in Modern Times (HST 391, 392, 393); History of China (HST 494, 495, 496); History of Japan (HST 497, 498,499) 2. 18 credits from among the following: Peoples of South, East, and Southeast Asia (ANTH 338, 339, 340); History of Oriental Art (ARH 207,208,209); Introduction to Japanese Literature (JPN 301 , 302, 303); Medieval Chinese Literature (CHN 302), Classical Chinese Thought and Literature (CHN 305), Political Tradition of Chinese Literature (CHN 306), 20th-Century Chinese Literature (CHN 307); Religions of India (R 301); Chinese Religions (R 302); Japanese Religions (R 303); Geography of Asia (GEOG 203); Asian and Pacific Archaeology (ANTH 350); Northeast Asia Prehistory (ANTH 360) 3. 9 additional credits from any of the courses in 1 or 2 above or from the following courses. Anthropology. South and East Asian Prehistory (ANTH 412) Architecture. Settlement Patterns (ARCH 433) Art History. Nomadic Art and Culture of the Eurasian Bronze Age (ARH 361); Chinese Art (ARH 464, 465, 466); Seminar: Early Chinese Painting, Ming Painting, Ch'ing Painting, Japanese Art, Indian Art (ARH 407) Chinese. Chinese Composition and Conversa- tion (CHN 330, 331, 332); Contemporary Chinese (CHN 414, 415, 416); Writers of the May 4th Movement (CHN 420); Advanced Readings in Modern Chinese Literature (CHN 421); Post-Cultural Revolution Literature (CHN 422); Tang Poetry (CHN 423, 424, 425); Literary Chinese (CHN 436, 437, 438); History of the Chinese Language (CHN 440); Chinese Bibliog- raphy (CHN 453) Economics. Seminar: Structure of the Japanese Economy (EC 407); Experimental Course: Economy of China (EC 410) History. Foundations of East Asian Civilization (HST 290); China, Past and Present (HST 291); Japan, Past and Present (HST 292); Seminar: China (HST 407); Seminar: Modern Sino- Japanese Relations (HST 407); Colloquium: China (HST 408); Colloquium: Japan (HST 408); Thought and Society in East Asia (HST 491,492) Japanese. Japanese Composition and Conver- sation (JPN 327, 328, 329); Contemporary Japanese (JPN 411, 412, 413); Advanced Readings in Modern Japanese Literature (JPN 417,418,419); Literary Japanese (JPN 426, 427,428); Japanese Poetry (JPN 433, 434, 435); Japanese Bibliography (cIPN 450) Political Science. Politics of China I (PS 342); Seminar: Chinese Foreign Policy (PS 407); Seminar: East Asia and World Politics (PS 407) Religious Studies. Varieties of Eastern Medita- tion (R 230); Religions of India (R 301); Chinese Religions (R 302); Japanese Religions (R 303); Buddhism and Asian Culture (R 330, 331 ); Zen Buddhism (R 430); Readings in Zen Classics (R 431) Honors See the Honors College section of this catalog. Graduate Studies The University offers an interdisciplinary program in Asian studies leading to the master of arts (MA) degree. The curriculum includes courses in anthropology, art history, Chinese language and literature, history, Japanese language and literature, political science, and religious studies. The program is administered by the Asian Studies Committee, composed of faCUlty with Asian specializations and student representatives. There are no specific requirements for admis- sion beyond having a bachelor's degree in a specific departmental discipline. It is preferred, however, that applicants have some under- graduate preparation in courses relating to Asia. Students lacking adequate Asian lan- guage or disciplinary training must take appro- priate preparatory courses without graduate credit. Priorto registration, the Asian Studies Commit- tee will assign each student an adviser to assist in developing an individual program. Master's Degree Requirements Students may fulfill their degree requirements by electing either (1) a program without thesis or (2) a program with thesis. Students choosing the first option must (a) complete 54 credits of graduate study, includ- ing 45 credits in Asia-related courses, (b) submit two substantial research papers on Asian topics developed in seminars or col- loquia, and (c) pass a general Asian studies field examination. Students choosing the second option must complete 48 credits of graduate study, includ- ing 45 credits in Asia-related courses, of which 9 are thesis credits. All courses used for fulfillment of the 45-credit requirement in Asia-related courses must be approved by the student's adviser, in consultation with the committee. D grades are not acceptable for credit in the graduate program. These courses must represent at least two major Asian cultures and three academic areas and include three seminars or colloquia. An MA candidate is required to demonstrate competence in Chinese or Japanese equivalent to two years of college training. Second Master's Degree. Students enrolled in graduate programs of other departments may earn a second master's degree in Asian studies. Besides satisfying the degree requirements set Asian Studies 33 by their departments, such students must (1) complete 30 graduate credits in approved Asia-related courses and (2) demonstrate language competence in Chinese or Japanese equivalent to two years of college training. A thesis, applying the methodology of the stu- dent's disciplineto an Asian subject, is required. The requirements for both the Asian studies and the departmental degrees must be completed simultaneously. A student completing this option is granted two MA degrees, one in Asian studies and one in the departmental field. Curriculum Below are the courses currently approved for inclusion in the Asian studies graduate cur- riculum. Not all are offered every year. In addition, the Asian Studies Committee, atthe request of the student and upon the recommen- dation of the student's adviser, may approve other courses which offer the opportunity to apply a disciplinary methodology to Asian topics. For descriptions of the listed courses, please see the appropriate departmental listings in this catalog. Anthropology. South and EastAsian Prehistory (ANTH 412) Architecture. Settlement Patterns (ARCH 433) Art History. Seminar: Chinese Art, Early Chinese Painting, Ming Painting, Ch'ing Paint- ing, Japanese Art, Indian Art, Himalayan Art, Eurasian Bronze Age Art (ARH 407, 507); Chinese Art (ARH 464, 465, 466) Chinese. Reading and Conference (CHN 405); Seminar (CHN 407); Contemporary Chinese (CHN 414, 415, 416); Writers of the May 4th Movement (CHN 420); Advanced Readings in Modern Chinese Literature (CHN 421); Post- Cultural Revolution Literature (CHN 422); T'ang Poetry (CHN 423, 424, 425); Literary Chinese (CHN 436, 437, 438); History of the Chinese Language (CHN 440); Chinese Bibliography (CHN 453) Economics. Experimental Course: Economy of China (EC 410) History. Thought and Society in EastAsia (HST 491,492); History of China (HST 494,495,496); Historyof Japan (HST 497,498,499); Seminar: Japan, Modern Sino-Japanese'Relations, East Asian Historiography (HST 507); Colloquium: Imperialism in China, Feudalism in East Asia (HST 508) Interdisciplinary Studies. Seminar: Asian Studies (1ST 507); Colloquium: Asian Studies (1ST 508) Japanese. Reading and Conference (JPN 405); Seminar: Japanese Literature (JPN 407); Contemporary Japanese (JPN 411, 412, 413); Advanced Readings in Modern Japanese Literature (JPN 417,418,419); Literary Japanese (cIPN 426, 427, 428); Japanese Poetry (JPN 433, 434, 435); Japanese Bibliog- raphy (JPN 450) Political Science. Seminar: Chinese Foreign Policy (PS 407); Seminar: East Asia and World Politics (PS 407) Religious Studies. Zen Buddhism (R 430); Readings in Zen Classics (R 431) 34 Australian Studies Australian Studies 837 Prince Lucien Campbell Hall Telephone (503) 686-5051 or -3211 Jack W. Bennett, Chair Steering Committee Faculty Jack W. Bennett, Academic Advising and Student Services Charles 1. Duncan, Journalism Gerald W. Fry, International Studies Gregory S. Hundley, Management Ray E. Hull, Teacher Education Glen A Love, English Kenneth H. Paul, Fine and Applied Arts William Z. Schenck, University Library Richard G. Schlaadt, School and Community Health Barry Spicer, Accounting Norman D. Sundberg, Psychology Clarence E. Thurber, International Studies Patricia A Wand, University Library The University of Oregon does not yet have a formal Australian StUdies Program. However, for several years, the Australian Studies Com- mittee has served to focus the considerable interest among UO faculty members and students in Australia as an influential Pacific Basin country. Australia warrants scholarly attention because of its unusual history, literature, and culture. In addition, there are enough parallels between past and present life in Australia and the United States that scholarly interest in Australia often leads to insights about the United States that would be otherwise obscured. During 1985-86 LaTrobe University in Mel- bourne, Victoria, and the University of Oregon completed a student exchange agreement. As a result, UO students will be able to study at LaTrobe in 1986-87. From February through June 1986, Brian Matthews, reader in the English department at Flinders University in South Australia, was a scholar-in-residence at the UO with a split appointment between international studies and English. He also served as an adviser to the Australian Studies Committee. The Australian-American Education Foundation, a Fulbright program, sponsored Matthews's stay. The University Library's materials on Australia have been supplemented in recent years by two substantial gifts from the Australian government, so that resources are adequate for research in many disciplines. The year 1988 marks Australia's bicentennial, and the University of Oregon expects to playa part in educating Americans about the land "down under." The committee has applied for funding assistance in a grant proposal ad- dressed to the Australian-American Bicenten- nial Federation. If received, the funds will allow the UO to stage an Australian "Festival of the Arts" in 1987-88. University of Oregon courses offered in 1986-87 that either focus on Australia or have Australian content include the following: Anthropology. Ethnology of Hunters and Gatherers (ANTH 301), Ethnology of Tribal Societies (ANTH 302), Peoples of the Pacific: Australian Aborigines (ANTH 341) Comparative Literature. Experimental Course: Australian Literature (CLIT 410), Experimental Course: Frontier Women in Australia and America (CLIT 410), Experimental Course: Writers of the Pacific (CLIT 410) English.Western American Literature (ENG 326) Geology. Mountains and Glaciers (GEOL 350), Global Stratigraphy (GEOL 526) International StUdies. Special Studies: Intro- duction to Australian Literature and Culture (INTL 199), Special Studies: Pacific Visions (lNTL 199), Seminar: The Australian Experience (lNTL 407), Seminar: The Pacific Challenge (lNTL 407) Journalism. International Advertising (J 443), International Journalism (J 491) Linguistics. Analysis of Language Structure (LING 426) Management. Seminar: International Industrial Relations (MGMT 507), Problems in Interna- tional Business (MGMT 545), Internship in Export Planning (MGMT 546) School and Community Health. Advanced Health Instruction (HEP 543), World Health Problems (HEP 571) Biology 75A Science II Telephone (503) 686-4502 Roderick A. Capaldi, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Andrew S. Baier, Professor (molecular mechanisms of cell division). PhD., 1950, D.Sc., 1956, Cracow. (1964) Howard T. Bonnett, Jr., Professor (plant mor- phogenesis). B.A., 1958, Amherst; Ph.D., 1964, Harvard. (1969) William E. Bradshaw, Professor (population, physiolog- ical, and geographical ecology). B.A., 1964, Princeton; M.S., 1965, PhD., 1969, Michigan. (1971) . ROderick A Capaldi, Professor (membrane structure and function). B.S., 1967, London; PhD., 1970, York. (1973) James1. Carlton, Assistant Professor (marine ecology and community structure). B.A., 1971, California, Berkeley; PhD., 1979, California, Davis. (1986) George C. Carroll, Professor (fungal ecology, insect- egg parasites, leaf endophytes). B.A., 1962, Swarth- more; PhD., 1966, Texas. (1967) Richard W. Castenholz, Professor (algal and microbial ecology). B.S., 1952, Michigan; PhD., 1957, Washington State. (1957) Vicki L. Chandler, Assistant Professor (plant molecular biology). B.A., 1978, California, Berkeley: PhD., 1983, California, San Francisco. (1985) Stanton A Cook, Professor (ecology, evolution). AB., 1951, Harvard; PhD., 1960, California, Berkeley. (1960) Steven P. Courtney, Assistant Professor (behaVior, evolutionary ecology, insect-host interactions). B.S., 1976, PhD., 1980, Durham University. (1985) Judith S. Eisen, Assistant Professor (development and function of the nervous system). B.S" 1973, M.S., 1977, Utah State; PhD, 1982, Brandeis. (1985) Russell D. Fernald, Associate Professor (neuroethology of visual communication, development of the visual system); Director, Institute of Neuroscience. B.S., 1963, Swarthmore; PhD., 1968, Pennsylvania. (1976) Peter W. Frank, Professor (population ecology). B.A., 1944, Earlham; Ph.D., 1951, Chicago. (1957) Philip Grant, Professor (developmental biology). B.S., 1947, City College, New York; M.A., 1949, Ph.D., 1952, Columbia. (1966) Jane Gray, Professor (paleobotany, palynology). B.A., 1951, Radcliffe; Ph.D., 1958, California, Berkeley. (1963) Donald R. Hague, Associate Professor (molecular aspects of plant development and function). B.S., 1953, Franklin and Marshall; Ph.D., 1966, Oregon. (1968) Harrison M. Howard, Senior Instructor (microscopy and scientific photography). (1965) Charles B. Kimmel, Professor (developmental biology). B.A., 1962, Swarthmore; PhD., 1966, Johns Hopkins. (1969) Michael Menaker, Professor (photoreception, repro- duction, circadian rhythms in vertebrates). B.A., 1955, Swarthmore; PhD., 1960, Princeton. (1979) Frederick W. Munz, Professor (Visual physiology). B.A., 1950, Pomona; M.A., 1952, Ph.D., 1958, California, Los Angeles. (1959) Gordon J. Murphy, Senior Instructor. B.S., 1953, M.S., 1958, Oregon State. (1962) Aaron Novick, Professor (cellular control mechanisms): Director, Institute of Molecular Biology. B.S., 1940, Ph.D., 1943, Chicago. (1959) John H. Postlethwait, Professor (molecular genetic and endocrine regulation of development). B.S., 1966, Purdue; Ph.D., 1970, Case Western Reserve. (1971) Paul P. Rudy, Professor (estuarine ecology, physiology of salt and water balance); Director, Oregon Institute of Marine Biology. B.A., 1955, M.A., 1959, PhD., 1966, California, Davis. (1968) Eric Schabtach, Senior Instructor (development and application of new techniques in biological ultrastruc- tural investigations); Director, Electron Microscope Facility. B.S., 1963, McGill. (1969) Eric Selker, Assistant Professor (molecular genetics of simple eukaryotes). BA, 1975, Reed; PhD., 1980, Stanford. (1985) James A Simmons, Professor (neuroethology of echolocation in bats). AB., 1965, Lafayette; M.A., Ph.D., 1969, Princeton. (1980) William R. Sistrom, Professor (bacterial physiology). AB., 1950, Harvard; Ph.D., 1954, California, Berkeley. (1963) George F. Sprague, Jr., Assistant Professor (genetic regulatory mechanisms in yeast). B.S., 1969, North Carolina State; PhD., 1977, Yale. (1976) Karen U. Sprague. Associate Professor (control of gene expression in eukaryotes). B.A, 1964, Bryn Mawr; PhD., 1970, Yale. (1977) Franklin W. Stahl, American Cancer Society Research Professor of Molecular Genetics (molecular genetics). AB., 1951, Harvard; PhD., 1956, Rochester. (1959) RobertC. Terwilliger, Professor (comparative physiol- ogy and biochemistry). B.A, 1962, Bowdoin; M.A, 1964, Ph.D., 1967, Boston. (1969) Nathan J. Tublitz, Assistant Professor (neurophysiol- ogy, neuropeptides and neuronal development of insects). B.A, 1974, Reed; PhD., 1983, Washington (Seattle). (1986) Daniel Udovic, Associate Professor (plant population biology); Director of Curriculum. B.A, 1970, Texas; PhD., 1973, Cornell. (1973) David H. Wagner, Associate Professor (plant taxonomy, ecology, evolution of bryophytes and pteridophytes); Director and Curator of Herbarium. B.A, 1968, Puget Sound; M.S., 1974, PhD, 1976, Washington State. (1976) Monte Westerfield, Assistant Professor (development of the nervous system). AB., 1973, Princeton; PhD.. 1977, Duke. (1981) James A. Weston, Professor (developmental biology). B.A, 1958, Cornell; PhD., 1963, Yale. (1970) Donald E. Wimber, Professor (structure of chromo- somes, cytogenetics of orchids). B.A, 1952, San Diego State; MA, 1954, PhD., 1956, Claremont (1963) Herbert P. Wisner, Senior Instructor (breeding biology, distribution of birds). BA, 1949, M.A, 1950, Syracuse. (1966) Adjunct Patricia Jean Harris, Adjunct Professor (fine structure and immunofluorescence studies of the cell cycle). B.S., 1954, California, Berkeley; M.S., 1958, Yale; PhD., 1962, California, Berkeley. (1981) Peter M. O'Day, Adjunct Assistant Professor (biophysics of the visual system). B.A., 1970, Canisius; M.S., 1972, Maine at Orono; PhD., 1977, State University of New York at Albany. (1985) Nora B. Terwilliger, Adjunct Research Associate. B.S., 1963, Vermont; M.S., 1965, Wisconsin, Madison; Ph.D., 1981, Oregon. (1972) Emeriti Clarence W. Clancy, Professor Emeritus (developmen- tal genetics). B.S., 1930, M.S., 1932, Illinois; PhD., 1940, Stanford. (1940) James Kezer, Professor Emeritus (chromosome structure and function). B.A., 1930, Iowa; M.S., 1937, PhD., 1948, Cornell. (1954) Bayard H. McConnaughey, Professor Emeritus (invertebrate zoology, parasitology, marine biology). B.A., 1938,Pomona;M.A, 1941,Hawaii;PhD., 1948, California, Berkeley. (1948) Robert W. Morris, Professor Emeritus (biology of fishes). AB., 1942, Wichita State; M.S., 1948, Oregon State; PhD., 1954, Stanford. (1955) Edward Novitski, Professor Emeritus (genetics of higher organisms). B.S., 1938, Purdue; Ph.D., 1942, California Institute of Technology. (1958) Bradley T. Scheer, Professor Emeritus (hormonal control of molting and metabolism in crustaceans, ionic regulation, membrane transport). B.S., 1936, California Institute of Technology; PhD" 1940, California, Berkeley. (1950) Arnold L. Soderwall, Professor Emeritus (aging and reproduction of rodents). B.A, 1936, Linfield; M.A, 1938, Illinois; Ph.D., 1941, Brown. (1941) Sanford S. Tepfer, Professor Emeritus (plant meri- stems, floral development). B.S., 1938, City College, New York; M.S .. 1939, Cornell; PhD., 1950, California, Berkeley. (1955) Special Staff Ruth A. Bremiller, Research Associate. B.S., 1950, Western Maryland; M.Sc., 1956, Johns Hopkins School of Public Health and Hygiene. (1966) David Brumbley, Research Assistant. (1976) Carol J. Cogswell, Research Assistant. B.A, 1969, M.A, 1971, M.Arch., 1979, Oregon. (1969) Michael Graybill, Research Associate. B.S., 1977, Cutztown State; M.S., 1981, Oregon. (1982) Evelyn Searle Hess, Instructor (plant propagation and culture). B.S., 1966, Oregon. (1978) M. Charlene Larison, Senior Instructor. B.S., 1963, Washington State; M.S., 1967, Oregon. (1967) Georgia Mason, Honorary Curator of the Herbarium. B.A., 1941, MontClair State; M.S., 1960, Oregon State. (1970) Undergraduate Studies Modern biologists investigate a broad spectrum of questions about living organisms and life processes. Biologists study the physical and chemical basis of life, how organisms and their component parts are structured, how they function, how they interact with their environ- ment, and how they have evolved. In recognition of the emerging unity of the biological sciences, the Department of Biology covers all the major areas of modern biology. Faculty members in a particular area work closely in research with each other and with students in that area. In their teaching, however, they join with colleagues from other areas to create an integrated curriculum which prepares students for later specialization, The curriculum is designed for students entering directly from high school, transferring from a community college or university, or embarking on graduate work. In each case faculty advisers confer with the entering student to determine an appropriate course of study, based on the student's preparation and objectives. In addi- tion to courses oriented toward a degree in biology, the department also offers courses intended to serve as important elements in a liberal education for majors in other areas. Nonmajors The department offers a number of lower- division general-interest courses (BI 101-272) intended primarilyfornonmajors. All nonmajors wanting an integrated general knowledge of biology should take B1201-203, a cluster-satis- fying survey course in general biology. This sequence is particularly recommended for students majoring in computer and information science, psychology, physical education, health education, or related programs. It is also an excellent starting point for students consider- ing a minor in biology. In addition, the department offers several other clusters for nonmajors: (a) humans as living organisms (Bll 02, 103,104,222), (b) ecology and evolution (BI 126, 272, 115, 232), (c) a survey of habitats (B1139, 149, 171), and (d) biology with a natural history orientation (B1191, 192,193). The courses in each of these clusters have no prerequisites and may be taken in any order. Each course not taken as part of a cluster may be used as a stand-alone group-satisfying course. Biology 35 For more information on University group requirements-both stand-alone and cluster- see Group Requirements in the Registration and Academic Policies section of this catalog. Majors Preparation. Modern biology is a quantitative science. Students planning to specialize In biology should include in their high school preparation as much mathematics, chemistry, and physics as possible. Students transferring as biology majors follow- ing two years of college work elsewhere should have completed a year of general chemistry with laboratory, a year of college-level mathe- matics, and a year of college physics. Such students need not have included biology courses in their first two years of study. Careers. Career opportunities exist for graduates in biology with a variety of federal, state, and local government agencies. Work can also be found in various nonprofit organiza- tions, private industry, teaching, or self- employment. Holders of bachelor's degrees can qualify for positions involving inspection and testing, production and operation work, technical sales and service, and administrative duties in connection with the enforcement of government regUlations. They may also obtain positions as laboratory technicians and participate in research, Biology majors are encouraged to consult "A Guide to Career Selection and ,lob Finding for Biology Majors," which is on file at the Career Planning and Placement Service. Major Requirements. A major in biology leads to the bachelor of science (B.S.) or to the bachelor of arts (B.A.) degree in biology, the latter reqUiring completion of appropriate literature and language requirements. Informa- tion and assistance are available in the biology department office to help students plan their program. The specific courses required for a major in biology are listed below. 1. General Chemistry (CH 104, 105, 106 or CH 204, 205, 206) 2. General Chemistry Laboratory (CH 107, 108,109) 3. Mathematics, to include two terms of Calculus (MTH 201, 202); for graduate studies or a professional career in biologi- cal science, students should complete a full year of Calculus (MTH 201, 202, 203) 4. Because of the grOWing interest in the use of digital computers in modern biology, at least an elementary course in computer science, such as Introduction to Numerical Computation: Pascal (CIS 134), is highly recommended for all biology majors 5. General Physics (PH 201, 202, 203) 6. Organic Chemistry (CH 331) 7. Biological Diversity (BI 100) 8. Life (Bi 110) 9. Molecular Biology (BI 291), Cellular Biochemistry (BI 292), Cellular Physiology (BI 293), and their respective laboratories (B1294, 295, 296). These courses constitute a core curriculum essential to understand- ing modern biology regardless of a stu- dent's area of subsequent specialization 36 Biology ... 5 .. .... 5 General Chemistry (CH 104, 105, 106 or CH 204,205,206) or General Physics (PH 201,202, 203), both of which are part of the major requirements for a bachelor's degree in biology. Students should consult their advisers when selecting courses to meet the cluster require- ments in arts and letters and in social science. For more information on University group requirements-both stand-alone and cluster- see Group Requirements in the Registration and Academic Policies section of this catalog. Second Bachelor's Degree. Students may obtain a second bachelor's degree in biology after earning a bachelor's degree in another field. These students have postbaccalaureate nongraduate (G6) status. For the second degree all departmental requirements must be met, and a minimum of 20 upper-division biology credits must be completed in this department after completion of work for the first degree. A minimum of 10 credits must be taken on a graded basis. Professional Students. Premedical, predental, and premedical technology students who want to major in biology should plan to complete the biology major requirements. Such students should consult their biology advisers about course scheduling for the bachelor's degree program in biology and for completion of professional school entrance requirements. See the Health Sciences, Preparatory section of this catalog for further information regarding these requirements. Address inquiries to Adviserfor Premedicine, Adviser for Premedical Technology, or Adviser for Predentistry, each care of the Department of Biology. Although the second terms of Organic Chemis- try (CH 332, 333) and Introductory Organic Laboratory (CH 337,338), and the third term of Introductory Physics Laboratory (PH 204, 205, 206) are not required for the biology major, they are required by most professional schools, including the Oregon Health Sciences University. Accelerated Master's Degree Program. Professionally oriented undergraduate students interested in earning a master's degree in one year after completion of the bachelor's degree may get an early start by seeking early admis- sion to the graduate program, planning their program of studies, and completing up to 9 graduate credits prior to the end of the senior year. The degree requires completion of 45 graduate credits, 24 of which must be gra,ded and 30 of which must be in biology. A maximum of 9 graduate credits (400G level) may be trans- ferred from work completed prior to graduation, provided these credits have not been used to satisfy any of the requirements forthe bachelor's degree. Of the 36 credits taken during the year following receipt of the bachelor's degree, a student might take 15 as five 3-credit courses at the 400G level, 9 credits of Thesis (Bl 503), three 1-credit Seminar (BI507) courses, and 9 credits of Research (BI 501). Normally, the degree focuses on one of the department's special- interest areas, such as cell biology, ecology, molecular biology, or neuroscience. Students planning to earn an accelerated master's degree should consult the departmen- ...... 6 .. 1 ... 3 ..... 3 ......... 6 .9 49 credits ... 3 .. 4 ... 5 .... 3 ...... 9 ............. 6 ... 9 to attend medical or dental school or to pursue a graduate degree in biology. Biology courses taken to meet the major requirement must have been graded A, B, C, or P. Grades of D and Fare unacceptable, and students with such grades should consult the head adviser to determine corrective action. Field StUdy. Students are encouraged to consider attending sessions at either the Oregon Institute of Marine Biology on the coast or the Malheur Field Station in southeast Oregon to take advantage of rich opportunities for field study. Most upper-division biology courses taken at either of these field stations may be accepted in place of certain 300,level electives or 400-level requirements. Sample Program A sample program for the first two years of study is shown below to provide an Idea of an "average" student course load. Individual programs may vary according to each student's placement scores, interest, and course work-load capacity. Freshman Year 49 credits Elementary Functions (MTH 102) . 4 Calculus (MTH 201, 202) . . .. 8 General Chemistry (CH 104, 105, 106) 9 General Chemistry Laboratory (CH 107, 108,109) . Biological Diversity (BI100) .. Life (BI110) . English Composition (WR 121) Social science electives Arts and letters cluster. Sophomore Year Organic Chemistry (CH 331) . Calculus (MTH 203) .. Molecular Biology (BI 291) and laboratory (BI 294) . .. Cellular Biochemistry (BI 292) and laboratory (BI 295) .... Cellular Physiology (BI 293) and laboratory (BI 296) . English Composition (WR 122 or 123) Social science cluster Social science electives Arts and letters electives .. Cluster Requirement. New students entering the University must satisfy the cluster require- ment for graduation. These students must complete a group of courses specifically designated as a cluster in each of the three areas: arts and letters, science, and social science. Students majoring in biology may meet the cluster requirement in science by taking 10. Any seven of the following courses: Ecology (BI 314), Evolutionary Biology (BI 320), General Genetics (BI323), Cell Biology (BI 328), Plant Diversity and Physiology (BI 330), Vertebrate Biology (Bl 350), Animal Physiology (B1 351), Invertebrate Biology (BI 361), Microbiology (BI 384), Molecular Genetics (BI 387), Neurobiology and Behavior (BI 390), Organic Chemistry (CH 332). These courses are prerequisites for many of the more specialized biology courses and may lead to particular areas of concentration 11. Two additional terms of formal biology courses (BI 410-494) of at least 3 credits each Recommended Program. The recommended program for biology majors begins with mathe- matics, general chemistry with laboratories, Biological Diversity (BI 100), and Life (BI 110) in the freshman year. In the sophomore year, majors should take Organic Chemistry (CH 331), Molecular Biology (BI 291), Cellular Biochemistry (BI 292), and Cellular Physiology (BI 293), with their respec- tive laboratories (BI 294, 295, 296). At the end of the sophomore year, every student is required to discuss his or her program with a biology adviser in order to develop an individual program for the junior and senior years that will satisfy the major requirements. (This is referred to as the 90-hour review.) The student and adviser decide which seven courses from the list of 300-level biology electives will serve the student best and when these courses should be taken. The seven 300-level biology electives and General Physics (PH 201, 202, 203) are taken by all majors during the junior or senior years. The two 400-level biology electives are typically taken during the senior year of the student's program. Any course required forthe biology major may be taken on a passino pass (PIN) basis, at the student's option, within the general University requirement limitation of 90 PIN credits for the bachelor's degree. Students should exercise the PIN option sparingly or not at all if they plan tal graduate adviser at the end of the junior year or early in the senior year. The graduate adviser forthis program may be reached by calling the graduate secretary in the Department of Biology office. Secondary School Teaching The department offers work in preparation to teach biology in public secondary schools. For information regarding requirements for the biology endorsement, students should consult the biology department's adviser for teacher education and the coordinator for secondary education in the College of Education. Students who have not previously attended the University of Oregon, but who otherwise meet requirements for Oregon Basic or Standard certification, are required to complete one term of work on a full-time basis and two 400-level biology courses of at least 3 credits each in order to gain Oregon certification. Special Opportunities for Biology Undergraduates Students majoring in biology may take advan- tage of opportunities to participate in research, attend seminars, work as a teaching assistant, or participate in a number of other related activities. Students may become involved in research through arrangement with a member of the biology faculty. Credit may be earned by enrolling in BI 401, 406, or 408. This enables the student to carryon research during the year under the direction of a research scientist in any of several biological fields. For more information, consult individual faculty members in the department. Students are invited to attend seminars which feature visiting as well as local scientists. They are announced by posters on the department bulletin boards. Students are encouraged to express ideas and offer suggestions regarding curriculum and student relations directly to the head of the department. Undergraduate majors in biology are represented on committees whose work directly affects the undergraduate major program. Students interested in working on such committees should make their interest known to the department head. The department maintains, for student access, a file of examinations given in biology courses during previous years. Most of these files are either in the department office or in Reserve and Current Periodicals at the Main Library. Students enrolled in many biology courses are asked to evaluate the course and the instructor near the end of the term. Information thus collected is made available to the professor soon after the end of the term and placed on file for possible use in future promotion and tenure deliberations. Students majoring in biology may assist in teaching laboratory sections of some biology courses. Applications may be filed with the department forthe limited number of assistant- ships available. Minor Requirements The minor program in biology: (a) requires at least 24 biology credits, of which at least 15 are upper division, (b) requires a minimum of 15 credits taken in residence, (c) is designed by the student in consultation with members of the biology faculty in the student's specific area of interest, and (d) is written down and filed in the department office. All courses applied toward the minor must be passed with grades of C- or better. Students completing the minor program in biology are required to provide the department office with a copy of a transcript showing courses completed prior to final approval for the minor. Graduate Studies The department offers graduate work leading to the doctor of philosophy (Ph.D.) degree and to the degrees of master of arts (MA) and master of science (M.S.). Candidates for graduate degrees are expected to meet the equivalent of the University undergraduate major requirements before advancement to candidacy for the higher degree. Graduate study facilities are available in most areas of biology including cell biology, develop- ment, ecology, genetics, marine biology, microbiology, molecular biology, morphology, neurobiology and behavior, physiology (com- parative, general mammalian, and plant), and systematics. Detailed information regarding the Department of Biology's graduate program, current research interests of the faculty, and physical facilities is presented in the Depart- ment ofBiology Graduate Brochure. To receive a copy, write to the Graduate Secretary, Department of Biology, University. of Oregon, Eugene OR 97403. An Accelerated Master's Degree Program is available for students wanting to complete a master's degree in the year following gradua- tion. For information, see the Accelerated Master's Degree Program in the Department of Biology Undergraduate Studies section above. The department isin the process of initiating a master's degree program in imaging for the life sciences, with core courses in biological uses of light and electron microscopy, and peripheral courses in image processing, such as photo- graphic and video techniques, and histo- chemistry. Interdisciplinary studies with the physical sciences should be possible. Further information will be available as the program develops. Interested persons are encouraged to send inquiries to Imaging Program, Depart- ment of Biology, Eugene OR 97403. Interdisciplinary programs, involving the departments of biology and chemistry and the Institute of Molecular Biology, are offered in cell biology and molecular biology. In neurobiology, programs are also available in conjunction with the Institute of Neuroscience and the depart- ments of psychology and chemistry. Admission Requirements for admission to the graduate program include: 1. A completed application for admission form 2. Three letters of recommendation 3. Transcripts of all college work 4. Scores on the Graduate Record Examination 5. TOEFL scores for foreign students Biolog}' 37 Application and reference forms and additional information may be obtained from the depart- ment office. Completed application forms, copies of college transcripts, and letters of reference should be sent to the department in care of the graduate secretary. Copies of official transcripts of all college work must be sent directly to the Department of Biology. Deadline for applications is February 15. Institute of Molecular Biology Programs of research and research instruction are available through the Institute of Molecular Biology. For further information, see Institute of Molecular Biology in the Research section of this catalog, or send inquiries to the director of the institute. Institute of Neuroscience Neuroscientists in the departments of biology, chemistry, physical education and human movement studies, and psychology have formed an interdisciplinary program in the neurosciences. The program focuses on experimental neuroscience, with the goal of understanding relationships between behavior and the chemical, morphological, and physiological functions of nervous systems. A coordinated graduate-degree program of instruction and research is available to students through any of the participating departments. For further information see the Neuroscience section of this catalog. Herbarium The University of Oregon Herbarium has more than 110,000 prepared specimens, mostly vascular plants, including about 1,000 type specimens. The herbarium provides demon- stration material for classroom use, offers identification serviceforthegeneral public, and maintains facilities for research. For further information consult the curator. Plant Biology Greenhouses Two greenhouses, with a total space of about 4,000 square feet, contain the plant biology teaching collection and faculty and student research plants. Several controlled-environ- ment plant-growth chambers are also available for research projects. Nonbiology classes and the general public may tour the facilities by appointment. Oregon Institute of Marine Biology The University operates the Oregon Institute of Marine Biology (OIMB) at Charleston. The institute, on Coos Bay, offers a full program of summer study. Summer faculty members include visiting biologists from around the country as well as faculty from the Eugene campus and institute personnel. Students and faculty reside on the institute grounds in Charleston. The marine station is ideally situated for the study of marine organisms, as many different marine environments are nearby. In the fall term a program is offered for under- graduate biology majors and graduate stu- dents. Along with the availability of such courses as Animal Physiology (BI 351), Inverte- brate Biology (BI361), The Biology of Estuarine Systems (BI 477G), and Marine Ecology (BI 478G), there are opportunities to carry out research projects in these areas. A full seminar program on a variety of topics is also arranged. 38 Biology In the spring term, the institute offers under- graduates a multidisciplinary program, People and the Oregon Coast, which coordinates the specialized knowledge of biology, sociology, geography, landscape architecture, and urban planning. The combination of lectures and field study uses the Coos Bay region as a natural laboratory. Detailed information and applications may be obtained from the Department of Biology on the Eugene campus or from the Director, Oregon Institute of Marine Biology, Charleston OR 97420. See also the Research section of this catalog. Interdisciplinary Program in Environmental Studies An interdisciplinary master's degree focusing on environmental studies is offered through an individualized program of the Graduate School. Graduate courses in geography; planning, public policy and management; biology; and economics, among others, comprise the program. Address inquiries to John H. Baldwin, Director, Environmental Studies Program, 156 Hendricks Hall, University of Oregon, Eugene OR 97403. See also Interdisciplinary Studies: Indi- vidualized Program-Environmental Studies, in the Graduate School section of this catalog. Courses in Biology (BI) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses The lower-division courses in biology are designed primarily to meet general liberal arts requirements in science. Most courses in this group (81100-272) have no prerequisites. Detailed descriptions of these courses are available in the departmental office. Note: An extra fee may be charged for courses in which field trips are mandatory. 100 Biological Diversity (1) Introduction to living organisms and their environments and to basic biological principles through films and discussion. 101 Life of the Cell (3) Introductory course in cell biology for nonscientists. Explains the structure and function of the cells that compose all liVing things on earth. No chemistry background required. 102 Human Reproduction and Development (4) Intended to help nonscientists understand and appreciate biomedical information encountered in daily life. Reproduction and development in the light of modern scientific experience. 103 Introduction to Human Physiology (4) Study of normal body function atthe organ level, emphasizing basic physiological principles. No chemistry back- ground required. 104 Biology of Cancer (3) For nonmajors. Comparison of cancer cells with normal cells; causes of cancer, including viral and environmental factors; and biological basis of therapy. 105 The Physical BasIs of Life (4) Techniques of studies in cell biology. Structure and function of the basic cell organelles. 108 The Human Environment (3) Ecological analysis of human adaptation: factors leading to environmental degradation and possibilities for achieving balance in the ecosphere. Not offered 1986-87. 110 Life (3) Concepts of evolutionary biology and genetics from a historical perspective. Synthesis of concepts into framework to account for biological diversity. Prereq: 8\ 100 or equivalent. 115 Introduction to Animal Behavior (3) Animal behavior, its evolutionary origins, and its neural mechanisms. Readings and films illustrate the adaptive nature of orientation, navigation, communica- tion, and social behavior. 126 Principles of Evolution (4) Darwinian evolution; examples from modern ecology, population genetics, the fossil record. Mechanics of evolution, specializa- tion, and extinction. 131 Plant Diversity (4) Survey of the major groups of plants; their evolutionary relationships, structure, and reproductive processes. Not offered 1986-87. 138 Flora of Western Oregon (4) Study of the flowering plants of this region, with emphasis on identification in laboratory and field and on the characteristics of important plant families. 139 Freshwater Biology (4) Environments of lakes and streams. Effects of physical and chemical factors on organisms, biological interactions, nutrient cycles, results of human activities. 140 Plant Propagation (4) Theoretical and practical basis for propagation of plants. Various techniques of plant propagation. Not offered 1986-87. 149 Life of the Forest (4) Structure and function of forested ecosystems, emphasizing the Pacific Northwest. Interactions among trees, microorganisms, and forest animals; disturbance and recovery; forest management. 155 Fishes: A Resource (4) Study of fishes and the ways they have been found to be of interest to people; includes taxonomy, morphology, physiology, and natural history of fishes. 156 Natural History of Birds (4) Study of birds as unique members of liVing communities; includes considerations of structure, function, behavior, ecological relationships, evolution, and identification through observation of wild birds. 171 Marine Biology (4) Introduction to morphology, physiology, and ecology of marine plants and animals. Live organisms are studied in laboratories. Field trip to the rocky intertidal environment required. 191 The Diversity of Animal Life (4) Animal forms of life from the simplest one-celled animals through a variety of intermediate multicellular forms to the most complex multicellular animals. 192 The Nature of Animal Life (4) 8asic life activities of animals; examination of the "architecture" of animals and their life processes. 193The Nature of Plant Life (4) 8asic structure and physiology of plants. The broad grouping of plants and factors affecting their distribution. Elementary princi- ples of identification and ecology. 196 Field Studies (1-2R) 197 Exotic Plants (3) Characteristics, identification, and culture of plants appropriate for home and greenhouse use. Recognition of common families: discussion of native habitats. Not offered 1986-87. 198 Laboratory Projects (1-2R) 199 Special Studies (1-3R) 200 SEARCH (1-2R) PIN only 201 General Biology I: How Cells Work (3) A survey for nonmajors. Integrated investigation of the living world; how cells carry out functions of living organisms. How proteins work. How genes work. Concurrent 81 207 recommended. 202 General Biology II: How Organisms Function (3) A survey for nonmajors. How activities of different cells are integrated to produce a functioning organism. Development, physiology, and human genetics. Prereq: 81 201 or equivalent. Concurrent 81 208 recommended. 203 General Biology III: The Living World (3) A survey for nonmajors. How organisms interact with their environments and with each other; ecology, evolution, and behavior. Prereq: 81 201, 202 or equivalent. Concurrent 81 209 recommended. 207 General Biology I: Laboratory-Discussion (1) Promotes a thorough understanding of biological principles. Recommended to accompany 8\ 201. 208 General Biology II: Laboratory-Discussion (1) Promotes a thorough understanding of biological principles. Recommended to accompany 81 202. 209 General Biology III: laboratory-Discussion (1) Promotes a thorough understanding of biological principles. Recommended to accompany 81 203. 222 Human Genetics (3) 8asic concepts of genetics as they relate to humans. 8100d groups, transplantation and immune reaction, prenatal effects, the biology of twinning, selection in humans, and sociological implications. 232 Economic Botany (4) 8iology of plants important to humans. Requirements for plant growth, plant breeding and genetics, plant morphology, plant viruses, fungal diseases, soils, systems of agriculture. 242 Paleobiology and Evolution of Plants (4) Major trends in the evolution, ecology, and distribution of the world's plants through geologic time, based on the fossil record and interrelated with earth's geologic history. 272 Introduction to Ecology (3) Ecology for non- biologists. Ecosystem concept; organismal energetics; biogeochemical cycles; succession; population grow1h; species interactions; species diversity. Implications for human ecosystems. 291 Molecular Biology (3) Fundamental biological processes of reproduction' and variation at the molecular level. Structure of genic material; gene duplication, mutation, and recombination; and relationships between genes and proteins. Prereq: general chemistry; coreq: CH 331. 81 110 strongly recommended. 292 Cellular Biochemistry (3) Ways cells supply themselves with energy; chemical principles underly- ing the structure and behavior of proteins, especially their role as enzymes. Prereq: 81 291, CH 331. 293 Cellular Physiology (3) Cellular organization and differentiation; relationships with the environment, including permeability, osmosis, active and passive ion movement; electrical properties of membranes; communication between cells; sensory transduction; motility; and homeostasis. Prereq: 81 291, 292. 294 Molecular Biology Laboratory (2) Illustrates principles discussed in 81 291. 295 Cellular Biochemistry Laboratory (2) illustrates principles discussed in 81 292. 296 Cellular Physiology Laboratory (2) Illustrates principles discussed in 81 293. Upper-Division Courses Note: All 300-1evel courses have specific prerequi- sites. Some are designed for nonrnajors. An extra fee may be charged for courses in which field trips are mandatory. 314 Ecology (4) The relationship of organisms tothelr environment in space and time. Factors controlling the distribution and abundance of organisms, introduc- tions to community systems, and paleoecology. Prereq: 81 291, 292, 293 or instructor's consent. 320 Evolutionary Biology (3-4) Origin and mainte- nance of genetic variability. Historical and geographic patterns of variation. Application of population genetics to understanding evolutionary processes; modes of speciation. Prereq: college algebra and 81 291, 292, 293, or instructor's consent. 321 Human Physiology I: Nerve, Muscle, Senses (3) Physiological principles as they operate in normal function. Neuronal resting and action potentials, muscle contraction, synaptic transmission, sensory transduction, special senses, neural reflexes, and central processing of information. Prereq: either 81 201, 202, 203 or one year of college chemistry and one year of college biology. 322 Human Physiology II: Homeostatic Mechanisms (3) Second term of a two-term sequence. Circulatory, respiratory, digestive, metabolic, immune, endocrine, and reproductive physiology. Prereq: 81321. 323 General Genetics (3-4) A study of the transmission and regulation ofthe hereditary material in eukaryotic organisms, including sex determination, genome structure and change, and genetic regulation. Prereq: BI291, 292, 293 or equivalents or instructor's consent. Not offered 1986-87. 328 Cell Biology (3-4) The eukaryotic cell is interpreted at the molecular level. Includes control of organelle biogenesis, cell shape, motility, cytoskeleton and cell surface, cell cycle, and protein synthesis and secre- tion. Prereq: BI 291, 292, 293 or instructor's consent. 330 Plant Diversity and Physiology (4) Structure, development, and physiology of the important plant phyla, including adaptations essential for colonization and survival in various aquatic and terrestrial environ- ments. Prereq: BI291, 292, 293 or instructor's consent. 350 Vertebrate Biology (4) Comparative anatomy, development, and evolution of different organ systems of vertebrates and their adaptations to various environmental demands. Elements of physiology, behavior, and natural history. Prereq: BI291, 292, 293. 351 Animal Physiology (4) Elementary neurophysiol- ogy and muscle contraction. Homeostatic mechanisms of circulation, respiration, metabolism, ionic regulation, and excretion in mammals; comparison with those in other animals. Prereq: BI 291, 292, 293. 353 Developmental Biology (3-4) Topics include genetic regulation, nucleocytoplasmic interactions, organellogenesis, morphogenesis, pattern formation, cell differentiation, and neoplasia. Prereq: BI291, 292, 293 or instructor's consent. 360 Coastal Biology (4) Introduction to a wide range of environments on the Oregon coast; the open ocean, rocky intertidal, sandy beach, and estuarine environ- ments demonstrate basic biological principles through comparative study. Prereq: one year of biology core or equivalent. Limited to 12 students. Offered at Oregon Institute of Marine Biology. 361 Invertebrate Biology (4) Representative inverte- brate groups, with emphasis on marine forms; morphology, systematics, life history, and ecology. Prereq: BI 291, 292, 293. Offered at Oregon Institute of Marine Biology 1986-87. 376 Natural History of Oregon (4) Plants and animals of Oregon; their identification and factors relating to their occurrence, distribution, and abundance. Primarily for prospective teachers planning to teach in Oregon. Offered summer session only. 381 Introduction to Bacteriology (3) Basic principles of bacteriology; role of bacteria and other micro- organisms in transformations of organic matter; public health aspects, principles of epidemiology, chemotherapy, and immunology. Prereq: general chemistry. 383 Introduction to Bacteriology Laboratory (2) Basic techniques in the culturing, microscopic examination, and characterization of microorganisms. Pre- or coreq: BI 381 or instructor's consent. 384 Microbiology (3-4) Structural diversity, physiol- ogy, and ecology of bacteria (and some algae and fungi). Laboratory work involves isolation and study of physiologically diverse microorganisms. Prereq: BI 291, 292, 293 or instructor's consent. 387 Molecular Genetics (3-4) Molecu lar mechanisms regulating control of gene expression. Topics include chromosome structure, transcription and processing of RNA, control of transcription, translational control, and genetic rearrangement. Prereq: BI 291, 292, 293 or instructor's consent. 390 Neurobiology and Behavior (3-4) Function of nervous systems at both the cellUlar and organismal level leading to an understanding of behavior. Prereq: BI 291, 292, 293. 391,392 Human Anatomy (3,3) Gross anatomy; the skeletal, muscular, and neural systems; the circulatory, respiratory, digestive, and urogenital systems. 399 Special Studies (1-4R) R when topic changes. Note: The following 400-level courses are primarily for undergraduate majors in biology. Courses designated (M) or (G) may be offered for graduate credit. An extra fee may be charged for courses in which field trips are mandatory. 400 SEARCH (1-2R) PIN only. 401 Research (Arr,R) PIN only. 403 Thesis (Arr,R) PIN only. 405 Reading and Conference (Arr,R) PIN only. 406 (G) Field Studies (Arr,R) 407 (G) Seminar (Arr,R) PIN only. 408 (G) Laboratory Projects (Arr,R) Special labora- tory training in research methods. A fee may be charged for those supplies and materials which become the property of the student. 409 Practicum (1-3R) PIN only. 410 (G) Experimental Course (Arr,R) Topics for 1986-87 include Behavioral Ecology, Biometry, and Hormones and Transmitters. 411 (G) Vertebrate Endocrinology (3) Endocrine glands and hormones of vertebrates. Properties of mammalian hormonal systems and some com parative aspects of vertebrate endocrinology. Not offered 1986-87. 412 (G) Endocrinology Laboratory (1-3) Laboratory work to illustrate modern techniques used in endocrine research. Not offered 1986-87. 413 (G) Comparative Physiology (4-12) Respiration, osmoregulation and excretion, nerve and muscle physiology of major animal groups. Prereq: cell biology or general physiology, organic Chemistry, and college zoology or instructor's consent. Offered at Oregon Institute of Marine Biology. 414 (G) General and Comparative Physiology (4) Homeostatic mechanisms in the areas of ionic and osmotic regulation, excretion, circulation, respiration, metabolism, and body-temperature regulation. Prereq: BI351 or equivalent or instructor's consent. Not offered 1986-87. 415 (G) Cellular Neurophysiology (3) Physiology of excitation, conduction, and synaptic transmission. Prereq: instructor's consent. 416 (G) Comparative Neurobiology (4) Continuation of material introduced in BI 415, with particular emphasis on neural integration, sense organs, and brain function. 417 (G) Neuroanatomy (3) Principles of organization of nervous systems with emphasis on vertebrate brain and spinal cord. Functional implications of synaptic organization and pattern of projections, and compara- tive aspects. Prereq: BI 415 or instructor's consent. 418 (G) Neuroanatomy Laboratory (3) Practical experience in selective staining and tracing methods for neurons, gross anatomy, dissection, and micro- scopic stUdy of representative vertebrate nervous systems. Pre- or coreq: BI4170r instructor's consent. 419 (G) CellUlar Neurophysiology Laboratory (3) Stimulation and recording of electrical activity in nerves and muscles. Intracellular and extracellular potentials, synaptic transmission, muscle contraction, and sensory systems. Pre- or coreq: BI 415. 420 Neurochemistry (3) Biochemistry of the nervous system; synaptic chemistry; identification of neuro- transmitters; metabolism, storage, release of known transmitters; postsynaptic events; correlation of chemical events with neuroanatomy and physiology. Prereq: CH 461, CH 462, BI 415 or equivalents, instructor's consent. 421 (G) Biological Clocks (4) Physiology of circadian rhythms. Biochemical, cellular, endocrine, and neural components are treated. Howclocks are used by liVing things (e.g., photoperiod, oriented migration, and annual cyclicity). Prereq: instructor's consent. 426 (G) Advanced Topics in Evolutionary Biology (4) PopUlation genetics; maintenance of genetic variation; speciation theory; models of macroevolution; sex-allocation theory. Prereq: BI 320 or equivalent or instructor's consent. 428 (G) Cell Motility (3) Fine structure of motile organelles, history of discoveries, theories of motility, and motile proteins. Microtubules and microfilaments and their role in movement. Mechanism of chromosome movements. 429 (G) Nuclear Cytology (4) Structure and function of the nucleus. Behavior of chromosomes; elementary cytogenetics, methods of study, and experimental procedures. Not offered 1986-87. 432 (G) Mycology (5) Physiology, ecology, structure, and classification of the fungi; emphasis on structural and physiological adaptations to saprophytic, parasi- tic, and symbiotic modes of existence. Prereq: BI291, 292,293 or eqUivalents or instructor's consent. Offered alternate years; not offered 1986-87. Biolog'i 39 433 (G) Algae (5) Structure, cytology, life history, and ecology of representative freshwater and marine algae. Prereq: instructor's consent. Offered alternate years; not offered 1986-87. 434 (G) Bryology (4) Morphology, ecology, evolution, and systematics of the Bryophyta (mosses, liverworts, and horn worts). Emphasis on regional flora. Prereq: BI 438 or 440 or equivalent or instructor's consent. Offered 1986-87 and alternate years. 435 (G) Methods of Pollen Analysis (5) Theory and methodology of pollen analysis and its application to the resolution of ecological and paleoecological problems. Prereq: instructor's consent. Offered alternate years; not offered 1986-87. 438 (G) Systematic Botany (5) Principles of plant classification with emphasis on flowering plants, introduction to taxonomic theory and methOds of biosystematics, collection and identification proce- dures, recognition of common families in native flora. 439 (G) Field Botany (4) Field study and identification of the higher plant flora of Northwest Oregon. Recog- nition of principal families and of diverse plant communities; utilization of materials for laboratory teaching. Prereq: one year of biology or instructor's consent. Offered summer session only. 440 (G) Morphology of Vascular Plants (5) Structure, life history, and evolution of representatives of the ferns, fern allies, and seed plants. Prereq: BI131, 205, or 330 or instructor's consent. Not offered 1986-87. 441 (G) Plant Physiology and Development (3) Physiology and biochemistry of photochemical reactions of photosynthesis, photomorphogenesis, and phototropism. Mechanism in growth and differen- tiation of cells, tissues, and organs. Prereq: BI330 or instructor's consent. Not offered 1986-87. 442 (G) Plant Molecular Biology (3) Molecular constituents and mechanisms in plant cells. Topics include biochemistry of plant cells, gene regulation, nuclear-cytoplasmic interaction, and molecular biology of plant diseases. Prereq: BI330 or instructor's consent. Offered 1986-87 and alternate years. 443 (G) Plant Physiology and Development labora- tory (2) Experience in analysis of basic physiological processes of plant function. Not offered 1986-87. 444 (G) Plant Molecular Biology Laboratory (2) Laboratory analysis of the experimental foundations for plant molecular biology. Not offered 1986-87. 451 (G) Eukaryotic Gene Regulation (3) Molecular mechanisms regulating gene expression in eukaryotes. Emphasis on genetic and biochemical analysis of transcriptional control. Prereq: BI 387 or instructor's consent. 455 (G) Histology (5) Practically oriented study of microscopic anatomy of vertebrate tissue and organs. Prereq: instructor's consent. BI291, 292, 293 strongly recommended. 456 (G) Developmental Neurobiology (3) Mechanisms underlying development of the nervous system. The genesis of nerve cells; differentiation of neurons; synaptogenesis and neuronal specificity; plasticity, regeneration, and degeneration of nervous tissue. BI 351, 353 or eqUivalents recommended. 457 (G) Behavioral Ecology of Fishes (4) Ethological approach to understanding the ecology of fishes. Laboratory and field trips study local species of freshwater, estuarine, and tidepool fishes. Research project required. Prereq: one year of college biology or zoology; ichthyology recommended but not required. Class limited to 12 students. Offered at Oregon Institute of Marine Biology. , 458 (G) Marine Birds and Mammals (4) Principles of ecology, ethology, and systematics as demonstrated through study of birds and mammals of the Oregon coast. The comparative faunas from the open sea to coastal waters. Prereq: introductory biology course. Offered at Oregon Institute of Marine Biology. 459 (G) Field Ornithology (4) Natural history and identification of birds. Fieldwork emphasizing adapta- tion, behavior, breeding, distribution, migration, and ecology. Of special value to teachers. Offered summer session only. 460 (G) Planktonology (4) Major planktonic groups and subgroups. Emphasis on estuarine forms; students learn basic qualitative and quantitative technique in plankton sampling. Offered at Oregon Institute of Marine Biology. 40 Biology 461 (G) Invertebrate Zoology (5-8) Representative invertebrate groups, with emphasis on marine forms; morphology, systematics, life history, and ecology. Prereq: instructor's consent. Offered at Oregon Institute of Marine Biology. 462 (G) Biology of Insects (4) Anatomy, physiology, and behavior of insects. Insect societies. Laboratory work. Prereq: one year of biology core or equivalent. Not offered 1986-87 463 (G) Parasitology (4) Important parasitic groups. Biological interrelationships of parasite and host and their mutual effects. Prereq: instructor's consent. Not offered 1986-87. 465 (G) Comparative Biochemistry (8) Experimental biochemistry utilizing marine organisms; methods of purification of proteins; protein structure and function. Biochemical properties of small molecules such as pigments, peptides, indoles, and phosphagens. Prereq: BI 291, 292, 293, or general and organic chemistry, and college zoology. Offered at Oregon Institute of Marine Biology. 469 (G) Experimental Invertebrate Embryology (5-8) Modes of development of the major invertebrate groups, identification of common larval forms, obtaining and rearing embryos and larvae of marine animals. Experimental analysis of development. Prereq: invertebrate zoology, instructor's consent. Offered at Oregon Institute of Marine Biology. 470 (G) Dynamic Systems in Biology (4) Formulation, construction, testing, interpretation, and evaluation of biological models. Computer simulation modeling using the Pascal language. Prereq: calculus; BI 291, 292,293; CIS 134 or equivalent. Offered 1986-87 and alternate years. 471 (G) Populations and Communities (3) Growth, structure, and regulation of natural populations; demographic analysis; theory and measurement of community structure, diversity, and stability. Prereq: BI 314 or instructor's consent. 472 (G) Laboratory and Field Ecology (3) Quantitative methods applied to field analyses of pattern, domi- nance, community structure, and interactions. Pre- or coreq: BI 471 or instructor's consent. 474 (G) Terrestrial Ecosystems (5) Part of the ecology and evolution sequence. Development and properties of terrestrial ecosystems through consider- ation of interactions among climate, soil, and or- ganisms. Prereq: instructor's consent. (For aquatic ecosystems see Bl 475.) Offered alternate years; not offered 1986-87. 475 (G) Limnology (5) Study of freshwater environ- ments, particularly lakes; chemical, physical, and biological interactions. Prereq: instructor's consent. Offered 1986-87 and alternate years. 4n (G) The Biology of Estuarine Systems (5) Water movements; sediment transport; water chemistry; biogeochemical cycles; plankton, benthos, and nekton; salt marsh vegetation; estuarine productivity; and detrital food webs. Research project required. Prereq: one year of general chemistry and one year of college biology, or instructor's consent. Offered at Oregon Institute of Marine Biology. 478 (G) Marine Ecology (4-8) Marine habitats and organisms, with emphasis on primary and secondary productivity, and on community structure and dynamics. Field emphasis will be on local intertidal and shallow-water communities. Prereq: invertebrate zoology or algae or both; statistics and calculus desirable. Offeredat Oregon Institute ofMarine Biology. 479 (G) The Marine Environment (4-8) Biota, life zones, and population of the open ocean. Relationship of currents, water masses, and chemistry of sea water to ocean biology. Offeredat Oregon Institute ofMarine Biology. 481 (G) Biology of Prokaryotic Organisms (3) Biology of photosynthetic prokaryotic organisms, including structure, physiology, genetics, and natural history of the blue-green algae (cyanobacteria) and photosynthetic bacteria. Prereq: instructor's consent. Not offered 1986-87. 483 (G) Biology of Prokaryotic Organisms Labora- tory (2) Not offered 1986-87. 485 (G) Microbial Ecology (3) Biology and interactions of microorganisms in soil, freshwater, and the sea. Roles played in geochemical cycles. EUkaryotic as well as prokaryotic organisms. Prereq: instructor's consent. Offered 1986-87 and alternate years. 486 (G) Microbial Ecology Laboratory (2) Content varies from term to term. Coreq: BI 485. Not offered 1986-87. 487 (G) Advanced Molecular Genetics (3) Topics may include growth, mutation, recombination, and regulation of macromolecular syntheses in phage, bacteria, and eUkaryotes. Prereq: BI387 or equivalent or instructor's consent. 489 (G) Membrane Structure and Function (3) Chemical composition, molecular structure, and functional attributes of biological membranes. Bio- synthesis and assembly of organelles. 490 (G) Animal Behavior (3) Survey of ethology and its relation to experimental psychology and the .bioiogical sciences. Evolutionary and comparative aspects of animal behavior, motivational systems, neural mechanisms, and neurobehavioral develop- ment. Prereq: B1291, 292, 293 or instructor's consent. Offered 1986-87 and alternate years. 491 (G) Paleoecology and Paleobiology of Non- marine Organisms (3) Paleoecology (historical ecology) of nonmarine organisms, with emphasis on the Cenozoic. Survey of the principal approaches and organisms available to the nonmarine paleoecologist. Topics vary from year to year. Prereq: instructor's consent. Offered 1986-87 and alternate years. 494 (G) Laboratory and Field Methods in Biology (4) Designed for biology teachers in secondary schools. Field collection, identification, and culturing of living material; utilization of this material in the biology teaching laboratory. Field trips for exploration of Pacific Northwest habitats. Offered summer session only. 495 (G) Collection and Analysis of Physiological Data (5) Physiological data, how to collect them, what to do with them after collection using a laboratory computer. Prereq: BI 415 and a fundamental course in computer science. Graduate Courses 501 Research (Arr,R) PIN only. 502 Supervised College Teaching (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) PIN only. 507 Seminar (Arr,R) Topics may include Animal Physiology, Botany, Cytology, Developmental Biology, Ecology, Genetics, Molecular Biology, and Neurobiol- ogy. PIN only. 508 Special Topics (Arr,R) Lecture course devoted to advanced topics. Topics reflect the instructors' current research interests. Topics for 1986-87 include Eukaryotic Genes: Static and Mobile Elements, Molecular Biology of Prosophila, and Molecular Biology of Yeast. 509 Practicum (1-3R) PIN only. 510 Experimental Course (Arr,R) 520 Advanced Genetics (2) Topics include gene action, mutation, chromosome mechanics, popUlation genetics, statistical methods, radiation genetics. Prereq: instructor's consent. Not offered 1986-87. 523,524 Principles of Microscopic Techniques (4,4) Techniques in biological light microscopy. 523: fixation, dehydration, embedding, sectioning and staining methods. Chromosome techniques, auto- radiography, cyto- and histochemistry. 524: light microscopy including bright field optics, dark field, polarization, phase and differential interference contrast; principles and practices of scientific photog- raphy, photomacrography, and photomicrography. 525 Principles of Microscopic Techniques (5) Electron microscopy. Techniques in biological electron microscopy, including fixation, embedding, thin sectioning, positive and negative staining, shadowing, and microscope operation. Transmission electron microscopy. Prereq: instructor's consent. 526 Developmental Genetics (3) Genetic regulation of development, including investigations of molecular mechanisms and studies of developmental mutants. Topics include molecular biology of eukaryotic chromosomes, genetic mosaics, and models of gene regulation. Not offered 1986-8? 551 Biology of Fishes (4-8) Anatomy, development, and biology of fishes. Offered at Oregon Institute of Marine Biology. 570 Ecological Modeling (3) Techniques for the development, analysis, and presentation of ecological models. Student projects. Prereq: BI4700r analogous course on modeling and simulation. Offered 1986-87 and alternate years. 571 Oregon Environments (1-2) Introduction to organisms and habitats of the Northwest. Day or overnight field trips may include mountain, lowland, coastal, freshwater, marine, estuarine, or fossil habitats. Three or five field trips. Prereq: graduate standing. Canadian Studies 103 Hendricks Hall Telephone (503) 686·3817 Bryan T. Downes, Committee Chair Steering Committee John H. Baldwin, Planning, Public Policy and Management Bryan 1. Downes, Planning, Public Policy and Management Christopher R. Edginton, Leisure Studies and Services Gerald W. Fry, International Studies Jon L Jacobson, Law Ronald W. Kellet, Architecture Glen A. Love, English Larry L. Neal, Leisure Studies and Services John R. Shepherd, Speech Sharon R. Sherman, English Ronald E. Sherriffs, Speech John A. Shuler, University Library Everett G. Smith, Jr., Geography Clarence E. Thurber, International Studies The University of Oregon does not have a formal department of Canadian studies. However, the Canadian Studies Committee seeks to integrate existing instructional and research activities on Canada and Canadian-United States relations and to stimulate new research and courses in these areas. Through the auspices of the Canadian Publishing Centre, the University of Oregon Library is a selected repository for Canadian federal documents. Grant programs available through the Public Affairs Division of the Canadian Embassy, including the Canadian Studies Faculty Enrich- ment Programme, the Canadian Studies Fa,culty and Institutional Research Grant Programme, and the Senior Fellowship in Canadian Studies, have provided funds for a number of University faculty members to develop courses in Cana- dian studies. The purpose of these courses is to improve the understanding of United States students, faculties, and citizens of the strong social, economic, political, and cultural ties between the United States and Canada. Among such courses offered at the University in 1986-87 are the following. Anthropology. Ethnology of Hunters and Gatherers (ANTH 301) English. Experimental Course: Canadian Literature (ENG 410G) Geography. Experimental Course: Geography of Canada (GEOG 410G) International Studies. Special Studies: Canada: An Introduction to Its Culture and People (lNTL 399), Seminar: Canadian Interna- tional Development Assistance (INTL 407G) Leisure Studies and Services. Seminar: Canada: Perspectives in Leisure (LSS 407G) Planning, Public Policy and Management. Seminar: Canadian-American Environmental Issues (PPPM 407G), Seminar: Canadian and United States Budgeting (PPPM 407G), Semi- nar: Municipal Cutback Management in United States and Canada (PPPM 407G) Telecommunication and Film. Seminar: Film Board of Canada (TCF 407G), Theory and Criticism of Television Drama (TCF 431 G) The courses listed above focus specifically on Canada and United States-Canadian issues. A number of other courses with content on Canada are offered bya variety of departments. For further information on these courses, consult the committee chair. Chemistry 41 Chemistry 91 Science II Telephone (503) 686-4601 Peter H. von Hippel, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Ralph J. Barnhard, Senior Instructor: Assistant Department Head. B.S., 1959, Otterbein; M.S., 1965, Oregon. (1966) Sidney A Bernhard, Professor (biochemistry). B.S., 1948, Brooklyn; M.S., 1949, Pennsylvania; PhD., 1951, Columbia. (1961) Virgil C. Boekelheide, Professor (organic). AB., 1939, Ph.D., 1943, Minnesota. (1960) Bruce P. Branchaud, Assistant Professor (organic). B.S., 1976, Southeastern Massachusetts; MA, 1981, Ph.D., 1981, Harvard. (1983) Frederick W. Dahlquist, Professor (biochemistry); Member, Institute of Molecular Biology. BA, 1964, Wabash; Ph.D., 1968, California Institute of Tech- nology. (1971) LloydJ. Dolby, Professor (organic). B.S., 1956,lIlinois; Ph.D., 1959, California, Berkeley. (1960) Thomas R. Dyke, Professor (physical). BA, 1966, Wooster; Ph.D., 1972, Harvard. (1974) Paul C. Engelking, Associate Professor (physical). B.S.,1971, California Institute of Technology; M.Phil., 1974, PhD., 1976, Yale. (1978) Richard G. Finke, Professor (organic, inorganic). BA, 1972, Colorado; Ph.D., 1976, Stanford. (1977) O. Hayes Griffith, Professor (physical, biophysical). AB., 1960, California, Riverside; Ph.D., 1964, California Institute of Technology. (1966) Diane K. Hawley, Assistant Professor (biochemistry). BA, 1976, Kansas; Ph.D., 1982, Harvard. (1986) David R. Herrick, Professor (physical). B.S., 1969, Rochester; Ph.D., 1973, Yale. (1975) Bruce S. Hudson, Professor (physical). B.S., 1967, M.S., 1969, California Institute of Technology; PhD., 1972, Harvard. (1978) David C. Johnson, Assistant Professor (inorganic chemistry). BA, 1978, Rutgers; Ph.D., 1983, Cornell. (1986) John F. W. Keana, Professor (organic). BA, 1961, Kalamazoo; Ph.D., 1965, Stanford. (1965) LeRoy H. Klemm, Professor (organic). B.S., 1941, Illinois; M.S., 1943, Ph.D., 1945, Michigan. (1952) Charles E. Klopfenstein, Associate Professor; Director of Chemical Laboratories. BA, 1962, Ph.D., 1966, Oregon. (1967) Thomas W. Koenig, Professor (organic). B.S., 1959, Southern Methodist; Ph.D., 1963, Illinois. (1964) James W. Long, Senior Instructor. B.S., 1965, Washington (Seattle); PhD., 1969, California, Berkeley. (1978) Robert M. Mazo, Professor (physical); Director, Institute of Theoretical Science. BA, 1952, Harvard; M.S., 1953, Ph.D., 1955, Yale. (1962) Richard M. Noyes, Professor (physical). AB., 1939, Harvard; Ph.D., 1942, California Institute of Tech- nology. (1958) Warner L. Peticolas, Professor (physical). B.S., 1950, Texas Technological; PhD., 1954, Northwestern. (1967) Geraldine Richmond, Associate Professor (physical). B.S., 1975, Kansas State; PhD., 1980, California, Berkeley. (1985) F. Charlotte Schellman, Adjunct Associate Professor (physical). B.S., 1946, California, Los Angeles; M.S., 1948, Ph.D., 1.950, Stanford. (1960) John A Schellman, Professor (physical). AB., 1948, Temple; MA, 1949, Ph.D., 1951, Princeton. On leave 1986-87. (1958) Tom H. Stevens, Assistant Professor (biochemistry). BA, 1974, M.S., 1976, California State, San Francisco; Ph.D., 1980, California Institute ofTechnology. (1982) 42 Chemistry David R. Tyler, Associate Professor (inorganic). B.S., 1975, Purdue; Ph.D., 1979, California Institute of Technology. (1985) Tadmiri R. Venkatesh, Assistant Professor (neurochemistry). B.Sc., 1970, Mysore; M.Sc., 1973, PhD., 1978, Birlalnstitute ofTechnology and Science. (1985) Peter H. von Hippel, Professor (physical biochemistry). B.S., 1952, M.S., 1953, PhD., 1955, Massachusetts Institute of Technology. (1967) Emeriti Francis J. Reithel, Professor Emeritus (biochemistry). B.A., 1936, Reed; M.A., 1938, PhD., 1942, Oregon Medical School. (1946) William 1. Simpson, Professor Emeritus (physical); Member, Institute ofTheoretical Science and Institute of Molecular Biology. AB., 1943, PhD., 1948, California, Berkeley. (1963) Donald F. Swinehart, Professor Emeritus (physical). B.S., 1939, Capital; M.S., 1941, Ph.D., 1943, Ohio State. (1946) Raymond G. Wolfe, Jr., Professor Emeritus (biochemis- try). AB., 1942, M.A., 1948, PhD., 1955, California, Berkeley. (1956) Special Staff Walter Baase, Research Associate. B.A., 1967, New York; Ph.D., 1975, California, Berkeley. (1975) Kryzysztof Bajdor, Research Associate. B.S., 1979, Technical University of Warsaw; Ph.D., 1984, Mar- quette. (1984) , Wayne J. Becktel, Research Associate. B.A., 1976, M.S.. 1979, California, San Diego; Ph.D., 1980, California, Berkeley. (1981) Otto Berg, Research Associate. PhD., 1977, Royai Institute of Technology. (1978) Bruce Birrell, Research Associate. BA, 1962, Willamette; Ph.D., 1967, Arizona State. (1970) Norman D. Cholewinski, Research Assistant. B.S., 1981, Oregon State. (1982) Russell Desiderio, Research Associate. B.S., 1975, California Institute of Technology; PhD., 1984, Stanford. (1984) Daniel Graham, Research Associate. B.S., 1975, PhD., 1984, California, Davis. (1985) Doug Habliston, Research Assistant. B.S., 1974, M.S., 1976, Utah State. (1978) Danni L. Harris, Research Associate. B.S., 1976, Hartford; PhD., 1983, Purdue. (1983) JoelW. Hockensmith, Research Associate. B.S., 1977, Philadelphia College of Pharmacy and Science; M.S., 1981, Ph.D., 1981, Rochester. (1982) Suzanne S. Hudson, Research Associate. B.S., 1967, Michigan State; M.S., 1969, California Institute of Technology; PhD., 1972, Massachusetts Institute of Technology. (1979) lain D. Johnson, Research Associate. B.S., 1977, PhD., 1983, Salford. (1983) Hee Chol Kang, Research Associate. B.S., 1972, Seoul National University; Ph.D., 1982, Oregon. (1978) Peter B. Kelly, Research Associate. AB., 1976, Dartmouth; Ph.D., 1981, Pennsylvania State. (1983) Aaron C. Koskelo, Research Associate. B.S., 1978, Oregon State; PhD., 1983, Wisconsin, Madison. (1985) Zhan-ji Li, Research Associate. PhD., 1979, Shanghai Institute of Chemistry. (1985) Yi-xin LO, Research Associate. B.S., 1963, University of Science and Technology of China; PllD., 1978, Shanghai Institute of Organic Chemistry. (1984) Randall J. Mrsny, Research Associate. B.S., 1977, PhD., 1982, California, Davis. (1982) David Muchmore, Research Associate. AB., 1966, Dartmouth; Ph.D., 1971, California Institute of Tech- nology. (1976) Catherine J. Page, Research Associate. BA, 1980, Oberlin; PhD., 1984, Cornell. (1986) Thomas W. Patapoff, Research Associate. B.S., 1978, California, Irvine; PhD., 1984, Oregon. (1984) Vaikunth S. Prabhu, Research Associate. B.S., 1974, M. P. E. S. Arts and Sciences College; M.S., 1976, Karnatak University; PhD., 1981, Bombay University. (1982) Jeanne M. Robinson, Research Associate. PhD., 1985, Wisconsin, Madison. (1985) Hossein Rojhantalab, Research Associate. B.S., 1970, M.S., 1972, Hayward; PhD., 1976, Oregon State. (1985) Molly B. Schmid, Research Associate. B.S., 1976, State University of New York, Albany; PhD., 1981, Utah. (1982) David P. Senkovich, Instructor. (1973) Victoria L. Shannon, Research Associate. B.S., 1980, California, Davis; PhD., 1985, California, Berkeley. (1985) Devendra Srivastava, Research Associate. B.S., 1973, M.S., 1975, PhD., 1980. Banaras Hindu University. (1982) Richard Stewart, Research Associate. B.S., 1980, William and Mary; Ph.D., 1984, Michigan. (1985) Michael Strain, Research Associate. B.S.. 1972, Massachusetts Institute of Technology; M.S., 1981, Ph.D., 1984, Yale. (1985) Gerald A Thomas, Research Associate. BA, 1976, California, Santa Cruz; Ph.D., 1984, Oregon. (1984) Johannes J. Volwerk, Research Associate. B.S., 1968, M.S., 1970, PhD, 1979, State University of Utrecht. (1980) Mark D. Waddington, Research Associate. BA, 1976, M.S., 1979, Central Washington State; Ph.D., 1983, Montana State. (1983) Zhong-qi Wang, Research Associate. PhD., 1979, Shanghai Institute of Chemistry. (1985) Richard A Wielesek, Chemist. B.S., 1964, Illinois Institute of Technology; PhD., 1968. Oregon. (1973) Thomas Yager, Research Associate. M.S., 1981, Denver; PhD., 1984, Oregon State. (1984) Undergraduate Studies The Department ot Chemistry enjoys a strong reputation nationally. The National Academy of Sciences has recognized four of the current faculty members by electing them to member- ship. The most recent American Council on Education Survey identifies the department among the 30 strongest in the nation. The curriculum in chemistry is designed to provide a broad knowledge of the field as a part of the liberal education offered by the College of Arts and Sciences. Chemistry course work may also provide a substantial foundation for students interested in advanced work in chemistry or other chemistry-based sciences. particularly such fields as biochemistry, chem- ical physics, molecular biology, geochemistry, and neurochemistry. A definite strength of the program in chemistry is the opportunity it offers undergraduates to participate in the activities of a dynamic research group that considers problems extending well beyond the level of textbook instruction. Major and nonmajor students alike can enjoy this experience of true scientific inquiry. Two to three years of preparatory course work normally precede the research experience. The department usually enrolls 20 to 30 undergraduate students each term in Research (CH 401). Preparation. The high school preparation of a prospective chemistry major should include chemistry, physics, and as much mathematics as possible. One year each of algebra and geometry is the minimum. Those interested in biochemistry would also profit from biology courses in high school. Students entering with insufficient preparation in mathematics must remedy their deficiencies in elementary courses offered by the University. High school work in foreign languages is desirable but not required. Two-year college students planning to transfer to the University to major in chemistry should prepare by taking courses equivalent to those outlined for the freshman and sophomore years. For students with superior high school prepara- tion who intend to major in chemistry, who are enrolled in the Honors College, or who are in other sciences, the department offers an advanced General Chemistry course. This consists ofthe lecture sequence CH 204, 205, 206 and an accompanying laboratory sequence CH 207, 208, 209. Careers. Career opportunities for chemists are available in education, government, and industry (see the annual October issue of Chemical and Engineering News). A bachelor's degree in chemistry provides a good back- ground for advanced study in such fields as biochemistry, molecular biology, biology, Chemistry 43 8 12 9-12 credits 53·54 credits 12 12 9 6 4 3 12 8 12 4 4 12 9-11 39-43 credits 12 Biochemistry Requirements 76-78 credits General Chemistry (CH 104, 105, 106) . 9 General Chemistry Laboratory (CH 107, 108, 109). 6 Organic Chemistry (CH 331, 332, 333) . 9 Introductory Organic Laboratory (CH 337, 338) Organic Chemistry Laboratory (CH 342) Physical Chemistry (CH 441, 442, 443) Physical Chemistry Laboratory (CH 446, 447, 448) (choose two) Biochemistry (CH 461, 462, 463) Biochemistry Laboratory (CH 464) . Research (CH 401) or advanced elective or both (three courses) Related-Science ReqUirements Calculus (MTH 201, 202, 203) . Calculus of Several Variables with Linear Algebra (MTH 331), optional General Physics (PH 201, 202, 203) . Molecular Biology, Cellular Biochemistry, Cellular Physiology (BI 291, 292, 293) . with laboratories (BI 294, 295, 296) . Advanced Biochemistry Electives (three courses) 9-12 credits Research (CH 401) minimum of 6 Physical-Inorganic Chemistry (CH 411, 412) 6 Genetics (BI 422) . 3 Quantitative Analysis (CH 324) 4 Principles of Chemical Thermodynamics (CH 451). 3 Principles of Statistical Mechanics (CH 453) 3 Principles of Chemical Kinetics (CH 457) . . 3 Chemical Instrumentation (CH 471) ..... 3 Biology of Prokaryotic Organisms (BI 481) . . 3 Advanced Molecular Genetics (BI 487) ... 3 Membrane Structure and Function (BI 489) 3 X-ray Crystallography (PH 491) . . . . . . . . . . . . . .. 4 Advanced Organic Chemistry (CH 531,532,533) 9 Advanced Biochemistry (CH 562, 563) . . 6 Physical Biochemistry (CH 564, 565) .. 6 Sample Biochemistry Program Freshman Year 48 credits General Chemistry (CH 104, 105, 106) . 9 General Chemistry Laboratory (CH 107, 108, 109). 6 Calculus (MTH 201,202,203) . 12 English Composition (WR 121, 123) 6 Electives . . . . . . . . . . . 15 Sophomore Year 43 credits Organic Chemistry (CH 331, 332, 333) . 9 Introductory Organic Laboratory, (CH 337, 338) . . . . . . . . . . . . . . . . . . . . 4 Organic Chemistry Laboratory (CH 342) 3 Molecular Biology, Cellular Biochemistry, Cellular Physiology (BI 291, 292, 293) 9 with laboratories (BI 294, 295, 296) . 6 General Physics (PH 201, 202, 203) . 12 Junior Year 43 credits Calculus of Several Variables with Linear Algebra (MTH 331) . 4 Physical Chemistry (CH 441, 442, 443) 12 Biochemistry (BI 461, 462, 463) 12 Biochemistry Laboratory (CH 464) 4 Elective. . . . . . . . . . . . . . . . . . . 3 Health. 3 Senior Year 26-29 credits Research (CH 401) or advanced electives or both (three courses) . . . . . . . . 9-12 Physical Chemistry Laboratory (CH 446, 447, 448) (choose two) 8 Electives . 9 coordinates a three-plus-two program which allows a student to earn a bachelor's deg ree in physics or chemistry from the University and one in engineering from OSU For more informa- tion, see the Engineering, Preparatory section of this catalog. Minor ReqUirements A minor in chemistry may be pursued from the basic outline of course work in general chemis- try, including the laboratory sequence, and four additional courses. Four options are outlined below. Other options may be submitted for consideration and approval by the department. University requirements for the minor include a total of 24 credits in chemistry, 15 of which must 9 12 6 9 12 48 credits 9 6 12 50 credits 1~ 8 12 3 3 24-27 credits Sample ACS-Certified Program Freshman Year General Chemistry (CH 204, 205, 206)' Semi-Micro Inorganic Qualitative, Volumetric, Gravimetric Analysis (CH 207, 208, 209) Calculus (MTH 201, 202, 203) . English Composition (WR 121, 123) Electives .. Introduction to Numerical Computation (CIS 133) or elective . 3 Sophomore Year 48-51 credits Organic Chemistry (CH 334, 335, 336) 9-12 Organic Chemistry Laboratory (CH 340, 341,342). 9 General Physics with Calculus (PH 211, 212, 213)' . Introductory Physics Laboratory (PH 204, 205, 206). . . Foreign language. Junior Year Physical Chemistry (CH 441, 442, 443) Physical Chemistry Laboratory (CH 446, 447, 448) .. Calculus of Several Variables with Linear Algebra (MTH 331, 332) Foreign language or elective ... Elective .. Health ... Senior Year Advanced chemistry electives (three courses) 9-12 Research (CH 401) (3/term) minimum of 6 Electives. 9 'General Chemistry (CH 104, 105, 106),along with the laboratory sequence CH 107, 108, 109, may be substituted for the 200-level series during the freshman year and followed in a subsequent year by Quantitative Analysis (CH 324) 'General Physics (PH 201, 202, 203) may be sub- stituted for the PH 211 series. Biochemistry Major Many undergraduate students who are in- terested in advanced study using molecular approaches to biological problems (e.g., biochemistry, molecular biology, physical biochemistry, neurochemistry, or perhaps medical research) may want to base their training in chemistry but include as well courses in biologically based subjects. For these students, the chemistry department offers a modified major, with emphasis in biochemistry. The recommended curriculum for these biochemistry-option chemistry majors includes courses in chemistry and related fields. The advanced elective courses (9 credits) in the senior year may include research and are otherwise similar to those listed under the regular chemistry major curriculum; however, more attention might be directed to biological or biochemical courses. If chemical research is included as part of the 9 credits of advanced work, at least 6 credits of Research (CH 401) must be completed. Students who plan to apply to medical schools are advised to investigate the need for a physics laboratory course that is not included in this curriculum. If they seek a major with American Chemical Society certification, then physics laboratory, quantitative analysis, a foreign language, and chemical research must be taken in addition to the major requirements cited. Engineering Students interested in engineering may com- plete preparatory course work at the University of Oregon before enrolling in a professional engineering program at Oregon State University (OSU) or elsewhere. The Department of Physics pharmacy, physiology, medicine, medicinal chemistry, metallurgy, geology, oceanography, geochemistry, atmospheric science, and environmental problems. Chemists also find jobs in science writing, public relations, person- nel, plant production, sales, management, safety management, market research, patent law, and even financial analysis. Recommended Curriculum The American Chemical Society Certification program below is the recommended curriculum for majors. It includes courses in chemistry and related fields (variations in order may be worked out in consultation with an adviser). The required electives also may be arranged with an adviser to include other advanced courses in chemistry or related sciences, e.g., Neurochemistry (BI 420) or X-ray Crystallog- raphy (PH 491). See listed courses. The recommendations for the major outlined in the Sample ACS-Certified Program meet the specifications of the Committee on the Under- graduate Training of the American Chemical Society. Upon notification by the Department of Chemistry, the society issues certificates to students who successfully complete the recommended curriculum. Students who want a less specialized major, without American Chemical Society certifica- tion, may omit the foreign language and in the senior year complete three courses or 9 credits of advanced elective work at the 400 or 500 level (other than CH 403, 405, or 409). If chemical research is elected as part of the 9 credits of advanced work, at least 6 credits of CH 401 must be completed. American Chemical Society Certification Major Requirements 75-81 credits General Chemistry (CH 204, 205, 206)' 9 Semi-Micro Inorganic Qualitative, Volumetric, Gravimetric Analysis (CH 207, 208, 209) 9 Organic Chemistry (CH 334, 335, 336) 9-12 Organic Chemistry Laboratory (CH 340, 341,342). 9 Physical Chemistry (CH 441, 442, 443) 12 Physical Chemistry Laboratory (CH 446, 447, 448). 12 Research (CH 401) minimum of 6 Advanced chemistry electives (three courses). 9-12 Related-Science Requirements Calcu/us (MTH 201, 202, 203) . Calculus of Several Variables with Linear Algebra (MTH 331, 332) . General Physics with Calculus (PH 211, 212, 213) with laboratories (PH 204, 205, 206)' 18 Computer science (CIS 133, 134, or 201)' . . .. 3-4 One year of foreign language (French, German, or Russian) ... Advanced Chemistry Electives (three courses) Research (CH 401) minimum of 6 Physical-Inorganic Chemistry (CH 411, 412) 6 Electricity and Magnetism (PH 441, 442) 8 Principles of Chemical Thermodynamics (CH 451). 3 Principles of Statistical Mechanics (CH 453) 3 Principles of Quantum Chemistry (CH 455) 3 Principles of Chemical Kinetics (CH 457) . 3 Biochemistry (CH 461, 462, 463) 12 Geochemistry (GEOL 470) 4 Chemica/Instrumentation (CH 471) 3 Advanced Organic Chemistry (CH 531,532,533). 9 'General Chemistry (CH 104, 105, 106), along with the laboratory sequence CH 107, 108, 109, may be substituted for the 200-level series during the freshman year and followed in a subsequent year by Quantitative Analysis (CH 324). 'General Physics (PH 201, 202, 203) may be sub- stituted for the PH 211 series. 'Recommended but not required 44 Chemistry be in upper-division courses and 12 of which must be completed at the University of Oregon. All courses must be taken on a graded basis; credits for tutorials (CH 110 or 310), Seminar (CH 407), and Reading and Conference (CH 405) may not be applied toward the required courses or credits for the minor. Analytical-Physical Chemistry Option: General Chemistry with laboratories and CH 324, 441, 442, 443 Biochemistry Option: General Chemistry with laboratories and CH 331,461,462,463. CH 334 may be substituted for CH 331 Organic Chemistry Option: General Chemistry with laboratories and CH 334, 335, 336, 340. CH 331, 332, 333 may be substituted for CH 334,335,336; CH 337, 338 may be substituted for CH 340 Physical Chemistry Option: General Chemistry with laboratories and CH 334, 441, 442, 443. CH 331 may be substituted for CH 334 Secondary School Teaching The department offers work toward Basic and Standard certification required to teach chemis- try in public secondary schools. For additional information regarding requirements lor the physical science endorsement, students should consult the departmental endorsement adviser, Ralph Barnhard, and the coordinator lor secondary education in the College of Education. The program in itself does not satisly the requirements for a bachelor's degree in chemis- try. Students intending to teach chemistry in secondary schools are encouraged to satisfy the requirements lor the major. Graduate Studies Graduate work in chemistry is a research- oriented PhD. program with options in organic Chemistry, organotransition metal-inorganic chemistry, physical chemistry, biochemistry, chemical physics, molecular or cell biology, and neurochemistry. Master 01 science (M.S.) and master of arts (MA) degrees are also offered. However, except under unusual circumstances, doctor of philosophy (PhD.) candidates receive priority for admission. The University 01 Oregon is approved by the Committee on the Professional Training 01 Chemists of the American Chemical Society. The Department 01 Chemistry is housed in a modern science complex which has ample facilities for research and study, including a machine shop, an electronics shop, a glass blower, and an adjoining student shop that is directly accessible to graduate students. Graduate students also benelit from the pres- ence of chemistry postdoctoral research fellows on the staff. Teaching and research assistantships and postdoctoral fellowships are available. Among the current sponsors of these appointments are the National Science Foundation and the Public Health Service. Additional inlormation on these awards may be obtained at the time the student applies for admission. Although subject to variation, stipends lor assistants, with summer research work, are currently $8,600 .for the calendar year. During 1985-86, research projects in the Department of Chemistry were sponsored by the American Cancer Society, American Chemical Society, Camille & Henry Dreylus Foundation, Depart- ment of Energy, DuPont Corporation, Eastman Kodak Corporation, Hoffman La Roche Founda- tion, Medical Research Foundation, Murdoch Foundation, National Institutes 01 Health, National Science Foundation, Oregon Heart Association, Petroleum Research Fund, Re- search Corporation, Shell Development, and U.S. Army Research Office. An illustrated publication, Universityof Oregon Doctoral Program in Chemistry, is available from the department on request. The booklet presents complete details on the program, lacilities, financial support, the faculty and their individual research interests, course offerings, housing, and the local environment. Those requesting the booklet also receive additional information about admission as well as instruc- tions and application lorms lor admission and graduate teaching lellowships. BiOChemistry, Molecular Biology, Cell Biology One 01 the most active areas 01 research is the study of the molecular bases of cell activity, including synthesis of macromolecules, regula- tion 01 gene expression, metabolism, develop- ment, cell movement, and the structure and function of biological membranes. Research in these areas has been fostered by close collab- oration among biologists, chemists, and physicists. The interdisciplinary nature 01 these programs has been greatly strengthened by the Institute of Molecular Biology and the recently formed program in cell biology. Eleven mem- bers of the chemistry department are currently affiliated with these programs. As a result of the strong interaction between biologists and chemists, new research and teaching programs have developed in the past lew years in the areas 01 immunobiology, hormonal regulation, developmental biochemistry, and neurobiology. Thus, entering graduate students are in an excellent position to take advantage of the molecularly oriented avenues to the study of biological problems. The interdisciplinary nature of the molecular and cell biology pro- grams has greatly increased communication between laculty and students in diflerent disciplines. Some of the areas 01 active research in cell and molecular biology involve overlapping interests 01 several research groups. For example, expression of genes that code for regulatory peptides is being investigated in several laboratories, using cell culture techniques, genetics, immunochemical methods, and recombinant DNA approaches. One group is studying the regulation of expression 01 the gene that codes for a-factor, a peptide pheromone that mediates conjugation in yeast. A new research program is being developed to study the secretory pathway in yeast, using mutants to analyze the steps involved in intracellular traClsport 01 proteins. Another group is investigating the regulation 01 expres- sion of genes that code lor neuropeptides, including the opioid peptides, endorphins, enkephalins, and dynorphins. The study of regulation 01 transcription and tissue-specific expression 01 tRNA genes in the silkworm is the locus 01 research in another laboratory. Other groups are involved in a study of the genetic regulation of cell movement (chemotaxis) in bacteria and the hormonal regulation 01 de- velopment in Drosophila. Several collaborative research projects, using a variety 01 methods including electron spin resonance and nuclear magnetic resonance, are being conducted on the structure and lunction 01 biological mem- branes. Biophysical Chemistry Biophysical chemistry provides close collabora- tion and educational interaction among laculty and students. Research groups involved in the development and application of physical methods work closely with molecular, cellular, and neurobiologists; biochemists; and synthetic organic chemists. Most 01 the research pro- grams in biophysical chemistry are inter- disciplinary. Some areas 01 active biophysical chemistry research involve several research groups. For example, the nature 01 the interaction 01 regulatory, recombination, and transcription proteins with nucleic acids is of great current interest. This work involves crystallographic and computer graphics studies, thermodynamic binding studies, and genetic analysis. Another example is the broad interest in the nature of lipid-protein interactions and their role in the regulation 01 the activity of biological mem- branes. Relying on sophisticated techniques, this work utilizes electron spin resonance, nuclear magnetic resonance (especially deuterium NMR), calorimetry, and picosecond time-resolved fluorescence methods. Another area 01 general interest is the nature 01 the excited electronic states 01 biopolymer compo- nents. This includes the use 01 the optical properties of biopolymers, such as their circular dichroism, as a probe of their conformational state; the relationship 01 excited state conforma- tion changes to their resonance Raman spectra; and a lundamental interest in the nature 01 excited states, including their role in vision. The general problem of the nature 01 the lorces that determine protein stability is approached from both the structural and thermodynamic points 01 view; it includes the use of mutant lorms to probe specific contributions to overall stability. Electrochemistry Specific problems in electrochemistry include chemical modilication of electrode surtaces, rates of heterogeneous electron transler reactions, correlation 01 reactivity with molecular structure, organic synthesis with elucidation of the stereochemistry 01 reaction products, mechanistic studies of organotransition and bioinorganic compounds, and model systems for homogeneous and heterogeneous catalysts. A complete electrochemical lacility is dedicated to performing sophisticated electrochemical measurements. Neuroscience The Institute of Neuroscience is a research facility at the University whose staff members hold joint appointments in the institute and in the biology, chemistry, computer and informa- tion science, physical education and human movement studies, and psychology depart- ments. The objective of the institute is to foster research and training in neuroscience by providing a formal structure that encourages collaboration among individual scientists and students from the five departments. The focus of the institute is on experimental neuroscience, with the goal of understanding relationships between behavior and the chemi- cal, morphological, and physiological functions of nervous systems. The unusual interdiscipli- nary approach to problems allows the collabora- tion of scientists from different disciplines with differing viewpoints about neuroscience. Within the institute a group of developmental neurobiologists is pursuing questions on the establishment of nervous system patterning during the growth of individual embryonic systems. Members from both chemistry and biology are interested in biochemical correlates of experimental behavioral disease states. Other areas of mutual research interest include visual neurobiology, auditory physiology, biochemical bases of circadian rhythms, learning and memory, sites and mechanisms of central nervous system drug action, biochemis- try of endogenous opiates, and the control of motor function. See the Neuroscience section of this catalog for more information about the study of neurosci- ence at the University. Organic Chemistry The synthesis, structure, and properties of diverse sorts of molecules are investigated by organic chemistry. As more powerfUl theoretical understanding, synthetic methods, and instru- mental techniques have evolved in recent years, the scope of organic chemistry has expanded immeasurably. The goal of communicating and strengthening chemical understanding is pursued through courses and, more important, through research done in an atmosphere supportive of both individual initiative and shared effort. A relatively small student-to-faculty ratio, the physical proximity of all research groups working on organic chemical problems, and a tradition of easy communication and shared equipment across subject-specialty boundaries foster the educational as well as the research aspects of this goal. Students completing Ph. D. work at the University are well prepared for positions in industry and the academic world; they are ready to apply their grasp of the core of synthetic, structural, and mechanistic chemistry to new problems and new classes of com- pounds. The organic research laboratories have abun- dant hood space and excellent standard services, including house nitrogen gas. Micro- analytical services of all kinds are available. Also supporting the research are high resolution mass spectrometric and mass spectrometryl gas chromatography analytical facilities, complete and fully computerized electrochem- ical instrumentation, five nuclear magnetic resonance spectrometers operating between 60 and 360 MHz, gas and high performance liquid chromatographic systems, Fourier transform and other infrared spectrometers, photoelectron spectrometers, and electron spin resonance spectrometers. The total comple- ment of modern instrumentation available and accessible to graduate students in organic chemistry is particularly outstanding. Practical experience is the rule. Inorganic and Organometallic Chemistry One of the present trends in chemistry that should persist for many years is a growth in the study of inorganic chemistry. This is especially true where inorganic and other areas of chemis- try overlap, such as organometallic chemistry, bioinorganic chemistry, and physical-inorganic chemistry. The following inorganic research areas will soon be supplemented by additional faculty appointments: bioinorganic chemistry; organometallic and organotransition metal chemistry; organoactinide and lanthanide chemistry; inorganic and organometallic electrochemistry; photochemistry; and inor- ganic synthesis, '.3W NMR, and catalytic applications of the inorganic metal oxides known as heteropolytungstates. Physical Chemjstry, Chemical Physics, Theoretical Chemistry, and Geochemistry Physical chemistry research anchors the qualitative ideas of the practicing chemist on a firm experimental and theoretical base, and it develops new insights into molecular structure and chemical reactions. Often, this goal requires the physical chemist to develop new theoretical and experimental research tools. New interdisciplinary approaches often lead to outside collaborations in geochemistry, chemi- cal physics, and molecular biology. Theoretical techniques such as group theory, many-body theory, and statistical mechanics are used to study the correlation of motions of atoms in reactions and the interrelation of molecules in condensed phases. Specific work includes molecular electronic state spectra, equilibrium and nonequilibrium statistical thermodynamics, Rydberg states, statistical transport theories, fast chemical reactions, vibronic mixing, and circular dichroism. Cooper- ation with the Institute of Theoretical Science and the Department of Mathematics continues to be helpful in some of this research. Much experimental research depends upon modern spectroscopic techniques, including those of lasers and laser optics. Several research groups use laser Raman and laser fluorescence spectroscopies in their investiga- tions of molecular systems. They attack such varied problems as the binding of biologically active molecules in membranes, the under- standing of the internal bonding changes of a compound as it undergoes chemistry, the sorting out of photochemical excited states, and the detection of radicals and molecular ions. One novel use of this experimental technology is the study of the van der Waals and hydrogen bonds. Research examining current problems of chemical kinetics has been quite successful at the University, where the oscillating reaction system known as the "Oregonator" has been studied. Coupled reaction systems are currently being examined both theoretically and experi- mentally. With the strong Institute of Molecular Biology at the University, it is only natural that research interests and collaborative efforts have arisen in applying physical methods to biochemistry. Studies include those of intra- and intermolecu- lar forces, which are important for maintaining Chemistry 45 conformations of biological macromolecules. The Chemical Physics Institute fosters collab- oration between physics and chemistry.E1ectri- cal discharges and their peculiar chemistries, X-ray emissions of atoms, molecular beams, interstellar molecules, and highly excited atoms are some of its members' interests. Courses in Chemistry (CH) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 101, 102, 103 Survey of General, Organic, and Biochemistry (4,4,4) Basic principles, organic chemistry, and biochemistry. Lectures, discussion fall term; lectures, discussion, laboratory winter and spring. For nonscience majors. MTH 100 recom- mended. 104, 105, 106 General Chemistry (3,3,3) Introduction to chemistry: atomic and molecular structure, eqUilib- rium, dynamics, physical properties, and the chemical reactions of the elements. Lectures. Pre- or coreq: MTH 101 or higher. Concurrent enrollment in CH 110 recommended. 107, 108, 109 General Chemistry Laboratory (2,2,2) Teaches laboratory skills through chemical reactions and writing equations, phase diagrams, equilibrium constants, acid-base titrations, volumetric analyses, voltaic cells, exercises in kinetics and inorganic and organic chemistry to round out the first year's study of chemistry. Lecture, laboratory. Pre-orcoreq: CH 104, 105, 106 or instructor's consent. 110 General Chemistry Tutorial (1) Small-group discussion of topics emphasized in CH 104,105,106. Coreq: CH 104, 105, or 106. PIN only. 121 Chemistry, Nutrition, and World Food (3) Basic chemical concepts as they relate to food; additives. Topics include nutrients, nutritional diseases, world food production, nonrenewable resources, population growth, and the lifeboat ethic. For nonscience majors. 123 Chemical Origins of Life (3) Chemical composi- tion of the earth before life began, molecules which could combine to produce living systems, transitions to living systems, and extraterrestrial life. Primarily for nonSClence majors. BI 105 recommended. 200 SEARCH (1-3R) 204, 205, 206 General Chemistry (3,3,3) First-year university chemistry for chemistry majors and others with excellent backgrounds in high school chemistry, physics, and mathematics. Chemical structure, equilibrium, dynamics, reactions, and thermo- dynamics. Lectures. Pre- or coreq: calculus. 207 semi-Micro Inorganic Qualitative Analysis (3) The separation and identification of cations and anions by semi-micro methods. Laboratories, lecture. Limited to selected students; primarily for prospective chemistry majors and Honors College students. Coreq: CH 204. 208 Volumetric Analysis (3) The quantitative estimation of selected molecular species by titration procedures. Laboratories, lecture. Limited to selected students; primarily for prospective chemistry majors and Honors College students. Coreq: CH 205. 209 Gravimetric Analysis (3) The separation and gravimetric determination of selected inorganic species. Laboratories, lecture. Limited to selected students;· primarily for prospective chemistry majors and Honors College stUdents. BJ 291 Molecular Biology (3) See description under Biology. BI 292 Cellular Biology (3) See description under Biology. BI293 Cellular Physiology (3) See description under Biology. 46 Chemist~ BI 294 Molecular Biology Laboratory (2) See description under Biology. BI295 Cellular Biology Laboratory (2) See desc rip- tion under Biology. BI 296 Cellular Physiology Laboratory (2) See description under Biology. Upper-Division Courses 310 Tutorial Organic Chemistry (1R) Small-group discussion of topics emphasized in CH 331,332,333. Coreq: CH 331,332, or 333. PIN only. 324 Quantitative Analysis (4) Lectures and laboratory in the use of instrumental methods for quantitative determinations of unknown chemical samples. Prereq: CH 109 or 209. 331,332,333 Organic Chemistry (3,3,3) Compounds of carbon, their structure, reactions, and synthesis with emphasis on examples of biological interest. For biochemistry-option chemistry majors, biology majors, premedical and predental students, and medical technology students. Prereq: MTH 101, 102; CH 106 or 206. 334, 335, 336 Organic Chemistry (3-4,3-4,3-4) The chemistry of carbon compounds. For chemistry majors; open to Honors College students and others wanting more extensive coverage of organic chemistry than is provided by CH 331, 332, 333. Prereq: MTH 101,102; CH 106 or 206. 337, 338 Introductory Organic Laboratory (2,2) Principles and techniques of laboratory practice in organic chemistry. Lecture, laboratory. Prereq: CH 109 or 209; pre- or coreq: CH 331, 332. 340,341, 342 Organic Chemistry Laboratory (3,3,3) Comprehensive training in principles and techniques of laboratory practice in organic chemistry including qualitative and quantitative organic analysis. For chemistry majors and Honors College students. Lectures, laboratories. Prereq: CH 109 or 209 with a grade of C- or better. Note: Courses designated 1M) or (G) may be offered for graduate credit. 401 Research (Arr,R) Introduction to the methods of chemical investigation. For advanced undergraduates by arrangement with individual faculty members. 403 Thesis (Arr,R) Open to students eligible to work for the bachelor's degree with honors in chemistry. 405 Reading and Conference (Arr,R) 407 (G) Seminar (Arr,R) Two biochemistry seminars are offered: one is for undergraduates who' have not yet taken CH 461, 462, 463; the other is for under- graduates who have completed CH 461, 462, 463. Neither offers graduate credit. PIN only. 409 (G) Special Laboratory Problems (Arr,R) Nonresearch-oriented laboratory instruction; labora- tory work covered in other courses is not duplicated. Prereq: instructor's consent. 410 (G) Experimental Course (Arr,R) 411, 412 (G) Physical-Inorganic Chemistry (3,3) 411: structure, bonding, and energetics of inorganic compounds. 412: structures, reactions, and reaction mechanisms of transition metal, inorganic, and organometallic compounds. Prereq: physical chemis- try. BI420 (G) Neurochemistry (3) See description under Biology. 421 (G) Chemical Computing (3) Modeling of physical systems in kinetics, quantum mechanics, molecular graphics, nuclear magnetic resonance spectra, manipulation of data, curve fitting. Prereq: CH 446,447,448; FORTRAN; instructor's consent. BI422 (G) Genetics (3) See description under Biology. 441,442,443 (M) Physical Chemistry (4,4,4) Theoretical aspects of physical-chemical phenomena. Atomic and molecular properties, macroscopic systems in equilibrium, nonequilibrium macroscopic systems. Prereq: two years of college chemistry (except for physics majors), college physics, one year of calculus (MTH 201, 202, 203). MTH 331, 332 also recommended. 446, 447, 448 (M) Physical Chemistry Laboratory (4,4,4) Instrumental techniques which illustrate theoretical principles. Topics include introductory statistical analysis of data, computer programming, and electronics. Experiments in thermodynamics, chemical kinetics, and molecular spectroscopy. Laboratories, discussions. Prereq: PH 204, 205, 206; pre- or coreq: CH 441, 442, 443. 451 (G) Principles of Chemical Thermodynamics (3) The laws of thermodynamics and their applications, including those to nonideal chemical systems. Prereq: CH 441, 442, 443 or equivalents. 453 (G) Principles of Statistical Mechanics (3) The molecular basis of thermodynamics. Applications to the calculations of the properties of noninteracting and weakly interacting systems. Prereq: CH 441,442,443 or equivalents. 455 (G) Principles of Quantum Chemistry (3) The principles of quantum mechanics and their application to problems of chemical interest, including time- dependent problems. Prereq: CH 441, 442, 443 or equivalents. 457 (G) Principles of Chemical Kinetics (3) Descrip- tion and interpretation of the time evolution of chemical systems. Prereq: CH 441, 442, 443 or equivalents. 461,462,463 (G) Biochemistry (4,4,4) Structure and function of biological macromolecules, metabolism and metabolic control processes, protein and nucleic acid synthesis, and biochemical genetics of pro- and eukaryotic cells. Prereq: CH 331 or equivalent. Prior exposure to calculus and physical chemistry recom- mended. 464 (G) Biochemistry Laboratory (4) Methods of modern molecular biology and protein purification. Two four-hour laboratory sessions and two one-hour lectures per week. Prereq: instructor's consent. 471 (G) Chemical Instrumentation (3) Theory and operation of chemical application of computer technology and other instrumentation used in research laboratories; techniques to perfect instrument per- formance. Prereq: instructor's consent. BI481 (G) Biology of Prokaryotic Organisms (3) See description under Biology. BI 487 (G) Advanced Molecular Genetics (3) See description under Biology. BI 489 (G) Membrane Structure and Function (3) See description under Biology. PH 491 (G) X-ray Crystallography (4) See description under Physics. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 507 Seminar(Arr,R) Seminars offered in biochemistry, physical chemistry, organic chemistry, molecular biology, and neuroscience. BI 507 Seminar (Arr,R) Genetics is one topic. 510 Experimental Course (Arr,R) 511 Special Topics in Physical Chemistry (1-3R) Topics include group theory, rotational spectroscopy, vibrational spectroscopy, magnetic resonance spectroscopy, electronic spectroscopy, statistical mechanics, kinetics of complex systems, theory of optical rotation, and molecular beams. R when topic changes. 512 Special Topics in Organic Chemistry (1-3R) Topics include catalysis and surface chemistry, organometallic chemistry, concerted cycloaddition reactions, free radical chemistry, heterocyclic chemis- try, molecular calculations, molecular spectroscopy, natural products and alkaloid chemistry, synthetic methods, and electrochemistry. R when topic changes. 513 Special Topics in Biochemistry (1-3R) Topics include enzyme mechanisms, stability and conforma- tion of macromolecules, nucleic acids and nucleic acid protein complexes, conformational analysis of macromoiecules, and' protein and nucleic acid biosynthesis. R when topic changes. BI 526 Developmental Genetics (3) See description under Biology. 531, 532, 533 Advanced Organic Chemistry (3,3,3) Structural theory, syntheses, scope and mechanism of reaction, and spectroscopic structure determination. 541,542,543 Chemical Kinetics (3,3,3) Topics may include classical kinetic theory of gases, statistical mechanics, statistical thermodynamics, chemical kinetics in the gas phase and in solution, and catalysis. PH 541, 542, 543 Statistical Physics (4,4,4) See description under Physics. 545,546 Quantum Chemistry (2-3,2-3) Topics of chemical interest in terms of the quantum theory. Wave mechanics, chemical bonding and the origin of the theory of resonance, and topics from atomic and molecular spectra. 553,554 Statistical Thermodynamics (3,3) Molecular interpretation of the properties of equilibrium systems; principles and application to gases, crystals, liqUids, phase transitions, solutions, electrolytes, gas adsorp- tion, polymers, chemical equilibria. Students may take PH 541,542,543 when CH 553, 554 not offered. 562, 563 Advanced Biochemistry (3,3) Detailed consideration of enzyme mechanisms, macromolecu- lar structure, protein-nucleic acid interactions, biological oxidation, neurochemistry, and selected aspects of biolog ical synthesis. Offered 1986-87 and alternate years with CH 564, 565. 564, 565 Physical Biochemistry (3,3) The physical chemical properties of biological macromolecules. Topics include the forces and interactions to establish and maintain macromolecular conformations and the physical bases of the spectroscopic, hydrodynamic, and rapid reaction techniques used to investigate these conformations. Prereq: calculus and a knowi- edge of the elements of thermodynamics. Not offered 1986-87. Classics 302 Condon Hall Telephone (503) 686-4069 Steven D. Lowenstam, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Mary E. Kuntz, Assistant Professor (Greek and Latin literature). A.B., 1979, Washington (St. Louis); M.A., 1982, M.Phil., 1984, PhD., 1985, Yale. (1986) Steven D. Lowenstam, Associate Professor (literary criticism, archaic epic, linguistics). B.A., 1967, Chicago; M.A., 1969, PhD., 1975, Harvard. (1975) C. Bennett Pascal, Professor (Latin and Greek literature, Roman religion). B.A., 1949, M.A., 1950, California, Los Angeies; M.A., 1953, PhD., 1956, Harvard. (1960) Emeritus Frederick M. Combeilack, Professor Emeritus (Greek literature). B.A., 1928, Stanford; PhD., 1936, California, Berkeley. (1937) Undergraduate Studies The field of Classics embraces all aspects of Greek and Roman culture from the prehistoric to the medieval periods. The study of the Greek and Latin languages is essential to the disci- pline. In addition, the department occasionally offers courses in Ancient Hebrew and Modern Greek. The undergraduate's primary aim in studying Classics at the University is to learn Greek or Latin (or both) well enough to read the ancient authors in their original languages. Through the study of Classical literature in the original and in English translation, and through the study of other areas encompassed by the Classics, such as the literary genres (epic, tragedy, comedy, lyric poetry), ancient history, philosophy, art history, mythology, and rhetoric, a student gains an understanding of the culture and ideals of the Classical world and their influence on the language and institutions of Western civilization. Students who intend to major in Classics begin the study of one or both of the Classical languages as early as possible in their under- graduate careers. Those who expect to do graduate work should take French or German while they are undergraduates. Careers. A bachelor's degree in Classics prepares students for entry into graduate programs in Classics, linguistics, comparative literature, ancient history, and archaeology, eventually leading to careers in college teach- ing, field work, or the editorial professions. Many prestigious professional schools look upon a broad and thorough schooling in the humanities with greater favor than upon a narrow preprofessional undergraduate training. Accordingly, students graduating from Classics departments throughout the country have had notable success in schools of law, medicine, and business. Major Requirements The department offers the bachelor of arts (BA) degree in three majors: Latin, Greek, and Classics (a combination of Latin and Greek). A major in Classical civilization is awaiting approval from the Oregon State Board of Higher Education. All courses taken in the major must be passed with a grade of C- or better. Greek. In preparation, students must complete two years of college Greek (GRK 101, 102, 103 and three courses selected from GRK 231,301, 302, 303) or demonstrate a second-year level of proficiency. For the major, students must complete the following. Greek Major Requirements 39 credits Greek courses beyond the second-year level, selected from GRK 301, 302, 303, repeated With departmental approval; other 300- or 400-level courses; GRK 411; 500-level courses 24 History of Greece (HST 411) and History of Rome (HST 412, 413) . . . . . . . . . . . . . . . . . . . .. 9 Two courses in Classical literature in translation, ~elected from CL 301, 302, 303, 304, 305, 07, 308, 309, 321 6 Majors in Greek are encouraged to take electives in ancient literature in translation and in ancient art, religion, or mythology. They are also expected to take course work in Latin. Latin. In preparation, students must complete two years of college Latin (LAT 101, 102, 103 and LAT 301,302,303) or demonstrate a second-year level of proficiency. For the major, students must complete the following. Latin Major Requirements 39 credits Latin courses beyond the second-year level, selected from LAT 301, 302, 303, repeated with departmental approval; other 300- or 400-level courses except LAT 421; LAT 411 ; 500-level courses 24 History of Greece (HST 411) and History of Rome (HST 412,413) . . . . .. . . . . . . . . . . . . . .. 9 Two courses in Classical literature in translation, selected from CL 301, 302, 303, 304, 305, 307, 308, 309, 321 ... 6 Majors in Latin are encouraged to take electives in ancient literature in translation and in ancient art, religion, or mythology. They are also expected to take course work in Greek. Classics. In preparation, students must com- plete two years of college Greek and two years of college Latin or demonstrate second-year proficiency in both languages. For the major, students must complete the following. Classics Major Requirements 48 credits Courses in Latin and Greek beyond the second-year level, with not fewer than 9 credits devoted to either language 30 History of Greece (HST 411) and History of Rome (HST 412,413) . . . . . . . . . . . . . . . . . . . .. 9 Three Classics courses in literature in translation, selected from CL 301, 302, 303, 304,305,307,308,309,321 . . . . . . . . . . . . . .. 9 Majors in Classics are also encouraged to take electives in ancient literature in translation and in ancient art, religion, or mythology. Classical Civilization. In preparation, students must demonstrate second-year proficiency in Greek or Latin. Students whose Greek or Latin was taken entirely in high school must take one year of second- or third-year Greek or Latin (301, 302, 303, or 411) at the University of Oregon in works not read in their high school courses. For the major, students must complete 45 credits, distributed as follows: Classical Civilization Major Requirements 45 credits History of Greece (HST 411) and History of Rome (HST 412,413) . . . . . . . . . . . . . . . . 9 Three courses in Classical literature in translation, selected from CL 301, 302, 303, 304, 305, 321, or, with department head's consent, HUM 101 9 Glossies-4-7'---- Three courses in ancient art, seiected from ARH 413,414,415,416,418,419 .. 9 Chosen in consultation with a Classics department adviser, electives in Greek (GRK) Latin (LAT), Ciassics (CL), or relevant ' courses in art history (ARH), English (ENG), history (HST), philosophy (PHL), religious studies (R), or rhetoric and communication (RHCM) .. . 18 Undergraduate Program The four-year program below is an example of how a student with no previous training in Latin and Greek may meetthe minimum requirements for a major in Classics and even take advantage of the opportunity to take courses beyond the minimum. (This model presumes an emphasis on Latin, but the student may choose to emphasize Greek or devote equal effort to both languages.) Programs for majors in Greek or Latin, which require fewer credits, are much more flexible. Sample Classics Program Freshman Year 45 credits First-Year Latin (LAT 101, 102, 103) 12 Social science sequence or cluster (three courses) . . . . . . . . . . . . . . . . . . .. 9 English Composition (WR 121) 3 Arts and letters sequence or cluster (three courses) . . . . . . . . . . . . . . . 9 Electives . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Sophomore Year 47 credits Latin Authors (LAT 301,302,303) (one arts and letters sequence or cluster) 9 First-Year Greek (GRK 101, 102, 103) 12 Science sequence or cluster (three courses) . . . . . . . . . . . . . . . . . . . . . . . . .. 9 English Composition (WR 122 or 123) 3 Health (one course) . . . . . . . . . . . . . . . . . . . . 3 Latin Composition (LAT 347,348, 349), three courses 3 Electives . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Junior Year 45 credits Latin Authors (LAT 411), three courses 9 Lat~n Prose Composition (LAT 447,448,449), ree courses 3 Greek Authors (GRK 301, 302, 303) . . . . . . . . . .. 9 History of Greece (HST 411) . . . . . . . . . . . . . . . .. 3 History of Rome (HST 412,413) (one social sCience sequence or cluster) 6 Science sequence or cluster (three courses) . . .. 9 Elective or additional Latin (LAT 301,405, or 407). 6 Senior Year 46 credits Latin Authors (LAT 411), one course 3 Greek Authors (GRK 411), three courses. . . . . .. 9 Literature in English Translation (CL 301-305, 321), three courses 9 Electives, Greek Prose Composition (GRK 347, 348, 349), additional Greek or Latin 25 Secondary School Teaching For Basic certification as a teacher of Latin in Oregon high schools, the Teacher Standards and Practices Commission requires (1) the satisfaction of certain minimum standards of subject preparation, and (2) the recommenda- tion of the institution in which the student completed subject preparation. Completion of 45 credits of work in Latin, including at least three terms of Latin compo- sition, satisfies the state standards for under- graduate preparation and the requirements for recommendation by the University of Oregon. Students planning to enter secondary school teaching should see the coordinator for second- ary education in the College of Education. For Standard certification, after a fifth year of preparation, the student must complete an additional 15 credits in linguistics, culture, and civilization. Recommended courses are Semi- nar: Roman History (HST 407), History of Rome (HST 412, 413); Greek and Roman Art (ARH 48 Classtese- ---~ --~--~- --~---~~------- 414, 415, 416), Greek Architecture (ARH 418), Roman Architecture (ARH 419), Introduction to Phonology (LING 450), Syntax and Semantics I (LING 451), Historical and Comparative Linguistics (LING 460): Seminar: Greek Art (ARH 507), Seminar: Roman Art (ARH 507), For specific information regarding certification or endorsement requirements for Latin, students should see the departmental adviser, C, Bennett Pascal, and inquire at the secondary education office in the College of Education, Interdisciplinary Program in Classical Archaeology With the existing curricular resources of the University, it is possible to arrange an under- graduate program which provides sound preparation for graduate study and an eventual career in Greek and Roman archaeology, A student would most profitably fulfill major requirements in one of the three departments contributing to the program, with the addition of courses selected from the other two depart- ments, The following are the three programs recommended for a specialization in Classical archaeology, Art History. Departmental major, with a concen- tration in Greek and Roman art, to include Ancient Mediterranean Art (ARH 413), Greek and Roman Art (ARH 414, 415, 416), Greek Architecture (ARH 418), Roman ArChitecture (ARH 419), and a seminar in Greek and Roman art (ARH 507), Courses recommended in addition to the major: History of Greece (HST 411) and History of Rome (HST 412, 413), seminar in Greek or Roman history (HST 407 or 507), two years of Greek or Latin, Classics. Departmental major in Latin, Greek, or Classics (Latin and Greek) beyond the second year. History of Greece (HST 411) and History of Rome (HST 412,413), Courses recommended in addition to the major: seminar in Greek or Roman history (HST 407 or 507), Ancient Mediterranean Art (ARH 413) or Greek and Roman Art (ARH 414, 415, 416), Greek Architecture (ARH 418), Roman Architec- ture (ARH 419), a seminar in Greek or Roman art (ARH 507), History. Departmental major, with concentra- tion in the history of Greece and Rome, to include History of Greece (HST 411), History of Rome (HST 412,413), and a seminar in Greek or Roman history (HST 407 or 507), Courses recommended in addition to the major: Ancient Mediterranean Art (ARH 413) or Greek and Roman Art (ARH 4.14, 415, 416), Greek Architec- ture (ARH 418), Roman Architecture (ARH 419), a seminar in Greek or Roman art (ARH 507), two years of Greek or Latin, Students who plan to pursue a career in Classical archaeology are reminded that most graduate departments require familiarity with both Classical languages and a reading knowledge of French and German, An interdisciplinary master of arts (MA) degree is available for students interested in advanced study or careers in Classical archaeology, Graduate Studies The Department of Classics offers the Master of Arts (MA) in Classics with areas ofconcen- tration in Latin, Greek, or Classics (Greek and Latin), The degree may be earned with thesis, with a comprehensive examination, or through course work alone, The MA in Greek or Latin is earned with a concentration in one of the Classical languages, but students concentrating in one language ordinarily take some work in the other. The MA in Classics is earned with work approximately evenly divided between Greek and Latin, Programs of study are arranged in consultation with two advisers, at least one of whom is a member of the Department of Classics, and are selected from graduate courses in Latin, Greek, Classics, history, art history, religion, philosophy, rhetoric, and English, Ideally, the design of the program will not be random but will reflect in part the student's specialized interests or will help to prepare the student for a field of specialization related to the Classics, Master of Arts Degree Applications for admission should be accom- panied by two letters of recommendation, including at least one from an undergraduate teacher. All candidates must complete at least 45 credits of graduate-level course work, to include at least one seminar in the candidate's major (GRK, LAT, or CL 407 or 507), Students who have not already had a year course in ancient history are expected to include History of Greece (HST 411) and History of Rome (HST 412, 413) 'in their graduate programs, All candidates must demonstrate proficiency in French or German sufficient for conducting research in Classical subjects, The master of arts (MA) degree with thesis is awarded upon completion of 45 credits of course work, to include 9 credits of thesis (GRK, LAT, or CL 503, whichever is appropriate to the candidate's area of concentration), The MA degree by examination is awarded upon completion of 45 credits of course work and a comprehensive written and oral examina- tion, The examination is based in part on an outside reading list, drawn up in consultation with the candidate's advisers, The reading list is substantially in literature in the original languages, The MA degree by course work alone is awarded upon completion of 10 credits of graduate courses in addition to the 45-credit minimum required for the MA Interdisciplinary Program in Classical Civilization The Department of Classics administers an interdisciplinary master of arts degree in Classical civilization, to provide predoctoral training for prospective candidates in Classical archaeology and ancient history, or for students interested in a general program in ancient studies at the graduate level. Consult a de- partmental adviser for a description of the program, Courses in Greek (GRK) Arr: credits to be arranged Coreq: corequisite PIN: pass/no pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings, Lower-Division Courses 101,102,103 First-Year Greek (4,4,4) Fundamentals of the Attic Greek language; readings in Attic Greek and in koine, MGRK 101,102,103 Modern Greek (3-4,3-4,3-4) Modern Greek conversation and reading, Offered irregularly, 199 Special Studies (1-3R) 200 SEARCH (1-3R) 231 New Testament Readings (1-4) Selected readings from the New Testament. Not offered 1986-87, Upper-Division Courses 301, 302, 303 Authors: [Term SUbject] (3R) Each term will be devoted to the study of a major Greek author: Homer, Plato, or a tragedian, R under different term subjects, 347, 348, 349 Greek Prose Composition (1-3,1-3,1-3) 347,348: extensive practice in composing Attic Greek prose with emphasis on syntax and idiom, 349: study of Lysias, Isocrates, and Demosthenes leading to practice in their styles, Lowenstam, 400 SEARCH (1-3R) 405 Reading and Conference (Arr,R) Nole: Courses designated (M) or (G) may be offered for graduate credit. 407 (G) Greek Seminar (Arr,R) 411 (G) Authors: [Term Subject] (3R) Each term devoted to a different author or literary genre: Euripides, Sophocles, Aeschylus, Plato, Aristotle, Demosthenes, Herodotus, lyric poetry, comedy, pastoral. R when topic changes, Graduate Courses 501 Research (Arr,R) PIN only, 503 Thesis (Arr,R) PIN only, 505 Reading and Conference (Arr,R) 507 Greek seminar (Arr,R) Courses in Hebrew (HBR) 50,51,52 Biblical Hebrew (4,4,4) Does not fulfill University requirements, Offered irregularly, Courses in latin (IAT) Lower-Division Courses 101,102,103 First-Year Latin (4,4,4) Fundamentals of latin grammar; selected readings from Classical and medieval authors, 199 Special Studies (1-3R) 200 SEARCH (1-3R) Upper-Division Courses 301,302,303 Authors: [Term Subject] (3R) Readings in selected authors of the Roman Golden Age: Livy, Virgil, Horace, R when topic changes, 347,348,349 Latin Composition (1,1,1) Survey of Classical latin syntax; extensive practice in prose composition, Designed for majors and prospective teachers, Pascal. Note: Courses designated (M) or (G) maybe offered for graduate credit. 400 SEARCH (1-3R) 405 Reading and Conference (Arr,R) 407 (G) Latin seminar (Arr,R) 411 (G) Authors: [Term Subject] (3R) Each term is devoted to a different author or literary genre: Catullus, Tacitus, Juvenal, Pliny, lucretius, comedy, philosophy, elegy, epic, satire, R when topic changes, 414 (G) Readings in Medieval Latin (Arr,R) Repre- sentative selections from medieval authors with analysis of the period and its institutions, Not offered 1986-87, 421 (M) Latin Grammar Review (3) A formal grammar review course for students with some previous exposure to the language who want to renew their skills; and for students with no previous experience who believe that they can keep up with the accelerated pace, Offered irregularly, 447,448,449 (G) Latin Prose Composition (1-3,1-3, 1-3) Composition of continuous latin prose based on an intensive study of stylistic models from Classical literature, Prereq: lAT 347, 348, 349. Pascal. Graduate Courses 501 Research (Arr,R) PIN only, 503 Thesis (Arr,R) PIN only, 505 Reading and Conference (Arr,R) 507 seminar (Arr,R) Classics in English Translation (Cl) Lower-Division Courses 199 Special Studies (Arr,R) 200 SEARCH (1-3R) Upper-Division Courses 301 Greek and Roman Epic (3) Analysis of the heroic tradition and epic themes in the Homeric poems, the works of Hesiod, and the Aeneid, Emphasis on literary criticism and intellectual history, 302 Greek and Roman Tragedy (3) Examination of Aeschylus, Sophocles, Euripides, and perhaps Seneca, from the viewpoint of literary criticism and intellectual history, 303 Literature: Greek Philosophy (3) Introduction to the philosophies of Plato and Aristotle from the viewpoint of Greek intellectual history, lowenstam, 304 Classical Comedy (3) Analysis of old comedy (Arlstophanes), middle comedy (Aristophanes), and new comedy (Menander, Roman drama) in juxtaposi- tion with satyr drama and Greek romance (Euripides), 305 Latin Literature (3) Representative selections from major authors of Republican and Imperial Rome: epic, comedy, and satire, Pascal. 307, 308, 309 Classical World (3,3,3) Origins and development of the major social, economic, political, religious, and intellectual systems of the Classical Age of the West. 307: ancient Greece; 308: Hellenistic civilization; 309: ancient Rome, The major Greek and latin authors as well as some documentary sources, 320 Introduction to Classical Archaeology (3) Rationale and aims of Classical archaeology, day-to- day processes of a major continuous excavation, problems concerning the religion, culture, and history of the ancient world, Offered irregularly, 321 Classic Myths (3) The major mythological cycles of the ancient world: Troy, Thebes, and heroes, Literary andmythographic sources, Pascal. Note: Courses designated (M) or (G) may be offered for graduate credit, 400 SEARCH (1-3R) 405 Reading and Conference (Arr,R) 407 (G) Seminar (Arr,R) 410 (G) Experimental Course (Arr,R) Graduate Courses 501 Research (Arr,R) PIN only, 503 Thesis (Arr,R) Prereq: second-year proficiency in Greek or latin, PIN only, 505 Reading and Conference (Arr,R) 507 Seminar (Arr,R) 509 Practicum (Arr,R) 510 Experimental Course (Arr,R) -----Ge§Aitive-SeieAee-49---- Cognitive Science 38 Straub Hall Telephone (503) 686-4941 Program Chair to be announced Participating Faculty Jacob Beck, Psychology Aletta A. Biersack, Anthropology Natalie Dehn, Computer and Information Science Scott Delancey, Linguistics Sarah A. Douglas, Computer and Information Science Mary S, Erbaugh, Linguistics Arthur M, Farley, Computer and Information Science Stephen F, Fickas, Computer and Information Science Morton Ann Gernsbacher, Psychology Thomas Givan, Linguistics Douglas Hintzman, Psychology Ray Hyman, Psychology Peter W, Jusczyk, Psychology Steven Keele, Psychology Kenneth B, Liberman, Sociology Michael I. Posner, Psychology Myron Rothbart, Psychology James A. Simmons, Biology Theodore Stern, Anthropology Kent A. Stevens, Computer and Information Science Russell S, Tomlin, Linguistics Cognitive science is an interdisciplinary fieJd concerned with the study of natural and artificial intelligence, culture, and communication, It occupies the intersection between the tradi- tional interests of psychology, computer science, linguistics, anthropology, philosophy, and biology, Undergraduate and graduate courses relevant to cognitive science are taught in various participating departments of the College of Arts and Sciences, Interdisciplinary research projects are in the areas of cognitive psychology, psycholinguistics, neuropsychol- ogy, human engineering, visual psychophysics, discourse processing, computer models of sensory and cognitive processes, and com- parative social and communicative behavior, Special on-campus research facilities include the Cognitive Laboratory, the Psycholinguistics Laboratory, the Visual Perception Laboratory, and the Institute of Neuroscience, Off-campus facilities affiliated with the program include Decision Research, Inc, (Eugene), the Labora- tory of Cognitive Neuropsychology (Portland), and the Oregon Regional Primate Research Center (Beaverton), Undergraduate Studies Minors relevant to cognitive science are offered by the departments of linguistics (cognitive science option), psychology (cognitive science option), and computer and information science, Graduate Studies A flexible master's degree relevant to cognitive science can be earned through the interdisci- plinary studies program, Graduate work in cognitive science is designed for students who took their undergraduate work in one of the participating fields, A minor in a second cognitive science field is recommended but can be accomplished after admission to the mas- ter's degree program, Graduate work in thefield should include a cognitive science seminar, offered jointly by members ofthefaculty, which attempts to integrate backgrounds of students 1---~'~C'---=,O§Aitive-SeieAee-------_· -----_.__ . --- coming to the program from different disci- plines. Individual study and research programs are selected in consultation with an interdisci- plinary advisory committee appointed for each student by the program's executive committee. A research thesis is required for the master of arts (MA) and the master of science (M.S.) degrees. Students wanting to study for the doctor of philosophy (PhD.) degree should apply directly to one of the participating departments. Re- search relevant to cognitive science may be undertaken within any of the participating departments. The composition of the disserta- tion committee should reflect the interdisciplin- ary nature of the research program. For further information consult the program chair. Comparative Literature 215 Friendly Hall Telephone (503) 686-3986 Steven F. Rendall and Irving Wohlfarth, Program Codirectors Program Committee Randi M. Bim, Romance Languages Roger A. Nicholls, Germanic Languages and Literatures Steven F. Rendall, Romance Languages James L. Rice, Russian Steven Shankman, English Wolfgang F. Sohlich, Romance Languages Richard L. Stein, English Irving Wohlfarth, Comparative Literature Alan S. Wolfe, East Asian Languages and Literatures Participating Faculty Randi M. Bim, Romance Languages William Calin, Romance Languages Richard H. Desroches, Romance Languages Michael B. Fish, East Asian Languages and Literatures Sylvia B. Giustina, Romance Languages Peter B. Gontrum, Germanic Languages and Literatures Thomas R. Hart, Romance Languages Emmanuel S. Hatzantonis, Romance Languages Roger A. Nicholls, Germanic Languages and Literatures Perry J. Powers, Romance Languages Steven F. Rendall, Romance Languages James L. Rice, Russian Steven Shankman, English W. Sherwin Simmons, Art History Wolfgang F. Sohlich, Romance Languages Richard L. Stein, English George Wickes, English Irving Wohlfarth, Professor of Comparative Literature (19th-century French literature, contemporary European criticism, sociology of literature). B.A., 1961, Cambridge; Ph.D., 1970, Yale. (1976) Alan S. Wolfe, East Asian Languages and Literatures Jean M. Woods, Germanic Languages and Literatures Virpi Zuck, Germanic Languages and Literatures The University of Oregon offers programs in comparative literature leading to the bachelor of arts (BA), master of arts (MA), and doctor of philosophy (PhD.) degrees. The graduate program in comparative literature, established in 1962, is well known both in the United States and abroad. Every year the program invites several distinguished scholars to deliver lectures and discuss their work with faculty and students participating in the Comparative Literature Colloquium.' Recent visitors include Hazel Barnes, Stephen Booth, Nelcya Delanoe, Terry Eagleton, Jean Franco, Geoffrey Hartman, Anselm Haverkamp, Wolfgang Iser, Fredric Jameson, Hans Robert Jauss, Martin Jay, and Gayatri Spivak. Library holdings are strong in all areas of research in literature. They include an outstanding collection of journals, many of which come to the University in exchange for Comparative Literature, which is published at the University. Undergraduate Program The undergraduate program leading to the bachelor of arts (BA) degree enables students to pursue an organized course of study tran- scending the limitations of a departmental major. It provides suitable training for advanced study in literature as well as a general liberal arts background. Students in the program study three or more literatures, of which at least one is normally English or American. Work is required in two foreign literatures read in the original languages. Literature read in translation may also be included as part of the student's program; courses on Chinese, German, Japanese, Russian, Scandinavian, and other literatures are offered regularly. The undergraduate program offers many opportunities for small-group study with faculty members. Working with an adviser, the student develops a plan of study suited to his or her individual interests; this may focus on a period, a genre, a theme, orthe relations between two or more national literatures. The program also offers opportunities for study of issues in literary theory and criticism. In addition to the regular program, an honors option is available. It is particularly valuable for students intending to do advanced work in comparative literature or related fields. Note: Students with interests in non-Western literatures are welcome in the undergraduate program. Major Requirements Lower Division. Satisfaction of the University language requirements for the BA degree Comparative Literature: Epic, Drama, Fiction (CUT 201, 202, 203) or equivalents History of Western Civilization (HST 101, 102, 103)or History HonorsCollege (HST 107,108, 109). Students with sufficient background may take three advanced history courses to fulfill this requirement Upper Division. 45 credits in literature, including: Approaches to Comparative Literature (CUT 301) 15 credits in a foreign literature, read in the original language 9 credits in a second foreign literature, read in the original language 18 additional credits in literature, read either in the original language or in translation. At least 6 of these credits must be in comparative literature courses Honors in Comparative Literature. The requirements for honors in comparative litera- ture include all of the above in addition to a senior essay written under the direction of a faculty member. Students choosing this option enroll for two terms of Thesis (CUT 403), the senior essay to be presented at the end of the second term. Graduate Program The University offers a program of graduate study leading to the master of arts (MA) and doctor of philosophy (Ph.D.) degrees in com- parative literature. For admission to the program, a candidate should normally have an undergraduate major in one literature and competence in two of the following languages: French, German, Greek, Italian, Latin, Russian, Spanish. Master of Arts Degree The candidate must demonstrate competence in two languages, in addition to English, by completing graduate-level literature courses in .----CQmputer--QI"'ld-~fQrmQt~Qr:l-SGieAGe~1_+_1-- the languages. The student's course program must include one term of Graduate Studies in Comparative Literature (CLIT 514,515, or 516) and at least one additional course in compara- tive literature. For the MA degree, candidates take field examinations covering two periods in at least two literatures. The examination require- ment in one field may be satisfied by completing four graduate courses covering two or more literatures. This prog ram is normally completed in two years. Doctor of Philosophy Degree In addition to the above requirements, doctoral candidates must take at least two more courses or seminars in comparative literature and field examinations covering two more periods in at least two literatures. Of the four field examina- tions for the doctorate, two may be satisfied by completing four graduate courses in two or more literatures. After completing all the above requirements, the candidate must submit a prospectus of a doctoral dissertation on a comparative topic. The dissertation should be completed within three years of advancement to candidacy and defended in a final oral presentation. Courses in Comparative Literature (CLlT) Arr: credits to be arranged Coreq: corequisite PIN: passIno pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 199 Special Studies (1-3R) 201,202,203 Comparative Literature: Epic, Drama, Fiction (3,3,3) A comparative approach to the major works and genres ot Western literature. 210 Topics in General Literature (3R) Introductory studies in literary themes, periods, and methods of literary study. Topics vary from year to year but are normally offered as a series of related courses. Rwhen topic changes. Upper-Division Courses 301 Approaches to Comparative Literature (3) Introduction to methods in comparative literature and practical literary criticism. 350 Topics in Comparative Literature (3R) Recent topics include Crime in 19th-Century Fiction, Fantasy and Reality in 17th- and 18th-Century Literature, Honors College: Utopias and Dystopias, Madness in Literature, Modern Women Writers, and Suicide and Literature: East and West. R when topic changes. Note: Courses designated (M) or (G) may be offered for graduate credit. 403 Thesis (Arr,R) 405 Reading and Conference (Arr,R) 407 (G) Seminar (Arr,R) Recent topics include Comedy of Classicism, Diary, Literature of Existen- tialism, Modern French and American Poetry, Petrarch- ism in Western European Literature, Relations between Literature and Art, Renaissance Hero, Romantic Drama, and Romanticism. 410 (G) Experimental Course (Arr,R) All readings may be done in translation. Recent topics include Classical Backgrounds of the Renaissance, Just and Unjust Worlds in Chinese and Western Literature, Mass Culture, Medicean Florence and the Revival of Greek, Modern Experimental Drama, Nihilism and Parricide, Play within a Play, Society and Solitude: Studies in Pastoral, and The Theme of Rebellion in Literature. 420 (M) Picaresque Novel (3) The picaresque novel as agenre, its transformations, and its use as a means of social criticism. Readings include the anonymous LazarilJo de Tormes and works by Grimmelshausen, Defoe, Thomas Mann, and Joyce Cary. 421 (M) Modern Scandinavian Fiction (3) Major trends in Scandinavian literary techniques and themes, analyzed within the contexts of European literature and Scandinavian social and cultural developments. Authors from all five Nordic countries. Birn, Zuck. 425 (M) Autobiography (3) History, theory, and problems of autobiographical writing. Examination of works by St. Augustine, Cellini, Montaigne, Rousseau, Gibbon, Gorky, Leiris, Sartre, C. S. Lewis, Nabokov, Nin, and others. 460 (M) Experimental Fiction (3) A study of formal deviations from the norms of fictional realism. Authors likely to be read include Beckett, Borges, Fowles, and Robbe-Grillet. 461 Experimental Drama (3) The contributions of some of the major experimental playwrights of the 20th century such as Strindberg, Jarry, Brecht, Kaiser, lonesco, Genet, DOrrenmatt, Handke, and Pinter. Depending on the instructor, the course may also include experimental theater. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 507 Seminar (Arr,R) Recent topics include Renais- sance Drama, Historical Drama, Studies in Romanti- cism, The Symbolist Movement, Valery and Borges, Derrida, Studies in the Sociology of Literature, Literature and Painting, Literature and Ideology, Literature and Religion, Reception Theory, Walter Benjamin, Semiotics, Language and Society in the 18th Century. 508 Colloquium (Arr,R) 510 Experimental Course (Arr,R) 514,515,516 Graduate Studies in Comparative Literature (4,4,4) 514: history and present state of the discipline as practiced by selected major figures. 515: intensive study of current issues in literary theory. 516: problems and methods in practical criticism. Hart, Rendall, Wohlfarth. Courses in Translation from Other Departments Listed below are courses which might be used to fuifill up to 12 credits of the 18 additional credits in literature required for the major. Chinese. Classical Chinese Thought and Literature (CHN 305), Seminar: Chinese litera- ture (CHN 407G) Classics. Greek and Roman Epic (CL 301), Greek and Roman Tragedy (CL 302), Literature: Greek Philosophy (CL 303), Classic Myths (CL 321), Seminar: Classical Literature (CL 407) German. Goethe and His Contemporaries in Translation (GER 250), Thomas Mann, Kafka, and Hesse in Translation (GER 251), Brecht and Modern German Drama in Translation (GER 252) Italian. Dante and His Times (ITAL 464,465, 466G) Japanese. Introduction to Japanese Literature (JPN 301, 302, 303), Seminar: Japanese Literature (JPN 407G) Russian. Introduction to Russian Literature (RUSS 204,205,206), Russian Folklore (RUSS 420G), Modern Russian Poetry (RUSS 422G), Dostoevsky (RUSS 424G), Tolstoy (RUSS 425G), Gogol (RUSS 426G), Turgenev (RUSS 427G), Chekhov (RUSS 428G), Soviet Russian Literature (RUSS 429G) Scandinavian. Ibsen to Hamsun in Translation (SCAN 351), August Strindberg to Ingmar Bergman in Translation (SCAN 352), Readings in Translation: Scandinavian Literature and Society (SCAN 353) Spanish. Cervantes (SPAN 360) Computer and Information Science 64 Prince Lucien Campbell Hall Telephone (503) 686-4408 Eugene M. Luks, Department Head FaCUlty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Fredric Beisse, Senior Instructor. B.A., 1964, Western Washington; M.A., 1969, Oregon. (1969) John S. Conery, Assistant Professor (architecture, parallel processing). B.A., 1976, California, San Diego; Ph.D., 1983, California, Irvine. (1983) Natalie Dehn, Assistant Professor (artificial intelligence, natural-language processing). Sc.B., 1975, Mas- sachusetts InstituteofTechnology; Ph.D., 1985, Yale. (1985) Sarah A. Douglas, Assistant Professor (artificial intelligence, user interfaces). A.B., 1966, California, Berkeley; M.S., 1979, Ph.D., 1983, Stanford. (1983) Alan L. Eliason, Adjunct Associate Professor (systems design, business computer applications). B.M.E., 1962, M.B.A., 1965, Ph.D., 1970, Minnesota. (1970) Arthur M. Farley, Associate Professor (artificial intelligence, graph algorithms). B.S., 1968, Rensselaer Polytechnic Institute; Ph.D., 1974, Carnegie-Mellon. (1974) Stephen F. Fickas, Assistant Professor (artificial intelligence, expert systems, software engineering). B.S., 1971, Oregon State; M.S., 1973, Massachusetts; Ph.D., 1982, California, Irvine. (1982) Virginia M. Lo, Assistant Professor (distributed systems, operating systems). B.A., 1969, Michigan; M.S., 1977, Pennsylvania State; Ph.D., 1983, Illinois, Urbana-Champaign. (1984) Eugene M. Luks, Professor (computational complexity, algebraic algorithms). B.S., 1960, City College (New York); Ph.D., 1966, Massachusetts Institute ofTechnol- ogy. (1983) David G. Moursund, Professor (computers in educa- tion, numerical analysis). B.A., 1958, Oregon; M.S., 1960, Ph.D., 1963, Wisconsin, Madison. (1967) Andrzej Proskurowski, Associate Professor (com- binatorial algorithms, complexity of computation). M.S., 1967, Warsaw Technical University; Ph.D., 1974, Royal Institute of Technology, Stockholm. (1975) Kent A. Stevens, Associate Professor .(visual percep- tion, artificial intelligence). B.S., 1969, M.S., 1971, California, Los Angeles; Ph.D., 1979, Massachusetts Institute of Technology. (1982) Christopher B. Wilson, Assistant Professor (computa- tional complexity, models of computation). B.S., 1978, Oregon; M.S., 1980, Ph.D., 1984, Toronto. (1984) General Information Computer and information science is the study of ways to model, analyze, and transform information. Students may focus on any of the following areas of study: 1. Methods for storing and retrieving large amounts of data (information storage and retrieval) 2. Means to transform information through effective algorithms (design and analysis of algorithms) 3. Design and properties of languages in which to express algorithms (programming lan- guages) 4. Processes that monitor the execution of algorithms (computer architecture and operating systems) 5. Flow and management of information in organizations (information systems) ---5-2------Computer----Of"ld-b"'lfo~mationSGier:lGe,-- 6. Design of systems to perform perceptual and cognitive tasks (artificial intelligence) The computer and information science program at the University is continually evolving as the discipline matures and students' needs change. Each year, the content of some courses changes and new courses are added. Usually, new courses are first offered as experimental courses (CIS 410 or 510). The computer and information science department also offers about 15 summer session courses, some especially designed for educators. Facilities. At the University of Oregon, comput- ing facilities available for research or instruc- tional purposes include an IBM 4341, a DEC system 1091, more than 100 smaller computers, and about 400 terminals. The computer and information science department has DEC VAX 11/750s, SYMBOLICS 3600 LISP machines, Tektronix 4404 Pegasus, Tektronix 4115B, Hewlett-Packard 9920, and Apollo workstations, and an assortment of microcomputers for student and faculty use. Undergraduate Studies The Department of Computer and Information Science (CIS) offers the bachelor of arts (BA) and bacheiul uf science (B.S.) degrees. Major and minor degree requirements are listed below. Each required course must be passed with a grade of C- or P (pass) or higher. While it is hoped that students can complete the sequence in a timely fashion, the extraordi- nary demand for CIS courses and the necessity of sequential completion of the required courses may make it difficult for some transfer students or students working toward a second bachelor's degree to complete the major in six or seven terms. Preparation. High school students planning to major or take substantial course work in computer and information science should pursue a strong academic program, including substantial work in mathematics and science. Students with a strong high school mathematics background ordinarily begin with Introduction to Computer Science (CIS 201) if they intend to major in computer and information science. Transfer students from two-year colleges and other schools should attempt to complete as many of the general requirements as they can before entering the University. In addition, they should complete at least one year of mathemat- ics (including the calculus requirement) and lower-division courses in a field in which they intend to earn a minor. Students should call or write the department to determine if computer courses they have taken can be counted toward CIS major requirements. Careers. The demand for computer program- mers and systems analysts is well ahead of the supply. A B.S. or BA degree in computer and information science prepares a student for a job in industry or business or for entrance into graduate school. Graduates may be employed as systems programmers responsible for developing and maintaining programs that control the operation of the computer. Or they may become applica- tions programmers responsible for designing, implementing, maintaining, or managing information systems for commercial or scientific applications. Major Requirements Forty-six credits, of which 34 must be upper division. By submitting a petition to the under- graduate affairs committee, the student may apply up to 9 credits taken outside computer and information science toward this require- ment. To be considered, the courses must have computer programming prerequisites and substantial computer science content. The following specific courses are required: Computer and Information Science.lntroduc- tion to Information Structures (CIS 313), Com- puter Organization (CIS 314), Analysis of Programs (CIS 315), Software Methodology I (CIS 422), and one of the following: Experimen- tal Course: Computer Architecture (CIS 410), Operating Systems (CIS 415), Introduction to Theory of Computation (CIS 420), Survey of Programming Languages (CIS 425), or Intro- duction to Artificial Intelligence (CIS 471) Mathematics. The following six courses are required: Calculus (MTH 201, 202, 203), Elements of Discrete Mathematics (MTH 231, 232,233). They may also be used to satisfy the University's science stand-alone or cluster group requirement. 6 additional upper-division credits are required, preferably chosen from the following: Fundamentals of Algebra (MTH 341, 342, 343), Mathematical Logic and Set Theory (MTH 354, 355), Introductory Linear Algebra (MTH 411), Linear Algebra (MTH 412), Topics in Linear Algebra (MTH 413), Introduction to AbstractAlgebra (MTH 415, 416, 417), Introduc- tion to Numerical Analysis (MTH 428, 429, 430), Introduction to Statistical Theory (MTH 441, 442), Regression Analysis and Analysis of Variance (MTH 443) Writing. In addition to the two terms of writing required of all undergraduate majors, the computer and information science department requires a third course: Expository Writing (WR 216), Scientific and Technical Writing (WR 320), or Business Communications (WR 321) Scien~e. CIS majors must meet the science sequence requirement by completing 12 credits selected from one of the following four options: 1. General Physics with Calculus (PH 211,212, 213) or General Physics (PH 201 ,202, 203) 2. General Chemistry (CH 104, 105, 106) or General Chemistry (CH 204, 205, 206) and 3 additional credits in chemistry. The additional credits may be satisfied in laboratory courses accompanying general chemistry 3. General Biology I: HowCells Work(BI201), General Biology II: How Organisms Function (BI202), and General Biology III: The Living World (BI 203), and 3 additional credits in biology. It is recommended that these credits be satisfied by completing laboratory courses accompanying general biology. 4. 12 credits in psychology courses at the 200 level or above, of which at least 8 must be from the experimental and physiological fields (numbered between 430 and 450). The latter may require additional prerequi- sites or instructor's consent Minor Requirement for CIS Majors. CIS majors are required to complete a 12-credit concentration in a field related to computing. Consult the department for further information. Departmental Admission Admission to computer and information science courses varies according to course level and other departmental standards. Qualified stu- dents, regardless of major, may receive de- partmental approval for upper-division or major status. Lower-Division Courses. Most 100- and 200-level courses-notable exceptions are CIS 201, 202, and 242---are open on a first-come, first-served basis to all students who have the prerequisites. This includes students who intend to major in computer and information science but are initially classified as arts and sciences premajors. First preference for enrollment in CIS 242 is given to students who have been granted upper-division or major status by the department. Upper-Division Status. Admission to 300-level courses requires departmental approval for upper-division status. Approval is based on three criteria: (1) completion of CIS 203, (2) a 3.00 grade point average (GPA) in computer and information science courses, and (3) a2.50 GPA in mathematics courses. Major Status. Admission to some 400-level courses, especially CIS 422, requires de- partmental approval for major status. Approval is based on the following criteria: (1) completion of CIS 315, (2) a 3.00 GPA in CIS 201,203,313, 314,315, and (3) a 2.66 GPA in mathematics courses numbered 201 and above. Many 400-level courses require or give enrollment preference to students with upper-division or major status. Computing the GPA. A grade of Pis counted as a C if the course was offered on a graded basis. A grade of P is ignored if the course was offered on a passino pass (PIN) basis only. A grade of N is counted as an F. Achieving the GPAs required for upper-division and major status does not guarantee departmental approval. For example, acceptance as a computer and information science major is unlikely for a student with two or more Ws in CIS courses or for one who takes 100-level courses after having had higher-level courses. A student may meet University and departmen- tal requirements by taking courses according to the following sample program. Individual programs may vary according to each student's placement scores, interests, and work load; students should consult an academic adviser in adapting their programs to their individual needs. Students who earn upper-division or major status are expected to maintain the level of achievement that merited that status and to make satisfactory progress toward completion of the major. Upper-division or major status may be revoked, pending reapplication, if a student earns poor grades; drops, fails, or withdraws from two or more CIS courses; or is absent from the program for extended periods of time. In such cases, students are expected to fulfill program requirements in effect at the time of reapplication. Everyone associated with the discipline recog- nizes the dynamic nature of computer science. It is likely, then, that occasional curricular modifications will be necessary. While every effort is made to avoid disruption of the pro- grams of students who are actively pursuing degrees, substitutions and improvements in CIS courses should be anticipated. Sample Program Freshman Year" 45-48 credits Calculus (MTH 201, 202, 203) 12 English Composition (WR 121) 3 Science, arts and lellers, or social science cluster . . . . . . . . . . . . . . . . . . . . . . .. 9-12 Personal Health (HES 250) 3 Electives . . . . . . . . . . . . . . . . . . . . . . . .. 18 Sophomore Year 45-51 credits Introduction to Computer Science I, II(CIS 201, 203) . . . . . . . . . . . . . .. 8 Elements of Discrete Mathematics(MTH 231, 232, 233) 12 English Composition (WR 122 or 123) 3 Science, arts and lellers, or social science cluster .. . . . . 9-12 Three lower-division courses toward minor .. " 9-12 Elective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 4 Junior Year 45-51 credits Introduction to Information Structures(CIS 313), Computer Organization (CIS 314), Analysis of Programs (CIS 315) . . 12 Expository Writing (WR 216), Scientific and Technical Writing (WR 320), or Business Communications (WR 321) 3 Science, arts and lellers, or social science cluster . . . . . . . . . . . . . . . . . 9-12 Upper-division courses toward minor . . . . 9-12 Electives . . . . . . . . . . . . . . . . . . . . . . . . 6-12 senior Year 45·50 credits Software Methodology I (CIS 422) and one of the following: Experimental Course: Computer Architecture (CIS 410), Introduction to Theory of Computation (CIS 420), Software Methodology II (CIS 423), Survey of Programming Languages (CIS 425), or Artificial Intelligence(CIS 471).. .. . .. .... .. . 8 Three upper-division CIS electives 12 Upper-division courses toward minor 9-12 Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 16-18 Students intending to pursue careers in business- information systems normally choose electives from CIS 241, 242, 342, 435, 451. Students intending to pursue careers in nonbusiness applications programming normally choose electives from CIS 234, 241, 413, 423, 441, 445, 451. Students intending to pursue careers in systems programming normally choose electives from CIS 413, 415, 423, 424, 425, 451. Students intending to pursue graduate work in computer science normally choose electives from CIS 413, 415, 445, 451, and perhaps some 500-level courses. Because they need a strong mathematical background, most of these students minor in mathe- matics. "Note:Entering freshmen with astrong background in mathematics and afirm commitment to computer and information science may be interested in an alternate program in which they take computer science courses and Elements of Discrete Mathematics (MTH 231) in their freshman year. Further information is available in the computer and information science department. Minor Requirements The minor il") computer and information science requires completion of three successive levels of course work and maintenance of at least a 2.50 GPA in computer and information science. In addition, Level 1 requires at leasta2.50 GPA in mathematics. Note: Students should obtain further information from the department office before entering the program. Level 1 (prerequisites). Introduction to Com- puter Science I, II (CIS 201,203) or Introduction to Numerical Computation: Pascal (CIS 134), Special Studies: Advanced Pascal (CIS 199- offered summer session only), and either CIS 131 or 133. One year of college mathematics at MTH 101 level or higher, including Elements of Discrete Mathematics (MTH 231) Level 2. EitherAdvanced Numerical Computa- tion (CIS 234)-FORTRAN or Business-Data Processing (CIS 242)-COBOL Level 3. Four CIS courses (16 credits) at the 300 level or higher, according to one of the following options: Option 1 (academic year). Introduction to Information Structures (CIS 313), Computer Organization (CIS 314), Analysis of Programs (CIS 315), and one upper-division elective Option 2 (summer session). Experimental Course: Introduction to Computer Organization (CIS 41 0), Experimental Course: Fundamentals of Information Structures (CIS 410), and two upper-division electives taken during summer session A grade of C- or better must be earned in each of the four courses. Graduate Studies The Department of Computer and Information Science offers programs leading to the degrees of master of arts (MA), master of science (M.S.), and doctor of philosophy (Ph.D.). The department also coordinates interdiscipli- nary master's degrees in other fields, including a computer science degree program for teachers. The latter can be completed during the summer session. Doctorates in numerical analysis and com- binatorics are available through the Department of Mathematics. A doctorate with a supporting area in computer science education is available through the College of Education. Cognitive Science The computer and information science depart- ment participates in the Cognitive Science Program, along with the anthropology, biology, linguistics, philosophy, and psychology depart- ments. Specific research within the department includes visual perception (in conjunction with the psychology department) and issues in artificial intelligence and expert systems. For further information, see the Cognitive Science section of this catalog. Master's Degree Program Admission. Admission into the master of science (M.S.) program in computer and information science is competitive; it is based on prior academic performance, Graduate Record Examination (GRE) scores, and com- puter science background. Minimum require- ments for unconditional admission (G8 status) are: 1. Documented knowledge of the following: a. Principles of computer organizations b. Assembly and structured programming languages c. Program development and analysis d. Data structures 2. GRE score on the General Test is required; the Computer Science Test is recom- mended, especially for applicants seeking graduate teaching or research assistant- ships 3. A score of at least 550 on the Test of English asa Foreign Language (TOEFL) is required for applicants who have not spent at least three years in an English-speaking institution of higher learning. Applicants may be required to study one or more terms at the University's American English Institute (AEI), or elsewhere, before taking any graduate work in the department. Foreign applicants for teaching assistantships must also take the Test of Spoken English (TSE) Application materials should be submitted by March 15 for fall term admission. Conditional Admission. Admission to the M.S. degree program usually requires the substan- tive equivalent of an undergraduate degree in computer science. Applicants who do not meet the minimum requirements for G8 status listed above may receive conditional admittance (G3 status). This is a probationary period during which students must meet criteria-usually the completion of specific courses-set forth by the Graduate Affairs Committee. Upon meeting these criteria, G3 students are advanced to G8 status. Basic Degree Requirements. The 60-credit master of science (M.S.) degree program consists of core-area depth and breadth requirements (28 credits) and electives (32 credits). Core Areas. The graduate curriculum contains five core areas: (a) theory of computer science, (b) architecture and networking, (c) program- ming languages, (d) software engineering, and (e) artificial intelligence. Each area consists of a sequence of related courses. An M.S. candi- date must achieve breadth by taking the first course in each area (20 credits) and depth by completing two additional courses (8 credits) in one of these areas. Electives. Of the 32 elective graduate-level credits, 12 may be taken outside the department in an area closely related to the student's professional goals, subject to approval by the Graduate Affairs Committee. Elective options within the department include (a) up to 8 graded credits in Reading and Conference (CIS 505), with prior approval by the Graduate Affairs Committee; (b) up to 12 credits in Thesis (CIS 503) or Final Project (CIS 509); (c) Experimental Courses (CIS 510), which are new courses pending permanent approval; and (d) related physics courses, Discrete Electronics (PH 461) and Digital Electronics (PH 463). Grade Requirements. All 28 core-area credits must be graded and passed with grades of B- or better. Up to 12 ofthe32 elective credits may be taken passino pass (PIN); graded elective courses must be passed with grades of mid-C or better. A 3.00 grade point average (GPA) must be maintained for all courses taken in the program. In computing the GPA, the department adds 0.30 points for a plus ( +) and subtracts 0.30 points for a minus ( -). PIN courses are not computed in the GPA. Students who fail to maintain a cumulative 3.00 GPA in two succes- sive terms may be dropped from the M.S. program. M.S. Thesis. The research option requires a written thesis and en rollment for 9-12 credits in Thesis (CIS 503). Thesis research, usually taking at least one year, should be undertaken with a supervising faculty member and a reviewing committee of, generally, two other faculty members. The M.S. thesis is expected to be scholarly and to demonstrate mastery of the practices of computer science. This option is strongly recommended for those who plan subsequent Ph.D. research. --~4-CGrnputer aI'"lQ-ll'"lfGrmatiGr:1-£Gi@I'"lGe------------- M.S. Project. The project option requires a master's degree project and enrollment for up to 12 credits in Final Project (CIS 509), Super- vised by a faculty member, the project may entail a group effort involving several M,S, students, The project is subject to approval by the Graduate Affairs Committee, Doctoral Degree Program The Doctor of Philosophy in Computer and Information Science is above all else a degree of quality which is not conferred simply for the successful completion of a specified number of courses or number of years of study, It is a deg ree reserved for students who demonstrate both a comprehensive understanding of computer and information science and an ability to do creative .research. Admission. Requirements for admission tothe PhD. program: The equivalent of a master's degree in computer and information science. While such a degree is not specifically required, the student must have had course work or other advanced professional experience equivalent to the department's M.S, degree program. Passing a qualifying examination. This examina- tion is a written test, usually taken after a student has satisfied the above requirement. Students select four of the following eight areas of study for examination: computer education, computer systems architecture, information structures, information systems, intelligent systems, software methodology, software systems science, and theoretical computer science. Students need not attempt all four area exami- nations in the same term. However, unless only one section remains to be satisfied, students are expected to test for two or more sections in one sitting. A student has two opportunities to complete each section, and all four sections must be successfully completed within four successive administrations of the examination. The examinations are administered twice a year, near the end of the fall and spring terms. Qualified applicants are granted conditional admission to the PhD. program during the period they are preparing for the examination. Application materials should be submitted by March 15 for fall term admission. Advisory Committee. After passing the qualifying examination and being admitted to the PhD. program, a student must select a faculty Ph.D. adviser. The faculty adviser is usually someone who has expertise in one or more areas of research in which the student expects to concentrate. The student and the Ph.D. adviser then form a PhD. advisory committee, usually headed by the faculty adviser. The student and the advisory committee then formulate a plan of study for completing the remaining requirements for the PhD. degree. Degree Requirements. Candidates for the Ph.D. degree must complete the following requirements: 1. Meet all requirements set by the Graduate School, as listed in that section of this catalog 2. Complete a minor course of study consisting of at least three courses in another depart- ment, with the approval of the student's advisory committee. The courses that constitute a minor must carry graduate credit for students in the computer and information science department 3. Complete approximately 30 credits of graduate courses beyond the master's degree 4. Take an area examination, administered by the student's advisory committee, which emphasizes the basic material in the stu- dent's area(s) of research concentration. Passing this examination advances the student to candidacy for the degree 5. Select a thesis adviser who will direct the PhD. dissertation research. The student, the thesis adviser, and the Graduate School then form a dissertation committee 6. Complete a written dissertation containing substantial, original research in computer and information science and present it to the dissertation committee. The dissertation must be approved by this committee. The student must then make a formal oral presentation of the dissertation. The course of study leading to a PhD. degree normally requires from four to five years beyond the bachelor's degree Research Areas. It is important that a PhD. student be able to work effectively with at least one thesis adviser. Hence the student should identify, at an early stage, one or more areas of research to pursue. The student should also find a faculty member with similar interests to supervise the thesis. Courses in Computer and Information Science (CIS) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit S: must be taken in sequence Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 121 Concepts of Computing (3) A survey of the capabilities, limitations, and implications of computers; designed as an introduction to the field. Includes an introduction to programming in time-shared BASIC, 131 Introduction to Business-Information Proces- sing (4) Business-information processing and problem solving. BASIC programming language and electronic spreadsheet and data-base management tools, Business-related examples and applications, Prereq: MTH -,01 or equivalent. 133 Introduction to Numerical Computation (4) Basicconcepts of problem analysis, computation. and solution, Programming a computer using the language FORTRAN. Prereq: MTH 101 or equivalent. 134 Introduction to Numerical Computation: Pascal (4) Basic concepts of problem analysis and computa- tion; programming a computer using the language Pascal. Prereq: MTH 101 or equivalent 199 Special Studies in Computer Science (1-3) Topics vary with the interests and needs of students and faculty. Typical subjects have included information retrieval, self-instruction FLECS, environmental modeling and simulation, 201, 203 Introduction to Computer Science I, II (4,45) Basic concepts of computer systems, problem solving and algorithm development, program develop- ment, design methodologies and verification techniques, theoretical topics in CIS. Introductory sequence for majors and others seriously interested in computer science. Prereq for 201: four years of high school mathematics or MTH 101 or equivalent. 234 Advanced Numerical Computation (4) Problem solving for scientific computing using FORTRAN. Topics include data representation, algorithm develop- ment, numerical computation, string manipUlation, and programming language issues. Prereq: CIS 1330r 203 or 242, 241 Introduction to Information Systems (4) Theories of structured systems analysis and design, information retrieval, data-base processing, and information systems development and maintenance. Sample systems emphasize variations in software design, Prereq: one computer science course above the level of CIS 121. 242 Business-Data Processing (4) Introduction to the programming language COBOL and fundamentals of business-information processing. Prereq: CIS 203 or instructor's consent. Upper-Division Courses 313 Introduction to Information Structures (4) Concepts of information organization, methods of representing information in storage, techniques for operating upon information structures. Prereq: CIS 203, MTH 231, 314 Computer Organization (4) Introduction to computer organization (memory, input-output, central processing unit), number representation, addressing techniques. assemblers and assembly language programming, Prereq: CIS 313, MTH 231. 315 Analysis of Programs (4) Structured program- ming, program verification, and algorithm analysis. Prereq: CIS 313, MTH 232. 342 File Processing (4) Approaches to file design, methods of representing data on external devices, techniques for operating on different file structures. Uses advanced features of COBOL programming language. Prereq: CIS 242,314. Note: Courses designated (M) or (G) may be offered for graduate credit. 403 Thesis (Arr,R) 405 Reading and Conference (Arr,R) 407 (G) Seminar (Arr,R) Opportunity to study in greater depth specific topics arising out of other courses. Typical subjects include computers for laboratory control, computer installation management, and computer simulation. 409 (G) Supervised Consulting (1-2R) The student assists other students who are enrolled in introductory programming classes. For each three hours of scheduled, weekly consulting, the student is awarded 1 credit. Prereq: experience in two or more program- ming languages and instructor's consent. R for maximum of 4 credits. PIN only. 410 (G) Experimental Course (Arr,R) New regular courses are offered under this numberthe first year or two, before final definition of the course and pending permanent University and Oregon State Board of Higher Education approval. 413 (M) Information Structures (4) Second course in information structures; complex structures, storage management, sorting and searching, hashing, storage of texts, and information compression. Prereq: CIS 315. 414 (M) Introduction to Programming Systems (4) Survey of issues in design of programming languages and implementation of systems to process languages; topics include assemblers, loaders, syntax and parsing, semantics and code generation. Prereq: CIS 315. 415 (M) Operating Systems (4) Introduction to basic operating systems concepts: memory management, central processing unit schedUling, file systems, protection, resource management, process manage- ment, synchronization, and concurrency. Prereq: CIS 315. 420 (M) Introduction to Theory of Computation (4) Provides a mathematical basis for computability and complexity, Models of computation, formal languages, Turing machines, solvability. Nondeterminism and complexity classes.'Prereq: MTH 233, CIS 315 or instructor's consent. 422 (G) Software Methodology I (4) Analysis and structured design specification, system testing, Advanced development environments designed to East Asian Languages and Literatures 55 make students aware of system engineering concepts and tools. Student teams complete three analysis, design, and programming projects. 423 (G) Software Methodology II (4) Application of concepts and methodologies covered in CIS 422. Student teams complete a large system design and programming project. Final system specification, test plan, user documentation, and system walk-throughs required. Prereq: CIS 422. 424 (M) Assembly Language Programming (4) Machine organization and operation, representations of data, instruction sets, higher-level language interface, and operating system service calls. Laboratories focus on assembly language, operating system interfaces, and machine operation. Prereq: CIS 311 or equivalent. . 425 (M) Survey of Programming Languages (4) History, design, implementation of programming languages, emphasizing principles of evaluation. Survey of current and modern programming lan- guages: FORTRAN, ALGOL-60, Pascal, Ada, LISP, Smalltalk, PROLOG. Prereq: CIS 315. 435 (G) Business-Information Systems (4) Designs of the most common organizational information- processing systems, including batch-processing, interactive, and data base. The systems development process; systems analysis and design. Prereq: CIS 242 and 313. 441 (G) Computer Graphics (4) Introduction to the use of computers for input, manipulation, and display of graphical information; graphical input methods and interactive graphics; survey of applications. Prereq: CIS 315. 445 (G) Modeling and Simulation (4) Theoretical foundations and practical problems for the modeling and computer simulation of discrete and continuous systems. Simulation languages, empirical validation, applications in computer science. 451 (G) Data-Base Processing (4) Introduction to the theory and application of data-base management. File and data-base organization, structured programming languages, and embedded data-base instructions. Relational and entity-relationship modeling. Prereq: CIS 315. 471 (M) Introduction to Artificial Intelligence (4) Theory and specific examples of knowiedge-based computer systems. Weak and strong methods of problem solving. Knowledge-representations: predi- cate logic, semantic nets, frames. Prereq: major status. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 507 Seminar (Arr,R) Seminars vary according to the interests and needs of students and availability of faculty. Typical subjects include computer graphics, analysis of business systems, computer logic design, computers in education, scene analysis, micropro- gramming, artificial intelligence. 508 Colloquium (1 R) PIN only. 509 Final Project (Arr,R) Final project for master's degree without thesis. 510 Experimental Course (Arr,R) New regular graduate courses are offered under this number the first year or two, before final definition of the course and pending permanent University and Oregon State Board of Higher Education approval. 513 Advanced Information Structures (4) Information structures in various areas of computing such as graphics, picture processing, simulation, modeling; storage problems, linkage between structures, and automatic implementation of structures. Prereq: CIS 413 or equivalent. 520 Formal Languages and Machines (4) Introduc- tion to formal models of computation; presents formal languages by their generators (grammars) and acceptors (sequential machines). Turing machines. 521 Theory of Computation: Complexity (4) Concrete and abstract complexity of computation; analyzing complexity using different models of computation; design strategies for efficient algorithms; polynomial time reducibility among problems; approx- Imate algorithms for "hard" problems. Prereq: CIS 413, 520. 522 Theory of Computation: Computability (4) Properties of algorithmic computation. Formal models of computation: Turing computability, recursive functions, computability and decidability. Prereq: CIS 521. 524 Structure of Programming Languages (4) Syntax and semantics, comparison and design of programming languages. Includes readings about features of Pascal, ALGOL, Ada, LISP, Smalltalk, PROLOG, and FP. Prereq: CIS 313 or equivalent. 525 Structure of Programming Languages: Compiling (4) Principles and techniques for compiler construction. Formal language theory concepts, lexical analysis, parsing, syntax-directed translation. Prereq: CIS 524. 526 Compiler Construction (4) Continuation of CIS 525. Principles and techniques for compiler construc- tion. Intermediate code generation, optimization, and code generation. Prereq: CIS 525. 529 Computer Architecture (4) Functional structure of computers. The management of a hierarchy of storage components, control of parallelism within the arithmetic logical unit, microprogramming, and connection of input-output devices through channels. Prereq: CIS 415. 530 Advanced Operating Systems (4) Principles of operating systems for multiprocessor and distributed computer systems: concurrent programming, syn- chronization, communication, reaching agreement, deadlock, scheduling. Prereq: CIS 529. 531 Parallel Processing (4) Review of computer science from a parallel processing point of view; parallel models of computation, parallel computer architecture; parallel programming languages, parallel algorithms. Prereq: instructor's consent. Offered alternate years with CIS 532. 532 Computer and Information Networks (4) Basic technology, components, and functioning of computer and information networks. Topological considerations, routing and control of Information fiow in networks; methods of transmission, error control, and message protocols. Prereq: CIS 529. Offered alternate years with CIS 531. 550 Software Engineering (4) Examination of recent models and tools in software engineering, including modifications to the traditional software life-cycle model, development environments, and speculative view of the future role of artificial intelligence. 551 Data-Base Systems (4) Evaluation of overall performance of data-base systems. Design of data-base systems, access methods and interfaces between users and data-base management systems. Designs for fast query response versus easy updating. Prereq: CIS 451. 571 Artificial Intelligence (4) Basic ideas and goals of artificial intelligence. Heuristic problem-solving search; learning and theorem-proving techniques; rule-based systems. Prereq: CIS 315 or instructor's consent. 574 Visual Information Processing (4) Computer extraction and identification of objects in visual scenes. Fundamental techniques, current topics, and contem- porary systems.Prereq: CIS 571 and instructor's consent. 575 Natural Language Processing (4) Technical and theoretical problems of natural language understand- ing and generation. Articulation, representation, and utilization of prior knowledge (conceptual, episodic, leXical), cognitive context, and discourseassumptions. Prereq: CIS 571 or instructor's consent. 576 Expert Systems (4) Fundamentals of expert systems. Topics include knowledge acquisition and representation, metaknowledge, control of problem- solving systems, process explanation, plausible reasoning. Students implement an expert system using the Oregon Rule-Based System (ORBS). Prereq: CIS 571. 577 Knowledge-Based Interfaces (4) Examination of recent research in engineering and user interface. Cognitive modeling of the human user; application to computer-based tasks; abstract and formal specifica- tion ofinteractive system designs. Prereq: CIS 571 and graduate standing in computer and information science, psychology, or linguistics. East Asian Languages and Literatures 302 Friendly Hall Telephone (503) 686-4005 Stephen W. Kohl, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Michael B. Fish, Associate Professor (T'ang and earlier Chinese literature). B.A., 1965, Knox; M.A., 1968, Ph.D., 1973, Indiana. (1970) Noriko Fujii, Assistant Professor (Japanese language and lingUistics). B.A., 1973, Wakayama University; M.A., 1978, PhD., 1985, Michigan. (1984) Stephen W. Kohl, Associate Professor (modern Japanese literature). B.A., 1967, Ph.D., 1974, Washington (Seattle). (1972) Wendy Larson, Assistant Professor (modern Chinese language and literature). B.A., 1974, Oregon; M.A., 1978, Ph.D., 1984, California, Berkeley. (1985) Yoko M. McClain, Associate Professor (modern Japanese language and literature). Diploma, 1950, TsudaColiege; B.A., 1956, M.A., 1967, Oregon. (1966) Alan S. Wolfe, Assistant Professor (Japanese and comparative literature). B.A., 1966, M.A., 1971, Columbia; Ph.D., 1985, Cornell. (1980) Lucia Yang, Associate Professor (Chinese language and linguistics). B.A., 1967, San Francisco State; M.S., 1970, PhD., 1975, Georgetown. (1976) Emerita Angela Jung, Professor Emerita (classical and modern Chinese literature). B.A., 1946, Catholic University, Peking; M.A., 1949, M.L.S., 1954, Ph.D., 1955, Washington (Seattle). (1962) Undergraduate Studies The Department of East Asian Languages and Literatures offers undergraduate programs in Chinese and Japanese languages and literatures. Each program enables students to achieve proficiency in reading, writing, and speaking the language and to acquire a fundamental knowledge of the literature of the country. Preparation. Students considering a major in Chinese or Japanese should decide their major at the earliest possible stage so that they can satisfy the requirements in the usual four years of undergraduate study. Background in lan- guages, literature, or history at the high school or community college level constitutes good preparation for the student majoring in Chinese or Japanese. Careers. A major in East Asian languages and literatures prepares a student for graduate study in the humanities, social sciences, and professional schools, and also for careers in business, teaching, law, journalism, and government agencies. Career options for people with knowledge of Chinese or Japanese are steadily increasing. Major ReqUirements Chinese. 39 credits are required in courses beyond the second-year level, including Classical Chinese Thought and Literature (CHN 305), Political Tradition of Chinese Literature (CHN 306), and 20th-Century Chinese Literature (CHN 307); Contemporary Chinese (CHN 414, 415, 416); Writers of the May 4th Movement 56 East Asian Languages and Literatures 440 (M) Structure of Chinese Language (3)Historical development of the Chinese. language In different linguistic aspects: phonological, morphological, syntactic, and orthographiC. Prereq: two years ot Chinese or instructor's consent. Yang. 453 (M) Chinese Bibliography (2) Reference works in Chinese studies, covering Western slnology, major sources in Chinese, and training in research methods. Prereq: two years of Chinese or instructor's consent. Not offered 1986-87. Courses in Japanese (..IPN) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbermg System, and SampJe Course Listings. (CHN 420), Advanced Readings in Modern Chinese Literature (CHN 421), and Post-Cultural Revolution Literature (CHN 422). The remaining credits may be earned in other upper-division Chinese language, literature, and linguistics courses. Students are encouraged to take courses involving Chinese culture in other disciplines such as history, religious studies, and art history. Japanese. 39 credits are required in courses beyond the second-year level, including Introduction to Japanese Literature (cIPN 301, 302, 303), Contemporary Japanese (JPN 411, 412,413), and Advanced Readings in Modern Japanese Literature (JPN 417, 41~, 419). The remaining credits may be earned In any other upper-division Japanese language and lItera- ture courses. Students are encouraged to take courses involving Japanese culture in other disciplines such as history, religious studies, and art history. Any course for which a grade of D is received does not count toward the major. Courses in Chinese (CHN) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policie~ for Definitions, Course Prefixes, Course Numbermg System, and Sample Course Listings. Lower-Division Courses 101 102 103 First-Year Chinese (5,5,5) Introduction to Mand~rin Chinese initial conversation, reading, and writing. Characters and spoken language presented concurrently throughout the year with emphasis on grammatical patterns. Yang. 199 Special Studies (1-3R) 201, 202, 203 Second-Year Chinese (5~5,5) The increased use of characters and grammatical patterns; designed to build fluency in reading, writing, and conversation. 240 Essentials of Chinese Language and Culture (3) Introduction to cultural, artistic, and intellectual developments in ASia where Chinese IS spoken. Films, slides, lectures. Not offered 1986-87. Upper-Division Courses 302 Medieval Chinese Literature (3) Third- to 13th-century literature including T'ang an? Sung poetry, the fiction of the SIX Dynasties and Tang, and essays of the rang and Sung. All readings in English. Not offered 1986-87. 305 Classical Chinese Thought and Literature (3) Survey ranging from early Confucian and Taoist . classics, the histories, I Ching, and poetry anthoioQ,es Book ofSongs and Songs ofCh 'u up to Han dynastic poetics. All readings in English. Fish. 306 Political Tradition of Chinese Literature (3) Importance and uses of political allegory traced through 3rd- to 13th-century poetry, 9th- to 16th- century short fiction and drama, and 16th- to 18th- century novels. All readings in English. Fish. 307 20th-century Chinese Literature (.3) Aesthetic, social, and political significance of the literature from the May 4th Movement of 1919 to the prese~t. Western influences on literary genres and conlinulty of the tradition. All readings in English. Larson. 330,331,332 Chinese Composition and Conversa- tion (3,3,3) Systematic review of grammar and development of conversational proficiency. Prereq: two years of Chinese or instructor's consent. 351 Women and Their Social Milieu in Chinese Literature (3) Major works in Chinese literature, past and present, in terms of women's roles and their SOCial milieu. Special emphasis on women writers. All readings in English. Jung. Note: Courses designated (M) or (G) may be offered for graduate credit. 401 Research (Arr,R) 405 Reading and Conference (Arr,R) 407 (G) Seminar (3R) Studies and projects in Chinese literature using sources in Chinese, English, or both. Fish, Jung. 414,415,416 (M) Contemporar~ Chinese ~3,3,3) Study of contemporary Chinese wrlling styles including selections from journalistic, literary, and documentary sources. Fish. 420 (M) Writers ofthe May 4th Movement (3) Detailed study of modern Chinese authors of the May 4th generation, with special focus on Lu Xun. Prereq: instructor's consent. Larson. 421 (M) Advanced Readings in Modern Chinese Literature (3) Readings from the prose and poetry of representative modern authors. EmphasIs on Increas- ing the student's knOWledge of the language and the literature. Prereq: instructor's consent. 422 (M) Post-Cultural Revolution Literature (3) Readings from the literature of the :'wounded," fro~ the freedom wall period, and from writers such as Bal Hua and Liu Binyan. Prereq: instructor's consent. Larson. 423,424,425 (M) T'ang Poetry ~3,3,3)Critical a~alysis and appreciation of works of maJorpoets of the T an\1 dynasty, including Li Po, Wang Wei, Tu Fu, Po Chu-yl, and Li Shang-yin. Prereq: instructor's consent. Not offered 1986-87. 436,437,438 (M) Literary Chinese (3!3,3) Readings in various styles and genres of claSSical Chinese literature; stress on major works of different periods. Preparation for research. Not offered 1986-87. Lower-Division Courses 111 112 113 First-Year Japanese (5,5,5) Introduction to J~pa~ese: elementary reading, writing, and conversation. Stress on grammatical patterns and the presentation of characters and the syllabary. Fujii, McClain. 199 Special Studies (1-3R) 200 SEARCH (1-3R) 204,205,206 Second-Year Japanese (5,5,5) Increased use of characters and grammatical patterns; designed to build fluency in reading, writing, and conversation. Wolfe. Upper-Division Courses 301 302 303 Introduction to Japanese Literature (3,3:3) Hi~torical survey of Japanese literature from the 8th century to the present. AnalysIs and appreciation of major works, authors, and genres such as The Tale ofGenji, Haiku, Kawabata, and Mlshlma. All readings in English. Kohl. 327,328,329 Japanese Composition and Conversa- tion (3,3,3) Systematic re~iew of grammar and development of conversational profiCiency. Prereq: two years of Japanese or instructor's consent. Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 405 Reading and Conference (Arr,R) 407 (G) Seminar (3R) Japanese literature both i.n Japanese and in English translation. Recent tOPiCS have been The Aftermath of War: Japanese Film and Literature under the U.S. Occupation, Contemporary Fiction, and Women in Japanese Literature. 411,412,413 (M) Contemporary Japanese (3,3,3) Advanced readings in modern documentary and literary Japanese. Use of standard reference materials. Kohl. 417,418,419 (M) Advanced Readings in Modern Japanese Literature (3,3,3) Reading ofprose works of representative modern authors Including Ogal, Soseki, Akutagawa, Tanizaki, Mishima, and Kawabata. Prereq: instructor's consent. McClain. 426,427,428 (M) Literary Japanese (3,3,3) Readings in various styles and genres of Japanese prose literature in premodern periods. Preparation for research. 433, 434, 435 (M) Japanese Poetry (3,3,3) Critical analysis and appreciation of Japanese poetry through reading of works in different forms and of dlfferen! periods. Prereq: two years of Japanese or Instructor s consent. 450 (M) Japanese Bibliography (2) Bibliography for Japanese studies: examination of baSIC reference works in both Western languages and Japanese and training in research methods. Prereq: two years of Japanese or instructor's consent. Economics 435 Prince Lucien Campbell Hall Telephone (503) 686-4661 James N. Tattersall, Department Head Barry N. Siegel, Director of Undergraduate Studies Stephen E. Haynes, Director of Graduate Studies Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Brian Kelly Eakin, Assistant Professor (industrial organization, health economics) BA, 1978, Texas at Austin; Ph.D., 1986, North Carolina at Chapel Hill. (1985) Randall W. Eberts, Associate Professor (regional economics and econometrics). BA, 1973, California, San Diego; MA, 1975, Ph.D., 1978, Northwestern. On leave 1986-87. (1977) Christopher J. Ellis, Assistant Professor (economic theory). BA, 1978, Essex University; MA, 1979, Ph.D., 1983, Warwick University. On leave fall 1986. (1983) Henry N. Goldstein, Professor (international finance). BA, 1950, North Carolina at Chapel Hill; M.S.,,1953, Ph.D., 1967, Johns Hopkins. (1967) Charles C. Griffin, Assistant Professor (economic development, health economics). BA, 1975, Iowa; MA, 1981, Duke; Ph.D., 1983, North Carolina at Chapel Hill. On leave spring 1987. (1986) Myron A Grove, Professor (economic theory, mathematical economics). B.S., 1957, M.S., 1959, Oregon; Ph.D., 1964, Northwestern. (1963) Stephen E. Haynes, Associate Professor (international finance and econometrics). BA, 1968, Ph.D., 1976, California, Santa Barbara. On leave fall 1986, winter 1987. (1978) Joni Hersch, Assistant Professor (labor economics, econometrics). BA, 1977, South Florida; Ph.D., 1981, Northwestern. On leave 1986-87. (1982) Chulsoon Khang, Professor (pure theory of interna- tional trade). BA, 1959, Michigan State; MA, 1962, Ph.D., 1965, Minnesota. (1966) Van W. Kolpin, Assistant Professor (economic theory, econometrics). BA, 1981, Coe; MA, 1984, Ph.D., 1986, Iowa. (1986) H. 1. Koplin, Professor (economic theory, pUblic finance). BA, 1947, Oberlin; Ph.D., 1952, Cornell. On leave 1986-87. (1950) Daniel P. McMillen, Assistant Professor (urban economics, public finance). BA, 1981, MA, 1982, IIlinois-Chicago Circle; PhD., 1986, Northwestern. (1986) Raymond Mikesell, Professor (economic development, international economics). BA, 1935, MA, 1935, Ph.D., 1939, Ohio State. (1957) Barry J. Naughton, Assistant Professor (comparative economic systems, economy of China). BA, 1975, Washington (Seattle); MA, 1979, Ph.D., 1986, Yale. On leave 1986-87. (1984) Barry N. Siegel, Professor (monetary theory). BA, 1951, Ph.D., 1957, California, Berkeley. (1961) Robert E. Smith, Professor (industrial organization, public policy and the multinational corporation). BA, 1943, Southern California; Ph.D., 1963, California, Los Angeles (1963) Joe A Stone, Professor and W. E. Miner Professor of Economics (labor economics, international trade). B.A., 1970, Texas, EI Paso; Ph.D., 1977, Michigan State. (1979) James N. Tattersall, Professor (economic history, public finance). BA, 1954, MA, 1956, Ph.D., 1960, Washington (Seattle). (1957) W. Ed Whitelaw, Professor (urban economics). BA, 1963, Montana; Ph.D., 1968, Massachusetts Institute ofTechnology. (1967) Emeriti Robert Campbell, Professor Emeritus (history of thought). BA, 1947, California, Berkeley; B.S., 1950, U.S. Merchant Marine Academy; Ph.D., 1953, Califor- nia, Berkeley. (1952) Richard M. Davis, Professor Emeritus (economic theory). BA, 1939, Colgate; MA, 1941, Ph.D., 1949, Cornell. (1954) Paul L. Kleinsorge, Professor Emeritus (labor economics). AB., 1927, Stanford; M.BA, 1929, Harvard; Ph.D., 1939, Stanford. (1948) Paul B. Simpson, Professor Emeritus (mathematical economics). BA, 1936, Reed; PhD., 1949, Cornell. (1949) Marshall D. Wattles, Professor Emeritus (economic theory). BA, 1938, Southwest Missouri State; MA, 1941, Missouri; Ph.D., 1950, Ohio State. (1950) Undergraduate Studies Economics is the social science that studies the problem of using scarce resources to satisfy society's unlimited wants. The discipline is divided into two general areas-micro- economics and macroeconomics. Micro- economics explores questions about the way society should allocate resources; it applies to public policy in such areas as urban, environ- mental, health, and labor economics. Macro- economics considers such questions as the causes of inflation and unemployment; it applies to such areas as monetary, develop- mental, and international economics. The Department of Economics offers under- graduate work leading toa bachelor's degree. Students doing outstanding work in their major program may be eligible for departmental honors. The undergraduate courses in economics provide a broad knowledge of the field as a part of the prog ram of Iiberafeducation offered by the College of Arts and Sciences. They also give a substantial foundation in economics to students interested in profes- sional graduate training in economics or in careers in business, law, government, or secondary school teaching. Students interested in more detailed information are encouraged to inquire at the department's peer advising office, 414 Prince Lucien Campbell Hall. Preparation. Suggested preparation for entering freshmen is four years of high school mathematics. Prospective majors are strongly urged to satisfy part of their science group requirement with an introductory calculus course, to be taken in the freshman or sopho- more year. Suggested preparation for two-year college transfers is (a) the equivalent of Intro- duction to Economic Analysis: Microeconomics (EC 201) and Introduction to Economic Analysis: Macroeconomics (EC 202) and (b) the equiva- lent of either Calculus (MTH 201, 202, 203) or Calculus for the Nonphysical Sciences (MTH 207, 208) and Probability and Statistics with Calculus (MTH 209). Careers. Career opportunities for graduates in economics are found in federal, state, and local government agencies; various nonprofit organi- zations; and private industry. A bachelor's degree in economics provides an excellent background for admission to both law school and business school. Students with outstanding undergraduate academic records frequently go on to graduate work in economics, which leads to careers in higher education and economic research organizations. Economics 57 Major Requirements 1. A student must be classified as an economics major in order to receive a bachelor's degree in economics. Entering freshmen and other lower-division students who declare a major in economics receive academic adVising from economics faculty members. Once students have completed 90 or more credits (junior standing or higher), the following requirements must be met in order either to retain their status as economics majors or to declare this major for the first time a. Minimum grade point average (GPA) of 2.50 in all graded college-level course work attempted b. Grades of C- or P (pass) or better in Introduction to Economic Analysis: Microeconomics (EC 201) and Introduc- tion to Economic Analysis: Macro- economics (EC 202) c. Grades of C- or P or better in Calculus for the Nonphysical Sciences (MTH 207, 208) and Probability and Statistics with Calculus (MTH 209) or Calculus (MTH 201, 202, 203) 2. Intermediate Economic Analysis (EC 375, 376, 377) or Advanced Economic Theory (EC 475,476,477). Should be completed by the end of the junior year 3. Introduction to Econometrics (EC 420, 421, 422) or Econometrics (EC 493,494). Should be completed by the end of the junior year 4. 27 additional credits in economics num- bered 300 or above, with no more than 3 credits in Supervised Tutoring Practicum (EC 409) and at least 15 credits in courses numbered 400 or above (excluding EC 409) 5. 9 of these 27 credits must represent a concentration of three upper-division economics courses in one of the following fields of specialization: comparative sys- tems, economic development, industrial organization, international, labor and human capital, money, public economics, resource and environmental, urban and regional 6. A grade of C- or Por better in all economics courses taken to satisfy the major require- ments 7. No student who has previously received credit for a 400-level course will receive credit toward the economics major for a corresponding 300-level course. For exam- ple, if a student has previously received credit for one of the 400-level courses in International Economics (EC 440,441,442), the student cannot use Introduction to International Economics (EC 340) to satisfy part of the major course requirements Program Suggestions for Majors 1. Majors planning graduate study in economics and others with an appropriate mathematical background should satisfy their intermediate theory requirement with EC 475, 476, 477 instead ofEC 375, 376, 377 2. The department offers at least 10 fields of specialization including money, urban and regional, pUblic economics, resource and environmental, labor, international, com- parative economic systems, economic development, and industrial organization. For most fields, one 300-level introductory course and several 400-level courses are offered (the 300-level courses are not 58 Economics generally prerequisites for the associated 400-level courses). To provide depth, it is recommended that the student take at least three courses in each of two fields 3. Interested students should be aware of the University's five-year program combining an undergraduate departmental major and a Master of Business Administration. Early planning of courses to meet requirements of this combined program is essential Minor Requirements A minor in economics requires 24 credits distributed as follows: 24 credits Introduction to Economic Analysis: Microeconomics (EC 201) . 3 Introduction to Economic Analysis: Macroeconomics (EC 202) 3 Intermediate Economic Analysis(EC 375, 376) . . . . . . . 6 Four additional upper-division 3-credit courses in economics (excluding EC 409 Practicum) 12 All courses applied toward the economics minor must be completed with a grade of C- or P (pass) or better. No student who has previously received credit for a 400-level course will receive credit toward the economics minor for a corresponding 300-level course. For example, if a student has previously received credit for one of the 400-level courses in International Economics (EC 440, 441, 442), the student cannot use Introduction to International Economics (EC 340) to satisfy part of the minor course requirements. Graduation with Honors Qualified students may apply for graduation with honors in economics. Two requirements must be met: 1. Completion of upper-division economics courses with at least a 3.50 grade point average 2. Completion of a research paper, written under the guidance of a faculty member, for 3 credits in Research (EC 401) Students who have satisfied these requirements should notify the director of undergraduate studies during the term in which they want to graduate. Secondary School Teaching The Department of Economics offers work for preparation to teach social studies in Oregon public secondary schools. Certification as a secondary teacher with the social studies end0fsement requires satisfactory completion of a program of teacher preparation which includes subject matter preparation in the social sciences and in professional education, as well as recommendation of the institution in which the preparation is completed. The department offers work toward both Basic and Standard certification. For specific information regarding departmental requirements for the social studies endorsement, students should consult the departmental adviser for teacher education, Robert E. Smith, and the coordinator for secondary education in the College of Education. Graduate Studies The Department of Economics offers graduate work leading to the degrees of master of arts (MA), master of science (M.S.), and doctor of philosophy (PhD.). General information about graduate work at the University of Oregon is available in the Graduate School section of this catalog. A detailed description of departmental degree requirements may be obtained from the department office. Applicants for admission must submit the following to the department: 1. Scores on the Graduate Record Examination (GRE) General and Economics Tests 2. Three letters of recommendation 3. Complete transcripts of previous work Applicants whose native language is not English must also submit their scores on the Test of English as a Foreign Language (TOEFL). Master's Degree The Department of Economics offers a master's degree program for students planning to teach in two-year colleges or seeking research careers. The program requires a minimum of 45 graduate credits, and students must meet the other University and Graduate School require- ments for the MA or the M.S. degree. In addition, students must meet the following departmental requirements: knowledge in mathematics equivalent to that contained in MTH 207, 208 or a higher-level calculus course; knowledge in statistics and econometrics equivalent to that contained in either EC 420, 421,422 atthe graduate-credit level or EC493, 494; appropriate work in micro- and macro- economic theory equivalent to that contained in EC475, 476, 477; completion of an acceptable research paper or, alternatively, a thesis approved by at least two departmental staff members. Students must maintain a minimum grade point average (GPA) of 3.00 in all graduate work undertaken as well as in all graduate credits in economics; there is an additional minimum GPA requirement in the core economic theory and econometric courses. Students must complete all requirements for the degree within five years after beginning graduate work in economics at the University. The master's degree usually requires fourto five terms of work in residence. A few well-qualified students have completed requirements for the master's degree in three terms, in addition to a fourth spent completing the research paper or thesis. Interdisciplinary Program in Environmental Studies An interdisciplinary master's degree focusing on environmental studies is available through the Interdisciplinary Studies: Individualized Program in the Graduate School. Graduate courses in geography; planning, public policy and management; biology; and economics (among others) comprise the program. Address inquiries to John H. Baldwin, Director, Environmental Studies Program, 156 Hendricks Hall, University of Oregon, Eugene OR 97403. See also the Environmental Studies and Graduate School sections of this catalog. Doctor of Philosophy Degree Every graduate student seeking the Ph.D. degree must satisfactorily complete a first-year core program including j'equired work in micro- and macroeconomic theory seminars (EC 507) and Econometrics (EC 493,494,495). Students must pass an examination on this core program before continuing with the second year of the PhD. program. After passing the core examination, a student musttake 9 credits of graduate work in each of two fields of specialization, each supervised by a faculty committee. A research paper must also be completed on a topic in each field and be approved by the relevant committee. When the student has completed these field require- ments, satisfied the University foreign language requirement, and submitted an acceptable dissertation proposal, he or she is advanced to candidacy for the Ph.D. degree. In the final stage olthe program, the studentis guided by his or her dissertation committee. The Depart- ment of Economics requires that the dissertation be completed within three calendar years of advancement to candidacy. The doctorate usually takes from nine to 12 terms, including completion of an accepted dissertation. Students in the Ph.D. program may, on applica- tion, be awarded a master's degree upon completion of 45 graduate credits, passage of the core examination, and approval of the two required research papers. More detailed information is given in the department's pamphlet, The PhD. Program in Economics. Courses in Economics (EC) An: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatabte for credit S: must be taken in sequence Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 101 Economics of Current Social Issues (3) Examines social issues with the aid of a few basic economic concepts. May include film series presented by well-known economists. 199Special Studies (1-3R) Optional tutorial sections which may be taken in conjunction with EC 201, 202, and 375. PIN only. 201 Introduction to Economic Analysis: Micro- economics (3S) First term of introductory sequence in principles of economics. MTH 101 recommended. 202 Introduction to Economic Analysis: Macro- economics (3S) Second term of introductory se- quence in principles of economics. 203 Introductory Economic Analysis (3S) Third term of introductory sequence in principles of economics. Policy applications. 204, 205 Microeconomics and Macroeconomics (Honors) (3,3) Supply and demand in adecentralized market economy: th,e behavior of aggregate output, employment, and inflation; and countercyclical monetary and fiscal policy. Upper-Division Courses 311 Money and Banking (3) Operations of commercial banks, the Federal Reserve System, and the Treasury that affectthe United States monetary system. Prereq: EC 201, 202. Siegel. Students may not receive credit for both EC311 and FINL 314. 315 Urban Economic Problems (3) Topics may include urban and metropolitan growth, land use, race and poverty, education systems, slums and urban renewal, transportation, crime, and pollution and environmental quality. Prereq: EC 201. Whitelaw. 329 Introduction to Public Economics (3) Principles and problems of government financing. Expenditures, revenues, debt, and financial administration. Produc- tion by government versus production by the private sector. Tax measures to control externalities. Prereq: EC 201, 202. Eberts, Tattersall. 332 Issues in Resource Economics (3) Topics may include conservation and the time pattern of use of replenishable and nonreplenishable natural resources, forestry and fisheries management, energy and energy resources, ground and surface water utilization. Prereq: EC 201. 333 Issues in Environmental Economics (3) Air and water pollution, solid waste disposal, and policy alternatives for moving toward a more optimal use of the natural environment. Prereq: EC 201. 335 Human Capital: Problems and Issues (3) Economic applications to the utilization of human capital. Topics may include investment in education and training, effects of poor health and aging, discrimination, marriage and family, and public policies. Prereq: EC 201. 340 Introduction to International Economics (3) Exchange across international boundaries: theory of comparative advantage, balance of payments and adjustments, international financial movements, exchange rates and international financial institutions, trade restrictions and policy. Prereq: EC 201, 202. Goldstein, Haynes. 344 Labor Market Issues (3) Topics may include the changing structure of employment, the minimum wage, the dual labor market hypothesis, collective bargaining, discrimination, and health and safety regUlation. Prereq: EC 201, 202. Hersch, Stone. 350 The Market System and Its Critics (3) The market system, or capitalism, as described by its proponents, by reformist critics, and by radical critics. Reading selected to represent each point of view. Prereq: EC 201. Davis. 357 Problems and Issues in the Developing Economies (3) Topics may include the role of central pianning, capital formation, population growth, agriculture, health and education, interaction between economic and cultural change, and the "North-South debate." Prereq: EC 201. Naughton. 360 Private Industry and Public Policy (3) Topics may include analysis of market power, trends in industrial structure, the role of advertising, pricing policies and inflation, impact of social regUlation (e.g., OSHA, EPA), and international comparisons. Prereq: EC 201, 202. Eakin. 370 The Evolution of Economic Ideas (3) Economic thought from the ancient world to the 20th century. Major schools of economic thought and their relation- ship to other social ideas of their times. Prereq: EC 201. Campbell. 375, 376, 377 Intermediate Economic Analysis (3,3,3) 375: income and employment theory. 376: theory of the consumer, theory of the firm, determina- tion of prices in various kinds of markets. Students may not receive credit forboth EC 376 and FINL 311. 377: general equilibrium, welfare economics, collective choice, and rules for evaluating economic policy. Prereq: EC 202 for 375; EC 201 for 376; EC 376 for 377. College algebra required for EC 375 or 376; one or more terms of calculus recommended. 390 The Rise of the Western Economies (3) Survey of the economic history of the major industrial economies. Alternative explanations of the "rise of the West." Prereq: EC 201. Naughton, Tattersall. Note: Courses designated (M) or(G) may be offered for graduate credit. 401 Research (Arr,R) 405 Reading and Conference (Arr,R) 407 (G) Seminar (Arr,R) The seminars offered vary from year to year depending on interests and needs of students and on availability of faculty. 409 Supervised Tutoring Practicum (1-3R) Credit may be given for participation in the department's peer advising program. PIN only. 410 (G) Experimental Course (Arr,R) 411 (G) Monetary Policy (3) Federal Reserve System strategies and methods of monetary and credit control. Effects of federal policies on prices, output, and employment. Prereq: EC 311 or FINL 314. Siegel. 412 (G) Monetary Theory (3) Monetary theories of income, employment, and the price level. Critiques of Keynesian and classical analysis. Prereq: EC 375, 376 or EC 475, 476. Siegel. 414 (G) Regional Economics (3) Location theory; interregional multiplier theory; regional growth; techniques of regionai analysis: regional income accounting, economic base studies, input-output analysis, linear programming; regional and inter- regional models. Prereq: EC 201 and MTH 101, 102 or equivalents. Eberts. Not offered 1986-87. 415 (G) Urban Economica I (3) Location theory; urbanization and metropolitan growth; intra-urban rent, location, and land use; size distribution of urban areas; welfare economics, political economy, and urban problems. Prereq: EC 201 and MTH 101, 102 or equivaients. EC 376, 377 recommended. McMillen, Whitelaw. 416 (G) Urban Economics II (3) Race and poverty; education systems, de facto segregation; housing, residential segregation, slums and urban renewal; transportation; financing iocal government; crime; environmental quaiity; urban planning. Prereq: EC 201 and MTH 101, 102 or equivalents; EC 376, 377 recommended. McMillen, Whitelaw. 418 (M) Economy of the Pacific Northwest (3) Locational factors influencing development of the region's major industries; recent changes in income and population; problems and governmental policies in the areas of taxation, environment, and planning. Prereq: EC 201 or 202. Tattersall, Whitelaw. 420,421,422 (G) Introduction to Econometrics (3,3,35) Application of classical statistical techniques of estimation, hypothesis testing, and regression to economic models. Prereq: college algebra. Grove, Hersch. 429 (G) Theory of Public Economy (3) Theory of public goods and their optimal provision. Collective choice versus private choice and implications for resource allocation and efficiency. Prereq: EC 201, 202. Eberts, Ellis, McMillen. 430 (G) Public Revenues and Expenditures (3) Public budgeting, detailed consideration of the principles of taxation and expenditure, analysis and comparison of various forms of taxation, government enterprises. Prereq: EC 201, 202. Eberts, Koplin, McMillen. 431 (G) Economics of Public RegUlation (3) Public regulation of private enterprise. Public utility regulatory theory and proposals for change. The new regulatory framework: health, safety, environment. Prereq: EC 201, 202. Eakin. 432 (G) Resource Economics (3) Appropriate time pattern of harvest for a replenishable resource and appropriate rate of exhaustion of a nonreplenishable resource. Issues in natural resource policy. Prereq: EC 376,377. Khang. 433 (G) Environmental Economics (3) Rules for an economically optimal level of environmental quality and the role of such economic anaiysis in the formula- tion of public policy toward the environment. Prereq: EC 376, 377. Whitelaw. 435 (G) Human Capital Theory (3) Optimal investment in human capital. Rate of return on investment in education and health; imperfections in the human capital market; impact of marriage, discrimination, and crime. Prereq: EC 376, 377. Grove. Not offered 1986-87. 439 (G) Health Economics (3) Policy issues in the field of health: demand and supply of medical services, ----------E-GGOOrntGS-w- models to explain hospital behaVior, employment needs, cost-benefit analysis, program evaluation, and national health insurance. Prereq: EC 201, 202. 440,441,442 (G) International Economics (3,3,3) 440: the foreign exchange market; interaction between spot and forward markets; speculation and interest arbitrage; balance-of-payments accounting and alternative measures of payments deficits and surpluses. 441: "pure" theory of international trade; direction oftrade, international prices, volume of goods traded; tariffs, quotas, customs, unions, and common markets; free versus restricted trade. 442: institutional arrangements to generate international liquidity; the role of the International Monetary Fund; special drawing rights; the pros and cons of flexible exchange rates; managed floating. Prereq to EC 440 and 441: EC 201, 202; EC 375, 376 recommended. Prereq to EC 442: EC 340 or 440. Haynes, Mikesell, Stone. 444 (G) Labor Economics (3) Supply and demand for labor, wage determination under various market structures, low-wage labor markets, segmentation, the role of trade unions, wage differentials, discrimination, and the nature of work. Prereq: EC 201; EC 376 recommended. Stone. 445 (G) Issues in Labor Economics (3) Theories of unemployment, alienation, inequaiity, human re- sources, and the impact of unions. Economic policy affecting labor markets, particularly policies and institutions relating to unemployment. Prereq: EC 201, 202. Hersch, Stone. 446 (G) Collective Bargaining and Public Policy (3) Current status of trade unions, history of the labor movement, industrial relations legislation, collective bargaining, labor and global corporations, labor movement strategies, unions and minorities, and union democracy. Prereq: EC 201. Stone. 450 (G) Marxian Economics (3) Readings in Marx are accompanied by modern writings which describethe Marxian system in the language of contemporary economics. Prereq: EC 201, 202; EC 375, 376 recommended. Davis. 451 (G) Comparative Economic Systems (3) Comparative study of alternative forms of economic organization. Market-directed versus planned economies; centralized versus decentralized planning. Case studies of individual economies. Prereq: EC 201, 202. Davis, Naughton. 453 (G) Economics of the Pacific Rim (3) A case- study approach focusing on particular countries, on specific goods or commodities, and on specific types of government intervention. Prereq: EC 201, 202 or instructor's consent. Smith. 454 (G) Economy of China since 1949 (3) Economic growth and system change in the People's Republic of China from 1949 to the present. Prereq: EC 201, 202. Naughton. Not offered 1986-87. HST 455, 456 (G) Economic History of Modern Europe (3,3) See description under History. 457, 458, 459 (G) Economic Development (3,3,3) Experience of developed countries and theories of development. Policy ingredients of development programs: role of agriculture; sources of finance; techniques and strategy of investment planning. Prereq: EC 201, 202. Griffin. 460 (G) The Economics of Industrial Organization (3) Theories, quantitative measures, and institutional descriptions of the structure, conduct, and results that characterize American industry. Emphasis is on the determinants and consequences of market power. Eakin, Smith. 461 (G) Industrial Organization and Public Policy (3) Major policy instruments that have been developed to cope with social problems created by market power. The two principal instruments are antitrust and income policies. Eakin, Smith. 462 (G) The Multinational Corporation (3) Analysis of market power in international trade covering cartels, licensing arrangements, multinational corporations, and relevant national and international policy consider- ations. Smith. 464 Economics of the Wine Industry (3) A com- prehensive study of an international industry: history, technology, structure, conduct, results, problems, and policy efforts. Prereq: EC 201, 202 or instructor's consent. Smith. 60 Economics- 470 (G) Issues in Modern Economic Thought (3) Contemporary works which have been, or are, influential in shaping economic policy. Linkages among current comprehensive social theories and their relationship to earlier ideas. Prereq: EC 201 ,202. Campbell. 473 (G) Economics of the Austrian School (3) Aus.trian economic theory: comparisons with neoclas- sical micro- and macroeconomics, monetary theory, research methodologies. Prereq: EC 375, 376 or instructor's consent. Siegel. 474 (M) The Economic Framework of Business Enterprise (3) Comprehensive review of micro- and macroeconomic analysis designed to relate the operation ofthe business firm to its broader economic environment. Prereq: enrollment in the M.B.A. program ofthe Graduate School of Management or instructor's consent. Not offered 1986-87. 475, 476, 477 (G) Advanced Economic Theory (3,3,3) Principles of price and distribution theory, income and employment analysis. Prereq: EC 201,202 and elementary calculUS; instructor's consent required for undergraduates. Ellis, Hersch, Khang, Koplin. 480 (G) Topics in Mathematical Economics (3) Mathematical formulations of economic theory. Linear programming, elementary growth models, matrices, stability analysis and equilibrium behavior under uncertainty, production functions, and Slutsky equation analysis of consumer demand. Prereq: EC 201, 202 and elementary calculUS. Grove, Khang. HST 487,488,489 (G) American Economic History (3,3,3) See description under History. 490 (G) Problems and Issues in Economic History (3) Topics may include differences in development among nations, the role of transportation in economic development, economic analysis of slavery, and the public sector role in development. Prereq; EC 201, 202. Naughton, Tattersall. 493, 494, 495 (G) Econometrics (3,3,3) Regression problems in autocorrelations, heteroskedasticity, multicollinearity, and lagged dependent variables; special single-equation estimating techniques; the identification problem in a simultaneous equation setting; development of simultaneous equation estimating procedures; the properties of these estimators; applications of these procedures to the problem of obtaining estimates of structural parame- ters in economic models containing many equations. Prereq: statistics and instructor's consent. Haynes, Koplin. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading (Arr,R) 507 Seminar (Arr,R) Recent topics include Applied Econometrics, Comparative Economic Systems, History of Economic Thought, Industrial Organization and Control, International Trade and Finance, Labor Economics, Macroeconomic Theory, Microeconomic Theory, Operations Research, and Public Finance. 508 Workshop (Arr,R) 509 Practicum (1-3R) Graduate teaching fellows may receive 3 credits per term; available to other graduate students with department head's permission. PIN only. 514,515,516 Urban and Regional Economic Analysis (3,3,3) Theories of metropolitan, regional, and interregional relations; intra- and interurban rent, location, and land use; patterns of natural resource use; and techniques of analysis. Analysis of the applied welfare economics and political economy of cities and regions: race and poverty, housing, education, state and local public finance, transporta- tion, environmental quality, and crime. Whitelaw. Not offered 1986-87. 524, 525, 526 Economic Growth and Development (3,3,3) Economic, cultural, and political factors in economic development with special emphasis on low-income countries. Theory of economic develop- ment; case studies in economic growth; measures for accelerating development of poor countries; special problems of underdeveloped countries. Prereq: EC 201, 202; 12 credits in upper-division social science. Griffin, Mikesell, Naughton. English 118 Prince Lucien Campbell Hall Telephone (503) 686-3911 Paul B. Armstrong, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Paul B. Armstrong, Professor (modern fiction, literary theory). B.A., 1971, Harvard; M.A., 1974, Ph.D., 1977, Stanford. (1986) Roland Bartel, Professor (English education, romanti- cism). B.A., 1947, Bethel; Ph.D., 1951, Indiana. (1951) Carol M. Bensick, Assistant Professor (19th-century and Colonial American literature). B.A., 1977, Welles- ley; M.A., 1980, Ph.D., 1982, Cornell. (1985) James L. Boren, Associate Professor (Old and Middle English language and literature). B.A., 1965, San Francisco State; M.A., 1967, Ph.D., 1970, Iowa. (1970) Edwin L. Coleman II, Associate Professor (black literature). B.A., 1961, M.A., 1962, San Francisco State; Ph.D., 1971, Oregon. (1971) Marilyn Farwell, Associate Professor (women writers, criticism). A.B., 1963, MacMurray; M.A., 1966, Ph.D., 1971, Illinois. (1971) Richard A Filloy, Assistant Professor (rhetoric, writing, Renaissance literature). B.A., 1969, M.A., 1974, Ph.D., 1977, California, Berkeley. (1983) John T. Gage, Associate Professor (rhetoric, writing, modern poetry). B.A., 1969, M.A., 1971, Ph.D., 1976, California, Berkeley. On leave 1986-87. (1980) Stanley B. Greenfield, Professor (Old and Middle English language and literature). B.A., 1942, Cornell; M.A., 1947, Ph.D., 1950, California, Berkeley. On leave winter, spring 1987. (1959) Thelma Greenfield, Professor (Renaissance drama). B.A., 1944, M.A., 1947, Oregon; Ph.D., 1952, Wiscon- sin, Madison. On leave winter, spring 1987. (1963) Clark Griffith, Professor (American literature). AB., 1947, Central Missouri State; M.A., 1948, Southern Methodist; Ph.D., 1952, Iowa. (1970) ROQert Grudin, Associate Professor (Renaissance literature). B.A., 1960, Harvard; M.A., 1963, Ph.D., 1969, California, Berkeley. (1971) John A Haislip, Professor (poetry writing); Director, Creative Writing Program. B.A., 1950, Ph.D., 1965, Washington (Seattle). (1958) William J. Handy, Professor (modern American literature, criticism). B.A., 1947, M.A., 1949, Ph.D., 1954, Oklahoma. (1965) Joseph A Hynes, Jr., Professor (modern literature and fiction); Vice-Provost for Academic Affairs. AB., 1951, Detroit; AM., 1952, Ph.D., 1961, Michigan. (1957) Gloria E. Johnson, Associate Professor (English drama); Head Adviser. B.A., 1944, Barnard; M.A., 1946, Ph.D., 1954, Columbia. (1959) Glen A Love, Professor (American literature, rhetoric). B.A., 1954, M.A., 1959, Ph.D., 1964, Washington (Seattle). (1965) Richard M. Lyons, Professor (fiction writing). B.A., 1957, Brooklyn; M.F.A., 1962, Iowa. (1969) Stoddard Malarkey, Professor (Middle English language and literature); Acting Director of Composi- tion. AB., 1955, Reed; M.Ed., 1960, Oregon State; Ph.D., 1964, Oregon. (1965) Barbara Clarke Mossberg, Associate Professor (American literature, genre studies). B.A., 1970, California, Los Angeles; M.A., 1972, Ph.D., 1977, Indiana. (1976) William Rockett, Associate Professor (Renaissance literature). B.A., 1961, M.A., 1963, Oklahoma; Ph.D., 1969, Wisconsin, Madison. (1966) George E. Rowe, Jr., Assistant Professor (Renaissance literature). B.A., 1969, Brandeis; M.A., 1971, Ph.D., 1973, Johns Hopkins. (1985) Ralph J. SalisbUry, Professor (creative writing). B.A., 1949, M.F.A., 1951, Iowa. (1971) Steven Shankman, Associate Professor (18th-century literature). B.A., 1969, Texas, Austin; B.A., 1971, M.A., 1976, Cambridge; Ph.D., 1977, Stanford. (1984) Sharon R. Sherman, Associate Professor (folklore). Ph.B., 1965, Wayne State; M.A., 1971, California, Los Angeles; Ph.D., 1978, Indiana. (1976) Richard L. Stein, Professor (Victorian, literature and the fine arts); Director, English Honors. B.A., 1965, Amherst; AM., 1966, Pfl.D., 1970, California, Berkeley. (1976) Richard C. Stevenson, Associate Professor (English novel, Victorian literature); Director, Honors College. AB., 1961, AM., 1963, Ph.D., 1969, Harvard. (1968) William C. Strange, Professor (Romanticism, lyric). B.A., 1952, Whitman; M.A., 1953, Montana; Ph.D., 1963, Washington (Seattle). On leave winter, spring 1987. (1960) Donald S. Taylor, Professor (18th-century literature); Director, Center for the Humanities. B.A., 1947, M.A., 1948, Ph.D., 1950, California, Berkeley (1968) Nathaniel Teich, Associate Professor (romanticism, writing, criticism). B.S., 1960, Carnegie Institute of Technology; M.A., 1962, Columbia; Ph.D., 1970, California, Riverside. (1969) A Kingsley Weatherhead, Professor (modern poetry and fiction); Director of Graduate Studies. M.A., 1949, Cambridge; M.A., 1949, Edinburgh; Ph.D., 1958, Washington (Seattle). (1960) Louise Westling, Assistant Professor (20th-century American literature). B.A., 1964, Randolph-Macon Woman's; M.A., 1965, Iowa; Ph.D., 1974, Oregon. (1985) George Wickes, Professor (modern literature). B.A., 1944, Toronto; M.A., 1949, Columbia; Ph.D., 1954, California, Berkeley. (1970) Claudia Yukman, Assistant Professor (19th-century American literature). B.A., 1977, Mills; M.A., Ph.D., 1985, Brandeis. (1986) Emeriti Lucile F. Aly, Professor Emerita (rhetoric, teacher education). B.S., 1936, Missouri; M.A., 1942, Columbia; Ph.D., 1959, Missouri. (1960) Roland C. Ball, Professor Emeritus (comparative literature, Romanticism, modern drama). B.A., 1939, Swarthmore; M.A., 1941, Cornell; Ph.D., 1953, California, Berkeley. (1952) Constance Bordwell, Associate Professor Emerita (writing, applied linguistics). B.A., 1931, Oregon; M.A., 1932, Washington State; Dip. in Linguistics, 1970, University College, London. (1947) Ruth F. Jackson, Senior Instructor Emerita. B.A., 1929, M.A., 1933, Oregon. (1955) Edward D. Kittoe, Assistant Professor Emeritus. B.A., 1931, M.A., 1936, Oregon. (1936) Albert A. Kitzhaber, Professor Emeritus (rhetoric, teacher education). B.A., 1939, Coe; M.A., 1941, Washington State; Ph.D., 1953, Washington (Seattle). (1962) Stanley R. Maveety, Professor Emeritus (Renaissance and Bible literature). B.S., 1943, Northwestern; M.A., 1950, Columbia; Ph.D., 1956, Stanford. (1955) Waldo F. McNeir, Professor Emeritus (Renaissance literature). B.A., 1929, Rice; M.A., 1932, Ph.D., 1940 North Carolina. (1961) , Ernest G. Moll, Professor Emeritus (Romanticism). AB., 1922, Lawrence; AM., 1923, Harvard. (1928) Carlisle Moore, Professor Emeritus (Victorian and modern literature). B.A., 1933, M.A., 1934, Ph.D., 1940 Princeton. (1946) , John C. Sherwood, Professor Emeritus (18th-century literature). B.A., 1941, Lafayette; M.A., 1942, Ph.D., 1945, Yale. (1956) Christof A Wegelin, Professor Emeritus (modern fiction, American literature). Dip. Tech., 1933, Winter- thur; M.A., 1942, North Carolina; Ph.D., 1947, Johns Hopkins. (1952) Oliver M. Willard, Associate Professor Emeritus (English language). B.A., 1927, Stanford; AM., 1931, Ph.D., 1936, Harvard. (1946) Undergraduate Studies The Department of English offers instruction in English literature, American literature, writing, English linguistics, folklore, and the literature of ethnic minorities. Its lower-division courses provide training in writing and introduce the student to literature as a humanistic discipline. Its upper-division courses emphasize the humanistic values that emerge from studying literature and allied di~ciplines analytically and in depth. Careers. The study of English opens the doors to many careers. All fields of endeavor place a high value on the ability to read intelligently and to write clearly. The English major may lead most directly to careers in education, journalism, or communications; it is also highly regarded as undergraduate training for law, government, social work, community service, and business. Indeed, the ability to handle the language with clarity and cogency is the one skill most frequently cited by business professionals as desirable. A major in English, with judiciously selected electives, prepares students not only tofind that essential first job but also to possess that breadth of outlook and depth of perspective which become increasingly important in sub- sequent phases of their careers. Major Requirements The Department of English expects its majors to acquire knowledge of English and American literature. In addition, it expects its majors to gain a sense of history and a reading knowledge of at least one foreign language. Majors should construct their programs in consultation with an adviser. The general major requirements for the degreeof bachelor of arts (BA) in the Depart- ment of English are as follows: 1. Satisfaction of the University language requirements for the BA degree 2. Three history courses 3. Three literature courses chosen from ENG 104,105,106,107,108,109,204,205,206, 253, 254, 255 4. Three Shakespeare courses: ENG 201 , 202, 203 5. The courses above must be passed with a grade of C- or P (pass) or better 6. 36 credits in upper-division courses with a grade of C- or better. This requirement may be met in one of two ways: a. 3 credits in the Middle Ages, 9 more credits in literature before 1800, 9 in literature since 1800 (these 21 credits need not be taken in period courses), and 15 additional credits; or b. A balanced and coherent program, constructed with an adviser's guidance, consisting of six related courses in language, literature, or writing (18 credits), and 18 additional credits. Students choosing option b must have the written approval of their adviser and of the department curriculum committee no later than the second term of their junior year. Minor Requirements The minor in English requires 24 credits in college-level courses in English and writing (excluding credit for the College-Level Examina- tion Program and courses taken to fulfill the University composition requirement), 15 of which must be upper division. ENG 200, 400, 401, 403, 408 (but not WR 408), 409 may not be used to satisfy requirements for the minor. The 24 credits must include a three-term University-recognized English cluster and at least one more literature course for a minimum of 12 credits in literature. Lower-division courses must be passed with grades of C- or P (pass) or better, upper-division courses with a C- or better. Secondary School Teaching The Department of English offers work for preparation to teach language arts in the public secondary schools. Certification as an Oregon secondary teacher with the language arts endorsement requires satisfactory completion of a program of teacher preparation which includes subject matter preparation in the teaching specialty and in professional educa- tion, as well as recommendation of the institution in which the preparation is completed. The English department offers work toward Basic Oregon certification and toward Standard certification. For specific information regarding requirements for the language arts endorse- ment, students should consult the departmental adviser for teacher education and the coor- dinatorfor secondary education in the College of Education. Honors Program in English This program is designed to provide interested undergraduate majors with a number of impor- tant educational opportunities. During the sophomore and junior years, honors students participate in honors seminars dealing with literary topics announced at the beginning of each academic year. During the senior' year, honors students work on an extended writing project of their own choosing, prepared in conjunction with a course of study tailored to their own specific academic needs and con- ducted on a tutorial basis with a faculty member. The honors program is fully compatible with courses and requirements in the department; ~he'program'semphasis,particularly during the Junior and senior years, is on the detailed study of limited topics-an extended consideration of one or two authors, a single literary problem, and so on. Honors Program Admission. Students should apply to the honors program chair for admission to the program during the spring term of their freshman year. However, admission is possible as late as.the junior year. Entry into the program IS determined by performance in literature and composition courses and by other evidence of superior academic ability. Honors Degree ReqUirements. A minimum of three honors seminars should be taken during the sophomore and junior years, normally three terms of ENG 407 (honors seminar) or the equivalent. If entry into the program occurs after completion of the sophomore year, the require- ment may be reduced to two seminars. At the end of the junior year, a prospectus for the senior honors project should be submitted to the program chair. Honors seniors enroll in Thesis (ENG 403) during the first two terms'of their senior year. The senior honors project consists of a 30- to 40-page essay, creative work, or the equivalent, and is due at the end of the second term of ENG 403. The project is evaluated, along with the rest of the student's work, to determine jf he or she is to receive the degree of Bachelor of Arts with Honors in English. English 61 Graduate Studies The Department of English offers graduate work in English literature, American literature, and imaginative writing, in programs leading to the master of arts (MA) degree in English, the master of arts and master of fine arts (M.FA) degrees in imaginative writing, the interdisci- plinary master of arts degree in English and education, and the doctor of arts (DA) and the doctor of philosophy (Ph.D.) degrees in EngIish. A detailed description of the programs will be sent with the Application for Graduate Admis- sion form. Master of Arts Degrees Admission Requirements 1. An undergraduate grade point average (GPA) of 3.00 or, if the student has 12 or more credits of graduate work in English, a 3.00 graduate GPA 2. A combined Graduate Record Examination (GRE) score of 1100 on the Verbal section of the General Test and the Literature in English Test (The quantitative part of the General Test is optional.) 3. For nonnative speakers: a minimum score of 600 on the Test of English as a Foreign Language (TOEFL) examination 4. Other materials submitted under admission procedures that give evidence that the candidate will be able to complete the prescribed course of stUdy satisfactorily Admission Procedures 1. Obtain an Application for Graduate Admis- sion from the graduate secretary, English department 2. Send the first copy to the University Office of Admissions with a $25.00 fee and the rem~ining copies to the graduate secretary, English department 3. Arrange to have two official copies of graduate and undergraduate transcripts sent, one to the University Office of Admis- sions, the other to the graduate secretary 4. Submit or have sent to the graduate secre- tary, English department: a. An official transcript of GRE scores b. Letters of recommendation from three persons familiar with the applicant's academic background and intellectual abilities c. A 200-word statement of background and objectives in pursuing the course of stUdy d. A copy of a course paper that demon- strates the applicant's ability in literary studies The completed file will be reviewed by the department's graduate admissions committee, which will notify the applicant of its decision. All admissions are conditional, and some may be limited to summer session only; after the candidate has completed from four to six courses at the University, his or her academic record will be reviewed for clearance toward the degree. Degree Requirements The department offers both a 58-credit degree program for candidates who do not plan to go 62 English beyond the MA and a structured MA program for those who contemplate proceeding to a doctoral degree. For completion of the degree, both programs require a reading knowledge of a foreign language (a Graduate Student Foreign Lan- guage Test, or GSFLT, score of 25th percentile or its equivalent). The language is normally French, German, Russian, Spanish, Italian, Latin, or Greek, although in special circum- stances another language may be allowed. Structured Program. Students must take the following: 1. Introduction to Literary Research (ENG 540) or a course in criticism 2. One of the following: Introduction to Middle English (ENG 426), English Grammar (ENG 490), Old English (ENG 511). EqUivalency may be granted for graduate or under- graduate work elsewhere, provided it was taken within seven years of entering the University 3. Fourteen additional graded classroom courses (i.e., other than reading and confer- ence, research, or thesis) in English, to include at least one course in each of the seven areas listed below, a through g, and at leastone more course in each of three of the listed areas. Of the 14, at least three must be 500-level courses a. Literature and language before 1500 b. Renaissance literature c. English literature from 1660 to 1780 d. English literature from 1780 to 1900 e. American literature to 1900 f. Modern British and American literature g. Special studies: folklore and mythology, ethnic literature, women and literature, rhetoric, criticism, linguistics A GPAof 3.25 in the total 16 courses is required. 58·Credit Program. Although no "areas" need to be satisfied in this program, students must take the following: 1. One of the following: Introduction to Middle English (ENG 426), English Grammar (ENG 490), orOld English (ENG 511). Equivalency may be granted for undergraduate or graduate work elsewhere, provided it was taken within seven years of entering the University 2. An approved program of at least 55 addi- tional credits in graduate classroom courses or seminars. At least 40 credits must be taken in residence at Eugene, and at least 10 credits must be in 500-level courses or seminars. Normally, all 55 credits must be in graduate courses offered by the Department of English, but the candidates may petition the graduate committee to substitute up to three graduate-level courses in a related field A cumulative GPA of 3.25 is required. Note:Supervised College Teaching (ENG 502) and Workshop: Composition (ENG 508) may not be counted toward graduate degree course work requirements. M.A. in Imaginative Writing. This degree may be earned in either program. It differs from the other MA degrees chiefly in substituting up to 10 credits of creative writing for courses in literature and in requiring a thesis (a work of imaginative writing) in place of 5 credits of classroom course work. Interdisciplinary M.A. For information see the description in the Graduate School section of this catalog under "Interdisciplinary Master's Programs." Master of Fine Arts Degree Admission Requirements 1. Bachelor's degree 2. Other materials submitted under admission procedures that give evidence that the applicant will be able to complete the prescribed course of study satisfactorily Admission Procedures 1. Obtain an Application for Graduate Admis- sion from the director of creative writing, English department 2. Send the first copy to the University Office of Admissions with a $25.00 fee and the remaining copies to the director of creative writing 3. Arrange to have two official copies of graduate and undergraduate transcripts sent, one to the University Office of Admis- sions, the other to the director 4. Submit or have sent to the director: a. Letters of recommendation from two people familiar with the applicant's potential as a writer b. A sample of the applicant's creative writing Application may be made for any term except summer session. Degree Requirements The candidate for the M.FA degree must complete 72 credits of graduate work, including at least 18 credits in English and American literature or literature in translation, at least 18 credits in writing, and 18 credits in thesis, the result of which must be awork of literary merit. The remaining credits may be taken in related fine arts fields, such as the history and criticism of art, music, and drama, or in additional literary studies, aesthetics, or other fields relevant to the candidate's needs as a writer. The candi- date must also pass a written examination on a reading list of works of fiction, poetry, or drama. Doctor of Arts and Doctor of Philosophy Degrees Admission Requirements 1. Ordinarily, a Master of Arts (MA) in English, with a 3.33 graduate grade point average (GPA) 2. A combined Graduate Record Examination (GRE) score of 1250 on the Verbal section of the General Test and the Literature in English Test. (The quantitative part of the General Test is optional.) 3. For nonnative speakers: a minimum score of 600 on the Test of English as a Foreign Language (TOEFL) examination 4. Other materials submitted under admission procedures that give evidence that the applicant will be able to complete the prescribed course of study successfully Admission procedures are the same as for MA degrees. Applicants who received the MA in the structured program at the University of Oregon can be admitted to the PhD. program on request; those with the 58-credit MA and the M.FA must go through the standard application procedure. Residency Requirements. The Graduate School requires at least three years of full-time work beyond the bachelor's degree for the doctorate with at least one year spent in continuous residence on the Eugene campus. The Department of English interprets this latter requirement to mean an academic year in continuous residence with enrollment in at least two formal English graduate courses or semi- nars per term for one academic year, and enough of a second to ensure a total minimum of six classroom courses or seminars completed on this campus. This on-campus requirement must be satisfied during the first year (piUS) for which the student has been admitted: candi- dates should not apply for admission unless they are prepared to meet this requirement. Note that Graduate School regulations insist on a minimum of 9 credits per term to satisfy continuous residence, and that two courses per term mayor may not equal this minimum. Note also that although the Graduate School allows a summer session term to count toward continu- ous residence, the department's regulation is for an academic year. Degree Requirements FOREIGN LANGUAGE. The candidate must demonstrate by examination or course work a reading knowledge of two languages (Graduate Student Foreign Language Test, or GSFLT, score of 25th percentile or completion of a second-year sequence) or a very high compe- tence in one language (GSFLT score of 70th percentile or completion of a third-year se- quence). Ordinarily the languages are French, German, Greek, Italian, Latin, Russian, or Spanish, although in special circumstances another language may be allowed. Old English (ENG 511 ,512, 513) with grades of B- or better can be used to satisfy one of the two language requirements unless the candidate specializes in the medieval area. TEACHING. Doctoral candidates must have experience as classroom teachers in the department before they receive the degree. QUALIFYING EXAMINATION. By the end of their first year in residence, students in the PhD. or DA programs must pass a qualifying examina- tion. Students take a four-hour written com- prehensive examination covering fields a through f and one or more fields from g: a. Literature and language before 1500 b. Renaissance literature c. English literature from 1660 to 1780 d. English literature from 1780 to 1900 e. American literature to 1900 t. Modern British and American literature g. Special studies: folklore and mythology, ethnic literature, women and literature, rhetoric, criticism, linguistics, and others COURSES. The student must take: 1. Introduction to Literary Research (ENG 540) no later than the first term it is available after receiving the MA (or during the first year of doctoral study). A candidate who has had equivalent graduate work at the University or elsewhere may consult the director of graduate studies, English department, about using that work to satisfy this require- ment 2. One of the following: Introduction to Middle English (ENG 426), English Grammar (ENG 490), Old English (ENG 511). Equivalency may be granted for undergraduate or graduate work elsewhere, provided it was taken within seven years of entering the graduate program 3. Six classroom courses beyond the MA taken in residence, exclusive of the courses in 1 and 2 above, and including at least two 500-level courses or seminars. A 3.25 GPA in the eight courses is required 4. Two four-hour written examinations. After consultation with an adviser and approval by the graduate committee, the student will adopt from the following list two fields to be covered by these examinations: I. Old English language and literature II. Middle English language and literature III. Renaissance dramatic literature to 1660 IV. Renaissance nondramatic literature to 1660 V. English literature 1660-1780 VI. English literature 1780-1830 VII. English literature 1830-1900 VIII. British literature 1900 to the present IX. American literature to 1900 X. American literature 1900 to the present XI. English linguistics XII. Rhetoric XIII. Special studies Note: Only one of the two fields chosen may be in Field XIII. Doctor of Arts Examination. Upon completion of the preceding requirements, the candidate may petition the graduate committee to take the doctor of arts (DA) examination, either as an end in itself or as a step toward the PhD. Specifics of the examination are described in the departmental handout, "Graduate Programs in English." Dissertation. The PhD. will be granted upon completion of the preceding requirements (except the DA examination) and a dissertation and examination thereon. The dissertation may be a work of literary scholarship on a single subject, or, if the director of the dissertation agrees, a collection of three substantial essays exhibiting internal coherence but not necessar- ily treating a single precisely defined subject. No more than three years may elapse between the completion of all other requirements and the completion of the dissertation. The English department does not offer a PhD. in creative writing. Writing Creative Writing The department offers creative writing courses for nonmajors and majors. Undergraduate English majors planning a program emphasiz- ing creative writing are advised to complete at least 6 credits of Introduction to Imaginative Writing (WR 241, 242, 243). For information on the graduate program leading to the MA or M.FA degree, consult the director of the creative writing program. Expository Writing The English department offers required and elective courses in expository writing for all University students to help them improve their ability to write clearly and effectively. All students must fulfill the University writing requirement of 6 credits of composition or be cleared according to established waiver and exemption policies. The requirement is WR 121 and either WR 122 or 123, or their approved equivalents, excluding courses numbered 199 and 400-410. Exemptions from the firstterm of writing will be given to students who score 650 and above on the Verbal section of the College Entrance Examination Boards (CEEB) Scholastic Aptitude Test or on the Achievement Test in English Composition (EN). Students should present official copies of their scores to the composition office, English department, if not granted exemption at the time of admission. No credit is awarded for this exemption. Students with CEEB Advanced Placement Test scores in English composition of 4 or 5 clear the require- ment and receive 6 transfer credits in writing. Waiver examsforWR 121 and 122 are offered regularly at the Testing Office, University Counseling Center, and should be considered by students who are highly competent writers. In addition, students who earn an A in WR 121 at the University may select any advanced expository writing course to fulfill the requirement. Students for whom English is the native lan- guage are placed in their first writing course on the basis of the Test of Standard Written English (TSWE), which is required of all new students and of transfer students who have not satisfied the writing requirement. Students should sign up for the TSWE before registration at the University Counseling Center Testing Office. Students for whom English is not the native or primary language are placed in their first writing course on the basis of a department placement test which is administered before registration. Nonnative speakers should sign up for the department placement examination in the Office of International Services. Depending on TSWE scores or placement test results, students may be required to satisfy additional prerequi- sites for placement in WR 121. These may include WR 40,49,91,92,93, or other courses determined by departmental staff. Transfer students in doubt about the equivalency of courses taken elsewhere should bring tran- scripts and catalog descriptions to the compo- sition office, Department of English, for evaluation. Courses in English (ENG) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Note: Not every course listed here can be offered every English 63 year; students are advised to consult the most recent Time Schedule of Classes. Lower-Division Courses 104, 105,106 Introduction to Literature (3,3,3) Works representing the principal literary genres. 104: fiction. 105: drama. 106: poetry. 107,108,109 World Literature (3,3,3) Literary and cultural foundations of the Western world; analysis of selected masterpieces of literature read in chronolog- ical order from ancient to modern. 151 Introduction to Black Literature (3) Reading and critical analysis of Afro-American fiction, poetry, and drama in historical and thematic perspective; examina- tion of the black experience which influenced the literature. Coleman. 199 Special StUdies (1-3R) 200 SEARCH (1-3R) 201,202,203 Shakespeare (3,3,3) The major plays in chronologicai order. Required of majors. Boren, T. Greenfield, Grudin, Johnson, Rockett, Rowe, Strange, Wickes. 204, 205, 206 Survey of English Literature (3,3,3) The principal works of English literature selected to represent great writers, literary forms, and significant currents of thought. 204: Anglo-Saxon beginnings to the Renaissance. 205: 17th and 18th centuries. 206: 19th and 20th centuries. Bartel. 240 Introduction to Native American Literature (3) The nature and function of oral literature; the traditional literature as a background for a study of contemporary Native American writing. 244 American Detective Fiction (3) The literary and cultural significance of selected works by such writers as Dashiell Hammett, Raymond Chandler, and Ross Macdonald in their historical contexts. Boren. 250 Introduction to Folklore and Myth (3) The process and genres of traditional (i.e., folk) patterning; the relations between these forms of expression and other arts, especially English and American literature. Sherman. 253,254,255 Survey of American Literature (3,3,3) American literature from its beginnings to the present. Bensick. Handy, Westling, Yukman. 260 Introduction to Women Writers (3) Women writers, their literary styles and perspectives, and their status in Western society. Farwell, Westling. Upper-Division Courses 300 Introduction to Literary Criticism (3) Various techniques of iiterary criticism (such as historical, generic, formalistic, mythic) and the use of library resources. Recommended for majors in sophomore or early in junior year. Farwell, Handy, Teich. 301 Tragedy (3) The nature of tragedy and of tragic expression in various literary forms. Rockett, Rowe. 302 Romance (3) Introduction to critical theory of the genre; readings of narratives of adventure and quest, including works in the aliegorical mode. Classical, medieval, and modern examples, with attention to romance elements in 20th-century works. Ball. 303 Epic (3) Epic and heroic literary masterpieces; the nature of the genre. Strange. Not offered 1986-87. 304 Comedy (3) The comic view in both dramatic and nondramatic forms. Main emphasis on English masters, but with attention also to classical and continental writers. Principai theories of the comic and of comic literary forms and types. Stein. Not offered 1986-87. 305 Satire (3) Satire, or criticism through ridicule. as a major type of literary expression. Examples from various literary forms-dramatic, narrative, poetic, and graphic-and from ancient and foreign literatures as well as English. Special emphasis on contemporary satire. Sherwood, Strange. Not offered 1986-87. 310 Black Prose (3) Forms, themes, and styles in the fictional and nonfictional prose of Africa, the West Indies, and Afro-America. Novels, short stories, essays, autobiographies, and other narratives. Coleman. 64 English 311 Black Poetry (3) The study of African, West Indian, and Afro-American poetry, written and performed, Coleman, 312 Black Drama (3) Major achievements in African, West Indian, and Afro-American drama. Coleman, 321, 322, 323 Engliah Novel (3,3,3) 321: rise of the novel from Defoe to Austen, 322: Scott to Hardy, 323: Conrad to the present Stevenson, Taylor, 324'Amerlcan Satire (3) Satire in American literature; its nature, development, and significant contributions to the interpretation of American life, Love, 325 Literature of the Northwest (3) Survey of significant Pacific Northwest literature as set against the principles of literary regionalism, Love, 326 Western American Literature (3) Major literary works of the American West from frontier times to the present Love, 390 Introduction to English Linguistics (3) The structure of English including its phonetics, phonology, orthography, morphology, syntax, and semantics; historical change and geographical-social variation in English; the semantics of English; and English styli sties, Not offered 1986-87, 391, 392, 393 American Novel (3,3,3) Deveiopment of the American novel from its beginnings to the present Bensick, Griffith, Love, Wickes, Yukman, 394,395,396 20th-century Literature (3,3,3) British, American, and some European literature from 1890 to the present; significant works of poetry, drama, and fiction in relation to intellectual and historical deveiop- ments, Armstrong, Hynes, Stein, Weatherhead, Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 401 Research (Arr,R) 403 Thesis (Arr,R) 405 Reading and Conference (Arr,R) 407 (G) Seminar (Arr,R) Selected seminars are offered each year. 408 (M) Workshop (Arr,R) 409 (G) Supervised Tutoring Practicum (1-3R) 410 (G) Experimental Course (Arr,R) Seiected seminars are offered each year, 411,412,413 (G) English Drama (3,3,3) Development of English drama from medieval to modern times with emphasis on the growth of genres and connections with cultural history, 411: Middle Ages through Jacobean period, 412: Restoration, 18th and 19th centuries, from Dryden to Shaw, Johnson, 413 not offered 1986-87, 414,415,416 (G) History of Literary Criticism (3,3,3) Studies in the theory and practice of literary criticism from Plato and Aristotle to the present. Farwell, Filloy, Handy, Shankman, 417 (G) Studies in Mythology (3) Survey of the mythology of one or more cultures with special attention to comparative relationships, world views, theoretical schools of interpretation, and the use of myth in literature, Sherman, 418 (G) Folklore and Mythology of the British Isles (3) Basic folk traditions in the British Isles (e,g" ballads, folktales, legends, myths, jokes, games, festivals, folk drama) and their treatment in the written literature of major British authors (e,g" Chaucer, Shakespeare, Romantic poets, Dickens, Hardy, Yeats), Sherman, Not offered 1986-87, 419 (G) American Folklore (3) American folklore; its connections in American history and culture; its role in the development of the writings of selected American authors (e,g" Hawthorne, MelVille), Sherman, 420,421,422 (G) Modern Drama (3,3,3) 420: growth of the modern theater in Europe through 1919, naturalism, symbolism, expressionism, 421: European and American drama 1920-1949, the experimental theater and its effects on realism, 422: international developments in drama from 1950 to the present Ball. Not offered 1986-87, 424 (M) Old English Literature in Translation (3) Introduction to the historical and cultural milieu of Anglo-Saxon England (ca, 500-1100); reading in translation of selected prose and poems, including the entire Beowulf and the so-called "Elegies"; overview of Old English (Anglo-Saxon) language and poetics to enable students to respond effectively to the aesthetic qualities of the poetry, S, Greenfield. Not offered 1986-87, 426 (G) Introduction to Middle English (3) The language of England from ca, 1100 to 1500 through the study of literary selections, Study of Middle English grammar and development of reading skills in the various dialects of Middle Engiish, Boren, Not offered 1986-87, 427 (G) Middle English Literature (3) Literary selections in translation from the Middle English period (ca, 1100-1500), exclusive of Chaucer, Focus on the works in their cultural and historical contexts, Boren, 428 (M) Chaucer (3) Close textual study of selected Canterbury Tales in Middie English and instruction in the grammar and pronunciation of Chaucer's lan- guage, Boren, S, Greenfield, Malarkey, 429 (G) Tro/lus andCrlseyde (3) Close textual study of Chaucer's poem in Middle English with consideration of The Book of the Duchess and The Parlement of Foules, Includes instruction in the grammar and pronunciation of Chaucer's English, Boren, S, Green- field, Malarkey, 430, 431, 432 (G) Literature of the Renaissance (3,3,3) 430: Renaissance thought 431: Renaissance epic and prose narrative, 432: English lyric from Wyatt to Herrick, T, Greenfield, Grudin, Maveety, Rowe, 434 (G) Spenser (3) Examines the works of Edmund Spenser, T, Greenfield, Rowe, Not offered 1986-87, 436 (G) Advanced Shakespeare (3) Detailed study of selected plays, When offered in spring term or summer session, the course may concentrate on the plays to be presented in Ashland that summer, Johnson, Not offered 1986-87, 437,438 (G) The Literature ofthe English Bible (3,3) Literary qualities of the English Bible with some reference to its influence on English and American literature, Maveety, Yukman, 440, 441, 442 (G) 17th-Century Literature (3,3,3) Poetry and prose from Jonson through the Restoration in relation to the trends of thought and feeling which characterize the century, Rockett, Rowe, 444 (G) Milton's Minor Poems and Prose (3) The Poems of 1645 and the major prose works on liberty, education, and politics, Farwell, Rockett Not offered 1986-87, 445 (G) Milton's Major Poems (3) Paradise Lost, Paradise Regained, and Samson Agonistes, Farwell, Rockett 446 (G~ Film and Folklore (3) The developmental use of film by folklorists, Folklore genres, theories, and fieldwork methods are related to filmmakers' techniques, Analysis includes documentary and ethnodocumentary films, Sherman, 447 (G) American Popular Literature and Culture (3) Surveys cultural aesthetics reflected in historical romances, dime novels, detective fiction, Westerns, and new journalism as expressions of popular and folk culture and the American experience, Sherman, 448 (G) Black Folklore (3) Analysis of Afro-American customs, language, beliefs, sayings, and tales expressed through oral tradition, Coleman, 450,451,452 (G) 18th-century Literature (3,3,3) 450: Restoration, 451: primarily Swift and Pope, 452: primarily Johnson and his circle, Shankman, Sher- wood, Taylor. 460, 461, 462 (G) English Romantic Writers (3,3,3) Romantic thought and expression, 460: Blake, Burns, and other writers of the age of gothic and sensibility, 461: Wordsworth, Coleridge, Hazlitt, and other writers of the age of revolution, 462: Byron, Shelley, Keats, and other writers of the second generation, Strange, Teich, 470,471 (G) Victorian Poetry and Prose (3,3) Major literary works of the Victorian period in their cultural contexts with emphasis on significant patterns of social, ethical, and aesthetic thought Readings in poetry, essays, and some fiction with reference to Victorian painting and architecture, 470: 1830s to mid-1850s, 471: late 1850s through 1890s, Stein, 473, 474 (G) 19th-century English Fiction (3,3) Introduction to 19th-century English fiction in critical and social perspective, Stevenson, Not offered 1986-87, 4n, 478, 479 (G) American Literature before 1900 (3,3,3) Early American literature; romanticism; realism and naturalism, Bensick, Griffith, Love, 480 (G) Major British Writers (3R) Detailed study of two or three British authors not substantially treated in other courses, Hynes, Stevenson, Taylor, Weath- erhead, Wickes, 481, 482, 483 (G) Major American Writers (3,3,3R) Detailed study of two or three major authors each term, Bensick, Gage, Griffith, Handy, Love, Weatherhead, Westling, Wickes, Yukman, 487 (G) Yeats and Joyce (3) The principal works of Yeats and Joyce, considered against the background of the Irish Renaissance, Sherwood, 488 (M) Literary Analysis for Teachers (3) For prospective teachers of English in junior and senior high school. Training in analyzing and teaching fiction, drama, poetry, Bartel. 489 (G) Teaching Writing (3) Methods of teaching composition to secondary and postsecondary students, Diagnosing writing problems, making assignments, evaluating compositions, and motivating students, Filloy, Gage, Love, 490 (G) English Grammar(3) Comprehensive survey of grammatical, syntactic, and morphological struc- tures of English in terms of semantic and functional criteria, 491 (G) History of the English Language (3) Origins and development of English from medieval to modern times, Topics include the development of the sound system and the orthography; syntactic, morphological, and semantic changes in the word stock; and the development of British and American English, Prereq: LI NG 290, Not offered 1986-87, 494 (G) Existentialism and Modern Literature (3) Critical study of 19th- and 20th-century works which reflect the characteristiC subject matter and themes of existentialism, Works by such authors as Kierkegaard, Nietzsche, Tolstoy, Pirandello, Camus, Sartre, Kafka, Beckett, Albee, Kesey, Handy, 496, 497 (G) Contemporary American Literature (3,3) Critical study of post-World War II American writing in the context of contemporary aesthetic and cultural developments, Haislip, Handy, Wickes, 498 (G) Studies In Women and Literature (3R) Topics vary from year to year. The following list is representa- tive: Women Poets, Women's Journals, Women Writers before 1800, Feminist Criticism, American Women Writers, Communities of Women in Literature, Farwell. Graduate Courses Note: Instructor's consent is required for all 500-level courses, 501 Research (Arr,R) PIN only, 502 Supervised College Teaching (Arr,R) PIN only, Gage, 503 Thesis (Arr,R) PIN only, 505 Reading (Arr,R) 507 Seminar (Arr,R) Selected seminars are offered each year, 508 Workshop (Arr,R) PIN only, Gage, 510 Experimental Course (Arr,R) 511,512,513 Old English (4-5,4-5,4-5) Linguistic and literary study; selected readings in prose and poetry, including the entire Beowulf, S, Greenfield, 514, 515, 516 Old Icelandic (4-5,4-5,4-5) Linguistic and literary study: East and West Norse; readings in historical sources, the sagas, the Eddas, the skaldic poetry, Of particular interest to students of Old English and Germanic antiquity, Not offered 1986-87, 519 The Pearl Poet (4-5) Detailed study of the works attributed tothe Pearl poet with concentration on Pearl and Sir Gawain and the Green Knight Prereq: ENG 426 or reading knowledge of Middle English, Boren, Malarkey, Not offered 1986-87, 520 Topics in the History and Structure of English (5) Advanced English linguistics, Topics vary accord- ing to student and faculty interest. Not offered 1986-87, 524 Chaucer's CanterbUry Tales (4-5) The complete Canterbury Tales with instruction in the grammar and pronunciation of Chaucer's language. Boren, S. Greenfield, Malarkey. 530, 531, 532 Shakespeare (4-5,4-5,4-5) 530: representative comedies of Shakespeare's early, middle, and late periods. 531: historical plays. 532: tragedies. 1. Greenfield, Grudin, Johnson. 535, 536, 537 Tudor and Stuart Drama (4-5,4-5,4-5) 535: beginnings through Marlowe. 536: Dekker through Jonson. 537: Webster through Ford. Shake- speare not included. 1. Greenfield. Not offered 1986-87. 540 Introduction to Literary Research (3) Biblio- graphical tools and methods of research. Practical training in research projects. Primarily for PhD. candidates; recommended for MA candidates with research interests. Boren, Rockett, Rowe. 588 Modern British Poetry (4-5) British poetry from Hardy to the present. Weatherhead. Not offered 1986-87. 589 Modern American Poetry (4-5) American poetry from the imagists to the present. Weatherhead. Not offered 1986-87. 590, 591, 592 Modern Fiction (4-5,4-5,4-5) Main tendencies of the fiction of the past hundred years. 590: the rise and development of realism. 591: naturalism. 592: postnaturalism. Griffith, Wickes. Not offered 1986-87. 593, 594 Contemporary British Fiction (4-5,4-5) A chronological study of developments in British fiction since the late 1930s with emphasis on particular works by important writers. Hynes. Courses in Writing (WR) An: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit S: must be taken in sequence Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Developmental Courses Note: WR 40, 49, 91, 92, and 93 are self-support courses offered through the Continuation Center, 333 Oregon Hall. A separate fee is assessed for all students enrolling in these courses. This fee must be paid in addition to regular tuition. All five courses carry credit for enrollment (eligibility) but not toward graduation; they satisfy no University or college requirement. 40 Developmental Composition I (3) Basic writing course that focuses on sentence construction, grammar, mechanics, and punctuation. Depending on performance, students who pass are advised by their instructors to advance to WR 49 or 121 the following term. Recommended for students with Test of Standard Written English (TSWE) scores of 20 to 29. 49 Developmental Composition " (3) Concentrates on sentences and paragraphs, with emphasis on organization, structure, punctuation, and usage. Not primarily a course in grammar, but students deal with grammatical problems as they arise Within the context of their writing. Recommended for stUdents With Test of Standard Written English (TSWE) scores of 30 to 37. 91,92,93 English as a Second Language (3,3,3) Written and spoken English for students whose native language is not English. Emphasis is on written English in order to prepare students for other writing courses; practice in pronunciation, vocabulary building, and reading. Student placement is recommended on the basis of departmental examinations. Lower-Division Courses 121 English Composition (3) Fundamentals of academic expository prose. Frequent essays with special attention to the relation between thesis and .structure in written discourse. Prereq: Test of Standard Written English (TSWE) score of 38, WR 49, or eqUivalent. 122 English Composition (3) Advanced expository prose; frequent essays with special attention to argument and the attendant concerns of audience and style. Prereq: WR 121 or equivalent. 123 English Composition (3) Research paper. The techniques for researching and writing academic papers. Practice in writing documented essays based on the use of library resources. Prereq: WR 121 or equivalent. 185Practical Grammar (3) Focuses on the sentence and its components: parts of speech, phrases, clauses, verbals, and sentence patterns and classifica- tions. Word forms and functions. Includes such concepts as syntax, person, and number. 199 Special Studies (1-3R) 216 Expository Writing (3) Practice in various forms of expository writing. Frequent written themes. Prereq: grade of A in WR 121, completion of writing require- ment. or equivalent. 241, 242, 243 Introduction to Imaginative Writing (3,3,3) For students interested in the techniques of writing fiction, drama, and poetry, and in the develop- ment of acritical appreciation ofthe art of writing. 241: fiction. 242: drama. 243: poetry. Upper-Division Courses 320 Scientific and Technical Writing (3) Emphasis on form and style of scientific, professional, and technical writing; weekly writing assignments include reports, proposals, instructions, and correspondence. Use of graphics and documentation in pUblication. Prereq: completion of writing requirement and upper-division standing. 321 Business Communications (3) Practice in writing and analyzing internal and external messages common to business, industry, and professions. Suggested for business and management students. Prereq: completion of writing requirement and upper-diVision standing. 324,325,326 Short Story Writing (3,3,3) Examination of the basic techniques and structure of the short story; extensive analyses of student work and established models. Prereq: instructor's consent. Lyons, Salisbury, Taylor. 331,332,333 Play Writing (3,3,3) Creative experiment in the writing of plays with incidental stUdy of models. Analysis and discussion of student work. Prereq: instructor's consent. Not offered 1986-87. 341,342,343 Poetry Writing (3,3,3) Verse writing; study of various verse forms as media of expression. Analysis of class work. Prereq; instructor's consent. Haislip, Salisbury. I Note: Courses designated (M) or (G) maybe offered for graduate credit. 405 Writing and Conference (Arr,R) 408 (G) Workshop (Arr,R) 409 (G) Supervised Tutoring Practicum (1-3R) 411 (M) Advanced Composition (3) Expository writing with emphasis on improving students' prose style and attention to the underlying principles of syntax and rhetoric. Intended for prospective secondary school teachers and others who want this training. Prereq: completion of writing requirement and upper-division standing or instructor's consent. Gage, Love, Teich. 430, 431, 432 Senior Creative Writing (3,3,3) Advanced sequence in short story, poetry, and play writing. Prereq: instructor's consent. Haislip, Lyons, Salisbury. 451,452,453 Projects in Writing (3,3,3) For students wanting advanced instruction and practice in writing short stories, novels, television dramas, nonfiction, etc. Prereq: instructor's consent. Haislip, Lyons, Salisbury. Graduate Courses 503 Thesis (Arr,R) Prereq: instructor's consent. PIN only. 505 Writing and Conference (Arr,R) Prereq: instruc- tor's consent. 530, 531, 532 Graduate Creative Writing (3,3,38) Concentration on student writing in a workshop approach.Primarily for M.FA candidates but open to other graduate students with interest and talent. Prereq: instructor's consent. Haislip, Lyons, Salisbury. Environmental Studies 65 Environmental Studies Environmental Studies Center 104 Condon Hall Telephone (503) 686·3895 or -5006 John H. Baldwin, Program Director Program Committee Michael D. Axline, Law John H. Baldwin, Planning, Public Policy and Management Mary Faeth Chenery, Leisure Studies and Services Stanton A. Cook, Biology Richard P. Gale, Sociology Daniel Goldrich, Political Science Glen A. Love, English David C. Povey, Planning, PUblic Policy and Management Alvin W. Urquhart, Geography The interdisciplinary field of environmental studies is concerned with the relations of humans with their environment. The program is designed to combine theory and practice about environmental systems from the sciences, the social sciences, the humanities, and the fields of management, public policy, and design. It helps students compare and integrate these separate perspectives and develop com- prehensive, well-reasoned approaches to environmental issues, problems. and thought. Undergraduate Studies At present the undergraduate program in environmental studies does not lead to a degree. A certificate program is currently under consideration. The following courses em- phasize environmental concerns. See de- partmental sections of this catalog for course descriptions. Basic Environmental Courses The Human Environment (81 108), Mineral Resources and the Environment (GEOL 321), Introduction to Environmental Studies (PPPM 331), Environmental Alteration (GEOG 370) Social Sciences and the Environment Anthropology. Human Ecology (ANTH 320) Economics. Issues in Resource Economics (EC 332), Issues in Environmental Economics (EC 333), Resource Economics (EC 432), Environmental Economics (EC 433) Geography. Landscape, Environment, and Culture (GEOG 103), Urban Environment (GEOG 105), Geography of Energy (GEOG 372), Cultural Geography (GEOG 436), Geo- graphic Landscapes (GEOG 437). Geography of Water Resources (GEOG 483) Landscape Architecture. Understanding Landscapes (LA 260), Contemporary American Landscape (LA 491) Political Science. Environmental Politics (PS 497) Psychology. Environmental Psychology (PSY 417) Sociology. Communities. PopUlation. and 66 Environmental Studies Resources (SOC 21 0), Sociology of the Environ- ment (SOC 416) Science and the Environment Anthropology. Human Adaptation (ANTH 223) Biology. Freshwater Biology (BI 139), Life of the Forest (BI 149), Marine Biology (BI 171), Economic Botany (BI 232), Introduction to Ecology (BI 272), Ecology (BI 314), Coastal Biology (BI 360), Introduction to Bacteriology (BI 381), Populations and Communities (BI 471), Terrestrial Ecosystems (BI 474), Limnol- ogy (BI475), The Biology of Estuarine Systems (BI 477), Marine Ecology (BI 478), The Marine Environment (BI 479), Microbial Ecology (BI 485) Chemistry. Survey of General, Organic, and Biochemistry (CH 101, 102, 103), Organic Chemistry (CH 331, 332, 333) Geography. The Natural Environment (GEOG 101), Geomorphology (GEOG 301), Climatology (GEOG 302), Biogeography (GEOG 303), Experimental Course: Geography of Soils (GEOG 410), Advanced Geomorphology (GEOG 482), Hydrology (GEOG 484), Ad- vanced Biogeography (GEOG 489) Geology. General Geology: The Face of the Earth (GEOL 102), Volcanoes and Earthquakes (GEOL 351), Oceanography (GEOL 353), Petroleum Geology (GEOL 422), Economic Mineral Deposits (GEOL 423) Physics. Essentials of Physics (PH 101, 102, 103), Physics of Energy and Environment (PH 114), The Energy Laboratory (PH 115), The Sun as a Future Energy Source (PH 116), Physical Science Survey (PH 154, 155, 156) Management and Design and the Environment Architecture and Allied Arts. Introduction to Visual Inquiry (AAA 180) Architecture. Essential Considerations in Architecture (ARCH 102), Seminar: Teaching Environmental Design (ARCH 407), Experimen- tal Course: Issues in Contemporary Architecture (ARCH 410), Settlement Patterns (ARCH 431, 432, 433), Ecology Implications in Design (ARCH 434), Architectural Form and Urban Quality (ARCH 439) English. Seminar: Literature and Ecology (ENG 407) Humanities. Ascent of Humanity (HUM 131) Landscape Architecture. Plant Communities and Environments (LA 226), Urban Farm (LA 390), Landscape Preservation (LA 480), Landscape Perception (LA 490) Leisure Studies and Services. Recreation and Natural Resources (LSS 492), Environmental Interpretation (LSS 493) Planning, Public Policy and Management. Introduction to Planning and Public Policy (PPPM 301), Public Service Management (PPPM 322), Public Service Policies and Programs (PPPM 323), Introduction to Environ- mental Studies (PPPM 331), Seminar: Oregon Environmental Issues (PPPM 407), Natural Resource Policy (PPPM 470) Graduate Studies A flexible degree focusing on environmental studies can be earned through the interdisci- plinary studies individualized program. This program is centered on the identification, management, and analysis of environmental issues and policies; interaction of environmental sciences, social sciences, and professional fields; and applied environmental problem solving. The two-year interdisciplinary graduate major requires completion of 66 credits. To develop considerable breadth and substance in knowl- edge, the student must take a minimum of 15 credits in each of the three areas of concentra- tion. There are 15 credits of required courses in the following areas of study: ecology, environ- mental law and politics, resource policy man- agement and planning, environment and society, and physical geography (9 credits of which can be applied to the concentration areas). Applied project skills are developed through a 6-credit internship, a 9-credit thesis or terminal project, and a 1-credit research seminar (distributed across three concentration areas). For electives, the student may select from more than 50 University courses related to environmental studies. Students are admitted by the Environmental Studies Committee on a competitive basis. Once admitted, each student must meet with his or her adviser each term to evaluate progress and plan subsequent academic work. Graduate Courses In addition to the courses listed above, several departments offer environment-related courses specifically for graduate students. Recent courses are listed below. Anthropology. Cultural Ecology (ANTH 530) Biology. Special Topics: Soil Ecology (BI508), Special Topics: Aquatic Eutrophication and Oligotrophication (BI 508) Economics. Workshop: Resource Economics (EC 508), Urban and Regional Economic Analysis (EC 514, 515, 516) Geography. Seminar: Fire Ecology (GEOG 507), Seminar: Landscape Studies (GEOG 507), Seminar: Quaternary Environments (GEOG 507), History of Geographic Thought (GEOG 555) Landscape Architecture. Land and Land- scape (LA 543) Law. Urban Land Use Law (L 568), Water Resources Law (L 569), Environment and Energy (L576), LawoftheSea (L 577), Ocean and Coastal Law (L 579); the School of Law also trains its students through the Environmental Law Clinic Planning, Public Policy and Management. Seminar: Energy Policy Planning (PPPM 507), Introduction to Urban Planning (PPPM 511), Legal Issues in Planning and the Environment (PPPM 518), Planning Legislation (PPPM 522), Environmental Issues in Planning (PPPM 526), Environmental Analysis in Planning (PPPM 527), Land Use Planning I, II (PPPM 540,541), Urban Design (PPPM 545), Public Land Law (PPPM 552) Folklore and Ethnic Studies 466 Prince Lucien Campbell Hall Telephone (503) 686-3539 Edwin L. Coleman II and Sharon R. Sherman, Program Codirectors Participating Faculty David H. Anthony, History Edwin L. Coleman II, English Sharon R. Sherman, English Carol Silverman, Anthropology. On leave 1986-87 The interdisciplinary Folklore and Ethnic Studies Program offers perspectives on ethnic, regional, occupational, age, sex, and other traditional identities of individuals in specific societies and cultures. Students in the program study the extent to which tradition continues to enrich and express the dynamics of human behavior throughout the world. Folklore courses examine the historical, cultural, social, and psychological dimensions of such expressive forms of behavior as myth, legend, folktale, folksong, dance, art, and architecture; delve into specific cultures; and make cross-cultural comparisons. Theoretical analysis, research methods, and fieldwork techniques, with an emphasis on film and video documentation and presentation, are integral parts of the program offerings in folklore. The ethnic studies component of the program focuses .on theoretical and practical issues growing out of the political, philosophical, social, economic, and technological realities of life in a multicultural country. Such factors provide the backdrop for the identities of ethnic, national, and traditional groups and are related to patterns of exclusion, exploitation, suppres- sion, and discrimination. Resources Film and Folklore Among its many approaches to the study of folklore, a major strength of the University of Oregon folklore program is its emphasis on the use of film and video. Students who want to use film and video in their study of folklore receive the theoretical and practical training necessary to document and present folklore visually through film and folklore courses and fieldwork seminars. Special one-on-one training in equipment use, fieldwork methodologies, and editing is available. The program has equipment for 16mm bench editing and complete re- sources for the making of videotapes-from shooting raw data to editing a polished vid- eotape program for cablecast and distribution. Although the program encourages shooting in the field, studio training is obtainable through the Instructional Television Unit of the Univer- sity's Instructional Media Center, the telecom- munication and film area of the speech depart- ment, and the off-campus Community Cable Access Center. Folklore Archive The Randall V. Mills Archive of Northwest Folklore, the largest facility of its kind in the Northwest, is a research repository available to folklore scholars and students. It houses raw Folklore and Ethnic Studies 67 courses with the approval of the Graduate School and three departments in the University. Students specializing in folklore generally select courses taught by folklorists in the English and anthropology departments and combine these with a third interest area-suGh as history, dance, telecommunication and film, or music. A thesis or fieldwork project is required for completion of the degree. Students working toward MA degrees must also demon- strate competence in a foreign language. Courses in Folklore and Ethnic Studies (ES) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. field data, student and faculty research projects, and audio and visual materials, which include audio tapes, videotapes, and more than 7,000 slides. A six-part indexing and cross-referenc- ing system makes the archive data easily retrievable. The archive is open to the public as well as to the University community. Undergraduate Studies At the undergraduate level, students must complete major and degree requirements in another department or school of the University while obtaining a Certificate in Folklore and Ethnic Studies. A primary goal of the program is to encourage students to become more aware of the ethnic and culture-based dimen- sions and applications of their particular major fields. Students in literature, social sciences, education, urban planning, art history, prelaw, humanities, and Asian or other international studies-to name only a few-find that related folklore and ethnic studies courses can enrich their own degree programs. Clusters. The following courses constitute one arts and letters cluster: Introduction to Black Literature (ENG 151), Introduction to Native American Literature (ENG 240), Introduction to Folklore and Myth (ENG 250) The following courses constitute one social science cluster: Introduction to Ethnicity and Ethnic Com- munities (ES 101, 102), Ethnic Groups and the American Experience (ES 103) Certificate in Folklore and Ethnic Studies Students may satisfy requirements for a folklore and ethnic studies certificate by satisfactory completion (grade of mid-C or better) of: 1. 21 credits of related upper-division courses and 15 credits of required lower-division courses or 2. 21 credits of related upper-division courses, 6 credits of Practicum (ES 409) in field experience, and 9 credits of lower-division courses in folklore and ethnic studies. By concentrating courses, the student may obtain a certificate which indicates an ethnic studies or a folklore emphasis Students seeking to qualify for such a certificate must consult a codirector well in advance of graduation for transcript evaluation or to arrange the practicum. Students must complete major and degree requirements in another department or school of the University. Minor in Ethnic Studies The interdisciplinary minor in ethnic studies requires 24 or more credits, with a minimum of 15 upper-division credits, distributed as follows: Course Requirements 24 credits Introduction to Ethnicity and Ethnic Communities (ES 101, 102) .......... .. .. .. ... 6 Ethnic Groups and the American Experience ~1~ 3 Related upper-division courses from areas such as anthropology (ANTH), dance (DP), economics (EG), English (ENG), folklore and ethnic studies (ES). geography (GEOG), history (HST), political science (PS), psychology (PSY), religious studies (R), socioiogy (SOC), or Spanish (SPAN) 15 (A list of approved courses is available in the Folklore and Ethnic Studies Program office.) The minor program should be planned in consultation with a folklore and ethnic studies adviser. With the consent of folklore and ethnic studies faculty members, students may use appropriate courses numbered 405, 407, and 410, taught in participating departments, as electives. A grade of mid-C or better must be earned in any course applied toward the minor; at least four of the courses must be taken at the University of Oregon. Graduate Study in Folklore Although the Folklore and Ethnic Studies Program does not offer formal master's or doctoral degrees in folklore, students wanting to complete graduate work in folklore at the master's or doctoral levels may select folklore as their area of concentration within the framework of either the English or the anthropol- ogy department. Students may also create their own plan of study for the master of arts (MA) or master of science (M.S.) degree through the Interdisciplinary Studies: Individualized Pro- gram (IS:IP) offered by the Graduate School. Students who elect this degree combine related Note: Only folklore and ethnic studies courses are described below. For courses cross-listed from other departments. see course descriptions in the various departmental listings Lower-Division Courses 101, 102 Introduction to Ethnlcity and Ethnic Communities (3,3) History and traditions of minority groups (both nonwhite and White) in the United States; contemporary issues. 103 Ethnic Groups and the American Experience (3) Voices of the ethnic experience in America: literature, autobiography, and oral history. 199 Special Studies (1-3R) By arrangement with instructor and approval of program director. 200 SEARCH (1-3R) Upper-Division Courses 310 Scandinavian Minorities in America (3) The socioeconomic and cultural heritage of the Scandina· vian peoples in the United States, their history of immigration and settlement, and their contribution to contemporary American society. Not offered every year. 315 Introduction to the Asian-American Experience (3) Histories of Asian-American groups in the United States: Chinese, Filipino, Japanese, Korean, and others. 320 Problems and Issues in the Native American Community (3) Cultural conflict between Native American and white-frontier world views. Legal status of native peopie, treaty rights, and the Bureau of Indian Affairs. The philosophy and effects of termination, reservations, tribal traditions, and unity. 330 Minority Women: Issues and Concerns (3) The status, problems, and styles of nonwhite women-Na- tive American, black, Chicana, Chinese, and Japanese-in contemporary American society. I Note: Courses designated 1M) or IG) may be offered for graduate credit. 400 SEARCH (1-3R) 405 Reading and Conference (Arr,R) 407 (M) seminar (Arr,R) 409 Practicum (Arr,R) 410 (M) Experimental Course (Arr,R) Additional Courses Note: Other upper-division courses with related subject matter may be included in individual folklore and ethnic studies certificate programs by arrangement with the instructors and the codirectors of folklore and ethnic studies. For descriptions of the following courses, see departmental sections of this catalog. Anthropology. Selected Topics in Ethnology (ANTH 210), Oregon Native Americans (ANTH 68 Folklore and Ethnic Studies 230), Ethnology of Hunters and Gatherers (ANTH 301), Ethnology of Tribal Societies (ANTH 302), Ethnology of Peasant Societies (ANTH 303), Native North Americans (ANTH 317), Native Central Americans (ANTH 318), Native South Americans (ANTH 319), Peoples of South Africa (ANTH 326), Peoples of Central arid East Africa (ANTH 327), Peoples of West Africa and the Sahara (ANTH 328), Peoples of South Asia (ANTH 338), Peoples of East Asia (ANTH 339), Peoples of Southeast Asia (ANTH 340), Peoples of the Pacific: Australian Aborigines (ANTH 341), Peoples of the Pacific: Melanesia (ANTH 342), Peoples of the Pacific: Polynesia and Micronesia (ANTH 343), Race, Culture, and Sociobiology (ANTH 414G), Religion and Magic of Primitives (ANTH 444G), Folklore and Mythology of Primitives (ANTH 445G), Art Among Primitives (ANTH 446G), Cultural Dynamics (ANTH 450G) Dance. Cultural Backgrounds of Folk Dance, Music, and Art (DP 257), Dance Cultures of the World (DP 452G) Economics. Urban Economic Problems (EC 315) English. Introduction to Black Literature (ENG 151), Introduction to Native American Literature (ENG 240), Introduction to Folklore and Myth (ENG 250), Black Prose (ENG 310), Black Poetry (ENG 311), Black Drama (ENG 312), Reading and Conference (ENG 405), Seminar (ENG 407G), Experimental Course: Black Writers (ENG 410G), Experimental Course: Native American Literature (ENG 410G), Studies in Mythology (ENG 417G), Folklore and Mythology of the British Isles (ENG 418G), American Folklore (ENG 419G), Film and Folklore (ENG 446G), American Popular Literature and Culture (ENG 447G), Black Folklore (ENG 448G), Seminar: Ballad (ENG 507), Seminar: Folklore Fieldwork (ENG 507), Seminar: Folktale (ENG 507) Geography. Geography of Languages (GEOG 438), Ethnic Geography (GEOG 439), Cultural Geography of the Soviet West (GEOG 469), Cultural Geography of the Soviet East (GEOG 470) History. Afro-American History (HST 221, 222, 223) Music. Music in World Cultures (MUS 258) Political Science. Politics of Multi-Ethnic Societies (PS 443G) Psychology. Prejudice (PSY 415M) Religious Studies. Great Religionsofthe World (R 201, 202, 203), Religions of India (R 301), Chinese Religions (R 302), Japanese Religions (R 303), Judaism and Christianity since C.E. 70 (R 306), Religions of the Islamic World (R 307), History of Eastern Christianity (R 324, 325), Buddhism and Asian Culture (R 330, 331) Romance Languages. Introduction to Spanish- American Literature (SPAN 315), Chicano Literature (SPAN 328) Sociology. Race, Class, and Ethnic Groups in America (SOC 212), Sociology of Race Rela- tions (SOC 445G) Speech. Background of Black Protest Rhetoric (RHCM 426G) General Science 155Q Science 1/ Telephone (503) 686-5213 Amit Goswami, Director and Chair Program Committee Jacob Beck, Psychology Mary L. Fulton, Mathematics Amit Goswami, Physics LeRoy H. Klemm, Chemistry David G. Moursund, Computer and Information Science Mark H. Reed, Geology David R. Sokoloff, Physics Marliss G. Strange, Academic Advising David H. Wagner, Biology The curriculum in general science enables students to design interdisciplinary programs in science that meet the requirements for the bachelor's degree. Many exciting areas in science today do not fit well into a single traditional science discipline. Among these are neurosciences-the study of the relationships between the functions of the nervous system and behavior, environmental sciences-the scientific study of our interactions with the physical environment, and biophysical sci- ences-the study of living systems using physical and chemical techniques. Students pursuing technical careers in one of these areas or planning to pursue graduate study might be better served by a well-designed interdiscipli- nary program than by a more specialized degree program. Preparation. High school students planning to major in general science should take as much mathematics as possible, including two years of algebra and trigonometry. They should also take science courses in their areas of interest. Students planning to transfer into the general science program after two years at a community college or at another college or university should complete courses equivalent to the lowe~-division requirements.listed below and as many as possible of the general University graduation requirements for the bachelor's degree. Careers. Students planning careers as high school teachers of general science, integrated science, and earth science may work toward certification with the integrated science en- dorsement while earning a bachelor's degree in general science. Prehealth science students preparing for careers in medicine, dentistry, or other medi- cally-related areas find that the general science program allows them to meet the professional school admission requirements while gaining more breadth than allowed in a biology, chemistry, or physics major. Degree Requirements Because of the flexibility of the general science requirements, it is important that all students design their programs carefully, in consultation with an adviser. Majors and prospective majors should seek assistance in program planning from the program director at the time a career goal is identified and whenever a change in that goal is contemplated. Appropriate members of the General Science Committee of the College of Arts and Sciences are available to devise individualized interdisciplinary programs consistent with student needs and within the scope of the general science program. Some examples of interdisciplinary programs, and the subject matter areas which might be combined in designing a program, are given below: Animal Behavior and Ethology: biology, psychology, anthropology Biophysical Sciences: biology, chemistry, physics Cognitive Sciences: psychology, computer and information science, mathematics Environmental Sciences: biology, chemistry, geology, physics Neurosciences: biology, chemistry, psychology All majors are encouraged to consult with the program director during the junior year to ensure that their planned courses of study will complete all requirements of the general science major. General science majors may choose to fulfill the major requirements of the General Catalog in effect the year they are accepted as majors, or they may choose to fulfill all the major requirements of a subsequent catalog. Lower-Division Requirements 1. Proficiency in mathematics through second- term calculus (MTH 201, 202); it is strongly recommended that students complete the year of calculus (MTH 203) 2. Completion of one course in computer science (CIS 131, 133, 134, or 201) 3. Completion of three of the sequences or three-term combinations listed below. At least two of these sequences must be accompanied by the appropriate laboratory. sequence: Biology. General Biology I: How Cells Work (BI201), General Biology II: How Organisms Function (BI 202), and General Biology III: The Living World (BI203). Molecular Biology (BI 291), Cellular Biology (BI 292), and Cellular Physiology (BI293) with laboratories (BI 294, 295, 296) may be substituted and used as a laboratory sequence but do not satisfy upper-division requirements Chemistry. General Chemistry (CH 104, 105, 106)with General Chemistry Laboratory (CH 107, 108, 109) or General Chemistry (CH 204, 205, 206) with laboratories (CH 207, 208, 209) Computer and Information Science. Introduction to Computer Science I, II (CIS 201,203) and Advanced Numerical Compu- tation (CIS 234); or another approved combination Geology. General Geology: The Earth'.s Dynamic Interior (GEOL 101), General Geology: The Face of the Earth (GEOL 102), General Geology: Earth History (GEOL 103) with laboratories (GEOL 104, 105, 106) or General Geology (GEOL 201, 202, 203 includes laboratories) Physics. General Physics (PH 201, 202, 203) or General Physics with Calculus (PH 211, 212, 213) with Introductory Physics Laboratory (PH 204, 205, 206) ------------------_. ----- ------------ Geography 69 Psychology. Psychology as a Science (PSY 202, 203) and Biological Psychology (PSY 304) or Introduction to Experimental Psychol- ogy (Honors College) (PSY 217, 218) 4. These lower-div.ision requirements must be completed with a minimum of a mid-C grade point average (2.00 GPA). Courses graded N (no pass) or F must be repeated Upper-Division Requirements 1. To receive a bachelor's degree in general science, a student must either (a) complete a minimum of 30 credits of courses num- bered 300 and above from the fields and courses listed belowor (b) complete BI 291, 292,293 with grades of mid-C or better and a minimum of 24 credits in courses num- bered 300 and above from the fields and courses listed below. (Courses numbered 310,400-410, or 507 may not be included unless approved.) Anthropology. Human Ecology (ANTH 320), Human Evolution (ANTH 321), Human Biological Variation (ANTH 322), Laboratory in Physical Anthropology (ANTH 323), Evolutionary Biology of the Primates (ANTH 324), Human Population Genetics (ANTH 470), Advanced Laboratory in Physical Anthropology (ANTH 474), Primate Behavior (ANTH 475), Primate Anatomy (ANTH 476), Primate Systemics and Taxonomy (ANTH 477), Laboratory in Primate Anatomy (ANTH 478), and Palaeoprimatology (ANTH 479) Biology. All courses Chemistry. All courses Computer and Information Science. All courses Geology. All courses except Materials and Processes of Ceramics (GEOL 428) Mathematics. All courses Physics. All courses Psychology. PSY 302, 430-450 2. For students not in the secondary education program, no more than 4 credits may be taken that have fewer than two terms of lower-division prerequisites. This means that only one course may be taken from the following: ANTH 320-324; B1370. 376; GEOL 304,321,351,353,354; MTH 425, 426, 427; PSY 302. For students in the secondary education program, see details below 3. At least 24 of these credits must be in graded courses. Only courses graded mid-C and above or P (pass) count toward these req uirements 4. At least 12 credits must be completed in one department and at least 9 credits in another department 5. Students majoring in general science and one or more other areas at the same time should be aware that upper-division credits used to meet minimum reqUirements of another designated major may not also be used to satisfy upper-division requirements in general science Prehealth Sciences Prehealth science students who choose to major in general science should examine the admission requirements of the professional school of their choice carefully in order to design their programs to meet these require- ments while satisfying the general science requirements. Such students should consult the Health Sciences, Preparatory section of this catalog for more information. Secondary School Teaching The general science program offers work for preparation to teach general science, inte- g rated science, and earth science in secondary schools. Certification as an Oregon secondary teacher with the integrated science endorse- ment requires satisfactory completion of a program of teacher preparation, which includes subject matter preparation in the teaching specialty and in professional education, in addition to the recommendation of the institution in which the preparation is completed. The general science program offers work toward Basic and Standard Oregon certification. Students wanting to satisfy the requirements for Basic certification with a bachelor's degree in general science must meet the requirements listed above and complete the following specific courses with a minimum GPA of 2.50. 1. Lower-division sequences must include the following: Biology. General Biology I: How Cells Work (BI201), General Biology II: How Organisms Function (BI 202), General Biology III: The Living World (BI203). Molecular Biology (BI 291), Cellular Biochemistry (BI 292), and Cellular Physiology (BI293) are acceptable substitutes Geology. General Geology: The Earth's Dynamic Interior (GEOL 101), General Geology: The Face of the Earth (GEOL 102), General Geology: Earth History (GEOL 103) with laboratories (GEOL 104, 105, 106) or General Geology (GEOL 201, 202, 203) Chemistry and Physics. One of the follow- ing: General Chemistry (CH 104, 105, 106) with General Chemistry Laboratory (CH 107, 108,109) and Essentials of Physics (PH 101, 102, 103) or General Physics (PH 201 ,202, 203) with Introductory Physics Laboratory (PH 204, 205, 206) and Survey of General, Organic, and Biochemistry (CH 101, 102, 103) 2. Geography. Climatology (GEOG 302). This course counts toward the 30 required upper-division credits 3. Geology. Geology of Oregon and the Pacific Northwest (GEOL 352) and Oceanography (GEOL 353) 4. In addition to the general science degree requirements, candidates for endorsement must complete Descriptive Astronomy (PH 104, 105, 106) or Elementary Astronomy (PH 108,109) 5. Upper-division courses other than GEOG 302 and GEOL 352, 353 must have two or more terms of lower-division prerequisites Students interested in an integrated science endorsement should plan their programs with the assistance of the integrated science endorsement adviser. For additional information regarding the requirements for the integrated science endorsement, students should consult the Office of Student Services, 175 Education Building, College of Education; telephone (503) 686-5425. Geography 107 Condon Hall Telephone (503) 686·4555 Everett G. Smith, Jr., Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Patrick J. Bartlein, Associate Professor (climatology, quantitative methods, water resources). B.A., 1972, M.S., 1975, PhD., 1978, Wisconsin, Madison. (1982) Carl L. Johannessen, Professor (biogeography, CUltural geography, Central America). B.A., 1950, M.A., 1953, PhD., 1959, California, Berkeley. (1959) William G. Loy, Professor (cartography, interpretation of aerial imagery, place-name stUdies). B.A., 1958, Minnesota: M.S., 1962, Chicago; PhD., 1967, Min- nesota. (1967) Patricia F. McDowell, Assistant Professor (geomorphol- ogy, soils, Quaternary environments). B.A., 1971, M.A., 1977, Illinois Institute of Technology; PhD., 1980, Wisconsin, Madison. (1982) Gary H. Searl, AdjunctAssistant Professor (geographic education, Oregon). B.B.A., 1959, M.S., 1966, Oregon. (1966) Everett G. Smith, Jr., Professor (social geography, urban geography). B.A., 1953, M.A., 1956, Illinois: Ph.D., 1962, Minnesota. (1965) Alvin W. Urquhart, Professor (culturai geography, geographic landscapes, environmental alteration). B.A., 1953, M.A., 1958. PhD., 1962, California, Berkeley. On leave winter, spring 1987. (1963) Ronald Wixman, Associate Professor (SOViet Union, eastern Europe, cultural geography). B.A., 1968, Hunter; M.A., 1972, Columbia; PhD., 1978, Chicago. (1975) Emeriti Samuel N. Dicken, Professor Emeritus (coastal geomorphology, CUltural geography, Oregon). B.A., 1924, Marietta; PhD., 1930, California, Berkeley. (1947) Clyde P. Patton, Professor Emeritus (climatology, western Europe, cultural geography). A.B., 1948, M.A., 1950, PhD., 1953, California, Berkeley. (1958) Edward T. Price, Professor Emeritus (North America, cultural geography, historical geography). B.S., 1937, California Institute of Technology; PhD., 1950, California, Berkeley. (1963) Undergraduate Studies Undergraduate students in geography develop an awareness of the landscapes of several regions of the world and investigate the physical and cultural processes which form landscapes. Primary emphasis is given tothe historical role of humans in changing the face of the earth. Any lower-division course is open to any student at the University; none have prerequisites or reqUire particular high school background. For students transferring to the University in their third year, preparation in introductory college geography courses is desirable. An undergraduate major in geography may follow a broadly based general degree program or more specialized curricula that emphasize environmental studies, social science teaching, or urban studies. Both bachelor of arts (BA) and bachelor of science (B.S.) degrees are offered in the department. A grade of at least C- or P (pass) is required in each of the 15 geography courses used to fulfill a major in geography. Mathematical skills are important to some areas of geographical study. It is recommended that all geography majors complete College Algebra (MTH 101) and Elementary Functions (MTH 102). For students planning graduate studies in 70 Geography certain areas of geography, a three-term sequence in calculus (MTH 201, 202, 203 or MTH 207, 208, 209) is also recommended. Although a degree in geography is primarily a liberal arts degree, many graduates have found related vocational opportunities in government or private employment, principally in planning, environmental research, or cartography. Cluster Requirement. New students entering the University must satisfy the cluster require- ments for graduation. For details see Group Requirements in the Registration and Academic Policies section of this catalog. Students majoring in geography should consult their advisers to determine which clusters will best support their major. For those students not majoring in geography, the two approved clusters are: Social SCience. GEOG 103, 105, and one course selected from 201-208 Science. Three courses selected from GEOG 101,301,302,303 Major Requirements Fifteen courses, of which 10 must be upper division, are required as follows: Physical Geography. Three courses must be selected from: The Natural Environment (GEOG 101), Geomorphology (GEOG 301), Climatology (GEOG 302), Biogeography (GEOG 303), Advanced Geomorphology (GEOG 482), Geography of Water Resources (GEOG 483), Hydrology (GEOG 484), Geography of Soils (GEOG 485), World Regional Climatology (GEOG 487), Advanced Biogeography (GEOG 489) Cultural Geography. Three courses must be selected from: Landscape, Environment, and Culture (GEOG 103), Urban Environment (GEOG 105), Environmental Alteration (GEOG 370), Geography of Energy (GEOG 372), Political Geography (GEOG 433), Economic Geography (GEOG 434), Urban Geography (GEOG 435), Cultural Geography (GEOG 436), Geographic Landscapes (GEOG 437), Geog- raphy of Languages (GEOG 438), Ethnic Geography (GEOG 439) Regional Geography. Three courses must be selected from: Geography of Europe (GEOG 201), Geography of Latin America (GEOG 202), Geography of Asia (GEOG 203), Geography of the Soviet Union (GEOG 204), Geography of Africa (GEOG 205), Geography of Oregon (GEOG 206), Geography of the United States (GEOG 207), Geography of Eastern Europe (GEOG 208), Geography of Middle America (GEOG 463), Geography of Western Europe (GEOG 464), Eastern North America (GEOG 467), Western North America (GEOG 468), Cultural Geography of the Soviet West (GEOG 469), Cultural Geography of the Soviet East (GEOG 470) Techniques of Geographers. Three courses must be selected from: Reading and Interpreta- tion of Maps (GEOG 180), Cartographic Methods (GEOG 311), Aerial Photo Interpreta- tion and Remote Sensing (GEOG 312), Geo- graphic Field Studies (GEOG 313), Geographic Application of Quantitative Methods (GEOG 314), Advanced Cartography (GEOG 411) Research seminarfor undergraduate majors. One Seminar (GEOG 407) Electives in geography. Two additional courses-or 6 credits of courses, seminars, reading and conference, or research Environmental Studies or Urban Studies Emphasis Geography majors who want to emphasize either environmental studies or urban studies must arrange a study program, in consultation with a faculty adviser, which modifies the requirements of the general geography pro- gram to include appropriate courses in other disciplines. A written record of this special program becomes part of the student's de- partmental file. Minor Requirements Students who minor in geography must com- plete eight geography courses with grades of C- or better, including five upper-division courses. GEOG 400, 401, 405, 406, 408, and 409 may not be applied toward the geography minor. The eight courses must include at least one in techniques, for example, Reading and Interpre- tation of Maps (GEOG 180) or Cartographic Methods (GEOG 311); one in physical geog- raphy, for example, The Natural Environment (GEOG 101) or Climatology (GEOG 302); and one in regional or cultural geography, for example, Geography of Europe (GEOG 201) or Urban Geography (GEOG 435). Remaining courses to complete the minor should be selected in consultation with an adviser in the Department of Geography. Secondary School Teaching The Department of Geography offers work in preparation for teaching social studies in the public secondary schools. Certification as an Oregon secondary teacher with the social studies endorsement requires satisfactory completion of a teacher preparation program, which includes work in a teaching specialty and in professional education and recommendation of the institution in which the preparation is completed. The Department of Geography offers work toward both Basic and Standard Oregon certification. For specific information regarding requirements for the social studies endorsement, students should consult Gary H. Searl, the department's endorsement adviser for teacher education, and inquire at the secondary education office in the College of Education. Honors College Program The Honors College student in geography must complete the following work in the department: Geomorphology (GEOG 301) Climatology (GEOG 302) Biogeography (GEOG 303) Geographic Field Studies (GEOG 313) Cultural Geography (GEOG 436) Geographic Landscapes (GEOG 437) Junior and senior honors seminars (HC 407) Senior honors thesis Graduate Studies Graduate work leading to both the master of arts (M.A.) and the doctor of philosophy (PhD.) degrees is offered. The department also supervises an interdisciplinary master of science (M.S.) degree program with emphasis on geography and education. Although the department requires knowledge of the fundamentals of geography, it welcomes students whose undergraduate work has been in other disciplines and who can apply their previous training to geographic problems. Field studies, seminars, and the preparation of theses form the heartof advanced geographic training. Admission To apply for admission, send to the University Office of Admissions the original copy of the Application for Graduate Admission form and the application fee and transcripts as explained in the Graduate School section of this catalog. The Department of Geography should receive (1) the four carbon copies of the admission application; (2) official transcripts of all under- graduate and graduate college work; (3) three letters of reference; (4) score from the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE) General Test; (5) a state- ment concerning interests to be pursued atthe University; (6) if appropriate, the application for a graduate assistantship or fellowship award. Applicants whose application materials are received by March 1 are given preference for fall admission. Master's Degree Program The M.A. degree in geography emphasizes general proficiency in physical and cultural geography and basic skills in the use of geographic techniques and methods through the following program of 45 graduate credits, at least 36 in geography. All geography courses taken by'M.A. candidates in geography are to be graded passino pass (PIN). The program must include the following: 1. The courses listed below or their equivalents, if previously completed: Geomorphology (GEOG 301) Climatology (GEOG 302) Biogeography (GEOG 303) Cartographic Methods (GEOG 311) Aerial Photo Interpretation and Remote Sensing (GEOG 312) Geographic Field Studies (GEOG 313) Geographic Application of Quantitative Methods (GEOG 314) Urban Geography (GEOG 435) Cultural Geography (GEOG 436) At least one other course in cultural geography 2. Advanced Cultural Geography (GEOG 523) or History of Geographic Thought (GEOG 555) 3. Three graduate seminars in geography at the University of Oregon 4. Reading skill in one foreign language equivalent to second-year university profi- ciency. Competence may be shown by passing a second-year university foreign language course or by passing the Graduate Student Foreign Language Test (GSFLT) at the appropriate level 5. A thesis approved by a departmental committee and 9 credits of Thesis (GEOG 503) Interdisciplinary Program in Geography This program is designed to relate the research methods and viewpoint of geography to the teaching of social studies at all levels of instruction. The interdisciplinary M.S. degree program requires 36 credits of work in geog- raphy and 9 to 15 credits in education. Courses and seminars parallel those for the MA program. Teaching skills are substituted for foreign language competence. A final written examination administered by a departmental committee is required. A learning activity project is substituted for a thesis. Consult the departmental interdisciplinary program adviser for additional information. Interdisciplinary Program in Environmental StUdies An interdisciplinary master's degree focusing on environmental studies is offered through the Graduate School's Interdisciplinary Studies: Individualized Program-Environmental Studies. Graduate courses in geography; planning, public policy and management; biology; and economics (among others) comprise the program. Address inquiries to John H. Baldwin, Director, Environmental Studies Program, 156 Hendricks Hall, University of Oregon, Eugene OR 97403. See also the Environmental Studies and Graduate School sections of this catalog. Doctoral Program The PhD. program requires more specialization of the student, who must demonstrate thorough knowledge of the geography of a major region of the world and competent understanding of one of the systematic fields of geography. This program is designed to suit each indi- vidual's background and interests. In addition to a selection of seminars and courses, the candidate may use the flexibility of Research (GEOG 501) and Reading and Conference (GEOG 505) to follow specific interests with individual members of the faculty. The PhD. program, planned with faculty committee approval, is measured by achievement of the stated goals rather than by any specific number of credits. Prospective candidates should pay particular attention to the systematic specializa- tion and regional interests of the staff before applying for admission. All geography courses taken by PhD. candi- dates in geography are to be graded passino pass (PIN). Ph.D. Requirements 1. Completion of an MA degree in geography or equivalent stUdy that includes courses required for the MA degree in geography at the University of Oregon 2. Six graduate seminars in geography, at least four atthe University of Oregon. These may include seminars taken for the MA degree 3. Evidence of foreign language or advanced research competence. There are three ways this requirement can be met: a. Reading knowledge of two foreign lan- guages at the second-year university level; or b. Reading knowledge of one foreign language atthethird-year university level, shown by passing a third-year composi- tion and conversation course in a foreign language or by passing the Graduate Student Foreign Language Test (GSFLT) at the appropriate level; or c. Completion of three courses from areas other than geography which cover methods and techniques useful in geo- graphic research. These courses must be formally approved by the geography faculty 4. Passing of comprehensive written examina- tions in a. Regional geography of an area such as North America, Middle America, arid lands, or western Europe; and b. A systematic field of geography such as geomorphology, climatology, biogeog- raphy, population and settlement geog- raphy, cultural geography, urban geog- raphy, or economic geography; and c. Geographic thought and method 5. An approved field of study in a department or departments suggested by the student 6. A dissertation presenting the results of research of a substantive and original nature on a significant geographic problem. The dissertation must be approved by a faculty committee and presented at a public lecture Financial Assistance A limited number of graduate teaching fellow- ships (GTFs) are available. Fellows are exempt from tuition but do pay a small fee each term. They usually register for 15 credits of course work per term and are assigned duties limited to 8 to 16 hours a week. Applications for fellowships should be received by March 1. The College Work-Study Program (under federal funding for students from low-income families) provides an alternative means of financial assistance. The Department of Geog- raphy has several positions under this program at a maximum of 20 hours per week and a rate of approximately $5.00 per hour. Forwork-study certification and for applications for loans or grants, a separate request for forms should be madetothe Office of Student Financial Aid, 260 Oregon Hall, University of Oregon, Eugene OR 97403. Courses in Geography (GEOG) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 101 The Natural Environment (3) Physical geography of the earth with special emphasis on vegetation, landforms, climate, and soils. Johannessen, Loy, McDowell. 103 Landscape, Environment, and Culture (3) Focuses on the ways in which various cultures have evaluated, used, and modified the landscapes and environments they have occupied. Urquhart, Wixman. 105 Urban Environment (3) The character of cities and ways of life in urban locations around the world. Smith. 180 Reading and Interpretation of Maps (3) Physical and cultural features on maps. Critical analysis of Geography 71 cartographic styles employed by atlas and map makers. 199 Special Studies (1-3R) 200 SEARCH (1-3R) 201 Geography of Europe (3) Physical and cultural processes that have shaped the rural and urban landscapes of Europe. Searl. 202 Geography of Latin America (3) Ways in which major cultural groups have modified the environment of Latin America throughout history. 203 Geography of Asia (3) The major physical and cultural realms of Asia, excluding Soviet Asia. Not offered 1986-87. 204 Geography of the Soviet Union (3) Natural regions, major population groups, and the economic development of the USSR. Wixman. Not offered 1986-87. 205 Geography of Africa (3) Physical and cultural processes that have shaped the rural and urban landscapes of Africa. Not offered 1986-87. 206 Geography of Oregon (3) The nature of Oregon: its natural and human resources, changing patterns ot settlement, urbanization and economic development, and problems of environmental use. Loy. 207 Geography of the United States (3) Natural and cultural landscapes, settlement patterns and urban systems, regional diVisions and integration. Not offered 1986-87. 208 Geography of Eastern Europe (3) Physical, economic, historical, and ethnocultural features that have created the present distribution of people and the levels of socioeconomic development in eastern Europe. Wixman. Upper-Division Courses 301 Geomorphology (3) Landforming processes in the physical landscape with emphasis on processes and resulting landforms. GEOG 101 recommended. McDowell. 302 Climatology (3) Elements of climate: the heat and water balance atthe surface ofthe earth, atmospheric processes that affect climate, factors of climatic change. GEOG 101 recommended. 303 Biogeography (3) Relation of plants and animals to the environment, distribution of individual species, historical changes in plant distribution, aerial photo interpretation, and domestication of biota. GEOG 101 recommended. Johannessen. 311 Cartographic Methods (3) Map design, construc- tion, and projections. Loy. 312 Aerial Photo Interpretation and Remote sensing (3) Use of aerial photographs and other forms of imagery. Loy. 313 Geographic Field Studies (3) Research techniques in geography applied to local areas and problems. Field trip fee. 314 Geographic Application of Quantitative Methods (3) Quantitative methods used in physical and cultural geography, their significance and limitations. Majors only. 370 Environmental Alteration (3) Human alteration of the world's major ecological systems. Consequences of human activity at different times and piaces in regard to soils, atmosphere, vegetation, landforms, and water. Urquhart. 372 Geography of Energy (3) Nature and geographi- cal distribution of energy resources, production, conversion facilities, and consumption. Patterns of energy transportation. Energy use in different societies. Not offered 1986-87. Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 401 Research (Arr,R) 405 Reading and Conference (Arr,R) 406 Field Studies (Arr,R) 407 (G) Seminar (3R) The following seminar topics are offered in 1986-87: Geography of Siberia, Oregon Landscapes, and Place Name Geography. Primarily for undergraduate geography majors. 408 Workshop (Arr,R) 409 Supervised Tutoring (Arr,R) PIN only. 72 Geography 410 (G) Experimental Course (Arr,R) 411 (G) Advanced Cartography (3) Map construction, preparation of graphs and diagrams, and a final individual project. Loy. Not offered 1986-87. 433 (G) Political Geography (3) Global political patterns and variable resources, impact of boundaries on the landscape, voting distributions, and locations and consequences of differing jurisdictions. Not offered 1986-87. 434 (G) Economic Geography (3) Description and analysis of economic locations in different parts of the world. Not offered 1986-87. 435 (G) Urban Geography (3) Urbanization throughout the world; the structure of urban settlements; cities as regional centers, physical places, and homes for people; geographic problems in major urban environ- ments. Prereq: upper-division or graduate standing. Smith. 436 (G) Cultural Geography (3) Concepts of culture applied to geographic regions of the world. Prereq: GEOG 103 or instructor's consent. Urquhart. Not offered 1986-87. 437 (G) Geographic Landscapes (3) Concepts and examples of the cultural landscape. Prereq: GEOG 103 or instructor's consent. Urquhart. 438 (G) Geography of Languages (3) Present distribution of languages in the world-who, where, and how many. Historical evolution of present linguistic patterns. The significance of other cultural phenomena to languages. Wixman. 439 (G) Ethnic Geography (3) Relationship of landscape, environmental perception, and sociogeo- graphic phenomena to ethnicity. World distribution and diffusion of ethnic groups. Wixman. Not offered 1986-87. 463 (M) Geography of Middle America (3) Physical, historical, and cultural processes that have shaped the landscapes of Mexico, Central America, and the Caribbean Islands. Prereq: 6 credits of lower-division geography courses. Johannessen. 464 (M) Geography of Western Europe (3) Natural environments, cultural groups, and distinctive regional landscapes of Western Europe. 467 (M) Eastern North America (3) Growth of major regions from Atlantic colonies. Agriculture, industry, population, and metropolitan centers. Not offered 1986-87. 468 (M) Western North America (3) Areas of attraction and aversion; their development into modern regions. Not offered 1986-87. 469 (M) Cultural Geography of the Soviet West (3) DemographiC, social, cultural, and political situation of ethnic groups in the Western Borderlands of the USSR. Wixman. Not offered 1986-87. 470 (M) CUI.tural Geography of the Soviet East (3) DemographiC, social, cultural, and political situation of ethnic groups in the Islamic regions of the USSR. Wixman. Not offered 1986-87. 482 (G) Advanced Geomorphology (3) Study of one of the principallandforming processes, its characteris- tics in time and space, and the resulting landforms. Prereq: GEOG 301 or instructor's consent. McDowell. 483 (G) Geography of Water Resources (3) Human interaction with and impact on the hydrologic system; emphaSIS on water use, water supply, and water quality. Field trip fee. Prereq: GEOG 101 or eqUivalent. McDowell. Not offered 1986-87. 484 (G) Hydrology (3) Geography of water, processes operating in the hydrologic cycle, and analysis of data. Prereq: GEOG 101 or 201, and MTH 101, 102. McDowell. Not offered 1986-87. 485 (G) Geography of Solis (3) Morphology and genesis of soils, soil profile description, soil classifica- tion: environ:nental influences on soils, applications of SOil information. Field tnps. Special fee. Prereq: GEOG 101 or GEOL 201 or BI 149 or 272. McDowell. 487 (G) World Regional Climatology (3) Problems in climatic classification. Distribution of climates on the surface of the earth. Prereq: GEOG 302. Not offered 1986-87. 489 (G) Advanced Biogeography (3) Relation of plants and animals to the environment, historical changes in plant distribution, aerial photo interpretation and mapping of vegetation, domestication of plants and anrmals. Prereq: GEOG 303. Johannessen. Field trip fee. Graduate Courses 501 Research (Arr,R) PIN only. 502 Supervised College Teaching (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 506 Field Studies (Arr,R) 507 Seminar (Arr,R) The following graduate seminar tOPiCS are offered in 1986-87: Environmental History of the Willamette Valley and Urban Topographic Atlas. 508 Workshop (Arr,R) 509 Supervised Tutoring (Arr,R) 510 Experimental Course (Arr,R) 523 Cultural Geography (3) Basic literature and current developments in cultural geography. Research paper prepared for publication. Not offered 1986-87. 555 History of Geographic Thought (3) Development of concepts of the earth and of human relation to it' ends and means of geographic study. Not offered' 1986-87. Geology 144 Geology Building Telephone (503) 686-4573 Harve S. Waft, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Sam Boggs, Professor (sedimentation, sedimentary petrology). B.S, 1956, Kentucky; Ph.D., 1964, Colorado. (1965) M. Darby Dyar, Assistant Professor (minerology petrology, geochemistry). BA, 1980, Wellesley; PhD., 1985, Massachusetts Institute of Technoiogy. (1986) Gordon G. Goles, Professor (geochemistry). AB., 1956, Harvard; PhD., 1961, Chicago. (1967) Eugene D. Humphreys, Assistant Professor (seismol- ogy, regional tectonics). B.S., 1974 M.S. 1978 California, Riverside; PhD., 1985, California Institute of Technology. (1985) A Dana Johnston, Assistant Professor (mineralogy petrology, geochemistry). B.S., 1976, Bates; M.S., ' 1978, PhD., 1983, Minnesota at Minneapolis-St. Paul(1986) . M. Allan Kays, Professor (metamorphic and igneous petrology). BA, 1956, Southern Illinois; MA, 1958, PhD., 1960, Washington (St. Louis). (1961) Alexander R. McBirney, Professor (igneous petrology, volcanology). B.S., .1946, United States Military Academy, West POint; PhD., 1961, California, Berkeley. (1965) William N. Orr, Associate Professor (micropaleontol- ogy, biostratigraphy). B.S., 1961, Oklahoma' MA 1963, California, Riverside and Los Angeles; Ph.D., 1967, Michigan State. On leave 1986-87. (1967) MarkH. Reed, Associate Professor (mineral deposits hydrothermal geochemistry). BA, 1971, Carleton; , M.S., 1974, PhD., 1977, California, Berkeley. (1978) Gregory J. Retallack, Assistant Professor (paleobotany, paleosols). BA, 1973, Macquarie; PhD., 1978, New England University, Australia. (1981) Jack M. Rice, Associate Professor (geochemistry, petrology). AB., 1970, Dartmouth; M.S., 1972, PhD., 1975, Washington (Seattle). (1977) Mark A Richards, Assistant Professor (global geodynamiCs). B.S., 1977, Texas at Austin; M.S., 1978, Ph.D.. 1986, California InstituteofTechnololgy. (1985) Norman M. Savage, Professor (Paleozoic paleontol- ogy, stratigraphy). B.Sc., 1959, Bristol; PhD., 1968, Sydney. (1971) Harve S. Waff, Associate Professor (experimental geophysics at high pressures). B.S., 1962, William and Mary; M.S., 1966, PhD., 1970, Oregon. (1978) Courtesy Arthur J. Boucot, Courtesy Professor (paleontology, evolution). AB., 1948, AM., 1949, PhD., 1953, Harvard. (1969) Jane Gray, Courtesy Professor of Geology; Professor of Biology (paleobotany, palynology). Allan B. Griggs, Courtesy Professor (regional and economic geology); Research Geologist. B.S., 1932, Oregon; Ph.D., 1952, Stanford. (1980) Special Staff David Morgan, Courtesy Assistant Professor (hydrol- ogy). Michael B. Shaffer, Research Assistant (electron beam microanalysis). B.S., 1978, Oregon. (1978) Emeriti Ewart M. Baldwin, Professor Emeritus (stratigraphy, regional geology). B.S., 1938, M.S., 1939, Washington State; PhD., 1943, Cornell. (1947) William T. Holser, Professor Emeritus (geochemistry). B.S., 1942, M.S., 1946, California InstituteofTechnol- ogy; PhD., 1950, Columbia. (1970) Lloyd W. Staples, Professor Emeritus (mineralogy, economic and engineering geology). AB., 1929, Columbia; M.S., 1930, Michigan; Ph.D. 1935, Stanford.(1939) , Undergraduate Studies The undergraduate program of the Department of Geology is designed to provide an under- standing of the materials of the earth and processes that have shaped the earth and generated our surface environment and mineral and energy resources. Geology is a science that applies all the basic sciences-biology, chemistry, mathematics, and physics-to the understanding of earth processes in a historical context of geologic time. It is a science that explores problems by combining field investiga- tions with laboratory experiments and theoreti- cal studies. Preparation. High school students planning to major in geology should include in their high school program algebra, geometry, trigo- nometry, geography, and science (physics, chemistry, biology, earth science, or general science). Two-year college graduates transferring to the department should have completed the basic requirements listed below for lower-division students and as many as possible of the University requirements for undergraduates., Students transferring to the Department of Geology following two years of college work elsewhere should have completed a year of general chemistry, a year of general physics, and a year of calculus. If available to the student, a year of general geology with labora- tory is also recommended. Careers. Career opportunities for geologists are best for students holding advanced de- grees. A wide variety of professional positions are open to students with master of science degrees, including work in applied geology with petroleum and mining companies, consulting firms, and state and federal agencies. Geologists with doctor of philosophy degrees have further opportunities in university and college teaching and research positions in federal agencies and private industry. Students are therefore advised to obtain a graduate degree for most professional positions. Those with bachelor's degrees can qualify for positions as laboratory technicians or field assistants and for limited professional positions as junior geologists. Geology Curriculum In the geology program, lower-division students are required to take the following courses: Lower-Division Requirements 45-48 credits General Geology (GEOL 201, 202, 203) or General Geology (GEOL 101, 102, 103) with General Geology Laboratory (GEOL 104, 1~1~ 1~5 Calculus (MTH 201, 202, 203) 12 General Chemistry (CH 104. 105, 106) or General Chemistry (CH 204, 205, 206) 9 General Physics (PH 201, 202, 203) or General Physics with Calculus (PH 211, 212, 213). .. 12 Upper-division geology majors are required to take the following courses: . Upper-Division Requirements 36 credits The Fossil Record (GEOL 304) or Paleontology (GEOL 431, 432, or 433) 3 .Lithology (GEOL 311) or Petrology and Petrography (GEOL 414,415, or 416) 5 Mineralogy (GEOL 325, 326) 8 Structural Geology (GEOL 391) 4 Stratigraphy and Sedimentation (GEOL 392) 4 Field Geology (GEOL 480) 9 Scientific and Technical Writing (WR 320) 3 Students are also required to take 30 credits of additional course work. They may choose these courses from one or more of the three specific areas shown below. At least 10 of the required 30 credits must be taken in the Department of Geology. The recommended courses for three common specializations are listed below. Stratigraphy-Sedimentology-Paleontology Specialization Geology. Mineralogy (GEOL 327), Petrology and Petrography (GEOL 416), Petroleum Geology (GEOL 422), Paleontology (GEOL 431, 432, 433), Paleopedology (GEOL 435) Chemistry. General Chemistry Laboratory (CH 107, 108, 109), Organic Chemistry (CH 331, 332,333) Computer and Information Science.lntroduc- tion to Numerical Computation (CIS 133), Introduction to Computer Science I (CIS 201) Geography. Geomorphology (GEOG 301) Mathematics. Elements of Statistical Methods (MTH 425) A maximum of 15 credits in biology at the 200 level or above. Students who want to specialize in paleontology should take 9 credits in paleontology and at least 15 in biology. Geophysics-Structure-Tectonics Specialization Geology. Mineralogy (GEOL 327), Petrology and Petrography (GEOL 414,415), Tectonics (GEOL 462), General Geophysics (GEOL463), Exploration Geophysics (GEOL 464), Photo- geology (GEOL 473) Computer and Information Science.lntroduc- tion to Numerical Computation (CIS 133), Introduction to Computer Science I (CIS 201) Mathematics. Calculus of Several Variables with Linear Algebra (MTH 331, 332, 333), Introduction to Differential Equations (MTH 461) Physics. Classical Mechanics (PH 324, 325), Electricity and Magnetism (PH 441, 442) Mineralogy·Petrology-Geochemistry Specialization Geology. Mineralogy (GEOL 327), Petrology and Petrography (GEOL 414,415,416), Methods of Petrologic Analysis (GEOL 418), Electron Beam Analysis in Mineralogy and Petrology (GEOL 419), Activation Analysis in Petrology and Geochemistry (GEOL 420), Economic Mineral Deposits (GEOL 423), Properties of Crystals (GEOL 425), Ther- modynamic Geochemistry (GEOL 461), Geochemistry (GEOL 470) Chemistry. General Chemistry Laboratory (CH 107,108,109), Quantitative Analysis (CH 324), Organic Chemistry (CH 331, 332, 333), Physi- cal-Inorganic Chemistry (CH 411,412), Physical Chemistry (CH 441,442), Principles of Chemical Thermodynamics (CH 451), Principles of Statistical Mechanics (CH 453) Computer and Information Science.lntroduc- tion to Numerical Computation (CIS 133), Introduction to Computer Science I (CIS 201) Physics. X-ray Crystallography (PH 491) Note: The U.S. Geological Survey and other government agencies require their geological employees to have a background in paleontol- ogy and geomorphology. Students who plan to enter graduate school Geology 73 after receiving their undergraduate degree should also be aware that passing the Graduate Record Examination Geology Test requires preparation in the three broad areas of geology: stratigraphy-sedimentation-paleontology, structural geology and geophysics, mineralogy and petrology. Grade Options and Standards. Geology undergraduates musttake for a grade (pass/no pass not acceptable) all geology courses required in their program for graduation. Required courses taken outside the geology department (e.g., mathematics, chemistry, physics, biology, scientific and technical writing) must also be taken for grades. All required courses must be completed with grades of C- or better (D grades not accept- able). Minor Requirements Majors in other disciplines who want to minor in geology must begin with either General Geology (GEOL201 , 202, 203) or General Geology: The Earth's Dynamic Interior, The Face of the Earth, Earth History (GEOL 101,102,103) with laboratories (GEOL 104,105, 106). In addition, a minimum of 15 upper-division credits must be completed with grades of C- or better. Appro- priate courses are listed below. Geology. The Fossil Record (GEOL 304), Lithology (GEOL 311), Mineral Resources and the Environment (GEOL 321), Mineralogy (GEOL 325,326,327), Mountains and Glaciers (GEOL 350), Volcanoes and Earthquakes (GEOL 351), Geology of Oregon and the Pacific Northwest (GEOL 352), Oceanography (GEOL 353), Geology of the Moon and Planets (GEOL 354), Geologic Field Methods (GEOL 380), Structural Geology (GEOL 391), Stratigraphy and Sedimentation (GEOL392), Petrology and Petrography (GEOL 414, 415, 416), Electron Beam Analysis in Mineralogy and Petrology (GEOL 419), Activation Analyses in Petrology and Geochemistry (GEOL 420), Petroleum Geology (GEOL 422), Economic Mineral Deposits (GEOL 423), Properties of Crystals (GEOL 425), Materials and Processes of Ceramics (GEOL 428), Paleontology (GEOL 431, 432, 433), Paleopedology (GEOL 435), Pacific Coast Geology (GEOL 451), Thermo- dynamic Geochemistry (GEOL461), Tectonics (GEOL462), General Geophysics (GEOL 463), Exploration Geophysics (GEOL 464), Geochemistry (GEOL 470), Photogeology (GEOL 473) Biology. Methods of Pollen Analysis (BI 435), Paleoecology and Paleobiology of Nonmarine Organisms (BI 491) Possible Curricula for Science Majors Biology Majors: GEOL304, 352, 353, 392, 431, 432, 433 Chemistry Majors: GEOL 325, 326. Following GEOL 326, students with an interest in inorganic chemistry may want to choose two additional courses from GEOL 327,414,415,425,461, 470. Students interested in organic chemistry might choose two additional courses from GEOL 391, 392, 422 Physics Majors: GEOL 391, 462, 463, 464 Possible Curricula for Nonscience Majors Students majoring in disciplines outside the natural sciences should choose a minimum of four upper-division courses from the list of 74 Geology appropriate courses which are compatible with their individual interests. Students with a minimal mathematics background should restrict their course selections to the following: GEOL 304, 311, 321, 325, 326, 327, 352, 353, 354,380,391,392,414,415,416,420,422, 428,431,432,433,435,451,473, and B1435. Group Requirements Fourteen stand-alone geology courses and several geology clusters are approved to satisfy University science group requirements. For details see the Group Requirements section of this catalog under Registration and Academic Policies. Secondary School Teaching Students interested in teaching earth sciences in Oregon public schools may obtain certifica- tion in their field through a major in either geology or general science. Certification as a teacher of science in Oregon public junior and senior high schools requires satisfactory completion of a program of teacher education which includes subject matter preparation in the sciences and in professional education, as well as the recommendation of the institution in which the preparation is completed. The Department of Geology offers work leading toward an Oregon teaching endorsement in specified science fields at the Basic and Standard certification levels, as determined by the Teacher Standards and Practices Commis- sion. For specific information regarding certifi- cation or endorsement requirements for inte- grated sciences (earth science and general science), students should consult the coor- dinator for secondary education in the College of Education. Graduate Studies The Department of Geology offers programs of graduate study leading to master of science (M.S.), master of arts (MA), and doctor of philosophy (PhD.) degrees with opportunity for research in a wide variety of specialty fields. Course work is designed to meet individual needs, and students may pursue independent research in mineralogy, petrology, geochemis- try, volcanology, paleontology, stratigraphy, sedimentary petrology, geophysics, structural geology, and economic geology. The master's program requires two years for completion. Admission tothe graduate program is competi- tive and based on earlier academic records; scores on the Graduate Record Examination (GRE), including the Geology Test; and letters of recommendation. Foreign students must also submit scores on the Test of English as a Foreign Language (TOEFL). Applications are welcome from students who are interested in using their background in related fields (such as physics, chemistry, and biology) to solve geologic problems. Responsibility for advising graduate students lies with a guidance committee consisting of three faculty members. This committee meets with each student shortly after he or she arrives on campus and as often thereafter as necessary for planning purposes. Requirements Incoming graduate students are expected to have undergraduate preparation approximately equivalent to that of the bachelor's degree in geology at the University of Oregon. As one measure of background, applicants for admis- sion are asked to submit results of the GRE Geology Test. Where these results fall below the departmental standard (65th percentile) in any of the three areas, the student's guidance committee works out with the student a course schedule designed to correct that deficiency. The primary basis for this schedule is a compari- son of the student's undergraduate course record in the pertinent area of geology with the undergraduate requirements for geology majors at the University, as indicated in this catalog. A second specific measure of back- ground is training in field geology, which is not covered by the GRE Geology Test; a deficiency in this area is generally corrected by taking Field Geology (GEOL 480) or an equivalent course. Course work taken to correct deficiencies may be on a passino pass (PIN) or graded basis, or with the approval of the student's guidance committee by registered audit or by challenge. The basic University requirements for graduate degrees are described in the Graduate School section of this catalog. The department sets additional examination, course work, seminar, foreign language (for MA and PhD.), and thesis requirements. Applicants should write directly to the Department of Geology fordetails. Programs Graduate study in geology may be pursued in one or more of four broad areas: mineralogy- petrology-geochemistry, stratigraphy-sedimen- tary petrology-paleontology, structure- geophysics, and economic geology (mineral deposits). A recommended core program of courses is available in each area, but students are encouraged to sample course work from all of these areas. Independent thesis research may be pursued in any area with the consent of a faculty thesis adviser and after circulating a thesis proposal to the full geology faculty for comment. Mineralogy-Petrology-Geochemistry. The department has excellent analytical and other research facilities for petrologic and geochem- ical studies, and the volcanic and metamorphic terranes of Oregon offer an unsurpassed natural laboratory for research and graduate instruction in the broad field of igneous and metamorphic processes. Active research programs are diverse. They include field and analytical study of igneous and metamorphic rocks in the Cascade Mountains and Klamath Mountains; experimental and theoretical study of igneous silicate systems (e.g., phase equilibria, trace-element partition- ing, and rheological properties); studies of igneous petrogenesis; calculations of multicom- ponent equilibria in aqueous systems; and geochemistry and tectonics of the lithosphere and the mantle. Stratigraphy-Sedimentary Petrology- Paleontology. The research interests of the faculty in this group encompass a broad range of geologic problems related to sedimentary rocks. Current research programs include study of coastal and oceanic sediments: provenance and depositional environments of Tertiary sedimentary rocks of Oregon; regional stratig raphy of the Pacific Northwest; Paleozoic brachiopod and conodont biostratigraphy of western North America and northwest Europe; evolution of major kinds of soils and terrestrial ecosystems through geological time: Creta- ceous and Cenozoic foraminifera; and Cenozoic diatoms and silicoflagellates. Opportunities for research in palynology are also available through cooperation with the Department of Biology. Structure-Geophysics. Previous specialized research programs in these areas have in- cluded studies of the structural evolution of the Kenya rift valley and gravity and magnetic surveys in the Oregon High Cascades. Geophysical projects include laboratory and theoretical studies pertaining to the nature of partial melts existing within the mantle and crust, electromagnetic sounding of the crustto gain a better understanding of subduction and recently active volcanic areas; the application of seismic tomography to the determination of upper mantle structure; the dynamic modeling of the upper mantle and consideration of this structure's influence on regional tectonics; the dynamics of whole mantle convection and its association with seismic structure of the Earth and with the Earth's gravity field. Mineral Deposits. Current research on ore deposits includes studies of porphyry copper deposits, epithermal veins, volcanogenic massive sulfides, and sediment-hosted base metal deposits. These research efforts combine field mapping, petrography, and chemical analyses with theoretical chemical modeling of processes of ore fluid generation, alteration, and mineralization (e.g., seawater-basalt reaction, boiling of epithermal solutions, effects of cooling of hydrothermal solutions). Related Research Activities The Center for Volcanology consists of an informal, voluntary group of departmental faculty who are interested in promoting research in the fields of igneous processes and volcanic geology. Oregon and the Pacific Northwest provide exceptional opportunities for field study of volcanic rocks and structures. The Condon Museum of Geology, housed in a building adjacent to the geology department, contains an extensive collection of vertebrate fossils, paleobotanical specimens, and recent vertebrates which are available to interested researchers. Research Facilities Students may use a variety of analytical facilities and equipment including an electron micro- probe, a scanning electron microscope, and facilities for neutron activation analysis, X-ray fluorescence, X-ray diffraction, atomic absorp- tion and emission, and wet-chemical analysis. A piston-cylinder apparatus with pressure-tem- perature capability to 60 kilobars and 1500°C is available for studying crystalline, partially molten, and molten silicates under mantlelike conditions. Other equipment measures acoustic velocity, thermal conductivity, and viscosity in melts of rocks a't high temperatures. An experimental petrology laboratory covers a, wide range of crustal temperatures and pres- sures and includes equipment for doing experiments in controlled atmospheres. The sedimentological and paleontological laboratories have, in addition to standard laboratory equipment, an electronic particle- size analyzer, an X-radiography unit, photo- microscopes, a Leitz Aristophot unit, a fully maintained catalog of foraminifera, an acid room, and a conodont-processing laboratory. Financial Aid for Graduate Students The department provides support to a limited number of graduate students through teaching assistantships. Other students receive research assistantships from individual faculty whose research is supported by grant funds. Current sponsors of grant-funded research include the National Science Foundation, Anaconda, ARCO, and the Oregon State Department of Geology and Mineral Industries. Approximately one-half of our graduate stu- dents are fully or partially supported through teaching and research assistantships. Modest financial support for graduate field and labora- tory work is available through small grants from the department's Student Research Fund. Further information on financial assistance and the department policies for awarding and renewing teaching and research fellowships may be obtained by writing directly to the department. Courses in Geology (GEOL) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 101 General Geology: The Earth's Dynamic Interior (4) Earth's internal processes: volcanism, earthquakes, gravity, magnetism, the earth's internal structure, mountain building, plutonism, metamorphism, plate tectonics. Concurrent enrollment in GEOL 104 recommended. 102 General Geology: The Face of the Earth (4) Surface materials, landforms, and processes. Rocks and minerals, geologic time scale; weathering, erosion, sedimentation; groundwater, streams, glaciers, winds, deserts, oceans, and coastlines. Concurrent enrollment in GEOL 105 recommended. 103 General Geology: Earth History (4) Origin and early history of the earth; time scale; fossilization; correlation; sedimentary environments; sea-floor spreading; orogenesis; stratigraphic history of North America; evolution of plants and animals. Concurrent enrollment in GEOL 106 recommended. 104,105, .106 General Geology Laboratory (1,1,1) Identification and properties of minerals and rocks, howto read topographic and geologic maps and use aerial photographs, reproduction of geologic pro- cesses by model studies, fossils as evidence of evolutionary processes. Pre- or coreq: GEOL 101, 102, 103. 199 Special Studies (1-3R) Studies of special geologic topics that combine background lectures with guided field trips to areas of particular geologic Interest. 201,202,203 General Geology (4,4,4) Covers the same general ground as GEOL 101, 102, 103 but on a more detailed scale. For science majors, Honors College students, and other students with back- grounds in chemistry, physics, and mathematics. Rice, Waff, Orr. . / BI242 Paleobiology and Evolution of Plants (4) See description under Biology. 291 Rocks and Minerals (3) Common minerals and rocks; origin and properties of precious, semiprecious, and ornamental stones; economically important rocks and minerals. For nonmajors. Prereq: high school chemistry. Kays. Upper-Division Courses 304 The Fossil Record (3) Origin of life in Precam- brian; evolution of plants and invertebrate animals' evolution of early chordates, fish, amphibians, reptil~s, dinosaurs, birds, and mammals; speciation and extinction. Intended for junior and senior nongeology majors but also open to geology majors. 311 Lithology (5) The origin, occurrence, and classification of rock types. Laboratory examination and classification of rocks in hand specimens and thin sections. Three lectures, two laboratories. Prereq: GEOL 325, 326. Kays. 321 Mineral Resources and the Environment (3) GeologiC characteristics and geographic distribution of deposits of metals, oil, coal, water, and geothermal energy. Evaluation of the human and environmental problems resulting from exploitation of the earth's resources. 325, 326, 327 Mineralogy (4,4,4) 325: crystal structure, symmetry, physical and chemical properties of minerals, X-ray powder diffraction, nonsilicate minerals. 326: optical crystallography, in-hand s~ecimens and. specimens under the polarizing microscope, silicate minerals. 327: special topics. Prereq: CH 104, 105, 106; GEOL 201, 202, or 101, 102, 104, 105; high school trigonometry or MTH 102 or MTH 115. Holser. 328 Materials and Processes of Ceramics (3) Not offered 1986-87. 350 Mountains and Glaciers (3) The nature and origins of Alpine and Andean mountain ranges; types of glaCiers that shape their topography. Retallack. 351 Volcanoes and Earthquakes (3) The hazards of liVing in regions of strong earthquakes or active volcanoes, potentialities of geothermal resources, and the role of volcanism in forming the Oregon landscape. Waff. 352 Geology of Oregon and the Pacific Northwest (3) The region's geologic and tectonic history and the plate tectonic processes responsible for its evolution. Prereq: GEOL 101,102 or equivalents. Goles, Retallack. 353 Oceanography (3) Characteristics and physical, chemical, and biological processes of the world's oceans. Includes sections on origin of the oceans, plate tectonics, and human use and misuse of oceans. Boggs. 354 Geology of the Moon and Planets (3) Results of exploration of the lunar surface and observations of the planets and satellites; inferences from the studies of meteorites; the early history of the Earth. Goles. 380 Geologic Field Methods (3) Use of Brunton compass, plane table and alidade, altimeters; elementary topogra~hicmapping; field mapping using base maps and aenal photographs; techniques for measuring stratigraphic sections. Prereq: GEOL 201, 202, 203 (or GEOL 101-106), GEOL 391, 392. Not offered 1986-87. 391 Structural Geology (4) Description, classification and origin of major and minor geologic structures; rock' deformation; stereographic projection in structural analysis; geologic maps and sections. Prereq: GEOL 101, 102, 104, 105 or GEOL 201, 202. 392 Stratigraphy and Sedimentation (4) Sedimentary processes; characteristic properties of sedimentary rocks and their use in interpreting depositional enVIronments; principles of lithostratigraphy, mag- netostratigraphy, seismic stratigraphy, and chrono- stratigraphy. Prereq: GEOL 201, 202, 203 or GEOL 101-106. Boggs. Note: Courses deSignated 1M) or (G) may be offered for graduate credit. 401 Research (Arr,R) PIN only. 405 Reading and Conference (Arr,R) PIN only. 407 (G) Seminar (Arr,R) 408 (M) Workshop (Arr,R) 409 Practicum (1-3R) 410 (G) Experimental Course (Arr,R) Geology 75 412 ~rltten and Spoken Exposition of Geology (1) Practice In the organization, preparation, and presen- tation of geologic reports. 414,415,416 (G) Petrologyand Petrography (5,5,5) Ongln, occurrence, and classification of rocks. Laboratory work in both megascopic and microscopic examination. 414: igneous. 415: metamorphiC. 416: sedimentary. Prereq: PH 201, 202, 203; GEOL 325, 326. McBirney, Kays, Boggs. 418 (G) Methods of Petrologic Analysis (4) Conven- tional laboratory techniques with emphasis on optical and X-ray methods. Study of all mineral phases in a coarse-grained igneous rock; the relative merits of different techniques. Enrollment limited. Prereq: GEOL 414,415. McBirney. Not offered 1986-87. 419 (G) Electron Beam Analysis in Mineralogy and Petrology (4) Electron probe microanalysis and electron scanning microscopy for analyzing minerals and roc.ks. Instrumental functions and beam-sample Interacllons. Correction procedures for quantitative X-ray analysis. Prereq: GEOL 325, 326 327 and first-year physics or instructor's conse~t. 420 (G) Activation Analyses in Petrology and Geochemistry (3) Nuclear activation techniques for analyzing rocks and minerals. Types of activation and of radioactive decay; radiation detection systems and data reduction; applications to specific elements. Prereq: GEOL 419 or instructor's consent. Goles. 422 (G) Petroleum Geology (3) Petroleum as an energ.y source: occurrence, distribution, reserves, chemical and physical properties; geologic framework ofpetroleum entrapment and accumulation; origin and migration; explorallon and drilling techniques; petroleum and global tectonics. Prereq: GEOL 391, 392. Boggs. Offered 1986-87 and alternate years. 423 (G) Economic Minerai Deposits (4) Magmatic segregation, porphyry copper-molybdenum, hydro- thermal veins, massive sulfides in volcanic rocks, and base and precious metals in sedimentary rocks. Geologic setting, tectonic setting, andchemistryof ore deposition. Prereq: GEOL 325, 326; pre- or coreq: GEOL 311. Reed. 425 (G) Properties of Crystals (3 ) Application of physical properties of minerals to problems in petrology, geochemistry, and geophysics. Principles of bonding, packing structures, and silicate structures; exposition of lattices, point groups, and space groups. Prereq: GEOL 325, 326, 327 or one year of college chemistry. Holser. Not offered 1986-87. 428 (M) Materials and Processes of Ceramics (3) Clay-watercolloidal interactions in wetting and drying, firing reactions In the clay body, glass formation, crystal growth, thermal expansion, and glaze fit. For fine and applied arts majors without science back- ground. Holser. Not offered 1986-87. 431, 432, 433 (G) Paleontology (3,3,3) Biostratig- raphy, evoiutlon, and paleoecology of life on earth. 431: archaic (Paleozoic and some Mesozoic) marine Invertebrates. 432: modern (Mesozoic and Cenozoic) manne Invertebrates. 433: nonmarine fossils. Lectures and laboratory exercises on fossil specimens. Prereq: GEOL 203 or 103, 106 Savage, Orr, Retallack. BI 435 (G) Methods of Pollen Analysis (5) See description under Biology. 435 (G) PaleopedologY (4) Soil formation; mapping and naming fOSSil solis; features of soils in hand specimens and petrographic thin sections; interpreta- tions of ancient environments from features of fossil soils. Prereq: GEOL 326. Retallack. 451 (G) Pacific Coast Geology (3) The general geology and special problems of the west coast of the United States and Canada from Alaska to southern California. Prereq: GEOL 392 and senior or graduate standing. Retallack. Offered alternate years; not offered 1986-87. 455 (M) Studies In Physical Geology (3) Earth materials, geologic processes, and landform develop- ment. Prereq: upper-division standing. Offered Infrequently, summer session only. 456 (M) Regional Geology of North America (3) A regional approach to the study of North American geology, rock units, structures, landforms, and geolofjic history. Field trips. Prereq: upper-division standing. Offered Infrequently, summer session only. 76 Geology 461 (G) Thermodynamic Geochemistry (4) Introduc- tion to geologic applications of classical chemical thermodynamics Gibbs free energy and its tempera- ture, pressure, and composition derivatives; fugacity; activity; chemical potential; solutions, ideal and nonideal. Prereq: GEOL 325, one year of college chemistry, elementary calculus, or instructor's consent. Rice. 462 (G) Tectonics (3) Large-scale processes of orogeny, sea-f1cor spreading, and plate tectonics with emphasis on current research. Prereq: GEOL 391,392, or instructor's consent. Not offered 1986-87. 463 (G) General Geophysics (3) Physics of the earth: origin and composition, seismic waves, gravity and isostasy, lateral variations in the crust and mantle, geomagnetism, heat flow, plate tectonics, and convection. Prereq: one year of calculus and physics or instructor's consent. Humphreys. Not offered 1986-87. 464 (G) Exploration Geophysics (4) Theory and methods used in geologic mapping and resource exploration; exploration seismology. Gravity and magnetic surveys and their interpretation; electrical and electromagnetic methods. Prereq: one year of calculus and physics; GEOL 391, GEOL 463 or instructor's consent. 470 (G) Geochemistry (4) Analytical techniques of geochemistry; distributions of elements; lunar and planetary geochemistry; terrestrial igneous, metamor- phic, and sedimentary geochemistry; oceans and atmosphere; applications of stable and radiogenic isotopes. Prereq: GEOL 325,326 or CH 441,442,443 or instructor's consent. Goles. 473 (G) Photogeology (3) Geologic interpretation of air photographs; simple photogrammetry, photo- geologic mapping, stereometers, introduction to remote sensing. Laboratory exercises in problems of photogeological interpretation. Prereq: GEOL 201, 202, or 101, 102, 104, 105; GEOL 391,392. Not offered 1986-87. 480 Field Geology (9) Geological fieldwork in selected parts of Oregon emphasizing mapping at several scales in sedimentary, igneous, and metamorphic areas. Mapping on topographic and airphoto bases. Offered summer session only; meets in the field for six weeks immediately after spring term. Prereq: GEOL 201,202,203, or 101 through 106; GEOL 391,392. A course in mineralogy and lithOlogy recommended. BI 491 (G) Paleoecology (3) See description under Biology. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 506 Field Studies (Arr,R) Geologic fieldwork princi- pally in connection with graduate thesis. Emphasis on individual problems. Prereq: graduate standing, thesis adviser's consent. 507 Seminar (Arr,R) 509 Practicum (1-3R) 510 Experimental Course (Arr,R) 511 Advanced Microscopy and Instrumentation (4) Advanced optical mineraiogy inclUding universal stage, immersion methods, and ore microscopy; X-ray diffraction. Prereq: GEOL 414,415,416. McBirney. 514 Advanced Metamorphic Petrology (4) Topics involving metamorphosed rocks of the main composi- tional types recrystallized under a variety of settings to illustrate important equilibria and petrologic principles. Rock suites examined microscopically. Prereq: GEOL 415. Kays. 515 Advanced Igneous Petrology I (3) Igneous rocks of differentiated basic intrusions and the oceans. Content varies according to current research interests. Selected rock suites examined microscopically. Prereq: GEOL414, 461 orequivalents. McBirney. Not offered 1986-87. 516 Advanced Igneous Petrology II (3) Orogenic igneous rocks, including calcalkaline series, granites, and rocks of the stable continental interior. Content varies according to current research interests. Selected rock suites examined microscopically. Prereq: GEOL414, 461 or equivalents. McBirney. Not offered 1986-87. 519 Metamorphic Field Geology (4) Field observa- tions of metamorphic rocks. Recognition of fabrics, facies, and structures which provide the basis for understanding chronologies of metamorphic terranes. Field project, report. Kays. 520 Advanced Mineral Deposits (3) Hypotheses of origin of mineral deposits; geochemistry of hydrother- mal and sedimentary deposits of precious and base metals. The chemistry and geology of ore-forming environments. Prereq: GEOL 423. Reed. Offered alternate years; not offered 1986-87. 523 Petrology of Detrital Rocks (3) Siliciclastic sedimentary rocks with emphasis on sandstones: provenance, transportation, deposition, and diagenesis. Selected rock suites examined microscop- ically. Prereq: GEOL 392, 416. Boggs. Offered alternate years; not offered 1986-87. 524 Petrology of Carbonate Rocks (3) Origin, composition, texture, and diagenesis of carbonate sedimentary rocks. Selected rock suites examined microscopically. Prereq: GEOL 392, 416. Boggs. Not offered 1986-87. 525 Stratigraphy of North America (3) Stratig raphic framework of the United States and neighboring countries. Prereq: GEOL 392. Not offered 1986-87. 526 Global Stratigraphy (3) Major stratigraphic events of geologic history. The stratigraphic record in different parts of the world. Major paleontologic changes and problems of evolutionary outbursts, extinction, faunal provinces, and migration. Seniors and graduate students only. Savage. 531,532 Advanced Paleontology (3,3) Applied problems in paieontology, principles of taxonomy. Problems and theory of biostratigraphy. Collection, preparation, and scientific illustration of fossil speci- mens. Paleoenvironments. 533 Micropaleontology (3) Separation from matrices and preparation for microscopy; fundamentals of microscopy; microtechniques; biology and ecology of important microfossil groups. Emphasis on biostratig- raphy. Classification of parataxa, petroleum, and oceanographic micropaleontology. Prereq: GEOL 103, 106 or 203. Orr. Offered alternate years; not offered 1986-87. 541 Archaeological Geology (3) Principles of mineralogy, petrology, and stratigraphy; materials of stone-tool industries, stratigraphy, and geochronology; alluvial deposits and stream terraces; sediments, soils, and stone resources. For anthropology majors specializing in archaeology. Prereq: graduate stand- ing, instructor's consent; previous course work in a physical science recommended. Goles. 561 Advanced Geochemistry I: Cosmochemistry (4) Origin of elements and the solar system; classification, petrological and geochemical characteristics, ages, and origins of meteorites; lunar geochemistry, petrology, structure, and origin; geochemical features of planetary bodies. Prereq: CH 442, GEOL 461, or instructor's consent. Goles. Offered alternate years; not offered 1986-87. 562 Advanced Geochemistry II: Thermodynamic Applications (3) Scientific literature of geochemistry, petrology, and mineralogy emphasiZing the thermo- dynamic approach; properties of silicate melts; phase equilibria, geothermometry-barometry in igneous systems; thermodynamic data. Prereq: GEOL414, 416 or instructor's consent. 563 Advanced Geochemistry III: Low-Temperature Geochemistry (3) Advanced topics in low-tempera- ture and stable isotope geochemistry. The exogenic cycles of the elements; history of the ocean and atmosphere. Prereq: GEOL461 or instructor's consent. Holser. Offered alternate years; not offered 1986-87. 564 Advanced Geochemistry IV: Metamorphic Geochemistry (3) Thermodynamics of rock-forming solid solutions; excess mixing functions; silicate minerals and metamorphic fluids; subsolidus geother- mometry and geobarometry; dehydration and mixed- volatile equilibria. Prereq: GEOL415, 416 or instructor's consent. Rice. Offered alternate years; not offered 1986-87. 565 Advanced Geochemistry V: Igneous Geochemistry (4) Theoretical aspects of analytical techniques; distribution of minor and trace elements among igneous phases; the earth's upper mantle; origins of basaltic magmas; magmatic differentiation. Prereq: CH 442, GEOL 414 or 461, or instructor's consent. Goles. Offered 1986-87 and alternate years. 566 Hydrothermal Geochemistry (3) Chemical equilibria involving minerals, gases, and aqueous solutions; complexing, solid solution, metasomatism, boiling, cooling, and mixing of solutions applied to ore genesis, diagenesis, weathering. Prereq: GEOL 461 or CH 451 or equivalent. Reed. 571,572,573 Geophysics (3,3,3) Selected topics in geophysics. Previous topics have included seismology and dynamics ofthe upper mantle. Prereq: instructor's consent. Waff. 591 Advanced Structural Geology (3) Theory of rock fracture; structural effects of pore fluids and magma bodies; structures of volcanic complexes and of volcanic fields and the influence of stresses; Cenozoic tectonics and volcanism of selected regions. Prereq: GEOL 391. Offered 1986-87 and alternate years. 592 VolcanQlogy (2) The products and processes of volcanism, origin of magmas, eruptive mechanisms, and relation of volcanism to orogeny and tectonic processes. McBirney. Offered 1986-87 and alternate years. Germanic Languages and Literatures 77 Germanic Languages and Literatures 202 Friendly Hall Telephone (503) 686·4051 Jean M. Woods, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Peter B. Gontrum, Professor (20th-century literature, poetry). AB., 1954, Haverford; M.A., 1956, Princeton; Ph.D., 1958, Munich. (1961) Walther L. Hahn, Professor (romanticism, 19th-century novel and Novelle). Dip., Teachers College, Berlin, 1949; M.A., 1954, Rice; Ph.D., 1956, Texas. (1961) Alex Mathas, Instructor. M.A., 1984, Oregon. (1986) James R. McWilliams, Associate Professor (19th- and 20th-century literature). B.A., 1951, M.A., 1957, PhD, 1963, California, Berkeley. (1960) Roger A Nicholls, Professor (drama, 19th-century literature). B.A., 1949, Oxford; PhD., 1953, California, Berkeley. (1963) Helmut R. Plant, Associate Professor (Germanic philology, paleography). B.A., 1957, Fairmont; M.A., 1961, PhD., 1964, Cincinnati. (1967) Phyllis Sahlstrom, Research Assistant. B.A., 1973, M.A., 1980, Oregon. (1980) Ingrid A. Weatherhead, Senior Instructor (Norwegian language, literature). B.A., 1950, M.A., 1951, Puget Sound. (1962) Jean M. Woods, Professor (16th-century, baroque, and 18th-century literature). B.A., 1948, Wellesley; M.A., 1965, PhD., 1968, Oregon. (1967) Virpi Zuck, Associate Professor (Scandinavian literature). B.A., 1964, M.A., 1965, University of Helsinki; PhD., 1977, Wisconsin, Madison. (1974) Emeriti Edmund P. Kremer, Professor Emeritus. J. U.D., 1924, Frankfurt am Main. (1928) Woltgang A Leppmann, Professor Emeritus (Goethe, 18th-century literature). B.A., 1948, M.A., 1949, McGill; PhD., 1952, Princeton. (1969) Beth E. Maveety, Associate Professor Emerita (teacher training, German literature). B.A., 1937, M.A., 1966, San Jose State; Ph.D., 1969, Oregon. (1970) Astrid M. Williams, Professor Emerita. B.S., 1921, M.A., 1932, Oregon; PhD., 1934, Marburg. (1935) Undergraduate Studies The Department of Germanic Languages and Literatures offers three options leading to the bachelor of arts (BA) degree in German: German language and literature, German area studies, and German and Scandinavian. All three options require 15 courses at the upper- division level (300-499) of at least 3 credits each (as listed below) in addition to proficiency in the German language normally demonstrated by satisfactory completion of at least the third term of Second-Year German (GER 203) or Intensive Second-Year German (GER 205). Except in very unusual cases, the department will not accept a grade of D in any course counted toward fulfilling requirements for a major in German. 'Undergraduate majors planning to teach English in Germany are advised to take Applied German Phonetics (GER 498) and English grammar courses. To receive proper academic guidance all arts and sciences premajors are urged and all majors are required to take Special Studies: Advising Conference (GER 199) at least once prior to their senior year. Honors. To earn a bachelor of arts with honors, a student must maintain a 3.50 grade point average (GPA) and write an honors essay or thesis approved by the department honors committee for 3 credits in Thesis (GER 403). Preparation. The Department of Germanic Languages and Literatures has no particular requirements for high school students begin- ning the language. However, it is recommended that students with one or two years of high school German take a placement examination during registration week tohelp with proper placement. Students are also urged to acquire a strong background in English grammar equivalent to the department's foundation course, Comparative English and German Grammar (GER 109). Undergraduate students preparing for graduate work in German are advised to begin a second foreign language. They should also take related courses in either English or other European literature or both, or in philosophy or history. Careers. A bachelor's degree in German enables students to pursue careers in college and secondary teaching, international business, government and foreign service, and translation and editorial work. Graduates of the department have been especially successful in being accepted into graduate programs in German, Scandinavian, linguistics, history, and compara- tive literature. Many professional schools look favorably on a student with a degree in the language and literature option. Recent graduates of the department have had consid- erable success in entering schools of law and business. Major Requirements Note: The following courses do not count toward the major: German for Reading Knowl- edge (GER 321, 322, 323), Special Studies (GER 199), SEARCH (GER 200,400), Reading and Conference (GER 405), Special Problems (GER 406), Workshop (GER 408), Practicum: Tutoring (GER 409). German Language and Literature Option 1. Six upper-division German language courses of at least 3 credits each (18 total credits); of these courses at least one must be at the 400 level 2. Nine upper-division German literature courses of at least 3 credits each (27 total credits); these courses must include Intro- duction to German Literature (GER 324,325, 326) and two courses of at least 3 credits each at the 400 level German Area Studies Option 1. Six upper-division German language courses of at least 3 credits each (18 total credits); of these courses at least two must be at the 400 level 2. Nine upper-division courses distributed as follows: a. Three courses of at least 3 credits each in upper-division German literature; at least one of these courses must be at the 400 level b. Three courses of at least 3 credits each in upper-division German culture and civilization; of these courses at least one must be at the 400 level c. Three courses of at least 3 credits each chosen from appropriate courses in other departments. Examples include the following: Art History. Medieval Art and Architecture in Germany (ARH 325) History. History of Germany (HST 436, 437), Germany in the 20th Century (HST 438), Cultural History from Nietzsche to Freud (HST 440), Europe in the EraofTotal War, 1914-1929 (HST 445), Europe in the Era of Total War, 1929- 1945 (HST 446) Music. The Music of Bach and Handel (MUS 351), The Classic Symphony and Sonata (MUS 352) Philosophy. Leibniz (PHL 423), Kant (PHL429, 430) Political Science. Political Systems of Post- war Germany (PS 336) Other appropriate courses may be used toful- fill this requirement, subject to the approval of the undergraduate adviser. Sample German Program Entering freshmen considering amajor in German may want to enroll in the following courses during their first year at the University. Fall term 15 credits First-Year German (GER 101) 4 Comparative English and German Grammar(GER 109) . . . . . . . . . . . . . . . . . . . . . . . . 3 Special Studies: Advising Conference (GER 199). 1 English Composition (WR 121) 3 History of Western Civilization (HST 101) or, for qualified students, Europe since 1789 (HST 301) 3 International folk dancing, ballroom dancing, or other elective .. . . Winter term 16·18 credits First-Year German (GER 102 or 104) 4-6 Shakespeare (ENG 202) 3 History of Western Civilization (HST 102) or, for qualified students, Europe since 1789 (HST 302) 3 English Composition (WR 122) 3 Concepts of Computing (CIS 121) or other course from science group 3 Spring term 16-18 credits First-Year German (GER 103 or 105) 4-6 Structure of English Words (LING 150) . . . . 3 History of Western Civilization (HST 103) or, for qualified students, Europe since 1789 (HST 303) .. . .. .. .. ... 3 Personal Health (HES 250) or other health course. 3 Elective from science group 3 German and Scandinavian Option 1. 6 credits in one Scandinavian language 2. 9 upper-division credits in another Scandina- vian language 3. 9 credits in upper-division Scandinavian literature or culture 4. 12 credits in upper-division German language or literature Minor Requirements The Department of Germanic Languages and Literatures offers a minor in German and one in Scandinavian. Note: The following courses do not count toward the German minor: German for Reading Knowledge (GER 321, 322, 323), Special Studies (GER 199), SEARCH (GER 200, 400), Reading and Conference (GER 405), Special Problems (GER 406), Workshop (GER 408), Practicum: Tutoring (GER 409). 78 Germanic Languages and Literatures German Minor. The German minor correlates especially well with areas involving international or European concentration. It is particularly useful for those majoring in international studies, international business, European history, sociology, political science, journalism, linguistics, art history, music history, other foreign languages, theater, and related fields. The German minor requires eight courses in German of at least 3 credits each. Of these courses, seven must be at the upper-division level. These may include courses in language, literature, and culture and civilization. No courses from other departments count toward the minor in German. Since not all courses are offered every year, plans should be made well in advance so that students can take prerequisites for 400-level courses Specific questions should be addressed to departmental undergraduate advisers in German. Scandinavian Minor. The Scandinavian minor correlates well with areas involving international or European concentration. It is particularly useful for students majoring in international business, European history, sociology, political science, theater, art history, and similar fields. Twenty-four credits in Scandinavian are required, of which 18 must be upper division (9 in language, 9 in literature). SCAN 400-410 do count toward the Scandinavian minor. Grades of at least C-or P (pass) must be earned in all courses used to satisfy requirements for the minor. Specific questions about the Scandinavian minor should be addressed to departmental undergraduate advisers in Scandinavian. Study Abroad Germany and Austria. The department encour- ages students in German to spend a year atthe German Study Center in Stuttgart-Tubingen, where, during the spring, they may participate in the center's German Language Intensive Program. Both the center and the program are operated by the Oregon State System of Higher Education. Another opportunity is to study for six weeks during the summer at the Deutsche Sommerschule am Pazifik in Portland. For further information students should consult the departmental representatives. All students majoring or minoring in Germanic languages and literatures must consult them about their proposed courses of study in the Stuttgart- Tubingen program before beginning their year abroad. They must also take Special Studies: Study in Germany (GER 399) to prepareforthe German university language-qualifying exami- nation and for general orientation. All German majors are required to complete three courses at the 400 level on the Eugene campus unless they intend to graduate in absentia while enrolled through the Baden Wurttemberg program. (See International Services in the Services for Students section of this catalog.) Students are reminded that the German major and minor requirements are in terms of courses rather than credits. All students working toward a German major or minor must consult an undergraduate adviser before beginning any study-abroad program in order to ensure that departmental requirements can be met. Students may petition the Germanic languages and literatures department for exceptions to the above. Norway and Sweden. Students in Scandina- vian are strongly encouraged to spend a year studying in an exchange program at the University of Bergen in Norway or at the University of Linkoping in Sweden. For further information consult departmental advisers in Scandinavian. Secondary School Teaching The Department of Germanic Languages and Literatures offers courses to prepare students for teaching German in the public secondary schools. Certification as an Oregon secondary teacher with the German endorsement requires satisfactory completion of a program of teacher preparation which includes subject matter preparation in the teaching specialty and in professional education, as well as recommen- dation of the institution in which the preparation is completed. The Department of Germanic Languages and Literatures offers work toward Basic and Standard Oregon certification. For additional information regarding requirements for the endorsement, students should consult the endorsement adviser in Germanic lan- guages and literatures and the coordinator for secondary education in the College of Education. To be recommended for certification as a teacher of German, students must satisfy departmental requirements for a major and complete the state-approved professional education program, including Special Methods in Secondary School (SEED 495). To receive departmental approval for student teaching, these requirements must be completed satis- factorily; the student must also attain a compos- ite score of 250 in the Modern Language Association (MLA) language proficiency test. The department recommends that, if possible, students complete the five-year program for Standard certification before beginning to teach and that they concurrently satisly the require- ments lor a master's degree in teaching German. Graduate Studies The department offers programs leading to the degrees of master of arts (MA) and doctor of philosophy (PhD.) in Germanic languages and literatures. For a graduate degree in German, work in German literature may be supplemented by courses in Germanic philology. Potential candidates should consult Roger A. Nicholls for inlormation about University and departmental requirements. In addition to the regular MA degree, the department offers an MA in teaching German. The program provides the secondary school teacher an opportunity to study language and literature at the graduate level, to achieve competence in written and spoken German, and to study and practice methods 01 present- ing classroom material. It also fulfills the Oregon requirements for Standard secondary teacher certification. Courses in German (GER) An: credits to be arranged Coreq: corequisite PIN: pass/no pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Note: Since not every course listed here can be offered every year, students are advised to consult Ihe most recent Time Schedule of Classes. Lower-Division Courses 101,102,103 First-Year German (4,4,4) Provides a thorough grammatical foundation and an elementary reading knOWledge of German as well as an under- standing of the spoken language. 104, 105 First-Year German (6,6) A two-term sequence covering the work of GER 101, 102, 103. For students who want to begin German winter term. 106,107,108 First-Year German Guten Tag: Speaking (2,2,2) Not offered 1986-87. 109 Comparative English and German Grammar (3) Aspects of English grammar which are especially significant for students of German. Concepts and terminology important in German; illustrations from earlier forms of English. Plant. 131,132,133 First-Year German Guten Tag: Reading (2,2,2) Not offered 1986-87. 199 Special Studies (1-3R) 200 SEARCH (1-3R) 201,202,203 second-Year German (4,4,4) Grammar and composition; reading of selections from represent- ative authors; conversation. Prereq: GER 103, GER 105, or GER 108 and 133, or the equivalent. 204, 205 Intensive Second-Year German (6,6) Covers in two terms the work of GER 201, 202, 203. Prereq: one year of college German or equivalent or instructor's consent. Plant. 211,212,213 Second-Year German Guten Tag: Speaking (2-4,2-4,2-4) Not offered 1986-87. 229 Basic Writing in German (3) The writing of German prose with focus on simple grammatical structures and the orthography of German. First in a series of writing courses; the others are GER 329 and 429. Prereq: placement by test. Not offered 1986-87. 231,232,233 Second-Year German Guten Tag: Reading (2,2,2) Not offered 1986-87. 240 Contemporary Germany (3) The cultural and historical heritage influencing contemporary life in the German-speaking countries with emphasis on developments in the arts. All lectures in English. Not offered 1986-87. 250 Goethe and His Contemporaries in Translation (3) Readings in German literature in English. Works from the classical age of German literature including those from Lessing, Schiller, and Kleist as well as the chief works of Goethe. No knowledge of German required. 251 Thomas Mann, Kafka, and Hesse In Translation (3) Readings of these three authors in English; emphasis on their short fiction. No knowledge of German required. 252 Brecht and Modern German Drama in Transla- tion (3) Works by Bertolt Brecht and other important dramatists, such as DOrrenmatt and Frisch, in English translation. No knowledge of German required. 255 Medieval German Literature in Translation (3) The major German writers of the Middle Ages in English translation. Works by Wolfram von Eschenbach and Gottfried von Strassburg as well as the Song of the Nibelungs. No knowledge of German required. Not offered 1986-87. 257 Contemporary German Fiction In Translation (3) Recent German fiction in translation. The novels and short prose of such authors as Grass, B611, Handke, Lenz, Walser, and Johnson. No knowledge of German required. Not offered 1986-87. Upper-Division Courses 301, 302, 303 Masterpieces of German Literature (3,3,3) The great authors in the German literary tradition. Emphasis on the literary experience and appreciation of the works. Discussion in German. Prereq: second-year German or instructor's consent. 321, 322, 323 German for Reading Knowledge ~3,3,3) Intensive practice in grammar; reading of texts In the student's primary field. Principally for graduate students. 324, 325, 326 Introduction to German Literature (3,3,3) Concepts and methods of explication of German literary texts. Analysis of poetry, drama, and prose. Discussion in German. Recommended for majors. Prereq: second-year German or instructor's consent. 327 Translation: German-English (3) General principles of translating; in-class exercises. Prereq: GER 323, two years of college German, or equivalent. 329 Intermediate Composition in German (3) Use of complex grammatical structures in writing; compound tenses, passive voice, subjunctive mood; specialized vocabulary. Conducted in German. Prereq: placement by writing test. Not offered 1986-87. 334,335,336 German Composition and Conversa- tion (3,3,3) Extensive practice in speaking and writing. Conducted in German. Prereq: two years of college German. 337 Intermediate Spoken German (3) Talks on both assigned and student-initiated topics. Exercises to increase vocabulary, idiomatic usage, and com- prehension. Extemporaneous speaking. Conducted in German. Prereq: two years of college German or equivalent. 338 Intermediate Spoken German (3) Review of German pronunciation and spelling. Reports on recorded materials, including German radio tapes, in the language laboratory. Production of a "live" radio program in German. Conducted in German. Prereq: two years of college German or instructor's consent. 339 Intensive German Grammar Review (3) Intensive review of all grammatical structures of German. Exercises supplemented by historical explanation. Prereq: two years of college German or equivalent. 340, 341 German Culture and Civilization (3,3) Cultural, artistic, and intellectual developments in Germany since 1871; contributions in art, music, architecture, literature, theater, and film against the background of historical and social developments. Conducted in German. Prereq: two years of college German or instructor's consent. Hahn. 399 Special Studies (l-4R) New topics or approaches appropriate for third-year German proficiency ievel. Content varies; focus may be on different aspects of German language, literature, or culture and civilization. R when topic changes. Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 401 Research (Arr,R) 403 Thesis (Arr,R) 405 Reading and Conference (Arr,R) 406 Special Problems (Arr,R) 407 (G) Seminar (Arr,R) 408 (G) Workshop (Arr,R) 409 Practicum (1-3R) 410 (G) Experimental Course (Arr,R) 411. (G) Age of Classicism (3) The German literary revival In the late 18th century. Readings from Lessing, Goethe, Schiller, Holderlin, and others. Prereq: GER 324, 325, 326 or instructor's consent. Not offered 1986-87. 412 (G) Age of Classicism (3) Readings in the Age of Goethe, ca. 1770-1830. Prereq: GER 324, 325, 326 or instructor's consent. Not offered 1986-87. 413 (G) Goethe's Faust (3) The historical and literary tradition of the Faust legend; the genesis of Goethe's Faustwith emphasis on Part I. Prereq: GER 324, 325, 326 or instructor's consent. Not offered 1986-87. 414 (G) Beginning of the German Novelle (3) Goethe's contribution, Unterhaltungen deutscher Ausgewanderten, to the wide range of narrative possibilities as exemplified in romantic Novel/en and those by Kleist and his early successors. Conducted in German. Prereq: GER 324, 325, 326 or instructor's consent. Not offered 1986-87. 415 (G) German Novellen: The Art of Fiction (3) Readings from Golthelf to Fontane with emphasis on narrative structure and technique. Conducted in German. Prereq: GER 324, 325, 326 or instructor's consent. Not offered 1986-87. 416 (G) 1.9th-Century German Literature and Reality (3) Readings from the wealth of Novel/en displaying a reflection of and concern with contemporary condi- tions; the concept and role of the Novel/e writer as a critic of society. Conducted in German. Prereq: GER 324, 325, 326 or instructor's consent. 418 (G) German Literature from the Middle Ages through the Enlightenment (3) German literature from the medieval period (modern translations of works from Old and Middle High German), the Reformation, the Baroque, and the Enlightenment. Literary history. Prereq: GER 324,325,326 or instructor's consent. Not offered 1986-87. 428 (G) Advanced Translation: English-German (3) Principles of translating with in-class exercises followed by translations of students' own texts. Conducted in German. Prereq: GER 327, three years of college German, or the equivalent. Not offered 1986-87. 429 (G) Advanced German Writing (3) Writing of original compositions; special problems in German grammar and usage. Analysis oftexts. Precis writing. Conducted in German. Prereq: placement by writing test or instructor's consent. 431 (G) Literature at the Turn of the Century (3) German prose, poetry, and drama at the beginning of this century. Authors include Hauptmann, Hofmanns- thai, and Schnitzler. Prereq: GER 324, 325, 326 or instructor's consent. Gontrum. Not offered 1986-87. 432 (G) From Expressionism through Exile (3) Selected readings from Thomas Mann, "Hesse, Rilke, Kafka, and Brecht; each author's position in German literature. Prereq: GER 324, 325, 326 or instructor's consent. Not offered 1986-87. 433 (G) Literature after 1945 (3) The dramas of Frisch and DOrrenmalt and contemporary fiction by writers such as Boll and Grass. Literary directions since the end of World War II. Prereq: GER 324, 325, 326 or instructor's consent. Not offered 1986-87. 434 (G) History of the German Language (3) Modern German dialects. Grammar, orthography, and vocabulary of High German from the 20th back to the 9th century. The seminal works of German lingUistic science. Conducted in German. Prereq: three years of college German or equivalent or instructor's consent. Not offered 1986-87. 437 (G) Advanced Speaking Practice In German (3) Practice in expressive reading including papers prepared for other courses. Analysis of German radio broadcasts and other recorded materials. Extem- poraneous talks, one major oral presentation. Con- ducted in German. Prereq: three years of college German or equivalent or instructor's consent. Not offered 1986-87. 440 (G) Topics In German Culture and Civilization (3) Political, social, economic, and cultural aspects of the Federal Republic and the German Democratic Republic. Term paper required. Conducted in German. Prereq: GER 340 and 341 or instructor's consent. Not offered 1986-87. 450 Performance of German Drama (3R) Extensive practice in effective oral communication with emphasis on correct pronunciation. Reading of play and scene rehearsals in class; public performance at end of term. Conducted in German. Prereq: two years of college German or instructor's consent. R when topic changes. 481 (G) Major German Authors (3R) In-depth study of one ofthe following major writers in German literary history: Lessing, Heine, Holderlin, Hauptmann, Rilke, Kafka, Thomas Mann, Hesse, Brecht, or Grass. Primarily for undergraduates. Prereq: GER 324, 325, 326 or instructor's consent. R with different content. Not offered 1986-87. 498 (G) Applied German Phonetics (3) The articula- tory basis of German pronunciation; analytic compari- son of the sounds of German and English; diagnosis and remedy of common errors in American pronunci- ation of German. Conducted in German. Prereq: three years of college German or instructor's consent. Plant. German 79 Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 507 Seminar (Arr,R) 508 Workshop (Arr,R) 509 Supervised Tutoring Practicum (1-3R) 510 Experimental Course (Arr,R) 512, 513 German Lyric of the 18th and 19th Centuries (4,4) The poetry of Goethe, Schiller, Holderlin, Morike, Heine, and others. From the Sturm und Orang to the end of the 19th century. Each term devoted to two or three poets. Prereq: graduate standing or instructor's consent. Not offered 1986-87. 514 Introduction to Middle High German (4) Middle High German grammar; emphasis on a nonhistorical description of the language of manuscripts. Not offered 1986-87. 515 Readings In Middle High German Literature (4) Study of facsimile editions. Reading of manuscript and some manuscript copying. Selections from the Manesse Codex and the Carmina Burana. Conducted in German. Prereq: instructor's consent. Not offered 1986-87. 517,518 German Romanticism (4,4) Readings in Tieck, Friedrich Schlegel, Novalis, Hoffmann, Morike, and Eichendorff. The concept and underlying philosophy of romantic poetry. Romanticists' contribu- tions to literary criticism. Hahn. Not offered 1986-87. 520 Research Methods in German (3) Bibliography and methods of research in German language and literature as an introduction to graduate study. Woods. 524 German Literature of the 16th Century (4) Humanism and the Reformation as reflected in German literature; the influence of Luther. Readings in Hans Sachs, Fischart, and Brant; typical VolksbOcher. Not offered 1986-87. 526 German Literature 1700-1750 (4) The German Enlightenment and its relation to the Enlightenment in England and France. Readings in Goltsched, Klopstock, Wieland, and other typical figures of the period. Not offered 1986-87. 527, 528 Goethe (4,4) Goethe's works, inclUding Faust, and Goethe's aesthetic and critical views. Leppmann. Not offered 1986-87. 530, 531 Old High German (4,4) Nonhistorical description of the structure of Old High German; emphaSIS on syntax. Some reading of manuscripts; selections from literature. Not offered 1986-87. 532 Introduction to Gothic (4) Gothic grammar and script. Readings in the Gothic Bibie; comparison with West Germanic translations of corresponding pas- sages of the New Testament. Of interest to students of Old English and Old Norse. Not offered 1986-87. 536 Lessing (4) Lessing's dramas, his theoretical and philosophical writings, and his contribution to German classicism. Nicholls. Not offered 1986-87. 537 Sturm und Drang (4) The dramatic works of the "Storm and Stress" writers and their contribution to a new understanding of literature. Nicholls. Not offered 1986-87. 538 Schiller (4) Schiller as a dramatist and poet, with particular consideration also of his important critical essays. Nicholls. Not offered 1986-87. 539 Introduction to Old Saxon (4) Old Saxon grammar with emphasis on syntactic structures; some manuscript readings; critical translation of major portions of Heliand and Genesis. Recommended for students of Old English. Not offered 1986-87. 540, 541 German Drama of the 19th Century (4,4) The dramas of Kleist, BOchner, Grabbe, Grillparzer, and Hebbel; emphasis on dramatic technique and on the individual contributions of these writers to the genre. Nicholls. Not offered 1986-87. 543, 544, 545 20th-Century German Lyric (4,4,4) The major poets of this century inclUding Rilke, Trakl, and Benn as well as contemporary poets such as Enzensberger, Bachmann, and Celan. Prereq: graduate standing or instructor's consent. Gontrum. 543,544 not offered 1986-87. 546,547,548 Modern German Novel (4,4,4) Thomas Mann, Hesse, Kafka, Musil, Grass, Frisch, or others. Emphasis on the nature of the genre, on its gradual transformation, and on narrative style and technique. Gontrum, Leppmann, Nicholls. Not offered 1986-87. 80 German 550,551,552 Modern German Drama (4,4,4) Dramatic works and new dramatic techniques. 550: Gerhart Hauptmann, Arthur Schnitzler. 551: Wedekind and the Expressionists. 552: Brecht, DOrrenmatt, Frisch. Gontrum. 551, 552 not oHered 1986-87. 558 German Lyric ofthe 17th Century (4) Poetry by Weckherlin, Opitz, Spee, Dach, Gryphius, and Hofmannswaldau. Poetic theory of Opitz, Harsdbrffer, and other 17th-century theoreticians. Not offered 1986-87. 559 German Drama and Prose of the 17th Century (4) Dramas by Gryphius, Lohenstein, and Reuter. The Baroque novel and the work of Grimmelshausen. Not offered 1986-87. 566 The Concept of the German Novelle (4) The literary historical background and development of the genre; various theories of the Novelle from Friedrich Schlegel to Musil; critical assessment from Lukacs to Weinrich. Hahn. Not offered 1986-87. Courses in Scandinavian (SCAN) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and -Sample Course Listings. Lower-Division Courses 111,112,113 First-Year Norwegian (3,3,3) Thorough grammatical foundation in idiomatic Norwegian with emphasis on both reading and speaking the language. Weatherhead. 121,122,123 First-Year Swedish (3,3,3) Thorough grammatical foundation in idiomatic Swedish with emphasis on both reading and speaking. luck. 199 Special Studies (1-3R) 200 SEARCH (1-3R) 204,205,206 Second-Year Norwegian (3,3,3) Review of grammar; composition, conversation, current newspapers; selections from representative authors. Weatherhead. 207,208,209 Second-Year SWedish (3,3,3) Review of grammar; composition, conversation; selections from contemporary fiction, essays, and newspapers. luck. Upper-Division Courses 351 Ibsen to Hamsun in Translation (3) Outstanding Danish and Norwegian authors in the context of Scandinavian intellectual history. Readings and lectures in English. luck. 352 August Strlndberg to Ingmar Bergman in Translation (3) A century of Swedish literature and film in transition and in revolt. Readings and lectures in English. luck. 353 Readings in Translation: Scandinavian Litera- ture and Society (3) Selected aspects of Scandinavian society, past and present, based on readings of major Scandinavian authors. Readings and lectures in English. Most recent topic is women in Scandinavian literature. Zuck. 354,355,356 Third-Year Norwegian (3,3,3) Introduc- tion to the history of the language; literary texts describing social and cultural features of modern Norway;'spoken and written practice. Conducted in Norwegian. Prereq: two years of college Norwegian or equivalent. Weatherhead. 357,358,359 Third-Year Swedish (3,3,3) Historical survey ofthe language; modern idiomatic Swedish with practice in oral communication and written composi- tion Conducted in Swedish. Prereq: two years of college Swedish or equivalent. luck. 400 SEARCH (1-3R) 401 Research (Arr,R) 403 Thesis (Arr,R) 405 Reading and Conference (Arr,R) 406 Special Problems (Arr,R) 407 Seminar (Arr,R) 408 WorkshOp (Arr,R) 409 Practicum (1-3R) 410 Experimental Course (Arr,R) History 175 Prince Lucien Campbell Hall Telephone (503) 686-4802 Mavis Howe Mate, Department Head FaCUlty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. GustaveAlef, Professor (medieval Russia). B.A., 1949, M.A., 1950, Rutgers; M.A., 1952, PhD., 1956, Princeton. (1956) David H. Anthony, Assistant Professor (Afro-American, African). B.A., 1972, New York; M.A., 1975, PhD., 1983, Wisconsin, Madison. (1984) Raymond Birn, Professor (Europe: 1600-1815). AB., 1956, New York; M.A., 1957, PhD., 1961, Illinois. (1961) Thomas A. Brady, Professor (Renaissance and Reformation). B.A., 1959, Notre Dame; M.A., 1963, Columbia; PhD., 1968, Chicago. (1967) Richard Maxwell Brown, Beekman Professor of Northwest and Pacific History (American West). B.A., 1952, Reed; AM., 1955, PhD., 1959, Harvard. (1977) Roger P. Chickering, Professor (20th-century Ger- many). B.A., 1964, Cornell; M.A., 1965, PhD., 1968, Stanford. (1968) Joseph W. Esherick, Professor (China). B.A., 1964, Harvard; M.A., 1966, PhD., 1971, California, Berkeley. (1971) G. Ralph Falconeri, Associate Professor (Japan, modern China). B.A., 1949, Nevada; M.A., 1958, PhD., 1967, Michigan. (1963) William S. Hanna, Associate Professor (Colonial America). AB., 1949, M.A., 1954, PhD., 1959, California, Berkeley. (1965) Paul S. Holbo, Professor (American foreign relations); Vice-Provost, Academic Affairs. B.A., 1951, Yale; M.A., 1955, PhD., 1961, Chicago. (1959) R. Alan Kimball, Associate Professor (modern Russia). B.A., 1961, Kansas; M.A., 1963, PhD., 1967, Washington (Seattle). (1967) Robert G. Lang, Associate Professor (Tudor and Stuart England). AB., 1955, Columbia; D.Phil., 1963, Oxford. (1964) Jack P. Maddex, Professor (Civil War). B.A., 1963, Princeton; PhD., 1966, North Carolina. (1966) Mavis Howe Mate, Professor (medieval, w0l1'!en). B.A., 1956, ~.A., 1961, Oxford; PhD., 1967, OhiO State. (1974) Glenn A May, Associate Professor (American foreign relations). B.A., 1966, M.Phil., 1971, PhD., 1975, Yale. (1983) Randall E. McGowen, Assistant Professor (modern Britain, India). B.A., 1970, American; M.A., 1971, PhD., 1979, Illinois. (1982) Jeffrey D. Needell, Assistant Professor (Latin America). AB., 19.74, California, Berkeley; M.A., 1978, Yale; PhD., 1982, Stanford. On leave 1986-87. (1982) John Nicols, Associate Professor (ancient). AB., 1966, California, Berkeley, M.A., 1968, PhD., 1974, Califor- nia, Los Angeles. On leave fall 1986, spring 1987. (1980) Stanley A Pierson, Professor (cultural and intellectual European). B.A., 1950, Oregon; A.M., 1951, PhD., 1957, Harvard. On leave 1986-87. (1957) Daniel A Pope, Associate Professor (American economic). B.A., 1966, Swarthmore; M.A., 1968, PhD., 1973, Columbia. (1975) George J. Sheridan, Jr., Associate Professor (France, European socioeconomic). B.A., 1969, Princeton; M.A., 1974, PhD., 1978, Yale. (1976) Louise Carroll Wade, Professor (U.S. social, urban, and labor). B.A., 1948, Wellesley; PhD., 1954, Rochester. (1975) Emeriti EdWin R. Bingham, Professor Emeritus (cultural American, Pacific Northwest). B.A., 1941, M.A., 1942, Occidental; PhD., 1951, California, Los Angeles. (1965) Leslie Decker, Professor Emeritus (American economic). B.A., 1951, Maine; M.A., 1952, Oklahoma State; PhD., 1961, Cornell. (1969) Earl Pomeroy, Beekman Professor Emeritus of Northwest and Pacific History (20th-century American). B.A., 1936, San Jose State; M.A., 1937, PhD., 1940, California, Berkeley. (1949) Robert W. Smith, Professor Emeritus (modern Britain). B.A., 1937, Chicago; M.A., 1940, PhD., 1942, California, Los Angeles. (1947) Lloyd Sorenson, Professor Emeritus (history of civilization). B.A., 1938, North Dakota; M.A., 1945, PhD., 1947, Illinois. (1947) Undergraduate Studies The study of history offers both a framework for a liberal education and the background that is essential to an understanding of the contempo- rary world. Through analyzing interpretive studies and accounts by witnesses to historical events, students come to appreciate more fully the complexity of human experience. By examining social changes in the past, they develop a broad perspective and the ability to weigh evidence and argument. Preparation. Students planning to major in history should include in their high school preparation four years of social studies, four years of English, and as much preparation as possible in a foreign language. It is recom- mended that students transferring to the University at the end of their sophomore year should have completed a year of Western civilization and a year of United States history. Careers. History provides a broad foundation for a variety of careers in teaching and research, law, journalism, international endeavors, foreign service, business, government, the ministry, librarianship, museum and archival work, and historic preservation. Additional education beyond the bachelor's degree is required '., many of these fields. Major Requirements History courses that satisfy departmental major requirements must be taken on a graded basis. 15 upper-division credits, including Seminar (HST 407), must be taken at the University. The Department of History offers programs sufficiently structured to guide the student, yet flexible enough to encourage the development of individual interests. The department strongly urges history students to take two years of a foreign language. Upon deciding to major in history, students must get approval of their program from departmental advisers, who are available for periodic review. They may choose one of the three options presented below. General Option. This option is recommended for students who want a balanced program of historical study; it combines a wide range of courses with specialized inquiry by means of departmental seminars and colloquia. The department strongly recommends satisfying University requirements for the bachelor of arts (BA) degree. Specific requirements follow. 1. Satisfaction of the University requirements for the bachelor of arts (BA) or the bachelor of science (B.S.) degree 2. 45 credits in history courses, of which 27 must be upper division and 18 must be in history courses numbered 400-499. Majors are required to complete 6 credits of work in European history before 1800 3. 6 upper-division credits in each of three fields selected from the following: (a) European history before 1600; (b) European history after 1600; (c) United States history; (d) either Asian, Latin American, or African history 4. A research paper written in a Seminar (HST 407). In exceptional circumstances, a term paper written in a Colloquium (HST 408) or in a 400-level lecture course may be ex- panded into a research paper. Students expanding a term paper are to enroll in Reading and Conference (HST 405) for 2 credits 5. A grade point average (GPA) of 2.25 or higher in history courses. Grades of C- or better must be earned in all courses applied toward the major Note: The University offers a five-year program combining an undergraduate departmental major and a master of business administration (M.BA). Early planning of courses is essential to meet requirements of this combined program. Sample Program The following is a suggested arrangement of courses that will lead to a SA degree in history. The program constitutes a highly flexible framework which not only ensures that all University requirements are met but also allows the student considerable freedom in course selection. Regular consultation with the department adviser is strongly recommended. Freshman Year 42-51 credits History of Western Civilization (HST 101, 102, 103) .. ; . . . . . . . . . . . . . . . . . . . . . . . . . . .. 9 English Composition (WR 121) 3 Personal Health (HES 250) 3 Science cluster 9-1 2 First-year foreign language sequence .. 12-15 Electives . . . . . . . . . . . . . . . . . . . . . . . . . . 6-9 Sophomore Year 48-51 credits History of the United States (HST 201, 202, 203) or Foundations of East Asian Civilization (HST 290), China, Past and Present (HST 291), Japan, Past and Present (HST 292) ..... . . .. 9 Second-year foreign language sequence. . .. 12-15 Arts and letters cluster . . . . . . . . . . . . . . . . . . . . .. 9 Social science cluster 9 Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 9 Junior Year 45-48 credits 300-level history courses . . . . . . . . . . . . . . . . . . .. 9 400-level history courses . . . . . . . . . . . . . . . . .. .. 9 Science group eiective 9-12 Additional electives . 18 senior Year 45 credits Seminar (HST 407) and other 400-level history courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 9 Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Concentration on Time Period, Geographical Area, or Important Theme. In these programs, courses outside of history which relate to the student's theme, period, or area are integral to the programs. Examples of such programs are available in the departmen- tal office. A student pursuing this kind of program will need the continuing guidance of a faculty member. Specific requirements follow. 1. Satisfaction of the University requirements for the B.A. degree 2. No later than the second term of the junior year, the student and adviser plan a program of courses in history and related fields centering on the study of a theme, period, or area and submit it to the department for approval A thematic approach might, for example, focus on revolutions, warfare, the city, orthe development of science. A period approach might concentrate on a span of time in one country such as post-Meiji Japan or Colonial America, or in several countries as in the study of early modern Europe. An area approach might deal with the common historical problems found, for example, in Latin America, Central and East Europe, or the Atlantic community. 3. A GPA of 2.25 or higher in courses counted toward satisfaction of major requirements Secondary School Teaching. Following are the specific requirements for the history major to qualify for Basic certification as an Oregon secondary teacher with social studies endorse- ment: 1. Satisfaction of the University requirements for the BA or B.S. degree 2. 45 credits in history courses of which 27 must be upper division, including at least 12 credits in courses numbered 400-499 Upper-division courses are distributed as follows: a. 9 credits in European history b. 9 credits in United States history c. 9 credits in Asian, African, or Latin American history (with the approval of the adviser, 9 credits in upper-division anthropology, geography, political science, religion, or art history courses dealing with Asia, Africa, or Latin America may be substituted for history courses in meeting this requirement and will count toward the major) d. A research paper written in a Seminar (HST 407). In exceptional circumstances, a term paper written in a Colloquium (HST 408) or in a400-levellecture course may be expanded into a research paper. Students expanding a term paper are to enroll in Reading and Conference (HST 405) for 2 credits 3. 30 credits, including 12 upper division, of planned study in other social sciences chosen from at least four of the following: anthropology, geography, political science, psychology, and sociology 4. Work in the major and other social sciences must include: a. 6 credits in economics including princi- ples and workings of the United States economy. (These credits may be taken in either the economics or the history department) b. 12 credits in United States history c. 6 credits in state and local government d. 6 credits in courses concerning contem- porary social issues or problems 5. A GPAof 2.75 or higher in history and social science courses. 60 credits of history and social science must be graded 6. 42 to 48 credits of professional education courses Nonsocial-science majors may obtain social studies endorsements with a concentration of only 36 credits in history. Except forthe reduc- tion in total history credits, requirements for social studies endorsements with a concentra- tion in history are the same for nonmajors as for majors. For additional information students should consult the endorsement adviser in history and History 81 the College of Education's coordinator for secondary education. Cluster Requirement. New students entering the University must satisfy the cluster require- ment for graduation. For details see Group Requirements in the Registration and Academic Policies section of this catalog. Minor Requirements A history minor requires 24 credits in history of which 18 must be upper division and 15 must be completed at the University of Oregon. Grades of C- or better must be earned in all courses applied toward the minor. Students may choose one of two options to meet the upper-division requirement; the remaining 6 credits are elective. General Option This option is for students who want a broad minor in history. Students must take a Seminar (HST 407) or Colloquium (HST 408) and five other upper-division courses in two of the following areas: United States, Europe, Far East, Latin America, or another field selected in consultation with a history department adviser. Supporting Option This option is designed to provide work in history which is closely related to the student's major. Students must take a Seminar (HST 407) or Colloquium (HST 408) and five other upper- division courses in one of the following areas: United States, Europe, Far East, Latin America, or another field selected in consultation with a history department adviser. History Scholars Program The history scholars program provides an opportunity for capable and highly motivated students majoring in history to develop their interests in historical inquiry through an honors colloquium and independent reading, research, and writing. Each spring, the department invites junior majors with a GPA of 3.50 or higherto participate in this program. Other students may be admitted on application to the program director. Students admitted in the fall enroll in the honors colloquium given winter term, after which they begin preparatory work for a thesis to be completed in the senior year. Those who satisfactorily complete the Colloquium (HST 408), a program of thesis-related Reading and Conference (HST 405), and a senior Thesis (HST 403); who pass an oral examination on the thesis and related work; and who satisfy the requirements of one of the three history major options (toward which courses taken as part of the history scholars program count) are eligible for a bachelor's degree with honors in history. Graduate Studies The department offers graduate instruction leading to the degrees of master of arts (MA) and doctor of philosophy (PhD.) in United States, European, East Asian, and Latin Ameri- can history. Admission Procedures for admission to graduate work in history include the following: 1. A completed Application for Graduate Admission 2. Transcripts of all college work 82 History 3. Three letters of recommendation 4. Scores on the Verbal and Quantitative sections of the Graduate Record Examina- tion (GRE) 5. Test of English as a Foreign Language (TOEFL) scores for foreign students A number of graduate awards in the form of assistantships are available each year for entering graduate students. Fields of Study All graduate students must prepare a program of course work covering one major field and at least one minor field of historicai study. The major fields are ancient history, medieval Europe, Europe 1400-1815, Europe since 1789, Britain and its empire, Russia, the United States, East Asia, and Latin America. The minor field may be a. a broad overview of a second major field b. a limited but significant aspect of a second major field c. a field, cutting across major fields, devised by the student, or d. work outside the history department related to the major field Master of Arts Students are expected to have completed a course of study in the liberal arts with emphasis on history. They are expected to finish the master's degree program within two academic years. They must take Historical Methods and Writings (HST 512, 513); at least 5 credits in Seminar (HST 407 or 507); and an additional 5 credits in Reading and Conference (HST 505), Seminar (HST 507), or Colloquium (HST 508). Option One. Students choosing this option must demonstrate competence in one foreign language by passing a Graduate Student Foreign Language Test or comparable exami- nation in French, German, Russian, Spanish, Chinese, Japanese, Latin, Greek, or another language approved by the Graduate Commit- tee. Students in Option One must write a master's thesis in their major field and take at least 9 credits in their minor field. Following a written examination in the major field, Option One students defend the thesis in an oral examination. Option Two. This option is designed for students interested in history-related jobs. They do not usually continue into a history doctoral program. These students must demonstrate competence in either (a) one foreign language or (b) the computer-quantification skill, if approved by the Graduate Committee. They must prepare a major field of history, write a research paper in that field, and pass a written examination in it. They must take 30 credits in graduate history courses, at least 9 of which must be in their minor field of history. Students in Option Two must take at least 9 graduate credits outside the history department in fields related to their vocational objectives. Examples of those fields are archives, architecture and historic preservation, public policy and man- agement, industrial relations, and international relations. Interdisciplinary Master's Degree for sec· ondary Teachers. The history department administers this program for the Graduate School, and candidates are not subject to additional departmental reqUirements. It is possible, however, to take up to 36 credits in history under this program. See the Graduate School section of this catalog for specific interdisciplinary requirements. Doctor of Philosophy Students are expected to have completed a master's degree in history or a closely allied field. They must demonstrate competence in either (a) two foreign languages or (b) one foreign language and, with approval of the Graduate Committee, a computer-quantification skill or an analytical skill such as literary criticism, symbolic anthropology, or linguistics. All doctoral students must take Historical Methods and Writings (HST 512, 513) and a minimum of 10 credits in research seminars beyond the master's degree. They must prepare a program of course work covering three fields of study, including a major field and at least one minor field in history. The third field may be another minor field in history or it may be in a discipline other than history. Upon satisfactory completion of an oral exami- nation in their major field and a written examina- tion in their minor history field, a doctoral candidate must write a dissertation showing evidence of originality and ability in independent investigation. Students holding graduate teaching fellowships (GTFs) offer a Special Studies (HST 199) course of their own design or teach a section of a survey course. Courses in History (HST) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit s: must be taken in sequence Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Note: Since not every course listed here can be offered every year, students are advised to consult the most recent Time Schedule of Classes. Lower-Division Courses 101, 102, 103 History of Western Civilization (3,3,3) Historical development of the Western world; major changes in value systems, ideas, social structures, economic institutions, and forms of political life. 101: ancient and medieval societies. 102: from the Renaissance to Napoleon. 103: 19th and 20th centuries. 107, 108, 109 History (Honors College) (3,3,3) Significant events, ideas, and institutions in the development of Western civilization. 110,111,112 World History (3,3,3) Major world civilizations and their historical interaction. Political, religious, and social thought, institutions, and develop- ments. 110: origins of civilizations in the Middle East, the Mediterranean area, the Indian subcontinent, and China to the end of the ancient era. 111: modern civilizations during the era of Western imperialism. 112: modern civilizations during the present century of world crisis. Sorenson. 199 Special Studies (1-3R) Problem-oriented course designed for students interested in history Who mayor may not become majors. 200 SEARCH (1-3R) 201, 202, 203 History of the United States (3,3,3) Economic and social change in America; the develop- ment of political, diplomatic, and cultural traditions; and the rise of urbanization and industrialization. 201: Native Americans, settlement, Puritanism, Enlighten- ment, Revolution, and RepUblic. 202: Jacksonian era, expansion, slavery, disunion, reconstruction, and Gilded Age. 203: progressivism, the 1920s, New Deal, World Wars and Cold War, social and intellectual change. 216 War and the Modern World (3) Evolution of the conduct of war in the 19th and 20th centuries as a reflection of social, political, and technological developments. 221,222,223 Afro-American History (3,3,3) 221 :the African background of ancestors of the present black population. 222: the American South as a society dependent upon bonded black labor. 223: Recon- struction through the Reagan era. Anthony. 290 Foundations of East Asian Civilization (3) Comparison of traditional Chinese and Japanese civilizations; contrast of both to the West. Confucian ethics to bureaucratic empire in China, feudalism and roots of modern Japan. Esherick. 291 China, Past and Present (3) Traditional and contemporary China focusing on continuity and change since the Communist revolution. Topical approach: values, social structure, family, village, economy, politics, art. Esherick. 292 Japan, Past and Present (3) Introduction to Japanese culture emphasizing persistence and change in value and social behavior. Topical and analytical approach stressing interdependence of Japanese institutions and processes. Falconeri. Upper-Division Courses 301,302,303 Europe since 1789 (3,3,3) Political, social, economic, and cultural trends from the French Revolution to the present. 301: 1789 to 1870 302: 1870 to 1918. 303: 1918 to the present. Pierson. 304, 305, 306 English History (3,3,3) British history from Roman times tothe 20th century. 304: institutional, constitutional, and economic development of England from the Romano-British period to the 16th century. 305: political, religious, economic, and social change from the Tudor age to the Industrial Revolution. 306: the Victorian age and the 20th century with emphasis on the background of modern Britain's social and economic problems and position in Europe and the world. Lang, McGowen. 307, 308 American Radicalism (3,3) Motives, strategies, successes, and failures of radical move- ments and their significance for American society. 307: American Revolution, siave revolts, abolitionism, utopian communities. 308: PopUlism, Marxist groups, labor organizing, New Left, and counterculture. Pope. 310 The Age of Discoveries (3) European exploration and seaborn empires, 1270-1600. Motives, technol- ogy, and institutions of the Italian and Iberian empires. Medieval travels to Asia; Venetian and Genoese empires; Spanish conquest of Mexico. HST 101, 102 or equivalents recommended. 311 Christendom and Islam in the Renaissance (3) Empire building and imperial rule in Europe and Western Asia in the 15th and 16th centuries. Compari- son and contrast of the Habsburg or Turkish empires and the Ottomans. HST 101, 102 or equivalents recommended. Brady. 312 The Crisis of the 17th Century (3) 17th-century Europe in crisis. Economic depression, warfare, social dislocation, mid-century revolutions; the plight of peasants and townspeople; traditional culture, science and rationalism. Blrn. 313 Enlightenment to Revolution: Europe, 1715- 1789 (3) 18th-century Europe: the Golden Age of aristocratic society, the liberal-bourgeois challenge, the French Revolution; the Enlightenment and its effects on elite and popular culture. HST 102 recom- mended. Birn. 321, 322 History of American Foreign Relations since 1941 (3,3) 321: World War II and background of the Cold War, 1941-1945; military, political, and diplomatic developments. 322: origins of the Cold War; diplomacy and politics, 1945-1949; and the Korean War. Holbo, May. 324, 325, 326 Byzantium and the Slavs (3,3,3) 324: from Rome to Byzantium, 284-610.325: the Byzantine Apogee, 61 0-1071. 326: Byzantium and the Slavs. Alef.' 331 Perceptions and Roles of Women from the Greeks through the 17th Century (3) The ways in which perceptions about women's role in society partially reflected and partially contrasted with their actual role in society. Mate. 332 Women and Social Movements in Europe from 1750 to the Present (3) Methods used by women to improve their position in society: p~rticipation in revolution, voting, etc. Reasons tor success or failure of these methods. Mate. 348,349 Spain and Portugal: The Rise and Decline of Empire (3,3) Peninsular history from the invasion of the Moors to the Portuguese revolution of 1974 and the death of Franco in 1975. 348: 711-1700. 349: 1700-1975. Sophomore standing or above recom- mended. Offered alternately with HST 350, 351,352, 350,351,352 History of latin America (3,3,3) Major economic, poiitical, and cultural trends and con- tinuities. 350: Pre-Coiumbian and Iberian history, the colomal period up to 1700, 351: transition from late colonial mercantilism to political independence and national definition, 1700-1880.352: era of political and economic consoiidation and adjustment after 1880 and the later turn to repression. Sophomore standing recommended. Needell. Offered alternately with HST 348,349. 363 History of Canada (3) Growth of Canada from colony to nation. Emphasis on British and French influences, relations with the United States, the backgrounds of constitutional, economic, and cultural problems of Canada today. Not offered 1986-87, 365,366 Europe, Africa, India (3,3) Rise and decline of European empires from the 16th to the 20th centuries in India and Africa. Emphasis on interaction between indigenous civilizations and colonizers, 365: 1500- 1850,366: 1850 to present. McGowen. 370 History of the South (3) Regional history of the American South and of successive Southern ways of life. Evolution of the South as a slaveholding society, Its bid for Independence, and its subsequent redefi- nitions and adaptations to national norms. Maddex. 374 History of Religious Life in the United States (3) Planting, adaptation, development, and social role of religiOUS groups and traditions in the United States from the Colonial period to the present. Maddex. 375 American Towns and Cities to 1900 (3) Settle- ment and growth of urban centers; port, river, canal, and railroad towns; role of municipal government; city boss versus reformers; opportunities for rural.Ameri- cans and immigrants. Wade. 376 History of the American City (3) Municipal reforms; urban planning and social controls; the Depression and federal involvement in cities; urban experiences of blacks, immigrants, and rural Ameri- cans; suburban expansion and the urban prospect. Wade. 380 American Business History (3) American businesses from their Colonial origins to the present. Focus on interaction between the political social economic, and ideological environment a~d the ' internal structure and activities of business enterprises. Pope. 387 The United States and the Problems of the Nuclear Age (3) Development of the atomic bomb during World War II and historical, diplomatic, and technological issues-fallout, civil defense, reactor policy, test-ban negotiation-in the postwar years. 391,.392,393 East Asia in Modern Times (3,3,3) Political, social, and diplomatic history of China and Japan, With some attention to Korea and Southeast Asia, from 1800 to the present. Falconeri. 399 Special Studies (1-4R) New fields in or ap- proaches to history. Content varies from term to term. Topics Include Science and Culture in the Ancient World, History and Drama. R when topic changes. Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 403 Thesis (Arr,R) 405 Reading and Conference (Arr,R) 407 (G) seminar (Arr,R) Recent topics include American Biography, Pacific War, 19th-Century France, and American West. 408 !G) Colloquium (Arr,R) Recent topics include English Reformation, Anti-Semitism in European History, Recent American Radicalism, and French Enlightenment. 409 Supervised Tutoring Practicum (1-3R) 410 (G) Experimental Course (Arr,R) Upper-division problem-oriented courses. 411 (G) History of Greece (3) Political, social, and cultural history of the Hellenic world from the Mycenaeans to Alexander the Great. Nicols. 412? 413 (G) History of Rome (3,3) 412: political, social, and constitutional history of Rome from its earliest beginnings to the end of the Repubiic. 413: the period of the Empire. Nicols. Not offered 1986-87. 415 (G) History of South Africa (3) The development of the modern SouthAfrican state, beginning with the Indigenous populations and concluding with the evolution of the 20th-century apartheid state. Anthony. 421,422,423 (G) Middle Ages (3,3,3) Social, politicai, and economic conditions in Western Europe from 476 to 1450. 421: 476-1000--the collapse of the Roman Empire and the rise of Carolingian Europe. 422: 1000-1250--the development of the French and Engiish monarchies, the growth of towns and trade and the flowering of the 12th-century renaissance. 423: 1250-1450--the growth of parliament, changes in religiOUS and inteliectuallife, and the effects of war and the Black Death on 14th-century economy and society. Mate. 425, 426, 427. (G) Early Social Thought (3,3,3) European social ideas in the transition from feudalism to capitalism, ca. 1100-1600. Leading social ideas in the context of class structures and state building. 425: Middle Ages. 426: Renaissance. 427: Reformation. Prereq: HST 101, 102 or equivalents. Not offered 1986-87. 430 (G) Renaissance Italy (3) Renaissance culture and its social foundations from ca. 1350 to ca. 1530. Humanism from Petrarch to Machiavelli. Brady. Not offered 1986-87. 432 (G) Problems in the German Reformation (3) The German Reformation as a reiigious and social movement: the revolt of Luther; the Peasants' War; Anabaptism; the urban reform; the rise of Protes- tantism. Brady. 433 (G) The French Revolution and Era of Napoleon (3) The crisis of I'ancien regime, the revolution of 1789-92; the Reign of Terror; the Thermidorian Reaction, Directory, revolutionary ideology; Napoleonic Empire, Waterloo, and reconstruction of Europe. Prereq: HST 102 or 105 or equivalent. Birn. 434, 435 (G) Making of the Western Mind (4,4) Foundations and development of Western thought. 434:Classlcal and early Christian thought and the medieval synthesis; Reformation ideas; the scientific revolution; Enlightenment and French Revolutionary thought. 435: conservatism and reaction; romanticism and ideaiism; iiberalism, Darwinism, repubiicanism, Marxism. Not offered 1986-87. 436,437 (G) History of Germany (3,3) 436: from the Peace of Augsburg (1555) to the death of Frederick the Great (1786) 437: to the fail of Bismarck (1890). Chickering. 438 .(G) Germany in the 20th Century (3) Domestic tension and outward pressure during the Wilhelmine empire; the German Revolution; the Weimar Republic; National Socialism; Germany since 1945. 439 (G) Cultural History from Romanticism to Marx (3) Major issues in the cultural and intellectual life of Europe, 1790-1850. Pierson. Not offered 1986-87. 440 (G) Cultural History from Nietzsche to Freud (3) Major Issues In the cultural and intellectual life of Europe, 1870-1920. Pierson. Not offered 1986-87. 441, 442, 443 (G) History of France (3,3,3) 441: the Middle Ages to the French Revolution--establishment of centralized monarchy; society in J'ancien regime; 17th-century classicism; collapse of the old order. 442: 1789-1870--French Revolutions of 1789, 1830, and 1848; Napoleonic Empire; monarchy, republicanism, and dictatorship; society, art, and religion in post- Revolutionary France. 443: 1870 to the present-the Paris Commune and Third Repubiic; the Dreyfus affair; popular front, fall of France and Resistance; Algeria, de Gaulle, the 1968 student movement. Blrn, Sheridan, 444 (G) Europe in the "Golden Age," 1890-1914 (3) A comprehenSive survey of European society and politics on the eve of war. Prereq: HST 103 or 302 or equivalent. Chickering. Not offered 1986-87. 445 (G) Europe In the Era of Total War, 1914-1929 (3) The Great War and its impact on society and History 83 politics; revolution in Russia and central Europe' temporary stabilization in the 1920s. Prereq: HST 103 or 303 or equivalent. Chickering. Not offered 1986-87. 446 (G) Europe in the Era of Total War, 1929-1945 (3) .Effect of the Great Depression on society and POlitiCS;. faSCism In Germany and Eastern Europe; the International crisis; military aspects of the Second World War; the Nazi imperium, resistance. Prereq: HST 103 or 303 or equivalent. Chickering. Not offered 1986-87. 447, 448, 449 (G) History of Russia (3,3,3) 447: the Klevan state and the emergence of Muscovy. 448: creation of the Russian Empire, political, social, and economic developments. 449: revolutionary Russia 1861 to the present. Aief, Kimball. ' 452,453 (G) The Russian Revolution (3,3) Origins of the Revolution; transition and instability in pre- Revolutionary Russia. The consequences of the Revolution; the place of the 1917 Revolution in the European and world revolutionary traditions. Kimball. 454 (G) The Recovery of Europe, 1945-Present (3) Recovery In West and East Europe since World War iI; effects of the Cold War; development of the Common Market; the German problem; Communism; intellectual trends; role of the United States. Prereq: HST 103 or 303, PS 101 or equivalent. Chickering. Not offered 1986-87. 455, 456 (G) Economic History of Modern Europe (3,3) 455: 1500-183Q--economies in preindustrial Europe; growth of trade, overseas discoveries, and their Impact on mercantilism, capitalism, and reiigion; the industrial.Revolution in Britain. 456: 1800-present- Industrialization; Imperialism and capitalism; the depreSSion of the 1930s; Nazi and Soviet economics' Common Market; multinational corporations' and ' economic planning in postwar Europe. She;idan. 457 (G) The Era of Jacksonian Democracy (3) United States POlitiCS and society from the War of 1812 to the Mexican War, focusing on the rise of Jacksonian democracy and of sectionalism. Maddex. Not offered 1986-87. 458 (G) The Era of the Civil War (3) The sectional controversies in United States politics from 1846 until disunion in 1861; the war between the Union and the Southern Confederacy, 1861-65, Maddex. 459 (G) The Era of Reconstruction (3) Reconstruction of the Union after 1865; emphasis on sectional and racial conflicts until the arrival of political and cultural eqUilibrium In the 1880s and the eclipse of Reconstruc- tion Issues. Maddex. 460 (G) O.rigins of American Culture, 1740-1830 (3) Examination of factors In American cultural expression: European Influences, the role of western population movement, nationalism, and political rhetoric as revealed in art, architecture, and literature. Hanna. Not offered 1986-87. 461, 462 (G) History of Modern American Thought and Culture (3,3) 461: 1828-1898-Jacksonian society; Manifest Destiny; Transcendentaiism and reform; romanticism and realism in American art; social gospel; Darwinism; Mark Twain's America. 462: 1898-1970s-Manifest Destiny revived; rationale of Progressive movement; the Golden Twenties; New Deal SOCI.et~; arts and values in wartime; countercul- tures; CIVil rrghts; ecology. Bingham. Not offered 1986-87. 463 Hist0l)' of Brazil, 1500-1964 (3) The socio- economic history of the colonial period' emphasis on political conflicts of the 19th and 20th ~enturies. HST 350, 351, 352 and sophomore standing or above recommended. Not offered 1986-87. 464 (G) History of Mexico (3) MeXican history from 1810 to 1946. Special attention to nationhood economic development, church-state relation~ the Mexican identity, and the Revolution of 191 O. Ne~dell. 465 (G) The Caribbean and Central America In the Modern Period (3) The Caribbean and Central America since the late 18th century, focusing on Cuba, Haiti, and Nicaragua. Topics include the impact of monoculture, struggles for independence, slavery and peonage. Sophomore standing and HST 350, 351, 352 recommended. Needell. 466 (G) .Tudor England (3) The political, social, economiC, and Intellectual development of Engiand 84 History through the reigns of the Tudor sovereigns, 1485-1603. Lang. 467 (G) Stuart England (3) England in the period 1603-1714, with attention to political, economic, social, and intellectual change. Special emphasis on the English Revolution of 1640-1660. Lang. Not offered 1986-87. 468 (G) Britain in the Age of Industrialization, 1760-1870(3) Britain during the Industrial Revolution. Emphasis on social and economic transformation, the rise of democracy, liberalism, and the reaction to the American and French revolutions. McGowen. 469 (G) Modern Britain, 187o-Present (3) Britain as a mature industrial society, the rise of the welfare state, the impact of world war, the loss of empire, and the nature of economic difficulty. McGowen. Not offered 1986-87. 470,471 (G) American Social History (3,3) Population changes; race and ethnicity; religious conflict; adaptation to industrialization and urbanization; distribution of wealth; class structure; changing status of women; social reform movements and social legislation. 470: 19th century. 471: 20th century. Wade. 473,474,475 (G) American Foreign Relations (3,3,3) American foreign policy from the Revolution through the Second World War: America's wars, peace negotiations, diplomacy, major treaties, expansion, economic and political influence, Presidential leader- ship, Congress and the public, arms limitation, isolation and involvement. May. 476, 4n (G) The American West (3,3) The American frontier. 476: the early American frontier. '477: the Great Plains and the Far West. Brown. 478 (G) History ofthe Pacific Northwest (3) Regional history to the mid-20th century. How the Pacific Northwest mirrors the national experience and how the region has a distinctive history and culture. Brown. 479 (G) American Labor Movement (3) Trade unions from 1870s to present; philosophies of labor leaders; causes of major strikes; state and federal legislation; political activities of labor; relationship to unorganized workers. Wade. 480, 481, 482 (G) The United States in the 20th Century (3,3,3) Society and politics during the 20th century, emphasizing the transformation of the United States from a rural to an urbanized society and from a continental to a world power. 480: 1900-1921-indus- trialization, urbanization, immigration, Progressive movement, World War I. 481: 1921-1945-the 1920s, Depression and New Deal, World War II and its social consequences. 482: 1945 to the present-Cold War, consumer culture, civil rights, the 1960s, politics after Vietnam and Watergate. 485,486 (G) Colonial America: 17th and 18th Centuries (3,3) Interaction of European peoples and cultures with the American environment, the formation of American society, and Colonial ideas and institutions that have persisted. 485: European contribution and American beginnings to 1760. 486: American Revolu- tion, Constitution, and Nationalism to the 1790s. Hanna. 487,488,489 (G) American Economic History (3,3,3) Economic development of the United States. 487: European settlement to 1861-Colonial America as a preindustrial society; economic significance of independence; grow1h in the pre-Civil War era; economics of slavery and sectional conflict. 488: 1861-1914-causes, costs, and benefits of rapid industrialization, economic development, and social conflicts; government regulation and coordination. 489: growth, cycles, and crises; impact of war; the Great Depression; post-World War II boom; current problems in historical perspective. Pope. 491,492 (G) Thought and Society in East Asia (3,3) Intellectual life of China and Japan with emphasis on the interaction between ideas and their social and political context. 491: to 1800. 492: 1800 to the present. 494, 495, 496 (G) History of China (3,3,3) 494: from the city-state of Shang through the feudal age to the cultural, economic, and bureaucratic heights of the Sung (960-1279). 495: quickly through the Mongols and tt:e Ming to a consideration of the impact of imperialism in the Ch'ing (1644-1911). 496: the Chinese revolutionary experience in the 20th century. Esherick. 497, 498, 499 (G) History of Japan (3,3,3) 497: 660 B.C. to 1600 AD.-mythology, Shinto, Buddhism, courtly aesthetics, and the warrior in the formation of a unique cultural tradition. 498: to World War l--con- frontation with the West, emergence from isolation, Japanese imperialism. 499: to the present-democ- racy, ultranationalism and the New Order, World War II disaster, U.S. Occupation, and postwar surge to superstate status. Falconeri. Graduate Courses 501 Research (Arr,R) PIN only. 502 Supervised College Teaching (Arr,R) 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 507 Seminar (Arr,R) Topics vary from year to year, depending on interests and needs of students and availability of faculty. 508 Colloquium (Arr,R) Topics vary from year to year, depending upon interests and needs of students and availability of faculty. 509 Supervised Tutoring Practicum (1-3,R) 510 Experimental Course (Arr,R) 512,513 Historical Methods and Writings (3,3S) Exploration of the historiography, bibliographical aids, research tools, and methods of professional historians. Honors College 320 Chapman Hall Telephone (503) 686-5414 Richard C. Stevenson, Director Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Henry M. Alley, Assistant Professor (creative writing, 19th-century British fiction). B.A., 1967, Stanford; M.F.A., 1969, Ph.D., 1971, Cornell. (1982) Frances B. Cogan, Assistant Professor (Victorian, 19th-century literature). B.A., 1969, M.A. 1970, Ph.D, 1981, Oregon. (1981) Bernard V. Lightman, Assistant Professor (European intellectual history). B.A., 1973, M.A., 1974, York; Ph.D, 1979, Brandeis. (1983) Dennis Todd, Adjunct Assistant Professor (ecology, evolution). B.S., 1969, Oregon; M.S., 1971, Scripps; Ph.D., 1984, Oregon. (1984) Participating Peter Bergquist, Music Sidney A Bernhard, Chemistry William E. Bradshaw, Biology Janet W. Descutner, Dance Gordon G. Goles, Geology Leslie K. Greer, University Library Micha Grudin, English Emmanuel S. Hatzantonis, Romance Languages Jeffrey M. Hurwit, Art History Benton Johnson, Sociology Gloria E. Johnson, English Dominic A LaRusso, Speech James W. Long, Chemistry Derry Maisch, Linguistics Robert Mauro, Psychology Robert M. Mazo, Chemistry Alexander R. McBirney, Geology William C. Mitchell, Political Science John Nicols, History Kenneth R. O'Connell, Fine and Applied Arts William N. Orr, Geology. On leave 1986-87 Barbara Corrado Pope, Women's Studies Jack M. Rice, Geology Cheyney C. Ryan, Philosophy George J. Sheridan Jr., History Barry N. Siegal, Economics Paul E. Simonds, Anthropology Richard C. Stevenson, English Jean Stockard, Sociology Joe A Stone, Economics Marjorie Taylor, Psychology George Wickes, English Robert L. Zimmerman, Physics Arnulf Zweig, Philosophy Departmental Advisers Anthropology: Vernon R. Dorjahn Architecture: Arthur W. Hawn Asian Studies: Stephen W. Kohl Biology: Dennis Todd Business Administration: Donald E. Ly1le Chemistry: John F. W. Keana Classics: Steven D. Lowenstam Comparative Literature: Irving N. Wohlfarth Computer and Information Science: Alan L. Eliason East Asian Languages and Literatures: Stephen W. Kohl Economics: Stephen E. Haynes Education: Robert A Sylwester English: Richard L. Stein Fine and Applied Arts: David G. Foster and Robert C. James General Science: Amit Goswami Geography: Carl L. Johannessen Geology: Gordon G. Goles Germanic Languages and Literatures: Peter B. Gontrum History: Stanley A Pierson Humanities: Steven D. Lowenstam International Studies: Clarence E. Thurber Journalism: Kenneth T. Metzler Linguistics: Russell S. Tomlin Mathematics: Richard M. Koch Music: Robert I. Hurwitz, John C. McManus, Richard Trombley Philosophy: Arnulf Zweig Physics: Robert L. Zimmerman Political Science: Clarence E. Thurber Psychology: Peter W. Jusczyk and Daniel P. Kimble Religious Studies: Hee-Jin Kim Romance Languages. French: Richard H. Desroches, Spanish: Perry J. Powers, Italian: Emmanuel Hatzantonis Russian and East European Studies: R. Alan Kimball Sociology: Jean Stockard Speech. Rhetoric and Communication: Charley A. Leistner and Dominic A. LaRusso, Telecommunica- tion and Film: Ronald E. Sherrifls, Theater Arts: Grant F. McKemie Predentistry: James A. Weston Preiaw: Marilyn M. Bradetich Premedicine: William R. Sistrom The Robert Donald Clark Honors College is a small liberal arts college within the larger University. The purpose of the college is to bring together excellent students and specially selected faculty in a challenging and supportive academic program. Carefully designed small classes, a collegial environment, and close advising prepare students for advanced study in the University departments or professional schools of their choice. Reaching beyond professional or sp~cialized training and beyond the university years, the college seeks to inspire students to a full lifetime of broad intellectual curiosity and continuing self-sustained inquiry and personal growth. Honors College courses are taught by its own faculty as well as by faculty from departments across campus. Two writing specialists are on the college staff. Each Honors College student selects a major from the regular departments or professional schools of the University. About 40 percent of the students major in one of the humanities or social sciences, 40 percent in a science, and 20 percent in a professional school discipline. Honors College courses are concentrated largely in the first two years of a four-year bachelor of arts (BA) degree program in a University department or school, supplemented with special colloquia and seminars in the junior and senior years. Course enrollments rarely exceed 25 students. The curriculum is a balance of humanities, social sciences, and sciences, and includes instruction in mathematics and foreign languages. Work in the major begins at least by the first term of the junior year. The student's college career culminates in an advanced research project in the major field of study. The senior thesis, which results from this work, is presented to an oral examination committee made up of faculty members from the major department and the Honors College. In this way, each student is given the opportunity to join the virtues of a liberal arts education with those of professional and specialized iearning in departments. Students and Faculty Those who study and teach in the Honors College share an openness to new ideas, a commitment to the energetic pursuit of excel- lence, and a concern for the full, harmonious development of the individual. There are more than 400 Honors College students representing interests in all the scholarly disciplines and coming from all over the nation and beyond. Honors College students participate in a wide range of campus and community activities: student and University government and commit- tees; the student newspaper, the Oregon Daily Emerald; University Theatre; School of Music productions; debate; and intramural and varsity athletics. Many Honors College graduates continue their education in various graduate schools around the country and the world. They study such diverse fields as law, architecture, medicine, molecular biology, and English language and literature. Other graduates go on to a wide variety of endeavors in such areas as public service, private enterprise, orthe Peace Corps. Honors College Center The Honors College is located on the third floor of Chapman Hall on the west side of the University of Oregon campus, near both the library and the bookstore. The Honors College Center consists of a classroom, a seminar room, faculty and ad- ministrative offices, student study rooms, a typing room, a kitchen, a library with study tables and quiet nooks, a computer room, and a small lounge. Academic Requirements Requirements for the bachelor of arts degree in the Honors College are a substitute for the various group requirements which other Univer- sity of Oregon students must meet for gradua- tion. Although carefully structured, Honors College requirements have inherent flexibility and may be adjusted appropriately to suit individual needs and backgrounds. In consulta- tion with advisers, students take full responsibil- ity for understanding and shaping their study programs within the broad context provided by these requirements. This process is itself a significant part of the education offered at the Honors College. FUll-year Sequences Honors College History. History (Honors College) (HST 107, 108, 109): an examination, through close study of secondary and primary source materials, of institutions and ideas that have shaped the modern world Honors College Literature. Honors College Literature (HC 101, 102, 103): a study of literature and the nature of literary experience through the reading of great works drawn from English and world literatures Humanities, Arts and Letters. Honors College Arts and Letters (HC 211,212,213): for exam- pie, selected topics dealing with majorwriters, artists, and composers; or Introduction to Visual Inquiry (AAA 180): processes of visual thinking; or creative writing Mathematics. Topics in Modern Mathematics (Honors College) (MTH 190, 191, 192): an illustration of mathematical thought and the application of mathematics to contemporary problems; or a special section of Calcuius (MTH 201,202,203) open to Honors College students; or approved courses such as Preparation for Calculus (MTH 115), Calculus forthe Nonphys- Honors College 85 ical Sciences (MTH 207, 208) and Probability and Statistics with Calculus (MTH 209) or computer science courses numbered CIS 201 and above Science. Approved courses. For example, General Chemistry (CH 204,205,206): first-year college chemistry for selected students with excellent backgrounds in high school chemis- try, mathematics, and physics; or Introduction to Experimental Psychology (Honors College) (PSY 217,218,219): someofthe majorccincepts and areas of research in modern psychology; or Honors College Science (HC 207, 208, 209): a challenging sequence of courses on the origins of the universe, the chemical origins of life, and evolution taught by representatives from several science departments; or other approved courses Social Science. Approved courses. For example, Honors College Social Science (HC 204,205,206): a treatment of the social science disciplines-economics, political science, sociology, anthropology, and psychology-in an integrated fashion; or Microeconomics and Macroeconomics (Honors) (EC 204, 205); or approved courses in one of the social science departments. Additional Courses Colloquia (generally taken in the junior or senior year). Topics and fields are diverse but should be outside the student's major. Recent topics include history of science, new religions, evolution and human behavior, the far right in recent American history, comic morality in literature, and the novel of youth and initiation Senior Seminar. Coordinated with major departments. Senior Seminar (HC 407) aids students in the preparation of the senior thesis or creative project Other Requirements. Honors College require- ments represent roughly one-third of a student's total four-year schedule, leaving time for general University requirements, major require- ments, and electives The Honors College is especially committed to excellence in writing. The program integrates instruction and practice in fundamental rhetori- cal skills-writing, reading, speaking, and listening-with the subject matter of the core courses, particularly in History (Honors College) (HST 107, 108., 109), Honors College Literature (HC 101,102, 103), and the senior seminar (HC 407). Students who graduate in the Honors College ordinarily do not take separate required writing courses. Students who transfer out of the Honors College before completing their degree work must satisfy the University com- position requirements. The general University requirements for a bachelor of arts (BA) degree are the equivalent of second-year competence in a foreign language (by completing second-year course work or by awaiver examination), 36 credits in literature and language, and basic knowledge of health (one course or awaiver examination). Before graduating, Honors College students must also meet the particular requirements, listed elsewhere in this catalog, of their major department or professional school, and they must have a 3.00 or better cumulative grade point average (GPA) at graduation. 86 Honors College Entering the Honors College High school seniors and students currently enrolled in the University or elsewhere are encouraged to consider entering the Honors College. Application Procedure Application must be made to both the University and the Honors College. Information on apply- ing to the University is available from the University's Office of Admissions. Honors College application materials are contained in a brochure which may be obtained from the Honors College office. A complete application consists of the following parts, all of which must be sent directly to the Honors College office: 1. Completed application form 2. A concise, well-organized essay of 300-600 words that critically evaluates one important aspect of your education to date and explains, in terms of this evaluation, what you feel the Honors College can offer you personally 3. Two letters of recommendation from two of the applicant's current teachers 4. High school grade transcripts and results of all College Board Scholastic Aptitude Test (SAT) or American College Test (ACT) scores. The Honors College also requires a Test of Standard Written English (TSWE) score Transfer students should also forward to the Honors College transcripts of all college work to date. Students who have attended another higher education institution, or who are currently enrolled in the University but not in the Honors College, may apply for admission if they (a) have a sound academic record in substan- tive courses of study; (b) have faculty sponsor- ship in the form of two good letters of recommen- dation from professors who can speak pointedly to the applicant's qualities; and (c) have a strong desire for a challenging liberal arts education in addition to specialized work in a major. Applications and questions concerning the Honors College may be addressed to: Director Robert D. Clark Honors College University of Oregon Eugene OR 97403 Telephone (503) 686-5414 Independent Study Program In addition to the curriculum designed for students who have been admitted to the Honors College, the University has created a special program, administered by the college but not limited to students enrolled in it. The Indepen- dent Study Program is designed for students whowantto pursue extended scholarly studies in an area not represented within established academic departments or schools. Students working for a Bachelor of Arts (BA) in Independent Study are usually juniors or seniors. In addition to Independent Study (He 402), these students must complete basic University BA requirements including group requirements, two years of college-level foreign language study, writing, health, and 36 credits of language and literature. They must also have specific, coherent plans for independent work. A proposal of these plans must be presented to a faculty committee demonstrating that this program of study is not available through any other department or school. In consultation with the committee, each student sets individual goals and designs a schedule of courses and research which will culminate in a senior thesis or project. Courses in the Honors College (HC) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 101, 102, 103 Honors College Literature (3,3,3) Literature and the nature of literary experience through reading great works drawn from English and other literatures. HST 107,108,109 History (Honors College) (3,3,3) See description under History. AAA 180 Introduction to Visual Inquiry (3) See description under Architecture and Allied Arts. MTH 190, 191, 192 Topics in Modern Mathematics (Honors College) (4,4,4) See description under Mathematics. 199 Specisl Studies (1·3R) Topics of current interest. GEOL 201, 202, 203 General Geology (4,4,4) See description under Geology. MTH 201, 202, 203 Calculus (4,4,4) See description under Mathematics. 204,205,206 Honors College Social Science(3,3,3) The thought, works, and methods of the social sciences. CH 204, 205, 206 General Chemistry (3,3,3) See description under Chemistry. EC 204, 205 Microeconomics and Macroeconomics (Honors) (3,3) See description under Economics. 207, 208, 209 Honors College Science (4,4,4) A challenging sequence of courses on the origins of the universe, the chemical origins of life, and evolution taught by science department faculty and designated for nonscience students. 211, 212, 213 Honors College Arts and Letters (3,3,3R) Intensive study in several areas of arts and letters; topics and areas change each term. PSY 217,218,219 Introduction to Experimental Psychology (Honors College) (4,4,4) See description under Psychology. Upper-Division Courses 402 Independent Study (1-17R) Open only to students accepted in the Independent Study Program. 405 Reading and Conference (Arr,R) 406 Special Problems (Arr,R) 407 Seminar (Arr,R) The 3-credit Junior Seminar explores basic research methods and initiates work on the senior thesis or project. The 2-credit Senior Seminar supports early work on the senior thesis or independent scholar project. 408 Colloquium (Arr,R) Offered in a wide range of topics. 409 Practicum (Arr,R) Humanities 302 Condon Hall Telephone (503) 686-4069 Steven D. Lowenstam, Program Director Program Committee Emmanuel S. Hatzantonis, Romance Languages Steven D. Lowenstam, Classics Gary M. Martin, Music Mavis Howe Mate, History Robert M. Maw, Chemistry Grant F. McKemie, Speech Richard A. Sundt, Art History Alan S. Wolfe, East Asian Languages and Literatures Participating Faculty William Calin, Romance Languages Sylvia B. Giustina, Romance Languages Gordon G. Goles, Geology Emmanuel S. Hatzantonis, Romance Languages Wolfgang A. Leppmann, Germanic Languages and Literatures Albert Leong, Russian Steven D. Lowenstam, Classics Leland M. Roth, Art History Richard A. Sundt, Art History Fruim Yurevich, Russian General Information Humanities is an interdisciplinary bachelor's degree program built around a core of literature, philosophy, and history. Its aim is to provide students with a knowledge of the ideas and institutions that form the basis of our Culture. Majors in their junior year, in consultation with their advisers, choose a particular topic in the humanities on which to concentrate: a chronological period, geographical area, or important theme. The program is designed to give adequate preparation for work in literature, law, government, religion, or the social sci- ences. It also seeks to help students develop an informed and intelligent response to prob- lems in modern society. Major Requirements Both lower- and upper-division courses re- quired for a major in humanities are listed below. Any course used to satisfy such requirements must be passed with a grade of C- or better. An upper-division course cannot be used to satisfy more than one requirement for the major in humanities. Lower-Division Requirements. Introduction to the Humanities I, II, III (HUM 101, 102, 103) Satisfaction of the University language require- ment for the bachelor of arts (BA) degree History of Western Civilization (HST 101, 102, 103) Survey of English Literature (ENG 204, 205, 206) History of Western Art (ARH 204, 205, 206) or History of Oriental Art (ARH 207, 208, 209) or Introduction to Music and Its Literature (MUS 201, 202, 203) Upper-Division Requirements. 9 credits of history relating to the field of concentration Three of the following Classics courses: Greek and Roman Epic (CL 301), Greek and Roman Tragedy (CL 302), Literature: Greek Philosophy (CL 303), Classical Comedy (CL 304), Latin Literature (CL 305) History of Ancient Philosophy (PHL 301, 302, 303) orHistory of Modern Philosophy (PHL304, 305,306) 9 credits of Humanities Program courses at the upper-division level 12 additional credits in any courses related to the field of concentration Honors Program The honors prog ram in humanities provides the opportunity for the student to present the area of concentration in a written thesis. The require- ments for a degree with honors are the following: 1. Satisfaction of the requirements for a major 2. A grade point average (GPA) of 3.50 in courses taken to meet the upper-division requirements of the major 3. A senior thesis of substantial quality, ap- proved by the thesis director and the program director Courses in Humanities (HUM) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 101 Introduction to the Humanities I (3) Ideas and modes of vision Western culture has inherited from the Classical period. Readings and discussions focus on literature, philosophy, history, the arts, and religion. Lowenstam. 102 Introduction to the Humanities II (3) Ideas and modes of vision Western culture has inherited from the medieval to the Renaissance periods. Readings and discussions focus on literature, philosophy, history, the arts, and religion. Calin, Sundt. 103 Introduction to the Humanities III (3) Ideas and modes of vision Western culture has inherited from the Age of Enlightenmentlo the modern period. Readings and discussions focus on literature, philosophy, the arts, and science. Roth. 131 Ascent of Humanity (3) Great revolutions in thought, social structure, and technology; how human beings develop an understanding of their own .universe; roots of some of the major problems facing us today. Goles. 199 Special Studies (1-3R) Current topics are Ancient Science and Culture, Asian Odyssey, and Slavic Civilization. Upper-Division Courses 351 Studies in Medieval Culture: [term sUbject] (3R) Interdisciplinary survey of medieval culture with focus on literature, art and architecture, philosophy, music, and daily life. Geographic areas or motifs may vary from term to term. Typical offerings are Dante and Cultural Confluences, Medieval History as Drama, and Medieval World. R twice when topic changes. 352 Studies in Renaissance Culture: [term subject] (3R) Interdisciplinary survey of the Renaissance with focus on literature, art and architecture, music, philosophy, and daily life. Geographic areas or motifs may vary from term to term. Typical offerings are Revival of Greek in Renaissance Florence, Venice: Cultural Anatomy, and Renaissance Music and Culture. R twice when topic changes. Hatzantonis. 354 Studies in Modern Culture: [term sUbject] (3R) Interdisciplinary survey of modern culture with focus on literature, art and architecture, music, philosophy, and social problems. Geographic areas or motifs may vary from term to term. Typical offerings are Contempo- rary Germany, ShOgun and Modern Japan. R twice when topic changes. Giustina, Leppmann. Note: Courses designated (M) or (G) maybe offered for graduate credit. 403 Thesis (Arr,R) 405 Reading and Conference (Arr,R) 407 (M) Seminar (Arr,R) Current topics are Art and Literature of Ancient Greece, Russian History and Literature. Not offered every year. 410 (M) Experimental Course (Arr,R) Recent topics have included Humanistic Foundations of Education, Sport and the Olympic Ideal, and Time and the Human Experience. All readings may be done in English translation. Additional Courses Humanities students may also be interested in these courses from other disciplines. See descriptions under appropriate departments. Biology. The Human Environment (BI 108) Classics. Classical World (CL 307, 308, 309), Classic Myths (CL 321) History. History of Greece (HST 411), History of Rome (HST 412,413), Cultural History from Nietzsche to Freud (HST 440) Landscape Architecture. Landscape Percep- tion (LA 490), Contemporary American Land- scape (LA 491) Mathematics. Mathematical Symmetry (MTH 152) Philosophy. Philosophy in Literature (PHL 331), Introduction to Philosophy of Science (PHL 339, 340) Theater Arts. Theater and Culture (TA471, 472) International Studies 87 International Studies 837 Prince Lucien Campbell Hall Telephone (503) 686·5051 Clarence E. Thurber, Program Director Gerald W. Fry, Associate Director Galen R. Martin, Research Associate University Committee on International Studies Gerald S. Albaum,' Marketing (international marketing, marketing research) Colette G. Craig,' Linguistics (language contact and bilin9ualism, ianguage and culture, Latin American studies) Vernon R. Dorjahn, Anthropology (Africa, political development, Liberia) Charles T. Duncan, Journalism (international jour- nalism, Australia) G. Ralph Falconeri, History (Asian studies, Japan) Michael B. Fish, East Asian Languages and Literatures (Chinese) Gerald W. Fry,' Political Science and International Studies (Pacific regional studies, Thailand, develop- ment theory) Peter B. Gontrum, Germanic Languages and litera- tures (modern drama and lyric poetry) Emmanuel S. Hatzantonis, Romance Languages (Italian civilization) Stephen E. Haynes, Economics (international trade and finance) Paul S. Holbo,* History (diplomatic history, U.S.-Latin America relations) Thomas Hovet, Jr., Political Science (international law and organization, ocean politics) Robert M. Jackson, Romance Languages (Latin American literature, Chile, Mexico) Jon L. Jacobson,' Law (international iaw, law of the sea) Carl L. Johannessen, Geography (Latin America, Costa Rica, pre- and post-contact studies) L. R. Jones,' Planning, Public Policy and Management (Pacific studies, Canadian studies, management in China) Stephen W. Kohl, East Asian Languages and litera- tures (Japanese civilization) Thomas Mills, International Services (Scandinavia, international cultural exchange) Michael J. Moravcsik: Physics (science in developing countries) Deanna M. Robinson: Speech (communication and cultural change) Warren E. Smith: School and Community Health (Pacific regional health problems, World Health Organization) Norman Sundberg, Psychology (cross-cultural psychology, India, Australia, Bali) Clarence E. Thurber: Political Science and Interna- tional Studies (Latin America, comparative develop- ment) Philip D. Young, Anthropology (Latin America, Panama) M. George Zaninovich,' Political Science (Yugoslavia, East Europe) • Executive Committee Emeritus John F. Gange, Professor Emeritus of International Studies and Public Affairs (U.S. foreign policy, economic assistance, Southeast Asia). BA, 1932, MA, 1934, Stanford. (1960) Undergraduate Studies The undergraduate International Studies Program offers an interdisciplinary bachelor of arts (BA) degree to students who want a 88 International Studies rigorous education in the basic elements of the field. The program provides a sound general education for the student interested in the complex interrelationships (political, economic, social, and cultural) that exist among nations in the highly interdependent modern world. The program also provides preprofessional training for careers in government, communica- tions, law, business, philanthropic foundations, and voluntary organizations. Advising. The role of the faculty adviser is central to the program. Students admitted to international studies should consult their advisers on progress at least once each term. Students interested in applying to the program should seek a faculty member with whom they have a common area of interest to act as their adviser, generally one of the committee mem- bers named above. Admission. Students must apply for admission during their sophomore or junior year at the University. Strong preference is given to applicants with a grade point average (GPA) of 3.00 or higher. Passino pass (PIN) grades are not considered in computing the GPA. With the adviser, the student draws up a proposed course of study. The curricular proposal and a statement of academic and career objectives are then submitted to the committee through the International Studies Program office. If the proposed course of study is accepted, the student must adhere to it unless revisions are approved in the program office. Core Program and Major Requirements The major consists of work in three core blocks: international relations, regional cultures and area studies, and global perspectives and issues. Required work in these blocks, including a final thesis, totals a minimum of 45 credits. Courses passed with a D grade may not be used to satisfy the major requirements. In addition, three years of a foreign language or the equivalent is required. The core program may include courses from a number of departments. The minimum require- ment is 15 credits in each block. All courses taken for the major, with the exception of the language requirement, must be graded. A maximum of 9 credits in courses taken to fulfill the University group requirements may be applied toward the international studies major. A maximum of 21 credits in courses taken in a single department may be applied toward the international studies major, exclusive of the language requirement. This is to permit an appropriate degree of specialization as well as to encourage double majors. The program does not offer a minor. Block A: International Relations. The student concentrates on the basic features of the international system including international governmental relations and foreign policy, international law and organizations, interna- tional trade and finance, economic develop- ment and transnational corporations, and international communications. Suggested Block A courses are listed later in this section. Block B: Regional Cultures and Area Studies. This block pertains to groups of nations sharing common historical, geographic, linguistic, and religious experiences. In satisfying the Block B requirement, students are expected to concen- trate on one regional culture or area. The foreign language should coincide with the region chosen. Areas with common experiences include, among others, Asia, Russia and Eastern Europe, or Latin America, in which the University has programs with curricular offerings from various departments. (See Asian Studies, Latin American Studies, and Russian and East European Studies sections of this catalog.) In developing a program of study, a student may want to consult committee members for these programs. For Western European Studies, Pacific Region Studies, or African Studies, the student may develop a program of courses by consulting an academic adviser with experience in the area of interest. Suggested Block B courses are listed later in this section. Block C: Global Perspectives and Issues. To fulfill the requirements for Block C, students are strongly encouraged to take a series of introduc- tory courses as follows: The Human Environ- ment (BI1 08), World Value Systems (INTL 250), and Rich Nations and Poor Nations: Conflict and Cooperation (INTL 252). After this overview of global perspectives and issues, students should take two or more specialized classes which will enable them to concentrate on one of the following: (a) world cultures, (b) popula- tion and resources, (c) problems of develop- ment, or (d) special topics. The last alternative allows the student, in consultation with an adviser, to use a special theme or topic as an integrating device. Examples of such topics are revolutions and international studies, scientific development and international relations, and the international system in a particular historical period. Proposals under special topics must also be submitted to the program office for approval. Students are encouraged to take most of their Block C courses in only one of these subareas. Suggested Block C courses are listed later in this section. Senior Thesis. The required thesis, written during the student's senior year, is an advanced 400-level inquiry into any of the three blocks. The thesis is written in consultation with the student's thesis adviser, usually a member of the University Committee on International Studies. The student writes a research paper or completes a senior project during a two-term period for a total of 6 credits, which may be included in the 45 credits required forthe major. Language Requirement. Students must achieve proficiency in a single foreign language at a level associated with thr\3e years of study. The language should coincide with the regional area chosen in Block B. Proficiency in the language may be achieved through classroom study, including advanced placement, or it may be demonstrated by examination. The student must be currently proficient in a single foreign language in order to satisfy this requirement. Study Abroad. Study in a foreign country is highly recommended to students majoring in international studies. For details see the Interna- tional Services section of this catalog and index entries under "Foreign study opportunities." Advice is available from the international services director in 330 Oregon Hall. Internship Option. Students may receive PIN credit for work done as interns. Interested students should inquire at the International Studies Program office. Suggested Core Block Courses Note: Courses are illustrative only, and com- prise approximately half of the University's offerings appropriate to international studies; the other half will be listed in the 1987-88 General Catalog. The following lists usually include only the first term of recommended sequences and generally reflect courses being offered during the current academic year. With prior approval from an adviser, other courses- including those numbered 407 and 410-may be selected from these and other departments. Block A: International Relations International Studies. Seminar: Aid to De- veloping Countries (INTL 407) Business Administration. International Fi- nance and Investment (FINL 463), International Marketing Management (MKTG 475), Interna- tional Transportation and Distribution Manage- ment (TRN 453) Economics. International Economics (EC 440), The Multinational Corporation (EC 462) Geography. Political Geography (GEOG 433), Economic Geography (GEOG 434) History. War and the Modern World (HST 216), History of American Foreign Relations since 1941 (HST 321), Europe, Africa, India (HST 365), The United States and the Problems of the Nuclear Age (HST 387) Journalism. International Journalism (J 491) Law. International Law (L 571) Political Science. Modern World Governments (PS 101), Crisis and Response in International Politics (PS 105), Introduction to Comparative Politics (PS 204), International Relations (PS 205), Political Ideologies (PS 225), United States Foreign Policy (PS 325), Theories of International Politics (PS 326), Communist Political Systems (PS 335), International Protec- tion of Human Rights (PS 419), International Organization (PS 420), Irenology: The Study of Peace (PS 421), International Law (PS 422), Comparative Foreign Policies (PS 440), Interna- tional Political Economy (PS 449), Political Behavior (PS 470), Political Leadership (PS 477), National Security Policy (PS 496) Sociology. Marxist Sociological Theory (SOC 375), Systems of War and Peace (SOC 464) Telecommunication and Film. Seminar: International Communication (TCF 407) Block B: Regional Cultures and Area Studies AFRICAN STUDIES Anthropology. Ethnology of Hunters and Gatherers (ANTH 301), Ethnology of Tribal Societies (ANTH 302), Ethnology of Peasant Societies (ANTH 303), Peoples of Africa (ANTH 326), Political Anthropology (ANTH 453) English. Black Folklore (ENG 448) Geography. Geography of Africa (GEOG 205) History. Afro-American History (HST 221), Europe, Africa, India (HST 365), History of South Africa (HST 415) ASIAN STUDIES. See the Asian Studies section of this catalog. CANADIAN STUDIES. See the Canadian Studies section of this catalog. LATIN AMERICAN STUDIES. See the Latin Ameri- can Studies section of this catalog. PACIFIC REGION STUDIES International Studies. Special Studies: Diver- sity and Specialization (INTL 199), Special Studies: Introduction to Australian Studies (INTL 199), Seminar: The Japan Phenomenon (INTL 407), Seminar: The Pacific Challenge (INTL 407), Seminar: The Overseas Executive (INTL 407) Anthropology. Peoples of the Pacific (ANTH 341), Asian and Pacific Archaeology (ANTH 350) Economics. Economics of the Pacific Rim (EC 453) RUSSIAN AND EAST EUROPEAN STUDIES. See the Russian and East European Studies section of this catalog. WESTERN EUROPEAN STUDIES Geography. Geography of Europe (GEOG 201), Geography of Western Europe (GEOG 464) History. Europe since 1789 (HST 301), Europe in the "Golden Age," 1890-1914 (HST 444), The Recovery of Europe, 1945-Present (HST 454), Economic History of Modern Europe (HST 455) Political Science. Politics of Western Europe I (PS 424) Note: Students who want to focus on one western European country should see related course offerings under Economics, Germanic Languages and Literatures, History, and Romance Languages. Block C: Global Perspectives and Issues WORLD CULTURES International Studies. World Value Systems (INTL 250), Seminar: World Value Systems (NfL 407) Anthropology. Ethnology of Hunters and Gatherers (ANTH 301), Ethnology of Tribal Societies (ANTH 302), Ethnology of Peasant Societies (ANTH 303) Dance. Cultural Backgrounds of Folk Dance, Music, and Art (DP 257), Dance Cultures of the World (DP 452) Education. Education in Anthropological Perspective (CI 471), Values and Human Behavior (CPSY 493), Counseling Nonwhite American Minorities (CPSY 495), Comparative Primary Education (EDPM 530), Anthropology and Education I (CI 582), Ethnographic Re- search in Education (CI 585) English. World Literature (ENG 107), Introduc- tion to Folklore and Myth (ENG 250) Geography. Landscape, Environment, and Culture (GEOG 103), Cultural Geography (GEOG 436), Geography of Languages (GEOG 438), Ethnic Geography (GEOG 439) History. World History (HST 110) Humanities. Ascent of Humanity (HUM 131) Journalism. International Advertising (J 443) Linguistics. Introduction to Linguistics (LING 290), Languages of the World (LING 311) Music. Music in World Cultures (MUS 258) Philosophy. Introduction to the Philosophy of Religion (PHL 204), Science and Humanity (PHL206), Social and Political Philosophy (PHL 307) Political Science. Art and the State (PS 301), Political Theory: 19th and 20th Centuries (PS 432), Politics of Multi-Ethnic Societies (PS 443) Psychology. Prejudice (PSY 415), Group and Individual Differences (PSY 419), Psycholin- guistics (PSY 440) Religious Studies. Great Religions of the World (R 201, 202, 203) Rhetoric and Communication. Introduction to Human Communication (RHCM 235) Sociology. Comparative Class Systems (SOC 452) POPULATION AND RESOURCES International Studies. Population and Global Resources (INTL 251), Seminar: Population and Global Resources (INTL 407) Anthropology. Human Ecology (ANTH 320), Human Biological Variation (ANTH 322), Food and Culture (ANTH 333) Biology. The Human Environment (BI 108), Human Genetics (BI222), Economic Botany (BI 232), Marine Ecology (BI 478) Chemistry. Chemistry, Nutrition, and World Food (CH 121) Economics. Resource Economics (EC 432) Geography. The Natural Environment (GEOG 101), Geography of Energy (GEOG 372), Geography of Water Resources (GEOG 483), World Regional Climatology (GEOG 487) Geology. Oceanography (GEOL 353) Health. World Health Problems (HEP 571) Law. Environmental Law (L576), Law of the Sea (L 577) Physics. Physics of Energy and Environment (PH 114) Planning, Public Policy and Management. Seminar: Natural Resource Policy (PPPM 407) Political Science. Ocean Politics (PS 423), Environmental Politics (PS 497) Sociology. Communities, Population, and Resources (SOC 210), World Population and Social Structure (SOC 303), Sociology of the Environment (SOC 416) PROBLEMS OF DEVELOPMENT International Studies. Rich Nations and Poor Nations: Conflict and Cooperation (INTL 252), Seminar: Aid to Developing Countries (INTl 407), Seminar: International Community De- velopment (INTL 407), Seminar: National Planning and Development (INTL 407), Semi- nar: Science and Development (INTL 407) International Studies 89 Anthropology. Seminar: International Develop- ment: Anthropological Perspectives (ANTH 407), Economic Anthropology (ANTH 454) Economics. Problems and Issues in the Developing Economies (EC 357), Economic Development (EC 457) Educational Policy and Management. Higher Education in Developing Countries (EDPM 530) Political Science. Communist Political Systems (PS 335), Marxist Political Theories (PS 433), Political Development and ReVOlution (PS 475) Sociology. Social Change (SOC 349), Sociol- ogy of Developing Areas (SOC 450), Bureauc- racy, Power, and Society (SOC 470) Graduate Studies An interdisciplinary master of arts (M.A.) program in international studies is offered for students who contemplate careers in foreign affairs, international organizations, or domestic organizations with international activities. A minimum of 63 credits must be completed for the degree. In addition, students without prior international experience are also expected to serve a relevant 12-credit internship. The M.A. program in international studies can be tailored to meet the unique professional needs of each student, and it provides the flexibility of interdisciplinary stUdy. In close consultation with her or his adviser, the student develops a study program which combines expertise in a specific professional area with interdisciplinary training in international studies. Areas of professional concentration inclUde, for example, planning, public policy and manage- ment; journalism; international communications; health education and nutrition; international business; and international education. Concen- trations in other professional areas, such as community development or general interna- tional program studies, can also be arranged. Graduates of the International StUdies Program have served as international technical advisers, career diplomats, international business and trade experts, analysts in Third World countries, community development professionals, and administrators of international programs. Graduate Curriculum Of the 63 credits needed to complete the degree, students are required to take a mini- mum of 27 graded credits: 12 in the interdisci- plinary core and 15 in the professional concen- tration area. A maximum of 21 credits may be taken in anyone dep.artment in order to permit an appropriate degree of specialization. Interdisciplinary Core. All students take 18 credits of interdisciplinary courses in interna- tional studies, which form the common core of the curriculum. The core is comprised of four major competence areas: cross-cultural under- standing and communication; understanding the dynamics of relations between the United States and developing countries; understand- ing major development theories and ap- proaches; and competence in cross-cultural research methods. Students may select from a range of specified courses to satisiy this requirement. A minimum of one course must be taken from each competence area. 90 International Studies Professional Concentration Area. All students take approximately 24 credits in their area of professional concentration. Courses in the concentration area are chosen in consultation with an adviser from the relevant cooperating department or professional school. Concentra- tion areas vary according to student interests and needs. For example, given the rapid influx of foreign students into United States univer- sities, counseling is likely to become an increas- ingly important professional concentration area. For students interested in agricultural extension and rural development, courses may be taken at Oregon State University. (For information on concurrent enrollment, see the Registration and Academic Policies section of this catalog.) With both the United States and the state of Oregon turning greater attention to export expansion, professional concentration in international economics and trade in the Pacific region represents another area of expanding oppor- tunities. Students interested in a general international program (for example, in preparation for the United States Foreign Service) may satisfy this requirement by taking 24 credits emphasizing international political, historical, economic, and cultural factors. Students interested in interna- tional communications and journalism might also concentrate on this area. Geographic Focus. All students take a mini- mum of 12 credits in their area of geographic specialty (e.g., East Asia, Africa, Latin America, the Pacific region). An area specialty is also possible as a professional concentration. Language Study and Competence. Students must demonstrate a current third-year level of proficiency in a foreign language relevant to their professional or geographic focus. Students who want to improve their language skills as part of their MA program may take second- and third-year Chinese, Japanese, or Russian, or they may take third- and fourth-year Romance or Germanic language courses in lieu of up to 5 credits in the Geographic Focus, 5 credits in the Professional Concentration Area, or 12 credits of the Field Internship. No more than 15 total credits of foreign language study may be applied toward fulfillment of program require- ments. Through completion of their master's degree requirements, foreign students whose high school or university instruction was not in English demonstrate proficiency in English as a second language. Field Internship. A 12-credit internship is required of students without prior international working experience and of those changing their professional focus. Internships in the Pacific region are currently being emphasized. The program hopes to be able to help students locate internships. Students who believe they have had sufficient international experience may submit a petition to the director of the International Studies Program to have the internship requirementwaived.lfgranted, such a waiver does not reduce the 53-credit require- ment for the degree. Exit Project. Each student is required to write a thesis or policy paper to complete require- ments. 9 credits are awarded for a thesis and 3 to 5 credits for a policy paper. Foreign Students. Foreign as well as United States students are encouraged to apply. Their study programs will be individually designed to meet their professional needs and those of the home country. Courses in International Studies (INTL) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 199 Special Studies (1-3R) 200 SEARCH (1-3R) 250 World Value Systems (3) Origin, diffusion, evolution, and present distribution of some of the major belief systems in the world and their implications for harmony and discord. 251 PopUlation and Global Resources (3) The world ecosystem from a global perspective, including qualitative and quantitative aspects of human popula- tions and their resources and alternative strategies for coping with global imbalance. 252 Rich Nations and Poor Nations: Conflict and Cooperation (3) Compares differences in national economics, politics, social structures, cultures, and world outlook. The central theme is how people seek to improve their quality of life. Upper-Division Courses Note: Courses designated (M) or (G) may be offered for graduate credit. 401 Research (Arr,R) Prereq: instructor's consent. PIN only. 403 (M) Thesis (Arr,R) Prereq: instructor's consent. Majors only. 405 (M) Reading and Conference (Arr,R) Prereq: instructor's consent. 406 (M) Field Studies (Arr,R) Prereq: instructor's consent. PIN only. 407 (G) Seminar (Arr,R) Current topics include Aid to Developing Countries, International Community Development, International Research Methods, International Rural Development, The Japan Phenome- non, National Planning and Development, The Overseas Executive, The Pacific Challenge, Population and Global Resources, Science and Development, and World Value Systems. 409 (M) Practicum (Arr,R) Closely supervised participation in the activities of public or private organizations, institutes, and community service agencies. Prereq: program director's consent. PIN only. 410 (G) Experimental Course (Arr,R) Graduate Courses 501 Research (Arr,R) Prereq: instructor's consent. PIN only. 503 Thesis (Arr,R) Prereq: exit project committee's consent. Majors only. PIN only. 505 Reading and Conference·(Arr,R) Prereq: instructor's consent. 506 Field Studies (Arr,R) Prereq: graduate standing and exit project committee's consent. PIN only. 509 Practicum (Arr,R) Closely supervised participa- tion in the activities of public or private organizations, institutes, and community service agencies. Prereq: program director's consent. PIN only. 510 Experimental Course (Arr,R) Latin American Studies 940 Prince Lucien Campbell Hall Telephone (503) 686-4861 Daniel Goldrich, Committee Chair Executive Committee Colette G. Craig, Linguistics Robert M. Jackson, Romance Languages Jeffrey D. Needell, History Clarence E. Thurber, International Studies Philip D. Young, Anthropology Participating FaCUlty George Ayora, Romance Languages William S. Ayres, Anthropology Colette G. Craig, lingUistics David J. Curland, Romance Languages Don E. Dumond, Anthropology Juan A. Epple, Romance Languages Maradel K. Gale, Planning, Public Policy and Management Richard P. Gale, Sociology Daniel Goldrich, Political Science Paul S. Holbo, History Robert M. Jackson, Romance Languages Carl L. Johannessen, Geography Raymond Mikesell, Economics Jeffrey D. Needell, History. On leave 1986-87 George W. Shipman, University Librarian Clarence E. Thurber, Political Science and International Studies Philip D. Young, Anthropology The University of Oregon offers undergraduate and graduate programs in Latin American studies under the auspices of the interdiscipli- nary Committee on Latin American Studies. No degree in Latin American stUdies is'available at the University. An emphasis on Latin America is available both at the bachelor of arts (BA) and at the master of arts (MA) levels in international studies and in history. See the International Studies and History sections of this catalog. Undergraduate Studies Preparation, High school students who have taken courses in political science, economics, history, or other approaches to international affairs, or who have participated in extra- curricular activities (such as the Oregon High School International Relations League) may well be interested in Latin American stUdies. Community college students who have taken courses in international relations may be interested in specializing in Latin American studies. Careers. Career opportunities for students completing Latin American studies are available through such avenues as the Peace Corps, the United States Foreign Service (including U.S. Information Service), the foreign aid programs of the American government, the United Nations, and through private foundations, international businesses, and international church organizations. Program Requirements The undergraduate program in Latin American studies reqUires the follOWing course work: 1. Historyof Latin America (HST350, 351,352) 2. The equivalent of two years of college-level Spanish or Portuguese or both 3. A major concentration in one of the following areas (requirements for each are listed below): anthropology, geography, history, or Spanish literature 4. A minimum of 12 credits in Latin American area courses (listed below) Anthropology. Students choosing a major concentration in anthropology must complete the following courses: Introduction to Archaeology (ANTH 107), Introduction to Human Evolution (ANTH 110), and Introduction to Cultural Anthropology (ANTH 120) 9 credits in physical anthropology courses numbered 300-499 9 credits in cultural anthropology courses numbered 300-499 including Native Central Americans (ANTH 318) and Native South Americans (ANTH 319) 9 credits in prehistory courses including Middle American Prehistory (ANTH 462) and South American Prehistory (ANTH 463) 6 additional credits in Latin American anthropol- ogy chosen from Research: Latin America (ANTH 401), Reading and Conference: Latin America (ANTH 405), and Seminar: Modern Latin America (ANTH 407) The advisers for Latin American anthropology are William S. Ayres, Don E. Dumond, and Philip D. Young. Geography. Students choosing a major con- centration in geography must complete a minimum of 33 additional credits in that field, of which 24 must be upper division. Specific requirements include the following: 9 credits of basic geography chosen from The Natural Environment (GEOG 101), Landscape, Environment, and Culture (GEOG 103), Urban Environment (GEOG 105), and Reading and Interpretation of Maps (GEOG 180) 12 additional credits of Latin American geog- raphy chosen from Research: Latin America (GEOG 401), Reading and Conference: Latin America (GEOG 405), Seminar: Latin America (GEOG 407), Seminar: The Latin American City (GEOG 407), and Geography of Middle America (GEOG 463) The adviser for Latin American geography is Carl L. Johannessen. History. Students choosing a major concentra- tion in history must complete a minimum of 36 additional credits in history, of which 18 must be upper division. Specific requirements include the following: History of Western Civilization (HST 101, 102, 103) 6 additional credits in Latin American history chosen from Research: Latin America (HST 401), Reading and Conference: Latin America (HST 405), Seminar: Latin America (HST 407), History of Brazil, 1500-1964 (HST 463), History of Mexico (HST 464), and The Caribbean and Central America in the Modern Period (HST 465) At least 12 credits of the history program must be in courses numbered 400-499 The advisers for Latin American history are Paul S. Holbo and Jeffrey D. Needell. Spanish Literature. Students choosing a major concentration in Spanish literature must com- plete a minimum of 45 upper-division credits, as outlined in the Romance Languages section of this catalog under "Literary Major in Spanish." Offerings include Introduction to Spanish- American Literature (SPAN 315), Chicano Literature (SPAN 328), Spanish-American Literature (SPAN 444), Spanish-American Short Story (SPAN 445), Novel of the Mexican Revolution (SPAN 446), and Portuguese and Brazilian Literature (PORT 471, 472, 473). The advisers for Spanish literature are George Ayora, David J. Curland, Juan A. Epple, and Robert M. Jackson. Latin American Area Courses. In addition to courses in a student's major concentration, a minimum of 12 credits are required, chosen from the folloWing courses: Native Central Americans (ANTH 318), Native South Americans (ANTH 319), Seminar: Modern Latin America (ANTH 407), Middle American Prehistory (ANTH 462), South American Prehis- tory (ANTH 463), Seminar: The Latin American City (GEOG 407), Seminar: Latin American Rural Settlement (GEOG 407), Geography of Middle America (GEOG 463), History of Brazil, 1500-1964 (HST 463), History of Mexico (HST 464), The Caribbean and Central America in the Modern Period (HST 465), Seminar: Interna- tional Community Development (INTL 407) Graduate Studies Specialization in Latin American studies at the graduate level is possible in a number of departments in the College of Arts and Sci- ences. Anthropology, economics, geography, history, international studies (an interdiscipli- nary master's degree program), political science, sociology, and Spanish (in the Ro- mance languages department) have graduate faculty members competent and interested in the area. It is possible to arrange graduate programs in these fields with a concentration in Latin American studies. Study Abroad University of Oregon students may stUdy in Mexico at the University of Guadalajara through an exchange agreement with the Northwest Interinstitutional Council on Study Abroad (NICSA). See also index entries in this catalog under "Foreign study opportunities." In addition, arrangements may be made on an individual basis for study in Guatemala, Mexico, or Costa Rica (see Colette G. Craig, Carl L. Johannessen, or Clarence E. Thurber), in Panama (see Philip D. Young), or in Spain (see Robert M. Jackson). Linguistics 91 Linguistics 233 Straub Hall Telephone (503) 686-3906 Scott DeLancey, Department Head FaCUlty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Colette G. Craig, Associate Professor (syntax, semantics, language typology, language contact and bilingualism, language and culture, latin American studies; Romance, Amerindian, and North African languages). License, 1968, Maltrise, 1969, Universite de Paris-Nanterre; PhD., 1975, Harvard. (1974) Scott Delancey, Associate Professor (phonology, syntax, semantics; Sino-Tibetan and East Asian languages). BA, 1972, Cornell; PhD., 1980, Indiana. (1982) Mary S. Erbaugh, Assistant Professor (psycholinguis- tics, child language acquisition, syntax, semantics, discourse analysis; Chinese language and culture). A.B., 1970, Oberlin; M.A., 1974, PhD., 1982, California, Berkeley. (1983) Thomas Giv6n, Professor (syntax, semantics, dis- course pragmatics, syntactic change, syntactic typology and language universals, language contact, pidgins and creoles, lexicography, philosophy of language; Indo-European, Amerindian, Austronesian, Semitic, African, and Sino-Tibetan languages). B.Sc., 1959, Jerusalem; M.S., 1962, M.A., 1966, PhD., 1969, California, Los Angeles. (1981) Derry Maisch, Associate Professor (historical and comparative linguistics, language and culture, sociolinguistics, historical phonology; Germanic languages). B.A., 1965, M.A., 1967, Chicago; Ph.D., 1971, Wisconsin, Madison. (1971) Russell S. Tomlin, Associate Professor (discourse analysis, syntax, semantics, second-language acquisition, English as a second language, typology and language universals). BA, 1973, Knox; MA, 1975, Ph.D., 1979, Michigan. (1979) Participating James L. Boren, English Sarah A. Douglas, Computer and Information Science Arthur M. Farley, Computer and Information Science Noriko Fujii, East Asian Languages and Literatures John T. Gage, English. On leave 1986-87 Morton Ann Gernsbacher, Psychology Stanley B. Greenfield, English Peter W. Jusczyk, Psychology Kenneth B. Liberman, Sociology Steven D. lowenstam, Classics Helmut R. Plant, Germanic languages and Literatures Michael I. Posner, Psychology. On leave 1986-87 Theodore Stern, Anthropology Philip D. Young, Anthropology General Information The Department of Linguistics offers instruction in linguistics leading to a bacheior of arts (BA), a master of arts (M A) in two options-general linguistics and English as a second language-- and a doctor of philosophy (PhD.) degree in linguistics with cross-disciplinary emphasis. American English Institute The American English Institute (AEI), directed by linguistics department faculty, provides English as a second language (ESL) instruction to nonnative speakers of English. It offers teaching, training, and employment oppor- tunities for graduate linguistics students in ESL methodology, second-language acquisition, and curriculum development, as well as research opportunities in the acquisition and teaching of language and related fields. 92 Linguistics Certification in Foreign Language Teaching Second-Language Acquisition and Language Teaching (LING 444) and Second-Language Teaching Methods (LING 445) can be applied toward state certification in foreign language teaching. Students who take either course for this purpose must complete their field research in the targeted language. Cognitive Science Program The Department of Linguistics participates in the interdisciplinary Cognitive Science Pro- gram, together with the anthropology, biology, computer and information science, and psychology departments. Graduate students at both the M.A. and the PhD. levels are encour- aged to pursue cross-disciplinary studies and research. For further information, see the Cognitive Science section of this catalog. Neuroscience See the Neuroscience section of this catalog for more information about the study of neurosci- ence at the University. Financial Aid The department offers several graduate teach- ing fellowships (GTFs) in linguistics and at the American English Institute (AEI) as well as a number of graduate research fellowships. Other types of support are occasionally available. Qualified applicants for graduate admission are eligible to apply for support. Undergraduate Studies The program offers instruction in the nature of human language, the structural variety of individual languages, and the methodology of conducting a linguistic investigation. The primary aim of linguistics as a science is to study the use and organization of human language in coding and communicating knowledge. Although linguists may study specific facts of many languages, they do so to gain insight into the properties and processes common to all languages. Such common features may in turn reflect universals of human cognitive, cultural, and social organization. Language occupies a central position in the human universe, so much so that it is often cited as a major criterion for defining humankind. Its use in the coding and processing of knowledge makes it relevant to psychology. As a tool of reasoning it verges on logic and philosophy. As a computational system it relates to computer science and language-data processing. As a repository of one's cultural world view, it is a part of anthropology. As an instrument of social intercourse and a mark of social identity, it interacts with sociology. As a biological subsys- tem lodged in the brain, it is highly relevant to neurology. As the primary vehicle of learning and maturation it is important for education. As an expressive medium it is the crux of literature and rhetoric. Careers. To gain understanding into the complexities of human language is thus to gain entrance into numerous fields of academic investigation and practical use. Indeed, com- puter programmers, conflict mediators, cryp- tologists, elementary school teachers,language teachers, lawyers, psychiatrists, speech therapists, and translators all depend heavily on understanding the nature and use of language. The bachelor's degree in linguistics provides a solid foundation for further graduate studies in anthropology, communication, computer science, education, journalism, linguistics, literature and languages, philosophy, psychol- ogy, sociology, or speech pathology. It is also a strong entry point into the various practical applied fields listed above. Bachelor of Arts Requirements 1. Two years of one foreign language and one year of another 2. The following required courses in linguistics: Introduction to Linguistics (LING 290) Languages of the World (LING 311) Phonetics (LING 411) Introduction to Phonology (LING 450) Syntax and Semantics I (LING 451) Syntax and Semantics II (LING 452) Historical and Comparative Linguistics (UNG 460) Sociolinguistics (LING 490) 3. At least 12 additional credits selected either from linguistics courses or from courses in other departments listed as relevant to linguistics. At least 6 of these must be upper-division credits, including at least one undergraduate Proseminar (LING 407) 4. All courses applied toward the major in linguistics must be taken on agraded basis. A course in which a grade of D or lower is earned cannot count toward the major 5. The study program of linguistics under- graduate majors must be approved by the departmental undergraduate adviser Minor Requirements The Department of Linguistics offers a minor in either of two options: cognitive science or social science. Listed below are courses required for completion of the minor in each option. Cognitive Science 24 credits Introduction to Linguistics (LING 290) or Elements of Linguistics (LING 421) . . . . . . . . .. 4 Phonetics (LING 411) 4 Introduction to Phonology (LING 450) or Discourse Analysis (LING 522) 4 Syntax and Semantics I (LING 451) 4 Syntax and Semantics II (LING 452) . . . . . . . . . .. 4 Empirical Methods in linguistics (LING 470) .... 4 Social Science 26 credits Introduction to Linguistics (LING 290) or Elements of Linguistics (LING 421) . . . . . . . . .. 4 Language, Culture, and Society (LING 295) . . . .. 3 Languages of the World (LING 311) . . . . . . . . . .. 3 Phonetics (LING 411) 4 Introduction to Phonology (LING 450) . . . . . . . . .. 4 Syntax and Semantics I (LING 451) 4 Syntax and Semantics II (LING 452) . . . . . . . . . .. 4 Graduate Studies Solid preparation in linguistics is an indispen- sable requirement for any further specialization at the graduate level, applied as well as theoretical. Although the faculty and courses deal with a wide variety of linguistic topics and issues, four facets of linguistics are strongly emphasized in the graduate program: 1. A functional approach to the study of language structure and use 2. An empirical, live-data, fieldwork, experi- mental, and cross-linguistic approach to the methodology of linguistic research 3. Interdisciplinary emphasis on the place of human language in its wider natural context 4. English as a second language, at both the teaching-methodology and research levels, and applied linguistics in general Master of Arts The master of arts (MA) program in linguistics offers two major options-one in linguistics, the other in applied linguistics (AL) and English as a second language (ESL). Both options require solid course work in language structure, function, and use. Students in the AL-ESL option are expected to take most of their ·elective courses within the ESL curriculum; other students may pursue a variety of electives in both linguistics and related disciplines. Admission Requirements. Admission into the M.A. program assumes the completion of the equivalent of the courses required for the BA in linguistics. Students may be admitted into the program without having previously completed such courses, but then they are required to take and pass (with at least a B- grade) the following upper-division courses: Introduction to Phonol- ogy (LING 450), Syntax and Semantics I (LING 451), and Syntax and Semantics II (LING 452). Required Courses. The following courses, totaling 34 credits, are required for an M.A. in linguistics: One Proseminar (LING 407G) or Seminar (LING 507) Empirical Methods in Linguistics (LING 470G) Linguistic Theory: Phonology (LING 514) Linguistic Theory: Syntax (LING 515) Linguistic Theory: Semantics (LING 516) Field Methods I, II, III (LING 517, 518, 519) Elective Courses. Students working toward an MA degree must take an additional 17 credits in graduate-level courses (not including LING 450,451, or452M), chosen either from linguis- tics or from relevant related disciplines and approved by the departmental graduate adviser. MA students pursuing the AL-ESL option must include the following: Second-Language Acquisition and Language Teaching (LING 444G) Second-Language Teaching Methods (LING 445G) English Grammar (ENG 490G) Teaching English as a Second Language: Practicum (UNG 509) '.dvanced Teaching English as a Second Language (LING 545) M.A. Examination. The MA degree in linguis- tics is granted upon successful completion of required course work (no course with a grade lower than C- can be counted to satisfy the degree requirements), maintenance of the University-prescribed grade point average, and the passing of a written examination. MA examinations are administered twice a year, at the end of the fall and spring terms. M.A. Thesis. Students in good standing in the program may be invited by the faculty to write an M.A. thesis rather than take the written M.A. examination. The faculty silting as a committee olthe whole must approve such an option, and one linguistics department faculty member must be willing to serve as thesis adviser. The thesis adviser will make recommendations to the faculty concerning the acceptability of the M.A. thesis. The faculty will either accept or reject the thesis. Doctor of Philosophy The doctor of philosophy (PhD.) program in linguistics is individually tailored to meet the needs and professional goals of the student, with strong cross-disciplinary emphasis on related fields with faculty strength on the University campus. These may include-but are not limited to-animal communication, anthropological linguistics, applied linguistics, cognitive science, discourse and text analysis, English linguistics, first- and second-language acquisition, language-data processing, neurolinguistics, psycholinguistics, sociolin- guistics, and speech pathology and speech therapy. Admission Requirements. Applicants ml.:lst have an M.A. in linguistics or its equivalent. Applicants without an M.A. may be admitted provisionally and must complete all prerequisite M.A.-level linguistics courses before they become regular graduate students. Each applicant is required to submit, along with the graduate application, a sample graduate research paper (or M.A. thesis) at least 30 pages in length. Residency Requirement. The Graduate School requires at least three years of full-time work beyond the bachelor's degree for the doctorate, with at least one year spent in continuous residence on the Eugene campus. The Department of Linguistics construes the latter requirement to mean that at least six courses, including seminars, must be taken within the program while the student is in continuous residence for three academic terms. Foreign Language Requirement. Students in the PhD. program must demonstrate profi- ciency in two foreign languages, either by examination or through course work. These languages are normally Chinese, French, German, Japanese, Russian, or Spanish, but the student may petition to substitute another language for one of the above if the student's study program or other special circumstances justify such a substitution. Required Courses. No specific courses are required for the Ph.D. Students must complete at least 32 credits of graduate courses in linguistics or related fields approved by their doctoral adviser. Of these 32 credits, at least 16 must be in linguistics and must include at least two seminars (one in syntax, semantics, or pragmatics). No courses required for the M.A. can count toward PhD. course require- ments. Doctoral Adviser. The department head will appoint a doctoral adviser for each student upon admission into the Ph.D. program. Doctoral Examination. Upon completion of all preceding requirements, the candidate may petition the department to take the doctoral examination. The examination consists of three original research papers of substantial length on topics approved by the faculty. At least two of the papers must be in two separate subfields of linguistics, while the third may be in a related field. The linguistics faculty accepts or rejects the papers. Upon successful completion of this examination, the student is advanced to candidacy. Doctoral Dissertation. The PhD. is granted upon completion of the preceding require- ments, the writing of an original dissertation acceptable to the doctoral committee, and an oral examination on the dissertation. A student may petition the department to waive the oral examination under special circumstances. The doctoral committee must include at least three linguistics faculty members, and it must be either chaired or cochaired by the student's doctoral adviser in linguistics. The student must submit a dissertation prospectus in writing, and it must be approved by the doctoral committee before the student begins writing the disserta- tion. Linguistics Colloquium The linguistics colloquium convenes once a week, usually in the afternoon, to hear presenta- tions on special topics of general interest by invited speakers from other departments or universities or by members of the linguistics department. including graduate students. All graduate students are expected to attend regularly. Advising and Review Practices Undergraduate students in linguistics are advised about their study program each term by the departmental undergraduate adviser. Graduate students are advised each term by the departmental graduate adviser. In addition, some students may be assigned a personal faculty adviser to advise them in the areas of their academic interest. The performance of each graduate student is reviewed at the end of each academic term by the faculty. In case a student falls below what the faculty considers minimal standards of performance in the graduate program, a representative of the faculty advises the student of such faculty assessment and suggests appropriate remedial steps. Courses in Linguistics (LING) An: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit S: must be taken in sequence Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. English as a Second Language (ESL) Courses 81 English Pronunciation for Foreign Students (2) Practice in the pronunciation of English; diagnosis of pronunciation problems; practice in accurately producing English sounds, sound sequences, stress, and intonation. 82 Listening Comprehension for Foreign Students (3) Practice in developing listening comprehension and in note taking; practice in listening to spoken English with emphasis on identifying main ideas and relationships. 83 Oral Communication for Foreign Students (3) Linguistics 93 Participation in conversation groups aimed at develop- ing expository and expressive oral skills: emphasis on improving conversational skills dealing with academic subject matter. 84 Reading and Vocabulary Development for Foreign Students (3) Development of reading and vocabulary skills in academic subjects. Readings selected from areas of student interest. Lower-Division Courses 150 Structure of English Words (3) Word structure and derivation in English. Greek- and Latin-derived vocabUlary; Germanic- and Romance-derived derivational rules. Understanding the dynamic structure of the English lexicon; prefixes, suffixes, and morphology. 199 Special Studies (1-3R) Survey of various topics in lingUistics. Recent topics are Coptic and Writing Systems. 290 Introduction to Linguistics (4) Study of human language and linguistics as a scientific and humanistic discipline. Basic concepts of the lexicon, phonology, syntax, semantics, and language change. Precludes credit for LING 421. 295 Language, Culture, and Society (3) Ways in which language reflects culture and in turn determines cultural world view; interaction between language and social structure, social relations and interpersonal communication. Upper-Division Courses 311 Languages of the World (3) A survey of the variability and distribution of the languages of the world in terms of lingUistic typology, genetic relationships, and geographic location. Prereq: LING 290 or 421. Note: Courses designated (M) or (G) may be offered for graduate credit. 401 Research (Arr,R) Individual research supervised by a faculty member. Prereq: instructor's consent. 403 (M) Honors Thesis (Arr,R) 405 Reading and Conference (Arr,R) Individual reading and bibliographic work supervised by a faculty member. Prereq: instructor's consent. 407 (G) Proseminar (Arr,R) Topics include history of linguistics, language contact, morphology, discourse pragmatics, conversational analysis, acoUstic pho- netics, psycholinguistics, language acquisition, and applied linguistics. Prereq: LING 451, 452. 410 Experimental Course (Arr,R) Recent topics are Classical Tibetan, Old Irish, and Translation Theory. 411 (M) Phonetics (4) The articulatory acoustic basis for the classification and description of speech sounds; relevance of this phonetic base to phonolog- ical analysis. Pre- or coreq: LING 290. 421 (M) Elements of Linguistics (4) Basic elements of language structure, function, and use, including basic concepts of the lexicon, phonology, morphology, syntax, semantics, and language change. Primariiy for nonmajors. Precludes credit for LING 290. 426 (G) Analysis of Language Structure: [term sUbject] (3R) Structure of individual languages, language subfamilies, or families. Specific languages vary, with selection most likely from Arabic, Austrone- sian, Bantu, Chinese, Greek, Hebrew, Hindi, Japanese, Latin. Prereq: LING 450, 451, 452 or instructor's consent. R when topic changes. 444 (G) Second-Language Acquisition and Language Teaching (4) Introduction to second- language acquisition and the teaching of English and other modern languages as second languages. One extra hour per week offield research, research paper. Prereq: LING 290 or 421. 445 (G) Second-Language Teaching Methods (4) Introduction to methods and techniques of teaching English and other modern languages as second languages. Course and curriculum design, testing, development and evaluation of materials, practice of specific teaching techniques. Prereq: LING 444. 450 (M) Introduction to Phonology (4) Study of sound systems in language. Phonemic contrasts, allophonic variation, and complementary distribution in relation to lexical coding of words, sound production, and sound perception. Prereq: LING 411 or equivalent. 451 (M) Syntax and Semantics I (4) Syntax within grammar; its interaction with lexicai meaning, proposi- 94 Linguistics tional semantics, and discourse pragmatics; syntactic structure; case roles; word order; grammatical morphology; tense, aspect, modality, and negation; definiteness and referentiality. Prereq: LING 290 or 421. 452 (M) Syntax and Semantics II (4) Complex syntactic structures and their discourse function; embedded, coordinate, and subordinate clauses; nondeclarative speech acts; topicalization, contrast, and focusing; transitivization and detransitivization. Data from various languages. Prereq: LING 451. 460 (G) Historical and Comparative Linguistics (4) Principles of language change and the methods of comparative and internal reconstruction; typological change in phonology, morphology, and syntax; language families and protolanguages. Prereq: LING 450,451. 470 (G) Empirical Methods in Linguistics (4) Empirical, quantified methods of data collection and analysis; statistical evaluation of results. Data derived from discourse, conversation, psycholinguistics, first- and second-ianguage acquisition, speech pathology, speech and writing deficiencies. Prereq: LING 450, 451, 452 or instructor's consent. 490 (G) Sociolinguistics (3) Language in relation to social and interpersonal interaction. Topics may include dialect geography, social and ethnic dialects, language contact, bilingualism and multilingualism, pidgins and creoles, or conversational analysis. Prereq: LING 450, 451, 452 or instructor's consent. Graduate Courses 501 Research (Arr,R) Individual research .on a specific topic supervised by a faculty member. Prereq: instructor's consent. PIN only. 503 Thesis (Arr,R) Individual research on MA thesis or Ph.D. dissertation, supervised by a faculty member. Prereq: instructor's consent. PIN only. 505 Reading and Conference (Arr,R) Individual reading and bibliographic work supervised by a faculty member. Prereq: instructor's consent. 507 Seminar(Arr,R) Topics include syntax, semantics, discourse pragmatics, stylistics, psycholinguistics, neurolinguistics, language contact, pidgins and creoles, first- or second-language acquisition, language and culture. Prereq: LING 450, 451, 452 or instructor's consent. 509 Teaching English as a Second Language: Praeticum (3) Supervised practicum in teaching English as a second language (TESL) either to adults or to children. Prereq: LING 444, 445. 510 Experimental Course (Arr,R) 514 Linguistic Theory: Phonology (4) Detailed investigation of issues in phonological theory. Topics may include sound systems and their typology, morphophonology, and the acquisition of phonological structures. Prereq: LING 450, 460. 515 Linguistic Theory: Syntax (4) Issues in syntactic theory. Topics may include universals of semantic, pragmatic, and discourse function and their relation to syntax; syntactic typology and universals, formal models in syntactic description. Prereq: LING 451,452. 516 Linguistic Theory: Semantics (4) Detailed investigation of issues in semantic and pragmatic theory. Topics may include universals of lexical semantics and discourse pragmatics and their interaction. Prereq: LING 451,452. 517, 518, 519 Field Methods I, II, III (5,5,5S) Super- vised linguistics fieldwork with language informants, both in and out of class. Application of language universals to the elicitation, analysis, and evaluation of data from particular languages; the writing of phonological, lexical, and grammatical descriptions; sentence versus text elicitation. Prereq: LING 450, 451, 452. . 522 Discourse Analysis (4) Language beyond the sentence level; elicitation and analysis of oral and written texts; quantitative text analysis. Information structure of discourse, discourse and syntax, conver- sational analysis, discourse pragmatics, discourse processing. Prereq: LING 451, 452. 545 Advanced Teaching English as a Second Language (4) Current issues and research-both theoretical and applied-in second-ianguage acqui- sition and teaching as related to teaching English as a second language (TESL). Prereq: LING 445. Mathematics 218 Fenton Hall Telephone (503) 686-4705 Charles R. B. Wright, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Frank W. Anderson, Professor (algebra). BA, 1951, M.S., 1952, Ph.D., 1954, Iowa. (1957) Fred C. Andrews, Professor (statistics). B.S., 1946, M.S., 1948, Washington (Seattle); Ph.D., 1953, California, Berkeley. (1957) Bruce A. Barnes, Professor (Banach algebras, operator theory). BA, 1960, Dartmouth; Ph.D., 1964, Cornell. (1968) Richard B. Barrar, Professor (applied mathematics, differential equations). B.S., 1947, M.S., 1948, Ph.D., 1952, Michigan. (1967) David H. Collingwood, Assistant Professor (Lie groups, harmonic analysis, representations). B.S., 1978, Wichita State; Ph.D., 1983, Utah. (1986) Charles W. Curtis, Professor (algebra). BA, 1947, Bowdoin; MA, 1948, Ph.D., 1951, Yale. (1969) Micheal N. Dyer, Professor (algebraic topology). B.A., 1960, Rice; Ph.D., 1965, California, Los Angeles. (1967) Robert S. Freeman, Associate Professor (partial differential equations, operator theory). BAE., 1947, New York; Ph.D., 1958, California, Berkeley. (1967) Mary L. Fulton, Instructor. BA, 1972, Nebraska Wesleyan; M.S., 1976, Virginia Commonwealth. (1981) Peter B. Gilkey, Professor (global analysis, differential geometry), B.S., 1966, MA, 1967, Yale; Ph.D., 1972, Harvard. (1981) David K. Harrison, Professor (algebra). BA, 1953, Williams; Ph.D., 1956, Princeton. (1963) James A. Isenberg, Assistant Professor (mathematical physics, differential geometry, nonlinear partial differential equations). A.B., 1973, Princeton; Ph.D., 1979, Maryland. (1982) William M. Kantor, Professor (finite geometries, finite groups, combinatorics). B.S., 1964. Brooklyn; MA, 1965, Ph.D., 1968, Wisconsin, Madison. (1971) Richard M. Koch, Professor (differential geometry). B.A., 1961, Harvard; Ph.D., 1964, Princeton. (1966) John V. Leahy, Professor (algebraic and differential geometry). Ph.D., 1965, Pennsyivania. (1967) Shlomo Libeskind, Professor (mathematics education). B.S., 1962, M.S., 1965, Technion-Israel Institute of Technology; Ph.D., 1971, Wisconsin, Madison. (1986) Henry L. Loeb, Professor (numerical analysis, approx- imation theory). B.S., 1949, Wisconsin, Madison; MA, 1958, Columbia; Ph.D., 1965, California, Los Angeles. (1967) Paul Olum, Professor (algebraic topology); President, University of Oregon. A.B., 1940, Harvard; MA, 1942, Princeton; Ph.D., 1947, Harvard. (1976) Theodore W. Palmer, Professor (analysis). BA, 1958, MA, 1958, Johns Hopkins; A.M., 1959, Ph.D., 1966, Harvard. (1970) Kenneth A. Ross, Professor (harmonic analysis). B.S., 1956, Utah; M.S., 1958, Ph.D., 1960, Washington (Seattle). (1965) Gary M. Seitz, Professor (group theory). A.B., 1964, MA, 1965, California, Berkeley; Ph.D., 1968, Oregon. (1970) Brad S. Shelton, Assistant Professor (Lie groups, harmonic analysis, representations). BA, 1976, Arizona; M.S., Ph.D., 1982, Washington (Seattle). (1985) Peter R. Sherman, Senior Instructor (mathematics education). B.S., 1947, M.S., 1949, Oregon; B.D., 1952, Pacific School of Religion, Berkeley. (1960) Allan J. Sieradski, Professor (algebraic topology, homotopy theory). B.S., 1962. Dayton; M.S., 1964, Ph.D., 1967, Michigan. (1967) Robert F. Tate, Professor (statistics). BA, 1944, California, Berkeley; M.S., 1949, North Carolina; Ph.D., 1952, California, Berkeley. (1965) Donald R. Truax, Professor (statistics). B.S., 1951, M.S., 1953, Washington (Seattle); Ph.D., 1955, Stanford. (1959) James M. Van Buskirk, Professor (topology, knot theory). B.S., 1954, Wisconsin, Superior; M.S., 1955, Ph.D., 1962, Wisconsin, Madison. (1962) Marie A. Vitulli, Associate Professor (algebraic geometry). BA, 1971, Rochester; MA, 1973, Ph.D., 1976, Pennsylvania. (1976) Marion I. Walter, Professor (mathematics education). BA, 1950, Hunter; M.S.. 1954, New York; D.Ed., 1967, Harvard. (1977) Lewis E. Ward, Jr., Professor (topology). A.B., 1949, California. Berkeley; M.S., 1951, Ph.D.. 1953, Tulane. (1959) Jerry M. Wolfe, Associate Professor (numerical analysis). B.S., 1966, Oregon State; MA, 1969, Ph.D., 1972, Washington (Seattle). (1970) Charles R. B. Wright, Professor (group theory). BA, 1956, MA, 1957, Nebraska; Ph.D., 1959, Wisconsin, Madison. (1961) Sergey Yuzvinsky, Professor (representation theory, combinatorics, mUltiplication of forms). MA, 1963, Ph.D., 1966, Leningrad. On leave 1986-87. (1980) Emeriti Glenn T. Beelman, Senior Instructor Emeritus. B.S., 1938, South Dakota State; A.M., 1962, George WaShington. (1966) Paul Civin, Professor Emeritus (Banach algebras). BA, 1939, Buffalo; MA, 1941, Ph.D., 1942, Duke. (1946) Kenneth S. Ghent, Professor Emeritus (number theory). BA, 1932, McMaster; S.M., 1933, Ph.D., 1935, Chicago. (1935) Ivan M. Niven, Professor Emeritus (number theory). BA, 1934, MA, 1936, British Columbia; Ph.D., 1938, Chicago. (1947) Undergraduate Studies Mathematics courses at the University are designed to satiSfy the needs of both majors and nonmajors interested in mathematics primarily as part of a broad liberal education. They also provide basic mathematical and statistical training for students in the social, biological, and physical sciences and in the professional schools; prepare teachers of mathematics; and provide advanced and graduate work for students specializing in the field. Preparation. Students planning to major in mathematics at the University should take three or four years of high school mathematics. Courses in algebra, geometry, trigonometry, and more advanced topics should be included whether offered as separate courses or as a unit. College transfer students who have completed a year of calculus should be able to complete the major requirements in mathematics at the University of Oregon in two additional years. Science Group Requirement. The department offers a variety of courses that satisfy the science group requirement for Plan I. These courses are MTH 150-158,231,232; MTH 201, 202, 203; MTH 201, 202, 209; and MTH 207. 208,209. Intermediate Algebra (MTH 100) does not satisfy science group requirements. The courses numbered 150-158 present ideas from areas of importa,nt mathematical activity in an elementary setting, stressing concepts more than computation. They do not provide prepara- tion for other mathematics courses but are compatible with further study in mathematics. Enrollment in Courses To enroll in a lower-division mathematics course, students must take the prescribed placement examination or present a grade report showing completion of the'prerequisite course with a grade of C- or P(pass) or higher. Students may not enroll for credit in courses that are prerequisite to those in mathematics for which they are concurrently enrolled or for which credit has already been received. Two sequences of calculus are offered. Cal- culus for the Nonphysical Sciences (MTH 207, 208) and Probability and Statistics with Calculus (MTH 209) form a sequence which is designed to serve the mathematical needs of students in the business, managerial, and social sciences. The first two terms (MTH 207, 208) provide a basic introduction to differential and integral calculus. The third term (MTH 209) provides an introduction to probability and applications to statistics. Calculus (MTH 201,202,203 or 209) is the standard sequence recommended to most students in the physical sciences and mathematics. Elements of Discrete Mathematics (MTH 231, 232, 233) provides an introduction to mathemat- ical concepts important to the study of computer science. Major Requirements The department offers undergraduate prepara- tion for graduate work in mathematics and statistics; for mathematics teaching at the secondary level; and for positions in govern- ment, business, and industry. Each student's major program is individually constructed in consultation with an adviser. To qualify for a bachelor's degree with a major in mathematics, a student must satisfy the requirements listed in one of the eight options below or receive explicit approval for an alternative program from the head adviser for undergraduate mathematics prior to the begin- ning of the last full year of study. Upper-division courses used to satisfy these requirements must be graded, and at most one grade of D may be counted toward the upper- division requirement. At least 12 credits in upper-division mathematics courses must be taken in residence at the University. All mathematics majors must take Elementary Analysis (MTH 321); all majors not graduating under option seven must take Linear Algebra (MTH 412). These courses are theoretical. In addition to covering specific results and techniques, they are designed to teach "mathe- matical thinking": how to prove theorems, to analyze problems, to invent algorithms, and to understand related chains of theorems. These courses increase the student's understanding of other upper-division courses. For this reason, it is important that they be taken at the right stage in the student's career. Most mathematics majors take Calculus of Several Variables with Linear Algebra (MTH 331, 332, 333) in the sophomore year and follow it with MTH 321 and MTH 412 early in the junior year. It is inadvisable to postpone MTH 412 until the senior year, because of the dangerof forgetting the needed linear algebra. The prerequisite for MTH 412 is MTH 331 or MTH 411; the department recom- mends that students who do well in MTH 331, 332, 333 should then take MTH 412, but students who have trouble with linear algebra should take MTH 411 first. Students should talk to a mathematics adviser if there is a question about which course to take. Option One: Graduate Preparatory. Required: 36 upper-division mathematics credits (exclu- siveofMTH 425, 426, 427), including MTH 331, 332,333, MTH 321 or 212, MTH 412 or 417, and at least two terms selected from one sequence and two terms selected from another sequence in the following sets: MTH 413, 414, 415,416,417; MTH 431, 432, 433; MTH 437, 438; MTH 447, 448, 449 Recommended: MTH 421, 422, 461, 462 Option Two: Statistics Emphasis. Required: 36 upper-division mathematics credits (exclu- sive of MTH 425, 426, 427), including MTH 331, 332,333; MTH 321 or 212; MTH 412 or 417; MTH 420 and either 441, 442, 443, or 444 or MTH 447, 448, 449 Recommended: MTH 428,429,430; MTH 450, 451; MTH 454, 455; and CIS 201, 203, 234 Note: Students planning graduate work in statistics are urged to take MTH 447, 448, 449 and MTH 431, 432, 433. Option Three: Physical Science Emphasis. Required: 34 upper-division mathematics credits (exclusive of MTH 425, 426, 427), including MTH 331 ,332,333, MTH 321 or 212, MTH 412 or 417, and at least five terms selected from among MTH 421 , 422; MTH 428, 429, 430; MTH 441, 442, 443; MTH 461; MTH 462; MTH 465; MTH 466; MTH 467 Also required: any two of the following three sets of sequences-CH 204, 205, 206 or CH 104, 105, 106; GEOL 201, 202, 203; PH 201, 202,203 or PH 211,212,213. An upper-division three-term sequence in chemistry or physics .may be substituted for one of these sequences. Upper-division geology sequences must have pr·ior approval. Recommended: MTH 415, 416, 417; MTH 431, 432, 433; MTH 444; PH 324, 325, 326; PH 421 , 422,423; PH 441,442,443; CH 441,442,443; GEOL 463 Option Four: Computer Science Emphasis. Required: 30 upper-division mathematics credits (exclusive of MTH 425, 426, 427), including MTH 331,332,333, MTH 321 or 212, MTH 412 or 417, and either MTH 428, 429, 430 or MTH 418, 419, 420 Also required: MTH 231 , 232; CIS 313, 314, 315 Recommended: MTH 328; MTH 354, 355; MTH 415,416,417; MTH 441,442; MTH 443; MTH 465 Option Five: Social Science or Business Emphasis. Required: 36 upper-division mathe- matics credits (exclusive of MTH 425, 426, 427), including MTH 331,332,333; MTH 321 or 212; MTH 4120r417; MTH420; MTH 441,442; MTH 443 or 444 Recommended: MTH 354,355; MTH 418, 419; MTH 428, 429, 430; MTH 437, 438; MTH 444; MTH 454, 455; MTH 461; MTH 462; EC 494, 495; PSY 433; DSC 425 Since this emphasis covers such diverse areas, it is essential for students to obtain explicit guidance from a mathematics adviser and an adviser in one of the social science departments or in the College of Business Administration. Mathematics 95 Option Six: Biological Science Emphasis. Required: 28 upper-division mathematics credits (exclusive of MTH 425, 426, 427), including MTH 331,332,333; MTH 321 or 212; MTH 412 or 417; MTH 441, 442; MTH 461 Also required: CH 104, 105, 106 or CH 204, 205, 206; PH 201, 202, 203 or PH 211, 212, 213; and B/291 ,292,293 (with laboratories, B/ 294, 295, 296) Recommended: MTH 413; MTH 420; MTH 428, 429, 430; MTH 443; MTH 444; MTH 450, 451; MTH 462; MTH 465; MTH 466; CIS 201,203; Bl 323; BI 426; BI 470; 81471; 81 472 Option Seven: Secondary Teaching Emphasis. Required: 30 upper-division mathe- matics credits (exclusive of MTH 425, 426, 427), including MTH 321 or 212; MTH 341,342,343; MTH 344,345; MTH 346 or 441; MTH 331 or 411 Also required: CIS 134 or 201 and at least 18 credits in education courses which apply toward the Oregon Basic teaching certificate Recommended: MTH 328; MTH 354, 355 Regular session courses with similar content and special upper-division and graduate courses offered during summer session may be approved by the departmental teacher educa- tion committee as acceptable substitutes for these courses. Prospective teachers should plan to do student teaching during a term which does not conflict with the required mathematics courses. Option Eight: Preengineering Emphasis. Required: 34 upper-division mathematics credits (exclusive of MTH 425, 426, 427), including MTH 321; MTH 331, 332, 333; MTH 412 or 417; MTH 461 and at least four terms from the following series: MTH 421, 422; MTH 428, 429, 430; MTH 462; MTH 465, 466, 467 Also required: CH 104, 105, 106 or CH 204, 205, 206; CIS 133 or 203; PH 201 , 202, 203 or PH 211, 212, 213 Recommended: MTH 431,432; MTH441, 442, 443; PH 324, 325, 326 Minor Requirements The minor program is intended for any student with astrong interest in mathematics, regardless of major. While students in such closely allied fields as computer and information science or physics often complete double majors, students with more distantly related majors such as psychology or history may find the minor program useful. . To earn a minor in mathematics, a student must complete at least 24 credits in mathematics at the 200 level or higher, excluding Elements of Statistical Methods (MTH 425, 426, 427) and including at least 18 upper-division credits. Only one grade of D may be counted toward fUlfilling the upper-division requirement. All upper-division courses must be taken for grades. The flexibility of the mathematics minor program allows each student, in consultation with a mathematics adviser, totailorthe program to his or her own needs. Elementary School Teaching For certification to teach in an elementary school in Oregon, the Teacher Standards and Practices Commission requires demonstrated competence in mathematics. This requirement may be met by satisfactorily completing the 96 Mathematics sequence Mathematics for Elementary Teachers (MTH 121, 122, 123). Exact minimum certification requirements are available from the College of Education. Secondary School Teaching The Department of Mathematics offers work for preparation to teach mathematics in public secondary schools. Certification as an Oregon secondary teacher with a mathematics endorse- ment requires satisfactory completion of a program of teacher preparation, which includes subject matter preparation in the teaching specialty and in professional education, as well as recommendation of the institution in which the preparation is completed. The mathematics . department offers work toward Basic and Standard Oregon certification. For specific information regarding requirements for a mathematics endorsement, students should consult the department endorsement adviser for teacher education and the coordinator for secondary education in the College of Educa- tion. Honors and Awards Students preparing to graduate with honors in mathematics should notify the chair of the Undergraduate Affairs Committee not later than the first term of their senior year. They must complete two of the following four sets of courses with at least a B average (3.00 GPA): MTH 413, 414 (or MTH 415, 416); MTH 431, 432; MTH 437,438; MTH 447, 448 (or MTH447, 454). They must also write a thesis covering advanced topics assigned by their adviser. The honors degree will be awarded those whose work is judged truly exceptional. The William Lowell Putnam examination, a competitive, nationally administered mathemat- ics examination, is given early each December. It contains 12 very challenging problems, with prizes awarded the top finishers in the nation. Those interested should consult the chairofthe Undergraduate Affairs Committee at the beginning of fall term. Facilities The department office and the Mathematics Library, a branch of the Science Library, are located in Fenton Hall. An undergraduate lounge equipped with tables, blackboards, and mathematics books and periodicals is in Deady Hall. Graduate Studies The University offers graduate study in mathe- matics leading to the master of arts (MA), master of science (M.S.), and doctor of philosophy (Ph.D.) degrees. Master's degree programs leading to the M.S. or MA degree are available to suit the needs of students with differing objectives. There are programs for those intending to continue toward the doctorate and for those who plan to con- clude their formal study of pure or applied mathematics at the master's level. A teachers' master's degree program gives intensive preparation for those planning careers in secondary school or community college teaching. An interdisciplinary master's degree program in teaching and mathematics serves those who already hold a Basic teaching certificate; this program may be pursued conveniently during summer sessions. Appli- cants for summers-only admission must satisfy the graduate admission requirements. Admission is dependent upon the student's previous academic record--both overall academic quality and adequate mathematical background for the applicant's proposed degree program. Application forms for admis- sion to the Graduate School may be obtained by writing to the head of the Department of Mathematics. Prospective applicants should take note of the general University requirements for graduate admission which appear in the Graduate School section of this catalog. Transcripts from all undergraduate and graduate institutions attended and copies of Graduate Record Examination (GRE) scores in the Verbal, Quantitative, and Mathematics Tests should be submitted to the department. In addition to general Graduate School require- ments, the specific graduate program courses and conditions listed below must be fulfilled. Further details can be found in the Department of Mathematics Graduate Student Handbook, available in the department office. All mathemat- ics courses applied to degree requirements, including associated reading courses, must be graded. A final written or oral examination or both is required for master's degrees except under the pre-PhD. option outlined below. This examination is waived under circumstances outlined in the departmental Graduate Student Handbook. Master's Degree Programs Pre-Ph.D. Master's Degree Program. Of the required 45 credits, at least 18 must be in 500-level mathematics courses; at most, 15 may be in graduate-Ievei courses other than mathematics. Students must complete two 500-level sequences acceptable for the qualifying examinations in the PhD. program. In addition, they must complete either one other 500-level sequence or a combination of three terms of 500-level courses approved by the master's degree subcommittee of the Graduate Affairs Committee. Master's Degree Program. Of the required 45 credits, at least 9 must be in 500-level mathematics courses, excluding MTH 505; at most, 15 may be in graduate-level courses other than mathematics. Students must take a minimum of two of the following sequences and one 500-level se- quence, or two 500-level sequences and one of the following: MTH 412, 413, 414 or MTH 415, 416,417; MTH 431, 432, 433; MTH 437,438, 439; MTH 447,448,449 or MTH 447, 454, 455. Students should also have taken, at some time, a three-term upper-division or graduate se- quence in statistics, numerical analysis, com- puting, or other applied mathematics. Teachers' Master's Degree Program. Of the required 45 credits, at least 9 must be in 500-level mathematics courses. Students must take at least 36 credits in mathematics courses at eitherthe 400G or 500 level or both, to include the following or their equivalents: (a) MTH 412, 413, 414 or MTH 415, 416,417; (b) MTH 431,432,433; (c) two terms from one of the following groups: MTH 437, 438, 439; MTH 447,448,449 or MTH 447,454,455; MTH 487, 488, 489; MTH 534, 535, 536. Students should also have taken, at some time, one-term or longer courses in introductory linear algebra, set theory and mathematical logic, and differential equations or functions of several variables. Interdisciplinary Studies: Teaching and Mathematics. This program is intended for secondary school teachers of mathematics. To be admitted, an applicant must have had at least 18 undergraduate credits in mathematics and a reasonable background in education courses as evidenced by holding a Basic Oregon certificate for secondary teaching or other equivalent credential. The program may be coordinated with work toward the Standard teaching certificate. Of the required 45 credits, at least 9 must be in 500-level courses. Students must take a minimum of 9 credits of planned graduate education and 36 credits of planned graduate mathematics courses (400M, 400G, and 500 levels). Planned courses are selected and approved at the start of the program of study and may not be altered except with permission of the student's adviser. Doctor of Philosophy The PhD. is a degree of quality not to be conferred in routine fashion after completion of any specific number of courses or after attendance in Graduate School for a given number of years. The department offers programs leading to the PhD. degree in the areas of algebra, analysis, applied mathematics, combinatorics, geometry, mathematical physics, numerical analysis, probability, statistics, and topology. Advanced graduate courses in these areas are ordinarily offered in Seminar (MTH 507); see course descriptions for a list of seminars to be offered this year. Each student, upon entering the graduate program in mathematics, will review previous studies and objectives with the Graduate Advising Committee. On the basis of this consultation, tentative admittance to the mas- ter's degree program or the pre-PhD. program will be granted. A student in the pre-PhD. program may also be a candidate for the master's degree. Pre-Ph.D. Program. To be admitted to the pre-PhD. program, an entering graduate. student must have completed a course of study equivalent to the graduate preparatory bachelor's degree program described above. Other students will be placed in the master's degree program and may apply for admittance to the pre-PhD. program following a year of graduate study. Students in the pre-PhD. program must take the qualifying examination at the beginning of their second year during the week before classes begin fall term. The qualifying examination, consists of examinations on two basic 500-level graduate courses, one from each of two of the following three categories: (a) algebra, (b) analysis, (c) numer- ical analysis, probability, statistics, or topology. Ph.D. Program. Admission to the PhD. pro- gram is based upon the following criteria: satisfactory performance on the qualifying examination, completion of three courses at a level commensu rate with study toward a PhD., and satisfactory performance in seminars or other courses taken as a part of the pre-PhD. or PhD. programs. Students who are not admitted to the PhD. program because of unsatisfactory performance on the fall term qualifying examination may retake the qualifying examination at the beginning of winter term. A student in the PhD. program is advanced to candidacy after passing two language examina- tions and the comprehensive examination. To complete the requirements for the PhD., candidates must submit a dissertation, have it read and approved by a dissertation committee, and defend it orally in a formal public meeting. Language Requirement. The department expects PhD. candidates to be able to read mathematical material in two foreign languages selected from French, German, and Russian. (Alternative languages are acceptable in certain fields.) Language requirements may be fulfilled by (a) passing a departmentally administered examination; (b) satisfactorily completing a second-year college-level language course; or (c) passing an Educational Testing Service (ETS) examination. Comprehensive Examination. This is an oral examination emphasizing the basic material in the student's general area of interest. A student is expected to take this examination during the first three years in the combined pre-PhD. and PhD. programs. To be eligible to take this examination, a student must have completed the language examinations and nearly all the course work needed for the PhD. Dissertation. PhD. candidates in mathematics must submit a dissertation containing substan- . tial original work in mathematics. Requirements for final defense of the thesis are those of the Graduate School. Courses in Mathematics (MTH) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Remedial Course 40 Preparatory Mathematics (4) For students whose ·preparation includes less than one year of algebra or whose placement examination scores indicate inadequate preparation for entry Into the regular mathematics curriculum. Credit for enrollment (eligibil- ity) but not toward graduation; satisfies no University or college requirement. PIN only. Additional fee required. Lower-Division Courses 100 Intermediate Algebra (4) Fundamentals of algebra, but not intended for beginners. Designed as a review for those with a year (or a little more) of high school algebra. Prereq: MTH 40 or satisfactory placement score. 101 College Algebra (4) Algebra needed as prepara- tion for MTH 102, for MTH 207, and for other courses for which this is a prerequisite. Intended for those with one and one-half to two years of high school algebra. Prereq: MTH 100 or satisfactory placementtest score. 102 Elementary Functions (4) Trigonometric,. logarithmic, and exponential functions and their graphs. Intended as preparation for MTH 201. Prereq: MTH 101 or satisfactory placement test score. 115 Preparation for Calculus (4) For entering students who have had a conSiderable amount of high school mathematics and whose placement scores indicate a need for precalculus mathematics. Not suitable as preparation for MTH 207. Prereq: satisfac- tory placement test score. Offered fall term only. 121, 122, 123 Mathematics for Elementary Teachers (3,3,3) Sequence covering the mathematics needed toteach grades K-8. Structure of the number system, logical thinking, topics in geometry, simple functions, and basic statistics and probability. Calculators, concrete materials, and problem-solVing approaches. Prereq for 121: MTH 100 and high schOOl geometry, or satisfactory placement test score. Prereq for 122 and 123: passing preceding course with a grade of C- or better. Prospective elementary teachers only. 124 Mathematics of Finance (4) Simple and com- pound interest and discount annuities, periodic-pay- ment plans, bonds, depreciation, mathematics of insurance, and other topics related to business. Prereq: MTH 101 or equivalent. Last offered 1984. 150 Introduction to Probability (3) Elementary survey emphasizing basic concepts; application to problems in many fields. Not open to students with credit for MTH 232. Prereq: MTH 100 or entrance placement for MTH 101. 151 Combinatorics (3) Study of counting problems where simple enumeration is impractical; permuta- tions, networks; interesting historical problems; applications to economics, statistics, and computer programming. Not open to students with credit for MTH 232. Prereq: MTH 100 or entrance placement for MTH 101. Last offered 1983. 152 Mathematical Symmetry (3) Common mathemat- ical symmetry properties of objects occurring in architecture, art, and the natural sciences; reflections and rotations; the concept of a group of symmetries. Prereq: one year of high school geometry and MTH 100 or entrance placement for MTH 101. 153 Introduction to Game Theory (3) Study of decision making in a competitive environment. Restricted to games of strategy with two participants where the gains of one are the other's losses. Prereq: MTH 100 or entrance placement for MTH 101. 154 Mathematical Milestones (3) Examination of severai major mathematical discoveries of the 18th and 19th centuries with emphasis on particular results rather than on the overall flow of history. Prereq: one term of 100-level mathematics or departmental consent. Last offered 1976. 155 Maximum and Minimum Problems (3) Use of inequalities to determine maximum and minimum values in arithmetic, algebra, and geometry. Prereq: MTH 101 or equivalent. Last offered 1975. 156 Concepts of Statistics (3) Fundamental ideas of statistics with illustrative examples. Correct problem formulation and correct use of definitions and notation. Features of modern statistical thinking in a mathemat- ically elementary atmosphere. Primarily for lower- division stUdents. Prereq: MTH 100 or entrance placement for MTH 101. 157 Elementary Theory of Numbers (3) Basic properties of whole numbers. Topics include prime numbers, congruences, Fermat's theorem, equations in integers, irrational numbers, and famous unsolved problems. Prereq: MTH 100 or entrance placement for MTH 101. Last offered 1984. Mathematics 97 158 Introduction to Matrix Algebra (3) Vectors and matrices, matrix algebra, linear and quadratic forms, applications to two- and three-dimensional geometry, linear least squares, and Markov chains. Prereq: MTH 101 or eqUivalent. Last offered 1981. 190, 191, 192 Topics in Modern Mathematics (Honors College) (4,4,4) Selected topics chosen to illustrate mathematical thought and application of mathematics to contemporary problems. Does not provide preparation for calculus. Prereq: one and one-half years of high school algebra or MTH 100. 199 Special Studies (1-3R) 200 SEARCH (1-3R) 201,202,203 Calculus (4,4,4) Standard sequence for students of physical, biological, and social sciences and of mathematics. Prereq: MTH 102, MTH 115, or high school trigonometry and satisfactory placement score. Credit cannot be received for both MTH 201 and 207, nor for both 202 and 208. However, credit can be received for both MTH 203 and 209. 207, 208 Calculus for the Nonphysical Sciences (4,4) Two-term introduction to topics in differential and integral calculus including some aspects of the calculus of several variables. For students in the social and managerial sciences whose programs do not require upper-division courses in calculus. Those planning graduate study should consult an adViser before beginning this sequence. Prereq: MTH 101 or satisfactory placement test score. Credit cannot be received for both MTH 201 and 207, nor for both 202 and 208. 209 Probability and Statistics with Calculus (4) Introduction to probability and statistics using calCUlus as a foundation; discrete and continuous probability; sampling distributions; point and interval estimation. Prereq: MTH 202 or 208. 210, 211, 212 Theory of Calculus (2,2,2) Rigorous treatment of the theoretical aspects of calculus that are introduced in MTH 201, 202, 203. Related topics are also studied. For students with high aptitude for and interest in mathematics. Intended for students. concurrently enrolled in MTH 201, 202, 203. Last offered 1980. 231, 232, 233 Elements of Discrete Mathematics (4,4,4) 231,232: finite and infinite sets, mathematical induction, permutations and combinations, relations and functions, theory of graphs with applications, Boolean algebra, and discrete probability. 233: generating functions, recurrence relations, elementary theory of groups and rings. Must betaken in sequence. Prereq: MTH 101 or satisfactory placementtest score. Upper-Division Courses 321 Elementary Analysis (4) Rigorous treatment of certain topics introduced in calculus, including . continuity and differentiation, sequences and senes, uniform convergence and continuity. Prereq: year sequence in calculus. Not open to students who have credit in MTH 212. 328 Number Theory (3) DiVisibility, congruences, number theoretic functions, Diophantine equations. Prereq: year sequence in calculus or instructor's consent. 331 332, 333 Calculus of Several Variables WithLln~ar Algebra (4,4,4) lntroduction to differential equations and linear algebra with applications. Calculus of functions of several variables, from a vector viewpoint, including partial differentiation, the gradient, divergence and curl, line and surface integrals, Green's and Stokes's theorems. Since this sequence covers most of the material in MTH 411, some students who take it do not need to take MTH 411. Prereq: MTH 203 or instructor's consent. 341, 342, 343 Fundamentals of Algebra (3,3,3) Complex numbers, the theory of equations, and an introduction to algebraic structures including groups, rings, fields, and polynomial rings. Prereq: year sequence in calculus or instructor's consent. 344, 345 Fundamentals of Geometry (3,3) Analysis of Euclidean and non-Euclidean geometries using vectors, transformations, and coordinates as well as synthetic techniques in two and three dimensions. Prereq: year sequence in calculus or instructor's consent. 98 Mathematics 346 Fundamentals of Statistics (3) Topics in probability and statistics for prospective secondary school teachers of mathematics. Probability and random variables; binomial and other distributions; tests of hypotheses and linear estimates. Prereq: year sequence in calculus or instructor's consent. 354, 355 Mathematical Logic and Set Theory (3,3) Mathematical logic and set theory, propositional calculus, predicate calculus, algebra of sets, functions and relations, cardinal numbers ordinal numbers point sets on the real line. Prere'q: year sequence' in calculus or instructor's consent. Note: Courses designated (Ml or (G) may be offered for graduate credit. 403 Thesis (Arr,R) 405 Reading and Conference (Arr,R) 407 (G) Seminar (Arr,R) 410 (G) Experimental Course (Arr,R) 411 (M) Introduct0l')' Linear Algebra (3) Computa- tional vector and matrix algebra; n-dimensional vector spaces; systems of linear equations; linear maps; rank, nullity; determinants. Applications. Prereq: two terms of calculus or instructor's consent. Students who have credit for MTH 331, 332, 333 should consult a mathematics adviser before enrolling. 412 (G) Linear Algebra (4) Theoretical view of MTH 331 or MTH 411. Vector space over an arbitrary field, linear transformations, inner product spaces, minimal polynomials. Prereq: MTH 331, 411, or instructor's consent. 413 (G) Topics in Linear Algebra (4) Continuation of MTH 412. Characteristic roots and vectors; minimal and characteristic polynomials; Jordan canonical form; bilinear, quadratic, and hermitian forms. Principal aXIs theorem; orthogonal, unitary, and symmetric transformations. Prereq: MTH 412 or instructor's consent. 414 (G) Algebraic Structures (4) Introduction to the theory of groups, rings, and fields. Prereq: MTH 413. Not open to students with credit for MTH 415 or 416. 415,416, 417 (G) Introduction to Abstract Algebra (4,4,4) Theory of groups, rings, fields, polynomial rings; linear algebra; theory of a single linear transformation' rational decomposition theorem; Jordan canonical' form. Prereq: MTH 201, 202, 203 or equivalents. 418,419 (M) Applied Algebra (3,3) Modular arithmetic, elementary properties of groups, polynomial ideals, finite fields. Construction of combinatorial designs and orthogonal Latin squares, algebraic coding theory. Prereq: MTH 331 or 411. 420 (M) Applied Linear Algebra (3) Linear inequalities and convex sets in Euclidean space. Linear program- ming with applications to economic models, transpor- tallon problems, game theory. Stochastic matrices with applications to Markov processes, random walks. Prereq: MTH 331 or 411. 421,422 (M) Functions of a Complex Variable (3,3) Complex numbers, linear fractional transformations Cauchy-Riemann equations, Cauchy's theorem and applications, power series, residue theorem, contour Intewatlon, harmonic functions, conformal mapping, Infinite products. Prereq: MTH 332 or instructor's consent. 425, 426 (M) Elements of Statistical Methods (3 3) Two-term sequence in statistical methods' not ' intended for mathematics majors. Presentation of data' sampling distributions; tests of significance; confi- ' dence Intervals; simple linear regression; analysis of variance; correlation; nonparametric statistics. Prereq: MTH 100 or equivalent. 427 (M) Elements of Statistical.Methods (3) Intended for students with previous statistical methods course. Multiple linear regression, analysis of variance and correlation techniques. Use of MINITAB and SAS statistical computing systems. 428, 429, 430 (M) Introduction to Numerical Analysis (3,3,3) Methods of numerical analysis with applications. Elementary theory for numerical solutions of differential equations, splines, and fast Fourier transform. Prereq: CIS 201; pre- or coreq: MTH 331. 431, 432, 433 (G) Introduction to Analysis (4,4,4) Differentiation and Integration on the real line and in n-dimensional Euclidean space; normed linear spaces and metric spaces; vector field theory and differential forms. Prereq: MTH 321 and MTH 331 332 333 or instructor's consent. ' , 437, 438, 439 ~G) Introduction to Topology (4,4,4) Elementary pOint-set topology with an introduction to combinatorial topology and homotopy. Prereq: upper-division mathematics sequence or instructor's consent. 441,442 (M) Introduction to Statistical Theory (3,3) Elementary theory of probability, sampling distribu- tions, estimation and testing of hypotheses. Prereq: year sequence in calculus. 443, (M) Regression Analysis and Analysis of Variance (3) Least squares, simple linear regression, mUltiple regression, model-1 analysis of variance as an example of regression, orthogonal polynomials, nonlinear regression, adaptation of regression problems for computer programming. Prereq: MTH 442. 444 (M) Nonparametric Statistics (3) Rank order tests; sign test, Wilcoxon test, k-sample tests; tests for randomness and goodness of fit; comparison of tests Including large sample power and efficiency. Prereq: MTH 442. 447 (G) Introduction to Probability Theory (4) Topics Include discrete and continuous random variables expectation, joint distributions, moment generating and characteristic functions, the weak law of large numbers, and the central limit theorem. Prereq: MTH 333 or instructor's consent. 448,449 (G) Mathematical Statistics (4,4) Statistical models, point estimation, confidence interval estima- tion, Neyman-Pearson theory, likelihood ratio tests, linear models, regression analysis of variance, analysis of discrete data, nonparametric models, decision theory. Prereq: MTH 447 or instructor's consent. 450, 4~1 (G) Statlst!.cal Design and Analysis of Experiments (4,4) Linear models and analysis of variance, factorial designs, incomplete and partially balanced deSigns, response surfaces, existence of various designs. Prereq: MTH 442 and MTH 331 or 411. Last offered 1974. 454, 455 (G) Stochastic Processes (4,4) Discrete- time Markov chains Including random walk, queuing theory, and branching processes; renewal theory; continuous-time Markov chains; second-order processes, prediction, and filtering. Prereq: MTH 447 or Instructor's consent. Last offered 1983. 457, 458, 459 (M) Foundations of Mathematics (2-4,2-4,2-4) Offered infrequently, summer session only. 461 (M) .Introduction to Differential Equations (3) Linear differential equations, applications, series solutions of differential equations. Prereq: MTH 331. 462 (M) Differential Equations (3) Systems of equations, boundary value problems, Green's functions, special functions. Prereq: MTH 331 or 411 and MTH 461. 465 (M) Fourier Series and Orthogonal Functions (3) Orthogonal functions; mean convergence; Fourier ser,es, Legendre polynomials; Bessel functions. Applications to partial differential equations. Prereq: MTH 332. 466 (M) Fourier and Laplace Integrals (3) Fourier and Laplace transforms and applications to partial dlfferenllal equallons. Prereq: MTH 332 or instructor's consent. 467 (M) Topics in Applied Mathematics (3) Topics selected from Integral equations and distribution theory. Prereq: MTH 332 or instructor's consent. 468, 469 (M) Probability and Statistics (2-4,2-4) Offered Infrequently, summer session only. 478, 479 (M) .Algebra (2-4,2-4) Offered infrequently, summer session only. 487, 488, 489 (G) Geometry (4,4,4) Euclidean and Lobachevskian geometry; area theory; ruler and compass constructions; elements of projective geometry; subgeometrles of projective geometry; geometric transformations. Primarily for mathematics teachers. Prereq: year sequence in calculus and senior or graduate standing or instructor's consent. Not offered 1986-87. 498, 499 (M) .Analysis (2-4,2-4) Offered infrequently, summer session only. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 507 Seminar (Arr,R) Topics include Algebraic Algorithms, Classical Lie Algebras, Commutative Algebra, Distributions, Low-Dimensional Topology, R.epresentatlons of Finite Groups, Representations of LI.eAlgebras, Topics in Numerical Analysis, Topics in Ring Theory, and Topology of Algebraic Variations. 510 Experimental Course (Arr,R) 511 Mathematical Concepts for the M.B.A. Student (4) Algebra and geometry of real Euclidean space. The concepts of calculus, both single- and multiple- variable; applications of calculus to business and economics. Prereq: enrollment in Master of Business Administration (M.B.A.) degree program. Last offered 1984. 521, 522, 523 Partial Differential Equations (4-5, 4-5,4-5) Cauchy-Kowalewsky theorem, first-order systems, classification of second-order equations, boundary-value problems forthe Laplace and Poisson equations, Inilial value, and mixed problems. Prereq: MTH 433 and MTH 331 or 411; MTH 421 recom- mended. Last offered 1976. 531,532,533 Linear Analysis in Applied Mathemat- ics (4-5,4-5,4-5) Theory of integral equations calculus of variations, partial differential equations, boundary value problems, linear operators, integral transforms spectral theory: distributions, ~igenfunction expan- ' Slons with applications. Primarily for physical science majors. Prereq: MTH 333, 461, and 421 or equivalent or instructor's consent. Last offered 1977. ' 534, 535, 536 Numerical Analysis (4-5,4-5,4-5) AnalysIs of numerical methodsfor solving a variety of mathematical problems Including the solution of linear and nonlinear equations, the computation of eigen- values and eigenvectors, Interpolation, integration, and the solution of differential equations; rates of convergence and numerical stability. Prereq: MTH 412,433,461 and an Introductory course in numerical analysis, or instructor's consent. 541, 542, 543 Abstract Algebra (4-5,4-5,4-5) Group theory, fields, Galois theory, algebraic numbers, matrices, rings, algebras. 551,552,553 Theory of Functions of a Real Variable (4-5,4-5,4-5) Measure and integration, Hilbert and Banach spaces, and related topics. 554, 555, 556 Theory of Functions of a Complex Variable (4-5,4-5,4-5) The theory of Cauchy, power series, contour Integration, analytic continuation, entire functions, and related topics. 561,562,563 Modern Theories in Analysis (4-5 4-5,4-5) Measure theo~, Banach spaces and alg~­ bras, analysIs In topological groups; modern functional analysis; emphasis on connections with classical analysis and applications to harmonic analysis. 571, 572, 573 Topology (4-5,4-5,4-5) General and point-set topology, introduction to algebraic topology. 579, 580 Algebra (2-4,2-4) Offered infrequently, summer session only. 581, 582, 583 Theory of Estimation and Testing Hypotheses (4-5,4-5!4-5)Uniformly most powerful tests; unbiased tests; Invariant tests; minimax tests' the univariate and multivariate general linear hypoth~sis. Minimum variance unbiased estimation. 584,585, 586.Theory of Probability (4-5,4-5,4-5) Measure and Integration, probability spaces, laws of large numbers, the central limit theory, conditioning, martingales, random walks. 589 Geometry (2-4) Offered infrequently, summer session only. . 591, 592, 593 Advanced Mathematical Statistics (4-5,4-5,4-5) Topics selected from analysis of variance and design of experiments; nonparametric statist'lcs; multivariate analysIs; large sample theory; sequential analysIs. 598, 599 Ana.lysls (2-4,2-4) Offered infrequently, summer session only. 31-36 credits .. 3 . 3 . 9 4 Medieval Studies 447 Prince Lucien Campbell Hall Telephone (503) 686-4826 Mavis Howe Mate, Committee Chair Steering Committee James L. Boren, English Thomas A. Brady, History Stanley B. Greenfield, English Emmanuel S. Hatzantonis, Romance Languages Mavis Howe Mate, History A. Dean McKenzie, Art History Helmut R. Plant, Germanic Languages and Literatures Richard A. Sundt, Art History Minor Requirements A minor in Western medieval studies provides students with a broad, interdisciplinary back- ground that functions as a good base for graduate work in a more specialized area. This minor may be substituted for one arts and letters cluster. The interdisciplinary minor in Western medieval studies requires 31-36 credits, distributed as follows: Course Requirements History of Western Art (ARH 205) Chaucer (ENG 428) : . Middle Ages (HST 421, 422, 423) .. Dante and His Times (ITAL 464) ..... One art history course selected from the list of approved electives below 3 Additional electives, chosen from list below.. 9-14 Electives History majors must take four courses from the following list of electives and other majors must take three, excluding courses that count for the major. Art History. History of Western Architecture (ARH 312), Medieval Iconography and Literary Sources (ARH 324), Medieval Art and Architec- ture in Germany (ARH 325), Western Medieval Art (ARH 424, 425, 426), Early Medieval Architecture (ARH 427), Romanesque Architec- ture (ARH 428), Gothic Architecture I, II (ARH 429,430) English. Old English Literature in Translation (ENG 424), Introduction to Middle English (ENG 426), Troilus and Criseyde (ENG 429) Germanic Languages and Literatures. Medieval German Literature in Translation (GER 255) History. The Age of Discoveries (HST 310), Early Social Thought (HST 425) Humanities. Studies in Medieval Culture (HUM 351) Philosophy. History of Ancient Philosophy (PHL 303) Religious Studies. History of Christianity (R 322) Romance Languages. Dante and His Times (ITAL 465, 466) In addition, students are strongly urged to take at least two years of Latin. Students should plan their programs as early in their undergraduate careers as possible with the aid of a faculty adviser chosen from among the steering committee members. With the adviser's consent, a course numbered 407, 408, or 410 may be substituted for one of the elective courses. Grades of mid-C or better must be earned in all courses applied toward the minor; at least five of the courses must be taken at the University of Oregon. For more information on the minor in medieval studies, contact the committee chair. Neuroscience 99 Neuroscience 219 Huestis Hall Telephone (503) 686-4556 Russell D. Fernald, Institute Director Participating Faculty William E. Bradshaw, Biology Frederick W. Dahlquist, Chemistry Judith S. Eisen, Biology Russell D. Fernald, Biology Barbara Gordon-Lickey, Psychology Marvin Gordon-Lickey, Psychology Philip Grant, Biology Steven Keele, Psychology Daniel P. Kimble, Psychology Charles B. Kimmel, Biology Gary A. Klug, Physical Education and Human Movement Studies Richard Marrocco, Psychology Michael Menaker, Biology Peter M. O'Day, Biology Gary E. Pickard, Biology Michael I. Posner, Psychology. On leave 1986-87 Kent A. Stevens, Computer and Information Science Nathan J. Tublitz, Biology Tadmiri R. Venkatesh, Chemistry Monte Westerfield, Biology James A. Weston, Biology Marjorie Wool/acott, Physical Education and Human Movement Studies. On leave 1986-87 Graduate Study in Neuroscience Neuroscience is an interdisciplinary study concerned with neural development, neural function, and behavior. At the University of Oregon the graduate training program in neuroscience is centered in the Institute of Neuroscience, housed in modern quarters within the science complex. The 22 participating faculty members come from five departments: biology, chemistry, computer and information science, physical education and human movement studies, and psychology. Programs of study are offered in the areas of vision, audition, circadian rhythmicity, learning and memory, motor control, and developmental neurobiology. Curriculum In order to obtain essential background in neuroscience, nearly all first-year graduate students take a sequence of core courses which are taught cooperatively by the faculty. The core consists of a comprehensive series of lectures and laboratories in neuroanatomy and cellular neurophysiology. Most students also take a lecture course in either neurochemistry, neuroethology, or developmental neurobiology. Elective courses are available in a large variety of subjects (see listing under Courses in Neuroscience). FaCUlty-Student Seminars Faculty and graduate students participate in weekly informal seminars that feature lively discussion of research papers in specific areas of neuroscience. Faculty and students also participate in the Neuroscience Seminar, a weekly series featuring visiting scientists. The purpose of the neuroscience seminar is to keep faculty and students abreast of current develop- ments within the broad field of neuroscience. Research Students are encouraged to begin participating 100 Neuroscience in laboratory research at the very beg'inn'ing 01 their graduate training. The laboratory rotation program is directed toward this purpose. In the rotation program new students are invited to participate in the activities of a different labora- tory group during each of the three terms of the first year. Participation may include carrying out a research project, joining in ongoing experi- ments, or participating in other activities. This program allows students to learn firsthand about different approaches to the study of neuroscience before choosing an area of concentration. Doctoral Study Students wanting to enter the neuroscience program should apply to the PhD. program of a participating department and indicate their interest in neuroscience. Such applications will be reviewed by the neuroscience faculty as well as the departmental admission committee. Specific questions regarding prerequisites and deadlines may be obtained by writing directly to one of the participating departments, Univer- sity of Oregon, Eugene OR 97403. Additional information about the Institute of Neuroscience may be obtained by writing to: Graduate Secretary Institute of Neuroscience University of Oregon Eugene OR 97403 See also the Research Institutes section of this catalog. Courses in Neuroscience Biology. Vertebrate Endocrinology (BI 411), Endocrinology Laboratory (BI 412), Compara- tive Physiology (BI413), General and Compara- tive Physiology (BI414), Cellular Neurophysiol- ogy (BI 415), Comparative Neurobiology (BI 416), Neuroanatomy (BI 417), Neuroanatomy Laboratory (BI 418), Cellular Neurophysiology Laboratory (BI 419), Neurochemistry (BI 420), Biological Clocks (B/421), Cell Motility (BI428), Eukaryotic Gene Regulation (BI451), Develop- mental Neurobiology (BI 456), Membrane Structure and Function (BI 489), Animal Be- havior (BI 490), Principles of Microscopic Techniques (BI 523, 524, 525) Chemistry. Organic Chemistry (CH 331, 332, 333), Introductory Organic Laboratory (CH 337, 338), Biochemistry (BI 461, 462, 463), Biochemistry Laboratory (B/ 464) Computer and Information Science. Artificial Intelligence (CIS 571), Visual Information Processing (CIS 574) Physical Education and Human Movement Studies. Motor Learning (PEP 332), Motor Skill Learning (PEP 533), Theory of Motor Control and Learning (PEP 535), Neurological Mechanisms Underlying Human Movement (PEP 536), Motor Development (PEP 567) Psychology. Experimental Course: Biology of Learning (PSY 41 0), Learning and Memory (PSY 433), Cognition (PSY 435), Human Performance (PSY 436), Psychology of Perception (PSY 438), Brain Mechanisms of Behavior (PSY 445), Cellular Mechanisms of Behavior (PSY 447), The Integrative Action of the Nervous System (PSY 448), Sensory Processes (PSY 449), Hormones and Behavior (PSY 450), Cognitive Development (PSY 475), Language Acquisition (PSY 476) Philosophy 338 Prince Lucien Campbell Hall Telephone (503) 686-5547 Cheyney C. Ryan, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Henry A. Alexander, Jr., Associate Professor (epis- temology, historyof philosophy). BA, 1947, Princeton; M.A., 1951, Ph.D., 1955, California, Berkeley. (1964) William E. Davie, Associate Professor (ethics, Wiltgen- stein, history of philosophy). BA, 1964, Washington (Seattle); Ph.D., 1969, California, Irvine. (1968) Robert T. Herbert, Professor (metaphysics, philosophy of religion). BA, 1952, MA, 1954, Ph.D., 1962, Nebraska. (1966) Don S. Levi, Associate Professor (logic, philosophy of mathematics). BA, 1956, Wisconsin, Madison; MA, 1961, Ph.D., 1962, Harvard. (1964) Cheyney C. Ryan, Associate Professor (political philosophy, philosophy of social science). MA, 1973, Ph.D., 1974, Boston. (1974) Catherine W. Wilson, Associate Professor (philosophy of science, philosophy of language, aesthetics). BA, 1972, Yale; B.Phil., 1974, Oxford; Ph.D., 1977, Princeton. (1978) Arnulf Zweig, Professor (Kant, philosophy of iaw, history of philosophy). BA, 1952, Rochester; Ph.D., 1960, Stanford. (1956) Emeritus John Wisdom, Professor Emeritus (philosophical methods). BA, 1923, MA, 1934, Cambridge. (1968) Undergraduate Studies The Department of Philosophy offers many lower- and upper-division courses of interest to students in areas of concentration other than philosophy. A major program leading to either the bachelor of arts (BA) or the bachelor of sGience (B.S.) degree is also available. Freshmen and transfer students planning to study philosophy should be prepared to read rather difficult prose, since virtually all courses in the department use primary rather than secondary sources. The ability to write precise, analytical, coherent essays is also essential in most philosophy courses. Major Requirement~ The minimum major requirement is 45 credits of course work in philosophy with grades of C- or P (pass) or better, including 36 credits in upper-division courses. The 45-credit require- ment must include any three terms from the History of Ancient Philosophy (PHL 301, 302, 303) orthe History of Modern Philosophy (PHL 304,305,306), one term of Symbolic Logic (PHL 461, 462) or History of Logic (PHL 455, 456), and 6 credits in courses on the works of specific authors. Courses of study must be arranged in consultation with the undergraduate major adviser. Minor Requirements The minimum requirement for a philosophy minor is 24 credits in philosophy with grades of C- or P (pass) or better, including 15 upper- division credits. The 15 credits must include any three terms from the History of Ancient Philosophy (PHL 301, 302, 303) or the History of Modern Philosophy (PHL 304,305,306) and 3 credits on the works of specific authors. Honors Any philosophy major may, by fUlfilling the requirements described below, graduate with honors. Grade Point Average. To enter the honors program, the student must have a grade point average (GPA) of at least 3.00 in philosophy courses at the end of the junior year; to complete the program the student must have a GPA of at least 3.50 in philosophy at the end of the senior year. Courses. Besides those courses required of all philosophy majors, a candidate for honors must take an additional 6 credits of the 45 credits in philosophy at the 400 level. Senior Thesis. The candidate must write an honors thesis under the guidance of a member of the philosophy faculty chosen as thesis adviser. Thethesis must be a substantial piece of work, and it may be a revised and expanded version of a term paper. The thesis requires approval by the thesis adviser only. Upon fulfilling these requirements, the candi- date is then approved to receive a bachelor's degree with honors. Graduate Studies The department offers a graduate program leading to the master of arts (MA) and the doctor of philosophy (PhD.) degrees. The department's graduate offerings are intended to meet the needs of three types of students: (1) those preparing to work for the Ph.D. in philosophy with a goal of teaching and research; (2) those not intending to take further graduate work in philosophy after earning a master's degree; (3) those interested in philosophy as part of a program with a major in some other department. The department's graduate program offers the possibility of concentration in various areas of philosophy, e.g., ethics, theory of knowledge, philosophy of mind, metaphysics, aesthetics, legal philosophy, philosophy of language. Each student's graduate program is individually determined by consultation with an advisory committee. Advanced work in mathematical logic, phenomenology, and Oriental philosophy is not currently offered at the University. Applicants for admission to graduate studies are asked to write a brief letter explaining their philosophical background and their specific philosophical interests, to help the department's Admissions Committee decide whether ours is the most appropriate philosophy department for the applicant's goals. Applicants are urged to read some of the publications of faculty mem- bers in the department in order to see the sort of work being done here. In addition to general University regulations governing graduate admission (see the Graduate School section of this catalog), the Department of Philosophy also requires appli- cants to submit three confidential report forms completed by teachers (preferably philosophy professors) familiar with the applicant's academic background. The Graduate Record Examination (GRE) is recommended, though it is not a formal requirement for admission. Applicants should write to the department, explaining their interest in graduate studies at the University and requesting an Application for Graduate Admission. The first copy and one complete set of transcripts, together with the $25.00 application fee, should be sent to the Office of Admissions, 270 Oregon Hall. The other four copies oHhe application, along with another set of transcripts, should be forwarded to the Department of Philosophy. Confidential report forms should be sent directly to the department by the professors recommending the applicant. Graduate teaching fellowships (GTFs) are the only form of financial aid available in the philosophy department. An application form will be provided upon request. Two or more years are generally required to complete the master's degree. Courses in Philosophy (PHL) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering' System, and Sample Course listings. Lower-Division Courses 199 Special Studies (1-3R) 200 SEARCH (1-3R) 201 Introduction to Philosophy: Ethics (3) Philosophical study of morality, e.g., ethical relativism; justification of moral judgments; concepts of duty, right, and wrong. 202 Introduction to Philosophy: Theory of Knowl- edge (3) Philosophical analysis of problems of knOWledge, e.g., empiricism; rationalism; skepticism; the problems of a priori knOWledge, perception. sense data. 203 Introduction to Philosophy: Metaphysics (3) Some classical metaphysical problems, e.g., sub- stance, universals, causality, mind and body, the nature and justification of metaphysical claims. 204 Introduction to Philosophy of Religion (3) Philosophical analysis and justification of religious claims and concepts, e.g., God, the soul, immortality. 205 Contemporary Moral Issues (3) Philosophical problems connected with such topics as civil disobedi- ence, the morality of war, abortion, conscription, compensatory justice. 206 Science and Humanity (3) Philosophical prob- lems concerning the nature of scientific explanation and its implications concerning the nature of humanity and human actions. Not ollered 1986-87. 210 Free Will and Determinism (3) Philosophical investigation of such topics as behaviorism, foreknowl- edge and free will, indeterminism and determinism, human action and responsibility. 212 Existentialism (3) Basic ideas of the Christian and atheistic divisions of the existentialist movement; some attention to the philosophical situation which has generated the existentialist rebellion. 221 Elementary Logic (3) Introduction to the study of reasoning. How to recognize, analyze, criticize, and construct the main types of argument and proof. 222 Elementary Aesthetics (3) StUdy of aesthetic fact and value and of the relation of aesthetic interest to other human interests, such as the moral, the intellec- tual, and the religious. Upper-Division Courses 301,302,303 History of Ancient Philosophy (3,3,3) Survey of the history of philosophy from the pre- Socratic through the medieval period, with particular attention to Plato and Aristotle. 304,305,306 History of Modern Philosophy (3,3,3) Survey of the history of Western philosophy from Descartes through the 20th century. . 307,308,309 Social and Political Philosophy (3,3,3) Major social and political theorists from Plato through Marx. Inquiry into such ideas as justice, natural law, natural rights, and the social contract. 309 not offered 1986-87. 321, 322 Theory of Knowledge (3,3) The source, certainty, and limits of human knowledge; the ground and nature of belief. Rationalism, empiricism, and skepticism; theories of perception; the probiem of abstraction; the nature of truth. Prereq: two previous courses in philosophy or instructor's consent. Not offered 1986-87. 323, 324 Ethics (3,3) Study of the most important traditional ethical theories; modern philosophical analysis of moral terms and statements. Prereq: one previous course in philosophy. 323 not offered 1986-87. 325,326 Philosophy of Language (3,3) Philosophical theories of ianguage and meaning; ideals and methodsof clarification; definition analysis; philosophy as study of language. Selected readings. Prereq: one previous course in philosophy. 326 not offered 1986-87. 331 Philosophy in Literature (3) Selective study of major.philosophical ideas and attitudes expressed in the literature of Europe and America. Prereq: one previous course in philosophy. 339,340 Introduction to Philosophy of Science (3,3) Analysis of basic concepts of science such as "explanation," "chance," and "causation." The nature of mathematics and its relation to science. Prereq: one previous course in philosophy. Not offered 1986-87 344 Law and Society (3) Major philosophical and politicai issues raised by the institution of law. Topics include the justification of the legal order, the nature .of legal reasoning, and the legitimacy of punishment. Prereq: one previous course in philosophy. 350, 351 Metaphysics (3,3) Traditional issues in metaphysics selected from among such topics as substance, existence, time, causation, God, the nature of persons, and the meaningfulness of metaphysics. Prereq: two previous courses in philosophy or instructor's consent. 350 not offered 1986-87. Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 405 Reading and Conference (Arr,R) 407 (G) Seminar (Arr,R) Recent topics have included Heidegger, History and Philosophy of Science, Philosophy 101 Omniscience and Freedom, Private Language, Problems of Knowledge, Rationalism, Theory of Action, and Theory of KnOWledge. 410 (G) Experimental Course (Arr,R) 411 (G) Plato (3) Analysis of Plato's major dialogues. Prereq: 9 credits in philosophy or instructor's consent. Not offered 1986-87. 413 (G) Aristotle (3) Aristotle's major writings on theory of knowledge, metaphysics, and ethics. Prereq: 9 credits in philosophy or instructor's consent. 416(G) Descartes (3) Descartes's writings on method, knowledge, philosophy of mind, and metaphysics. Prereq: 9 credits in philosophy or instructor's consent. 419 (G) Locke (3) A study of Locke's account of knowledge, language, personal identity, substance, and his distinction between primary and secondary quaiities. Prereq: 9 credits in philosophy or instructor's consent. Not offered 1986-87. 423 (G) Leibniz (3) Leibniz' writings on logic and metaphysics. Prereq: 9 credits In philosophy or instructor's consent. Not offered 1986-87. 425 (G) Berkeley (3) Berkeley's major writings on knowledge and perception. Prereq: 9 credits in philosophy or instructor's consent. Not offered 1986-87. 427 (G) Hume (3) Hume's writings on knOWledge, morals, and religion. Prereq: 9 credits in philosophy or instructor's consent. 429, 430 (G) Kant (3,3) Kant's major writings in epistemology, ethics, and the philosophy of religion: Critique of Pure Reason, Foundations of the Metaphysics of Morals, Critique of Practical Reason, Religion Within the Limits of Reason Alone. Prereq: 9 credits in philosophy or instructor's consent. Not offered 1986-87. 433, 434, 435 (G) Advanced Ethics (3,3,3) Classical problems and authors in moral philosophy and 20th-century controversies in ethical theory, e.g., emotivism, the naturalistic fallacy, act and rule utilitarianism, duty and supererogation. Prereq: 9 credits in philosophy or instructor's consent. Not offered 1986-87. 436,437 (G) Hegel and Marx (3,3) Central philosophi- cal and social theories of Hegel and Marx including consideration of the relation oftheirwork. Prereq: one previous course in philosophy. Not offered 1986-87. 438 (G) Klerkegaard (3) Examination of Kierkegaard's major philosophical writings. Prereq: 9 credits in philosophy or instructor's consent. 102 Philosophy 439, 440 (G) Philosophy of Religion (3,3) Study of issues such as the nature of faith, proofs for the existence of God, the nature of divine attributes, the problem of evil, and religious ethics. Prereq: 9 credits in philosophy or instructor's consent. 440 not offered 1986-87. 441,442,443 (G) Aesthetics (3) Systematic study of the meaning and value of aesthetic experience in everyday life and in the arts: painting, music, literature, etc. Prereq: 9 credits in philosophy or instructor's consent. 441 not offered 1986-87. 444 (G) Philosophy of Law (3) Theories of law and jurisprudence; theories of guiit and punishment; law and morality; the nature of legal reasoning. Prereq: 9 credits in philosophy or instructor's consent. 447,448 (G) Wittgenstein (3,3) Study of Wittgenstein's Tractatus Logico-philosophicus, Philosophical Investigations, and several minor works. Prereq: 9 credits in philosophy or instructor's consent. 453, 454 (G) Analytic Philosophy (3,3) Recent analytic philosophy; emphasis on the writings of the logical positivists, their predecessors, and contempo- rary British "linguistic" philosophers. Prereq: 9 credits in philosophy or instructor's consent. Not offered 1986-87. 455, 456 (G) History of Logic (3,3) Writers in the philosophy of logic, e.g., Plato, Aristotle, the Stoics, Ockham, Frege, and Strawson. Prereq: 9 credits in philosophy or instructor's consent. Not offered 1986-87. 458, 459 (G) Philosophy of Mind (3,3) Analysis of some basic concepts of psychology such as "mind" and "behavior"; discussion of the mind-body probiem and of methodological issues in psychology. Prereq: 9 credits in philosophy or instructor's consent. Not offered 1986-87. 461,462 (G) Symbolic Logic (3,3) The critical results of mathematical logic, e.g., the completeness and undecidability of the predicate calculus, the essential incompleteness of elementary number theory, set and recursive function theory. 463 (G) Philosophy of Mathematics (3) The status of mathematical theorems and formulas; truth and falsity, necessity, justification in mathematics; Hilbert's program; Frege; mathematics and the world. Prereq: 9 credits in philosophy or instructor's consent. Not offered 1986-87. 468 (G) Problems In Philosophy of Science (3) Concepts important to the development of natural science, including natural law, explanation, scientific method, reduction, and causation. Readings from Classical and modern sources. Prereq: 9 credits in philosophy or Instructor's consent. 480,481,482 (G) Philosophy of the Social Sciences (3,3,3) Inquiry into the possibility of a science of society. Holism and methodological individualism; behaviorism; value neutrality. Selected special topics such as ideology, reiativity of concepts, and ethnolinguistics. Not offered 1986-87. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 507 Seminar (Arr,R) Recent topics include Metaphysics and Practical Reasoning. 511,512,513 Problems of Knowledge (3,3,3) Examination of attempts at philosophical analysis and justifications of knowledge; perception, memory, induction, the self and other selves. Prereq: 9 credits in philosophy or instructor's consent. 513 not offered 1986-87. 514,515, 516 Ethical Theory (3,3,3) Examination of contemporary ethical theory. Prereq: 9 credits in philosophy or instructor's consent. Not offered 1986-87. 517,518 Problems in Philosophy of Language (3,3) Analysis of current Issues In the philosophy of language. Prereq: 9 credits in philosophy or instructor's consent. 518 not offered 1986-87. 523, 524 Problems In Philosophy of Mind (3,3) Current literature on perception, action, intention, motives and causes, other minds. Prereq: 9 credits in philosophy or instructor's consent. Not offered 1986-87. Physics 122 Science I Telephone (503) 686-4751 David K. McDaniels, Department Head David R. Sokoloff, Associate Department Head Jack C. Overley, Associate Department Head for Graduate Studies Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. J. David Cohen, Associate Professor (solid state physics). B.S., 1968, Washington (Seattle); PhD., 1976, Princeton. (1981) Bernd Crasemann, Professor (atomic physics); Director, Chemical Physics Institute. A.B., 1948, California, Los Angeles; PhD., 1953, California, Berkeley. (1956) PaUl L. Csonka, Professor (elementary particle theory). PhD., 1963, Johns Hopkins. (1968) Nilendra G. Deshpande, Professor (elementary particle theory). B.Sc., 1959, M.Sc., 1960, University of Madras; PhD., 1965, Pennsylvania. (1975) Russell J. Donnelly, Professor (physics of fluids, superfluidity, astrophysics). B.Sc., 1951, M.Sc., 1952, McMaster University; M.S., 1953, PhD., 1956, Yale. (1966) John W. Farley, Assistant Professor (atomic and chemical physics). B.A., 1970, Harvard; M.A., M.Ph 1974, PhD., 1977, Columbia. (1981) Marvin D. Girardeau, Professor (many-body theory, statistical mechanics). B.S., 1952, Case Institute of Technology; M.S., 1954, Illinois; Ph.D., 1958, Syracuse. (1963) Amit Goswami, Professor (theoretical nuclear physics). M.Sc., 1960, PhD., 1964, Calcutta. (1968) Margaret M. Graff, Assistant Professor (chemical physics, laboratory astrophysics). B.S., 1974, DePaul; M.S., 1980, PhD., 1983, Oregon. (1985) Roger Haydock, Associate Professor (solid state theory). B.A., 1968, Princeton; M.A., PhD., 1972, Cambridge. (1982) Richard J. Higgins, Professor (solid state physics). B.S., 1960, Massachusetts Institute of Technology; PhD, 1965, Northwestern. (1965) Rudolph C. Hwa, Professor (elementary particle theory). B.S., 1952, M.S., 1953, PhD., 1957 (electrical engineering), Illinois; PhD., 1962, Brown. (1971) James N.lmamura, Assistant Professor (astrophysics). B.A., 1974, California, Irvine; M.A., 1978, PhD., 1981, Indiana. (1985) James C. Kemp, Professor (astronomy). A.B., 1955, PhD., 1960, California, Berkeley. (1961) Stephen D. Kevan, Associate Professor (solid state physics). B.A., 1976, Wesleyan; PhD., 1980, California, Berkeley. (1985) Harlan W. Lefevre, Professor (nuclear physics). B.A., 1951, Reed; M.S., 1957, Idaho; PhD., 1961, Wisconsin, Madison. (1961) Brian W. Matthews, Professor (protein crystallography). B.Sc., 1959, B.Sc. (Honors, 1st class), 1960, PhD., 1964, University of Adelaide. (1970) David K. McDaniels, Professor (nuclear physics). B.S., 1951, Washington State; M.S., 1958, Ph.D., 1960, Washington (Seattle). (1963) Michael J. Moravcsik, Professor (elementary particle theory). A.B., 1951, Harvard; PhD., 1956, Cornell. (1967) Gerard F. Moseley, Professor (radio astronomy); Associate Provost for Student Affairs. B.S., 1962, Randolph-Macon; M.S., 1964, PhD., 1969, Yale. (1978) John 1. Moseley, Professor (molecular physics); Acting Vice-President for Research. B.S., 1964, M.S., 1966, PhD., 1969, Georgia Institute of Technology. (1979) Jack C. Overley, Professor (nuclear physics). B.S., 1954, Massachusetts Institute of Technology; PhD., 1960, California Institute of Technology. (1968) Kwangjai Park, Professor (physics of fluids, solid state physics). B.A., 1958, Harvard; Ph.D., 1965, California, Berkeley. On leave fall 1986. (1966) George W. Rayfield, Professor (biophysics, low- temperature physics). B.S., 1958, Stanford; PhD., 1964, California, Berkeley. (1967) Stephen J. Remington, Assistant Professor (protein crystallography). B.S., 1971, Oregon State; PhD., 1977, Oregon. (1985) David R. Sokoloff, Associate Professor (physics education). B.A., 1966, City University of New York, Queens; PhD., 1972, Massachusetts Institute of Technology. On leave 1986-87. (1978) Davison E. Soper, Professor (elementary particle theory). B.A., 1965, Amherst; Ph.D., 1971, Stanford. (1977) Martin Wybourne, Associate Professor (condensed matter physics). B.Sc., 1976, PhD., 1980, University of Nottingham. (1987) Robert L. Zimmerman, Professor (astrophysics, general relativity). B.A., 1958, Oregon; PhD., 1963, Washington (Seattle). (1966) Emeriti Shang-Yi Ch'en, Professor Emeritus (atomic spectros- copy). B.S., 1932, M.S., 1934, Yenching; PhD., 1940, California Institute of Technology. (1949) Joel W. McClure, Jr., Professor Emeritus (solid state theory). B.S., 1949, M.S., 1951, Northwestern; PhD., 1954, Chicago. (1954) John L. Powell, Professor Emeritus (theoretical physics). B.A., 1943, Reed; PhD., 1948, Wisconsin. (1955) Special Staff Ira G. Noll, Senior Research Associate (atmospheric physics, infrared astronomy). B.S., 1960, Franklin and Marshall; PhD., 1967, Cornell. (1970) J. V. Radostitz, Research Associate (scientific instrumentation). (1966) Frank Vignola, Senior Research Associate (solar energy). B.A., 1967, California, Berkeley; M.S., 1969, PhD., 1975, Oregon. (1977) Undergraduate Studies Physics, the most basic of the natural sciences, is concerned with the discovery and develop- ment of the laws that describe our physical universe. Because of its fundamental nature, the study of physics is essential for all who work in the natural sciences and for all students who want to comprehend our technological world. The Department of Physics offers a variety of courses for these nonmajors as well as for prehealth science students. Preparation. Entering freshmen should have taken as much high school mathematics as possible, planning to start calculus in their freshman year if at all possible. High school study of one of the scientific languages- French, German, or Russian-is desirable, as is study of physics and chemistry. Transfer students from two-year colleges should prepare themselves for upper-division course work in physics by taking one year of differential and integral calculus (the equivalent of MTH 201, 202, 203), one year of general physics with laboratory (the equivalent of either PH 201,202,203 or PH 211,212,213 andPH 204,205, 206) and one year of general chemis- try with laboratory (the equivalent of CH 104, 105, 106 and CH 107, 108, 109). Transfer students should also have completed as many as possible of the University requirements for the bachelor's degree (see Bachelor's Degree Requirements under Registration and Academic Policies). Careers. Students who earn an undergraduate degree may continue their studies toward a Physics 103 12 12 12 . .... 12 ... 15 28 credits 30 credits Sample Program for Pregraduate Students The following sample program is designed for students preparing for graduate study in physics and prepared to take calculus in their freshman year. Students should consult the physics advising coordinator for assistance in planning programs adapted to their individual needs. In addition to general graduation requirements, a foreign language, and electives, students should plan to take the courses listed below. Freshman Year General Physics with Calculus (PH 211, 212, 213) .... Introductory Physics Laboratory (PH 204, 205, 206) . . . . . . . . . . . . . . . . . . . . . .. 6 Calculus (MTH 201, 202, 203) . 12 Sophomore Year 39 credits Introduction to Modern Physics (PH 214) 4 Classical Mechanics (PH 324, 325) .... 8 Calculus of Several Variables with Linear Algebra (MTH 331, 332, 333) . General Chemistry (CH 104, 105, 106) with laboratories (CH 107, 108, 109) Junior Year Thermodynamics and Statistical Physics (PH 351, 352) . . . . . . . . . . . . . . . . . . . . . . . . . .. 8 Electricity and Magnetism (PH 441, 442) 8 Mathematics or physics electives or both 12 Senior Year 24 credits Introduction to Quantum Mechanics (PH 451, 452, 453) or PH 451 and mathematics or physics electives or both . Electives chosen from modern physics (PH 421, 422, 423), electronics (PH 461, 462, 463, 464), optics (PH 431, 432, 434, 435), and Advanced Physics Laboratory (PH 473) . Sample Program for Transfer Students The following sample program is for transfer students who have completed two years of college work elsewhere including one year of calculus, one year of general physics with laboratories, one year of general chemistry with laboratories, and as many as possible of the University requirements for the bachelor's degree. Transfer students should complete the following physics and mathematics courses. Junior Year 32 credits Introduction to Modern Physics (PH 214) . . . . . .. 4 Classical Mechanics (PH 324, 325) 8 Thermodynamics and Statistical Physics (PH 351, 352) . . . . . . . . . . . . . . . . . . . . . . . . . .. 8 Calculus of Several Variables with Linear Algebra (MTH331, 332, 333) 12 Senior Year 16+ credits Electricity and Magnetism (PH 441, 442) 8 Physics electives at least 8 Additional mathematics Institutes provide facilities, support, and research guidance for graduate students and postdoctoral fellows in the interdisciplinary application of concepts and techniques from both physics and chemistry to the understand- ing of atomic and molecular systems and solids, respectively. Cooperative programs of study are possible in biophysics, through the Institute of Molecular Biology, and in geophysics, in association with members of the Department of Geology's Center for Volcanology. Pine Mountain Observatory The Department of Physics operates the Pine Mountain Observatory for research and ad- vanced instruction in astronomy. The observa- tory is located 30 miles southeast of Bend, Oregon, off Highway 20 near Millican, at an altitude of 6300 feet above sea level. The observatory has three telescopes in separate domes-15 inches, 24 inches, and 32 inches in diameter-the largest governed by computer. All are Cassegrain reflectors. The site has an astronomers' residence building and a caretaker's house. Professional astronomical sequences: Classical Mechanics (PH 324, 325), Thermodynamics and Statistical Physics (PH 351, 352), or Electricity and Magnetism (PH 441,442). All courses may be taken either graded or passino pass. Note: General Physics (PH 201, 202, 203) or General Physics with Calculus (PH 211, 212, 213) is prerequisite to all upper-division physics courses and should normally constitute part of the minor program. Substitutions may be made with the permission of the physics advising coordinator. Secondary School Teaching The Department of Physics offers work for preparation to teach physics in public second- ary schools. Certification as an Oregon second- ary teacher with the physical science endorse- ment (physics option) requires satisfactory completion of a program ofteacher preparation which includes subject matter preparation in the teaching specialty and in professional educa- tion, as well as recommendation ofthe institution in which the preparation is completed. The physics department offers work toward initial or Basic Oregon certification and toward Standard certification. For specific information regarding requirements for the physical science endorse- ment (physics option), students should consult the physics department adviser for teacher education and the coordinator for secondary education in the College of Education. Honors To be recommended by the faculty for gradua- tion with honors, a student normally must complete at least 10 upper-division physics courses and earn at least a 3.50 grade point average in these courses. Graduate Study Preparation Students planning to go on to graduate study in physics are advised to include in their programs Classical Mechanics (PH 324, 325), Thermodynamics and Statistical Physics (PH 351, 352), Electricity and Magnetism (PH 441, 442), Introduction to Quantum Mechanics (PH 451, 452, 453), Calculus of Several Variables with Linear Algebra (MTH 331, 332, 333), and additional advanced work in mathematics such as differential equations, boundary value problems, special functions, and functions of a complex variable. Study of French, German, or Russian is strongly recommended, because proficiency in one of these languages is required by many graduate schools. Graduate Studies The Department of Physics offers graduate programs leading to the master of arts (MA), master of science (M.S.), and doctor of philosophy (PhD.) degrees, with a variety of opportunities for research. Current research areas include astronomy and astrophysics, atomic and molecular physics, biophysics, chemical physics, condensed matter theory, elementary particle theory, nuclear physics, solid state physics, statistical mechanics, superfluid mechanics, and areas of applied physics. The interdisciplinary Institute of Theoretical Science houses theoretical re- search in some of the above areas as well as in areas of overlap between chemistry and physics. The Chemical Physics and Materials Science graduate degree, leading to a career in either teaching or research or both at a university, at a government laboratory, or in indListry. Alterna- tively, students with bachelor's degrees in physics may be employed in a variety of technical jobs or as secondary school teachers. Students who have demonstrated their ability with a good record in an undergraduate physics program are generally considered very strongly for admission to medical and other professional schools. Major Requirements Because of the sequential nature of physics courses, it is imperative to start planning a major program in physics early. Interested students should consult the advising coordinator in the Department of Physics near the beginning of their studies. Requirements for the bachelor's degree are outlined below. Complete requirements are listed under Bachelor's Degree Requirements in the Regis- tration and Academic Policies section of this catalog. In addition, for the BA degree, the language and literature requirements must be completed. One of the scientific languages- French, German, or Russian-is recommended for students planning graduate study in physics, since proficiency in a foreign language is required by many graduate schools. Complete the following required lower- division courses or their equivalents: General Physics (PH 201, 202, 203) or General Physics with Calculus (PH 211, 212, 213) Introductory Physics Laboratory (PH 204, 205, 206) Introduction to Modern Physics (PH 214)- waived if Introduction to Quantum Mechanics (PH 451) is completed Calculus (MTH 201, 202, 203) General Chemistry with laboratories (CH 104, 105,106 and CH 107, 108, 109) Complete at least eight upper-division graded courses in physics, including Classical Mechanics (PH 324, 325) and Electricity and Magnetism (PH 441 , 442). At least six of these must be lecture ratherthan laboratory courses. Only courses graded A, B, or C count toward this requirement. Exceptions to this rule must be approved by the head of the Department of Physics. Courses beyond the minimum require- ment may be taken passino pass (PIN). Courses numbered 400-410 may not be included without the explicit approval of the physics advising coordinator. Engineering Students interested in engineering may com- plete preparatory course work at the University of Oregon before enrolling in a professional engineering program at Oregon State University (OSU) or elsewhere. The Department of Physics coordinates a three-plus-two program which allows a student to earn a bachelor's deg ree in physics or chemistry from the University and one in engineering from OSU. For more informa- tion, see the Engineering Preparation section of this catalog. Minor Requirements Students seeking a minor in physics must complete a minimum of 24 credits in physics, of which at least 15 must be upper division. These credits must include one of the following 104 Physics research is in progress at the observatory on every partially or totally clear night of the year, and the site is staffed year-round. Admission and Financial Aid For admission to graduate study, a bachelor's degree in physics or a related area is required with a minimum undergraduate grade point average (GPA) of 3.00 (B) in advanced physics and mathematics courses. Submission of scores on the Graduate Record Examination (GRE), including the Physics Test, is recom- mended and strongly urged for foreign stu- dents. Students from non-English speaking countries are required to demonstrate profi- ciency in English by submitting scores from the Test of English as a Foreign Language (TOEFL). Each applicant must submit to the Department of Physics one copy of a completed Application for Graduate Admission, one copy of official transcripts of all prior academic work, and three letters of reference from persons well ac- quainted with the applicant's ability and recent work in physics. Financial aid is available on a competitive basis to PhD. students in the form of teaching or research fellowships (GTFs). Both require approximately 17.5 hours of work a week and provide a stipend and tuition waiver. Normally, new students are eligible only for teaching fellowships. The sequential nature of most physics courses makes it difficult to begin graduate study in terms other than fall. Furthermore, financial aid is usually available only to students who begin their studies in the fall. The deadline for fall admission is August 15, but financial aid applicants must submit all application materials by March 1 to ensure consideration. Degree Requirements Entering students should consult closely with their assigned advisers. Students showing a lack of preparation are advised to take the necessary undergraduate courses in order to remedy their deficiencies. Students should consult the Graduate School section of this catalog for general University admission and degree requirements. Master of Science or Arts Course requirements for a master of science (M.S.) degree with a major in physics normally include, in addition to the equivalent of the undergraduate physics degree, two three-term sequences in physics-at least one at the 500 level-and one of the following course se- quences or series in mathematics: Linear Algebra (MTH 412), Topics in Linear Algebra (MTH 413), Differential Equations (MTH 462) or Functions of a Complex Variable (MTH 421, 422), and Linear Analysis in Applied Mathemat- ics (MTH 531) or another 400-level mathematics course approved by the director of graduate studies or Introduction to Numerical Analysis (MTH 428, 429,430) or Introduction to Statistical Theory (MTH 441, 442), Regression Analysis and Analysis of Variance (MTH 443) or Fourier Series and Orthogonal Functions (MTH 465), Fourier and Laplace Integrals (MTH 466), Topics in Applied Mathematics (MTH 467) or Linear Analysis in Applied Mathematics (MTH 531, 532, 533) or Three 400- or 500-level mathematics courses approved by the director of graduate studies before registration A total of 45 graduate credits must be com- pleted, including 30 in graded physics courses, except for Research (PH 501) and Thesis (PH 503), which are only offered on a pass/no pass basis. Courses other than physics or approved mathematics courses must be in related fields approved by the director of graduate studies. A maximum of 15 credits earned at another accredited graduate school may be applied, and a minimum GPA of 3.00 (B) must be maintained. Candidates must pass a master's final examina- tion. The master's examination, given each spring, covers undergraduate physics (mechanics, electricity and magnetism, optics, modern physics, and thermodynamics). A written thesis is optional. In addition to all the preceding requirements, candidates for the master of arts (MA) degree must demonstrate foreign language proficiency. The master's degree program may be com- pleted in four terms. Doctor of Philosophy The physics department has few course requirements for the doctor of philosophy (PhD.) degree, relying primarily on dem- onstrated competence in the qualifying exami- nation, comprehensive examination, and doctoral dissertation research. After overcom- ing any deficiencies in undergraduate (400 le\i'el) background and passing the master's degree final examination, students generally prepare for the qualifying examination by taking Theoretical Mechanics (PH 511, 512), Elec- tromagnetic Theory (PH 521, 522, 523), and Quantum Mechanics (PH 531, 532, 533). Qualifying Examination. The PhD. qualifying examination covers the graduate physics core (theoretical mechanics, statistical mechanics, quantum mechanics, and electromagnetic theory). The master's final examination consti- tutes the first part of the qualifying examination. The remainder is a written examination given each fall. Students normally have two attempts to pass, but an attempt in the same calendar year a student enters, or the following year, is not counted against these two attempts. Before taking the comprehensive examination, students round out their personal knowledge of physics and acquire a knowledge of some area of current research in physics by pursuing advanced studies in at least three specialized fields. This requirement is usually met by taking at least one sequence from each of three of the following groups: 1. Solid state and statistical physics 2. Nuclear and particle physics 3. Atomic physics and astrophysics 4. Experimental and theoretical techniques 5. Interdisciplinary courses Students must also present at least one lecture in one of the research seminars. Foreign Language Requirement. The Depart- ment of Physics expects all incoming graduate students to be fluent in English and encourages them to have foreign language proficiency. However, the department has no foreign language requirement for the PhD. degree. Comprehensive Examination. The com- prehensive examination is oral. Candidates present an hour-long discussion of a current problem in physics and propose an idea for a research project. Candidates are expected to understand the background and fundamental physics of the problem and to communicate this knowledge to physicists in other fields. The examination must be completed within three years of passing the qualifying examina- tion and at least six months before the PhD. degree is awarded. Dissertation. The dissertation is the most important PhD. requirement. Every degree candidate mustsubmit adissertation embody- ing the results of research and showing evi- dence of originality and ability in independent investigation. The dissertation must be a real contribution to knowledge, based on the candidate's own investigations. It must show a mastery of the literature on the subject and be written in creditable prose style. Courses in Physics (PH) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 101, 102, 103 Essentials of Physics (3,3,3) For nonscience majors who require a knowledge of fundamental physical principles. Less mathematical preparation is needed than for PH 201, 202, 203. Prereq: high school algebra. 104, 105, 106 Descriptive Astronomy (3,3,3) The solar and stellar systems, our galaxy, the extragalactic system, and the expanding universe. Techniques of astronomical discovery. Prereq: high school algebra. 108, 109 Elementary Astronomy (3,3) 108: the soiar system: the sun and individual planets; origin of the solar system. 109: the stellar system and details of our galaxy; the origin and evolution of the universe. 110 Atoms and Nuclei (3) Nonmathematical introduc- tion to the physics of atoms and nuclei, intended for liberal arts students who want an understanding of contemporary scientific thinking without technical details. Not offered 1986-87. 112 Space, Time, and Motion (3) Newton's laws of motion; Newtonian concepts of space and time. Properties of light; development of special and general theories of relativity. Prereq: high school algebra. Not offered 1986-87. 114 Physics of Energy and Environment (3) Physical aspects of human energy use and accompanying environmental changes. Present and future needs and sources of energy, pollution, and possible soiutions. Primarily for nonscience majors. 115 The Energy Laboratory (3) The physical principles of energy production and use through practical experiments and simulations. Experiments focus on energy definitions, units, energy production, and conservation. Prereq: high school algebra. Not offered 1986-87. 116The Sun asa Future Energy Source (3) Applies solar energy physics to human energy problems. Electromagnetic waves, geometrical optics, and thermodynamics of sunlight; stellar energy generation. Solar energy collectors, cells, and furnaces. Prereq: high school algebra. 118 Physics of Light and Color (3) Light and color, their nature, how they are produced, and how they are Physics 105 perceived and interpreted. For students interested in the visual arts; visual arts background helpful. 119 Physics of Science Fiction (3) Basic physics that leads to an appreciation of science fiction. Gravitation; energy and entropy; special relativity; the curvature of space; possibilities of space and time travel. Not offered 1986-87. 120 Frontiers In Astronomy (3) Contemporary astronomy for the nonscientist. Astronomical instru- ments; planetary science; the origin of life; stars, galaxies, pulsars, black holes, supernovae, quasars; origin and fate of the universe. 121 Lasers (3) The physics and technology of lasers. General concepts of waves, optics, and atomic physics; lasers as devices; and present and planned applications of lasers. 131 Physics of Sound and Music (3) The physics of sound explained in a way particularly useful for music majors. 154, 155, 156 Physical Science Survey (3,3,3) Introduction to the physical sciences; principles of astronomy, physics, chemistry, meteorology, geologi- cal processes, and the human relation to them. Special emphasis on scientific method. Not offered 1986-87. 199 Special Studies (1-3R) 201,202,203 General Physics (4,4,4) Introductory sequence for science, prehealth science, and architecture students. Mechanics, waves, sound, thermodynamics, electricity and magnetism, optics, and modern physics. Topics vary from term to term. Prereq: MTH 101, 102 or equivalents. 204, 205, 206 Introductory Physics Laboratory (2,2,2) Practical exploration of the principles studied in general physics lecture. Measurement and analysis methods applied to experiments in mechanics, waves, sound, thermodynamics, electricity and magnetism, optics, and modern physics. Pre- or coreq: PH 201, 202, 203 or PH 211, 212, 213 or instructor's consent. 211, 212, 213 General Physics with Calculus (4,4,4) Introductory sequence for science majors and prehealth science students. Covers roughly the same topics as PH 201,202,203 but in greater depth. Topics vary from term to term. Pre- or coreq: MTH 201, 202, 203 or equivalents. 214 Introduction to Modern Physics (4) Historical basis for quantum mechanics, the Schr6dinger equation, wave-particle duality, uncertainty principle, probabilistic interpretation. Topics in atomic, nuclear, and solid state physics. Prereq: PH 201, 202, 203 or PH 211,212,213, MTH 201,202; pre- or coreq: MTH 203. 220 Cosmology (3) Examination of the quest to understand and explain the origin, form, and motion of the universe. Prereq: introductory course in physics or astronomy and MTH 100 or equivalent. Not offered 1986-87. Upper-Division Courses Note: General physics and calculus or instructor's consent are prerequisites for all upper-division and graduate courses except PH 321, 322, 323. 321,322,323 Elements of Classical Physics (4,4,4) Mechanics, electricity and magnetism, and thermal physics. For students who plan to teach science in secondary schools. Not open to students who have credit for PH 324, 325, 326. Prereq: PH 101,102,103; pre- orcoreq: MTH 207, 208, 209 or equivalents. Not offered 1986-87. 324, 325 Classical Mechanics (4,4) Fundamental principles of Newtonian mechanics; conservation laws, small oscillations, rigid bodies, planetary motion. Prereq: PH 201, 202, 203 or PH 211, 212, 213; MTH 201, 202, 203. 326 Advanced Mechanics (4) Topics in classical mechanics, such as introduction to Lagrangian and Hamiltonian mechanics or continuum mechanics. Prereq: PH 324, 325; MTH 331, 332. Not offered 1986-87. 351, 352 Thermodynamics and Statistical Physics (4,4) Equations of state, laws of thermodynamics, phase changes, entropy; kinetic theory: collisions, transport, plasmas; statisticai physics: phase space, entropy and probability, canonical distribution, quantum statistics. Pre- or coreq: PH 214, 324, 325; MTH 331, 332. Note: Courses designated (M) or (G) may be offered for graduate credit. 401 Research (Arr,R) PIN only. 405 Reading and Conference (Arr,R) PIN only. 407 (G) Seminar (Arr,R) 409 Supervised Tutoring Practicum (1-3R) PIN only. 410 (G) Experimental Course (Arr,R) Astrophysics and Biophysics are current topics. 417,418,419 (M) Elements of Atomic, Nuclear, and Solid State Physics (4,4,4) Atomic, nuclear, and solid state physics. For students preparing for secondary school teaching of chemistry or physics. Not open to students who have credit for PH 421, 422, 423. Not offered 1986-87. 421 (M) Atomic and Molecular Physics (4) Electronic structure of atoms, spectroscopy, the Zeeman effect, X-rays and inner shell vacancies, molecular bonding, energy levels and spectra of diatomic molecules. Prereq: PH 214 or 451, PH 324, 325, or instructor's consent. Not offered 1986-87. 422 (M) Nuclei and Particles (4) Accelerators, interaction of particies with matter, particle detection, radioactivity, nuclear systematics, nuclear reactions, nuclear models, elementary particles. Prereq: PH 214 or 451, PH 324, 325, or instructor's consent. Not offered 1986-87. 423 (M) Introduction to Solid State Physics (4) Elements of crystal structure, crystal binding, phonons and lattice vibrations, thermal properties of insulators, the free-electron Fermi gas, energy bands in solids, semiconductors, and superconductors. Prereq: PH 214 or 451, PH 351, 352, or instructor's consent. Not offered 1986-87. 431 (G) Classical Optics (4) Wave motion, geometrical optics, polarization, interference, Fraunhofer diffrac- tion. Three lectures. Prereq: PH 201, 202, 203 or PH 211, 212, 213; PH 443 recommended. 432 (G) Modern Optics (4) Fresnel diffraction, Fourier optics, propagation of optical beams, optical reso- nators, laser theory. Three lectures. Prereq: PH 431 or equivalent. Not offered 1986-87. 433 (G) Quantum Optics (4) Modulation of optical radiation, nonlinear optics, optical Bloch equations, interaction of radiation and atomic systems. Three lectures. Prereq: PH 432, 451. Not offered 1986-87. 434 (G) Classical Optics Laboratory (4) A series of experiments exploring classical optics: optical components, polarization, Fraunhofer and Fresnel diffraction, interferometry. One hour of lecture, five hours of laboratory. Prereq: PH 431 or equivalent. Not offered 1986-87. 435 (G) Modern Optics Laboratory (4) A series of experiments with a variety of lasers and modern electro-optical instrumentation. One hour of lecture, five hours of laboratory. Prereq: PH 432; PH 434 highly recommended. Not offered 1986-87. 441,442 (G) Electricity and Magnetism (4,4) Advanced undergraduate study of electromagnetic phenomena with primary emphasis on Maxwell's equations. Electrostatics, dielectrics, currents, electromagnetic induction, magnetic fields, and magnetic materials. Prereq: PH 324, 325; MTH 331, 332 443 (G) Electromagnetic Radiation (4) Electromag- netic waves. Topics include plane waves, guided waves, antennas, and other related phenomena. Prereq: PH 441, 442. 451, 452, 453 (G) Introduction to Quantum Mechanics (4,4,4) The Schr6dinger equation, uncertainty principle, hermitian operators, one- dimensional problems, WKB approximation, angular momentum and spin, the hydrogen atom, identical particles, approximate methods, elementary scattering theory. Prereq: PH 324, 325; MTH 3330r411; pre-or coreq: PH 441, 442. 461 (G) Discrete Electronics (4) Passive and active discrete components and circuits; general circuit concepts and theorems; equivalent circuits and black box models; electronic measuring techniques and instruments. Prereq: general physics, calcuius, and a knowledge of complex numbers. Not offered 1986-87. 462 (G) Analog Electronics (4) Integrated circuit operational amplifiers. Control, simulation, generation, and processing of analog signals; physical and other scientific measurement problems. Prereq: general physics, calculus, and a knowledge of complex numbers; familiarity with discrete electronics at the level of PH 461. Elementary differential equations recommended. 463 (G) Digital Electronics (4) Digital logic-building blocks: gates, flip flops, one-shots. Digital measure- ment, signal processing and control. Applications to scientific instrumentation and computer interfacing. Prereq: general physics; familiarity with discrete electronics atthe level of PH 461. Notoffered 1986-87. 464 (G) Microcomputers in Physics Instrumentation (4) Microcomputers for measurement and control in physics and other sciences. Both software and hardware. Laboratory data acquisition, experiment control, and signal processing. Prereq: PH 463 or instructor's consent, and experience with one pro- gramming ianguage such as FORTRAN or BASIC or any assembly language. Not offered 1986-87. 473 (G) Advanced Physics Laboratory (4) Projects demonstrate phenomena, instrumentation, and experimental technique in modern physics. Prereq: PH 421,422 or instructor's consent. Not offered 1986-87. 481 (G) Special Relativity (4) The Lorentz transforma- tion, relativistic kinematics, 4-vectors, electromagnetic fields. Not offered 1986-87. 106 Physics Undergraduate Studies The undergraduate program in political science is designed (1) to provide a systematic under- standing of the political process; (2) to provide a basic background for students preparing for careers in local, state, and national government as well as in law, journalism, and the teaching of social studies; (3) to prepare students for graduate work leading to professional careers in political science. Review of Courses Offered 100- and 200-level courses in the department are introductory, basic to building a major in political science. 300-level courses introduce the chief areas and concerns of political science. Advanced and specialized courses are at the 400 level. At the discretion of the instructor, there may be prerequisites for taking certain 400-level courses. It is recommended that students have at least 9 credits in political science before taking 400-level courses. Major Requirements Credits Required. Students majoring in political science are required to complete a minimum of 42 credits in undergraduate political science courses leading to a bachelor of arts (BA) or a bachelor of science (B.S.) degree. Of these 42 credits, 9 must be taken in each of three subfields chosen from the following six sub- fields: American government, comparative politics, international relations, public adminis- tration and public policy, political behavior and political theory, and methodology. A complete list of courses that fall under each of the subfields is available in the political science department. At least 30 credits must be in graded upper-division courses. However, 12 credits in lower-division courses may be taken on a passIno pass (PIN) basis. Work completed in Seminar (PS 407) may be included within the 42-credit requirE;)ment and counted toward the subfield of concentration. SEARCH courses are available only on a PIN basis and do not count toward political science major requirements. Courses passed with a D grade may not be used to satisfy the political science major. an emphasis on the normative, traditional perspective; the "behavioral persuasion" of the 1950s and 1960s; and the public policy and public choice of the "postbehavioral era." The department encourages students to become involved in internships and research projects focusing on the political problems and issues besetting local, state, and national communities. Careers. Political science majors follow many paths after receiving their undergraduate degrees. Roughly a quarter apply for admission to law schools across the country. Others go on to graduate work in political science or public administration. With the bachelor's degree, political science graduates may find jobs in federal, state, and local government agencies; nonprofit organizations; private industry; teaching; and self-employment. Recent surveys indicate that those students who combine university studies with either work or internships in local governmental agencies are more likely to obtain governmental employment after receiving their degrees. ----------------- 936 Prince Lucien Campbell Hall Telephone (503) 686-4864 Arthur M. Hanhardt, Jr., Department Head Faculty Political Science491 (G) X-ray Crystallography (4) Bragg's law, crystalsymmetry, the reciprocal lattice, structure factors and Fourier syntheses, the phase problem, determination of small and macromolecular crystal structures. Manipulation and alignment of crystals. Prereq: instructor's consent. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 R dOng and Conference (Arr R) PIN only. Note: The date in parentheses at th~ end of each ea I , entry is the first year at the Urnverslty of Oregon.507 Seminar (Arr,R) The following topics are offered . . for 1 credit each term: Astrophysics and Gravitation, William H. Baugh, Associate Professor (International Atomic and Chemical Physics, Condensed Matter, relations, research methodology, arms control and Molecular Biology, Physics Colloquium, and Theoreti- national security). S.B., 1963, Massachusetts Institute cal Physics. PIN only. of Technology; M.S., 1965, Rochester; MA, 1971, 509 Supervised Tutoring Practlcum (1-3R) PIN only. PhD., 1973, Indiana. (1978) .. . John S. Dryzek, Assistant Professor (public POliCY, 510 Experimental Course (Arr,R) public administration, political economy): BA, 1974, 511,512,513 Theoretical Mechanics (4,4,4)Lawan- University of Lancaster; M.Sc., 1976, University of gian and Hamiltonian mechanics; small osclllalJons; Strathclyde; PhD., 1980, Maryland. (1986) rigid bodies: introduction to statistical mechanics. Joseph R. Fiszman, Professor (comparative politics). 521,522 523 Electromagnetic Theory (4,4,4) BA, 1948, St. John's, Shanghai; MA, 1956, Emory;Maxwell'~ equations; derivation and solution of the PhD., 1964, Michigan State. (1959) wave equation; relativistic formulation; motion of Stephen P. Forde, Assistant Professor (classical charges; propagation and diffraction; radiation; political theory, history of political thought, American coupled motion of sources and fields; the elec- government). BA, 1976, Yale; PhD., 1983, University tromagnetic field in dense media. of Toronto. (1986) 531,532,533 Quantum Mechanics (4,4,4) Gerald W. Fry, Associate Professor (Pacific regional SchrOdinger equation; statistical interpretation;. studies, Thailand, development theory). BA, 1964, measurement; uncertainty relations; comfJlementarlty; Stanford; M.PA, 1966, Princeton; PhD., 1977, WKB approximation; scattering symmetries and. Stanford. (1981) conservation laws; identical particles and permutation Daniel Goldrich, Professor (American and Third World symmetry; approximation methods; Dirac equation; political development). BA, 1955, Antioch; M.A., field quantization and radiation theory; recent ad- 1957, PhD., 1959, North Carolina. (1963) vances. Prereq: PH 451,452,453; pre- or coreq: PH Arthur M. Hanhardt;Jr., Professor (comparative 511,512,513 and PH 521, 522, 523. politics, Europe). BA, 1953, Rochester; M.A., 1958, 541,542, 543 Statistical Physics (4,4,4) Ther- Colgate; Ph.D., 1963, Northwestern. (1963) modynamics, statistical mechanics, kinetic theory; Thomas Hovet Jr. Professor (international organiza- application to gases, liquids, solids, atoms, molecules, tion). A.B., 1948, Washington (Seattle); MA, 1949, and the structure of matter. PH 541 offered 1986-87 New York; PhD., 1954, New Zealand. (1965) and alternate years; replaced byCH453G in alternate David Jacobs, Professor (public policy, political years. 542, 543 not offered 1986-87. economy, organization and theory). BA, 1968, 551,552,553 Nuclear Physics (4,4,4) Properties of Georgia; MA, 1972, PhD., 1975, Vanderbilt. (1986) nuclei; the deuteron; nuclear forces; electromagnetic James R. Klonoski, Professor (American government, tranSItions, beta decay; single-particle and collective presidency, constitutional law and politics). B.S., 1947, aspects of nuclear structure; nuclear reactions;. MA, 1948, Minnesota; Ph.D., 1958, Michigan. (1961) neutron physics. Prereq: PH 451 ,452, 453 or eqUlva- . . I I t Offered 1986-87 and alternate years. Richard C" Kraus, Associate Professor (Internatlona en s. pOlitiCS, ASian politiCS and society, social and political 561,562,563 Elementary Particle Phenomenology theory). BA, 1966, Grinnell; Certificate (East Asian (4,4,4) Classification of elementary particles. Elements Institute), 1969, MA, 1969, PhD., 1974, Columbia. of group theory, Lorentz group and spin. Discrete and (1983) continuous symmetries. Phenomenology of weak, Jerry F Medler, Associate Professor (political theory, electromagnetic, and strong Interactions. Quark research methods). BA, 1963, Northwestern; M.A., model. Prereq: PH 531, 532, 533. Offered alternate 1965, Ph.D., 1966, Oregon. (1968) years; not offered 1986-87. William C. Mitchell, Professor (democratic institutions, 564,565,566 Quantum Field Theory (4,4,4) Feynman public policy). BA, 1950, Michigan State; MA, 1951, rules for perturbation theory; renormalizatlon. Gauge Illinois; Ph.D., 1960, Harvard. (1960) theories. Topics may Includerenormallzatlon groups, John M Orbell Professor (choice theory). BA, 1957, spontaneous symmetry breaking, disperSion theory, or M A 1960 Ne'w Zealand' Ph D 1965 North Carolina. nonrelativistic many-body physics. Prereq: PH 531, O~ I~ave 1'986-87. (1967) .., , 532 533. Offered 1986-87 and alternate years. . ' 0 • C I Priscilla Southwell, Assistant Professor (American571, 572, 573 Sohd State PhysIcs (4,4,4) rystalog- politics, political behavior and theory). BA, 1974, raphy; thermal, electrical, optical, and magnetic MA, 1977, Colorado; PhD., 1983, North Carolina, properties of solids; band theory; metals, semlconduc- Chapel Hill. (1981) tors, and Insulators; defects In solids. Prereq: PH 451, Clarence E. Thurber, Professor (Latin America, 452, 453. comparative development); Director, International 574,575,576 Theory of Condensed Matter (4,4,4) Studies. A.B., 1943, PhD., 1961, Stanford. (1966) Advanced statistical mechanics and man~-partlcle Kenneth K Wong, Assistant Professor (American quantum mechaniCS. EmphaSIS on collective effects politics public policy, urban). BA, 1977, M.A., 1980, such as superflUldlty, superconductivity, and ferro- PhD., 1983, Chicago. (1983) magnetism. Prereq: PH 531, 532, 533; PH 541, 542, . . .. 543' PH 571 572 573 Not offered 1986-87. M. George Zanlnovlch, Professor (political theory, , ". P 0 (444) Eastern Europe). BA, 1953, MA, 1959, PhD., 1964,581,582,583 Atomic and MOI.ecular hyslcS ~' Stanford. (1966) AngUlar momentum and multipole theory, atomic structure, excitation and de-excitation processes, Emeriti scattering and reactive atomic collisions, relativistic James C. Davies, Professor Emeritus (political and quantum-electrodynamic effects, and spectros- behavior, revolution, fiction). A.B., 1939, Oberlin; copy of Simple molecules. Offered 1986-87 and Ph.D., 1952, California, Berkeley. (1963) alternate years. Charles Schleicher, Professor Emeritus (international 594, 595, 596 General Relativity (4,4,4) Te~sor relations). A.B., 1928, College of Pacific; MA, 1931, analysis and Riemannian geometry; Einstein s field Hawaii; Ph.D., 1936, Stanford. (1947) equations; experimental observations; symmetries and conservation laws; wavitational radiation; other The Department of Political Science at the theOries of gravity; applications to astrophYSICS and University of Oregon offers a variety of ap- cosmology. Prereq: PH 511, 512. Offered alternate proaches to understanding politics and govern- years' not offered 1986-87. .. I' 'th' , _ __rnent.Students m,ilY studiP_0lltlc(isc~enc~wl Political Science 107 No more than a total of 15 credits in Research (PS 401), Thesis (PS 403), Reading and Conference (PS 405), Supervised Field Study (PS 406), Workshop (PS 408), arid Supervised Tutoring Practicum (PS 409) may be applied toward the 42 credits for a political science degree. No more than 10 credits of Supervised Field Study (PS 406) may be appiied toward the 42 credits. This work must be done under the direction of a faculty member who, prior to registration, has approved and set up academic criteria to evaluate the work. The student must be registered at the University while earning credit. seminars for Majors. A freshman seminar (PS 199) and a senior seminar (PS 407), both for political science majors only, allow more intensive study in a faculty member's main field of interest. Instructor's consent is required. Graduating with Honors. In orderto graduate with honors in political science, a student who has obtained a 3.50 grade point average (GPA) by the end of the junior year must sign up for 3 credits of Thesis (PS 403) under supervision of a faculty member. This thesis must be com- pleted at least one term prior to the term of graduation. An honors committee reviews the student's performance on this thesis and on courses taken during the senior year before making a final decision on the granting of this distinction. Freshmen and Transfer Students. There are no departmental requirements for entering freshmen. Students planning to transfer to the University from two-year colleges shouid take the basic introductory poiitical science courses offered at those institutions. At least 18 credits in upper-division graded political science courses must be completed in residence atthe University of Oregon to qualify for a BA or B.S. degree in political science. Transfer students must meetthe subfield distribution requirement. Personal Course Programs The department believes that each student should plan a personal course program in light of what will be most useful for the student's career objective. The opportunity to take 12 lower-division credits pass/no pass is available so that students will feel encouraged to take these fundamental courses without apprehen- sion about grades. It is hoped that students taking these courses will therefore concentrate on building a solid base for more advanced courses. The department places responsibility on each studentto plan carefully a program that wi II be most useful to career goals. It is recognized that different career goals may merit different course programs. A career goal may well involve not simply planning a course program in political science but also incorporating relevant courses from other University departments. Because the courses students choose affect their career opportunities, it is extremely important that decisions about a course program be carefully considered. Before beginning their studies, all students should, with the help of faculty advisers, plan programs. The following sample two-year program is a guide for those students undertak- ing a general program in political science. It is Sample Program A sample program for the first two years of study is shown below to provide an idea of a typical course load. Freshman Year Fall term 16 credits American Government (PS 201) 3 Science elective . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Arts and letters elective . . . . . . . . . . . . . . . . . . . . . . 3 English Composition (WR 121) 3 College Algebra (MTH 101) or foreign language .. 4 Winter term 16 credits International Relations (PS 205) 3 Introduction to Sociology (SOC 201) 3 Science elective _. . . . 3 Arts and letters elective . . . . . . . . . . . . . . . . . . . 3 Calculus for the Nonphysical Sciences (MTH 207) or foreign language _ 4 Spring term 17 credits Introduction to Political Science (PS 207) . . . . . . . . 3 Psychology as a Social Science (PSY 204) .. . 4 Science elective. . . . . . . . . . . . . . . . . . . 3 Elective 3 Calculus for the Nonphysical Sciences (MTH 208) or foreign language . . .. . 4 Note: Mathematics is required for the B.S. degree, foreign language for the B.A. degree. Sophomore Year Fall term 18 credits Introduction to Political Analysis (PS 321) or Political Ideologies (PS 225) 3 United States Foreign Policy (PS 325) or comparable lower-division course 3 Arts and letters elective 3 English Composition (WR 122 or 123) 3 Elective 3 Introduction to Economic Analysis: Microeconomics (EC 201) 3 Winter term 15 credits Introduction to Political Theory gps 202) 3 Political Power, Influence, and ontral (PS 347) or comparable lower-division course 3 Arts and letters elective . . . . .. 3 Science elective 3 Elective 3 Spring term 15 credits State and Local Government (PS 203) 3 Political science 400-level elective 3 Arts and letters elective 3 Science elective _ 3 Elective 3 essential that the student consult a faculty adviser, preferably before registering, so that this general program can be tailored to specific interests and career objectives. Second Bachelor's Degree. For the student wanting to obtain a second bachelor's degree in political science, 42 credits in political science, as outlined above under Credits Required, must be earned. Special Opportunities Students majoring in political science may take advantage of several special educational opportunities. The department has a social science instructional laboratory containing 10 computer terminals and two line printers. Students may learn to use computers to analyze a variety of data sets on American politics which the University receives from the Inter-University Consortium for Political and Social Research at the University of Michigan. Secondary School Teaching The Department of Political Science offers work for preparation to teach social studies in public secondary schools. Certification as an Oregon secondary teacher with a social studies en- dorsement requires satisfactory completion of a program of teacher preparation which includes subject matter preparation in the teaching specialty and in professional educa- tion, in addition to recommendation of the institution in which the preparation is completed. The Department of Political Science offers work toward Basic and Standard Oregon certifica- tion. For specific information regarding require- ments for a social studies endorsement, students should consult the subject matter endorsement adviser in political science and the coordinator for secondary education in the College of Education. Minor Requirements The minor in political science requires 24 credits including 15 upper-division graded credits. Only 6 of these credits may be in Research (PS 401), Thesis (PS 403), Reading and Conference (PS 405), Supervised Field Study (PS 406), Workshop (PS 408), or Super- vised Tutoring Practicum (PS 409). Up to 9 credits may be transferred from another institution. Courses passed with a D grade may not be used to satisfy the political science minor. SEARCH (PS 200 or 400) courses are available only on a pass/no pass basis and do not count toward minor requirements. Graduate Studies The Department of Political Science offers a graduate program of studies leading to the master of arts (MA), master of science (M.S.), and doctor of philosophy (PhD.) degrees. The program is designed to prepare students for teaching, research, and governmental orother public service and enables them to understand and participate in public affairs. Regular members of the department, special lecturers, and occasional visiting faculty members offer advanced courses and seminars in most fields of political science. Joint faculty- student studies, interdepartmental research projects, and individual research are being conducted in such diverse areas as public administration, political parties, the politics of education, the failure of public programs, political socialization in East Europe, revolution, the politics of the sea, economic and political development in the Third World, the nuclear arms race, and the theory of democratic institutions. Admission Admission requirements for the master's and doctoral degree programs include the following: 1. Official transcript of previous academic work with a grade point average (GPA) of 2.75 or higher for undergraduate studies and a GPA of 3.00 or higher for graduate studies 2. Recommendations from at least three persons from whom courses have been taken 3. Scores on the Graduate Record Examination (GRE): combined Verbal and Quantitative scores of 1000 are required. Students with degrees from non-English speaking foreign institutions must also attain a score of 550 on the Test of English as a Foreign Language (TOEFL) 4. A statement of career plans prepared by the student 5. Other evidence deemed helpful in reaching a decision. Although an undergraduate major in political science is not a prerequisite for admission, the committee takes into 108 Political Science consideration previous academic work in political science. Students with less than the equivalent of an undergraduate political science major ordinarily need to take more than the minimum 48 credits required for the master's degree, possibly including under- graduate cou rses Application forms, recommendation forms, and additional information about the graduate program may be obtained by visiting or writing the Department of Political Science. Students may be admitted to the program at the begin- ning of each quarter. Those applying for graduate teaching fellowships must submit completed applications to the department by January 15, since awards are granted only once a year and begin in the fall term. Master's Degree Programs Students may choose from two options for a master's degree in political science. The regular master's degree program prepares students for promotion to the doctoral program and professional careers in teaching and research. Students complete 48 credits of course work, pass an examination during the third term after enrolling, and complete the master's degree thesis. Inaddition, each student must meet a language requirement or demonstrate competence in social science methodology. Two years is considered a normal period for completing the regular master's degree program. The department also offers a master's degree in political science with emphasis on public policy. This two-year program prepares stu- dents for professional careers as policy analysts in federal, state, and local government and in other policy research institutes. The program has the following requirements: 1. Completion of 48 credits of graduate course work 2. Completion of seven required courses as specified by the department 3. Completion of a first-year examination the third term after enrolling 4. Completion of a field research project or internship under the supervision of one or more faculty members 5. Preparation and defense of a policy paper presenting the results of the student's field research project or internship Doctoral Program Students who have earned a bachelor's degree in political science may be admitted to the doctoral program. This program is designed to allow the well-prepared studentto complete all course requirements for the Ph.D. in two years of full-time study. Students take comprehensive examinations atthe beginning of their third year, followed by preparation of a dissertation. Requirements for the Ph.D. in political science include: 1. Completion of 54 credits beyond the bachelor's degree a. Of these, 18 credits (six courses) must be in Seminar (PS 507) b. 3 credits must be in Seminar: State of the Discipline (PS 507) c. The remaining 33 credits must be in regular courses, excluding PS 501, 502, 503, 505, 506, 508, 509, and 510 2. Demonstrated proficiency in one foreign language and research methods 3. After completion of course work, passing of a written and oral comprehensive examina- tion in three of the following fields: a. American government b. comparative politics c. intemational relations d. public administration and public policy P. political behavior and political theory f. methodology 4. Completion of an additional 18 credits of Thesis (PS 503), as required by the Graduate School. These credits must be taken while completing the PhD. dissertation, which is written after passing the comprehensive examination 5. Defense of the written dissertation in an oral examination. A student should be able to complete all doctoral requirements in three years of work beyond the bachelor's degree Interdisciplinary Public Policy Studies The Department of Political Science, in collab- oration with other disciplines, offers interdisci- plinary graduate work in public policy. This option emphasizes the development of analyti- cal and methodological skills essential for high-level policy work, both in the United States and abroad. Students select a policy area for specialization related to their own professional interests. This option is particularly relevant to those working in policy and planning positions in the U.S. or in developing nations. Students must fulfill the course requirements, examinations, and dissertation requirements of the PhD. program in the political science department. To obtain the doctoral degree, students must complete work in the following core areas: 1. Politics and government: American, state, local, comparative, or international as related to the policy focus of the students 2. Policy analysis, planning analysis, and evaluation 3. A substantive policy area, to be defined in consultation with the student's comprehen- sive committee comprised of at least three members of the political science depart- ment, a member of the University Committee on Policy Studies, and additional faculty members from other relevant departments 4. Basic computer skills (e.g., functional capability in statistical packages for the social sciences) 5. Methodology appropriate to the area of policy concern 6. A foreign language applicable to the policy area or research Courses in Political Science (PS) An: credits to be arranged Coreq: corequisite PIN: pass/no pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 101 Modern World Governments (3) Introduction to the political systems, practices, and institutions of leading contemporary nations including Britain, France, the Soviet Union, China, and selected nations within Africa and Latin America. Hanhardt. 104 Problems in American Politics (3) Current policy issues in American politics, e.g., unemployment, education, crime. Fiszman, Jacobs, Klonoski, Medler. Political Science 109 105 Crisis and Response in International Politics (3) International crises examined in terms of the collective responses made by nation-states and international organizations. Open only to freshmen, sophomores. Hanhardt.. 106 U.S. at the Crossroads (2) The political science department faculty introduces students to current political probiems in the United States and to the various subfields and approaches used in political science. Not offered 1986-87. 199 Special StUdies (1-3R) Topics to be arranged. 200 SEARCH (1-3R) PIN only. 201 American Government (3) Theoretical introduc- tion to American institutions, political doctrines, and ideology as these affect the course of politics and public policy in the United States. Fiszman, Klonoski, Medler, Southwell. 202 Introduction to Political Theory (3) Selected political theorists, past and present; the problem of knowledge as it relates to politics; the nature of political experience; the relationship between political knowl- edge and activity. Forde, Zaninovich. 203 State and Local Government (3) Linkage between elites and masses, with attention to values, beliefs, participation, and process. Topics include mass participation, state and community elites, violence, public policy. Wong. 204 Introduction to Comparative Politics (3) Major concepts and approaches in the study of comparative government and politics. Hanhardt, Kraus. Not offered 1986-87. 205 International Relations (3) Introduction to intellectual tools for anaiysis of world politics. Baugh, Hovet, Kraus. 207 Introduction to Political Science (3) Theories, concepts, and research methods appropriate to understanding how conflicts among people are resolved; political analysis in the behavioral sciences; institutions and organizations that operate to resolve conflict. Dryzek, Medler, Orbell, Southwell. 225 Polltlca/ldeologies (3) Origins, functions, and political implications of several ideologies, such as liberalism, Fascism, Communism, feminism, environ- mentalism, and nationalism. Dryzek, Forde, Kraus, Zaninovich. 230 Introduction to Urban Politics (3) Conflict in cities; power structures; protest movements and political participation; urban political institutions; critiques of urban politics; black politics. Orbell, Southwell, Wong. 235 Crisis in Central America (3) Provides basis for understanding current political crisis. Emphasis; Guatemala, Nicaragua, EI Salvador. Focus on contemporary struggles in post-World War II historical context. Goldrich. 240 Introduction to Public Policy (3) Alternative means of explaining the process of policy making and alternative strategies of decision making in the policy process applied to contemporary issues. Wong. 280 Introduction to Political Psychology (3) Parallels between the life span of an individual and the development of politicai institutions. Davies. Not offered 1986-87. Upper-Division Courses 301 Art and the State (3) Comparative analysis of issues raised by state intervention in production and distribution of art: censorship, artistic freedom, ideological domination, regulation of artistic market- place, cultural imperialism. Kraus. 321 Introduction to Political Analysis (3) Basic scope and methods of contemporary political science including philosophy of social science, political ethics, empirical theory, and political methodology. Baugh, Medler, Mitchell, Orbell, Southwell. 325 United States Foreign Policy (3) Basic concepts underlying the formulation and implementation of American foreign policy; relationships between American society and foreign policy; the relationship of the United States to its international environment. Baugh, Kraus, Southwell. 326 Theories of International Politics (3) Basic features of the international politicai system, the goals and objectives of its members, and the strategies whereby the members of the system seek to Obtain their goals. Baugh. Not offered 1986-87. 335 Communist Political Systems (4) Introduction to the general nature of communist political systems viewed within the context of comparative politics. Zaninovich. 336 Political Systems of Postwar Germany (3) Establishment and development of the Federal RepUblic of Germany and the German Democratic RepUblic. Hanhardt. 337 Southern Asia in Modern Times (3) Historical background, political systems, and major problems of India, Pakistan, Bangladesh, and Sri Lankasince 1947. Not offered 1986-87. 338 Southern Asia in Modern Times (3) Historical background, contemporary political systems, and major problems of Burma, Thailand, Malaysia, Singapore, Laos, Cambodia, Vietnam, the Philippines, and Indonesia. Not offered 1986-87. 339 Middle East Politics (3) History, traditions, culture, and politics of the Middle East. Emphasis on dimensions of conflict, effects of tradition and culture on local and national politics. Not offered 1986-87. 341 PrOblems in American Political Economic Development (3) American politicai economic structure; cruciai problems it generates; alternative approaches to ensure more effective democratic control and meeting of needs. Goldrich. 342 Politics of China I (3) Survey of the politics of the People's Republic of China. Emphasis on political sociology and group conflict: elites, ideology, social change, and organization. Kraus. 344 Public Policy and Citizen Action (3) Ways interest groups affect the formation and execution of public policy. Emphasis on theories of pressure groups, lobbying, and the rise of public interest activities. Dryzek, Jacobs, Won\). 347 Political Power, Influence, and Control (3) Survey of the use of the concept of power in the social sciences, stressing diverse theoretical perspectives and empirical studies of political institutions. Medler. 348 The Politics of Education (3) Effects oj high schools upon the political values and styies of students. Emphasis on links between educationai and political systems. Wong. 349 Mass Media and American Politics (3) The role of the mass media in contemporary American politics; the effect of the media on such institutions as political parties, elections, and the presidency. Medler. 351 Introduction to Public Administration (3) Approaches to and conceptions of public administra- tion; application of administrative theories to the study of pUblic organizations; substantive problems of organizations; structure and internal administration; personnel and finance. Dryzek. 353 Campaigning (3) Strategic issues for politicians and others interested in winning votes. Theoretical materials from political science and reiated disciplines cast light on these practical questions. Medler, Orbell. 355 Oregon Government and Politics (3) Current political issues in Oregon with particular attention to political races and ballot measures before the Oregon electorate as well as the state's major political institutions. Not offered 1986-87. 360 Introduction to Social Science Methods I (3) Formulating explanations for phenomena as process models; drawing conclusions to test the models; revising and refining models. Applications from many sociopolitical processes. Prereq: MTH 101 or equiva- lent. Baugh. 361 Introduction to Social Science Methods II (3) Use of digital computers to test hypotheses and models. Several exercises test student hypotheses against data sets. PreretJ: PS 360 or instructor's consent. Baugh. Note: Courses designated 1M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 401 Research (Arr,R) PIN only. 403 Thesis (Arr,R) PIN only. 405 Reading and Conference (Arr,R) 406 Supervised Field StUdy (1-5R) R for maximum of 10 credits. 407 (G) Seminar (Arr,R) Offerings vary from year to year, depending on student interests and needs and on availability of faculty. 408 (G) Workshop (Arr,R) 409 Supervised Tutoring Practicum (1-3R) PIN only. 410 (G) Experimental Course (Arr,R) 412 (G) Administrative Organization and Behavior (3) Theories of bureaucratic organization. Organization theory including groups, the nature of authority, organizational control, and decision making. Research findings from several social sciences. Dryzek, Jacobs. 413 (G) The Politics of Bureaucracy (3) Effects of bureaucratic organization on the behavior of people in bureaus; factors affecting the supply of goods and services by bureaus; forms of public organization. Dryzek, Jacobs. 414 (G) Political Parties in the U.S. (3) The primary function of parties in the United States as compared with other systems; socialization and recruitment, political identification, voting behavior, and party organization. Klonoski, Southwell. 415 (G) Comparative Political Parties (3) Comparison of various party systems of the world. Emphasis on voting systems, recruitment, party organization, coalition governments, and one-party versus multiparty systems. Klonoski, Southwell. 416 (G) Comparative Labor Movements (3) Types of labor movements in relation to the political-economic systems Within which they function. Fiszman. 417 (G) Unionization of Public Employees (3) The growth of public sector unions and the public policy issues unionization creates. Implications of unioniza- tion and collective bargaining in public education. Not offered 1986-87. 418 (G) Literature and Politics of the USSR and Eastern Europe (5) Soviet and East European life styles, social relations, values, standards, and politics as seen through the works of native novelists, poets, and dramatists. Fiszman. 419 (G) InternatIonal Protection of Human Rights (3) The diplomatic instruments, international institu- tions, and international customs that have developed to promote and protect human rights and fundamental freedoms. Hovet. 420 (G) International Organization (3) The organiza- tion of interaction among nations, focusing on the United Nations; regional and functional organizations as diplomatic instruments of states. Hovet. Not offered 1986-87. 421 (G) Irenology: The StUdy of Peace (3) Peace examined as a dynamic concept. How has peace been defined, studied, advocated, and achieved? What are the factors relevant in maintaining peace? Hovet. 422 (G) International Law (3) Introduction to interna- tional public law as an aspect of international organiza- tion; international law and the political process; the International Court of Justice. Hovet. 423 (G) Ocean Politics (3) The politics of states in controlling and developing the resources of the oceans; special attention to efforts to adopt a law-of- the-sea treaty. Hovet. 424 (G) Politics of Western Europe I (3) Governmen- tal institutions and political processes of Great Britain, France, and the Federal Republic of Germany. Special attention to interest groups, parties, and voting behavior since World War II. Hanhardt. 425 (G) Politics of Western Europe II (3) Governmen- tal institutions and political processes of the smaller western European democracies: Italy, Belgium, The Netherlands, and the Scandinavian countries. Hanhardt. Not offered 1986-87. 427,428 (G) Government and Politics ofthe Soviet Union (3,3) Governmental institutions and political processes in the Soviet Union. Fiszman. 430 (G) Political Theory: Ancient and Medieval (4) Early Middle Eastern political thought, Socrates and Plato, Aristotle and the Greek polis, Cicero and the universal political community, Augustine, and Aquinas. Forde, Zaninovich. 431 (G) Political Theory: Renaissance, Reformation, and Early Modern (4) Development of political theory. Primary figures are Machiavelli, Hobbes, Locke, . Rousseau, and Hegel: also, Luther, Calvin, Bodin, Hooker, Harrington, Montesquieu, Kant, and Hume. Forde, Zaninovich. 110 Political Science 432 (G) Political Theory: 19th and 20th Centuries (4) Political theory during the 19th century and first half of the 20th; utilitarianism and liberalism, radical and revolutionary traditions, beginning of social science, critiques of mass democracy. Zaninovich. 433 (G) Marxist Political Theories (3) Variations in Marxist theorizing. Survey of different schools. How Marxist theoretical expression and adaptation in one environment might compare to that in another. Fiszman, Zaninovich. 435 (G) Women and Politics (3) Examines the treatment of women in the classic works of political philosophy. Linksthis bodyofthoughttocontemporary views on women. Southwell. Not offered 1986-87. 436 (G) Why Government? (3) Why do we have government? What can justify government and its extension? How much government is enough? Orbell. Not offered 1986-87. 437 (G) Evaluation of Constitutions (3) What are the consequences of various constitutions? How can we evaluate those outcomes? Roots of the problem in classical political theory. Orbell. Not offered 1986-87. 438 (G) Urban Politics (3) Theoretical perspectives; the dispute about power structures; the political context; community conflict; political participation; urban protest movements; new poiitical forms; community control; black politics in the city. Orbell, Southwell, Wong. 440 (G) Comparative Foreign Policies (3) The international behavior of selected states; systemic and societal variables influencing their behavior; quality and content of international behavior. Hovet. Not offered 1986-87. 442 (G) Politics of China II (3) Recent trends in the study ofthe modern Chinese state. PS 342 or a course on modern Chinese history or society recommended. Kraus. 443 (G) Politics of Multi-Ethnic Societies (3) Politics of racially and ethnically plural societies, e.g., Nigeria, Austro-Hungary, United States, Switzerland, South Africa, Yugoslavia, Canada. Effects of different races and ethnic groups upon domestic political institutions. Zaninovich. Not offered 1986-87. 444 (G) Theory Construction (3) Introduction to the art of theory and model construction in social science. Five brief exercises required. Dryzek, Jacobs, Orbell. 445 (G) Methods for Politics and Policy Analysis I (3) Introduction to quantitative analysis, concepts and methods of empirical research in political science. Emphasis on developing and testing models, research design, data analysis, and computer literacy. Baugh, Medler. 446 (G) Methods for Politics and Policy Analysis II (3) Introduction to applied statistical methods; descriptive statistics, bivariate correlation, and regression techniques. Emphasis on analysis of problems and data commonly used in political science. Baugh, Medler. 447 (G) Methods for Politics and Policy Analysis III (3) Survey of multivariate model building for political analysis. Multiple regression, discrete variable techniques, recursive systems, and cross-level analysis. Students apply these techniques to concrete ____---PoJitlcaLproolems.Medler. -- ----- 449 (G) International Political Economy (3) Linkages between economics and politics in the international system. Basic concepts include power, dependence, inequality, imperialism, cartels, and development. Kraus. 452 (G) Elections and Opinions (3) Electoral response in past presidential elections: electoral theory; primary elections; campaigning strategies; impact of the mass media. Orbell, Southwell. Not offered 1986-87. 456 (G) Democratic Processes (3) Application of formal rational models to democratic institutions and processes with particular reference to voters, voting, interest groups, and elections. Mitchell. 457 (G) Democratic Processes (3) Application of formal rational models to democratic institutions and processes with particular reference to politicians (elections, campaigns, policy choices) and bureau- crats (budgets, wages, political power). Mitchell. 458 (G) Democracy and Public Policy(3) Criteria for the assessment of policy involving resource allocation, distributions of benefits and costs, and the design of controls in a democracy. Mitchell. 463 (G) Government and Politics of Latin America (3) Inter-American political economic history; Cuban Revolution; national security states; liberation theology, Christian base-communities, reaction; case studies: Argentina, Chile, Uruguay, Brazil, Central America; futures. Goldrich. Not offered 1986-87. 464 (G) Government and Politics of Latin America (3) Intensive inquiry into special topics in Latin American politics. Goldrich. 465 (G) Government and the Economy (3) The relationship between government and market econ- omy. The politics of fiscal and monetary policy, government budgeting, and the regulation of economic actiVity. Dryzek, Jacobs. 466 (G) Government BUdgeting (3) Introduction to the federal budget and the role it plays in national policy making. Focus on the budgetary process and Reagan administration budgetary policies. Not offered 1986-87. 467 (G) The American Presidency (3) An ambivalent view of the Presidency as the key institution in the American political system: source of great good but also of great harm. Klonoski. 468 (G) Congress (3) The study of Congress as an institution: congressional elections, the committee system and the internal distribution of influence, and relations with the President and the Supreme Court. Southwell. 470 (G) Political Behavior (5) Behavior of individuals as a product of interaction of their innate needs with socioeconomic and political institutions that inhibit and facilitate need satisfaction. Davies. Not offered 1986-87. 471 (G) The Human Organism and Political Develop- ment (3) Application of research and theory on the central nervous and endocrine systems to political development. Course in physiological psychology strongly recommended. Davies. Not offered 1986-87. 475 (G) Political Development and Revolution (5) Examination of the ideological, economic, psycholog- ical, and sociological origins and evolution of revolu- tions. Examples drawn from the English, French, American, Russian, and Chinese revolutions. Davies. Not offered 1986-87. 4n (G) Political Leadership (3) Analysis of the increasingly close interaction between political leaders and followers in modern times, when the expectations of publics have become critical political forces. Davies, Forde. Not offered 1986-87. 478 (G) Political Fiction (5) Analysis of some novels and plays that help us understand why people act as they do politically. PS 470, 475 strongly recommended. Davies. Not offered 1986-87. 480 (G) Oregon Legislative Process (3) Examines major bills before the Legislature and the politics of enacting them. Field trips required. Not offered 1986-87. 481 (G) Oregon Administrative Process (3) Explores major executive agencies and their rule-making and administrative behavior. Not offered 1986-87. 482 (G) Legislative Politics (3) Legislative operations in various governmental settings; their functions and exercises of power, composition, decision making, and influence in the political system. Southwell. Not offered 1986-87. 484 (G) The Supreme Court in America (3) The Supreme Court as a political body; the judicial role in the context of the economic, political, social, and psychological factors that influence the court's decisions. Klonoski. 485 (G) Civil Rights and Civil Liberties (3) The Supreme Court's rulings on civil liberties and civil rights, freedom and equality, especially under Warren and Burger. Klonoski. 488 (G) The Politics of Public Policy (3) Politicai, institutional, and economic constraints on policy making. Emphasis on the setting of domestic priorities, the politics of regulatory agencies, and program implementation. Wong. 489 (G) Comparative Public Policies (3) Comparison of public policies in local, national, and cross-national settings. Comparative theories about policy making in terms of political, social, and environmental factors. Dryzek. 490 (G) Community Politics I (3) Local politics and political economic processes, institutions, and structure; democratic theory context; experiments in democratization. Goldrich, Medler. Not offered 1986-87. 491 (G) Community Politics II (3) Research or field research in community politics. Students develop and implement their own research projects within a given problem focus. Prereq: instructor's consent. Goldrich, Medler. Not offered 1986-87. 492 (G) Political Decision Making (3) Field studies, explorations of collective or public decision making; theories of power,.goals, and strategies; competition; and coalition formation applied to a variety of current political situations. Not offered 1986-87. 496 (G) National Security Policy (3) Factors in the development of national security policy, with emphasis on decision making, and the implications and conse- quences of such policies, nationally and abroad. Baugh. Not offered 1986-87. 497 (G) Environmental Politics (3) The international political economy's impact on the world environment. Alternative, environmentally sustainable political economies, especially the decentralizing of responsi- bility and power for environmental citizenship. Emphasis on politics of transition. Dryzek, Goldrich. Graduate Courses' 501 Research (Arr,R) PIN only. 502 Supervised College Teaching (Arr,R) 503 Thesis (Arr,R) PIN only. 505 Reading and ,Conference (Arr,R) 506 Field StUdies (Arr,R) 507 Seminar (Arr,R) 508 Workshop (Arr,R) 509 Practicum (1-3R) PIN only. 510 Experimental Course (Arr,R) Psychology 131 Straub Hall Telephone (503) 686-4921 Myron Rothbart, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Jacob Beck, Professor (perception, computer vision, psychophysics). B.A., 1950, Yeshiva; M.A., 1951, Ph.D., 1957, Cornell. (1966) Beverly Fagot, Associate Professor (developmental, early childhood). B.A" 1960, Occidental; Ph.D" 1967, Oregon. (1968) Robert F. Fagot, Professor (measurement theory, choice theory, psychophysics). B.S., 1946, Mas- sachusetts Institute of Technology; Ph.D., 1956, Stanford. (1956) Morton Ann Gernsbacher, Assistant Professor (cognition, psycholinguistics). B.S., 1976, North Texas State; M.S., 1980, Texas, Dallas; Ph.D., 1983, Texas, Austin. (1983) Lewis R, Goldberg, Professor (personality assess- ment). A.B., 1953, Harvard; M.A., 1954, Ph.D., 1958, Michigan. (1960) H. Hill Goldsmith, Associate Professor (emotions, behavioral genetics, psychometrics). B.A., 1972, Texas, Austin; Ph.D., 1978, Minnesota. (1985) Barbara Gordon-Lickey, Professor (sensory physiol- ogy, visual system development). A.B., 1963, Radcliffe; Ph.D., 1966, Massachusetts Institute of Technology. (1969) Marvin Gordon-Lickey, Professor (physiological, circadian rhythms, learning). A.B., 1959, Oberlin; M,A., 1962, Ph.D., 1965, Michigan. (1967) Douglas Hintzman, Professor (human learning and memory, computer simulation of cognitive processes), B.A., 1963, Northwestern; Ph.D., 1967, Stanford. (1969) Ray Hyman, Professor (cognitive processes, thinking, human error). A.B" 1950, Boston; M.A., 1952, Ph.D., 1953, Johns Hopkins. (1961) Peter W. Jusczyk, Associate Professor (language acquisition and development, psycholinguistics), B.A., 1970, Brown; M.A., 1971, Ph.D., 1975, Pennsylvania. (1980) Steven Keele, Professor (human learning, human performance, motor skills). B,S., 1962, Oregon; M.S" 1965, Ph.D" 1966, Wisconsin, Madison, (1968) Carolin Keutzer, Associate Professor (aiternative paradigms of scientific research, transpersonal psychology and psychotherapy, epistemics). B.A., 1960, M.A., 1963, Ph.D., 1967, Oregon. (1967) Daniel P, Kimble, Professor (physiological, memory). B.A., 1956, Knox; Ph.D., 1961, Michigan. (1963) Peter M. Lewinsohn, Professor (clinical, depression, neuropsychology), BS, 1951, Allegheny; M.A., 1953, Ph.D., 1955, Johns Hopkins. On leave 1986-87. (1965) Edward Lichtenstein, Professor (clinical-community, smoking cessation and prevention). B.A., 1956, Duke; M.A., 1957, Ph.D., 1961, Michigan. (1966) Richard Marrocco, Professor (visual sensory physiol- ogy). B.A., 1965, California, Los Angeles; Ph.D., 1971, Indiana. On leave 1986-87. (1973) Robert Mauro, Assistant Professor (social, emotions, psychology and law). A.B., 1979, Stanford; M.S., 1981, Yale; Ph.D., 1984, Stanford. (1984) Michael I. Posner, Professor (cognition, neuropsychol- ogy of attention). B.S" 1957, M.S., 1959, Washington (Seattle); Ph.D., 1962, Michigan. On leave 1986-87, (1965) Mary K. Rothbart, Professor (social development, temperament). B.A., 1962, Reed; Ph.D., 1967, Stanford. On leave winter, spring 1987. (1970) Myron Rothbart, Professor (social, cognitive, inter- group processes). B.A., 1962, Reed; Ph.D., 1966, Stanford. (1969) Norman Sundberg, Professor (community, clinical, cross-cultural, personality assessment), B,A., 1947, Nebraska; M.A., 1949, Ph.D., 1952, Minnesota, On leave fall 1986. (1952) Marjorie Taylor, Assistant Professor (cognitive develop- ment, perspective taking, children's drawings). B.S., 1979, M,S, 1981, Acadia; Ph.D., 1985, Stanford. (1985) Don M, Tucker, Associate Professor (emotion, cognition, neuropsychology), B.A., 1969, Colorado; M,S" 1972, Ph,D., 1974, Pennsylvania State. (1984) Robert L Weiss, Professor (clinical, marital and family therapy research). B.A., 1952, Ph.D., 1958, State University of New York, Buffalo. (1967) Wayne Wickelgren, Professor (cognition, artificial intelligence, programming languages). A.B., 1960, Harvard; Ph.D., 1962, California, Berkeley. On leave 1986-87. (1969) Emeriti Fred Attneave, Professor Emeritus (perception, learning). B.A., 1942, Mississippi; Ph.D., 1950, Stanford. (1958) Richard A. Littman, Professor Emeritus (experimental, systematic, developmental). A.B., 1943, George Washington; Ph.D., 1948, Ohio State. (1948) LeonaTyler, Professor Emerita (individual differences, interest development). B.S., 1925, M,S., 1939, Ph.D., 1941, Minnesota. (1940) Undergraduate Studies Undergraduate courses in psychology at the University provide a sound basis for later professional or graduate training in psychology. They also satisfy the needs of students, majors and nonmajors, who are interested in psychol- ogy primarily asa part of a broad liberal education. In addition, they provide a back- ground in psychological principles and techniques as intellectual tools for work in other social and biological sciences and in such professional fields as education, business, law, and journalism. Preparation. High school preparation should include courses in social sciences as well as the natural sciences (physics, biology, chemis- try). Both language and mathematical skills are also highly desirable. In general, the broad liberal arts training that prepares students for college studies is appropriate for majoring in psychology at the University. Careers. Students often major in psychology to prepare for graduate training and careers in related fields such as personnel relations, vocational and personal counseling, medicine and dentistry, social and case work, marketing, administration, the legal profession, or counsel- ing and teaching in the public schools. Others plan on graduate work in psychology. Graduate training in psychology prepares stUdents for careers as academic psychologists (teaching and research), clinical. psychologists (mental health centers, institutions, and private prac- tice), industrial and organizational psychol- ogists, and government psychologists (testing, research, and administration). Additional career information is available frorn the American Psychological Association, 1200 17th Street Northeast, Washington, D.C. 20036. Review of Courses Among lower-division courses offered, PSY 202, 203, and 304 offer instruction in psychology as a natural science. PSY 204, 205, 310, 311, and 357 introduce psychology as a social science. Introduction to Experimental Psychol- ogy (Honors College) (PSY 217,218) is also available. Students should plan to take not more than three courses at the lower-division level before starting upper-division work. The introductory Psychology 111 courses should be chosen with an eye toward suggested prerequisites of upper-division courses and toward providing a broad back- ground in the field. Upper-division courses fall into three categories: 1. PSY 302 and 303 are designed to teach research skills and methodologies 2. 300- and 400-level courses are of broad interest to many different majors throughout the University as well as to psychology majors 3. 400-level area courses are designed for psychology majors but are also open to other students who fulfill the prerequisites The area courses are organized into specialty groups to help the student plan a curriculum. This organization and other curricular planning aids are more fully explained in the Psychology Undergraduate Handbook available in the Department of Psychology, 131 Straub Hall. Group Requirements. The following social science and science courses have been approved for satisfaction of the Group Require- ments: Plan I, which partially fulfill graduation requirements for new University under- graduates. See earlier General Catalogs for Group Requirements: Plan II. Social Science. PSY 204, 205, 310, 311, 357 Science. PSY 202, 203, 304 Major Requirements Psychology majors at the University of Oregon must fulfill the following requirements: 1. A minimum of 36 credits in psychology-at least 24 upper-division and at least 12 taken at the University-including the following courses: a. Statistical Methods in Psychology (PSY 302), Research Methods in Psychology (PSY 303), or other appropriate methodological preparation b. Elements of Statistical Methods (MTH 425 or426) or Introduction to Statistical Theory (MTH 441 or 442), if the course is taken in lieu of Statistical Methods in Psychology (PSY 302) 2. One course in three of the following areas: a. human experimental psychology b. physiological psychology c. social psychology d. personality and psychopathology e, developmental psychology At least one of the area courses must be from those giving science credit (a or b) and at least one from those giving social science credit (c, d, or e) 3. At least 24 of the 36 credits must be graded 4, A course in which a student receives a D grade cannot be counted toward the major requirement of at least 36 passing credits (a grade of C- or P or better) 5. Priortotaking PSY 302 and 303, the psychol- ogy major must take Psychology as a Science (PSY 202,203) orPsychology as a Social Science (PSY 204, 205) or Introduc- 112 Psychology tion to Experimental Psychology (PSY 217,218) Note: For psychology majors, PSY 302 and 303, or other appropriate methodological prepara- tion (or instructor's consent), are prerequisites for all area 400'level courses. In addition, students should examine carefully the prerequi- sites for all 400-level courses. Planning a Program In addition to attending lecture courses, students may participate in seminars, reading courses, laboratory work, fieldwork, and other means of gaining experience. With the aid of advisers, students design programs directed toward one of four options: liberal arts, professional, honors, or secondary education certification. Sample Program The sample program below provides an idea of a typical course load during the freshman year. Fall Term 14·15 credits Arts and letters elective . . . . . . . . . . . 3 Health. . . . . . . . . . . . . . . . 3 Mathematics . . . . . . . . . . . . . . . . . . . . 4 Physical ed ucation . . . . . . . . .. 1 Science elective. . . . . . . . . . . . . . . . . . . . . . . . .. 3-4 Winter Term 17-18 credits Arts and letters elective . . . . . . . . . '. . . .. 3 English Composition (WR 121) 3 Mathematics . . . . . . . . . . . . . . . . . . . .. 4 Physical education. . . . . . . . . . . . . . . . . . . . . 1 Science elective . .. . . . . . . . . . . . .. 3-4 Social science elective . . . . . . . . . . . .. 3 Spring Term 18-19 credits Arts and letters elective . . . . . . . . . . . 3 Psychology as a Science (PSY 202) or Psychology as a Social Science (PSY 204) 4 Mathematics . . . . . . . . . . . . . . . . . . . . . 4 Physical ed ucation. 1 Science elective. . . . . . . . . . . . . . . . . . . . . . . .. 3-4 Social science elective 3 The departmental requirements for a psychol- ogy major are designed to maximize individual curriculum planning. This should be done in close and frequent consultation with the adviser. Inquiry Training. The department wants to instill habits of self-study and independence among its majors. Careful observation of one's own behavior and mental processes and the behavior of others is basic to an understanding of psychology. To help the student develop personal skills and practice them outside formal classroom assignments, the department has an inquiry training program. The program consists of self-study experimental and observational modules using computers and TV tapes to aid the instruction. Information on this program is available in the Undergraduate Laboratories, 170-179 Straub Hall. Peer Advising. The psychology department employs a peer advising system in an attempt to make academic advising more effective, humane, and efficient. At the beginning of New Student Week each freshman and transfer psychology major must make an appointment to see one of the peer advisers for an informal yet informative advising session. Questions regarding any aspect of the Univer- sity system (how to read the time schedule, grading procedures, where to seek financial assistance, howto plan acourseschedule, and similar matters) and specific inquiries about the department's norms, opportunities, facilities, and faculty are welcome at these sessions. After meeting with a peer adviser and designing a tentative term course schedule (as well as a concise list of more technical questions), students make appointments with their as- signed faculty advisers. The peer advising stations are open eight hours a day during New Student Week for both drop-in visitors and scheduled appointments. During the school year, the peer advising office in 141 Straub Hall has regularly scheduled hours. All psychology students are invited to use the facilities (a small library, test file, journals, and graduate school brochures) and to talk infor- rnally with a friendly peer adviser who is knowledgeable about departrnental and University regulations and opportunities. Liberal Arts Curriculum Some students are interested in studying psychology with a view toward understanding the diversity of hurnan nature; its relation to literature, science, and the arts; and its contri- bution to general intellectual currents. They place less ernphasis on technical skills in giving tests, running experiments, or analyzing data, and rnore ernphasis on the theories and ideas which serve as a background for research. It is difficult to design any single recomrnended curriculum for such students. However, the curriculurn should combine psychology with a strong emphasis on work in the humanities in addition to courses in science that stress the relation of psychology to philosophy and human concerns. Different courses would, of course, be advisable in programs that stress the relation between psychology and the natural sciences. For further information the student should consult the Psychology Undergraduate Handbook. Professional Curriculum The professional curriculum is designed for those not planning to do graduate work in psychology but who might want to work in counseling, social work, school psychology, or industrial psychology. It is also for those who plan to enter government or business adminis- tration. It stresses a broad knowledge of psychology plus experience in a variety of different settings in which psychology is applied. Special emphasis is on statistics, writing, computer programming, and other skills which make the student a more attractive job candidate or give an advantage once employ- ment is begun. Of special importance are opportunities to work on applied psychological projects or papers. These opportunities may be gained through special courses in Research (PSY 401), Read- ingand Conference (PSY 405). or Seminar (PSY 407). By the time of graduation, the student should have prepared a number of papers applying psychology in real settings. The exact curriculum designed depends upon the setting or the department in which advanced study is sought. Professional Settings. Following are psychol- ogy courses that may be especially appropriate for certain settings. EDUCATION. PSY 374,388,417,421,423,434, 437,470,472,475,476,478,479,487,488,489 WELFARE-SOCIAL WORK. PSY 383, 388, 411, 417,427,456,457,462,470,473,479,487, 488, 489 YOUTH WORK. PSY 374,383,388,417,421,423, 473, 475, 476, 478, 479 INDUSTRY. PSY 353,417,419,436,462,470, 487, 488, 489 MENTAL HEALTH. PSY 383, 388, 411,413,417, 427,445,462,466,467,470,472,473,479, 487,488,489; many PSY 407 seminars are also appropriate Preparation for Graduate Study A bachelor's degree is seldom sufficient qualification for professional work in psychol- ogy; at least a master's degree is required for most positions. Students should not undertake graduate work unless their grades in under- graduate psychology and related courses have averaged mid-B or better. Prospective graduate students in psychology are advised not to take a large number of psychology credits beyond the minimum of 36, but to leave time for work in related fields such as anthropology, biology, computer science, chemistry, mathematics, physics, and sociol- ogy. Strong preparation in quantitative methods is advisable and might include mathematical statistics. A reading knowledge in at least one foreign language appropriate to psychology (German, French, Japanese, Russian) may be useful. Honors Curriculum Students with good records who plan to pursue a career in psychology may consider applying to the departmental honors program at the end of their sophomore year. The honors program centers around an independent research project which the student develops and carries out under the supervision of a departmental committee. Information about admission criteria and how to apply is available from the department. Secondary School Teaching The department offers work toward Basic and Standard certification to teach in public second- ary schools. For additional information regard- ing departmental requirements for psychology, students should see the department's adviser for teacher education as well as the coordinator for secondary education in the College of Education. Minor Requirements The Department of Psychology offers a psychol- ogy minor in two options: psychology or psychology with cognitive science emphasis. All courses must be passed with grades of C- or P. Special Studies (PSY 199) does not count toward the minor. The psychology option requires 25 credits in psychology; the cognitive science minor requires 31 credits in psychology to be distributed as follows: Psychology Option 25 credits Psychology as a Science (PSY 202, 203) or Psychology as a Social Science (PSY 204, 205) or Introduction to Experimental Psychology (PSY 217, 218) ..... 8 Statistical Methods in Psychology (PSY 302) and Research Methods in Psychology (Psy 303) or equivalents from other departments 8 Three upper-division entry-level courses from at least two areas of psychology. . . . . . . . . 9 At least 16 of the 25 credits must be graded and at least 16 must be upper division. Cognitive Science Option 31-38 credits Aoy two courses in computer science; Intro- duction to Computer Science I, Ii (CIS 201, 203) are recommended. Computers in Psychology (PSY 305) may substitute for one computer science course 8 Introduction to Linguistics (LING 290) or Elements of linguistics (LING 421) . . . . . . . . .. 4 Psychology as a Science (PSY 202, 203) or Introduction to Experimental Psychology (PSY 217, 218) 8 Statisticai Methods in Psychology (PSY 302) and Research Methods in Psychology (PSY 303) 8 Cognition (PSY 435) or two terms of Advanced Experimental Psychology (PSY 430, 431, 432) 3-10 At ieast 20 of the 31 credits must be graded and at least 15 must be upper division. In addition, a listof recommended electives is available in the department office. Graduate Studies The department emphasizes graduate work at the doctoral level and at a specialized master's level. The four major PhD. programs are general experimental; physiological psychol- ogy, which emphasizes an interdisciplinary neuroscience program with biology and chemistry; clinical; and developmental-social- personality. A master of arts (MA) or master of science (M.S.) degree is available for a limited number of students not in the PhD. program. The department maintains a psychology clinic; specialized facilities for child and social research; experimental labs for human re- search, including a variety of large and small computers for on-line experimental control; and well-equipped animal laboratories. All students applying for admission to a PhD. program in psychology must provide scores on both aptitude and advanced tests in the Graduate Record Examination (GRE) and three letters of recommendation on special forms provided by the department. Detailed informa- tion on admission, inclUding application forms and information on awards and graduate teaching fellowhips (GTFs), may be obtained from the department. During the first year of graduate work, students acquire a broad background in psychology and are introduced to research. The student's specific program is planned in relation to prior background, current interests, and future goals. Research experience and a dissertation are required of all P.hD. candidates; teaching experience is recommended, and opportunities to teach are made available. For general regulations governing graduate work at the University, see the Graduate School section of this catalog. Clinical Program The department uses a research-oriented approach to theories and methods of clinical psychology. A clinical psychologist, in the department's view, is a scientist with an area of specialization in clinical psychology. As a part of graduate training, the student learns to devise approaches to clinical problerns which lead to better conceptual understanding of the phenomena being studied. The prograrn stresses a data-oriented approach to the cornplexities of clinical problems. During the first and second years of graduate study the student completes (1) the core program, including work in experimental psychology and quantitative methods-as do students in all other programs, (2) Proseminar in Clinical Psychology (PSY 524,525,526), and (3) a clinical core sequence in assessment and in behavior change, with an associated prac- ticurn. The second-year practicurn experience, as well as advanced-level clinical-research training, are provided in large partthrough the Psychology Clinic, a training facility operated by the clinical staff and students. Beyond the second year, there is considerable latitude in planning a prograrn of study and research. The student rnust pass a major clinical preliminary examination (covering assessment, psychopathology, and behavior change) and a minor preliminary examination in an area of special interest to the student (e.g., learning approaches to behavior change, social psychology). Upon cornpletion of forrnal course work and practica, students are required to take a one-year clinical internship to round out their professional training. Interdisciplinary Program in the Neurosciences Neuroscientists in the Departments of Biology, Chemistry, and Psychology have formed an interdisciplinary program in the neurosciences. The focus of the program is on experimental neuroscience, with the goal of understanding relationships between behavior and the chemi- cal, morphological, and physiological functions of nervous systems. A coordinated graduate degree-granting prograrn of instruction and research is available to students through any of the participating departrnents. Biosocial Research Center The Departments of Biology, Anthropology, and Psychology support a rnultidisciplinary facility devoted to research into the substrata of behavior, including ethological, neurological, and developmental factors. The center is situated on 2.5 acres near the science cornplex. It contains 4,000 square feet of laboratory and conference space, inclUding facilities for maintaining colonies of mice, behavioral laboratories, observation areas, controlled- temperature rooms, and a modern surgery. There are, in addition, outside enclosures for larger animals. Cognitive Science Cognitive science is an interdisciplinary field concerned with the stUdy of natural and artificial intelligence, culture, and communication. Psychology faculty members in cognitive psychology have joined with those in other departments to offer work in this field. Psychol- ogy undergraduate and graduate students can receive training in cognitive science while pursuing studies within the psychology depart- rnent. The prog rarn is described in the Cognitive Science section of this catalog. Students interested in research or degree prograrns in Psychology 113 cognitive science should consult the prograrn chair. Master's Program in Organizational Psychology A special master's degree program is available in organizational psychology. Program compo- nents are designed to provide students with a balance of theoretical and applied training. Applied training is provided through closely supervised field placements within organiza- tions outside the University. Each placement is organized around a consultation topic within the student's area of specialization and usually continues from one to two terrns. The degree- either a rnaster of arts (MA) or a master of science (M.S.)-requires 72 credits in courses and fieldwork. Course work in organizational psychology features organizational develop- ment, human resource management, training technology, group processes, quality-of-work- life technology, organizational consulting skills, human factors, statistics, social psychology, and personnel assessment. All students applying for adrnission to the special master's degree program must provide three letters of recommendation on forrns available in the departrnent and grade tran- scripts of all undergraduate and graduate work. In addition, all applicants will be interviewed by a faculty representative, either in person or by telephone. Application materials may be obtained from the department's graduate secretary. Courses in Psychology (PSY) Arr: credits to be arranged Coreq: corequisite PIN: pass/no pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 199 Special Studies (1-3R) 200 SEARCH (1-3R) PIN oniy. 202,203 Psychology asa Science (4,4) Application of experimental and correlational research methods to theoretical questions. 202: sensory processes, perception, memory, cognition, conditioning. 203: affect, motivation, and social influences in personality and social development. 204, 205 Psychology as a Social Science (4,4) Application of psychology to social science issues. 204: general cognitive processes, learning theory. 205: motivation and emotion, social psychology, personality and developmental psychology. 217,218 Introduction to Experimental Psychology (Honors College) (4,4) Fundamental concepts and facts in perception, learning, and motivation. Lectures, laboratories. Open to selected students outside the Honors College with instructor's consent. Enrollment limited to 25. Upper-Division Courses 302 Statistical Methods in Psychology (4) Probability and statistics as applied in psychological research. Topics include hypothesis testing, correlation and regression, and design of experiments. Prereq: a grade of C- or better in MTH 100 or equivalent and PSY 202,203 or PSY 204, 205 or PSY 217,218; MTH 101 recommended. 303 Research Methods in Psychology (4) Use of library and bibliographic methods, handling of survey data, coding from written and taped sources, inter- 114 Psychology views, questionnaires, tests, and experiments. Prereq: PSY 202, 203 or PSY 204, 205 or PSY 217, 218; PSY 302. 304 Biological Psychology (4) Relationships between activity of the nervous and endocrine systems and behavior. Topics include sensation, perception, consciousness, sexual behavior, eating and drinking, sleeping and dreaming, learning, and the human brain. Prereq: PSY202,203orPSY204, 205orPSY217, 218 or equivalent. 305 Computers In Psychology (4) Introduction to computer usage in psychology. Topics include control of experiments, data collection, testing, data analysis, simulation. Emphasis on learning to program experi- ments. Prereq: instructor's consent. 310 Personality and Psychopathology (4) Theoreti- cal conceptions and determinants of individual differences in personality and personality disorders; methods of personality assessment and treatment of psychopathology. Prereq: PSY 202, 203 or PSY 204, 205 or equivalent. 311 Child Development (4) Social, intellectual, and personality development of the child. Includes attachment, parent-child interaction, peer relations, cognitive development, and parent and teacher influences upon child development. Prereq: PSY 202, 203 or PSY 204, 205 or equivalent. 353 Psychology of Work (3) Factors that influence human efficiency and the motivation to work. Topics include boredom, fatigue, aging, incentives, working environment, decision making, and design of human- machine systems. 357 Pseudopsychologles(3) Astrology, I Ching, faith healing, water divining, Scientology, and meditation systems. Evaluation of evidence and claims in support of pseudopsychologies; focus on deception of the mind. 374 Infancy (3) Deveiopment of infants from concep- tion to the age of two years. Topics include heredity and prenatal development, birth, characteristics of the newborn, and cognitive development. Prereq: course work in psychology. 383 Drugs and Behavior (3) Physiological and behavioral effects of psychoactive drugs such as alcohoi, opiates, barbiturates, and excitants. The psychology of use and overuse; therapies for correct- ing drug problems. 388 Human Sexual Behavior (3) The nature of human sexuality; hormonal, instinctual, and learned factors in sexuality; psychosexual development; frequency and significance of various types of sexual behavior; sexual inadequacy; homosexuality; sexual deviation. Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 401 Research (Arr,R) 403 Thesis (Arr,R) 405 Reading and Conference (Arr,R) 406 Field Studies (Arr,R) 407 (G) Seminar (Arr,R) Topics vary from year to year depending upon interests and needs of students and upon availabilityof facuity. Topics include Activity and Rest, Behavior Modification, Cognitive Development, and Color Vision. 408 Laboratories Projects (Arr,R) 409 Practicum (1-3R) 410 (G) Experimental Course (Arr,R) 411 (M) Theories of Personality (3) Main phenomena of personality; critical comparison of the outstanding conceptual systems developed to account for these phenomena. 413 (M) Humanistic Psychology (3) Philosophy and theories of personality of the "Third Force" school of psychology; what distinguishes humanistic psychol- ogy from behavioristic, psychoanalytic, and cognitive theories of personality. Prereq: PSY 411 or instructor's consent. 415 (M) Prejudice (3) Theory and research on the origins, maintenance, and modification of intergroup prejudice. Prereq: social psychology courses or instructor's consent. 417 (M) Environmental Psychology (3) The effects of the physical environment on human behavior; humankind's use of space, population regulation, physical environment and development, and architec- tural design and behavior. Prereq: social psychology courses or instructor's consent. 419 (M) Group and Individual Differences (3) Quantitative assessment of human characteristics; research findings concerning intelligence, achieve- ment, aptitudes, interests, and personality; group differences related to sex, age, social class, race, nationality. PSY 302 or equivalent recommended. 421 (M) Psychobiological Development (3) Early development of the young child and the young of other species. Developmental psychophysiology, ethologi- cal approaches, behavior genetics, prenatal develop- ment, effect of early experience, and aging. Prereq: physiological or comparative psychology courses and instructor's consent. 423 (M) Psychological Aspects of Early Childhood Education (3) Methods (both theoretical and practical aspects) of early childhood education; use of psychological research techniques to evaluate their desirability and effectiveness. Prereq: developmental or learning psychology courses or instructor's consent. 425 (M) Psychology of Sex Differences (3) The development of sex differences: biological differences; societal sex roles and sex typing; personality theorists' views of woman; the different status of man and woman throughoutthe life cycle. Prereq: psychology courses. 427 (M) Abnormal Psychology (3) Unusual behavior including anxiety states, hysteria, hypnotic phenomena, and psychoses. Normal motives and adjustments considered in their exaggerations in the "neurotic" perso'l. Prereq: PSY 202, 203 or PSY 204, 205 or PSY 217, 218. PSY 302 recomm'lnded. Areas Note: The prerequisites for 400-level courses for psychology majors are PSY 202, 203 orPSY 204,205 or PSY 217, 218 and PSY 302, 303. Experimental Area 430,431,432 (G) Advanced Experimental Psychol- ogy (5,5,5) Functional operations of the human nervous system in perceiving, remembering, trans- forming, and responding to information; techniques of information theory, signal-detection theory, statistics, and computer control of experiments. Prereq: PSY 302, 303, and instructor's consent. 433 (G) Learning and Memory (3) Experimental and theoretical work on iearning in animals and humans. Environmental and biological determinants of condi- tioning; symbolic learning and memory in humans. Prereq: PSY 302, 303. 435 (G) Cognition (3) Issues of memory: coding for storage, control processes for storage; attention and cognitive control; analysis of more complex cognitive tasks; approaches to problem solving. Prereq: PSY 302,303 436 (G) Human Performance (3) Motor and intellectual capacities; analysis of the flow of information within the nervous system; applications of performance princi- ples to human-machine systems. Prereq: PSY 302, 303,435. 438 (G) Psychology of Perception (3) Fundamental concepts of vision, audition, somesthesis, etc. Psychophysiological factors and psychophysical methodology. Prereq: PSY 302, 303. 439 (G) Psychology of Visual Art (3) Perceptual, cognitive, and affective bases of pictorial art. Topics include perceptions of space, color, form; the function of images; effects of learning; anamorphic painting; cartoons and caricatures. Prereq: PSY 438 or instruc- tor's consent. 440 (G) Psychollnguistics (3) Processes and structures underlying language use. Methods of studying language processing. Relationship between psycholinguistic data and observations from linguistics and neurophysiology. Prereq: LING 421, PSY 302,303, 435. Physiological Area 445 (G) Brain Mechanisms of Behavior (3) Organiza- tion of mammalian brain. Structure and function of neuronal systems underlying sensation, perception, coordinated movement, learning and memory, sleep-wakefulness, and affective disorders. Prereq: course work in biology or PSY 304; prereq for psychology majors: PSY 302, 303. 447 (G) Cellular Mechanisms of Behavior (3) Properties of neurons providing the basis for control of behavior. Topics include membrane potential, action potential, synapses, sensory receptors, circuits involved in movement and learning. Prereq: course work in chemistry or physics; prereq for psychology majors: PSY 302, 303. 448 (G) The Integrative Action of the Nervous System (3) Concentration on the possible neural basis of higher brain functions such as selective attention, perceptual discrimination, pattern recognition, and motor control. Prereq: PSY 445 or 447; prereq for psychology majors: PSY 302, 303. 449 (G) Sensory Processes (3) Anatomical and physiological basis of sensory reception and coding in vertebrate sensory systems. Prereq: PSY 445 or 447 or B1414; prereq for psychology majors: PSY 302,303. 450 (G) Hormones and Behavior (3) Interactions among the brain, endocrine system, and behavior. Topics typically include sexual, parental, and aggres- sive-defensive behaviors. Prereq: PSY 304 or equiva- lent work in biology; prereq for psychology majors: PSY 302,303. Social Area 456 (G) Social Psychology I: Attitudes and Social Behavior (3) Factors ieading to the development, maintenance, and modification of social attitudes and beliefs; theory and research of human aggression, prejudice, and altruism; attitudinal and situational components of social behavior. Prereq: PSY 302,303. 457 (G) Social Psychology II: Interpersonal Pro- cesses (3) Relations between individuals, especially nonverbal communication, attraction, friendship, love, human sexuality; group and individual decision making, collective behavior. Prereq: PSY 302, 303; PSY 456 recommended. 458 (G) Experimental Social Psychology Laboratory (3) Problems in theory and research, experimental design, experimental methods, the social psychology of the individual, group influence on individual behavior, social interaction, and group structure and membership. Prereq: PSY 302, 303; PSY 456 or 457 or instructor's consent. 462 (G) Group Consultation (3) Study, evaluation, and modification of group processes. Conceptualiza- tion of problem-solving groups as part of larger social systems with emphasis on analysis of constraints imposed by the larger system. Prereq: PSY 302,303; PSY 456 or 457, SOC 430 or 431, or instructor's consent. Personality and Psychopathology Area 466 (G) Personality Research (3) Conceptual models of individual differences; how knowledge about personality effects is generated; organismic and situational influences on behaVior, acquisition of personality traits, behavior change. Prereq: PSY 302, 303; PSY 411 or equivalent. 467 (G) Survey of Psychotherapeutic Methods (3) Major models and methods of psychological treatment and their application in both community and institu- tional settings. Prereq: PSY 302, 303; PSY 427 or equivalent or instructor's consent. 468 (G) Human Motivation and Emotion (3) Theoret- ical concepts of adaptive controls on behavior. Hunger, sex, aggression, competence, altrusim, self-actualization. From biological control processes to the phenomenology of personal experience. Prereq: PSY 302, 303; course work in psychology. 470 (G) Principles and Methods of Psychological Assessment (3) Application of psychological methods to the study of the individual; rationale of test construc- tion and interpretation; problems in the prediction of human behavior; psychological assessment techniques. Prereq: PSY 302, 303; MTH 425 or equivalent. 472 (G) Behavior Modification (3) Principles of behavior modification and their application to behavior problems in clinical, institutional, and community settings. Prereq: PSY 302, 303. 473 (G) Marriage (3) BehaviDral basis Df dyadic interactiDns; adult intimacy and IDve relatiDnships. Clinical-cDunseling approaches: assessment, marital therapies, and evaluatiDn. MDdels Df marital adjustment and assessment Df interpersDnal relatiDnships. Prereq: PSY 302, 303. Developmental Area 475 (G) Cognitive Development (3) Intellectual develDpment in children; classical and Dperant cDnditiDning, memDry, atlentiDn and cDncept fDrma- tiDn; perceptual, mDtor, and language develDpment. Prereq: PSY 302, 303; prior CDurses in iearning or instructor's CDnsent. 476 (G) Language Acquiaition (3) In-depth study Df an impDrtant area Df child develDpment cDvered Dnly superficially in Dther CDurses. Semantic and syntactic develDpment; develDpment Df cDmmunicatiDn skills. Prereq: PSY 302, 303; priDr CDurses in learning Dr develDpmental pSychDiDgy Dr instructor's CDnsent. 478 (G) Child Socialization (3) SDcializatiDn prD- cesses in infancy, childhDDd, adDlescence, maturity, and Did age. The develDpment Df infants' attachments, identificatiDn, cDnscience and mDrality, peer grDups, family interactiDn, and psychDpathDIDgy. Prereq: PSY 302,303; priDr CDurses in persDnality; sDcial, abnDrmal, Dr develDpmental psychDIDgy; Dr instructDr's cDnsent. 479 (G) Emotional Problems of Childhood (3) Origin, nature, and treatment Df emDtiDnal disDrders Df childhood frDm a psychDdynamic and develDpmental DrientatiDn. EmDtiDnal problems Df nDrmal children and the more severe childhDDd disorders. Prereq: PSY 302, 303; CDurses in persDnality, abnDrmal, and develDp- mental pSYChDIDgy or instructor's CDnser\!. General Advanced Courses 485 (G) History and Systems of Psychology (3) The develDpment Df mDdern pSYChDiDgy. The cDmprehen- sive theoretical systems (behaviorism, stimulus- respDnse, Gestalt, psychDanalysis, and mathematical mDdels) develDped tD help deal with methDdDIDgical and substantive prDblems in psychDIDgy. Prereq: 12 credits Df upper-divisiDn psychDIDgy. 487, 488, 489 (G) Advanced Applied Psychology (3,3,3) TheDry and practice in the applicatiDn Df pSYChDIDgy tD prDblems Df individuals, groups, and DrganizatiDns. Emphasis Dn data gathering and data-based interventiDns, based broadly Dn systems theDry. PreviDus wDrk in experimental, persDnality, and sDcial psychDIDgy strDngly recDmmended. 490,491,492 Honors(1,1,1) Reading and cDnference for hDnors psychDIDgy majors Dniy. Graduate Courses 501 Research (Arr,R) PIN Dnly. 502 Supervised College Teaching (1-3R) 503 Thesis (Arr,R) PIN Dnly. 505 Reading and Conference (Arr,R) TDpics vary from year tD year. 507 Seminar (Arr,R) Seminars vary frDm year tD year, depending Dn faculty interests. TDpics include Attitudes; CDgnitive DevelDpment; CDmmunity PsychDIDgy; GrDup Dynamics; Human PerfDrmance; Language and CDgnitiDn; MemDry; PerceptiDn; and PrDseminars: Clinical, DevelDpmental, Experimental, PersDnality-SDcial, PhysiDIDgical. 508 Clinical Work with Children (1-9R) WDrk with deviant children and their families, emphasizing the behavior mDdificatiDn apprDach. EnrDllment fDr minimum Df three cDnsecutive terms required. Prereq: CDurse wDrk in iearning and behaviDr mDdificatiDn and instructor's CDnsent. 509 Practicum (1-9R) Supervised wDrk in assessment and treatment cDDrdinated with didactic clinical CDre CDurses. Prereq: instructor's CDnsent. 510 Experimental Course (Arr,R) 511,512,513 Statistical and Quantitative Methods in Psychology (3,3,3) Basic cDncepts Df probability and statistics. Use Df prDbability theDry in pSYChDIDg- ical theDry cDnstructiDn; applicatiDn Df multivariate methDds; design Df experiments. Prereq: MTH 425 or equivalent. 514 Learning (3) Learning, stDrage, retrieval, and transfDrmatiDn Df infDrmatiDn. Classical and instrumen- tal learning, skill learning, short- and IDng-term memDry, classificatiDn and rule learning, problem sDlving, language behaviDr. Prereq: basic knDwledge Df experimental psychDIDgy and instructDr's CDnsent. 515 Perception (3) Factual knDwledge and theory cDncerning sensDry functiDn and perceptual infDrma- tiDn processing. 516 Physiological Psychology (3) The fundamental aspects Df brain-behaviDr relatiDnships. Neuron physiDIDgy, sensDry systems, nDnspecific afferent systems; emDtiDn, mDtivatiDn, learning frDm a neurophysiDIDgical viewpDint. 517 Social Psychology (3) Current theory and research cDncerning the individual within a sDcial cDntext. 518 Life-Span Development (3) TheDry, research, and applicatiDns Df develDpmental cDncepts frDm birth tD death. LDngitudinal, crDss-sectiDnal, and life-history research methDdDIDgies. TDpics include emDtiDnal disDrders, attachment, sex-rDle develDpment, and dDminance. 519 Personality (3) PersDnality theDry and research. 520 Psychopathology (3) DefinitiDn and measurement Df deviant behavior; critical review Df research literature Dn etiDIDgy, interventiDn, and DutcDmes in psychDses, neurDses, and persDnality disDrders. Prereq: PSY 427 or instructDr's CDnsent. 521 Clinical Psychobiology (3) PhysiDIDgical principles in neurDscience applied tD clinical problems and biDIDgical therapies in such areas as depressiDn, schizDphrenia, stress, and chronic pain. Prereq: enrDllment in psychDIDgy Ph.D. program Dr instructDr's CDnsent. 524, 525, 526 Proseminar in Clinical Psychology (1-3,1-3,1-3) Current issues and problems in clinical pSYChDIDgy with emphasis Dn applicatiDn Df relevant research strategies. PIN Dnly. 528 Assessment I: Assessment Theory (3) TheDry and methDds Df psychDIDgical assessment. Quantita- tive and inferential issues in designing and interpreting assessment procedures. Prereq: PSY 512 or equiva- lent. 529 Assessment II: Personality Assessment (3) Theory, methDds, and related research in apprDaches tD persDnality assessment, including prDjective and Dbjective methDds. Prereq: PSY 512 Dr equivalent and PSY 528. 530 Assessment III: Assessment of Cognitive Functions (3) Intensive study Df selected clinical decisiDn-making situatiDns requiring infDrmatiDn abDut cDgnitive functiDning. Includes a practicum with neurDIDgically damaged individuals. Prereq: PSY 528 and 529 Dr equivalents. 531 Individual Therapies (3) Research strategies in psychDtherapy and majDr theDretical ratiDnales Df dyadic unit psychDtherapies. InstructDr's CDnsent required for nDnsecDnd-year clinical graduate students. 532 Marital, Family, and Small-Group Therapies (3) Current theDries and clinical techniques Df behaviDr change from an interactiDn perspective. Instructor's CDnsent required for nDnsecDnd-year clinical graduate students. 533 Child and Family Therapy (3) MDdificatiDn Df deviant child behaviors, particularly in the family setting; emphasis Dn interpersDnal and Dperant approaches tD child and family therapy. Prereq: instructDr's CDnsent. 535 Advanced Social Psychology (3) SDcial behavior in relatiDn tD current psychDIDgical theDry and research. 537, 538, 539 Advanced Clinical-Research Prac- ticum (1-9,1-9,1-9) Specialized wDrk with particular clinical problems (e.g., depressiDn, self-cDntrDI), fDcusing Dn the develDpment Df testable hypDtheses abDut the phenDmena. Students wDrk in small teams with the clinical staff in an attempt tD generate systematic assessment and treatment approaches. 546 Multivariate Methods in Psychology (3) TheDry and application tD psychDIDgy Df factDr analysis and Dther multivariate methDds. Prereq: PSY 513 Dr equivalent. Religious Studies 115 Religious Studies 223 Chapman Hall Telephone (503) 686-4971 J. T. Sanders, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Hee-Jin Kim, Professor (Asian religiDns). BA, 1957, M.A., 1958, CalifDrnia, Berkeley; PhD., 1966, Clare- mDnt. On leave winter, spring 1987. (1973) Stephen ReynDlds, AssDciate Professor (history Df Western religiDus thDught). BA, 1958, PrincetDn; MA, 1963, PhD., 1966, Harvard. (1966) J. T. Sanders, PrDfessDr (Biblical studies). BA, 1956, Texas Wesleyan; MDiv., 1960, Emory; PhD., 1963, ClaremDnt. (1969) Emeritus G. DDuglas StratDn, ProfessDr Emeritus (philDsDphy Df religiDn and ethics). B.A., 1938, Harvard; BD., 1941, AndDver NewtDn; PhD., 1950, CDiumbia. (1959) The Department of Religious Studies offers courses concerning the religious beliefs and practices of the world's major religions. The department does not represent the viewpoint of any religious group, nor does it acknowledge any religion to be superior to others. Rather, courses focus on the history and philosophy of religions including their origins, sacred texts, rituals and practices, beliefs, and SUbgroups. The courses provide a broad understanding of the nature and role of religion in the world's different cultures, both present and past, for students in all fields, as well as integrated programs for majors in religious studies. The department annually sponsors a distin- guished visiting lecturers program, which brings outstanding scholars in various fields of religious studies to the campus for several days of lectures and meetings. Preparation. The best high school or commu- nity college preparation for an undergraduate program in religious studies is a good general grounding in social science and literature. Careers. An undergraduate major in religious studies can lead to graduate work in preparation for teaching religious studies or to religious education at a seminary in preparation for a career as a religious leader. Other career opportunities in education include teaching religious studies in public schools and religious education work. Social service organizations, such as the YMCA, YWCA, Red Cross, commu- nity services, and international relief agencies, provide additional career possibilities. A major in religious studies constitutes one type of broad training and enrichment for any of the humanitarian professions. Undergraduate Studies The department offers two options within the religious studies major. Descriptions of both options follow. Major Requirements All students are required to take Great Religions of the World (R 201, 202, 203). General Option. Students who plan to teach in public schools and to qualify for a secondary social studies endorsement should select this option. 116 Religious Studies 1. Three of the following courses: Religions of India (R 301), Chinese Religions (R 302). Japanese Religions (R 303), Judaism and Christianity since C. E. 70 (R 306), Religions of the Islamic World (R 307) 2. Ancient Near Eastern and Mediterranean Religions (R 311, 312, 313) 3. Recommended courses: Philosophy of Religion (PHL 439, 440), Sociology of Religion (SOC 461) Specialized Option. Students who plan to attend graduate school, do research, and teach in a college or university should select this option. One of the following four focus areas: ANCIENT NEAR EASTERN AND MEDITERRANEAN RELIGIONS. (a) Ancient Near Eastern and Mediterranean Religions (R 311, 312, 313), History of Christianity (R 321); (b) two courses chosen from Reading and Conference (CL405, HST 405, R 405), Special Problems (CL 406, R 406), Seminar (CL 407, HST 407, R 407), Colloquium (HST 408, R 408), or Experimental Course-especially Greek Society and Religion, or Roman Society and Religion (CL 410, HST 410, R 410)-in the subject field; (c) recom- mended courses: Ancient Mediterranean Art (ARH 411, 412, 413), Greek and Roman Art (ARH 414, ~ 1 ". 116), Classic Myths (CL 321), History of Greece (HST 411), History of Rome (HST 412, 413), History of Ancient Philosophy (PHL 301, 302) HISTORY OF CHRISTIANITY. (a) Four courses chosen from Ancient Near Eastern and Mediter- ranean Religions (R 313), Historyof Christianity (R 321,322,323), History of Eastern Christianity (R 324, 325); (b) two courses chosen from Reading and Conference (HST 405, R 405), Special Problems (R 406), Seminar (HST 407, R 407), Colloquium (HST 408, R 408), Experi- mental Course (HST 41 0, R 41 0) in the subject field, History of Religious Life in the United States (HST 374), Problems in the German Reformation (HST 432); (c) recommended courses: Early Byzantine Art (ARH 421), Later Byzantine Art (ARH 422), Russian Medieval Art (ARH 423), Western Medieval Art (ARH 424, 425, 426), Middle Ages (HST 421, 422, 423) ASIAN RELIGIONS. (a) Religions of India (R 301 ), Chinese Religions (R 302), Japanese Religions (R 303); (b) three courses chosen from Varieties of Eastern Meditation (R 230), Buddhism and Asian Culture (R 330, 331), Reading and Conference (R 405), Special Problems (R 406), Seminar (R 407), Colloquium (R 408), Experi- mental Course (R 41 0) in the subject field, Zen Buddhism (R 430), Readings in Zen Classics (R 431); (c) recommended courses: Chinese Art (ARH 464, 465, 466), China, Past and Present (HST 291), Japan, Past and Present (HST 292), History of China (HST 494,495), History of Japan (HST 497, 498) PHILOSOPHY OF RELIGION AND THEOLOGY. (a) Introduction to Philosophy: Metaphysics (PHL 203), Introduction to Philosophy of Religion (PHL 204), Philosophy of Religion (PHL 439, 440), Zen Buddhism (R 430), Readings in Zen Classics (R 431); (b) recommended courses: History of Ancient Philosophy (PHL 301, 302, 303), History of Modern Philosophy (PHL 304, 305, 306) All Students. 18 additional credits in religious studies, 9 of which must be upper division. Sample Program The sample program below shows the first two years of atypical course load for amajor in religious studies. Freshman Year Fall term 15-17 credits Great Religions of the World (R 201) 3 English Composition (WR 121) 3 Social science cluster course, e.g., History of Western Civiiization (HST 101), Psychology as a Social Science (PSY 204), or Introduction to Sociology (SOC 201) . . . . . . 3-4 Foreign language or literature . . . . . . . . . . . . . 3-4 Elective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3 Winter term 15·17 credits Great Religions of the World (R 202) ... 3 Personal Health (HES 250) or alternate 3 Social science cluster course, e.g., History of Western Civilization (HST 102), Psychology as a Social Science (PSY 205), or Introduction to Social Psychology (SOC 206) . 3-4 Foreign language or literature . . . . . . . . . . .. 3-4 Elective. . . . . . . . . . . . . . . . . .... .. ... . .. .. 3 Spring term 15·17 credits Great Religions of the World (R 203) 3 English Composition (WR 123) 3 Social science cluster course, e.g., History of Western Civiiization (HST 103), Personality and Psychopathology (PSY 310), or Social Deviancy and Social Control (SOC 211) . . . .. 3-4 Foreign language or literature . . . . . . . . . . . . . .. 3-4 Elective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3 Sophomore Year Fall term 15·17 credits 300-level religious stUdies sequence course .... 3 Arts and letters cluster course, e.g., Introduction to Literature (ENG 104), Introduction to the Humanities I (HUM 101), or Introduction to Philosophy: Ethics (PHL 201) . . . . . . . . . . . . . .. 3 Science cluster course, e.g., General Geology: The Earth's Dynamic Interior (GEOL 101), Essentials of Physics (PH 101), or Introduction to Human Evolution (ANTH 110) 3-4 Foreign language or literature . . . . . . . . . . . . . .. 3-4 Elective. . . . . . . . . .. .. . . . . . . . . . . . .. 3 Winter term 15-17 credits 300-level religious studies sequence course 3 Arts and letters cluster course, e.g., Introduction to Literature (ENG 105), Introduction to the Humanities II (HUM 102), or Introduction to Phiiosophy: Theory of Knowledge (PHL 202) .. 3 Science cluster course, e.g., Evolution of Monkeys and Apes (ANTH 111), General Geology: The Face of the Earth (GEOL 102) or Essentials of Physics (PH 102) ..... 3-4 Foreign language or literature . 3-4 Elective. . . . . . . . . . . . . . . . . . . . .. .. .. . .. . . 3 Spring term 15-17 credits 300-level religious studies sequence course 3 Arts and letters cluster course, e.g., Introduction to Literature (ENG 106), Introduction to the Hurnanities III (HUM 103), Introduction to Philosophy: Metaphysics (PHL 203), or Introduction to Phiiosophy of Religion(PHL 204) ... . . . . . .. . . . .. .. . . . . .. . . .. 3 Science cluster course, e.g., Introduction to Human Sociobiology (ANTH 112), General Geology: Earth History (GEOL 103), or Essentials of Physics (PH 103) 3-4 Foreign language or literature . . . . . . . . .. 3-4 Elective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3 Certain courses in other departments may be applied toward the satisfaction of the 18 credits. (A list of such courses is maintained in the department.) All required courses must be taken on a graded basis. In those courses taken toward satisfying major requirements, a D is not normally ac- cepted as a passing grade in more than one course taken for the major. Minor Requirements The minor in religious studies requires 24 credits, including 9 in Great Religions of the World (R 201,202,203) and 15 upper-division credits in religious stUdies. All courses must be taken on a graded basis. Grade requirements forthe minor are the same as those for the major. Honors Program in Religious Studies Requirements for a degree with honors in religious studies include the following: 1. Satisfaction of the requirements for a major 2. A cumulative grade point average of 3.50 in courses taken to satisfy the major requirements 3. Satisfactory completion of an honors thesis. The candidate for honors normally registers for 3 credits of Research (R 401) winter term of the senior year in order to prepare for writing the thesis, and for 3 credits of Thesis (R 403) spring term, when writing the thesis. A faculty committee of two supervises the thesis project. A first draft of the thesis must be submitted six weeks before the end of the term in which the student expects to graduate and the final draft four weeks before the end of the term Graduate Studies At present the University of Oregon does not offer formal graduate degrees through the Department of Religious StUdies. However, students may work with faculty members from religious studies as well as other University departments toward an Interdisciplinary Studies: Individualized Program (IS:IP) master's degree (MA or M.S.), focusing on religious studies, through the Graduate School. Informa- tion is available in the Graduate School section of this catalog. Advanced Degrees in Other Departments Another possibility for students interested in graduate work in religious studies is fulfilling requirements for an advanced degree in another University department or program. After each department below are listed the available degrees in a relevant study area and names of participating faculty members (in the given department, unless specified otherwise). Each faculty member's areas of specialization are provided in his or her home department's section of this catalog. Additional information is available from the appropriate departments. Anthropology, Ph.D. (general anthropology MA presupposed) Comparative religions, religion and symbol in particular cultures. William S. Ayres, Aletta A. Biersack, Richard P. Chaney, Carol Silverman, Paul E. Simonds, Theodore Stern Art History, M.A., Ph.D. Medieval Christian art. A. Dean McKenzie, Richard A. Sundt Asian StUdies, M.A. East Asian religions. Hee-Jin Kim (religious studies) Classics, M.A. in Classical Civilization. Ancient religions in or related to ancient Greece and Rome. Jeffrey M. Hurwit (art history), Steven D. Lowenstam, John Nicols (history), C. Bennett Pascal, Stephen Reynolds (religious studies), J. T. Sanders (religious studies) History, M.A., Ph.D. History of Christianity. Gustav Alef, Thomas A. Brady, A. Dean McKen- zie (art history), Jack P. Maddex, Mavis Howe Mate, Stephen Reynolds (religious studies), J. T. Sanders (religious studies) Philosophy, M.A., Ph.D. Philosophy of religion. Henry A. Alexander, Jr.; William E. Davie; Robert 1. Herbert; Arnulf Zweig Sociology, M.A., Ph.D. Sociology of religion. Benton Johnson Courses in Religious Studies (R) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 111 Introduction to the StUdy of the Bible (3) Conlent and organization of the various Jewish and Christian scriptures, scholarly method in the study of the Bible, and slandard research tools used in the study of the Bible. Not for upper-division students; seniors may be required to meet a higher grade standard than other students. 199 Special Studies (1-3R) 200 SEARCH (1-3R) 201, 202, 203 Great Religions of the World (3,3,3) Hinduism, Buddhism, Confucianism, Taoism, Shinto, Zoroastrianism, Judaism, Christianity, and Islam. Examination of their beliefs, practices, and institutions in history and culture. 230 Varieties of Eastern Meditation (3) Classical yogic-meditational methods and philosophies of various Eastern religious traditions. Kim. Not offered 1986-87. Upper-Division Courses 301 Religions of India (3) Historical survey from most ancient to modern times. Primary emphasis on Hinduism, including Vedas, Brahmanism, and sectarian Hinduism. Attention to Buddhism, Sikhism, Jainism, and Sufism. Kim. 302 Chinese Religions (3) Prehistoric roots of Chinese religion; Confucius and his followers; philosophical Taoism; Han Confucianism; religious Taoism; Chinese Buddhism; Neo-Confucianism; religion in China today. Kim. 303 Japanese Religions (3) Early Shinto and its developments; Japanese Buddhism; transformation of Taoism and Confucianism; medieval Shinto; religion in the Tokugawa period; Nationalistic Shinto; folk religion; new religions. Kim. 306 Judaism and Christianity since C.E. 70 (3) Post-biblical developments; medieval and modern Jewish philosophy; separation of Christianity from Judaism; Christian Hellenism; patristic synthesis; East-West rift in Christianity; medieval reform move- ments; Reformation and post-Reformation. Reynolds. 307 Religions of the Islamic World (3) Historical survey from origin of Islam to modern times, including expansion, theology, philosophy, and mysticism. Attention to non-Muslim religious communities within the Muslim world. Reynolds. Not offered 1986-87. 311,312,313 Ancient Near Eastern and Mediterra- nean Religions I, II, III (3,3,3) Religions of the ancient Near East and of the ancient Mediterranean region. 311: Egypt, Mesopotamia, Asia Minor, and Palestine before the Persian period. 312: Persia, Greece, and Judaism before the Roman period. 313: Rome, Hellenistic religions, beginning of Christianity. Sanders. 321, 322, 323 History of Christianity (3,3,3) The course of Christian history in East and West; the relations between spirituality, doctrine, and institutional forms. 321: from the New Testament period to the Iconoclastic Controversy. 322: the Middle Ages, the schism between East and West, and the reform movement in the West. 323: the Reformation and the modern period. Reynolds. 324, 325 History of Eastern Christianity (3,3) 324: the church in the Eastern Roman Empire and its expansion in Europe, the Eastern churches and Islam. 325: the Eastern churches from the 15th century to the present. Prereq: R 321 or equivalent. Reynolds. 330,331 BUddhism and Asian Culture (3,3) Beliefs, symbols, values, and practices of Buddhism. 330: Theravada Buddhism. 331: Mahayana Buddhism. Kim. Not offered 1986-87. 399 Special Studies (1-4R) Note: Courses designated (M) or(G) may be offered for graduate credit. 400 SEARCH (1-3R) 401 Research (Arr,R) 403 Thesis (Arr,R) 405 (M) Reading and Conference (Arr,R) 406 (M) Special Problems (Arr,R) 407 (M) Seminar (Arr,R) 408 (M) Colloquium (Arr,R) 409 (M) Practicum (Arr,R) 410 (M) Experimental Course (Arr,R) 419,420 (M) Philosophy of Religion (3,3) Not offered 1986-87. 421 (M) Contemporary Social Problems and Religion (3) Not offered 1986-87. 423, 424, 425 (M) Contemporary Philosophies of Religion and Theological Movements (3,3,3) Not offered 1986-87. 430 (M) Zen Buddhism (3) Some salient aspects of Ch'an and Zen Buddhism. Historical development; koan and zazen; Zen classics; enlightenment and philosophy; cultural impact. Kim. Not offered 1986-87. 431 (M) Readings in Zen Classics (3) Selected Ch'an and Zen works in English translation, such as Pi-yen-Iu (The Blue Cliff Record), Wu-men-kuan (The Gateless Gate), and Shobogenzo (The Treasury of the True Dharma Eye). Kim. Not offered 1986-87. Romance Languages 117 Romance Languages 101 Friendly Hall Telephone (503) 686-4021 . Robert M. Jackson, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. George Ayora, Associate Professor (Spanish-Ameri- can literature). B.A., 1962, M.A., 1964, Washington (Seattle); PhD., 1969, Vanderbilt. (1970) Randi M. Birn, Professor (contemporary French literature). Cand.Philol., 1960, Oslo; Ph.D., 1965, Illinois. (1965) Fran<;:oise Calin, Professor (moderl] French novel and poetry). License, 1963, Dipl6me d'Etudes Superieures, 1964,CAPES, 1966,Sorbonne;Ph.D., 1972, Stanford. (1973) Wiiliam Calin, Professor (medieval and Renaissance French literature, French poetry, Occitan). B.A., 1957, PhD., 1960, Yale. (1973) David J. Curland, Senior Instructor (Spanish); Director, Foreign Language Resource Center. B.A., 1950, California, Los Angeles; M.A., 1963, Oregon. (1965) Richard H. Desroches, Associate Professor (18th-cen- tury French literature). B.A., 1947, Clark; PhD., 1962, Yale. (1957) Juan A. Epple, Associate Professor (Spanish-American literature). Licenciate, 1971, Chile; M.A., 1977, Ph.D., 1980, Harvard. (1980) Sylvia B. Giustina, Senior Instructor (Italian). B.A., 1956, Marylhurst; M.A., 1966, Oregon. (1966) Evlyn Gould, Assistant Professor (19th-century French literature, theory of the theater). B.A., 1975, California, Irvine; M.A., 1977, PhD., 1983, California, Berkeley. (1983) Thomas R. Hart, Professor (Spanish and Portuguese, Middle Ages, Renaissance); Editor, Comparative Literature. B.A., 1948, PhD., 1952, Yale. (1964) Emmanuel S. Hatzantonis, Professor (Italian language and literature). B.A., 1952, City College, New York; M.A., 1953, Columbia; PhD., 1958, California, Berkeley. (1959) Robert M. Jackson, Associate Professor (Spanish narrative). B.A., 1963, Dartmouth; M.A., 1964, PhD., 1968, Harvard. (1969) Elisabeth A. Marlow, Associate Professor (French, 17th-cel]tury iiterature and civilization). Diploma, 1953, Hautes Etudes Commerciales, Paris; M.A., 1958, PhD., 1966, Oregon. (1958) Barbara Dale May, Associate Professor (modern Spanish poetry). B.A., 1972, M.A., 1973, PhD., 1975, Utah. (1976) Steven F. Rendall, Professor (French literature, literary theory); Codirector, Comparative Literature Program. B.A., 1961, Colorado; PhD., 1967, Johns Hopkins. (1967) Wolfgang F. Sohlich, Associate Professor (modern French poetry, theater). B.A., 1959, Johns Hopkins; M.A., 1970, PhD., 1971, Emory. (1970) Emeriti Chandler B. Beall, Professor Emeritus; Editor Emeritus, Comparative Literature. B.A., 1922, PhD., 1930, Johns Hopkins. (1929) Carl L. Johnson, Professor Emeritus. B.A., 1924, M.A., 1925, Iowa; PhD., 1933, Harvard. (1935) Perry J. Powers, Professor Emeritus. B.A., 1941, Oregon; PhD., 1947, Johns Hopkins. (1946) The Department of Romance Languages offers an extensive range of courses and degree programs, from instruction in beginning lan- guages through the study of the literature and cultures of French-, Italian-, and Spanish- speaking countries. Students can earn a bachelor of arts (B.A.) degree in French, Italian, Spanish, or Romance languages; the master of 118 Romance Languages arts (MA) is also available in these areas, in addition to degree programs that emphasize teaching French or Spanish. The department works with the College of Education for Basic and Standard teacher certification in languages on the secondary education level. The doctor of philosophy (PhD.) is awarded in Romance languages, encompassing a primary language and literature and a supporting area. The major in Romance languages is a liberal arts major, providing a solid background for those in- terested in professional graduate work, teach- ing, and, increasingly, other professional careers. Preparation. The department recommends the following preparation for a course of study leading to a major in Romance languages: 1. As much work as possible in French, Spanish, or both 2. Knowledge of European or Latin American history and geography 3. Familiarity with literature in any language which will help provide critical tools useful in advanced study of a Romance literature 4. Communication skills, speech and essay or theme writing. These skills enable the student to convey ideas logically. In literature courses, papers or essay examinations are generally required Careers. Students who graduate with a BA degree in Romance languages enter a wide variety of occupations. Language teaching is an obvious possibility. Proficiency in a foreign language and knowledge of other cultures enhances study and career opportunities in other areas as well. Students who have a BA in Romance languages or who have a second major in another discipline-art history, busi- ness administration, economics, history, international studies, journalism, music, or political science-find positions in communica- tions media, government foreign service, international business and law, libraries, social work organizations, and travel and tourist- related agencies, among others. 4 3 3 Undergraduate Studies Major programs leading to undergraduate degrees are provided in French, Italian, Spanish, and Romance languages (two lan- guages). Departmental majors are primarily concerned with Romance literatures, literary history, and literary criticism. Attention is given to developing the skills of understanding, speaking, and writing the modern idiom. A fully equipped language laboratory is a valuable adjunct to classroom exercises. Those students who intend to do graduate work in Romance languages are advised to begin a second Romance language and to take a year's work in Latin. Courses in English and other literatures are also recommended. One of the goals of the department is to give students a general view of the cultures of the countries where Romance languages are spoken. Courses in culture and civilization are offered, and the department participates in several foreign study programs. See Overseas Study later in this section. Major Requirements Romance Languages. For the BA degree in Romance languages, students must have 30 graded credits in one language beyond the second-year sequence, of which at least 9 must be in literature .and 9 in composition and conversation, plus 15 graded credits beyond the second-year sequence in a second Romance language. Students whose first language is French must have 18 credits of French literature, normally to include Introduc- Sample Program The sample program below shows a typical one-term course load for first-year students in Romance languages. Fall term 15 credits Romance language (1 st-, 2nd-, or 3rd-year level, depending on previous preparation) . . . . . . . .. 4 Writing 3 Science elective. . . . . . . . . .. 4 Social science elective . . . . . . . . . . . .. 3 Physical education. . 1 Other possibilities Second Romance language . English literature Health. tion to French Literature (FR 301,302,303). At least three upper-division French literature courses beyond the FR 301, 302, 303 cluster must be taken in residence. Courses passed with the grade of D normally are not counted toward the fulfillment of major requirements. Note: At least two 400- or 500-level literature courses are required for all majors in the department. French. 45 graded credits in French are required beyond Second-Year French (FR 201, 202, 203), distributed as follows: 45 credits Introduction to French Literature (FR 301, 302, 303) or the equivalent 9 Upper-division French composition. . . . . . . . .. . 9 Upper-division French literature beyond FR 301. 302, 303, with at least three courses taken in residence 18 Additional upper-division French composition or literature . . . . . . . . . . . . . . . . . 9 Additional work in related fields is recom- mended (e.g., another Romance language, English, linguistics, history of art, philosophy, history). Students are urged to consult their advisers in order to create balanced programs. Italian. 45 graded credits in Italian are required beyond Second-Year Italian (ITAL 204, 205, 206), distributed as follows: 45 credits Survey of Italian Literature(lTAL 307,308,309) or Introduction to Italian Literature (ITAL 377, 378, 379) 9 Italian Composition and Conversation(lTAL 374, 375, 376) 9 Six upper-division courses in Italian literature 18 Three courses in one or more related fields(e.g., another Romance literature, history, art history) to be determined in consultation with adviser 9 Literary Major in Spanish. Students wanting to emphasize the study of Spanish and Latin American iiteratureare required to complete 45 graded credits of work beyond Second-Year Spanish (SPAN 207, 208, 209 or SPAN 219, 220), distributed as follows: 45 credits Introduction to the Reading of Spanish Literature (SPAN 311) 3 Three of the following: Medieval Spanish Literature (SPAN 312), The Golden Age(SPAN 313), Modern Spanish Literature(SPAN 314), Introduction to Spanish- American Literature (SPAN 315) 9 Cervantes (SPAN 360) . . . . . . . . . 3 Five courses, numbered 407 or above, in Spanish, Spanish-American, or Portuguese literature 15 Three courses in Spanish Composition and Conversation (SPAN 347, 348, 349), Advanced Spanish Composition and Conversation (SPAN 461, 462, 463), or a combination of these 9 Two upper-division courses in related areas, e.g., art history, Latin American art or geography, Spanish history, Hispanic history or culture and civilization, Chicano literature 6 Alternate Major in Spanish. For students with strong interest in the related fields of linguistics, social sciences, and geography, 45 graded credits beyond Second-Year Spanish (SPAN 207,208,209 or SPAN 219, 220) are required, distributed as follows: 45 credits Six of the following upper-division and advanced language courses: Spanish Composition and Conversation(SPAN 347, 348, 349), Spanish Pronunciation and Phonetics(SPAN 350), Advanced Spanish Composition and Conversation(SPAN 461, 462, 463) 18 Five upper-division courses in literature, including Introduction to the Reading of Spanish Literature (SPAN 311) and four of the foliowing: Medieval Spanish Literature (SPAN 312), The Golden Age (SPAN 313), Modern Spanish Literature (SPAN 314), Introduction to Spanish-American Literature (SPAN 315), Cervantes(SPAN 360) .'. . . . . . . . . .. 15 Four upper-division courses in related areas, e.g., art history, Latin American art or geography, Spanish history, Hispanic history or culture and civilization, Chicano or Portuguese and Brazilian literature 12 Minor Requirements Students may earn a minor in French or Italian or Spanish (not in the Romance languages degree program) by completing 24 graded credits in upper-division courses in one lan- guage area. At least 9 credits must be in language study and 9 in literature. Secondary School Teaching The Department of Romance Languages offers programs leading to Basic and Standard certification as a teacher of French, Italian, or Spanish in junior and senior high schools. To be recommended for certification, the student must complete the approved program for secondary teachers which includes (1) subject matter preparation in the teaching specialty, essentially equivaient to major requirements in a single language, as well as recommendation of the institution in which the preparation was completed, and (2) a professional education component. Candidates must also have a3.00 grade point average (GPA) in courses taken within the department and attain a composite score of 250 or better in the Modern Language Association (MLA) proficiency test in order for the depart- ment to recommend them for student teaching and certification. For specific information regarding certification or endorsement requirements for Romance languages, students should consult the de- partmental certification advisers and the College of Education's coordinator for second- ary education. Students and teachers working toward the Standard certificate may want to consider working for an interdisciplinary Masler of Arts (MA) in French or an MA in teaching Spanish at the same time. Courses taken for certification often fulfill requirements for these degrees. For further information, see the interdisciplinary program description below, or inquire at the department office. Foreign Language Resource Center Serving as a source of information on the latest methods of teaching foreign languages, the Foreign Language Resource Center provides a focal point for innovations and current develop- ments including the use of film and video materials, computerized instruction, and flexible course organization. The center also coordinates the development of printed mate- rials used in teaching foreign languages with film and video-a field in which the University is nationally recognized. Finally, the center serves as a liaison between University language departments and Oregon public school sys- tems. Further information is available from the director, David J. Curland, in 209 Friendly Hall. Scholarships and Honors The department administers scholarships for undergraduate students of foreign languages. The Leona Kail Scholarship is awarded in alternate years by the Department of Romance Languages and the Department of Germanic Languages and Literatures. Romance language majors can apply for the $500 award for 1988-89. The Charles Stickles Endowment Scholarship is usually awarded to a number of selected participants each summer in the Mexican study program. Additional information may be obtained in the department office. Students will be approved for graduation with departmental honors who (1) earn acumulative GPAof 3.50 or better in the major work beyond the second-year language, and (2) complete a senior thesis, which is supervised by a de- partmental faculty member and judged by the Romance Languages 119 thesis director and one other faculty member in the department. Students must enroll for at least 6 passino pass (PIN) credits in Thesis (FR 403, ITAL 403, or SPAN 403) in addition to meeting the regular major requirements. Transfer work and PIN credits are not included in determining the GPA. Overseas StUdy Courses taken in foreign study programs in which the major part of the reading or lectures or both is in English do not count toward the major, the minor, or the BA ianguage require- ment. For courses offered in another language, the number of credits that will be applicable toward the foreign language requirement is subject to departmental approval (see the appropriate language adviser). France. The Oregon State System of Higher Education provides opportunities for a year's study in France at the University of Poitiers. Although the program is primarily intended for undergraduates, some graduate credit may be obtained if proper arrangements are made with the department. Note: The foliowing courses are among those taken mostfrequently by students at the Oregon Study Center in Poitiers, France. Course descriptions are provided under Courses in French. However, since final curricular authority for these courses remains with the University of Poitiers, their exact content may vary, and they are subject to change without prior notice. A wide range of other courses at various levels is also available at Poitiers, depending on the student's language proficiency. French majors and Romance language majors with an em- phasis in French must complete at least three upper-division French literature courses beyond FR 301,302,303 in residence on the Eugene campus. Not all courses taken at Poitiers satisfy major requirements. Students should consult a major adviser before leaving for Poitiers. Intermediate French Grammar (FR 324, 325) Exercises in French Styie (FR 326, 327) Introduction to French Civilization (FR 334,335) Masterworks of French Literature (FR 336,337) Readings in Modern French Literature (FR 338, 339) Intensive Conversational French (FR 340) Orientation for Study in France (FR 341) Contemporary France via Television (FR 342) Spain, Mexico, Italy. The University offers a two-term program in Seville, Spain, during the academic year and summer programs in Mexico and in Perugia, Italy (at the Italian University for Foreigners). Graduate Studies The Department of Romance Languages offers programs of study leading to the degree of Master of Arts (MA) in Romance Languages (French, Italian, Spanish, or a combination) and to the degree of Doctor of Philosophy (Ph. D.) in Romance Languages. Admission. Procedures for admission to graduate study in the department include the following: 1. Equivalent of an undergraduate major in Romance literature with a minimum GPA of 120 Romance Languages 3.00 in the major and proficiency in one or two Romance languages. Students with a degree in another discipline may apply provided they have a good knowledge of at least one Romance language and are well acquainted with one Romance literature 2. A completed Application for Graduate Admission, three letters of recommendation, official transcripts of college-level work to date of application, a candidate's statement of purpose, and the Graduate Record Examination (GRE) general and language scores should be submitted, preferably prior to March 1 for fall admission. Application for a graduate teaching fellowship (GTF), included in the graduate application packet, is optional Graduate Teaching Fellows. Graduate stu- dents in the department who hold graduate teaching fellowships (GTFs) must enroll each term in at least two graduate seminars or courses leading toward the graduate degree. Workshop: Teaching Methods (FR 508, ITAL 508, or SPAN 508), required for all beginning GTFs, is a departmental MA requirement in addition t045 graded credits. No more than 15 credits may be taken outside the department; in order to count toward the degree, they must form part of a coherent program approved by the student's adviser and the graduate committee. A number of GTFs are available each year for new graduate students in the department. Application may be made through the depart- ment. Students are encouraged to apply by March 1 for fall admission and appointment priority. GTFs receive an annual stipend of $4,460 to $5,300, depending on qualifications and based on negotiated rates under the Graduate Teaching Fellows Federation (GTFF) contract, and a tuition waiver. The GTF teaches one language course each term. A list of qualified applicants is maintained annually for emergency appointments throughout the year. Potentially eligible candidates in a degree program in Romance languages or comparative literature should submit resumes and letters indicating interest to the department. Foreign Study and Teaching. Several oppor- tunities for study and teaching abroad are available each year, including a scholarship from the French government for advanced studies at a French university by students with an MA; a position as graduate assistantto the director of the Oregon Study Center at the University of Poitiers, France, concurrent with studies at the University of Poitiers; and an assistantship to teach English in a French secondary institution while pursuing studies at a French university, whenever the appointment location allows. Comparative Literature The Comparative Literature Program is adminis- tered by a committee representing the depart- ments of English, Germanic languages and literatures, Romance languages, and Russian. It provides opportunity for advanced study of several literatures in their original languages. For more information, see the Comparative Literature section of this catalog. The resources of the University Library for research in French, Italian, and Spanish are fully adequate for the department's graduate programs; in some fields they are outstanding. The library's holdingsof learned periodicals are extensive; the quarterly journal, Comparative Literature, is edited by a member of the depart- ment. Master of Arts Program The MA is primarily a degree in the study of literature, although the student normally takes course work to improve linguistic skills as well. Courses are offered in French, Italian, Por- tuguese, Peninsular and American Spanish languages and literatures. Major work is available in French, Italian, and Peninsular Spanish. The student's program may include work in two of these fields, and it must include a second field if the first is Italian or Spanish- American literature. The minimum requirements for this degree are (a) the completion of 45 graded graduate credits with grades of mid-B or higher; (b) enrollment in Workshop: Teaching Methods (FR 508, ITAL 508, or SPAN 508), offered fall term; and (c) successful completion of a comprehen- sive examination. The written MA comprehen- sive examination covers three areas in literature and requires explication of a text. One question must be answered in the foreign language. The program does not include a thesis. Completion of the MA normally requires more than one academic year. Admission to the doctoral program is not automatic upon completion of the MA Students wanting to continue toward the Ph.D. must petition the graduate committee for admission to the program. Alternative programs in French and Italian are available to MA candidates. Upon petition from the student, the graduate committee may, with the adviser's approval, authorize the granting of the MA after the student has completed 56 graded graduate credits with grades of mid-B or higher and with no com- prehensive examination. This option is not available to students who have failed the MA examination. Students who are successful in their petition for this alternative normally are not expected to continue toward the Ph.D. degree; they may not do so unless they pass the MA comprehensive examination and are accepted into the Ph.D. program by the graduate committee. Interdisciplinary Master's Program in French The department supervises an interdisciplinary program designed particularlyforthe prepara- tion of secondary school teachers. The program requires 36 graded graduate credits in French and a minimum of9 graded credits in education, as well as a comprehensive examination. Students may apply to the department's graduate committee to complete the degree without the examination by taking an increased nurnberof courses (47 credits in French and 9 in education). Many courses taken to meet the requirements for the degree may be valid for certification. Completion of this course of study in conjunction with the professional program partially fulfills the requirements forthe Oregon Standard certificate. In any case, no interdisci- plinary master's degree will be granted to those who do not possess Basic teaching certification. For further information, consult the director of the program, Elisabeth A. Marlow. Master of Arts in Teaching Spanish The department offers a program of advanced study leading to the master of arts in teaching Spanish, with emphasis on the preparation of secondary school teachers. The program requires a minimum of 45 graded credits of graduate work, including 9 in education, as well as acomprehensive examination. In addition, a summer program in Mexico is available to enhance formal study through immersion in the language and culture. The MA program in teaching Spanish is designed to afford prospec- tive teachers of Spanish an opportunity to achieve competence in the written and spoken language, to study literature at the graduate level, and to develop and practice methods of presenting both language and literature to secondary school students. Completion of this course of stUdy along with the professional program fulfills the requirements for Oregon Standard (five-year) secondary teacher certifi- cation, but courses in civilization and phonetics, required for this certificate, should be taken prior to admission. In addition, Advanced Spanish Composition and Conversation (SPAN 461, 462, 463) is normally required of candi- dates for teacher certification. For further information, contact the director of the program, David J. Curland. Doctor of Philosophy This degree program permits the student to choose among a variety of approaches to advanced study in Romance literatures. Princi- pal fields of study include a national literature; a period (e.g., the Renaissance); and a genre (e.g., the novel). Candidates rnust complete a minimum of 15 graduate courses including at least three courses in the literature of one or more Romance languages other than the major and two courses in philology or medieval literature. Upon completion of required course work, the candidate takes a comprehensive examination covering the major field, text explication, and literary theory or criticism. A doctoral thesis is required to complete the degree. Students entering the doctoral program with an MA degree from another institution will have their previous work evaluated by the graduate committee. Credit may be given for not more than six graduate courses taken elsewhere to apply toward the required 15. In addition to command of the languages and familiarity with the chosen literatures, the student is expected to develop skill in critical writing and competence in individual research. Students interested in doctoral study should request a description of the program from the department. Courses in Romance Languages (RL) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 200 SEARCH (1-3RL 230,231, 232 Introduction to Romance Literature in Translation (3,3,3) Representative masterworks in English translation. Organized around a different theme or topic each year. 230: French. 231: Italian. 232: Spanish. Upper-Division Courses Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 407 (G) Seminar (Arr,R) 410 (G) Experimental Course (Arr,R) Graduate Courses 503 Thesis (Arr,R) PIN only. 515 Research Methods in Romance Languages (4) Discussion of purposes, problems, and methods of graduate study in Romance ianguages. Elements of critical method, research techniques, and scholarly writing. Rendall. 516 Modern Criticism (4) Study of selected modem critics such as Barthes, Genette, Bakhtin, Foucault, Derrida, and Benjamin. Rendall. 523,524,525 The Troubadours (4,4,4) See descrip- tion under Courses in Portuguese and Provengal. Courses in French (FR) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Cou,rse Numbering System, and Sample Course Listings. Note: Native speakers of French, or students whose competence in the language already exceeds the scope of the course, may not enroll in lower-division courses. lower-Division Courses 101,102,103 First-Year French (4,4,4) introduction to French stressing comprehension, speaking, reading, and writing. Grammar, elementary composi- tion, and oral drills. 104,105 First-Year French (6,6) Covers in two terms the work of FR 101,102,103. 199 Special Studies (1-3R) 201,202,203 Second-Year French (4,4,4) Selections from representative authors; review of grammar; considerable attention to oral use of the ianguage. RL 230 Introduction to Romance Literature in Translation (3) See description under Courses in Romance Languages. Upper-Division Courses 301, 302, 303 Introduction to F{ench Literature (3,3,3) Representative works from the Middle Ages to the present. 301: Middie Ages and 16th century. 302: 17th and 18th centuries. 303: 19th and 20th centuries. May be organized around a different theme each term. Prereq: two years of college French or equivalent. 304, 305, 306 The French Novel (3,3,3) Seiected novels from the 17th century to the present. Bim, F. Calin. Not offered 1986-87. 317 French Poetry (3) Poems from the Middle Ages tothe 20th century. Poets include Chretien de Troyes, Villon, Ronsard, La Ceppede, Saint-Amant, La Fontaine, Voltaire, Chenier, Hugo, Baudelaire, Aragon. Literary movements; modem critical analysis. W. Calin, Desroches. Not offered 1986-87. 318 Contemporary French Theater (3) Major trends and movements in modem French drama. Bim, Sohlich. 319 Baudelaire, Verlaine, Rimbaud (3) Masterworks by three creators of the modem spirit in poetry; introduction to textual analysis. F. Calin, Sohlich. 320 Short Fiction (3) Selected short fiction by such authors as Voltaire, Diderot, Merimee, Maupassant, Camus, Ayme, Beckett, Robbe-Grillet. Some attention given to the evolution of the short story as a genre. Desroches, Rendall. Not offered 1986-87. 321, 322, 323 French Composition and Conversa- tion (3,3,3) Exercises in pronunciation, comprehen- sion, and composition in a cultural or literary context. Opportunities for conversation. Conducted in French. Prereq: two years of college French or equivalent. 324, 325 Intermediate French Grammar (3,3) French grammar and syntax. Exercises in dictation with subsequent analysis of sentence structure and grammar as well as the study of theory. Offered only through the Oregon Study Center at the University of Poitiers, France. 326, 327 Exercises in French Style (3,3) Exercises in summarizing and outlining texts from both literary and joumalistic sources. Offered only through the Oregon Study Center at the University of Poitiers, France. 331 French Pronunciation and Phonetics (3) The fundamentals of French pronunciation with special attention to each student's difficulties. Prereq: two years of college French or equivalent. 334, 335 Introduction to French Civilization (3,3) French civilization from Gallo-Roman times to the 20th century; the geography of France. Emphasis on social and art history. Work devoted to geography em- phasizes regional cultures and economics in addition to physical geography. Offered only through the Oregon Study Center at the University of Poitiers, France. 336, 337 Masterworks of French Literature (3,3R) Major works of French literature. Recent topics include Sarraute's Portrait d'un inconnu, Malraux's La Condi- tion humaine, and Baudelaire's Les Fleurs du mal. R under different term subjects. Offeredonly through the Oregon Study Center at the University of Poitiers, France. 338, 339 Readings in Modern French Literature (3,3R) Authors, topics, or literary genres. Recent SUbjects include La Bruyere, Flaubert, Camus; war and literature; realism and the novel. R under different term subjects. Offered only through the Oregon Study Center at the University of Poitiers, France. 340 Intensive Conversational French (3) Develop- ment of oral French skills through audiovisual techniques and small-group discussion sections. Colloquial and standard conversational French; some composition of dialogues. Offered only through the Oregon Study Center at the University of Poitiers, France. 341 Orientation for Study in France (3) SUbjects pertinent to study in France: cultural adaptation, the university and community, the French educational system. Excursions to sites such as La Rochelle, the churches of Poitou, and Gallo-Roman ruins. Offered only through the Oregon Study Centerat the University of Poitiers, France. 342 Contemporary France via Television (3) Study of contemporary French language and society through Videotaped television news and documentary material; exercises and classroom discussion. Offered only through the Oregon Study Center at the University of Poitiers, France. 399 Special Studies (1-4R) R when topic changes. Note: Courses designated (M) or (G) may be offered for graduate credit. 403 Thesis (3-6R) Departmental honors students only. 405 Reading and Conference (1-6R) 407 (G) Seminar (2-6R) Several seminars offered each term. Recent topics include 18th-Century French Comedy, Voltaire, The Theme of Religion, Contempo- rary France, Proust to Beckett, The New Novel, Romanticism, Romantic Poetry, Lyrics of the Troubadours, and Mallarme. 409 Practicum (1-4R) PIN only. 410 (G) Experimental Course (2-4R) Recent topics include Political Aspects of Culture, Literary Transla- tion, Women in 17th-Century Literature, Flaubert to Proust, Rabelais, Poetry and Violence in the 19th Century, and Virtual Theater. French 121 420 (G) Modern Romance (4) Trends in modem French fiction not categorized as "realism" or "realistic novel." Concentration on Romantic narrative (19th century) and black African literature (20th century). Modem critical approaches. Prereq: reading knowl- edge of French. W. Calin. Not offered 1986-87. 421 (G) Topics in Romanticism (4) Close reading of literary texts (poetry, fiction, theater) from the first half of the 19th century. Works by Lamartine, Vigny, Hugo, Musset, Barbey d'Aurevilly. W. Calin. Not offered 1986-87. 423 (G) Moliere (4) Intensive study of representative plays by Moliere with emphasis on modem criticism. Prereq: FR 301, 302, 303 or equivalents. Marlow, Rendall. 424 (G) Racine (4) Intensive study of representative plays by Racine with emphasis on modem criticism. Prereq: FR 301, 302, 303 or equivalents. Marlow, Rendall. Not offered 1986-87. 425 (G) Modern Women Writers (4) Analysis of works by a variety of French women writers of the 20th century. Themes and narrative techniques em- phasized. Prereq: reading knowledge of French. Bim. Not offered 1986-87. 426 (G) The World of Sartre (4) Sartre's contributions to political and social theory, literary forms, and literary criticism. Social influences on his work; Sartre's contribution to 20th-century literature and ideas. Prereq: FR 301, 302, 303 or equivalents. Bim. 427 (G) Autobiographical Writings by Women (4) Autobiographical works, including joumals, travel accounts, and autobiographical fiction, by George Sand, Colette, Simone de Beauvoir, Marguerite Duras, and others. Specific works and writers vary. Bim. 429, 430, 431 (G) French Culture and Civilization (3,3,3) Political and social backgrounds of French literature; introduction to French music and art. Prereq: FR 301, 302, 303 or FR 321, 322, 323 or equivalents. Marlow, Sohlich. 435 (G) 18th-Century French Comedy (4) French comic theater from early Moliere imitations to Beaumar- chais. Traditional farcical devices and innovations in realistic, sentimental, and social theater and their relationships to changing French society. Prereq: FR 301, 302, 303 or eqUivalents. Desroches. Not offered 1986-87. 436 (G) 18th-Century French Novel (4) Evolution of the French novel in the 18th century and its various forms: picaresque, epistolary, autobiographical, sentimental, and psychological. Prereq: FR 301, 302, 303 or equivalents. Desroches. Not offered 1986-87. 437 (G) Les Philosophes (4) Evolution and triumph of the philosophical movement in 18th-century France through close study of key works of the major philosophes. Prereq: FR 301,302, 303 or equivalents. Desroches. Not offered 1986-87. 467, 468, 469 (G) Advanced French Composition and Conversation (2-3,2-3,2-3) Review of advanced French grammar, writing of original themes, and translations of modem literary or cultural texts into French. Discussion of political, sociological, or cultural topics taken from current issues of French magazines. Conducted in French. Prereq: FR 321, 322, 323 or equivalents. Marlow. 470 (G) Text Explication (3) Introduction to basic critical concepts and methods of explication; intensive analysis of selected poetry and prose. Rendall. Not offered 1986-87. Graduate Courses 501 Research (2-6R) Prereq: instructor's consent. PIN only. RL 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (1-6R) 507 Seminar (2-6R) Recent topics include French Poetry from Villon to Ronsard, Diderot, 18th-Century French Novel, French Romantic Drama, Baroque in France, The New Novel in France. 508 Workshop (2-12R) Teaching Methods is offered annually, fall term only. Other workshops may be offered. 509 Practicum (1-4R) PIN only. 517,518 Montaigne (4,4) Montaigne's works with emphasis on the Essais. Rendall. 122 French 530 Introduction to Medieval French Literature (4) Initiation to reading texts in Old French. Study of four masterpieces from the perspectives of modern criticism. W. Calin. Not offered 1986-87. 531, 532 Medieval French Narrative (4,4) Three principal medieval narrative genres: epic. romance, allegory of love. Critical analysis of chansons de geste, works by Chretien de Troyes, and Le Roman de la Rose. Prereq: FR 530. W Calin. Not offered 1986-87. 533,534 The Waning ofthe Middle Ages in France (4,4) French narrative fiction, poetry, and theater of the 14th and 15th centuries. Special attention to Guillaume de Machaut and Fran90is Villon. W. Calin. Not offered 1986-87. 541 French Poetry from Villon to Ronsard (4) Lyric genres and mentalities in the 15th and 16th centuries. Analysis of works by Charies d'Orleans, Villon, Jean Lemaire de Belges, Du Bellay, and Ronsard. Modern critical perspectives. W. Calin. 542 The Baroque In France (4) Close reading of literary texts (poetry, theater) from 1570 to 1660. Modern critical approaches. Authors include D'Au- bigne, Spande, La Ceppede, Saint-Amant, Corneille, Moliere, La Fontaine. W. Cal in. 544 The Modern Quest Novel (4) French fiction as the quest for new visions of the world, new subject matter, and new means of expression. Writers studied include Proust, Celine, Butor, Beckett. Prereq: graduate standing or instructor's consent. Birn. Not offered 1986-87. 547 Voltaire (4) Voltaire's satire and historical prose. Desroches. Not offered 1986-87. 550,551 Proust (4,4) Detailed study of Ala recherche du temps perdu. Birn. Not offered 1986-87. 553 Modern French Poetry (4) Study of several major modern poets. F. Calin, W. Calin, Sohlich. 561,562 Surrealism (4,4) Development of the surrealistic movement in art and literature. Analysis of works-prose, poetry, paintings, films-by Apollinaire, Jarry, Breton, Aragon, Desnos, Eluard, Chirico, Dali, Bunuel. Prereq: graduate standing or instructor's consent. F. Calin. 564, 565, 566 Topics in Modern French Drama (4,4,4) Topics may include dramatic theory, modes of critical inquiry, and trends in contemporary theater such as the avant-garde, metatheater, or political theater. Sohlich. 567 Narrative Technique (4) Structure and narrative in the modern novel, e.g., points of view, mises en abyme, usage of tenses, repetitive patterns. Writers studied include Alain Fournier, Gide, Faulkner, Robbe-Grillet. Prereq: graduate standing or instructor's consent. F. Calin. Not offered 1986-87. Courses in Italian (ITAL) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Note: Native speakers of Italian, or students whose competence in the language already exceeds the scope of the course, may not enroll in lower-division courses. Lower-Division Courses 121,122,123 First-Year Italian (4,4,4) Introduction to Italian stressing conversation and readings of modern texts. Hatzantonis and staff. 124,125 First-Year Italian (6,6) Covers in two terms the work of ITAL 121, 122, 123. 199 Special Studies (1-3R) 204, 205, 206 Second-Year Italian (4,4,4) Selections from representative authors. Review of grammar, conversation, composition. Giustina. RL 231 Introduction to Romance Literature in Translation (3) See description under Courses in Romance Languages. Upper-Division Courses 307, 308, 309 Survey of Italian Literature (3,3,3) Major literary currents from Dante to the present. Close examination of representative texts. Prereq: two years of college Italian or equivalent. Giustina. 374,375, 376 Italian Composition and Conversation (3,3,3) Italian grammar and current idiomatic patterns; extensive exercises in oral communication and written composition based on cultural or literary themes. Conducted in Italian. Prereq: two years of college Italian or equivalent. Giustina. 377,378, 379 Introduction to Italian Literature (3,3,3) 377: analysis of poetic texts. 378: critical readings of short stories. 379: study of theater. Giustina. Not offered 1986-87. 387 Readings in Italian (3) For students with advanced knowledge of other Romance languages or Latin who want to acquire proficiency in reading literary texts. Prereq: instructor's consent. Hatzantonis. Not offered 1986-87. . Note: Courses designated (M) or(G) may be offered for graduate credit. 403 Thesis (3-6R) Departmental honors students only. 405 Reading and Conference (1-6R) 407 (G) Seminar (2-6R) Recent topics include Petrarch and His Influence, Lorenzo de' Medici's Poetic Circle, The Literature of the Italian Enlighten- ment, Italian Romanticism, Modern Italian Poetry, Modern Italian Prose, and Moravia's Fiction in Film. 408 Workshop (2-12R) Special group activities such as production of Italian plays. Prereq: two years of college Italian or instructor's consent. Giustina. 409 Practicum (1-4R) PIN only. 410 (G) Experimental Course (2-4R) 464, 465, 466 (G) Dante and His Times (4,4,4) Historical and literary background of the Divine Comedy; study of the poem and of Dante's minor works; Petrarch and Boccaccio. Hatzantonis. 480, 481, 482 (G) Italian Renaissance Literature (4,4,4) Tragedy, comedy, epic, lyric, novella, historical and political prose, courtesy books, criticism. Italy's role in the European Renaissance. Hatzantonis. Not offered 1986-87. 483 (G) 19th-Century Italian Fiction (4) The develop- ment of the Italian novel and its indebtedness to European ideological and formal trends; detailed analysis of Foscolo's, Manzoni's, and Verga's narrative. Prereq: previous work in literature. Hatzantonis. 484 (G) 19th-Century Italian Poetry (4) Selected Italian texts by Romantic and post-Romantic poets. Emphasis on works by Foscolo, Manzoni, Leopardi, Carducci, and Pascali. Prereq: reading knowledge of Italian. Hatzantonis. Not offered 1986-87. 485 (G) Petrarch's Poetry and Its Influence on Western Lyric (4) Petrarch's poems: their themes and formal features; their infiuence on some of the major poets of Western Europe, particularly in Italy, France, Spain, and England. Prereq: previous work in literature and instructor's consent. Hatzantonis. Not offered 1986-87. 486, 487, 488 (G) 20th-Century Italian Literature (4,4,4) Trends in poetry, drama, and the novel, starting respectively with D'Annunzio, Pirandello, and Svevo to the present. Prereq: ITAL 307,308,309 or instructor's consent. Hatzantonis. Not offered 1986-87. Graduate Courses 501 Research (2-6R) Prereq: instructor's consent. PIN only. RL 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (1-6R) 507 Seminar (2-6R) Recent topics include The Italian Lyric; Dante, Petrarch, and Boccaccio; and Verga's Narrative. 508 Workshop (2-12R) Teaching Methods is offered annually, fall term only. 509 Practicum (1-4R) PIN only. Courses in Portuguese and Provenc;al PORT 471, 472, 473 (G) Portuguese and Brazilian Literature (3,3,3) 471: systematic comparison of Portuguese and Spanish; practice in speaking and understanding Portuguese; readings. 472,473: close study of selected fiction, poetry, and plays of Portugal and Brazil. Prereq: knowledge of French, Italian, or Spanish or instructor's consent. Hart. RL 523, 524, 525 The Troubadours (4,4,4) Introduc- tion to Old Proven9al through the reading of easy prose texts and selected lyrics. Stress on the diversity of Proven9al poetry and its contribution to Renaissance and later conceptions of relationships between men and women. 525: the transformation of troubadour poetry into Renaissance and later love poetry. Prereq: reading knowledge of French, Italian, or Spanish. Hart. Not offered 1986-87. Courses in Spanish (SPAN) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Note: Native speakers of Spanish, or students whose competence in the language already exceeds the scope of the course, may not enroll in lower-division courses. Lower-Division Courses 111,112,113 First-Year Spanish (4,4,4) Introduction to Spanish, stressing speaking and reading. Exercises in elementary composition. Usually offered only through summer program in Mexico. 114,115 First-Year Spanish: ZSrabanda (6,6) Covers in two terms the work of SPAN 116, 117, 118. 116,117,118 First-YearSpanish:Zarabanda(5,5,5) Intensive multimedia course in basic Spanish which employs a film series, Zarabanda, produced by the BBC in Spain. Text specially developed at the University of Oregon to accompany films. Fuillabora- tory tape program, other supporting materials. Meets five days a week. Not open to students in SPAN 111, 112, 113, 114, 115. 199 Special Studies (1-3R) 207,208,209 Second-Year Spanish (4,4,4) Oral and written exercises designed to help the student acquire correct and fluent use of Spanish. Selections from representative authors. 219,220 Second-Year Spanish (6,6) Covers in two terms the work of SPAN 207, 208, 209. RL 232 Introduction to Romance Literature in Translation (3) See description under Courses in Romance Languages. Upper-Division Courses 311 Introduction to the Reading of Spanish Literature (3) Interpretation of literary texts; introduc- tion to critical writing. 312 Medieval Spanish Literature (3) Cantar de Mia Cid, the Libra de buen amor, and La Ceiestina. Topics include medieval epic, comedy, and parody; courtly love. Spanish social and intellectual history. Prereq: SPAN 311. Jackson, May, Powers. 313 The Golden Age (3) Lyric poetry, prose, and theater of the Spanish Renaissance and Baroque. Works by Garcilaso de Ia Vega, Fray Luis de Le6n, Cervantes, Lope de Vega, and Calder6n. Prereq: SPAN 311. Hart, Jackson, Powers. 314 Modern Spanish Literature (3) Major themes and forms of 19th- and 20th-century Spanish literature. Training in the application of basic critical concepts to selected modern works. Prereq: SPAN 311. Ayora, Jackson, May. 315 Introduction to Spanish-American Literature (3) Introduction to basic currents and movements in the Spanish-American novel, poetry, and short story. Readings and discussions center almost exclusively on the 19th and 20th centuries. Prereq: SPAN 311. Ayora, Epple. 328 Chicano Literature (3) Noveis, essays, dramas, and poems of Chicano writers in Spanish and English; their relationship to Hispanic and Anglo-American Russian 123 16 credits ........ 5 Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. John Fred Beebe, Associate Professor (language, linguistics), BA 1946, Wabash; MA, 1954, Indiana; PhD., 1958, Harvard. (1968) Albert Leong, Associate Professor (comparative and Russian literature, culture). BA, 1961, B.A., 1966, Ph.D., 1970, Chicago. (1966) James L. Rice, Professor (folklore; 18th-, 19th-, and 20th-century literature: pomparative literature). A.B" 1960, Harvard; MA, 1964, Ph.D., 1965, Chicago, (1967) Fruim Yurevich, Senior Instructor (language, literature, CUlture). Diploma, 1959, Astrakhan State Pedagogical Institute; M.A" 1976, Oregon, (1975) 5-8 3 .. 3 .. 3 ... 3 227 Friendly Hall Telephone (503) 686-4078 or -4065 Albert Leong, Department Head Russian Undergraduate Studies Major Requirements Candidates for the bachelor of arts (B.A.) degree in Russian are required to take 48 credits of work beyond the second-year language sequence (RUSS 201,202,203 or its equivalent). The 48 credits normally must include the following sequences: Introduction to Russian Literature (RUSS 204, 205,206) Third-Year Russian (RUSS 316,317,318) History of Russia (HST 447, 448, 449) In addition, 18 credits or more must be taken from the following electives in Russian literature, linguistics, and culture: Special Studies: Soviet Life and Culture (HUM 199), Great Russian Novels, Short Stories, Plays (RUSS 207,208,209), Topics in Russian Culture (RUSS 240,241,242), Fourth-Year Russian (RUSS 416,417,418), Pushkin (RUSS 419), Modern Russian Poetry (RUSS 422), Dos- toevsky (RUSS 424), Tolstoy (RUSS 425), Gogol (RUSS 426), Turgenev (RUSS 427), Chekhov (RUSS 428), Soviet Russian Literature (RUSS Sample Program New students considering a major in Russian may want to enroll in the following courses during their first year at the University. Fall Term First-Year Russian (RUSS 101) Special Studies: Soviet Life and Culture (HUM 199) , , , , 2 Introduction to Russian Literature (RUSS 204) 3 History of Western Civilization (HST 101) , .. 3 English Composition (WR 121) ..... ' , ... 3 Winter Term 17-20 credits First-Year Russian (RUSS 102) or Intensive Elementary Russian (RUSS 104) Introduction to Russian Literature (RUSS 205) Topics in Russian Culture: Russian Culture in Film (RUSS 241) 3 History of Western Civilization (HST 102) , .. 3 English Composition (WR 122) ." , 3 Spring Term 17-20 credits First-Year Russian (RUSS 103) or Intensive Elementary Russian (RUSS 105) 5-8 Introduction to Russian Literature (RUSS 206) . , .. 3 Topics in Russian Culture: Great Russian Films (RUSS 242) , .... , .... History of Western Civilization (HST 103) Science elective . Faculty Le6n, San Juan de la Cruz; Santa Teresa; G6ngora, Lope de Vega, and Quevedo. Prereq: SPAN 313. Hart, Powers. 453 (G) IntrOduction to the Drama of the Golden Age (4) Readings in Cervantes, Lope de Vega, Tirso de Molina, Ruiz de Alarc6n, and Calder6n de la Barca. Prereq: SPAN 313 or preVious work in Spanish literature. Powers, 454 (G) History of the Spanish Language (4) The place of Spanish among the Romance languages from the Middle Ages to the present, with attention to the development of a distinctively American form of Spanish. Hart. Not offered 1986-87. 455 (G) The 19th-Century Spanish Novel (4) Development of realism in Spanish narrative and its relationship to social and political change of the period. Naturalism in its Spanish form. Gald6s, Clarln, Valera, Pardo, Bazan, Prereq: previous work in Spanish literature. Jackson, 456 (G) Pre-Civil War Spanish Narrative (4) Experi- mental prose narrative from the turn of the century until 1936 with emphasis on the Generation of '98, Prereq: previous work in Spanish literature. Jackson. Not offered 1986-87, 457 (G) Post-Civil War Spanish Narrative (4) Major novels and short stories and their relationship to social and political conditions of the period. Prereq: previous work in Spanish literature, Jackson. Not offered 1986-87. 458 (G) Modern Spanish Poetry (4) Vanguard movements in poetry and their relationship to film and art. Emphasis on GarcIa Lorca and his generation, Prereq: previous work in Spanish literature. Jackson, May, Not offered 1986-87. 459 (G) literature and the Spanish Civil War (4) Literature of the Spanish Civil War; the themes of artistic commitment and the relationship between propaganda and literature. Writers studied include Hemingway, Malraux, Koestler, Orwell, and others, Reading knowledge of Spanish recommended. Jackson. Not offered 1986-87. 461,462,463 (G) Advanced Spanish Composition and Conversation (2-3,2-3,2-3) Conducted in Spanish. Prereq: SPAN 347, 348, 349 or equivalents, Graduate Courses 501 Research (2-6R) Prereq: instructor's consent. PIN only. RL 503 Thesis (Arr,R) PiN only. 505 Reading and Conference (1-6R) 507 Seminar (2-6R) Recent topics include History of the Spanish Language, La Celestina, Lope de Vega, The 19th-Century Spanish Novel, Jorge Luis Borges: Poetry, Short Story, and Essay, Spanish-American Short Story, Poetry of the Generation of 1927, and Latin American Naturalism. 508 Workshop (2-12R) Teaching Methods is offered annually, fall term only. Other workshops may be offered, 509 Practicum (1-4R) PIN only. 520,521 Cervantes (4,4) Principal works of Cervantes with particular attention to criticism. 520: Novelas ejemplares, entremeses, and comedias, 521: Don QUijote. Prereq: previous work in Golden Age literature; qualified undergraduates admitted with instructor's consent. Hart, Jackson, Powers. 535 Old Spanish Literature (4) Introduction to reading texts in Old Spanish. Close study of Poema de Mio Cid, Libro de buen amor, or La Celestina with attention to recent developments in criticism. Hart. Not offered 1986-87. 554 Drama otthe Golden Age (4) Interpretation and criticism of selected comedias of Lope de Vega, Calder6n, Tirso de Molina, Ruiz de Alarc6n, Augustin Moreto, and Rojas Zorilla. Powers, Not offered 1986-87. 557The Modernista Movement (4) Interpretation and criticism of the work of leading Spanish-American "modernista" writers: Marti, Silva, Julian del Casal, Gutierrez Najera, Darlo, Lugones, and others. Ayora. 561 Spanish-American Novel (4) The novel as a literary form in Spanish America. Ayora. Not offered 1986-87. Note: Courses designated (M) or (G) may be offered for graduate credit. tradition. SPAN 311 recommended. Epple. Not offered 1986-87. 347,348,349 Spanish Composition and Conversa- tion (3,3,3) Oral and written practice; review of fundamentals of grammar. Cultural and literary examples of the language. Relative emphasis on grammar in 347, on composition in 348, and on conversation in 349. Conducted in Spanish. Prereq: two years of college Spanish or equivalent. 350 Spanish Pronunciation and Phonetics (2) Scientific study of Spanish sounds, rhythms, and intonation. Supervised practice with individual use of recording equipment. Prereq; instructor's consent. Curland. Not offered 1986-87. 360 Cervantes (3) Don QUijote's importance in the development of the modern novel. The text may be read either in Spanish or in English translation, but Spanish majors must dothe reading in Spanish. Prereq for those who want to dothe reading in Spanish: SPAN 311. Hart, Jackson, Powers. Not offered 1986-87. 361, 362, 363 Hispanic Culture and Civilization (3,3,3) Intellectual, cultural, and historical backgrounds of the Spanish-speaking world. Recommended for students applying for Seville program. 399 Special Studies (1-4R) R when topic changes. 403 Thesis (3-6R) 405 Reading and Conference (1-6R) 407 (G) Semlnar(2-6R) Recent topics include Spanish Naturalism, Latin American Short Story, Contemporary Poetry, Cortazar, Modern Narrative, Gald6s, Narrative of Carpentier, Pacific Region Writers, New Spanish- American Novel, and Mexican Literature. 408 Workshop (1-12R) Special activities in Spanish on campus. Course work in Mexico during summer session. 409 Practicum (1-4R) PIN only. 410 (G) Experimental Course (2-4R) Recent topics include The Essays of Mariano Jose de Larra and Lidia Falc6n, The Spanish-American Novel, and Spanish American Theater. 438 (G) Spanish Romantic Poetry (4) 19th-century lyric poetry. Works by Espronceda, Zorrilla, Becquer, Castro, and others. The relationship between 19th- century poetry and the vanguard movements of the 20th century. Prereq: previous work in Spanish or Spanish-American literature. May. Not offered 1986-87. 439 (G) MOdern Spanish Short Story (4) Develop- mentofthis literary genre during the present century. Selections from representative writers inclUding Francisco Ayala, Ignacio Aldecoa, Alfonso Martinez- Mena, Juan Benet, and Francisco Garcia Pav6n. Prereq: SPAN 311. May. Not offered 1986-87. 440 (G) Spanish Women Writers otthe 20th Century (4) Developments in literature written by women; the woman writer in contemporary Spanish society. Works by Ana Marla Matute, Rosa Chacel, Carmen Conde, Gloria Fuertes, and Carmen Martin Gaite. May. Not offered 1986-87. . 444 (G) Spanish-American Literature (4) Principal authors of Spanish America; may center on major authors or periods or genres, depending on instructor's and students' interests and on needs of the Spanish program. Prereq: SPAN 315. Not offered 1986-87. 445 (G) Spanish-American Short Story (4) The short story in Latin American literature. Readings from major Spanish-American authors such as Quiroga, Borges, Cortazar, Donoso, Garcia Marquez, Arreola, Rulfo. Prereq: SPAN 315. 'Curland, Not offered 1986-87. 446 (G) Novel of the Mexican Revolution (4) The Mexican novel, 1910-1930, Readings from works by Mariano Azuela, L6pez y Fuentes, Martin Guzman, Ruben Romero, and others. Prereq: SPAN 315. Curland, Epple. Not offered 1986-87. 451 (G) Spanish Prose otthe Golden Age (4) Critical reading in several prose genres of the 16th and 17th centuries: dialogues, fibros de cabal/erias, pastoral and picaresque novels, the novela ejemplar. Prereq: SPAN 313. Powers. Not Offered 1986-87. 452 (G) Renaissance and Baroque Poetry (4) Petrarchism of Garcilaso and Herrera; traditional forms, especially the romance; poetry of Fray Luis de 124 Russian 429), SamizdatRussian Literature (RUSS 430), Vladimir Nabokov (RUSS 431), Structure of Russian (RUSS 440, 441, 442) Students preparing for graduate work in Russian are advised to take either French or German and to complete a balanced program of related courses in the social sciences and humanities. Honors. To earn a Bachelor of Arts with Honors in Russian, a student must maintain a 3.50 grade point average (GPA) and submit an honors project or thesis (3 credits) approved by the departmentai honors committee. Minor Requirements The Russian department offers a minor in Russian for students who want to combine Russian studies with international or Russian and East European studies. The Russian minor is particularly useful for students majoring in international studies, international business marketing, history, art history, music, theater arts, telecommunication and film, journalism, humanities, sociology, political science, and other foreign languages and literatures. Sample Program The minor in Russian requires 26-27 credits (15 of which must be upper diVision) in Russian language, literature, and culture, distributed as follows: Core Courses 26-27 credits Introduction to Russian Literature(RUSS 204, 205, 206) or Great Russian Novels, Short Stories, Plays(RUSS 207, 208, 209) ... . . . . . . 9 Third-Year Russian (RUSS 316, 317, 318) ..... 12 Approved departmental lower-division elective in Russian culture, such as Special Studies: Soviet Life and Culture (HUM 199) or Topics in Russian Culture(RUSS 240, 241, 242) 2-3 Approved departmental upper-division elective in Russian literature or culture . . . . . . . . . . . . .. 3 Courses numbered 400-410, as well as first- and second-year Russian, may not be applied toward the minor. All courses submitted for the Russian minor must be completed with grades of mid-C or better. At least 15 credits must be earned at the University of Oregon. A minor in Russian may be substituted for one cluster in Plan I Group Requirements. Russian and East European Studies Certifi· . cate. A Russian major or minor fulfills many of the requirements for a certificate in Russian and East European stUdies. For more information, see the Russian and East European Studies section of this catalog. Study Abroad in the USSR and Eastern Europe. Qualified students of Russian have the opportunity to spend a summer, semester, or academic year in the Soviet Union-either in the Council on International Educational Ex- change (CIEE) Cooperative Russian Program (of which the University of Oregon is an affiliate) at Leningrad State University or in the Russian Program at Moscow's Pushkin Institute spon- sored by the American Council of Teachers of Russian (ACTR). Opportunities also exist for stUdy in East European countries, and limited fellowship aid is available for these programs. Students interested in study in the USSR or eastern Europe should call or write the Russian office or the Office of International Services, 330 Oregon Hall. Secondary School Teaching The Department of Russian offers work for preparation as a teacher of Russian in public secondary schools. Certification as an Oregon secondary teacher with a Russian endorsement requires satisfactory completion of a program of teacher preparation which includes subject matter preparation in the teaching specialty and in professional education, as well as recommen- dation of the institution in which the preparation is completed. The Department of Russian offers work toward Basic and Standard Oregon certification. For additional information regard- ing requirements forthe endorsement, students should consult the department's adviser for teacher education, John Fred Beebe, and the coordinator for secondary education in the College of Education. To be recommended for certification as a teacher of Russian, students must satisfy program requirements of a minimum of 45 credits in language and literature or demon- strate proficiency in Russian language, litera- ture, and culture. They must also complete the state-approved professional education pro- gram, including Special Methods in Secondary School (SEED 495), and the program's require- ment in linguistics, Structure of Russian (RUSS 440,441,442). To receive program approval for student teaching, these requirements must be completed satisfactorily; the student must also attain a 250 composite score in the Modern Language Association (MLA) language profi- ciency test. Whenever possible, students should complete the five-year plan for Standard certification before beginning to teach and should concur- rently satisfy the requirements for a master of arts degree in teaching Russian. Graduate Studies Master of Arts Requirements The master of arts (MA) degree program in Russian provides substantive training and experience in Russian language, literature, and linguistics for students who want to prepare for careers in teaching, research, translation, business, or government service. Creative imagination, a spirit of commitment to the Slavic field, and a knowledge of Russian sufficientfor graduate work are the principal prerequisites for admission. Promising students with insuffi- cient preparation in either Russian language or literature may be admitted conditionally. New Students. A combined advisory confer- ence and qualifying examination is conducted during registration week for each new graduate student in Russian. Before the middle of the first term of study, each new student takes a diagnostic placement examination in written and spoken Russian. Course Requirements At least 45 credits beyond the bachelor's degree, of which at least 15 must be in Russian literature, 15 in Slavic linguistics, and-for students electing to write a master's degree thesis or complete projects-9 credits of Thesis (RUSS 503) and 6 credits of electives approved by the department faculty. Fifteen credits of approved departmental electives are required for students submitting two acceptable graduate research papers or projects instead of a thesis. In order to develop and demonstrate research and writing skills, graduate students are required to produce a term paper for each literature course or seminar taken. Of the 45 credits, at least 24 must be taken for grades (including at least 9 at the 500 level) and in residence at the University. Sample Program The sampl~ program below shows a typical two-year MA program in Russian. First Year 27·39 credits Old Church Slavonic (RUSS 540), History of Russian (RUSS 541, 542) . . . . . . . . . . . . . . . . . 9 Russian literature (three courses) 9-15 Electives (three courses) .. . . . . . . . . . . . .. 9-15 Second Year 27·39 credits Structure of Russian (RUSS 440, 441, 442) 9 Russian literature (three courses) .. . . . . . . . 9-15 Electives (three courses) . . . . . . . . . . . . . . . .. 9-15 Russian 125 during registration week for each new candidate for the MA in teaching Russian. Before the middle of the first term of study, each new student takes a diagnostic placement examina- tion in written and spoken Russian. Major Requirements The following minimum requirements apply to students with strong undergraduate preparation or other background in Slavic studies. Most students need additional work. 1. At least 45 credits beyond the bachelor's degree, including (a) 15 credits of graduate transfer credit from another university's program, (b) at least 9 credits of 500-level courses in residence, (c) at least 24 graded credits, and (d) at least 30 credits in Russian literature, linguistics, and culture 2. Russian Phonetics (RUSS 324), Structure of Russian (RUSS 440, 441, 442), Russian literature (at least 9 credits), and electives approved by the department faculty 3. Maintenanceof a 3.00 minimum grade point average (GPA) . 4. Either an MA in teaching thesis or project or two acceptable graduate research papers. Those electing to compiete the thesis or project must take 9 credits of Thesis (RUSS 503) Sample Program The sample program below shows a typical student course list for the MA in teaching Russian. Courses 36·46 credits Struclure of Russian (RUSS 440, 441, 442) .... 9 Russian literature (three courses) . . . . . . . . . .. 9-15 Russian Phonetics (RUSS 324), two electives . 9-13 Thesis (RUSS 503) or three electives 9 Foreign Language. The student must pass a reading examination in French, German, or another relevant foreign language. Reading List. The candidate for the MA in teaching Russian is responsible for all items on the reading list for the MA in teaching, to be covered in the written and/or oral examinations. Examinations. Based on the reading Iistforthe MA in teaching Russian and on course work completed by the student, the examinations for the MA in teaching may'be written or oral or both: 1. Written (four to five hours): (a) Russian literature (three hours)-questions covering folklore; 11 th- through 20th-century litera- ture; and Russian literary theory, history, and criticism; and (b) linguistics (one to two hours)-questions on the phonetics and structure of Russian. 2. Oral (one and one-half to two and one-half hours): (a) For students taking the written examination, the oral examination is one and one-half hours. (b) The written examination is waived for students eiecting to complete a thesis or project for the MA in teaching, and the two and one-half-houroral examina- tion includes a thesis or project defense. Courses in Russian (RUSS) I An: credits to be arranged Coreq: corequisite PIN: pass/no pass Prereq: prerequisite R: repeatabte for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 101,102,103 First-Year Russian (5,5,5) Elementary Russian grammar, reading, conversation, and composition. Beebe, Rice. 104, 105 Intensive Elementary Russian (8,8) Covers in two terms the work of RUSS 101, 102, 103. 121, 122, 123 Spoken Russian (1-2,1-2,1-2) 199 Special Studies (1-3R) R when topic changes. 200 SEARCH (1-3R) R when topic changes. 201,202,203 Second-Year Russian (5,5,5) Inter- mediate Russian grammar, reading, conversation, and composition. Study of representative literary works. Beebe. 204, 205, 206 Introduction to Russian Literature (3,3,3) Survey of Russian literature from its origins to the present; special emphasis on Pushkin, Gogol, Turgenev, Dostoevsky, Tolstoy, and Chekhov. All readings, lectures, and discussions in English. Leong. 207,208,209 Great Russian Novels, Short Stories, Plays (3,3,3) Masterpieces of Russian literature. 207: novels. 208: short stories. 209: plays. All readings, lectures, and discussions in English. Beebe, Rice. 240,241,242 Topics In Russian Culture (3,3,3) Comparative aesthetics and development of art, film, architecture, music, and literature within the context of Russian intellectual history. All readings, lectures, and discussions in English. A recent topic is Russian Culture in Film. Leong. Upper-Division Courses 316,317, 318 Third-Year Russian (4,4,4) Intensive stUdy in Russian of literary works by representative 19th- and 20th-century writers; extensive practice in speaking, writing, and comprehension. Prereq: two years of college Russian or equivalent. Yurevich. 324 Russian Phonetics (3) Scientific study of Russian sounds, rhythms, and intonation; supervised individual practice. Beebe. Note: Courses designated (M) or (G) may be offered for graduate credit. 399 Special Studies (1-4R) R when topic changes. 400 SEARCH (1-3R) R when topic changes. 401 Research (2-6R) Prereq: instructor's consent. 403 Thesis (3-6R) 405 Reading and Conference (1-6R) Prereq: instructor's consent. R when topic changes. 407 (G) Seminar (2-4R) Prereq: instructor's consent. R when topic changes. 408 (G) Workshop (1-12R) Special on-campus activities in Russian. R when topic changes. 409 Supervised Tutoring Practicum (1-3R) PIN only. 410 (G) Experimental Course (2-6R) R when topic changes. 416,417,418 (M) Fourth-Year Russian (4,4,4) Stylistic analysis of advanced Russian literary texts with extensive practice in conversation, composition, and comprehension. Prereq: RUSS 316, 317, 318 or equivalent. Yurevich. 419 (G) Pushkln (3) Pushkin's narrative and lyric poetry, dramas, prose fiction, folk stylizations, and Evgenii Onegin, with emphasis on his aesthetics and its influence on the development of modern Russian literature. Bilingual readings; lectures and discussions in English. Leong, Rice. Not offered 1986-87. 420 (G) Russian Folklore (3) Russian folklore in its social and aesthetic functions. The paradigmatic 18th-century collection attributed to Kirsha Danilov and to various literary adaptations of folklore forms. Rice. Not offered 1986-87. 422 (G) Modern Russian Poetry (3) Detailed study of Russian symbolism, acmeism, futurism, and contem- porary poetry. All readings in Russian. Beebe, Leong, Rice, Yurevich. Not offered 1986-87. 424 (G) Dostoevsky (3) Dostoevsky's intellectual and artistic development; context and structure of The House of the Dead, Notes from the Underground, Crime and Punishment, The Idiot, The Brothers Karamazov, and other works. Readings in English. Leong, Rice. Not offered 1986-87. 425 (G) Tolstoy (3) Development and context of Tolstoy's art; analysis of War and Peace, Anna Karenina, representative short novels, stories, plays, and essays. Readings in English. Leong. Not offered 1986-87. 426 (G) Gogol (3) Comprehensive study of Gogol's works; critical analysis of Evenings on a Farm near Dikanka, Mirgorod, Petersburg Tales, The Inspector General, Dead Souls, and other plays. Readings in English. Beebe, Leong, Rice. 427 (G) Turgenev (3) Literary development and context of Turgenev's art; analysis of the novels Rudin, A Nest of Gentlefolk, On the Eve, Fathers and Sons, Smoke, Virgin Soil, as well as stories, plays, and critical essays. Readings in English. Rice. 428 (G) Chekhov (3) Chekhov's art: structure, style, and development of representative prose fiction and plays inclUding The Seagull, Uncle Vanya, Three Sisters, The Cherry Orchard. Readings in English. Leong, Rice. Not offered 1986-87. 429 (G) Soviet Russian Literature (3) Major develop- ments in Russian literature since 1917; theory and practice of "socialist realism": representative works by Gorky, Olesha, Shukshin, Trifonov, Rasputin, and others. Readings in English. Beebe, Leong, Rice, Yurevich. Not offered 1986-87. 430 (G) Ssmizdst Russian Literature (3) Uncensored underground literature from the Soviet Union, including works bySolzhenitsyn, Mandel'shtam, Tertz-Siniavskii, Zinov'ev, Pasternak, Tsvetaeva, Voinovich, Sokolov, Akhmatova, and Brodskii, as yet unpublished in the USSR. Readings and discussions in English. Leong. Not offered 1986-87. 431 Vladimir Nabokov (3) Nabokov's creative work; special emphasis on the Russian roots of his prose fiction, literary criticism, memoirs, poetry, and transla- tions. Readings and discussions in English. Leong. Not offered 1986-87. 440, 441, 442 (G) Structure of Russian (3,3,3) Phonetics, grammatical and syntactic patterns of standard contemporary Russian. Beebe. 126 Russian Graduate Courses 501 Research (2-6R) PIN only. Prereq: instructor's consent. 503 Thesis (~6R) PIN only. Prereq: instructor's consent. 505 Reading and Conference (1-6R) Prereq: instructor's consent. 507 Seminar (Arr,R) Recent topic: Russian literary criticism. 508 Colloquium (2-4R) R when topic changes. 509 Supervised Tutoring Practicum (1-3R) PIN only. 520 Research Methods In Russian (5) Bibiiography and research methods in the graduate study of Russian literature. Not offered 1986-87. 521 Old Russian Literature (5) The system of literary genres in Kievan Rus', its development, its bonds with oral poetry and other aesthetic forms, and its signifi- cance for modern Russian civilization. Conducted in English with selected close readings in Old Russian. Rice. Not offered 1986-87. 523 18th-Century Russian Literature (5) The refashioning of Russian poetic imagination in response to the discoveries of classical antiquity, the Renais- sance, French neoclassicism, the Enlightenment, Russian history, and new aesthetic values. Conducted in English with selected close readings in Russian. Rice. Not offered 1986-87. 540 Old Church Slavonic (3) History and grammar of Old Church Slavonic; sound system, morphology, and elements of syntax; reading of texts. Beebe. 541, 542 History of Russian (3,3) East Slavic phonology and morphology from Common Slavic to the present. Dialectal divergence in Oid Russian and the modern literary languages. Dialects of East Slavic. Reading of Old and Middle Russian texts. Beebe. East European Courses (SLAV) 199 Special Studies (1-3R) R when topic changes. 200 SEARCH (1-3R) R when topic changes. 399 Special Studies (1-4R) R when topic changes. 401 Research (2-6R) Prereq: instructor's consent. 403 Thesis (3-6R) Prereq: instructor's consent. 405 Reading and Conference (1-6R) R when topic changes. 407 (G) seminar (2-4R) R when topic changes. 408 (G) Colloquium (2-4R) R when topic changes. 409 Supervised Tutoring Practlcum (1-3R) Prereq: instructor's consent. 410 (G) Experimental Course (2-6R) R when topic changes. 451,452,453 (G) Basic Romanian (4,4,4) Elementary Romanian grammar, conversation, reading, and composition. Emphasis on pronunciation. Reading of iiterary texts third term. Offered irregularly. 454, 455, 456 (G) Advanced Romanian (4,4,4) Reading of Romanian literary texts, composition and discussion in Romanian. Active development of vocabulary. Prereq: SLAV 453 or equivalent. Offered irregularly. 470,471,472 (G) First-Year Bulgarian (4,4,4) Elementary grammar, reading, and composition. Offered irregularly. 480,481,482 (G) First-Year Serbo-Croatian (4,4,4) Elementary Serbo-Croatian grammar, conversation, reading, and composition. Offered irregularly. 483,484,485 (G) First-Year Polish (4,4,4) Elementary Polish grammar, conversation, reading, and compo- sition. Offered irregularly. 486, 487, 488 (G) First-Year Czech (4,4,4) Czech grammar, reading, and composition. Offered irregu- larly. 490,491,492 (G) First-Year Ukrainian (4,4,4) Elementary Ukrainian grammar, reading, and compo- sition. Offered irregularly. Graduate Courses 501 Research (2-6R) PIN only. Prereq; instructor's consent. 503 Thesis (3-6R) PIN only. Prereq: instructor's consent. 505 Reading and Conference (1-6R) Prereq: instructor's consent. Russian and East European Studies 227 Friendly Hall Telephone (503) 686-4078 or ·4065 Albert Leong, Director and Chair R. Alan Kimball, Associate Director Howard W. Robertson, Assistant Director Program Committee John Fred Beebe, Russian Norma McFadden Comrada, Affirmative Action Steven Deutsch, Sociology R. Alan Kimball, History Albert Leong, Russian Mark Levy, Music A. Dean McKenzie, Art History David Milton, Sociology Clyde P. Patton, Geography Stephen Reynolds, Religious Studies James L. Rice, Russian Howard W. Robertson, University Library Carol Silverman, Anthropology W. Sherwin Simmons, Art History Clarence E. Thurber, Political Science Ronald Wixman, Geography Fruim Yurevich, Russian M. George Zaninovich, Political Science Participating Faculty Gustave Alef, History John Fred Beebe, Russian Norma McFadden Comrada, Affirmative Action Steven Deutsch, Sociology Joseph R. Fiszman, Political Science Arthur M. Hanhardt, Jr., Political Science R. Alan Kimball, History Albert Leong, Russian Mark Levy, Adjunct Assistant Professor (music). BA, 1969, Chicago; M.A, 1978, Ph.D., 1985, California, Los Angeles. (1981) A. Dean McKenzie, Art History David Milton, Sociology Clyde P. Patton, Geography Stephen Reynolds, Religious Studies James L. Rice, Russian Howard W. Robertson, University Library Carol Silverman, Anthropology W. Sherwin Simmons, Art History Ronald Wixman, Geography Fruim Yurevich, Russian M. George Zaninovich, Political Science The Russian and East European Studies Center (REESC) is composed of specialists from several departments and professional schools who are engaged in the study of the cultures, history, languages, and contemporary prob- lems of the Soviet Union and East Europe. The center supports basic training and interdis- c'lplinary study on all levels in the University community, brings students and faculty with mutual interests together to share their work- in-progress, and assists individual students in planning their curriculum in language and area studies. The center also provides individual counseling about careers and about the choice of graduate programs at the University or other major area-studies centers. The center maintains close contact with Univer- sity graduates in Russian and East European language and area studies and with profes- sional colleagues around the country who supply current news on the job market. Staff members have extensive experience in re- search and study exchange programs abroad, and every year University undergraduate and graduate students are placed in such programs. The REESC program sponsors lectures, panel discussions, symposia, films, exhibitions, concerts, and festivals. These presentations involve scholars from other institutions in the U.S. and Europe as well as specialists on the University faculty. The center also sponsors· extended stays by visiting East European scholars, enabling them to be in residence at the University for one or more terms. In addition, the REESC faculty engages in outreach ac- tivities with local schools, community groups, and organizations. Fields currently represented in REESC pro- grams and courses include anthropology, art history, business, dance, economics, educa- tion, geography, history, language, literature, music, political science, and religious studies. An introduction to the whole interdisciplinary program of Russian and East European studies is the Experimental Course: Slavic Civilization (SLAV 410G). The center emphasizes its undergraduate program. Its first objective is to prepare Univer- sity undergraduates for significant careers and lifelong expert interest in the Russian and East European area-a territory extending across half the world's time zones and inhabited by more than 350 million people. Solid training is offered in Russian and other East European languages and cultures. The University offers bachelor of arts (BA) and master of arts (M.A.) degree programs in Russian and a graduate and undergraduate Russian and East European Area Studies certificate program (described below). Ad- vanced degree candidates in arts and letters, social sciences, sciences, and professional schools may arrange individual programs with special emphasis on Russian and East Euro- pean topics. Students interested in pursuing specialized area studies are encouraged to seek assistance from the REESC staff. The University Library contains more than 100,000 volumes in the Russian language, a growing collection of Serbo-Croatian, Polish, and other Slavic-language materials, an exten- sive collection of Western titles relating to Russia and East Europe, and a collection of Russian and East European films. Russian and East European Area Studies Certificate Program Since Russian and East European studies is an area-studies program rather than a department, it offers undergraduate and graduate certifi- cates in Russian and East European studies to supplement a departmental major. Permanent Oregon State Board of Higher Education approval of a graduate certificate in Russian and East European Studies is expected prior to the beginning of the 1987-88 academic year. The program encourages the. integration of course material and degree requirements from various departments, and the certificate gives formal recognition of the interdisciplinary work accomplished. With the approval of the program director, students majoring in fields not rep- resented in the center may be admitted to the certificate program. Upon successful comple- tion of the program, a student receives the certificate in addition to the degree. The majority of certificate recipients continue their education after completing their degrees in preparation for careers in governmenlservice and teaching. Combining the program certificate with a Russian and East European Studies 127 departmental degree significantly enhances the opportunity for employment in those fields and others, such as international trade, tourism, translation, and research. Requirements In addition to general University requirements for graduation and degree requirements in the student's major department, the following three requirements must be met for a Russian and East European Area Studies Certificate, either undergraduate or graduate: 1. Language: three years of college study (or equivalent) of East European languages- usually Russian, Serbo-Croatian, Polish, Bulgarian, Czech, Ukrainian, and Roma- nian-are also offered. Option 1: three years of Russian. Option 2: two years of Russian and one year of another East European language 2. Core program (two courses): normally Experimental Course: Slavic Civilization (SLAV 41 OG), an introductory course offered each year; and one Reading and Conference (405 or 505), Seminar (407 or 507), or Research (401 or 501) conducted by a REESC faculty member (3 credits) 3. Electives (five courses): including seminars and courses in substantive Russian and East European area studies and covering at least three nonlanguage disciplines ofthe Russian and East European studies curriculum (e.g., anthropology, art history, geography, history, literature, political science). Such courses are usually offered by REESC staff; other courses may be approved by the director Additional Graduate Certificate Requirements In addition to the general requirements for the Russian and East European Studies Certificate, graduate certificate students must take a Reading and Conference course (RUSS 505) for 3 credits and, in conjunction with Experimen- tal Course: Slavic Civilization (SLAV 410G), complete a research paper or project under the supervision of a REESC faculty member. GRADUATE TRANSFER CREDIT. Graduate credit earned while a graduate student in another accredited graduate school may be transferred to the graduate certificate in Russian and East European studies under the following condi- tions: 1. The total credit transferred may not exceed 15 credits 2. The courses transferred must be relevant to the certificate program as a whole 3. The courses must be approved by the student's major department and by the director of the Russian and East European Studies Center 4. The grades earned must be A, B, or P 5. Transferred credit cannot count toward the requirement of 24 credits in University of Oregon graded graduate courses BACCALAUREATE TRANSFER CREDIT. Under- graduates who have passed graduate-level courses during their senior year at the University of Oregon-beyond all bachelor's degree requirements-may apply up to 9 credits toward the graduate certificate in Russian and East European studies (within the 15-credit maximum for transfer credit). Credits in Research (RUSS 501), Thesis (RUSS 503), Reading and Conference (RUSS 505), Colloquium (RUSS 508), and Supervised Tutoring Practicum (RUSS 509) do not qualify. Work in courses graded B- or better and PIN courses accompanied by the instructor's statement thatthe work was of graduate quality can count toward meeting the requirements of the graduate certificate in Russian and East European studies, with departmental and REESC approval. A Transfer of Baccalaureate Credit form, available at the Graduate School, mu.st be filed within two terms of acceptance into the graduate REES Certificate Program and within two years of earning the bachelor's degree. Elective courses may be chosen from, but are not limited to, the following: Anthropology and Folklore. Ethnology of Peasant Societies (ANTH 303), Experimental Course: Balkan Folklore, Jewish Folklore (ANTH 410) Art History. Seminar: Early Russian Painting, Medieval Serbian Painting (ARH 407), Early Byzantine Art (ARH 421), Later Byzantine Art (ARH 422), Russian Medieval Art (ARH 423) Dance. International Folk Dance (OS 178), Balkan and Central European Folk Dances (OS 179) Economics. Marxian Economics (EC 450), Comparative Economic Systems (EC 451), The Economics of Industrial Organization (EC 460) Geography. Geography of the Soviet Union (GEOG 204), Geography of Eastern Europe (GEOG 208), Cultural Geography of the Soviet West (GEOG 469), Cultural Geography of the Soviet East (GEOG 470) History. Byzantium and the Slavs (HST 324, 325, 326), Seminar: Medieval Russia, Revolutionary Social Movements (HST 407); Colloquium (HST 408); History of Russia (HST 447, 448, 449),The Russian Revolution (HST 452,453), Economic Historyof Modern Europe (HST 455, 456) Music. Seminar: East European Composers, Folk Music of the Balkans (MUS 407) Political Science. Communist Political Systems (PS 335), Seminar: Geopolitics of Empire (PS 407), Comparative Labor Movements (PS 416), Literature and Politics of the USSR and Eastern Europe (PS 418), Government and Politics of the Soviet Union (PS 427,428), Marxist Political Theories (PS 433), Politics of Multi'Ethnic Societies (PS 443) Religious Studies. Great Religions of the World (R 201,202,203), History of Christianity (R 321, 322,323), History of Eastern Christianity (R 324, 325) Russian and East European Language, Literature, and Culture LANGUAGE. First-, Second-, Third-, and Fourth- Year Russian (RUSS 101-103 or 104-105, 201-203,316-318,416- 418); Russian Phonetics (RUSS 324); Structure of Russian (RUSS 440, 441, 442); First-Year Serbo-Croatian, Polish, Czech, Bulgarian, and Ukrainian (SLAV 470- 472, 480-482, 483-485, 486-488, 490-492); Basic Romanian (SLAV 451, 452, 453), Ad- vanced Romanian (SLAV 454, 455, 456),Re- search Methods in Russian (RUSS 520); Old Church Slavonic (RUSS 540); History of Russian (RUSS 541, 542) LITERATURE. Introduction to Russian Literature (RUSS 204, 205, 206); Great Russian Novels, Short Stories, Plays (RUSS 207, 208, 209); Pushkin (RUSS 419); Modern Russian Poetry (RUSS 422); Dostoevsky, Tolstoy, Gogol, Turgenev, Chekhov (RUSS 424,425,426,427, 428); Soviet Russian Literature (RUSS 429); Samizdat Russian Literature (RUSS 430); Vladimir Nabokov (RUSS 431 );Old Russian Literature (RUSS 521); 18th-Century Russian Literature (RUSS 523) CULTURE. Special Studies: Soviet Life and Culture (HUM 199); Topics in Russian Culture: Emigre Russian Culture, Great Russian Films, Medieval Russian Culture, Russian and East European Film, Russian Culture in Film, Russian Literature and Music (RUSS 240, 241,242); Russian Folklore (RUSS 420) 128 Sociology Sociology 736 Prince Lucien Campbell Hall Telephone (503) 686-5002 Robert M. O'Brien, Department Head Facul'ty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Joan R. Acker, Professor (women, stratification, social welfare). BA, 1946, Hunter; MA, 1948, Chicago; PhD., 1967, Oregon. (1966) Vallon L. Burris, Associate Professor (theory, political economy, sociology of education). B.A., 1969, Rice; PhD., 1976, Princeton. (1977) Lawrence R. Carter, Associate Professor (demog- raphy, human ecology, urban). B.S., 1958, Howard; MA, 1970, PhD., 1973, Oregon. (1973) Steven Deutsch, Professor (sociology of labor, technology, work environment); Director, Center for the Study of Work, Economy, and Community. BA, 1958, Oberlin; MA, 1959, PhD., 1964, Michigan State.(1966) John B. Foster, Assistant Professor (Marxism, political economy, and historical and comparative sociology). BA, 1975, Evergreen State; MA, 1977, PhD., 1984, York. (1985) Richard P. Gale, Professor (environmental sociology, natural resources, developing areas). BA, 1960, Reed; MA, 1962, Washington State; PhD., 1968, Michigan State. (1967) Marion Sherman Goldman, Associate Professor(deviance, law, women). AB., 1967, California, Berkeley; MA, 1970, PhD., 1977, Chicago. (1973) Paul Goldman, Associate Professor (organizations and occupations, education, medicai). B.A., 1966, Stanford; M.A., 1970; PhD., 1974, Chicago. (1977) Patricia A Gwartney-Gibbs, Assistant Professor (demography, research and statistical methods, stratification). AB., 1973, California, Berkeley; M.A., 1979, PhD., 1981, Michigan. (1981) Richard J. Hill, Professor (methodology, social psychology, formal theory); Vice-President of Academic Affairs and Provost. AB., 1950,MA, 1951, Stanford; PhD., 1955, Washington (Seattle). (1970) Benton Johnson, Professor (sociology of religion, theory). BA, 1947, North Carolina; MA, 1953, PhD., 1954, Harvard. (1957) Miriam M. Johnson, Associate Professor (sex roles, the family, socialization). BA, 1948, North Carolina; MA, 1953, PhD, 1955, Harvard. (1973) Kenneth B. Liberman, Assistant Professor (qualitative methods, race and ethnic relations). B.A., 1970, State University of New York at Old Westburg; MA, 1976, PhD., 1981, California, San Diego. (1983) David Milton, Associate Professor (political sociology, stratification, comparative social structures). B.A., 1963, San Francisco State; MA, 1973, PhD., 1980, California, Berkeley. (1978) Robert M. O'Brien, Professor (quantitative methods, urban, deviance). B.S., 1967, Pomona; M.S., 1970, PhD., 1973, Wisconsin. (1981) Jean Stockard, Associate Professor (sociology of education, sex roles, methodology). B.A., 1969, MA, 1972, Ph.D, 1974, Oregon. (1974) Donald R. Van Houten, Professor (complex organiza- tions, work). BA, 1958, Oberlin; PhD., 1967, Pittsburgh. (1968) John J. Whalen, Assistant Professor (social psychol- ogy, social change). B.A., 1973, Temple; MA, 1980, PhD., 1984, California, Santa Barbara. (1983) Emeriti Joei V. Berreman, Professor Emeritus (social psychol- ogy, race relations). BA, 1927, Wiliamette; M.A., 1933, Oregon; PhD, 1940, Stanford. (1947) Theodore B. Johannis, Jr., Professor Emeritus (sociology of time and leisure, socialization, marriage and the family). BA, 1948, MA, 1948, Washington State; PhD., 1955, Florida State. (1953) Walter 1. Martin, Professor Emeritus (population, deviance, urban sociology). BA, 1943, MA, 1947, Ph.D., 1949, Washington (Seattle). (1947) Undergraduate Studies Sociology is the analytical study of the develop- ment, structure, and function of human groups and societies. It is concerned with the scientific understanding of human behavior as it relates to, and is a consequence of, interaction within groups. The undergraduate program in sociol- ogy is intended to provide a broad understand- ing of human society for students in all fields as well as integrated programs for majors in sociology. Preparation. High school students planning to major in sociology should take courses in history and social studies. Substantial work in mathematics, English composition, and foreign languages is also desirable. Two-year transfer students are advised to come with a year's work in introductory-level sociology courses as well as courses that fulfill University group require- ments. Careers. Recent graduates with bachelor's degrees in sociology are found in all the pursuits normally open to liberal arts graduates-espe- cially beginning positions in social work, personnel work, recreation, and social studies teaching. Some graduates pursue further training in graduate professional schools of social work, business administration, and law. A bachelor's degree alone is seldom sufficient to allow a person to enter a professional career as a sociologist. Students who seek careers as social scientists enter graduate programs in sociology or related fields. Departmental Offerings Undergraduate courses in sociology are given on three levels. 200-level courses provide an introduction to the field. The basic course is the one-term Introduction to Sociology (SOC 201). Students should take SOC 201 and at ieast two additional courses from the SOC 206,210-217 range before moving on to upper-division courses. 300-level courses extend the student's knowl- edge of subjects covered in the 200-level courses and provide an introduction to social research methods and social theory. 400-level courses are the advanced and specialized courses in the department. Most build on background obtained in the 200- and 300-level courses. Upper-division (300- and 400-level) classes are usually smailer in size than the lower-division classes and provide more opportunity for faculty-student interaction. Students should have at least 9 credits in sociology before taking 400-level courses. Interest Areas The Community, Urban Affairs, Population, and Resources. Communities, Population, and Resources (SOC 210), World Population and Social Structure (SOC 303), The Community (SOC 304), Social Demography (SOC 415), Sociology of the Environment (SOC 416), Urbanization and the City (SOC 442), The Urban Community (SOC 443), Sociology of Migration (SOC 444), Sociology of Developing Areas (SOC 450) Criminology and Delinquency. Social De- viancy and Social Control (SOC 211), Theories of Deviance (SOC 439), Criminology and Delinquency (SOC 440, 441) Methodology. Introduction to Social Research (SOC 325), Quantitative Methods in Sociology (SOC 326), Sociological Research Methods (SOC 411,412,413) Organizations and Occupations. Organiza- tions and Occupations (SOC 213), Sociology of Work (SOC 446), Industrial Sociology (SOC 447), Sociology of Occupations (SOC 448), Women and Work (SOC 449), Social Stratifica- tion (SOC 451), Comparative Class Systems (SOC 452), Bureaucracy, Power, and Society (SOC 470), Changing Organizations (SOC 472) Social Institutions. Education and Society (SOC 214), Sociology ofthe Family (SOC 423), Issues in Family Sociology (SOC 425), Sociol- ogy of Religion (SOC 461), Political Sociology (SOC 465), Sociology of Knowledge (SOC 466), Sociology of Leisure (SOC 490), Sociology of Education (SOC 491) Social Issues and Movements. Race, Class, and Ethnic Groups in America (SOC 212), Social Issues and Social Movements (SOC 215), Introduction to the Sociology of Women (SOC 216), American Society (SOC 301), Sociology of Race Relations (SOC 445), Social Stratification (SOC 451), Comparative Class Systems (SOC 452), Sociology of Women (SOC 455), Systems of War and Peace (SOC 464), Sociology of Social Welfare (SOC 467) Social Psychology. Introduction to Social Psychology (SOC 206), Socialization and Society (SOC 314), Social Psychology of the Family (SOC 424), Social Psychology (SOC 428), Social Self and Identity (SOC 429), Sex and Identity: Theoretical Perspectives (SOC 456) Social Theory. Social Change (SOC 349), Development of Sociology (SOC 370), Contem- porary Sociological Perspectives (SOC 371, 372), Marxist Sociological Theory (SOC 375~ Major ReqUirements 1. A minimum of 42 credits in undergraduate sociology courses 2. At least 24 of these 42 credits must be taken on a graded basis and passed with grades of C- or better. No credits of D will be counted toward the 42-credit requirement 3. A minimum of 30 of these 42 credits must be upper division, excluding SOC 400 and 409. Of these 30 at least 21 credits must be in courses other than SOC 401,403,405, or 406. Of these 21 at least 12credits must be taken at the University 4. Completion ofthe following specific courses: a. Introduction to Social Research (SOC 325) b. Quantitative Methods in Sociology (SOC 326). Not required of students who declared their majors in sociology prior to September 1, 1983 c. Development of Sociology (SOC 370) Planning a Program An adviser is assigned to each student at the time the major is declared. The department also maintains an active peer advising program. Undergraduate students can receive a variety of advising services from the peer advisers, who maintain regular office hours. With the help of peer advisers and the faculty adviser, the student should set out a model program which will emphasize those experiences most useful for the student's educational and career Sociology 129 objectives. Several suggested model programs are listed below. It is essential, however, that students consult their advisers concerning the selection of specific courses. Students with specific career plans may also consult the Career Planning and Placement Service, 244 Hendricks Hall, for advice on appropriate course programs. General Sociology. Students who want a broad liberal arts education should begin with SOC 201 and a number of other 200-level courses in their freshman and sophomore years. These lower-division courses provide an introduction to the discipline with emphasis on how sociology can be applied to contemporary social issues. In their junior and senior years, general sociol- ogy students may choose from courses which provide more depth in the study of social institutions. Courses on social stratification, social psychology, and social change help to tie these diverse areas together by providing perspectives which are useful in the study of any institutional area. Finally, courses in sociological theory and methodology provide more general analytical and research skills which will be useful both in sociology courses and in whatever activities the student pursues after graduation. Social Service Professions. The social service professions are those which help people. They include social work, counseling, community relations, housing, labor relations, and person- nel work. Students majoring in sociology who want to enter one of the helping professions should take at least one course in sociological methodology, at least two courses in social psychology, and several courses dealing with social issues and problems. Students may also supplement their programs with courses in the departments of psychology, political science, and human services, and in the College of Education. Many of these occupations require graduate or field training. Students can get more detailed information from the Career Planning and Placement Service. Business or Government Service. Many sociology majors find employment with busi- ness or governmental organizations. These organizations typically require general human- relations skills, some awareness of organiza- tions and the surrounding social environment, and an ability to analyze and understand basic social data. Students interested in possible employment with such organizations should include in their programs courses in methodol- ogy, social psychology, and organizations and occupations. They may also supplementtheir programs with courses in the College of Business Administra- tion and in the Department of Economics. Students with career goals in governmental service should include course work dealing with the community, urban affairs, population, and resources; social psychology; organizations and occupations; and methodology. They might also want to include related courses in the d9partments of planning, public policy and management; political science; and economics. Minor Requirements To earn a minor in sociology a student must complete the following requirements: 1. A minimum of 24 credits in undergraduate sociology courses 2. At least 12 ofthese24 credits must betaken on a graded basis and passed with grades of C- or better. No credits of D will be counted toward the 24-credit requirement 3. A minimum of 15 of these 24 credits must be upper division, excluding SOC 400 and 409. Of these 15, at least 12 credits must be in courses other than SOC 401,403,405, or 406. Of these 12, atleast9 credits must be taken at the University 4. Completion of the following specific courses: a, Introduction to Social Research (SOC 325). May be waived if student has equivalent course work in other areas b. Development of Sociology (SOC 370) Secondary School Teaching The Department of Sociology offers work for preparation to teach social studies in Oregon public secondary schools. Certification as an Oregon secondary teacher requires satisfactory completion of a program of teacher preparation which includes subject matter preparation in the teaching specialty and in professional educa- tion, and recommendation of the institution in which the preparation is completed. The sociology department offers work toward both Basic and Standard teaching certificates. For specific information regarding departmental requirements for the social studies endorse- ment, students should consultthe endorsement adviser in sociology and the coordinator for secondary education in the College of Education, Honors Program The honors program in sociology provides qualified students a challenging academic experience, opportunities for independent work, and close contact with faculty members, The program's bachelor's degree with honors centers around an independent research project developed by the student and carried out under the supervision of a departmental committee. Students may apply to the honors program at any time during or after the third quarter of their sophomore year but no later than the first term of their senior year. The program is open not only to those enrolled in the University's Honors College but alsoto any outstanding and highly motivated student who wants a rewarding int'allectual experience. While the program may be especially important for students planning advanced training in sociology, it may also be of interest to qualified students who eventually plan to enter other professional fields. Further information concerning the honors program, including how to apply, is available in the department office. Preparing for Graduate Study Students planning to pursue graduate work in sociology should have a strong background in sociological theory and social research methods well beyond the required courses. Besides taking advanced courses in areas of special interest to them, students planning graduate work should take a substantial number of upper-division courses in the other social sciences, Applications to graduate school should be made in fall or winter the year before the student plans to enter a graduate program. Students considering graduate school should talk to their faculty advisers about programs at various schools, experiences to increase the chances of admission, and requirements for students in graduate programs in sociology. Graduate Studies The graduate program of the Department of Sociology is intended primarily to lead to the doctor of philosophy (PhD.) degree. Students seeking an advanced degree in sociology should have achieved a grade point average (GPA) of 3.00 or better in their under- graduate work in the social sciences. Admission is not restricted to those with undergraduate majors in sociology, although the chance of admission is considerably reduced for students without any undergraduate work in sociology. Students admitted to the graduate program with a bachelor's degree are required to complete 54 credits of graduate-level work-all graded except work in Research (SOC 501), Thesis (SOC 503), Reading and Conference (SOC 505), or Supervised Field Study (SOC 506). Students should be able to complete the 54-credit requirement in their first six terms of enrollment. Those maintaining a GPA of 3.00 or better are awarded either a master of arts (MA) or a master of science (M.S.) degree upon completion of this requirement. Prior to being admitted to the doctoral program, students must pass the departmental qualifying examination in theory and methods. After passing this examination, the student defines atleasttwo fields of specialization and prepares for comprehensive examinations in these areas. Upon passing the comprehensive examina- tions, the student is advanced to PhD. candi- dacyand begins work on the doctoral disserta- tion, which must embody the results of research and show evidence of originality and ability in independent investigation. Early in their graduate work, students should begin defining the general topic to be covered in the disserta- tion research. Many students receive some type of financial assistance. In addition, some graduate students hold part-time teaching or research appoint- ments outside the department. A booklet, Information for Graduate Students, may be obtained from the department. It describes the entire graduate program, specifies the materials needed to apply for admission, and includes a list of current faculty members and their research interests. Students applying for graduate admission should submit all necessary materials by March 1. Courses in Sociology (SOC) An: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit S: must be taken in sequence Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Note: Since not every course can be offered every 130 Sociology year, students are advised to consult the most recent Time Schedule ofClasses or inquire at the Department of sociology. Lower-Division Courses 199 Special Studies (1-3R) 200 SEARCH (1-3R) 201 Introduction to Sociology (3) The socioiogicai perspective with emphasis on fundamental concepts, theories, and methods of research. 206 Introduction to Social Psychology (3) Processes of interaction, the sociai origin of psychological processes, group membership and reference pro- cesses, anaiysis of everyday social phenomena, the structure and process of role relations. Prereq: SOC 201 or equivalent. 210 Communities, Population, and Resources (3) Interrelationship of population and resources in the structuring of human communities; processes of community change; aiternatives to the traditional community. Prereq: SOC 201. 211 Social Deviancy and Social Control (3) Concepts of deviance, theories explaining deviant behavior, and mechanisms for the social control of deviance. Prereq: SOC 201. 212 Race, Class, and Ethnic Groups in America (3) Major class, racial, and ethnic groups in the United States with special attention to the cuiture and experience of minority groups, Prereq: SOC 201. 213 Organizations and Occupations (3) Nature and consequences of bureaucracies and bureaucratization in modern society, work and careers, technology and alienation. Prereq: SOC 201. 214 Education and Society (3) Examination of schoois as institutions of socialization; the relationship between education and social inequality; the social functions of higher education; educationai alternatives and social change. Prereq: SOC 201. 215 Social Issues and Social Movements (3) Contemporary sociai issues viewed in relation to the social structure of American society. Social movements and ideologies related to these issues are examined. Prereq: SOC 201. 216 Introduction to the Sociology of Women (3) Position of women in contemporary society; its relation to the family structure and the economic system; the special position of minority women; development ofthe feminist movement. Prereq: SOC 201. 217 Special Topics in Sociology (3R) A selection of topics applying the concepts and skills developed in SOC 201 and 210-216 to current major sociological issues and problems, Prereq: SOC 201 and one of the following, depending upon the particular topic: SOC 206, 210-216. R when topic changes. Upper-Division Courses 301 American Society (3) Selected aspects of American culture and institutions and the ways in which they are changing. Prereq: SOC 201. 303 World Population and Social Structure (3) Introduction to population studies; analysis of histori- cal, contemporary, and anticipated pOriulation conditions and trends as they relate to social situations and to the organization of society. Prereq: SOC 201, 304 The Community (3) The structure and organiza- tion of human communities. Prereq: SOC 201. 314 Socialization and Society (3) Nature and processes of socialization during the life cycle, effects of socialization on individuals, and effects of societal and cultural influences on socialization processes. Prereq: SOC 201. 325 Introduction to Social Research (3) The development of social research; the nature of scientific inquiry and basic methods and techniques; examina- tion of representative sociological studies from the standpoint of methodology, Prereq: 9 credits in sociology or instructor's consent. 326 Quantitative Methods In Sociology (3) Construc- tion and interpretation of tables and graphs, descriptive statistics, measures of association and contingency relationships, basic ideas of probability, and elemen- tary statistical inference applied to nonexperimental research. Prereq: SOC 325. 349 Social Change (3) The processes, characteristics, and conditions of change in large social systems; systematic examination of various theoretical perspec- tives, Prereq: 9 credits in sociology. 370 Development of Sociology (3) Starting with Plato, the major writers and ideas that have shaped contem- porary sociology are analyzed, with focus on recurrent concepts and issues that continue to challenge sociological inquiry. Prereq: 9 credits in sociology or instructor's consent. 371, 372 Contemporary Sociological Perspectives (3,3) The major sociological theories and perspectives in current use, including an examination of the critical issues being debated, Prereq: 9 credits in sociology or instructor's consent. 372 not offered 1986-87. 375 Marxist Sociological Theory (3) Basic concepts, theory, and social analysis in the works of Marx and Engels. Topics include dialectical and historical materialism, class, historical development, political economy, and imperialism, Prereq: SOC 201. Burris, Foster. Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 401 Research (Arr,R) 403 Thesis for Honors Candidates (Arr,R) 405 Reading and Conference (Arr,R) 406 Supervised Field StUdy (Arr,R) 407 (G) Seminar (Arr,R) Offerings vary from year to year depending on student needs and faculty interests, Recent topics have included Collective Action and Social Movements, Comparative Political Economics, Political Economy, Sociology of Im- perialism, and Work Life and OSHA. 409 Supervised Tutoring Practicum (Arr,R) PIN only. 410 (G) Experimental Course (Arr,R) 411,412,413 (G) Sociological Research Methods (3,3,3S) 411: design; the use of theory and models; modes of data collection such as experiments, surveys, field observations, and documents. 412: elementary statistical concepts and applications such as hypothesis testing, confidence intervals, non- parametric statistics, and chi-square. 413: aspects of the general linear model such as analysis ofvariance, analysis of covariance, and dummy variable multiple regression. Prereq: SOC 325, 326 or equivalents. O'Brien, Stockard. 415 (G) Social Demography (3) Causes and conse- quences of population and demographic change related to education and literacy, the labor force, race and ethnicity, household composition, and urbaniza- tion. Techniques of demographic analysis. Prereq: SOC 303 or equivalent or 9 credits in sociology, Gwartney-Gibbs, Not offered 1986-87, 416 (G) Sociology of the Environment (3) Sociolog- ical approach to the study of society and its relationship with the natural environment. Topics include the environmental movement and the uses of sociology in dealing with environmental problems. Prereq: 9 credits in sociology or instructor's consent. Gale, 423 (G) Sociology of the Family (3) The family in historical perspective. Introduction to the family as a social institution and small-group association, Prereq: 9 credits in sociology. M. Johnson. 424 (G) Social Psychology of the Family (3) The dynamics offamily interaction throughout the family life cycle. Prereq: SOC 423 or equivalent. M, Johnson, 425 (G) Issues in Family Sociology (3) Analysis of selected topics in the sociology of the family. Topics include the sociology of parenthood, feminist perspec- tives on the family, and the family in cross-cultural perspective. Prereq: SOC 423 or equivalent. 428 (G) Social Psychology (3) Theoretical formula- tions in the field of social psychology with emphasis on sociological perspectives. Analysis of major research problems from various theoretical positions. Prereq: SOC 206 or PSY 216,9 credits in sociology, or instructor's consent. Whalen. Not offered 1986-87. 429 (G) Social self and Identity (3) Consideration of the various theories of self and identity in social psychology. Prereq: introductory social psychology and upper-division status. Not offered 1986-87, 439 (G) Theories of Deviance (3) Major sociological theories about the structural causes and effects of deviance and empirical studies testing those theories. Prereq: SOC 211. Not offered 1986-87. 440,441 (G) Criminology and Delinquency (3,3) The nature and extent of delinquency and crime as forms of deviant social behavior; contributing factors; current prevention and treatment programs. Prereq: SOC 201. 442 (G) Urbanization and the City (3) Determinants and consequences of urbanization under different conditions; the city as a social and ecological system. Prereq: 9 credits in sociology. Carter. Not offered 1986-87. 443 (G) The Urban Community (3) Cities as social systems problems of integration and social order; organization to modify the nature of cities and to plan for their future. Prior enrollment in SOC 442 strongly recommended. 444 (G) Sociology of Migration (3) The dynamics of migration as related to the dynamics of social change. Prereq: 9 credits in sociology. Carter. Not offered 1986-87. 445 (G) Sociology of Race Relations (3) Racial oppression as a structural and ideological feature in Arnerican iife. Prereq: introductory course in sociology, anthropology, or psychology. Liberman. 446 (G) Sociology of Work (3) Work life and change in tne work experience; emphasis on understanding the effect of work on other aspects of life and experi- ence. Prereq: 9 credits in sociology, P. Goldman, Van Houten. 447 (G) Industrial Sociology (3) Process of transfor- mation in the post-Industrial Revolution period; shaping of the labor force, labor history, labor union structure and organization; current directions in the labor force. Prereq: 9 credits in sociology. Deutsch, P. Goldman. 448 (G) Sociology of Occupations (3) Relationships of occupation to other aspects of iife; the significance of work for the various forms of social organization; impact of change on individual occupations and occupational categories. Prereq: 9 credits in sociology. Gwartney-GibbS. 449 (G) Women and Work (3) Sex segregation of occupation, bureaucratic structure and sex stratifica- tion, housework as occupation, the relationship between paid and unpaid labor. Perspectives explaining sex inequality in the labor force. Prereq: SOC 216. Acker. 450 (G) Sociology of Developing Areas (3) Social and economic structures and processes promoting and inhibiting change in underdeveloped areas, Special attention to such topics as urbanization, industrialization, cultural change, and world poverty and dependence. Prereq: 9credits in sociology. Milton, 451 (G) Social Stratification (3) The interrelations among class, race, and sex. Historical origins and development of class and class systems (including slavery). Prereq: 9 credits in sociology, 452 (G) Comparative Class Systems (3) Comparison of socialist societies including the USSR, China, Cuba, and Yugoslavia, with emphasis on degree of equality, Historical origins and causes of inequality; nature of socialism; human rights, Prereq: 9 credits in sociology. Not offered 1986-87, 455 (G) Sociology of Women (3) A sociological analysis of sex differentiation and sex stratificationwith major focus on industrial society. Relationships between ideologies concerning women, changes in socioeconomic organization, socialization, and sexuality. Prereq: SOC 216, Acker, M. Goldman. 456 (G) Sex and Identity: Theoretical Perspectives (3) Theories of the origin and perpetuation of sex differences and sex inequality. Synthesizing findings from biology, psychology, sociology, and anthropology from a feminist perspective, Prereq: social science background and one course in women's studies, M. Johnson. 461 (G) Sociology of Religion (3) Sociological analysis of religious belief and behavior; special attention to the relation between religious institutions and the larger societies of which they are a part. Prereq: 9 credits in sociology or instructor's consent. B. Johnson. 464 (G) Systems of War and Peace (3) Violence and nonviolence as functions ot social structures and as instruments of social change. Systems of international threat, their supporting institutions, and the ideology of nationalism. Prereq: 9 credits in sociology. Milton. 465 (G) Political Sociology (3) Analysis of political theory and behavior; social bases of power and policy determination; institutional interrelationships; intellec- tuals and ideologies; political trends and change; political participation and membership. Prereq: 9 credits in sociology. Burris. 466 (G) Sociology of Knowledge (3) The relationships between society and thought. Types of knowledge considered in terms of the social settings in which they were produced and receivecJ. Prereq: 9 credits in sociology. Not offered 1986-87. 467 (G) Sociology of Social Welfare (3) Interrelation- ships between social welfare programs and other sectors of the socioeconomic system. Development of the welfare state in industrial capitalist society. Problems of clients and professionals. Prereq: 9 credits in sociology. Acker. 470 (G) Bureaucracy, Power, and Society (3) Distribution and exercise of power in organizations, the linkages between organizations and larger societal structures and processes, especially national and international power structures. Prereq: 9 credits in sociology or instructor's consent. Van Houten. 472 (G) Changing Organizations (3) Theoretical and empirical work on organizational change with particular attention to strategies of elite and nonelite change agents. Prereq: 9 credits in sociology or instructor's consent. Van Houten. 490 (G) Sociology of Leisure (3) Sociological analysis of nonwork time and leisure behavior;·the relationship between patterns of use of nonwork time and leisure and other social institutions. Prereq: 9 credits in sociology. Not offered 1986-87. 491 (G) Sociology of Education (3) The relationship between education and other social institutions; the school and the community; the school as a social system; social change and education. Prereq: 9 credits in sociology. Stockard. Graduate Courses 501 Research (Arr,R) PIN only. 502 Supervised College Teaching (Arr,R) 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 506 Supervised Field Study (Arr,R) 507 Seminar(Arr,R) Offerings vary from yearto year depending on student needs and faculty interests. 508 Workshop (Arr,R) Topics vary; offered summer session only. 509 Supervised Tutoring Practicum (1-3R) 510,511 Logic and Scope of Sociological Inquiry (3,3) Fundamental philosophical and methodological issues that underlie sociological theory and research. 520 Durkheim, Weber, and the Modern Functionalists (3) The theoretical works of Emile Durkheim, Max Weber, and the school of modern sociological functionalism, with special attention tothe works of Talcott Parsons. B. Johnson. 530 Marxist Theory (3) Major contemporary debates with the Marxist paradigm of social science. Topics include the Marx-Freud synthesis, monopoly capitalism, contemporary theories of imperialism. Leninism, critical theory, and Hegelian Marxism. Burris, Foster. 540 Issues in Sociological Theory (3) Major sociolog- ical theories, perspectives, and issues not covered in detail in SOC 520 or 530. 550 I$sues in Social Psychological Theory (3) Major theoretical issues and formulation of research prob- lems in social psychology. Prereq: instructor's consent. Whalen. 560 Experimental Methods and Design (3) The logic and design of experimentation in nonlaboratory social settings. Field approximations to experimental research; quasi-experimental designs. Factors affecting the validity offield experiments. Evaluation of social programs. Prereq: graduate standing and SOC 412 or equivalent or instructor's consent. Not offered 1986-87 565 Survey Methods and Design (3) The logic and methods of survey design and sampling, question construction, survey layout and implementation; codeuook construction, coding, and data analysis. Prereq: graduate standing and SOC 412 or equivalent or instructor's consent. Gwartney-Gibbs. 570 Field Methods and Design (3) Observing events in a natural setting; describing cultures on their own terms; the discovery of characteristic ways in which people categorize, code, and define their own experience. Liberman, Whalen. 575 Demographic Methods (3) Demographic techniques as tools; censuses as data sources for research in social phenomena. Understanding the nature and uses of censuses, and employing demo- graphic methods in research. Carter. Not offered 1986-87. 580 Historical and Comparative Methods in Sociology (3) Historical and comparative methods in sociological research. Theory construction, hypothesis lesting, and the use of quantitative and qualitative historical sources. M. Goldman. Speech 131 Speech 216 Villard Hall Telephone (503) 686·4171 Grant F. McKernie, Department Head FaCUlty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Robert Barton, Associate Professor (theater arts). BA, 1967, Western Michigan; MA, 1968, PhD., 1977, Bowling Green State. On leave fall 1986, winter 1987. (1980) Alexandra Bonds, Associate Professor (theater arts, costume designer). B.S., 1972, Syracuse; MA, 1974, Denver. On leave 1986-87. (1979) Carl R. Bybee, Associate Professor (communication theory, research methods); Director, Communication Research Center. BA, 1973, M.A., 1976, PhD., 1978, Wisconsin, Madison. (1982) William Cadbury, Professor (film theory and criticism). BA, 1956, Harvard; M.S., 1957, Ph.D., 1961, Wiscon- sin, Madison. (1961) Carl W. Carmichael, Associate Professor (communica- tion theory). BA, 1961, Westminster; M.A., 1962, Louisiana State; Ph.D., 1965, Iowa. On leave fall 1986. (1965) Peter A Davis, Assistant Professor (theater arts). AB., 1977, AM.. 1978, PhD., 1980. Southern California. (1981) Faber B. DeChaine, Professor (theater arts). B.S., 1952, Oregon; MA, 1953, Michigan State; Ph.D., 1963, Minnesota. (1964) Sonja K. Foss, Assistant Professor (modern rhetorical theory, rhetorical criticism, small-group communica- tion); Director of Fundamentals Instruction. BA, 1972, M.A., 1973, Oregon; PhD., 1976, Northwestern. (1986) David A Frank, Assistant Professor (rhetoric and communication); Director of Forensics. BA, 1978, MA, 1979, Western Washington; PhD., 1982, Oregon. (1979) Robert P. Friedman, Professor (rhetorical criticism, argumentation, ethics and freedom of speech). B.A 1948, North Carolina; MA, 1950, PhD., 1954, Missouri (1965) Susan R. Glaser, Associate Professor (speech education, organizational and interpersonal communi- cation). B.S., 1970, M.A., 1974, PhD., 1976, Pennsyl- vania State. (1975) Elwood A Kretsinger, Professor (research instrumenta- tion). B.S., 1939, Southeastern Oklahoma State; MA, 1941, Oklahoma; Ph.D., 1951, Southern California. (1967) Dominic A LaRusso, Professor (rhetorical theory, nonverbal communication). BA, 1950, MA, 1952, Washington (Seattle); PhD., 1956, Northwestern. On leave 1986-87. (1968) Charley A Leistner, Professor (history and criticism of pUblic discourse, protest rhetoric, small-group communication); Director, Rhetoric and Communica- tion. BA, 1949, Georgetown; MA, 1950, Baylor; PhD., 1958, Missouri (1962) Grant F. McKernie, Associate Professor (theater arts); Director, Theater Arts. B.A., 1964, Northwestern; MA, 1965, PhD., 1972, Ohio State. On leave spring 1987. (1979) Deanna M. Robinson, Associate Professor (telecom- munication and film, regulation, international communi- cation). BA, 1964, MA, 1972, Ph.D., 1974, Oregon. (1976) Ellen Seiter, Assistant Professor (telecommunication and film, criticism, production). BA, 1976, California, Los Angeles; M.F.A., 1978, PhD., 1981, Northwestern. On leave 1986-87. (1981) David M. Shaw, Instructor (lighting design, technical theater). BA, 1973, M.FA, 1979, Wisconsin, Madison. (1985) John R. Shepherd, Professor (process of visual communication). BA, 1946, M.A., 1947, Stanford; PhD., 1952, Southern California. (1957) Ronald E. Sherriffs, Professor (telecommunication and film, production, criticism). BA, 1955, MA, 1957, San Jose State; PhD., 1964, Southern California. (1965) Janet Wasko, Assistant Professor (telecommunication and film history and economics). BA, 1973, California State; MA, 1974, PhD., 1980, Illinois. (1986) 132 Speech Jerry R. Williams, Associate Professor (theater arts); Scenic Designer, University Theatre. B.F.A., 1964, Carnegie-Mellon; M.A., 1965, Washington (Seattle).(1973) William B. Willingham, Associate Professor (telecom- munication and film, "roduction, criticism); Director, Telecommunication and Film; Media Operations Manager. AB., 1957, M.A., 1963, Indiana. (1965) Courtesy Peter A Glaser, Courtesy Assistant Professor (speech education fundamentals). B.S., 1967, Kansas State Teachers; M.A., 1971, Ph.D., 1975, Pennsylvania State. (1975) Emeriti Robert D. Clark, Professor Emeritus (rhetoric and communication); University President Emeritus. AB., 1931, California, Pasadena; M.A., 1935, PhD., 1946, Southern California; LL.D., 1968, California, Santa Clara. (1969) Horace W. Robinson, Professor Emeritus (theater) B.A., 1931, Oklahoma City; M.A., 1932, iowa (1933) D. Glenn Starlin, Professor Erneritus (criticism, international broadcasting). B.A., 1938, Idaho; M.A., 1939, PhD., 1951, Iowa. (1947) The Department of Speech offers major cur- ricula leading to the bachelor of arts (BA), bachelor of science (B.S.), master of arts (MA), master of fine arts (MFA., in theater only), master of science (M.S.), and doctor of philosophy (Ph.D.) degrees, with opportunities for study in film analysis, rhetoric and communi- cation, telecommunication, theater, speech education, and communication theory and research. Work in speech is also offered for students majoring in other disciplines who want to develop their communication skills and their abilities to appreciate and evaluate what they see and hear. Students may gain practical experience in speech studies through the University Theatre, the University Symposium and Forensic ac- tivities, and the Communication Research Center. Undergraduate Studies For its undergraduate major programs, the Department of Speech has three principal objectives: 1. The attainment, by all of its majors, of a broad liberal arts education 2. Sufficient work in the several fields of speech instruction to provide an appreciation of the different areas of communication, including a minimum of 40 credits in speech courses, of which at least 24 must be upper division 3. Concentration in at least one of these fields: rhetoric and communication, telecommuni- cation and film, and theater arts. Under- graduate programs should be developed in consultation with an adviser in the field of concentration Rhetoric and Communication The rhetoric and communication program enables students to gain competence in, and a knowledge and appreciation of, the various forms and levels of human communication. Students study the theories of rhetoric and communication and develop abilities in the various forms of interpersonal and public communication. They develop skills in using the tools of communication research, gain a knowledge of the role of public discourse in history, and become familiar with collateral material within and outside the field of speech communication. Students should declare rhetoric and communi- cation as a major and see their assigned major adviser by the beginning of their junior year. Later entry into the major program may delay a student's expected date of graduation. Students wanting to change their major to rhetoric and communication either from status as an arts and sciences premajor or from another declared major must submit an applica- tion, available in the speech office, and a copy of their most recent Final Grade Report. Students whose Final Grade Report shows that they are on academic probation are not ac- cepted as rhetoric and communication majors. Those who believe that their Final Grade Report inappropriately labels them as probationary may petition the rhetoric and communication faculty for admission to major status. They should see the rhetoric and communication undergraduate coordinator for advice on preparing the petition. However, such students may enroll in rhetoric and communication courses for which they are qualified, and they may reapply for major status once they are no longer on academic probation. Nonmajors, as well as majors, may seek the advice of rhetoric and communication peer advisers and faculty members. All courses in rhetoric and communication are available on a passino pass (PIN) basis. However, students majoring in the program must take all courses required for their major except Research (RHCM 401) and Practicum (RHCM 409) on a graded basis, earning grades of C- or better. Requirements. In addition to general University requirements for the bachelor's degree, the following minimum requirements, totaling 64 credits, must be met by students with a special- ized major in speech: rheloric and communica- tion: 1. All of the following: Fundamentals of Public Speaking (RHCM 122), Fundamentals of Small-Group Communication (RHCM 123), Fundamentals of Interpersonal Communica- lion (RHCM 124), Introduction to Human Communication (RHCM 235), Theory and Literature of Rhetoric (RHCM 301,302,303), The Logic of Argument (RHCM 321), Public Address (RHCM 435) 2. Two of the following: Persuasion (RHCM 322), Group Communication (RHCM 323), Theory and Uterature of Interpersonal Communications (RHCM 324) 3. One of the following: Introduction to Foren- sics (RHCM 221), Advanced Forensics (RHCM 331), Special Topics in Forensics (RHCM 332), Practicum (RHCM 409), Directing the Forensic Program (RHCM 418) 4. History-two of the following: Rhetorical Theory: 400 B.C.-1 A.D. (RHCM 414), Rhetorical Theory 1 A.D.-800 A.D. (RHCM 415), Public Discourse in the United States (RHCM 422, 423), Freedom of Speech (RHCM 425), Background of Black Protest Rhetoric (RHCM 426) 5. Contemporary theory-two of the following: Seminar: Intercultural Communication (407G), Speech Communication and the Group Process (RHCM 432), Nonverbal Communication (RHCM 434), Interpersonal Communication (RHCM 436), Organizational Communication (RHCM 437) 6. Additional topics-two of the following: Seminar: Conflict and Communication (RHCM 407G), Ethics of Persuasion (RHCM 424), Contemporary Protest Rhetoric (RHCM 427), Communication Media and Aging (RHCM 433), Communication Apprehension and Avoidance (RHCM 438) 7. Additional requirements: a. Majors must take one computer science course. Examples include CIS 121, 131, 199, 201, or 203 b. A minimum of three courses (9 credits), approved by the student's adviser, in telecommunication and film, theater arts, speech pathology-audiology in the College of Education, or a combination of these Theory of Mass Communication (TCF 433) strongly recommended Students should consult their advisers about their selections. For secondary school certifica- tion, see Secondary School Teaching later in this section. Telecommunication and Film Students majoring in speech: telecommunica- tion and film study the production, history, criticism, aesthetics, regulation, control, influ- ence, and theory of radio, video, and film. Production courses develop the student's imagination and creativity while encouraging mastery of the technical and expressive potentials of radio, video, and film production. Courses in criticism, history, and theory em- phasize structure, theme, and style, and develop the student's capacity for and under- standing of aesthetic experience, especially through careful description, interpretation, and evaluation of major works. Courses in media control and organization concentrate on legal, economic, and philosophical constraints imposed upon audiovisual mass media. Courses in uses and influences of mass media explore their functions in contemporary society. By choice of electives, students may create individual programs that emphasize particular fields of study, e.g., film, radio, or television; production or analysis; aesthetic, institutional, or cultural emphasis; or any combination of these emphases. The program provides preparation for work in media production, management, criticism, teaching, or research. Preparation. Although no special preparation is required of entering freshmen, students planning to transfer from two-year colleges are strongly advised to fulfill the University group and cluster requirements prior to transfer. The transfer student should also complete as many as possible of the premajor requirements for telecommunication and film. In addition, prospective transfer students should note that some production courses may be completed at a two-year institution and substituted for workshops in telecommunication and film. Requirements. For the BA or B.S. degree, undergraduate students are required to include study in the areas of mass communication theory, history, regulation, production, writing, and criticism. Students are encouraged to supplement their courses with selections from the creative arts to enhance their knowledge and appreciation of style and message content. In addition, students should consider acquaint- ing themselves with the business, advertising, news, and educational aspects of the audio and Speech 133 visual media through electives from other departments. Students may also enrich their creative experi- ence through participation in all phases of audio, video, and film production. Students wanting to become telecommunication and film majors should complete a Change of Major form, available from the Department of Speech, at least one month prior to the term in which they plan to begin course work in the major. Upon completion of this form, each student is assigned a major adviser. Area majors must complete a minimum of 49 credits in telecommunication and film. All courses required for the telecommunication and film degree must be taken for grades, if the graded option is available, and passed with grades of C- or better. In those courses offered onlyon a passino pass (PIN) basis, yet required for the major, grades of P must be earned. In addition to alllJniversity requirements for the bachelor's degree, the following must be completed for the major in telecommunication and film: 1. Courses outside telecommunication and film: Fundamentals of Speech Communica- tion (RHCM 121); Introduction to Theater Arts (TA 271); one appreciation course in music, art, dance, or literature taken outside the Department of Speech; one perform- ance-oriented course in music, art, dance, theater, or creative writing. 2. Required courses in telecommunication and film: Introduction to the Electronic Mass Media (TCF 241), History of the Motion Picture (TCF 255, 256, 257), Introduction to Media Aesthetics (TCF 341), Elementary Television Workshop (TCF 344), Elementary Radio-Television Writing (TCF 347), Theory of Mass Communication (TCF 433), Radio- Television and the Public (TCF 448), Govern- ment Regulation of Broadcasting in the United States (TCF 449). One advanced production course chosen from the following: Advanced Radio Workshop (TCF 343), Advanced Television Workshop (TCF 345), Video Production Planning (TCF 456), Super-8 Film Production (TCF 457). When available, other advanced production courses may be chosen, with the adviser's consent. Note: Students are advised to complete Introduction to Electronic Mass Media (TCF 241), History ofthe Motion Picture (TCF 255), and Introduction to Media Aesthetics (TCF 341) early in their programs of study. All are prerequisites for Elementary Television Workshop (TCF344). TCF 241 isa prerequi- site for Theory of Mass Communication (TCF 433) and for Government Regulation of Broadcasting in the United States (TCF 449). 3. Each major must complete at least 15 credits in elective telecommunication and film courses. Of these 15 credits, no more than 6 may be in Fieid Studies (TCF 406), Practicum (TCF 409), or a combination of the two. 4. In consultation with their advisers, students must develop a secondary field of study (at least 18 upper-division credits) outside the telecommunication and film major to supple- ment their specific interest in telecommuni- cation and film. Potentiailyuseful secondary areas include audio and visual aesthetics, criticism, and production; journalism; leisure studies; mass communication theory and research; political science; public affairs and documentary; sales and marketing; and women's studies. Theater Arts The theater arts program offers a humanistic and liberal arts education. Some courses, preprofessional in nature, provide vocational competence in teaching and in some aspects of commercial theater. Some students seek careers in commercial, educational, and community theaters as designers, actors, technicians, stage managers, or theater mana- gers. Many continue specialized training in master offine arts (M.FA) degree programs or nondegree professional training schools. Some students use their liberal arts background to pursue vocational opportunities requiring good skills in communication and organization. A few students combine their programs with ones in education to become certified teachers. Faculty. Seven full-time faculty members teach theater: a costume designer, a scene designer, a lighting designer, a technical director, and several directors who specialize in teaching acting and dramaturgy. Theatrical Plant. There are three theater spaces in Villard Hall. Main Stage (the Robinson Theatre) has a proscenium stage and seats approximately 400 people. The Pocket Playhouse is a small proscenium stage that seats about 80. The Arena Theatre provides a flexible open space with a capacity of about 100 people. Technical Facilities. The scene shop, costume, and lighting facilities are open daily. Students are encouraged to sign up for production workshop classes or to practice their craft as voiunteers. Those who qualify for work-study financial aid are hired to assist in the shops, which are well equipped for instruction in theater skills. For example, the Main Stage has a computerized lighting board, and the scene shop contains vacuform and welding equip- ment. Theatre 4:30. Theatre 4:30 is a weekly gathering of students and faculty. Students may sign up for time to produce a low-cost show. This weekly event is organized and run by an elected student board with a small budget at its disposal. Workshops and speakers are also scheduled in response to student requests. Theater Productions. During the year, several Main Stage productions are directed by faculty members and qualified students; eight or nine budgeted studio productions which may be student-directed are staged. Studio produc- tions are usually scheduled in the Pocket Playhouse or the Arena Theatre. Carnival Theatre. A summer stock company stages from three to four productions during the season. Comedy, drama, musicals, and shows for children are offered almost nightly in the Robinson Theatre on campus. Most of the summer theater course offerings relate to this intense production program. All undergraduate company members and college-level appren- tices are expected to enroll in the summer stock workshop (TA 408) for 15 credits. Graduate student company members must enroll either in the workshop for 12 credits or in a combina- tion of theater arts courses totaling 12 credits. Major Requirements Students may study acting, directing, design, costume, lighting, history, stagecraft, dramatic literature, and theory. Courses in these fields are available to both majors and nonmajors. In addition to all bachelor's requirements of the University, the following requirements are specified for students with a major in speech: theater arts: 1. A minimum of 50 credits in speech courses, 30 of which must be upper division 2. A minimum of 9 credits in speech courses outside the theater arts area (specifically, in rhetoric and communication and in telecom- munication and film). It is recommended that the 9 credits not be concentrated in either one of the outside areas 3. Three terms of production crew assignment, 1 or more credits each 4. All of the following: Acting I (TA250), Basic Stagecraft (TA 264), Lighting Workshop (TA 266), Costume Workshop (TA 268), Introduc- tion to Theater Arts I, II (TA 271,272), Play Direction (TA 364), History of the Theater I, II, III (TA 367, 368, 369), one advanced upper-division course in history or theory, 7 credits selected from advanced upper- division courses in acting, directing, cos- tume, set design, lighting, or pedagogy 5. A minimum of 12 credits outside the speech department in related upper-division courses 6. Satisfactory completion (grades of mid-C or P) of course work for the major Grading Options. All courses in theater arts are available on a passino pass (PIN) basis. Work counts toward fulfillment of the 186-credit requirement for graduation only if satisfactorily completed. Minor Requirements The Department of Speech offers minors in rhetoric and communication and in theater arts. Following are the requirements for each minor: Rhetoric and Communication All students who want to minor in rhetoric and communication should see the area coordinator for undergraduate studies before completing 9 credits of course work in the area. Individual minor programs must be approved by the coordinator and are designed according to the following criteria: 24 college-level credits in rhetoric and communication, including Funda- mentals of Speech Communication (RHCM 121),3 credits, in addition to at least 18 upper-division credits taken at the University, on a graded basis, and with grades of C- or better. Theater Arts The theater arts minor requires 24 college-level credits in theater arts. Of these 24 credits, at least 15 must be taken at the University and 15 must be upper division:One course in each of the following areas must be included: literature and criticism, performance, technical theater, theater history. Lower-division courses must be passed with a grade of C- or P or better, upper-division courses with a C- or better. 134 Speech Secondary School Teaching The Department of Speech offers work for preparation to teach speech and theater in public secondary schools. Certification as an Oregon secondary teacher with speech and drama endorsements requires satisfactory completion of a program of teacher preparation which includes subject matter preparation in the teaching specialties and in professional educa- tion, as well as recommendation of the institution in which the preparation is completed. The speech department offers work toward Basic and Standard certification. For additional information regarding require- ments for the endorsements, students should consult the department endorsement adviser for teacher education and see the coordinator for secondary education in the College of Education. Honors Program in Speech The honors program is designed to serve a select group of students, majoring in various areas of the department, who have demon- strated unusual ability and uncommon commit- ment. The program is administered by a special honors committee. For further information, interested students should consult their academic advisers three terms before graduation. Graduate Programs in Rhetoric and Communication The University of Oregon offers master of arts (MA), master of science (M.S.), and doctor of philosophy (PhD.) degrees in speech with a specialized major in the rhetoric and communi- cation area. Graduate study althe University of Oregon has as its objective the increasing mastery of a field of study, inclUding a working command of its significant literature and its methods of re- search. Graduate students at both the master's and doctoral levels continue to be consumers of established knowledge, but their ultimate goal is to become producers of new knowledge. Although each faculty member and graduate student has individual interests, all of us are committed to rhetoric and communication; we perceive a unity, not a dichotomy, in those terms. Before registration for their first"term, all graduate students are to consult with a member of the area faculty and familiarize themselves with the general University regulations in the Graduate School section of this catalog. Grading. All courses in a graduate student's program of study for an advanced degree must be taken on a graded basis unless the course is available on a passino pass (PIN) basis only or the PIN option is approved by the student's advisory committee. Removal of Incompletes. For guidelines on the removal of incompletes, consult the Graduate School section of this catalog. Core Curriculum. All master's and doctoral students, at their earliest opportunity, are required to take Research Methods in Rhetoric and Communication I, II (RHCM 511, 512). In addition, they are required to take Seminar: Rhetoric and Communication (RHCM 507) for 1 credit each fall, winter, and spring they are on campus. Master's degree students may include a maximum of 3 credits of this seminar in their program of study; doctoral students may include a maximum of 6 credits. Qualifying Examination. All students seeking graduate degrees are required to take a qualifying examination during their first term of enrollment before they have completed 15 credits of graduate work toward their degrees. The examination, designed to measure previous accomplishment and to diagnose future needs, consists of both written and oral portions'. Master's degree students who successfully complete the examination are advanced to candidacy for the. master's degree; doctoral students who successfully complete the examination may continue to work toward the PhD. degree. Those students who fail the examination may not continue in the degree program. Those whose work is not failing but is less than satisfactory may take one re-examination of the entire examination or portions of it, as stipulated by their qualifying examination committee. Master's Degree Requirements Students entering a master's degree program are expected to have acceptable under- graduate preparation in rhetoric and communi- cation or closely related subjects. Those accepted for work toward the degree who do not meet this expectation may be required to take specified undergraduate courses or additional credits in graduate courses beyond the minimal requirement for the degree. Mas- ter's degree students are strongly urged to obtain a permanent adviser during their first term and must obtain an adviser and schedule an advisory committee meeting no later than the end of their second term. Because interests change and student-adviser compatibility is always important, neither students nor advisers should hesitate to seek changes in advisers or advisees. Forthe master of arts degree, the student must show competence in a foreign language. That competence may be demonstrated by meeting any of the following options: 1. Scoring 450 or above on the Graduate Student Foreign Language Test (GSFLT) in one of the languages for which it is available (German, French, or Spanish) or 2. Successful completion of local tests adminis- tered in languages not covered by the GSFLT but acceptable to the student's advisory committee or 3. Transcript evidence of C- or better work through the second-year college level in any language acceptable to the advisory com- mittee No foreign language competence is required for the master of science degree. Advisory Committee and Program of StUdy. Each master's degree student has an advisory committee consisting of the student's adviser and two other members of the rhetoric and communication area faculty and, if useful, a faculty member from another department. This committee is chosen by the student's adviser in consultation with the student. Beginning with the core curriculum, the advisory committee, in a meeting with the student, designs and approves the remainder of the student's program of study. This program of study must be defined by the conclusion of the student's second term on campus, and it becomes a contract for the degree. A minimum total of 51 credits is required forthe nonthesis program. This program must include a minimum of 9 credits from outside the Department of Speech and 6 credits (two consecutive terms of 3 credits each) of Re- search (RHCM 501), for which the student conducts an independent research investiga- tion under the supervision of an appropriate faculty member. A minimum total of 45 credits is required for those students approved to pursue the thesis option. This program must include 9 credits from outside the Department of Speech and no more than 9 credits in Thesis (RHCM 503). No credits in Practicum (RHCM 509) taken to qualify for RHCM 121-124 instruction and no more than 3 credits in Seminar: Rhetoric and Communication (RHCM 507) may be included in a master's degree student's program of study. Nonthesis Option Final Examination. A comprehensive examining committee adminis- ters each nonthesis student's final examination at completion, or in the last term, of the student's program of study. The committee must consist of at least three members of the rhetoric and communication faculty and such other faculty members as the adviser, in consultation with the student, stipulates. Students who pursue the nonthesis option write an examination lasting not less than eight hours followed by an oral examination lasting not less than one hour. Students whose performance on the com- prehensive examination is less than satisfactory are entitled to a second examination at a time and on portions of the examination stipulated by the examining committee. A less than acceptable performance on the second exami- nation results in disqualification from the program. Thesis Option Final Examination. The final examination for students pursuing the thesis option is an oral defense of their thesis lasting not less than two hours. That examination is administered by a thesis examining committee composed of at least three members of the rhetoric and communication faculty and such other faculty members as the adviser, in consultation with the student, stipulates. A student whose thesis examination is unac- ceptable to the examining committee is entitled to a second examination or may choose to change to the nonthesis program. Unaccept- able performance on the second thesis exami- nation results in disqualification from the program. Continued Graduate StUdy. The rhetoric and communication faculty believes that exposure to different faculties with different ideas is advantageous, and that a graduate student is better served by taking master's and doctoral degrees at different institutions. Although the faculty is always willing to consider student applications to continue beyond a rhetoric and communication master's degree to a rhetoric and communication doctorate, the Telecommunication and Film 135 burden for the case for continuation is on the student. Approval by the rhetoric and communi- cation faculty is required and, when given, usually results in the student's doctoral program of study committee requiring the student to work for some specified enrollment period at another appropriate institution as a portion of the student's doctoral program of study. Doctor of Philosophy Degree Requirements Doctoral study at the University of Oregon includes general background in the breadth of rhetoric and communication as well as the specific support needed forthe student's areas of specialization and research. The objectives of such study are (1) to develop professional background and expertise as a researcher in the student's target areas of specialization and (2) to develop the range of knowledge neces- sary to engage in meaningful dialogues with colleagues in other specialty areas. Because each student's doctoral program of study is individually tailored, and to avoid false or mistaken steps, all doctoral students must obtain a permanent adviser no later than the end of their second term and have an advisory committee meeting no later than the end of their third term. Because interests sometimes change and student-adviser compatibility is always important, neither students nor advisers should hesitate to seek changes in advisers or advisees. The Program of Study. After successful completion ofthe qualifying examination, each doctoral student, as soon as is convenient and not laterthan the end of the third term of study, should have a meeting with an advisory commit- tee. That committee (1) receives the analysis of the qualifying examination, (2) reviews the total program of study proposed by the student and the student's adviser, (3) makes any needed changes, and (4) approves the program of study, research competencies requirement, and the dissertation topic. The doctorate usually represents the equivalent of three academic years of full-time study beyond the bachelor's degree. Most graduate students takea full additional yearto complete their dissertation. Doctoral students who serve as graduate teaching fellows or graduate assistants, and hence may carry smaller academic loads, or who aretaking work outside their official program of study, should realize that their work on their academic program will take longer to complete. A normal full-time load for doctoral students is 12 credits perterm; therefore a minimal doctoral program of study includes 108 credits oJcourse work beyond the bachelor's degree and at least 18 credits of Thesis (RHCM 503)-a Graduate School requirement-for a minimum total of 126 graduate credits. Included in this total are appropriate credits from a student's earlier graduate work and a maximum of 12 credits from the area's core curriculum: 6 credits in Research Methods in Rhetoric and Communica- tion (RHCM 511 and 512) and a maximum of 6 credits in Seminar: Rhetoric and Communica- tion (RHCM 507). Not included in the total are undergraduate courses the graduate student may be required to take, Practicum (RHCM 509) taken to qualify for RHCM 121-124 instruction, and more than 6 credits in Seminar (RHCM 507). Areas of Specialization. All doctoral programs of study not only provide breadth of knowledge in rhetoric and communication but also depth in appropriate areas of specialization, in keeping with the student's professional goals and research directions. All approved programs of stUdy include a minimum of two areas of specialization from within rhetoric and com- munication studies and a minimum of one area of specialization from a department or depart- ments outside the Department of Speech. Research Competencies Requirement. Since the PhD. degree is a research-oriented degree focusing on the discovery rather than the accumulation of knowledge, all doctoral stu- dents must demonstrate two competencies relevant to conducting research in their areas of specialization. For example, a student's research interests may require knowledge of statistics, computer programming, historiog- raphy, research design, or a foreign language. Competency is demonstrated by means of examinations-offered twice a year, usually in the fall and spring terms-that must be passed before a student is qualified to take the PhD. comprehensive examination. For most choices the competencies examinations are adminis- tered by the rhetoric and communication area, probably through the student's advisory com- mittee. Foreign language competency may be demonstrated by scoring 550 or above on the GSFLT, if the test is available for the approved language; otherwise, an examination is ar- ranged by the advisory committee. Comprehensive Examination. A doctoral student may take the comprehensive examina- tion after completing, or in the final term of, the program of study requirements and after successfully completing the research com- petencies examinations. Dissertation. Every doctoral candidate is required to present a dissertation embodying the results of research and showing evidence of originality and ability in independent investi- gation For specific dissertation requirements, see the Graduate School section of this catalog. Doctoral Committees. Each doctoral student making progress toward the degree has four different committees: 1. Qualifying Examination Committee. This committee includes three members of the rhetoric and communication faculty ap- pointed by the area coordinator of graduate studies. It conducts the oral portion of the qualifying examination, makes appropriate recommendations, and stipulates appro- priate requirements in a letter available to the student's advisory committee. 2. Advisory Committee. This committee is composed of three members of the rhetoric and communication area faculty and may include faculty members from other depart- ments. The committee is nominated by the student's adviser, after consultation with the student, and appointed by the department head. 3. Comprehensive Examining Committee. After consultation with the student, the adviser appoints a committee to prepare and conduct the comprehensive examination. This committee includes a minimum ofthree rhetoric and communication area faculty members and one faculty member from another department who represents the student's outside area of specialization. 4. Dissertation Committee. After consultation with the student, this committee is nominated by the adviser and appointed by the Graduate School. It includes a minimum of three Department of Speech faculty mem- bers (at least two from the rhetoric and communication area) and one member from another department who represents the candidate's outside area of specialization. Graduate Programs in Telecommunication and Film Graduate academic programs are designed around a student's particular interests, ordinarily expressed in study and research leading to the writing of a master's research paper or thesis or a doctoral dissertation. Although studio skills are expected of all telecommunication and film students, graduate work most often focuses on functions and effects of the media as related to a significant aesthetic, social, political, economic, or regulatory problem. This theoreti- cal emphasis is reflected in the interests of students selected for admission to graduate study in the area, some of whom have earned undergraduate degrees in other fields. Degree Programs Students may receive M.A., M.S., and PhD. degrees in telecommunication and film. A master's degree program usually takes two years beyond the bachelor's degree. A doctoral program is expected to take four or five years beyond the bachelor's degree. Admission. Students applying for admission to graduate study should comply with all general University regulations governing graduate admission as described in the Graduate School section of this catalog. In addition, applicants must provide transcripts of all college work; verbal, quantitative, and analytical scores on the Graduate Record Examination (GRE); at least three personal recommendations; a brief statement of academic and career goals; and one example of written work (e.g., term paper, convention paper, article) demonstrating critical skills and writing ability. Nonnative speakers of English must provide Test of English as a Foreign Language (TOEFL) scores. Major screenings of applicants, as well as determination of financial awards, are made on or about March 1 each year. However, additional screenings may be made for admission to the program during the year. Those applying at times other than the March deadline must submit their applications at least nine weeks prior to the term in which they seek admission to the program. A limited number of graduate teaching fellow- ships (GTFs) are available to the best-qualified applicants. GTFs involving instructional respon- sibilities are awarded on the basis of demon- strated scholarly potential. In addition, technical expertise must be demonstrated for assignment to studio or field production responsibilities. Applications for such appointments are in- cluded among the materials supporting applica- tions for admission. 136 Telecommunication and Film Students applying for admission to the doctoral program must also provide evidence of comple- tion of a master's degree at an accredited college or university. General Requirements 1. The following courses are required of all graduate students: Theory of Mass Com- munication (TCF 433), Concepts in Visual Production (TCF 444), Radio-Television and the Public (TCF 448), Government Regula- tion of Broadcasting in the United States (TCF 449), Film Directors and Genres (TCF 495), Seminar: Introduction to Graduate Study (TCF 507), Electronic Mass Media: Theory and Criticism (TCF 541) 2. Seminar: History of Classic Theories of the Moving Image (TCF 407) or Seminar: Contemporary Theories of the Moving Image: Structuralism and Semiology (TCF 407) 3. The remainder of the graduate program is designed by the candidate, his or her adviser, and the appropriate thesis or degree program committee Diagnostic Review. A diagnostic interview is conducted with each graduate student during the first term in the program. The purposes of the interview are to determine the student's knowledge about telecommunication and film, to probe strengths and weaknesses, to recom- mend additional courses if necessary, to waive particular requirements if warranted, and to begin to identify a general focus forthe student's graduate program. The final expression of course requirements is the responsibility of the student's thesis commit- tee or degree program committee. To maintain degree-candidate status within the area, students must make satisfactory progress (as defined by the Department of Speech) through the curricular requirements identified by their program committees. Master's Degree For the M.A. or M.S. degree the student may choose either the thesis or the nonthesis program. Thesis Program. A minimum of 45 credits, of which not more than 9 may be in Thesis (TCF 507), are required. All students preparing for doctoral study are advised to use the thesis option. Nonthesis Program. A minimum of 51 credits are required. Additional requirements are a comprehensive examination and a research paper of acceptable quality. The nature of the course work is subject to the approval of the student's degree program committee (at least three members, two of whom must be in telecommunication and film). The committee also prepares and administers the comprehensive examination and assesses the quality of the research paper. Doctor of Philosophy The University requires no minimum number of credits for the PhD. However, students in telecommunication and film normally complete approximately 135 credits including those earned as a master's degree candidate. A comprehensive examination is administered at or near the completion of all formal course work in the student's doctoral program. Advancementto candidacy for a PhD. degree is granted upon successful completion of the comprehensive examination. Students who fail to pass this examination by the second try (the comprehensive examination committee may require that all or part of it be retaken with or without additional courses) may not remain in the telecommunication and film PhD. program. In addition to the general Graduate School requirements, the doctoral program includes a research-tool requirement: at least 18 credits leading to the development of research skills relevantto the student's particular program, as recommended by his or her doctoral committee. Examples of relevant skill courses are statistics, quantitative methodology, historiography, and critical methodology. A foreign language may also serve as a research tool. Language competence may be demonstrated during the student's doctoral program by completion of the second year of the foreign language with a grade of B- or better, or a score of 450 or better on the Graduate Student Foreign Language Test (GSFLT). At the discretion of the student's committee, a score of 900·or better on the GSFLT may be used to satisfy both research-tool requirements. Graduate Programs in Theater Arts The Theater Arts Area of the speech department offers graduate work in acting, directing, playwriting, design, history, and theory leading to the M.A., M.S., M.F.A., and PhD. degrees. Students entering this program should have an undergraduate major in theater arts or the equivalent. Graduate Degree Requirements Both the M.A. and the M.S. degrees require 45 credits in graduate courses, and both require a thesis with an oral examination. The M.A. also requires competence in one foreign language. The M.F.A. normally is a two- or three-year program requiring a minimum of 54 credits, of which 9 are to be taken in a related area outside the Department of Speech. The degree is offered in directing, acting, set design, playwrit- ing, lighting design, and costume design. Students may not apply for admission to the M.F.A. program until they have enrolled for 36 credits. A list of specific course requirements is available from the department. In addition, all M.F.A. students must demonstrate competence in a foreign language or an alternate research tool appropriate to the degree. Course work is usually substantially completed during the first two years, and students work on their terminal artistic projects during subsequent terms. An oral evaluation and review of the project is held following completion of the project perform- ance. A written report on the project, previewed by the candidate's report committee, follows the review. The PhD. degree has no minimum credit requirement. However, most theater arts students take approximately 130 credits beyond the bachelor's degree. After candidates have completed most of their course work, they write a comprehensive examination and take an oral examination. A dissertation with an oral defense is required. The dissertation must be completed within three years after the student is admitted to candidacy after the comprehen- sive examination. Students who fail to pass this examination by the second try may not remain in the theater arts PhD. program. The com- prehensive examination committee may require that all or part of the examination be retaken with or without additional courses. General Requirements. The only course required of all graduate students is Research Methods (TA 511). But PhD. candidates are expected to complete 45 to 60 credits beyond the master's degree in history, theory, and literature of theater. Each student's study program is planned in consultation with an adviser and an examining committee. All candidates for graduate degrees are required to take a written or oral examination during the first term of residence. This examina- tion is partially diagnostic in nature, and it is used to determine a study program for the student. The graduate student is expected to show ability in both the academic and the production areas. During residence at the University, each student is expected to make a significant contribution in three areas out of the following six: acting, directing, technical, management, playwriting, or teaching. Candidates for graduate degrees from the Theater Arts Area of the Department of Speech must demonstrate their abilityto read a foreign language or research competence in an alternate research tool appropriate to the degree, with the exception of those seeking the M.S. degree. However, M.S. degree candidates must demonstrate research competence in an alternative research tool or collateral field of study. Students seeking the Ph.D. degree must present two research tools or collateral fields of study, one of which must be the knowledge of a foreign language. The other may be another foreign language, but if a collateral field of study or other research tool is chosen it must relate to the student's research intent. The level of attainment is determined by the student's committee. Courses in Rhetoric and Communication (RHCM) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit S: must be taken in sequence Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 121 Fundamentals of Speech Communication (3) Interpersonal communication, small-group communi- cation, extemporaneous speaking, listening, and analysis of communication as process. Emphasis on concepts common among communication arenas. 122 Fundamentals of Public Speaking (3) Invention, preparation, organization, presentation, and criticism of messages for audiences. No fewer than three speaking assignments with student, instructor, and selected video tape critique. Telecommunication and Film 137 123 Fundamentals of Small-Group Communication (3) Basic concepts of small-group interaction. Projects emphasize participation in and analysis of communica- tion in the small group. 124 Fundamentals of Interpersonal Communication (3) Provides theoretical understanding and practical skills for examining and altering interpersonal com- munication. The impact of communication on relation- ship patterns and outcomes. 199 Special Studies (1-3R) Developing Communica- tion Competence and Introduction to Human Com- munication are current topics. 200 SEARCH (1-3R) 221 Introduction to Forensics (2) Preparation of speeches for delivery before competitive and public audiences in conjunction with the University's forensic program. Frank. 235 Introduction to Human Communication (3) Major communication theories: general-symbolic interactionism; thematic-nonverbal and persuasion: and contextual-small-group, interpersonal, and mediated contexts. Carmichael. Upper-Division Courses 301, 302, 303 Theory and Literature of Rhetoric (3,3,3S) Selected readings on t~,e principles of rhetoric and public address from Plato to modern times. LaRusso. 321 The Logic of Argument (3) Principles of reasoning and evidence, particularly as they apply to oral discourse. Includes theory and practice. Friedman. 322 Persuasion (3) Theories and techniques of persuasion used by individuals and special groups to change cognitive patterns and behavior of people. 323 Group Communication (3) Small-group behavior as it specifically relates to communication. Includes theory and practice. Frank. 324 Theory and Literature of Interpersonal Com- munications (3) The function of communication in interpersonal relationships; interpersonal competence, discourse analysis, nonverbal communication, conflict resolution, and alternative approaches to dyadic communication. Frank. 331 Advanced Forensics (2) Preparation of speeches to be delivered before competitive and public aUdiences in conjunction with the University's forensic program. Prereq: instructor's consent. Frank. 332 Special Topics in Forensics (2) Emphasis on the acquisition of advanced skills in public address. Prereq: instructor's consent. Frank. Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 401 Research (Arr,R) 405 Reading and Conference (Arr,R) 406 (G) Special Problems (Arr,R) 407 (G) Seminar (Arr,R) Topics include Conflict and Negotiation, Intercultural Communication, and Teaching Strategies for Speech and Theater 408 (G) Workshop (Arr,R) Communication in the Classroom is a current topic. 409 (G) Practicum (Arr,R) Supervised laboratory work on a project, including the preliminary study, develop- ment, and execution of artistic or public service experiments. 410 (G) Experimental Course (Arr,R) 414 (G) Rhetorical Theory: 400 B.C.-1 A.D. (3) Main rhetorical works and movements developed during the Grecian period. Emphasis onthe relation of rhetorical developments and the cultural influences of those times. LaRusso. 415 (G) Rhetorical Theory: 1 A.D.-800 A.D. (3) Main rhetorical works and movements developed during the Roman and Carolingian periods. Prereq: RHCM 301, 302, 303 or instructor's consent. LaRusso. 416 Speech Composition (3) Speech forms, types, and techniques; emphasis on application of basic rhetorical elements. Designed for prospective high school teachers and other nonmajors. Prereq: upper-division status. Friedman, Leistner. 418 (G) Directing the Forensic Program (3) Content, procedures, and methods in directing a forensic program at the high school, college, and university levels. 422, 423 (G) Public Discourse in the United States (3,3) History and criticism of public discourse in the United States. 422: Colonial period to 1912.423: 1912 to the present. The role of rhetoric as a force for change in areas of public controversy. Leistner. 424 (G) Ethics of Persuasion (3) Different positions on the ethics of persuasion, development of individual ethical postures for students in their own persuasive efforts, and ethical appraisals of contemporary persuasion. Friedman. 425 (G) Freedom of Speech (3) History and develop- ment of freedom of speech in the United States. Friedman. 426 (G) Background of Black Protest Rhetoric (3) Survey of themes and rhetorical strategies in public disputation about the role of blacks in America from Colonial times to the Brown v. Board of Education decision. Leistner. 427 (G) Contemporary Protest Rhetoric (3) Black protest from the nonviolent civil rights movement through black power protest; protest rhetoric in behalf of women's rights, minority rights, free speech, the antiwar movement, and others. Leistner. 431 (G) Theories of Human Communication (3) The most significant current communication theories; research supporting these theories. Prereq: RHCM 235 or equivalent. 432 (G) Speech Communication and the Group Process (3) Group formation, tasks, effectiveness and efficiency; status problems; leadership; problem solving and conflict resolution; communication in discussion; social power and social control; organiza- tional techniques and problems. Carmichael. 433 (G) Communication, Media, and Aging (3) Communication-related problems of aging; communi- cation-gerontology research literature; the use of communication systems in analyzing and solving problems of aging. Carmichael. 434 (G) Nonverbal Communication (3) Nonverbal dimensions of interpersonal communications. The theoretical basis, inclUding time, space, form, and action, of nonverbal interpersonal communication. LaRusso. 435 (G) Public Address (3) Theory of speechmaking and practice in preparing speeches adapted to the professional requirements of students. Prereq: instructor's consent. Friedman, Leistner. 436 (G) Interpersonal Communication (3) Human interaction as it affects formation of relationships. Reviews research in the areas of attraction, self- disclosure stages of relationship development, rhetorical sensitivity, and conversational analysis. Glaser. 437 (G) Organizational Communication (3) Explores the communicative dimensions of organizations focusing on organization communication research methods, worker involvement programs, superior- subordinate communication, and organizational culture. Glaser. 438 (G) Communication Apprehension and Avoid- ance (3) Examines research and theory concerning the etiology, identification, consequences, and treatment of communication apprehension and avoidance. Glaser. Graduate Courses 501 Research (Arr,R) PIN only. 502 Supervised College Teaching (Arr,R) 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 506 Special Problems (Arr,R) 507 Seminar (Arr,R) Topics include Communication and Language, Contemporary Topics, Persuasion, Problems of Teaching Speech, Rhetoric of the Presidential Campaign, and Theory of Argumentation. 508 Workshop (Arr,R) Communication in Business is a current topic. 509 Practicum (Arr,R) Supervised laboratory work on a project, including the preliminary study, develop- ment, and execution of artistic or public service experiments. 510 Experimental Course (Arr,R) Current topics include Interpersonal Communication Instruction and Reticence Instruction. 511 Research Methods in Rhetoric and Communica- tion I (3) Historical and critical research methodologies useful in scholarly investigations in rhetoric and communication. 512 Research Methods in Rhetoric and Communica- tion II (3) Descriptive and experimental research methodologies useful in scholarly investigation in rhetoric and communication. 513 Rhetorical Theory: 1450-1600 (3) Selected major and minor works in rhetoric developed in France, Germany, Spain, and Italy during the late Middle Ages and Renaissance. LaRusso. 514 Rhetorical Theory: 1700-1900 (3) StUdy of selected rhetorical and nonrhetorical works to determine the reciprocal influence between rhetoric and the developing trends in psychology, aesthetics, and logic. LaRusso. 515 Modes of Rhetorical Criticism (3) Examination of contemporary perspectives and methods of rhetorical criticism through theoretical and applied studies. Attention to the intersection of rhetorical and communication theory. Friedman, Leistner. 523 Problems in Research Writing (3) StUdy of problems in writing and rewriting results of scholarly investigations for publication. Friedman. 530 Attitude Formation and Change (3) Analysis of research in speech communication relevant to attitude formation, change, measurement, and definition. Prereq: RHCM 430 or instructor's consent. Carmichael. Not offered 1986-87. 535 Theories of Human Communication (3) Study of important contemporary theories of communication that have emerged in recent communication research literature. Carmichael. Courses in Telecommunication and Film (TCF) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sampte Course Listings. Lower-Division Courses 199 Special Studies (Arr,R) 200 SEARCH (1-3R) 211 Basic Concepts in Visualization (3) Appreciation of media through viewing and discussion of major productions in radio, television, and film. Not offered 1986-87. 241 Introduction to the Electronic Mass Media (3) History, control, and influence of the electronic mass media in the United States. Interrelationships among radio, television, recorded music, cable satellite, and new electronic technologies. Bybee. 242 The Social Impact of Television (3) Exploration of the interaction between television and viewers. Methods for the systematic criticism of entertainment and news. Prereq: TCF 241. Robinson. 255, 256, 257 History of the Motion Picture (3,3,3) History of the motion picture as an art form. 255: 1895-1928; 256: 1928-1960; 257: contemporary cinema. Cadbury, Seiter. 292,293,294 The Great Filmmakers (3,3,3) Introduc- tion to film criticism through a study of the great directors. Cadbury, Seiter. Not offered 1986-87. Upper-Division Courses 341 Introduction to Media Aesthetics (3) Aesthetic variables of television and motion pictures; examination of variables to help students understand the manipula- tion of the media. Shepherd. 342 Elementary Radio Workshop (4) Theory and practice of radio broadcasting. Prereq: TCF 241,255, 341. Not offered 1986-87. 343 Advanced Radio Workshop (4) Theory and practice of radio broadcasting. Prereq: TCF 342. Not offered 1986-87. 138 Telecommunication and Film 344 Elementary Television Workshop (4) Broadcast performance technique; physical, acoustic, and mechanical theory and its application; interpretive theory and its application. Prereq: TCF 241,255,341. 345 Advanced Television Workshop (4) Broadcast performance technique; physical, acoustic, and mechanical theory and its application; interpretive theory and its application. Prereq: TCF 344. 347 Elementary Radio-Television Writing (3) Radio and television writing techniques; theory and practice in writing all major continuity types. Prereq: junior standing. Kretsinger. 348 Advanced Radio-Television Writing (3) Radio and television writing techniques; theory and practice in writing all major continuity types. Prereq: TCF 347 or equivalent. Kretsinger. 372 Staging and Lighting for Television (2) Identify- ing and controlling the visual factors in television production. Interdependence of elements explored through group exercises and individual projects: Prereq: TCF 345. Sherriffs. Not offered 1986-87. Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 401 Research (Arr,R) 405 Reading and Conference (Arr,R) 406'Field Studies (Arr,R) Internship program for outstanding majors; open only to those with approved applications. PIN only. Shepherd. 407 (G) seminar (Arr,R) Topics include Audience Analysis, Children and Television, The Communication Revolution, Contemporary Theories of the Moving Image: Structuralism and Semiology, Film Board of Canada, Film History, History of Classic Theories of the Moving Image, International Communication, Media History and Economies, and Public Broadcast- ing. 408 (G) Workshop (Arr,R) 409 (G) Practicum (Arr,R) Supervised work on a project, including development and execution of artistic or public service programs. Prereq: instructor's consent. 410 (G) Experimental Course (Arr,R) 431 (G) Theory and Criticism of Television Drama (3) Concepts of audience dynamics, media aesthetics, vicarious experience, and the consequence of economic dependence upon appeals to modal tastes analyzed and applied. Sherriffs. 433 (G) Theory of Mass Communication (3) Sociological as well as psychological approaches to thestudyof mass communication. Primary attention to the critical evaluation of contemporary theoretical trends. Prereq: TCF 241 or'instructor's consent. Bybee. 444 (G) Concepts in Visual Production (3) Analysis of various forms of visual representation to study the processes by which ideas are transformed into visual language. Prereq: instructor's consent. Shepherd, Willingham. 445 (G) Television Direction (3) Theory and technique of television direction explored through group exer- cises and individual projects. Prereq: TCF 345 and instructor's consent. Sherrills. 446 (G) Radio-Television Programming (3) Vaiues, trends, and procedures in broadcast programming schedules; problems in planning program structure to meet community and public service needs. Kretsinger. 448 (G) Radio-Television and the Public (3) Freedom and professional ethics, responsibility, and control as these concepts relate to the broadcaster, the govern- ment, and the public. Sherriffs. 449 (G) Government RegUlation of Broadcasting in the United States (3) Analysis of American broadcast- ing laws, regulations, court decisions, and policymak- ing processes. Prereq: TCF 241 or instructor's consent. Robinson. 455 (G) Editing Styles (3) Introduction to editing styles through study of selected film and video materials. Prereq: TCF 344. Willingham. 456 (G) Video Production Planning (3) Problems in producing video material outside the studio. Prereq: instructor's consent. Seiter, Sherrills. 457 (G) Super-8 Film Production (3) Workshop in Super-8 film production. Prereq: instructor's consent. Seiter. 470 (G) Instructional Programs for Television (4) Studio exercises designed to explore effective instructional techniques based upon current theories of learning and the achievement of behavioral objectives. Not offered 1986-87. 495 (G) Film Directors and Genres: [Term Subject] (3) Interpretation of films and analysis of film history and aesthetics through techniques developed in modern film criticism. Cadbury, Seiter. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 507 Seminar (Arr,R) Topics include Current Research in Telecommunication, Film Criticism, Introduction to Graduate Studies, and Techniques and Problems of Theory Construction. 508 Workshop (Arr,R) 509 Practicum (Arr,R) 510 Experimental Course (Arr,R) 541 Electronic Mass Media: Theory and Criticism (3) Theories and critiques of the electronic mass media; behavioral and cultural methods used to discuss and develop critical standards for media application. Bybee. 544 Radio-Television Program Evaluation (3) Development of broadcast measurements; quantitative methods and survey procedures applicable to the testing of hypotheses in radio and television. Kret- singer. Courses in Theater Arts (TA) An: credi ts to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 199 Special Studies (1-3R) Stage crew: lighting, scene, costume. 230 Performing Arts and the Creative Process (3) The arts of dance, music, and theater, with emphasis on the artistic contribution of the performer, period and stylistic influences, temperament and personality. 250 Acting I (3) Principles of warm-ups, Stanislavski System, individual inventory, character analysis, and rehearsal procedure. 251 Acting II (3) Continuation of performance principles for contemporary realistic theater with addition of comic technique and director-actor relationship. Prereq: TA 250 and instructor's consent. 252 Acting III (3) Development of audition and improvisational skills while establishing a working file of monologue material. Prereq: TA 251 and instructor's consent. 260 Makeup (3) History, purpose, and techniques of applying theatrical makeup; the use of makeup in the various theatrical media, with emphasis on stage and television performances. 262 Theater Promotion Workshop (1-3) Development and application of promotional materials for hypothet- ical and actual theater productions. 264 Basic Stagecraft (2-3) Construction, painting, and handling of scenery and props. Fundamentals of stagecraft and use of stage equipment. Practical experience in stage crew work. Shaw. 266 Lighting Workshop (2-3) The use and functions of stage lighting equipment and the operation of lights under performance conditions. Shaw. 268 Costume Workshop (3) The art and craft of stage costuming; practical experience in the design, construction, and maintenance oftheatrical costumes. 271 Introduction to Theater Arts I (3) Play and script structure, contemporary aesthetic attitudes, and the value of theater arts to society and the individual. 272 Introduction to Theater Arts II (3) Recent theater, including drama since World War II and new trends and developments in theater practice. Prereq: TA 271. McKernie. 273 Introduction to Theater Arts III (3) Popular musical theater from a historical and structural perspective, with emphasis on examples since World War II. Styles and perforrnance practice, individual composers, directors, and writers analyzed. Prereq: TA 272. Upper-Division Courses 318 Costume Construction (3) Practical problems encountered in building and decorating costumes for the stage. Bonds. 351 Techniques: Acting IV (3) Problems in the use of voice in dramatic roles. Prereq: instructor's consent. 352 Styles: Acting V(3) Problems in the analysis and presentation of characters. Prereq: instructor's consent. 353 Performance: Acting VI (3) Advanced problems in acting technique: study, rehearsal, and perform- ance. Prereq: instructor's consent. 364 Play Direction (3) Sources of dramatic material, choice of plays, casting and rehearsal of players, production organization. Prereq: instructor's consent. Davis. 367, 368, 369 History of the Theater I, II, III (3,3,3) Development of the theater from its origins to the present emphasizing the history of dramatic literature, criticism, theater architecture, design, and perform- ance. Davis. Note: Courses designated (M) or (G) may be offered for graduate credit. 405 (G) Reading and Conference (Arr,R) 407 (G) seminar (Arr,R) Topics include Acting Shakespeare, Advanced Acting, Careers in Theater, Creative Dramatics, Lyric Performance, Period Costume Patterns, Playwriting, Restoration Theater, Theater Design and Structure, and Theater Manage- ment. 408 (G) Workshop (Arr,R) 409 (G) Practicum (Arr,R) Current topics are Produc- tion Projects and Rehearsal and Performance. ENG 411, 412, 413 (G) English Drama (3,3,3) See description under English. 414,415 (G) Costume History I, II (3,3) History of clothing and costuming from earliest records through the 15th century, from the 16th century to the present. Bonds. Not offered 1986-87. 416 (G) Costume Design (3) Beginning design concepts and various artistic media as applicable to costume design and rendering techniques. 417(G) Advanced Costume Design (3) Analysis and interpretation of scripts for costume design. Continua- tion of development of rendering techniques. Prereq: TA416. Bonds. 418 (G) Costume Pattern Drafting (3) Designing patterns through flat patterning and draping techniques. Elements of draping, millinery, and tailoring included. Practical experience in pattern development and original selected design. ENG 420, 421, 422 (G) Modern Drama (3,3,3) See description under English. 420 (G) History of the American Theater (3) Readings, reports, projects, and discussions concern- ing significant events in theater in the United States from its beginnings tothe present. Prereq: instructor's consent. Davis. 425 (G) Scenery Drafting Techniques (3) Drafting techniques for the scenic artist. Plan views; isometric, orthographic, and section views of scenery details. Conventions of stage and scenery plans. Drafting equipment. Shaw. 430 (G) Stage Management (3) Duties, respon- sibilities, and procedures ofthe stage manager. Stage managing in community, educational, and professional theater. The administrative and artistic role ofthe stage manager. Statistics 139 440 (G) Principles of Design In the Theater (3) Visual statement in the theater. Composition, color, spatial relationships, line, and movement· for the scene, costume, and lighting designers, and for the director and actor. Prereq: TA 264,266, or 268, or instructor's consent. Williams. 441 (G) Scene Design I (3) Elements of scene design; the scene designer's role. Creating a ground plan, measured perspective techniques, elevations, design styles. Note: Design process and procedures related to the proscenium stage only. Prereq: TA425,440or instructor's consent. 460 (G) Advanced Play Direction (3) Theory and practice in direction of plays for public performance. Prereq: TA 364 or Instructor's consent. 463 (G) Scene Painting (3) Practical experience in painting stage scenery. Painting of drops; highlighting, shadowing, texturing, and stenciling; forced perspec- tive; paints and painting equipment. Prereq: TA 264 or Instructor's consent. 464 (G) Properties Design and Construction (3) Designing and constructing stage properties and furnishings. Plastics and metals fabrication; Celastic, papier-mache, and fiberglass as properties-fabricating materials; furniture upholstering techniques. 467 (G) Lighting for the Stage(3) Functions of stage; lighting qualities of the light and lighting; technical and aesthetic problems. Prereq: TA 266 or Instructor's consent. Shaw. 468 (G) Advanced Stage Lighting (3) Theories and methods of lighting stage production. Prereq: TA 467 or instructor's consent. Shaw. 471,472 Theater and Culture (3,3) Dramatic literature and historical cultural concepts. Establishes acultural context for periods of drama, utiliZing arts materials and socioeconomic factors to clarify aesthetic attitudes and practices of theater. 471 :Greeks through the Renaissance. 472: Baroque through Romanticism. McKemie. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 507 Seminar (Arr,R) Romantic Theater is a current topic. 509 Practicum (Arr,R) Current topics are Production Projects and Rehearsal and Performance. 511 Research Methods (3) Research methodology; experimental, historical, descriptive, and developmen- tal research methods; style and format In scholarly presentation of research. 530 Continental Theater (3) Major developments and experiments in the drama and theater production of Europe, Great Britain, and Russia from BOchner to Artaud. 531 Avant-Garde Theater (3) New forms, styles, treatments of mood, and expressions of ideas and emotions as manifested in literary, dramatic, and theatrical elements and conditions of production. Prereq: TA 530 or instructor's consent. 532 Theater of Ibsen (3) The modern Dano-Norweglan theater, with special emphasis on the work of Henrik Ibsen; influence on European and American theater. DeChaine. 533 Theater of Strindberg (3) The modern Swedish theater, with special emphasis on the work of August Strindberg; influence on European and American theater. DeChaine. 551,552,553 Theory of Dramatic Production (3,3,3) 551: theory of acting. 552: theory of dramatic direction. 553: theory of dramatic structure. 563 Advanced Problems of Scene Design (3) Selected problems in the design of dramatic produc- tions. Prereq: TA 440,441 and instructor's consent. Williams. 564, 565 Special Problems in History of Theater (5,5) Components of the theater during the golden ages of dramatic art: the ancients, European Renais- sance, Asiatic, 18th- and 19th-century Europeans. Statistics 2090 Gilbert Hall Telephone (503) 686·3315 Larry E. Richards. Committee Chair Steering Committee Wesley C. Becker, Counseling and Educational Psychology Lorraine G. Davis, School and Community Health Robert M. O'Brien, Sociology Larry E. Richards, Decision Sciences Donald R. Truax, Mathematics The University of Oregon does not have a formal department or faculty of statistics. However, there are numerous course offerings that are either exclusively or primarily courses in statistics. Over the past several decades statistical techniques have become a primary tool of empirical research. As such, a variety of functional areas and disciplines teach applied statistical techniques. This is particularly true at the graduate level, where research plays an important role. Listed below are courses in statistics offered by the University. Degrees Offered It is possible to earn an undergraduate or graduate degree with a specialty in statistics through the Department of Decision Sciences in the College of Business Administration or through the Department of Mathematics in the College of Arts and Sciences. Interested students should inquire at the appropriate department for specific requirements. Courses Offered StatistiCS courses are offered in the following 10 areas. An asterisk (*) denotes related courses that should betaken in sequence. Both students and 'advisers should be aware that, within any given area, two or more courses offered by different departments may contain such similar content that a student should not be granted credit :Qward graduation for more than one course. Introductory Statistics Decision Sciences. Introduction to Business Decisions (DSC 511) Economics. Introduction to Econometrics (ECON 420, 421), * Econometrics (ECON 493G) Educational Psychology. Educational Statis- tics I, II (EPSY 415G, 416G),* Advanced Statistical Methods in Education I, /I (EPSY 521, 522)* Mathematics. Concepts of Statistics (MTH 156), Probability and Statistics with Calculus (MTH 209) and Business Statistics (DSC 330),* Elements of Statistical Methods (MTH 425M, 426M),* Introduction to Statistical Theory (MTH 441M,442M)* Physical Education and Human Movement Studies. Statistical Methods in Physical Educa- tion (PEP 540) Political Science. Methods for Politics and Policy Analysis /I (PS 446G) Psychology. Statistical Methods in Psychology (PSY 302), Statistical and Quantitative Methods in Psychology (PSY 511) School and Community Health. Fundamentals of Statistics in Health (HEP 531) Sociology. Quantitative Methods in Sociology (SOC 326), Sociological Research Methods (SOC 412G) ANOVA and Experimental Design Decision Sciences. Applied Analysis of Variance (DSC 430G) Educational Psychology. Research Methods in Education III (EPSY 518) Physical Education and Human Movement Studies. Statistical Methods in Physical Educa- tion (PEP 541), Experimental Design in Physical Education Research (PEP 545) Psychology. Statistical and Quantitative Methods in Psychology (PSY 512) School and Community Health. Seminar: Advanced Statistics in Health (HEP 507) Decision Theory Decision Sciences. Applied Statistical Deci- sion Theory (DSC 425), Bayesian Inference and Decision (DSC 535) MUltivariate Statistics Decision Sciences. Applied Multivariate Analysis (DSC 540) Political Science. Methods for Politics and Policy Analysis III (PS 447G) Psychology. Multivariate Methods in Psychol- ogy (PSY 546) Nonparametric Statistics Decision Sciences. Applied Nonparametric Statistics (DSC 530) Mathematics. Nonparametric Statistics (MTH 444M) Regression Decision Sciences. Applied Regression Analysis (DSC 435G) Economics. Introduction to Econometrics (ECON 422G), Econometrics (ECON 494G, 495G)* Educational Psychology. Seminar: MUltiple Regression Analysis (EPSY 507) Mathematics. Elements of Statistical Methods (MTH 427M), Regression Analysis and Analysis of Variance (MTH 443M) Psychology. Statistical and Quantitative Methods in Psychology (PSY 513) Sociology. Sociological Research Methods (SOC 413G) Sampling Techniques Decision Sciences. Applied Sampling (DSC 420), Applied Sampling Techniques (DSC 545) Structural Models Sociology. Seminar: Structural Equation Models (SOC 507) Theory of Probability and Statistics Mathematics. Introduction to Probability Theory (MTH 447G) and Mathematical Statistics (MTH 448G, 449G),* Theory of Estimation and Testing Hypotheses (MTH 581, 582, 583),* Theory of Probability (MTH 584, 585, 586),* Advanced Mathematical Statistics (MTH 591, 592,593) Time Series Decision Sciences. Applied Time Series Analysis for Forecasting (DSC 440G) Sociology. Seminar: Introduction to Time Series (SOC 507) 140 Women's Studies Women's Studies 636 Prince Lucien Campbell Hall Telephone (503) 686-5529 Barbara Corrado P.ope, Program Director Program Committee Faculty Miriam M. Johnson, Sociology, Chair Linda F. Ettinger, Art Education Leslie K. Greer, University Library Marsha E. Mabrey, Music Randall E. McGowen, History Geraldine Moreno-Black, Anthropology Ellen Seiter, Speech Carol Silverman, Anthropology Louise H. Westling, English Participating Facul'ly Joan R. Acker, Sociology Doris Renshaw Allen, Music Jeanne E. Bader, Gerontology Aletta A. Biersack, Anthropology Randi M. Bim, Romance Languages Rogena M. Degge, Art Education C. H. Edson, Educational Policy and Management Linda F. Ettinger, Art Education Beverly Fagot, Psychology Marilyn Farwell, English Marion Sherman Goldman, Sociology Jane Gutting, School and Community Health Leslie J. Harris, Law Sandy Marie Harvey, School and Community Health Joni Hersch, Economics Judith H. Hibbard, School and Community Health Miriam M. Johnson, Sociology Stephen W. Kohl, East Asian Languages and Literatures Marsha E. Mabrey, Music Mavis Howe Mate, History Barbara Dale May, Romance Languages Randall E. McGowen, History Geraldine Moreno-Black, Anthropology Barbara Corrado Pope, Assistant Professor. B.A., 1964, Hiram; M.A., 1966, Iowa; PhD., 1981, Columbia. (1976) Mary K. Rothbart, Psychology Ellen Seiter, Speech Carol Silverman, Anthropology Priscilla Southwell, Political Science Louise Carroll Wade, History Edward Weeks, Planning, Public Policy and Management Louise H. Westling, English Virpi Zuck, Germanic Languages and Literatures Undergraduate Studies The Women's Studies Program offers students an opportunity to learn about the past and present achievements and experiences of women and to understand more clearly the decisive role that gender has played and continues to play in all human societies. The program is administered by acommittee of faculty and student members appointed by the dean of the College of Arts and Sciences. The program is interdisciplinary, and courses are taught in many areas of study; anthropology, art education, counseling, economics, educa- tion, English, history, literature, political science, psychology, school and community health, sociology, and speech, among others. Any student may take women's studies courses. Some students may want to take only a few courses in order to complement the core curriculum of their majors. Others choose to fulfill the 24-credit requirement for either a certificate or a minor in women's studies. Most women's studies courses do not have prerequi- sites, and Introduction to Women's Studies (WST 101) is a social science group-satisfying course. In addition, three women's studies courses-Introduction to Women's Studies (WST 101) and History of Women in the United States (WST 333, 334)-make up a social science cluster. For more information, see Group Requirements in the Registration and Academic Policies section of this catalog. The integrative Seminar (WST 407) is designed for upper-division undergraduates and graduate students. This course examines various feminist research issues. It should be taken only once for credit. Preparation. No specific high school prepara- tion is necessary. Transfers to the University from other colleges may apply up to 9 credits of women's studies courses to either the certificate or the minor program. Careers. Since women comprise more than half of the population, an understanding of their experiences, abilities, and needs is an asset to careers in such fields as education, social service, government, business, law, the minis- try, journalism, counseling, health, and child care. In addition, a women's studies back- ground can be used as a basis for entering a growing number of graduate programs which emphasize the study 01 women or gender. Certificate Requirements A Certilicate in Women's Studies may be granted to students who complete 24 credits in courses approved by the Women's Studies Committee. The 24 credits must include Introduction to Women's Studies (WST 101), Practicum (WST 409), and either Seminar (WST 407) or History and Development 01 Feminist Theory (WST 412). No more than 6 credits of WST 405 and 409 may be counted toward the certificate. In addition, students must take at least 6 credits 01 women's studies courses in an academic group-arts and letters, social science, science-other than that in which their major lies. For example, an English major must take at least two women's studies courses . offered by departments outside 01 the arts and letters group. Minor Requirements The minor in women's studies requires 24 credits; 12 in women's studies courses (prefer- ably WST 101, 407, 409, 412) and 12 chosen from an approved list of upper-division courses offered by other departments. The list is available in the Women's Studies Program ollice. Courses applied to a major may not count for a minor. No more than three courses may be taken on a passino pass (PIN) basis. At least 15 credits must be taken at the University of Oregon. Students may substitute a women's studies minor for one social science cluster to apply toward University group requirements. Students may receive both a minor and a certilicate il they satisly the requirements 01 both. Students must consult the director well in advance of graduation lor transcript evaluation. In order to be eligible for the certilicate or the minor, students must complete all degree requirements and a major in another department. Graduate Studies An individually designed interdisciplinary master's degree program with a focus on women's studies may be arranged by combin- ing existing graduate-level courses in three departments. Graduate students may also earn a Certificate in Women's Studies. Courses in Women's Studies (WST) An: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 1011ntroduetion to Women's Studies (4) Interdisci- plinary investigation of the status and contribution of women connects the public issues raised by the feminist movement with the personal experiences of women. 199 Special Studies (1-3R) 200 SEARCH (1-3R) Upper-Division Courses 333, 334 History of Women In the United States I, "(3,3) Survey of the diverse experiences of American women from Colonial times to the present. 333: 1600 to 1870. 334: 1870 to the present. Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 405 (M) Reading and Conference (Arr,R) 407 (M) seminar (Arr,R) A recent topic is Feminist Research Issues. R when topic changes. 408 (M) Workshop (1-3R) 409 (M) Praeticum (Arr,R) 410 (M) Experimental Course (Arr,R) 412 (M) History and Development of Feminist Theory (3) Theories of oppression and liberation of women in American and European history. 1986-87 emphasis is on 20th-century theories. Prereq: WST 101 or SOC 216. Courses in Other Departments See descriptions under appropriate depart- ments. Anthropology. Exploring Other Cultures: Women and Culture I (ANTH 310), Exploring Other Cultures: Women and Culture II (ANTH 310) Art Education. Women and Their Art (ARE 412) Educational Policy and Management. Educational History of American Women (EDPM 472G) English. Introduction to Women Writers (ENG 260), Studies in Women and Literature (ENG 498G) French. Modern Women Writers (FR 425G), Autobio- graphical Writings by Women (FR 427G) History. Perceptions and Roles of Women from the Greeks through the 17th Century (HST 331), Women and Social Movements in Europe from 1750 to the Present (HST 332) Political Science. Women and Politics (PS 435G) Psychology. Psychology of Sex Differences (PSY 425M) Scandinavian. Readings in Translation: Scandinavian Literature and Society (SCAN 353) Sociology. Introduction to the Sociology of Women (SOC 216), Sociology of the Family (SOC 423G), Social Psychology of the Family (SOC 424G), Issues in Family Sociology (SOC 425G), Women and Work (SOC 449G), Sociology of Women (SOC 455G), Sex and Identity: Theoretical Perspectives (SOC 456G), Sociology of Social Welfare (SOC 467G) Spanish. Spanish Women Writers of the 20th Century (SPAN 440G) TelecommunIcation and Film. Film Directors and Genres: Women Filmmakers (TCF 495G), Film Directors and Genres: Women and Melodrama (TCF 495G) 142 Preparatory Programs and Special Studies 6 12 12 ... 12 12 ... 9 .... 12 Sample Program The following sample program is for students not prepared to begin calculus in their freshman year. Freshman Year 45 credits 'College Algebra, Elementary Functions (MTH 101, 102),' Calculus (MTH 201) . 'General Chemistry (CH 104, 105, 106) 'General Chemistry Laboratory (CH 107,108,109) . . . .. . . . . . . . . . .. . . . . . 6 'English Composition (WR 121) 3 Fundamentals of Public Speaking (RHCM 122) 3 Physical education: three activity courses' . 3 Humanities and social science'. 9 Sophomore Year 46 credits 'Calculus (MTH 202, 203), 'Calculus of Several Variables with Linear Algebra (MTH 331) .... 12 'General Physics with Calculus (PH 211, 212, 213) . 'Introductory Physics Laboratory (PH 204, 205, 206) . 'Introduction to Numerical Computation (CIS 133)....................... 4 Humanities and social science and communication' . Sample Program The following sample program is for students prepared to begin calculus in their freshman year. Freshman Year 46 credits 'Calculus (MTH 201, 202, 203) 12 'General Physics with Calculus (PH 211,212,213) . 'Introductory Physics Laboratory (PH 204, 205, 206) . . . . . . . . .. 6 'English Composition (WR 121) 3 'Introduction to Numerical Computation (CIS 133) 4 Physical education: three activity courses' . . . . .. 3 Humanities and social science' . . . . . 6 Sophomore Year 46 credits 'Calculus of Several Variables with Linear Algebra (MTH 331,332,333) . 12 'General Chemistry (CH 104, 105, 106) 9 'General Chemistry Laboratory (CH 107, 108, 109) . . . . . . . . . . . . . .. 6 'Introduction to Modern Physics (PH 214)' . . . . .. 4 Fundamentals of Public Speaking (RHCM 122). 3 Humanities and social science and communication' . , An Oregon State University requirement. , For graduation with a bachelor's degree, the OSU School of Engineering requires 12 credits in humanities courses (ar: history, English literature, history, foreign language-second-year or higher, music history or theory, philosophy, religious studies) and 12 credits in social science (anthropology, economics, geography, political science, psychology, sociology). Students must complete one sequence (two courses in the same subject) in humanities and one sequence in social science. In addition to WR 121 and RHCM 122, a third communication course is required. Students should take advantage of the availability of Statics (ENGR 211), Dynamics (ENGR 212), and Strength of Materials (ENGR 213) at the UO campus. Since circumstances vary, students should consult the preengineering director regularly. , PH 214 is not required in all engineering fields. , Students not needing both of these courses should take Calculus (MTH 201, 202, 203) as soon as possible. They should then proceed to the next level of required mathematics (MTH 331, 332, 333). Those entering with some advanced algebra and trigonometry may elect Preparation for Calculus (MTH 115) instead of MTH 101, 102. calculus in the freshman year atthe University. Science courses in physics and chemistry are strongly recommended. Preengineering Requirements The following requirements are designed for students planning to transfer into the Oregon State University (OSU) College of Engineering. Detailed requirements are specified in the OSU School of Engineering Advising Guide, available from the College of Engineering, Oregon State University, Corvaliis OR 97331; telephone (503) 754-2833. While preengineering requirements at other engineering schools are similar, students should obtain a simiiar advising guide from the schools of their choice. Preengineering students should be aware that candidates at OSU must earn a minimum of 204 credits for a bachelor's deg ree in engineering. Therefore completion of the degree takes an average of almost five years. The University of Oregon does not offer courses in engineering mechanics. However, Statics (ENGR 211), Dynamics (ENGR 212), and Strength of Materials (ENGR 213) are presently available from Lane Community College under an agreement by which full-time UO preen- gineering students can take these courses on the UO campus at no additional charge. Prerequisites for ENGR 211 are Calculus (MTH 201) and General Physics with Calculus (PH 211), and ENGR 211, 212, 213 must be taken in sequence. Details of registration for these courses are available from the preengineering director. The Department of Physics also offers a three-plus-two program. It allows a student to earn a bachelor's degree in physics from the University of Oregon and a bachelor's degree in engineering from Oregon State University by completing three years of study in Eugene, followed by two years in Corvallis in the OSU School of Engineering. Interested students should consult the preengineering director. Note that all required preengineering courses must be completed with a grade of C- or better for admission to the OSU College of Engineer- ing. Those courses are marked with an asterisk (') in the sample programs. The undergraduate preparation for the fol-lowing professional or graduate programs may be completed at the University of Oregon. Some of the programs simply require a bachelor's degree for admission, while others require specific undergraduate courses. In all cases, the interested student should consult appropriate University' advisers. The Office of Academic Advising and Student Serv'lces assists students in the selection of courst3s, the timing of graduate admission tests, and other aspects of the application process. Preparatory Programs Engineering, Preparatory 122 Science I Telephone (503) 686-4226 or -4787 Russell J. Donnelly, Preengineering Director Sandra L. Hill, Advising Coordinator Graduates with bachelor's degrees in engineer- ing are in great demand in our technological society to solve practical problems by the application of physical science principles and mathematics. While it is sometimes difficult to define the difference in outlook between a career in one of the physical sciences, e.g., physics or chemistry, and a career in engineer- ing, engineering solutions to problems are usually much more influenced by practical and economic considerations. There are two academic phases in earning a bachelor's degree in an engineering field: (1) preengineering is the firsttwo to three years of course work before admission to a professional engineering program; (2) professional en- gineering is the last two years of course work at a school of engineering leading to a bachelor of arts or bachelor of science degree in en- gineering. Engineering graduates may become licensed professional engineers after four years of employment in their field of specialization and successful completion of state license examina- tions. The University of Oregon offers a preengineer- ing program for students wanting to complete their first two to three years of study at a liberal arts university before transferring to a school of engineering. High School Preparation. Students interested in an engineering career are urged to complete as much mathematics and science as possible in high school. If at all possible four years of high school mathematics (including advanced algebra, trigonometry, and elementary func- tions) should be completed in order to begin Health Sciences, Preparatory 143 Health Sciences, Preparatory 164 Oregon Hall Telephone (503) 686·3211 Marliss G. Strange, Program Coordinator The College of Arts and Sciences and the College of Human Development and Perform- ance supervise the following preprofessional health science programs. Information on other health-allied programs is available from the coordinator. Prehealth science students should consult regularly with advisers. Dental Hygiene, Preparatory Mark S. Kaplan, Head Adviser The University of Oregon offers courses that satisfy admission requirements for the Oregon Health Sciences University (OHSU) Dental Hygiene Program in Portland. Completion of a two-year program (90-credit minimum) is required priorto registration in the Dental Hygiene Program. The following courses satisfy basic requirements: Survey of General, Organic, and Biochemistry (CH 101, 102, 103) Biology: three courses of human or animal biology which must include some laboratory experience, preferably with microscopes, 12 credits English Composition (WR 121 and either 122 or 123) Introductory Nutrition (HEP 252) Personal Health (HES 250) Fundamentals of Speech Communication (RHCM 121) Arts and letters: three groupcsatisfying courses in addition to speech, 9 credits Psychology as a Social Science (PSY 204) Introduction to Sociology (SOC 201) Social science: additional group-satisfying electives from either psychology or sociology, 5 credits Applications are available from the Registrar's Office, Oregon Health Sciences University School of Dentistry, 611 SW. Campus Drive, Portland OR 97201. Deadline for fall term applications is March 1. Because entrance requirements for dental hygiene programs may vary, it is recommended that students write to the schools they are interested in for specific admission information. Completion of the preprofessional program does not guarantee admission to a dental hygiene program. All courses required for admission must be taken on a graded basis. Dentistry, Preparatory Donald E. Wimber, Predental Advisory Committee Chair Marliss G. Strange, Coordinator Predental Curriculum The University offers a predentai program that satisfies the requirements for admission to the Oregon Health Sciences University (OHSU) School of Dentistry in Portland and to many other accredited dental schools. General Requirements.The OHSU School of Dentistry requires that predental students devote at least two years to their predental education, completing a minimum of 90 credits, of which 80, including all of the predental requirements, must be graded. An N (no pass) in any other course is counted asa failing grade in the computation of the overall grade point index. Students who complete 138 credits at the University and who expect to enter dental school after three years and to complete the requirements for a bachelor's degree at the School of Dentistry should satisfy, in their predental program, all requirements for the degree (including general University require- ments and requirements for a major in the College of Arts and Sciences) that cannot be met with work taken at the School of Dentistry. For general University requirements, see Bachelor's Degree Requirements in the Regis- tration and Academic Policies section of this catalog. Although a bachelor's degree is not required for admission, the OHSU School of Dentistry and most other dental schools recommend that their students complete an undergraduate degree. Science Requirements Mathematics (MTH 101 or above), 12 credits General Chemistry (CH 104, 105, 106) General Chemistry Laboratory (CH 107, 108, 109) fulfills the quantitative analysis require- ments of the School of Dentistry Organic Chemistry (CH 331, 332, 333), Intro- ductory Organic Laboratory (CH 337, 338) Molecular Biology, Cellular Biochemistry, Cellular Physiology (BI 291, 292, 293) with laboratories (BI 294, 295, 296). Organic Chemistry is a pre- or corequisite to this seCluence. Alternatively, some predental students may take General Biology I, II, III (BI201, 202, 203). Although this meets minimum admission requirements, the Predental Advisory Commit- tee does not recommend it as the sole prepara- tion either for dental school work or for the Dental Admissions Test. This set of courses is acceptable in the general science major program and prepares students for some upper-division work in biology. It will not, however, substitute for the BI 291-296 core r.OlJrses required forthe biology major. All other students should consult their advisers on the suitability of this alternative. General Physics (PH 201,202,203 or PH 211, 212,213) with laboratories (PH 204, 205, 206) Admission Predental students must realize that there is competition for admission to the School of Dentistry. The average GPA (grade point average) of the entering class of 1985 was 3.01. If the GPA is below 3.00 there is very little possibility of acceptance. However, the Admis- sions Committee of the School of Dentistry makes special allowance for those students who start off poorly but then improve substan- tially in their predental course work. Aptitude tests given by the American Dental Association should be taken not later than fall term one year before admission. Application to take this test must be made well in advance of the scheduled test date. A pamphlet describing the test, giving dates and places where it will be given, andproviding application information is available in"the Office of Academic Advising and Student Services, 164 Oregon Hall. Three letters of recommendation are required by the OHSU School of Dentistry, one each from teachers of biology, chemistry, and physics. It is important for predental students to have references from teachers who have actually worked with them, if the information is to be of any value to the Admissions Committee. In large classes, a more useful reference may be obtained from a laboratory teaching assistant than from the professor who gives the lectures and may not deal personally with the student. The evaluation should be obtained immediately following the conclusion of a term's work. Evaluation forms are available from the UO Career Planning and Placement Service, 244 Hendricks Hall. Recommended Electives. Dental schools recommend that predental students, in addition to completing the basic requirements listed above, choose electives that broaden their cultural background as well as strengthen their scientific training. Courses in the following fields are suggested: developmental biology, micro- biology, genetics, physical chemistry, mathe- matics, foreign language (completion of a second-year course), philosophy, public speaking, music and art appreciation, history, economics, sociology, literature, anthropology, and personnel management. Students are advised to explore their own interests and obtain the best possible general cultural education. The guidance of predental advisers in course planning is indispensable and their counsel should be sought regularly. Medical Technology, Preparatory Gordon J. Murphy, Head Adviser The University offers courses leading to admis- sion to a bachelor's degree program in medical technology. The program includes three years of work on the Eugene campus and one year at the Oregon Health Sciences University (OHSU) in Portland. The Bachelor of Science (B.S.) in Medical Technology is awarded by the OHSU to those whose fourth year is completed in Portland. Requirements Minimum admission requirements to medical technology training at the OHSU School of Medicine are three years of college work, including 24 credits in biology which must include a course in bacteriology; 24 credits in chemistry, including one full year of a general college chemistry course with lectures and laboratories; a course in organic chemistry or biochemistry; and one term of college mathe- matics. A course in physics is strongly recom- mended. During the th ree years on the Eugene campus, the student must satisfy both of the following requirements. 1. All g8fleral University degree requirements for majors in professional schools, including 144 Health Sciences, Preparatory 2 2 . ... 10 either the social science or the science group requirements Specific courses are recommendations only; in some instances alternative courses may be acceptable or preferred to meet major requirements. Transfer students and post- baccalaureate students may meet the minimum requirements differently; they should consult their advisers and Medical School Admission Requirements. More detailed information on curriculum, application procedures, and the medical profession is available in the Prehealth Sciences Center, 164 Oregon Hall. AdmiSSion Most medical schools give preference to students with bachelor's degrees in academic subjects; premedicine is not an academic major. Any major is acceptable to medical schools, and recent research has demonstrated that there is no bias against the nonscience major in the selection process. Nor is there any significant difference between the science and the nonscience major in medical school performance or in eventual selection of resi- dency. The specific requirements for various majors are found in this catalog under depart- ment and program headings; see also the General Science section. A few students are admitted to medical school atthe end of their junior year, on the assumption that credits earned in medical school may be transferred back to the undergraduate institu- tion to satisfy bachelor's degree requirements in remaining upper-division science credits. Students planning to enter medical school at the end of their junior year should consult advisers regularly to ensure that general University and departmental major require- ments are met. Those students must have completed 138 credits at the University of Oregon. Competition for medical school admission has increased markedly in the past few years. Selection for admission is based on many factors beyond the satisfactory completion of minimum requirements including under- graduate grade point averages, MCAT scores, and letters of recommendation. Currently, a 3.50 GPA is the national mean for accepted applicants, and it is unlikeiy a candidate with a GPA of less than 3.00 would be accepted at most American schools. Furthermore, courses taken to satisfy the science requirements must be taken on a graded basis. The pass/no pass option should be used sparingly on nonscience courses. Nearly all medical schools also require appli- cants to take the MCAT, given in early spring and fall each year. Reservations for this exami- nation must be made at least one month in advance of the scheduled date; reservation blanks are available in the Prehealth Sciences Center, 164 Oregon Hall. The center also has a manual that describes the test and provides practice questions and suggestions for prepar- ing forthe test. Applicants are urged to take the test in the spring of the calendar year im- mediately preceding the year of admission to medical school and not later than the fall term one year before anticipated admission. Three to five letters of recommendation from science faculty members are generally required by medical schools and used in the selection of their candidacy, four letters of recommenda- tion, one each from faculty members in biology and chemistry and two from other academic or nonacademic sources. An application for admission may be obtained from the Director of Admissions, Oregon Health Sciences Univer- sity School of Medicine, 3181 S.W. Sam Jackson Park Road, Portland OR 97201. Applications are available during fall term and are accepted until December 1 for the following year's class. Medicine, Preparatory William Sistrom, Chair, Premedical Advisory Committee Marliss G. Strange, Coordinator The University offers a premedical program that satisfies the requirements for admission to the Oregon Health Sciences University (OHSU) School of Medicine in Portland as well as most other American medical schools. The program is supervised by the Premedical Advisory Committee, composed of faculty members on the Eugene campus, a physician, and the prehealth sciences coordinator. The varying admission requirements of medical schools are listed in the publication Medical School Admission Requirements (order forms are available in the Prehealth Sciences Center, 164 Oregon Hall). Since most students seek admission to five or six medical schools besides the OHSU School of Medicine, this book should be consulted during the junior year. Minimum Requirements The minimum requirements for admission to the OHSU School of Medicine and many other medical schools can be met with the following course work: General Chemistry (CH 104, 105, 106 or CH 204, 205, 206) with laboratories (CH 107, 108, 109 orCH 207, 208, 209). The laboratories fulfill the quantitative analysis requirement of the School of Medicine Organic Chemistry (CH 331, 332, 333) with laboratories (CH 337, 338) Three terms of biology covering basic concepts of cell structure and function, developmental biology (embryology), and genetics. Premedi- cal students may take Molecular Biology, Cellular Biochemistry, Cellular Physiology (Bl 291, 292, 293) with laboratories (Bl· 294, 295, 296) to meet this requirement. Organic Chemis- try is a pre- or corequisite Alternatively, some students may take General Biology I, II, III (BI201, 202, 203). Although this will meet minimum admission requirements, the Premedical Advisory Committee does not recommend it as the sale preparation either for medical school work or for the Medical College Admission Test (MCAT). This set of courses is acceptable in the general science major program and prepares students for some upper-division work in biology. It will not, however, substitute for the Bl 291-296 core courses required for the biology major. All other students should consult their advisers on the suitability of this alternative College-level mathematics, including an introductory course in calculus, 12 credits General Physics (PH 201 ,202, 203 or PH 211, 212, 213) with laboratories (PH 204, 205, 206) A minimum of 6 credits in psychology, satisfying 18 credits 2 2 2 writing, health, and group requirements that cannot be satisfied with work taken at the School of Medicine 2. The science requirements for admission to the fourth-year program at the School of Medicine The following recommended courses satisfy the science requirements: General Chemistry (CH 104, 105, 106) with laboratories (CH 107, 108, 109) Organic Chemistry (CH 331, 332, 333) with laboratories (CH 337, 338) Biology, 24 credits, to include Introduction to Bacteriology (Bl 381) with laboratory (Bl 383) Mathematics, one course, MTH 101 or above In addition, the following courses are strongly recommended by the OHSU: Quantitative Anarysis (CH 324) General Physics (PH 201 , 202, 203) with laboratories (PH 204, 205, 206) One full year of college-level mathematics, 12 credits. Two terms of calculus, 8 credits (required by some University major programs) Students planning to graduate from the Univer- sity of Oregon prior to their year of training in medical technology must meet all general University requirements for students in the College of Arts and Sciences (rather than those for majors in the professional schools) and all special requirements for their chosen major, with the necessary number of upper-division credits. Students who have completed their bachelor's degree may take their medical technology training at most schools or hospitals in the country which offer such a program; they are not limited to the OHSU. Fourth-Year Curriculum The curriculum for the fourth-year program at the OHSU School of Medicine is as follows: Fall Term Clinical Microbiology (MT 410) . Clinical Biochemistry (MT 415) . Hematology (MT 417) .. . . Medical Laboratory Technique and Theory (MT 422) . . . . . . . . . . . . . . . . . . . . . . .. 10 Clinical Immunology and Serology (MT 420) 2 Winter Term 18 credits Clinical Microbiology (MT 411) . . . . . . . . . . .. 2 Pathophysiology and Medical Terminology (MT 412) 2 Clinical Biochemistry (MT 416) 2 Hematology (MT 418) 2 Medical Laboratory Technique and Theory (MT 423) . . . . . . . . . . . . . . . . . . . . . . . .. 10 Spring Term 17 credits Introduction to Laboratory Management and Personnel Supervision (MT 413) .. Pathophysiology and Medical Terminology (MT 414) . Immunohematology (MT 419) . Medical Laboratory Technique and Theory (MT 424) . Clinical Toxicology and Therapeutic Drug Monitoring (MT 426) . Laboratory Instrumentation and Maintenance (MT 428) . Admission Completion of the required courses does not guarantee admission; primary consideration is given to well-qualified applicants who are residents of Oregon. Superior applicants from other states also receive serious consideration. Applicants are expected to submit, in support Health Sciences, Preparatory 145 process. The importance of these letters cannot be overemphasized. The Oregon Health Sciences University School of Medicine prefers letters from the science faculty and from advisers who have known a student over several years. It is strongly recommended that premedical students secure letters from instruc- tors immediately upon finishing courses, and that students see advisers regularly so that they can write knowledgeable recommendations when needed. The University sponsors an honors and service society, the Asklepiads, for premedical students of sophomore standing or above. New members are selected each year primarily on the basis of academic excellence. The organization sponsors many active programs for its own members and other premedical students. These include seminars and practica. Asklepiads provides experienced premedical. students in the Prehealth Sciences Center to answer questions. Osteopathic medical schools require basically the same minimum undergraduate program. A few schools request letters of recommendation from practicing osteopaths. Nuclear Medical Technology, Preparatory Nuclear medical technology is a paramedical specialty concerned with the use of radioactive materials for diagnostic and therapeutic pur- poses. The Veterans Administration Medical Center in Portland is affiliated with the Oregon Health Sciences University for purposes of providing training for this rapidly growing profession. To be admitted to the one-year (12-month) program, applicants must have completed a bachelor's degree with a major in biology, chemistry, or physics. General science majors are considered if they have completed prerequisite science courses. Certified medical technologists, radiologic technologists, and nurses holding four-year degrees are also admissible. The Office of Academic Advising and Student Services, in 164 Oregon Hall, has additional information. Nursing, Preparatory Joe Wade, Head Adviser The University of Oregon offers courses which satisfy admission requirements for the Oregon Health Sciences University (OHSU) School of Nursing bachelor's degree program in Portland and the Oregon Institute of Technology (OIT) Department of Nursing in Klamath Falls. The programs take a minimum of one year of preprofessional work and three years of profes- sional training and leads to a Bachelor of Science (B.S.) in Nursing. A minimum of 45 credits are required in the prenursing program. The following courses must be completed as part of this 45-credit admission requirement: Survey of General, Organic, and Biochemistry (CH 101,102, 103), which includes laboratories, or General Chemistry (CH 104, 105, 106) with laboratories (CH 107, 108, 109) College Algebra (MTH 101) English Composition (WR 121 and either 122 or 123) Introductory Nutrition (HEP 252) Physical education: three terms, 3 credits The remainder of the 45-credit requirement should consist of courses which are part of the graduation requirements at the OHSU or OIT, including Introduction to Cultural Anthropology (ANTH 120), Introduction to Sociology (SOC 201), Child Development (PSY 311) Students are urged to complete University group-satisfying courses in arts and letters, social science, and science. Some of the previously named courses (e.g., in chemistry, anthropology, and psychology) may also be applied to group requirements Some variation in the program is possible, but students must consult with advisers; no variation is permitted in the chemistry, algebra, nutrition, and credit requirements. Students must main- tain a 2.50 GPA during the prenursing program to be eligible for admission Students interested in nursing who have earned a bachelor's degree in a discipline other than nursing may want to investigate accelerated Bachelor of Science in Nursing programs offered at Creighton University and St. Louis University. Admission Completion of the preprofessional program does not guarantee admission to the OHSU School of Nursing or other bachelor's degree programs in the state. Competition for available positions has increased over the past few years, with preference being given to residents of Oregon. Students usually file applications for admission between September 1 and February 15 of the year before anticipated matriculation; applica- tions must be requested from the Registrar's Office, Oregon Health Sciences University School of Nursing, 3181 SW. Sam Jackson Park Road, Portland OR 97201. Students who choose to extend their preprofes- sional training to two years may take courses at the University of Oregon which will lighten their academic load at the School of Nursing by completing additional graduation requirements. This will not, however, reduce the necessary three years spent in professional training. Pharmacy, Preparatory James W. Long, Head Adviser The University of Oregon offers a program that fulfills admission requirements to the Oregon State University (OSU) School of Pharmacy in Corvallis and to many other accredited phar- macy schools. Students considering other pharmacy schools should review Pharmacy Schools Admission Requirements, available in the Office of Academic Advising and Student Services, 164 Oregon Hall. The prepharmacy curridJlum for the OSU School of Pharmacy requires 90-96 credits, including: General Chemistry (CH 104, 105, 106 or CH 204, 205, 206) with laboratories (CH 107, 108, 109 or CH 207, 208, 209) Organic Chemistry (CH 331, 332) with laboratories (CH 337, 338), 13 credits Biology: 9 credits (BI 201, 202, 203 or BI 291, 292, 293 recommended; only one course may be botany) Introduction to Bacteriology (BI 381) with laboratory (BI 383) General Physics (PH 201 ,202) with laboratories (PH 204, 205) Calculus (MTH 201 or 207) Introduction to Sociology (SOC 201) Psychology as a Social Science (PSY 204, 205) Introduction to Economic Analysis: Micro- economics (EC 201) and Introduction to Economic Analysis: Macroeconomics (EC 202) English Composition (WR 121 and either 122 or 123) Fundamentals of Speech Communication (RHCM 121) or Fundamentals of Public Speak- ing (RHCM 122) The following are not required for admission but are required for graduation from the OSU School of Pharmacy. They may be completed at the University of Oregon as well. Required courses must be taken on a graded basis if possible. Arts and letters: 12 credits of group-satisfying courses, excluding the composition and speech courses noted above Physical education: any three activity courses. Required courses must be taken on a graded basis, if possible In addition to the required courses, students must submit scores from the Pharmacy Admis- sion Test and letters of recommendation from the teaching faculty and from a pharmacist Applications are available from the Oregon State University School of Pharmacy, Corvallis OR 97331; telephone (503) 754-3725. Gener- ally, the application deadline for the following fall term is late winter term. Registered Nurses, Bachelor's Degree for The University of Oregon offers prerequisite nonnursing courses for Registered Nurses who seek admission to the bachelor's degree program at the Oregon Health Sciences University (OHSU) in Portland or the Bachelor of Nursing program at the Oregon Institute of Technology in Klamath Falls. These prerequi- sites and group requirements are the same as those outlined for the prenursing student. For information regarding admission require- ments and nursing courses at the OHSU, consult Maureen Whitman, Director of Continu- ing Education, Oregon Health Sciences Univer- sity School of Nursing, 3181 SW. Sam Jackson Park Road, Portland OR 97201. Veterinary Medicine, Preparatory Gordon J. Murphy, Head Adviser The University of Oregon has no program of studies specifically designed for preveterinary students. However, students on the University of Oregon campus may plan a schedule of preprofessional courses that satisfy the academic requirements for admission to the Tri-State Program in Veterinary Medicine (offered jointly by Oregon State University, 146 Health Sciencesl Preparatory Washington State University, and the University of Idaho) and for most United States schools of veterinary medicine. WieHE Programs in the Health Sciences The Western Interstate Commission for Higher Education (WICHE) Student Exchange Pro- grams have been developed to help students in the western United States obtain access to fields of professional education that are not available in their home states. Oregon's partici- pation in WICHE enables qualified resident students to apply for assistance in the prog rams described below while attending institutions in any of the 13 participating WICHE states. Assistance under these programs enables students to pay only the resident tuition and fees at state-supported institutions and reduced tuition and fees at independent institutions. Students must make application and obtain certification as Oregon residents prior to October 15 of the year preceding the academic year of anticipated enrollment. WICHE certifica- tion does not guarantee admission. Additional information and forms for application and certification may be obtained from the Certifying Officer, WICHE, PO Box 3175, Eugene OR 97403, or in 111 Susan Campbell Hall on the UO campus; telephone (503) 686-5793. Additional information concerning the WICHE programs described below is available from the Office of Academic Advising and Student Services, 164 Oregon Hall; University of Oregon, Eugene OR 97403. Occupational Therapy, Preparatory Barbara Nicholls, Head Adviser The University offers courses which satisfy the requirements for admission to United States schools of occupational therapy. Students may apply to transfer into bachelor's degree pro- grams after two or three years of undergraduate study or enter master's degree programs after graduation Because of variations in program requirements, students should consult advisers early and often. Communication with the school proposed for transfer is also recommended. Bachelor's degree programs usually require under- graduate work in the biological or physical sciences, or both, in English, psychology, and sociology. Some also require such subjects as art, education, drawing and design, and speech. Practicum experience is strongly recommended for purposes of clarifying career goals and consulting with a practitioner who has current information aboutthe profession. Many schools consider the practicum an integral part of the undergraduate preparation. Practicum credit is arranged through the Office of Academic Advising and Student Services, 164 Oregon Hall. Graduate programs leading to a certificate of proficiency or a master's degree require the same preparation as the transfer programs, as well as a working knowledge of at least three manual and recreational skills and course work in drawing and design, music appreciation, speech, and woodworking. Applicants to most graduate programs must submit scores from the Graduate Record Examination (GRE) General Test. Both transfer and graduate programs require three letters of recommendation from under- graduate teachers, counselors, or employers. The only occupational therapy program in Oregon is at Pacific University in Forest Grove. The program requires 24 months of study leading to a Bachelor of Science in Occupa- tional Therapy. Individual inquiries are welcomed by the American Occupational Therapy Association, 1383 Piccard Drive, Suite 301, Rockville MD 20850. Optometry, Preparatory Marliss G. Strange, Head Adviser The University offers courses that satisfy admission requirements for 15 United States schools and colleges of optometry. Although specific requirements vary, all schools em- phasize mathematics, general physics, general chemistry, and biology. Some require additional courses in organic chemistry, psychology, social science, literature, philosophy, statistics, and foreign languages. All applicants must take the Optometry College Admission Test (OCAT), usually given in fall and spring. Applicants must also submit letters of recommendation from science instructors. Practicum opportunities are available to stu- dents who want experience observing optome- trists at work. Individual inquiries are welcomed by the American Optometric Association, 243 N. Lindbergh Blvd., St. Louis MO 63141. Pacific University in Forest Grove, Oregon, a private school; Southern California College of Optometry; and University of California, Berke- ley, participate in the WICHE program. Physical Therapy, Preparatory Barbara Nicholls, Head Adviser The University offers a prephysical therapy program that satisfies requirements for admis- sion to most United States schools of physical therapy. Students may choose either to (1) obtain a bachelor's degree, simultaneously fulfilling requirements for entrance into a physical therapy certificate or master's degree program, or (2) transfer to a school of physical therapy after completion of physical therapy prerequisites at the University of Oregon. The latter would entail a transfer to a bachelor's degree program in physical therapy. Requirements. Students planning to obtain a bachelor's degree at the University should declare their majors relatively early so that physical therapy option requirements can be fulfilled within a chosen major. No specific major is required for most postbaccalaureate pro- grams if certain course work is completed; however, since considerable physical science background is required for admission, students usually choose a compatible major. Those students planning to transfer after their sophomore year must fulfill virtually all of the physical therapy requirements within their lower-division work. They must also meet lower-division graduation requirements of the specific school to which they apply for admission. Most schools require 12 credits each of general biology, general Chemistry, and general physics and 6 credits each of human anatomy and human physiology (including laboratories in all science courses). In addition, many schools require course work in abnormal psychology, developmental psychology, and statistics. Letters of recommendation from the faculty may also be requested. Practicum experience is strongly recommended for purposes of clarifying career goals and consulting with a practitioner who has current information about the profession. Many schools consider the practicum an integral part of the undergraduate preparation. Practicum credit is arranged through the Office of Academic Advising and Student Services, 164 Oregon Hall. Applying for Admission. Applications to physical therapy programs are made during the fall term one year in advance of expected enrollment. Most application deadlines are in early winter; selections are made in March and April for the following fall. Application for WICHE certification must be completed by October 15 of the year preceding admission. Most schools of physical therapy do not accept students with grade point averages below 3.00. Furthermore, recent competition for admission has caused the mean grade point average for the accepted student to rise above this level. Currently, the only physical therapy program in Oregon is a master's degree program at Pacific University in Forest Grove. In addition to the subjects named above, the program requires one computer and information science course, 8 credits in organic chemistry, and Community Health Problems (HEP 353). For more information on physical therapy, students may write to the American Physical Therapy Association, 1111 N. Fairfax Street, Alexandria VA 22314. Podiatry, Preparatory The University offers courses that satisfy admission requirements forthe five accredited colleges of podiatric medicine in the United States. Information on the specific requirements, on the Medical College Admission Test, and on careers in podiatry is available in the Office of Academic Advising and Student Services, 164 Oregon Hall. For further information, students may write to the American Podiatry Association, 20 Chevy Chase Circle NW., Washington DC 20015. California College of Podiatric Medicine, in San Francisco, participates in the WICHE program. Law, Preparatory 164 Oregon Hall Telephone (503) 686·3211 Jack W. Bennett, Academic Counselor 201 Law Center Telephone (503) 686·3846 Marilyn M. Bradetich, Admissions Director In general, all major law schools require that applicants for admission have a bachelor's degree. They donot, however, require specific undergraduate majors or prescribe a specific prelegal curriculum. Law schools suggest that Master of Business Administration, Preparatory 147 should expect to provide letters of recommen- dation and statements of purpose. Further information about prelegal study and law school admission is contained in the Prelaw Handbook, available at the Office of Academic Advising and Student Services, the School of Law admissions office, and campus bookstores. Students who want additional information or assistance should inquire at the Prelaw Advising Center, 164 Oregon Hall, and consult the admissions director of the School of Law, University of Oregon. Each fall and spring the Office of Academic Advising and Student Services arranges workshops for students interested in preparing for law school. Library Science, Preparatory The best preparation for graduate training in library science is a liberal arts undergraduate education with a strong concentration in one or more majors. No specific major is required for admission, but many programs recommend competence in foreign languages and a grounding in computer science. The state of Oregon participates in a WICHE contract with seven western graduate pro- grams: the Universities of Arizona, Hawaii, Washington, Southern California, California at Berkeley, and California at Los Angeles, and San Jose State University. See the WICHE Programs in the Health Sciences, Preparatory section of this catalog for the procedure on WICHE certification. The Office of Academic Advising and Student Services, 164 Oregon Hall, maintains catalog information on the WICHE schools. prospective students choose majors that provide education in broad cultural fields that orient students to the general societal framework within which our legal system has developed. Whatever the undergraduate major, prelaw students should place considerable emphasis on the development of skills in English compo- sition and communication and on acquiring the ability to read with understanding, to think logically, and to perform research and analysis competently. Many law schools advise against a large concentration of courses in vocational training areas. The University of Oregon School of Law recom- mends the following courses for student consideration. They are not required for admis- sion, nor do they substitute for a broad, well- developed educational background. English Composition (WR 121, 122, 123) Introduction to Economic Analysis: Micro- economics (EC 201), Introduction to Economic Analysis: Macroeconomics (EC 202), and Introductory Economic Analysis (EC 203) History ofthe United States (HST 201,202,203) Expository Writing (WR 216) Introduction to Financial Accounting I (ACTG 221), Introduction to Financial Accounting II (ACTG 222), and Introduction to Management Accounting (ACTG 260) Elementary Logic (PHL 221) and Social and Political Philosophy (PHL 307, 308, 309) Eng'lish History (HST 304, 305, 306) Political Theory (PS 430, 431, 432) Literature and additional English composition courses Some courses in psychology and sociology are recommended All accredited law schools in the United States require their applicants to submit scores from the Law School Admission Test (LSAT). The examination ;s given in October, December, February, and June; registration forms are available in the Office of Admissions in the Law Center and in the Testing Office, 238 Student Health Center (1590 East 13th Avenue), and must be mailed a month in advance of the testing date. For those planning to attend law school immediately upon graduation, it is recommended that the examination be taken in the spring of the junior year or at the earliest possible date in the senior year. The test may be repeated, but most law schools average scores. The Learning Resources Center (5 Friendly Hall) offers moderately priced review courses each term. Each law school has its own criteria for determin- ing admissibility. The primary predictors of admission are the LSAT scores and grade point averages. Students should use the pass/no pass option with restraint. Various other subjec- tive factors are also considered. Students Master of Business Administration, Preparatory 164 Oregon Hall Telephone (503) 686-3211 Jack W. Bennett, Head Adviser The master of business administration program trains graduates for high-level management positions. Two models of preparation currently exist. The first model is to complete an under- graduate major in the College of Business Administration and then enter a master's degree program. Some schools permit transfer credit earned in undergraduate course work to count toward the graduate degree; many of the more competitive programs, however, require two years of residency and allow no transfer credit. The second model is to complete an under- graduate major and degree outside the College of Business Administration before entering an M.BA program. Many schools look for diversity of background in their applicants, and a broad liberal arts education is considered an excellent foundation. Students should develop analytic skills through course work in calculus, computer programming, and economics, and communi- cation skills through course work in business English, scientific and technical writing, ad- vanced expository writing, and speech. The 148 Master of Business Administration, Preparatory behavioral sciences are particularly appropriate fields of study for future managers. The Office of Academic Advising and Student Services maintains q. pre-M.BA information center with catalogs, recent literature on the profession, and information and assistance on admission tests and procedures. Informational workshops for students interested in the M.BA are sCheduled each fall and spring term in 164 Oregon Hall. See the Graduate School of Management section of this catalog for information on the University of Oregon M.BA degree programs. Social Work, Preparatory Graduate programs in social work usually require a bachelor's degree but do not specify a major or particular course work for admission. The best preparation begins with a broad exposure to the social and behavioral sciences and an understanding of the behavior of individuals, groups, and social institutions. Recent University students admitted to training in social work have found majors in anthropol- ogy, human services, political science, psychol- ogy, and SOCIolOgy especially appropriate in providing the foundation for graduate study in social work. Courses in foreign languages, oral and written communication, management, ethnic studies, and computer science are also valuable: professional social workers not only provide direct services to clients but also become administrators, supervisors, and consultants. Practical experience in service-related activities or employment can be important in helping the prospective social worker understand the opportunities, dimensions, and responsibilities of the profession. The Office of Academic Advising and Student Services, 164 Oregon Hall, maintains a catalog library of programs in the western United States. It can provide students with assistance during the application process, which generally begins very early in the senior year or even before. Special Studies Most of the University curriculum is described under departments and programs within sponsoring colleges or schools. Additional courses are available in the areas listed below. Academic Learning Services Courses in Academic Learning Services (ALS) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. 101 Introduction to University StUdy (3) Academic orientation to the University with emphasis on critical questioning and analytical skills. The historical background, organizational and functional structure, and goals and rationale for the University curriculum. 409 Supervised Tutoring (1-4R) R for maximum of 6 credits. 509 Supervised Tutoring (1-4R) R for maximum of 6 credits. For more information, write or call: David Hubin, Director Learning Resources Center 5 Friendly Hall Telephone (503) 686-3226 Air Force ROTC Students interested in obtaining an officer's commission in the U.S. Air Force upon gradua- tion may join the Air Force Reserve Officers Training Corps (ROTC) unit at Oregon State University (OSU). Undergraduate credits may be earned at OSU without payment of additional tuition and transferred to the University of Oregon as electives. See the statement on Concurrent Enrollment in the Registration and Academic Policies section of this catalog. For more information, write or call: Air Force ROTC 308 McAlexander Fieldhouse Oregon State University Corvallis OR 97331 Telephone (503) 754-3291 Army ROTC See Military Science. Foreign Study Courses in Overseas Centers (OCTR) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Note: Courses designated (M) or (G) may be offered for graduate credit. 411 Oregon Studies Center in Germany (Baden- Wurttemberg) (12-21 R) 412 Oregon Studies Center in France (Poitiers) (12-21 R) 413 Oregon Studies Center in Japan (Waseda) (12-21 R) 414 Oregon Studies Center in Italy (Perugia) (12-21 R) 415 Oregon Studies Center in Japan (Aoyama Gakuin) (12-21 R) 416 (G) International Music Education Program (England) (12-21 R) 450 Oregon Studies Center in Norway (Bergen) (12-21 R) 451 Oregon StUdies Center in The Netherlands (Nijenrode) (12-21 R) 452 Oregon Studies Center in Sweden (Llnk/lping) (12-21 R) 453 Oregon Studies Center in Denmark (Copenha- gen) (12-21 R) 454 Oregon Studies Center In Spain (seville) (12-21 R) 455 (G) Oregon Studies Center in England (Liver- pool) (12-21 R) 456 Oregon Studies Center in China (Beijing) (12-21R) 457 (G) Oregon Studies Center in China (Xian) (12-21 R) 458 (G) Oregon Studies Center in Australia (Vic- toria) (12-21 R) 459 Oregon Studies Center in Korea (SeOUl) (12-21 R) 460 Oregon Studies Center In Hungary (Szeged) (12-21R) . For more information, write or call: Paul Primak, Assistant Director, Overseas Study Office of International Services 330 Oregon Hall Telephone (503) 686-3206 Labor Education and Research Center 154 Prince Lucien Campbell Hall Telephone (503) 686-5054 Emory F. Via, Director FaCUlty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. James J. Gallagher, Associate Professor. BA, 1961, California, Berkeley. (1978) Steve Hecker, Assistant Professor; Coordinator, Occupational Safely and Health Project. B.A., 1972, Yale; M.S.P.H., 1981, Washington (Seattle). (1980) Emory F. Via, Professor. B.A., 1946, Emory; M.A., 1956, Ph.D., 1964, Chicago. (1978) Marcus Widenor, Assistant Professor. BA, 1974, Antioch; M.A., 1976, Massachusetts. (1983) The Labor Education and Research Center (LERC) was established at the University of Oregon in 1977 by the Oregon Legislative Assembly on the recommendation of the Oregon State Board of Higher Education. It is the only such center west of Colorado and north of California. The center was founded to serve the educa- tional and research needs of Oregon workers and their organizations. Educational services are provided throughout the state on an extension basis as well as on campus. The educational programs offered by the center range from short courses to workshops, semi- nars, and conferences. These are held any- where in the state where there is sufficient labor organization interest. The subject areas offered by the center include basic unionism, arbitra- tion, labor history, grievance handling, the American political system, collective bargain- ing, economic understanding, local union administration, affirmative action, impact of technological change, job safety and health, labor law, work place worker participation, communication skills, and protective labor legislation. The center also cooperates with national, regional, and state labor organizations to provide intensive training and educational opportunities for union members, officers, and staffs through one-week residential programs held on campus. Microcomputer Laboratories 149 Research is an essential part of the role of LERC to generate knowledge about the problems of working people. Research programs are shaped in discussions with unions and workers. Research areas include the problems of the economy as they affect working people, such as employment, job security, and job creation; aspects of working life, such as occupational safety and health, affirmative action and equal opportunity, and technological change; and special sectors of the labor force, such as women and minorities, public employees, and members of particular occupations. LERC maintains close contact with worker and labor organization needs through its program activities and through an advisory committee of representatives from state and national labor organizations. The committee meets regularly to advise the faculty regarding program ac- tivities. The center is a member of the University and College Labor Education Association and the Pacific Northwest Labor History Association. Most of the center's courses are offered on a noncredit basis. However, workers participating in LERC programs can arrange for academic credit when appropriate conditions are met. Full-time students at the University may be eligible for one or more of the six courses available directly through the center. These courses are limited to students who have made acceptable arrangements for study with indi- vidual center faculty members; they are subject to the approval of the director. The center will work with a student to determine how a LERC course fits into his or her academic program. LERC faculty members are available to students for consultation related to the center's interest areas. Inquiries should be addressed to the Labor Education and Research Center, 154 Prince Lucien Campbell Hall, University of Oregon, Eugene OR 97403. Courses Offered through Labor Education and Research Center (LERC) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Note: Courses designated (M) or (G) may be offered for graduate credit. 401 (M) Research (Arr,R) 405 (M) Reading and Conference (Arr,R) 406 (M) Supervised Field Study (Arr,R) Supervised activity related to areas such as labor education, local union administration, and job safety and health. 407 (M) Seminar(Arr,R) Only a few seminars can be offered each year; recent topics are Arbitration, Contemporary Labor Problems, Occupational Safety and Health Issues, Protective. Labor Legislation, Role of Unions in the U.S., Selected Issues in Public Employment Relations, Unions and Politics, and Workers' Compensation. 408 (M) Workshop (Arr,R) 410 (M) Experimental Course (Arr,R) Topics include Bargaining Simulations, Techniques of Labor Educa- tion, and Unions and Technology. Library 113 Library Telephone (503) 686-3056 George W. Shipman, University Librarian For information on library faculty members and services, see the University Library section of this catalog. Courses in Library (LIB) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 127 Use of the Library (3) Initial training in effective use of library materials such as catalogs and subject headings, indexes, abstracts, encyclopedias, dic- tionaries, and bibliographies. 199 Special Studies (1-3R) Subject-related library resources. Topics may include Business and Economics Library Resources and Use of the Science Library. R when topic changes. Upper-Division Courses Note: Courses designated (M) or (G) may be offered for graduate credit. 405 (M) Reading and Conference (Arr,R) 407 (M) Seminar (Arr,R) Library resources and bibliography. Topics may include Library Research for Honors College Students and Library Resources in Education. 410 (M) Experimental Course (Arr,R) 441 (M) History of the Book (3) Development of the book from earliest times to the present: alphabet and scripts, manuscript books, printing, production and distribution, relation to social conditions. 481,482,483 (M) Introductory Practice in Archives (3,3,3) Archival practices and problems: current trends in federal, state, local, business, church, and university archives; archival processing and research. Prereq: senior or graduate standing; open to juniors with instructor's consent. K. Richard. Graduate Studies The state of Oregon does not have a program in library science but does cooperate with the Western Interstate Commission for Higher' Education (WICHE) to provide educational opportunities in nearby states for Oregon residents. For additional information, see the Library Science, Preparatory section of this catalog and inquire at the Office of Academic Advising and Student Services, 164 Oregon Hall. Microcompu1'er Labora1'ories 333 Oregon Hall Telephone (503) 686-4231 Curt Lind, Director Serving the immediate and long-term needs of University students, the Microcomputer Laboratories continue to offer leading-edge technology. Courses are designed to show specific applications of computers to various areas of study. The following courses are offered through the Continuation Center Micro- computer Laboratories. In addition, numerous noncredit courses are offered. Call for more information. Courses Offered Arr: credits to be arranged Coreq: corequisite PIN: pass/no pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses AAA 199 Special Studies (1-3R) Recent topics are Introduction to Computers in Art and Design and Introduction to Graphics Software Tools. R when topic changes. BE 199 Special Studies (1-3R) Recent topics are Introduction to Microcomputers in Business and Microcomputers and Business Management. R when topic changes. 150 Microcomputer Laboratories CI 199 Special Studies (1-3R) Recent topics are Orientation to Microcomputers in Education and Teaching of Writing Using Computers. R when topic changes. CIS 199 Special Studies (1-3R) Introduction to Microcomputer Applications is a recent topic. R when topic changes. PPPM 199 Special Studies (1-3R) Microcomputer Word Processing is a recent topic. R when topic changes. Upper-Division Courses Note: Courses designated (M) or (G) may be offered for graduate credit. EDPM 407 (G) Seminar (Arr,R) PPPM 407 (G) Seminar (Arr,R) Recent topics are Journalism Applications on Microcomputers and Law Applications on Microcomputers. R when topic changes. ARCH 410 (G) Experimental Course (Arr,R) Ad- vanced Computer Graphics is a current topic. R when topic changes. ART 410 (G) Experimental Course (Arr,R) ARTV 410 (G) Experimental Course (Arr,R) Recent topics are Advanced Macintosh Graphics Program- ming for Artists, Communication Graphics, and Computers in Art and Design. R when topic changes. CI 410 (G) Experlmental'Course (Arr,R) Recent topics include Computer Applications in the Elemen- tary and Secondary Schools, Computers in Elementary and Middle School Mathematics, Fundamentals of Computers in Education, and Teaching of Writing Using Computers. R when topic changes. HEP 410 (G) Experimental Course (Arr, R) Com- puters in Health is a current topic. R'when topic changes. PEP 410 (G) Experimental Course (Arr,R) Basic Computer Programming is a current topic. R when topic changes. PPPM 410 (G) Experimental Course (Arr, R) Independent Study on microcomputers is a recent topic. R when topic changes. Graduate Studies EDPM 507 Seminar (Arr,R) Recent topics are Analytical Problem Solving in Education and Micro- computers and Educational Management. R when topic changes. ACTG 510 Experimental Course (Arr,R) Manage- ment Analysis is a recent topic. Rwhen topic changes. DSC 510 Experimental Course (Arr,R) Applications on Microcomputers is a recent topic. R when topic changes. LA 510 Experimental Course (Arr,R) Land Planning Computer Applications is a recent topic. R when topic changes. For more information on the Continuation Center, see that section of this catalog. Military Science 1679 Agate Street Telephone (503) 686-3103 or ·3104 Richard L. Meredith, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Michael H. Abel, Assistant Professor; Major, U.S. Army. BA, 1973, Brigham Young; MA, 1981, Southern California. (1986) Richard C. Edwards, Assistant Professor; Captain, U.S. Army. BA, 1978, California State, Long Beach. (1985) Wayne D. Finnell, Assistant Professor; Captain, U.S. Army. B.S., 1977, Washington (Seattle); M.BA, 1981, Puget Sound. (1985) Howard D. Lynn, Assistant Professor; Captain, U.S. Army. BA, 1981, Columbia College, Missouri. (1985) Richard L. Meredith, Professor; Colonel, U.S. Army. B.S., 1963, Oregon State; MA, 1971, Illinois. (1984) Russel W. Peacock, Assistant Professor; Major, U.S. Army. B.S., 1973, Nevada, Reno. (1984) Special Staff David Cavender, Principal Drill Instructor; Master Sergeant, U.S. Army. (1984) The Department of Military Science is organized as a regular instructional division of the Univer- sity. The department offers four years of military science courses divided between lower and upper division. These courses are elective and are open to all regular students at the University. Curriculum The curriculum is an interdisciplinary course of study designed to meet the following objectives: 1. To provide a general knowledge of the historical development of the United States Army and its role in support of national objectives 2. To provide a working knowledge of the general structure of the Army and how the various components operate as a team 3. To develop an understanding of professional ethics 4. To improve cornrnunications skills 5. To provide basic leadership skills Lower Division. The lower-division courses are normally 1 credit each. They provide a basic framework for future courses and emphasize basic military terms, leadership, organization, and equipment. Upper Division. The upper-division courses are normally 3 credits each. They provide advanced leadership, tactics, and ethics education. A minimum of one written project is completed each term. Extracurricular Activities The department supports the activities of a number of cadet organizations such as drill team, rifle team, and, for those interested in outdoor activities and individual skills, marauder (ranger) training. Participation in such activities does not carry University credit. Courses in Military Science (MIL) Arr: credits to be arranged Coreq: corequisite PfN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 121,122,123 Military Sciencel(1,1,1) Land naviga- tion; basic first aid; introduction to leadership. 199 Special Studies (1-3R) 221,222,223 Military Sciencell(1,1,1) Basic military units, structure, and organization; small-unit tactics and group dynamics; leadership assessment and development. Upper-Division Courses 321,322,323 Military Science III (3,3,3) Leadership; tactics and communication; leadership in small groups. 405 Reading and Conference (Arr,R) Supervised individualized study covering portions of MIL 121, 122, 123;221,222,223; 321, 322, 323;or411, 412, 413. Total credit earned in these sequences and in MIL405 may not exceed 24 credits. Prereq: instructor's consent. 410 Experimental Course (Arr,R) 411, 412, 413 Military Science IV (3,3,3) Staff and command functions in the military; leadership, professional ethics; military justice. The U.S. Army supports Reserve Officers Training Corps (ROTC) programs at colleges and universities throughout the country. Stu- dents who take military science courses may also participate, by contractual arrangement with the Department of the Army, in the process that leads to a commission as a second lieutenant in the U.S. Army. During the period of enrollment in the advanced phase of training leading to acommission, each cadet must take War and the Modern World (HST 216). Courses in human behavior management and written communication are also required. These courses satisfy group requirements for a bachelor's degree. The army sponsors two-, three-, and four-year scholarships. These are awarded by the army on a competitive basis to students who seek a commission. Those interested in pursuing a commission or scholarship or both should write or call: Col. Richard L. Meredith 1679 Agate Street Eugene OR 97403 Telephone (503) 686-3103 or -3104 152 Architecture andAllied Arts 109 Lawrence Hall Telephone (503) 686·3631 Wilmot G. Gilland, Dean George M. Hodge, Jr., Associate Dean The School of Architecture and Allied Artsoffers opportunities for study in the history, theory, teaching, and practice of the arts as well as professional education in architecture, interior architecture, landscape architecture, and urban planning and public policy. Approx- imately 10 percent of the students on the Eugene campus are enrolled in the school's departments of architecture, art education, art history, fine and applied arts, landscape architecture, and planning, public policy and management, and in the graduate program in historic preservation. A unique aspect of the school is the extensive involvement of students in studio settings in the arts and in environmental design. This opportunity promotes the direct exploration of ideas and development of speculative thinking through visual means. The school also has a long tradition of expecting high-level student initiative and responsibility in seeking a significant university education. Admission, major requirements, and course offerings are described in detail in the de- partmental sections that follow. Freshmen and transfer students must meet University require- ments for admission to the School of Architec- ture and Allied Arts. All previous work being submitted for transfer credit must be approved by the major department. Students are assisted in developing their programs of study by advisers from the department to which they have been admitted. Many courses are open to nonmajors, especially in fine and applied arts and in art history. Arts and sciences premajors interested in exploring programs in the school should seek advice from the dean's office on integrated general studies programs. Availability of some courses varies with student demand. Nonmajors should consult the Time Schedule of Classes issued each term and inquire at the offices of depart- ments offering the courses in which they want to enroll. All departments offer studies leading to graduate degrees. Specific information about these programs is found under departmental headings and in the Graduate School secticn of this catalog. Facilities The School of Architecture and Allied Arts is housed principally in Lawrence Hall. Facilities include a branch of the University Library, administrative and departmental offices, and most of the faculty offices and studio spaces. Some offices and studios are located in other buildings as well as in the area immediately north of the Millrace. For studio courses, the school provides desks, easels, and other major equipment not normally available to the individual. Students supply their own instruments and course materials. Student work may become the property of the school unless other arrangements are approved by the instructor. Courses in Architecture and Allied Arts (AAA) Schoolwide AAA courses are common to all the disciplines of the school and are taught by qualified faculty from any of the school's departments. They are listed only in this section of the catalog. Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numb~ring System, and Sample Course Listings. Lower-Division Courses 180 Introduction to Visual Inquiry (3) A studio seminar course offering an opportunity to become more aware of the meaning and value of visual experience. Basic visualization processes; giving form to ideas and perceptions; reflecting on their meaning. O'Connell. 199 Special Studies (1-3R) 200 SEARCH (1-3R) Upper-Division Courses Note: Courses designated (M) or (G) may be offered for graduate credit. 405 (G) Reading and Conference (Arr,R) 406 (G) Special Problems (Arr,R) 407 (G) Seminar (Arr,R) 408 (G) Workshop (Arr,R) 410 (G) Experimental Course (Arr,R) Research and Creative Work The diversity of programs in the school leads to a similarly wide range of scholarly activity and creative endeavor on the part of its faculty. Those teaching in the environmental design and planning fields are encouraged to be active in professional practices, to engage in design competitions, and to develop theoretical studies. Faculty members in the arts participate in invited gallery shows and exhibitions at the regional and national levels, and four have received the Governor's Award for the Arts. Scholarly work in art history, art education, planning, and public affairs has produced significant publications and enhanced human understanding in those' fields. Research and creative work bring together people in different disciplines of the school; they also provide linkages with scholars elsewhere in the Univer- sity and with members of the local community. The following topics illustrate the breadth of research currently engaged in by faculty members; The application of ethnographic methods in art education research Climate-responsive and energy-conscious design principles, passive heating and cooling, solar and wind energy research Community economic development and diver- sification studies Comprehensive building and technology studies related to design, the construction industry, and resource utilization Design education programs for microcomput- ers used in public schools The development and significance of commu- nity-based arts programs The development of company towns in America in the late 19th and early 20th centuries Ecological implications of urban and regional development Empirical considerations in appropriate design The evolution of Mayan architecture and urbanization Land suitability analysis and modeling Nomadic art traditions of the Scytho-Siberians Planning and policy formation under conditions of declining resources Settlement patterns of Oregon's Willamette Valley Studies in Chinese art history Studies in visual continuity, motiongraphics, and sequential imagery in film Studies of the development of Constructivist painting and sculpture in Europe in the 1920s Theoretical principles of spatial composition and ordering in architecture User-assisted design methodologies and processes Visual inquiry as a basic mode of human understanding Office of Research and Development Karen J. Johnson, Coordinator The Office of Research and Development provides coordination for research and creative work in the School of Architecture and Allied Architecture 153 Arts. It also serves as a center for external relations, publicity, and fund raising for school programs and activities, and it provides cen- tralized word processing for faculty publications and research, The research and development office assists in identifying funding sources and writing grant proposals, and it provides adminis- trative support for grants received. A bulletin of grant and art competition opportunities is published three times a year. In addition, the office maintains correspondence with alumni, publishes the School ofArchitecture and Allied Arts Review twice a year, and conducts such events as the annual Architecture and Allied Arts Telefund. Center for Environmental Design, Planning, and Visual Arts Research Formerly called the Center for Environmental Research, the center represents the concerns of all six departments housed in the school and helps coordinate the exploration of important issues in environmental design, the arts, and planning and public policy. In collaboration with the Office of Research and Development, the center supports the formation of faculty and student groups wanting to work in particular topic areas including interdisciplinary and interinstitutional projects, and it sometimes helps find grants forsuch work. Center publica- tions link research done at the University to that of similar centers, to national and international conferences, and to individuals interested in the application of knowledge gained through research. The center is a member of the Architectural Research Centers Consortium (ARCC), which was organized by United States architectural and planning schools to arrange contracts for research by member schools and to furnish research and advisory services to governmental agencies and others. ARCC is, in turn, a member of the National Institute of Building Sciences (NIBS) and the International Council for Building Research Studies and Documenta- tion. The center is thus able to participate regionally in research and related activities while obtaining up-to-date research and technological information from a broader community. Regional Daylighting Center. The Daylighting Network of North America has designated the University of Oregon one of 15 centers for daylighting research because of significant research by its faculty in the areas of energy- conscious design and analysis, Computer Graphics Studies Various departments in the school offer course work in the emerging area of computer graphics, Our interests are in the capability of the computer to enhance our understanding of communication through the formation and manipulation of graphic symbols as well as in studies of the simultaneous display and rep- resentation of complex information. The disci- plines of architecture, art education, fine and applied arts, and landscape architecture have been especially active in developing a school- wide computer graphics program. A computer graphics laboratory is located in the Condon School. Architecture 202 Lawrence Hall Telephone (503) 686-3656 Donald B. Corner, Department Head Arthur W. Hawn, Assistant Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. G. Z. Brown, Associate Professor (design, environmen- tal control systems, effect of energy and material conservation on architectural form), BA, 1964, MA, 1966, Michigan State; M.BA, 1971, Akron; M.Arch" 1974, Yale;· Reg. Architect, Oregon, (1977) Ulker A. Copur, Assistant Professor (design, design theory and methodology, historic preservation). B,Arch., 1966, Middle East Technical University; M,Arch., 1968, Oregon; Ph.D" 1976, Cornell; Reg. Architect, Turkey and Europe. (1984) Donald B. Corner, Associate Professor (design, construction systems, housing production). BA, 1970, Dartmouth; M,Arch" 1974, California, Berkeley; Reg, Architect, Massachusetts. (1979) Philip H. Dole, Professor (design, settlement patterns, vernacular); Director, Historic Preservation Program. B,Arch" 1949, Harvard; M.S., 1954, Columbia; Reg. Architect, New York, (1956) Gunilla K,Finrow, Associate Professor (design, materials and detailing for the proximate environment, Scandinavian architecture). Dipl. Arch., 1963, Swiss Federal Institute of Technology; M.Arch., 1967, California, Berkeley; Reg. Architect, Oregon; I.D.E.C. membership. (1970) Jerry V. Finrow, Professor (design, pattern language, design process). B.Arch" 1964, Washington (Seattle); M.Arch" 1968, California, Berkeley; Reg. Architect, Oregon; Member, American Institute of Architects. (1968) Donald Genasci, Associate Professor (history and theory, urban design). B,Arch" 1963, Oregon; Dipl. in Urban Design, 1965, Architecture Association; MA, 1974, Essex; Reg. Architect, NCARB and England (ARCUK). (1977) Wilmot G. Gilland, Professor (design procedure, creative process, form-context systems); Dean, Architecture and Allied Arts, A.B., 1955, M.FA, 1960, Princeton; Reg, Architect, California, Oregon; Member, American Institute of Architects. (1969) Terrance A. Goode, Assistant Professor (design, spatial ordering and architectural media, design theory). B.S" 1978, Southern California; M.Arch" 1980, Princeton; Reg. Architect, New York, (1985) Arthur W. Hawn, Professor (design, preservation, history of furniture), BA, 1961, MA, 1964, Washington State; ID.E.C. membership; FIDER Trustee, (1967) Rosaria Fiores Hodgdon, Associate Professor (urban design, urban architecture, cultural context in architec- ture), Dott. Arch., 1946, University of Naples; Reg. Architect, Massachusetts. (1972) George M, Hodge, Jr., Professor (reinforced concrete construction, prestressed concrete and earthquake design); Associate Dean, B.S" 1949, M.S., 1950, Arch. Eng" Illinois; Reg. Structural Engineer, Texas, (1964) Wayne J. Jewett, Senior Instructor (furniture design and construction, sculpture). B,S" 1970, M.FA, 1972, Wisconsin, Madison. (1974) Lyman T. Johnson, Professor (design, behavioral, technological influences in the proximate environ- ment); Director, Interior Architecture Program. BA, 1957, MA, 1959, California, Los Angeles; F,ID,E.C, membership, (1966) Ronald W. Kellett, Assistant Professor (design, media, design process and methods). B,E,S., 1975, Manitoba; M.Arch" 1979, Oregon; Reg. Architect, British Columbia. (1985) William Kleinsasser, Professor (design methods, media, theory), A.B" 1951, M,FA, 1956, Princeton; Reg, Architect, Pennsylvania, New York, Oregon. (1965) Earl E, Moursund, Professor (design, spatial compo- sition and theory, typology). B.S., 1949, Texas; M,Arch" 1951, Cranbrook Academy of Art; Reg, Architect, Texas. (1955) Gary W, Moye, Associate Professor (design, theory, historical analysis). B,Arch., 1967, Oregon; M.Arch., 1968, Pennsylvania; Reg, Architect, Pennsylvania, New York, Oregon, (1976) Michael R. Pease, './I.ssociate Professor (design, graphics, theory). B\Arch., 1969, California, Berkeley; Reg. Architect, Colorado, (1973) Donald L. Peting, Associate Professor (design, structures, historic preservation and technology). B.Arch., 1962, Illinois; M.Arch., 1963,California, Berkeley; Reg, Architect, Oregon, Washington. (1963) James A. Pettinari, Associate Professor (design, historical analysis, renovation and preservation). B.Arch., 1966, Minnesota; M.Arch" 1970, Pennsyl- vania; Reg. Architect, Minnesota; NCARB Certificate, (1975) Pasquale M, Piccioni, Associate Professor (design, light-space-structure, cultural ecology). B,Arch" 1960, Pennsylvania; Reg. Architect, Pennsylvania, (1968) Guntis Plesums, Associate Professor (design, structure systems, Japanese architecture), B,Arch" 1961, Minnesota; M.Arch., 1964, Massachusetts Institute of Technology; Reg, Architect, Oregon, New York. (1969) John S, Reynolds, Professor (design, relating architec- ture, energy consumption), B,Arch., 1962, Illinois; M.Arch., 1967, Massachusetts InstituteofTechnology; Reg. Architect, Oregon, Massachusetts, (1967) Charles W, Rusch, Professor (microcomputer applica- tions, visual thinking, behavioral factors). A.B" 1956, Harvard; B,Arch., 1964, M.Arch" 1966, California, Berkeley. (1978) Michael E. Shellenbarger, Associate Professor (design, building technology, historic preservation). B.Arch., 1960, Iowa State; M.S" 1966, Columbia; Reg, Architect, New York; NCARB Certificate. (1971) Glenda Fravel Utsey, Assistant Professor (design, site specific process and skill development, settlement patterns), B.Arch., 1971, M.LA, 1977, Oregon. (1981) Michael D. Utsey, Associate Professor (design, visual language, graphic projection). B.Arch" 1969, Texas; M.EvD., 1971, Yale; Reg, Architect, Oregon, (1967) R. Peter Wilcox, Assistant Professor (design, computer graphics, vernacular architecture). BA, 1970, Dartmouth; B.Arch., 1979, Cooper Union; M,Arch., 1984, California, Berkeley. (1985) Adjunct Janice C. Coleman, Adjunct Assistant Professor. B.I.Arch" 1974, Oregon. (1981) Daniel M. Herbert, Adjunct Associate Professor. B,FA, 1951, Colorado; B,S" 1954, Arch. Eng., Illinois; Reg. Architect, Oregon, (1981) Barbara-Jo Novitski, Research Associate, Adjunct Assistant Professor (climate and energy considerations in design, computer graphics). BA, 1970, California, Santa Cruz; M.Arch" 1978, Oregon. (1980) Otto Poticha, Adjunct Associate Professor (design, architectural practice, community involvement in physical change). B,S., 1958, Cincinnati; Reg. Architect, Indiana, Oregon; NCARB Certificate; Member, American Institute of Architects. (1981) Robert L. Thallon, Adjunct Assistant Professor (design, media). BA, 1966, California, Berkeley; M,Arch., 1973, Oregon; Reg. Architect, Oregon, (1974) Jenny Young, Adjunct Assistant Professor (design, programming). BA, 1970, Vassar; M.Arch" 1974, California, Berkeley. (1982) Emeriti George F. Andrews, Professor Emeritus. B.S" 1941, Michigan; Reg, Architect, Oregon. (1948) John L. Briscoe, Professor Emeritus (design, struc- tures, construction). B,Arch.Eng., 1950, Oklahoma State; NCARB Certificate; Reg, Architect, Oregon; Member, American Institute of Architects. (1953) Stanley W. Bryan, Professor Emeritus (design, office practice, working drawings and specifications), B.Arch., 1947, Washington (Seattle); M,Arch" 1948, Massachusetts Institute ofTechnology; Reg. Architect, Oregon, Washington, California; Member, Construction Specifications Institute, '(1955) Robert R. Ferens, Professor Emeritus, Cert, Arch., 1941, B.Arch" 1942, Pratt Institute; M.Arch., 1948, Massachusetts Institute ofTechnology; Reg, Architect, Nigeria; Member, Nigerian Institute of Architects. (1948) 154 Architecture Brownell Frasier, Associate Professor Emerita. BA, 1921, Oregon. (1931) Philip C. Gilmore, Associate Professor Emeritus. B.Arch., 1948, M.F.A., 1956, Oregon; Reg. Architect, Oregon. (1960) Wallace Hayden, Professor Emeritus. B.Arch., 1928, Oregon: Reg. Architect, Oregon. (1930) Stephen J. Y. Tang, Professor Emeritus (structural planning, methodology, decision making). B.S., 1942, M.S., 1944, Illinois; PhD., 1974, China Academy, Taiwan; Reg. Structural Engineer, Illinois. (1969) Guest Lecturers and Critics. The Department of Architecture has an extensive program of visiting lecturers and critics who are brought to the school from throughout the country and the world each year. Summer Architecture Academy. The Univer- sity's Summer Architecture Academy offers prospective students a chance to learn about the field in an intensive six-week experience. Workshops, lectures, demonstrations, and field trips complement daily studio work. Professional training in architecture, interior architecture, and landscape architecture requires a large commitment of time, energy, and money, so the decision to enter a degree program should be made carefully. The academy is aQ excellent means of acquiring both information and experience to make a sound decision. Information about the Summer Architecture Academy may be obtained by phoning (503) 686-3656 or by writing to the Summer Architec- ture Academy, School of Architecture and Allied Arts, University of Oregon, Eugene OR 97403. The Study of Architecture Preparation. Architecture is an inclusive art and students should prepare themselves in the following fields: 1. Social sciences 2. Natural sciences 3. Humanities 4. Fine arts Because architecture students must be able to read, write, and formulate abstract concepts, preparation should also include literature and writing courses, courses and readings in philosophy, history, poetry, and the Classics. Students are encouraged to travel in order to enlarge their collection of architectural images. Architectural Education. The purpose of studying architecture is to maKe alterations in our surroundings that will enhance our experi- ence of life. Within this broad purpose, architec- tural study and practice begins with the task of providing shelter and environmental protection for activities. Because the objects we make are always symbols of our culture, architecture, as an art, attempts to go beyond the basic provi- sion of shelter to the creation of forms that are inspiring, uplifting, and life enhancing. The Department of Architecture includes the Interior Architecture Program (see that section of this catalog). We believe this interdisciplinary context of environmentally concerned fields is important to the study of architecture, and we are constantly looking for ways our students and faculty can learn from one another. Students are expected to be committed to learning and to work independently and responsibly toward program and course objectives. High standards have been set for student performance in the department. In the design studio, continuous evaluation and response are the basic learning modes. Advanced students often work together in courses and as collaborators with faculty members in research investigations through independent study courses. Careers. Although most students prepare for professional registration and apprenticeship with practicing architects, others go into such areas as community and neighborhood plan- ning work; governmental agencies concerned with environmental policy information, urban planning, programming, design and implemen- tation; and construction and sales in the building industry. Internship and Licensure. In the United States, the title Architect is legally restricted to the use of individuals licensed by each state; individual state governments license architects using guidelines established by the National Council of Architectural Registration Boards (NCARB). NCARB guidelines for license examination eligibility and the NCARB examination are used uniformly by most states. Before taking the examination, an applicant must have three years of professional experience under a registered architect. Some states, such as Oregon, require participation in an Intern Development Program in preparing for licen- sure. Employment in the field is subject to fluctuations caused by economic conditions in the building and financial sectors. Curriculum for the Study of Architecture In 1982 a new curriculum in architecture was instituted. Students must meet the curriculum requirements published in the General Catalog and the department's Advising Handbook the year of their admission to the program. Students needing more specific information should see an adviser. The professional curriculum in architecture has two principal objectives: (1) the promotion of broad inquiry into the integrative nature of environmental issues and the development of design skills, and (2) a detailed professional education in architectural design. Graduates of the program in architecture must have com- prehensive skills for the understanding and design of environments on various scales-from urban infrastructure to intimate personal space. Accreditation. Both the bachelor of architec- ture (B.Arch.) and the master of architecture (M.Arch. first professional degree: Options II and III) programs are accredited by the National Architectural Accrediting Board (NAAB). Undergraduate Admission Interest in the program exceeds the capacity of the department. Approximately equal numbers of freshman and transfer (including change-of- major) applicants are admitted to the first year of the B.Arch. program each year. A smaller number of applicants from other NAAB- accredited or -recognized feeder programs are admitted as advanced transfers. Prospective students should request application packets during the fall priorto the fall term in which they want to enter the program. Later requests may jeopardize the applicant's ability to fulfill application requirements by the deadline. The B.Arch. degree requires a five-year program of study; transfer students should be aware that an accelerated program normally is not possible. The admission review focuses on (a) creative capability, (b) academic capability, and (c) potential program contribution through diversity of background, experience, maturity, or breadth of general knowledge. Students are expected tosubmit specific materials supporting each of these attributes (academic records, an essay, recommendations, and a portfolio of creative work). Potential applicants should write to Architecture Admissions, School of Architecture and Allied Arts, University of Oregon, Eugene OR 97403. All accepted applicants must be academically secure. To be considered, freshman applicants must have grades and scores that meet at least four of the following indices: 1. High school grade point average (GPA)- 3.00 2. Test of Standard Written English (TSWE)-38 3. Verbal Scholastic Aptitude Test (SAT)-400 4. Mathematical SAT-450 5. Total SAT-950 In addition, students whose first language is not English must score at least 550 on the Test of English as a Foreign Language (TOEFL). The University deadline for undergraduate application to the architecture program is February 1 (see Application Deadlines in the Admissions and Records section of this catalog). The deadline for completion of the departmental application is February 15. All applicants must meet both deadlines. Students receive notices concerning their applications by April 15. Residence Requirements. For transfers to receive the B.Arch. or M.Arch. degree from the University, the following minimum course work must be taken in residence: 1. Design Area: four terms of architectural design including ARCH 481, 482 2. Architecture Subject Area: 30 credits 3. General Electives: 12 upper-division credits selected from courses offered outside the School of Architecture and Allied Arts (B.Arch. only) Leave of Absence. Both undergraduate and graduate students may interrupt their courses of study for various reasons. In order for the department to plan for maximum use of re- sources and to avoid the stress of overenroll- ment, students should notify the department of any leave of absence and the expected date of return. A leave-of-absence form is available in the department office. Returning students must notify the department of their expected date of return at least two terms before returning in order to be guaranteed access to design studio during the academic year of their return. Students may renew their leave-of-absence status, accumulating up to three years of leave. After three years, or upon failing to complete the leave-of-absence terms of agreement, a student's major status may be revoked. Stu- dents wanting to return after a three-year period must reapply for admission to the program. Architecture 155 Foreign Study Exchange Programs. Each year, a small number of Oregon students exchange places with students in the architecture programs at the universities of Liverpool, England, and Stuttgart, Germany. Eligible students are undergraduate majors in their third year and professional-degree graduate students who will have a full year of study remaining after the exchange year. Selections are made each winter term for the following academic year. Danish International Studies Program. Approximately 10 architecture and several interior architecture students participate in this program each year. The program has summer, fall, and academic-year options in Copenhagen. Credits are automatically transferred to the University, and financial aid is available. Studio Abroad Program. According to interest and opportunity, University architecture faculty members lead programs in various foreign locations. Studios have been offered in Greece, Japan, London, Rome, and Vancouver, British Columbia. Urban Summer. Most years a studio is located in a West Coast urban area; previous studios have been in Seattle, Portland, Oakland, and San Francisco. Undergraduate Studies Potential applicants who have a prior four-year undergraduate degree in any field must apply to the graduate program (see Graduate Admis- sion). The bachelor of architecture (B.Arch.) program and a minor in architecture comprise the undergraduate programs in architecture. Bachelor of Architecture: 220 credits A five-year program leads to the B.Arch. degree. It is highly structured in the first two years, then allows flexibility for establishing study sequences according to individual student interests and needs and for recognizing diverse opportunities in the profession. In addition to the principal objectives of the professional curriculum listed below, the bachelor's degree program includes require- ments for a liberal general education. Beyond the general University requirements for profes- sional majors, students must complete upper- division nonmajor course work as part of the general elective requirement. General University Requirements: 45 credits. Group requirements (36 credits), English composition (6 credits), health (3 credits). Note: Architecture majors are required to take, as part of the group requirements, General Physics (PH 201, 202) and Survey of the Visual Arts (ARH 201) or equivalents. Major Program Requirements: 175 credits. See Professional Curriculum section. Minor Requirements The Department of Architecture offers a minor in architecture, subject to the following restric- tions: 1. Students must complete the department's minor program application and submit itwith the required academic records to the Department of Architecture office, 202 Lawrence Hall. Applicants are notified when their applications have been approved. The application form includes a curriculum worksheet with the requirements in effect at the date of acceptance. 2. Because the department's first obligation is to its majors, it cannot guarantee availability of courses for minors. Minors may register in required courses on a first-come, first- served basis only after the needs of majors have been met. 3. Enrollment in each minor program is limited. If the department is unable to accommodate additional students, it may suspend admit- tance to a minor program until space becomes available. 4. Courses required for minors are open to other University students by instructor's consent. 5. A mid-C or better must be earned in graded courses, a P in pass/no pass courses. Course Requirements 31 credits Survey of the Visual Arts: Spatial Arts (ARH 201) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3 Fundamentals of Architecture I, II, III, IV (ARCH 301, 302, 303, 304). ..... 8 A minimum of three courses from any of the eight subject areas. 11 Three additional upper-division architectural history courses from the Department of Art History 9 Graduate Studies There are three programs of graduate study in architecture: Option I, II, and III. In all three programs, students must take 45 graduate credits, of which 30 must be in the major and 9 must be at the 500 level. Additional require- ments for each option are listed below. The Option I program leads to the master of architecture (M.Arch.) as a postprofessional degree. This program normally takes from four to six terms and includes up to 10 new students each year. Applicants must have a professional degree in architecture. Options II and III lead to the M.Arch. as a professional degree. Students in these pro- grams have access to the basic professional curriculum and all graduate-level courses in the department. The Option II program, which normally takes six or seven terms, is for stUdents who have a four-year nonprofessional degree in architecture or environmental design. The Option III program is completed in 10 terms, and applicants must have a BA or B.S. degree upon entering. Each year the Option II program admits approximately 15 new students, and the Option III program admits 30. Graduate Admission Prospective students may receive a description of the graduate program and a graduate application packet by writing directly to the Graduate Secretary, Department of Architec- ture. The packet describes all submission requirements (academic records, statement of intent, recommendations, and a portfolio of creative work). Applications should be post- marked by February 1, prior to the fall term of admission. Notices of decisions on applications are mailed by April 15. Those students with some architectural education (Option I or II) may want to request graduate teaching fellow- ship (GTF) application forms. Option I applications may be submitted at any time, but Option I graduate students ordinarily begin their work in the fall term. For departmental residence requirements and policy regarding leave of absence, see the earlier Undergraduate Admission section. Professional Degree Programs: M.Arch. Options II and III. These programs enable people with nonprofessional architectural degrees and people with degrees in fields other than architecture to obtain the M.Arch. as a first professional degree. Option II and III students must complete the professional curriculum with 64 credits in design and 75 credits in subject area courses. The architecture graduate programs do not have a graded credit requirement. Graduate students must also take 45 graduate credits for the master's degree, 30 of which must be in the major, and 9 of which must be at the 500 level. Normally, Option II can be completed in six terms (two academic years) and Option III in 10 terms (three and one-third academic years). All graduate students are required to begin their work in the fall term; the department does not have a late admissions program. A number of graduate teaching fellowships (GTFs) are available to particularly well-qualified graduate students. These are usually awarded to second- year Option I and II students. For Option II, the minimum residency require- ment is six terms. Transfer credit may be given to students for prior academic experience in an accredited architecture program. Additional courses may be required when previous work has been evaluated by the department as not comparable. Option II and III students may substitute (at their adviser's discretion) other appropriate courses (such as Basic Design or Environmental Design) for up to 6 of the required 64 credits in design. Further, Option II students must complete the following requirements: 1. 9 credits in seminars 2. 6 credits in ARCH 501 research, which may include independent technical study or instructor-directed research 3. A departmental terminal project (design or research) 4. Residence requirements in the Design and Subject Areas (see the earlier Residence Requirements section) Postprofessional Program: M.Arch. Option I. The Option I program should be understood as an opportunity beyond that normally offered by five-year professional- degree architectural programs. It offers the study of significant architectural sUbjects related to faculty expertise in the following: 1. Historic preservation 2. Architectural education 3. Energy-conscious design including solar research 156 Architecture The chart below diagrams'the major content areas of our curriculum and their relationships from the first to the fifth year of the program. Program emphasis shifts from content and skill acquisition in the early years to emphasis on content for design in the later years. subarea, including those offered by other departments in the School of Architecture and Allied Arts. It indicates which courses are fundamental (f) and which are for breadth (b). General Architecture (Course numbers ending in 01-09) Survey courses introducing the range of considerations and issues in architecture f Skills and Content in Design (ARCH 101) f Essential Considerations in Architecture (ARCH 102) Architectural Design Skills Architectural design requires proficiency in a range of skills for documenting, probing, analyzing, organizing, testing, synthesizing, and presenting. These skills and tools include observation and projected drawing, model making and programming, as well as methodologies for comprehensive design for credit, for professional degree students Advanced Architectural Design Studios Advanced Architectural Design (ARCH 481 G, 482G), two-term studio for professional degree students Architectural SUbjects: 75 credits The architectural subject areas are closely coordinated with the design area, both theoret- ically and operationally. The subject areas increase knowledge and skill development in architectural design, while the design studio focuses on design activities. The four architec- tural subjects are (a) general architecture, (b) architectural design skills, (c) architectural design content, and (d) the context of the architectural profession. A core curriculum, required of all majors, includes 14 credits in fundamental courses and 36 credits in inter- mediate-level breadth-satisfying courses. The breadth requirement is satisfied by one ap- proved course in each subarea except architec- tural history, in which three upper-division courses are required. Following is a list of courses organized by Environmental Control Structure Construclion Spatial Ordering Human Activity Support Media for Design Development History and Theory of: Place-Response Dasign Process, Methods, and Research The Profession. The Construction Industry, and Architectural Education 5 Evaluation Point 4 Fundamentals of Architecture II (ARCH 302) Introduction to Design Development Media (ARCH 224) b Descriptive Geometry (ARCH 316) b Media for Design Development (ARCH 324) Analysis through Recording Historic Build- ings (ARCH 421) b Advanced Design Development Media (ARCH 424) Architectural Design Content The field of architecture is diverse in content. The integration of many categories of knowl- edge is crucial to successful architecture. Subject-area courses are organized in the following categories as a means of helping students understand the general structure of the field. development, research, and postoccupancy evaluation. DESIGN PROCESS, METHODS, AND RESEARCH (Course numbers ending in 10-15) Techniques for gathering and organizing information, defining problems and oppor- tunities, and achieving inclusive design de- velopment. This area includes the study of established research methodologies. f Fundamentals of Architecture IV (ARCH 304) b Design Process and Method (ARCH 311) b Seminar: Programming (ARCH 407G) b Research Methods (ARCH 411 G) Structural Planning (ARCH 412G) Special Problems: Advanced Structural Planning (ARCH 506) MEDIA FOR DESIGN DEVELOPMENT (Course numbers ending in 16-25) Study of architectural media used in design development. Courses focus on theory and application, ranging from introductory to advanced. 3 Evalualion Poinl 2 SKILL CONTEXT OF THE PROFESSION CONTENT 4. Urban design 5. Furniture and lighting design An Option I student is expected to develop a personal program within an area of interest and within the areas of faculty expertise listed above. This individual study program culmi- nates in an M.Arch. thesis, which synthesizes and clearly communicates the work. For more information, seethe description of the master's degree with thesis in the Graduate School section of th is catalog. A typical M.Arch. study program focuses on one or several significant architectural topics and usually relies heavily on the design probe as a study method. It draws upon professional and general University courses, seminars, and personal consultation with a faculty adviser. Students should review this catalog for courses taught in other departments. Professional Curriculum The professional curriculum is composed of three elements: architectural design, architec- tural subjects, and general electives. Architectural Design: 64 credits (Course numbers ending in 80-87) The architectural design studio and its activities are the heart of architectural education. It is the end toward which all other course work is aimed. The student is expected to make studied responses to a range of real and important considerations. These responses are to be hierarchically integrated into a well-resolved architectural entity that expresses intent and meaning. In the first studios, emphasis is on developing the architecture content and skills necessary to use appropriately the design tools of the field. In later studios, emphasis shifts to mastery of project content. In the last two studios, the complete integration of both skill and content is emphasized. The desi.gn studio is a social, interactive work place. Students are expected to work coopera- tively on the common elements of a project. All are expected to take advantage of the intellec- tual and critical context provided by their colleagues. Design credit is earned only through participa- tion in design studio. Up to 6 credits of land- scape architecture or interior architecture design studio (LA389, 489, 589; IARC 388,486, 487) may be used to satisfy the 64-credit design requirement. Introductory Architectural Design Studios Architectural Design (ARCH 181, 182), two-term studio for undergraduate majors only Graduate Architectural Design: Option III (ARCH 581,582), two-term studio for Option III graduate students only Graduate Architectural Design: Option II (ARCH 585), for Option II graduate students only Intermediate Architectural Design Studios Intermediate Architectural Design (ARCH 281, 282), two-term studio for B.Arch. students only Architectural Design Studios Architectural Design (ARCH 380), repeatable HISTORY AND THEORY OF PLACE-RESPONSE (Course numbers ending in 30-39) The understanding of and response to a specific place, the achievement of particularity, orientation, appropriateness, and continuity. The recording, study, and analysis of meaning- ful places and how they are created. f Fundamentals of Architecture III (ARCH 303) b Understanding Landscapes (LA 260) b Site Planning (LA 360) Settlement Patterns (ARCH 431 G, 432G,433G) Ecological Implications in Design (ARCH 434G) Climate Analysis for Design (ARCH 438G) b Architectural Form and Urban Quality (ARCH 439G) Contemporary American Landscape (LA 491G) Case Studies in Historic Places and Build- ings (ARCH 531) HISTORY AND THEORY OF HUMAN ACTIVITY SUPPORT (Course numbers ending in 40-49) Accommodating the activities that are made explicit by building programs and the needs and desires of first users. Creating additional spatial opportunities to ensure continued usefulness over time. f Fundamentals of Architecture IV (ARCH 304) Color Theory and Application for the Built Environment (IARC 347) b Social and Behavioral Factors in Design (ARCH 443G) Furniture and Accessories (IARC 444G) b Essential Considerations in Architecture and Design Synthesis (ARCH 451 G) HISTORY AND THEORY OF SPATIAL ORDERING (Course numbers ending in 50-59) Exploring space and enclosure by study of historic principle and imagery to achieve new place designs that are precise, clear, and vital. f Fundamentals of Architecture II (ARCH 302) Architectural Precedents and Principles (ARCH 453G) b Architecture as Form (ARCH 455G) b Spatial Composition and Dynamics (ARCH 456G) b Types and Typology (ARCH 458G) The Urban Building (ARCH 552) HISTORY AND THEORY OF STRUCTURE (Course numbers ending in 60-69) Understandings and methods of the selection of structure that make safe, secure environ- ments. Developmental understandings from those of structural form to the specific numerical calculations of elements and connections. f Fundamentals of Architecture I (ARCH 301) b Introduction to Structures (ARCH 365) b Theory of Structures I (ARCH 366, 367) Structure Systems (ARCH 368, 369) Seismic Study (ARCH 462G) Theory of Structures II (ARCH 465G, 466G,467G) Theory of Structures III (ARCH 565, 566) HISTORY AND THEORY OF CONSTRUCTION (Course numbers ending in 71-79) Understandings and methods for selection of systems of materials and construction that make safe, secure, and life-enhancing environ- ments. The study of the nature of materials in physical and expressive terms. f Fundamentals of Architecture I (ARCH 301) b Materials and Processes of Construction (ARCH 371, 372) Materials of Interior Design (IARC 370,371) Design Integration and Communication (ARCH 378) Design Integration and Communication Lecture (ARCH 379) Specification Documents in Interior Design. (IARC 471G) Working Drawings in Interior Design (IARC 472G,473G) Preservation and Restoration Technology (ARCH 474G) Preservation Technology: Masonry (ARCH 475G) Construction Communications (ARCH 477,479) b Construction Communications (ARCH 478) HISTORY AND THEORY OF ENVIRONMENTAL CONTROL (Course numbers ending in 90-99) Study of the effects of climate on people and the need for tempered enclosure and Iife- support systems in buildings. Systems of heating, cooling, lighting, water and air supply, waste removal, and power are studied as organizational elements of building design. f Fundamentals of Architecture III (ARCH 303) b Environmental Control Systems (ARCH 391, 392) Environmental Control Systems (ARCH 393) Solar Heating (ARCH 491 G) Passive Cooling (ARCH 493G) Seminar: Environmental Control Systems (ARCH 507) Daylighting (ARCH 592) HISTORY OF ARCHITECTURE The study of architectural developments through time. Majors are expected to acquire an overview of architectural history from prehistory to the present and in-depth knowl- edge of one or more periods. Architectural history courses are taught by the Department of Art History. Breadth courses: any three upper-division ARH ",." ""P" in ::Hr.hitAr.tural historv. Context of the Architectural Profession (Course numbers ending in 26-29) The practice of architecture exists within a broad societal context. Architecture as a profession is considered in relation to its history and meaning; innovative frameworks for practice are studied in relation to legal and business aspects of the profession as well as an understanding of the evolving construction industry. Architecture 157 Survey of Interior Design (IARC 204) Introduction to Landscape Architecture (LA 225) Introduction to Planning and Public Policy (PPPM 301) Practicum (ARCH 409G) b Architectural Practice (ARCH 429G) Office Practice, Interiors (IARC 429G) b Experimental Course: Context of the Ar- chitectural Profession (ARCH 410G) Housing and Urban Renewal (PPPM 555) Special Courses. In addition to courses in the three major curricular areas, the following open-ended courses may be approved by the Department of Architecture faculty as satisfying SUbject or elective areas of study: Research (ARCH 401, 501), Thesis (ARCH 403, 503), Reading and Conference (ARCH 405, 505), Special Problems (ARCH 406, 506), Seminar (ARCH 407, 507), Workshop (ARCH 408), Practicum (ARCH 409), Experimental Course (ARCH 410). Independent study is limited to 9 credits in fulfillment of subject area requirement in Research (ARCH 401, 501), Reading and Conference (ARCH 405, 505), and Special Problems (ARCH 406, 506). General Electives: 36 credits The general elective component of the profes- sional curriculum enables the undergraduate major to maintain interest in general subject areas beyond the University group require- ments. To ensure that students continue liberal studies beyond the introductory level, B.Arch. students must complete 12 credits of upper- division general electives in academic subjects (exclusive of service and performance courses) outside the School of Architecture and Allied Arts. Courses in Architecture (ARCH) An; credits to be arranged Coreq: corequisite PIN: passino pass Prereq; prerequisite R; repeatable for credit S; must be taken in sequence Note; See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System,and Sample Course Listings. Lower-Division Courses 101 Skills and Content In Design (3) Fundamentals: basic environmental design, design processes, and design-development media. Coreq: ARCH 181. 102 Essential Considerations in Architecture (3) Fundamentals: establishing longevity, responding to problems and opportunities of place, maintaining historical continuity, integrating construction, integrat- ing services and environmental contrOl, establishing vitality, and achieving clarity. Coreq: ARCH 182. 181, 182 Architectural Design (6,6S) Design projects and exercises intended to familiarize the student with fundamental concepts of environmental design. Students develop techniques of probiem formulation and sound bases for design judgments; understanding basic design theory is stressed. PIN courses; majors only. 199 Special Studies (1-3R) 200 SEARCH (1-3R) 158 Architecture 224 Introduction to Design Development Media (3) Basic media types-drawings, models, pictures, and words-appropriate in the stages of design develop- ment: beginnings; contextual analysis; development of project components; development of organizational structure; testing design proposals, 281, 282 Intermediate Architectural Design (6,6S) Studio projects for second-year students, integration of issues of context, activity support, materials' construction, structure, controlled environment. Continued development of skills in media, research, and design process, Schematic concept formation and subsequent development beyond diagrammatic understandings, Prereq: ARCH 181,182, PIN course; majors only, Upper-Division Courses 301 Fundamentals of Architecture I (2) Construction: basic concepts of construction processes and structure and their relationship to materials, Implica- tions for architectural design, Focus on wood and masonry, Prereq: ARCH 181, 182 or one year of environmental studio courses or instructor's consent. 302 Fundamentals of Architecture II (2) Spatial ordering: architectural media, Conception and construction of architectural spaces, from organiza- tional aspects to material and detail features, Media in design process as strategy and expression, Prereq: ARCH 181, 182 or one year of studio courses or instructor's consent. 303 Fundamentals of Architecture III (2) Response to place: environmental control systems, Physical places, processes that made them, conditions of their existence, and factors to consider in responding to them architecturally, Prereq: ARCH 181, 182 or one year of design studio courses or instructor's consent. 304 Fundamentals of Architecture IV (2) Design process and methods: human activity support. Strategies and tools; practice-theory relationships, Design considerations to satisfy physical, psychologi- cal, and special requirements in spatial settings, Prereq: ARCH 181,182 or one year of studio courses or instructor's consent. 311 Design Process and Method (3) Introduction to concepts of environmental design strategies and tactics, Relationships between theory and practice in traditional and emerging methods of design decision making, Prereq: ARCH 181, 182, PIN only, 316 Descriptive Geometry (3) Proof and application of the theorems of descriptive geometry, including fundamental views of orthographic projection, intersections, developments, shades and shadows, flat and cylindrical picture-plane perspective projec- tion, Prereq: ARCH 181, 182, 324 Media for Design Development (3R) Specific media types useful in stages of design development: beginnings, contextual analysis, project components, appropriate organizational structure, testing design proposals, Subjects vary from term to term, Prereq: ARCH 302, instructor's consent. 365 Introduction to Structures (4) Development of the basic understanding of the behavior of structural elements and framed systems, study of force systems using analytic and graphic methods, strength of materials, Prereq: PH 201, 202, 366 Theory of Structures I (4) Application of mathematics and mechanics to the design of steel and wood building structures, Analysis of simple elements, connections, and systems; the relation of structural design to architectural design, Prereq: ARCH 365, 367 Theory of Structures I (1 or 6) Further study of ARCH 366 subject matter with emphasis on wood, Lateral loading included, For 6 credits, an extensive comprehensive project is required, Students receive advice and criticism from practicing professionals, Prereq: ARCH 366, 368, 369 Structure Systems (3,3) Behavior of structure systems and their influence on architectural space and form; nonmathematical; creative develop- ment of structure concepts through model construction and observation of natural and built structures; evolution, the inherent order, transformation of physical structure, Prereq: ARCH 365, 371, 372 Materials and Processes of Construction (3,3) Introduction to the nature of materials and building processes, 371: framed structures, wood, and metals; 372: masonry and concrete, Influence of construction on design decisions; historic and contemporary examples; properties of materials, Prereq: ARCH 365, 378 Design Integration and Communication (5) Study of an existing building of architectural signifi- cance; the building's architect and affiliated school of building; production of a set of working drawings describing the building comprehensively, PIN only, Prereq: 24 credits in design; coreq: ARCH 379, 379 Design Integration and Communication Lecture (2) Study of the works of a recognized architect, relating them to his or her common themes and growth of ideas as well as scope, depth, and variety of issues PIN only, 380 Architectural Design (6) Design projects requiring comprehensive and integrative study, A wide range of project options, Individual criticism, group discussions, lectures, and seminars by visiting specialists, review of projects, Prereq: ARCH 281,282, PIN course; majors only, 391,392 Environmental Control Systems (4,4S) Studies of sound, light, heat, moisture, air motions, fluids, electricity; their characteristics in both natural and people-altered states, their effects on human behavior, the mechanical equipment bywhich they are manipulated, and their influence on the environmental design process and product. Lectures and calculation problems, S with ARCH 393, Prereq: working knowl- edge of algebra, trigonometry, and basic physics, Open to nonmajors, 393 Environmental Control Systems (4S) Further investigation of ARCH 391,392 subject matter through the design of the control systems, Prereq: ARCH 391,392, Note: The sequence ARCH 391, 392, 393 is offered every other year, Advanced ECS courses such as climate analysis and design, daylighting, solar heating, acoustics, electric lighting, electricity distribution, and HVAC systems are offered alternate years, Note: Courses designated (M) or(G) may be offered for graduate credit. 400 SEARCH (1-3R) 401 Research (Arr,R) 403 Thesis (Arr,R) Student may propose studies in design or subject areas. Faculty approval required, PIN only. 405 Reading and Conference (Arr,R) 406 (G) Special Problems (Arr,R) 407 (G) Seminar (Arr,R) A variety of seminars is offered each year, Recent topics include Seismic Studies, Studies in Architectural Context, Preservation Technology, Architectural Programming, Design with Climate, Solar Energy, Studies in Organizational Structure, Architectural Publication, and Multiple and Family Housing. 408 (G) Workshop (Arr,R) 409 (G) Practlcum (Arr,R) In-office experience with participating local architectural and engineering firms for selected advanced students without prior office experience. Includes discussions on professional practice and field trips, Cannot be taken the same term as ARCH 380 or 481. PIN only. 410 (G) Experimental Course (Arr,R) Topics include Advanced Computer Graphics; Building Codes; Computer Graphics; Context of the Profession; Housing in Society; Light, Color, and Environment; Preservation and Restoration Technology; and Theory of Urban Design. 411 (G) Research Methods (3) Introduction to research methodology, with special emphasis on problems in environmental research. PIN only. 412 (G) Structural Planning (3) Introduction to structural planning, design, and comprehensive evaluation of building design through consideration of related disciplines. The study of operations-research techniques. Prereq: ARCH 365, 366, 367. 414 (G) Architectural Education (3) Methodologies in architectural education; examination of existing curricula and new opportunities for curricular develop- ment. PIN only. 421 (G) Analysis through Recording of Historic BUildings (4) Field surveys and laboratory techniques including field notes, measurements, photography, photogrammetry, written descriptions, and develop- ment of finished drawings, Analysis of historic drawings, photography, and descriptions. Prereq: courses in media, structure, design; advanced graduate status, Open to historic preservation majors. 424 (G) Advanced Design Development Media (3) Issues in media within the stages of design develop- ment: beginnings, contextual analysis, development of project components, development of project organiza- tional structure, testing design proposals. Prereq: 9 credits in architectural media. 429 (G) Architectural Practice (3) Professional practice explored through an investigation of diverse modes of operation together with the relationships between users, clients, designers, contractors, and regulating agencies. Visits with practitioners. PIN only. 431, 432, 433 (G) Settlement Patterns (3,3,3) The three-dimensional structuring of settlements and cities as human responses to physical context, cultural forces, and changing opportunities, The implication of ideal models and utopian concepts and the realization of place in the vernacular. 434 (G) Ecological Implications in Design (3) Study of interrelationships: nonhuman and human environ- ments; tangible and nontangible systems and consequent social orders. Speculation concerning viable alternatives for the architectural designer. 438 (G) Climate Analysis for Design (3) Lectures and problems in climate analysis for design, as related to buildings and to comfort. Prereq: ARCH 391,392 and instructor's consent. 439 (G) Architectural Form and Urban Quality (3) Critical investigation of architecture as aesthetic activity with public responsibility, crucial to civilized urban life. Living tradition, intentionality, manners and civility, "following a rule," and sense of detail. Majors only, 443 (G) Social and Behavioral Factors in Design (3) Patterns of people's interactions with the physical settings of everyday activities, Application of social science paradigms and research to architectural programs, design, and evaluation processes, Prereq: ARCH 181, 182, 451 (G) Essential Considerations In Architecture and Design Synthesis (3) Actions that underlie the appropriate structuring and development of built places for human use and habitation. Case studies at different scales and implications for design process. 453 (G) Architectural Precedents and Principles (3) Historical places analyzed to develop principles applicable to contemporary design. Principles derived from investigation of particular time, place, and culture in which the building was made, Prereq: instructor's consent. 455 (G) Architecture as Form (3) Architectural analysis as a tool for the architect using historicaland contemporary works as examples: site and context; use, space, and the room; connection and circulation. 456 (G) Spatial Composition and Dynamics (3) Architectural space as a means by which people measure their existence and expand their awareness. Methods for analyzing and generating spatial organiza- tions. Prereq: 12 credits of ARCH 380. 458 (G) Types and Typology (3) Defined as a classification of experience, typology studies architec- tonic types and inherent principles to which the designer has direct access in the historical laboratory of towns, Prereq: 30 credits in architectural design. 462 (G) Seismic StUdy (3) Interaction of earthquakes and buildings, how loads are applied and distributed through a structure, and influence of a building's configuration on its response to earthquake loads. Prereq: ARCH 367. 465,466,467 (G) Theory of Structures II (3,3,3S) The theory, design, communication, and construction processes of reinforced-concrete building systems. Prestressed-concrete design principles, effects of wind and seismic forces on structures. Prereq: ARCH 366,367, Art Education 159 474 (G) Preservation and Restoration Technology (3) The materials, structural systems, buildings and their elements produced by historical technologies and tools studied in terms oftheir'evolution; chronolog- ical and stylistic context; deterioration and repair. Prereq: courses in structure, construction, architectural history, and design; graduate or advanced standing. Open to historic preservation majors. 475 (G) Preservation Technology: Masonry (3) History and preservation of traditional masonry construction; emphasis on the 19th and early 20th centuries. Covers brick, terra cotta, and dimension stone. Prereq: instructor's consent. 4n, 479 (G) Construction Communications (3,3) Construction process communications. Methods and techniques of construction, contract documents including working drawings and specifications, cost estimating, and administration of the project. Prereq: six terms of design; ARCH 371, 372 recommended. 478 Construction Communications (4) Information required for communication of the construction processes In building. Methods and techniques of working drawings. Prereq: six terms of design; ARCH 371, 372 recommended. 481, 482 (G) Advanced Architectural Design (8,85) In-depth work on complex design projects and design development beyond that normally possible in less advanced studios. Prereq: 42 credits of architectural design and recommendation by the ARCH 481 Entrance Review Committee. PIN course; majors only. 491 (G) Solar Heating (3) A continuation of solar energy topics from ARCH 391, 392 with advanced calculation procedures. Design Implications and performance predictions for passive and active approaches to solar heating. Prereq: ARCH 391, 392 and instructor's consent. 493 (G) Passive Cooling (3) Passive or natural cooling of buildings emphasizing the design implications. Theory, application, and special problems in ventilation and storage mass, radiation, evaporation, earth contact, and shading. Prereq: ARCH 391, 392 and instructor's consent. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 506 Special Problems (Arr,R) 507 Seminar (Arr,R) Recent seminar topics Include graduate structural planning, architectural theory, studies in preservation technology, daylightlng In architecture, passive cooling, and the urban building. 510 Experimental Course (Arr,R) 531 case Studies in Historic Places and BUildings (3R) Projects, aspects of buildings, and larger groups of buildings; adaptation, preservation, and restoration of historic structures. Prereq: graduate or advanced standing. Open to historic preservation majors. 552 The Urban Building (3) Architectural characteris- tics of urban bUildings as cumulative generators of city form; provides a first philosophical and theoretical basefordesigners.lnvestigation into the principles of urban architecture. Prereq: ARCH 439. 565, 566, 567 Theory of Structures III (4,4,4) Advanced studies in structural-design methodology and criteria; intensive coverage of theoretical analysis; design and evaluation of structural systems. Prereq: ARCH 465, 466, 467. 581, 582 Graduate Architectural Design: Option III (6,65) Design projects and exercises intended to familiarize the student with fundamental concepts of environmental design. Emphasis on developing graphic and visual thinking capabilities in architectural design. PIN course; majcrs only. 585 Graduate Architectural Design: Option II (6R) Designed to expand the student's perception of comprehensiveness In architectural design. Studio projects require comprehensive and integrative study. Design as exploration of fundamental theoretical idea. PIN course; majors only. 592 Daylighting (3) Daylighting for buildings; numer- ical, graphic, and model predictive techniques; field measurements; case histories to Illustrate contempo- rary and historical uses of daylighting. Prereq: ARCH 391, 392 and instructor's consent. Art Education 251 E Lawrence Hall Telephone (503) 686-3639 Rogena M. Degge, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Rogena M. Degge, Associate Professor (curriculum and research, art in society, cultural polley). BA, 1964, Fresno State; M.S., 1972, Ph.D., 1975, Oregon. (1979) Linda F. Ettinger, Assistant Professor (arts administra- tion, computer applications, ethnographic research). B.FA, 1970, Southwest Missouri State; M.S., 1973, Illinois State; PhD., 1983, Oregon. (1982) Raymond E. Higgins, Assistant Professor (psycholog- Ical-social foundations, research technology). B.S., 1970, St. Cloud State; MA, 1978, Utah. (1981) Beverly J. Jones, Associate Professor (curriculum and research, technology, aesthetics). B.S., 1967, Oregon College of Education; M.S., 1976, PhD., 1977, Oregon. On leave 1986-87. (1975) Jane C. Maitland-Gholson, Assistant Professor (elementary and secondary school art, perception, aesthetics). B.S., 1973, Southern Illinois; MA, 1980, EdD., 1984, Illinois (1984) Emeriti Thomas O. Ballinger, Professor Emeritus (cross- cultural, Nepalese, and African art). B.A., 1949, MA, 1951, New Mexico. (1952) Jane Gehring, Associate Professor Emerita (methods and curriculum, textiles). B.S., 1940, Michigan State Teachers; M.S., 1960, Oregon. (1958) Gordon L. Kensler, Professor Emeritus (curriculum, research, community art). B.FA, 1949, M.FA, 1951, Art Institute of Chicago; EdD., 1964, Stanford. (1966) June K. McFee, Professor Emerita (psychosocial foundations, environmental design). BA, 1939, Washington (Seattle); M.Ed., 1954, Central Washington; EdD., 1957, Stanford (1965) Art education is devoted to advancing people's knowledge about the history, practice, and meaning of art. It addresses the relationship between art and culture as well as the informa- tional and emotional Impact of the visual arts on the quality of life of both adults and children. It considers the influence of the fine, popular, and folk arts; the mass media; the built environment; and industrially designed objects. It views these arts as part of a fundamental symbol system, like language, essential for individual and societal understanding of reality. The program is built on the premise that art education should provide the knowledge, skills, and attitudes necessary for people to become responsible citizens informed about art and aware of the interactions of the visual, aesthetic, and social aspects of cultures. It assumes that it is 6BRentiai for citizens to be able to interpret and evaluate the effect of visual images on society and to use visual symbolization in daily problem solVing. Art education considers the interactions between artist-designer and viewer as well as the form and sociohistorical context of the message. Cognitive and affective de- velopment, in addition to historical context, affect the way the message is formulated, transmitted, and received. Thus, information derived from psychology and other social sciences is used in examining and teaching the visual arts. The department prepares educators to work effectively in diverse teaching and administra- tive settings, to conduct research to further the understanding of art, and to advance the aesthetic welfare of society. Preparation. High school students who want to study art education should include anthropol- ogy, sociology, and psychology in their Univer- sity prerequisites. In addition, they should take art and art history courses. Entering students are encouraged to come to the department for advice as soon as possible. Careers. The Department of Art Education prepares art educators to work in school and community programs. Advanced degrees also prepare consultants, administrators, and university faCUlty and researchers in art education. Undergraduate Studies The curriculum in art education leads to the bachelor of arts (BA) or the bachelor of science (B.S.) degree In two different programs. The first program is part of the secondary education program at the University and fulfills Basic endorsement certification requirements for the teaching of art in the state of Oregon. This program is designed expressly for teaching art in elementary, junior, and senior high schools. A fifth year of graduate preparation Is reqUired for the Standard teaching certificate; see Graduate Studies, later in this section. The second program, in cultural services, prepares students to teach art in community art centers and to coordinate art programs for museums, city recreation centers, or govern- ment agencies. Elementary School Teaching For certification to teach in elementary schools in Oregon, two courses are required in art education. This requirement is fulfilled by either Art in the Elementary School (ART 322) or Experimental Course: Media and Process: Art in Elementary Schools (ARE 410) and either Methods and Curriculum in Elementary School Art (ARE 323) or Methods and Research Materials: Art in Elementary Schools (ARE 411). Art Teacher Certification Program The Department of Art Education offers work for preparation to teach art in the public schools, kindergarten through twelfth grade. Certification as a secondary teacher with the art endorse- ment requires satisfactory completion of a program of teacher preparation, which includes subject matter preparation in the teaching specialty and in professional education, and recommendation of the institution in which the preparation is completed. The department offers work toward Basic and Standard Oregon certification. Students. should consult the art education adviser regarding program entrance requirements. Freshman and sophomore work is primarily in studio art, art history, and University-required courses. Lower-division majors receive de- partmental advising, although professional courses in art education and education are not taken until the junior and senior years. Transfer students may enter at any level. The time required to complete the program depends on 160 Art Education the extent of previous work completed. Commu- nitycollege students in Oregon should refer to the recommended transfer programs for University of Oregon art education in the transfer program booKlet at their college. Requirements. The following courses are required for the endorsement to teach art in Oregon public schools: 1. 28 credits in studio art courses in the Department of Fine and Applied Arts, including basic design, drawing, painting, ceramics, sculpture, printmaking, and graphics 2. 32 credits in art education, including Art in the Schools (ART 320), Introduction to Art Education (ARE 324), Methods and Cur- riculum in Elementary and Secondary School Art (ARE 326), Seminar: Student Teaching (ARE 407), Practicum: Secondary School Art (ARE 409), Experimental Course: Survey of Art and Design Software (ARE 410), The Role of Art Criticism in Art Educa- tion (ARE 415), Art for the Exceptional Student (ARE430), Artin Society (ARE450), and Teaching Art History (ARE 492) 3. 9 credits in art history (any combination d courses numbered ARH 201-209 or ARH 300) 4. 2-3 credits in architecture 5. 33 credits in the College of Education, including 15 in student teaching Undergraduate students must have a 2.75 grade point average (GPA) to be admitted or to continue in the art endorsement program for teacher certification. Graduate students work- ing toward an art endorsement must maintain a 3.00 GPA in accordance with Graduate School requirements. Note: Most courses are graded rather than passino pass (PIN). Cultural Services Program This program prepares students to assume roles in noncertified positions in which they may work with different age groups, primarilywithin the context of the visual arts. The curriculum allows the student, with an adviser, to create an individualized program. At the same time it provides a foundation designed to give the student background and understanding that will be useful in working in community agencies. Requirements. The following courses are required in the cultural services program: 1. 20 credits in studio art courses in the Department of Fine and Applied Arts, including basic design, ceramics or sculpture, and graphics (2 credits each); printmaking (3 credits); and drawing and painting (4 credits each) 2. The following courses in art education: Introduction to Art Education (ARE 324), Art in Community Services (ARE331 ), 9 cred its in Practicum (ARE 409), Women and Their Art (ARE 412), The Role of Art Criticism in Art Education (ARE415), Art forthe Excep- tional Student (ARE 430), Art in Society (ARE 450), Teaching Art History (ARE 492), and other courses as specified totaling 36 credits 3. 12 credits in art history (any combination of courses numbered ARH 201-209) 4. 24 credits elected from the College of Business Administration; the Department of Planning, Public Policy and Management; the Department of Political Science; and the Department of Architecture 5. 9 credits in performing arts, including at least one course each in music, drama, and dance 6. An additional 9 credits in social sciences beyond University requirements Graduate Studies Students planning graduate study should write directly to the department for information and application forms for the master's or doctoral degree programs. Departmental policies are available upon request. Master's Degree Programs The department offers three options for the master of arts (M.A.) and the master of science (M.S.) degrees in art education: (1) art educa- tion with specialization in public school teach- ing, computer applications, environmental design, or exceptional children; (2) art educa- tion with Standard certification; and (3) cultural services. A selection committee of departmental faculty determines admission to the appropriate degree program. The committee considers transcripts, experience, and evidence of scholarship, and it may request a portfolio of art work. Options 1 and 2: Art Education or Art Education with Standard Certification Uni- versity Requirements. Of the 48 minimum credits of required course work for the M.S. or M.A. degree in art education, 30 credits must be completed in residence, 33 in the major area of art education, and 15 in University electives. Of the 54 minimum credits of required course work for the M.S. or M.A. degree in art education with Standard certification, 30 credits must be completed in residence, 33 in the major area, 12 in University electives, and 9 in prescribed courses from the College of Education. The M.A. degree requires competence in one foreign language. The student must complete all work toward the M.S. or M.A. degree within seven years. Option 3: Cultural Services. The cultural services option is designed to prepare students for a variety of career opportunities in arts agencies or foundations, in museums and galleries, and in programs and institutions whose purpose is to advance art in the public domain at local, state, and federal levels. Opportunities to develop skills in research, grant writing, administration, analyzing and developing arts policy, and fund raising are included. Of the 54 minimum credits of required course work for the cultural services option, 33 credits must be completed in residence, 36 in the major area of art education (including 9 credits of practicum), and 18 in University electives. These 18 credits, selected on the basis of student career interests, may be in accounting; art history; marketing; planning, public policy and management; sociology; or other related subjects. The student must complete all work toward the M.S. or M.A. degree within seven years. Departmental Requirements Candidates working for Option 1, 2, or 3 can meet residence requirements by attending the University during the academic year. A sum- mers-only program, taken over four consecutive summers, is also available for Options 1 and 2. A curricular plan of study is developed with an adviser during the first term of residence. The student may choose to write a master's thesis according to Graduate School guidelines or do a master's project that may include a visual component and a scholarly paper. An oral presentation of the master's project or thesis is required as well as a final master's degree examination. A maximum of 6 credits in Seminar: Master's Degree Proposal (ARE 407G), Research (ARE 501), or Reading and Conference (ARE 505) may be taken in addition to the required 3-credit Master's Degree Project (ARE 509). Nondegree Programs Standard Certification The department offers students who already have a bachelor's degree a nondegree program leading to a Standard certificate for teaching art. The 45-credit program includes renewal of the Basic certificate and ends with Standard certification. The program may be completed during the academic year or during three summer sessions. Requirements for meeting Standard certification may be combined with work for a master's degree in a program totaling 54 credits. Outreach Required undergraduate and graduate courses are offered through Continuing Education. These courses serve elementary and art teachers and community arts specialists throughout the state. The department also provides academic and administrative leadership for a computer graphics certificate program offered in Portland. The certificate is awarded through Continuing Education. Doctoral Programs The doctor of philosophy (PhD.) and doctor of education (D.Ed.) degrees in art education are three-year postbaccalaureate programs. They are administered by the art education depart- ment, and the degrees are granted by the Division ofTeacher Education in the College of Education. A cohesive program that relates to the student's professional goals is developed with an adviser and a doctoral committee. Professional goals may include college and university teacher education and research, art administration, and other relevant areas. Students may develop supporting areas in fine arts; environmental design; art history; art policies; elementary, secondary, or higher education; anthropology; sociology; psychol- ogy; computer applications; electronic and film media; and other disciplines. All students must meet departmental, Graduate School, and College of Education PhD. or D.Ed. degree requirements for admission, advance- ment to candidacy, and dissertation. Students must complete at least two years of work beyond the master's degree. Summer Session The Department of Art Education offers an' annual summer session program for regular students completing their degrees and for returning teachers working for Standard certifi- cation, master's degrees, and professional growth. Required courses for the master's degree are offered on a rotating basis so that students may complete a degree in four consecutive summers. Courses in Art Education (ARE) Arr: credits to be arranged Coreq: corequisite PIN: pass/no pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Upper-Division Courses ART 320 Art In the Schools (3) Transition from university art studio practices to public school teaching of art. Organizing, designing, and analyzing art experiences, activities, and classroom environments, Prereq: 20 credits of studio art. ART 322 Art In the Elementary School (2) Basic skills in the art of seeing, drawing, and designing, Art materials in two and three dimensions appropriate to the elementary school. Theories of child development in art. Prereq: junior standing, 323 Methods and Curriculum in Elementary School Art (3) Teaching strategies and curriculum design for elementary art instruction. Theory and planning focuses on the built environment, art and culture, and art criticism, Prereq: ART 322, 324 Introduction to Art Education (3) Designed to provide the student with a fundamental knOWledge for teaching art, including history of and current trends in art education and psychological and sociological foundations, 325 Children's Art Laboratory (3) Work with children in a supervised art laboratory; designed for students preparing to teach art at both the elementary and secondary levels, Open to nonmajors, Not offered 1986-87. 326 Methods and Curriculum in Elementary and Secondary School Art (4) Special methods and curriculum design in the teaching of art. Examination of teaching methodoiogy and theory relative to public school philosophy, Prereq: grade of B- or above in ARE 320, 324, 409 or instructor's consent. 331 Art in Community Services (3) Study of visual arts programs and policies in community agencies, Planning art experiences appropriate for diverse social afld individual needs, Field component included, Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 401 Research (Arr,R) 405 Reading and Conference (Arr,R) 406 Special Problems (Arr,R) 407 (G) Seminar (Arr,R) Recent topics are Advanced Foundations, Advanced Research Methodology, Master's Degree Proposal, Student Teaching, and Teaching Environmental Design, 408 (G) Workshop (Arr,R) . 409 (G) Practicum (Arr,R) 410 (G) Experimental Course (Arr,R) Current topics are Cultural Policy in Art, History of Computer Graphics, Literature of Art Education, Survey of Art and Design Software, and Understanding Today's Artists. 411 (G) Methods and Research Materials: Art In Elementary Schools (3) Significant literature and research in the field; laboratory investigation of materials, ideas, and methods currently used in elementary schools, Prereq: ART 322 or elementary classroom teaching experience and instructor's consent. 412 (G) Women and Their Art (3) Contributions by women in art from the Middle Ages through the 20th century, Focus on social, political, and aesthetic conditions existing for women, 415 (G) The Role of Art Criticism In Art Education (3) Study of critical approaches and the aesthetic theories on which they are based, Methods of using this theoretical information in practical teaching settings. SEED 417 Student Teaching: Secondary (Art) (5-15R) Student teaching of art in the public schools, See description under Teacher Education, Prereq: art education departmental permission, 430 (G) Art for the Exceptional Student (3) Prepares art education majors to teach art to exceptional students, Mainstreaming, special programs, and curricular strategies; development of curriculum materials, 432 (G) Preprimary Art (3) The role of art in the education of the young child in terms of developmental trends and individual variability, Includes experimenta- tion with materials and the development of activities, Not offered 1986-87. 450 (G) Art in Society (3) Concepts derived from anthropology, philosophy, sociology, and art education are used to examine fine, popular, folk, industrial, and environmental art forms in contemporary society, 492 (G) Teaching Art History in Secondary School (3) Critical examination of problems in teaching art history in public schools, Investigation of traditional and alternative teaching strategies using a variety of visual media, Prereq: 9 credits of art history. 495 (G) Newer Media in Art Education (3) Investiga- tion of the implications of new technologies and communication media for the teaching of art. Not offered 1986-87, Graduate Courses 501 Research (Arr,R) PIN only, 502 Supervised College Teaching (Arr,R) 503 Thesis (Arr,R) PIN only, 505 Reading and Conference (Arr,R) 506 Special Problems (Arr,R) 507 Seminar (Arr,R) Recent topics are Advanced Foundations, Advanced Methods and Curriculum, Advanced Research Methodology, and Issues in Att Education, 509 Master's Degree Project (Arr,R) 510 Experimental Course (Arr,R) 512 Research Methodology in Art Education (3) Scientific bases of research; classification of research; met~,odologies used in descriptive, analytical, and experimental research, Development of research proposals and critique of research reports. 520 Foundations of Art Education I (3) History of American art education, Philosophical concepts that have influenced the theory and practice of teaching art, 521 Foundations of Art Education II (3) Social and behavioral aspects of individual and group differences in the production of art and learning about art as a basis for education in the visual arts, 532 Supervision of Children's Art Laboratory (3) Opportunity to work with children in a planned laboratory situation; responsibility for program design and supervision of children's art activities, Prereq: teaching experience and instructor's consent. Not offered 1986-87. 566 Curriculum Development in Art Education (3) Curriculum development in the visual arts in terms of individual and subcultural differences among students, Prereq: ARE 520, 521 or equivalent and instructor's consent. Art History 161 Art History 240 Lawrence Hall Telephone (503) 686·3675 W. Sherwin Simmons, Department Head Facul'ty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Jeffrey M, Hurwit, Associate Professor (ancient art, Greek and Roman archaeology). A.B" MA, 1971, Brown; MA, 1972, PhD" 1975, Yale, On leave winter, spring 1987, (1980) Esther Jacobson, Professor (Asian art, Scytho-Siberian art), BA, 1962, MA, 1964, PhD" H:i70, Chicago, (1966) Ellen Johnston Laing, Maude I. Kerns Professor (Chinese and Japanese art), BA, 1954, Missouri; MA, 1956, Wisconsin, Madison; Ph.D" 1967, Michigan, (1979) A. Dean McKenzie, Professor (medieval, Byzantine, and Russian art), BA, 1952, San Jose State; MA, 1955, California, Berkeley; PhD" 1965, New York, On leave 1986-87, (1966) Kathleen D, Nicholson, Associate Professor (modern, 19th-centuryart), BA, 1969, Connecticut; MA, 1971, PhD" 1977, Pennsylvania, (1980) FrancEls L Pitts, Assistant Professor (Renaissance art), BA, 1966, California, Riverside; MA, 1970, California, Los Angeles; PhD" 1982, California, Berkeley, (1979) Leland M. Roth, Associate Professor (history of American and modern arChitecture), B,Arch., 1966, Illinois; M.Phil., 1970, PhD., 1973, Yale, (1978) W, Sherwin Simmons, Associate Professor (modern, 20th-century art), BA, 1967, Yale; MA, 1975, Ph,D" 1979, Johns Hopkins, (1973) Richard A. Sundt, Assistant Professor (history of ancient and medieval architecture), BA, 1967, Indiana; MA, 1973, PhD" 1981, Wisconsin, Madison, (1985) Emeriti Marian Card Donnelly, Professor Emerita (history of architecture, Scandinavian art), BA, 1946, M.A" 1948, Oberlin; PhD., 1956, Yale, (1966) Marion D, Ross, Professor Emeritus (history of architecture, Latin American art), B.S" 1935, Pennsyl- vania State; M,Arch" 1937, Harvard; Reg, Architect, 1946, Louisiana, (1947) Participating Arthur W. Hawn, Architecture Kenneth I. Helphand, Landscape Architecture Richard Calkins Paulin, Museum of Art The program in art history offers students the opportunity to stUdy the major art and architec- tural traditions of Europe, the United States, and Asia, The courses are partiCUlarly appropriate for students interested in history, art, and the larger cultural context of society. They are also suitable for students intending to concentrate on the practice of art or environmental design, The curriculum provides courses to introduce undergraduates to art traditions, courses focused on specific topics which allow small classes and discussion format, and courses intended for upper-division undergraduates and graduate students. In addition, the depart- ment offers both undergraduate and graduate majors special seminars on methodology, Preparation. Students expecting to transfer to the art history program from two-year colleges should include in their program the History of Western Art (ARH 204, 205, 206) or its equiva- 162 Art History lent and two years of French or German. They should also complete as many of the University 'group requirements as possible. Careers. The undergraduate program in art history leads to opportunities in the business world, art museums, and galleries. Students with graduate degrees in art history are also eligible for opportunities in teaching at all levels. The department provides its students career advising; information on career, internship, and fellowship opportunities; and regularly updated information on graduate programs. Financial Assistance For undergraduate and graduate majors, the department offers a number of scholarships and teaching and research fellowships, includ- ing the Mr. and Mrs. Eric G. Clarke Scholarship in Oriental Art, a substantive annual fellowship as well as study and travel grants from the Samuel H. Kress Foundation, and regular University graduate teaching fellowships (GTFs). Students may also seek scholarship aid through the School of Architecture and Allied Arts and the Office of Student Financial Aid. Undergraduate Studies The major in art history combines historical study with studio practice and leads to the bachelor of arts (B.A.) degree. The program for majors provides a broad perspective for the understanding ofthe art of the past and present and a basis for critical judgment of individual works of art. SUbject to the general University requirements for graded courses, nonmajors may take any departmental course either graded or passino pass (PIN). Major Requirements The following courses are required for a major in art history: Course Requirements 87 credits Studio art (drawing, painting, sculpture, or design) 6 *History of Western Art (ARH 204, 205, 206) 9 *History of Oriental Art (ARH 207 or 208 or 209) .. 3 Two years of French or German or another approved language 24 Advanced language, a second language, or literature 12 Critical Approaches to Art Historical Study (ARH 300) 3 Two upper-division art history sequences, one of which must be in the area of ancient art (ARH 411, 412, 413 or ARH 414, 415, 416) or medieval art (ARH 421, 422, 423 or ARH 424, 425, 426) or Renaissance.art (ARH 431, 432, 433 or ARH 434, 435, 436). The second must cover a different area from the first and may be selected from those listed above or from the areas of modern art, Asian art, or the history of architecture. . . . . . . . . . . . . . . . . . . . . . . . . . . .. 18 Upper-division art history electives. These must be planned with the adviser to ensure that among the 36 required upper-division credits in art history, there are at least 3 credits in each of the following areas of art or architecture: ancient, medieval, Renaissance, modern, and Asian 15 *Fulfills arts and letters requirements. It is recommended that majors take at least 3 credits in history courses in order to fulfill University social science requirements. Pre- ferred elective areas for art history majors include anthropology, design, fine arts, history, literature, music, and philosophy. Minor Requirements Students wanting to pursue a minor in art history must file an application form with the depart- ment, consult with the faculty adviser for their minor option, and maintain a current academic record in the Department of Art History office. The art history minor is offered in three options, each requiring 27 credits, as indicated below. Up to 9 credits in courses required forthe minor may be taken passino pass (PIN). Western Art Option 27 credits History of Western Art (ARH 204, 205, 206) . . . 9 History of Oriental Art (ARH 207 or 208 or 209) 3 One upper-division art history sequence (ancient, medieval, Renaissance, or modern) 9 Two upper-division art history courses, at least one of which must be in a field other than that represented by the sequence 6 Oriental Art Option 27 credits History of Oriental Art (ARH 207, 208, 209) 9 History of Western Art (ARH 204 or 205 or 206) . 3 One upper-division Asian art history sequence or cluster 9 Two upper-division art history courses, at least one of which must be in a field other than Asian art history 6 Architectural History Option 27 credits Survey of the Visual Arts: Spatial Arts (ARH 201) 3 One course selected from ARH 204, 205, 206, 207, 208, 209 3 History of Western Architecture (ARH311,312,313) 9 Four upper-division courses in architectural history selected in consultation with adviser 12 Graduate Studies The Department of Art History offers programs leading to the master of arts (M.A.) and the doctor of philosophy (PhD.) degrees in the fields of ancient, medieval, Renaissance, modern, and Asian art and in the history of architecture. Seminars in methodology, criti- cism, and museology are open to graduate students. The department's M.A. degree program is the only one of its kind in Oregon and unusual in the western United States. It is tailored to meet the needs and objectives of two kinds of students: (1) those who seek careers in the academic or art-related business worlds immediately upon completion of the M.A. degree, and (2) those who want to acquire a solid foundation in the field before pursuing studies leading to a PhD. degree. Master of Arts Requirements Students who have successfully completed undergraduate programs in art history, history, or languages and literature are particularly encouraged to consider graduate studies in art history. All entering graduate students are required to complete satisfactorily Bibliography and Methods (ARH 514). All graduate students in Western art must take at least 3 graduate credits in each of the main areas: ancient, Renaissance, medieval, and modern. Two M.A. program options are available: (1) a program culminating in a written thesis, and (2) a program culminating in a comprehensive written examination. The student should elect one of these programs within the first year of graduate study. Students in both programs must satisfy the general requirements of the Graduate School regarding residence and the number of graded credits. The thesis program is intended for students who prefer some specialization or plan to continue in a doctoral program. Thesis-option students must complete at least 9 credits in graduate research seminars. They must also earn 9 credits in Thesis (ARH 503) through the presen- tation of a written thesis. Candidates take an oral examination on the thesis. The program without a thesis is intended for students who want to undertake a more general and broadly based course of study ratherthan continuing in a doctoral program. These students are expected to emphasize either Western or Asian art. Their programs should be based on one of the following suggested patterns: Western Art Option 45 credits Western art 24 ~~M 9 Bibliography and Methods (ARH 514) 3 Museology (ARH 511, 512, 513) or electives . . .. 9 Asian Art Option 45 credits Asian art 24 Western art 9 Bibliography and Methods (ARH 514) 3 Museology (ARH 511, 512, 513) or electives 9 Nonthesis-option students must take 9 credits in SOD-level courses culminating in a com- prehensive examination based on the student's individual course of studies. During the first term of residence, each student in Western art history must take a written examination in French or German, designed to test the student's ability to read the language. Students who do not pass the examination are asked to undertake further language study and to repeat the examination within three terms. In addition, students are encouraged to undertake the study of other languages pertinent to their specific fields of research. Students in Asian art must demonstrate competence in Chinese or Japanese language. The means for determining competence depend on the background and preparation of the individual student. Questions concerning this should be addressed to the department office. Ph.D. Requirements Students entering the doctoral program who have not completed a master's degree in art history may be required to pass a general qualifying examination in art history during the first term in residence. Students in Western art history must have passed written examinations in both French and German by the end of the first year; demonstration of competence in other languages may be required depending on the field of specialization. Students in Asian art must demonstrate proficiency in either Chinese or Japanese language, depend'lng on their field of study, and are expected to pass a reading examination in an appropriate European language and to commence study of a second Far Eastern language if it is germaine to their course of study. The comprehensive examination includes three areas in art history: two adjacent areas, in one Art History 163 of which the dissertation will be written, and a third unrelated area. These areas are selected from an established list. The comprehensive examination should be taken before completion of 45 credits beyond the MA Applications for admission to the graduate program for the academic year 1987-88 must be received by February 23, 1987. Courses in Art History (ARH) Arr: credits to be arranged Coreq: corequisite PIN: pass/no pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 199 Special Studies (1-3R) 200 SEARCH (1-3R) 201, 202, 203 Survey of the Visual Arts (3,3,3) The expressive value of the visual arts; consideration of form, media, and motives. Both historical and contem- poraryworks. 201: spatial arts (architecture, planning, landscape). 202: two-dimensional arts (painting, prints, drawing). 203: plastic arts (sculpture, ceramics). Nicholson, Roth, Simmons, Sundt. 203 not offered 1986-87. 204,205,206 Historyof Western Art (3,3,3) Historical survey of the visual arts in which selected works of painting, sculpture, architecture, and other arts are studied in relation to the cultures producing them. 204: ancient. 205: medieval to early Renaissance. 206: Renaissance to modern. Hurwit, McKenzie, Nicholson, Pitts, Simmons. 207,208,209 History of Oriental Art (3,3,3) Historical surveyolthe visual arts of India, China, and Japan, in which selected works of painting, sculpture, architec- ture, and other arts are studied in relation to the culture in which they were produced. 207: India; 208: China; 209: Japan. Jacobson, Laing. Upper-Division Courses 300 Critical Approaches to Art Historical Study (3) Introduction to methodologies used in the study of art history (historic, iconographic, formal). Materials drawn from Asian and Western artistic traditions; bibliography, oral presentations, and papers. Prereq: one or more 200-level art history courses. Jacobson. 304 Art and Politics in the Ancient World (3) The use of art and architecture by leading figures and states to shape and express the political environment and ideologies of the ancient world. Propagandistic art from Egypt to Rome. Hurwit. Not Offered 1986-87. 311,312,313 History of Western Architecture (3,3,3) Survey of architectural developments in the West from prehistory to the present. 311: prehistory through Roman. 312: early Christian to Renaissance. 313: Renaissance to present. Roth, Sundt. 315 The Acropolis of Athens (3) The principal architectural and sculptural monuments of the Athenian Acropolis. Emphasis on works olthe Age of Pericles. Selected literary texts read in translation. Hurwit. 324 Medieval Iconography and Literary Sources (3) Significant themes in relation to literary sources, traditional imagery, and the originality of artists in the MiddleAges. Prereq: ARH 205. McKenzie. Not Offered 1986-87. 325 Medieval Art and Architecture in Germany (3) The history of medieval art and architecture in Germanyfrom Carolingian times through the Ottonian, Romanesque, and Gothic periods. McKenzie. Not offered 1986-87. 332 The Golden Age of Florence (3) 15th-century artists such as Masaccio, Donatello, and Bolticelli; artistic style and content; influence of humanism and antiquity on the art of a society dominated by traditional religious values. ARH 206 recommended. Pitts. Not offered 1986-87. 341 Historyof Modern Art (3) Introduction to the major movements in painting, sculpture, and graphics from the time of the Impressionists (1870s) to the present. Nicholson, Simmons. Offered alternate years; not Offered 1986-87. 354 American Painting and Sculpture (3) Introduc- tion to American painting and sculpture from the time of the arrival of the first Europeans to 1920. Roth. Offered 1986-87 and alternate years. 361 Nomadic Art and Culture of Eurasian Bronze Age(3)ArtoltheScytho-Siberian nomads and relation to the art of Greece, ancient Near East, and China, 7th to 2nd century B.C. Jacobson. 369 Art and Politics in 20th-Century China (3) Introduction to changing political situations and the effect of politics and ideology on art from 1900 to ca. 1982. Laing. 379 Architecture of Urban America (3) Changing attitudes toward the city and the suburb. Influence of related developments in intellectual, political, and technological history on urban form. Roth. Not offered 1986-87. 381 Historyof Photography (3) Photography from the early 19th century to the present; aesthetics of the medium, its relationship to painting and the graphic arts, and its social role. Nicholson. Note: Courses designated (M) or (G) may be offered for braduate credit. Note: Art history upper-division courses carrying graduate credit have different requirements for undergraduate and graduate students. 400 SEARCH (1-3R) 401 Research (Arr,R) 405 Reading and Conference (Arr,R) 407 (G) Seminar (Arr,R) A frequently offered topic is Chinese Art. 408 (G) Workshop (Arr,R) 409 Practicum (Arr,R) 410 (G) Experimental Course (Arr,R) Departmental offerings vary from year to year and reflect the interests of faculty members. The 1985-86 topic was Women Artists and the Avant-Garde. 411,412,413 (G) Ancient Mediterranean Art (3,3,3) 411: Palaeolithic, Neolithic, and Near Eastern art. 412: Egyptian art and architecture. 413: Minoan, Mycenaean, and Theran art and architecture. Prereq: ARH 204 or instructor's consent. Hurwit. Offered alternate years with ARH 414, 415, 416; not offered 1986-87. 414,415, 416(G) Greek and Roman Art (3,3,3) 414: Geometric and Archaic Greek art. 415: Classical and Hellenistic Greek art. 416: Etruscan and Roman art, to Constantine the Great. Prereq: ARH 204 or instructor's consent. Hurwit. Offered alternate years with ARH 411, 412, 413; not offered 1986-87. 417 (G) Prehistoric and Ancient Architecture (3) Prehistoric building in Europe. History of architecture in Egypt and the ancient Near East; materials, methods of construction, social conditions, and historical events. Prereq: ARH 201, 204, or 311 or instructor's consent. Sundt. Not offered 1986-87. 418 (G) Greek Architecture (3) Architecture in the Aegean during the second millenium B.C. Temples as the dominant form of monumental architecture in the Greekworld, ca. 900-450 B.C. Prereq: ARH 201,204, or 311 or instructor's consent. Sundt. Offered alternate years; not Offered 1986-87. 419 (G) Roman Architecture (3) Architecture during the Etruscan period. Engineering projects of the Republican era and development of building technologies under the Empire. Town planning and domestic architecture. Prereq: ARH 201, 204, or 311 or instructor's consent. Sundt. Offered alternate years; not Offered 1986-87. 421 (G) Early Byzantine Art (3) Early Christian and Byzantine art from the second century to A.D. 726. Prereq: ARH 205 or instructor's consent. McKenzie. ARH 421,422,423 offered in alternate years with ARH 424, 425, 426; not offered 1986-87. 422 (G) Later Byzantine Art (3) Byzantine art after Iconoclasm, A.D. 843-1453. Prereq: ARH 205 or instructor's consent. McKenzie. 423 (G) Russian Medieval Art (3) Russian art from pre-Christian times up to Peter the Great at the beginning of the 18th century. Prereq: ARH 205 or instructor's consent. McKenzie. 424,425,426 (G) Western Medieval Art (3,3,3) 424: early medieval art in Western Europe through the 9th century. 425: Romanesque art. 426: Gothic art. Prereq: ARH 205 or instructor's consent. McKenzie. Offered 1986-87 and alternate years with ARH 421, 422, 423. 427 (G) Early Medieval Architecture (3) Architecture olthe Early Christian and Byzantine periods in Europe and the Near East. Prereq: ARH 201,204,205, or 312 or instructor's consent. Sundt. Not offered 1986-87. 428 (G) Romanesque Architecture (3) Architecture in Western Europe ca. 1000-1200 A.D. Period of monasteries, pilgrimages, and Crusades. Developed basilical form in religious architecture. Prereq: ARH 201, 205, or 312 or instructor's consent. Sundt. Not offered 1986-87. 429,430 (G) Gothic Architecture I, II (3,3) Architecture in Western Europe from ca. 1130 to ca. 1500. 429: emphasis on France. 430: emphasis on England, Germany, Spain. and Italy. Prereq: ARH 201, 205, or 312 or,instructor's consent. Sundt. Offered 1986-87 and alternate years. 431,432,433 (G) Renaissance Art (3,3,3) Origin and development of Renaissance art in Italy. Prereq: ARH 205, 206 or instructor's consent. Pitts. Offered alternate years with ARH 434, 435, 436; not offered 1986-87. 434, 435, 436 (G) Northern European Art (3,3,3) Painting, sculpture, and graphic arts in Northern and Western Europe in the Renaissance and Baroque periods. Prereq: ARH 205, 206 or instructor's consent. Pitts. Offered 1986-87 and alternate years with ARH 431,432,433. 437 (G) Renaissance and Baroque ArChitecture (3) Architecture in Italy and Western Europe from 1400 to the 18th century. Prereq: ARH 206 or313or instructor's consent. Roth. Offered 1986-87 and alternate years. 441, 442, 443 (G) Early Modern Art (3,3,3) 441: European painting, painters, and patrons from 1700to the French Revolution. Development of the rococo 164 Art History style, Neoclassicism, and landscape painting. 442: the Romantic era in European art (1789-1848), centering on Goya, Blake, Turner, and others. 443: Realism through Impressionism. Major artistic movements of Europe, 1848-1880. Prereq: ARH 206. Nicholson. 444, 445, 446 (G) 20th-Century Art (3,3,3) 444: post-Impressionism through Cubism. Major artistic movements and artists in Europe between 1880 and 1914.445: art from 1914 totheSecond World War; the development of abstract art, dada, and surrealism; and the influence of photography and the resurgence of realism. 446: major artistic movements and critical theory in Europe and the United States from 1940 to the present. Prereq to 444, 445: ARH 206 or 341. Simmons. . 448 (G) 19th-Century Architecture (3) Architecture from the Industriai Revolution to ca. 1890. Prereq: ARH 206,313, or 444 or instructor's consent. Roth. Offered 1986-87 and alternate years. . 449 (G) 20th-Century Architecture (3) Architecture from the art nouveau to the present. Prereq: ARH 206, 313, or 448 or instructor's consent. Roth. Offered 1986-87 and alternate years. 451, 452, 453 (G) History of Interior Architecture (3,3,3) Interior architecture as artistic expression, including the study of furnishings, textiles, and other interior traditions. Hawn. 457, 458, 459 (G) Scandinavian Art (3,3,3) Art and architecture in the Scandinavian countries from prehistoric times to the present. Donnelly. Offered alternate years; not offered 1986-87. 464, 465, 466 (G) Chinese Art (3,3,3) The major Chinese arts, including bronzes, sculpture, painting, and architecture, from the Shang through the Ch'ing dynasties. Prereq: ARH 208 or instructor's consent. Jacobson, Laing. 470 (G) Historic Preservation (3) Theory and history of historic preservation in the United States and Europe; legislation and procedures. 471 (G) 17th-Century American Architecture (3) Architecture in America, 1650-1750. Donnelly. Offered 1986-87 and alternate years. 472 (G) 18th-Century American Architecture (3) Architecture in America, 1750-1810. Donneily. Offered 1986-87 and alternate years. 473 (G) 19th-Century American Architecture (3) Architecture in the United States, 1800-1890, with discussion of planning and building technology. Prereq: ARH 201, 206,313, or 472. Roth. Offered alternate years; not offered 1986-87. 474 (G) 20th-Century American Architecture (3) Architecture in the United States, 1885 to the present, with discussion of planning, technology, and histori- cism. Prereq: ARH201, 206, 313, or473. Roth. Offered alternate years; not offered 1986-87. 478, 479 History of Landscape Architecture (3,3) History of gardens and public open spaces. 478: development of the garden from its origins until the 17th century, emphasizing the Western landscape tradition. 479: focus on public open-space design and the Anglo-American tradition-18th to 20th centuries. Helphand, Ross. Offered alternate years; not offered 1986-87. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 506 Special Problems: Internship (Arr,R) 507 Seminar (Arr,R) Departmental offerings vary from year to year and reflect the specialized interests of faculty members. 1985-86 topics included The American Home, Art and Literature of the Edo Period, Gothic Manuscript Painting, Italian Renaissance Painting, Seurat, Steppe Art, Sung and Yuan Art, and Surrealism. 509 Practicum (Arr,R) 510 Experimental Course (Arr,R) 511,512,513 Museology (3,3,3) Theories and techniques in the operation of art museums. Paulin. 514 Bibliography and Methods (3) Bibliography and methodology of art history. Pitts. Fine and Applied Arts 230 Lawrence Hall Telephone (503) 686-3610 Kenneth R. O'Connell, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Laura J. Alpert, Assistant Professor (sculpture). B.A., 1968, Stanford; M.F.A., 1971, Oregon. (1979) Ralph B. Baker, Associate Professor (painting, drawing). B.A., 1956, M.F.A., 1964, Washington (Seattle). (1970) Paul E. Buckner, Professor (the human and organic form, SCUlpture). BA, 1959, Washington (Seattle); M.F.A., 1961, Claremont. (1962) Carol S. Gates, Assistant Professor (visual design). B.S., 1977, M.A., 1980, Central Michigan. (1983) Ronald J. Graff, Assistant Professor (painting). B.F.A., 1973, Kansas City Art Institute; M.F.A., 1975, Yaie. (1981 ) Robert C. James, Professor (ceramics). B.A., 1952, California, Los Angeles; M.F.A., 1955, Cranbrook Academy of Art. (1955) George Kokis, Professor (ceramics). B.F.A., 1955, MF.A., 1961, Alfred. (1973) LaVerne Krause, Professor (printmaking, painting). B.S., 1946, Oregon. (1966) Kenneth R. O'Connell, Associate Professor (visual design). M.F.A., 1972, Oregon. (1977) FrankS. Okada, Professor (painting, drawing). B.FA, 1957, Cranbrook Academy of Art. (1969) Kenneth H. Paul, Associate Professor (printmaking, painting). B.A., 1961, M.A., 1965, Wyoming. (1970) Richard C. Pickering, Senior Instructor. B.A., 1964, Arizona State; M.F.A., 1970, Oregon. (1970) Barbara Pickett, Assistant Professor (weaving). B.S., 1971, Portland State. On leave 1986-87. (1975) Richard Rose, Assistant Professor (visual design). B.F.A., 1979, M.A., 1980, California, Berkeley. (1985) Terry Warpinski, Assistant Professor (photography). B.A., 1979, Wisconsin, Green Bay; M.F.A., 1983, Iowa. (1984) Barbara Wendel, Assistant Professor (photography). B.A., 1976, Maryland; M.FA, 1980, Delaware. (1982) Emeriti David G. Foster, Professor Emeritus (visual design). B.A., 1951, Institute of Design, illinois Institute of Technology; M.F.A., 1957, Oregon. (1957) C. Max Nixon, Professor Emeritus (metalcrafl, jewelry, weaving). B.F.A., 1939, Kansas. (1956) C. B. Ryan, Professor Emeritus (painting, drawing). B.S., 1939, MFA., 1940, Oregon. (1946) Andrew M. Vincent, Professor Emeritus. 1929; Art Institute of Chicago. (1929) Jan Zach, Professor Emeritus (sculpture). 1938, Academy of Fine Arts, Prague. (1958) The Department of Fine and Applied Arts has courses in ceramics, drawing, fibers, metal- smithing and jewelry, painting,' photography, printmaking, sculpture, and visual design. Lower-division courses serve students doing their major work in the department and non- majors seeking studio work as part of a liberal education. Undergraduate Studies Three bachelor's degrees are offered by the department: a four-year program leads to the bachelor of arts (BA) or bachelor of science (B.S.) degree, and a five-year program leads to the bachelor of fine arts (B.FA) degree. Major disciplines are not separated at the undergraduate level except in the case of the fifth-year program for a B.FA degree. Requirements General departmental requirements forthe BA and B.S. degrees are 72 credits, including 9 in art history. Twenty-four of the 72 must be in upper-division studio work. Of the remaining 63 credits in the major, there must be at least two courses in drawing, two courses in basic design, and two courses in the foundation offering (anatomy for artists, basic design, drawing, drawing and modeling, mark and image, and visual inquiry). Requirements for the B.F.A degree are as follows; 1. COMpletion of a five-year program totaling 220 credits, including satisfaction of general University requirements for the B.A. or B.S. degree 2. Satisfaction of departmental requirements for a program leading to the BA or B.S. degree and, in the fifth year, 23 credits of studio work, 9 credits in art history, and 4 credits of Terminal Creative Project (ARTC, ARTJ,ARTP,ARTR,ARTS,ARTV, or ARTW 498) Students who have completed a comparable four-year curriculum in art at another institution may be admitted to the fifth-year B.FA pro- gram. Such B.F.A. candidates must, however, satisfy the University's residence requirement of 45 credits for all undergraduate degrees. For transfer students completing an undergraduate degree here, the department requires at least 24 credits of studio work to be done in resi- dence, of which at least 12 must be upper division. Admission to the B.FA program is subject to approval by a portfolio review of the student's work which is usually made during the student's fourth year. The B.FA candidate selects a faculty sponsor who agrees to initiate the portfolio review and supervise the terminal creative project. Program Planning. The department stresses interdisciplinary programs as well as concen- trated study. Each student is encouraged to select a faculty adviser during the first year. That the selected adviser be familiar with and sympathetic to the student's direction and capabilities is critical' to the development of a worthwhile program of study. The importance of program planning cannot be overem- phasized. The general lower-division courses, Drawing (ART 291) and Basic Design (ART 295), are introductory courses preparatory to further work in the department. For descriptions, see course listings. Graduate Studies The department offers the master of fine arts (M.FA) degree in each area of instruction: ceramics, metalsmithing and jewelry, painting, printmaking, sculpture, and visual design. Graduate studies in weaving and photography are offered through the visual design area. Ceramics 165 The M,FA program is intended to promote mature and independent creative work based on a colleaguelike relationship among members of the studio community, The faculty, with this in mind, prefers to rely more heavily on advising than on formal prescription, The M.F,A, is the terminal degree in the studio arts, As such, it is designed to transcend the credit and course requirements normally associated with bachelor's and master's degrees, The M,FA is a two-year program which ordinarily requires six consecutive regular terms as a full-time student. It is not the intent of the departmental faculty to be preoc- cupied with credit requirements, but certain minimum conditions may be reflected as credit requirements or considerations, The six terms of full-time residence results in a 54-credit minimum, Other requirements are six formal courses in either art history or art theory or both, and a minimum of9 credits ofTerminal Creative Project (ARTC, ARTJ, ARTP, ARTR, ARTS, or ARTV 509), Graduate students in this department may elect to take all their work on a passino pass (PIN) basis, Because the principal requirements here are those of residence, which may not be waived, there is, no policy for the acceptance of transferred graduate credit. All work done elsewhere, both privately and in other schools and foundations, though not reviewed for credit, will be honored, Most of the first year is spent establishing work patterns and becoming familiar with departmen- tal courses of instruction, staff, and facilities, Prospective students are expected to have the equivalent of this department's B,FA degree; those admitted without this experience are expected to make up background deficiencies before being admitted to the two-year program, It is assumed that prospective graduate students have some knowledge of the depart- ment's offerings and seek entrance for particUlar reasons, The transition from the first year into the more independent phase of the second-year terminal project is generally most rewarding to those who visit the school before applying, Formal Procedures Conditional Admission. Applicants must make specific inquiry based on discipline and commitment, submitting application, tran- scripts, vita, portfolio, and letters of recommen- dation as requested, All applicants accepted by the Graduate School are given conditional admission to study for the M,FA (graduate classification G3), Until or unless an entering student has a specific request for a graduate adviser, the faculty member so designated customarily serves as G3 adviser. During this time, the student's enrollment consists of course work and special studies in his or her discipline and in other instructional areas to ensure broader acquaintance with the department and the University, Sometime after the first term of residence, and usually before the end olthe third, a committee for reviewing candidacy is constituted by the G3 adviser. The committee is composed of no fewer than four departmental faCUlty members, two of whom, whenever possible, should be from the candidate's major discipline. At least one member of the committee must be from another discipline of the department. In those instances in which faculty members outside the department are wanted on this committee, they are appointed to serve in a nonvoting capacity, The departmental committee reviews with the student his or her record of accomplishment, along with examples of past and current work, in order to advise on and to recommend advancement to candidacy with change of graduate classification to GB (unconditional admission), Terminal Project and Adviser. As soon as the student has been classified GB, the student is eligible to select aterminal project adviser from the graduate faculty in his or her discipline, This adviser, in counsel with the candidate, selects the committee, The committee is composed of the adviser as chair, three other departmental faculty members, and usually a faculty member from outside the department. The entire commit- tee meets with the student for a preliminary statement of project intention (the preliminary review), at least two progress reports, and the terminal review, As soon as the project proposal is organized, the chair arranges a meeting of the committee for a preliminary review of the proposed project. The purpose of the preliminary review is to acquaint all parties with the conceptual and technical particulars of the proposal and to discuss the merit of the project and its appro- priateness to the terminal degree, If serious and irreconcilable differences of opinion arise, the committee should be reconstituted to begin again, Although the preliminary review is not a public meeting, departmental faculty should receive the courtesy of notification, However, it should be understood that guests are not to compromise the purpose of the meeting, The preliminary review is usually timed to allow three subsequent terms to complete the terminal project. During the course of work on the terminal project, the candidate arranges for individual conferences with committee members and should arrange, through the adviser, at least two committee meetings for progress reports, At least two weeks prior to the terminal review, each committee member should receive a rough draft of the report summarizing the terminal project. At least one week before the terminal review, the time, date, and place are publicly announced by the chair. Department staff members assist the candidate in arranging the space and dates for the public exhibition of the terminal project. The final review is open to all faculty and graduate students of the Univer- sity, The exhibition is open to the public, The degree is officially granted after the candidate has fulfilled all requirements, includ- ing submission to the department of a project report, in a form appropriate to the nature of the project and suitable for binding for use in the architecture and allied arts school library, This bound copy of the terminal report must be signed by the terminal project adviser, An additional copy of the report may be made available to the major discipline for its use, The student may also request an additional bound copy, Courses in Fine and Applied Arts Note: Unless specified otherwise, for listings 199,401, 405, 406, 407, 408, 409, 410, 501, 50s, 506, and 507, topics and credits are arranged with the instructor. Subjects vary according to the interests of both faculty and students. Courses include, but are not limited to, srudio-related exploration. Instructor's consent is required for all studies to be arranged, both for content and scheduling, Students are encouraged to discuss these possibilities with their advisers. General Departmental Courses in Art (ART) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses AAA 180 Introduction to Visual Inquiry (3) see description under Architecture and Allied Arts, 199 Special Studies (1-3R) 200 SEARCH (1-3R) 291 Drawing (2-4R) Beginning course in observation, selection, and recording of significant elements in various drawing media, 295 Basic Design (2-4R) Programming of information and processes invested in the act of designing; exercises in understanding the syntax of problem posing, Gates, Pickering, Rose, PIN only, 297 Drawing and Modeling (2-4R) Study of forms in space using the two dimensions of drawing and the three dimensions of modeling, Buckner, Upper-Division Courses 320 Art in the Schools (3) See description under Art Education, 322 Art In the Elementary School (2) See description under Art Education, Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 407 (G) Seminar (Arr,R) 408 (G) Workshop (Arr,R) Frequent topics are Bookbinding, Calligraphy, Papermaking, Small Metal Casting, and Typography; others include Color Theory, Computers in the Arts, Drawing and Dreams, Drawing and Writing on Computers, and Workshop on Hands and Feet. 410 (G) Experimental Course (Arr,R) Topics include Art and Creativity, The Artist Experience, Color Theory, Drawing and Writing on the Computer, Mark and Image, and Theories in Art. 482 Anatomy for Artists (2-4) Principles and formation of the skeletal and muscular structure of the human figure. Prereq: ARTP 290 or ART 291 or 297. Buckner, Graduate Courses 502 Supervised College Teaching (1-4R) 507 Seminar (Arr,R) Topics include Archetypal Ancestors of the Artist, Art and Spirituality, Drawing and Dreaming, and Visual Poetics, Courses in Ceramics (ARTC) Lower-Division Courses 199 Special Studies (1-3R) 166 Ceramics 255 Ceramics (2-4R) Both directed and self-directed opportunities. Instruction available in many aspects of the study of ceramic processes. Open to nonmajors. James, Kokis, Pickering. Upper-Division Courses Note: Courses designated (M) ar (G) may be affered far graduate credit. 401 Research (Arr,R) 405 Reading and Conference (Arr,R) Prereq: instructor's consent. 406 (G) Special Problems (Arr,R) Prereq: instructor's consent. 407 (G) Seminar (Arr,R) Prereq: instructor's consent. 408 (G) Workshop (Arr,R) Prereq: instructor's consent. 410 (G) Experimental Course (Arr,R) 455 (G) Advanced Ceramics (2-4R) Intensive study opportunities for those who seek the integration of skills, theory, and practice with the development of personal meanings. James, Kokis, Pickering. 498 Terminal Creative Project (Arr,R) B.F.A. degree candidates only. Graduate Courses 501 Research (Arr,R) Prereq: instructor's consent. PIN only. 505 Reading and Conference (Arr,R) Prereq: instructor's consent. 506 Special Problems (Arr,R) Prereq: instructor's consent. 507 Seminar (Arr,R) Prereq: instructor's consent. 508 Workshop (Arr,R) Prereq: instructor's consent. 509 Terminal Creative Project (Arr,R) Prereq: instructor's consent. . Courses in Metalsmithing and Jewelry (ARTJ) Lower-Division Courses 199 Special Studies (1-3R) Prereq: instructor's consent. 257 Jewelry and Metalsmithing (2-4R) Introduction to the handworking of ferrous and nonferrous metals; practical information about making small tools and jewelry and metal objects. Nixon. Upper-Division Courses Note: Caurses designated (M) ar (G) may be affered far graduate credit. 401 Research (Arr,R) Prereq: instructor's consent. 405 Reading and Conference (Arr,R) Prereq: instructor's consent. 406 (G) Special Problems(Arr,R) Prereq: instructor's consent. 407 (G) Seminar (Arr,R) Prereq: instructor's consent. 408 (G) Workshop (Arr,R) 410 (G) Experimental Course (Arr,R) 457 (G) Advanced Jewelry and Metalsmithing (2-4R) Emphasis on creative work. Advanced problems in forging, raising, centrifuge casting, enameling, etching, stonesetting. Not offered 1986-87. 498 Terminal Creative Project (Arr,R) B.FA degree candidates only. Graduate Courses 501 Research (Arr,R) Prereq: instructor's consent. PIN only. 505 Reading and Conference (Arr,R) Prereq: instructor's consent. 506 Special Problems (Arr,R) Prereq: instructor's consent. 508 Workshop (Arr,R) Prereq: instructor's consent. 509 Terminal Creative Project (Arr,R) Prereq: instructor's consent. Courses in Painting (ARTP) Lower-Division Courses 199 Special Studies (1-3R) Prereq: instructor's consent. 290 Painting (2-4R) Basic visual elements and their application to painting as a means of expression. Traditional subject matter is incorporated: still life, landscape, figure. Prior drawing experience recom- mended. Baker, Graff, Okada. 292 Water Color (2-4R) Basic instruction in the use of water media, with particular attention totheir limitations and capabilities. Baker, Krause, Okada. Upper-Division Courses 381 Water Color (2-4R) Visual and manual under- standing of the media, with emphasis on transparency and fluidity. Transitory conditions of light and atmos- phere. Prereq: ART 291 or ARTP 292. Baker, Okada. 390 Painting (2-4R) Advanced painting concepts and technical processes. Independent initiative is encour- aged. Prereq: 8 credits of lower-division painting or equivalent. Baker, Graff, Okada. 391 Drawing (2-4R) Continued study in observation related to visual and spatial phenomena. Prereq: 4 credits of ART 291. Baker, Graff, Okada. 392 Composition and Visual Theory (2-4R) Visual theory and its relation to visual, tactile, kinetic, and mnemonic characterization. Prereq: 4 credits of ART 291 or 295 or instructor's consent. Not offered 1986-87. Note: Caurses designated (M) ar (G) may be affered far graduate credit. 401 Research (Arr,R) Prereq: instructor's consent. 405 Reading and Conference (Arr,R) Prereq: instructor's consent. 406 (G) Special Problems (Arr,R) Prereq: instructor's consent. 407 (G) Seminar (Arr,R) Prereq: instructor's consent. 408 (G) Workshop (Arr,R) Prereq: instructor's consent. 410 (G) Experimental Course(Arr,R) Topics include Drawing, Large-Scale Painting, and Theories in Painting. 481 Water Color (2-4R) Advanced study in selected water media. Prereq: ART 381 or instructor's consent. Okada. 490 (G) Advanced Painting (2-4R) The use of various media to characterize observation of a variety of sUbjects, including stililifes, landscapes, and figures. Prereq: 6 credits of ARTP 390 or equivalent. Baker, Graff, Okada. 491 (G) Advanced Drawing (2-4R) The use of drawing as a conceptual and technical tool' for revealing information from various sources, including still life, landscape, and figure. Prereq: 6 credits of ARTP 391. Baker, Graff, Okada. 492 (G) Composition and Visual Theory (2-4R) A study of light, color, surface, and visual processes as related to painting and visual communication. Baker. Not offered 1986-87. 498 Terminal Creative Project (Arr,R) B.FA degree candidates only. Graduate Courses 501 Research (Arr,R) Prereq: instructor's consent. PIN only. 505 Reading and Conference (Arr,R) Prereq: instructor's consent. 506 Special Problems (Arr,R) Prereq: instructor's consent. 507 Seminar (Arr,R) Prereq: instructor's consent. 508 Workshop (Arr,R) Prereq: instructor's consent. 509 Terminal Creative Project (Arr,R) Prereq: instructor's consent. 590 Graduate Studies in Painting (Arr,R) Advanced work with problems of color and form, technique, processes, and visual theories. Prereq: instructor's consent. 591 Graduate Studies in Drawing (Arr,R) Advanced work with problems of form, technique, processes, and visual theories. Prereq: instructor's consent. Courses in Printmaking (ARTR) Lower-Division Courses 199 Special StUdies (1-3R) Prereq: instructor's consent. Upper-Division Courses 348 Silkscreen (3R) Techniques of screenprinting, inclUding film stencil, liqUid blockout stencil, paper stencil, and photosensitive approaches. The medium as a unique conceptual and expressive tool. Prereq: instructor's consent. Paul. 349 Fundamentals of Printmaking (3R) Techniques of woodcut, collograph, lithography, and etching as primary means of expression. Practice in hand printing of editions. Rotating term-long offerings in each medium. Krause, Paul. Note: Caurses designated (M) ar (G) may be affered far graduate credit. 401 Research (Arr,R) Prereq: instructor's consent. 405 Reading and Conference (Arr,R) Prereq: instructor's consent. 406 (G) Special Problems (Arr,R) Prereq: instructor's consent. 407 (G) Seminar (Arr,R) Printmaking. Prereq: instructor's consent. 408 (G) Workshop (Arr,R) 410 (G) Experimental Course (Arr,R) Topics are Monoprint and Woodcut. 480 (G) Lithography (2-4R) MethOds of lithography, including color printing and advanced techniques. Stone preparation and hand printing of editions, with special emphasis on the medium's potential as a conceptualizing resource. Prereq: instructor's consent. Paul. 483 (G) Intaglio Printing Methods (2-4R) Topics include etChing, dry point, engraving, aquatint, soft ground, sugar lift, inkless embossment, color and relief. printing. Imagery development, philosophy of printing, self-expression, and social responsibility. Prereq: ARTR 349 and instructor's consent. Krause. 498 Terminal Creative Project (Arr,R) B.FA degree candidates only. Graduate Courses 501 Research (Arr,R) Prereq: instructor's consent. PIN only. 505 Reading and Conference (Arr,R) Prereq: instructor's consent. 506 Special Problems (Arr,R) Prereq: instructor's consent. 507 Seminar (Arr,R) Prereq: instructor's consent. Krause. 508 Workshop (Arr,R) Prereq: instructor's consent. 509 Terminal Creative Project (Arr,R) Prereq: instructor's consent. 580 Graduate Studies in Printmaking (Arr,R) Problems in various printmaking techniques: woodcut, etChing, silk screen, wood engraving, lithography, collograph. Intensive independent work combined with regular review and critique. Prereq: instructor's consent. Courses in SCUlpture (ARTS) Lower-Division Courses 199 Special Studies (1-3R) Prereq: instructor's consent. 293 Elementary SCUlpture (2-4R) Introduction to materials. Consideration of form; technical and compositional exercises in clay, plaster, wood, and stone. Alpert, Buckner. Weaving 167 Upper-Division Courses 393 Intermediate Sculpture (2-4R) Practice in the basics of additive, reductive, and constructive sculpture. Prereq: ART 293 or instructor's consent. Alpert, Buckner. Note: Courses designated (M) or (G) maybe offered for graduate credit. 401 Research (Arr,R) Prereq: instructor's consent. 405 Reading and Conference (Arr,R) Prereq: instructor's consent. 406 (G)Special Problems (Arr,R) Prereq: instructor's consent. 407 (G) Seminar (Arr,R) Prereq: instructor's consent. 408 (G) Workshop (Arr,R) 410 (G) Experimental Course (Arr,R) 487 (G) Figure Studies (2-4R) The human structure and its accurate interpretation. Three-dimensional work from the living model, with supporting study through drawing. Prereq: instructor's consent. 489 (G) Metal Casting (3R) Basic principles of nonferrous metal casting in lost wax. Design and operation of furnaces and ovens. Alpert, Buckner. 494 (G) Advanced Sculpture (2-4R) Intensive creative work in a wide variety of media. Traditional and contemporary sculptural ideas and their relationship to personal expression. Regular reviews. Prereq: instructor's consent. Alpert, Buckner. 496 (G) Ceramic Sculpture (2-4R) Techniques in building, modeling, molding, and surfacing terra cotta. The character of the materials and their effectiveness as sculptural media. Kokis. 498 Terminal Creative Project(Arr,R) B.FA degree candidates only. Graduate Courses 501 Research (Arr,R) Prereq: instructor's consent. PIN only. 505 Reading and Conference (Arr,R) Prereq: instructor's consent. 506 Special Problems (Arr,R) Prereq: instructor's consent. 507 Seminar (Arr,R) Prereq: .instructor's consent. 508 Workshop (Arr,R) Prereq: instructor's consent. 509 Terminal Creative Project (Arr,R) Prereq: instructor's consent. 594 Graduate Studies in Sculpture (Arr,R) Problems of forms and their relationship to space. Studio research into traditional and contemporary concepts to find personal expression. Prereq: instructor's consent. Courses in Visual Design (ARTV) Lower-Division Courses 199 Special Studies (1-3R) 251 Introduction to Photography (3) The camera and how it functions. Lectures, field trips, and reviews. Work with color slide film; no darkroom work. 258 Basic Photography (2-4R) Basic black-and-white photographic processes and techniques; develop- ment of camera and darkroom skills; seeing photo- graphically. Numerous reviews of student work. Prereq: instructor's consent. Warpinski, Wendel. Upper-Division Courses 382 Letter Form (2-4R) Fall: fundamentals of callig- raphy; winter: typography; spring: codification techniques as related to photo- and electronically generated graphics. 383 The Graphic Symbol (2-4R) Studies in symbolic communication. Exploration in the graphic evolution of symbols. Prereq: ARTY 382 or instructor's consent. Gates, Rose. 384 Intermediate Photography (2-4R) Previsualiza- tion of images. Manipulation of light and resulting tonal scale in photography (zone system). Prereq: ARTY 258 or instructor's consent. Warpinksi, Wendel. Note: Courses designated (M) or (G) may be offered for graduate credit. 401 Research (Arr,R) Prereq: instructor's consent. 405 Reading and Conference (Arr,R) Prereq: instructor's consent. 406 (G) Special Problems (Arr,R) Prereq: instructor's consent. 407 (G) Seminar (Arr,R) Prereq: instructor's consent. 408 (G) Workshop (Arr,R) Prereq: instructor's consent. 410 (G) Experimental Course (Arr,R) Topics include Advanced Mac Graphics, Advanced Visual Design, Communication Graphics, Computers in Art, and Design for Computers. 484 (G) Advanced Photography (2-4R) Previsualiza- tion of images; manipulation of light and the resulting tonal scale in photography (zone system). Processes and materials of color printing. Introduction to the large-format camera. Prereq: ARTV 384 or instructor's consent. Warpinski, Wendel. 493 (G) Visual Continuity (2-4R) The problems of image sequence and continuity in all graphic media inclUding photography, video, and computer- generated graphics. Prereq: ART 295 or instructor's consent. Foster. Open to nonmajors. 495 (G) Motion Graphics (2-4R) Moving imagery, both diagrammatic and photographic: use of video and computer graphics in visual design. Includes various animation techniques. Prereq: ART 295, ARTY 493 or instructor's consent. Foster. Open to nonmajors. 498 Terminal Creative Project (Arr,R) B.FA degree candidates only. Graduate Courses 501 Research (Arr,R) Prereq: instructor's consent. PIN only. 505 Reading and Conference (Arr,R) Prereq: instructor's consent. 506 Special Problems (Arr,R) Prereq: instructor's consent. 507 Seminar (Arr,R) Prereq: instructor's consent. 508 Workshop (Arr,R) Prereq: instructor's consent. 509 Terminal Creative Project (Arr,R) Prereq: instructor's consent. Courses in Weaving (ARTW) Lower-Division Courses 199 Special Studies (1-3R) Prereq: instructor's consent. 253 Off-Loom Textiles (2-4R) Introduction to fiber study through methods other than traditional loom work; exploration of forms possible in three dimension and at various scales; dyeing and construction techniques. Pickett. 256 Weaving (2-4R) Dressing, care, and manipulation of several types of looms. Experimentation with a wide variety of fibers. Production of textiles of original design on 4- and 8-harness looms. Pickett. Upper-Division Courses Note: Courses designated (M) odG) may be offered for graduate credit. 401 Research (Arr,R) Prereq: instructor's consent. 405 Reading and Conference (Arr,R) Prereq: instructor's consent. 406 (G) Special Problems (Arr,R) Prereq: instructor's consent. 407 (G) Seminar (Arr,R) Prereq: instructor's consent. 408 (G) Workshop (Arr,R) Prereq: instructor's consent. 410 (G) Experimental Course (Arr,R) 456 (G) Advanced Weaving (2-4R) Emphasis on creative work. Production of a wide variety of hand- woven fabrics. Historical studies, fabric analysis, spinning, dyeing. Pickett. 458 (G) Textile Printing (2-4R) Advanced problems in design and color applied to standard textiles. Technique in pattern design and yardage printing. Silk screen, block print. Prereq: instructor's consent. 498 Terminal Creative Project (Arr,R) B.FA degree candidates only. Graduate Courses Note: Graduatework in weaving is offered in conjunc- tion with the visual design area. Graduates receive an MFA in visual design. 501 Research (Arr,R) Prereq: instructor's consent. PIN only. 505 Reading and Conference (Arr,R) Prereq: instructor's consent. 506 Special Problems (Arr,R) Prereq: instructor's consent. 507 Seminar (Arr,R) Prereq: instructor's consent. 508 Workshop (Arr,R) Prereq: instructor's consent. 509 Terminal Creative Project (Arr,R) Prereq: instructor's consent. 168 Historic Preserva1'ion Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. 109 Lawrence Hall Telephone (503) 686·3631 Philip H. Dole, Program Director Historic Preservation Participating Faculty Janice C. Coleman, Architecture Gunilla K. Finrow, Architecture Arthur W. Hawn, Architecture Wayne J. Jewett, Architecture Lyman T. Johnson, Architecture James A. Pettinari, Architecture R. Peter Wilcox, Architecture The Study of Interior Architecture Preparation. High school and college students interested in interior architecture should prepare themselves by taking courses in the following subjects: 1. Fine arts such as drawing, sketching, painting, sculpture, fiber arts, two- and three-dimensional design, draftsmanship, and the history of the arts, architecture, furniture, and interior architecture-design 2. Social sciences such as sociology, psychol- ogy, individual and group behavior, cultural anthropology, community studies, and human environment 3. Sciences: environmental studies, algebra, and geometry. Trigonometry and college- 477E Lawrence Hall Telephone (503) 686·3638 or -3656 Lyman T. Johnson, Program Director Interior Architecture Note: In addition tothe basic program courses carried under the respective departments, the following special courses are available: 501 Research (Arr,R) National Register Nomination Application. 503 Thesis (Arr,R) 505 Reading and Conference (Arr,R) 506 Special Problems (Arr,R) Current topics are Historic Interior Painted Finishes and Historic Inventory, Eugene. 507 Seminar (Arr,R) Recent topics include Critical Issues in Historic Preservation, Legal Issues in Historic Preservation, and 19th-Century Historic Preservation in Europe. 508 Workshop (Arr,R) Wood Repair and Replacement is a current topic. 509 Practicum (Arr,R) 510 Experimental Course (Arr,R) 511 Terminal Project (Arr,R) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Requests for further information and application materials should be addressed to the Commit- tee on Historic Preservation, School of Architec- ture and Allied Arts, University of Oregon, Eugene OR 97403. Graduate Courses in Historic Preservation (AAAP) 12 9 6 9 6 Z7 credits 42 credits 9 6 12 Participating Faculty Philip H. Dole, Architecture Arthur W. Hawn, Interior Architecture Kenneth I. Helphand, Landscape Architecture Robert Z. Melnick, Landscape Architecture Donald L. Peting, Architecture Leland M. Roth, Art History Michael E. Shellenbarger, Architecture Richard A. Sundt, Art History Adjunct Program Requirements First Year Courses in preservation theory, law, technology, and recording Courses in architectural history. Research ..... Electives. Summer internship . Second Year Courses in architecture and architectural history Electives . Terminal project or thesis Robertson E. Collins, Adjunct Professor. BA, 1946, Stanford. (1984) Eric L. Eisemann, Adjunct Assistant Professor. BA, 1974, Knox; MA, 1980, Western Kentucky. (1984) George A. McMath, Adjunct Professor. B.Arch., 1959, Oregon. (1984) Gregg A. Olson, AdjunctAssistant Professor. B.Arch., 1975, Oregon; Diploma in Conservation Studies, 1977, University of York. (1984) Graduate Studies A master of science (M.S.) degree in historic preservation is offered by the School of Archi- tecture and Allied Arts. The two-year course of study is designed to meet the interests of students whose backgrounds are primarily in architecture, landscape architecture, and architectural history. It includes training in preservation theory and law, the characteristics of historic bUildings and landscapes, historic building technology, and the procedures for evaluating and recording historic sites and buildings. The program is administered by an inter- departmental committee in the School of Architecture and Allied Arts. Admission In addition to the basic requirements for admission to graduate study at the University, students normally must have a bachelor's degree in architecture, architectural history, or art history with an emphasis on architectural history. Students who want to participate in the program through the Western Interstate Com- mission for Higher Education (WICHE) should inquire at the Graduate School. level physics are required if an individual is interested in taking structures Because interior architecture students must be able to read, write, and think clearly about abstract concepts, preparation should also include literature and writing courses as well as readings in philosophy, poetry, and the Clas- sics, To better understand the professional field, prospective students should visit and discuss opportunities with local interior designers and firms practicing interior architecture, Students are encouraged to travel in order to broaden their experiences related to the proximate environment. Education in Interior Architecture. The program in interior architecture engages the student in all phases of interior planning, Emphasis is on problem solving and creative development as related to the proximate environment. Individual criticism is supple- mented by lectures and reviews by members of the design staff, Students work closely with each other and with instructors in architecture and landscape design, The program includes field trips to acquaint students with outstanding examples of current professional work in interior architecture, Opportunities are provided for collaboration on design problems with students in other fields in the arts, An internship may be arranged with a participating professional office, Six credits are earned in Practicum (IARC 409G), usually during the summer. It should be taken during the fourth or fifth year of study, Students must meet the requirements as published in the General Catalog of the year of their admission, Those needing more specific information should see a,program adviser, Accreditation. The curriculum in interior architecture is accredited by the Foundation for Interior Design Education and Research (FIDER), The five-year program leads to the bachelor of interior architecture (B,I.Arch,) degree, Careers. Most students prepare for entering professional practice with interior architecture and design firms, Other opportunities exist in related areas such as product representation, color consultation, space planning, furniture design, and other activities related to the proximate environment. Students graduating from the interior architec- ture program may elect to apply for the national examination administered by the National Council for Interior Design Qualification (NCIDQ), Successful completion of this exami- nation is required for membership in the American Society of Interior Designers (ASID) and the Institute of Business Designers (IBD), Summer Architecture Academy. See descrip- tion in the Architecture section of this catalog. Undergraduate Admission Because interest in the program exceeds the capacity of the department, prospective students should make early application, New students are admitted into the program only in the fall term, and an accelerated program is not normally possible. Further information about enrollment policies and application deadlines is available in the architecture department office, The admissions review focuses on creative capability, academic capability, and potential program contribution through diversity of background, experience, or maturity, Students are expected to submit specific materials supporting each of these attributes, Freshman applicants must have grades and scores which meet at least four of the following indices: 1, High school grade point average (GPA)- 3,00 2, Test of Standard Written English (TSWE)-38 3, Verbal Scholastic Aptitude Test (SAT)-400 4, Mathematical SAT-400 5, Total SAT-900 The University deadline for undergraduate applications to the interior architecture program is February 1 (see Application Deadlines in the Admissions and Records section of this catalog), The deadline for completion of the departmental application is February 15. All applicants must meet both deadlines, Students receive notices concerning their applications by April 15, Undergraduate Studies Potential applicants who have a prior four-year undergraduate degree in any field must apply to the graduate program (see Graduate Studies later in this section), The undergraduate programs in interior archi- tecture consist of the bachelor of interior architecture (B,I,Arch,) degree program and a minor in interior architecture, Bachelor of Interior Architecture: 220 credits A five-year program leads to the B,I.Arch, degree: the first two years are highly structured, Because of the diversity of opportunities in the profession, the program is designed to allow students and their advisers considerable flexibility in establishing study sequences that satisfy individual interests and needs, The flexibility of the program allows students to extend their study to the allied disciplines of architecture, landscape architecture, public policy and management, art history, and fine and applied arts, The B,I,Arch, may be earned as a second bachelor's degree by those who already have a bachelor's degree, Additional program and application information is available from the program director. Candidates forthe B,I.Arch, degree must satisfy the following requirements, totaling 220 credits: General University Requirements. 45 credits, distributed as follows: 1, Group requirements-36 credits in arts and letters, social science, and science 2, English composition-6 credits 3, Health-3 credits Major Program Requirements. 175 credits (see Professional Curriculum later in this section), Residence Requirements. For transfer stu- dents to receive the B,I,Arch, degree from the University, the following minimum credits must be taken in residence: 1, Design Area: 24 credits, including Interior Design Terminal Project (IARC 488, 489) Interior Architecture 169 2, Subject Area: Group 1-24 credits; Group 111-9 credits Leave of Absence. See policy statement in the Architecture section of this catalog, Minor Requirements The Department of Architecture offers a minor in interior architecture, subject to the following restrictions: 1, Before taking any course work, a student must notify the department head of intent to seek a minor, The minor will be granted on completion of the requirements in effect on the date of the notice of intent. 2, Because the department's first obligation is to its majors, it cannot guarantee availability of courses for minors, Minors may register in required courses on a first-come, first- served basis only after the needs of majors have been met. 3. Enrollment in each minor program is limited, If the department is unable to accommodate additional students, it may suspend admit- tance to a minor program until space becomes available, 4, Courses required for minors are open to other University students with instructor's consent. 5, A mid-C or better must be earned in graded courses, or P in passino pass courses, Interior Architecture Minor 29 credits Fundamentals of Architecture I, II, III, IV (ARCH 301,302, 303,304). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Survey of Interior Design (IARC 204) 3 Materials of Interior Design (IARC 370,371),3 credits each 6 Survey of the Visual Arts: Spatial Arts (ARH 201) , .. , , .... , , . . .. 3 Three of the following four courses: Color Theory and Application for the Built Environment (IARC 347), History of Interior Architecture (ARH 451, 452, 453) . . . . . 9 Graduate Studies The three programs of graduate study in interior architecture are Options I, II, and III. In all three programs, students must take 45 graduate credits, of which 30 must be in the major and 9 must be at the 500 level. Requirements for each of the three programs are listed below. The Option I program leads to the master of interior architecture (M.I.Arch,) as a post- professional degree. This program normally takes from four to six terms. Applicants must have a professional degree in interior architecture. Options II and III lead to the M.I.Arch. as a professional degree. Students in these pro- grams have access to the basic professional curriculum and all graduate-level course work in the department. The Option II program, which normally takes six or seven terms, is for students who have a four-year degree in interior design, architecture, or environmental design. The Option III program may be completed in 10 terms, and applicants must have a BA or B.S. degree upon entering. Graduate Admission Prospective students may receive a detailed description of the graduate program and a graduate application packet by writing directly to the Graduate Secretary, Dep3rtment of 170 Interior Architecture Architecture, University of Oregon, Eugene OR 97403. The packet describes all admission materials (academic records, statement of intent, recommendations, and a portfolio of creative work). Applications must be post- marked by February 1, prior to the fall term of admission. Notices of decisions on applications are mailed after April 1. Students with some interior architectural education (Option I or II) may want to req uest graduate teaching fellow- ship (GTF) application forms. Option I applications may be submitted at any time, but Option I graduate students ordinarily begin their work in the fall term. Professional Degree Programs: Mol.Arch. Option II and III students must complete the professional curriculum with 60 credits in design and 82 credits in subject-area courses. The interior architecture graduate programs do not have a graded-credit requirement. All graduate students are required to begin their work in the fall term; the department does not have a late admissions program. Graduate teaching fellowships (GTFs) are available to particularly well-qualified graduate students, especially second-year Option I and II s.tudents. For Option II, the minimum residency require- ment is six terms. Transfer credit may be given to students who have had academic experience in a Foundation for Interior Design Education and Research (FIDER)-accredited interior architecture program. Option II and III students may substitute, at their adviser's discretion, other appropriate courses (such as Basic Design or Environmental Design) for up to 6 of the required 60 credits in design. In addition, Option II students must complete the following requirements: 1. 6 credits in Research (IARC 501), which may include independent technical study or instructor~directed research 2. Two terms (12 credits) of the terminal project in interior architecture 3. Residence requirements in the Design and Subject Areas as listed above Postprofessional Degree Program: M.!.Arch. The Option I program should be understood as an opportunity to extend the knowledge gained in a five-year professional degree in interior architecture and design program. It offers the study of significant interior architectural sub- jects related to faculty expertise in the following areas: 1. Interior design and the proximate environ- ment 2. Historical precedents, interior environments, and furniture (including course work in historic preservation) 3. History and theory of interior architecture 4. Furniture design and technology 5. Daylighting, electric lighting, and color An Option I student is expected to develop a personal program within an area of interest and within the listed areas of faculty expertise. This individual study program culminates in an M.I.Arch. thesis, which synthesizes and clearly communicates the work. For more information, see the description of the master's degree with thesis in the Graduate School section of this catalog. A typical M.I.Arch. degree program focuses on one of several significant topics and usually relies heavily on the design probe as a study method. It draws on professional and general University courses, seminars, and personal consultation with a faculty adviser. Students should review this catalog for courses taught in other departments. Students in the Option I program are required to complete 9 credits in Thesis (IARC 503). Foreign Study See the Danish International Studies and Studio Abroad Programs listed in the Architecture section of this catalog. Professional Curriculum Interior Design: 66 credits Architectural Design (ARCH 181, 182), 12 credits Interior Design (IARC 388), six terms, 36 credits Custom Cabinet and Furniture Design (IARC 486), 6 credits Interior Design Terminal Project (IARC 488, 489), 12 credits Subject Area: 82 credits Group 1-40 credits, including the following: Skills and Content in Design (ARCH 101) Essential Considerations in Architecture (ARCH 102) Survey of Interior Design (IARC 204) Materials of Interior Design (IARC 370, 371) Furniture and Accessories (IARC 444) History of Interior Architecture (ARH 451, 452, 453) Working Drawings in Interior Architecture (IARC 472) 8 credits from the group of architecture funda- mental courses designated to be taken in the second year of the major Group 11-9 credits, selected from the art history program by the individual student Group 11I-33 credits, selected from the following list of courses; " indicates courses recommended by FIDER. Design Process and Method (ARCH 311) Descriptive Geometry (ARCH 316) Media for Design Development (ARCH 324) "Color Theory and Application for the Built Environment (IARC 347) "Introduction to Structures (ARCH 365) Structure Systems (ARCH 368, 369) "Environmental Control Systems (ARCH 391, 392,393) Research Methods (ARCH 411) Advanced Design Development Media (ARCH 424) Office Practice, Interiors (IARC 429) Settlement Patterns (ARCH 431, 432, 433) Ecological Implications in Design (ARCH 434) Social and Behavioral Factors in Design (ARCH 443) Essential Considerations in Architecture and Design Synthesis (ARCH 451) Architecture as Form (ARCH 455) Spatial Composition and Dynamics (ARCH 456) Types and Typology (ARCH 458) Specification Documents in Interior Design (IARC 471) Working Drawings in Interior Architecture (IARC 473) ART HISTORY. 9 credits in courses different from those used to satisfy Group II FINE AND APPLIED ARTS. 15 credits from the various areas LANDSCAPE ARCHITECTURE. 6 credits from the landscape subject area PLANNING, PUBLIC POLICY AND MANAGEMENT. Introduction to Planning and Public Policy (PPPM 301) GENERAL ELECTIVES. 27 credits. Students are encouraged to select general subject courses beyond the University group requirements. To ensure the continuation of liberal studies beyond the introductory level, B.I.Arch. candi- dates must complete 12 credits in upper- division general electives in academic subjects outside the School of Architecture and Allied Arts. Note: The program director may approve additional courses for Group III. Special Courses. Open-ended courses numbered 401-410 and 501-510 may be developed and approved for credit in subject or elective areas. Majors may take any graded course in the department on either a graded or a passino pass (PIN) basis. The maximum allowable number of PIN courses is set by University regulations. Courses in Interior Architecture (IARC) Arr: credits to be arranged Coreq: corequisite PIN: pass/no pass Prereq: prerequisite R: repeatable for credit S: must be taken in sequence Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses ARCH 101 Skills and Content in Design (3) See description under Architecture. ARCH 102 Essential Considerations in Architecture (3) See description under Architecture. ARCH 181, 182 Architectural Design (6,6) See description under Architecture. 199 Special Studies (1-3R) 200 SEARCH (1-3R) 204 Survey of InteriorDesign (3) Criteria intended to provide an introduction to the theory base of interior design. Open to nonmajors. ARCH 224 Introduction to Design Development Media (3) See description under Architecture. 288 Creative Problems in Interior Architecture (6) The planning processes by which interior spaces and forms are studied and executed. Prereq: ARCH 181, 182; IARC 204. PIN only. Upper-Division Courses ARCH 301, 302, 303,304 Fundamentals of Architec- ture I, II, III, IV (2,2,2,2) See descriptions under Architecture. ARCH 311 Design Process and Method (3) See description under Architecture. ARCH 316 Descriptive Geometry (3) See description under Architecture. ARCH 324 Media for Design Development (3R) See description under Architecture. 347 Color Theory and Application for the Built Environment (3) Use of color in the built environment including principal color systems, methods of color harmony, effects of visual phenomena, and various psychological, cultural, and historic implications. Prereq: ARCH 181, 182 or instructor's consent. ARCH 365 Introduction to Structures (4) See description under ArChitecture. ARCH 366 Theory of Structures I (4) See description under Architecture. ARCH 367 Theory of Structures /I (1 or 6) See description under Architecture. 370, 371 Materials of Interior Design (3,3) The properties, manufacture, and application of materials used in construction and interior design; field trips to supply sources. Open to nonmajors with instructor's consent. 388 Interior Design (6R) A series of creative problems in interior design; intensive analysis of design; methods of problem solution; individual criticism, review of design projects; group discussion and field trips. Prereq: ARCH 101,181,182. PIN course; majors only. ARCH 391, 392 Environmental Control Systems (4,4S) See description under Architecture. ARCH 393 Environmental Control Systems (4S) See description under Architecture. Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 401 Research (Arr,R) 405 Reading and Conference (Arr,R) 406 (G) Special Problems (Arr,R) 407 (G) Seminar (Arr,R) See description under Architecture. 408 (G) Workshop (Arr,R) 409 (G) Practicum (Arr,R) 410 (G) Experimental Course (Arr,R) Current topics are Computers for Interior Architecture and Terminal Project Preparation. ARCH 411 (G) Research Methods (3) See description under Architecture. ARCH 424 (G) Advanced Design Development Media (3) See description under Architecture. 429 (G) Office Practice,lnteriors (2) Office procedure for the interior designer in private practice; trade controls, discounts, interprofessional relations; sources of materials. ARCH 431,432,433 (G) Settlement Patterns (3,3,3) See description under Architecture. ARCH 434 (G) Ecological Implications in Design (3) See description under Architecture. ARCH 439 (G) Critical Issues in the Urban Environ- ment (3) See description under Architecture. ARCH 443 (G) Social and Behavioral Factors in Design (3) See description under Architecture. 444 (G) Furniture and Accessories (3) Analysis of furniture and cabinetry; emphasis on design, develop- ment, methods of manufacture and distribution; furniture construction and techniques of shop drawing. Introduction to basic wood construction procedures. Open to nonmajors with instructor's consent. ARCH 451 (G) Essential Considerations in Architec- ture and Design Synthesis (3) See description under Architecture. ARCH 455 (G) Architecture as Form (3) See description under Architecture. ARCH 456 (G) Spatial Composition and Dynamics (3) See description under Architecture. ARCH 458 (G) Types and Typology (3) See descrip- tion under Architecture. 471 (G) Specification Documents in Interior Design (1) In-depth study of detailed information required in preparing specification documents as related to the process of construction and furnishing of interior space. 472,473 (G) Working DraWings in Interior Architee- ture(4,4) Preparation of working drawings for projects in interior architecture. Majors only. 486,487 (G) Custom Cabinet and Furniture Design (6,6) Projects involving the design and construction of custom furniture, preparation of detailed shop drawings, shop procedure. Prereq: IARC 444, and 18 credits in IARC 388 or ARCH 380. Open to nonmajors with instructor's consent. PIN only. 488, 489 Interior Design Terminal Project (6,6) Student-initiated studies in interior design for the terminal project. Emphasis on comprehensive and integrative study. Prereq: 30 credits in IARC 388. PIN course; majors only. 492 (G) Electric Lighting (3) Principles of lighting with focus on integration of electric illumination and space. Glesign for lighting, calculations, and available systems and sources tested through models and drawings. Interior architecture and architecture majors only. Prereq: ARCH 303. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 506 Special Problems (Arr,R) 507 Seminar (Arr,R) 510 Experimental Course (Arr,R) ARCH 581, 582 Graduate Architectural Design: Option III (6,6) See description under Architecture. 588 Advanced Interior Design (1-12R) Studio-based investigation of special aspects of interior design. Prereq: fifth-year or graduate standing and instructor's consent. PIN course; majors only. ARCH 592 Daylighting (3) See description under Architecture. Landscape Architecture 171 Landscape Archi1'ecture 216 Lawrence Hall Telephone (503) 686-3634 Kenneth I. Helphand, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Ann Bettman, Assistant Professor (plants). B.A., 1967, Boston; BLA., 1978, MLA., 1979, Oregon. (1977) Jerome Diethelm, Professor (land planning research, site planning and design). B.Arch., 1962, Washington (Seattle); MLA., 1964, Harvard; Reg. Architect, Oregon; Reg. Landscape Architect, Oregon. (1970) Kenneth I. Helphand, Associate Professor (landscape history, literature, and theory). B.A., 1968, Brandeis; MLA, 1972, Harvard. (1974) David Hulse, Assistant Professor (land-use planning, computer applications). B.SLA., 1981, Colorado State; MLA., 1984, Harvard. (1985) Ronald J. LOVinger, Professor (planting design theory, landscape transformation). B.F.A., 1961, Illinois; M.L.A., 1963, Pennsylvania. (1965) Robert Z. Melnick, Associate Professor (landscape preservation, research). B.A., 1970, Bard; MLA., 1975, State University of New York College of Environ- mental Science and Forestry. (1982) Joseph D. Meyers, Associate Professor (geo- environmental analysis). B.S., 1949, M.S., 1952, Oregon; Reg. Professional Geologist, Arizona, Idaho, Oregon; Reg. Engineering Geologist, Oregon. (1974) David Vala, Assistant Professor (urban design, graphic communication). B.Arch., 1971, M.L.A., 1972, Oregon. (1982) Adjunct Ron Cameron, Adjunct Assistant Professor (site development). B.A., 1963, Stanford; B.L.A., 1967, Oregon; Reg. Landscape Architect, Oregon. (1973) Jeff Kern, Adjunct Assistant Professor (surveying). B.S., 1967, Farleigh Dickenson; Professional Land Surveyor, Oregon. (1983) Emeriti George S. Jette, Professor Emeritus (recreational planning and design). B.L.A., 1940, Oregon. (1941) Wallace M. Ruff, Professor Emeritus (research, experimentation, introduction of plants). B.S., 1934, Florida; M.S.. 1950, California, Berkeley. (1952) Landscape architecture is an environmental design profession and discipline of broad scope concerned with the design, planning, and management of landscapes. Landscape architecture is founded on an awareness of our deep connections to the natural world and the recognition that humans are part of the web of life. The design and planning of a healthy society rests on a commitment to the creation of a landscape that respects the land, its processes, and its integrity; aids in the fulfillment of human potential; and aspires to art. Landscape architecture is both a science and an art. It is based on a scientific knowledge of natural processes coupled with an awareness of historical, cultural, and social dynamics. Landscape architects are concerned with the transformation of these understandings into the physical form, into landscape design on all scales. The department is built upon the 19th-century legacy that landscape architecture is both a design and a social profession, with respon- sibilities to ourselves, society, the past, and the 172 Landscape Architecture future. The program, in both spirit and content, combines professional understanding and skills with a liberal education. As a profession, landscape architecture includes ecologically based planning activities and the analysis of environmental impact as well as the detailed development of land and sites of all sizes and uses. As an academic discipline, it provides a unique opportunity for personal development through environmental problem- and project-oriented study. The programs in landscape architecture emphasize the making of richly supportive physical places, beautiful in their response to human need and its ecological context. Undergraduate Studies Curriculum The curriculum in landscape architecture leads to the degree of bachelor of landscape archi- tecture (B.LA). The five-year program com- bines a general preparation in the arts and sciences with a focus on environmental studies. The goal is to produce a visually literate and environmentally responsible citizen capable of playing a central, professional role in the evolving landscape. Opportunities are provided for collaboration on planning and design problems with students in architecture, urban planning, and other disci- plines, in recognition of the integrated, com- prehensive nature of environmental planning and design. Curriculum Options. The curriculum repre- sents a recommended path toward the degree. It is expected to vary according to the interests, goals, and previous experience of individual students and should be planned with the help of faculty advisers. The options and departmental electives offered reflect the need both to provide a wide range of environmental subject material and to introduce the rapidly expanding spectrum of career areas within the profession. Program objectives are to provide a solid base of essential skills, tools, and knowledge as well as the flexibility to let each student proceed through the program following his or her own pattern of interests and readiness. Emphases include ecological and resource analysis, land conservation and development, urban neigh- borhood development of waterways and agricultural lands, private agency professional practice, public agency professional practice, environmental impact assessment,landscape preservation, and environmental research. The undergraduate program provides a bal- anced exposure to the many facets of land- scape architecture, with the expectation that specialization will occur at the graduate level and in professional internship programs. Curriculum Structure. The undergraduate curriculum consists of the following interrelated areas: PLANNING AND DESIGN. This is a series of studio courses on the development and communica- tion of solutions to site and other environmental problems, especially through specific physical design proposals. It is also concerned with the physical-spatial implications of planning and management policies and programs. Tutorial studio work is the integrative heart of the curriculum. SUBJECTS. Seven subject areas are essential foundations to integrative work in the planning and design program: landscape architectural technology; plant materials; landscape analysis and planning; history, literature, and theory of landscape architecture; media and communi- cation; planning; and fine arts. Course work in these areas, offered through various depart- ments, is provided in a required and elective format that encourages the student to partici- pate with an adviser in structuring an indi- vidualized educational program. ELECTIVES. This area, which includes general University requirements, provides for wide personal choice in structuring course work in arts and letters, social science, and science. Preparation Students planning to major in landscape architecture should prepare by taking begin- ning studies in the following areas: Environmental Awareness. Courses in ecol- ogy, biology, botany, geology, and geography help begin the long process of understanding the complex interrelationships and interdepen- dencies of humankind and the environment. Human Behavior. Courses in psychology, sociology: history, government. and related subjects help explain human needs, values, attitudes, and activities and are useful in preparing for the design of physical places. Problem Solving. Courses in philosophy, mathematics, and the sciences aid in the development of analytical skills. Visual Language Skills. Courses in drawing, painting, photography, film, design, art history, and related subjects help develop perceptual ski lis and the abi Iity to explore and commun icate ideas graphically. Students planning to transfer into the depart- ment should follow the above guides during their first year of study. They may expect to transfer without loss of time or credit into the second year of the B.LA program. Students interested in the undergraduate program should make application to the University by February 1 and to the department by March 1. Freshman candidates who fulfill University entrance requirements are automati- cally admitted to the department. All other students must apply directly to the department. Applications should contain: 1. A letter of intent 2. A portfolio of creative work 3. Three letters of recommendation Please contact either the Department of Land- scape Architecture or the admissions office for further information. Requirements Requirements for the B.LA degree total 220 credits, distributed as follows: Planning and Design. 85 credits, 13 studios FIRST YEAR, two studios Architectural Design (ARCH 181, 182) SECOND YEAR, two studios Landscape Architectural Design (LA 289) THIRD YEAR, three studios Landscape Architectural Design (LA 389) FOURTH YEAR, three studios Site Planning and Design (LA 489) One elective studio FIFTH YEAR, three studios Comprehensive Project Preparation (LA 580) Land Planning and Design (LA 589) Comprehensive Project (LA 590) One elective studio Transfer students typically enter the prog ram in the second year. Architectural Design (ARCH 280, 380), Work- shop: Design (Summer) (LA 408), and Prac- ticum (LA 409) are possible electives, as are the LA studios Subjects. 64 credits are required, distributed as follows: LANDSCAPE ARCHITECTURAL TECHNOLOGY Site Development I (LA 362) Site Construction I (LA 366) Workshop: Surveying (LA 408) Optional courses: Introduction to Structures (ARCH 365 and architecture structures se- quence), Workshop: Irrigation (LA 408), Site Development II (LA 459). Site Construction II (LA 460) PLANT MATERIALS Plants: Fall, Winter, Spring (LA 326, 327, 328) Planting Design Theory (LA 431) Optional courses: Introduction to Ecology (BI 272), Urban Farm (LA 390), The Garden (LA 432), Systematic Botany (BI 438) LANDSCAPE ANALYSIS AND PLANNING Introduction to Landscape Field Studies (LA 230) Site Analysis (LA 361) Introduction to Landscape Planning Analysis (LA 440) Optional courses: Landscape Planning Analysis (LA 511, 512, 513), Landscape Planning and Computer Applications (LA 515) HISTORY, THEORY. AND LITERATURE OF LAND- SCAPE ARCHITECTURE Introduction to Landscape Architecture (LA 225) Understanding Landscapes (LA 260) Two of the following courses: History of Land- scapeArchitecture (ARH 478, 479), Landscape Perception (LA 490), Contemporary American Landscape (LA 491) Optional courses: Experimental Course: Land- scape Films (LA 41 0), Landscape Preservation (LA 480), Landscape Architecture Research: Methods and Issues (LA 520), Land and Landscape (LA 543) MEDIA COURSES, 6 credits Introduction to Design Development Media (ARCH 224) or Experimental Course: Land- scape Media (LA 410) Optional courses: Media for Design Develop- ment (ARCH 320). Workshop: Drawing (LA 408), Advanced Design Development Media (ARCH 420), Experimental Course: Advanced Landscape Media (LA 510) PLANNING COURSES, 9 credits Introduction to Planning and Public Policy (PPPM 301) recommended Upper-division courses in economics, geog- raphy, political science, sociology, urban and regional planning FINE ARTS, 6 credits Electives. Must include a minimum of 45 credits of general University requirements Graduate Studies The two-year graduate program in landscape architecture leading to the master of landscape architecture (M.LA) degree is intended for those students who are especially prepared to do original work in the field. This may include research in any of the numerous subareas of the profession, community service projects that contribute to the development of harmonious human-land relationships in the region, or preparation for teaching at the university level. Student programs are individually designed and structured within the framework of de- partmental, University, and community re- sources. Programs combining work in two or more departments of the school are encour- aged. The department recognizes the impor- tance of building a community for graduate education characterized by serious and rigor- ous inquiry, self-direction, and opportunity to work closely with colleagues and peers in an active planning and design community, The graduate program has a number of em- phases which allow students to focus on one or more areas of landscape architecture, as follows: LANDSCAPE ARCHITECTURAL DESIGN. Design, viewed in the broadest sense, is the core of the program. Essentially, design means being a participant in processes of environmental transformation on all scaies. LANDSCAPE PLANNING ANALYSIS. Advanced methods of landscape analysis and pl,mning, including work in computer applications and geoenvironmental analysis. HISTORY, LITERATURE, AND THEORY OF LAND· SCAPE ARCHITECTURE. Understanding a theoretical base in landscape architecture: concepts of land, landscape, and landscape architecture; the role of perception in environ- mental understanding; and examining cultural dimensions of landscape design. COMMUNICATIONS. Basic and advanced courses in media are offered with emphasis on the development of effective graphic, narrative, and verbal communication skills and on the role of media in processes of inquiry. TEACHING IN LANDSCAPE ARCHITECTURE. Education is viewed as a continuing activity in both professional and University settings. Many graduate students have the opportunity to learn and practice teaching skills as teaching assistants or graduate teaching fellows (GTFs). M.L.A. Requirements The M.LA degree requires a minimum of 45 credits. Thirty credits are normally taken within the department and 15 in related departments. Ten of the 30 credits are assigned to an original graduate project in a landscape architecture topic or area, This is a primary component of the M.LA degree program, Required Courses Planting Design Theory (LA 431) Landscape Perception (LA 490) Contemporary American Landscape (LA 491) Seminar (LA 507) Workshop (LA 508) Graduate Terminal Project (LA 509) One term of Landscape Planning Analysis (LA 511,512,513) Landscape Planning and Computer Applica- tions (LA 515) Landscape Architecture Research: Methods and Issues (LA 520) Land and Landscape (LA 543) Land Planning and Design (LA 589) One additionai design studio Most of these requirements can be fulfilled simultaneously with B.L.A. requirements by students receiving a first professional degree. Additional graduate courses include: The Garden (LA 432) Site Development II (LA 459) Site Construction II (LA 460) Landscape Preservation (LA 480) Reading and Conference (LA 505) Special Problems (LA 506) Experimental Course: Advanced Landscape Media (LA 510) Students entering the program from reiated professions or other academic areas are reqUired to hold a B.LA or the equivalent. Specific program requirements are based on each individual's previous academic experi- ence. M.L.A. candidates are typically in resi- dence for two years. Graduate Program B.L.A. A B.LA degree usually requires three years of additional study beyond a first bachelor's degree. Students may pursue both a second bachelor's degree and an M.LA simultaneously. Students can typically complete both the B.LA and-M.LA degrees in 11 terms. Candidates for a second bachelor's degree are considered graduate students. Requirements for graduate students working on the B.LA as a second bachelor's degree differ from the undergraduate B.LA requirements as follows: Graduate stUdents begin the program with 300-level courses and they are exempt from the fine arts and planning requirements. Eligibility for graduate stUdy beyond the B.LA depends on a demonstrated capacity for original endeavor. Applications to the graduate program should contain: 1. A completed application form and fee 2. Three letters of recommendation from persons able to provide an assessment of the applicant's strengths and potential contributions 3. A personal statement describing pertinent background information, interests, goals, and aspirations 4. A portfolio of creative work The deadline is February 1. Applicants from all disciplines are welcome. General University regulations governing graduate admission are in the Graduate School section of this catalog. Landscape Architecture 173 Courses in Landscape Architecture (LA) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit s: must be taken in sequence Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 199 Special Studies (1-3R) 200 SEARCH (1-3R) 225 Introduction to Landscape Architecture (2) Lectures and multimedia presentations by the faculty offer introduction and background for the profession, Members of related professions demonstrate the Wide scope of the field and its interdisciplinary relationships. Open to nonmajors. 226 Plant Communities and Environments (3) Understanding of ecological processes of natural plant communities as a basis for leaming the role of plants in the landscape and the implications of human intervention. Bettman. Not offered 1986-87, 230 Introduction to Landscape Field Studies (3) Analyze, classify, and appraise landforms, land traditions, and land use of an area in a particular cultural context. Processes currently shaping the various landscapes of the southem Willamette Valley. Meyers, 260 Understanding Landscapes (3) Perception, description, and explanation of landscapes as environmental sets, as biophysical processes, and as cultural values. Open to nonmajors. Lovinger. 289 Landscape Architectural Design (3-6R) Study of places, their use, and how they evolve. Fundamentals of environmental awareness, small-scale site planning and principles of ecology; abstract design and elementary graphic techniques. Normally offered for 6 credits, Upper-Division Courses 326 Plants: Fall (4S) Characteristics, identification, and design uses of deciduous trees, shrubs, vines, and ground covers, Emphasis on identification and appropriate use in landscape design. S with LA 327, 328. 327 Plants: Winter (4S) Characteristics, identification, and design uses of omamental conifers and broad- leaved evergreen trees, shrubs, and ground covers, S with LA 326, 328. 328 Plants: Spring (4S) Characteristics, identification, and design uses of flowering trees, shrubs, vines, and ground covers; emphasis on synthesis of fall, winter, and spring. S with LA 326, 327. 360 Site Planning (3) Ideas, crafts, methods, and technologies of site planning: site analysis, design methods, site development and construction, and impact assessment. Pre- or coreq: LA 389 or ARCH 380, For landscape architecture and arChitecture majors; nonmajors need instructor's consent. Not offered 1986-87. 361 Site Analysis (4) Develops knOWledge and understanding of place; use of analytical tools and strategies for extending perception and understanding of land and proposals for its modification. Hulse. 362 Site Development I (3) Techniques for measuring, recording sites; methods for modification of sites; grading for earth movement, drainage; site systems. Cameron, 366 Site Construction I (3) Consideration of materials and processes of landscape construction; communi- cation of design intent through documents, including sources and costs. Vala. 389 Landscape Architectural Design (3-8R) Elemen- tary problems in landscape architecture; design as process, analysis of site and behavioral pattems, and the development and communication of design proposals. Normally offered for 6 credits. 390 Urban Farm (2-4) Experimentation with food production in the city; rebuilding urban soils; farm 174 Landscape Architecture animal-plant relationships; nutrient cycles. Cooperative food production and distribution; use of appropriate technologies. Bettman. Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 401 Research (Arr,R) 405 Reading and Conference (Arr,R) 406 (G) Special Problems (Arr,R) Group discussion and in-depth study of problems involving conflicting facts, principles, and uncertainties. 407 (G) Seminar (Arr,R) 408 Workshop (Arr,R) Concentrated programs of study combining instruction on special topics. Regular offerings include Appropriate Planting, Drawing, Irrigation, and Surveying. 409 Practicum (Arr,R) Supervised field laboratory work; clinical or in-service educational experience. Planned programs of activities and study with assured provisions for adequate supervision. Diethelm. 410 Experimental Course (Arr,R) Current topics include Landscape Films and Landscape Media. 431 (G) Planting Design Theory (3-6) Approaches to planting design; experiential and symbolic relation- ships of landscape space; order of landscape as a culturalexpression of time; order of the garden as an explicit art form. Coreq: LA 489. Lovinger. 432 (G) The Garden (3-6) Case studies of existing private and public gardens of the West. Field trips, measured drawings, landscape restoration of historic gardens and townscapes. Lovinger. 440 Introduction to Landscape Planning Analysis (3) Principles of designing land- and waterscapes for human use and settlement. Ecological, social, and economic analyses of landscapes, resources, and patterns of occupancy in the Eugene-Springfield area. Meyers. 459 (G) Site Development II (3-6) Complex problems in site modification and development; road siting and layout; irrigation and lighting systems. Integrated with LA 489. Cameron. 460 (G) Site Construction II (3-6) Special problems and strategies in the construction of structural additions to sites; construction documents; neighbor- hood construction. Integrated with LA 489. Cameron. ARH 478, 479 History of Landscape Architecture (3,3) History of gardens and public open spaces. 478: development of the garden from origin through the 17th century, emphasizing the Western landscape tradition. 479: focus on public open-space design and the Anglo-American tradition from the 18th through the 20th centuries. Helphand. Offered alternate years; not offered 1986-87. 480 (G) Landscape Preservation (3) Tools and techniques currently employed in the preservation of historic, cjjtural, and vernacular landscapes. Includes history of'-andscape preservation, significant legisla- tion, and case studies. Melnick. 489 Site Planning and Design (3-10R) Advanced problems in landscape architecture; cultural determi- nants of site planning and design; design development and natu ral systems and processes as indicators of carrying capacity. Integrated with LA 459. Normally offered for 6 credits. 490 (G) Landscape Perception (3) Development of the human-environment relationship as it relates to landscape perception, landscape archetypes, and the development of a theoretical base for contemporary landscape design. Helphand. Offered 1986-87 and alternate years. 491 (G) Contemporary American Landscape (3) Evolution of the contemporary American landscape as an expression of American culture. Helphand. Offered 1986-87 and alternate years. Graduate Courses 501 Research (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 506 Special Problems (Arr,R) 507 Seminar (Arr,R) Recent topics include Criticism, Readings in Modern Landscape History, Landscape and the Contemporary Visual Arts, and Design Process. 508 Workshop (Arr,R) Recent topics include Cultural Landscape Surveys, Emerald Waterways System, Landscape Arts, and Portland Downtown East and Portland METRO. 509 Graduate Terminal Project (Arr,R) An indepen- dent original project. Coreq: graduate project course for minimum of two terms. 510 Experimental Course (Arr,R) A recent topic is Advanced Landscape Media. 511 Landscape Planning Analysis (3-8) Rural landscape analysis. Natural landscapes, resources, and patterns of occupancy; preparation of environmen- tal and development sieve maps to determine various uses and modifications of natural landscapes. Meyers. 512 Landscape Planning Analysis (3-8) Urban landscape analysis. Preparation of environmental and development sieve maps to determine the compatibil- ity, feasibility, and suaability of various uses and modifications of cultural landscapes in selected Oregon cities. Meyers. 513 Landscape Planning Analysis (3-8) Regional landscape analysis. Environmental analysis of the natural and cultural elements determining human occupancyof a region; current trends in resource use and linkage systems. Meyers. 515 Landscape Planning and Computer Applica- tions (3) The development, application, and evaluation of computer processing systems for land-use and site-planning issues; use of the GRID data, cell storage, and analysis systems. Hulse. 520 (G) Landscape Architecture Research: Issues and Methods (3) Contemporary research issues and strategies. Theories, approaches, and techniques applicable to topics and problems in landscape architecture. Melnick. 543 Land and Landscape (3) Fundamental concepts in landscape planning and design: land, landscape, place, environment, experience, carrying capacity, property, form, scenery, and time. Diethelm. 580 Comprehensive Project Preparation (3) Finding, describing, programming, and probing environmental opportunities and problems. Diethelm. 589 Land Planning and Design (3-12R) Problems in landscape architecture of increased cultural complex- ity. Land-use planning, computer-aided ecological analysis of land, environmental impact, urban and new community design. Normally offered for 8 credits. 590 Comprehensive Project (3-16R) Advanced planning and design projects in landscape architec- ture. Studio development of indiVidually selected projects prepared in LA 580. Normally offered for 8 credits. Prereq: LA 580. Diethelm. Planning, Public Policy and Management 119 Hendricks Hall Telephone (503) 686-3635 John H. Baldwin, Department Head Faculty Note: Courses designated (M) or (G) may be offered for graduate credit. John H. Baldwin, Assistant Professor of Urban Planning (enVironmental sciences, resource manage- ment). B.A., 1972, State University of New York College, Buffalo; Ph.D., 1977, Wisconsin, Madison. (1980) Bryan T. Downes, Professor of Public Affairs (commu- nity politics, management, policy analysis); Director, Public Policy and Management Graduate Program. B.S., 1962, M.S., 1963, Oregon; PhD., 1966, Washington (St. Louis). (1976) Maradel K. Gale, Associate Professor of Urban Planning (legal issues in planning, environmental and resource planning). B.A., 1961, Washington State; M.A., 1967, Michigan State; J.D., 1974, Oregon. (1974) Michael Hibbard, Assistant Professor of Urban Planning (public service, planning theory, policy). B.S., 1968, California PolyteChnic; M.SW., 1971, San Diego State; PhD., 1980, California, Los Angeles. On leave fall 1986, winter 1987. (1980) Carl J. Hosticka, Associate Professor of Public Affairs (policy analysis, natural resource policy development). B.A., 1965, Brown; Ph.D., 1976, Massachusetts Institute of Technology. On leave winter, spring 1987. (1977) Carol Johansen, Senior Instructor of Public Affairs (career planning, public personnel, human behavior); Coordinator, Field Internship Program. B.S., 1975, M.S., 1979, Ph.D., 1985, Oregon. (1976) L. R. Jones, Associate Professor of Public Affairs (pubiic financial management, budgeting, regulatory decision making). B.A., 1967, Stanford; MAPA, 1971, Ph.D., 1977, California, Berkeley. (1979) David C. Povey, Associate Professor of Urban Planning (regional planning, politics and planning, community research). B.S., 1963, Lewis and Clark; M.R.P., 1969, Ph.D., 1972, Cornell. (1973) Edward Weeks, Associate Professor of Public Affairs (evaluation research, research methods). BA, 1973, Ph.D., 1978, California, Irvine. (1978) Emeriti Orval Etter, Associate Professor Emeritus (public law, metropolitan government). B.S., 1937, JD., 1939, Oregon. (1967) Adjunct Note: The department regularly employs practitioners to teach specialized courses. The following people have adjunct teaching responsibilities in the depart- ment. Helen Liggett, Adjunct Assistant Professor (community economic development, political participation). B.A., 1968, Catholic University of America; M.A., 1972, Ph.D., 1979, Hawaii. (1984) Terrance R. Moore, Adjunct Assistant Professor (cost-benefit analysis, political economy). B.S., 1971, Stanford; M.U.P., M.S., 1977, Oregon. (1979) Ernest Niemi, Adjunct Instructor (economic diversifica- tion). B.S., 1970, Oregon; M.U.P., 1978, Harvard. (1981) Participating Sandra L. Arp, Bureau of Governmental Research and Service Carol Hodges, Bureau of Governmental Research and Service Robert E. Keith, Bureau of Governmental Research and Service Jonathan D. Raab, Bureau of Governmental Research and Service Planning, Public Policy and Management 175 3 3 Karen Seidel, Bureau of Governmental Research and Service Kenneth C. Tollenaar, Bureau of Governmental Research and Service A. Mark Westling, Bureau of Governmental Research and Service Undergraduate Studies Planning, public policy and management (PPPM) is the study of the processes and organizations-both formal and informal- through which the public's interest is managed. The economic, social, political, financial, legal, and environmental characteristics of com- munities and systems of governance are examined in order to understand how the latter can be influenced to attain effectively the public's collective goals. The department's curriculum focuses on how government and other public institutions adapt to and rnanage change to meet societal needs. Preparation. High school students planning for a program in PPPM should work to develop communication skills, conceptual skills, and community experience. Communication skills can best be developed through courses in speech, English, and foreign languages. Debate and related public speaking experience are fine ways to develop and improve communi- cation skills. Conceptual skills can best be developed through courses that require the student to think independently and analytically. For example, high school students should complete at least three years of mathematics. Community and school leadership experiences are excellent preparation for students consider- ing enrolling in PPPM. Volunteer work, paid after-school jobs, and travel are all ways of acquiring community-based experience. Careers. The bachelor of arts (BA) or bachelor of science (B.S.) in planning, public policy and management provides students with a broad liberal arts background as well as a sound basis for graduate study in fields such as urban planning, public policy and management, business, law, journalism, and social welfare. In addition, graduates are prepared for entry-level positions in public, nonprofit, and private firms that address community planning and manage- ment. Admission Requirements The major in PPPM is limited to upper-division students who have applied to and been accepted by the department. Students may apply in the term they achieve upper-division standing. Preference in admission will be given to those who (a) have a grade point average (GPA) of 3.00 or better, (b) have some experi- ence-paid or volunteer-in public service, and (c) have completed the University's basic course and group requirements. In completing the University group require- ments, the following courses (or their equiva- lents, in the case of transfer students) are recommended: Social Science American Government (PS 201) Introduction to Economic Analysis: Micro- economics (EC 201) Introduction to Economic Analysis: Macro- economics (EC 202) State and Local Government (PS 203) The Community (SOC 304) Science The Natural Environment (GEOG 101) Concepts of Computing (CIS 121) Sample Program The two-year sample program shown below is strongly recommended to pre-PPPM majors as preparation for admission to the PPPM program in the junior year. Freshman Year, fall term 15·16 credits English Composition (WR 121) 3 Fundamentals of Speech Communication (RHCM 121) 3 American Government (PS 201) 3 Introduction to Sociology (SOC 201) . . . . . . . . . .. 3 Science group requirement . . . . . . . . . . . . .. 3-4 Winter term 15-16 credits Fundamentals of Small-Group Communication (RHCM 123) . State and Local Governments (PS 203) Communities, Population, and Resources (SOC 210) 3 Science group requirement. . . . . . . . . 3-4 Personal Health (HES 250) 3 Spring term 16·19 credits English Composition (WR 122 or 123) 3 Fundamentals of Interpersonal Communication (RHCM 124) . . . . . . . . . . . . 3 Concepts of Computing (CIS 121) 3 Intermediate Algebra (MTH 1DO) . . . . . . . . . . . . .. 4 Electives, especially introductory anthropology, American history, or other social sciences 3-6 Sophomore Year, fall term 16 credits Psychology as a Science (PSY 202) . . . . . 4 Introduction to Economic Analysis: Microeconomics (EC 201) 3 Electives, especially computer science; scientific and technical writing, journalistic writing: additional sociology, political science, community studies; and field experience. . . . . . .. . __ .. 9 Winter term 16 credits Psychology as a Social Science (PSY 204) .. 4 Introduction to Economic Analysis: Macroeconomics (EC 202) 3 Electives, as above _. . . .. 9 Spring term 18 credits The Natural Environment (GEOG 101) . . .. 3 Electives, as above 15 Admission Procedures The department admits students fall, winter, and spring terms. Deadlines are available frorn the department office. To be considered for admission, students must submit the following materials: (1) a completed application form, available from the departrnent office; (2) transcripts from all colleges and universities attended (these need not be official transcripts); and (3) a personal statement describing career goals and how the major in PPPM will help achieve those goals. This statement should be limited to two or three typed,double-spaced pages. Major Requirements A total of 186 credits are required for the bachelor's degree. These include 57 to 60 credits taken to satisfy PPPM major require- ments. The major in PPPM is organized into four parts: a common core, a concentration area, a field placement, and a senior research paper. Core. The core curriculum requirement is 21 credits, distributed as follows: Introduction to Planning and Public Policy (PPPM 301) Community Development (PPPM 320) Public Service Management (PPPM 322) Public Service Policies and Programs (PPPM 323) Introduction to Social Research (SOC 325) Quantitative Methods in Sociology (SOC 326) Introduction to Public Law (PPPM 357) Other courses may be substituted for SOC 325, 326 with faculty adviser's permission Concentration Areas. The program requires a minimum of 18 credits in one of three concentra- tion areas, each consisting of three required courses and at least three electives. A student admitted to the program is assigned an adviser to assist in designing a program within a particular concentration area which meets the student's specific needs and interests. The three concentration areas are as follows: PLANNING AND COMMUNITY DEVELOPMENT This concentration area focuses on the pro- cesses of community development: facilitation of problem solving for social, economic, and political change; bUilding the capacity of individuals and institutions to resolve problems and plan for their collective future. Specific concerns include (a) understanding the com- munity as an integrated whole with physical, economic, political, and social dimensions; (b) understanding the processes of change at the community level; and (c) understanding the policies and procedures by which community development and planning are undertaken. Required courses. Introduction to Public Economics (EC 329), Community and Regional Development (PPPM 440), Community Organi- zation (PPPM 447) Elective courses. A minimum of 9 additional credits chosen from PPPM and other University offerings, in consultation with adviser PUBLIC POLICY AND MANAGEMENT This concentration area prepares students to assume important roles in the development and implementation of public policy. These roles require skills in the analysis of policies, the design of organizational arrangements, sensitiv- ityto the role and limits of governmental action, and appreciation of the moral and ethical dimensions of public service. Required courses. Managing Public Money (PPPM 324), Introduction to Public Economics (EC 329), Cost-Benefit Analysis (PPPM 462) Elective courses. A minimum of 9 additional credits chosen from PPPM and other University offerings, in consultation with adviser RESOURCE DEVELOPMENT AND ENVIRONMEN- TAL MANAGEMENT This concentration area focuses on the analysis and management of human activities as they relate to the natural world. It includes the study of resource management and conservation, residuals control, and the study of the overall impact of our technical and socioeconomic systems on the natural world. Particular con- cerns include (a) proper resource develop- ment-taking advantage of economic oppor- tunities while staying within or avoiding natural constraints; (b) developing human systems as compatible as possible with the natural environ- 176 Planning, Public Policy and Management ment; and (c) resource conservation so that economic opportunity and our rich natural heritage can be enjoyed by future generations. Required courses. Introduction to Environmental Studies (PPPM 331), The Human Environment (BI 370), Natural Resource Policy (PPPM 470) Elective courses. A minimum of 9 additional credits chosen from PPPM and other University offerings, in consultation with adviser Field Placement. Each student is required to complete the equivalent of one full-time field placement, which can be either full time for one term (36 hours per week for 10 weeks) or half time for two consecutive terms (18 hours per week for 20 weeks). Placements are in local governments, nonprofit agencies, or private firms, and are supervised by the PPPM field coordinator. The student earns 12 credits in Supervised Field Study (PPPM 409). Students are also required to take the 3-credit course Theory-Practice Integration (PPPM 412) concur- rently with the field placement. In the case of a half-time placement over two terms, the seminar is taken only one of the two terms. Senior Research Paper. Each student con- ducts an individual research project which addresses a question of significance in the student's concentration area. The paper is supervised by a faculty member with expertise in the concentration area. It receives 3 to 6 credits, depending on its scope and the amount of effort required to address the question meaningfully. Minor ReqUirements The department offers a minor of special value to students majoring in social sciences and humanities. Through the minor, students can enhance their undergraduate education by including preparation for a variety of profes- sional occupations and graduate study. The minor can provide a professional applied context for the knowledge, theories, and methods of the student's major discipline. Students may declare the minor in planning, public policy and management at any time during or after the term in which they achieve upper-division standing. Materials for declaring the minor are available in the department office. The minor requires 24 credits, distributed as follows: Course Requirements 24 credits Introduction to Planning and Public Policy (PPPM 301) . 3 Community Development (PPPM 320) 3 Public Service Management (PPPM 322) 3 Public Service Policies and Programs (PPPM 323). 3 Introduction to Public Law (PPPM 357) . . .. . ... 3 Electives: three additional courses from the department . . . . . . . . . . . . . . . . . . . . 9 Graduate Studies Programs for the master of urban planning (M.U.P.) degree and the master's degree in public affairs-either a master of arts (MA) or a master of science (M.S.)-require two years for completion. The M.U.P. degree is recog- nized and approved by the American Planning Association and the American Institute of Certified Planners. The public affairs master's degree program in public policy and manage- ment is accredited by the National Association of Schools of Public Affairs and Administration. The fields of planning, public policy, and public management are concerned with the rational guidance of future change at the community, regional, state, national, and international levels. Professionals employed as planners and managers in public agencies frequently analyze, prepare recommendations, and implement policies and programs for public facilities and services, land-use planning, and development incentives and controls. They assume responsibility for a range of activities that includes administration, personnel man- agement and planning for housing, community development, and resource and pollution management. PPPM graduates should have a basic under- standing of the economic, social, political, fiscal, physical, and environmental characteris- tics of a community. They should be able to identify these and other variables as they encourage and facilitate institutional and social adaptation to challenges posed by achanging environment. Planning, public policy, and public management are multidisciplinary and eclectic fields attractive to students with varying career expectations. Thus the programs provide curricular flexibility to stimulate the development of knowledge, skills, behavior, and values needed for entry into a number of professional occupations. The Departmentof Planning, Public Policy and Management also maintains strong professional ties with the Bureau of Governmental Research and Service (BGRS) and its Public Affairs Library, both located in Hendricks Hall. PPPM students and faculty have participated in a number of BGRS projects, and several BGRS staff members teach courses in the department regularly. This mutually beneficial association improves department research, teaching, and public service. Financial Aid Graduate teaching fellowships (GTFs) are offered to approximately 30 students each year. Each fellowship includes a stipend and a waiver of tuitionand fees for one or more terms. GTFs are required to register for a maximum of 12 credits. Normally these assistantships are awarded to first-year students in public affairs and to second-year students in urban and regional planning, although exceptions are made for first-year students with extraordinary experience or training. Graduate students are also eligible for fellow- ship awards, granted by federal agencies and privately endowed foundations, and loans from University and federal student loan programs. Information regarding such grants and loans may be obtained from the Office of Student Financial Aid. All program applicants are strongly urged to apply for University financial assistance before February of the year of application in order to be eligible for work-study and other assistance offered by the student financial aid office. Minority students are eligible for additional financial assistance and for tutoring and counseling services through the Council for Minority Education. Urban and Regional Planning The field of planning is'concerned with rational and sensitive guidance of urban and regional change. Planners are responsible for identifying and clarifying the nature and effect of planning problems, for formulating potential solutions to these problems, and for assisting in the im- plementation of alternative policies that avoid additional complications. To realize these objectives, the planner must draw on the skills and insights of many profes- sions and disciplines. The planner must have a basic understanding of the cultural, economic, social, political, and physical characteristics of a community. While applying analytical skills at both the community and the regional levels, the planner must also make subjective judgments in the consideration of problems. Entering students should be prepared to become involved in and committed to the resolution of important social, economic, environmental, political, and cultural problems. Through courses within and outside the depart- ment, students can obtain an integrated understanding of planning, public policy, and public management as well as the more specific skills necessary for entry into a chosen profes- sional area. Preparation. Those interested in entering the planning program are strongly encouraged to complete a thorough social science under- graduate program, including courses in economics, sociology, geography, history, and other related fields. A required introductory course in statistics can be taken after admission on a remedial basis. Work experience, particu- larly if related to planning, is valuable, as are writing and public speaking skills. In addition, courses in the natural sciences, policy sciences, environmental design, or analytic methods, are helpful as background for advanced graduate work in a concentration area of interest to the student. Students must complete an advanced under- graduate or graduate-level introductory course in statistics, to be taken prior to or concurrently with Planning Analysis I (PPPM 530). No credit toward the M.U.P. degree is allowed for this course; however, the requirement is waived for students with equivalent prior courses or work experience. Entering students are encouraged to satisfy this requirement before enrolling in the program. Program participants may take no more than 15 credits per term. Students may file petitions to transfer up to 15 graduate credits taken prior to admission to the planning program. Such petitions must be submitted during the first term in the program. Juniors and seniors who anticipate applying for. admission are encouraged to seek advice at the department office. Careers. People with training in the field of planning find employment in a number of areas in both the pUblic and private sectors. Two kinds of public agencies provide career opportunities: those dealing with public housing and urban renewal, parks and highways, and other Planning, Public Policy and Management 177 community facilities; and those dealing with economic development, natural resources management, and social services. In the private sector, graduates are employed by consultant planners, large-scale private developers, utility companies, special-interest groups, and other organizations that use the planning process. Applicants are encouraged to review a copy of the American Collegiate Schools of Planning publication, Guide to Graduate Education in Urban and Regional Planning, available from the American Planning Association, 1313 East 60th Street, Chicago IL 60637. Application Procedures. The graduate pro- gram at the University is individually tailored. Great importance is placed on the student's preference for and ability to undertake self- directed educational activity. Because there are morethan 50 recognized graduate programs in planning in the United States, the admissions committee also emphasizes the selection of candidates who present clear and specific reasons for choosing to pursue their graduate work in planning at the University of Oregon. Application materials include: 1. A typewritten statement, prepared by the applicant, stating why admission to the planning program at the University is sought and what the applicant's expectations are from that field 2. At least two letters of recommendation from people familiar with the applicant's ability to pursue graduate-level studies in the field of planning 3. A copy of undergraduate transcripts, including evidence of completion of an undergraduate degree from an accredited college or university 4. Graduate Record Examination (GRE) scores are optional. If submitted, they are consi- dered along with other application materials Minority and economically disadvantaged students are encouraged to apply and to notify the department of financial and other needs. Applications are accepted beginning Sep- tember 15 for admission the following fall term. Applications are reviewed beginning March 15, and applicants are notified of admissions decisions early in April. Students are admitted for fall term only. For additional information, please call or write the departmental admission secretary. The Planning Curriculum. A total of 72 credits beyond the bachelor's degree is required for the M.U.P., of which 36 must be taken within the program. The remaining 36 credits may be taken within or outside the department, includ- ing outside the University, depending on the student's goals. Students are expected to enroll for six terms with an average load of 12 credits per term. A three-month internship is encouraged for the surnrner between the first and second years in the program unless the student has had equivalent experience. Internships are also available during the regular school year. A student may receive up to 6 credits for approved internship activity. A distinctive feature of the graduate planning curriculum is that each student is required to participate in a team project to develop a planning report for a client group. These planning projects usually focus on issues of immediate environmental and economic importance tothe client and the general public. Examples of recent project topics include: Tourism and resort development Opportunities for smail-business development Cost-benefit studies of small-scaie hydroelec- tric projects Recreation planning and multiple-use manage- ment of national forest land Ski area development and economic feasibility studies Student satisfaction with community college education Evaluation of urban development options Urban parking and mass transit user prefer- ences Each year approximately five planning contracts are developed with the participation of all graduate planning majors. These planning studies are conducted over a two-term (six- month) period in the Community Planning Workshop (PPPM 508). A final written report, prepared by the stUdent, provides additional evidence of the student's expertisp. and ability to conduct planning research and to prepare and present high-quality professional reports. The popUlarity of this program with students and with a growing number of governmeflt and private-sector clients has enabled it also to provide research support for 10 to 15 students each summer session. The following courses are required for the M.U.P. degree: Course Requirements 23-31 credits Terminal Project (PPPM 502) or Thesis (PPPM 503) . . . . . . . . . .. 3-10 Community Planning Workshop (PPPM 508) . . . . . . . . . . . . . . . . . .. ... . ... 6 Introduction to Urban Planning (PPPM 511) 3 Planning Theory (PPPM 515) 3 Seminar: Legislative and Administrative Procedures (PPPM 507) or Legal Issues in Planning (PPPM 518) or Planning Legislation (PPPM 522) . . . . 3-4 Planning Analysis I (PPPM 530) 3 StUdent-Faculty Research (PPPM 590) 2 The remaining required credits, including the 36 elective credits, are selected by the student in consultation with an adviser. Public Affairs The professional master's degree program in public affairs is designed for those interested in entry- and mid-level management and policy careers in public service. Graduates of the program have filled key positions at the local, state, and federal levels as administrators, department heads, planners, program and policy analysts, finance or personnel officers, staff members of research and service organi- zations, heads of public and private nonprofit human service programs, and staff members of public affairs programs in industry. The public affairs graduate program draws its students from throughout the United States, particularly from Oregon and the Northwest, and from a wide variety of employment and educational fields. Currently about 50 preser- vice and in-service students are enrolled in the program preparing for entry- and mid-level policy and management careers in public service. Approximateiy 60 percent of these students attend full time; the other 40 percent attend part time and are usually employed in public and private nonprofit organizations. Most public affairs graduate students have from two to five years of preprofessional work experience. Enrollment and participation by mid-career students is encouraged. To accommodate the working student, most graduate classes are offered in the late afternoon and evening. Program Characteristics 1. Flexibility allows students to design pro- grams, with faculty assistance, to meet individual needs and career interests. A student may concentrate on public financial management, for example, with a career goal of becorning a budget analyst for state government. Or a broader area of concentra- tion, such as human service management, might be chosen. 2. Problem-oriented courses prepare students for one of the major responsibilities that public managers face-making decisions. The program emphasizes the development of skill in diagnosing problems, collecting and analyzing information, choosing among alternatives, communicating findings, and managing change. 3. A focused approach through organization of the curriculum around work in a common core, management processes, and an area of concentration provides a common framework for learning about pubiic policy and management. 4. Interdisciplinary programming offers stu- dents the perspectives of other fields which are essential to an education in public policy and management. The program encourages enrollment in relevant courses frorn other University departments, such as economics, political science, business, and journalism. Application Procedures. To be eligible forthe public affairs graduate program in public policy and management, an applicant must hold a bachelor's degree. The following documents must be submitted: 1. An Application for Graduate Admission, available from the department office, 119 Hendricks Hall, University.of Oregon, Eugene OR 97403 2. A comprehensive employment and educa- tion resume 3. Two written statements: a clear specification of professional goals and interests (two to three pages) and an explanation of howthe interdisciplinary nature of the public policy and management program will contribute to the attainment of these goals 4. Current transcripts of all grades in courses taken toward the bachelor's degree and of any other college-level work. Unofficial transcripts are adequate for the depart- ment's use. They should be sent directly 178 Planning, Public Policy and Management by the institution that awarded the course credits 5. Three letters of recommendation, two of which may be from academic sources Program participants are selected on the basis of evaluation of their previous academic performance and other evidence of intellectual attainment or promise, previous public policy and management experience, and their state- ments of professional goals and the relationship ofthe program to their achievement. A student admitted to the program is expected to maintain a 3.00 GPA. Students are admitted each term to the graduate program. Materials must be submitted by April 1 for summer or fall (July 15 for late fall), November 1 for winter, and February 1 for spring term admission. Master's Degrees. The department offers MA and M.S. degrees in public affairs. A minimum of 63 credits are generally required to receive either degree, usually accomplished in approx- imately 18-24 months (six to eight terms) of full-time study. Academic background and work experience are scrutinized to determine if additional preparation is needed prior to beginning the program. The Public Affairs Graduate Curriculum. The public affairs graduate program in policy and management requires work in a common core, management processes, and a concentration area, as well as an exit project and an internship. THE COMMON CORE. Students admitted to the program are expected to acquire knowledge, skills, public-interest values, and behaviors in each of the following areas: community dynamics and change processes-the political, economic, social, and legal context of public affairs; policy analysis-policy-making pro- cesses and policy development; applied research methods-particularly policy and program evaluation; public management processes; human resources management; and public-interest values and ethics. Students begin working toward competence in the above areas by enrolling for a minimum of 3 graded credits in each of the six curricular areas in the common core for a total of 18 credits. Twelve of these 18 credits must be in departmental graduate courses. MANAGEMENT PROCESSES. In the management processes area, students must enroll for a minimum of 12 graded credits. These 12 credits must include four courses, one each in budget- ing, financial management systems, personnel management and labor relations, and the legal context of public affairs. Course work is designed to enhance compe- tence in particular public management pro- cesses, such as public finance and budgeting, public personnel management, public law, grant writing, program development, and program evaluation. CONCENTRATION AREAS. Each student is expected to develop an area of concentration. Courses in a concentration area are chosen in consultation with the faculty adviser and may be selected from any graduate-level offerings on campus. Students are required to take at least 18 credits in their chosen field of concen- tration. More than one area of concentration may be developed. Students may take concen- tration-area courses either graded or passino pass (PIN). Examples of concentration areas chosen by recent graduates include pUblic management, environment and resource management, criminal justice management, human services management, health services management, local government management, community development management, policy and program evaluation, and planning management. MID·PROGRAM REVIEW. All students undergo a mid-program review. After accumulating 30 to 35 graduate credits, students review their progress with their advisers. Career goals are also reviewed, and additional courses or educational experiences such as special projects are recommended. An appropriate field internship and the nature of the exit project are also agreed upon. EXIT PROJECTS. Each student is required to write a thesis, issue paper, or policy paper to complete degree requirements. Nine credits are awarded for a thesis, 3 for an issue or policy paper. SUPERVISED FIELD INTERNSHIP. Students are required to undertake the equivalent of a six-month (two- term) supervised field internship if they have not had at least two years of relevant career experience. Concurrently with the internship, a student registers for a graded 3-credit course, Seminar: Internship (PPPM 507). In-service students are required to complete the equivalent of a three-month (one-term) super- vised field internship and Seminar: Internship (PPPM 507). Although this requirement may be waived for in-career students, they are encour- aged to secure field credit on a contractual basis for new roles or projects undertaken in their current work setting. If in-career students waive this requirement, they must still complete 15 credits in other courses. Supervised Field Study (PPPM 509) is arranged through PPPM's field coordinator and is offered PIN only. Preservice students may earn up to 24 credits fortheir six-month internships, although only 12 may be used to satisfy degree requirements. In-career students receive 12 credits for their internship. Students must be enrolled for a minimum of 3 credits each term they are involved in a supervised internship. Interdisciplinary Program in Environmental StUdies An interdisciplinary master's degree focusing on environmental studies is offered through an individualized program of the Graduate School. Graduate courses in biology; economics; geography; law; leisure studies; and planning, public policy and management (among others) comprise the program. Address inquiries to John H. Baldwin, Director, Environmental Studies Program, 156 Hendricks Hall, University of Oregon, Eugene OR 97403. See also, in the Graduate School section of this catalog, Interdisciplinary Studies: Individ- ualized Program-Environmental Studies. Courses in Planning, Public Policy and Management (PPPM) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 199 Special Studies (1-3R) 200 SEARCH (1-3R) Upper-Division Courses 301 Introduction to Planning and Public Policy (3) Strategies for promoting development. managing resource utilization, and assisting public institution service and facility planning and management. Historical review of planning, public policy and management. 320 Community Development (3) Community development as it facilitates social, economic, and political change. Community organizing for human service delivery, economic development, and facilities planning; partnerships among government, business, and citizen groups. 322 Public Service Management (3) Theories relevant to the effective management of large and small organizations which deliver services to the public. Assumes students have completed general PPPM prerequisites. 323 Public service Policies and Programs (3) The various roles and processes in policy formulation, Implementation, and evaluation; needs, issues, and problems relevant to social programs and policy. Prereq: two courses in American government or politics. two In introductory economics. 324 Managing Public Money (3) Budgetary decision and control processes in public organizations; their relationship to allocation of public resources; problems of laxation, planning, budgeting, controlling, and evaluating government activities. 331 Introduction to Environmental Studies (3) Biophysical foundations of human, social, and economic systems. Examines the management and control of population growth, hunger, land use, natural resources, and pollution. 357 Introduction to Public Law (3) Administrative law for public administrators, Including Introduction to legal research. Administrative procedures, implemen- tation of policy through administrative law, judicial review, and practical applications in public agencies. Note: Courses designated (M) or(G) may be offered for graduate credit. 400 SEARCH (1-3R) 401 (M) Research (Arr,R) 403 (M) Thesis (Arr,R) 405 (M) Reading and Conference (Arr,R) 406 Special Problems (Arr,R) 407 (G) Seminar (Arr,R) Recent topics include Community Economic Development, Cutback Man- agement, Forest Policy, Grant Writing, Managing the Modern City, and Policy and Planning Communication. 408 (G) Workshop (Arr,R) Recent topiCS include Public Sector Marketing, Personnel and Affirmative Action, Program Planning, and Career Management for Women. 409 (M) Supervised Field Study (Arr,R) 12 credits maximum per term. Participation in the activities of public or private community agencies and organiza- tions, under faculty supervision and with coordinated instruction. Prereq: Instructor's consent. 410 (G) Experimental Course (Arr,R) New courses are taught under this number. See the Time Schedule of Classes for current titles. 411,412 (M) Theory-Practice Integration (3,3) Organization, character, and conduct of community Planning, Public Policy and Management 179 and public agency programs as a link between theoretical concepts and participation in supervised field study. Prereq: instructor's consent. 440 (G) Community and Regional Development (3) The economic, sociocultural, and political forces that have produced the present internal structure of regions in the United States: core cities, suburbs, small towns, and rural neighborhoods. 447 (G) Community Organization (3) Examination of how professionals and organizations mobilize to solve community problems. Focuses on the sociopolitical contexts of organizing and organizational strategies. 454 (M) Public Management (3) Achieving humane, productive, and responsible public organizations. How to manage public organizations to use human resources effectively and implement modern planning, organizing, supervising, and controlling systems. 457 (G) Legal Issues for Public Administrators (3) Personal accountability, pUblic hearings, open competitive bidding, public rights to know and records privacy, administrative regulations, administrative flexibility and legislative intent, and equal service to citizens. 458 (G) Policy Development and Evaluation (3) Policy alternatives, policy and program impact, measurements and evaluation, with emphasis on the roles and resources of administrative agencies in processes of analysis. 460 (G) Public Personnel Administration (3) Principles, issues, and practices of public personnel administration. Staffing, career systems, leadership, accountability, collective bargaining, and training. 461 (G) Citizen Participation (3) An examination of various forms of political participation that considers the contribution of each to the American political system. 462 (G) Cost-Benefit Analysis (3) Use of cost-benefit analysis at decision levels from the individual to the nation-state; advantages, disadvantages,and appro- priate uses of cost-benefit analysis. Prereq: one course in social research or quantitative methods in social science. 463 (G) Management of Metropolitan Areas (3) Efforts to improve local government performance through greater coordination, cooperation, and integration of organizations. Policy making and management processes; alternative ways of delivering pUblic services. 465, 466 (G) Management of State and Local Government (3,3) Policy making and management processes; federal, state, and local intergovernmental relationships; state and local government organiza- tional features, management, program responsibilities, and performance. 469 (G) Intergovernmental Relations (3) Legal, fiscal, and administrative relationships among the federal, state, and local levels of U.S. government. The grant-in-aid system, diVision of powers in the federal system, and implications for pUblic management. 470 (G) Natural Resource Policy (3) Aspects of population and resource systems. Poses questions regarding population trends, policy, and optimum size; analyzes methods for determining resource availability and flows. Graduate Courses 501 Research (Arr,R) 502 Terminal Project (Arr,R) 503 Thesis (Arr,R) 505 Reading and Conference (Arr,R) 506 Special Problems (Arr,R) Department majors may receive up to 6 credits for intern work in approved planning positions. 507 Seminar (Arr,R) Recent topics include Advanced Program Evaluation, Economic Diversification, Energy Policy Planning, Fiscal Impact Analysis, Legislative and Administrative Procedures inPlanning, Neighbor- hood Development, Policy Evaluation, and Program Evaluation. 508 Community Planning Workshop (1-6R) Cooperative planning endeavors. Students define problems, determine appropriate research methods, identify the groups that promote or resist change, test alternative solutions, and prepare a final plan or product. 509 Supervised Field StUdy (Arr,R) 12 credits maximum per term. Faculty-supervised participation in the activities of public or private community agencies and organizations; coordinated instruction. Prereq: instructor's consent. 510 Experimental Course (Arr,R) Each term aseries of short seminars is offered on planning and related topics. One-credit seminars are held in the evenings and meet two times for a total of six class hours. Rfor a total of six short seminars per year. PIN only. 511 Introduction to Urban Planning (3) Concepts and functions of the planning process as they relate to the social, economic, political, and environmental aspects of communities and regions. 515 Planning Theory (3) Logic of the planning process; major contributions to urban planning's search for a theory; relationship of planning to the political process and rational decision making. 517 Regional Planning (3) Theory and practice of regional planning. Substate regional analysis; develop- mentof regional policies and plans as these relate to the natural and human resource base of the Pacific Northwest. 518 Legal Issues in Planning and the Environment (4) Constitutional law issues (taking, due process, equal protection), statutory constraints (antitrust, civil rights), and procedural aspects of planning and zoning. Basic legal research. 520, 521 Applied Research Methods I, II (3,3) How to communicate, execute, and evaluate research in the public sector. Each student conducts an original research project from problem formulation through data analysis. 522 Planning Legislation (3) The various federal and state laws governing the planning function, and regulating programs, land use, and development. Prereq: PPPM 518 or instructor's consent. 523 Legislative and Administrative Procedures (3) Major legislative and administrative legal issues of concern to planners and public managers. 524 Public Organization Theory (3) Rationality, domain, and interdependence; internal and external control; social context of organizational design and structure; assessment of organizations; human behavior; resource control; discretion, risk, and decision making. 525 Politics and Planning (3) Roles of politician and planner in planning, policy formulation, and decision making; guest lectures by local planners, political figures, and representatives of citizen groups, 526 Environmental Issues in Planning (3) Contempo- rary environmental problems as they relate to regional social, economic, and physical systems. The long- and short-term impact of overpopulation, overconsumption, and harmful technologies, 527 Environmental Analysis in Planning (3) Development, requirements, and impact of the National Environmental Policy Act. Agency require- ments, legislation, and regulations. Impact, techniques of analysis, nonquantifiable considerations, and social challenges to the process. 528 Public Finance Administration (3) Public financial models and information systems; federal financial system issues; intergovernmental transfer policy and practices; state and local government financial issues; financial decision making. 529 Public BUdget Administration (3) Revenue and expenditure planning, negotiation, and management control; program, zero-base, and envelope budgeting; the politics of budgetary decision making; federal, state, and local budgeting; budgetary reform. 530 Planning Analysis I (3) Data sources and methods of data collection, including surveys; descriptive and multivariate analysis; computer applications; selected analytic models, population projections, cost-benefit analysis. Open to nonmajors with instructor's consent. 531 Planning Analysis II (3) Collecting, analyzing, forecasting, application of population, employment, economic base, land use, transportation information. Budget, time, uncertainty of data, and other limitations imposed on research activity. Prereq: PPPM 530 or instructor's consent. 532 PUblic Law (3) Legislation, administrative rule making and implementation of the law, judicial institutions and processes, case law, and the legal profession. How to conduct research in iaw and government-documents libraries, 536 Public Policy Analysis (3) Techniques in the policy-making process. Determining the impact of policies, comparing alternatives, determining the likelihood a policy will be adopted and effectively implemented, 539 Public Affairs and Social Change (3) Theories of planned social, community, and organizational change. Social, economic, political, and legal factors affecting planned change; government efforts to facilitate and manage change. Strategies for future change. 540 Land Use Planning I (3) Land-use planning in urban, rural, and connecting environments. Functions, distribution, and relationships of land uses; social, economic, fiscal, and physical consequences of alternative land-use development patterns. 541 Land Use Planning II (3) Social, economic, fiscal, and physical consequences of alternative land-use development patterns. Sources of information for formulation of a physical design program, solutions to problems, and presentation techniques. Prereq: PPPM 540 or instructor's consent. 544 Human Behavior in Public Organization (3) Integrates social science knowledge about people at work. Focus on the concepts of human behavior important to managerial problems in the public sector. 545 Urban Design (3) The visual aspects of cities; technological and cultural influences on urban desi.gn, perception of urban form, and aesthetic qualities of physical environments Current urban design theories. Open to nonmajors with instructor's consent. 548 Public Management Accountability (3) Account- ability methods of organizations; intergovernmental requirements; social and environmental control of organizations; accountability imposed by public organizations on citizen and private-sector behavior through regulation, ethical and value issues. 550 Social Issues in Planning (3) Social aspects of development, participation in public-policy decisions, planning of human services. Use of planning principles in generating information about social issues and encouraging citizen participation, 552 Public Land Law (4) The legal and sociopolitical issues involved in public land management. 554 Advanced Public Management (3) The pUblic manager's role in relation to organizational politics, solving problems and making decisions, group dynamics, motivation and leadership, supervision, communication, evaluation, and managerial effective- ness. 555 Housing and Urban Renewal (3) The relationship of housing to planning; functioning of housing markets and the house-bUilding industry; housing controls; methods and programs for improving housing in the community. Prereq: instructor's consent. 556 Housing Planning (3) Integration of housing and planning activities, The preparation of housing element and assistance plans, market analysis, survey techniques, and information base. Prereq: PPPM 555 or instructor's consent. 558 Tourism and Recreation Resources Planning (3) Assessing tourism resources; projecting tourist demand; benefits and costs of tourism at the commu- nity and regional levels. Planning and management of tourism resources. Prereq: introductory planning course or instructor's consent. 560 Urban Development (3) Development of commer- cia' industrial, and residential areas, from the viewpoint of the developer and planners. Feasibility and environmental impact studies undertaken by students to understand urban development better. 590 Student-Faculty Research (1-2R) Presentation by advanced master's degree candidates of designs and conclusions resulting from thesis research projects. 181 BusinessAdministration 268 Gilbert Hall Telephone (503) 686-3300 James E. Reinmuth, Dean Richard M. Steers, Associate Dean for Academic Affairs The College of Business Administration(CBA) offers programs of study leading to bachelor's, master's, and doctoral degrees in accounting, decision sciences, finance, market- ing, and management, and an interdisciplinary master's degree in industrial relations. All programs are designed to provide a broad education in both business management and societal issues that is essential for responsible administrative, research, and technical careers in business, government, and education. To ensure such an education for its students, the college requires that undergraduate majors take approximately 60 percent of their work outside the college. Within the college, profes- sional courses cover subjects affecting firms and organizations and their responsibilities to the owners, employees, customers, and society in general. The instructional programs of the college are offered in the Undergraduate School of Busi- ness and in the Graduate School of Manage- ment, which operates under the general direction of the Graduate School of the University. The College of Business Administration was established in 1914. Its undergraduate program was accredited in 1923 and its graduate program in 1962 by the American Assembly of Collegiate Schools of Business. Details of master's and doctoral programs may be found in the Graduate School of Management section of this catalog. Business Student Societies The following business and professional societies have chapters at the University: Alpha Kappa Psi, professional business fraternity; Beta Alpha Psi, accounting; and Pacific North- west Personnel Management Association. Beta Gamma Sigma Election to Beta Gamma Sigma, the national scholastic honor society in business administra- tion, requires students to rank in the upper five percent of their junior class (minimum grade point average of 3.75) or the upper 10 percent of their graduating class (minimum GPA of 3.50) or in the upper20 percent of students receiving master's degrees. CBA Computing Facilities The purposeofthe CBA computing facilities is to provide students and faculty with ongoing support for their educational needs in the form of professional staff assistance and computer hardware and software. Students have the opportunity to use a variety of computers in their business courses. The CBA computer laboratories, located on the third floor of the Chiles Business Center, include a Hewlett- Packard (HP) 3000 minicomputer as well as three microcomputer laboratories that are connected in a local area network. The Bohemia Instructional Lab has HP 150 microcomputers, plotters, and printers; the Holmes Instructional Computing Lab has Apple Macintosh micro- computers and printers; and the McKay IBM Instructional I_ab has International Business Machines personal computers (IBM PC) and PC-compatible microcomputers and printers. All microcomputers can function in a stand- alone mode to run a variety of business-oriented software applications such as business statis- tics, spreadsheet analysis, word processing, and business graphics. These microcomputers can also interact with the HP 3000 minicomputer to simulate the business environment by sharing data and files. In addition, the facilities offer several remote terminals with access to either the college's HP 3000 or the University's DEC 1091 and IBM 4341 computer systems. Study Abroad Programs The college maintains exchange relationships with several foreign universities that provide students with opportunities to study business management abroad. Study abroad business programs are currently available at the Univer- sity of Copenhagen (Denmark), Nijenrode School of Business (Holland), University of Stuttgart (West Germany), Aoyama Gakuin University (Japan), and Yonsei University (Korea). In all programs except Stuttgart's, English is the primary instructional language; Stuttgart courses are taught in German. In addition, the college sponsors a six-week summer school program in cooperation with the SANNO Institute of Business Administration in Tokyo, Japan. This program focuses on Japanese business management. Students interested in careers in international business are particularly encouraged to take advantage of one of these programs. Additional information on these programs is available in 271 Gilbert Hall. See also the international business track described under Undergraduate School of Business. Research The College of Business Administration faculty's active interest in research is manifested by the research centers incorporated in its organiza- tional structure. The amount of activity within these centers varies, depending on available University funds as well as grants and contracts from foundations, government agencies, and the business community. Forest Industries Management Center 9 Gilbert Hall Telephone (503) 686·3335 Stuart U. Rich, Director The primary goal of the Forest Industries Management Center is to stimulate research and education related to the forest products field. A forest industries management support area is offered in the M.BA program to graduate students who have undergraduate degrees in forestry. Details of the program appear in the Graduate School of Management section of this catalog. Institute of Industrial Relations 209B Gilbert Hall Telephone (503) 686·5141 Eaton H. Conant, Director The goal of the Institute of Industrial Relations is to stimulate research and education related to industrial and labor relations. The institute offers an integrated mUltidisciplinary program leading to either an M.S. or an MA degree in industrial relations. Details of the degree program appear in the Graduate School of Management section of this catalog. Office of External Affairs 264D Gilbert Hall Telephone (503) 686·3370 Kenneth D. Ramsing, Director This office is responsible for alumni, corporate, and public relations; fund raising; continuing professional education; and collegiate liaison with the Career Planning and Placement Service. Undergraduate School of Business 271 Gilbert Hall Telephone (503) 686-3302 Donald E. Lytle, Director of Undergraduate Programs To earn a degree in the Undergraduate School of Business, a student must be admitted as a major and complete one of the major subject areas offered: accounting, decision sciences, finance, management, or marketing; and, except for accounting majors and students double majoring within the College of Business Administration, complete a secondary subject area option. Combined with other work, each of the options may lead to the bachelor of science (B.S.) or the bachelor of arts (BA) degree. A student who has a bachelor's or master's degree in a field of business administration is not eligible for another such degree at the bachelor's degree level. A student may not receive two degrees simUl- taneously (e.g., a BA and a B.S.), but it is possible to double major under the same degree either within the Undergraduate School of Business or in another major area. Students must satisfy the upper-division core and major requirements in effect when they are admitted as majors or when they apply for graduation. The requirements chosen must be met in their entirety; they cannot be combined. 182 Undergraduate School of Business Admission Requirements Admission to the College of Business Adminis- tration as a major is possible after junior standing has been attained; however, students intending to major in a business field (account- ing, decision sciences, finance, management, marketing) should declare prebusiness as a major until preadmission requirements have been met. Prebusiness status, however, does not guarantee admission as a major in a field of business. The college has an enrollment limit of 700 undergraduate majors. As resources become available, this figure will be adjusted to accom- modate additional qualified applicants. Current information on enrollment limits, grade point average (GPA) requirement, and other details is available in 271 Gilbert Hall. To be eligible for admission as a major, a student must have completed University writing requirements, the College of Business Adminis- tration's Conceptual Tools Core (described under College of Business Administration Requirements), and at leastthree of the requi red six courses in each of the three general Univer- sity groups: arts and letters, social science, and science. At least 90 credits must be earned, of which a minimum of 60 must be graded, including the mathematics, economics, and business courses in the Conceptual Tools Core. A minimum GPA of 2. 75 in all college-level work attempted and 2.50 in the business, mathemat- ics, and economics courses of the Conceptual Tools Core are required to be eligible for major status. The GPA is based on all graded courses completed. If a graded course is repeated, both courses are counted in computing GPA; however, credit is given only once. If a course required to be taken graded is taken passino pass (PIN) instead, a P is treated as a C and an N is treated as an F for GPA calculations. Petitions Students with an overall GPA between 2.50 and 2.74 or with a GPA below 2.50 in the specified core courses may petition for admission. The approval of petitions is not automatic and is granted on a space-available basis only to those best qualified. When all othe( preadmis- sion requirements have been met, students should submit their petitions with their applica- tions for admission as a major following the procedure described below. Note: A student will not be awarded a degree without having been formally admitted as a major. Honors College Prebusiness majors admitted to the Honors College may substitute certain Honors College courses for College of Business Administration Conceptual Tools Core requirements. See the director of undergraduate programs in 271 Gilbert Hall for details. Application Procedure To be considered for admission as a major, students must apply prior to the term deadline. Application periods are as follows: fall term: April 1-21 and August 1-21, winter term: October 1-21, spring term: January 1-21. Late applications are not accepted. Applicants must have completed all business, economics, and mathematics courses in the Conceptual Tools Core and must be completing all entry requirements during the term in which they apply. Final acceptance as a major is contingent on satisfactory completion of all preadmission requirements. Transfer Students Transfer students who will have completed all preadmission requirements prior to transfer should apply to the University Office of Admis- sions at least one term prior to their intended term of transfer. When University admission is confirmed, application must then be made to the College of Business Administration for admission before the appropriate deadline. To ensure timely processing, copies of supporting transcripts should accompany this application. Students transferring before admission require- ments have been met will be admitted as prebusiness majors and should apply as resident students when requirements are complete. When there are significant changes in admis- sion requirements, the effective date for transfer students is normally one academic year after the policy first appears in the University of Oregon General Catalog. Continuous Progress If a student does not attend the University for three academic terms or more (excluding summer session) after being admitted as a major, he or she must reapply for admission. This requirement does not apply to students on recognized exchange programs or those who are granted a leave of absence by the college. Such leave must be requested prior to the end of three academic terms of inactive status and is normally approved for no more than three additional terms. Second Bachelor's Degree Students who have a bachelor's degree in another discipline and want a second degree in a field of business must be admitted to the University as postbaccalaureate nongraduate students. Transcripts of all previous college work must be provided to the college, and an official transcript showing receipt of prior degree must be sent to the Office of Admissions. A student dropped from the master's degree program because of inadequate grades is not eligible for asecond bachelor's degree. Criteria for admission to upper-division courses are the same as for first-degree candidates. Second-degree students must complete the same upper-division requirements as first- degree candidates. The business, mathemat- ics, economics, and computer literacy require- ments in the Conceptual Tools Core must be completed or waived by prior course work before a student may enroll in upper-division courses. If a student's native language is not English, a minimum score of5500n the Test of English as a Foreign Language (TOEFL) examination is required. The Second Bachelor's Degree section of this catalog, under Registra- tion and Academic Policies, lists University requirements for a second bachelor's degree; the college advising office distributes informa- tion concerning College of Business Administra- tion requirements. Degree Requirements To receive a degree from the College of Business Administration, a student must be an admitted major in good academic standing with the college and the University. Two sets of requirements must be completed: general University requirements and College of Busi- ness Administration requirements. The college is firmly committed to an undergraduate degree program in business that is based on a solid foundation in the arts and sciences. College of Business Administration majors, although in a professional school, must meet the same group requirements as students in the College of Arts and Sciences and must qualify for either the BA or the B.S. degree. The University will discontinue awarding bachelor of business administration (B.BA) degrees spring term 1987. This degree is available only to students who enrolled prior to summer 1983 and who will graduate by the end of spring term 1987. Students should refer to the Registration and Academic Policies section of this catalog for specific requirements for bachelor's degrees and for general University and group require- ments. College of Business Administration Requirements Conceptual Tools Core. The following courses or their equivalents must be taken prior to admission as a major in the College of Business Administration: Introduction to Economic Analysis: Micro- economics (EC 201) and Introduction to Economic Analysis: Macroeconomics (EC 202) Calculus for the Nonphysical Sciences (MTH 207, 208) and Probability and Statistics with Calculus (MTH 209) Introduction to Financial Accounting I (ACTG 221) Introduction to Law (BE 226) Introduction to Management Accounting (ACTG 260) Note: The courses listed above must be taken for grades, and a 2.50 GPA on these courses is required for admission as a major. Three courses selected from sociology, psychology, and anthropology courses listed in the social science group A fundamental speech course Introduction to Business-Information Proces- sing (CIS 131) Computer Literacy. Computer literacy is required for all business students. Computer literacy is defined as the ability to run software packages on a microcomputer with minimal tutorial assistance. The college advising office maintains a list of acceptable courses to meet the computer literacy requirement. In view of limited college and University comput- ing facilities, business students may want to purchase a microcomputer. Such purchases are not required, and neither the college nor the University endorses any particular manufacturer or vendor. Students who plan to purchase a microcomputer are urged to consult the college advising office concerning minimum specifica- tions and compatibility with college hardware. Significant discounts on the purchase of certain microcomputers are available to University students. Upper-Division Core. The following courses (3 credits each) are required of all majors: Managerial Economics (FINL 311) Undergraduate School of Business 183 Marketing Systems and Demand Analysis (MKTG311) Financial Management (FINL 316) Management and Organizational Behavior (MGMT 321) Business Statis~ics (DSC 330) Concepts of Production and Operations Man- agement (DSC 335) Intermediate Economic Analysis (EC 375) Business Enterprise and Social Responsibility (BE 425) Business Policy and Strategy (MGMT 453) Residence Requirement. Students must take 45 upper-division credits in business, of which 36 must be taken on campus. Nine credits may be transferred from other accredited institutions, independent study, or approved courses in other departments. Studies in Business and Economics. Stu- dents must take at least 75 credits in business and economics. These courses must be in the College of Business Administration or the economics department or be approved by the college. Studies in Other Disciplines. Students must take at least 105 credits in nonbusiness and noneconomics courses. Majors. Each student must complete a major as specified by each department. Majors are in accounting, decision sciences, finance, man- agement, and marketing. See the appropriate departmental sections of this catalog for specific course requirements. Secondary Subject Area. Each major, except accounting majors and students working toward a double major within the college, must complete a secondary sUbject area consisting of three courses (9 credits) selected from an area other than the major (see the specific departmental course listings) or from the following interdisciplinary areas. Business History. Any three of the following: Experimental Course: American Business History (HST 41 0), Economic History of Modern Europe (HST 456), American Labor Movement (HST 479), or American Economic History (HST 489) International Business. International Finance and Investment (FINL 463), International Marketing Management (MKTG 475), and either Experimental Course: International Manage- ment (MGMT 410) or International Transporta- tion and Distribution Management (TRN 453) Note: Students must satisfy the College of Business Administration upper-division course requirements in effect when they are admitted as majors. Grading 1. All courses used to satisfy a major subject area requirement must be taken graded and passed with a C- or better. 2. Courses in the upper-division core must be passed with grades of C- or better. 3. Equivalency is not given by the college for any transfer course in which a D was received. Please see the Registration and Academic Policies section of this catalog for details on the University grading system. Business Administration Minor Requirements The college offers a minor in business adminis- tration which is intended for students majoring in other disciplines who want courses in basic business management; it is divided into lower- and upper-division sections. The lower-division courses must be completed before students may enroll in upper-division courses. The requirements are as follows: Lower Division College Algebra (MTH 101) Introduction to Economic Analysis: Micro- economics (EC 201) and Introduction to Economic Analysis: Macroeconomics (EC 202) An introductory statistics course Introduction to Financial Accounting I (ACTG 221) and Introduction to Management Account- ing (ACTG 260) Introduction to Law (BE 226) Upper Division Marketing Systems and Demand Analysis (MKTG 311) Financial Management (FINL 316) Management and Organizational Behavior (MGMT 321) Two business electives Students intending to pursue a minor in busi- ness administration must declare their intent to the college advising office, 271 Gilbert Hall, and pick up a requirements checklist prior to beginning lower-division minor courses. After completing the lower-division courses and attaining junior standing, students must apply for upper-division minor admission through the advising office. In order to be admitted into the upper-division courses, students must have a 2.50 overall GPA, a GPA of 2.50 in the lower-division minor courses, and junior standing. All lower-division minor courses must be taken graded. Students meeting the above requirements may register for upper-division minor courses if they have fulfilled all course prerequisites. A C- (or P) is the minimum acceptable grade in upper- division courses. When upper-division require- ments have been completed, students should go to the college advising office for certification of the minor in business administration. International Business Track For students interested in international busi- ness, the following program is recommended: 1. Major in one of the five business disciplines 2. Select five area studies courses in the College of Arts and Sciences that focus on an understanding of the history, geography, and culture of a specific region of the world (e.g., East Asia, western Europe, Latin America; foreign students may select North America) 3. Complete at least two courses in international economics 4. Complete the international business second- ary subject area 5. Fulfill the language requirement for the BA degree with a language relevant tothe area of study Students majoring in disciplines other than business should follow this same track and complete the business administration minor taking as elective courses chosen from the international business secondary area. Student Advising The college advising service for business students is in 271 Gilbert Hall. Current informa- tion about admission and degree requirements for majors in the College of Business Administra- tion and the business administration minor ;s available there. A bulletin board outside this office contains announcements concerning policy, coming activities, scholarships, and other information of interest to all business and prebusiness students. Students are held responsible for information posted on this board and should check it once a week to ensure that they have the latest information, or they risk missing important events and policy changes. Peer advisers as well as college staff are available in the advising office to assist in planning programs. answering questions, and tracking progress toward graduation or admis- sion as a major. Students should check with the advising office at least once a year to ensure that requirements are being met. 184 Graduate School of Management Graduate School of Management 272 Gilbert Hall Telephone (503) 686-3306 Helen Gernon, Director of Graduate Programs The Graduate School of Management offers degree programs at both the master's and doctoral levels and coordinates the graduate work of the five administrative departments in the College of Business Administration. In all fields, graduate instruction is supported by courses in related fields offered elsewhere in the University. The Graduate School of Management is accredited by the American Assembly of Collegiate Schools of Business (AACSB). Master's Degree Programs The Graduate School of Management offers course work leading to the master of business administration (M.BA), master of science (M.S.), and master of arts (MA) degrees. Stu'dents must complete the requirements of the principal program specified for each degree. Oregon Executive M.B.A. Program The University of Oregon, in cooperation with Oregon State University and Portland State University, offers a two-year Oregon Executive Master of Business Administration (O.E.M.BA) Program for the employed midlevel executive. Classes are held in Portland one full day a week with two week-long summer sessions on the Eugene campus. In addition to standard admission criteria, applicants to this program must have substantial managerial experience and corporate sponsorship. Forfurther informa- tion, write or call: Director, O.E.M.BA Program University of Oregon Eugene OR 97403 Telephone (503) 686-3300 The M.B.A. Program The primary goal of graduate education in business is to prepare men and women for responsible careers in both the public and private sectors. Management education is viewed.as training in the general management area supplemented by opportunities for stu- dents to emphasize given areas of concentra- tion. Most students select from the following majors: accounting, decision sciences, finance, management, and marketing. In addition, there are four specialized majors: decision sciences: business statistics, decision sciences: produc- tion operations and management, manage- ment: general business, and marketing: interna- tional business. The M.BA program focuses on profit-oriented organizations, although students may explore certain aspects of nonprofit organizations or government agencies. The M.BA degree normally takes two years of full-time study to complete and requires a high degree of involvement on the part of students. Entry into the program is typically in the fall of each year. Students entering winter term should see Winter Admission, below under Administra- tion of Master's Degree Programs. The following courses must be taken the first year: Fall term 12 credits Seminar: Communications (BA 507) 1 Seminar: Computers (BA 507) 1 Introduction to Business Statistics (DSC 511) 4 Management and Organizational Behavior (MGMT511) 3 Marketing Management (MKTG 511) 3 Winter term 12 credits Accounting Concepts (ACTG 511) 3 Economic Policy (BE 511) . . . . . . . . . . . . . . . . . . . . 3 Analytical Techniques in Management (DSC 512) . 3 Financial Environment (FINL 514) 3 Spring term 12 credits Management Accounting Concepts (ACTG 512) .. 3 Business, Government, and Society (BE 512) 3 Production Management (DSC 513) 3 Financial Management (FINL 516) 3 The first-year program requirements must be completed before students may take more advanced work in their principal program: Course Waivers. Students may waive up to four courses from the first-year program. Only two of these courses can apply toward reducing the total number of credits required forthe degree. Two of the four courses waived must be replaced by advanced electives in an area or areas chosen by the student in consultation with his or her adviser. Granting of waivers is based on either previous course work or examination, as determined by the department. Majors. Other than in accounting and interna- tional business, a major requires completion of four courses, as specified by the major depart- ment. Students with a management: general business major choose four electives in consul- tation with their advisers. Additional hours are required for a major in accounting to meet standards of the American Association of Collegiate Schools of Business (AACSB). The graduate program of study must be approved by the student's adviser, department head in the major, and the director of graduate programs. Breadth Electives. At least one elective must be taken from each College of Business Administration department outside the student's major department. Students selecting a man- agement: general business major must take at least one elective from each department. Courses that satisfy the breadth requirements are specified by the department offering the course. Second Year Following are the required courses for the second year in the M.BA degree program: Fall term 12-15 credits Corporate Strategy and Planning (BA 524) .. . .. 3 One course in the major 3-4 Electives . . . . . . . . . 6-8 Winter term 12·15 credits Strategy and Policy Implementation (BA 525). 3 One course in the major 3-4 Electives . . . . . . . . . . . . . . . . . .. 6-8 Spring term 12-16 credits Two courses in the major 6-8 Electives . . . . . . . . . . . . . . . . . . . .. 6-8 All students in the two-year M.BA program must meet the following second-year require- ments: 1. Completion of at least 36 credits (minimum of 12 courses) beyond the first-year program, of which 30 must be in 500-level College of Business Administration courses 2. Ofthe30 credits, not more than 18 may be in the major 3. The remaining 6 credits should be in graduate-level courses either in business or in related areas outside the College of Business Administration Accelerated Programs 3-2 Program. The 3-2 program offers an opportunity for superior nonbusiness under- graduate majors to beginworkon an M.BA or M.S. degree during their senior year. Students spend the first three years of their under- graduate work meeting requirements for the bachelor's degree in their major area. During the fourth year, the first-year courses for the master's program are completed, and the fifth year is devoted to completion of the 45 credits in graduate courses required for a master's degree. Successful completion of the 3-2 program leads to the appropriate bachelor's degree after the fourth year and an M.BA or an M.S. degree in the College of Business Administration after the fifth year. 4-1 Program. The 4-1 program allows outstand- ing undergraduate majors in the College of Business Administration the opportunity to obtain a 45-credit M.BA degree in one year. Students admitted to this program have all of the first-year courses waived and are then required to complete only 45 credits beyond the first-year program. Admission to the accelerated master's degree programs is highly competitive and limited to those students who have both outstanding scholastic records and demonstrated potential for graduate study. Admission is for fall term only. Interdisciplinary Programs Interdisciplinary programs in forest industries management, industrial relations, international business, and law are offered across de- partmental lines. Forest Industries Management. Effective fall 1986, forest industries management will be offered as a support area inthe M.BA program to be taken in conjunction with a major. This support area is designed primarily for students with a bachelor's degree in forestry. However, students with undergraduate degrees in other disciplines may also find this area of study appropriate. The requirements are Problems in Forest Industries Management (MKTG 570), 3 credits, and forest industries research or independent study, 3 credits, with a college faculty member. In addition, in other M.BA courses that require lengthy term papers, students with a forest industries management support area are expected to relate the contents of their papers to problems and issues of the forest industries. Copies of these papers are to be furnished simultaneously to the director of the Forest Industries Management Center and to the course instructors. Industrial Relations. The industrial relations option is an integrated program with a choice of courses in economics, management, political science, psychology, sociology, and other disciplines. The program is described underthe Institute of Industrial Relations. International Business. The Graduate School of Management, in cooperation with the Univer- sity, offers international business as a special area of concentration in the M.BA program. This program requires completion of the M.BA core, advanced course work in international Graduate School of Management 185 business, and specialized study in a particular geographic region of the world. A foreign language is recommended but not required, and an accelerated program is available for superior students with undergraduate degrees in business. Study abroad and business internships are also available on an optional basis. A master of science (M.S.) program in international business is currently being de- signed. For further information, write or call: Director, International Business Program University of Oregon Eugene OR 97403 Telephone (503) 686-3321 J.D/M.B.A. Program. In cooperation with the University of Oregon School of Law, a concur- rent Doctor of Jurisprudence/Master of Busi- ness Administration (JD.lM.BA) program makes it possible to earn both the J.D. and the M.BA degrees in four years instead of the five that would be required if the degree programs were taken separately. The program is designed for students planning a legal career that requires in-depth knowledge of business operations. Students entering the program spend their first year in the School of Law and take their second-year courses in the Graduate School of Management. The third and fourth years are spent taking advanced courses in both law and business. It is a highly selective program; students are required to meet the admission requirements of both the School of Law and the Graduate School of Management. Admission to the program is allowed only during the fall term. Prospective students should consult both the director of admissions in the School of Law and the director of graduate programs in the Graduate School of Management. Master of Science or Master of Arts The program leading to the M.S. or MA degree (in disciplines other than accounting) allows more specialization than the M.BA program and may be adapted to the particular needs of the student. The requirements are as follows: 1. Completion of the AACSB common body of business knowledge as specified by the department in the Graduate School of Management in which the majority of specialization will take place. For students without prior academic preparation in business, completion of the common body of business knowledge normally consists of satisfaction of the first-year M.BA required courses. The manner in which this require- ment is satisfied is determined by the student in consultation with his or her program committee and with approval by the director of graduate programs 2. Completion of a minimum of 45 graduate credits beyond the first-year M.BA required courses. These should include the following: a. A minimum of 18 credits of course work in the primary area of specialization. A majority of this work should be taken within the school. However, specialization is defined by a SUbject of study and is not limited to courses offered by one department or by the school b. A minimum of 12 credits of course work in a secondary area of study either in the Graduate School of Management or in a related field c. A maximum of 9 credits of thesis to be taken at the option of the student and the program committee. For those choosing to complete a thesis, the number of credits taken for the thesis will be de- ducted from the required number of elective credits d. A minimum of 30 credits in 500-level courses e A minimum of 27 graduate credits taken in the Graduate School of Management 3. Approval of the proposed program of study by a program committee composed of at least two faculty members. At least one faculty member must be from the department in which the majority of specialization is taken a. The composition of the program commit- tee must be approved by the director of graduate programs in the Graduate School of Management b. An approved program of study must be filed with the director of graduate pro- grams before any courses beyond the common body of business knowledge can be taken 4. If a thesis is undertaken, approval by a thesis committee composed of at least two faculty members. At least one faculty member must be from the department in which the majority of specialization is taken a. The composition of the thesis committee must be approved by the .director of graduate programs. The thesis commit- tee may have different members than the program committee b. A thesis proposal must be approved in writing by all members of the thesis committee and submitted to the director of graduate programs before substantial work is undertaken on the thesis c. In case of disagreement between thesis committee members over the accept- ability of the thesis, the issue shall be resolved by an ad hoc committee of at least three faculty members appointed by the head of the department in which a majority of specialization has been taken 5. Computer literacy. Details of this requirement appear under the Undergraduate School of Business For the MA degree, competence in a foreign language is required. Master of Science in Accounting The M.S. program in accounting is designed for stUdents-particularly those with previous business and accounting courses-who want a greater degree of specialization and more course work in accounting than are available through the M.BA program. The requirements are (a) completion of the AACSB common body of business knowledge, which normally consists of completion of the first-year M.BA required courses; (b) comple- tion of a minimum of 45 graduate credits beyond the common body of business knowledge, including 12 to 24 in accounting, 6 from the business core area, and 15 to 24 in supporting areas; and (c) computer literacy. For specific course requirements, inquire at the department office. Programs of study are individually designed by the student and a faculty member within certain limits set by the department. Administration of Master's Degree Programs Fall Admission. Consistent with the goal of the Graduate School of Management to educate individuals with the greatest potential for becoming successful managers, the admission selection process is aimed at admitting those students who have demonstrated their ability and potential to become responsible, effective managers. The school is interested in the applicant's general intellectual ability, initiative and re- sourcefulness, creativity, seriousness of pur- pose, maturity, and capacity for growth. In addition, oral and written communication skills are important. Students should have a dem- onstrated capacity for quantitative thinking and be able to take an orderly, analytical approach tb problem solving and to the generation of alternative solutions. The ability to take ideas from different sources and see important relationships is very beneficial. Students should also be self-motivated, with considerable persistence and drive, and with some under- standing of the broad social, political, and economic implications of decisions and actions. Admission Criteria More specifically, the admission process is based on four categories of information: (1) undergraduate academic performance; (2) GMAT score; (3) recommendations from at least three faculty members or others who can comment on the applicant's potential to do graduate work in business; and (4) letter of purpose in which the applicant discusses long-range objectives and the alternatives considered and benefits anticipated from pursuing a master's degree. The letter should indicate the ways in which the applicant's planning has been influenced by past academic and work experiences and his or her personal strengths and weaknesses. The applicant should also provide any other pertinent informa- tion for consideration. Recent successful applicants have had mini- mum undergraduate GPAs of 3.00 and GMAT scores above 550. Prerequisites. Courses in calculus, micro- economics, and macroeconomics are prerequi- sites for students entering the program and must betaken priorto the first-year course work. Foreign Students. In addition, applicants from non-English speaking countries must earn a minimum score of 550 on the Test of English as a Foreign Language (TOEFL). Foreign students with a degree from an American university may be exempted from the requirement of submitting a TOEFL score. With this information, students are jUdged on their academic abilities and potential; their potential for leadership and management; and their commitment, readiness, and motivation to complete the program. 186 Graduate School of Management Full·time Status. Full-time M.BA students enrolled in the first year of the two-year program are required to complete, with a GPA of 3.00 or higher, a common set of courses in a structured sequence. The student who waives no first-year classes takes a minimum of 11 credits fall term, 12 credits winter term, and 12 credits spring term. Full-time M.BA students enrolled in the second year of the program are required to complete, with a GPA of 3.00 or higher, 9 credits each term. However, a full-time second-year student may drop to a minimum of 6 credits in one term provided he or she completes 9 credits in the subsequent term. Failure to meet this require- ment will result in disqualification from the program, but the requirement does not apply to summer session or the term in which a student is scheduled to graduate. Under exceptional circumstances, the student can appeal disqualification to the master's commit- tee. Part-time Status. Unless otherwise designated, all students admitted to the M.B.A. program are considered full time. Part-time status may be requested at the time of application for admis- sion, or students in good standing may request part-time status at the start of any term. Part-time students may enroll for no more than 6 credits in a term. Winter Admission. Students are encouraged to enter the program fall term. Those entering winter term are required to take the courses scheduled for fall term during the summer between the first and second years of the program. It is recommended that students entering winter term have a proficiency in statistics at the introductory level. Admission Deadline. Applications and all supporting documents should be received by the Graduate School of Management by April 1 to be guaranteed consideration for fall term admission, by October 1 for winter term. Late applications are considered on a space- available basis. Program Planning. After the student has been admitted to the master's degree program, the Graduate School of Management assigns a faculty member as an adviser. All students must file a program approved by the adviser, the department head, and the graduate programs director priorto taking any courses beyond the first term of the second year of study. If the student wants to change the program at a later date, an amended program signed by the adviser, the department head, and the graduate programs director may be filed. Change of Major. Students may change majors within the Graduate School of Management with the approval of the director of graduate programs. Academic Performance. In addition to Graduate School requirements, a student enrolled in a master's degree program is required to maintain a GPA of 3.00 on all graduate courses in the preliminary core, courses listed on the Principal Program Sheet or the specified M.S. courses, and any other graduate courses taken in the Graduate School of Management. Once a grade is received in a course listed on the Principal Program Sheet, that course cannot be deleted from the program forthe purpose of GPA calculations, as described above. Failure to maintain a cumulative GPA of3.00 for two consecutive terms results in disqualification from the master's degree program. Students may formally appeal disqualification or other decisions relevant to their academic performance or program. A description of the appeal procedures is available in the graduate program office. . General University Regulations. Please refer to the Graduate School section of this catalog for general University regulations and informa- tion regarding registration, academic perform- ance, and other matters applicable to all University graduate students. Institute of Industrial Relations 209B Gilbert Hall Telephone (503) 686·5141 Eaton H. Conant, Director The Institute of Industrial Relations offers an integrated interdisciplinary program leading to a master's degree in industrial relations. The program is the only one of its kind at a western university. Established in 1966, the program has about 400 graduates, many of whom occupy important positions in personnel or labor relations in management, or with unions and government. A primary program objective is development of an integrative appreciation of human resource opportunities and problems in industrial society from the perspective of management, the behavioral and social sciences, the adversary context of union-management relations, and from institutional perspectives of public policy and national welfare. In consultation with faculty members, students plan an integrated program of required and elective courses in disciplines of management, economics, the social and behavioral sciences, and other disciplines listed below. Basic courses for the program include those in human resource management, seminar and research methods, collective bargaining, labor economics, legislation, and appropriate work in social and behavioral sciences. The program leads to the master of science (M.S.) or master of arts (M.A.) degree and requires 60 credits of course work approved by the faculty, or 52 credits with thesis. The program must cover at least three disciplines, including at least 9 credits in one discipline other than management. Prerequisites for the program are a bachelor's degree and at least one introductory undergraduate course in statistics. The statistics course requirement may be satisfied after entry to the program and by the end of the second term in the program. Graduate Record Examination (GRE) scores are required. Graduate Management Admis- sions Test (GMAT) scores may meet this requirement with institute approval. The program provides students with research or internship opportunities in private or public institutions with human resources and labor- management programs and problems. Avail- ability of these opportunities varies from year to year, and they are not a required element of a student's program. Students are admitted to and graduate from the program in any of the four terms of the year. ReqUired Courses Business Administration. Management and Organizational Behavior (MGMT 511) or equivalent Economics. Labor Economics (EC 444G) Management. Seminar: Industrial Relations (MGMT 507), Experimental Course: Recruitment and Selection (MGMT 51 0), Human Resources Management (MGMT 534), Compensation Theory and Administration (MGMT 536), Collective Bargaining (MGMT 539), Public Policy and the Employment Relationship (MGMT 540), Experimental Course: Employ- ment Legislation and Regulations (MGMT 51 0). Labor Law I and II (L 559,560) may be substi- tuted forthe two latter courses with the institute director's consent In addition, students are required to complete at least three of the following: Experimental Course: Arbitration (MGMT 510), Experimental Course: Career Management (MGMT 510), Experimental Course: Employee Benefits (MGMT 510), Experimental Course: Training and Development (MGMT 510), Quality of Work Life (MGMT 531) Students who do not have prior course work or experience in accounting, finance, or computer science are strongly advised to complete a course in two of the three areas. Elective Courses In addition to required courses, students complete course work in supporting disciplines by selection of courses primarily from the following list. Each term, students consult with the institute adviser to select appropriate required and elective courses. Not all courses can be offered every year. Economics. Issues in Labor Economics (EC 445G), Collective Bargaining and Public Policy (EC 446G). In addition, students are encour- aged to elect courses in human capital theory, the economics of industrial organization, the public sector, and public policy. History. American Labor Movement (HST 479G), American Economic History (HST 487G, 488G, 489G) Law. Labor Law I, II (L 559, 560) Management. Motivation and Work Behavior (MGMT 537), Organization and Management Theory (MG MT 541), Organizational Decision Making (MGMT 542), Organizational Psychol- ogy (MGMT 551). Organizational Design and Effectiveness (MGMT 552) Political Science. Administrative Organization and Behavior (PS 412G), The Politics of Bureaucracy (PS 413G), Comparative Labor Movements (PS 416G), Unionization of Public Employees (PS 417G) Psychology. Learning and Memory (PSY 433G), Human Performance (PSY 436G), Social Psychology I: Attitudes and Social Behavior (PSY 456G), Social Psychology II: Interpersonal Processes (PSY 457G), Group Consultation (PSY 462G), Advanced Applied Psychology (PSY 487G, 488G, 489G), Social Psychology (PSY 517) Sociology. Sociology of Work (SOC 446G), Industrial Sociology (SOC 447G), Sociology of Occupations (SOC 448G), Women and Work (SOC 449G) Graduate School of Management 187 In addition to elective course work identified above, students may complete relevant work in other departments with the planning assistance of institute faculty. Doctoral Program The Graduate School of Management offers a program of advanced graduate study and research leading to the degree of doctor of philosophy for students preparing for careers in university teaching, research, and administra- tion. The program is administered by the director of graduate programs, assisted by a graduate programs committee of three business faculty members and one doctoral student member. Program of Study The PhD. normally requires three years of intensive study beyond the master's degree. Since the program focuses on developing competent scholars, the development of both teaching and research skills is heavily em- phasized. All doctoral students are encouraged sometime during their program to assume primary teaching responsibility for an under- graduate business course. In addition, they must demonstrate competence in scholarly research. Students are expected to work closely with faculty members whose interests are similar to their own. Applicants are advised to be as specific as possible as to their areas of interest and to review closelythedescriptions of the faculty's fields of interests. The College of Business Administration offers the following majors at the doctoral level: accounting, decision sciences, decision sciences: business statistics, decision sci- ences: production and operations manage- ment, finance, management, management: corporate strategy and policy, management: human resources, and marketing: organiza- tional studies. PRIMARY AREAS OF CONCENTRATION Accounting. Focuses on managerial and financial accounting, auditing, cost analysis, and control for public, industrial, and gov- ernmental accounting. Corporate Strategy and Policy. Examines organizations as integrated systems interacting with their environments. Emphasizes formula- tion and implementation of strategies that align an organization's internal strengths and weak- nesses with its external threats and oppor- tunities. Decision Sciences. Emphasizes applied statistics and operations and production management. Related courses are available in computer science, mathematics, economics, and management science. Finance. Focuses on financial economics as applied to financial management, financial institutions and markets, and investments. Related courses are also available in economics. Human Resource Management. Emphasizes personnel management and labor relations in public and private organizations, behavioral science and labor economics, compensation, collective bargaining, and conflict and change. Marketing. Covers a wide range of issues including marketing theory, consumer and industrial marketing, marketing research and sales forecasting, management of product, pricing, promotion, and distribution. Organizational Studies. Focuses on the behavioral and administrative aspects of organizations, including organizational be- havior, organization design and effectiveness, organization-environment relationships, and administrative processes. Admission For admission to the doctoral program, the student must: 1. Satisfy the admission requirements of the Graduate School of Management and of the Graduate School of the University 2. Have completed the graduate work required for a master's degree (in exceptional circumstances a student may be admitted immediately after completion of a bachelor's degree) 3. Be recommended by the department having primary responsibility for the area in which the candidate expects to major and by the graduate programs committee 4. Provide evidence of scholarly promise Deadline for application to the Ph.D. program for fall term is the preceding March 1. Inquiries concerning the program should be addressed to the director of graduate programs. Degree Requirements The student's program must satisfy the require- ments of the Graduate School of the University and the following requirements of the.Coliege of Business Administration: Three years of work beyond the bachelor's degree, with two years of residence on the Eugene campus. Basic competence in business. Students are expected to demonstrate basic knowledge in computer science, economics, and in each of the four main functional areas: accounting, finance, management, and marketing. Such knowledge may be demonstrated by familiarity with the subject matter of one of the M.BA first-year required courses in each of these areas as evidenced by previous university-level courses, University of Oregon courses, or by oral or written examination, to be determined by the student's advisory committee and approved by the director of graduate programs. This requirement should be satisfied in the student's first year and before substantial work is begun in the primary area of concentration. Examinations. The student must pass two written comprehensive examinations, one in his or her major and one in either the supporting or the statistics and research methods area. The requirements in these areas are described below. The student must attempt both written examinations within 13 months of each other. Each comprehensive examination may be scheduled for no longer than eight hours and must be completed in full in no more than two consecutive days. The examinations are graded high pass, pass, or no pass. On examinations given in separate and predesig- nated parts, the grade may apply to each subpart. All grades are outright; a conditional pass is not permitted. In the event of failure, a student may retake a comprehensive examina- tion or predesignated subpart once, at the individual's option and after consultation with the advisory committee. Once a student has attempted an examination in either the support- ing or the statistics and research methods area, he or she must pass that particular area examination; the option to choose the other area is not open. All examinations must be completed within 19 months of the date of the first examina- tion. Failureto pass the comprehensive exami- nation or a subpart on the second attempt results in automatic termination from the PhD. program. Comprehensive examinations are offered during fall and spring terms. In the event of failure, a student may retake the examination or predesignated subpart in the following academic term but no sooner than two months after the date of the initial attempt. First-time examinations may be arranged during winter term and summer session for students not currently in residence or, under unusual circumstances, by agreement among the student, advisory committee, and examining committee and with the approval of the director of graduate programs. Competence in a major area of concentra- tion. The student is expected to master the literature and techniques in a major area of business administration, to be prepared to write an acceptable dissertation, and to perform research of high quality. Competence is demonstrated by passing awritten comprehen- sive examination in the area, given by the department. To be eligible to take the examina- tion, the student must have completed substan- tially all of the course work required in the area. Minimum requirements for the major are specified by the department having primary responsibility forthe area. The primary areas of concentration offered are listed above under Program of Study. Programs involving interdis- ciplinary research may be accommodated within the primary areas. Competence in a supporting area (other than statistics; see next paragraph). The supporting area is a logical extension of or clearly support- ive of the primary area and can serve as a second teaching field. If a second teaching area is elected as the supporting area, the level of competence required is that which is neces- sary to comprehend literature and techniques of the area and to teach elementary courses in the area. Competence is demonstrated by completing four or more graduate-level courses with grades of B or better, subject to approval by the student's advisory committee, and by passing awritten examination if a competence examination is not taken in statistics and research methods. At least three of the courses must be completed at the University after admission to the doctoral program. The exami- nation is written and graded by members of the department with administrative responsibility for the subject matter. If no single department has administrative responsibility, the examina- tion committee is appointed by the director of graduate programs after consultation with the student's advisory committee. Supporting areas include those listed above as primary areas of concentration plus business economics, real estate, and strategic manage- ment. Alternative supporting areas inside or outside the Graduate School of Management may be developed by the student and the advisory committee. 188 Graduate School of Management Competence in statistics and research methods. Students must complete four or more graduate-level courses in statistics and re- search methods with grades of B or better and, if a competence examination is not taken in the student's supporting area, pass a written examination. Courses typically are from within the Graduate School of Management, although alternative graduate-level courses are permitted with the advice of the decision sciences faculty and approval of the student's advisory commit- tee. (If a disagreement arises regarding the acceptability of non-Graduate School of Man- agement courses, the matter is resolved by the graduate programs committee in consultation with the student's advisory committee and the decision sciences faculty.) At least two courses must be completed at the University after admission to the doctoral program. The exami- nation, which covers the material in the courses taken, is written and graded by a committee including at least two decision sciences faculty members appointed by the director of graduate programs. If the student elects decision sci- ences as the major area, an additional support- ing area (described earlier) must be selected. Competence in a behavioral science or economics tool area. Students must complete at least four graduate-level courses in economics or the behavioral sciences outside the Graduate School of Management. Courses in this area of study are subject to final approval by the student's advisory committee and the director of graduate programs. Each course . used to meet this area requirement must be passed with a grade of B or higher, and at least two courses must be completed at the University after admission to the doctoral program. Advancement to candidacy. The student is advanced to candidacy for the PhD. degree upon satisfying all of the preceding require- ments and upon recommendation by his or her advisory committee to the Graduate School of Management and to the Graduate School of the University. Advancement must occur no later than four years after the student's entry into the program. Dissertation. The student must complete a dissertation embodying the results of research and showing evidence of originality and ability in independent investigation. The dissertation must show mastery of the literature and techniques, be written in creditable literary form, and make a contribution to knowledge. The student is responsible for formation of a dissertation committee, subject to approval by the Graduate School of Management and the Graduate School of the University. This commit- tee must include at least three regular faculty members of the school and at least one member from outside the school. The head of the committee serves as the student's primary dissertation adviser. Before the dissertation topic is accepted by the dissertation committee, the student must make a public oral presenta- tion and defense of the research proposal and design. When the topic is accepted by the committee, a copy of the proposal, signed as approved by the committee, is placed in the candidate's file. The dissertation must be completed within three years of the student's advancement to candi- dacy. Upon petition to and approval from the graduate programs committee and the Graduate School of the University, this period may be extended for one year. Failure to complete the dissertation within this time period invalidates the student's comprehensive examinations and advancement to candidacy. The student must successfully defend the completed dissertation in a public oral examina- tion and defense before the dissertation committee. Grade pointaverage (GPA). The student must maintain a cumulative GPA of 3.000r higher in graduate courses. Termination from program. A student's participation in the PhD. program may be terminated by the graduate programs commit- tee if the student fails to satisfy any of the program requirements and upon the recom- mendation of a majority of the student's advisory or dissertation committee. After consultation with the student's advisory or dissertation committee, the graduate programs committee must vote on termination under one or more of the following conditions: (a) failure to make satisfactory progress toward advancement to candidacy; (b) a cumulative GPA below 3.00; (c) a GPA below3.00 for two consecutive terms; (d) failure to complete a dissertation within three years after the student is advanced to candi- dacy; (e) any time a member ofthe advisory or dissertation committee requests a vote; (f) at the request of the student. The committee vote must be transmitted in writing to the graduate programs committee for review and placed in the student's file. A student dropped from the program is notified in writing, with reasons for termination clearly explained, and a copy of the letter is placed in the student's file. Waivers. Waiver of any of the above require- ments is permitted only in exceptional instances and with the approval of the advisory or dissertation committee, the graduate programs committee, and the dean of the college. Under no circumstances can requirements of the Graduate School of the University be waived by the College of Business Administration. Courses in Business Administration (BA) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. 507 seminar(Arr,R) Two current titles are Computers and Communications. 524 Corporate Strategy and Planning (3) How shall we choose to compete? Analytical techniques and planning models applicable to making this fundamen- tai decision. Open only to M.B.A. students. 525 Strategy and Policy Implementation (3) Decision making that cuts across functional boundaries. Students integrate and apply business knowledge in decision situations. May include a computer game or company project or both. immediate prereq: BA 524. Open to M.B.A. students only. Accounting 364 Gilbert Hall Telephone (503) 686·3305 Marinus J. Bouwman, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Marinus J. Bouwman, Associate Professor. M.S., 1971, Eindhoven; M.S., 1973, PhD., 1978, Carnegie-Mellon. (1979) Robert G. Bowman, Associate Professor. B.A., 1962, Pomona; M.S., 1969, San Diego State; PhD., 1978, Stanford. C.P.A, California. (1974) Paul Frishkoff, Professor. B.A., 1960, Swarthmore; M.B.A., 1962, Chicago; Ph.D., 1970, Stanford. C.P.A., California, Oregon. (1967) Helen Gernon, Associate Professor; Director, Graduate Programs. B.B.A., 1968, Georgia; M.B.A., 1972, Florida Atlantic; PhD., 1978, Pennsylvania State. C.P.A, Florida. (1978) Raymond D. King, Assistant Professor. B.S., 1971, Montana State; M.B.A., 1974, Montana; Ph.D., 1980, Oregon. C.P.A., Montana. (1982) Chris J. Luneski, Associate Professor. A.B., 1956, Johns Hopkins; M.A., 1959, Ph.D., 1965, Minnesota. (1961) Terrence B. O'Keefe, Associate Professor. B.A., 1963, Wittenberg; M.S., 1967, Ph.D., 1970, Purdue. (1980) Barry Spicer, Associate Professor. B.Com., 1970, University of Queensland; PhD., 1976, Washington (Seattle). (1977) Emeritus John W. Soha, Associate Professor Emeritus. B.B.A., 1936, Puget Sound; MBA, 1950, Michigan. C.P.A., Washington. (1951) The major curriculum in accounting is designed for students who want to prepare for a career in public, corporate, or governmental account- ing or who want to embark on a management career with a strong accounting emphasis. The department has faculty advisers to assist in curricular or career planning. Names of advisers are available in the department office. Also available is a handout on undergraduate advising which answers commonly asked questions about the program and should be read prior to meeting with an adviser. All transfer students should see an adviser prior to register- ing in upper-division course work. It is strongly recommended that transfer students from community colleges take ACTG 222 at the University of Oregon prior to registering in ACTG 350 or 360. A 2.00 grade point average (GPA) in upper- division accounting courses taken at the University is required for graduation as an accounting major. Major Requirements In addition to the general requirements of the college, the requirements for a major in account- ing total 40 credits, including at least 24 upper-division accounting credits in residence, distributed as follows: Introduction to Financial Accounting II (ACTG 222) Accounting Cycle (ACTG 307) Financial Accounting Theory (ACTG 350, 351, 352) Cost Accounting (ACTG 360) 18 credits in permanently numbered 400-level elective accounting courses Accounting 189 6 credits of 400-level course work in decision sciences Secondary Area When accounting is selected as a secondary subject area, 9 credits are required, distributed as follows: Introduction to Financial Accounting II (ACTG 222) Financial Accounting Theory (ACTG 351) One of the following: Cost Accounting (ACTG 360) Introduction to Income Taxation (ACTG 411) Accounting Information Systems (ACTG 420) Courses in Accounting (ACTG) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit S: must be taken in sequence Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbedng System, and Sample Course Listings. Lower-Division Courses 199 Special Studies (1-3R) 221 Introduction to Financial Accounting I (3) Financial statements prepared by accountants; emphasis on reports to stockholders and other investors. Prereq: sophomore standing. 222 Introduction to Financial Accounting II (3) Continuation of ACTG 221. Problems in determining figures to be reported for monetary and nonmonetary assets, in reporting liabilities and ownership interests, and in analyzing financial statements. Prereq: ACTG 221, sophomore standing 260 Introduction to Management Accounting (3) Introduction to development, presentation, and interpretation of accounting data to aid management in planning and controlling operations. Prereq: ACTG 221, sophomore standing. Upper-Division Courses 307 Accounting Cycle (1) A practice set which involves the full cycle of accounting work. Recording transactions in the accounting system, posting, summarization, and reporting in financial statements. Prereq: ACTG 222. 350,351,352 Financial Accounting Theory (3,3,35) Financial statements provided to investors; accounting recording and reporting techniques and procedures. Basic accounting principles and concepts underlying valuation and income determination. Prereq for 350: ACTG 222, 260, junior standing. FINL 316 recom- mended. 360 Cost Accounting (3) Development, presentation, and interpretation of cost information for management; methods of data collection and display; problems of cost allocation; standard costs for control. Prereq: one year of college mathematics, CIS 131, MTH 209, ACTG 222, 260, junior standing. 381 Professional Accounting Environment (3) Career alternatives; public accounting practice; function of the controller; industrial accounting, governmental accounting; nonaccounting careers; personnel and client relationships, individual goals. Prereq: junior standing; pre- or coreq: ACTG 350. PIN only. Note: Courses designated (M) or (G) may be offered for graduate credit. 401 Research (Arr,R) 403 Thesis (Arr,R) 405 Reading and Conference (Arr,R) 407 Seminar (Arr,R) 409 Practicum (1-2R) 410 Experimental Course (Arr,R) 411 (G) Introduction to Income Taxation (3) Income tax law with emphasis on taxation of individuals, familiarity with income tax procedures, introduction to tax research. Prereq: ACTG 260, senior standing. 412 (G) Federal Income Tax Procedure (3) The taxation of corporations, partnerships, estates, and trusts. Federal tax law and its inherent uncertainties; advanced tax research. Prereq: ACTG 411, senior standing. 413 (G) Tax Planning (3) Tax planning opportunities in a business context. Independent research on the technical tax consequences of proposed transactions; methods of improving those consequences. Prereq: ACTG 412, senior standing. 420 (G) Accounting Information Systems I (3) The role of information in modern organizations; general systems design considerations; and data-base design, accounting control, and auditing; modern data-processing technology. Prereq: ACTG 260, CIS 131, senior standing or instructor's consent. 421 (G) Accounting Information Systems II (3) Contemporary topics in accounting information systems analysis and design, and EDP auditing. Prereq: ACTG 420, instructor's consent. 430 Accounting in Nonprofit Organizations (3) Focuses on either (1) financial administration in nonprofit organizations, emphasizing the use of fund accounting or (2) management control of nonprofit organizations. Prereq: ACTG 222, 260, junior standing. 440 (G) Introduction to Auditing (3) Financial statement examinations, audit process and environ- ment, the audit profession, professional standards, and audit sampling. Prereq: senior or graduate standing; pre- or coreq: ACTG 352 or 531. 441 (G) Auditing Concepts and Procedures (3) Practical applications of auditing concepts; evidence, selection, evaluation and documentation. Emphasis on audit programming and strategy in an electronic data-processing environment. Prereq: ACTG 440. 450 (G) Advanced Accounting (3) Contemporary issues in financial reporting. Recognition, measure- ment, and display problems of diverse entities, including corporate combinations. Impact of standards and of regulations. Prereq: ACTG 352 or 531, senior or graduate standing. 451 (G) Special Topics in Accounting (3) Contempo- rary topics of accounting research. Content varies depending on interests of students and instructor. Prereq: ACTG 450. 460 (G) Advanced Management Accounting (3) Accounting information for managerial decision making, planning, and control. Prereq: ACTG 360, CIS 131, senior or graduate standing. 480 (M) Problems in Professional Accounting (3) Contemporary topics in professional accounting practice. Content varies depending on interests of students and instructor. Prereq: instructor's consent. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 507 Seminar (Arr,R) Recent topics are Doctoral Seminar, Economic Regulation and Accounting Policy, and Issues in Accounting Research. 508 Colloquium (Arr,R) 509 Practicum (1-2R) 510 Experimental Course (Arr,R) 511 Accounting Concepts (3) Principles and procedures of financial accounting and the use of accounting data for business decisions; survey of the data-creating process; asset and liability valuation and income measurement. Open only to master's or doctoral degree candidates. 512 Management Accounting Concepts (3) Princi- ples and procedures of managerial accounting; study of cost accounting, budgeting, and control. Prereq: ACTG 511. Master's or doctoral degree candidates only. 517 Taxation Concepts (4) Basic taxation of individu- als, property transactions, corporations, partnerships, estates and trusts. Prereq: ACTG 511 or instructor's consent. 523 Managerial and Financial Accounting Analysis (3) Financial reports and decision making. Focus may be on financial statement analysis and evaluation, managerial decision making, or tax planning for managerial decision makers. Prereq: ACTG 511,512. Open to nonaccounting majors only. 530 Financial Accounting I (4) Review of accounting theory, concepts, and principles. In-depth study of basic financial statements. Appropriate for nonac- counting majors who want extensive coverage of financial accounting. Prereq: ACTG 511 or equivalent. 531 Financial Accounting II (4) Financial accounting for assets, liabilities, and equities; emphasis on technical aspects of financial accounting. Prereq: ACTG 530. 532 Financial Accounting III (4) Accounting for partnerships, business combinations, and the consoli- dation of financial statements. Extensive coverage of financial statement analysis. Prereq:ACTG 531. 540 Management Control Systems (3) The design of formal management control systems: the nature of management control, the concept of information, human behavior in organizations, goals and strategies. Current systems as applied in practice. Prereq: ACTG 512 or equivalent. 542 Auditing Concepts (3) Analysis and criticism of traditional auditing philosophy and theory. Contempo- rary auditing research. Seminar content varies from year to year with Changing interests of participants. Prereq: ACTG 440. 551 Development of Accounting Thought (3) The development of accounting including historical, methodological, and regulatory' aspects. Contempo- rarytrends in research. Prereq: ACTG 531 or instruc- tor's consent. 552 Accounting Theory (3) Readings in accounting literature; current controversial areas in accounting and information theory, inclUding the conceptual framework underlying accounting reports to external users. Prereq: ACTG 530 and instructor's consent. 562 Management Accounting Theory (3) Readings in managerial accounting and related literature. Topics may inciude a wide range of planning and control issues in both profit and nonprofit institutions. Prereq: instructor's consent. 190 Decision Sciences Decision Sciences 209D Gilbert Hall Telephone (503) 686-33n Larry E. Richards, Department Head Facul1y Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Paul M. Bobrowski, Assistant Professor. B.S., 1972, United States Air Force Academy; M.S., 1976, Purdue; PhD., 1985, Indiana. (1985) Robert T. Clemen, Assistant Professor. BA, 1973, M.B.A., 1981, Colorado; PhD., 1984, Indiana. (1984) Sergio Koreisha, Associate Professor. B.S., 1974, M.Engr., 1975, California, Berkeley; D.BA, 1980, Harvard. On leave 1986-87. (1980) Kenneth D. Ramsing, Professor. B.S., 1960, Oregon State; M.B.A., 1962, Ph.D., 1965, Oregon. (1965) James E. Reinmuth, Professor; Dean, Business Administration. BA, 1963, Washington (Seattle); M.S., 1965, PhD., 1969, Oregon State. (1967) Larry E. Richards, Associate Professor. BA, 1962, M.BA, 1963, Washington (Seattle); PhD., 1969, California, Los Angeles. (1966) Emeritus Arthur E. Mace, Professor Emeritus. BA, 1938, Amherst; PhD., 1947, Chicago. (1964) The major curriculum in decision sciences is designed for students who want to prepare for a career in applied statistics or management science or a management career with a strong emphasis in these areas. Majors in decision sciences must complete work in basic mathe- matics through calculus (equivalent of MTH 201,202,203 or MTH 207, 208, 209). Additional courses in mathematics, econometrics, and computer science are highly recommended. Major Requirements A total of 15 credits are required in addition to the general business requirements of the college. The requirements are distributed as follows (3 credits per course); Applied Regression Analysis (DSC 435) Introduction to Management Science (DSC 445) Three additional 400-level decision sciences courses approved by faculty adviser Secondary Area 9 credits are required for a secondary subject area in decision sciences, distributed as follows: Applied Regression Analysis (DSC 435) Introduction to Management Science (DSC 445) One additional 400-level course in decision sciences Courses in Decision Sciences (DSC) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sampte Course Listings. Lower-Division Courses 199 Special Studies (1-3R) 230 Introduction to Business Statistics (3) Statistics as a tool lor making business decisions. Probability, sampling distributions, estimation theory, confidence intervals, and hypothesis testing. Prereq: MTH 208. Not offered 1986-87. Upper-Division Courses 330 Business Statistics (3) Review and applications of hypothesis testing. Regression analysis, experimen- tal design, time series, and nonparametrics. Prereq: MTH 209 or equivalent. 335 Concepts of Production and Operations Management (3) Planning and control of operations with respect to products, processes, equipment, and jobs. Planning, forecasting, schedUling, maintenance, and inventory activities. Prereq: MTH 208, 209 or equivalents. Note: Courses designated (M) or (G) may be "ffered for graduate credit. 401 Research (Arr,R) 403 Thesis (Arr,R) 405 Reading and Conference (Arr,R) 407 Seminar (Arr,R) 409 Practicum (1-2R) 410 Experimental Course (Arr,R) 420 Applied Sampling (3) Application of sampling techniques to business problems. Simple random, stratified, cluster, systematic sampling; ratio and regression estimators. Prereq: DSC 330, MTH 208. 425 Applied Statistical Decision Theory (3) Use of probability theory and utility functions to evaluate risk, information, and alternatives. Analysis of decision problems under conditions of uncertainty using classical and Bayesian statistics. Prereq: MTH 208, DSC 330 or equivalents. 430 (G) Applied Analysis of Variance (3) Design of experiments in business administration; models and methods for analysis of variation in measurement data including single and multifactor treatments in com- pletely randomized and blocked designs. Prereq: MTH 208, DSC 330 or equivalents. 435 (G) Applied Regression Analysis (3) Theory of least-squares regression. Regression procedures in the elucidation of underlying relationships governing business and economic behavior. Techniques of statistical model building. Prereq: MTH 208, DSC 330 or equivalents. 440 (G) Applied Time Series Analysis for Forecast- ing (3) Elements of spectral analysis. Autoregressive, moving average, and seasonal models. Principles of iterative model-building: identification, fitting, and diagnostic checking of models. Prereq: MTH 208, DSC 330 or equivalents. 445 (G) Introduction to Management SCience (3) Linear and dynamic programming. Simplex method, duality theory, sensitivity analysis, principle of optimal- ity, deterministic and stochastic dynamic programming models. Prereq: DSC 335, MTH 208. 450 (G) Advanced Management SCience (3) Nonlinear programming and stochastic models. Unconstrained optimization, Kuhn-Tucker theorem, Lagrangian multipliers, Markov chains, and Poisson processes. Prereq: DSC 445, MTH 208. h 455 (G) Production Systems Analysis (3) Application of management science techniques to production systems. Aggregate products planning, project planning, job scheduling, and inventory control. Extensive use of case materials. Prereq: DSC 445, MTH 208. 460 (G) Simulation of Industrial Systems (3) Model construction, validation, and tests; design and analysis of simulation experiments; case applications in business and economics. Prereq: DSC 335, MTH 208. 470 (G) Synthesis and Design of Industrial Systems (3) Application of systems analysis and operations management to planning and design of industrial systems. Students work in teams under faCUlty supervision. Prereq: DSC 455. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 507 Seminar (Arr,R) 508 Colloquium (Arr,R) Business Computing Workshop. PIN only. 510 Experimental Course (Arr,R) 511 Introduction to Business Statistics (4) Acceler- ated study of business statistics; probability, estima- tion, hypothesis testing, simple and multiple regression analysis; nonparametrics. Graduate students only. Prereq: calculus. 512 Analytical Techniques in Management (3) Linear programming; problem formulation and interpretation. Business applications of forecasting methods (regression and time series). Computer management of data structures; integrated approach for decision making. Prereq: calculus. 513 Production Management (3)Use of model-based systems for managers to plan, control, and improve efficiency of production systems. Topics include facility-capacity planning, inventory systems, and scheduling. 525 Management Information Systems (3) Data processing, information analysis, and interactive time-sharing. Use of behavioral and technical consid- erations to document the impact of computer activity on the organization. 530 Applied Nonparametric Statistics (3) Statistical analysis when data do not conform to parametric assumptions. Tests using nominal- or ordinal-data; one, two, or more samples; goodness-of-fit tests. Prereq: DSC 511 or equivalent. 535 Bayesian Inference and Decision (3) The SUbjective basis for probability, the sequential nature of Bayesian inference, likelihood principles, prior and posterior distributions of parameters in binomial and normal popUlations. Prereq: MTH 208, DSC 511 or equivalents. 540 Applied Multivariate Analysis (3) Statistical reasoning that underlies the techniques of multivariate analysis. Multivariate analysis of variance, discriminant analysis, principal components, factor analysis, and canonical correlation. Prereq: DSC 435, MTH 208. 545 Applied Sampling Techniques (3) Application of probability sampling techniques to business problems. Simple random, stratified, cluster, systematic, multi- stage, and double sampling; nonresponse problems; ratio and regression estimators. Prereq: DSC 511 or equivalent. Finance 164 Gilbert Hall Telephone (503) 686-3353 George A. Racette, Department Head Faculty Note: The dale in parenlheses at lhe end of each enlry is the first year althe University of Oregon. Thomas W. Calmus, Associate Professor (managerial economics, taxation). BA, 1957, Sacramento State: Ph.D, 1966, California, Berkeley. (1967) Larry Dann, Associate Professor (financial manage- ment, investments). B.S., 1967, Northwestern; M.BA, 1969, Harvard; Ph.D., 1980, California, Los Angeles. (1977) Jerome J. Dasso, H. T. Miner Professor (real estate, urban development). B.S., 1951, Purdue; M.BA, 1952, Michigan: M.S., 1960, PhD., 1964, Wisconsin, Madison. (1966) Michael H. Hopewell, Associate Professor (financial management, investments). BA, 1963, M.BA, 1967, Ph.D., 1972, Washington (Seattle). On leave 1986-87. (1969) Christopher James, Associate Professor; John B. Rogers Professor of Banking and Finance (financial markets, intermediation theory). A.B., 1.973, MiChigan State: M.BA, 1977, Ph.D., 1978, Michigan. (1978) Coleman S. Kendall, Assistant Professor (international finance). BA, 1978, Swarthmore: M.BA, 1980, Chicago. (1985) Wayne H. Mikkelson, Associate Professor (financial management, investments). BA, 1974, Macalester: M.S, 1978, Ph.D., 1980, Rochester. (1984) M. Megan Partch, Assistant Professor (financial management, investments). BA, 1971, Carleton; M.BA, 1976, Ph.D., 1981, Wisconsin, Madison. (1981) George A. Racette, Associate Professor (financial management, investments). BA, 1966, Stanford; M.BA, 1967, Michigan: Ph.D., 1972, Washington (Seattle). (1974) Peggy Wier, Assistant Professor (financial manage- ment, investments, regulation). A.B., 1959, Vassar; M.BA, 1975, M.S., 1976, Ph.D., 1981, Rochester. (1982) Emeritus Richard W. Lindholm, Professor and Dean Emeritus (taxation). A.B., 1935, GustavusAdolphus; MA, 1938, Minnesota: Ph.D., 1942, Texas. (1958) The Department of Finance offers courses in finance, real estate, and business economics. For undergraduate students with majors in the College of BusinessAdministration, the depart- ment offers a major subject area in finance and secondary subject areas in both finance and real estate. The finance curriculum is designed to impart an understanding of the various areas and princi- ples of finance and to provide students with analytical techniques. Courses on financial institutions and markets, financial management, and investments provide an understanding of the application of financial analysis and decision making to the solution of business problems. Special attention is given to the relation of financial policies and operations to the function- ing of business firms within the economic system. Major Requirements In addition to the general requirements of the College of Business Administration, a major in finance requires 15 credits, distributed as follows: The Financial System (FINL 314) Financial Analysis (FINL 372) Investments (FINL 380) Advanced Financial Management (FINL 473) One of the following: Taxation Topics (FINL 323), Financial Management of Real Estate (FINL 341), Experimental Course; Topics in Finance (FINL 410), Financial Institutions and Markets (FINL 462), or International Finance and Investment (FINL 463) Students who take a major subject area in finance are urged to take a secondary subject area in accounting or, at least, to take Introduc- tion to Financial Accounting II (ACTG 222) Secondary Area A secondary subject area in finance requires 9 credits, distributed as follows: The Financial System (FINL 314) Financial Analysis (FINL 372) Investments (FINL 380) The secondary subject area in real estate is designed to provide exposure to the develop- ment, financing, marketing, and management of real estate. A secondary subject area in real estate requires 9 credits, distributed as follows: Financial Management of Real Estate (FINL 341) Real Estate Finance (FINL 446) Real Estate Investment Analysis (FINL 447) Courses in Finance (FINL) Arr: credils 10 be arranged Coreq: corequisile PIN: passino pass Prereq: prerequisite R: repealabte for credil Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sampte Course Listings. Lower-Division Courses 199 Special Studies (1-3R) 240 Survey of Real Estate (3) Basic buy, sell, and lease transactions. The law, brokerage, financing, and administration of real estate. Not open to College of Business Administration or prebusiness majors with junior standing or above or students who have taken FINL 341. PIN only. 281 Personal Economic and Financial Planning (3) Alternative savings outlets including insurance, pension funds, deposits at commercial banks or thrift institutions, investment in real estate, stock and mutual fund ownership. Not open to College of Business Administration or prebusiness majors with junior standing or above. PIN only. 283 The Stock Market and Investing (3) Investments and the stock market; securities and approaches to security selection. Not open to College of Business Administration or prebusiness majors with junior standing or above or students who have taken FINL 380. PIN oniy. Upper-Division Courses 311 Managerial Economics (3) Application of microeconomic tools to the operation of the firm. Emphasis on basic theoretical concepts, their empirical measurement, and their application to real problems. Prereq; EC 201, MTH 208, junior or senior standing. 314 The Financial System (3) The financial system of the United States, emphasizing functions and behavior offinancial markets and institutions. Interest rates and financial instruments. The Federal Reserve System. Students may not receive credit for both FINL 314 and EC 311. Prereq: EC 202 or equivalent, junior or senior standing. Finance 191 316 Financial Management (3) Corporate financial policies, management of liquid assets, selection among alternative investment opportunities, funds acquisition, dividend policies, determination of the optimal debt-equity mix. Prereq: ACTG 260, junior or senior standing. 323 Taxation Topics (3) Individual income, consump- tion, payroll, estate and gift, and property and wealth taxes. Emphasis on the economic impact of taxes and their influence on indivjdual and business decisions. Prereq: EC 375, FINL 311, junior or senior standing. 341 Financial Management of Real Estate (3) Real property and property rights: real estate industry and markets; locational analysis; management; subdivision and land development; financing; land-use competi- tion. Prereq: FINL 316, junior or senior standing. 372 Financial Analysis (3) Tools of analysis for forecasting financial requirements, working capital management, and capital investment decisions. Prereq: FINL 316, junior or senior standing. 380 Investments (3) The economic and investment environment as it relates to security investment decisions; investment objectives; portfolio policies for individual and institutional investors. Prereq: FINL 316, junior or senior standing. 400 SEARCH (1-3R) 401 Research (Arr,R) 403 Thesis (Arr,R) 405 Reading and Conference (Arr,R) 407 Seminar (Arr,R) 409 Practlcum (1-2R) 410 Experimental Course (Arr,R) A current topic is Advanced Investments. 442 Real Estate Environmental Ana(ysis (3) Impact of economic and legal aspects of environmental and conservation legislation on land and other basic resource use and management. Effects of resource use planning. Prereq: FINL 341 or instructor's consent, junior or senior standing. 446 Real Estate Finance (3) Mortgages, trust deeds, and land contracts; financing techniques and costs of borrowing or lending: the importance of real estate finance in a valuation framework. Prereq: FI NL341 or equivalent or instructor's consent, junior or senior standing. 447 Real Estate Investment Analysis (3) Valuation models and the impact of depreciation, financing, taxes, management, and holding period on investment values of property and on rates of return on equity. Prereq: FINL 446 or instructor's consent, junior or senior standing. 462 Financial Institutions and Markets (3) Different types of financial institutions; management of assets, liabilities, and capital; description of reguiatory and legal environment. Prereq: FINL 314, junior or senior standing. 463 International Finance and Investment (3) Topics may include balance of payments analysis, short- and long-term financial markets, international financial institutions, and the international monetary system. Prereq: FINL 314, 316, junior or senior standing. 473 Advanced Financial Management (3) Topics include long-term financing decisions, valuation, and cost of capital. Prereq: FINL372, 380, senior standing. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 507 Seminar (Arr,R) 508 Workshop (Arr,R) 510 Experimental Course (Arr,R) 514 Financial Environment (3) Money and credit and their influence on product demand and supply of finance; monetary and fiscal policy, the Federal Reserve System, and the money and capital markets. 516 Financial Management (3) Objectives, tools, methods, and problems of financial management from the viewpoint of the firm: problems, including funds acquisition, dividend policy, capital acquisitions, and mergers. Prereq: one accounting course, BE 511 or equivalent. 192 Finance 528 Business Taxation (3) Economic effects of business taxation in the framework of the total tax structure; implications of taxation for management decision making. The broad impact of taxation on business. Prereq: BE 511 or equivalent Not offered 1986-87 530 Business Conditions Analysis and Forecasting (3) Trends and determinants of private business activity, employment and economic growth, theoretical models and forecasting techniques. Prereq: BE 511 or equivalent Not offered 1986-87. 532 Advanced Managerial Economics (3) Approach to problems of management decision making and advance planning through numerical solution. Integration of economic principles with areas of business administration. Prereq: BE 511 or equivalent Not offered 1986-87. 541 Real Estate Economics (3) Economics of use and re-use of real property in United States institutional framework; economic base analysis. Prereq: BE 511 or equivalent Not offered 1986-87. 546 Real Estate Finance and Investment (3) Discounted cash flow analysis, using Lotus 1-2-3, to interrelate the physical, institutional, and economic facets of real estate for value decisions. Prereq: FINL 516 or equivalent 561 Monetary Policy (3) The Federal Reserve and the execution, identification, impact, and evaluation of monetary policy. Alternative models of the transmission and incidence of monetary policy. Prereq: FINL514 or equivalent or instructor's consent Not offered 1986-87. 563 International Finance and Investment (3) The international monetary system and its implications for exchange rate determination. Determinants of foreign investments, characteristics of international financial institutions, and the relationship between international and domestic markets. Prereq: FINL514 orequivalent 565 The Money and Bond Markets (3) Major short- and long-term debt instruments; determination of interest rates; differences in rates on different se- curities; the mathematics of bond prices; debt portfolio strategy. Prereq: FINL 514,516 or equivalents or instructor's consent Not offered 1986-87. 567 Management of Financial Institutions (3) Management policies of financial institutions, including liquidity, liability, asset, and capital management; the legal, economic, and regulatory environment, and implications for management; changing trends in financial markets. Prereq: FINL 514,516 or equivalents or instructor's consent 571 Theory of Finance (3) Development of financial principles related to problems of valuation; capital acquisitions; dividend policies; choice among financing alternatives. Prereq: FIN L516 or equivalent 573 Problems in Finance (3) Cases dealing with financial analysis, working capital management, valuation, and firm investment and financing decisions. Prereq: FINL 516 or equivalent 583 Concepts of Investments (3) Securities markets; risk-return characteristics of investment media; concepts of security analysis; investment and portfolio strategies of individual and institutional investors. Prereq: FINL 516 or equivalent 588 Investment Administration (3) Current controver- sies in investment analysis and administration. Topics may include insider trading, the impact of institutional investors, and portfolio performance evaluation. Prereq: FINL 583 or equivalent Management 219 Gilbert Hall Telephone (503) 686·3339 Richard T. Mowday, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Warren B. Brown, Professor (management of innova- tion, corporate policy and strategy, organization design). B.S., 1955, Colorado; M.S., 1957, Stanford; M.S., 1959, Ph.D., 1962, Carnegie-Mellon. (1967) Eaton H. Conant, Professor (industrial relations, labor economics); Director, Institute of Industrial Relations. B.S., 1956, M.S., 1958, PhD., 1960, Wisconsin, Madison (1966) Peter S. Davis, Assistant Professor (corporate policy and strategy). B.BA, 1973, Appalachian State; PhD., 1985, South Carolina. (1984) Gregory S. Hundley, Assistant Professor (industrial relations, human resource economics, wages and benefits). B.Com., 1972, Western Australia; PhD., 1981, Minnesota. (1983) Donald E. Lytle, Senior Instructor (human resources, small business management); Director, Under- graduate Programs. BA, 1953, Washington (Seattle); M.BA, 1976, Oregon. (1976) Pamela C. Marett, Assistant Professor (industrial relations, human resource management). BA, 1972, Michigan State; MA, 1977, Clemson; PhD., 1982, Tennessee. (1984) Alan D. Meyer, Associate Professor (organization theory and design, organizational behavior). BA, 1968, M.BA, 1970, Washington (Seattle); PhD., 1978, California, Berkeley. (1984) Richard 1. Mowday, Professor (organizational be- havior, organization theory). B.S., 1970, San Jose; M.S, 1972, Ph.D., 1975, California, Irvine. (1977) James S. Russell, Assistant Professor (human resource management, industrial relations). BA, 1963, Albion; M.BA, 1965, Michigan; PhD., 1982, Michigan State (1982) Richard M. Steers, Professor (organization theory, organizational behavior); Associate Dean. BA, 1967, Whittier; M.BA, 1968, Southern California; Ph.D., 1973, California, Irvine. (1975) James R. Terborg, Professor (organizational psychol- ogy, organizational behavior). BA, 1970, Calvin; M.S., 1972, Eastern Michigan; PhD., 1975, Purdue. On leave 1986-87 (1980) Gerardo R. Ungson, Associate Professor (business policy, organization theory, international manage- ment).AB., 1969,Ateneo;M.BA, 1973,Ph.D., 1978, Pennsylvania State. On leave 1986-87. (1978) Adjunct William E. Burr II, Adjunct Instructor (business policy, small business management). BA, 1944, United States Military Academy; MA, 1964, George Washington; M.BA, 1978, Oregon. (1978) Charles W. Cole, Adjunct Instructor (management, international management, organizational behavior). B.S, 1950, Oregon State; B.S., 1955, Naval Post Graduate; MA, 1964, George Washington. (1979) Emeriti Catherine M. Jones, Professor Ernerita (business education, office management) BA, 1937, Iowa State Teachers; M.S., 1945, Oregon; Ed.D., 1964, Colorado. (1946) Frederick J. Seubert, Associate Professor Emeritus (human resource management, business policy). BA, 1942, Baldwin-Wallace; B.ME, 1946, Florida; M.BA, 1947, Pennsylvania; PhD., 1954, Cornell. (1957) The Department of Management offers a general management program designed to prepare students for careers involving manage- rial responsibility in public and private organiza- tions. A variety of courses focus on topics such as organizational behavior, human resources management, organization design, and applied management Students majoring in management must com- plete 15 credits in upper-division courses. Two 3-credit courses are required of all management majors; Human Resources Management (MGMT 322) and Organization and Manage- ment (MGMT 455). The remaining 9 credits can be selected from a number of elective courses offered regularly by the department Students who plan to pursue careers in operations and production management may take up to 6 of their 9 elective credits in specified courses offered by the Department of Decision Sci- ences. A list of these courses is available in the management department office. Students selecting management as a second- ary subject area are required to complete Human Resources Management (MGMT 322) and 6 additional credits selected from upper- division management courses. Courses in Management (MGMT) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeafa ble for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 101 Introduction to Management (3) Survey of management theory with emphasis on the functional and task requirements of management Topics include planning, staffing, contrOlling, leadership, and creativity in business organizations. Not open to juniors or seniors. 199 Special Studies (1-3R) Upper-Division Courses 310 Management Communication (3) Practice in planning, organizing, and delivering oral business presentations. Emphasis on immediate instructor and peer evaluation of no fewer than three presentations per student Prereq: introductory speech course; junior standing or above. 321 Management and Organizational Behavior (3) Human behavior in work organizations. Nature of organizations, models of organization design, work structuring, motivation and performance, group and intergroup behavior, influence processes, and planned change. Prereq: junior standing. 322 Human Resources Management (3) Manage- ment of relations between an organization and its personnel; building and maintaining a productive work force and providing job satisfaction and career opportunity. Prereq: MGMT 321 or instructor's consent. 340 Small Business Management (3) Establishing and maintaining a small business; general manage- ment principles. Individualized projects: investigating or assisting an entrepreneur or researching pertinent library topics. Prereq: junior standing. 401 Research (Arr,R) 403 Thesis (Arr,R) 405 Reading and Conference (Arr,R) 407 Seminar (Arr,R) Marketing, Transporta1'ion, and Business Environment 193 409 Practicum (Arr,R) 410 Experimental Course (Arr,R) Recent topics include Conflict Resolution, International Management, and Japanese-American Management. 413 Compensation Administration (3) Salary and wage policies which contribute to organizational control. Behavioral science and economic foundations of compensation, Institutional settings and operating tools, Wage incentives and management compensa- tion, Prereq: MGMT 322 or instructor's consent. 414 Employment Policies and Practices (3) Employ- ment legislation as it pertains to human resource policies and practices including affirmative action, the Occupational Safety and Health Act, and equal employment opportunity, Prereq: MGMT 322 or instructor's consent. 415 Psychology and Human Resources (3) Applica- tion of psychological principles to human problems in work organizations. Personality, employee motivation and performance, leadership, job attitudes, job-related stress, reward systems, turnover and absenteeism, Prereq: MGMT 321. 416 Group Processes in Organizations (3) Group formation, structure, decision making, norms, con- formity, cohesiveness, and task performance. Influ- ence of groups on quality of working life; managerial implications of group processes for organizational effectiveness. Prereq: MGMT 321. 439 Collective Bargaining (3) Relations between unions and management under existing law and custom. Negotiations of the labor agreement; griev- ance handling and agreement administration; arbitra- tion. Prereq: MGMT 322 or instructor's consent. 440 Case Studies in Small Business (3) Analysis of small business problems through consultation with local small businesses. Field projects arranged in conjunction with the Small Business Institute of the United States Small Business Administration. Prereq: senior standing, instructor's consent; MGMT 340 recommended. 453 Business Policy and Strategy (3) Interdepen- dence of the different departments of a business concern, Provides an integrated view of business operations and a basic grasp of policy problems in several industries. Prereq: MGMT 321, ACTG 260, FINL316, MKTG 311, DSC335, senior standing, formal admission to a major in the College of Business Administration, 455 Organization and Management (3) Examines issues of organization design and effectiveness as well as managerial processes and organization- environment relations, Prereq: MGMT 321. Graduate Courses 501 Research (Arr,R) 503 Thesis (Arr,R) PIN only, 505 Reading and Conference (Arr,R) 507 Seminar (Arr,R) 509 Practicum (Arr,R) 510 Experimental Course (Arr,R) Recent course titles include Arbitration, Employee Benefits, International Management, and Performance Evaluation and Training. 511 Management and Organizational Behavior (3) Behavioral science theory applied to understanding individual and group behavior in organizations. Topics include conflict, decision making, job design, leader- ship, motivation, and organization structure. 531 Quality of Working Life (3) Sociotechnical approach to job and work system redesign. Evolution of job design, concepts of sociotechnical systems, technological analysis, studies of job redesign, change processes, and action research. Prereq: MGMT 511 or eqUivalent: 534 Human Resources Management (3) Human resource planning; psychological testing and federal guidelines; training and career development; perform- ance evaluations; performance-based rewards; union-management relations; affirmative action. Prereq: MGMT 511 or equivalent or instructor's consent. 536 Compensation Theory and Administration (3) Review of compensation theory from the economic, social, and behavioral sciences. Compensation systems for position evaluation, design of wage structures, performance review, and incentives. Prereq: MGMT 511 or equivalent or instructor's consent. 537 Motivation and Work Behavior (3) Basic motivational process, contemporary theories of work motivation, job performance and satisfaction, attach- ment to organizations, reward systems, goal-setting processes, and job design. Prereq: MGMT 511 or equivalent or instructor's consent. 538 Management of Technological Organizations (3) The modern technological environment of organiza- tions. Managerial problems associated with technolog- icallyoriented companies and research and develop- ment groups. Prereq: MGMT 511 or equivalent. 539 Collective Bargaining (3) Management-union bargaining relationships in the context of organizational employment objectives; constraints imposed by industrial reiations systems; contribution of bargaining theory and industry studies to explanation of bargain- ing processes. 540 PUblic Policy and the Employment Relationship (3) The role of governmental policy and regulatory actions in the employment activities of organizations. Affirmative action, OSHA, age and sex discrimination, benefits regUlation, and collective bargaining, 541 Organization and Management Theory (3) Strategies for studying organizations. Organization structure and design; impact of the environment and technology, related management problems. Case examples. Prereq: MGMT 511 or equivalent or instructor's consent. 542 Organizational Decision Making (3) Behavioral foundations that underlie decision making in individual, group, and organizational settings, Structure of decision making in programmed and unprogrammed settings. Emphasis on managerial decision making, Prereq: MGMT 511 or eqUivalent or instructor's consent. 545 Problems in International Business (3) Opera- tion v. licensing; control v, joint venture; taxation, labor, and marketing; managerial training, cooperation with national planning authorities, pUblic development banks, and industrial corporations. Prereq: instructor's consent. 546 Internship In Export Planning (3) Provides experience of working with a company. Students do a feasibility study of marketing a particular product or service and establishing operations in a country of the firm's .choosing. Prereq: instructor's consent. 550 Research Methods in Organizations (3) Procedures for interpreting behavioral research in organizational settings. Design of research projects, including problem definition, theory bUilding, selection of a sample, measurement, data analysis, and ethical considerations. For PhD. and advanced master's degree students, Prereq: MGMT 511, DSC 511, or equivalent or instructor's consent. 551 Organizational Psychology (3) Behavioral research on organizations and people at work. Job altitudes and performance, employee socialization processes, turnover and absenteeism, leadership and group influence processes, For PhD. and advanced master's degree students. Prereq: MGMT 511 or equivalent or instructor's consent. 552 Organizational Design and Effectiveness (3) Organization design as it relates to technological and environmental constraints, managerial policies and strategies, organization structure, and organization effectiveness, Focus on theory and research. For Ph.D. and advanced master's degree students, Prereq: MGMT 511 or equivalent or instructor's consent. 553 Contemporary Issues in Human Resource Management (3) Topics may include planning and analysis of human resource management systems; staffing; performance evaluation; training and develop- ment; reward systems; collective bargaining; and industrial relations theory, For PhD. and advanced master's degree students, Prereq: MGMT 534 or equivalent or instructor's consent. Marketing, fransporfation, and Business Environment 375 Gilbert Hall Telephone (503) 686-3345 Del I. Hawkins, Department Head FaCUlty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Gerald S. Albaum, Professor (marketing research and analysis, international marketing). BA, 1954, M.B.A, 1958, Washington (Seattle); PhD., 1962, Wisconsin, Madison. (1969) Roger J. Best, Associate Professor (marketing management, research and analysis), B.S.E.E., 1968, California State Polytechnic; M.B.A, 1972, California State, Hayward; PhD., 1975, Oregon, On leave 1986-87. (1980) John H, Cunningham, Assistant Professor (transporta- tion and logistics), B.S., 1956, Holy Cross; M.B.A, 1964, Michigan State; PhD., 1981, Oregon. (1977) David J. FaUlds, Assistant Professor (marketing management, international marketing, marketing research). B.A, 1973, M.B.A, 1979, Wisconsin, Madison; M.S., 1985, PhD" 1986, Iowa, (1985) Del I. Hawkins, Professor (marketing management, research and analysis, consumer behavior), B,B.A., 1966, M.B.A, 1967, PhD, 1969, Texas. (1970) Lynn Kahle, Associate Professor (consumer behavior, communications). B.A, 1973, Concordia; M.A, 1974, Pacific Lutheran; PhD., 1977, Nebraska. (1983) Mark M. Phelps, Instructor (business law, entre- preneurship law). B.S., 1972, JD., 1975, M.B.A" 1980, Oregon. (1979) Stuart U. Rich, Professor; Director, Forest Industries Management Center. B.A, 1942, Wabash; M.B.A" 1950, D.B.A, 1960, Harvard. (1963) Norman R. Smith, Associate Professor (consumer behavior, marketing communications, entre- preneurship). B.A, 1948, M,A., 1959, Alberta; Ph,D" 1965, Michigan State. (1962) Donald S. Tull, Professor (marketing management, research and analysis). B.S., 1948, M.B.A, 1949, Ph,D., 1956, Chicago, (1967) Marjorie Fox Utsey, Assistant Professor (marketing management, consumer behavior, marketing strategy and research), B.A, 1966, M.A, 1969, Maryland; M.B.A, 1982, PhD" 1985, Tulane. (1985) Emeriti w. Dwaine Richins, Associate Professor Emeritus (business philosophy, ethics, environment). B.A, 1936, Brigham Young; M.B.A, 1938, Louisiana State; PhD., 1950, Washington (Seattle). (1949) William J. Robert, Professor Emeritus (general business law, international law). BA, 1939, LL.B., 1941, Oregon; LL.M., 1957, New York. (1950) Lawrence W. Ross, Jr., Associate Professor Emeritus (legal philosophy.) A.B" 1949, MA, 1949, Syracuse; J.D, 1952, Chicago. (1971) Roy J. Sampson, Ph.D., Professor Emeritus (transpor- tation and public utility economics, management and policy). B,S" 1946, Tennessee Technological; M.BA, 1948, Ph.D" 1951, California, Berkeley. (1959) The Department of Marketing, Transportation, and Business Environment offers courses in each of the named areas, For students of business administration, the department offers a major in marketing and secondary subject areas in both marketing and transportation. The educational objectives of the department are to 194 Marketing, Transportation, and Business Environment 1. Develop the student's understanding of the environment in which the firm operates 2. Give the student an understanding of the interrelationships of marketing and transpor- tation with other areas of the firm's operation 3. Provide the student with the opportunity to apply the functions of management and to gain experience in making decisions in the areas of marketing and transportation 4. Enable the student to develop a capacity for research and analysis of basic problems in these areas The marketing program is designed 10 provide preparation for careers relating the producer and the consumer. Special attention is given to the contributions of the behavioral sciences and of quantitative methods to the study of market- ing. The program includes detailed stUdy of the application of principles of management analysis to marketing problems. Students are strongly encouraged to satisfy the College of Business Administration behavioral science course requirement by taking at least two courses in one discipline (psychology, sociology, or anthropology). Major Requirements In addition to the general business requirements of the school, 15 credits are required, distri- buted as follows: Analysis of Consumer Behavior (MKTG 361) Marketing Research (MKTG 460) Marketing Strategy and Policies (MKTG 464) A minimum of 6 credits chosen from the following elective courses (3 credits per course): Retail Administration (MKTG 365) Seminar (MKTG 407), with approval of depart- ment head Practicum (MKTG 409), with approval of department head Marketing Communications (MKTG 462) Quantitative Analysis in Marketing (MKTG 463) Sales Management (MKTG 467) Industrial Marketing and Purchasing (MKTG 469) International Marketing Management (MKTG 475) Business Logistics (TRN 350) Secondary Areas 9 credits are required for a secondary subject area in marketing, distributed as follows: Analysis of Consumer Behavior (MKTG 361) Marketing Research (MKTG 460) Marketing Strategy and Policies (MKTG 464) 9 credits are required for a secondary subject area in transportation, distributed as follows: Transportation and Distribution Systems (TRN 349) Business Logistics (TRN 350) International Transportation and Distribution Management (TRN 453) Courses in Marketing (MKTG) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions~ Course Prefixes, Course Numbering System, and Sample Course Listings. Upper-Division Courses 311 Marketing Systems and Demand Analysis (3) Dynamics of demand; economic and behavioral approaches to analysis of demand; purchase motiva- tions-consumer versus industry; flow of goods and services; nature of marketing institutions. 361 Analysis of Consumer Behavior (3) Relevant concepts from cultural anthropology, sociology, and psychology applied to problems encountered in marketing to various consumer groups. Prereq: MKTG 311 or instructor's consent. 365 Retail Administration (3) Structure of retailing including direct marketing; efficiency in the retail sector; management of price and nonprice competi- tion; space allocation and stock control. Prereq: MKTG 361 or instructor's consent. 401 Research (Arr,R) Prereq: sponsoring professor and department head's consent. 403 Thesis (Arr,R) Prereq: sponsoring professor and department head's consent. 405 Reading and Conference (Arr,R) Prereq: sponsoring professor and department head's consent. 407 Seminar (Arr,R) Prereq: sponsoring professor and department head's consent. 409 Practicum (Arr,R) Prereq: sponsoring professor and department head's consent. 410 Experimental Course (Arr,R) 430 Entrepreneurship (3) Types of entrepreneurs, and their effect on company growth rates. Marketing- management problems in the growth-oriented firm. Development of a realistic business plan. Prereq: MKTG 311. 460 Marketing Research (3) Influence of marketing research on the decision-making process. Problem formulation, exploratory research, research design, basic observational and sampling requirements, data analysis, interpretation, and reporting. Prereq: DSC 330, MKTG 311 or instructor's consent. 462 Marketing Communications (3) Advertising and sales promotion as formal channels of communication; economics of advertising and sales promotion; marketing communications as they relate to the public and to public policy. Prereq: MKTG 311,361 or instructor's consent. 463 Quantitative Analysis in Marketing (3) Analytical methods, tools, and models for marketing decision making with emphasis on the major elements of the marketing mix. Prereq: MKTG 311, DSC 330 or instructor's consent. 464 Marketing Strategy and Policies (3) Marketing planning and control: planning, organizing, measuring, Business Environment 195 I Note: Courses designated (M) or (G) may be offered for graduate credit. Courses in Transportation (TRN) Note: Courses designated (M) or (G) may be offered for graduate credit. Lower-Division Courses 125 Introduction to Business (3) Influences of the historical, social, political, and economic environments within which business operates; adjustment to changes in these environments; interrelationships of major functional areas of business. Not open to upper-division majors in the College of Business Administration. 199 Special Studies (1-3R) 226 Introduction to Law (3) The American legal environment: forms and functions of law, dispute resolution forums, substantive common law, and government regulation of businesses. Prereq: sopho- more standing. Upper-Division Courses 326 Law of Business Organization (3) Law of agency; master-servant relationship including elemen- tary labor law; law of business organizations including corporations, partnerShips, and other forms of business associations; securities regulations. Prereq: BE 226. 401 Research (Arr,R) 403 Thesis (Arr,R) 405 Reading and Conference (Arr,R) 407 Seminar (Arr,R) Current topics are Foreign Commercial Law and Business Internship. 409 Practicum (Arr,R) 410 Experimental Course (Arr,R) 418 Law of Business Transaction (3) The several fields of law related to business: negotiable instru- ments; sales of personal property; securitydevices for credit transactions; creditor and debtor relations. Prereq: BE 226. 420 (G) Legal Aspects of Business Regulation (3) Governmental regulation of business and constitutional limitations upon such regulation. The law of administra- tive agencies; specific areas of regulation, inclUding business combinations and pricing policies. Prereq: BE 226. 425 Business Enterprise and Social Responsibility (3) Governmental regUlations; trade associations and other special-interest groups; relation of management policies to growth of corporate enterprise, public policy, and responsibilities of business management. Prereq: senior standing. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 507 Seminar (Arr,R) 509 Practicum (Arr,R) 510 Experimental Course (Arr,R) 511 Economic Policy (3) Use of microeconomic tools in the management of organizations. Theoretical concepts, their empirical measurement, and their application. Public policy issues concerning business, including antitrust, regulatory, and tax issues. 512 Business, Government, and Society (3) Effects of government policy on the firm. Microeconomic principles applied to analysis of public policy. Contract law, agency problems, forms of organizations, and administrative proceedings. Prereq: BE 511 or eqUivalent. 519 Social Philosophy of Business (3) Ethical and social obligations that business managers are expected to assume; critical considerations of presuppositions, opinions, and practices in business enterprise and education. 520 Foreign Commercial Law (3) Basic legal concepts applicable to commercial transactions in foreign trade; comparison of commercial law and legal institutions of foreign countries and the United States; civil law and common law. Prereq: BE 517 or instruc- tor's consent. An: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. 401 Research (Arr,R) 403 Thesis (Arr,R) 405 Reading and Conference (Arr,R) 407 Seminar (Arr,R) 409 Practicum (Arr,R) 410 Experimental Course (Arr,R) 451 (G) Transportation Administrative Law (3) History of state and federal transport regulation with particular attention to the Interstate Commerce Act and other pertinent federal and state statutes. Prereq: TRN 349 or 350 or instructor's consent. Not offered 1986-87. 453 (G) International Transportation and Distribu- tion Management (3) Role of the United States and world ocean and air transportation in international trade and development. Use of international transpor- tation in export and import activities. Courses in Business Environment (BE) I Upper-Division Courses 349 Transportation and Distribution Systems (3) Carrier responsibilities, services, and cooperation; economic and legal bases of rates, freight classifica- tion and tariffs; relationships between transportation and the location of economic activity. 350 Business Logistics (3) Purchasing transportation services, selecting transportation alternatives, and planning the physical distribution system of the firm. Rate structures, relationship of physical distribution to marketing and production. 570 Problems in Forest Industries Management (3) Marketing strategy in forest products companies. Relationship between marketing and other functional areas of a resource-based industry, inclUding produc- tion, finance, and resource management. Prereq: MKTG 511. 575 MUltinational Marketing Management (3) Management of marketing activities to and in foreign countries as they relate to the process whereby a business concern creatively adapts to the international environment within which it operates. Prereq: MKTG 511 Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 507 Seminar (Arr,R) 509 Practicum (Arr,R) 510 Experimental Course (Arr,R) 549 Transportation and Logistics (3) Transportation modes and trade-offs; location; inventory control; warehousing; relationships between distribution, purchasing, production, marketing, and other areas, with emphasis on the total cost concept. evaluating, and controlling marketing performance. Prereq: MKTG 361, 460. 467 Sales Management (3) Basic principles of the selling process and their applications; functions involved in managing a sales organization. Sales forecasting, recruiting, training, compensation, and analysis and control. Prereq: MKTG 361 or instructor's consent. 469 Industrial Marketing and Purchasing (3) Marketing and purchasing problems of manufacturers of industrial goods, such as machinery and equipment, raw and semifabricated materials, industrial supplies, and component parts. Prereq: MKTG 311. 475 International Marketing Management (3) Study of marketing methods in the international environment. Prereq: MKTG 311 or instructor's consent. Graduate Courses 501 Research (Arr,R) Prereq: sponsoring professor and department head's consent. PIN only. 503 Thesis (Arr,R) Prereq: sponsoring professor and department head's consent. PIN only. 507 Seminar (Arr,R) Prereq: sponsoring professor 'and department head's consent. 509 Practicum (Arr,R) Prereq: sponsoring professor and department head's consent. 510 Experimental Course (Arr,R) 511 Marketing Management (3) Design of a marketing program; nature and behavior of markets; marketing planning; product, channel, pricing, and promotion decisions; marketing and the law; evaluating marketing efficiency. Coreq: EC 474M. 530 Advanced Entrepreneurship (3) Analysis of variation in types of entrepreneurs, firms, and their effect on company growth rates. Marketing- management problems of the entrepreneur. Prereq: MKTG 511. 560 Marketing Research (3) Marketing research as a tool for decision making. Planning research projects; design, measurement, experimental and nonexperi- mental techniques, analysis and interpretation of data; reporting of research results. Prereq: MKTG 511, DSC 511, or equivalent. 561 Advanced Analysis of Consumer Behavior (3) Behavioral-science concepts utilized in the analysis of life-style patterns of the ultimate consumer; values and behavioral patterns of consumer segments and their significance for marketing. Prereq: MKTG 511. 562 Marketing Communications (3) Business-related issues in effective interaction with consumers through such channels as advertising, publicity, and sales promotion. Prereq: MKTG 511. 563 Marketing Concepts and Theory (3) Application of theoretical concepts in the social sciences to the development of a theory of marketing. Prereq: doctoral standing or instructor's consent. Not offered 1986-87. 565 Marketing Problems and Policies (3) Relation- ship between marketing and other functional areas of a business. Emphasis on case analysis as a means of acquiring both planning and operational skills. Prereq: MKTG 560 and one other graduate course in market- ing. 566 Theory and Research in Marketing Management (3) Application of marketing concepts and of economics, management science, and behavioral science to the management of the product, price, promotion, and distribution variables. Prereq: doctoral standing or instructor's consent. 567 Theory and Research in Marketing Information (3) Methodologies of surveys, observations, experi- mentation, and simulation as methods of obtaining information for decision making. Prereq: doctoral standing or instructor's consent. 568 Theory and Research in Consumer Behavior (3) The applicability of behavioral theories and methodologies to the understanding of the consump- tion process. Prereq: doctoral standing or instructor's consent. Not offered 1986-87. 569 Problems in Industrial Marketing (3) Marketing strategy and tactics in industrial consumer markets Product policy, pricing, marketing programs, and marketing organization. Problems of industrial purchasing. Prereq: MKTG 511. 101 Education Building Telephone (503) 686-3405 Robert D. Gilberts, Dean Diane M. Dunlap, Assistant Dean The College of Education was establishedas a School of Education in 1910. It became the College of Education in 1968 and was reorganized in 1974 and 1979. Instructional and research emphases are divided among the Divisions of Counseling and Educational Psychology, Educational Policy and Manage- ment, Special Education and Rehabilitation, and Teacher Education. The University of Oregon is accredited by the National Council for Accreditation of Teacher Education (NCATE), and its programs are approved by the Oregon Teacher Standards and Practices Commission (TSPC) for prepara- tion of elementary and secondary teachers, school administrators, school personnel service specialists, and special education personnel. Degree Programs The College of Education offers academic degree programs at the bachelor's, master's, and doctoral levels as indicated in the Registra- tion and Academic Policies and in the Graduate School sections of this catalog. Undergraduate certification programs are offered in elementary education, secondary education, speech, and reading. Graduate program specializations include those in counseling psychology; early childhood education, elementary education, secondary education, curriculum and instructional leader- ship, curriculum and instruction, educational studies, computers in education, instructional technology, reading and language arts, gifted and talented; educational policy and manage- ment; educational psychology and school psychology; special education, including severely handicapped learner, handicapped learner (mild), resource consultant, early childhood education, rehabilitation, and adult services; and speech pathology-audiology. Certification Programs 1. Administrative Certificate: Basic and Stand- ard endorsements for principal, superintend- ent, and vice-principal (Basic) 2. Elementary Education: preprimary through grade 9, Basic and Standard endorsements 3. School Psychologist: endorsement at the Standard level 4. School Supervisor: endorsements at the Basic and Standard levels 5. Secondary Education: Basic and Standard levels, including subject matter endorse- ments in art, foreign languages (French, German, Italian, Latin, Russian, Spanish), health education, language arts, speech, journalism, drama, language arts and social Education studies, basic mathematics, advanced mathematics, music, physical education, reading, science (biology, integrated science, physical science, with physics or chemistry option), and social studies 6. Special Education: Basic and Standard levels, handicapped learner endorsement and severely handicapped learner endorse- ment 7. Speech Pathology-Audiology: Basic and Standard levels of the speech-impaired endorsement The University does not offer teacher certifica- tion programs in agriculture, business and office education, distributive education, horne economics, industrial education, elementary music (preprimary through grade 9 only), hearing impaired, visually handicapped, or vocational education. Admission The College of Education follows general University policy in its basic admission proce- dures, as found in the Admissions and Records section of this catalog for undergraduate study and in the Graduate School section of this catalog for graduate study. Students transfer- ring to the University from other institutions must meet University entrance requirements. Specific programs within the College of Education may have additional requirements for admission, and prospective students are urged to check carefully such requirements with the division or instructional area in which they intend to enroll. Transfer students seeking entry to the elemen- tary or secondary teacher education programs must undergo the regular screening and admission process for a specific program. If previously enrolled in a teacher education program at another institution, students must obtain a release from that program. Information on admission to undergraduate study may be obtained from the office of the appropriate division's associate dean, from the College of Education Office of Student Services, and from the College of Education Office of Teacher Certification. For information on admission to graduate study for advanced certification purposes, consult the Office of Teacher Certification. For information regarding admission to general graduate study or an advanced degree, inquire at the College of Education's Graduate Student Records Office, 112 Education Building; telephone (503) 686-3527. Glossary of Terms In addition to the academic terms defined in the Registration and Academic Policies section of this catalog, the College of Education uses certain terms specific to the preparation and licensing of professional personnel for the public schools. They include the following: Certification. The process of obtaining a license (teaching certificate) to teach in the 197 public schools. A Basic certificate and endorse- ment is the initial license, normally based on a four-year preparation program and a bachelor's degree. A Standard certificate requires addi- tional preparation (generally a minimum of 45 credits), specific requirements varying with the teaching specialty. Competency. A predetermined demonstrable skill or other learned achievement used to guide program presentation, curriculum sequence, or student achievement. Endorsement. A phrase added to the teaching certificate that indicates the grade level (elementary or secondary), teaching specialty, or subject matter the teacher is qualified to teach. A certificate may have more than one endorsement. Final Supervised Field Experience. Terminal field experience for Basic certification or endorsement programs other than in elementary or secondary education. K-12. Kindergarten through twelfth grade. Mainstreaming. The integration of handi- capped students into the regular public school classroom for at least a portion of the instruc- tional program instead of being grouped only with other handicapped students. National Council for Accreditation of Teacher Education (NCATE). The national accreditation agency for programs in teacher education. PP·9. Preprimary through ninth grade. Practicum. A field experience in a public school that is part of a certification or endorse- ment program. It is taken for credit and pre- cedes the final field experience or student teaching experience for teacher education. Teacher Standards and Practices Commis- sion (TSPC). The agency authorized by the Oregon Legislature to license (certify) people to teach or administer in Oregon public schools. Certification and endorsement programs must be approved by the TSPC. The TSPC issues the appropriate certificate or endorsement upon the University's recommen- dation that the qpplicant has successfully completed the relevant approved certification program and, in the judgment of the institution, has the personal qualities to serve as a teacher, administrator, or personnel service specialist. Questions concerning certification should be directed to the Office of Teacher Certification in the College of Education. Transdisciplinary. A collaborative approach to the delivery of services to people with hand- icaps. It requires that members from various disciplines extend, enrich, and expand their own professional roles as well as exchange, release, and support each other's roles. 198 Center for Advanced Technology in Education Condon School: Center for Advanced Technology in Education (CATE) In 1983 the College of Education, with Eugene School District 4J, Lane Educational Service District (ESD), Oregon Total Information Sys- tems (OTIS), and several University programs, combined a number of training and research programs at the Condon School site located on the east edge of the University campus, The programs sharea central interest in instruction and research into the uses of microcomputer and other forms of technology in education, Offices housed at Condon School include the Career Information System, ERIC Clearing- house on Educational Management, and Oregon School Study Council, which are described below, Other facilities include the International Council on Computers in Educa- tion (ICCE), microcomputer and computer graphics instructional laboratories, instructional technology laboratories, architecture design studios, and public-use activities in the stage and gymnasium area, The latter are coordinated through University Housing, Career Information System 1787 Agate Street Telephone (503) 686-3872 Bruce McKinlay, Executive Director The Career Information System (CIS) is a research and service center, established at the University in 1971 as an interagency consortium and recognized by the Oregon State Board of Higher Education, Using computer and print media, the CIS provides occupational and educational information to individuals, schools, and social agencies, Its purpose is to improve career choices and training opportunities, In Oregon, staff members assist agencies and schools involved in occupational counseling and education by compiling current labor market and educational information and by consulting with user agencies on use of career information in counseling and instructional programs, Nationally, the center conducts a program of research, computer software development, and technical assistance to support institutions in the 14 states in which it operates. The national Clearinghouse for the Association of Computer-based Systems for Career Information is affiliated with the center, Its services are available in schools and agencies throughout the state. ERIC Clearinghouse on Educational Management 1787 Agate Street Telephone (503) 686-5043 Philip K. PieIe, Director The Clearinghouse on Educational Manage- ment (ERIC/CEM) is part of ERIC's nationwide network of information processing and analysis centers. Currently there are 16 clearinghouses located across the country. One of the original units in the ERIC system, ERIC/CEM has been located at the University since June 1966. ERIC/CEM's specific task is to monitor, acquire, index, and abstract literature pertaining to educational management. By processing this literature for announcement through the ERIC system and by producing research analysis publications, the clearinghouse seeks to facilitate the exchange of information between producers and users of educational knowledge. Its research analysis products help synthesize what is most current and topical in the literature within its scope. ERIC/CEM's scope includes all aspects of the administration, governance, and structure of public and private educational organizations at the elementary and secondary levels as well as the provision of facilities for their operation, Relevant topics include finance, law, personnel, instructional leadership, public relations, planning, curriculum development, facility design, and equipment. Oregon School Study Council 1787 Agate Street Telephone (503) 686·5045 Philip K. Piele, Executive Secretary The Oregon School Study Council (OSSC) is an association of Oregon school districts working together on problems of common concern. It is a service and dissemination unit, publishing information on significant educational programs functioning successfully throughout the state. The OSSC also arranges conferences and provides other services of interest to its members. Organized in 1957, the OSSC is supported jointly by the dues of its members and by the College of Education. The OSSC is administered by a Governing Board, composed of represent- ative administrators and school board mem- bers, in cooperation with the executive secre- tary, who is a College of Educatio[l faculty member. The OSSC issues two series of publications: the OSSC Report, a digest of informative articles and ideas helpful to educational leaders and board members; and the monthly Bulletin, which describes outstanding practices in Oregon schools. Other services include conferences and workshops for member school districts on topics of common concern, consultation on school budget and bond referenda, a loan service of library and research materials, and enrollment projections. E. C. Brown Foundation 300 S.W. 6th Portland OR 97204 Telephone (503) 295-0203 John A, Bruce, Director, Courtesy Associate Professor. BA, 1956, Wesleyan: MDiv., 1959, General Theological Seminary, New York; PhD., 1972, Minnesota (1974) The E. C. Brown Foundation is a private foundation located in Portland with a special interest in the family, health, sex education, and related matters. The foundation is particularly known for the production of educational films in these areas, Reflecting its close association with the Univer- sity of Oregon, the foundation's administrator is the president of the University, and the deputy administrator is the dean of the College of Education. Counseling and Educational Psychology 1761 Alder Street, Room 103 Telephone (503) 686·5501 Wesley C. Becker, Associate Dean Counseling Facul'ty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon, Martin H, Acker, Professor (human sexuality, correc- tions). BA, 1943, Brooklyn; MA, 1953, PhD., 1963, New York. (1961) Gordon A. Dudley, Associate Professor (psychodynamic theory and procedures). BA, 1956, Kalamazoo; MA, 1959, Colorado; EdD., 1971, Harvard (1967) Richard D. Freund, Assistant Professor (research methods, community college counseling, cognitive therapy). B.A., 1966, Brown; PhD., 1971, Stanford. (1975) Elizabeth L. Holloway, Assistant Professor (research and training in clinical supervision, counseling process). BA, 1971, Waterloo; MA, 1975, California, Santa Barbara; PhD., 1979, Wisconsin, Madison. (1985) William Kirtner, Professor (college counseling); Director, University Counseling Center. A.B., 1950, MA, 1955, PhD., 1959, Chicago. (1968) Gerald D, Kranzler, Professor (rational emotive counseling), B.S., 1956, Jamestown; M.Ed., 1959, EdD., 1964, North Dakota. (1967) John W. Loughary, Professor (career development, learning systems development); Coordinator, Counsel- ing Psychology; Director, DeBusk Memorial Center. B.S., 1952, Oregon; MA, 1956, PhD., 1958, Iowa. (1962) Raymond N. Lowe, Professor (family and school counseling), B.S.Ed., 1940, Massachusetts State, Fitchburg; MA, 1948, EdD., 1951, Northwestern, (1955) Shirley L. Menaker, Professor (psychology and career development of women, assessment); Dean, Graduate School. BA, 1956, Swarthmore; M.A" 1961, PhD., 1965, Boston. (1979) Carol Lynn Morse, Assistant Professor (family educa- tion and counseling). B.S., 1970, M,S., 1974, PhD., 1980, Oregon, (1978) Theresa M. Ripley, Assistant Professor (group procedures, career development); Coordinator, Career Planning. B.S" 1966, Illinois State; M.S.Ed., 1968, Indiana; PhD., 1971, Oregon. (1972) Ronald J, Rousseve, Professor (developmental counseling, social-philosophic foundations, minorities). B.S., 1953, MA, 1954, Xavier; PhD" 1958, Notre Dame. (1968) Stephen H. Schweitzer, Assistant Professor (indiVidual, marital, and sex therapy; crisis counseling; strategic therapy). B.S" 1966, Cooper Union; M,S., 1968, Illinois; M.S., 1974, PhD., 1977, Oregon. (1982) Linda Sherman, Assistant Professor (behavior therapy, applied clinical research, survivors of catastrophic events). B.S" 1971, Illinois; MA, 1976, California State; PhD., 1979, Oregon, (1979) Andrew Thompson, Associate Professor (cognitive restructuring), BA, 1956, MA, 1960, PhD., 1963, Minnesota. (1965) Saui Toobert, Associate Professor (group and individual counseling), B.A" 1947, California, Berkeley; PhD., 1965, Oregon. (1963) Bruce E. Wampold, Assistant Professor (research methods in counseling psychology, analysis of social interaction). BA, 1971, Washington (Seattle); M.Ed" 1976, Hawaii at Manoa; PhD., 1981, California, Santa Barbara (1985) Courtesy John A. Bernham, Courtesy Instructor (community college counseling), B.A., 1956, Cascade; M.Ed., 1960, Oregon, (1981) A. Stanley Hultgren, Courtesy Assistant Professor (child guidance, counseling procedures), BA, 1964, Oregon; MA, 1969, Arizona State; PhD., 1976, Oregon. (1978) John C, Winquist, Courtesy Assistant Professor (community college counseling). BA, 1964, Oregon State; M.S., 1971, Ph.D., 1975, Oregon. (1979) Emerita Esther E. Matthews, Professor Emerita (human potentiality, career development). B.S., 1940, Mas- sachusetts State; M,Ed" 1943, EdD., 1960, Harvard.(1966) Participating Richard P. Francisco, Courtesy Associate Professor Educational Psychology Faculty Wesley C. Becker, Professor (clinical psychology, behavioral analysis research, measurement). BA, 1951, MA, 1953, Ph.D., 1955, Stanford. (1970) Henry F. Dizney, Professor (measurement and research, educational evaluation); Coordinator, Educational Psychology. B.S., 1954, Southeast Missouri State; M,Ed., 1955, Wayne State; PhD., 1959, Iowa. (1967) Susan Epps, Assistant Professor (school psychology, assessment, parent training). B.A., 1975, William and Mary; PhD, 1982, Minnesota at Minneapolis-Sf. Paul.(1985) Lloyd L. Lovell, Professor (human development, giftedness, philosophy of science). BA, 1947, Lawrence; M.S., 1951, Minnesota; PhD., 1955, Cornell. (1959) Arthur Mittman, Professor (measurement and research, psychometrics). BA, 1947, M.S., 1950, PhD, 1958, Iowa. (1963) Janet Moursund, Associate Professor (learning, research design, counseling). BA, 1958, Knox; M.S" 1961, PhD., 1963, Wisconsin, Madison. (1967) Richard J. Rankin, Professor (psychometrics, learning and motivation, human development), BA, 1953, M.A., 1954, PhD., 1957, California, Berkeley. (1966) Richard A. Schmuck, Professor (social psychology, group processes, organizational development). BA, 1958, MA, 1959, PhD., 1962, Michigan. (1967) Mark R. Shinn, Assistant Professor (school psychology, assessment, instructional practice and evaluation). B.A., 1974, Gustavus Adolphus; Ph.D., 1981, Min- nesota, Morris, (1984) Adjunct Alexander C. Granzin, Adjunct Assistant Professor (school psychology). BA, 1967, New Orieans; MA, 1971, Ph.D., 1975, Oregon (1981) Randall S. Sprick, Adjunct Assistant Professor (classroom management, remedial instruction), B.S., 1973, Portland State; M.S" 1974, PhD., 1979, Oregon,(1973) Courtesy Hyman Hops, Courtesy Assistant Professor, B.A., 1959, Sir George Williams; MA, 1962, Toronto; PhD., 1971, Oregon, (1984) Larry K. Irvin, Courtesy Associate Professor (program evaluation, measurement, mental retardation). BA, 1966, Caiifornia, Davis; MA, 1970, California State, Los Angeles; PhD., 1975, Oregon. (1975) Fred N, Kerlinger, Courtesy Professor (educational psychology, research methods, multivariate analysis), B.S., 1942, New York; M.A., 1951, PhD., 1953, Michigan. (1980) Herbert H. Severson, Courtesy Associate Professor(behavior modification, biofeedback, personality assessment). B.S., 1966, Wisconsin State; M,S., 1969, Ph.D., 1973, Wisconsin, Madison. (1975) Participating Meredith Gall, Teacher Education The Division of Counseling and Educational Psychology offers both master's and doctoral degrees. Specialties in school psychology are offered within educational psychology. The division includes the DeBusk Memorial Center, which provides training experiences in counsel- ing and in school psychology. In addition to its degree programs, the division provides a variety of service courses to other College of Education and University programs. Division faculty and staff are housed at 1761 and 1791 Alder Street and in the DeBusk Memorial Center at 1675 Agate Street. Counseling Psychology The counseling psychology area offers inte- grated programs of classroom, practicum, and field experience leading to graduate degrees at both the master's and doctoral levels. The graduate programs offered by the counsel- ing psychology area are summarized here. Information on University policies and proce- dures is available from the Graduate Student Records Office in the College of Education and in the Graduate School section of this catalog. Careers. At the master's degree level, the area offers a generic program of studies in counsel- ing psychology designed to prepare profes- sional practitioners for work in a wide variety of settings; schools, vocational rehabilitation agencies, community mental health centers, employment service offices, community college counseling centers, juvenile corrections agen- cies, human resources development programs, career counseling agencies, pastoral counsel- ing settings, family counseling centers, and business and industry. Recent graduates with doctoral degrees in counseling psychology are employed in the following capacities: counselors in university and college counseling centers, directors of guidance in public school districts, counseling psychologists in state and veterans hospitals, university administrators, professors, research- ers, school psychologists, government and industrial research psychologists, conSUlting psychologists, program administrators, and counseling psychologists in private practice. Degrees Granted Master's Degrees. The counseling psychology program offers master of arts (MA), master of science (M.S,), and master of education (M.Ed.) degrees in counseling. For the MA degree, the candidate must demonstrate proficiency in one foreign language, For the M.Ed., the candidate must have a valid teaching certificate and have completed at least one year of successful classroom teaching. Doctoral Degrees. The doctoral program may lead toeitherthe Ph.D. orthe D.Ed. degree. In addition to other requirements, the Ph.D. requires a dissertation with a high levei of scholarship; it is intended for those with the ability and motivation to make a significant contribution to the field through teaching and scholarly research. The D.Ed, in counseling is an advanced professional degree for practitioners, and it places primary emphasis on the advancement of professional practice. Admission to the D.Ed. program requires obtaining a faCUlty adviser and developing a detailed program proposal as part of the application procedure. Currently, there are no openings in the D.Ed. program Counseling Psychology 199 Admission and Retention Prospective master's and doctoral applicants may request detailed admission policies and procedures from the Division of Counseling and Educational Psychology, College of Education, University of Oregon, Eugene OR 97403. New students are admitted for fall term only. The closing date for receipt of completed applica- tions is February 15 for entry the following fall term. Notifications of the dispositions of applica- tions are mailed March 15. Applicants are evaluated on (1) academic record, (2) letters of reference, (3) previous related work and life experiences, (4) Graduate Record Examination (GRE) General Test scores, (5) statement of purpose in seeking admittance, and (6) a sample of written work. Only completed applications are reviewed, Applicants must gather all requested support- ing papers, except letters of reference, and submit them along with the application forms as one package. Master's Degree Program The program of studies leading to the master's degree in counseling requires 72 credits. One purpose of the program is to help students prepare for counselor certification and licens- ing. Some graduate courses taken earlier at another accredited institution may meet part of the requirements. An individualized program taking into account the student's background, experience, and professional goals is designed by the student and the adviser. No fewer than 45 of the 72 required credits must be taken in residence after formal admission to the master's degree program. Acceptable courses must fall within the following categories: Psychological Foundations. Courses provid- ing a broad understanding of human behavior (normal and abnormal) at all developmental levels, particularly courses in abnormal psychol- ogy, personality theory, learning theory, sociol- ogy, anthropology, and physiology. Social and Cultural Foundations. Studies of ethnic groups, other cultures, and cultural values. The behavioral sciences, political science, sociology, and anthropology may offer courses supporting this area. The Helping Relationship. Courses on the philosophic basis of the helping relationship, counseling theories, and procedures. Supervised Practice. The counseling psychol- ogy faculty is committed to the practicum as the core experience in a master's degree program in counseling, Generic as well as specialized counseling experiences, both within the University community and in the community at large, are required. Groups. Courses on theory of groups, group work methods, and supervised practice. Life Style and Career Development. Courses on vocational choice theory, courses on career choice and development, relationship between careers and life-style. Appraisal of the Individual. Courses on data gathering and interpretation, individual and . group testing, case study approaches, the study of individual differences, the development of a framework for understanding the individual, considering ethnic, cultural, and sex factors. 200 Counseling Psychology Research and Evaluation. Courses in statis- tics, research design, development of research and demonstration proposals. Professional Studies. Courses in ethical, legal, and moral issues, supervised professional readings, and workshops. Doctoral Degree Program The PhD. program in counseling psychology, approved by the American Psychological Association, is designed to ensure that its graduates will be psychologists who: 1. Possess a general knowledge of human behavior together with those observational and information-processing skills that facilitate description, explanation, and prediction of the behavior of persons in transaction with their worlds 2. Have mastered procedures for facilitating the growth of individuals, groups, and systems 3. Have developed the necessary attitudes and sufficient competence to formulate useful, researchable questions; design and conduct systematic analyses; interpret and apply the results to their own and others' efforts to increase the general knowledge of human behavior and how it can be influ- enced 4. Respect the dignity and worth of the indi- vidual, strive for the preservation and protection of human rights, and do so with concern for the best interests of clients, colleagues, students, research participants, and society Thetraining program in counseling psychology demands of each student considerable respon- sibility and autonomy for designing the particu- lar pattern of educational experiences that will constitute his or her doctoral program. General areas of expected competence have been defined and general requirements established. However, the specific manner in which an individual meets those requirements is deter- mined by the student in consultation with an adviser and the Doctoral Program Committee of the counseling psychology area. The program of study leading to a PhD. degree in counseling psychology is approved by the American Psychological Association (APA) and typically entails a minimum of three years of full-time effort beyond the master's degree. A full year of internship training must be com- pleted after the first year of course work taken in residence. Students applying for admission to the counseling psychology program gener- ally are expected to have a master's degree in counseling, clinical psychology, social work, or a related discipline, and to have professional experience related to the counseling field. Doctoral degrees are granted in recognition of exceptional mastery of knowledge and skills in the field of counseling psychology. Financial Aid Because grants-in-aid are virtually nonexistent within the master's degree program, financial assistance must be sought outside the prog ram. Financial assistance for doctoral students is limited. However, most doctoral students needing financial assistance are able to secure part-time counseling-related jobs in the Univer- sity or the local community. Some graduate teaching fellowships (GTFs) are available. When positions are open, they are advertised through the College of Education, the Office of Affirmative Action, and Inside Oregon, the faculty-staff newsletter. Students showing the most potential for work in counsel- ing psychology are given priority. The division also considers the extent to which the work will benefit the student's program goals. DeBusk Memorial Center John W. Loughary, Director 1675 Agate Street Telephone (503) 686·3418 DeBusk Memorial Center is a service, training, and research facility functioning as part of the Division of Counseling and Educational Psychology. The center was named in honor of the pioneering work of B. W. DeBusk, who taught at the University from 1915 to 1937. He skillfully integrated findings from psychology, medicine, and education in diagnosing learning and behavior problems. The center continues this interdisciplinary approach. Its purposes are to provide assessment and counseling to clients with a wide range of concerns. Graduate students at the master's, doctoral, and postdoctoral levels participate with faculty clinical supervisors in various programs as an integral part of their professional preparation. The center also offers consultant services for developing and evaluating various pupil personnel services within a school district. Fees for such services vary, depending on the scope of the project. Educational Psychology The educational psychology area provides instruction in learning, motivation, measure- ment, research methods, instructional psychol- ogy and school psychology. Programs are individually designed to comple- ment the student's previous background and experience and to provide a program of study compatible with the student's professional goals. Master's degrees usually take three or more terms in all programs except school psychol- ogy, which usually requires two years. Doctoral degrees require a minimum of two years beyond a master's degree. See the Graduate School section of this catalog for descriptions of advanced degree require- ments. Degrees Granted. Graduate studies in educa- . tional psychology lead tothe M.A., M.S., M.Ed., PhD., or D.Ed. degree. Admission and Retention. Admission to all programs within educational psychology requires admission to the Graduate School of the University and formal admission to the educational psychology area. Admission is competitive, based on (1) Graduate Record Examination (GRE) scores, (2) transcripts of undergraduate and graduate work, (3) references, (4) the student's own statement of intent, purpose, and reason for wanting to study in an educational psychology program, and (5) relevant work experience in education, psychology, research, and related fields. All educational psychology programs seek applications from minority group members. Applications are accepted by the educational psychology area from January 15 through April 15. Requests for further information on educa- tional psychology programs and admission procedures should be addressed to Admissions Secretary, Division of Counseling and Educa- tional Psychology, College of Education, University of Oregon, Eugene OR 97403. Programs of Study Specialization in educational psychology is offered in (1) educational measurement, evaluation, and research, (2) school psychol- ogy, and (3) general educational psychology. All master's degrees require a minimum of 45 credits. In exceptional cases a series of comprehensive examinations may be substi- tuted for the master's thesis. All doctoral degrees require a minimum of 45 credits in the primary area and 30 credits in a supporting area as well as research, foundation, and thesis work, Fulfillment of degree requirements includes successful completion of a series of com- prehensive examinations and the presentation of a dissertation or thesis. Although individual programs are flexible, a strong background in educational psychology, human development, and research skills is considered essential. Measurement, Evaluation, and Research. The measurement and research component of educational psychology covers techniques that help educators assess the extent to which new courses, methods, and learning experiences affect the end product of the schools. This component emphasizes systematic data- gathering procedures, measurement, statistical methodology, and evaluation. Special attention is given to the application of research design and statistical methods in measurement and the drawing of inferences about education and human development. Students examine the improvement of techniques and new methods for carrying out these tasks. Computers are available for use in these areas of study. A wide range of courses is offered in the use and applications of computers. Students who want to pursue graduate study in this area are encouraged to acquire a broad base in the area of education because they must be conversant with the problems of all branches of the educational community. They will be expected to pursue formal study in statistics, measurement, experimental design, and evaluation. A background in mathematics or an aptitude for quantitative thinking, or both, is desirable. Each student's course of study takes into account individual needs, interests, and previous training and experience. Students who want to pursue graduate studies in this program should see Arthur Mittman or Richard Rankin. School Psychology. The school psychology program prepares professionals to work effectively in the diagnosis and remediation of personal, social, and educational problems. Two degree programs are offered: MASTER OF ARTS OR SCIENCE. The 92-credit master's degree program is designed forthose students who want to meet the Oregon certifica- Counseling Psychology 201 tion requirements for school psychologists. Each student is expected to develop and demonstrate competence in four basic areas: (1) general psychology, (2) learning problems, (3) psychometrics, and (4) consultation and intervention. Fundamental courses are required of everyone. Emphasis is on the demonstration of compe- tence in the four basic areas. A student's program is planned individually with an adviser after discussion of the student's background, experience, and professional goals. For stu- dents working part time, this program may take three years to complete. DOCTOR OF PHILOSOPHY. The major goai of the doctoral program is the training of a psychologist who can work in the educational setting as both a change agent and a re- searcher. Fundamental to the development of this training program is the model of the psychoiogist as a consultant to the total educa- tional process. The doctoral program is an individualized postmaster's plan of study featuring a major in school psychology with a supporting area of the student's choice. Students accepted at this level are expected to demonstrate competence in the four areas of the master's program. The doctoral student's program builds on the core areas, ultimately specializing in at ieast one of the four. The program culminates in the comple- tion of a dissertation involving independent research. Students who wantto pursue graduate studies in this program shouid see Mark Shinn or Susan Epps. General Educational Psychology. The general educational program trains college teachers and researchers specializing in educational psychology. The program stresses human learning and behavior. Instructional support comes from many University departments, but especially teacher education, psychoiogy, anthropology, sociology, and special education and rehabilitation. Students who want to pursue graduate studies in this program should see Henry Dizney or Richard Rankin. Financial Aid Financial assistance for graduate students is limited. In the past, however, most students needing assistance have found part-time positions in the University or in community agencies. Some Graduate Teaching Fellowships (GTFs) are available. When positions are open, they are advertised through the College of Educa- tion, the Office of Affirmative Action, and Inside Oregon, the faculty-staff newsletter. Students showing the most potential for work in educa- tional psychology are given priority. Also considered is the extent towhich the work might benefit the student's program goals. Courses in Counseling Psychology (CPSY) An: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 199 Special Studies (1-3R) Career alternatives. Emphasis on career decisions and self-awareness, social and psychological characteristics of work, nonwork activities and the importance of work to life-style. 200 SEARCH (1-3R) Upper-Division Courses Note: Courses deSignated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 405 Reading and Conference (Arr,R) 406 (G) Special Problems (Arr,R) 407 (G) Seminar (Arr,R) 408 (G) Workshop (Arr,R) Personal Development is a current topic. 409 (G) Practicum (Arr,R) Recent topics are Career Counseling, College Counseling, Community College Counseling, Counseling-DeBusk,Elementary School Guidance, Family Counseling (Parent-Child and Parent-Youth), Field Placement, Procedures in Family Counseling (Parent-Child and Parent-Youth), and Secondary School Guidance. PIN only. Prereq: CPSY 450. 410 (G) Experimental Course (Arr,R) Recent topics are Counseling and Sexuality, Introduction to Career Development, and Rational-Emotive Counseling. 425 (G) Final Supervised Field Experience (Arr,R) For students completing the final field experience for basic certification endorsement in school counseling. Prereq: instructor's consent. 450 (G) Introduction to Counseling (3) Prepracticum exposure to counseling relationships; semistructured communication exercises and development of personal facilitative skills; obServation of counseling and interaction response. 463 (G) Drelkurslan Principles of Child Guidance (3) Treatment of emotionally and socially maladjusted children in the home, school, and community. 464 (G) Adlerian Education and Counseling for Couples (3) Review of and instruction in Adlerian theory and techniques for counseling couples and for conducting education groups for couples. 485 (G) Principles and Practices of Guidance Services (3) General overview of the guidance function in a free society; principles and procedures attendant to guidance and counseling services in American schools. 486 (G) Counseling Procedures (3) Strategies for accomplishing counseling purposes of choice, change, and confusion reduction. Demonstration and discussion of individual counseling. 488 (G) Educational and Vocational Guidance (3) Designed to broaden understanding of career development theory to the practice of vocational and educational guidance within schools, clinics, and employment centers. 491 (G) Group Counseling (3) Designed to help develop group-leadership skills, Topics include group process and group objectives, factors that facilitate and hinder constructive interaction, and assessment of continuing group process. 493 (G) Values and Human Behavior (3) Values and beliefs as sources of motivation in behavior; applica- tions to the counseling process. Exploration of psychological and philosophical underpinnings of personal integration in the contemporary world. 495 (G) Counseling Nonwhite American Minorities (3) Concepts and current issues in understanding and counseling nonwhite Americans. Strategies for facilitating healthy identity formation. Graduate Courses 501 Research (Arr,R) PIN only. 502 Supervised College Teaching (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 506 Special Problems (Arr,R) 507 Seminar (Arr,R) 508 Workshop (Arr,R) Adlerian Life-Style Analysis is a recent topic. PIN only. 509 Practicum (Arr,R) Recent topics are Career Counseling, Cognitive Behavior, College Counseling, Community College Counseling, Counseling-De- Busk, Elementary School Guidance, Family Counseling (Parent-Child and Parent-Youth), Field Placement, Psychodynamics, and Rational-Emotive Theory. PIN only. 510 Experimental Course (Arr,R) Recent topics are Adlerian Theory, Appraisal, Computer Applications, Doctoral Proseminar, Psychodynamics of Counseling, Psychological Assessment, Psychology of Men, Research Methods in Counseling, Supervision, and Techniques in Transactional Analysis and Gestalt Counseling. 512 Ethical and Legal Issues in Counseling (3) Current ethical and legal concerns in the professional practice of counseling. Ethical theory and decision- making processes; legal aspects of client-counselor relationships. 518 Transactional Analysis in Theory and Practice (3) Basic theoretical concepts; role play, fantasy, and other in-class exercises used to demonstrate the transactional analysis approach and relationship to other counseling techniques, 520 Gender Differences and Relationships In Contemporary American Society (3) Gender identity issues within the psychocultural nexus of modern American life in relation to the paradoxical human needs of separateness and bonding. Prereq: instruc- tor's consent. 526 Counseling Theories (3) Survey, evaluation, and integration of philosophical and theoretical assump- tions that underlie counseling procedures. 528 Counseling and Contemporary Values (3) Philosophic analysis of the value-based aspects of counseling in a pluralistic society. Critical comparison of traditional religious and contemporary secular approaches to the good life. Prereq: instructor's consent. 530 Psychological Evaluation in Private Practice (3) Psychological report writing and issues of private practice. 532 Existential Themes in Counseling (3) Focal dimensions of the emerging existential approach to counseling. Philosophic and psychological exploration of death; freedom, responsibility, and the act of willing; isolation; and the problem of meaning. Prereq: instructor's consent. 540 Advanced Research Methods In Counseling (3) Examination of multivariate research designs, includ- ing multiple regression; use of computer packages in statistical analyses of data; and exploration of critical issues in conducting research in counseling psychol- ogy. Prereq: EPSY 515,516,517 or equivalents. 609 Master's Internship (6-16) Supervised counseling residency in an agency or private practice. Scheduled toward the end of or following formal instruction and practica. Courses in Educational Psychology (EPSY) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 200 SEARCH (1-3R) 202 Educational Psychology Q' Upper-Division Courses 321 Human Development and Group Processes (3) Human development processes from conception to early adulthood and their implications for teachers. Relevance of group. processes to motivation, social values and perspectives, and teaching strategies. Prereq: EPSY 322. 322 Learning and Assessment in Education (3) Applications of learning processes to program design, teaching procedures, and classroom management. Assessment procedures, including intelligence and achievement tests, procedures for monitoring student progress, and teaching evaluation. Note: Courses designated 1M) or(G) may be offered for graduate credit. 400 SEARCH (1-3R) 405 Reading and Conference (Arr,R) 407 (G) Seminar (Arr,R) 408 (G) Workshop (Arr,R) 409 (G) Practicum (Arr,R) Recent topics are Field Work in School Psychology, Intelligence Testing I and II, Internship in School Psychology, School Psychol- ogy-DeBusk, and School Psychology-Educational Assessment. 410 (G) Experimental Course (Arr,R) 415 (G) Educational Statistics I (3) Descriptive statistics, including frequency distributions, central tendency, variability. standard scores, correlation, and regression. Introduction to hypothesis testing, proba- bility theory. and sampling distributions. Prereq: one algebra course. 416 (G) Educational Statistics II (3) Inferential statistics, including t-tests, analysis of variance, and chi-square tests. Applications to education and counseling psychology. Prereq: EPSY 415G or equivaient. 417 (G) Tests and Measurement in Educational Research (3) A first course in measurement. Provides a theoretical and practical basis for evaluating and using the wide range of test and measurement data in educational research. Pre-orcoreq: EPSY 415. Dizney. 435 (G) Developmental Psychology of the Child (3) Child growth, development, and psychology with special emphasis on the relevance of knowledge in these areas to applied professions. 436 (G) Developmental Psychology of the Adoles- cent (3) Adolescent growth and deveiopment and the psychology of adolescence. Emphasis on educational and applied implications of growth and development. 439 (G) The Gifted Child (3) The psychology, education, and guidance of the mentally superior and the extraordinarily gifted child. Graduate Courses 501 Research (Arr,R) PIN only. 502 Supervised College Teaching (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 507 Seminar (Arr,R) Recent topics are Advanced Computer Methods Research, Instructional Consulta- tion, Intermediate Computer Methods Research, Multiple Regression Analysis, Nonparametric Techniques, Psychological Issues of Educational Computers, and School Psychology Linkage I. 508 Workshop (Arr,R) 509 Practicum (Arr,R) Computer Educational Research and Emotionally Handicapped Children are recent topics. 510 Experimental Course (Arr,R) A current topic is Instructional Psychology, which is replacing EPSY 530. 516 Research Methods in Education I (3) Not offered 1986-87. 518 Research Methods In Education III (3) Logic of multiple regression analysis and factor analysis; introduction to measurement theory and practice and to principles of program evaluation. Design of research stUdies. Prereq: EPSY 416G or equivalent. 519 Research Methods in Education IV (3) Survey of published research papers to illustrate the various types of designs that are most frequently used in educational research. Prereq: EPSY 416G, 518 or instructor's consent. 521 Advanced Statistical Methods in Education I (3) Statistical principles underlying educational and psychological research designs. Topics include salient distribution functions, matrices in statistical analyses, and one- and two-way fixed- and random- effects analysis of variance. Prereq: EPSY 415G, 416G, 518 or instructor's consent. 522 Advanced Statistical Methods in Education II (3) Study of designs that evolved from EPSY 521. Emphasis on exercises and practice in selecting the appropriate design. The assumptions and limitations of the different models. Prereq: EPSY 521 or instructor's consent. 525 Theory and Technique of Educational Measure- ment (3) Basic concepts of measurement with emphasis on item sampling, classical test theory, validity, reliability, units and norms, and item statistics. Application of the topics in the educational context. Prereq: EPSY 417G, 521, 522 or instructor's consent. 526 Final Supervised Field Experience (Arr,R) Limited to students in school psychology program for Basic certification endorsement. PIN only. Prereq: instructor's consent. 529 Advanced Educational Psychology I (4) Review of learning theories and variables; implications for teaching methodology and classroom management. Primarily for graduate students in educational psychol- ogy and other departments of the College of Education; others admitted with instructor's consent. 530 Advanced Educational Psychology II (4) Motivation related to human learning and to education. Major theories and research; examination of possible applications. Not offered 1986-87. See EPSY 510. 531 Advanced Educational Psychology III: Social Psychology and Motivation (4) Social psychology and motivation as they relate to teachers and students, classroom group processes, and organizational factors in schools. Offered 1986-87 and alternate years. 549 Principles and Practices in School Psychology I (3) The theory, role, and function of school psychology in its relation to learning and the school setting. Primarily for graduate students in school psychology. 554 Behavioral Consultation (3) Use of behavioral change strategies and the delivery of these services via a consultation model. Students conduct behavioral consultation with school personnel. Prereq: knowledge of the principles of behavior modification. 555 Consultation in Organizational Development (3) Theory and techniques of organizational develop- ment. Training, data feedback, confrontation, consulta- tion. Designed to improve the capacity to solve problems in school settings. Offered alternate years; not offered 1986-87. 564 Theories of Intelligence (3) Theories underlying intelligence tests. Factorial models to help understand the nature of intelligence. Review of literature showing how tests in general contribute to theory. Prereq: instructor's consent. Educational Policy and Management 235 Education Building Telephone (503) 686-5173 Richard A. Schmuck, Associate Dean Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Max G. Abbott, Professor (administrative theory, organization theory, policy and governance). B.S., 1949, M.S., 1951, Utah State; PhD., 1960, Chicago. (1966) Gerald K. Bogen, Professor (human resource manage- ment, higher education administration, academic governance). BA, 1959, Western Washington; M.S., 1961, D.Ed., 1963, Oregon. (1961) Werrett W. Charters, Jr., Professor (methods of policy research, social psychology, organizational theory). BA, 1944, DePauw; PhD., 1952, Michigan. (1966) John E. deJung, Professor (measurement, evaluation design). BA, 1951, Montana; MA, 1954, EdD., 1957, Syracuse. (1964) Diane M. Dunlap, Assistant Professor (work design, adult education, group processes). B.S., 1975, Southern Oregon; M.S., 1978, Western Oregon; Ph.D., 1980, Oregon. (1979) C. H. Edson, Associate Professor (history of education, relationships between work and schooling, immigration history). BA, 1960, California, Berkeley; MA, 1970, Oregon; PhD, 1979, Stanford. (1972) Robert D. Gilberts, Professor (problems of urban schools, conflict management, general administration); Dean, Education. B.S., 1950, Wisconsin State; M.S., 1955, PhD., 1961, Wisconsin, Madison. (1970) Paul Goldman, Assistant Professor (organizational theory, human resource management, sociology of education). A.B., 1966, Stanford; MA, 1970, PhD., 1974, Chicago. (1973) Steven M. Goldschmidt, Associate Professor (law and education, collective bargaining, juvenile delin- quency). BA, 1966, Oregon; JD., 1969, California, Berkeley; MA, 1972, Oregon. (1969) Kenneth M. Kempner, Assistant Professor (research and evaluation methods, sociology of universities and community colleges, comparative international education). BA, 1969, Montana; MA, 1974, Col- orado; Ph.D., 1979, Oregon. (1986) John E. Lallas, Professor (higher education). BA, 1947, Washington; BA, 1952, Western Washington; EdD., 1956, Stanford (1957) Robert H. Mattson, Professor (educational administra- tion, special education). B.S., 1949, Montana; MA, 1959, State University of Iowa; D.Ed., 1959, Oregon. (1957) Philip K. Piele, Professor (management information systems, microcomputers and administration, micro- computer networks and communications); Director, ERIC Clearinghouse on Educational Management. BA, 1957, Washington State; M.S., 1963, PhD., 1968, Oregon. (1967) Ralph C. Rands, Associate Professor (community college administration, personnel administration and evaluation, communications). BA, 1949, Linfield; M.Ed., 1954, D.Ed., 1966, Oregon. (1973) Jon W. Rivenburg, Assistant Professor (finance, organizational theory); Associate Provost for Academic Affairs. B.M., 1978, Pacific Lutheran; M.Ed., 1980, Columbia; PhD., 1983, Oregon. (1980) Philip J. Runkel, Professor (school organization and change, organizational development, research methods). B.S., 1939, Wisconsin, Stevens Point; M.S., 1954, PhD., 1956, Michigan. (1964) Richard A. Schmuck, Professor (social psychology of education, organizational development, group processes); Director, Graduate Studies. BA, 1958, MA, 1959, Ph.D., 1962, Michigan. (1967) Courtesy Jane Farrand DeGidio, Courtesy Assistant Professor (stUdent personnel, individual and group counseling, apprenticeship and problems of blue-collar workers); Director, Student Development. BA, 1968, Minnesota; MS, 1974, PhD., 1980, Oregon. (1969) Richard P. Francisco, Courtesy Associate Professor (equity in education, group and leadership skills, interpersonal problem solving). BA, 1971, Colorado; M.Ed., 1974, Oregon State; PhD., 1976, Oregon. (1972) J. David Rowe, Courtesy Assistant Professor (commu- nity development, institutional facilities); University Planner. BA, 1955, Park College. (1960) Shirley J. Wilson, Courtesy Assistant Professor (student personnel services); Dean of Students. B.A 1952, Whitman; MA, 1957, Stanford; DEd., 1978, Washington State. (1969)· Holly K. Zanville, Courtesy Assistant Professor (state-level coordination and policy making, nontradi- tional education, articulation between systems). BA, 1968, Lindenwood College for Women; MA, 1969, Wisconsin; PhD., 1976, Minnesota. (1983) Emeriti Thomas Dahle, Professor Emeritus (adult education). B.S., 1938, M.S., 1949, Wisconsin; Ph.D., 1954, Purdue. (1963) Educational Policy and Management 203 Kenneth A. Erickson, Professor Emeritus (personnel administration, school surveys, in-service education). B.S., 1941, Oregon; MA, 1948, Ed.D., 1953, Washington State. (1967) Grace Graham, Professor Emerita (social foundations). B.A., 1933, M.A., 1936, South Carolina; Ed.D., 1952, Stanford. (1954) N. Ray Hawk, Professor Emeritus (higher education). B.S., 1947, M.S., 1948, D.Ed., 1949, Oregon. (1950) Roy E. Lieuallen, Chancellor Emeritus, Oregon State System of Higher Education (higher education). B.S., 1940, Pacific University; M.S., 1947, Oregon; EdD., 1955, Stanford. (1961) Miles E. Romney, Professor Emeritus (educational administration, school finance, curriculum develop- ment). PhD., 1947, Utah. (1952) Adolph A. Sandin, Professor Emeritus (elementary education, curriculum, organization). BA, 1933, Central Washington; M.A., 1938, Washington; Ph.D., 1943, Columbia. (1950) Hugh B. Wood, Professor Emeritus (international education). B.S., 1931, Toledo; M.A., 1935, Colorado; EdD, 1937, Columbia. (1939) The Division of Educational Policy and Manage- ment (DEPM) performs and integrates the functions of research and development, dis- semination and service to the field, and instruc- tion. Inquiries may be addressed to the Division of Educational Policy and Management, College of Education, University of Oregon, Eugene OR 97403. Instructional Programs The instructional programs include master's degree and doctoral programs in educational policy and management; state-approved programs for Basic and Standard certification of vice-principals, principals, assistant superin- tendents, and superintendents; and dissemina- tion and outreach services. Master of Science Degree The master of science (M.S.) degree program provides students with graduate-level study and an opportunity to specialize in school administration, in higher education manage- ment, and in educational policy and founda- tions. Admission decisions are based on evaluation of all undergraduate and graduate transcripts, a score from the Miller Analogies Test (MAT) or an equivalent test approved in advance by the division's Admissions and Awards Committee, a 600-word statement of the applicant's academic and vocational goals, and three letters of recommendation. Students must complete between 45 and 54 graduate credits and maintain a B average in all courses taken for grades. Of the required credits, 36 must be earned in established courses (i.e., excluding EDPM 501, 505, and 509) and 30 in the major. Credits earned in other institutions and programs may be transferable if the University residency requirement (a minimum of 30 graduate credits taken over a minimum of two terms atthe University) is met. Students must also complete a departmental thesis or examination. Theses and examinations are graded by three faculty members appointed by the DEPM director of graduate studies and must be fully acceptable to at least two of them. Doctoral Programs Doctor of education (D. Ed.) and doctor of philosophy (PhD.) degrees may be earned in educational policy and management with specialization in the folloWing areas; community colleges, school administration, policy research and analysis, history of education, law and education, personnel administration, computers in educational management, finance and economics in education, higher education, organization development, and student ser- vices. Applicants to all doctoral programs are evalu- ated on the basis of (1) four letters of recommen- dation, (2) undergraduate and graduate programs and GPAs, (3) Miller Analogies Test (MAT) scores, (4) samples of scholarly work (e.g., term papers, master's theses), (5) state- ments by the applicant of career goals, academic interests, and employment history, and (6) an essay. A student's program includes a set of courses, requirements for which vary according to the degree sought and field of study. Residency requirements of three consecutive terms of full-time study must be met by PhD. students; D.Ed. students may choose between the three-term option and two consecutive terms of full-time study, followed by one term of directed internship. In addition, a student must maintain a 3.00 grade point average (GPA), pass a comprehen- sive examination, and complete a dissertation. Certification for Administrators By act of the Oregon Legislature, all persons employed as administrators (vice-principals, principals, assistant superintendents, and superintendents) in Oregon public schools must hold administrative certificates. Planned programs of study lead to the Basic and Standard administrative certificates for vice-principal, principal, and superintendent endorsements. Admission to the Administrative Certification Program is granted to those who (1) verify completion of a master's degree or enrollment in a master's degree program in an approved teacher education institution, (2) submit a satisfactory score from either the Miller Analogies Test (MAT) or the Test of Standard Written English (TSWE), and (3) provide three letters of reference from previous employers or college instructors. Information on admission procedures and required courses is available from the director of graduate studies. Dissemination and Outreach This program focuses on disseminating informa- tion on exemplary practices and new develop- ments in education and on facilitating communi- cation between the Division of Educational Policy and Management and educators in the field. A statewide network of adjunct professors reinforces advising and teaching for graduate and administrative certification students who are not in residence on campus. The Executive Leadership Series schedules conferences that address contemporary topics and issues of concern to educators. Outstanding adminis- trators are invited regularly to spend two days on campus as part of the Executive-in- Residence Program. Courses in Educational Policy and Management (EDPM) , Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 199 Special Studies (1-3R) 200 SEARCH (1-3R) Upper-Division Courses Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 405 Reading and Conference (Arr,R) 407 (G) Seminar (Arr,R) Seminar topics offered as student interest and faCUlty availability warrant. 409 (G) Practicum (Arr,R) 413 (G) Introduction to Educational Administration (3) Overview of the way schools are organized and managed in the United States, including educational governance, organizational perspectives, and theories of administrative function. 440 (G) History of Education (3) Historical study of the role of education in Western society, focusing on ideas that have given form and purpose to educational thought and practice in Western culture. Not offered 1986-87. 441 (G) History of American Education (3) Social, intellectual, and institutional trends; the evolution of formal education systems; and how educators translate their beliefs about ethnic groups into educational policy and practice. 472 (G) Educational History of American Women (3) Exploration of how women have been educated and how they have educated themselves in 19th- and 20th-century America. Examination of historical sources and interpretations. Graduate Courses 501 Research (Arr,R) PIN only. 502 Supervised College Teaching (Arr,R) 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 507 Seminar (Arr,R) Recent topics include Academic Governance, BUdgeting and Finance in Higher Education, Contract Management, Decision Support Systems in Education, Microcomputers and Educa- tional Management, Microcomputer Networks and Communication in Education, Personnel Evaluation, Policy Seminar, and Simulation in Decision Making. 508 Workshop (Arr,R) PIN only. 509 Practicum (Arr,R) Practicum for Interns is a current topic. PIN only. 514 Governance and Policy in American Schools (3) Analysis of the roles of federal, state, and local agencies in governing elementary and secondary schools; establishment of school policy. 515 Organizational Theory in Education (3) Struc- tures, processes, and procedures that characterize the formal organization of educational institutions; approaches to organizational analysis, organizational legitimation, regulation, integration, adaptation. 516 Advanced Organizational Theory in Education (3) The social organization of educational institutions; emphasis on the impact of organizational needs and personnel characteristics on the social organization. Prereq: EDPM 515. 520 Adult Education (3) Survey of adult education: purposes, programs, philosophy, methods, materials, agencies, organization. Offered alternate years; not offered 1986-87. 204 Educational Policy and Management 522, 523 Policy Research and Analysis I, 1.1 (3,3) Nonstatistical treatment of the basic concepts and methods of research on educational policy. 524 Law and Schools (3) Analysis of the legal system and legal method applied to public schools. The legal authority of local, state, and federal governments. 526 Student Rights (2) Analysis of the legal rights of elementary and secondary students under state and federal constitutions, statutes, and administrative rules. Prereq: EDPM 524. 528Teacher Rights (2) Introduction to the legal rights and liabilities of school personnel under state and federal constitutions, statutes, and administrative rules. Prereq: EDPM 524. 530 Higher Education in Developing Countries (3) Briefsurveyof higher education in selected developing countries; comparison with American higher educa- tion; relation to economic development, major problems. Not offered 1986-87. 542 Urbanization, the Pupil, and the School (3) History of urban education and the relation of schools to changes in urban politics and socioeconomic structure. Not offered 1986-87. 550 Administration of College Student Services (3) The role of student affairs in higher education; the relationship of student programs and services (e.g., financial aid, housing, health services) to the academic mission. 552 Administration of the Community College (3) Examination of the origin and functions of the commu- nity college movement; emphasis on problems and issues in organization and administration. 554 Programs in the Community College (3) Survey of the variety of programs offered in the community college and their relationship to other educational, professional, and vocational areas. 564 Historiography of American Education (5) Examines philosophies of history, historical methods, and histor"lcal interpretations in American educational history. Analysis of recent interpretations and methods for undertaking historical research in education. 567 Analytical Problem Solving in Education (4) Analysis of complex problems through application of quantitative techniques including decision diagram- ming, sensitivity analysis, modeling, forecasting, and simulation. Uses microcomputer laboratory and electronic spreadsheet. Not offered 1986-87. 570 Human Resource Management (3) Laboratory course in management skills, such as managing time, building motivation, forming work groups, establishing trust, implementing change, and reaching agreement. 573 Business Management in Education (2) Application of systematic procedure to the problems of acquiring fiscal resources of a school district and managing its expenditures. 574 Educational Program Research and Evaluation (2) Developing and conducting a comprehensive program of research and evaluation activities in a public school system at the district, building, and classroom levels. 575 School Finance (2) Overview of schooi finance concepts; examination of Oregon's school financing system; political and legal considerations; taxation; state distribution formulas; school finance reform; the federal role in education. 576 School Buildings (2) Critical analysis and discussion of current trends in school facilities, including planning, construction, finance, legal aspects, alternatives to deficit or surplus space problems or both. Not offered 1986-87. 5n Collective Bargaining in Education (3) Collective bargaining in the public school. History and theory of collective bargaining; Oregon's collective bargaining statutes; specific collective bargaining issues. Simulated bargaining sessions. 578 School-Community Relations (2) Long- and short-term social, economic, political, and technologi- cal forces affecting the relationship of schools to the community; community-interest groups, their pur- poses, leaders, and school-related interests. 580 School Personnel Administration (3) Examina- tion of principles and practices of personnel manage- ment in elementary and secondary schools. Analysis of legal requirements for personnel managers. Not offered 1986-87. 583 Policy Development (2) Analysis of the social, economic, political. and technological forces that shape educational policy at the national, state, and local levels. Developing school district policies and assessing their consequences. 589 Economics of Education (3) Role of education in the economy; economic growth; alternative hypoth- eses of economic impact of education; economic concepts applied to education; benefit-cost analysis in education. Not offered 1986-87. 592 Administration of Colleges and Universities (3) Institutional organization-case studies; institutional objectives; academic organization for instruction, research, and participation in governance; changing student roles; public services; general administrative functions and activities. Not offered 1986-87. 593 Higher Education Survey (3) Survey of present status and trends. Impact of national goals; types of institutions; governance; state and federal financing; management information systems; innovation and change; higher education and the public. 595 History of Higher Education (3) The evolution of higher education in 19th- and 20th-century America. Examination of social contexts, conceptions of higher learning, institutional structures, professionalism, women's roles, academic freedom. 597 Methods of College Teaching (3) Review of some prevailing concepts and suppositions about teaching and learning; examination of a number of different methods and techniques of college teaching. Not offered 1986-87. Special Education and Rehabilitation 351 Clinical Services Building Telephone (503) 686·3591 Hill M. Walker, Associate Dean Special Education and Rehabilitation Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. William P. Auty, Research Associate (educational evaluation, research and measurement). A.B., 1975, Brown; M.S., 1978, Ph.D., 1984, Oregon. (1984) G. Thomas Bellamy, Associate Professor (disability poliCY, employment preparation); Director, Specialized Training Program; Coordinator, Developmental Disabilities Area. B.A., 1968, Davidson; MA, 1971, Wisconsin, Madison; Ph.D., 1975, Oregon. (1973) Michael R. Benz, Research Associate (mental retardation, gerontology). B.S., 1974, California Lutheran; MA, 1980, Chapman, Ph.D., 1983, Oregon. (1980) Shawn M. Boles, Research Associate (social services system planning and evaluation, microcomputers in social services). A.B., 1965, Oglethorpe; Ph.D., 1971, Georgia State. (1978) Diane D. Bricker, Professor (early childhood, communi- cation development and intervention); Coordinator, Interdisciplinary Program. BA, 1959, Ohio State; M.S., 1965, Oregon; Ph.D, 1970, George Peabody. (1978). Philip Browning, Professor (training technologies, research, mental retardation). BA, 1962, Howard Payne; MA, 1966, TexasTech; Ph.D., 1969, Wiscon- sin; Madison. (1968) Dan Close, Assistant Professor (psychology of exceptionality, independent living, curriculum develop- ment). BA, 1971, California Lutheran; M.A., 1973, Idaho State; Ph.D., 1977, Oregon. (1977) Debra C. Eisert, Research Associate (pediatric psychology, applied developmental psychology). B.A., 1975, Pacific Lutheran; Ph.D., 1978, Nebraska, Lincoln. (1984) R. William English, Associate Professor (counseling, school to community transitions, supervisory manage- ment); Coordinator, Rehabilitation Research Area. BA, 1964, M.A., 1967, Southern Illinois; Ph.D., 1968, Wisconsin, Madison. (1975) Theodore R. Fabre, Assistant Professor (behavioral assessment and intervention, microcomputer applica- tions). B.A., 1974, M.S., 1976, Eastern Washington; Ph.D., 1985, Oregon. (1985) Dianne L. Ferguson, Assistant Professor (qualitative research, social meaning of disability). B.A., 1972, Indiana; M.S., 1979, Southern Connecticut State; Ph.D., 1984, Syracuse. (1985) Philip M. Ferguson, Research Associate (social policy and history, family studies). BA, 1972, Indiana; MA, 1975, Yale; M.S., 1979, Southern Connecticut State; Ph.D., 1985, Syracuse. (1985) K. Brigid Flannery, Research Assistant (teacher training, supervision). BA, 1975, Marian; M.Ed., 1978, Illinois, Urbana-Champaign. (1984) Gilbert Foss, Research Associate (counseling, social skills training, vocational rehabilitation). B.A., 1964, M.S, 1971, Minnesota; Ph.D., 1975, Oregon. (1973) Andrew S. Halpern, Professor (mental retardation, functional assessment, independent living); Director, Rehabilitation Research and Training Center in Mental Retardation. BA, 1961, Carleton; MA, 1963, Yale; Ph.D., 1966, Wisconsin, Madison (1970) Cynthia M. Herr, Assistant Professor (learning dis- abilities, secondary and postsecondary education, special education law). BA, 1972, Gettysburg; M.A., 1973, Ph.D., 1979, Oregon. (1985) Robert H. Horner, Assistant Professor (behavior management, research design, applied behavior analysis). BA, 1971, Stanford; M.S., 1975, Washington State; Ph.D, 1978, Oregon. (1976) Dean P. Inman, Assistant Professor (neuromuscular education and research, behavioral medicine). BA, 1970, California State, Sacramento; M.S., 1973, Utah State; Ph.D., 1976, Oregon. (1974) David M. Mank, Assistant Professor (supported employment, research design). B.A., 1975, Rockhurst; MS, 1977,Portland State; Ph.D., 1985, Oregon. (1985) Gary Nave, Research Associate (computer and video technologies, research design and analysis). BA, 1970, M.S., 1971, Oregon. (1976) Cindy M. Rhoades, Assistant Professor (self-advocacy, qualitative methodology, deviance). BA, 1974, Humboldt State; M.S., 1976, Ph.D., 1980, Oregon. (1975) Larry E. Rhodes, Research Associate (managing service organizations, vocational services). BA, 1971, MA, 1973, California State, Sacramento; Ph.D., 1982, Oregon. (1980) Hill M. Walker, Professor (behavior disorders, behavior management, social skills); Director, Center on Human Development. BA, 1962, Eastern Oregon; MA, 1964, Ph.D., 1967, Oregon. (1966) Barbara Wilcox, Assistant Professor (high school programs, transition, community integration). BA, 1969, Smith; MA, 1972, Ph.D., 1973, Illinois. (1980) Richard W. Zeller, Instructor (special education organization and policy). BA, 1967, Willamette; MA, 1968, California, Los Angeles. (1972) Courtesy Robert E. Nickel, M.D., Courtesy Assistant Professor. BA, 1967, Stanford; M.D., 1971, California, San Francisco, School of Medicine. (1980) Jonathan Zonana, M.D., Courtesy Assistant Professor. BA, 1967, Pennsylvania; M.D., 1972, Pennsylvania Medical School. (1980) Emeritus Robert H. Schwarz, Professor Emeritus. B.S., 1948, Wisconsin, Madison; M.A., 1949, Columbia; Ph.D., 1966, American. (1971) Speech Pathology- Audiology Faculty Susanne Beaman, Instructor (sign language). B.S., 1976, Oregon; M.S., 1977, Clark (Vancouver). (1982) NedJ. Christensen, Professor (educational audiology and auditory processing); Director, Speech Pathology- Audiology; Coordinator, Communications Disorders. B.A., 1954, MA, 1955, Brigham Young; Ph.D., 1959, Pennsylvania State. (1962) Ginny Brady Dobson, Instructor (teacher training, supervision). B.S., 1968, MS., 1971, Oregon. (1983) Marilyn A. Nippold, Assistant Professor (language development and disorders in school-age children and adolescents). BA, 1972, California, Los Angeles; MA, 1975, California State, Long Beach; Ph.D., 1982, Purdue (1982) Special Education and Rehabilitation 205 Iris E. Peters, Instructor (sign language). B.S., 1974, North Dakota; M.S., 1976, San Francisco State. (1981) lisa E. Schwarz, Assistant Professor (phonological development, voice disorders). B.S., 1978, M.S. 1979, Ph.D., 1982, Oregon. (1984) Ruth Tiger, Research Assistant (clinic supervision). BA, 1975, Oregon; MA, 1978, Denver. (1983) Courtesy Daryl Anderson, Courtesy Associate Professor. B.S., 1965, M.S., 1969, Portland State; PhD., 1973, Washington (Seattle). (1983) Ralph Coleman, Courtesy Associate Professor. B.S., 1954, Oregon State·; M.S., 1960, Oregon; PhD., 1963, Northwestern. (1983) Marilyn A. Kerins, Courtesy Assistant Professor. BA, 1970, Western Michigan; MA, 1975, Indiana. (1983) Emeritus Kenneth S. Wood, Professor Emeritus. B.S., 1935, Oregon State; M.A., 1938, Michigan; PhD., 1946, Southern California. (1942) Participating Diane D. Bricker, Special Education and Rehabilitation Opportunities in Special Education and Rehabilitation The Division of Special Education and Rehabili- tation houses the Center on Human Develop- ment and four program areas; speech pathology-audiology, developmental dis- abilities, rehabilitation, and secondary special education in mild disabilities. In addition, an interdisciplinary degree in special education and rehabilitation is available at the doctoral level for those with clinical professional interests that span a number of related areas. Although united by University and Graduate School requirements and by several broad ideological tenets, each area functions indepen- dently within the division and has its own admission, program of study, and student evaluation procedures. The division prepares students to work directly and indirectly with handicapped individuals in school and community programs. It is commit- ted to de-emphasizing traditional categorical designations for exceptional individuals. Students develop instructional and manage- ment skills for working with individuals who have a variety of handicapping conditions. All programs in the division include extensive practicum experiences where academic knowledge is applied in actual service settings. Students learn how to develop effective inter- vention strategies, coordinate programs, and provide services to exceptional individuals from preschool through adulthood. At all levels and in all programs, training carefully integrates results of current research and demonstration of effort. The special education programs in this division emphasize severely handicapped learners, early childhood (special education), and adult services. The secondary special education master's degree program in mild disabilities is offered in cooperation with the Division of Teacher Education. Additional programs for students interested in working with mildly handicapped pupils or the talented and gifted are described in the Teacher Education section of this catalog. Careers. A serious shortage of special educa- tion professionals exists throughout the nation. Graduates of the University's training programs find positions in all 50 states. Such positions typically include teaching at infant, preschool, school-aged, and adult levels; habilitating people with handicaps; managing residential living centers; coordinating in-service training programs; consulting with teachers for mainte- nance of handicapped children in regular classrooms and school settings; conducting research; teaching in college; and working in administration. Financial Assistance A limited number of stipends, fellowships, and loans are available. Stipends. Stipends are available to a few qualified master's or doctoral degree candi- dates. All students who receive stipends enroll in practica quarterly as part of their professional training. Practicum experiences may include working in an intervention program, supervising student teachers, assisting in teaching a course, or conducting research. Graduate Teaching Fellowships. Graduate students in the division may be employed as graduate teaching fellows (GTFs) in a variety of settings. The amount of these awards varies according to time commitment, task, back- ground, and experience. Application Procedures. Students interested in applying for a stipend or fellowship may submit the appropriate form to the Education Graduate Student Records Office, 112 Educa- tion Building, when submitting the Application for Graduate Admission. Formal application for financial assistance should be made before March 1to receive maximum consideration for aid the following fall term. Loans. Graduate students are eligible for loans available from the University and from the federal government. Information regarding loans may be obtained from the Office of Student Financial Aid, 260 Oregon Hall. Endorsement Programs Students wanting to apply to an endorsement program should consult the Office of Teacher Certification, 117 Education Building, and the appropriate endorsement adviser. Master's Degree Master's degree requirements and procedures are the same as those described for other divisions within the College of Education. Applicants should complete the division's Application for Admission, identifying the specific area and program to which they are applying. Applicants are reviewed by more than one area on request. For more information and admission forms, inquire at the Education Graduate Student Records Office, 112 Educa- tion Building. See the Graduate School section of this catalog for general regulations concern- ing the master's degree. Doctoral Degree Although each area is responsible for selecting candidates for its doctoral course of study, substantial similarity exists across areas in terms of the criteria and procedures used in the admission process. With minor variation, applications are evaluated according to the following criteria: 1. The applicant's academic record, including undergraduate and previous graduate work 2. Prior professional experience 3. Recommendation by colleagues, peers, and supervisors 4. Aptitude for graduate work as indicated by either the Miller Analogies Test (MAT) orthe Graduate Record Examination (GRE) or both 5. Evidence of writing ability 6. Statement of professional goals Deadlines and general admission procedures are coordinated across all areas in the division; however, applicants apply to and are accepted into a specific area program rather than into the division at large. The number of students admitted yearly varies by area according to available resources. Students interested in more than one area program should so indicate on their applications, and their files will be reviewed by the relevant committees. Applica- tions, available from the Education Graduate Student Records Office, 112 Education Build- ing, are reviewed periodically throughout the year. Undergraduate Studies Only the speech pathology-audiology area offers a formal major at the undergraduate level. However, many special education courses are available to undergraduates. Students in- terested in developmental disabilities may enroll in the Severely Handicapped Learner (SHL) endorsement program as under- graduates. Students interested in immediate experiences with handicapped individuals may participate and earn practicum credit as volunteers or observers in school and commu- nity service programs for exceptional citizens. Center on Human Development The Center on Human Development (CHD), a research and service unit within the division, consists of a number of federally funded research, demonstration, training, and service projects. CHD projects include an Early Inter- vention Program, Rehabilitation Research and Training Center in Mental Retardation, a University Affiliated Facility, and the Western Regional Resource Center. The Specialized Training Program is a research and develop- ment unit engaged in projects to improve services to severely handicapped adolescents and adults. Other research projects involve neuromuscular education, mainstreaming, and social skills training. CHD projects are major practicum sites for area training. CHD resources are made available to faculty and students in each academic area, and principal inves- tigators participate fully in training activities. Speech Pathology- Audiology Undergraduate Studies The undergraduate instructional area of speech pathology-audiology offers bachelor of science (B.S.) and bachelor of arts (BA) degrees. Program Objectives The goals of the undergraduate speech pathol- ogy-audiology program are to provide students the opportunities to; 1. Acquire and apply knowledge, skills, and competencies to work with speech- and 206 Speech Pathology-Audiology .. ....... 3 language-impaired individuals of varying social, cultural, Iinguistic,and socioeconomic backgrounds 2. Acquire and apply knowledge and skills necessary for successful intervention with speech- and language-impaired individuals 3. Learn about the humanities and sciences 4. Learn about schools in American society 5. Learn about the nature and needs of exceptional students 6. Learn about speech-language acquisition and usage 7. Learn about the nature of speech- language-hearing pathologies of early childhood through adolescence 8. Gain training in assessment procedures and intervention strategies specific to management of speech-language-hearing disorders 9. Participate in a range of practicum experi- ences in the public schools and other applied community settings 10. Learn and apply interpersonal and profes- sional skills Undergraduate work in speech pathology- audiology is not intended as a terminal training program even though the student receives the B.S. or BA degree. To avoid misdirection, the student must be certain that the initial adviser is assigned from the speech pathology-audiol- ogy faculty. The following minimum requirements are specified for students majoring in speech pathology-audiology. Area Requirements 59 credits Clinical Phonetics (SPA 370) . . . . . 3 Acoustics of Speech (SPA 371) .. . 3 Seminar: Behavior Management (SPA 407) 3 Practicum: Assistance I and II (SPA 409) 4 Practicum: Intervention I, II, III (SPA 409) . . .. 6 Practicum: Observation (SPA 409) 3 Practicum: Public School Experience I, II (SPA 409). 4 Practicum: September Experience (SPA 409) .... 3 Anatomy and Physiology of Speech and Language (SPA 472) 3 Visual Language and Lip Reading (SPA 473) 3 Speech and Hearing Methods in the Schools (SPA 474) ... Normal Speech and Language Development (SPA 480) 3 Speech-Language Pathology I (SPA 481) 3 Speech-Language Pathology II (SPA 482). . 3 Speech-Language Pathology III (SPA 483) 3 Fundamentals of Audiology (SPA 487) 3 Audiological Assessment (SPA 488) . . " 3 Audiological Rehabilitation (SPA 489) 3 Basic Endorsement: Speech Impaired In order to qualify for the Basic endorsement: speech impaired, the student must pass the California Basic Educational Skills Test (CBEST), which should be taken when the student declares the SPA major and no later than the term of enrollment in Clinical Phonetics (SPA 370). The following are additional requirements for endorsement to work with the speech impaired in Oregon public schools. They are not required forthe bachelor's degree in speech pathology- audiology, but without them one cannot work in the public schools or in any agency where state endorsement is mandatory. Basic Endorsement 30 credits Human Development and Group Processes (EPSY 321) . . . . . . . . . . . . . . 3 Learning and Assessment in Education (EPSY 322) .. . . . . . 3 Final Supervised Field Experience (SPA 425) 15 Secondary Educational Media (SEED 436) . . 3 One of the following: Modern Philosophy of Education (CI 445) 3 Education in Anthropological Perspective (CI 471) .. . 3 Social Foundations of Teaching (EDPM 327) ..... 3 History of American Education (EDPM 441) . . . .. 3 One of the following: Teaching Reading in the Elementary School (ELED 335) . . . . . . . . . . . . . . . . . . . 3 Psychology of Reading Instruction (CI 428) . . . . 3 Teaching Reading and Writing in the Secondary School (SEED 469) 3 Reading Instruction for the Handicapped (SPED 480) . . . . . . . . 3 Although not required for the Basic endorsement, a course in exceptional children should be taken in preparation for the Standard endorsement and to supplement undergraduate courses. Registration in Final Supervised Field Experience (SPA 425) must be approved by the staff and applied for in the College of Education. All course work in the major and all education courses noted above must be completed prior to enrollment in SPA 425. Most undergraduate students plan their pro- grams in order to qualify for Oregon Basic endorsement upon graduation. At present the Basic endorsement is granted for a three-year period and can be renewed for a second three-year period as specified by the Teacher Standards and Practices Commission (TSPC). Admission as an Undergraduate Major Students must achieve a2.75 cumulative grade point average (GPA) for SPA 370,371,472, and 480. They must also pass the California Basic Educational Skills Test (CBEST) before being admitted as speech pathology-audiology majors. Those not accepted as majors may take basic courses as electives but may not enroll in any practicum or in courses for which a practicum is a prerequisite. Students without adequate speech ability may not major in speech pathology-audiology unless there is good reason to expect that they can achieve acceptable speech before attempting to engage in the required practica. In the event that enrollment in practica must be limited, students with the best course prepara- tion are given priority. Those with less prepara- tion may have to delay their beginning prac- ticum work. In general, the student must have the same capacity for self-adjustment and emotional stability for admission to the practica that would be required in professional employ- ment. A supervised practicum involves both stUdent training and client service. Before being admitted to the practicum, the stUdent must have demonstrated responsibility, maturity, and organizational skills. Master's Degree Programs The master's degree programs are designed to prepare students for employment in agencies serving the preschool through twelfth-grade population. It is not possible to pursue a course of study emphasizing adult communication disorders. At present a master's degree in audiology alone is not available. The speech pathology-audiology area offers programs for the master of arts (MA), master of science (M.S.), or master of education (M.Ed.) degree. The MA requires the equiva- lent of two years of a foreign language. The M.Ed. requires a valid teaching certificate and one year of successful classroom teaching. A planned program forthe master's degree must be filed in the Education Graduate Student Records Office, 112 Education Building, and in the speech pathology-audiology office, prefera- bly before completing 24 credits in the program. Minimum Requirements A planned program of ai least 51 credits is required, including at least 12 credits in other areas of study of the handicapped or in relevant courses outside the area. All work applicable to a program of study must be concluded within seven years. A minimum of 9 credits must be in 500-level courses, and 24 credits taken on campus must be graded. A minimum cumula- tive GPA of 3.00 is required for graduation. A graduate thesis mayor may not be required, depending on staff and student considerations. ASHA·CCC Requirements. The area offers all the necessary courses required by students who want to qualify for the American Speech and Hearing Association Certificate of Clinical Competence in Speech Pathology. Doctoral Degree Program The primary goals of the doctoral program in speech pathology-audiology are to train individuals to provide educational services to the handicapped and to train scholars to become leaders in colleges and universities and in federal, state, or local education agencies. The curriculum emphasizes skill and knowledge development in (1) basic communication processes and the management of speech, language, and hearing disorders and related disciplines; (2) research strategies and proce- dures; (3) university-level teaching; and (4) service and professional participation. Aminor area of study is not required at the doctoral level. A program advisory committee is appointed for each student following conditional admission to the program. This committee helps the student develop an appropriate course of study compat- ible with the student's interests, background, and professional objectives. Programs may lead to either the doctor of philosophy (Ph.D.) or the doctor of education (D.Ed.) degree. Special Education and Rehabilitation 207 The doctoral program in speech pathology- audiology usually requires three years of full-time study beyond the master's level. Clinical Practicum Facilities Opportunity for supervised clinical experience is provided for graduate and undergraduate students in the following facilities: 1. The University's Speech, Language, and Hearing Center in the Clinical Services Building prepares and trains speech pathologists-audiologists in clinical therapy. The center provides consultations, evalua- tions, and therapy for individuals with the following difficulties: disorders of language and speech, hearing loss and deafness, cleft palate, articulation, stuttering, aphasia, mental retardation, cerebral palsy, and physical injury. Graduate and under- graduate students participate in the diagnos- tic and therapeutic activities under the supervision of certified speech pathologists and audiologists. 2. The Crippled Children's Division is the Eugene campus agency of the School of Medicine, Oregon Health Sciences Univer- sity, in Portland. The Developmental Delay Clinic is a multidisciplinary diagnostic clinic that evaluates and treats children on a monthly basis, as does the Cranio-Facial Clinic. From 10 to 15 children are seen each month. 3. A cooperative arrangement with local school districts enables both undergraduates and graduates to do practicum work in public schools. The school population is approxi- mately 35,000 students. At present this type of practicum is limited by availability of openings in the schools. 4. The Child Development and Research Center at the Oregon Health Sciences University, in Portland, offers practicum experience in selected cases. 5. Other off-campus facilities, such as child care centers and kindergarten programs, sometimes provide practicum opportunities. Developmental Disabilities The developmental disabilities area focuses on services to severely handicapped individuals from birth to adulthood. Programs leading to both master's and doctoral degrees are avail- able as well as Basic and Standard levels of the SHL endorsement. The developmental disabilities area also coordinates the Consor- tium for Youth with Disabilities, a group of students and faculty from special education, business, public policy, educational psychol- ogy, rehabilitation, and other disciplines. The consortium focuses on issues of transition from school to work and adult life. Severely Handicapped Learner (SHL) Endorsement Programs The SHL endorsement program is competency oriented and field based. It prepares profession- als to work with individuals traditionally labeled moderately, severely, or profoundly retarded; physically and multiply handicapped; and autistic or autisticlike. It combines University study with extensive practicum experiences in integrated public school and other community service programs. The SHL program permits students to focus on preprimary, elementary, or secondary programming. Full-time students can complete the Basic endorsement program in four consecutive terms. The program is also open to people who work with severely handi- capped learners and attend school part time. Both undergraduates and graduates can be admitted to the SHL endorsement program. No prior teaching certificate is required Graduate students must meet general University require- ments for graduate admission, and all appli- cants should request the proper application forms from the Education Graduate Student Records Office, 112 Education Building. Basic Endorsement. The following courses are typically included in the SHL basic endorsement program. Basic SHL Endorsement Courses 49 credits Practicum (SPED 409 or 509)' . . 10 Final Supervised Field Experience(SPED 426 or 526) . 12 Behavior Management with Exceptional Individuals (SPED 485) .... 3 Curriculum Programming for the Severely Handicapped I (SPED 491) 3 Seminar: Curriculum Programming for the Severely Handicapped II (SPED 507) .. . . . . . . . 3 Seminar: Legal and Organizational Issues (SPED 507) 3 Seminar: Research Design in Special Education (SPED 507) 3 Seminar: Transdisciplinary Approaches (SPED 507) 3 Advanced Psychology of Exceptionality (SPED 562) 3 Two of the following: Seminar: Habilitation of the Severely Handicapped (SPED 407)2 . . . . . . . . . . 3 Seminar: Language Intervention with the Severely Handicapped (SPED 407)' 3 Issues in Early Education of the Handicapped (SPED 490)' . . . . . . . . . . . . 3 Programming for Secondary Severely Handicapped Students (SPED 492)2., . 3 Reading Instruction for the Handicapped (SPED 480) . .. 3 Language Arts Instruction for the Handicapped (SPED 481) 3 Mathematics Instruction for the Handicapped (SPED 482) 3 ,Required over two terms, 5 credits each 2 Required for secondary emphasis 'Required for elementary emphasis 'Required for preprimary emphasis Standard Endorsement. The standard SHL endorsement requires 19 credits, is highly individualized, and builds skills in supervision and curriculum development as well as in instructional programming. The program may be combined with either a master's degree or supervisory endorsement or both. Master's Degree Programs Early Childhood Education of the Handi- capped. This master's degree program pre- pares professionals to work in early childhood programs that serve at-risk and handicapped infants and children and their families. The field encompasses a target population of children from birth to six years of age. It covers handicap- ping conditions ranging from mild to severe and focuses on nonhandicapped young children as well. Master's degree students in early child- hood education of the handicapped are prepared for two primary roles: (a) direct intervention with young children as a classroom teacher or specialist and (b) coordination or supervision of programs for young handi- capped and nonhandicapped children. Full- time students can complete the program in five or six consecutive terms. Students may combine the program in early childhood education of the handicapped with the SHL endorsement program. School and Community Services. The school and community services program is a master's degree program designed to be compatible with the basic SHL endorsement. Graduate students in the SHL endorsement program can meet master's degree requirements by complet- ing a thesis in addition to endorsement require- ments. This option is most appropriate for those interested in working with severely handi- capped students in elementary or secondary schools. Adult Services. Community programs for developmentally disabled adults continue to expand rapidly. Group homes, tenant-support programs, and a variety of supported employ- ment models are replacing services provided by large residential institutions. This master's degree program prepares management and service delivery professionals for the expanding array of key positions in community work and residential programs. The adult services training program is compe- tency based, requiring students to demonstrate skills in both academic and applied settings; it is noncategorical, emphasizing services to a range of severely handicapped individuals; and it assumes that graduates should be trained to become effective leaders in adult services. The program requires a minimum of four academic terms (one calendar year), with approximately 60 credits of course work and field experience assignments. Although specific courses required depend on the student's entering skills and professional goals, all students must complete: 1. Course work to provide a foundation of knOWledge in special education and related fields 2. Course work to develop specific skills in the habilitation of severely handicapped adults 3. A supervised field experience 4. Course work in agency or business manage- ment 5. A master's degree project The program is limited to a small number of qualified applicants whose undergraduate records or work experiences or both are relevant to adult services. General Master's Degree. Students entering this program are encouraged to identify and develop specific areas of interest related to developmentally disabled individuals. The interest area is defined and the program of study developed in consultation with an adviser. Possible areas of emphasis include (1) social interaction and integration; (2) parent training; (3) specific curriculum domains (e.g., language, social skills, community mobility); and (4) other topics pertinent to individuals with severely handicapping conditions. The general master's degree program requires a minimum of 45 credits, completion of five required courses, 6 credits of research, a master's degree project, and a comprehensive examination. 208 Special Educa"l-ion and Rehabilitation Doctoral Degree Program The developmental disabilities area has de- veloped a competency-based doctoral pro- gram that emphasizes the development of specific skills in teaching, research, service, program development, supervision, consulta- tion, and professional writing, Although doctoral students are encouraged to pursue unique interests within the area, all doctoral students must complete a standard core of skills and competencies expected of highly trained professionals working in that area, The develop- mental disabilities doctoral program description lists these competencies along with criteria for meeting them, The goal of the doctoral program is to prepare individuals to assume roles as scholars, leaders, and program developers in special education and rehabilitation, The area focuses on severely handicapped individuals whose ages range from birth to adulthood. Specialty areas within developmental disabilities include early childhood, school-age severely handi- capped, and adult services, Required course work consists of a one-term seminar on issues and a minimum of five seminars or advanced graduate electives to develop the student's interest areas, Additional courses are elected by doctoral students in order to acquire the knowledge and back- ground necessary to meet the core competency requirements, Some competency requirements may be satisfied by such course projects as research proposals, research critiques, and grant proposals, Three years of full-time study are required for completion of the doctoral degree in the developmental disabilities area, A program advisory committee, consisting of the student and at least two faculty members, is appointed by the end of the first term to help the student develop a doctoral plan, to monitor and coordi- nate the student's progress toward the degree, and to participate in an annual review of the student by area faculty, Secondary Special Education in Mild Disabilities This program, sponsored jointly with the Division of Teacher Education, prepares teachers to work in secondary and postsecond- ary settings serving individuals with mild disabilities, Through a combination of course work and extensive practicum experience in public schools and community service agen- cies, students develop knowledge and skills in the following areas: assessment of students with mild disabilities; methods of instruction; counseling of individuals with disabilities and their families; administration and service coordination; program planning and evaluation; facilitation of mainstreaming; and microcompu- ter use, The program offers a general master's degree as well as the Basic, Standard, and Alternate levels of the Handicapped Learner (HL) en- dorsement. Refer to the mildly handicapped programs listed in the Teach.er Education section of this catalog for further description of the endorsement programs, The Basic HL endorsement requires 35 credits of course work and practica for students currently holding teaching certificates, The program can be completed in three academic terms, The Standard HL endorsement program must be completed within six years of earning the Basic endorsement. It consists of 21 credits in special education courses chosen from those offered in the general master's degree program, Students who do not hold teaching certificates must enroll in the Alternate endorsement program that includes 48 credits in special education in addition to general education requirements, Students entering the 50-credit general master's degree program must complete the require- ments forthe Basic HL endorsement, 12 credits in special education, and an additional 12 credits to be negotiated, Master's degree candidates are encouraged to identify and develop specific areas of interest related to secondary and postsecondary special educa- tion services, Rehabilitation Doctoral Degree Program The doctoral degree program in rehabilitation prepares professionals for leadership roles in school to community transition services for adolescents and adults with handicaps. The program curriculum includes core seminars in rehabilitation, required courses in research, courses in an area of professional specialization (administration, education, research or program evaluation), practicum experience and intern- ship, the comprehensive qualifying examina- tion, and the doctoral dissertation. Students generally take three years to complete the program of study, Course work requirements are the focal point during the first two years, and the dissertation absorbs most of the third year. The comprehensive qualifying examina- tion and, usually, an internship are taken after the second year. Most doctoral students are employed as graduate assistants in the Re- habilitation Research and Training Center in Mental Retardation; this allows them to develop further their professional knowledge and skills, Interdisciplinary Doctoral Degree Program This degree program provides maximum flexibility in accommodating students who have professional interests across related fields, It has a strong clinical focus and requires dem- onstration of acceptable knowledge and performance in such skill areas as teaching, supervision, research design, proposal de- velopment, and professional writing. An interdis- ciplinary program committee helps students select content specialization areas and advises them on area and general program require- ments, The developmental disabilities, rehabilitation, and speech pathology-audiology program areas are highly specific in their content and focus, The interdisciplinary degree program requires less specialization within areas but greater breadth across related areas or disci- plines. This program is best suited to students whose career interests require knOWledge and skills from several disciplines, As with other doctoral degree programs in the division, students have minimum course requirements and work closely with the commit- tee to develop programs suited to their specific needs, The program requires a core area of work within special education and rehabilitation and two related focus or content areas, Students are expected to participate in avariety of clinical practica, Courses in Speech Pathology-Audiology (SPA) Arr: credits to be arranged Coreq: corequisite PIN: pass/no pass Prereq: prerequisite R: repeatable for credit Nole: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Upper-Division Courses 268 Sign Language I (3) Expressive and receptive skills; linguistic and cultural information relevant to the deaf community, American Sign Language system, 368 Sign Language II (3) Increased accuracy of expressive and receptive skills; vocabulary expansion; cultural issues, American Sign Language system, 370 Clinical Phonetics (3) Sounds used in speech, determination of sounds, their symbolic nature, their production, physical and psychological phenomena involved in their perception, sectional differences, 371 Acoustics of Speech (3) The physics of speech, Nole: Courses designated (M) or (G) may be offered for graduate credit. 405 Reading and Conference (1-3R) Topics to be arranged, R when topic changes, 407 (G) Seminar (Arr,R) A current topic is Behavior Management R when topic changes, 409 (G) Praetlcum (Arr,R) Current topics are Assis- tance I, II; Intervention I, II, III; Observation; Public School I, II; and September Experience, Prereq: staff approval. R when topic changes. 425 (G) Final Supervised Field Experience (Arr,R) Diagnostic and treatment experience in the school setting, Limited to students in speech handicapped program for Basic endorsement Prereq: SPA 370, 371, 409,472,473,474,480,481,482,483,487,488,489, PIN only, 468 (G) Sign Language III (3) Conversational skills in a dialogue format; translation exercises; storytelling techniques, American Sign Language system, 472 (G) Anatomy and Physiology of Speech and Language (3) Advanced study of anatomy, physiology, and neurology of speech processes, 473 (G) Visual Language and Lip Reading (3) Teaching lip reading to the deaf and hard of hearing at preschool to adult levels; research studies; lip reading and other aspects of audiological rehabilita- tion, Prereq: SPA 487, 474 (G) Speech and Hearing Methods in the SChools (3) Specific methods related to remediation of language and speech disorders of school children, Prereq: SPA 370, 371, 472, 480, 481, 482, 483, 487, 488, and six terms of practica, 480 (G) Normal Speech and Language Development (3) Primary focus on the development of phonology, morphology, syntax, semantics, and pragmatics, Discussion of areas related to language development 481 (G) Speech-Language Pathology I (3) Survey of the theory, characteristics, diagnosis, and treatment of language and speech disorders with no known organic etiology, Prereq: SPA 370,371,480, 482 (G) Speech-Language Pathology II (3) Survey of the theory, characteristics, diagnosis, and treatment of language and speech disorders associated with organic deficits, Prereq: SPA 370, 371, 472, 480, 483 (G) Speech-Language Pathology III (3) Introduc- tion to diagnostics in speech and language disorders; case history recording, intervieWing, basic testing Teacher Education 209 procedures, analysis and criticism of tests. Prereq: SPA 481, 482. 487 (G) Fundamentals of Audiology (3) Basic anatomy of the ear; psychophysics of hearing; causes, types, and symptomatologies of hearing impairments. Prereq: SPA 370, 371,472. 488 (G) AUdiological Assessment (3) Basic pure tone, air and bone-conduction audiometry; interpreta- tion of audiograms; introduction to speech audiometry. Prereq: SPA 487. 489 (G) Audiological Rehabilitation (3) Rehabilitation of hearing impairments; use of amplification and auditory training; psychosocial aspects of hearing impairments. Prereq: SPA 487, 488. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) R when topic changes. 507 Seminar (Arr,R) R when topic changes. 509 Practlcum (Arr,R) Language Diagnosis and Remediation is a current topic. R when topic changes. Note: Courses numbered 570 and above may not be offered every year. 570 Early Language Assessment and Intervention (3) Speech and language in relation to learning, cognition, classroom performance, and other behavior. 571 Differential AUdiological Assessment (3) Advanced study of the audiometric findings in peripheral, central, and functional impairment. 572 Disorders of Articulation (3) Advanced study of articulation and articulatory problems in children and aduits including delayed speech development, testing techniques, therapy materials and procedures, and current research findings. Demonstration with clinical cases. 573 Advanced Speech and Language Development (3) Emergence and development of normal speech and language in children; acquisition ofphonology, syntax, morphology, semantics, and pragmatics; current theories of language acquisition. 574 Adult Aphasia (3) Diagnosis and treatment of impaired motor and auditory speech resulting from cerebrovascular accident; family counseling; methods of therapy; case demonstration and studies. 575 Stuttering (3) The etiology, symptomatology, diagnosis, and treatment of stuttering behavior. 576 Voice Disorders (3) Functional and organic disorders of the voice; diagnostic and therapeutic approaches for various voice disorders. 5n Orofacial Abnormalities and Speech Produc- tion (3) Orofacial abnormalities including cleft lip and palate; implications for speech remediation. 578 Diagnostic Procedures in Speech-Language Pathology (3) Rationale for major instruments, procedures, and materials used in conducting diagnostic work in cases of speech disorder; organiz- ing diagnostic data and writing the clinical report. 579 Language Disorders of Children (3) Intensive study of language disorders of children; emphasis on contributions from linguistics, psychology, neurophysiology, and learning theory. 580 Motor Speech Disorders (3) Nature of speech disorders associated with lesions of central and peripheral nervous systems. 581 Auditory Language Processing (3) The role of auditory processing in language and learning disor- ders. Courses in Special Education (SPED) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq:prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 200 SEARCH (1-3R) Upper-Division Courses Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (Arr,R) 405 Reading and Conference (Arr,R) R when topic changes. 407 (G) Seminar (1-3R) Recent topics are Habilitation of the Severely Handicapped and Psychology of Disability. R when topic changes. 409 (G) Practicum (Arr,R) Recent topics are Adult Services, Developmental Disabilities, Experience with Young Handicapped Children, and Severely Handi- capped. 426 Final Supervised Field Experience (Arr,R) Full-time SHL involvement in the classroom for entire term. Assessment, determining instructional objec- tives, developing programs, training staff, designing classroom schedules, and working with school and service agencies. Prereq: SPED 409 Practicum: Severely Handicapped. 485 (G) Behavior Management with Exceptional Individuals (3) Teaching new behavior, maintaining changed behavior, and reducing or eliminating undesirable behavior. Conducting behavior-change programs. 490 (G) Issues In Early Education of the Handi- capped (3) Assessment, program development, teaching methodology, and designing learning environments for the handicapped infant and young child. Motor, language, self-help, social, and cognitive development. Early intervention programs. 491 (G) Curriculum Programming for the Severely Handicapped I (3) Program development and appropriate curricula for the severely handicapped in reading, mathematics, and other academic areas. Emphasis on functional academic skills. 492 (G) Programming for Secondary Severely Handicapped Students (3) Programming concerns, teaching methodology, and curricula for functional living skills and vocational training skills for the severely handicapped adolescent and adult. Graduate Courses 501 Research (Arr,R) Research with Young Handi- capped Children is a current topic. PIN only. 503 Thesis (Arr, R) PIN only. 505 Reading and Conference (Arr,R) R when topic changes. 507 Seminar (Arr,R) Recent topics are Assessment and Evaluation of Infants and Young Children, Curriculum Programming for the Severely Handi- capped II, Facilitating Mainstreaming, Grant Writing and Management, Legal and Organizational Issues, Proseminar, Research Design in Special Education, Single-SUbject Research Design, and Transdiscipli- nary Approaches. R when topic changes. 509 Practlcum (Arr,R) Current topics are Adult Services, College Teaching, Experience with Young Handicapped Children, Developmental Disabilities, Research, Severely Handicapped, Supervision, and Supervision of Teachers of the Severely Handicapped. 526 Final Supervised Field Experience (Arr,R) See description under SPED 426. 562 Advanced Psychology of Exceptionality Psychological, sociological, physiological, and historical perspectives on identifying and treating exceptional individuals. Evaluation of educational service delivery systems for the mildly, moderately, and severely handicapped. Teacher Education 170J Education Building Telephone (503) 686-3404 Judith K. Grosenick, Associate Dean Teacher Education Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Keith A. Acheson, Professor (program development, supervision). B.S., 1948, M.S., 1951, Lewis and Clark; Ed.D., 1964, Stanford. (1967) Lynne Anderson-Inman, Assistant Professor (second- ary reading); Coordinator, Secondary Education. B.A., 1970, Wisconsin, Madison; M.S., 1974, Wisconsin, Oshkosh; Ph.D., 1978, Oregon. (1982) C. A. Bowers, Professor (philosophy of education). B.S., 1958, Portland State; Ph.D., 1962, California, Berkeley. (1967) Christine Chaille, Associate Professor (early childhood development, psychology). B.A., 1971, California, Berkeley; M.S., 1973, San Francisco State; Ph.D., 1977, California, Los Angeles. (1980) Leonora Cohen, Assistant Professor (talented and gifted). B.A., 1966, M.Ed., 1967, Oregon; Ed.D., 1984, Temple. (1985) Edna P. DeHaven, Professor (elementary reading and language arts); Director, Reading Endorsement Program. B.S., 1951, Oregon College of Education; M.Ed., 1962, Ph.D., 1969, Oregon. (1968) Judith A. Dunn, Research Assistant (evaluation). B.A., 1960, Colorado; M.S., 1970, Ph.D., 1982, Oregon. (1976) Gary W. Ferrington, Senior Instructor (educational media); Coordinator, Instructional Technology Studies. B.S., 1964, Portland State; M.S., 1967, Southern California. (1967) Lawrence Flick, Assistant Professor (science educa- tion, mathematics, computers). B.S., 1968, Purdue; M.A., 1973, Northwestern; Ph.D., 1985, Indiana. (1985) Meredith Gall, Professor (instructional development, teacher education). B.A., 1963, M.Ed., 1963, Harvard; Ph.D., 1968, California, Berkeley. (1975) Judith K. Grosenick, Professor (behavior disorders). B.S., 1964, Wisconsin, Oshkosh; M.S., 1966, Ph.D., 1968, Kansas. (1984) William H. Harris, Associate Professor (social studies, inquiry, teaching strategies); Director, Certification. B.A., 1949, Willamette; B.S., 1951, M.S., 1953, Eastern Oregon; D.Ed., 1967, Oregon. (1969) Ray E. Hull, Associate Professor (science education, supervision). B.S., 1958, M.S., 1962, Oregon State; D.Ed., 1969, Oregon. (1970) William E. Lamon, Associate Professor (mathematics); Director, Psychological Research Laboratory of Mathematics Education. B.S., 1964, San Francisco; M.S., 1965, California State; Ph.D., 1968, California, Berkeley. (1972) Dennis Pataniczek, Associate Professor (group process, middle school education, curriculum); Director, Student Services. B.A., 1969, Michigan State; M.A., 1974, California, Santa Barbara; Ph.D., 1978, Michigan State. (1979) Samuel Perez, Assistant Professor (elementary language arts and children's literature, reading, multicultural education). B.S., 1968, Delta State; M.Ed., 1972, Memphis State; Ed.D., 1977, Utah State. (1984) Pam Perfumo, Instructor. B.A., 1979, California State, Hayward; M.S., 1982, Oregon. (1981) Robert Proudfoot, Assistant Professor; Coordinator, Resident Teacher and Field-Centered Master's Degree Program. B.A., 1968, Fairfield; M.S., 1980, Ph.D., 1984, Oregon State. (1985) Kathleen W. Pyfer, Instructor (academic advising). B.S., 1978, M.S., 1980, Oregon. (1985) OscarF. Schaaf, Professor (secondary mathematics). B.A., 1942, Wichita State; M.A., 1946, Chicago; Ph.D., 1954, Ohio State. (1970) 210 Teacher Education Clarence W. Schminke, Professor (elementary); Director, Continuing Education. B.A., 1950, M.A., 1954, Iowa State Teachers; PhD., 1960, Iowa. (1960) John E. Suttle, Professor (curriculum, supervision); Director, Graduate Studies. B.S., 1948, Texas; M.Ed., 1952, Colorado; EdD., 1960, Texas. (1970) Robert A. Sylwester, Professor (elementary science education, elementary curriculum). B.S., 1949, Concordia Teachers; M.Ed., 1953, D.Ed., 1961, Oregon. (1968) Harry F. Wolcott, Professor (education and anthropol- ogy). B.S., 1951, California, Berkeley; M.A., 1959, San Francisco State; PhD., 1964, Stanford. (1964) Adjunct Marjorie DeBuse, Adjunct Assistant Professor; Coordinator, Talented and Gifted Master's Program; Coordinator, Super Summer. B.A., 1974, Reed; M.A., 1982, Oregon. (1981). Emeriti Thomas L. Dahle, Professor Emeritus (adult education); Director Emeritus, Continuing Education. B.S., 1938, M.S., 1949, Wisconsin, Madison; PhD., 1954, Purdue. (1963) Arthur C. Hearn, Professor Emeritus (secondary schools, principalship, student activities). A.B., 1934, M.A., 1937, EdD., 1949, Stanford. (1950) Clarence Hines, Professor Emeritus (school buildings, general administration). B.A., 1925, Drury; M.A., 1929, Missouri, Rolla; D.Ed., 1950, Oregon. (1958) Paul B. Jacobson, Professor Emeritus (current trends, issues, problems in education); Dean Emeritus. B.A., 1922, Luther; M.A., 1928, PhD., 1931, Iowa. (1947) Vernice T. Nye, Professor Emerita (elementary language arts, social studies, early childhood). B.S., 1944, North Alabama; M.A., 1948, George Peabody. (1956) Henry Osibov, Associate Professor Emeritus (school finance, school law). B.A., 1939, Western Washington; M.Ed., 1950, OEd., 1961, Oregon. (1965) lone F. Pierron, Associate Professor Emerita of Librarianship. B.A., 1936, Puget Sound; M.A., 1955, Minnesota; M.S., 1960, Oregon. (1948) Mildred C. Robeck, Professor Emerita (elementary reading, early childhood, child development). B.A., 1951, M.Ed., 1954, PhD., 1958, Washington (Seattle). (1967) Guy Shellenbarger, Professor Emeritus (supervision, secondary education). B.S., 1936, M.Ed., 1953, Oregon. (1965) Ruth Waugh, Professor Emerita (special education, mildly handicapped). B.S., 1957, Southern Oregon State; M.S., 1963, PhD., 1971, Oregon. (1963) Calvin J. Zigler, Professor Emeritus (continuing education). B.A., 1954, M.A., 1955, Denver; D.Ed., 1972, Oregon. (1968) Participating David G. Moursund, Computer and Information Science Special Education Faculty (Mildly Handicapped) Barbara D. Bateman, Professor (special education law). B.S., 1954, Washington (Seattle); M.A., 1958, San Francisco State; Ph.D., 1962, Illinois; JD., 1976, Oregon. (1966) Douglas Carnine, Associate Professor (instructional design, technology, school change). B.S., 1969, Illinois; PhD., 1974, Utah. (1970) Siegfried E. Engelmann, Professor (teaching low performance, instructional design, supervision). B.A., 1955, Illinois. (1970) V. Knute Espeseth, Associate Professor (student services, standard Handicap Learner Norm endorse- ment, physically handicapped); Coordinator, Mildly Handicapped Program. B.S., 1955, North Dakota State Teachers; M.S., 1961, North Dakota; PhD., 1965, Wisconsin, Madison. (1964) Russell M. Gersten, Assistant Professor (instructional research, program evaluation). B.A., 1967, Brandeis; Ph.D., 1978, Oregon. (1977) Mary Gleason, Assistant Professor (teacher training, supervision). B.S., 1973, Minnesota; M.A., 1980, PhD., 1985, Oregon. (1984). Tracey Hall, Instructor. B.S., 1977, M.A., 1983, Oregon. (1982) George Sheperd, Professor (talented and gifted, mental retardation). B.S., 1955, M.A., 1958, Colorado State; EdD., 1965, Illinois. (1965) Nonda P. Stone, Senior Instructor; Director, Field Experience. B.S., 1945, Oregon College of Education; M.Ed., 1955, D.Ed., 1972, Oregon. (1965) George Sugai, Assistant Professor (behavior disorders, behavior management). B.A., 1973, California, Santa Barbara; M.Ed., 1974, PhD., 1980, Washington (Seattle). (1984) Gerald Tindal, Assistant Professor (consultation, program evaluation, applied behavior analysis). B.A., 1975, Ph.D., 1982, Minnesota. (1984) Opportunities in Teacher Education The Division of Teacher Education is primarily charged with coordinating the preparation of teachers for elementary and secondary class- rooms. The division also prepares reading specialists and teachers of handicapped learners, and it offers programs leading to an Oregon personnel service certificate with the school supervisor's endorsement. The division seeks to prepare graduates who have a broad liberal arts background, strong subject matter preparation, understanding of theories of human development and the learning process, proficiency in communication skills and educational techniques, understand- ing of the professional obligations of a teacher, understanding of and the ability to meet the needs of handicapped students, and practical experience in the classroom. Degree programs at the bachelor's, master's, and doctoral levels and programs leading to Basic and Standard certification are offered. Students should inquire at the College of Education Office of Teacher Certification, 117 Education Building, for information regarding specific programs and requirements for initial and advanced certification. Degrees offered and certification areas are listed in the Education section of this catalog. Decisions on petitions for waiver of specific program requirements on the basis of prior education or experience are made through the Office of Teacher Certification. Transfer stu- dents should inquire at that office for specific information about the waiver process. Graduate study is offered in the area of cur- riculum and instruction with options for special- ization in early childhood education, elementary education, secondary education, curriculum and supervision, instructional technology, reading and language arts, talented and gifted, computers in education, and educational studies. Specific information regarding graduate study may be obtained from the College of Education Graduate Student Records Office or from the director of graduate studies in teacher educa- tion. Both the Department of Art Education in the School of Architecture and Allied Arts and the Department of Music Education in the School of Music offer cooperative graduate degree programs through the Division of Teacher Education. Elementary Teacher Education Program At the University of Oregon, prospective elementary teachers complete a four-year program of study designed to satisfy the requirements for a bachelor's degree and those for certification as an elementary teacher in Oregon public schools. Students preparing to be elementary teachers typically complete a major in elementary education through the College of Education, Division of Teacher Education. They also take course work in several other University depart- ments to complete requirements for both the bachelor's degree and teacher certification. Training Elementary Educators for Mainstream- ing (TEEM) has become a national model. It is designed to help the beginning elementary teacher with specific competence to formulate school goals and objectives, select and design curriculum materials, use instructional strategies, assess learning, gain expertise in related SUbject areas, and obtain a background in foundation disciplines (history, philosophy, psychology of education). Degrees Elementary education majors work toward certification along with either a bachelor of arts (BA) or a bachelor of science (B.S.) degree. The B.A. degree requires 36 credits in language and literature including second-year proficiency in a foreign language; the B.S. degree requires 36 credits in either social science or science and proficiency in mathematics. See also Requirements forBachelor of Arts and Bachelor of Science in the Registration and Academic Policies section of this catalog. The College of Education also offers a bachelor of education (B.Ed.) degree requiring a 36- graded-credit concentration in professional education courses. Students interested in the B.Ed. degree should check with the college for specific program requirements. Program Admission Conditional admission to the elementary education program follows successful comple- tion of a formal screening process. The screen- ing and application process encourages prospective teachers to examine carefully their decision to become elementary teachers and gives them an opportunity to discuss with faculty their professional and academic goals. Application normally is made during the student's sophomore year. A minimum 2.50 cumulative GPA is a prerequisite. The process requires the prospective elementary education major to complete an application folder and be interviewed by faculty members. A passing score on a basic skills test is also required for program admission. The Teacher Standards and Practices Commission has adopted a requirement of a passing score on the California Basic Educational Skills Test (CBEST) as a condition for initial Oregon certification. A passing score on this test satisfies the require- ment for both program admission and certifica- tion. Students are admitted to the program condition- ally and granted unconditional admission upon satisfactory completion of Professional Term I courses including Teaching Practicum I (ELED 409). Teacher Education 211 3 3 3 group concentration. Prestudent teaching practica in elementary schools and allied professional course work are also completed. Senior Year. The student completes course work to meet remaining University requirements, completes professional education require- ments, spends one term of full-time student teaching in a public elementary school, and secures a certification packet from the College of Education Office of Teacher Certification. Job Placement. A personal job placement file should be established with the Career Planning and Placement Service, 244 Hendricks Hall, at least one term prior to the student teaching assignment. Recommendation for Certification After the student satisfactorily completes degree and program requirements, the Univer- sity recommends the student to the Teacher Standards and Practices Commission, which issues an Oregon Basic teaching certificate with the endorsement for general elementary teaching-preprimary through ninth grade (PP-9). The University also offers work leading to recommendation for Oregon Standard elementary certification with the Standard elementary endorsement. Work taken toward Standard certification must be part of a planned program of advanced teacher education. The plan must be filed with the College of Education Office of Teacher Certification, 117 Education Building, prior to beginning the required work. Forms are avail- able in the teacher certification office. Note: Completion of work required for a master's degree does not satisfy requirements for the Standard teaching certificate unless the degree work also includes certification requirements. Early Childhood Education Elective Program The early childhood education elective program is designed to familiarize teachers with the needs and abilities of preschool- and kindergar- ten-age children and to prepare teachers to work with preprimary-age children in various settings. The program enhances the skills and knowledge of regular classroom teachers to prepare them to work with preschoolers. It also prepares teachers to work with handicapped children in regular preschool settings. The elective program, which may be taken in conjunction with the Training Elementary Educators for Mainstreaming (TEEM) program, requires 18 credits in course work and practica. Courses colier early childhood education and development, the young handicapped child, curriculum planning, and parent and community influences. The two-course practicum se- quence includes student-teaching. This program exposes the teacher to the unique educational needs of preprimary-age children, including those with handicaps, and to available educational programs. Students completing the program are prepared for teaching in kindergar- ten and primary classrooms and receive a foundation in preschool education. College of Education Courses 79 credits Note: For required courses in addition to those listed below, inquire at the Teacher Education Office of Student Services. Modern Philosophy of Education (CI 445) or Education in Anthropological Perspective (CI 471) or Social Foundations of Teaching (CI 327) or History of American Education (EDPM 441) .. 3 Human Development and Group Processes (EPSY 321) 3 Learning and Assessment in Education (EPSY 322) . .. 3 Educational Media (CI 435) . . . . . . . . . . . . ... 3 Psychology of the Exceptional Child (SPED 462) . . . . . . . . . . 3 Preprofessional Field Experience (recommended freshman and sophomore years) Practicum: September Experience or Elementary School or ESCAPE (ELED 409) 3 Professional Term I Teaching Reading in the Elementary School (ELED 335) . 3 Teaching Mathematics in the Primary Grades (ELED 342) or Teaching Mathematics in the Intermediate and Middle School (ELED 343) or Seminar: Direct Instruction Mathematics (CI 407) 3 Elementary Teaching Strategies I (ELED 337) 3 Practicum: Teaching I (ELED 409) . 6 Professional Term II Teaching Language Arts/Children's Literature in the Elementary School (ELED 339) 4 Classroom Management (ELED 340) 3 Teaching Reading in the Primary Grades (ELED 431) or Teaching Reading in Intermediate and Middle School (ELED 432) 3 Practicum: Teaching II (ELED 409) 6 Additional Professional Courses Elementary Curriculum in the Natural and Social Sciences (ELED 341) . 8 Elementary Teaching Strategies II (ELED 338) . 3 Teaching Mathematics in the Primary Grades (ELED 342) or Teaching Mathematics in the Intermediate and Middle School (ELED 343) or Seminar: Direct Instruction Mathematics (CI407) . . . . . . . . . ... . . . . . . .... 3 Professional Term III Seminar: Student Teaching (ELED 407) Student Teaching: Elementary K-9 (ELED 415) 15 Note: Students should consult advisers about electives and about certification endorsements in special education, reading, mathematics, and other endorse- ment areas which may be added to an elementary teaching certificate. Elementary Teacher Education Schedule Freshman and Sophomore Years. The student meets with an adviser assigned through the division's Office of Student Services, 175 Education Building, completes courses to meet general University requirements and to expand personal knowledge and interests, becomes involved in preprofessional field experience with children in schools, and applies for formal admission to the Elementary Teacher Education Program during the sophomore year (admission materials are available in the division's Office of Student Services). Junior Year. The student continues course work to meet general University requirements and takes courses in his or her chosen area of 21 credits 2 General Degree Requirements' 72 credits English Composition (WR 121 and WR 122 or 123). 6 Arts and leiters . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 History of the United States (HST 201) or equivalent. . . 3 Social science 15 Environmental science . . . . . . . . . . . 3 Science 6 Mathematics for Elementary Teachers (MTH 121, 122, 123) 9 'Additional requirements for the BA: 18 credits in language and literature and second-year proficiency in a foreign language. See approved language and literature fields listed under Requirements for Bachelor of Arts in the Registration and Academic Policies section of this catalog. Additional requirements for the B.S.: 18 credits either in social science or in science and proficiency in mathematics (MTH 121, 122, 123 may be used for elementary education majors). See approved social science or science fields listed under Requirements for Bachelor of Science in the Registration and Academic Policies section of this catalog. Transfer students and postbaccalaureate students seeking Oregon teacher certification must undergo the regular elementaryeducation screening and admission process. Application materials and admission information are available in the division's Office of Student Services, 175 Education Building. Programs of Study Degree requirements for all University students are specified under Bachelor's Degree Require- ments in the Registration and Academic Policies section of this catalog. The College of Education requires additional specific course sequences to satisfy its professional standards and to comply with state certification requirements. 18 credits are required in each of the University's three comprehensive fields of knowledge (arts and letters, social science, and science). Students should check these requirements carefully when developing programs of study. Some of the work required for elementary teacher certification also satisfies University degree requirements. For example, the one term of United States history required for elementary teachers counts toward the group requirement for social science, and Elementary School Health Education (HEP 440) satisfies the University health requirement. Students must earn grades of mid-C or better in courses required for the elementary educa- tion major in order to satisfy professional program requirements. General Requirements Following is the four-year general course of study for an elementary education major. It fulfills requirements for both a bachelor's degree from the University and a Basic certifi- cate to teach elementary school. Allied Professional Courses Art in the Elementary School (ART 322) Methods and Curriculum in Elementary School Art (ARE 323) .. . . . . . . . . . . . . . . . 3 Elementary School Health Education (HEP 440) .. 3 Music Fundamentals (MUS 321, 322) 4 Music Methods for Elementary Teachers (MUE 383) . Experimental Course: Physical Education, Grades K-3 (PEP 410) . Experimental Course: Physical Education, Grades 4-6 (PEP 410) . 212 Teacher Education Curricular Requirements Early Childhood Education (CI451) Practicum: Early Childhood Education (CI 509); prereq: CI 409 early childhood education practicum 12 credits chosen from the following, to be selected in consultation with the early childhood adviser: Seminar: Teaching in the Kindergarten; Language Development in Early Childhood; Parent and Commu- nity Influences in Early Childhood .Education (CI 407) Seminar: Assessment, Curriculum, and Evaluation in Early Childhood Education; Constructivist Theory and Its Application; Infant and Child Development; Language Development; Organization and Administra- tion of Programs in Early Childhood (CI 507) Cognitive Development of the Child(CI 541) Affective Development of the Child (CI 542) Note: At present Oregon does not require endorse- ment for early childhood education. Secondary Teacher Education Program The preparation of secondary school teachers (teachers in public, middle, junior, or senior high schools) is a joint venture of colleges, schools, and departments in the University community. Students work with faculty members who are knowledgeable about the content and pro- cesses that are important to prospective teachers. A secondary teacher education program requires work in one or more teaching fields or endorsements (the subject matter to be taught) and in professional education. To qualify for a secondary teaching certificate, the prospective teacher must complete the University's require- ments for both professional education and a teaching endorsement. To progress through the program in four years, students should declare their interest in second- ary teacher preparation as early as possible. For information on program requirements, they should consult staff in the College of Education Office of Teacher Certification, 117 Education Building, or the Teacher Education Office of Student Services, 175 Education Building, prior to beginning the junior year. Degrees Undergraduate students wanting to teach at the secondary school level major in and complete a bachelor's degree through a University department, school, or college-other than the College of Education-that offers preparation in the teaching field or subject endorsement in which the student hopes to become a teacher. Successful completion of the program leads to University recommendation for a Basic second- ary teaching certificate with one or more Basic teaching endorsements. A bachelor of arts (BA) or bachelor of sCience (B.S.) degree may be earned, depending on the specialty selected and electives chosen to meet University group and cluster requirements. Information about master's and doctoral degrees with secondary education specializa- tion is in the Graduate Study in Teacher Education section below. Advisers for Teaching Endorsement In each University school or department offering a secondary teacher education endorsement program, the faculty member responsible for advising prospective teachers is known as the endorsement adviser. Students seeking to become secondary school teachers should inquire at the College of Education Office of Teacher Certification, 117 Education Building, or the Teacher Education Office of Student Services, 175 Education Building, for referral to endorsement advisers. Postbaccalaureate students seeking Oregon secondary certification should request specific certification reqUirements from the College of Education Office of Teacher Certification,117 Education Building. Subject matter teaching endorsements offered through the College of Arts and Sciences include drama (combined with another endorse- ment), foreign languages, speech (combined with another endorsement), language arts (English), social studies, language arts and social studies, mathematics, and science. Endorsements offered through professional schools other than the College of Education include art, health education, journalism (combined with another endorsement), music, and physical education. Program Admission Formal admission to the Secondary Education Teacher Program is required for enrollment in certain professional education course work and practica. Admission criteria include a minimum 2.75 grade point average (GPA) in prior college and university course work, recommendation by the appropriate endorsement adviser, successful completion of Introduction to Teaching (SEED 312) with its concurrent public school practicum, and a passing score on a test of basic skills. The Teacher Standards and Practices Commission (TSPC) has adopted a requirement of a passing score on the California Basic Educational Skills Test (CBEST) as a condition for initial Oregon certification. A passing score on this test for program admis- sion also satisfies the TSPC requirement. Inquire at the Office of Student Services, 175 Education Building, for details regarding test dates and preregistration for the CBEST, and for information regarding other admission requirements. Program retention criteria include a minimum GPA of 2.50 to 3.00 in teaching endorsement course work (varies by endorsement), a mini- mum cumulative GPA of 2.50, satisfactory performance in the public school practica, and satisfactory completion of required professional education courses. Students must earn grades of mid-C or better in the required professional education courses in order to satisfy program requirements. Programs of Study Approximately one-third of the undergraduate teacher education program is devoted to general education, one-third to work in the teaching endorsement area, and one-third to professional education and electives. Most professional education courses on theory and techniques of teaching are offered through the College of Education. Professional preparation includes course work in teaching strategies, human development and learning, educational media, educational foundations, teaching of reading and writing, and methods of teaching specific subject matter. Associated field experience is also required. The University's requirements for recommenda- tion for teaching certification reflect programs approved by the Teacher Standards and Practices Commission, and are subject to change. In general, qualification for secondary certification requires a bachelor's degree, completion of requirements in the subjectto be taught, and completion of professional educa- tion requirements, inclUding practicum experi- ence in the public schools. For information on specific subject matter requirements for a teaching endorsement and the required professional education course work, and for referral to the appropriate en- dorsement adviser, inquire at the College of Education Office of Teacher Certification, 117 Education Building, or the division's Office of Student Services, 175 Education Building. Standard Teaching Certificate The University also offers programs of education leading to the Standard teaching certificate for the secondary level and to Standard teaching endorsements. Work taken for Standard certifi- cation and endorsements must be part of a planned program of advanced teacher educa- tion. The plan must be filed in the Office of Teacher Certification, 117 Education Building, at the time the work is begun. Note: Completion of work required for a master's degree does not satisfy requirements for either the Standard teaching certificate or endorse- ment unless the degree work also includes certification and endorsement requirements. Program planning forms and information relating to the University's standard teacher education program are available in the Office of Teacher Certification. Reading Endorsement The Division of Teacher Education also offers a program leading to qualification for a reading endorsement that may be added to either elementary or secondary teaching certification. Teachers holding reading endorsements work with individual students to diagnose and treat reading problems, advise classroom teachers who teach reading, and work with school staff to design and improve reading programs. The program leading to the Basic reading endorsement requires 26 to 33 credits of preparation including practica, some of which may be combined with elementary teacher education preparation. Academic work toward secondary teacher certification with a reading endorsement must also include work toward a regular subject-matter teaching endorsement. Personnel Service Certificate with Supervisor's Endorsement The Division of Teacher Education offers a program leading to Oregon Basic or Standard certification as a personnel service specialist with the school supervisor's endorsement. Interested students should inquire at the Office of Teacher Certification, 117 Education Build- ing, for information on specific program require- ments. Special Education Endorsements Recent court decisions and legislative action have focused attention on the needs of excep- tional children, especially those characterized as handicapped. Public schools have re- sponded by integrating exceptional children into the regular classroom whenever possible, a process called "mainstreaming." The College of Education offers courses and three endorse- ment programs that enable teachers to gain special skills for working with handicapped students in either special or mainstreamed classrooms. The handicapped learner (HL) endorsement, qualifying one to work with mildly handicapped students, must be added to a Basic or Standard elementary or secondary teaching certificate and requires postbaccalaureate work. How- ever, by planning carefully, students in the undergraduate elementary or secondary teacher education program can take some of the work required for this endorsement while completing their undergraduate programs. Teacher education students are encouraged to elect such courses in order to enhance their ability to work with mainstreamed handicapped students. Information on requirements for the handicapped learner endorsements may be obtained from endorsement advisers for the Special Education (Mildly Handicapped) Program, 275 Education Building, or from the Office of Teacher Certification, 117 Education Building. Special provisions in Oregon certification regulations enable undergraduate students to combine work for a bachelor's degree in speech pathology-audiology with a secondary teacher certification program, using as the teaching specialty the work for the endorsement as a teacher of the speech impaired. For specific information on the College of Education program for the speech-impaired endorsement and the degree program in speech pathology-audiology, students shouid refer to the Special Education and Rehabilitation section of this catalog. Information on applicable course work and the endorsement programs for teachers of the severely handicapped is also in the Special Education and Rehabilitation section of this catalog. Asian Study Option Education students interested in studying abroad can participate in one term of study, from the end of August to mid-December, at Beijing Teachers College in the People's Republic of China. Four courses, totaling 20 credits, apply to program requirements in elementary or secondary education. Course work includes Chinese language, cultural and social foundations of education, and curriculum development. More information and applica- tions are available in the Teacher Education Office of Student Services, 175 Education Building. Graduate Study in TeacherEduca'l'ion Graduate programs in the Division of Teacher Education for the preparation of teachers, supervisors, and other educational specialists lead to the master of arts (MA), master of science (M.S.), master of education (M.Ed.), doctor of philosophy (PhD.), and doctor of education (D.Ed.) degrees. See also the section on Graduate Study in Special Education (Mildly Handicapped) following this section. Areas of emphasis at the master's degree level are in computers in education, early childhood education, educational studies, elementary education, secondary education, curriculum and instructional leadership, instructional technology, reading and language arts, talented and gifted, resident teacher master's degree program, and special education (mildly handi- capped). Students in the doctoral program pursue individually designed programs with areas of emphasis jointly planned by students and their advisers. Doctoral degrees emphasizing art education and music education are also administered through the division. Persons wanting specific information concerning these degrees are directed to the Department of Art Education in the School of Architecture and Allied Arts orthe Department of Music Education in the School of Music. By careful planning, it is possible to complete a program of graduate study that meets requirements for Oregon Standard teacher certification and for a master's degree. How- ever, completion ofa master's degree program does not satisfy requirements for Standard certification unless the certification requirements are included as part of the degree program. Students interested in graduate study for advanced certification should inquire at the Office of Teacher Certification, 117 Education Building. Master's Degree Specializations Computers in Education. Earning a master's degree with specialization in computers in education requires a program of study balanced among three areas: computer science, com- puter education, and teacher education. The computers in education specialization em- phasizes the use of computers in teaching and learning. Designed mainly for classroom teachers and school computer coordinators, this specialty program is particularly suitable for educators who are deeply interested in com- puter applications and the effect of computers on the process and content of curriculum. Early Childhood Education. The division offers the following programs in early childhood education: (1) area of elective concentration for elementary teacher certification; (2) master's degree in curriculum and instruction with emphasis on early childhood education; (3) doctoral degree in curriculum and instruction with specialization in the development and training of the child from birth through the primary school years. Graduate programs are individually planned with an area adviser to meet the professional goals of the student and the requirements of the College of Education and the Graduate School. Potential interdisciplinary studies include those courses, offered by the college and other departments, that focus on early development and the learning environment. Early childhood education incorporates theory, practice, and research on children whose ages range from birth to eight years. Courses and seminars coverthe relationship of affective and cognitive learning, physical and intellectual Teacher Education 213 development, acculturation and socialization, school and home environments, and curricula for nursery and primary schools. Educational Studies. This specialization provides an opportunity for graduate students who want to pursue a liberalizing approach to the study of education. A specialization in educational studies examines the conceptual foundations of formalized educational practice (teaching and curriculum); provides the basis for understanding the social, cultural, historical, and ideological nature of schooling; and enhances the student's ability to think critically about the nature of educational theory and its relationship to classroom practice. Because the theories that influence the approaches to teaching, curriculum, and school administration generally are derived from outside the field of education, the specialization in educational studies requires interdisciplinary course work in the liberal arts as well as in different divisions of the College of Education. Students should consult an adviser in educational studies to plan programs of study which incorporate liberal arts courses that strengthen understanding of the conceptual foundations of education practice, as well as subject areas appropriate to class- room teaching. A specialization in educational studies is suited primarily for the graduate student who has had practical work experience in some area of public education and who wants to gain a deeper understanding of both the process and purpose of formal education. Elementary Education. The division offers programs of advanced study leading to either Standard elementary teacher certification or advanced degrees in curriculum and instruction with a specialty in elementary education or both. Graduate programs in the field of elementary education are designed to provide continued study opportunities for professionals in the field and, with the cooperation of other divisions of the University, to prepare master elementary school teachers, supervisors, and college teachers in the field of elementary education, and other specialists with responsibilities for the education of elementary-age children. Secondary Education. The division offers programs of advanced study leading to either Oregon Standard secondary teacher certifica- tion or advanced degrees in curriculum and instruction with a specialty in secondary education or both. The master's degree with a specialty in secondary education is designed to provide students with theoretical and applied knowledge appropriate to their individual professional goals and interests. Instruction is directed toward developing advanced knowledge and understanding in curriculum, teaching strategies, and founda- tions of education. In addition to the course of study offered through the Division of Teacher Education, students are encouraged to pursue a second study area appropriate to their individual needs. It is anticipated that students entering this program will be experienced teachers seeking either to develop advanced skills as classroom teachers or to develop special skills and knowledge appropriate to a redefined professional role or both. Students completing the secondary master's degree 214 Teacher Education program may be qualified for such positions as curriculum specialist, department chair, or coordinator. Curriculum and Instructional Leadership. The master's degree program with a specialty in curriculum and supervision provides con- tinued opportunities for professional personnel in the field. Programs may be developed leading to positions as supervisors and cur- riculum consultants and to a doctoral degree. Also offered is a special program that leads to an Oregon Personnel Service Certificate with the school supervisor's endorsement. Programs of study emphasize theory, research, and skill development. Observation and field experi- ences are available in the public schools. Instructional Technology. A master's degree program with a specialty in instructional technol- ogy is offered by the division. Interested students have the option of following a generalist or a specialist program in (1) instruc- tional design; (2) instructional product and systems evaluation; (3) instructional product development; or (4) instructional research, development, dissemination, and management. Reading and Language Arts. The division offers a master's degree program with a specialty in reading and language arts instruc- tion. Graduate reading and language arts courses are offered in elementary and second- ary reading instruction and in diagnosis and correction of reading disabilities. Programs often include (1) preparation of reading and language arts consultants and supervisors at the elementary and secondary levels; (2) specialization in reading and language arts for elementary or secondary teachers; and (3) preparation of specialists in the diagnosis and correction of extreme learning problems in reading. Talented and Gifted. The division offers a graduate program leading to a master's degree with emphasis on talented and gifted children. The program is designed for students who want to strengthen their knowledge of learner characteristics and needs as well as measure- ment and evaluation techniques. It is also intended to improve the students' ability to implement curricula and prog rams for talented and gifted children. The program seeks to increase program participants' knowledge of giftedness and to stress the use of multiple criteria to identify these children. Students who want to enroll in the program have the option of completing their degrees in curriculum and instruction, special education, or educational psychology. They must complete core requirements for the talented and gifted specialization and also meet departmental requirements in their chosen area. Resident Teacher Master's Degree The Resident Teacher Master's Degree Pro- gram, which received the 1982 Distinguished Program in Education award from the National Association of Teacher Educators, combines graduate study with a year of full-time public school teaching under the direction of both school district and College of Education faculty. Clinical professors appointed jointly by the district and the college coordinate the program in each area, provide graduate instruction, and assist cooperating school district personnel in supervising program participants. The program relates educational theory to classroom practice and develops personal teaching skills through cooperative planning and supervision on the job. Program partici- pants are placed in elementary or secondary schools in one of the cooperating school districts. Aftersuccessfully completing program requirements, students earn master's degrees. Careful program planning may also lead to qualification for Oregon Standard teaching certification. Time Commitment. The initial term of study consists of a 6-credit, three- or four-week seminar and workshop on campus prior to the public school year. During the school year, resident teachers participate in additional required seminars and workshops carrying credit toward the degree. The final period of study takes place on campus. Responsibilities. Resident teachers pay graduate tuition each term, maintain graduate- level academic standards, and fulfill contractual agreements with a school district. Program Advantages. The resident teacher has a contract with the school district and receives two-thirds of the district's. base salary for beginning teachers while combining graduate study with actual classroom experi- ence. Field-Centered Courses. A three- to four-week combination of seminars and workshops convenes in August prior to the opening of public school. Resident teachers also attend seminar sessions throughout the school year. Course work may include the following: Seminar: Communication Skills: Teachers and Learners orDiagnosis and Design for Instruction orTeaching-Learning Environment orSynthesis of Teaching Strategies (CI 507) Workshop: Scope and Sequence of Instruction (CI 508) Practicum: Analysis of Instruction orClassroom Observation Procedures or Evaluation of Instruction (CI 509) Secondary School Curriculum (CI 522) Elementary and Middle School Curriculum (CI 553) Curriculum Materials (CI 567) Qualifications for Admission. Selection of resident teachers is based on the following criteria: 1. Eligibility for admission to the Graduate School 2. Possession of an Oregon teaching certificate prior to the beginning of the school year 3. A background in an appropriate subject matter and in professional education 4. A high degree of commitment to teaching as a professional career as determined by references, conference, and interview Application. Interested persons should request an application from the Resident Teacher Master's Degree Program, Division of Teacher Education, 270 Education Building, College of Education, University of Oregon, Eugene OR 97403. General Information: Master's Degree Programs For the master's degree, a planned program of at least 45 credits with a thesis, or 48 credits without a thesis, is required. All work applicable to a program of study must be completed within seven years. Of the 45 to 48 credits, 30 must be in education, and no more than 12 credits in Workshop (508) may be applied to a degree program. Obtaining Information. Students interested in one of the master's degree programs can obtain specific information by sending a request, along with a completed Application for Graduate Admission, to the Education Graduate Student Records Office, College of Education, 112 Education Building, University of Oregon, Eugene OR 97403; telephone (503) 686-3527. Application. To be considered for admission, a prospective student must submit the applica- tion, a personnel record, transcripts, and recommendations. Application deadlines are: June 1 for summer session admission, August 1 forfall term admission, December 1 for winter term admission, and March 1 for spring term admission. After each of the filing deadlines, area faculty members evaluate applicants. Students receive notification of action from the appropriate division. Note: Students who have been admitted previously to the Graduate School at the University of Oregon must use a special form, Request for Permission to Reregister in the Graduate School, in place of the Application for Graduate Admission. See the Graduate School section of this catalog for general University admission requirements for advanced degree work. Doctoral Degree Programs The Division of Teacher Education offers the doctor of education (D.Ed.) and doctor of philosophy (PhD.) degrees in curriculum and instruction. Both require the student to complete the equivalent of at least three years (normally 135 to 155 credits) of full-time study beyond the bachelor's degree. A minimum of three con- secutive terms must be spent in residence, and the student's planned academic and research program frequently requires a longer consecu- tive period of on-campus residence. Doctor of Education. The D.Ed. degree is granted in recognition of mastery of theory, practice, and research in professional educa- tion. It culminates in a dissertation that makes a significant contribution to professional knowl- edge or shows that the student can interpret effectively and disseminate knowledge already available. The dissertation may take the form of the development and evaluation of a major curricular work (e.g., text, guide, film, book) that results from the student's studies and research. The D.Ed. degree in curriculum and instruction is best suited to those who want to work primarily as practitioners. Typically, practition- ers work with classroom teachers, as district or state curriculum consultants and supervisors, or as college and university teachers with primary emphasis on practical concerns such as teaching methods courses and supervising student teachers. . Doctor of Philosophy. The PhD. degree in education is granted in recognition of mastery of knowledge in a specialized subject or subject field. It culminates in a dissertation that dem- onstrates original scholarship and an ability to advance professional knowledge significantly through the use of research tools. The PhD. degree in curriculum and instruction is best suited to those who want to work Special Education (Mildly Handicapped) 215 primarily in research and development. Such work includes planning and supervising re- search in universities and laboratories, teaching advanced and theoretical courses in curriculum and instruction, or administering research- oriented programs. Admission and selection of Candidates. Information regarding application procedures and admission requirements is available from the College of Education Graduate Student Records Office, 112 Education Building. The number of persons admitted to doctoral programs is limited. Selection criteria include personal qualifications, academic background and scholarship, experience, purpose, and likelihood of placement. Applications are considered by an admissions committee each term of the academic year. It is the applicant's responsibility to see that his or her file is complete and ready for review by February 1. A second review occurs May 15 ·and a third November 1 for those applying for later terms. An applicant may call the College of Education Graduate Student Records Office at (503) 686-3527 for information concerning the status of an admissions file. Financial Assistance. An applicant for a graduate assistantship should request the appropriate forms from the College of Education Graduate Student Records Office. Announce- ment of the availability of specific graduate assistantships is generally made il1the spring. Interested applicants should requesO'additional information directiy from the Division of Teacher Education, 170 Education Building. Applicants interested in applying for fellowship awards offered by the University should request information and application forms from the Graduate School of the University. Information about and application forms for state scholar- ships covering tuition and fees are available from the Committee on Scholarships. Loan applications are made through the University director of student financial aid. Planning the Degree Program. Additional information regarding doctoral study, including adviser assignment, program planning, re- search requirements, transfer credits, residency requirements, comprehensive examinations, and dissertation committee, is available from the College of Education Graduate Student Records Office and the University Graduate School. Graduate Study in Special Education (Mildly Handicapped) The Division of Teacher Education offers special education programs in which students specialize in working with mildly handicapped (traditionally called mentally retarded, learning disabled, and emotionally disturbed) and talented and gifted pupils. Students interested in working with severely handicapped learners, early childhood (special education), or adult services should consult the Special Education and Rehabilitation section of this cFltalog. Note: Elementary education majors may include 18 credits of electives in their program. One option includes course work leading to the handicapped learner endorsement. Elective options for psychology majors include course work leading to the severely handicapped learner endorsement. Handicapped Learner (HL) Endorsement Program The Handicapped Learner Endorsement Program prepares teachers to work with the mildly handicapped child in several settings: the regular classroom, the self-contained special education classroom, and the special education resource room. The program en- hances the skills and knowledge of regular classroom teachers to prepare them for sys- tematic instruction of the handicapped. The endorsement program is built around a three-term sequence of practica beginning with small-group instruction and progressing to total organization of a classroom. Three preparatory methods courses are taken concurrently with the practica. These courses introduce the students to systematic instruction in mathematics, reading, and language arts; they cover assessment, program planning, instructional delivery, practice procedures, program implementation, data collection, and program evaluation. In addition to the methods courses and practica, students complete four courses on exceptional children and their role in the school, family, and community. The Basic HL endorsement requires 33 credits. Basic Endorsement. To be eligible for the Oregon Basic HL endorsement, the student must hold, or be eligible for, an Oregon Basic elementary or secondary teaching certificate and have demonstrated competence, or have completed 33 credits designed to develop competence, as follows. Basic HL Endorsement 33 credits Reading Instruction for the Handicapped (SPED 480) . . . . . . . . . . . . . . . . . . . . . . 3 Language Arts Instruction for the Handicapped (SPED 481) . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3 Mathematics Instruction for the Handicapped (SPED 482) . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3 Practicum: Small Groups I (SPED 409) . . . . . . . . 3 Practicum: Small Group II (SPED 409) 4 Final Supervised Field Experience (SPED 526) 5 Career Education for the Handicapped (SPED 483) . . . . . . . . . . . . . . . . . . . . . 3 Communication and Counseling for Teachers of Exceptional Children (SPED 461) 3 Psychology of the Exceptional Child (SPED 462). 3 Behavior Management with Exceptional Individuals (SPED 485) . . . . . . . . . . . .. 3 Standard Endorsement. To obtain the Stand- ard HL endorsement, the student is required to complete the requirements for the Basic endorsement outlined above. In addition, the student must complete the courses listed below and file a planned program with the Office of Teacher Certification, College of Education. Standard HL Endorsement 54 credits All requirements for Basic HL endorsement ..... 33 Diagnostic Procedures in Education (SPED 465) . . . . . . . . . . . . . . . . . . . . . . .. 3 Seminar: Law and Special Education (SPED 507). 3 Role of the Resource Consultant I (SPED 580) . .. 3 Approved electives 12 Applicants who expect to teach in Oregon must obtain an Oregon teaching certificate. The HL endorsement is attached to this teaching certificate. Resource Consultant Program The goal of the Resource Consultant Program is to train graduate-level students to move beyond their basic training in implementing programs for handicapped students. Partici- pants develop consulting and negotiating skills in order to become facilitators and resource personnel for both regular and special school personnel. The courses in the resource consultant se- quence are Role of the Resource Consultant I (SPED 580), Role of the Resource Consultant II (SPED 581), and Practicum: Role of the Re- source Consultant III (SPED 509). All students beginning the sequence should have taken, or should take concurrently, courses related to (1) diagnosis and prescrip- tion in the basic skills of reading, mathematics, and language; (2) behavior management techniques; (3) psychology of the exceptional child; and (4) the historical and legal basis of special education or the equivalent. Master's Degree Program Master's degree requirements and procedures are the same as those for other divisions within the College of Education. Applicants should also complete the division's Application for Admission and indicate the specific area and program to which they are applying; they may apply to more than one area. Specific details and admission forms are available in the College of Education Graduate Student Rec- ords Office, 112 Education BUilding. General Master's Degree in Special Educa- tion, Mildly Handicapped. Students entering the general master's degree program in Special Education, Mildly Handicapped are encour- aged to identify and develop specific areas of interest related to general special education. The definition of an emphasis area and the development of a program of study are drawn up in consultation with the student's adviser. Possible areas of emphasis include advocacy and legal issues related to the handicapped; effective methods of teaching mathematics, reading, and language arts to mildly handi- capped students; instructional design; and behavior disorders. All master's degree candidates in Special Education, Mildly Handicapped must complete a required set of courses covering the psychol- ogy of the exceptional learner, behavior man- agement, instructional design, and research and professional writing. In addition, each degree candidate must complete one of the area options for a master's degree project. Specialization in Behavior Disorders. Offered by the Mildly Handicapped Area, this program is designed to prepare teachers to work with seriously behaviorally disordered children and youth. Based on a strong applied and be- havioral approach, teachers receive advanced training in assessment, intervention, and social-skill training procedures. Both theoretical and practical course work is required. Specialization in Talented and Gifted. The Mildly Handicapped Area offers a graduate program leading to a master's degree with emphasis on the talented and gifted child. The program is designed for students who want to know more about learner characteristics and needs of, as well as measurement and evalua- 216 Special Education (Mildly Handicapped) tion techniques for, talented and gifted children, and to improve their implementation of curricula and programs for talented and gifted pupils. The program has three components: 19 credits of required courses in psychology and educa- tion of the talented and gifted, practicum, and research; requirements specified by the Mildly Handicapped Area; and elective courses in related areas of study. Specialization in Law and Advocacy. This specialization is available to students in the Mildly Handicapped Area. It is strongly recom- mended in combination with the Resource Consultant Program, the supervisory endorse- ment, and work in educational administration. Available courses cover law and special "education, advocacy, teacher rights, student rights, law and schools, and legal research. The program also provides advocacy field experi- ences. Doctoral Program The objective of the doctoral program is to prepare leaders for college or university teaching and research in special education, administration of state or local programs for exceptional learners, or field work with excep- tional populations. Most program offerings develop skills and competencies applicable to children of school age. The doctoral program in Special Education, Mildly Handicapped emphasizes the develop- ment of expertise in service (direct-service delivery to selected clientele), training (dissemi- nation of knowledge and skills), and research. Demonstration of expertise in these areas is more important than completion of specific courses. A program advisory committee is appointed to help each doctoral student plan a program and monitor progress toward the degree. Comple- tion of the degree requirements normally takes three years of study beyond the master's degree. Admission Although each area of the college is responsible for selecting doctoral candidates, areas use similar admission criteria and procedures. With minor variations, doctoral admission criteria are the following: 1. The applicant's academic record including undergraduate and previous graduate work 2. Prior professional experience 3. Recommendations by colleagues, peers, and supervisors 4. Aptitude for graduate work as indicated by either the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE) or both 5. Evidence of writing ability 6. Statement of professional goals Dates and general admission procedures are coordinated across all areas in the division; however, applicants apply to and are accepted into a specific area program ratherthan into the division at large. The number of admitted students varies yearly according to available resources. Students interested in more than one area program should so indicate on their applications, and their files will be reviewed by all relevant committees. All admission forms are available in the College of Education Graduate Student Records Office, 112 Education Building. All doctoral students are admitted conditionally. To be considered for conditional admission, a prospective student's complete dossier must be on file in the College of Education Graduate Student Records Office. It is the student's responsibility to ensure that the dossier is complete. Applica- tions are reviewed four times annually: February 15, May 1, July 15, and October 15. Courses in Curriculum and Instruction (CI) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 199 Special Studies (1-3R) Independent study and field work. Student and instructor determine specific purpose, content, and requirements to meet individual needs. Prereq: instructor's consent. Sparks. 200 SEARCH (1-3R) Upper-Division Courses Note: Courses designated (M) or(G) may be offered for graduate credit. 327 Social Foundations of Teaching (3) The school as a social institution. Social science theory and research as related to education, the process of socialization, and alternatives for educational change. 400 SEARCH (1-3R) 405 Reading and Conference (Arr,R) 407 (G) Seminar (Arr,R) Recent topics include Educational Classics, ESCAPE Leadership Training, ESCAPE Public Volunteer Training, Existentialism and Education, Ideology and Education, Instructional Design, Interpersonal Communication, Interpersonal Influence, Problems and Issues in Community Education, and Social and Educational Ideas of Dewey and Freire. 408 (G) Workshop (Arr,R) 409 (G) Practicum (Arr,R) Current topics include ESCAPE Middle Schools, ESCAPE Public Schools, Pre-Student Teaching, and Teaching Reading I: Elementary, Primary, Intermediate, or Secondary. PIN only. 410 (G) Experimental Course (Arr,R) Current topics include Computer-Assisted Instruction, Learning and Teaching Styles, Microcomputers in Education, Research and Evaluation for Classroom Teachers, and Teaching Logo. 414 (G) Educational Media Center (3) Not offered 1986-87. 418 (G) Children's' Literature (3) Selection and evaluation of children's books suitable for school libraries; reading guidance in relation to both personal and curricular needs. 419 (G) Storytelling (3) Not offered 1986-87. 420 (G) Developing Student Leadership in the secondary School (3) Not offered 1986-87. 422 (G) Media for Young Adults (3) Not offered 1986-87. 425 (G) Final Supervised Field Experience (Arr,R) Enrollment limited to students completing the final field experience for basic certification reading endorse- ment. For details consult the Office of Field Experience Programs. PIN only. 428 (G) Psychology of Reading Instruction (3) Nature of the reading process; developmental factors in reading achievement; psychological foundations of methods and materials of reading instruction; nature and treatment of reading and reading disability. 433 Individualized Reading In the Elementary School (3) Not offered 1986-87. 435 (G) Educational Media (3) Selection, evaluation, and utilization of instructional resources. Design and development of visual and audio materials. Prereq: upper-diVision standing. Recommended for nonedu- cation majors in telecommunication, film studies, graphics, leisure studies, business. 437 (G) Sound Slide Systems I (3) Design, produc- tion, and evaluation of sound-slide media presenta- tions; preplanning, visualization processes, scriptwrit- ing, production, and evaluation; specialized recording, photographic processes, and presentation systems. 438 (G) Sound Slide Systems II (3) Design and development of multiple-image presentations using concepts and technologies related to the simultaneous projection of mUltiple still and motion image arrays. Prereq: CI 437. 439 (G) Overhead Projection Materials Design (3) Conceptualization, design, and production of profes- sional-qualityoverhead projection materials for business and education. Emphasis on visual communi- cation design and advanced production techniques. Prereq: CI 435 or SEED 436. 440 (G) Educational Film and Television (2) Nonproduction course that explores the dimensions and unique contribution of the motion image in the instructional process. 441 (G) Individualized Instruction in the Kinderga.... ten (3) Observation of learning abilities in four- and five-year-old children. Analysis of diagnostic proce- dures, teaching strategies, and organizational patterns of programs for individual learning. 442 (G) Audio Product Design (3) Advanced audio product design, planning, and evaluation as applied to instructional products. Emphasis on quadraphonic recording and audio miXing. Undergraduate prereq: instructor's consent. 445 (G) Modern Philosophy of Education (3) Critique of ideas of Skinner, Freire, Adler, and Illich; language and culture as aspects of classroom socialization; Curriculum and Instruction 217 educational foundations of communicative compe- tence. 446 Ideology and Education (3) Examination of ideolog ical foundations of educational policy, criticism, and educational practice; forms of conservatism and liberalism; technism as ideology; modernization and tradition. Prereq: CI 445 or instructor's consent. 451 (G) Early Childhood Education (3) Trends and innovative programs; formulation of objectives; organization of curricula, methods, resources, learning environments; development of evaluation procedures for ages 3-7. Prereq: EPSY 321, 322, or instructor's consent. 454 (G) Child Abuse and Neglect (3) Identifying, investigating, and reporting abuse; impact on child, home, school; review of exemplary programs. 471 (G) Education in Anthropological Perspective (3) Examination of education as cultural process. Emphasis on cultural acquisition rather than cultural transmission in societies with and without schools. 484 (G) The Middle School (3) Origins and functions of the junior high school; characteristics and needs of the early adolescent; administration of the junior high school; curriculum and instruction; guidance; school activities; evaluation. 491 (G) Basic Concepts of Community Education (3) Not offered 1986-87. 493 (G) Community Resources for Education (3) Explores the selection, use, and integration of community resources including volunteers, social service agencies, community organizations, and information networks in educational programs. Not offered 1986-87. Graduate Courses 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 507 Seminar (Arr,R) Recent topics include Analysis ofTeaching; Assessment, Curriculum, and Evaluation in Early Childhood Education: Constructivist Theory and Its Application; Curriculum for the Gifted Child; Infant and Child Development; Instructional Systems Design; Issues in Early Childhood Education; Middle School Issues and Planning; School Improvement and Change I and II. 508 Workshop (Arr,R) 509 Practlcum (Arr,R) Recent topics are Reading III, Standard; College Teaching; Early Childhood Educa- tion Evaluation Laboratory; Guided Field Experience; Instructional Development Projects; and Internship in Instructional Technology. 510 Experimental Course (Arr,R) Personal Com- puters in Graduate Education is a current topic. 512 Introduction to Research Design (3) Provides instruction in the research methods and techniques that doctoral students in teacher education need to know in order to do dissertation research. Prereq: Instructor's consent. 520 Introduction to Instructional Technology (4) Applied instructional design and product development in education and other instructional environments. Diversity of thought and activity within the instructional technology field. Problems of technology and learning. 521 Mass Media and the Curriculum (3) The relationship between mass media and the schools; emphasis on the different ways in which mass media and schools define and communicate cultural values. 522 Secondary School Curriculum (3) Various subject fields; organization of the school or curriculum development; educational objectives; the course of study; evaluation of the secondary school curriculum. 525 Final Supervised Field Experience (Arr,R) Enrollment limited to students completing the final field experience for a school supervisor endorsement on a basic certificate. For details consult the Office of Field Experience Programs. PIN only. 530 Comparative Primary Education (3) Comparative study of distinctive programs for primary education. Focus is on individual and societal needs as expressed in early education. Prereq: gr.aduate standing, teaching experience. 534 Science in Elementary and Middle School (3) Science in the elementary school and its value in children's lives. Selecting and organizing content; coordinating science with elementary school actiyities; methods, materials, rooms, and equipment. 535 Social Studies in Elementary and Middle School (3) Social education objectives; children's social problems; unit development; work-study skills; organization of the program; materials; research on the social education of children. 536 Language Arts in Elementary and Middle School (3) Role of language arts in the elementary school program; objectives; language development research; teaching spelling, writing, and speaking- listening skills; newer instructional materials; testing and evaluation. 537 Reading In Elementary and Middle School (3) Nature of the reading process; organization of a desirable reading program; developing children's reading abilities; diagnosing difficulties and evaluating progress; research findings on teaching children to read. Prereq: ELED 335 or instructor's consent. 538 Mathematics in Elementary and Middle School (3) Number abilities needed by children; research findings in mathematics education; designing number experiences; theories of teaching, desirable teaching procedures, selection and use of materials. 541 Cognitive Development of the Child (3) Conceptualization in children; Piaget's theory of cognitive development; practice in Piaget-Inhelder interview techniques; design of learning strategies for early childhood education. 542 Affective Development ofthe Child (3) Emotional and social growth in early childhood; implications for family and school education. Erikson's stages of affective development in relation to theories of motivation, acculturation, and social interaction. 543 Survey of Research in Early Childhood (3) Scientific knowledge about infants and children; evaluation of previous investigations; organization or research summaries; manuscript form. Prereq: C1541, 542, and instructor's consent. 553 Elementary and Middle School Curriculum (3) Curricular implications of recent scientific and technological developments and social issues. The development of curricular models, programs, and metaphors appropriate to the elementary and middle school. 554 Curriculum for the Gifted (3) Learning charac- teristics of the gifted and talented, models of cur- riculum, teaching strategies, and resources. 560 InqUiry Development in the Classroom (3) Review of inquiry strategies from the perspective of research in natural concept formation. Applying and evaluating concept mappings as an inquiry strategy. 565 Curriculum Foundations (3) Examines cur- riculum decisions, curriculum design, and instructional organization patterns from the perspective of various social, philosophical, and psychological positions. 586 Curriculum Development (3) The process Whereby curriculum decisions and change are made. Topics include needs assessment, goal setting, problem solving, management of group involvement, use of resources and consultants, and evaluation. 567 Curriculum Materials (3) Effective use and organization of curriculum materials: text and reference books, supplementary pamphlets, films and slides, records and recordings, pictures, radio, programmed learning, techniques of unit construction. Not offered 1986-87. 571 Middle School CurriCUlum (3) Instructional programs appropriate for the early adolescent years with emphasis on the various SUbject fields. 573 Clinical Supervision (3) Review and practice of skills needed for effective supervision of classroom teachers. Coreq: CI 509 Practicum: Clinical Supervi- sion. 574 School Supervision (3) The function of instruc- tional leadership in improving, through cooperative efforts, the teaching-learning situation. Prereq: teaching or administrative experience. 575 Classroom Observations and Conferences with Teachers (3) Techniques for recording data during teaching observations. Planning with teachers what kinds of data to collect and prOViding information on ways to improve teaching competence. 582 Anthropology and Education I (3) Education as a cultural process from an anthropologicai perspective. The anthropology of teaching; anthropology in the curriculum. Education in cross-cultural settings. Prereq: CI 471, prior course work in anthropology, or instructor's consent. 583 Anthropology and Education II (3R) In-depth exploration of some problem or issue central to the field of anthropology and education. Topic announced in advance. Prereq: CI 582 or instructor's consent. 585 Ethnographic Research in Education (3) The descriptive and interpretive approach of the ethnog- rapher for applications in educational research; includes fieldwork. Prereq: CI 582, prior course work in anthropology, or instructor's consent. 586 Instructional Systems Design (3) Contemporary curriculum and instructional development as influ- enced by research and development and by instruc- tional technology. Emphasis on design and develop- ment of instructionai programs and products. 592 Reading and Its Application in the Content Areas (3) Explores questions concerning the definition, levels, and attainment of reading comprehension to assist students, including poor readers, in reading comprehension. For secondary school teachers from all subject endorsement areas. 593 Methods in Secondary School Language Arts (3) Problems of teaching language arts in secondary schools; observation and participation in demonstrated teaching of literature, grammar, and composition. Designed for administrators, supervisors, and ciass- room teachers. Prereq: teaching experience or instructor's consent. 594 Methods In Secondary School Mathematics (3) The problem-solving approach to teaching all levels of high school mathematics; other teaching methods also discussed. The heuristics of discovery and a laboratory approach to instruction. Prereq: teaching experience. 595 Methods in Secondary School Science (3) Materials for secondary school science teaching; demonstrations, science test construction, instruc- tional devices; use and care of microscopes, meters, and other equipment. Prereq: teaching experience or instructor's consent. 596 Methods in Secondary School Socia' Studies (3) Recent developments in curriculum and teaching. Inquiry method is discussed, illustrated, and practiced. Preparation of materials for use in secondary school. Prereq: teaching experience or instructor's consent. Courses in Elementary Education (ELED) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Upper-Division Courses 333 Teaching Mathematics in the Elementary School (3) Mathematical concepts and their relation- ship to elementary school mathematics programs. Analysis of commercially prepared curricular materials. Techniques and procedures In teaching elementary school mathematics. 335 Teaching Reading in the Elementary School (3) Introduction to the reading process. Theory and practice in word recognition, comprehension, assess- ment, teaching strategies, instructional materials, and program implementation. Coreq: ELED 409 Practicum: Teaching I. 337 Elementary Teaching Strategies I (3) Introduc- tion to teaching; inCludes lesson planning, student evaluation, record keeping, and the roie of the teacher. Coreq: ELED 335, 342 or 343, 409 Practicum: Teaching I. Prereq: admission to the program. 338 Elementary Teaching Strategies II (3) Advanced strategies a teacher trainee needs to plan, implement, and evaluate a unit or block of classroom instruction. Coreq: ELED 341 and 342 or 343. 218 Elementary Education 339 Teaching Language Arts/Chiidren's Literature in the Elementary School (4) Prepares teacher trainees to teach the language arts to all elementary children, including those with special needs. Coreq: 6 credits of ELED 409 Practicum: Teaching II; prereq: Professional Term I. 340 Classroom Management (3) Options for efficient classroom management, the implementation of reinforcement techniques, and the identification of professional responsibilities of the student teacher in instruction. Coreq: Professional Term II; prereq: Professional Term I. 341 Elementary Curriculum in the Natural and Social Sciences (8) Introduction to curriculum development; focus on current elementary school natural and social science curricular issues and programs. Prereq: admission to the program, Profes- sional Term I; Professional Term II recommended. 342 Teaching Mathematics in the Primary Grades (3) Trends in methods and current practices, mathe- matics concepts and skills, psychology and philosophy related to the improvement of mathematics instruction in the primary grades. 343 Teaching Mathematics in the Intermediateand Middle School (3) Trends in methods and current practices, mathematics concepts and skills, psychol- ogy and philosophy related to the improvement of mathematics instruction in grades four, five, and six. Prereq: ELED 333. Note: Courses designated (M) or (G) may be offered for graduate credit. CI 407 (G) seminar (Arr,R) Student Teaohing is one topic. Student Teaching coreq: ELED 415. 409 (G) Practicum (Arr,R) Topics include September Experience, Teaching I, and Teaching II. R when topic changes. 415 Student Teaching: Elementary K-9 (5-15) Prereq: completion of all certification requirements. 431 (G) Teaching Reading in the Primary Grades (3) Continues study of topics introduced in ELED 335, including further explanation of word recognition instruction, comprehension instruction, diagnosis and assessment, materials, instructional procedures, classroom organization, and program implementation. Prereq: ELED 335, field experience. 432 (G) Teaching Reading in Intermediate and Middle School (3) Word recognition, comprehension, reading in the content areas, recreational and self-guided reading, instructional materials, diagnosis, program implementation, and classroom organization. Coreq: practicum; prereq: ELED 335. Graduate Courses 507 seminar (Arr,R) Student Teaching: Elementary. Student Teaching coreq: ELED 415. Courses in Secondary Education (SEED) Art: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Upper-Division Courses 312 Introduction to Teaching (2-3) Explores teaching as a career. Develops skills in self-assessment, goal setting, decision making. History and current status of education. Teacher roles and educational issues. 314 Teaching Strategies (3) Strategies of lecture, discussion, inquiry, and practical learning to help prospective or experienced teachers improve teaching skills. Coreq: SEED 469 and SEED 409 Practicum: Strategies and Reading; prereq: SEED 312 and SEED 409 ESCAPE Practicum: Exploring Teaching, admis- sion to secondary education program. Special sections for students in art, music, physical education, and health. Note: Courses designated (M) or(G) may be offered for graduate credit. 407 seminar (Arr,R) Secondary Student Teaching is a current topic. 409 Practlcum (Arr,R) Recent topics are ESCAPE: Exploring Teaching and ESCAPE: Strategies of Reading. 410 Experimental Course (Arr,R) 417 StUdent Teaching: Secondary (Departmen- talized) (5-15) Opportunity to combine knowledge and theory with classroom techniques and procedures under direction of cooperating teacher and University supervisors. Prereq: clearance for student teaching; coreq: student teaching seminar. 436 (G) Secondary Educational Media (3) Design and production laboratory for nonprint educational materials for secondary teaching. Includes attention to audiorecording, videotape recording, using heat process material, overhead transparencies, photo- graphic slides, and visual displays. 469 (G) Teaching Reading and Writing In the Secondary School (3) Intended for prospective and practicing teachers in grades 7-12. The reading process and its relationship to writing atthe secondary level. Prereq: SEED 312, SEED 409 ESCAPE Prac- ticum: Exploring Teaching, admission to secondary education program; coreq: SEED 314, SEED 409 Practicum: Strategies of Reading. Special sections for students in art, music, physical education, and health. 495 Special Methods in Secondary School (3) Offered in the following teaching areas: English (language arts), French, German, mathematics, science, social studies, Spanish, speech and theater. Note: Other special methods courses are offered within respective departments; i.e., art education, health, journalism, music, physical education. Courses in Special Education (Mildly Handicapped) (SPED) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Upper-Division Courses Note: Courses designated (M) or (G) may be offered for graduate credit. 405 Reading and Conference (Arr,R) 407 (G) Seminar (Arr,R) Topics include Career Education for Handicapped Children; Direct Instruc- tion, Reading; Guidance and Counseling of Gifted Parents; and Professional Seminar. 408 (G) Workshop (Arr,R) 409 (G) Practicum (Arr,R) Recent topics include Administration of Special Education, Direct Instruction, Handicapped Learner I and II, Supervision, and Teaching the Talented and Gifted. 426 Final SuperVised Field Experience (Arr,R) Enrollment limited to students in handicapped learner program for Basic certification endorsement. 430 (G) Introduction to the Exceptional Child (3) The characteristics of handicaps as well as other implica- tions for families and community agencies. For students who do not plan to major in special education. 439 (G) Introduction to the Talented and Gifted (3) Major theoretical and research literature pertaining to talented and gifted students. 440 (G) Underachieving Gifted Children (3) Defini- tion, identification, and causes of underachievement; dynamics of underachievement; alternative education programs and programming. 461 (G) Communication and Counseling for Teachers of Exceptional Children (3) Basic theory and principles of communication and counseling that are necessary to assist the exceptional child and his or her family. 462 (G) Psychology of the Exceptional Child (3) Survey of knowledge about exceptional children and youth. Primarily for elementary or secondary classroom teachers and other nonmajors. 463 (G) Introduction to Behavior Disorders (3) Examination of theoretical and historical roots, definition and terminology issues, classification and diagnosis, service delivery, and behavioral charac- teristics. 464 (G) Introduction to Mental Retardation (3) Problems, issues, and concepts related to the definition and measurement of mental retardation. 465 (G) Diagnostic Procedures in Education (3) Use of norm-referenced, criterion-referenced, and teacher- made tests in the placement, grouping, and evaluation of students. Emphasis on academic progress. 466 (G) Introduction to Learning Disabilities (3) Introduces the history and current practices in the diagnosis and remediation of learning disabilities. 467 (G) The Physically Handicapped (3) Introduction to the etiology, incidence, and prevalence of major physically handicapping conditions, and their psychological, emotional, social, and vocational implications. Basic medical terminology. Psychoso- matic and somatopsychological reactions. 471 (G) Administration of Special Education (3) Organizing, financing, housing, equipping, staffing, and supervising the special education program; desirable educational provisions for each type of handicapped child; legal provisions for special education. 480 (G) Reading Instruction for the Handicapped (3) Methods course designed to increase knowledge of the components of reading, systematic instructional methods for the disabled reader, and commercial and teacher-prepared materials. 481 (G) Language Arts Instruction for the Handi- capped (3) Handwriting, spelling, written expression, and language instruction for the mildly and moderately handicapped; analyzing error patterns in children's performance and designing appropriate programs to meet individual needs. 482 (G) Mathematics Instruction for the Handi- capped (3) Instruction of mathematics skills for the mildly handicapped; evaluation of mathematics textbooks and possible modifications needed for use with handicapped children. 483 Career Education for the Handicapped (3) Reviews development of education of handicapped individuals and of career education. Explores curricular options and teaching strategies and techniques. Explores multiple resources for implementation. 485 (G) Behavior Management with Exceptional Individuals (3) Examination of behavioral assessment and evaluation procedures, behavior change and teaching strategies, and behavior maintenance and generalization techniques. 486 (G) Design of Instruction for the Handicapped (3) Design, development, and evaluation of instruc- tional material for handicapped children. Emphasis on the construction of educational sequences for various learning tasks. Selection, sequencing, teaching procedures, and assessment. Graduate Courses 501 Research (Arr,R) A recent topic is Design of Special Education Research. PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 507 Seminar (Arr,R) Recent topics include Advan8ed Design of Instruction; Compliance Training; Critique Writing; Law and Special Education; Supervision I, II, and III; Secondary Gifted and Talented; Issues in Special Education; and Instructional Research land II. 509 Practicum (Arr,R) Topics include Advanced Special Education, College Teaching, Resource Consultant III, Supervision of Teachers of Handi- capped Learners, Research, and Teaching the Talented and Gifted. 563 Diagnosis of Mental Retardation (3) Trends in diagnosis and classification of mental retardation. Differential diagnosis as it relates to placement. Observation and participation in clinical conference on case study. 580 Role of the Resource Consultant I (3) The role of the resource consultant; developing needed competencies; various models for support services to regular classes; observation of instructional practices. 581 Role of the Resource Consultant II (3) Develops concepts introduced in first part of sequence; evaluation and development of media packages and modules related to delivery of services to students and school personnel. 220 Human Development and Performance Human Development and Performance 104 Esslinger Hall Telephone (503) 686-4103 Celeste Ulrich, Dean Norval J. Ritchey, Assistant Dean The College of Human Development andPerformance is responsible for courses that meet the University's general education require- ments; undergraduate and graduate profes- sional study in dance, human services, leisure studies and services, physical education and human movement studies, and school and community health; and the required University health course. The college also provides intramural sports for men and women as well as open recreation programs. The Center for Gerontology offers study opportunities in conjunction with other University offerings. Graduates of the college are teachers of physical education and health education; athletic coaches; directors of athletics; super- visors of health and physical education; commu- nity agency leaders, gerontologists, community recreation and playground directors; leaders in YMCA, YWCA, and other youth organizations; directors of restricted and corrective physical education; workers in the field of recreation therapy and physical therapy; college and university professors and researchers in growth and development, biomechanics, biometrics, human pertormance, athletics, park manage- ment, leisure studies, health education, human movement studies, recreation, and dance. Each department within the college has its own policies regarding premajors. Interested students are encouraged to consult department heads for details. It is college policy that all juniors consult their assigned faculty advisers at the beginning of the year. The Department of Dance requires dance majors to confer with advisers at the beginning of evety term. Both single-discipline and interdepartmental programs are available. The College of Human Development and Performance offers several cross-discipline courses under the HDEV prefix. These courses may be used to satisfy requirements for majors in dance, human services, school and commu- nity health, gerontology, physical education and human movement studies, and leisure studies and services. The human development courses are cross-listed in the catalog sections of the departments offering them. Courses in Human Development and Performance (HDEV) Arr: credits to be arranged Coreq: corequisite PIN: pass/no pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Upper-Division Courses 344 Administration of Aquatic Programs (3) Organization and administration of aquatic programs. Open to nonmajors with instructor's consent. Credit toward LSS or PEP. 392 Principles of Outdoor Leadership (3) Standards and principles 01 administration of outdoor pursuits. Administration and leadership practices. Credit toward LSS or PEP. Note: Courses designated (M) or (G) may be offered for graduate credit. 406 Special Problems (Arr,R) 407 (G) Seminar (Arr,R) 408 (G) Workshop (Arr,R) 410(G) Experimental Course (Arr,R) RecentTopics include Current Problems in Health, Physical Educa- tion, Recreation, and Dance; Mind/Body Dualism; The Olympic Movement; Reification of the Body; and Sport in America. 431 (G) Evaluation Procedures in Health (3) Introduction to fundamental procedures in collection, summarization, presentation, and basic analysis of health data. Includes test construction and techniques of evaluation. Credit toward GERO or HEP. 437 (M) Volunteerism (3) Philosophy and historical perspective of the volunteer movement; practical aspects of developing and maintaining effective volunteer programs. Credit toward HS or LSS. 459 (G) Nutrition and the Quality of Life (3) The role of nutrition in an optimal health paradigm. Emphasis on the balance between intellectual and intuitive approaches to food choices. Credit toward HEP. 460 (G) Nutrition and Athletic Performance (2) Fuel metabolism, fluids, electrolytes, vitamins, minerals, and ergogenic aids as they relate to optimizing human performance. Credit toward HEP. 467 (G) Social Dimensions of Leisure and Retire- ment (3) Concepts of leisure and retirement as potential social replacements for work and productivity. Philosophies of education for leisure and retirement. Halberg. Credit toward GERO or LSS. 468 (G) Organization of Senior Leisure Services (3) Leisure service delivery to aging populations in theory and practice. Leisure services in senior centers, nursing homes, retirement communities, and volunteer programs. Halberg. 471 (G) Health Aspects of Aging (3) Demographic aspects of aging: normal aging changes and devia- tions of the normal aging process (pathophysiology); health maintenance; implications of research on aging. Smith. Credit toward GERO or HEP. Graduate Courses 506 Special Problems (Arr,R) 507 Seminar (Arr,R) 510 Experimental Course (Arr,R) Recent topics include Gender in Sport, Human Well-Being, Move- ment and Meaning, Movement Forms, Olympicism, and Outdoor Pursuits. 521 Research Methods in Health and Leisure (3) Application of social research methods to leisure settings; procedures in study design, methods of data collection, interpretation and presentation. Credit toward GERO, HEP, or LSS. 551 Administration of Physical Education (3) Practical application of administrative theory to the field of physical education. Functions of planning, organizing, staffing, directing, and controlling. Credit toward DP or PEP. 563 Adult Development (3) Physical and psycho- physiological developmental processes during adulthood and normal aging. Relationships of the physical and socioenvironmental interactions in the stages of adult life. Recommended for gerontology and interdisciplinary students interested in adulthood. Credit toward GERO or PEP. Dance 161 Gerlinger Annex Telephone (503) 686·3386 . Caroline Shell Caine, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Caroline Shell Caine, Assistant Professor (history, aesthetics, research); Coordinator, Graduate Studies in Dance. B.A., 1967, Lamar; MA, 1968, Florida State; PhD., 1980, Texas Woman's. (1980) Robin Collen, Adjunct Instructor (modern, composilion, teaching methods). B.S., 1975, M.S., 1984, Oregon. (1984) Jenifer P. Craig, Assistant Professor (modern and jazz technique, history, dance production). B.A., 1971, M.A.; 1973, Oregon; Ph.D., 1982, Southern California. (1986) Janet W. Descutner, Associate Professor (modern and tap techniques, composition, dance cultures). B.A., 1963, M.A., 1965, Ohio State. (1971) Bruno V. Madrid, Senior Instructor (accompaniment, basic rhythms, music for dance). B.Mus., 1955, Santo Tomas Conservatory of Music, Philippines; M.Mus., 1963, Oregon. (1966) Joellen A. Meglin, Assistant Professor (modern and ballet teChnique, notation, body fundamentals). B.A., 1973, New York, Binghamton; M.F.A., 1977, New York. (1982) Susan Zadoff, Senior Instructor (classical ballet, ballet staging, musical theater). Ballet Russe de Monte Carlo. (1976) Emeritae M. Frances Dougherty, Professor Emerita (philosophy, aesthetics, history). BA, 1935, M.A., 1940, Northern Colorado; PhD., 1959, New York. (1959) Linda S. Hearn, Associate Professor Emerita (folk, production, curriculum). B.S., 1962, M.A., 1965, Texas Woman's. (1965) The primary aim of the Department of Dance is to enrich the lives of both major and nonmajor students of dance through course work and extracurricular activities. Dance is explored as an art form and as one of the humanities within the liberal arts education. Dance majors and minors experience the rigorous professional discipline that is inherent in studio (DP) classes as well. The department's emphasis is on modern dance with a strong supporting area in ballet. Auditions All majors and minors must audition. Failure to audition automatically eliminates a student from registration in professional (DP) courses. Auditions are held spring term and during New Student Week prior to registration. Announce- ments of the spring and fall auditions are posted in the department office. Nonprofessional Program An interesting variety of dance experiences is available togeneral students for enjoyment and enrichment through the dance service (OS) program. Auditions are not necessary to enroll in these courses. Lower-division courses generally offer beginning or elementary instruc- tion, upper-division courses intermediate and more advanced instruction. These courses may be repeated once for credit. It is recommended that a student take each level twice before advancing to the next level. Facilities The University provides three dance studios and one gymnasium for classes and special activities in dance. One multipurpose studio with mirrors for ballet, jazz, modern, and tap dance is located in Gerlinger Hall. In Gerlinger Annex two large studios with mirrors are used for ballet, modern, and jazz dance classes, and a large gymnasium is used for ballroom, folk, and square dance classes. In addition to serving as classrooms and rehearsal spaces, the studios in Gerlinger Annex convert into the attractive M. Frances Dougherty Dance Theatre, which has modern lighting and stage equipment for concert productions and seats 350 people. Performing Opportunities Repertory Dancers, a company jointly spon- sored by the Department of Dance and the Associated Students of the University of Oregon (ASUO), offers performing opportunities to advanced students in modern, ballet, jazz, ethnic, folk, historical, and tap dance. Member- ship is open to all University students by audition and carries academic credit. On- campus concerts and tours throughout Oregon and the Northwest are held each year. The touring dance programs include concert performances as well as master classes and lecture-demonstrations for public schools, colleges, universities, civic organizations, and community concert series. . For students interested in musical theater, three performance outlets are available. The Song and Dance Troupe, cosponsored by the School of Music, performs frequently on campus and throughoutthe state. The Jazz Dance Line, also a cooperative project of the music school and the dance department, performs at athletic and recreational events. Musical theater produc- tions in Robinson Theatre provide performance opportunities incorporating acting, singing, and dancing. These activities also carry academic credit. Additional Dance Activities. Advanced dance students are eligible for practicum credit in dance choreography and workshop credit for performance in student choreography. Through this program, any University student may audition a dance for performance in student concerts or gain experience in performance, teaching, lighting, costuming, makeup, man- agement of productions, or a combination of these. Several professional guest artists in modern, ballet, and folk dance are brought to campus each year to give concerts and master classes. In addition, there are recreational activities in folk dance, square dance, and ballroom dance. Recreational Folk Dance, an organization funded by theASUO, has weekly extracurricular teaching and dancing sessions and frequently brings guest folk dancers and teachers to campus. These activities are open to everyone in the University community. Student Dance Board The Student Dance Board is composed of all students involved in professional dance courses. The board's executive committee is made up of elected representatives from these courses. The board is active in student-faculty relations and appoints students to department and college committees. Undergraduate Studies Curricula in dance leading to the bachelor of arts (BA) or bachelorof science (B.S.) degrees provide theoretical and technical preparation in ballet, folk, and modern dance forms. Courses are offered in three core areas within the department: technique, studio-theory, and theory. These and selected curricula in related fielqs enable students to specialize in perfor- mance, choreography, teaching, recreation, notation, or ethnology. Preparation. The serious study of dance involves spiritual and intellectual as well as physical development. High school students planning to specialize in dance should try to include preparation in music, drama, art, and dance. Additional studies in personal health and biology are strongly recommended. Students transferring as dance majors following two years of college work elsewhere should have completed two terms of college biology with laboratory; such social science courses as anthropology, elementary aesthetics, and great religions; and two terms of college-level English composition. Careers. Career opportunities in one or more specializations are growing rapidly, particularly for performers in regional dance companies and for teachers in universities, colleges, community colleges, community centers, and private studios. Opportunities in business and technical theater management, as well as dance research and dance criticism, writing, and review, are also expanding. Students seeking teacher certification for elementary and secondary schools must take a second major in a certifiable SUbject, as dance currently is not certified by the State of Oregon. Many alumni of the department, however, are teaching dance in public schools in Oregon, and there is considerable demand for dance teachers. An interdisciplinary program in dance, music, and theater may be arranged with an adviser in one of the three disciplines. Dance 221 Admission Students eligible for admission to the University are admitted to professional courses in dance as predance majors. Entering freshmen should have a basic knowledge of music as well as experience in ballet, folk, or modern dance techniques or in all three. Two-year college transfers must have a 2.75 cumulative grade point average (GPA); in addition, they should have met the University's English composition and health course requirements and completed a majority of the University's group require- ments. The 2.75 GPA includes all graded credits and passIno pass (PIN) courses for which a student received an N. Any deficiencies in lower-division professional courses must be met either by proficiency examination or by completion of these courses. During the first year, freshmen and transfer students must pass either Basic Rhythms (DP 152) or Fundamentals of Rhythm (DP 252) and Introduction to Dance (DP 251) to become dance majors and be eligible to continue in professional technique courses. A student is reviewed for continuation as a dance major in the dance program upon completion of the following requirements: passing with a grade of C- or better the DP 152, 251, and 252 professional theory courses, and passing with a grade of mid-B or better ballet technique, modern technique, and international folk dance (all DP 192). If, after auditions, a student is placed above the DP 192 level of technique in any of these idioms, that particular requirement is waived. Advising. Students admitted as majors and minors must meet with a dance faculty adviser prior to registration each term. Appointment schedules for advising are posted at de- partmental offices. Students must have an adviser's signature to enroll in professional dance courses, except those that satisfy University group requirements (DP 251 and 257). Bachelor's Degree Candidates for the bachelor's degree with a major in dance must satisfy all general Univer- sity requirements, elect appropriate courses in related areas, and complete the professional course requirements of the Department of Dance. University requirements are English composi- tion (two courses) and Personal Health (HES 250) or an approved alternative health course. University group requirements for professional students are 12 courses of at least 3 credits each in arts and letters, social science, and science. At least three courses must be taken in each of the three groups and three additional courses from any of the groups. New students entering the University must satisfy the cluster requirement for graduation. Requirements forthe BA and B.S. degrees are as follows: BA, 36 credits in language and literature including proficiency in a foreign language equivalent to two years of study; B.S., 36 credits in science or social science and three terms of college mathematics or proficiency as explained under Bachelor of Science in the Registration and Academic Policies section of this catalog. 222 Dance 3 3 1 6-9 3 Admission Students seeking admission to a master's degree program should obtain an application form from the Department of Dance. One completed copy should be sent to the Office of Ad missions and the other to the Department of Dance. An official transcript of the college record must be submitted with each application. Enrollment is open to anyone who has graduated from an accredited college or university and has a 2.75 cumulative under- graduate GPA. In addition, all applicants must submit three letters of recommendation, an up-to-date vita, and evidence of a score of at least 35 on the Miller Analogies Test (MAT) or 470 on the Verbal portion of the Graduate Record Examination (GRE). A student with a GPA below 2.75 may be admitted upon review of credentials and an acceptable score on either of the graduate examinations. Persons seeking admission to the graduate program are encouraged to submit a 1/2-inch VHS videotape inclUding both axial and locomotor movement. Adequate undergraduate preparation in dance theory and technique is a prerequisite for admittance to graduate programs in dance, See Master's Degrees, below, for specific undergraduate prerequisite areas. Graduate Awards. A limited number of graduate teaching fellowships (GTFs) are available. Applicants must submit a 1/2-inch VHS videotape demonstrating their skills in axial and locomotor work in at least two dance idioms (i,e., modern, folk, ballet, tap, jazz, historical). Deadline for application is April 1. Master's Degrees A minimum of 54 graduate credits must be completed for the master's degree, of which a minimum of 30 must be earned in residence after admittance to the graduate program. A student seeking the master of arts (MA) degree must pass a proficiency examination in one foreign language by demonstrating compe- tence equivalent to two years of college-level study. Master's degree candidates who have not completed the following undergraduate courses or their equivalents prior to graduate study are admitted as postbaccalaureate students until they are completed; Fundamentals of Rhythm (DP 252) Movement Notation (DP 253) Dance Production (DP 255) Dance Composition II (DP 352) Dance Accompaniment (DP 353) or Music for Dancers (DP 358) Prerequisite requirements may be waived by (1) passing proficiency examinations provided by the department; (2) presenting a certificate in Labanotation from the Dance Notation Bureau; or (3) presenting evidence of acceptable practical experience in all aspects of dance production, All work for the master's degree must be completed within a period of seven years. This includes transfer credit from another institution, the thesis, and the final examination. Graduate Core Courses. Dance as a discipline for choreographers, performers, recreation- Honors College Degree in Dance See the Honors College section of this catalog for specific Honors College requirements. Departmental requirements for dance majors enrolled in the Honors College include (1) 6 credits of independent study in choreography, ethnology, notation, or technical production leading to the senior honors thesis; and (2) either a choreography (minimum of 10 minutes) with written" description and discussion or an honors essay on a selected research topic. Minor Requirements The dance minor requires 36 credits in technique, stUdio-theory, theory, and upper- division electives, distributed as follows. Of the 36, at least 15 credits must be upper division. All courses must be passed with a minimum grade of Co, except those offered PIN only. Graduate Studies Both master of science (M.S.) and master of arts (MA) degrees in dance are available. Candidates generally complete a master's degree program in two years. Area I-Technique 10 credits Three courses in one idiom (ballet, folk, or modern) at the DP 192* level or above. The DP 192 level must be attained with a mid-B or better by the end of the first year in the program 6 OS or DP courses in at least two other idioms.......... 4 "Admission to DP technique classes is by audition only. Area II-Studio and Theory 8-9 credits Basic Rhythms (DP 152) 2 Dance Production (DP 255) ... , . , , . , , . , , , , , .. 3 Workshop: Production (DP 408) ..... , ,. 1 One course selected from the following: Dance Improvisafion (DP 153), Ballet Vocabulary (DP 154), Body Fundamentals (DP 256), Fundamentals of Rhythm (DP 252), Movement Nofafion (DP 253) , . , . , . . . . . . . . . . . . . . . . . . 2-3 Area III-Theory 6-7 credits Introduction to Dance (DP 251) . . . 3 One choice selected from the following: Cultural Backgrounds of Folk Dance, Music, and Arts (DP 257); or Dance Cultures of the World (DP 452) and Seminar: Dance Films (DP 407); or Ballet from the Courts to Balanchine (DP 453) and Seminar: Dance Films (DP 407); or Evolution of Modern Dance (DP 454) and Seminar: Dance Films(DP 407) ", ,., , . . . . .. 3-4 An additional 10-12 credits, to complete the total of 36, are to be selected in consultation with the dance minor adviser. Sophomore Year Fall term 18·19 credits Dance Laboratory: Folk (DP 192) . . . . . . . . . 2 Dance Laboratory: Modern and Ballet (DP 292) .. 4 Dance Production (DP 255) . .. . . . . . . 3 Group requirement. . . . . . . . . . . . 3-4 Dance elective . . . . . . , , , 2 Foreign language or science. . 4 Winter term 20-21 credits Movement Notation (DP 253) 3 Dance Laboratory: Modern and Ballet and Folk (DP 292) 6 Workshop: PrOduction (DP 408) 1 Acting I (TA 250) ",.,.... 3 Group requirement. . . . 3-4 Foreign language or science. . . . . . . . . . . . 4 Spring term 16-17 credits Movement Notation (DP 254) 3 Body Fundamentals (DP 256) . . . .. 3 Dance Laboratory: Modern and Ballet (DP 292) . 4 Group requirement. . . . . . . . . . . . . . . .. 3 Foreign language or social science . . . . . . .. 3-4 17-18 credits 2 2 4 3 3 Department Requirements Lower Division 35 credits Basic Rhythms (DP 152) 2 Dance Improvisation (DP 153) . . . . . . . . 2 Ballet Vocabulary (DP 1-54) 2 Dance Laboratory: Folk (DP 192) 2 Introduction to Dance (DP 251) . . . . . . . . . . .. 3 Fundamentals of Rhythm (DP 252) . . . . . . . . . . .. 3 Movement Notation (DP 253) ..... 3 Intermediate Movement Notation (DP 254) . . . . 3 Dance Production (DP 255) . 3 Dance Laboratory: Modern (DP 292), three terms. 6 Dance Laboratory: Ballet (DP 292), two terms 4 Dance Laboratory: Folk or Jazz (DP 292) or Renaissance Dance (DP 359) or Baroque Dance (DP 457) 2 Upper Division 41-44 credits Dance Composition I, II (DP 351, 352) . . . . . 6 Dance Accompaniment (DP 353) 3 Theoretical Foundations of Modern Dance (DP 354, 355. 356) or three terms in Dance Laboratory: Modern or Ballet or Historical (DP 392) . Music for Dancers (DP 358) . Seminar: Dance Films (DP 407), three terms (with DP 452, 453, 454) . Workshop: Production (DP 408) . Practicum: Choreography (DP 409) or Group Choreography (DP 455) ..... Dance Cultures of the World (DP 452) (With Dance Films seminar) .. . ' 3 Ballet from the Courts to Balanchine (DP 453) (with Dance Films seminar) 3 Evolution of Modern Dance (DP 454) (With Dance Films seminar) .... 3 Teaching Dance (DP 491) , . . . . 3 Dance Apprenticeship (DP 492) , 4 Additional Requirements 21-22 credits Life of the Cell (BI 101) or Introduction to Human Physiology (BI 103) or Introduction to Animal Behavior (BI 115) . . . 3-4 Great Religions of the World (R 201) .. 3 Acting I (TA 250) 3 Introduction to Cultural Anthropology (ANTH 120). 3 Human Anatomy (BI 391, 392) 6 Kinesiology (PEP 372) . . . . . . . .. 3 Electives to complete 186 credits 85-89 credits Courses in dance offered to meet the major or minor requirements must have been graded A, B, C, or P. A grade of D in any course (dance or other) required forthe dance major does not constitute a passing grade. The passino pass (PIN) option should be exercised sparingly by students who plan to pursue a graduate degree in dance. Sample Program The sample program below provides an idea of a typical course load during the firsttwo years of study, Individual programs may vary according to placement scores, audition results, interest, and course work load capacity. Freshman Year Fall term Basic Rhythms (DP 152) Ballet Vocabulary (DP 154) , , . Dance Laboratory: Modern and Ballet (DP 192) . English Composition (WR 121) Group requirement ' , Foreign language (for BA) or social science or science (for B.S.) ,........... 3-4 Winter term 18·19 credits Dance Improvisation (DP 153) , 2 Dance Laboratory: Modern and Ballet (DP 192) . 4 Fundamentals of Rhythm (DP 252) ... . . . . . . . .. 3 Introduction to Dance (DP 251) , , , . . . . . . . . . . .. 3 Personal Health (HES 250) ... , .. 3 Foreign language or social science or science 3-4 Spring term 17-19 credits Dance Laboratory: Modern and Ballet (DP 192) .. 4 Group requirements , , . . . . . . . . .. 6 Foreign language or social science or science . 3-4 Arts and letters elective . . . . . . . . . . . . . .. 3 Dance elective . . . . . , , ... , . . . .. 1-2 Dance 223 alists, teachers, researchers, therapists, and critics has a common base. The following required core of 9 graduate credits reflects this common base: Administration of Dance in Education (DP 493G), Seminar: Research in Dance (DP 507), and Aesthetic Bases for Dance in Art and Education (DP 593). Three master's degree programs are available: (1) the general master's degree with thesis, (2) the general master's degree without thesis, and (3) the master's degree with emphasis in dance science. Qualifying and Final Examinations. Upon completion of the core courses, all graduate students must take a written comprehensive examination covering the core material. Suc- cessful performance on this examination qualifies the student to develop the proposal for the research project, depending on the type of degree program selected. The examination is given early in the fall term of the student's second year. A final oral comprehensive field examination is administered by the student's faculty committee following completion of the thesis or project. General Master's Degree with Thesis (54 credits). In addition to the 9 core credits, a minimum of 27 credits must be selected from the following dance courses: Special Problems: Problems in Pointe (DP 406G), Seminar: Dance Films (DP 407G), Practicum (DP 409G), Experimental Course: Notation Reconstruction (DP 410G), Dance Cultures of the World (DP 452G), Balletfrom the Courts to Balanchine (DP 453G), Evolution of Modem Dance (DP 454G), Group Choreog- raphy (DP 455G), Teaching Dance (DP 491 G), Research (DP 501), Supervised College Teaching (DP 502), Reading and Conference (DP 505), Special Problems (DP 506), Seminar: Selected Topics (DP 507), Workshop (DP 508)-three terms in one idiom, Practicum (DP 509), Experimental Course: Dance Research Design (DP 510) 6 credits of Reading and Conference, 9 credits of Practicum, and 6 credits of Supervised College Teaching are the maximums allowed for either the thesis or the nonthesis program except in special circumstances determined by the department head. While a minimum of three terms of Workshop (DP 508) are mandatory, no more than 12 credits of Workshop (DP 408G or 508) may apply toward the degree requirement. At least 9 credits are required in another field related to an approved thesis topic. Selections must be approved by the major adviser. A minimum of9 credits are required in Research (DP 501) and Thesis (DP 503). The thesis proposal must be approved by a committee of at least three faculty members representing the fields of study relating to the program and thesis topic. Graduate School requirements are to be followed in the prepara- tion and defense of the thesis. General Master's Degree without Thesis (54 credits). The nonthesis program requires (1) a minimum of 36 credits selected from dance cou rses as defined in the Thesis Option above; (2) a minimum of 9 credits, approved by the major adviser, in another field related to dance; and (3) a minimum of 9 credits within or outside the Department of Dance; selections must be approved by the major adviser. For the student electing the nonthesis option, a major project is required in the area of concen- tration. The project might take the form of a written research article suitable for publication, a reconstruction from a notated score, or a reconstruction from a historical dance treatise (i.e., from original language or notation to article or performance). The proposal must be ap- proved by a project adviser representing the area of dance concentration. Master's Degree with Emphasis in Dance Science (54 credits). The Department of Dance offers the master's degree with emphasis in dance science. A bachelor's degree in dance with a foundation in kinesiology and exercise physiology is a desirable background for this special program. Adequate preparation in dance theory, dance technique, and movement analysis is also necessary for admittance. Specific undergraduate prerequisites include: Movement Notation (DP 253) Composition I (DP 351) Human Anatomy (Bl 391, 392) Kinesiology (PEP 372) Physiology of Exercise (PEP 473) In addition, the student should have a basic knowledge of computers. Computer science courses may be taken concurrently with graduate course work. Candidates for the master's degree with emphasis in dance science are required to complete the undergraduate prerequisites, or equivalents, prior to or early in their graduate study. These requirements may be waived by demonstrating ability in composition through videotape or live presentation for faculty review or by passing proficiency examinations in anatomy, kinesiology, or exercise physiology. These examinations are provided by the Department of Physical Education and Human Movement Studies. Students in this program may choose to focus on one of three areas: (1) biomechanics-for the dance kinesiologist and teacher; (2) exer- cise physiology-for the student interested in aerobic dance; or (3) neuromuscular mechanisms- for the student interested in movement repatteming. The student will work closely with his or her graduate adviser in selecting appropriate courses for one of these areas. The master's degree program with emphasis in dance science requires the following courses: Tests and Measurements in Physical Education (PEP 446G) Seminar: Dance Research (DP 507) Statistical Methods in Physical Education (PEP 540) Critique and Interpretation of Research (PEP 544) Experimental Design in Physical Education Research (PEP 545) or Experimental Course: Dance Research Design (DP 510) A minimum of 21 credits selected from dance courses listed above under the Master's Degree with Thesis program Related area, Research, and Thesis require- ments as outlined above under the Master's Degree with Thesis program Dance Courses Note: Not all courses can be offered every year. A list of courses offered each term is in the current Time Schedule of Classes. Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Service Courses (OS) 101-199 Dance service Courses for Men and Women I (1 R) 170: Modern I, 171: Improvisation, 172: Ballet I, 175: Jazz 1,176: Tap I, 178: International Folk I, 179: Balkan and Central European Folk, 180: Near East Folk, 181: Western European Folk. 183: North American Folk, 184: Ballroom I. Laboratory fee. R once for maximum of 2 credits. 201-299 Dance service Courses for Men and Women II (1R) 270: Modern II, 272: Bailet II, 273: Ballet III, 275: Jazz II, 276: Tap 11,284: Ballroom II. Laboratory fee. R once for maximum of 2 credits. Upper-Division Service Courses (OS) 301-399 Dance Service Courses for Men and Women III (1R) 370: Modern III, 372: Ballet IV, 373: Ballet Pointe, 375: Jazz III, 376: Tap III. Laboratory fee. R once for maximum of 2 credits. Lower-Division Professional Courses (DP) 152 Basic Rhythms (2) Music notation and elementary musical devices used in the dance; introduction to Labanotation. Madrid. 153 Dance Improvisation (2) Laboratory; develop- ment of personal movement vocabulary; emphasis on spontaneity and exploration of dynamics (time, space, force, flow). Meglin. 154 Ballet Vocabulary (2) StUdio-theory course; discussion and application of basic ballet terminology. coreq: DP 192 Dance Laboratory: Ballet. Zadoff. 192 Dance Laboratory (2R) Techniques in folk, ballet, ballroom, pointe, modern, jazz, and tap. For dance majors and minors. Prereq: audition prior to registra- tion. R for maximum of 6 credits in anyone idiom. 199 Special Studies (1-3R) 200 SEARCH (1-3R) 251 Introduction to Dance (3) Overview of profes- sional and educational aspects of dance, its function in society, and its significance as an art form in contemporary culture. Descutner. 252 Fundamentals of Rhythm (3) Rhythmic and metric principles in dance. Identification of dance forms through their rhythmic structures. Prereq: DP 152. Madrid. 253 Movement Notation (3) Introduction to Labanota- tion, the process of recording movement. Concepts of spatial and temporai analysis, conversion into graphic symbols, and reconstruction of movement patterns from Labanotated scores. Prereq: DP 152 or instruc- tor's consent. Descutner, Meglin. 254 Intermediate Movement Notation (3) Theory and application of intermediate principies of Labanotation. Introduces Effort-Shape, an adjunct notation system that describes movement dynamics: the use of time, space. weight, and flow. Prereq: DP 253. Descutner, Meglin. 255 Dance Production (3) Production problems of staging, lighting, and costuming for the dance concert. 256 Body Fundamentals (3) Introduction to anatomi- cal and kinesiological analysis of movement: Bar- tenieff's Correctives and Sweigard's ideokinetic facilitation, with a view to prevention and care of injuries. Descutner, Meglin. 257 Cultural Backgrounds of Folk Dance, Music, and Art (3) Investigation of social and cultural origins of dance styles in selected European and North American regions and countries. 224 Dance 292 Dance Laboratory (2R) Intermediate dance technique in folk, ballet, pointe, modern, jazz, and tap. For dance majors and minors. Prereq: DP 192 or equivalent; audition prior to registration. R for maximum of 6 credits in anyone idiom. Upper-Division Professional Courses COP) 351 Dance Composition I (3) Introduction to self-com- posed dance movement as a communication tool. How to select, develop, vary, and phrase dance movement. Choreography of short dance studies. Prereq: DP 153, 252; coreq: DP 358 Meglin. 352 Dance Composition II (3) Compositional forms and styles in dance. Structural forms derived from music, fine arts, poetry, theater. Prereq: DP 351. Descutner. 353 Dance Accompaniment (3) Function of accom- paniment for dance skills and composition. Types of accompaniment-instrumental, electronic, percus- sion, voice. Prereq: DP 252; coreq: DP 491. Madrid. 354, 355, 356 Theoretical Foundations of Modern Dance (3,3,3R) A stUdio-theory course in modern dance techniques. Analysis of theoretical framework, stylistic emphasis, and aesthetic significance of that style in technique and in composed works. Prereq: DP 392 level; audition prior to registration. Each number , R once. Descutner, Meglin. 357 Dance in Musical Theater (3) Basic movement vocabulary needed for musical theater and opera; historical development; staging, choreography, and performance. Prereq: previous dance experience and instructor's consent. Zadoff. Open to nonmajors. 358 Music for Dancers (3) Survey of musical form, style, and expressive content. The relationship of instrumentation, melodic development, tonality, and rhythmic structure to choreographic form and style. Prereq: DP 252 or instructor's consent; coreq: DP 351. Madrid. 359 Renaissance Dance (2R) Studio-theory class in dance styles of the late 15th through early 17th centuries. Prereq: DS 172 Ballet I or instructor's consent. Open to nonmajors; of interest to musicians, actors, and historians. R once. 392 Dance Laboratory (2R) Advanced dance techniques in ballet, folk, modern, jazz, historical, and tap. For dance majors and minors. Prereq: audition prior to registration. Note: Courses designated (M) or(G) may be offered for graduate credit. 400 SEARCH (1-3R) 403 Thesis (Arr,R) 405 Reading and Conference (Arr,R) 406 (G) Special Problems (Arr,R) A current topic is Problems in Pointe. Limited by faculty work load and availability. 407 (G) Seminar (Arr,R) Recent topics include Classical Dances of Asia, Dance Films, Dance in Literature and the Arts, and Native American Dance Cultures. R when topic changes. 408 (G) Workshop (Arr,R) Includes performance in repertory companies, musical performance, student choreography, and technical production work. Prereq: audition for performance classes, DP 255 for produc- tion work. 409 (G) Practicum (Arr,R) Currenttopics are Choreog- raphy and Stage Management. 410 (G) Experimental Course (Arr,R) Current titles include Notation Reconstruction. 452 (G) Dance Cultures of the World (3) How function, form, movement, performers, and expressive content of dance communicate world views of selected African, Native American, and Asian dance cultures. Open to nonmajors. Prereq: R201, ANTH 120; coreq: DP 407 Seminar: Dance Films. Descutner. Offered 1986-87 and alternate years. 453 (G) Ballet from the Courts to Balanchine (3) Social and theater dance forms of Western cultures from the Middle Ages through 18th-century ballet into the era of contemporary art. Open to nonmajors. Coreq: DP 407 Seminar: Dance Films. Offered 1986-87 and alternate years. 454 (G) Evolution of Modern Dance (3) Influences of leading dance artists; dance in education; new directions in concert and theater forms; emphasis on the dance in the United States. Open to nonmajors. Coreq: DP 407 Seminar: Dance Films. Caine. Offered 1986-87 and alternate years. 455 (G) Group Choreography (3R) Problems and special considerations of group choreography; introduction to the communication of personally created movement to other dancers. Prereq: DP 352 or instructor's consent. Descutner, Meglin. R once. 456 (G) Ballet Staging (2R) Laboratory to include elements of solo, pas de deux, and corps techniques. Short movement segments drawn from standard ballet repertory. Coreq: DP 392 Dance Laboratory: Ballet. Zadoff. R once. 457 Baroque Dance (2R) A stUdio-theory course in dance styles of the 17th and 18th centuries. Prereq: DS 172 Ballet I or instructor's consent. Open to nonmajors; of interest to musicians, actors, and historians. R once. 491 (G) Teaching Dance (3) Helps prepare the dance majorto apprentice teach in a University dance class. Investigates teaching progressions, film use and sources, accompaniment, record sources and use, and teaching manuals. Prereq: junior standing, DP 292; coreq: DP 353. Descutner. 492 Dance Apprenticeship (2R) Directed activities related to the teaching of dance; selection of materials, class organization and management; student teaching in a University dance class. For dance majors and minors. Prereq: DP 491. 493 (G) Administration of Dance in Education (3) Organization and administration of a dance program in colleges, universities, and pUblic secondary schools. Prereq: DP 491 or instructor's consent. Caine. Graduate Courses 501 Research (Arr,R) PIN only. 502 Supervised College Teaching (Arr,R) 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 506 Special Problems (Arr,R) Topics include Solo Composition and Formal Compositional Structure. Limited by faculty work load and availability. 507 seminar (Arr,R) Topics vary according to student interest and faculty availability. Recent topics include Choreographic Analysis and Criticism, Movement Pattern Analysis, and Research in Dance. 508 Workshop (Arr,R) Topics include Technique (stUdio work in ballet, pointe, modern, ethnic, jazz, folk, tap), Performance, and Production. R for maximum of 12 credits. 509 Practicum (Arr,R) A current topic is Applied Theory. 510 Experimental Course (Arr,R) Current titles include Dance Research Design. HDEV 551 Administration of Physical Education (3) See description under Human Development and Performance. 593 Aesthetic Bases for Dance in Art and Education (3) Dance as an art form; function of the dance in the changing social milieu; dance criticism. Caine. Gerontology 122 Esslinger Hall Telephone (503) 686·4207 Jeanne E. Bader, Director Executive Committee Joan R. Acker, Sociology Carl W. Carmichael, Speech Lawrence R. Carter, Sociology Kathleen J. Halberg, Leisure Studies and Services Judith H. Hibbard, School and Community Health Robert E. Kime, School and Community Health Peter M. Lewinsohn, Psychology Larry L. Neal, Leisure Studies and Services Norman Sundberg, Psychology Clarence E. Thurber, International Studies Saul Toobert, Counseling Psychology Marjorie Woollacott, Physical Education and Human Movement Studies FaCUlty Note: The date in parentheses at the end of each entry is the first year at the University of Oregpn. Jeanne E. Bader, Assistant Professor (enVironmental design, public policy, attitudes toward aging). B.A., 1965, Delaware; M.A., 1967, Vermont; PhD., 1979, California, San Francisco. (1981) Christopher R. Bolton, Associate Professor (academic gerontology, older learners, counseling the aged). B.M.E., 1966, Drake; M.A., 1968, Northern Iowa; Ph.D 1974, Oklahoma (1983) Delpha Camp, Assistant Professor; Director, Widowed and Family Grief Counseling Program. B.A., 1959, Gonzaga; M.S., 1977, Oregon. (1979) John Ewing, Visiting Instructor. B.A., 1953, George Peabody; M.Div., 1956, McCormick Theological Seminary; M.S., 1972, Oregon. (1972) Starlus Showalter, Research Assistant. B.S., 1953, M.A., 1960, Southern California. (1983) Courtesy Gary Glasser, Courtesy Assistant Professor. A.B., 1971, California, Berkeley; M.D., 1975, California, Irvine. (1986) Benjamin Taitel, Courtesy Assistant Professor. B.A., 1941, New England Conservatory of Music; M.A., 1949, Harvard. (1986) Participating Joan R. Acker, Sociology Mic~ael Benz, Special Education and Rehabilitation Carl W. Carmichael, Speech Lawrence R. Carter, Sociology Lorraine G. Davis, School and Community Health Jerry V. Finrow, Architecture Robert M. Hackman, School and Community Health Kathleen J. Halberg, Leisure Studies and Services Judith H. Hibbard, School and Community Health Robert E. Kime, School and Community Health Peter M. Lewinsohn, Psychology Warren E. Smith, School and Community Health Norman Sundberg, Psychology Saul Toober!, Counseling Marjorie Woollacott, Physical Education and Human Movement Studies The study of aging prepares graduates for careers in aging, for responsible citizenship, and for personal growth and understanding. The University of Oregon Center for Gerontology offers many undergraduate and graduate options in instruction, research, and service. The gerontology curriculum is professionally oriented and drawn from departments through- out the University. Gerontology courses are offered throughout the year including summer session. Gerontology summer session brochures are available the preceding fall term. The diverse academic backgrounds of gerontol- ogy students include psychology, sociology, public affairs, speech and communication, health education, biology, architecture and landscape architecture, physical education, leisure studies, law, and public administration. Students vary in age from 18 to 80. Many have previous professional work experience and some are embarking on second or third careers. Some are prepared to provide direct services; some to develop and implement policies regarding care and service to the aged; some to design, administer, or evaluate programs; and some to do research on aging from one of several perspectives. People age 65 or older may audit gerontology- and all other-courses at the University free of charge on a space-available basis. 33 3 35 credits .. .. 3 ....... 12 Careers. Career opportunities in aging exist in local, state, and national government; service agencies; professional organizations; colleges and universities; and the private sector. Special- ists in aging work in residential environments designed for the elderly, recreation facilities, health care settings, art centers, consulting firms, public agencies, nongovernmental organizations, businesses, and education and research centers. Job opportunities in virtually every discipline are enhanced by specialization in gerontology. With a bachelor's degree, the gerontology major is qualified for most positions involving direct-service delivery to the elderly, for entry- level technical positions, and for supervised research. A master's degree usually qualifies the holder for midlevel supervisory or adminis- trative positions, teaching in public and voca- tional schools or community colleges, planning and program development positions, and advanced research assignments. Community Education Program Most courses in the gerontology curriculum are available for credit through the University's Community Education Program. Community education (nonmatriculated) students in-· terested in gerontology may call (503) 686-4207 for information regarding courses and (503) 686-5614 for information regarding the commu- nity education option. Undergraduate Studies Options available to undergraduates who want to study gerontology include (1) a bachelor of arts (BA) or bachelor of science (B.S.) degree in gerontology (with the possibility of a double major); (2) a second bachelor's degree in gerontology; (3) a BA or B.S. degree in gerontology through the Honors College; (4) a Certificate in Gerontology at the undergraduate level; and (5) a minor in gerontology. Faculty and peer advisers in gerontology can discuss these options with potential students. Bachelor's Degree Prospective gerontology majors can be admit- ted to the bachelor's degree program after successful completion of lower-division Univer- sity group requirements, 90 credits of college or university work with a 2.75 cumulative grade point average (GPA), and at least one full term of course work at the University of Oregon. On satisfying these requirements, students may apply for admission to the major program by completing an Application for Change of Major form, available in the Office of the Registrar. University grQUp requirements vary for students who pursue a double major, depending in part on the department of the second major. For instance, if a student's second major is in the College of Arts and Sciences, the student must satisfy all requirements for the bachelor's degree in that college as well as those for the College of Human Development and Performance. Center for Gerontology requirements for the BA or B.S. include a minimum of 45 credits in gerontology or in other courses approved by the center. Gerontology courses-€xcept those available passino pass (PIN) only-must be taken for grades of mid-C or better. All gerontology majors must complete the following core courses. Core Requirements Perspectives in Aging (GERO 380) . Practicum: Human Aging (GERO 409) Experimental Course: Foundations of Social Gerontology (GERO 41 OM) Prepracticum Theory-Practice Integration (GERO 411) . . Concurrent Theory-Practice Integration (GERO 412) 1 Evaluation Procedures in Health (HDEV 431 G) .. 3 Health Aspects of Aging (HDEV 471G) 3 Psychological Aspects of Aging (GERO 481 M) 3 Principles and Practices of Services for the Elderly (GERO 482M) . . . Sociological Aspects of Aging (GERO 483M) A minimum of 10 elective credits must also be selected from a center-approved list of courses. No course applied toward the major in gerontol- ogy rnay simultaneously be applied toward a major in another discipline. Second Bachelor's Degree Students who hold a bachelor's degree from an accredited institution may earn a BA or B.S. degree in gerontology at the University. If the initial degree was awarded by the University, the student needs to complete 36 gerontology credits in residence. Unless equivalents of the required core courses listed above have already been taken, students pursuing this option are expected to take these core courses. Students who received their initial bachelor's degree at another institution must complete at least 45 credits in residence, including the 35 in core courses required for the bachelor's degree. Honors College The Robert Donald Clark Honors College is an alternative for students who want to participate in a small liberal arts college within the larger University. Students fulfill major requirements for a bachelor's degree from one of the Univer- sity's regular departments or professional schools. Due to its emphasis on lifelong inquiry and personal growth, this program is attractive to the self-directed student. Details may be obtained from the Honors College. Certificate in Gerontology The undergraduate certificate is available to matriculated UO students. Nongerontology majors may want to complete the requirements for the Certificate in Gerontology at the under- graduate level. It is awarded only upon or following receipt of the bachelor's degree. Students seeking the Certificate in Gerontology must declare their intention by making applica- tion for admission tothe Center for Gerontology. Each student should seek the advice of a gerontology peer adviser early in his or her program. The Certificate in Gerontology at the under- graduate level requires completion of a 24- credit program, including the following core courses, prearranged with a gerontology faculty adviser. Undergraduate Certificate Core 21 credits Perspectives in Aging (GERO 380) . . . . 3 Experimental Course: Foundations of Social Gerontology (GERO 410M). .... 3 Evaluation Procedures in Health (HDEV 431G) 3 Health Aspects of Aging (HDEV 471G) 3 Psychological Aspects of Aging (GERO 481 M) 3 Principles and Practices of Services for the Elderly (GERO 482M). ... . . . . 3 Sociological Aspects of Aging (GERO 483M) 3 Gerontology 225 In addition, the student must complete 3 credits in gerontology electives, chosen with the approval of his or her assigned faculty adviser. All gerontology course work must be completed with grades of mid-C or better; 18 credits must be graded. A maximum of 9 credits may be transferred by petition from other academic institutions. All work toward the undergraduate certificate must be completed in four years. Minor Requirements Three options for a minor in gerontology are available: professional, research, and elective. Each option requires 24-27 credits and grades of mid-C or higher. Core courses required for all three minor options are: Perspectives in Aging (GERO 380), Health Aspects of Aging (HDEV 471 G), Psychological Aspects of Aging (GERO 481 M), and Sociological Aspects of Aging (GERO 483M). Further information about each option may be obtained from the Center for Gerontology. Graduate Studies Students who have a bachelor's degree from an accredited college or university and want to do graduate work in gerontology have three options: (1) a Certificate in Gerontology at the graduate level, (2) an interdisciplinary master's degree program, or (3) a supporting area in gerontology in addition to a master's or doctoral degree program in another academic discipline. Certificate in Gerontology Forthe graduate Certificate in Gerontology, the following courses are prerequisites: Special Problems: Perspectives in Aging (GERO 506) and Experimental Course: Foundations of Social Gerontology (GERO 41 OM). These must be taken for credit and may not be counted toward the graduate certificate. A maximum of 9 credits may be transferred, by petition to the gerontology faculty, from another institution of higher education. Students seeking the graduate Certificate in Gerontology should apply as early as possible, must be enrolled at the University, and may be working toward a master's or doctoral degree. In addition to the required 9 credits of prerequi- site course work, a graduate Certificate in Gerontology requires Psychological Aspects of Aging (GERO 481 M), Sociological Aspects of Aging (GERO 483M), and Seminar: Current Trends in Gerontological Research (GERO 507). Also required are 21 credits in approved courses, to be prearranged with a gerontology faculty adviser. Twelve credits must be selected from the following courses: Experimental Course: Biological Aspects of Aging (GERO 41 OM) Experimental Course: Diagnosis and Interven- tion in Clinical Gerontology (GERO 410M) Health Aspects of Aging (HDEV 471 G) Principles and Practices of Services for the Elderly (GERO 482M) Confrontations of Death (GERO 487M) Anyone of the three 500-level courses offered as part of the graduate concentration in adult development and aging by the Department of Physical Education and Human Movement Studies Research (GERO 501), up to 6 credits of supervised, aging-related research 226 Gerontology Seminar: The Classics in Gerontological Research (GERO 507) Public Policy Issues and Aging (GERO 582) The remaining 6 elective credits may be selected from 400M- or 500-level courses listed in the gerontology Curriculum Document or summer session brochure available from the UO Center for Gerontology. Graduate students in gerontology must maintain a 3.00 GPA, take at least 18 graded credits in gerontology, and earn grades of mid-B or better in all courses required for the certificate. Interdisciplinary Master's Degree The interdisciplinary master's degree program is individualized for students whose educational goals cannot be met by existing programs. The Interdisciplinary Study: Individualized Program (IS:IP) usually consists of 15 or more credits in each of three University academic units. Of the three areas included in the IS:IP program, no more than two may be from the same college or school. An additional 9 credits are required for the completion of the graduate project. For gerontology to be one of the three areas of study under the IS:IP option, students must either (1)' earn the graduate Certificate in Gerontology (33 credits including prerequisites); or (2) take 15 credits in gerontology courses and comprehen- sive examinations. Special Problems: Perspec- tives in Aging (GERO 506) and Experimental Course: Foundations of Social Gerontology (GERO 41 OM) are the only prerequisites. Students interested in the IS:IP option should contact the Graduate School for application forms and further information. They should then apply for admission to the director of the Center for Gerontology. At that time, they should choose between options (1) and (2) above. Students must maintain a 3.00 GPA. Gerontology as a Supporting Area Students pursuing a master's or doctoral degree in another academic unit may choose gerontology as a supporting area. Such stu- dents are required to take at least 18 credits in gerontology. Special Problems: Perspectives in Aging (GERO 506) is the only prerequisite and must be completed with a grade of mid-B or better. Master's or doctoral degree students interested in declaring a supporting area in gerontology should apply for admission to the director of the center as early as possible. The student's major adviser must sign the student's application and curriculum plan in gerontology. Students must choose 12 credits from core courses for the graduate certificate. The remaining credits are to be chosen at the 400M level or above from the UO Center for Gerontol- ogy Curriculum Document or summer session brochure. Students working toward a support- ing area in gerontology may receive a Certificate in Gerontology at the graduate level by following the guidelines provided above forthe certificate. Doctoral students with a supporting area in gerontology must take written comprehensive examinations in gerontology. These examina- tions are offered during the regularly scheduled examination periods for the College of Human Development and Performance. Comprehen- sive examinations in gerontology consist of two to three questions submitted by the gerontology faculty and one based on questions submitted by the student. Related Concentrations The Department of Physical Education and Human Movement Studies offers a graduate- level concentration in adult development and aging. Inquiries may be directed tothe depart- ment office. The psychology department offers a program for graduate students in gero- psychology (clinical aspects of aging). Further information may be obtained by writing to Peter Lewinsohn, Department of Psychology, Univer- sity of Oregon, Eugene OR 97403. Courses in Gerontology (GERO) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 199 Special Studies (1-3R) 200 SEARCH (1-3R) Upper-Division Courses 380 Perspectives in Aging (3) Theories of aging, health and physiological aspects, psychological and psychiatric aspects, family and sex roles of the aged, environmental design issues, leisure and recreation possibilities, political and economic approaches, death. Bolton. Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 401 Research (Arr,R) 403 Thesis (Arr,R) 405 Reading and Conference (Arr,R) 406 Special Problems (Arr,R) 407 (M) Seminar (Arr,R) 408 (M) Workshop (Arr,R) 409 Practicum (Arr,R) Prereq: GERO 411 and instructor's consent; coreq: GERO 412. Bolton. 410 (M) Experimental Course (Arr,R) Current topics are Biological Aspects of Aging, Counseling the Bereaved, Diagnosis and Intervention in Clinical Gerontology, Educational Gerontology, Foundations of Social Gerontology, and Grief and Bereavement. HDEV 410 (G) Experimental Course (Arr,R) 411 Prepractlcum Theory-Practice Integration (1) Basic skills development in preparation for placement in the community. Prereq: GERO 380. 412 Concurrent Theory-Practice Integration (1) Problem solving, budgeting, and planning. Prereq: GERO 380, 411; coreq: GERO 409. HDEV 431 Evaluation Procedures in Health (3) See description under Human Development and Perform- ance. HDEV 467 (G) Social Dimensions of Leisure and Retirement (3) See description under Human Development and Performance. HDEV 468 (G) Organization of Senior Leisure Services (3) See description under Human Develop- ment and Performance. HDEV 471 (G) Health Aspects of Aging (3) See description under Human Development and Perform- ance. 481 (M) Psychological Aspects of Aging (3) Age-related changes over the life span including cognition, perception, motivation. Prereq: GERO 380 or instructor's consent. Bader. 482 (M) Principles and Practices of Services for the Elderly (3) Sociohistorical background; individual and group methods of working with the aged and their families; assessing and meeting the needs of the elderly; community resources. Prereq: GERO 380 or instructor's consent. Bader. 483 (M) Sociological Aspects of Aging (3) Consider- ation of some of the social gerontological theories and contexts applicable to older adulthood in modern society. Prereq: GERO 380 or equivalent. Bolton. 484 (M) Preretirement Education (3) Preretirement education as an intervention in a crisis period of adult life; models and strategies of counseling preretirees. Not offered 1986-87. 485 (M) Contemporary Issues in Death Education (3) Inquiry into various issues in dying, death, and bereavement: research, theory, relevant social organization and processes, philosophical and ethical questions. Not offered 1986-87. 487 (M) Confrontations of Death (3) Feelings and attitudes toward the death of others and of one's self. Includes a weekend group experience under the guidance of human relations trainers. Prereq: senior or graduate standing and instructor's consent. Ewing. PIN only. 488 (M) Mid-and Late-Life Transitions (3) Major life transitions, coping skills, adaptation, stress. Positive aspects of growing older. Psychosocial frameworks relevant to the middle years. Prereq: GERO 380 or instructor's consent. Bolton. 490 (M) Evaluation of Programs for the Elderly (3) Introductory comparison of program evaluation and research methods; elementary nonstatistical techniques of program evaluation; models of decision making based on program evaluation results. Prereq: GERO 380. Not offered 1986-87. Recommended alternative: HEP 431. Graduate Courses 501 Research (Arr,R) PIN only 502 Supervised College Teaching (Arr,R) 505 Reading and Conference (Arr,R) 506 Special Problems (Arr,R) 507 Seminar (Arr,R) Current topics are The Classics in Gerontological Research and Current Trends in Gerontological Research. 508 Workshop (Arr,R) 509 Practicum (Arr,R) Prereq: GERO 511 and instructor's consent; coreq: GERO 512. Bader. 510 Experimental Course (Arr,R) 511 Prepracticum Theory-Practice Integration (1 R) Basic skills development to prepare the graduate student for placement in the community. Prereq: GERO 380 512 Concurrent Theory-Practice Integration (1) Problem solving, budgeting, and planning. Prereq: GERO 380, 511; coreq: GERO 509. HDEV 521 Research Methods in Health and Leisure (3) See description under Human Development and Performance. HDEV 563 Adult Development (3) See description under Human Development and Performance. 582 Public Policy Issues and Aging (3) Processes leading to and following from particular kinds of aging-related legislation, public policies, and services. Information systems available to decision makers, service providers, and agency staffs. Bader. Human Services 115 Hendricks Hall Telephone (503) 686-3803 Sally Fullerton, Department Head Faculty Note: The date in parenth~sesat the end of each entry is the first year at the University of Oregon. Robert Coiner, Assistant Professor (special population service delivery, theory-practice integration, organiza- tional development). B.S., 1967, M.S., 1969, EdD., 1975, Oregon. (1974) Sally Fullerton, Associate Professor (human service delivery, mental health, prevention). B.S., 1956, Oregon State; M.A., 1960, Cornell; PhD., 1970, Oregon. (1970) Karen Knight Instructor (program planning, develop- ment, evaluation). B.A., 1967, M.A., 1969, Oregon; M.SW, 1979, Portland State. (1984) Human SeNices 227 Duncan Lindsey, Associate Professor (research methodology and data analysis, children and youth services, sociology of science). B.A., 1969, California, Santa Cruz; M.A., 1971, Antioch; PhD., 1973, Northwestern. (1980) Garry Oldham, Instructor (organizational development, mental health, human service delivery). B.S., 1972, M.S., 1980, Oregon. (1984) Jacqueline Parker, Assistant Professor (social welfare history, policy). B.A., 1959, M.S.w., 1961, D.S.w, 1972, California, Berkeley. (1983) Anita Runyan, Associate Professor (preventive mental health, human service delivery, field instruction); Director, University Community Action. B,S., 1956, Pacific Union; M.S., 1968, PhD., 1972, Oregon. (1972) Kenneth Viegas. Associate Professor (administration of justice, social work); Director, Master's Program in Corrections. B.S., 1956, Oregon; M.S.W., 1963, California, Berkeley. (1967) Emerita Myra Miller, Associate Professor Emerita (field instruction). B.A., 1937, Washington; Diploma, 1939, New York School of Social Work. (1967) The human services department offers an interdisciplinary professional education pro- gram for undergraduates, coordinated with an interdisciplinary studies master's degree program in corrections. Majors take specified and elective courses from several professional and liberal arts disciplines. Assisted by human services faculty, they then integrate this knowl- edge and use it to help resolve social problems encountered in professional practice. The primary methods used for these processes of integration and application are supervised field study, theory-practice integration courses, core courses, and individual advising. Undergraduate Studies The undergraduate program in human services is designed to (1) prepare students for entry- level professional positions in various human service organizations, particularly in the fields of corrections; mental health; and child, youth, and family services; (2) provide background preparation for graduate studies; (3) provide opportunity for in-career students to enhance their competence and credentials; and (4) provide opportunjty for mature students to change careers. Degrees offered are the bachelor of science (B.S.) and the bachelor of arts (BA) in human services. A human services minor in juvenile and criminal justice is available for a limited number of students. A basic philosophy of the human services department program is that the development, functioning, and problems of individuals result from their interactions with their social and physical environments. Human service profes- sionalS, in order to operate within this basic philosophy, need to have a broad range of skills and knOWledge of societal and individual change. The curriculum of the human services department reflects this philosophy. Research conducted by faculty members in the Department of Human Services also reflects this psychosocial orientation. KnOWledge from various disciplines is used in applied research on such issues as social welfare policy, services for victims of crime, burnout among human service workers, treatment of the chronically mentally ill, and preventive mental health. Broad social-policy as well as individual service- delivery issues are explored. Preparation. Professional education in human services is based on a strong liberal arts background that has both breadth and depth. Social and individual problems are too complex to be successfully addressed within a single discipline. High schOOl students planning a career in human services shOUld develop written and oral communication skills and conceptual skills. They should also obtain volunteer experience in a human service agency if possible. Concep- tual skills are developed through courses that require independent and analytical thinking. Communication skills are developed through such courses as English, foreign languages, and speech, and through practical experience. University students in their freshman and sophomore years are encouraged to develop further their communication and conceptual skills and to acquire a broad liberal arts foundation. Completion of all University general requirements and human service foundation area reqUirements is encouraged during this period. Students are also encouraged to acquire more field experience during their freshman or sophomore year. An excellent means of doing this at the University is to enroll in an ESCAPE community services placement, in which the student may earn up to 9 credits a term for supervised work in a community-service agency. Students taking ESCAPE field place- ments are also expected to enroll in an introduc- tory 1-credit seminar on the integration of theory and field experience. Most community colleges aiso offer supervised field experience in human services programs. Careers. Professional roles for human services majors include direct-service and case man- agement for individuals or groups, advocacy, program development, management, and other organizational roles in human services pro- grams. Settings include child welfare agencies, day-care programs, group homes for adoles- cents, drug and alcohol programs, crisis intervention programs, programs for former psychiatric patients, parole and probation offices, community action programs, emergency housing programs, and health- related social services. The field of human services is continually changing, partly as a result of priorities and allocations of the various funding sources, and partly because of the increasing body of knowledge about human needs and the various ways these might be met. The human services department attempts to anticipate these changes and to prepare students foremerging as well as existing roles. At present most human services work takes place in various types of pUbliCly funded agencies, although opportunities in private nonprofit agencies are increasing. In addition, a growing number of private corporations are beginning to offer social services to their employees. Admissions and Advising Prior to formal admission to the program, students may declare themselves prehuman services majors. This status gives students beginning program identification, preliminary advising, and help in applying for the degree program. Peer advisers are available to provide informa- tion about human services program require- ments, general University requirements, and resources available to students. They help premajors plan what courses to take each term, and they are trained to do unofficial analyses of students' transcripts to determine what requirements remain to be completed. A peer adviser may be reached through the depart- ment office. Any human services major or premajor may apply to become a peer adviser. Academic credit is given for the skills and knowledge peer advisers gain through training sessions, helping others, and working on other projects within the department. Students who have successfully completed at least 40 credits of course work may apply for formal admission to the program. Application materials are available in the department office. Criteria for selection include academic prepara- tion, grades, evidence of communication skills, and appropriateness of career goals and life experience. Admission selections take place twice a year. Application deadlines are October 15 and January 30. When a student is formally admitted to the program, he or she is assigned a faculty adviser whose interests, whenever possible, match those of the student. Advising plays a key role in an interdisciplinary program. Since students take courses from many different departments and professional schools at the University, they usually need assistance in integrating and applying what they learn to their own career interests. Major Requirements All students admitted to the human services program may earn bachelor's degrees by completing the requirements which were in effect at the time of their admission, If require- ments change, a student may elect to fulfill the new set of requirements. Current requirements for majors in human services are given below. Requirements are listed in terms of essential content rather than specific courses, since in many cases students may select from several options for fulfilling each requirement. Inquire at the department office for approved courses. Foundation Area Requirements: 18 credits Introductory psychology Human development Introductory sociology United States government Small-group communication Interpersonal communication Core Requirements: 12 credits Introduction to human services Human service policies and programs Introduction to research methods Human service delivery methods University Community Action (UCA) Program: 38 credits The UCA program is required of all human services majors. It includes; Supervised Field Study (HS 409) Introduction to Community Action (HS 413) Individual and Small-Group Intervention (HS 414) Organizational Intervention (HS 415) 228 Human Services Community Intervention (HS 416) Concentration Area: 18 credits In consultation with an adviser, each student selects 18 additional credits in a concentration area related to his or her career goals. Courses may be taken in other departments as well as human services, and must include at least 15 upper-division credits. Unless an exception is granted, the concentration area must be chosen from the following: Children, Youth, and Families Juvenile and Criminal Justice Mental Health Minor Requirements A minor in juvenile and criminal justice is available for a limited number of students. A total of 30 credits are required, of which 24 must be upper division and 24 must be graded. Students must consult a human services adviser before selecting courses to fulfill the content requirements in each of the five areas listed below. Content Requirements 30 credits Theories of crime causation, theories of deviance. 6 History and development of social policies dealing with juvenile and criminal justice: the interaction of law and human services ... 6 Contemporary issues, policies, and interventions related to criminal and juvenile justice. Examination of research evidence and program effectiveness 9 Professionalization in justice delivery systems (select from seminars developed to deal with professional praclice Issues) 3 Special research projects-field or library research or both-on specific justice topics. . . . . . . . . ... 6 Special Programs University Community Action Program. The University Community Action (UCA) program provides human services majors with super- vised field study and other core program courses. The UCA program is also available to majors from other departments. Students receive a monthly stipend and full academic credit while working nearly full time for nine months in a public or nonprofit agency. Human services faculty provide field instruction and teach the theory-practice integration course which complements the UCA program. Course topics are individual and small-group interven- tion, organizational intervention, and community intervention. In these field placements, students work to expand services and develop new programs for youth and children, seniors, and adult special populations such as the mentally and emotionally disturbed, the developmentally disabled, or clients of the correctional system. Various positions are available in program planning and evaluation, community develop- ment, service delivery to individuals and groups, and program management. Admission to the UCA program is open to upper-division and graduate students from disciplines concerned with social issues, human development, and public service. Academic credit is offered through the Depart- ment of Human Services orthrough other major departments. Students interested in more information or admission should consult Anita Runyan, director, or visit the UCA office, 109 Hendricks Hall; telephone (503) 686-3813. Workshops. The human services department has continued to offer a series of workshops for students and practitioners. The continuing justice series has examined such topics as drug identification, stress management for justice personnel, white-collar crime, women and crime, and incest treatment. Graduate Studies The interdisciplinary master's degree program in corrections is a professional degree program, which is directed by a human services faculty member and managed by an interdisciplinary committee. Students admitted to this program work with a faculty adviser to develop an individual course of study with clearly defined goals. They draw from courses offered in various departments and professional schools. For more information see the description of various interdisciplinary programs in the Graduate School section of this catalog, or consult Kenneth Viegas, director of the interdisciplinary master's degree program in corrections, 111 Hendricks Hall; telephone (503) 686-3896. Courses in Human Services (HS) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatabte for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 199 Special Studies (1-3R) Introduction toAdministra- tion of Justice is a current topic. Upper-Division Courses 310 Introduction to Human services (3) Issues, problems, programs, methods, and trends in human services. Qualifications needed for human service careers; planning appropriate educational programs. Visits to human service agencies in the community. 324, 325 Applied Research Evaluation I, II (3,3) Introduction to the use of research to provide informa- tion for making decisions in management and delivery of human services. Prereq: MTH 100 or equivalent and a social science research methods course. 399 Special Studies (1-4R) Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 401 (M) Research (Arr,R) 403 (M) Thesis (Arr,R) 405 (M) Reading and Conference (Arr,R) 406 (M) Special Problems (Arr,R) ESCAPE Commu- nity Services is a current topic; coreq for first time volunteers: HS 407 Seminar: ESCAPE Volunteer Training. Graduate credit not available for ESCAPE courses. 407 (M) Seminar (Arr,R) Current topics are ESCAPE Volunteer Training and ESCAPE Field Supervision. Graduate credit not available for ESCAPE courses. 408 (M) Workshop (Arr,R) Current topics are The Chronically Mentally III, Corrections Issues, Domestic Violence, Marital Relationships, and Victim Services. 409 (M) Supervised Field StUdy (Arr,R) 410 (M) Experimental Course (Arr,R) Currenttopics are Discrimination and Family Interdependent Sys- tems. 413 (M) Introduction to Community Action (2) Knowledge and skills needed for fieldwork placement in human service agencies. Limited to students in the University Community Action program. 414 (M) Individual and Small-Group Intervention (4) Linkage of theoretical concepts regarding work with individuals and groups to students' University Commu- nity Action field placements. Readings, case exam- ples, presentations, role playing, discussion. Prereq: HS 413. 415 (M) Organizational Intervention (4) Theoretical concepts of how human service agencies are structured, managed, and changed to meet clients' needs. Application to students' University Community Action field placement agencies. Prereq: HS 414. 416 (M) Community Intervention (4) Analysis of current community problems and integration of theoretical concepts. How community-centered intervention can affect human service needs. Applica- tion to University Community Action field placements. 428 (M) Human Service Delivery (3) Examination of counseling, social work, and other theories and methods for application to various human problems and services. 430 (M) Group Work Methods (3) Theory and techniques of working with groups in human service programs; emphasis on development of practical group work skills. 431 (M) Counseling Interview (3) Experience-based skill development for counseling in a variety of human service settings. Emphasis on acquiring a practical, integrative framework for counseling. Prereq: one term in University Community Action program. 435 (M) Developmental Counseling (3) A theory- oriented course in developmental counseling aimed at the normal individual's optimal development. Not offered 1986-87. HDEV 437 (M) Volunteerism (3) See description under Human Development and Performance. 440 (M) Social Welfare Institutions (3) History, structure, policies, and services of the major social welfare programs. 441 (M) Current Social Welfare Policies (3) Analysis of the policy-making process in social welfare and its application to current programs and new proposals. 442 (M) Prevention Methods and Strategies (3) Developing programs to prevent family violence, delinquency, suicide, rape, substance abuse, and other problems. Focus on primary prevention before problem symptoms develop. 443 (M) Family Policy (3) Family policy from philosophical, empirical, and practical perspectives. Primary objective is to link family structural elements to family policy needs, programs, and proposals. 446 (M) Child Welfare Services (3) History, analysis, and development of child welfare services in the West. Focus on values and philosophy. Critique of agencies in Oregon and the United States 447 (M) Community Organization and Social Planning (3) Theory and methods used in working with organizations and communities. Citizen participation, social action, social legislation, community relations, and other organizational techniques; approaches to social problems. Not offered 1986-87. 448 (M) Community Mental Health (3) Examines the role of the community in providing services. such as crisis services, to people with mental and emotional disorders; support for the chronically mentally ill. Not offered 1986-87. 450 (M) Stress Management (3) Stress and burnout theory, identification of stress producers in human service work, methods of managing stress, and teaching stress management. 460,461 (M) Correctional Systems (3-5,3-5) Correc- tions systems analyzed in terms of theoretical, philosophical, and legal foundations. Prevention, diversion, deterrence, and rehabilitation. Research data evaluated in terms of correctional effectiveness. 462 (M) Juvenile Justice (3) Juvenile court system; alternatives to the court. Theoretical, philosophical, and research bases for policy; intervention strategies. Human service professional involvement with com- munities. families. and youth. 463 (M) Community Corrections (3) Analysis of institutionalization in the United States. The philosophi- cal issues, economic burdens, and effectiveness of corrections policy. Community corrections as an alternative. Leisure Studies and Services 229 Leisure Studies and Services 180 Esslinger Hall Telephone (503) 686-3396 Christopher R. Edginton, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Gaylene Carpenter, Assistant Professor (program, leisure education). BA, 1965, M.S., 1973, California Slate, Long Beach; EdD., 1979, Temple. (1983) Mary Faeth Chenery, Associate Professor (outdoor recreation, camp administration, philosophy). A.B., 1970, Harvard; M.Mgt., 1973, Wake Forest; PhD., 1979, North Carolina State. (1985) Maureen Dayton, Instructor (therapeutic recreation, internships, professional foundations). B.S., 1972, Indiana; M.S., 1985, Illinois. (1984) Christopher R. Edginton, Associate Professor (man- agement, program and leadership). BA, 1969, San Jose State; M.S., 1971, Illinois; PhD., 1975, Iowa. (1980) Kathleen J. Halberg, Assistant Professor (therapeutic recreation, gerontology). BA, 1962, Iowa; M.S., 1969, PhD, 1980, Illinois. (1981) Dennis R. Howard, Associate Professor (tourism, private and commercial recreation, administration). B.S., 1966, Oregon; M.S., 1968, Illinois; PhD., 1974, Oregon State. (1982) Larry L. Neal, Associate Professor (administration, supervision); Director, Institute of Recreation Research and Service. B.S., 1961, M.S., 1962, D.Ed., 1969, Oregon. (1968) Charles J. Rittman, Instructor (management, intern- ship, armed forces recreation). B.S., 1960, M.S., 1970, Missouri. (1986) Participating Michael J. Ellis, Physical Education and Human Movement Studies Emeriti Lois E. Person, Assistant Professor Emerita (applied arts). B.S., 1948, North Dakota; M.S., 1950, Cornell. (1959) Lynn S. Rodney, Professor Emeritus (administration); Dean Emeritus, College of Health, Physical Education, and Recreation. BA, 1936, MA, 1938, Washington State; PhD., 1955, Michigan. (1955) The Department of Leisure Studies and Services offers a well-rounded, well-developed program of professional education in leisure services at both the undergraduate and graduate levels. It also prOVides complementary leisure service courses for the University through electives, offers an academic minor in leisure studies and services, promotes research on the phenome- non of leisure, and promotes current leisure- service practices and policies among service providers. The department's major function is to prepare students for professional careers in leisure services. Programs lead to bachelor's, master's, and doctoral degrees. Strong emphasis is placed on courses that provide a broad liberal education as well as those having a professional focus. Students apply the knowledge gained through practical service. The department attempts to develop the student's social and personal attitudes and responsibilities, ethical standards, sense of cultural balance, and commitment to service. Its program, therefore, includes courses intended to promote an appreciation of the traditions of a free society, to foster attitudes of critical observation and judgment, and to equip the prospective professional in leisure services with the necessary technical knowledge and specialized skills. Graduates of the Department of Leisure Studies and Services become coordinators and managers of public, private, commercial, and therapeutic leisure services. Accreditation. The department is one in 52 colleges and universities currently accredited by the National Council on Accreditation sponsored by the National Recreation and Park Association and the American Alliance for Health, Physical Education, Recreation, and Dance. It is the only accredited leisure studies program in the Pacific Northwest at this time. Institute of Recreation Research and Service The Institute of Recreation Research and Service, maintained by the College of Human Development and Performance in conjunction with its instructional program in leisure studies and services, is structured to assist com- munities in the provision of leisure services. It conducts research in various aspects of recreation development, and it provides information on research findings and nationwide community experience as bases for solving recreational problems. Through the institute the department publishes a series of leisure-related monographs written by faculty members and students. A reference depository is available to students, faculty members, and practicing professionals. It includes special studies and reports and the L. S. Rodney collection. ProjeetTRENDS. Project TRENDS (Therapeu- tic Recreation for New and Enhanced Delivery of Services) is a federally funded project through the United States Department of Education which provides preservice education in therapeutic recreation at the master's deg ree level. As the only program in the Northwest training students at both master's and doctoral levels, Project TRENDS follows a rich tradition of other timely University of Oregon projects during the past 15 years. These projects have helped produce graduate-level trainees who currently hold many key therapeutic recreation positions in the state and in the Northwest. A primary emphasis of Project TRENDS is the development and training of students in the use of computer-assisted methodologies, espe- cially assessment, record keeping, and referral. Twelve tuition waivers for master's degree students are provided each year. Each graduate application is reviewed after the student's file is complete. Undergraduate Studies The Department of Leisure Studies and Services offers major curricula leading tothe bachelor of science (B.S.) and bachelor of arts (BA) degrees and provides a foundation for graduate work leading to advanced degrees. The undergraduate program provides the student with a generalist's view of the career field. Many students combine this with a specific interest in pUblic, commercial, private, military, or other recreation agency setting. Admission Students must complete all of the following requirements for admission to the department: 1. Confer with a peer adviser 2 Formally declare leisure studies and services as a major 3. Fill out an application for admission 4. Complete an advising checklist with a peer adviser Major Requirements Requirements for a bachelor's degree in leisure studies and services include 63 credits in approve.d LSS-prefix courses offered in four phases: Phase I 13 credits Professional Foundations of Leisure (LSS 251) . 3 Programming and Leading Leisure Services (LSS 270) 4 Leisure and Special Populations (LSS 353) 3 Leisure and Natural Resources (LSS 390). . . 3 Three of these must be taken before any Phase II courses. Phase II 18 credits Managing Leisure Services (LSS 370) 3 Leisure Behavior (LSS 380) . . . . . . . . . . 3 Issues in Leisure Services (LSS 444) . . 3 Financing Leisure Services (LSS 445) 3 Evaluating Leisure Services (LSS 446) 3 Marketing Leisure Services (LSS 447) 3 Four of these must be taken before any Phase III courses. Phase III 21 credits Eiectives, to include seven courses or a combination of three courses and a 12-credit internship. Students who choose to specialize in therapeutic recreation complete Introduction to Therapeutic Recreation (LSS 461), Therapeutic Recreation Processes (LSS 462), and Mainstreaming and Integration in Leisure Services (LSS 463) as electives In addition to an internship in a therapeutic recreation setting. These graduates are eligible for certification through the National Council of Therapeutic Recreation Certification. Phase IV 12 credits Leisure Service Internship (LSS 415, repeatable once) 1-12 The department also requires at least one course in each of the following: group processes, sociology, psychology, and physical education. These courses may also be applied to University graduation require- ments. First aid certification and cardiopulmonary resuscitation (CPR) are strongly recommended. The D grade in leisure studies and services courses may not be used to satisfy major requirements. Transfer Students Students transferring from other institutions without previous leisure studies and services courses or their equivalents must follow the application procedure for admittance into the department (see above). Completion of major requirements takes approximately six terms (two academic years). Students who transfer from an institution with leisure studies and services course work already completed should, at the time of application, send an unoffical transcript to the department for review. If it is determined that the student has had a course of study similar to that required by this department, the student should complete a minimum of 15 credits in LSS courses (excluding open-ended numbers) and 12-15 credits in practica or field studies (LSS 409 or 415) at the University ofOregon. Transfer students must have a minimum 2.50 grade point average (GPA). Minor Requirements This program is Intended for those who wantto augment their majors by leisure-oriented 230 Leisure Studies and Services courses germane to their area of study as well as forthose wanting to investigate the phenome- non of leisure in society. The minor in leisure studies and services requires a minimum of 24 credits, 15 of which must be upper division, distributed as follows: Phase I 9-10 credits Three courses selected from the following: Professional Foundations of Recreation (LSS 251) . . . 3 Programming and Leading Leisure Services (LSS 270) . . . . . . .. . 4 Leisure and Special Populations (LSS 353) 3 Leisure and Natural Resources (LSS 390) 3 Phase I courses must be completed with a minimum grade of C- before Phase II courses may be taken. Phase II 14-15 credits Five additional LSS courses, excluding the following: Managing Leisure Services (LSS 370) Leisure Behavior (LSS 380) Issues in Leisure Services (LSS 444) Financing Leisure Services (LSS 445) Evaluating Leisure Services (LSS 446) Marketing Leisure Services (LSS 447) Courses numbered LSS 400-409, 415 Peer Advising The Department of Leisure Studies and Services peer advising program helps students In- terested in obtaining curriculum information or in applying to the department for admission, and it offers advising on general University and departmental requirements. The peer advising office is located in 187-A Esslinger Hall. Graduate Studies Master of science (M.S.) ,master of arts (MA), doctor of education (D.Ed.), and doctor of philosophy (Ph.D.) degrees in leisure studies and services are available through the College of Human Development and Performance. Information on University regulations governing graduate admission is in the Graduate School section of this catalog. The master's degree programs prepare graduates for administrative, supervisory, consulting, and teaching positions in public, private, and other types of leisure service agencies. Students may choose to complete a thesis, master's project or comprehensive examination. The doctoral degree programs prepare stu- dents for top-level executive positions, re- search, and teaching at advanced under- graduate and graduate levels. Admission Students seeking admission to the graduate program should write to the department graduate coordinator. A committee of department faculty members reviews all applications for graduate admission. Graduation from an accredited college or university and a total cumulative undergraduate grade point average (GPA) of 2.75 or higher is required. Master's degree applicants must score at least 35 on the Miller Analogies Test (MAT) or 470 on the Verbal portion of the Graduate Record Examination (GRE). Students must also submit three letters of recommenda- tion completed on appropriate forms. A doctoral program applicant should have a master's degree, a 3.50 GPA, and at least two years' professional full-time work experience in recreation or leisure services. Minimum accept- able scores for doctoral candidates are 50 on the MAT or 520 on the Verbal portion of the GRE. Master's Degree Programs Degree Requirements. M.S. or MA degree candidates who have not completed an under- graduate degree in leisure studies and services are required to complete the following courses prior to, or during, their graduate study: Profes- sional Foundations of Recreation (LSS 251), and Programming and Leading Leisure Ser- vices (LSS 270), and three additional under- graduate courses approved by their advisers. The master's degree requires a minimum of 45 graduate credits, of which 30 must be eamed in residence and up to 15 may be transferred from other colleges and universities upon approval by the Graduate School. At least 30 of the 45 credits for the degree must be in courses offered by the Department of Leisure Studies and Services, and at least 9 must be in courses offered by other depart- ments. The courses selected must comprise concentrations that strengthen the student's major areas of interest. Graduate Core Courses. The following core of 9 credits is required for all graduate degree candidates: Philosophical Foundations of Leisure (LSS 511), Measurement in Leisure Services (LSS 540), Research Methods in Health and Leisure (HDEV 521). Final Examinations. The final oral examination for students selecting the thesis option is administered by the student's thesis committee. The final examination for those selecting the project option is the presentation of the project results to, and acceptance by, the professional field of leisure services. For students selecting the comprehensive examination option, the examination consists of two four-hour sessions during which the students complete com- prehensive essays in areas of concentration. All work for the master's degree must be completed within a period of seven years. this includes work for which credit is transferred from another institution and the thesis, project, or final examination. Doctoral Programs Degree Requirements. D.Ed. and Ph.D. degrees are granted primarily for attainment and proven ability. The specific number of credits and courses, determined by the candi- date's doctoral committee, are flexible to meet the particular needs and interests of the candidate. The Graduate School requires at least three years of full-time study beyond the bachelor's degree, of which at least one academic year (three consecutive terms) must be spent in continuous residence on the Eugene campus. One should not plan to transfer more than 65 to 70 credits (including the 45 credits for the master's degree), because of the nature of the degree requirements. A doctoral student should attain greater depth of knowledge in the selected area of specializa- tion than a master's degree student. A minimum of 30 cred its in cou rses offered by the Depart- ment of Leisure Studies and Services is re- quired. A broad understanding of research methodol- ogy and application of techniques for evaluation of leisure services are essential to the doctoral program. Four or five courses in statistics and research methods are usually required. Each doctoral student must present evidence of successful college teaching at the University or elsewhere. Three of the following five courses are also required: Seminar: Current Literature in Leisure (LSS 507), Seminar: Sociopsycholog- ical Dimensions of Leisure (LSS 507), Seminar: Studies and Surveys (LSS 507), Philosophical Foundations of Leisure (LSS 511), and Historical Concepts of the Leisu re Profession (LSS 515). Every candidate for a doctoral degree must complete a dissertation. 21 credits are required in a supporting area in a related discipline such as sociology, political science, landscape architecture, or education. 12 credits in computer science courses, 9 credits of advanced statistical design, or two years of a foreign language are also required for the Ph.D. Preliminary and Final Examinations. Before the end of the first two terms of study, a diagnostic examination is taken. The student is expected to exhibit knowledge and communica- tion skills equivalent to a high-quality master's degree graduate. Any weaknesses are gener- ally strengthened through subsequent course work. The written doctoral comprehensive examina- tion is taken after completion of substantially all course work and, when applicable, language requirements. Passing this examination ad- vances the student to full doctoral degree candidacy. Included in this examination are comprehensive essay questions on the leisure studies and services area of concentration, the supporting area, research, and professional foundations. A final oral examination is taken after completion of the dissertation and all other degree require- ments. Areas of Specialization. Five areas of special- ization are available, allowing considerable flexibility to design program requirements specific to the professional interests and needs of each graduate student: 1. Recreation management focuses on compe- tence needed for executive positions in public and private leisure service organiza- tions 2. Recreation program supervision and admin- istration emphasizes the development and administration of programs in local govem- ment, volunteer agencies, industry, hospi- tals, arts organizations, and other settings 3. Professional education establishes a founda- tion for the teaching of leisure studies courses in institutions of higher leaming 4. Outdoor recreation and education is directed toward the development and administration of programs in school education, resident and day camps, and naturalist interpretation 5. Therapeutic recreation is directed toward the development and administration of programs for people who are ill or handi- capped and for other special groups Graduate Assistants and Trainees A few teaching and administrative assistant- ships are available, primarily to full-time stu- dents who have completed several years of teaching or other full-time professional field experiences. Stipends include a salary for nine months plus reduced tuition. Applications may be obtained from the graduate coordinator, Department of Leisure Studies and Services. Leisure Studies and Services 231 A list of local employment opportunities is available in the department office. Application for positions should be made after the student has established local residence. Courses in Leisure Studies and Services (LSS) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 150 Leisure in Society (3) Concepts of. community recreation; scope of recreation in American life; the role of recreation, parks, and sports in human experience and in the structure of community living. 199 Special Studies (1-3R) 200 SEARCH (1-3R) 251 Professional Foundations of Leisure (3) Introduction to the basic historical and philosophical foundations of leisure and recreation. 270 Programming and Leading Leisure Services (4) Principles and practices associated with the leisure programming process, including needs assessment; program development, implementation, evaluation, and modification. Leadership theory and application to programming. 290 Camp Counseling (3) Orientation to youth in camps; values and objectives of organized camps; understanding campers, camp programs, and staff responsibilities. Upper-Division Courses HDEV 344 Administration of Aquatic Programs (3) See description under Human Development and Performance. 353 Leisure and Special Populations (3) Service foundations for providing therapeutic recreation services to people with special conditions. The relationship of leisure behavior to special conditions; similarities and differences among the helping therapies. 370 Managing Leisure Services (3) Management of leisure service delivery systems in public and private sectors. Planning, organizing, staffing, directing, and controlling. 371 Human Relations in Supervision of Personnel (3) Supervision of personnel in public recreation and park services provided by municipal, district, county, state, and federal recreation and park departments. 380 Leisure Behavior (3) Examination of individual and group leisure behavior within a human develop- mental context. Identification and exploration of motivating factors related to traditional and contempo- rary leisure expression. 390 Leisure and Natural Resources (3) The role of natural resources in the pursuit of leisure activities; developing a land ethic, ecological awareness, and minimum-impact programs. 391 Camp Administration (3) Selected organizational and administrative aspects of organized camping: site development, personnel, health, safety, sanitation, programs, finance, and public reiations. Emphasis on national standards and iocal regulations. HDEV 392 Principles of Outdoor Leadership (3) See description under Human Development and Perform- ance. 394 Community Youth services I (3)Critical analysis of national youth-serving organizations as they relate to the characteristics and normal needs of the yOLith they serve. 395 Volunteer Management (3) In-depth investigation of administrative and leadership considerations in service organizations. Includes direct contact with leaders of and participation in local service organiza- tions. 396 Recreation Programs (3) Deveiopment, anaiysis, and evaluation of content, pUbiic relations, funding, facilities, and leadership of leisure programs for municipal, voluntary, private, church, and commercial agencies. Not offered 1986-87. Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 405 Reading and Conference (Arr,R) Prereq: department head's approval. 406 Special Problems (Arr,R) Topics include Camp Programs, Cultural Arts, Environmental Programs, School-Community Programs, Special Populations, and Youth Programs. 407 (G) Seminar (3R) 408 (G) Workshop (Arr,R) 409 (G) Practicum (Arr,R) Current topics include Outdoor Education, Recreation Programs, Therapeutic Recreation, and Youth Agencies. 410 (G) Experimental Course (Arr,R) Current topics are Adult Leisure Leading and Programming, Innova- tion and Entrepreneurship in Leisure Services, Leading and Programming Special Events and Festivals, The Leisure Market, Leisure Services in the Armed Forces, Microcomputer Applications in Leisure Services, Oregon Tourism: Issues and Opportunities, and Women and Leisure. 415 Leisure Service Internship (1-12R) Prereq: completion of core requirements, practicum, three courses in area of concentration, introduction to field study seminar, and instructor's consent. HDEV 437 (M) Volunteerism (3) See description under Human Development and Performance. 444 Issues in Leisure services (3) Examination of issues critical to the leisure profession; preparation for internship and entering the profession. 445 Financing Leisure Services (3) Analysis of traditional and contemporary sources for financing leisure service organizations; property taxes, bonds, user fees, fund-raising methods, joint-venture agree- ments. 446 Evaluating Leisure Services (3) Methods, techniques, and application of evaluation in recreation and park service functions: clientele, programs, personnel, facilities, and organization. 447 Marketing Leisure Services (3) Application of marketing concepts and methods, including market segmentation and target marketing, to public and private leisure service organizations. 451 Private and Commercial Recreation (3) Current status and future prospects of private and commercial recreation enterprises; entry opportunities, operational and financial management, and market orientation. Prereq: completion of Phase II courses. 452 Leisure and Tourism (3) Travel and tourism as an area of study. Local, regional, and national tourism; tourist behavior and the social, environmental, and economic impact of tourism. Prereq: completion of Phase II courses. 461 (M) Introduction to Therapeutic Recreation (4) Foundations of service delivery to special groups. The contin'Jum of service; etiology of disabling conditions; services and settings, both clinical and community. 462 (M) Therapeutic Recreation Processes (4) Emphasis on clinical settings; systematic program design process. Assessment, activity analysis, measurable objectives, adaptive devices and techniques, facilitation strategies, and program content and evaluation. Prereq: LSS 461. 463 (G) Mainstreaming and Integration in Leisure Services (4) Emphasis on community settings. Community organization, advocacy, consumer involvement, normalization, accessibility, innovative programs, educating the community, and ways of upgrading recreational experiences for individuals with disabilities. Prereq: LSS 461. HDEV 467 (G) Social Dimensions of Leisure and Retirement (3) See description under Human Development and Performance. HDEV 468 (G) Organization of senior Leisure Services (3) See description under Human Develop- ment and Performance. 490 (G) Principles of Outdoor Education (3) Development of outdoor education and school camping; theories, practices, educational significance; organization, administration, and methodology. 492 (G) Recreation and Natural Resources (3) Administration of natural resources at the national, state, local, and private levels. How outdoor recreation affects and is affected by the resources, management philosophy, and policies of the agencies. 493 (G) Environmental Interpretation (3) Methods and materials for interpreting natural resources to the general public. Designed for students in park planning, outdoor recreation, and resource management. 496 Recreation Areas and Facilities (3) The planning, construction, and operation of recreation areas, facilities, and buildings. 497 (G) Urban Park Management (3) Planning, execution, and supervision of park operations and maintenance including turf management, tree pro- grams, landscaping, construction procedures, maintenance scheduling, and personnel practices. Not offered 1986-87. 499 (G) School and Community Recreation Pro- grams (3) Principles of program planning for school and community in relation to sex, age, and individual interests, needs, and abilities. Community educational processes and the role of community schools. Graduate Courses 501 Research (Arr,R) PIN only. 502 Supervised College Teaching (Arr,R) 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) Prereq: department head's approval. 506 Special Problems (Arr,R) Master's Project is a current topic. Prereq: department head's approval. 507 Seminar (3R) Recent topics are Issues in Therapeutic Recreation, Leisure Education and Counseling, Program Design and Evaluation in Therapeutic Recreation, Sociopsychological Dimen- sions of Leisure, and Therapeutic Recreation Cur- riculum. 508 Workshop (Arr,R) 509 Practicum (1-12R) 510 Experimental Course (Arr,R) Current topics include Private and Commercial Leisure Services and Tourism. 511 Philosophical Foundations of Leisure (3) Historical theories of play and leisure. Fundamental philosophical concepts related to principles and practices of conducting leisure programs. Critical overview of current literature. 515 Historical Concepts of the Leisure Profession (3) Key historical events, figures, and factors that have provided a basis for the development of the organized park and recreation movement in the United States. HDEV 521 Research Methods in Health and Leisure (3) See description under Human Development and Performance. 530 Advanced Recreation Program Concepts (3) Concepts and theory of recreation and leisure programming. Relationship between community organization theory and recreation programming. Processes of planning, implementing, and evaluating recreation programs. 540 Measurement in Leisure Services (3) Application of data analysis and measurement to leisure service administration, research, and planning models; useof descriptive and inductive measurement techniques for recreation-related variables. 545 Studies and Surveys of Leisure (3) Analysis from a philosophical, historical, survey, or experimental perspective of current research related to the leisure phenomenon. 552 Problems of Recreation Supervision (3) The purpose of supervision; principles and techniques of supervision in a modern program of recreation; staff relationships; departmental organization; policies, regulations, problems. 553 Administration of Recreation (3) Organization and administration of park and recreation programs in districts, communities, and municipalities; legal aspects, source of funds, types of programs. 554 Problems of Camp Management (3) Analysis of problems under various types of camp sponsorship; principles, techniques, resources, administrative practices; principles and problems of leadership and group behavior. 232 Physical Education and Human Movement Studies Physical Education and Human Movement Studies 186 Esslinger Hall Telephone (503) 686-4105 or -4107 Michael J. Ellis, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Jack D. Adler, Associate Professor (motor learning). BA, 1951, M.S., 1960, Washington (Seattle); D.Ed., 1967, Oregon. (1965) Barry T. Bates, Professor (biomechanics). B.S.E., 1960, Princeton; M.Ed., 1971, East Stroudsburg; PhD., 1973, Indiana. (1974) Z. Diane Baxter, Senior Instructor (movement photog- raphy, self-teaching methods). B.S., 1956, Western Illinois; MA, 1960, Colorado State. (1967) Frederick I. Bell, Instructor (children's physical education). BA, 1971, B.Ed., 1975, Saskatchewan; M.E., 1981, Alberta. (1985) James Blanchard, Instructor (wilderness pursuits). BS., 1967, M.S., 1979, Oregon. (1979) Elizabeth S. Bressan, Associate Professor (signifi- cance and meaning of movement, children's physical education). B.S., 1970, M.S., 1974, North Carolina, Greensboro; PhD., 1978, Southern California. (1980) Jan Broekhoff, Professor (research, growth and development, statistics). M.OP., 1958, Academy of Physical Education; M.S., 1963, PhD., 1966, Oregon. (1973) Michael J. Ellis, Professor (research, play). DLC., 1959, Loughborough; M.S., 1965, PhD., 1968, Illinois. (1978) Elizabeth G. Glover, Assistant Professor (aquatics, exceptional child). B.S., 1959, Tufts; M.S., 1963, EdD., 1974, North Carolina, Greensboro. (1980) Steven Keele, Professor of Psychology (human learning and performance, motor skills). B.S., 1962, Oregon; M.S., 1965, PhD., 1966, Wisconsin, Madison. (1968) Gary A. Klug, Associate Professor (physiology of exercise). B.S., 1970, M.S., 1973, Wisconsin State; PhD, 1980, Washington State. (1985) Lani Loken-Dahle, Instructor (gymnastics); Head, Service Physical Education. B.S., 1971, Michigan; MA, 1973, Arizona State. (1979) Peter M. McGinnis, Assistant Professor (biomechanics). B.S., 1976, Swarthmore; M.S., 1981, PhD., 1984, Illinois. (1983) Louis R. Osternig, Professor (sports medicine, exceptional child); Head, Graduate Studies. B.S., 1965, M.S., 1967, California State, Hayward; Ph.D., 1971, Oregon. (1972) Edward R. Reuter, Associate Professor (professional preparation). B.S., 1948, Washington State; M.S., 1949, PhD., 1957, Illinois. (1958) Karla S. Rice, Senior Instructor (recreational pro- grams); Head, Recreation and Intramural Sports. B.S., 1962, Central Michigan; M.A., 1965, Michigan State. (1967) Norval J. Ritchey, Professor (administration). B.S., 1953, M.S., 1956, Oregon. (1956) Richard N. Robertson, Assistant Professor (anatomy, kinesiology). B.P.E., 1975, Ottawa; M.H.K., 1979, Windsor; PhD., 1985, Illinois. (1983) Paul G. Schempp, Assistant Professor (teaching physical education). B.S., 1976, Bridgeport; M.S., 1977, Ithaca; EdD., 1981, Boston University. (1985) Becky L. Sisley, Associate Professor (administration, coaching); Head, Undergraduate Studies. B.A., 1961, Washington (Seattle); M.S.P.E., 1964, EdD., 1973, North Carolina, Greensboro. (1965) Richard J. Smith, Associate Professor (teacher education, coaching). B.S., 1949, M.Ed., 1953, Springfield; PhD., 1968, Oregon. (1962) Richard K. Troxel, Instructor (sports medicine, athletic training). B.S., 1975, M.S., 1977, Oregon. (1975) Celeste Ulrich, Professor (significance, meaning, and behavioral bases of physical education); Dean, Human Development and Performance. B.S., 1946, MA, 1947, North Carolina; PhD., 1956, Southern California. (1979) Donald P. Van Rossen, Associate Professor (sports psychology). B.S., 1953, M.Ed., 1954, PhD., 1968, Illinois. (1958) Maureen R. Weiss, Assistant Professor (sociopsychological aspects of physical education). BA, 1974, MA, 1976, California, Santa Barbara; PhD., 1981, Michigan State. (1981) Marjorie Woollacott, Associate Professor (motor performance and control). BA, 1968, PhD., 1973, Southern California. (1980) Edna P. Wooten-Kolan, PhD., Professor (anatomy). B.S., 1945, MA, 1946, PhD., 1961, Ohio State. (1965) Lois J. Youngen, Associate Professor (professional preparation). B.S., 1955, Kent State; MA, 1957, Michigan State; PhD., 1971, Ohio State. (1960) Adjunct Stanley L. James, MD., Adjunct Associate Professor (sports medicine research). B.S., 1953, MD., 1962, Iowa. (1979) Donald C. Jones, Adjunct Associate Professor (sports medicine research). B.S., 1969, Centenary (Hacketts- town); MD., 1973, Louisiana State. (1983) Thomas Kerns, MD., Adjunct Associate Professor (human anatomy). B.S., 1941, MD., 1943, Creighton. (1983) Steven P. Roy, M.B., Adjunct Associate Professor (sports medicine research). M.B., 1967, University Capetown Medicai School. (1981) Emeriti John W. Borchardt, Professor Emeritus (administration, philosophy).B.S., 1940, LaCrosse; MA, 1951, PhD., 1966, Iowa. (1948) William J. Bowerman, Professor Emeritus; Assistant Athletic Director Emeritus. B.S., 1933, M.S., 1951, Oregon. (1948) H. Harrison Clarke, Professor Emeritus (research). B.S., 1925, Springfield; M.S., 1931, EdD., 1940, Syracuse. (1953) Ernesto R. Knollin, Professor Emeritus (professional preparation). BA, 1914, MA, 1929, Stanford. (1929) Betty F. McCue, Professor Emerita (history, philosophy). B.S., 1945, Pittsburgh; M.S., 1948, MacMurray; PhD., 1952, Iowa. (1968) Fred N. Miller, MD., Professor Emeritus; Director Emeritus, Health Service. B.A., 1914, MA, 1916, Lafayette; MD., 1924, Chicago; FAC.P., 1941, American College of Physicians. (1925) Marian H. Miller, MD., Professor Emerita; Assistant University Physician Emerita. BA, 1925, MD., 1930, Oregon. (1931) Corlee Munson, Associate Professor Emerita (profes- sional physical education). BA, 1948, Northern Colorado; M.S, 1956, Washington (Seattle); Ph.D., 1966, Iowa. (1959) Jessie L. Puckett, Professor Emerita (professional preparation). B.S, 1931, M.S., 1937, Oregon. (1952) William P. Rhoda, Professor Emeritus (administration). B.S. 1939, Pennsylvania; M.S., 1947, D.Ed., 1951, Oregon. (1948) Vernon S. Sprague, Professor Emeritus (professionai preparation). B.S., 1937, Oregon; MA, 1942, PhD, 1951, Michigan. (1946) Physical education is concerned both with understanding the role of movement in the lives of humans and with using that understanding to improve the quality of human life. The programs of the Department of Physical Education and Human Movement Studies express both interests. The Division of Recreation and Intramural Sports and the Division of Service Physical Education deliver physical education services to members of the University and surrounding communities. The first is aimed at improving the informal life of the University and the community with recreational and competitive activities. The second offers an extensive variety of learning activities (credit or noncredit) as an integral part of every individual's liberal preparation for life. The department also offers carefully structured undergraduate programs leading to the bachelor of science (B.S.), bachelor of arts (BA), or bachelor of physical education (B.P.E.) degrees. Students can prepare for careers through one or more of the following programs; adapted physical education, biomechanics, coaching, fitness management, interdisciplinary studies, motor learning and motor control, physiology of exercise, preathle- tic training, prephysical therapy, social psychol- ogy of sport, sport management, and teacher preparation. Through the department's large and prestigious graduate program, new knowledge is added to the physical education and human movement fields. Students prepare for careers in research on human movement phenomena or in ad- vanced teaching, coaching, athletic training, or fitness and lifestyle management. Opportunities and services are also available to people with special educational needs. Facilities. The University's buildings and playing fields devoted to physical education occupy a 42-acre tract at the southeast corner of the campus. Esslinger Hall provides gym- nasiums and court facilities, offices, class- rooms, study areas, and research laboratories. The main offices for graduate studies and for service physical education courses are in Esslinger Hall. The building also meets the instructional and recreational needs of the entire University population. Gerlinger Hall houses classrooms, a dance studio, and an instructional and recreational gymnasium. The recreation and intramurals office is located in this building. Gerlinger Annex has well-equipped gym- nasiums and dance studios. The main offices of the undergraduate professional physical education program and the Department of Dance undergraduate and graduate programs are in this building. Leighton Pool, a college short-course competi- tion pool located next to Esslinger Hall, and Gerlinger Pool, in Gerlinger Hall, are used for instruction and recreation. Adjoining Esslinger Hall on the south is McArthur Court, basketball pavilion and athletic center of the Associated Students of the University of Oregon. McArthur Court seats more than 10,000 spectators. Playing fields located east and south of Esslinger Hall and on the south bank of the Willamette River provide excellent facilities for outdoor class instruction and for intramural and intercollegiate sports. Hayward Field provides track-and-field facilities for intercollegiate athletics, classes, arid recrea- tional programs. There are six standard con- crete tennis courts north of Hayward Field and nine covered courts east of Leighton Pool. Autzen Stadium, a41 ,OOO-seat football stadium, is located across the Willamette River from the main campus. Service Courses and SHAPE up to 12 credits in courses with a PE- prefix may be applied toward the bachelor's degree. Emphasis in all service courses is on learning recreational and physical skills while contribut- ing to the physical, mental, and social develop- ment of the individual. Most classes meet two or three times per week for 1 credit. Several Physical Education and Human Movement Studies 233 courses in the Outdoor Pursuits Program include three-day field sessions in addition to a few on-campus sessions. SHAPE. Sport, Health, and Personal Excellence (SHAPE) is anoncredit activity program offered through the Department of Physical Education and Human Movement Studies. This program provides opportunities to appreciate and develop lifelong leisure activities and the broad implications of physical education. A wide variety of experiences is available each term. Sports Medicine and Fitness Assessment. The Slocum Sports Medicine and Fitness Research Laboratory, located in 71 Esslinger Hall, provides clinical athletic training and injury management services. It also provides fitness assessment and consulting services for addi- tional fees. Fees. The payment of special fees entitles students and others to the use of gymnasiums, pools, showers, activity uniforms and towels, and laundry service, whether or not they are registered for physical education courses. Students are urged to use the gymnasium facilities for exercise and recreation. Recreation and Intramurals The Department of Physical Education and Human Movement Studies sponsors. recreation and intramural programs for members of the University community. The purpose of these programs is to provide opportunities for stu- dents, staff, faculty, and their families to enjoy formal and informal recreation activities. The Division of Recreation and Intramural Sports provides competition and recreational activities in an atmosphere of relaxation and enjoyment. Opportunities for sports participation include all-campus tournaments, intramurals, and special events. Some of the most popular events are badminton, basketball, bowling, cross-country, flag football, fun runs, golf, handball, racquetball, softball, soccer, swim- ming, tennis, track and field, volleyball, and wrestling. Open Recreation. Departmental facilities and equipment are available for open recreation when not scheduled for class use. These include the gymnasiums, courts, pools, and weight center in Esslinger Hall, Gerlinger Hall, and Gerlinger Annex. Outside field space and tennis courts are also available. Rentals, reservations, and inquiries should be directed to the recreation and intramurals office, 103 Gerlinger Hall; telephone (503) 686-4113. Employment. Many part-time student jobs are generated by the departmental and college operation of a large variety of programs, services, and facilities. Physical education premajors and majors are well qualified for these positions by virtue of their experience. They are invited to apply to department offices for referral. The department also assists community agen- cies in finding qualified premajors and majors for leadership opportunities. Division of Undergraduate Studies The undergraduate curriculum in physical education and human movement studies, leading to the bachelor of science (B.S.), bachelor of arts (BA), or bachelor of physical education (B.P.E.) degrees, provides a high- quality program of professional study. A strong high school background in English composition, biology or chemistry, and physical education is desirable. During the freshman and sophomore years, the student obtains a sound foundation in liberal arts and basic sciences. This is supplemented by a core of physical education activities and introductory instruction in physical education theory. The upper-division program is devoted principally to studies of physical education: motor learning, kinesiology, growth and motor development, physiology of exercise, social psychological and philosophical per- spectives, and courses specific to a particular career direction. Admission Students eligible for admission to the University may be admitted to professional courses as prephysical education majors. Transfer stu- dents must have a 2.50 grade point average (GPA) for admission as prephysical education majors. Enrollment in these courses is depen- dent on meeting the prerequisites for each course. Selected upper-division courses require major status as a prerequisite. All students must make formal application for advancement to major status. In order to apply, students must have completed one full term as a prephysical education major and must have accumulated 90 credits, including at least 6 credits in professional activity laboratory courses and 12 credits in professional theory courses. Advancement to major status requires a 2.50 grade point index (GPI) in all University of Oregon course work. Selected 400-level courses require major status as a prerequisite. Prephysical education majors should consult their assigned departmental advisers for additional information regarding major status. Students transferring to the University as prephys;cal education majors should have completed one year of chemistry or one term each of molecular, cell, and animal biology with laboratory; and a minimum offour professional activity .Iaboratories. Degrees. The degree sought by any student places constraints on the course work under- taken. Students seeking BA degrees must satisfy foreign language, University, and cluster requirements for that degree in addition to taking extensive course work in the sciences required by the physical education core program. The B.S. degree in physical education requires that students complete 36 credits of science and the cluster requirements to meet other University regulations. The heavy concen- tration of science credits in the major makes this degree a convenient choice for many students. The B.P.E. degree does not have foreign language or mathematics requirements, but students must still satisfy the other University cluster and departmental requirements. The department confers graduation with honors upon those students whose cumulative GPI for all college and university work is 3.50 or above and who have completed at least 90 credits at the University of Oregon. Core Program The core program is the set of courses required of all majors in physical education. Beyond the core students take additional course work. A variety of curricula appropriate to specific career directions are offered. The majority of students earning the bachelor's degree prepare for careers in athletic training, coaching, fitness management, prephysical therapy, sport management, teaching, a combination of these, or related professions. A number of the pro- grams-adapted physical education, biomechanics, motor learning and motor control, physiology of exercise, and social psychology of sport-are designed for students to continue their studies in a graduate program. Listed below are the courses that comprise the core. Theory Core 31-34 credits General Biology I: How Cells Work (BI 201), General Biology II: How Organisms Function (BI 202), General Biology III: The Living World (BI 203) and laboratory-discussions (B1207, 208, 209) or Survey of General, Organic, and Biochemistry (CH 101, 102, 103) or General Chemistry (CH 104, 105, 106) and laboratories (CH 107, 108, 109) 12-15 Social Psycholollical Aspects of Physical ActiVity (PEP 331) .. 3 Motor Learning (PEP 332) 3 Philosophical Dimensions of Physical Activity (PEP 333) 2 Physical and Motor Changes during the Stages of Life (PEP 343) 5 Kinesiology (PEP 372) 3 Physiology of Exercise (PEP 473) 3 Activity Core 10-11 credits Professional Activities: Aquatics Foundation (PEP 194) ............... . 2 Professional Activities: Dance Heritage (PEP 194) . 2 Professional Activities: Fundamentals (PEP 194) .. 2 Professional Activities: Conditioning (PEP 294) ... 2 Professional Activities: Team sport or individual or dual sport (PEP) . . . . . . . .. 1-2 Wilderness Survival (PE-O 151) 1 234 Physical Education and Human Movement Studies 3 .. 3 4-6 ....... 5 .. 4 ... 4 . 3 3 6-7 ... 8 .... 3 . ... 3 . .. 3 . .. 3 . ... 3 laboratories and local agencies comprise this program. Cardiopulmonary resuscitation certification is required in addition to the following: Required Courses 59·67 credits Physical education. 12-18 credits: Reading and Conference (PEP 405), Special Problems (PEP 406), Practicum (PEP 409) 3-9 Motor Skill Learning (PEP 533+) 3 Neurological Mechanisms Underlying Human Movement (PEP 536+) . . . . 3 Motor Development (PEP 567 +) 3 Computer and Information science. 6-8 credits: Introduction to Computer Science I, II (CIS 201, 203) or Concepts of Computing (CIS 212) and one of the following: Introduction to Numerical Computation (CIS 133), Introduction to Numerical Computation: Pascal (CIS 134), Experimental Course: BASIC Computer Programming (PEP 410G) . Psychology. 26 credits: Psychology as a Science (PSY 202, 203) 8 Statistical Methods in Psychology (PSY 302) 4 Research Methods in Psychology (PSY 303) 4 Motor Learning and Motor Control This program emphasizes the study of neurophysiological mechanisms which influ- ence the learning and performance of motor skills. The relationships between neural struc- tures, functions, behaviors, and motor learning theories constitute the core of this specialty. Students completing this interdisciplinary program generally seek postbaccalaureate studies in motor learning and control. Required Courses 66-76 credits Physical education. 21-27 credits: Physical Fitness Appraisal (PEP 474G) . Exercise Prescription (PEP 475G) . Corporate and Adult Fitness (PEP 476G) . Care and Prevention of Injuries (PEP 371) or Workshop: Athletic Training (PEP 408G) Practicum: Beginning Fitness Management (PEP 409) 3-6 Practicum: Internship (PEP 409) 6-9 Human development and performance. 21-22 credits: Introductory Nutrition (HEP 252) 3 Experimental Course: Stress Management (HEP 410G) . . . . . 3 Health Aspects of Aging (HDEV 471G) 3 Private and Commercial Recreation (LSS 451) .. 3 Select 9-10 credits: Physical Education for the Exceptional Student (PEP 444G) 3 concurrent with Practicum: Adaptive (PEP 409) 1 Experimental Course: Weight Control (HEP 410G) . 3 Tests and Measurements in Physical Education (PEP 446G) . . . . . . . . . . . 3 Vitamins and Minerals (HEP 458G) . . 3 Nutrition and the Quality of Life (HDEV 459G) 3 Nutrition and Athletic Performance (HDEV 460G) 2 Techniques of Relaxation (PEP 524). . 3 Nutrition in Health and Disease (HEP 553) 3 Science cluster. 12-15 credits: Survey of General, Organic, and Biochemistry (CH 101, 102, 103) orGeneral Chemistry (CH 104, 105, 106) and laboratories (CH 107, 108, 109) .. 12-15 Social science cluster. 12 credits: Psychology as a Social Science (PSY 204, 205) . 8 Personality and Psychopathology (PSY 310) ... 4 Recommended Electives- Management Component 9 credits Students are urged to select 9 credits from the following undergraduate courses to complete the program in fitness management: Introduction to Management (MGMT 101) 3 Introduction to Financial Accounting I (ACTG 221) . 3 Introduction to Law (BE 226) 3 Public Service Management (PPPM 322) 3 Experimental Course: Legal Aspects of Sport and Physical Education (PEP 410G) 3 Experimental Course: Sport Management Concepts (PEP 410G) . Experimental Course: Teaching Human Movement I (PEP 410G) .. Required Courses 56-62 credits Physical education core. 25 credits: Care and Prevention of Injuries (PEP 371) Practicum: Coaching (PEP 409) (two coaching experiences) . Practicum: Internship (PEP 409) Experimental Course: Teaching Human Movement I (PEP 410) .. 3 Athletic Administration (PEP 450) 3 Behavioral Aspects of Sport (PEP 451) 3 Appropriate coaching professional activities. laboratories or physical education professional (PEP) courses selected in consultation with adviser . . . . . . . . . . .. 4-6 Human development and performance. Select 5-6 credits: Experimental Course: Sport Biomechanics (PEP 410G) . . 3 Experimental Course: Sports Management Concepts (PEP 410G) 3 Experimental Course: Stress Management (HEP410G) 3 Nutrition and Athletic Performance (HDEV 460G) . 2 Techniques of Relaxation (PEP 524) 3 Analysis of Teaching in Sport and Physical Education (PEP 557 + ) . School and community health. 6 credits: Introductory Nutrition (HEP 252) . .. 3 Advanced First Aid (HEP 260') . . . . . . . . . . . 3 Psychology social science cluster. 11-12 credits: Psychology as a Social Science (PSY 204, 205) .. 8 One of the following: Personality and Psychopathology (PSY 310) Child Development (PSY 311) . Pseudopsychologies (PSY 357) Business, law, speech. Select 9 credits: Fundamentals of Public Speaking (RHCM 122) or Fundamentals of Interpersonal Communication (RHCM 124) 3 Introduction to Financial Accounting I (ACTG 221) or Financing Leisure Services (LSS 445) 3 Introduction to Law (BE 226) or Experimental Course: Legal Aspects of Sport and Physical Education (PEP 410G) . 3 'Waived if student has Advanced First Aid card at time of graduation. Mathematics. Select 9-12 credits: College Algebra (MTH 101) . . 4 Elementary Functions (MTH 102) 4 Preparation for Calculus (MTH 115) . 4 Introduction to Probability (MTH 150) . 3 Combinatorics (MTH 151) 3 Maximum and Minimum Problems (MTH 155) 3 Concepts of Statistics (MTH 156) 3 Elementary Theory of Numbers (MTH 157) 3 Introduction to Matrix Algebra (MTH 158) 3 Any mathematics course numbered 200 or above 2-4 Physics. 18 credits: General Physics (PH 201, 202, 203) and Introductory Physics Laboratory (PH 204, 205, 206) . . . . . . . . . . . 18 or General Physics with Calculus (PH 211,212, 213) and Introductory Physics laboratory (PH 204, 205, 206) .. . . . . . . . . . . . . . 18 Coaching This program prepares students to enter the coaching profession. Courses beyond the core are designed to broaden the prospective coach's knowledge of administrative duties, communication skills, teaching strategies, psychology of sport, and medical aspects of coaching. Three coaching experiences are required. Fitness Management This program emphasizes the academic and technical knowledge necessary to conduct fitness programs in public and private agencies. Students are prepared to assume leadership and management positions within the health and physical fitness industries. The program blends academic and clinical study in the areas of fitness assessment, exercise prescription, and rehabilitation. Interdisciplinary course work and clinical experiences in departmental Required Courses 41-42 credits Physical education. Select 20-21 credits: Special Problems: Adapted Aquatics (PEP 406) 2-3 Practicum: Adaptive (PEP 409) . . .. 9 Physical Education for the Exceptional Student (PEP 444) . 3 Sport, Exercise, and Disability (PEP 521 + ) ~ 3 Orthopedics and Therapeutics (PEP 522 +) 3 Body Mechanics and Exercise Analysis (PEP 523+) . 3 Leisure studies and services. 12 credits: Introduction to Therapeutic Recreation Service (LSS 461 M) . . . . . 4 Therapeutic Recreation Processes (LSS 462M) 4 Mainstreaming and Integration in Leisure Services (LSS 463G) 4 Special education and rehabilitation. Select 9 credits: Sign Language I (SPA 268) . . . 3 Sign Language II (SPA 368) 3 Sign Language III (SPA 468) . . . . . . . . . . . . . . . .. 3 Psychology of the Exceptional Child (SPED 462G) 3 Introduction to Behavior Disorders (SPED 463G) . 3 Behavior Management with Exceptional Individuals (SPED 485G) 3 Seminar: Advanced Behavioral Management (SPED 507) . . . . . . . . . 3 Seminar: Issues in Early Development of the Handicapped (SPED 507) . 3 Seminar: Issues in Special Education (SPED 507) . 3 Seminar: Rehabilitation Program (SPED 507) .. . 3 Biomechanics This program prepares students for post- baccalaureate study in biomechanics, the study of the human body in motion. By applica- tion of principles from mechanics and engineer- ing, biomechanists study the forces which act on the body and their effects. Detailed analyses of movements result in understanding and improving performance. The science of biomechanics is useful in designing artificial limbs; gaits are studied and adjustments made in the engineering of prostheses. Individual work roles in industry are examined and evaluated through biomechanics, leading to the design of environments to enhance productivity and reduce risk or accidents. Major Programs Qualified students may elect a primary area of emphasis from 12 different programs. Students must complete the required physical education theory and' activity cores in addition to the designated courses for the particular area of emphasis. Note: Some of the 400-level and SOO-Ievel courses are marked with a + . If these courses are to be used as UO graduate credits, they must be in addition to the 186 minimum credits required for the bachelor's degree. Adapted Physical Education This program emphasizes the study of capacities and limitations in exercise and motor skills among various disabled and exceptional populations. Interdisciplinary course work and clinical experiences in local agencies comprise the course work beyond the core. Required Courses 48-59 credits Physical education. 15-21 credits: Reading and Conference (PEP 405), Special Problems (PEP 406), Practicum (PEP 409) 3-9 Experimental Course: Sport Biomechanics (PEP 410G) . . . . 3 Biomechanics (PEP 580 +, 581 +, 582 +) 9 Computer and information science. 6-8 credits: Introduction to Computer Science I, II (CIS 201, 203) .... 8 or Concepts of Computing (CIS 121) and one of the following: Introduction to Numerical Computation (CIS 133), Introduction to Numerical Computation: Pascal (CIS 134), Experimental Course: BASIC Computer Programming (PEP 410G) . 6-7 Physical Education and Human Movement Studies 235 . .. 3 .... 3 49 credits .. 3 . .. 4 12-15 2 Teacher Preparation Elementary and Secondary Teacher Certifi- cation in Physical Education. One program prepares majors to teach physical education at any grade level from preprimary through high school (K-12). Students enrolled in the program leading to K-12 certification take required courses in professional education. As a part of Required Courses 63-69 credits Professional component. 38-41 credits: Required Courses and Fieldwork. 24-27 credits: Programming and Leading Leisure Services (LSS 270) . Practicum: Internship (PEP 409) . Practicum: Sport Management (PEP 409) . Experimental Course: Sport Management Concepts (PEP 41 OG) . . 3 Private and Commercial Recreation (LSS 451) .... 3 Electives. Select 14 credits: Administration of Aquatic Programs (HDEV 344) .. 3 Managing Leisure Services (LSS 370) . 3 Care and Prevention of Injuries (PEP 371) 3 Experimental Course: Legal Aspects of Sport and Physical Education (PEP 410G) 3 Experimental Course: Stress Management (HEP 410G) 3 Experimental Course: Techniques of Teaching I (PEP 410) 3 Athletic Administration (PEP 450) 3 Behavioral Aspects of Sport (PEP 451) . 3 Physical Fitness Appraisal (PEP 474G) . . . . 3 Recreation Areas and Facilities (LSS 496) . . .... 3 Activity core (PEP, SPE) 0-8 The elective component is selected in consultation with an adviser according to the student's career goals. It may include courses from the business component. The activity core may come from PEP professional activities, coaching courses, and service program advanced courses. Business component. Select 9 credits: Introduction to Law (BE 226) . . . . . . . . . . . .. . .. 3 Introduction to Financial Accounting I (ACTG 221) . . . . . . . . . . . . . . . . . . . . . . . . .. .. 3 Introduction to Management Accounting (ACTG 260) . Management and Organizational Behavior (MGMT 321) ... . . . . . . . .. . 3 Human Resources Management (MGMT 322) 3 Marketing Systems and Demand Analysis (MKTG311) . .. 3 Public Service Management (PPPM 322) 3 Introduction to Economic Analysis: Microeconomics (EC 201) 3 Financing Leisure Services (LSS 445) 3 Evaluating Leisure Services (LSS 446) 3 Marketing Leisure Services (LSS 447) 3 Communication component. Select 6 credits: Fundamentals of Speech Communication (RHCM 121) 3 Fundamentals of Public Speaking (RHCM 122) 3 Fundamentals of Interpersonal Communication (RHCM 124) . .. . . . . . . .. 3 Expository Writing (WR 216) ... . . 3 The Mass Media and Society (J 224) 3 Group Communication (RHCM 323) 3 Pnnciples of Advertising (J 341) 3 Principles of Public Relations (J 459) 3 Social science component. 9-12 credits: Students in the sport management program are required to take either the psychology or the sociology social science cluster. Psychology cluster. 11-12 credits: Psychology as a Social Science (PSY 204, 205) .. 8 One of the following: Personality and Psychopathology (PSY 310) .. 4 Child Development (PSY 311) 4 Pseudopsychologies (PSY 357) 3 Sociology cluster. 9 credits: Introduction to Sociology (SOC 201) 3 Introduction to Social Psychology (SOC 206) . . 3 Social Deviancy and Social Control (SOC 211) 3 or Introduction to Sociology (SOC 201) and two of the following: Communities, Population, and Resources (SOC 210), Race, Class, and Ethnic Groups in America (SOC 212), Organizations and Occupations (SOC 213), Social Issues and Social Movements (SOC 215) ..... 9 Social Psychology of Sport This program focuses on the individual's relationships with his or her social environment in physical education and sport, and it investi- gates two general questions: (a) How does participation in physical education and sport affect the psychological makeup of the indi- vidual? and (b) How do social psychological variables influence participation in sport or physical performance or both? Required Courses 61 credits Physical education. 16 credits: Care and Prevention of Injuries (PEP 371) 3 Practicum: Adaptive (PEP 409) . . . . . . . . . . . 1 Practicum: Physical Therapy (PEP 409) 9 Physical Education for Exceptional Students (PEP 444G) . . . . . . . .. 3 Biology. 12 credits: Specific courses are selected in consultation with an adviser. Chemistry. 15 credits: General Chemistry (CH 104, 105, 106) 9 General Chemistry Laboratory (CH 107, 108, 109). 6 Physics. 18 credits: General Physics (PH 201, 202, 203) . . . . . . . . .. 12 General Physics Laboratory (PH 204, 205, 206) .. 6 Sport Management This program is designed for students who want an entry-level position in the management and administration of sport and sport business. Employment opportunities exist in business, industrial, agency, and institutional settings in the following areas: athletic administration, health and fitness promotion, sport program- ming, sport industry, and youth sports. Required Courses 46-52 credits Physical education. 12-18 credits: Reading and Conference (PEP 405), Special Problems (PEP 406), Practicum (PEP 409) ... 3-9 Social Psychology of Sport: Socialization (PEP 527 +) 3 Social Psychology of Sport: Motivation (PEP 528 +) 3 Social Psychology of Sport: Psychological Skills (PEP 529+) 3 Psychology. 16 credits: Psychology as a Science (PSY 203) 4 Psychology as a Social Science (PSY 204, 205) .. 8 Child Development (PSY 311) .. . 4 Sociology. 9 credits: Introduction to Sociology (SOC 201) 3 Two of the following: Introduction to Social Psychology (SOC 206) 3 Social Deviancy and Social Control (SOC 211) 3 Race, Class, and Ethnic Groups in America (SOC 212) . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 3 Organizations and Occupations (SOC 213) . . . . 3 Education and Society (SOC 214) 3 Social Issues and Social Movements (SOC 215) . 3 Introduction to the Sociology of Women (SOC 216) 3 American Society (SOC 301) . . . . . . . . . . . . .. . . 3 Socialization and Society (SOC 314) 3 Social Self and Identity (SOC 429) 3 Rhetoric and communication. 9 credits: Fundamentals of Speech Communication (RHCM 121) 3 Fundamentals of Public Speaking (RHCM 122) 3 One of the following: Fundamentals of Small-Group Communication (RHCM 123) 3 Fundamentals of Interpersonal Communication (RHCM 124) 3 Persuasion (RHCM 322) 3 Group Communication (RHCM 323) 3 Nonverbal Communication (RHCM 434G) .. . 3 Interpersonal Communication (RHCM 436G) 3 ........ 4 .... 3 ...... 3 Biological Psychology (PSY 304) Human Performance (PSY 436G) Brain Mechanisms of Behavior (PSY 445G) Chemistry. 15 credits: General Chemistry (CH 104, 105, 106) 9 General Chemistry Laboratory (CH 107, 108, 109). 6 It is highly recommended that students take Organic Chemistry (CH 331,332,333) and Organic Chemistry Laboratory (CH 337, 338). Preathletic Training This program is designed to prepare students for careers in athletic training. The academic course work is complemented by coeducational clinical work that is supervised by athletic trainers certified by the National Athletic Trainer Association (NATA). Undergraduate students who meet certain criteria may be admitted conditionally to the graduate athletic training program during their senior year, with uncondi- tional status being granted upon admission to the graduate program in physical education. A descriptive pamphlet entitled Undergraduate Placement toward the Graduate Athletic Training Program is available from the Division of Graduate Physical Education. Physiology of Exercise Physiology of exercise is the study of human functions under stress of muscular activity and the adjustment and regulatory activities of the body systems during exercise. The program provides the foundation of academic and practical skills necessary for graduate study in physiology of exercise. Required Courses 43-46 credits Physical education. 15-18 credits: Laboratory Techniques in Stress Physiology (PEP 574 +) 3 Applied Physiology (PEP 576 +, 577 +) 6 Advanced Physiology of Exercise (PEP 578 +) 3 Practicum: Exercise Science Laboratory (PEP 409) 3-6 Mathematics. 4 credits: College Algebra (MTH 101) . . . . . 4 Chemistry. 24 credits: General Chemistry (CH 104, 105, 106) and laboratories (CH 107, 108, 109) . . 15 Organic Chemistry (CH 331, 332, 333) 9 It is highly recommended that students take Biochemis- try (CH 461, 462, 463). Required Courses Physical education. 22 credits: Care and Prevention of Injuries (PEP 371) 3 Practicum: Adaptive (PEP 409) 1 Practicum: Athletic Training (PEP 409) 12 Experimental Course: Sport Biomechanics (PEP 410G) . Physical Education for the Exceptional Student (PEP 444G) . School and community health. 15 credits: Personal health (HEP 250) 3 Introductory Nutrition (HEP 252) or Nutrition in Health and Disease (HEP 553) 3 Advanced First Aid (HEP 260) 3 Pathophysiology (HEP 352) . . . .. 3 Drugs in Society (HEP 453G) ... 3 Psychology social science cluster. 12 credits: Ps)'chology as a Social Science (PSY 204, 205) . 8 Personality and Psychopathology (PSY 310) 4 Prephysical Therapy Admission requirements in standard schools of physical therapy, which are usually operated in conjunction with medical schools, strongly emphasize foundation work in the basic sci- ences. The science courses in the basic curriculum in physical education provide excellent preparation for physical therapy training. 236 Physical Education and Human Movement Studies this requirement, physical education majors must undertake student teaching in both elementary and secondary schools. Students will need two terms to complete the K-12 student teaching requirement. Majors are strongly encouraged to pursue certification in a second subject to combine with physical education. All students must be advanced to major status and pass the California Basic Educational Skills Test (CBEST) two terms before beginning their student teaching. The following courses must be completed in addition to the required theory and activity cores: Requited Courses 81 credits Physical education. 40 credits: Professional Activities: Gymnastics (PEP 294) .... 2 Professional Activities: Track and Field (PEP 294) . 2 Professional Activities: Volleyball (PEP 294) . 1 Care and Prevention of Injuries (FlEP 371) or Workshop: Athletic Training (PEP 408) ... 3 Professional Activities: Badminton (PEP 394) . 1 Professional Activities: Combative Activities (PEP 394) 1 Professional Activities: Field Sports (PEP 394) .... 2 Professional Activities: Softball (PEP 394) . . 1 Professional Activities: Team Court Sports (PEP 394) . . . 2 Professional Activities: Tennis (PEP 394) 1 Two elective courses (PEP or PE-O) 2 Experimental Course: Curriculum, Administration, and Evaluation in Grades K-3 (PEP 410) 4 Experimental Course: Curriculum, Administration, and Evaluation in Grades 4-8 (PEP 410) . . .. " 4 Experimental Course: Curriculum, Administration, and Evaluation in Grades 9-12 (PEP 410) 4 Experimental Course: Teaching Human Movement I (PEP 410) . . . . . . . . . . . . . . . .. 3 Experimental Course: Teaching Human Movement II (PEP 410) 4 Ph(~~~a~~1)cation for the Exceptional. Student 3 concurrent with Practicum: Adaptive (PEP 409). 1 Tests and Measurements in Physical Education (PEP 446G) . . . . . . . . . . . . . . .. . 3 Education. 15 credits: Human Development and Group Processes (EPSY 321) .. . . . . 3 Learning and Assessment in Education (EPSY 322). . . . . . . . . . . . . . . . . 3 Secondary Educational Media (SEED 436G) .. .. 3 Teaching Reading and Writing in the Secondary School (SEED 469G) 3 One of the following: Social Foundations of Teaching (CI 327) 3 History of American Education (EDPM 441 G) 3 Modern Philosophy of Education (CI 445G) .. .. 3 Education in Anthropological Perspective (CI471G) . . . . . . . . . . . 3 Student teaching K-12. 22 credits: Student Teaching: Elementary K-9 (ELED 415) 5 or 15 Student Teaching: Secondary (Departmentalized) (SEED 417) 5 or 15 Seminar: Student Teaching (PEP 407) 2 Certification for Teaching Physical Education. The department offers opportunities for both majors and nonmajors to meet the Teacher Standards and Practices Commission (TSPC) certification requirements. The TSPC requires (1) satisfaction of certain minimum standards of subject preparation and professional education courses and (2) the recommendation by the institution at which the student completes the subject preparation. The student who wants to be recommended for Basic certification should consult designated departmental advisers. Students transferring from other institutions who want to enroll in a fifth-year program leading to a Standard certificate in physical education must meet University of Oregon requirements for a Basic certificate in this field before final acceptance into the program. Students should pian to complete at least half of their fifth-year program in the Department of Physical Educa- tion and Human Movement Studies at the University. Interdisciplinary This program accommodates students who want a degree emphasis not currently offered in the department or a combination of a physical education major with a second major or second emphasis in business, journalism, or another academic discipline. A minimum of 25 addi- tional credits beyond the core is required. Based upon the student's academic and career goals, these credits are used to design an individualized program under the guidance of a departmental adviser. A copy of the projected course work is included in the student's advising file before he or she accumulates 140 credits or begins the last year of course work needed for graduation. Coaching Minor The coaching minor program prepares students for responsibilities involving coaching assign- ments in schools, communities, and public and private agencies. All courses in the program offered on a graded basis must be taken for grades. Students must earn a 2.50 GPA in all courses in the program. The coaching minor requires 27-31 credits, distributed as follows: Required Courses 27-31 credits Advanced First Aid (HEP 260) 3 Physical and Motor Changes during the Stages of Life (PEP 343) . . . 5 Care and Prevention of Injuries (PEP 371) or Workshop: Athletic Training (PEP 408) .. 3 Professional Activities: Conditioning (PEP 394) . . . . . . . . . . . 2 Two Practica (PEP 409) . . . . . . . . 4-6 Athletic Administration (PEP 450) 3 Behavioral Aspects of Sport (PEP 451) . . . . . 3 Appropriate coaching, professional activity laboratories, and physical education courses (PEP or PE- ) selected in consultation with adviser ..... 4-6 Three areas of specialization require fewer courses than the areas of emphasis. Specific curricular requirements are available from the department. Specializations Aquatic Activities. This specialization pre- pares students for careers as aquatic special- ists in schools, communities, public and private agencies, clubs, and institutions. Coaching. This specialization, which duplicates the requirements for the coaching minor, is available to students majoring in physical education. University legislation prohibits the awarding of a minor in the same department in which a major is awarded. Outdoor Pursuits. This specialization provides a basic background for leading outdoor pursuit programs in backpacking, climbing, skiing, rafting, and a wide range of other land- and water-based activities. An Outdoor Leadership Program is also available. Graduate Studies The master of arts (MA), master of science (M.S.), doctor of education (D. Ed.), and doctor of philosophy (PhD.) degrees in physical education are available through the Department of Physical Education and Human Movement Studies. The graduate division focuses on the art and science of human movement. The skills and understanding necessary for basic re- search and scholarship into human movement form the core of all graduate activity. High- quality faculty, research laboratories, and academic resources support sophisticated levels of disciplined inquiry in applied physiol- ogy, biomechanics, kinesiology, motor learning and control, and sports medicine. An exchange of information and inquiry with other disciplines throughout the University (e.g., biological, physiological, sociological, and behavioral sciences) is also integral to the graduate program. Master's and doctoral degree pro- grams as well as postdoctoral opportunities reflect a commitment to, and expertise in, the study of human behavior, development, and performance. Master's Degree Admission. A student seeking admission to the master's degree program should request an application from the head of the Division of Graduate Studies. The Department of Physical Education and Human Movement Studies requires a minimum cumulative undergraduate GPA of 2.75 overthe last 90 term credits, or 60 semester credits. A Graduate Record Examina- tion (GRE) score of at least 470 Verbal, 500 Quantitative, or a combined score of 1000 with a minimum score of 450 on either portion, is also required. Program of StUdy. The master's degree requires 45 graduate credits either with or without thesis. For both programs, candidates must complete the foundation area, consisting of courses in philosophy and issues of physical education and in statistical methods and research. In addition, nonthesis candidates complete two areas of concentration; thesis candidates complete Statistical Methods in Physical Education (PEP 541) and one area selected from the following: 1. Management and leadership 2. Advanced physiology of exercise 3. Gross anatomy 4. Biomechanics 5. Physical growth and development 6. Teaching analysis 7. Motor learning and control 8. Social psychology of physical activity 9. Physical education for exceptional students 10. Athletic training' 11. Fitness and life-style management • Limited to students accepted into the graduate Athletic Training Program leading to NATA certification. Elective credits as needed to meet the minimum 45 credits required for the degree may be taken in dance, school and community health, leisure studies and services, or other University disciplines. Doctoral Degree The University of Oregon has been designated by the Western Interstate Commission for Higher Education (WICHE) as the regional center for doctoral study in physical education. Prospective students from western states should inquire at the department office about their eligibility to receive tuition reduction. Admission. A GRE score of 520 Verbal and 560 Quantitative, or a combined score of 11 00 with a minimum of 500 on either portion, must Physical Education Service Courses 237 be submitted, in addition to a typed statement of 500 words or fewer, indicating goals and objectives, and two letters of recommendation. Qualifying Examination. All candidates are required to take the qualifying examination during their first term in the program. A student is expected to exhibit knowledge and communi- cation skills equivalent to those of a high-quality master's degree graduate. Program Requirements. Doctoral degrees are granted primarily on the bases of attainment and proven ability. The Graduate School requires at least three years of full-time study beyond the bachelor's degree, of which at least one academic year (three consecutive terms) must be spent in continuous residence on the Eugene campus. Graduate credits from other approved institutions may be accepted if they are relevant to the program as a whole and have earned grades of A, B, or P (pass). Every candidate must complete a dissertation. Candidates who have not written a master's thesis must complete a study in lieu of thesis prior to taking comprehensive examinations. A minimum of 40 credits in research, master's thesis, and dissertation are usually expected. Several options are available to meet the language requirement for the Ph.D. degree. A candidate may elect a foreign language (as measured on the Graduate Student Foreign Language Test), computer science courses (9-12 credits), advanced statistical design (9 credits), or research tools (9 credits)-the latter option to consist of course work commensurate with the candidate's program and goals. Selection must be approved by the student's advisory committee. Each doctoral candidate must have a minimum of 30 credits in a primary area of specialization as well as 21 credits in a secondary area. The primary areas of specialization offered by the department include the following: 1. Biomechanics 2. Motor learning and control 3. Social psychology of sport 4. Exercise physiology 5. Human movement studies focuses: a. Adapted physical education b. Curriculum c. Management and leadership d. Teaching analysis As a secondary area, the doctoral candidate may select any of the above areas or adminis- tration, anatomy, growth and development, school and community health, leisure studies and services, or an area outside the College of Human Development and Performance. Final Examinations. Written doctoral com- prehensive examinations are taken after completing substantially all course work, a master's thesis, and the language requirement. Upon passing these examinations the student is advanced to candidacy. A final oral defense is held after completion of the dissertation and after all degree require- ments have been met. Eugene Evonuk Memorial Graduate Fellowship. This award was established to aid promising advanced doctoral students whose research focus is on applied physiology, particularly environmental or stress physiology. The amount of the award varies from year to year; $200 was awarded in 1985. The applica- tion deadline is February 1. Inquiries may be directed to Evonuk Graduate Fellowship, Physical Education and Human Movement Studies Graduate Office, 177 Esslinger Hall. Service Courses in Physical Educat'ion (PE- ) All activity courses in the Physical Education Service Course Program are offered for credit and are open to any student who meets the prerequisite skill require- ments for the course. Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Courses in Aquatics (PE-A) Lower-Division Courses 101-199 Service Courses for Men and Women (Aquatics) (1 R) Emphasis on the learning of recrea- tional, physical fitness, and safety skills for swimming and diVing. 123: Learning to Swim, 199: Special Studies. R once for maximum of 2 credits per activity. 201-299 Service Courses for Men and Women (Aquatics) (1R) Intermediate aquatics. 223: Skill Improvement, 224: Swim Conditioning, 225: Springboard Diving, 226: Scuba Diving. R once for maximum of 2 credits per activity. Upper-Division Courses 301-399 Service Courses for Men and Women (Aquatics) (1 R) Advanced aquatics. 324: Water Aewbics, 325: Master Swim. R once for maximum of 2 credits per activity. Courses in Combative Activities (PE-C) Lowar-Division Courses 101-199 Service Courses for Men and Women (Combative Activities) (1 R) Beginning forms, styles, and disciplines of self defense. Unique training programs for development of physical condition, stamina, and proper attitudes. 117: Personal Defense, 118: Karate I, 119: Judo I, 120: Fencing I, 121: Bo Karate, 199: Special Studies. R once for maximum of 2 credits per activity. 201-299 Service Courses for Men and Women (Combative ActiVities) (1R) Intermediate combative activities. 218: Karate II, 220: Fencing II. R once for maximum of 2 credits per activity. Upper-Division Courses 301-399 Service Courses for Men and Women (Combative Activities) (1R) Advanced combative activities. 318: Karate ill. R once for maximum of 2 credits per activity. Courses in Individual Fitness (PE-F) Lower-Division Courses 101-199 Service Courses for Men and Women (Individual Fitness) (1 R) Beginning activities for reaching a specified level of fitness. 101: Special Physical Education I, 103: Kundalini Yoga I, 104: Aerobics I, 107: Jog-Run, 108: Weight Training, 109: Hatha Yoga, 199: Special StUdies. R once for maximum of 2 credits per actiVity. 201-299 Service Courses for Men and Women (Individual Fitness) (1 R) Intermediate activities. 203: Kundalini Yoga II, 204: Aerobics 11,207: 10-Kilometer Road Running, 208: Weight Training II. R once for maximum of 2 credits per activity. Upper-Division Courses 301-399 Service Courses for Men and Women (Individual Fitness) (1 R) Advanced activities. 304: Aerobics III, 307: Marathon Training, 310: Sports Conditioning, 399: Triathlon Training. R once for maximum of 2 credits per activity. Courses in Gymnastic Activities (PE-G) Lower-Division Courses 101-199 Service Courses for Men and Women (Gymnastic Activities) (1 R) Beginning courses in the performing arts of physical education. Developmentof strength:flexibility, coordination, rhythm, creativity, and self-confidence. 111: Gymnastics I, 112: Tram- polinel, 113:CircusArts, 114: Tumbling, 199: Special StUdies. R once for maximum of 2 credits per activity. 201-299 Service Courses for Men and Women (Gymnastic Activities) (1 R) Intermediate gymnastics. 211: Gymnastics Improvement, 212: Trampoline II, 214: Power Tumbling. R once for maximum of 2 credits per activity. Upper-Division Courses 301-399 Service Courses for Men and Women (Gymnastic Activities) (1 R) Advanced courses. R once for maximum of 2 credits per activity. Courses in Human Action Studies (PE-H) Lower-Division Courses 101-198 Service Courses for Men and Women (Human Action) (1 R) Beginning levels of nonactivity, sport-related topics. Topics include Olympic Games, Sport History, Sport Legends and Literature, and Sport Photography. 199 Special Studies (Human Action) (1-2R) 201-299 Service Courses for Men and Women (Human Action)(1 R) Intermediate levels of nonactiv- ity, sport-related topics. Upper-Division Courses 301-399 Service Courses for Men and Women (Human Action) (1 R) Advanced levels of nonactivity, sport-related topics. Courses in Individual and Dual Sports (PE-I) Lower-Division Courses 101·199 Service Courses for Men and Women (Individual and Dual Sports)(1 R) Beginning levelsof highly skilled, self-challenging games and excellent leisure-time activities. 142: Racquetball I, 143:Tennis 1,144: Badminton I, 146: Table Tennis 1,147: Bowling I, 148: Golf I, 199: Special Studies. R once for maximum of 2 credits per activity. 201-299 Service Courses for Men and Women (Individual and Dual Sports) (1R) Intermediate games and activities. 242: Racquetball II, 243: Tennis II, 244: Badminton II, 247: Bowling II, 248: Golf Improvement. R once for maximum of 2 credits per activity. Upper-Division Courses 301-399 Service Courses for Men and Women (Individual and Dual Sports) (1 R) Advanced games and activities. 342: Racquetball III , 343: Tennis III, 347: Bowling III, 348: GolfTouring. R once for maximum of 2 credits per activity. Courses in Outdoor Pursuits (PE-O) Note: Horseback riding, downhill skiing, and other courses may be taught by contracted organizations. The University assumes no liability for these contracted activities. Lower-Division Courses 101-199 Service Courses for Men and Women (Outdoor Pursuits) (1 R) A wide range of outdoor activities for beginners. 150: Oregon Coast Walk, 151: Wilderness Survival, 152: Bicycle Touring i, 153: Backpacking Preparation, 154: Mountaineering Preparation, 155: Snow Camping Preparation, 156: Ski 238 Physical Education Service Courses Touring Preparation, 158: Rock Climbing I, 163: Sailing 1,164: Windsurfing, 165: Whitewater Rafting, 166: Fly Casting, 170: Training for Sky DIving, 172: Riding I, 173: Jumping I, 174: Skiing I: Cross-Country, 175: Skiing I, 199: Special Studies. R once for maximum of 2 credits per activity. 201-299 Service Courses for Men and Women (Outdoor Pursuits) (1 R) Intermediate levels. 252: Oregon Coast Bike Tour, 253: Backpacking I, 254: Mountaineering I, 255: Snow Camping I, 256: Ski Touring 1,258: Rock Climbing 11,262: Wilderness Canoeing, 272: Riding 11,273: Jumping II. 275: Skiing II. R once for maximum of 2 credits per activity. Upper-Division Courses 301-399 Service Courses for Men and Women (Outdoor Pursuits) (1 R) Advanced levels. 353:. Backpacking II, 354: Mountaineering II, 356: Ski Touring II, 357: Ski Touring Advanced Technique, 372: Riding 111,375: Skiing III. R once for maximum of 2 credits per activity. Courses in Club Sports (PE-S) Lower-Division Courses 101-199 Service Courses for Men and Women (Club Sports) (1 R) R once for maximum of 2 credits per activity. Not offered 1986-87. 201-299 Service Courses for Men and Women (ClUb Sports) (1 R) R once for maximum of 2 credits per activity. Not offered 1986-87. Upper-Division Courses 301-399 Service Courses for Men and Women (Club Sports) (1 R) R once for maximum of 2 credits per activity. Not offered 1986-87. Courses in Team Sports (PE-T) Lower-Division Courses 101-199 Service Courses for Men and Women (Team Sports) (1 R) Team sports for beginners. 130: Frisbee, 133: Volleyball I, 137: Soccer I, 139: Softball I, 199: Special Studies. R once for maximum of 2 credits per activity. 201-299 Service Courses for Men and Women (Team Sports) (1 R) Intermediate levels. 230: Ultimate Frisbee, 232: Basketball II, 233: Volleyball II, 237: Soccer II, 239: Softball II. R once for maximum of 2 credits per activity. Upper-Division Courses 301-399 Service Courses for Men and Women (Team Sports) (1 R) Advanced levels. 332: Basketball III, 333: Volleyball III, 339: Softball III. R once for maximum of 2 credits per activity. Courses in Intercollegiate Athletics (PE-V) Lower-Division Courses 101-199 Service Courses for Men and Women (Intercollegiate Athletics) (1 R) R once for maximum of 2 credits per activity. Not offered 1986-87. 201-299 Service Courses for Men and Women (Intercollegiate Athletics) (1 R) R once for maximum of 2 credits per activity. Not offered 1986-87. Upper-Division Courses 301-399 Service Courses for Men and Women (Intercollegiate Athletics) (1 R) Advanced courses limited to participants in varsity intercollegiate athletics. 386: Varsity Cross-Country~Women's Rules, 388: Varsity Volleyball-Women's Rules, 389: Varsity Football-Men's Rules, 3.90: Varsity Gymnas- tics-Women's Rules, 391: Varsity SWimming, 392: Varsity Wrestling-Men's Rules, 393: Varsity Basket- ball-Men's Rules, 394: Varsity Golf-Men's Rules, 395: Varsity Tennis-Women's Rules, 396: VarSIty Track~Women's Rules, 397: Varsity Softball- Women's Ruies. R once for maximum of 2 credits per activity. Physical Education Professional Courses (PEP) An: credits to be arranged Coreq: corequisile PIN: passino pass Prereq: prerequisite R: repeatable for credit S: must be taken in sequence Note: See Registration and Academic Policie~ for Definitions, Course Prefixes, Course Numbermg System, and Sample Course Listings. Lower-Division Courses 194 Professional Activities (1-2R) Basic skills and knowledge; fundamental movements; aquatics . foundations; dance heritage. For physical education majors only. R when activity changes. 199 Special Studies (Arr,R) Prereq: department head's approval. 200 SEARCH (1-3R) 291 Lifesaving In Aquatic Programs (2) Basic skills of lifesaving in aquatic programs. Leads to American Red Cross certification in advanced lifesaving. Prereq: superior proficiency in swimming. 292 Swimming and Water-Safety Instruction (2) Analysis, methods of instruction, and evaluation at all age levels. Leads to American Red Cross certification in water-safety instruction. Prereq: PEP 291 or prevIous water safety instructor certification. 294 Professional Activities (1-2R) For professional students. Basic skills and knowledge; conditioning, gymnastics, track and field, volleyball. R when activity changes. Upper-Division Courses 321 Games and Sports Skills (2) Values, purposes, and uses of creative games, games of low organization, basic skills and lead-up activities for children. Methods of instruction and time allotments for elementary school program. 322 Posture and Developmental Activities (2) Mechanics of movement, posture screening, and developmental activities for children including stunts and tumbling, gymnastics, and track and field. Methods of instruction and time allotments for elementary school program. 323 Rhythms and Dance (2) Basic movement activities for elementary school children InclUding locomotor and non locomotor movement, original dance patterns, singing games, folk dance, native dance, and basic square dance. 331 Social Psychological Aspects of Physical ActiVity (3) Social and psychological factors influenc- ing participation in physical activity, such as feedback, reinforcement, attitudes, motivation, and self- confidence. 332 Motor Learning (3) Introduction to motor learning with emphasis on current research and contemporary theories. 333 Philosophical Dimensions of Physical ActiVity (2) Aesthetic, ethical, and personalconsiderations that influence the conduct of and partiCipation In physical activities. 341 Strategies and Techniques of Teaching Physical Education I (4) The three processes of. teaching: observation, proviSion of learning experi- ences which challenge motor competence, and evaluation of instruction. Prereq: PEP 332. Content offered 1986-87 under PEP 410. 342 Strategies and Techniques of Teaching Physical Education II (4) Integration of cognitive and social considerations into the teaChing cycle presented in PEP 341 to provide comprehensive grasp of howto teach physical education. Prereq: PEP 331, 341. Content offered 1986-87 under PEP 410. 343 Physical and Motor Chang.es during the Stages of Life (5) Physical and motor skill factors baSIC to an understanding of physical activity during the life cycle. Prereq: junior standing or instructor's consent. HDEV 344 Administration of Aquatic Programs (3) See description under Human Development and Performance. 371 Care and Prevention of Injuries (3) Bandaging, massage, and other mechanical aids for the prevention of injuries. Analysis of types of injuries; emergency procedures. Prereq: BI 391, 392. 372 Kinesiology (3) Basic mechanical principles as they relate to the study of anatomical structure and the analysis of motion. Prereq: Bi 391, 392. HDEV 392 Principles of Outdoor leadership (3) See description under Human Development and Perform- ance. 394 Professional Activities (1-2R) For professional students. Basic skills and knowledge; badminton, combative activities, field sports, softball, team court sports, and tennis. R when activity changes. Note: Courses deSignated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 403 Thesis (Arr,R) 405 Reading and Conference (Arr,R) Reading and assignments in connection with other courses for extra credit. Honors readings. Prereq: instructor's consent and department head's approval. 406 (G) Special Problems (Arr,R) 407 (G) Seminar (Arr,R) 408 (G) Workshop (Arr,R) 409 Practicum (Arr,R) Prereq: department head's or practicum coordinator's approval. 410 (G) Experimental Course (Arr,R) Current topics are Aquatic Sports Coaching; Curriculum, Administra- tion and Evaluation in Grades K-12; Physical Educa- tion'for Children in Grades K-6; Sport Biomechanics; Sport Management Concepts; and Teaching Human Movement I and II. HDEV 410 (G) Experimental Course (Arr,R) 424 (G) Administration of Elementary Schoo.1 Physical Education (3) Organization and administra- tion; evaluative procedures and techniques; publiC relations: the role of elementary school physical education. Prereq: PEP 321, 322, 323, or instructor's consent. 443 (M) Curriculum and Administration of Physical Education Programs (5) Administration of physical education programs; components of a functional program in schools; behavioral objectives, facilities planning, operating costs, administrative poliCies, and program evaluation. Prereq: senior standing, PEP 331, 341,342. 444 (G) Physical Education for the Exceptional Student (3) Common handicapping conditions found in school-age children. Analysis of body mechanics, exercise limitations, program adaptation. Prereq: BI 391,392. 446 (G) Tests and Measurements in Physical. Education (3) Use of tests and measurements In physical education; evaluation of objectives, pro- grams, and student achievement through measure- ment techniques. Prereq: junior standing. 450 Athletic Administration (3) The place of athletics in the educational setting; responsibilities for adminis- tration of an interscholastic athletic program. Program and policy development, health and safety factors, and public relations. Prereq: junior standing. 451 Behavioral Aspects of Sport (3) Motor develop- ment, motor learning, and sport psychology principles and applications for coaches of elementary school, high school, and college athletes. Prereq: junior standing. 463 Volleyball Coaching (2) Skill analysis, team strategies, duties, and coaching knOWledge of volleyball. Offered alternate years; not offered 1986-87. 464 Softball Coaching (2) Fundamentals and advanced skills; emphasis on methods of instruction and skill analysis; strategy; sport management and coaching responsibilities. Offered 1986-87 and alternate years. 465 Football Coaching (3) Systems of play, strategy, responsibilities of the coach, public relations. Prereq: junior standing. Not offered 1986-87. 466 Basketball Coaching (2) Coaching methods. Fundamentals of team play; comparison of systems, strategy, training, conditioning; selection of players for positions. Prereq: junior standing. Physical Education Professional Courses 239 467 Baseball Coaching (2) Review of fundamentals with emphasis on methods of instruction. Problems and duties of the baseball coach including strategy, psychology, training, and conditioning. Offered alternate years; not offered 1986-87. 468 Track Coaching (2) Principles of training; development of performance for each track event for men and women; selection of competitors for different events; conducting meets. Prereq: junior standing. 473 Physiology of Exercise (3) Physiological effects of muscular exercise, physical conditioning, and training; significance of these effects for health and for performance in activity programs. Prereq: Bl321 ,322. 474 (G) Physical Fitness Appraisal (3S) Assessment of flexibility, muscular strength and endurance, body composition, and cardiovascular fitness. Application of course theory in laboratory setting. Prereq: BI 321, 322. S with PEP 475,476. 475 (G) Exercise Prescription (3S) Cardiovascular disease, risk-factor modification, electrocardiography, training effects, and exercise prescription. Laboratory application. Pre- or coreq: PEP 473. S with PEP 474, 476. 476 (G) Corporate and Adult Fitness (3S) Design and management of adult fitness and health-promotion programs in a variety of settings. Exercise leadership, certification programs, and special problems. S with PEP 474, 475. 494 Professional Activities (1-2R) For professional students. Basic skills and knowledge, aerobics, golf, racquetball, relaxation, and wrestling. R when activity changes. Graduate Courses 501 Research (Arr,R) PIN only. 502 Supervised College Teaching (Arr,R) 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 506 Special Problems (Arr,R) Study of selected problems in the field of physical education. 507 Seminar (Arr,R) Seminars offered as resources and interest permit. Recent topics are Activity and Play, Administration of Service Program, Advanced Physiol- ogy of Exercise, Biomechanics, Foundations of Physical Activity for Special Groups, Legal Aspects of Physical Education, Motor Learning and Control, Philosophy and Issues of Physical Education, and Sports Medicine. A 1-credit doctoral seminar is also offered. 508 Workshop (Arr,R) 509 Practicum (Arr,R) 510 Experimental Course (Arr,R) Data Analysis in Physical Education is a current topic. 511 Philosophy of Physical Education (3) Philosophic foundations underlying the principles and practices of physical education as a part of the total educational program in the Western world. 515,516 History of Physical Education (3,3) History of physical education from its earliest development up to the 18th century, followed by consideration of the various physical education systems in Europe and their transfer and adaptation to the United States. Not offered 1986-87. 518 Current Movements of Physical Education (3) Identification and exploration of current perspectives and practices, literature and research pertaining to contemporary issues and trends in physical education and allied areas. 520 Physical Fitness Programs (3) Programs to meet individual physical fitness and social needs through physical education activities; case-study techniques, developmental programs, development of social traits; administrative problems. Prereq: PEP 444, 446. Not offered 1986-87. 521 Sport, Exercise, and Disability (3) Emphasizes the study of capacities and limitations in exercise and motor skills among various disabled and other exceptional populations. 522 Orthopedics and Therapeutics (3) Emphasizes orthopedic handicapping conditions, the influence of physical activity on such conditions, and how the growth of bone and physical stress influence the nature of orthopedic disability. 523 Body Mechanics and Exercise Analysis (3) Provides a framework for analysis of exercise and the principles underlying exercise prescription. Normal and abnormal body mechanics, with emphasis on the spine and iow back. 524 Techniques of Relaxation (3) The common causes of fatigue and neuromuscular hypertension; methods of combating them. Theories underlying techniques of relaxation; application of these techniques in daily living and in activities. 527 Social Psychology of Sport: Socialization (3) The emergence of sport psychology as a discipline and topics such as socialization, competition, model- ing, feedback and reinforcement, personality, aggres- sion, moral development, and seif-concept. 528 Social Psychology of Sport: Motivation (3) Motivation in individual and group behavior in sport and physical activity. Topics include participation motivation, intrinsic or extrinsic motivation, goal setting, positive mental attitude, and achievement behavior. 529 Social Psychology of Sport: Psychological Skills (3) Psychological skills in sport and how these skills can be used to enhance sport performance and cope with stress. Relaxation, cognitive restructuring, mental imagery, and goal setting. 531,532 Sports Medicine (3,3) Medical factors that influence human performance in sport. Topics include medical supervision and legal implications; nutritional aids; and mechanics of injury, modalities of treatment and rehabilitation. Not offered 1986-87. 533 Motor Skill Learning (3) Identification and application of teaching modes; strategies to create the best atmosphere for acquisition of motor skills. 534 Advanced Motor Skill Learning (3) Identification of variables that influence both the acquisition and retention of motor skill performance. 535 Theory of Motor Control and Learning (3) Relates learning theory to the learning of motor skills. Application of cybernetic, information processing, open and closed loop, and motor programming theory to variables controlled by teacher. 536 Neurological Mechanisms Underlying Human Movement (3) Vertebrate neurophysiology and its reiationship to motor control. Prereq: B1321, 322, 391, 392 or instructor's consent. 537 Sports Psychology (3) Analysis of psychological factors and principles affecting physical performance, behavior, and emotions in sports; differences among individuals and among teams. 540 Statistical Methods in Physical Education (3) Elementary statistics applied to research, including central tendency, variability, normal probability curve, reliability, and correlation. Prereq: graduate standing. 541 Statistical Methods in Physical Education (3) Advanced statistics applied to research, including variance analysis, covariance analysis, partial and multiple correlation, regression equations, chi-square, special correlational techniques, and nonparametric processes. Prereq: PEP 540. 544 Critique and Interpretation of Research (3) Scientific principles applied to the conduct and examination of research in health, physical education, recreation, gerontology, and dance; application of research results to practical situations. 545 Experimental Design in Physical Education Research (4) Techniques and procedures of labora- tory research in physical education; construction of tests; technical laboratory tests and their use; design of experiments; application of advanced quantitative methods. Prereq: PEP 446, 540, 541. 546 Emergency Procedures and Evaluation (3) Introduction to knowledge and skills needed for injury recognition, evaluation, prevention, and management. 547 Treatment Programs in Athletic Training (3) Theory of therapeutic modalities used in treating sports injuries. Includes physics of electrotherapy, modality selection and application, and development and rationale of treatment programs. 548 Rehabilitation Programs In Athletic Training (3) Theory, design, and implementation of therapeutic exercise programs in sports injury management. Current therapeautic exercise equipment and its use in comprehensive rehabilitation programs. 550 Administration of Physical Education (3) Administrative theory and concepts of organizational behavior and controversies as they apply to job satisfaction, productivity, absence, and turnover in physical education. HDEV 551 Administration of Physical Education (3) See description under Human Development and Performance. Not offered 1986-87. 552 Administration of Physical Education (3) Tools and methods for administrative research. Application of research to resolution of critical administrative issues in physical education. Not offered 1986-87 554 Administration of Athletics (3) Historical development of athletics and their control. Place of athletics in education; purposes, administrative control, management, operational policies, care of equipment and facilities. 555 Intramural Organization and Management (3) Nature and purposes of intramural programs; history of development. Departmental organization. Relation of program to physical education instruction. Adminis- trative problems. 556 Administration of BUilding and Facilities (3) Building layout and equipment; relation of various functional units-equipment service, dressing facilities, activity spaces, administrative units, perma- nent and portable equipment. 557 Analysis of Teaching in Sport and Physical Education (3) Study of the body of knowledge regarding contemporary teaching theories, practice, and research applicable to sport and physical education. 558 Curriculum Construction in Physical Education (3) Exploration of major paradigms for curriculum construction in physical education by analysis of traditional conceptual-empirical and aconceptual curricula. 559 Systematic Observation in Sport and Physical Education (3) Provides a working knowledge of the development and use of techniques for observing and analyzing teaching and coaching behavior. 561 Physical Growth and Development (3) Emphasis on the sensory-motor development of the preschool child in relation to physical, social psychological, and cognitive development. Application of research tothe teaching of physical education to preschool children. 562 Physical Growth and Development (3) Physical and social psychological development during the elementary school period in relation to motor perform- ance. Emphasis on practical applications for move- ment education of elementary school children. HDEV 563 Adult Development (3) See description under Human Development and Performance. 567 Motor Development (3) Study of the acquisition of motor skills. 571, 572, 573 Gross Anatomy (3,3,3) Regional approach to human anatomy: extremities, trunk and abdomen, head and neck. Important to coliege teachers who give instruction in anatomy, kinesiology, and physiology of exercise. Application to body movement, sports medicine, and performance. Prereq: Bl 391, 392 or equivalents. 574 Laboratory Techniques in Stress Physiology (3) Fundamental laboratory techniques in human physioiogy and their significance as measures of health and general physical fitness. Prereq: instructor's consent. 576, 5n Applied Physiology (3,3) The physical and chemical mechanisms underlying the major functions of the body. Prereq: instructor's consent. 578 Advanced Physiology of Exercise (3) Advanced analysis of the interaction of physical and chemical mechanisms underlying the major functions of the moving body. Prereq: instructor's consent. 580, 581, 582 Biomechanics (3,3,3) The basic mechanisms of movement; application of mechanical principles and analysis of selected movement patterns. 240 School and Community Health SChool and Community Health 250 Esslinger Hall Telephone (503) 686-4119 Richard G. Schlaadt, Department Head Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Randall R. Cottrell, Assistant Professor (schooi health, stress, human sexuality). B.S., 1973, M.Ed., !975, Bowling Green State; D.Ed., 1982, Pennsylvania State. (1982) Lorraine G. Davis, Professor (statistics, curriculum). B.S., 1965, M.S., 1967, Wisconsin, La Crosse; Ph.D., 1972, Oregon. (1970) Jane Gutting, Assistant Professor (school health, international health). B.S., 1973, Wisconsin, River Falls; M.S., 1978, PhD., 1983, Oregon. (1982) Robert M. Hackman, Assistant Professor (nutrition). BA, 1975, Johns Hopkins; M.S., 1977, Pennsylvania State; Ph.D., 1981, California, Davis. (1981) Sandy M. Harvey, Assistant Professor (public health, reproductive health, organization of health care). BA, 1969 Puget Sound; M.P.H., 1979, California, Los Angeles; Dr.P.H., 1984, California, Los Angeles. (1984) Wesley E. Hawkins, Assistant Professor (school health, mental health). B.S., 1972, Northeast MissouriState; M.S., 1977, Missouri; PhD., 1986, Southern IllinOIS. (1986) Judith H. Hibbard, Assistant Professor (social epidemiology, public health, women's health). B.S., 1974, California State, Northridge; M.P.H., .1975, California, Los Angeles; Dr.P.H., 1982, California, Berkeley. (1982) Mark S. Kaplan,Assistant Professor (public health, alcoholism social and cultural health). B.S., 1975, Miami (Florida); M.S., 1977, Arizona State; M.PH, 1978, Dr.Ph., 1984, California, Berkeley. (1985) Robert E. Kime, Professor (sex education, consumer health). B.S., 1954, M.S., 1958, Wisconsin, LaCrosse; PhD., 1963, Ohio State. (1963) Richard G. Schlaadt, Professor (school health instruction, drug education, student teaching). B.S., 1957, Lewis and Clark; M.S., 1958, illinOIS; Ed. D., 1966, Oregon State. (1967) Warren E. Smith, Professor (world health, safety). B.S., 1941, Oregon; MA, 1947, Michigan; EdD., 1957, Stanford. (1963) Emeriti Franklin B. Haar, Professor Emeritus (public health administration). B.P.E., 1928, Springfield; MA, 1933, PhD., 1946, Pittsburgh. (1949) Frances VanVoorhis, Assistant Professor Emerita of Home Economics (consumer economics, family finance, home management). B.S., 1932, Minnesota; M.S., 1949, Iowa State. (1944) Margaret J. Wiese, Associate Professor Emerita of Home Economics (foods and nutrition). B.S., 1941, Iowa State; MA, 1945, Iowa. (1947) The Department of School and Community Health was officially established at the Univer- sity of Oregon in 1947, although courses for the health education of students have been offered continuously since 1893. The goal of health education is to provide learning experiences that positively influence individuals' understand- ings, attitudes, and behaviors in making community health decisions. The department offers students a variety of undergraduate and graduate courses neces- sary for professional preparation as well as for the fulfillment of the University's health educa- tion requirement for graduation. The require- ment may also be fulfilled, but with no credit granted, by students who successfully passa health education examination administered by the department during each registration period. Preparation. Entering freshmen with strong scientific backgrounds have a particular advantage when they enroll in the University chemistry and biology courses required of majors. Students who attend community colleges prior to entering the Department of School and Community Health should take as many of the basic lower-division requirements as possible. Specific courses are listed in the respective program explanations. Careers. The health career industry is the second largest employer in the United States, and health education graduates are qualified for a variety of positions in an ever-expanding career market. Typical opportunities are for health education teachers in elementary and secondary schools, community colleges, four-year colleges, and universities; school health coordinators for individual schools and school districts; school health nurses; health career teachers in public schools; state school health specialists; community health educators and administrators with public health depart- ments, voluntary agencies, hospitals, and sirnilar institutions; health researchers and statisticians; athletic trainers; and coordinators of commercial wellness programs. Oregon Student Association for the Advancement of Health Education The Oregon Student Association for the Ad- vancement of Health Education (OSAAHE) is an organization for school and community health majors at the University of Oregon. OSAAHE provides opportunities for students to develop their organizational skills while making an important contribution to the department and the profession. Members sponsor peer advising sessions for incoming health students, conduct health awareness campaigns and other com- munity service projects, and help promote high-quality research by publishing the best research papers by health students. Eta Sigma Gamma. The Beta Lambda chapter of Eta Sigma Gamma is a national health science honorary. Membership is restricted to outstanding students in the health field. Health Faire. The health faire is an annual presentation cosponsored by OSAAHE and the Department of School and Community Health. The faire is an opportunity for health-related agencies and practitioners to present work- shops, exhibits, and demonstrations of their services to University students and to the community. Scholarships The Department of School and Community Health offers three modest scholarships in honor of esteemed faculty members no longer active as instructors at the University. Informa- tion on and applications forthe Darwin Gillespie Scholarship, the Franklin Haar Scholarship, and the Antoinette Shumway Stanton Scholarship are available in the main office of the Depart- ment of School and Community Health. Drug Information Center Patti Worthen-Hunt, Director 1763 Moss Street Telephone (503) 686-5411 The Drug Information Center (DIC) is an information-and-education resource center affiliated with the Department of School and Community Health. Services are provided to inform and promote safe and responsible use of drugs. Among the various services available althe DIC are telephone and walk-in library and reference, drug identification, and educational outreach. The DIC has received a national commendation for being a replicable primary prevention drug abuse program. Oregon Health Education Service The Oregon Health Education Service (OHES), approved in 1980 by the chancellor of the Oregon State System of Higher Education, is administered by the Department of School and Community Health. Facilities for OHES are in 303 and 304 Gerlinger Hall. OHES has four main objectives: (1) to provide health education information, (2) to offer in-service programs, (3) to conduct research, and (4) to evaluate health programs. These objectives are specifically designed to assist Oregon teachers and school health-related organizations. University Health Education Requirement The University health education requirement may be met by taking one of the following courses: Special Studies (HES 199); see topics under HES course listings Community Health (HES 211) Personal Health (HES 250) Elementary School Health Education (HEP 440); elementary education majors only Undergraduate Studies Students specializing in school and community health may earn either a bachelor of science (B.S.) or a bachelor of arts (BA) degree. Excellent vocational opportunities are available in schools and with public and voluntary health agencies for people with professional training in school and community health. The curriculum provides a strong basis for graduate work in health education, public health, physical therapy, traffic safety, and the health sciences. Students may study school and community health through the Honors College. See the Honors College section of this catalog. School and community health students are expected to assimilate information and gain competence in the social sciences, physical sciences, and communication. Graduates must often apply their knowledge in practical experiences. Admission Procedures and Academic Advising Upon entering the University, a student may be classified as a prehealth education major. When the required departmental and University lower-division courses are completed, the sludent is eligible to apply to the department for major status by filing an application, includ- School and Community Health 241 6 3 3 9 3 3 3 5 3 3 54 credits 3 3 3 Basic Certificate Courses Advanced First Aid (HEP 260) School Health Issues (HEP 442) School Health Coordinator (HEP 443) . 'Human Development and Group Processes (EPSY 321) 'Learning and Assessment in Education (EPSY 322) . 'Teaching Reading and Writing in the Second- ary School (SEED 469) . . . . . . . . . . . . . . . . . . .. 3 'Practicum: Field Experience in Teaching (HEP 409) . . . .. . .. . .. . . . . . . . . . . . . . . . . . .. 3 Seminar: Student Teaching (HEP 407) 1 Student Teaching: Elementary (ELED 415) or Student Teaching: Secondary (SEED 417) . 15 Accident Prevention and Safety Programs (HEP 361) . .. 'Health Instruction (HEP 441) concurrent with 'Seminar: Health Instruction Laboratory (HEP 407) . Social Health (HEP 451) . 'Educational Media (CI 435) . 'Social Foundations of Teaching (CI 327) or Education in Anthropological Perspective (CI 471) or History of American Education (EDPM 441) or Modern Philosophy of Education (CI 445) . . . . . . . . . . . . . . . . . . . . . .. 3 'Must be taken prior to student teaching. teachers of health education in public schools, kindergarten through twelfth grade. The prepa- ration includes exposure to the interdisciplinary nature of health from a biological, physical, emotional, intellectual, and social perspective. Upon completion of the program, the student has teaching competence in the following areas: pGrsonal health including personal health problems, nutrition, and common dis- eases; community health including environmen- tal health, consumer health, and health careers; mental t)ealth including human behavior, family life, sexuality, and drugs; and safe living including areas concerned with school and home safety and first aid. The following courses are required for a Basic teaching certificate in health education: Note: The following requirements are prerequi- sites for student teaching. 1. Core and Basic Certificate Courses, listed above, that are marked with an asterisk 2. Minimum 2.50 cumulative GPA 3. All admission requirements (including reading, writing, mathematics, and antidis- crimination examinations) for the Secondary Teacher Education Program (see that section of this catalog under Teacher Education) Standard Teaching Certificate in Health Education. The Standard teaching certificate in health education is primarily an upper-division or graduate course of study designed to expand the teaching competence developed in preprofessional teacher preparation programs. A minimum of 12 credits of course work must be selected from the graduate offerings (includ- ing HEP 543, Advanced Health Instruction) of the Department of School and Community Health. Courses should be selected from those designed to further teaching competence. The remaining course work required for a Standard teaching certificate in health education must be selected from the offerings of the College of Education and with the approval of the second- ary education office. For specific information regarding the requirements for a Standard teaching endorsement, students should inquire at the Office of Teacher Certification, College of Education. 3 3 9 .. 12 9-12 173-198 credits 95-108 54 24-36 173·199 credits 95-108 36 42-55 101-104 credits Health Education: School Health 173-198 credits Core.. . . . . . .. . . . . . . . . . . . . . . . . . 95-108 Option................................. 55 Electives . 23-35 Health Education: Community..Health Core . Option . Electives . Health Education: Gerontology Core .. Option. Electives .. Core Courses Lower Division Personal Health (HES 250) 3 Personal Health and Human Sexuality (HEP 251) '" . . . . . . 3 'Introductory Nutrition (HEP 252) 3 'Introduction to Health Education Professions (HEP 253) Arts and letters cluster . 'English Composition (WR 121 and 122, 123, or 343) . Fundamentais of Public Speaking (RHCM 122) 3 Social science cluster in psychology or sociology . Chemistry (elementary or general) Science cluster in biology .... Upper Division Human Physiology I, II (Bi 321, 322) . . . .. 6 Introduction to Bacteriology (BI 381) 3 Introduction to Bacteriology Laboratory (BI 383) . 2 Human Anatomy (BI 391, 392) 6 School and Community Mental Health (HEP 351) . .. . . . . . . . . . . . . . . . .. . . . . . . . . .. 3 Pathophysiology (HEP 352) . . . . . . . . . . . . . . . . 3 Community Health Problems (HEP 353) 3 Introduction to Public Health (HEP 371) 3 Evaluation Procedures in Health (HDEV 431) . . . . . . . . . . . . . . .. .. . . . . . . . . . .. 3 Drug" in Society (HEP 453) or Special Problems: Psychedelic Drugs (HEP 406) Environmental Health Science (HEP 454) . Consumer Health (HEP 455) 'Must be taken prior to student teaching. Comprehensive Options 1. Core + School + Community 95-108 + 55 + 54 = 204-217 2. Core + Community + Gerontology 95-108 + 54 + 36 = 185-198 3. Core + School + Gerontology 95-1 08 + 55 + 36 = 186-199 School Health The Department of School and Community Health offers two programs to prepare students to teach health education in Oregon public schools. One is for health education teachers at any grade level, kindergarten through twelfth grade; the other is for those atthe middle, junior, or senior high school levels. The latter program is a combined teaching endorsement with other related fields, i.e., biology, physical education, social studies, or home economics (home economics is not offered at the University of Oregon). The department offers work to prepare teachers for the Basic and Standard teaching endorsements. For information regarding requirements for the health education endorsement, students should consult the departmental endorsement adviser for teacher education and the coordinator for secondary education in the College of Education. Basic Teaching Certificate in Health Educa- tion (K-12). A Basic teaching certificate in health education provides entry-level creden- tials to individuals seeking employment as ing transcripts, references, and a comprehen- sive statement of professional goals. The applicant is admitted to major status in health education only after the faculty has reviewed and approved the application. A faculty adviser is assigned to each student who declares health education as a major. Assigned advisers are posted in the department office in 250 Esslinger Hall. Students are encouraged to seek academic advice on a regular basis. Major Requirements Candidates for the bachelor's degree with a major offered by the school and community health department must satisfy all general University requirements (see Bachelor's Degree Requirements in the Registration and Academic Policies section of this catalog), elect appro- priate courses in related areas, and complete the professional course requirements of the Department of School and Community Health in one of the following specialized majors: comprehensive health education, health education: community health, health education: gerontology, health education: school health, or health education: school and community health. To qualify for any bachelor's degree in the Department of School and Community Health, a student must have a minimum cumulative grade point average (GPA) of 2.50. The depart- ment requires that degree candidates complete all school and community health major courses with grades of C- or better. Freshman and Sophomore Years. Students usually complete 15 to 17 credits per term and, in conference with an adviser, choose courses from the requirements in the accompanying list of core requirements. Junior and Senior Years. The curriculum is designed to provide the professional profi- ciency required byeach of the majors in school and community health. Specific requirements for each major are included in the following section. Undergraduate Program Majors Majors in the Department of School and Community Health complete all of the core courses (95-108 credits). Each student selects one of the following majors: community health, gerontology, or school health. Or a student may select com- prehensive health education, which requires completion of courses from two majors. 242 School and Community Health 9 3 3 3 3 Accident Prevention and Safety Programs (HEP 361) 3 Seminar: Health Student Teaching (HEP 407) . . .. . . .. . . . . . . . .. . . . . . . . ... 1 Student Teaching: Secondary (Health Education) (SEED 417) . . .. 5 Health Instruction (HEP 441), 4 credits, and Seminar: Instructional Strategies (HEP 407), 1 credit, to be taken concurrently 5 School Health Issues (HEP 442) . . . . . . . . . .. 3 Social Health (HEP 451) 3 Drugs in Society (HEP 453) . . . . . . . . . . . . . . . . .. 3 Consumer Health (HEP 455) or equivalent. . . . . .. 3 Community Health Minor 33 credits Personal Health and Human Sexuality (HEP251) . 3 Introductory Nutrition (HEP 252) 3 One other approved 400-level course in nutrition . . . . . . . . . . . . . . . . . . . . . . . . 3 Introduction to Health Education Professions (HEP 253) . . . . . .. . . . . . . .. . . . . . . . . . . . . ... 3 Pathophysiology (HEP 352) . . . . . . . . . . . . . . 3 Community Health Problems (HEP 353) . . . . . . .. 3 Introduction to Public Health (HEP 371) .... 3 Seminar: Organization of Health Care (HEP 407) . . .. . .. . . . . . . .. . . . . . . . . 3 Environmental Health Science (HEP 454) 3 Principles of Epidemiology (HEP 470) . . . . . .. . . . . . ... . . . . . . 3 Strategies for Change in Community Health Education (HEP 472) 3 Athletic Trainer Option Health education majors who intend to become certified teachers may also arrange their program to fit the approved academic cur- riculum of the National Athletic Trainer Associa- tion (NATA). Certified health education teachers who have completed the athletic training curriculum can become certified athletic trainers by passing the NATA certification examination after graduation. This option is available only to graduate students. Prephysical "rherapy Students electing to major in health education during their preprofessional work may choose the health education: school health or the comprehensive health education major. They may also elect to pursue the athletic training curriculum leading to certification by the NATA. In addition to the basic school and community health requirements, students are required to take general chemistry and a full-year sequence in general physics. Depending on entrance requirements of various physical therapy programs, students may need additional courses in either abnormal psychology or elementary statistics or both. See the Health Sciences, Preparatory section of this catalog. Safety and Driver Education The safety and driver education option for undergraduates is designed to prepare stu- dents for careers as safety and driver education instructors for schools, communities, public and private agencies, and institutions. Emphasis is on organization, administration, and supervision for classroom and laboratory experience. The student may elect this option in consultation with the Department of School and Community Health and an academic adviser. Courses are offered in a structured sequence. A student needs to fulfill all requirements in one of the school and community health programs in addition to the following courses: Select 6 credits in courses from the College of Business Administration, the College of Education, or the following departments: computer and information science: economics: gerontology; planning, pubiic policy and management 6 Gerontology Courses 36 credits Perspectives in Aging (GERO 380) ' 3 Practicum: Aging (GERO 409) . .. 6 Experimental Course: Foundations of Social Gerontology (GERO 410) 3 Prepracticum Theory-Practice Integration (GERO 411) and Concurrent Theory-Practice Integration (GERO 412) 2 Health Aspects of Aging (HDEV 471) . . . . . . . . .. 3 PSr&~~lgg~~~I)Aspects of A.ging . . . . . . . . . . . . . .. 3 Principles and Practices of Services for the Elderly (GERO 482) 3 Sociological Aspects of Aging (GERO 483) 3 Additional electives as prescribed by school and community health department 10 The school and community health student electing the health education: gerontology major normally begins the study of gerontology in the sophomore year with Perspectives in Aging (GERO 380). The heaviest concentration of gerontology courses comes in the junior and senior years. Minor Requirements The Department of School and Community Health offers three minors-in health, school health, and community health-requiring 30-47 credits, distributed as follows: Health Minor-nonteaching 30 credits Personal Health and Human Sexuality (HEP 251) . . . . . . . . . . . . . . . . . . . .. . . . . . . . . 3 Introductory Nutrition (HEP 252) 3 Introduction to Health Education Professions (HEP 253) . . . 3 Advanced First Aid (HEP 260) . . . . . . . . . 3 Pathophysiology (HEP 352) . . . . . . . . . . . .. 3 Drugs in Society (HEP 453) . . . . . . . . . . . . . . . . .. 3 Environmental Health Science (HEP 454) . . . . . 3 Principles of Epidemiology (HEP 470) . . . . . . . . . . . . . . . . . . . .. 3 Two other approved 400- or 500-level courses in nutrition . . . . . . . 6 School Health Minor-for grades 5-12 teacher certification (Basic combined norm) 47 credits This minor is offered only in combination with a related norm area such as general science, physical educa- tion, or social science. Supervised teaching is required in both areas. Each student's program is subject to departmental approval. Personal Health (HES 250) 3 Introductory Nutrition (HEP 252) 3 Introduction to Health Education Professions (HEP 253) or equivalent. . . . . . . . . . . . . 3 Advanced First Aid (HEP 260) 3 School and Community Mental Health (HEP 351) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3 Pathophysiology (HEP 352) . . . . . . . . . . . . . . . . .. 3 Community Health Problems (HEP 353) or Introduction to Public Health (HEP 371) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3 Gerontology The gerontology specialized major is particu- larly useful to students interested in community health. Increasingly, elementary and secondary school health educators are expected to be familiar with life-span developmental pro- cesses, including the aging process. The health education: gerontology major is satisfied by completion of the core school and community health requirements and the .following: 3 1 6 52 credits , .. , .. ,." ... 9 Community Health Courses Principles of Epidemiology (HEP 470) . . ' , .. ' , . ' . Strategies for Change in Community Health Education (HEP 472) . Seminar: Community Organization (PPPM 407) Public Service Management (PPPM 322) or Management and Organizational Behavior (MGMT 321) ,." .. "., .. Seminar (HEP 407) . Practicum (HEP 409) , . Any three upper-division courses in anthropology, psychology, or sociology One of the following: Group Communication (RHCM 323), Group Work Methods (HS 430), Interpersonal Communication (RHCM 436), or Health Instruction (HEP 441) . . . . . . . . . . . . . . ' .. 3-4' One of the following: Expository Writing (WR 216), Grammar for Journalists (J 250), Scientific and Technical Writing ~~~ ~~91' .or BUSiness. CO~mUniG.ations .... One of the following: The Mass Media and Society (J 224), Experimental Course: Production Media (CI 410), or Educational Media (CI 435) ... . .. , . , .. , . . . . .. 3 Electives 15 credits Select 9 attitional credits in HEP or HES courses ... Basic Teaching Certificate in Combination with Health Education (K-12). See the descrip- tion of the minor in school health, below. Standard Teaching Certificate in Combina- tion with Health Education. The same require- ments apply as for the Standard certificate in health education; however, one additional course, School Health Coordinator (HEP 443), should be included in the selection of 12 credits designed to further health teaching compe- tence. Comprehensive Health Educator The comprehensive health educator may teach health education in kindergarten through twelfth grade (K-12) and contribute to a variety of community health services. This broad option is structured to enhance the experiences and increase employment oppor- tunities for students. It includes a wide variety of school and community health courses, a community health practicum with on-the-job experience, a prestudent teaching field experi- ence with school-age children, and student teaching. To complete the comprehensive health educator program, a student must fulfill course requirements for both the health education: community health and health education: school health specialized majors. Community Health The health education: community health program is designed to provide entry-level career opportunities for people interested in a wide variety of community health settings. In order to meet the multidisciplinary demands of the community health professions, all commu- nity health specialized majors take courses in the core areas of public health, organization of health care, communications, planning, and management. Graduates of the program are prepared to work in local and state health agencies and depart- ments, voluntary agencies, health care institu- tions, business establishments, and other health-related organizations. School and Communi1y Health 243 10-16 credits Accident Prevention and Safety Programs (HEP 361) 3 Driver Education (HEP 467) 4 Practicum (HEP 409) or Student Teaching (SEED 417) 3-9 Psychological Testing Equipment in Driver Education(HEP 468) is also recommended. Appropriate electives are also available in education and psychology and may be included in the option. Basic Driver Education Combined Endorsement. The Department of School and Community Health also offers a program to prepare driver education teachers forthe public high schools. Those wanting to qualify for the driver education endorsement on theirteaching certificates must also qualify for a teaching endorsement in a subject matter field. For specific additional information regarding departmental requirements for the driver education endorsement, students should consult the endorsement adviser for teacher education in the Department of School and Community Health. Certification in most states requires the following courses: 13 credits Advanced First Aid (HEP 260) 3 Accident Prevention and Safety Programs (HEP 361) . 3 Driver Education (HEP 467) . . . . . . . . . 4 Psychology of Accident Prevention(HEP 561) . 3 Dental Hygiene See Preparatory Dental Hygiene in the Health Sciences, Preparatory section of this catalog. Medical Technology See Preparatory Medical Technology in the Health Sciences, Preparatory section of this catalog. Graduate Studies The Department of School and Community Health offers graduate work toward the degrees of master of arts (MA), master of science (M.S.), doctor of philosophy (PhD.), and doctor of education (D.Ed.). A limited number of graduate teaching fellow- ships (GTFs) are available, with stipends ranging from approximately $3,000 to $7,000 for the academic year, September to June. Doctoral applicants are given first priority, followed by master's applicants with teaching experience. April 1 is the application deadline for these fellowships. Graduate students who are work-study certified can receive additional financial assistance. Master's Degree Options The Department of School and Community Health offers five options for a master's degree in health education: school health education, community health education, health education for health care practitioners, community health administration, and health and fitness manage- ment. If a student has no deficiencies, it is possible to complete the 45-credit master's degree program in one year. Most students take at least four terms, however, and many attend for two years. Prerequisites. The department assumes that a health educator has fundamental knowledge in science, social science, and health education. Each master's degree candidate is therefore required to have completed specific courses, often as an undergraduate; deficiencies may be removed through appropriate under- graduate or graduate courses. These require- ments do not meet Oregon teacher certification requirements. Following are the program prerequisites. SCIENCE. A minimum of six courses that meet science requirements at the University, includ- ing at least one course in each of the following areas: elementary or general chemistry, biology, anatomy or physiology or both, bacteriology SOCIAL SCIENCE. A minimum of six courses that meet University social science requirements, including at least one course in psychology and one in sociology HEALTH EDUCATION. A minimum of seven courses, one in each of the following: nutrition, mental health, drugs, social health, diseases, first aid or safety, consumer health Admission. If accepted, astudent is condition- ally admitted to the department with G3 status after consideration of the following application materials: 1. One set of official transcripts of all college or university work 2. All copies of the Application for Graduate Admission except the top copy 3. Three letters of recommendation, including one each from the last academic adviser and the last, or current, employer 4. A cumulative grade point average (GPA) of 2.75 or better for all undergraduate work 5. A score of at least 35 on the Miller Analogies Test (MAT) or 470 on the Verbal portion of the Graduate Record Examination (GRE); examinations must have been completed within five years of the application date 6. Resume outlining work and educational experiences 7. A statement of purpose outlining reasons for wanting to pursue a master's degree in health education The completed application and supporting documents should be sent to: Department Head Department of School and Community Health University of Oregon Eugene OR 97403 In addition, applicants should send one set of official transcripts showing highest degree, the top copy of the Application for Graduate Admission, and a $25.00 fee to: Director of Admissions University of Oregon PO Box 3237 Eugene OR 97403 Note: Admission requirements for a master's degree in community health administration are listed below under that section. Advancement to Candidacy. A student is admitted unconditionally as a master's degree candidate (G8 status) after meeting the follow- ing conditions: 1. Fulfillment of all prerequisites or removal of deficiencies 2. Successful completion of 12 graduate credits at the University of Oregon 3. Recommendation of the candidate's adviser and the school and community health faculty Graduation. Approval for graduation is contin- gent on the following: 1. A minimum of 45 to 60 graduate credits as outlined in the specific program plan. A minimum of 24 credits must be graded. A maximum of 15 graduate credits may be transferred from other accredited colleges or universities 2. Completion of thesis, project, or comprehen- sive examinations with the appropriate recommendation from the school and community health faculty Thesis. A systematic approach to answering a research question or problem in health educa- tion. The proposal for such an undertaking must be approved by three graduate faculty mem- bers, must meet graduate school requirements of presentation, and must be presented in public as a final examination. The student earns 9 credits for this option. Project. A professionally significant endeavor which may be practical or theoretical in nature. It is both a process and a product. The product is a high-quality report which requires the approval of either three faculty members or professionals or both. The student earns 6 to 9 credits for this option depending on the depth and scope of the project. Comprehensive Examination. An examination covering three areas-research, professional foundations in health education, and health area concentration. A total of seven clock hours of examination is allowed with potential ques- tions in the foundations and concentration areas selected from published and original questions. No academic credit is earned for comprehen- sive examinations. School Health Education This program is available forthose who want to concentrate on school health. The requirements for the master's degree do not necessarily meet Oregon teacher certification requirements. With careful planning, however, a student may obtain a master's degree and teacher certification (Basic or Standard) depending on the indi- vidual's academic background and experience. 244 School and Community Health 2 Course Requirements. A student's program is planned with an adviser. It is based on the student's completed courses and experience as well as current academic objectives, A minimum of 45 graduate credits is required, distributed as follows: 45 credits Research Methods in Health and Leisure (HDEV 521) . . . . . . . . . . . . . . . . . . . . . . .. 3 Fundamentals of Statistics in Health (HEP531) 3 Three 500-level HEP school health courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Two 500-level HEP foundations courses. 6 One 500-level HEP safety course ... 3 One 500-level HEP community health course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3 Elective in school and community health 3 Electives outside the College of Human Development and Performance . . . . . . . . . . . .. 9 Additional electives 6 OPTIONS (a) Administrative Option. Additional credits to be planned with an adviser from the Division of Educa- tional Policy and Management, College of Education. 60 credits Seminar: Communication Skills (EDPM 507) . Seminar: Personnel Evaluation (EDPM 507)........................... 2 Practicum (EDPM 509) 2 Secondary School Curriculum (CI 522) .. . .... , 3 Advanced Edllcational Psychology I (EPSY 529) , , . . . . . . . . . . . . . . . .. 4 Educational Program Research and Evaluation (EDPM 574) ,........ 2 School-Community Relations (EDPM 578) 2 Policy Deveiopment (EDPM 583) ... ,......... 3 Community health practicum . . . . . . . . . . . . . . . .. 12 Culminating experience: comprehensive examinations, a project, or a thesis . . . . . . . .. 0-9 Electives to total at least 60 credits 19-28 (b) Traffic Safety Option. An additional 15 credits should provide background in the following: 13 credits Driver Education (HEP 467) . . . . . . . . . . . . . . . . .. 4 PS(~~~I~~~ )Of AC.cident Preventi.on . . . . . . . . . . .. 3 Problems in Traffic Safety (HEP 563) .... ,..... 3 One of the following: Psychophysical Testing Equipment in Driver Education (HEP 468G), Administration and Supervision of Safety Programs (HEP 560), or Administration and Supervision of Driver Education Programs (HEP 562) 3 Community Health Education Diverse opportunities for the community health educator have been created by recent changes in the organization, administration, and delivery of health care services. New ways of delivering health care to populous groups will continue to open up career possibilities for professionals in community health education. The primary goal of the community health education option is to prepare graduate students for leadership roles in agencies, organizations, and institutions whose services include health education. A program of study is offered to train students in skills in community diagnosis, program planning and coordination, policy formulation, patient education, group process, cost-benefit analysis, team building, and evaluative research. Course Requirements. The degree candidate completes a minimum of 60 credits, including the following: Public Health Core 15 credits Experimental Course: Health Care Services (HEP 410) , . . . . . . . .. 3 Environmental Health Science (HEP 454G) 3 Principles of Epidemiology (HEP 470) 3 Research Methods in Health and Leisure (HDEV 521) . . . . .. . . .. .. . . . . . . . . . .. . .. . .. 3 Fundamentais of Statistics in Health (HEP 531) .. . . 3 Community Health Education Core 15 credits Community Health Planning (HEP 475G) . . . . . . . . . . . . . . . . . . . . . 3 Seminar: Community Health Education: r~~~~~7rl.anning,. and. Evaluation. . . . . . . . . .. 3 Seminar: Health Grantsmanship (HEP 507) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3 Seminar: Instructional Methodology and Materials in Community Health Education (HEP 507) 3 Seminar: Interpersonal Processes and Community Health Education (HEP 507) . . . . 3 Students must complete this 15-credit core of five courses covering four broad areas of public health. The core requirements reflect a commit- ment that individuals holding graduate degrees in health sciences should possess, in addition to special competence in a selected concentra- tion (e.g., community health administration, community health education), and basic knowledge pertaining to the foundation areas of public health. Reality-Based Experiences. Whenever possi- ble, course work uses the case-study and critical-incident approaches. In addition, each student completes a structured 12-credit practicum. This experience is arranged to suit individual needs and interests of students and affords the opportunity to implement, in actual work situations, the principles, techniques, and procedures learned in the classroom. The supervised field experience provides an opportunity for the testing of hypotheses and the amplification of insights, understanding, and skills which could not be obtained in the classroom. The field training requirement is waived or modified for students with appropriate work experience in health education. Health Education for Health Care Practitioners This option is available for students who have preparation and experience as practitioners in health care delivery. Candidates must have a bachelor's degree and licensure in one of the following: registered nursing, medical technol- ogy, dental hygiene, respiratory therapy, physical therapy, or registered dietetics. The curriculum, which prepares students for roles in the allied health field, is designed to enhance job advancement opportunities. Each student's program is planned to develop individual objectives. The prerequisites forthis program are identical with those for the school health education option. Program Requirements 45-63 credits Research Methods in Health and Leisure (HDEV 521) . . . . . . . . . . . . . . . . . . . 3 Fundamentals of Statistics in Health (HEP 531) , , . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3 Community health: at least three courses selected on the basis of objectives, past course work, and experience 9 Foundations: at least two courses based on deficiencies, objectives, and past course work .. . . . . . . . . . . . . .. 6 School health education: at least one course to provide overview of problems within the schools and relationship between schools and communities 3 Safety: at least one course 3 Outside the college: at least three courses including one in educational media. , . . . . . 9 Practicum: a field experience in an agency, allied health teaching, or a public health situation. . . . . . . . . . . . . . . . . . . . . . . . . 6 Culminating experience: comprehensive examinations, a project, or a thesis . . . . . 0-9 Electives: dependent on objectives and general program. . . . . . . . . . . . . . . . . . . . .. 3-12 Community Health Administration The Department of School and Community Health offers MA and M.S. degree programs in health education with an option in community health administration. The Community Health Administration Program provides a broad-based education that devel- ops managerial and planning skills from a public health perspective. Upon completion of the program students should have knowledge and expertise in 1. The important social, economic, legal, and political issues relevant to national and local health policies 2. The history, dynamics, and functions of the health care delivery system 3. The application of administrative concepts in the management of health care programs 4. Research and evaluation in health care settings 5. Oral and written communication 6. Managerial problem solving The program recognizes the limits of traditional, technically oriented medical care in improving the health of populations. Health promotion and prevention are necessary components of comprehensive health programs. A fundamen- tal task of an administrator is to incorporate all elements of a health program into an effective, rational, and acceptable delivery system. The nature of the program allows students to pursue career opportunities in a wide variety of health care settings without becoming too specialized. However, through electives stu- dents develop advanced skills in specific areas of interest, such as gerontology and nutrition. Prerequisites. A bachelor's degree in the health sciences, natural sciences, or social sciences with fundamental course work in all three areas is required. Students not meeting this requirement may be assigned a program of appropriate undergraduate or graduate courses to be completed prior to or concomitant with the master's degree program. Procedures. Application information given under Admission, in the Graduate Studies section above, also applies to the community health administration option with the following changes: 1. A cumulative GPA of 3.00 (8) or better for all undergraduate course work 2. A score of at least 45 on the MAT, 950 on the Verbal and Quantitative portions of the GRE, or 500 on the GMAT. Examinations must have been completed within five years of the date of application School and Community Health 245 3 ... 3 .. ... 3 ........... 3 Ph.D. or D.Ed. Degree in Health Education Doctor of philosophy and doctor of education degrees are granted primarily on the bases of attainment and proven ability. Time and credit requirements are secondary, but no candidate will be recommended for the degree until the minimulll requirements of residence and study have been satisfied. At least two years of full-time study beyond the master's degree are generally required, of which at least one year (three c.onsecutive terms) must be spent in residence at the University. A student whose academic work includes both bachelor's and master's degrees from the school and community health department at the University of Oregon usually are not admitted into the doctoral program. Conditional Admission-Requirements and Procedures. Applicants must complete the following: 1. A minimum score of 50 on the MAT or 520 on the Verbal portion of the GRE. Examina- tions must have been completed within five years of the date of application 2. At least two years of full-time, paid experi- ence in the health area. Graduate teaching assistantships cannot be used to fulfill this requirement 3. Evidence of a high level of academic achievement and a satisfactory background in general education. The quality and recency of previous academic work are considered in evaluating the candidate's transcript If the candidate meets departmental require- ments, conditional admission is granted. Full admission is granted after the candidate passes the doctoral qualifying examination and is accepted into the doctoral degree program by the graduate faculty of the College of Human Development and Performance. Upon arrival at the University, the candidate reports to the graduate coordinator to be interviewed and assigned a temporary adviser with whom a program of study is developed for the first term. All materials must be received before the school and community health graduate faculty can review an application for admission. Each application must include the items listed below: 1. One set of official transcripts of all college or university work 2. All copies of the Application for Graduate Admission, except the top copy 3. Five letters of recommendation, including one each from the last academic adviser and the last, or current, employer 4. MAT or GRE test results 5. Resume outlining work and educational experiences 6. A statement of purpose outlining why the candidate intends to pursue a doctorate in school and community health The completed application and supporting documents should be sent to: Department Head Department of School and Community Health University of Oregon Eugene OR 97403 In addition, applicants should send one set of official transcripts showing the highest degree physical education, and management provide the foundation of the curriculum. Prerequisites. A bachelor's degree is required with fundamental course work in health science, physical education, natural sciences, social sciences, or business. In addition, each applicant must have: 1. One year of basic chemistry 2. One course in exercise physiology 3. At least one course in human anatomy 4. At least one course in human physiology Procedures. Applicants must meet the follow- ing requirements: 1. A minimum undergraduate GPA of 2.75 2. A GRE score of at least 470 on the Verbal portion, 500 on the Quantitative portion, or a combined score of 1000 with a minimum score of 450 on either portion 21·30 credits Research (HEP 501) 3-6 Thesis (HEP 503) . . . . . . . . . . . . . . . . . . . . . . . 3-6 Social Psychology (PSY 517) .. . . 3 Administration and Supervision of Safety Programs (HEP 560) . . . . . . . . . . . .. . .. 3 Psychoiogy of Accident Prevention (HEP 561) .... 3 Administration and Supervision of Driver Education Programs (HEP 562) . . . . . 3 Problems in Traffic Safety (HEP 563). . 3 Program Requirements 63·72 credits One of the following: Experimental Course: Exploring the Counseling Process (CPSY 410), Experimental Course: Counseling Techniques (CPSY 410), Public Relations Planning and Administration (J 520), Social Psychology of Sport: Motivation (PEP 528), Individual Therapies (PSY 531), or an additional management course from above 3 Experimental Course: Stress Management (HEP 410G). . .. .. . . . .. . .. .. . . . . .. 3 Experimental Course: Weight Control (HEP 410) . .. .. 3 Speech Communication and the Group Process (RHCM 432) Dr Interpersonal Communication (RHCM 436) . . . . . . . . . . . . . .. 3 Drugs in Society (HEP 453) . . . . . . . . . . . . . . . . .. 3 Health Aspects of Aging (HDEV 471) . . . . . . . . .. 3 Physical Fitness Appraisal (PEP 474) ... . . . . . .. 3 Exercise Prescription (PEP 475) ... 3 Corporate and Adult Fitness Programs (PEP 476). 3 Seminar: Budget and Finance (LSS 507) or Seminar: Financial Management (HEP 507) . . .... . . . ... ... .. 3 Practicum (HEP or PEP 509) .. . . . 3-12 Experimental Course: Worksite Health Promotion (HEP 510) ... 3 Management and Organizational Behavior (MGMT 511) 3 Research Methods in Health and Leisure (HDEV 521) . . . . . . . . . . . . . . . 3 Fundamentals of Statistics in Health (HEP 531) 3 Quality of Working Life (MGMT 531), Human Resources Management (MGMT 534), Dr Motivation and Work Behavior (MGMT 537) 3 Critique and Interpretation of Research (PEP 544) . . . . . . . . . . . . . . . . . . . . .. 3 Nutrition in Health and Disease (HEP 553) . . . . .. 3 psr~~~I~~~ )Of Acc.ident Preventi.on . . . . . . . . . . .. 3 Applied Physiology (PEP 576, 577) . . . . . . . . . . .. 6 Advanced Physiology of Exercise (PEP 578) 3 Note: All students are required to pass a comprehensive examination in their respective departments. Safety and Driver Education Graduate degree students in health education can study a supporting area in safety and driver education. Following are the course require- ments. 72 credits 15 credits .. 3 3 15 credits ...... 3 18 credits Community Health Administration Curriculum Public Health Core Experimental Course: Health Care Services (HEP 410) 3 Environmental Health Science (HEP 454). . 3 Principles of Epidemiology (HEP 470) 3 Research Methods in Health and Leisure (HDEV 521) , 3 Fundamentals of Statistics in Health (HEP 531) 3 Health Administration Core 12 credits Speciai Problems: Legal and Ethical Issues in Health Care (HEP 406) 3 Special Problems: Community Organization for Health (HEP 406) 3 Community Health Planning (HEP 475) . Seminar: Health Policy (HEP 507) . General Administration Core Management and Organizational Behavior (MGMT 511) Dr Human Behavior in Public Organization (PPPM 544) . Public Finance Administration (PPPM 528)..... . . Public Budget Administration (PPPM 529).... . . Public Policy Analysis (PPPM 536) .. Advanced Public Management (PPPM 554). Electives Elective courses proposed by student and approved by faculty " 18 Administrative Internship 12 credits 3. Students may transfer a maximum of 15 credits toward fulfillment of requirements for the program. Only graduate courses com- pleted with grades of mid-B or better at an accredited college or university are accepted Curriculum. A minimum of 72 credits are required for an M.S. degree. It is possible to complete all course work in one year (four terms) in addition to one term of administrative internship. Reality-Based Experiences. The program embraces the principle of reality-based experi- ences. Whenever feasible, course work uses the case-study and critical-incident ap- proaches. This experience, arranged to suitthe individual needs and interests of the student, affords the opportunity to apply the principles, techniques, and procedures learned in the classroom to actual work situations. The field training requirement may be waived or modified for students with appropriate work experience as administrators or managers in a health setting. Final Comprehensive Examination. The master's degree program requires the candi- date to participate in a final scholarly activity. Degree candidates must successfully complete a thesis, a project, or comprehensive examina- tions. Health and Fitness Management Due to the high cost of medical care and increased public interest, the health promotion field is growing rapidly. Employment oppor- tunities currently exist in private industry, hospitals, and private health clubs. The Health and Fitness Management Program is designed to provide students with the skills to fill such positions. Course work in health education, 246 School and Community Health earned, the top copy of the Application for Graduate Admission, and a $25.00 fee to: Director of Admissions University of Oregon PO Box 3237 Eugene OR 97403 Qualifying Examination. The student is required to take a qualifying examination as soon as possible after enrolling in the college, preferably during the first term and definitely before completion of the third term in the program. The examination consists of two major parts: OBJECTIVE SECTION. This section is used to evaluate the student's academic and profes- sional background and to determine weak- nesses in this background. Students majoring in school and community health take a departmental examination which covers personal health problems, community health problems, first aid and safety, anatomy and physiology, diseases, nutrition, drugs, family health, and mental health. ESSAY SECTION. The purposes of the essay section of the examination are to evaluate the student's use of English, facility in formulating thought, and ability to deal with professional problems. Students are required to answer at least two comprehensive questions, which are graded by a committee representing the graduate faculty. Evaluation by Graduate Faculty. The graduate faculty of the College of Human Development and Performance considers the qualification of each student, individually, following the comple- tion of the qualifying examination. Its recommen- dation may be to admit the candidate to the doctoral program, to postpone admittance, or to reject the applicant. Each student receives the written recommendation at the end of the term in which the examination is completed. The result of the qualifying examination is considered in determining the student's pro- gram. If the student is admitted to the doctoral program, any deficiencies identified in the qualifying examination may be removed by enrolling in designated courses or by other means satisfactory to the adviser. Course Prerequisites to Degree Candidacy. A student who seeks a doctoral degree in the College of Human Development and Perform- ance must have completed specified under- graduate courses or their equivalents. A student who has not completed these courses as an undergraduate must take them, or their equiva- lents, as approved by the student's advisory committee, either for credit or as an auditor. Any student enrolling in a graduate course offered by the college must fulfill all prerequisites for the course. Doctoral Program. The doctoral program in health education can be completed in two years. The length of time may vary because of approved transfer credit, deficiencies, and other individual differences. The program is individually designed to meet the needs and future expectations of each candidate. Although no specific credit requirement has been established by the Graduate School, a program is generally designed around the following basic distribution of credits: 1. Primary Area (health education): a minimum of 30 credits including 15 at the University 2. Supporting Area (PhD.): a minimum of 20 credits. Supporting areas might include a concentration of courses in gerontology, counseling, educational administration, business administration, public policy and management, physical education, recre- ation, dance, or computer science. Supporting Area in Education (D.Ed.): a minimum of 30 credits Note: If an area other than education is selected, an additional20-credit minimum in education is required. 3. Research and statistics: a minimum of 12 credits 4. Thesis: a minimum of 27 credits 5. Related electives: a minimum of 25 credits for the PhD., 15 for the D.Ed. Course work completed for a master's degree may be credited tothe program. Up to 9 credits may be earned forthe master's thesis. If a thesis has not been completed, an in-lieu thesis must be presented and approved by the department prior to taking comprehensive examinations. Up to 9 credits may be applied to the dissertation component of the programs for this project. Health Education Service Courses (HES) Note: It is the department's policy that work taken passIno pass (PIN) must be C- quality or better in order to receive credit for the course. For the convenience of class scheduling for students, the school and community health department attempts to offer its courses on a three-year rotational basis at night during the academic year and also during summer session. Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 199 Special Studies (1-3R) Current topics are Consumer Health, Environmental Health, and Personal Nutrition and Health. R once when topic changes. 200 SEARCH (1-3R) 211 Community Health (3) Community health issues, programs, and trends. Emphasis on implications for the public's health. 250 Personal Health (3) Personal health problems of university men and wOiTIen, with emphasis on implica- tions for family life, mental health, communicable diseases, degenerative diseases, nutrition. Upper-Division Courses 400 SEARCH (1-3R) Health Education ProfessionaI Courses (HEP) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. School and Community Health 247 Lower-Division Courses 199 Special Studies (1-3R) 251 Personal Health and Human Sexuality (3) Psychophysiology, hormones and sexuality, sexual behavior, pregnancy and childbirth, contraception, abortion, and sexually transmitted diseases. The effects of physical health and emotional well-being on sexuality. Cottrell. 252 Introductory Nutrition (3) The relationship of food to health with emphasis on the young adult. Introduc- tion to nutrients, their functions, sources, and require- ments. Current dietary trends and their implications for health. 253 Introduction to Health Education Professions (3) Introduction to school and public health education for majors and potential majors. Includes field experience. 260 Advanced First Aid (3) Immediate and temporary care for a wide variety of injuries and sudden illnesses; control. of bleeding, respiratory emergencies, burns, pOisoning,. shock, and proper methods of transporta- tion, splinting and bandaging. Successful completion of course leads to Red Cross Standard First Aid and Personal Safety or Advanced First Aid and Emergency Care Certificates. Upper-Division Courses 351 School and Community Mental Health (3) For health educators, allied health personnel, and others interested in the mental health movement, the scope of the problem, and programs designed to alleviate these problems. Prereq: HES 250. 352 Pathophysiology (3) Nature, prevention, and control of common communicable and noncommuni- cable diseases. Prereq: biology and chemistry or general chemistry. 353 Community Health Problems (3) Focuses on contemporary community health problems and issues in relation to quality of care and delivery of health service. Prereq: HES 250. 361 Accident Prevention and Safety Programs (3) AnalYSIS of accident cause and prevention; epidemiol- ogy; principles and instruction of accident loss reduction; problems and psychology of accident behavior and prevention. 371 Introduction to Public Health (3) Functions and organization of public and voluntary health agencies and programs at the national, state, and local level. Prereq: HES 250. Hibbard. 372 Introduction to Public Health (3) Not offered 1986-87. 373 Public Health Data Management (3) Epidemiological applications in the use of public health data systems. Note: Courses designated (M) or (G) may be offered for graduate credit. 405 Reading and Conference (Arr,R) 406 (G) Special Problems (Arr,R) Current topics are Economics of Health Care, Mental Health and Aging and Psychoactive Drugs. ' 407 (G) Seminar (Arr,R) Current topics are Applied Health Professions in Contemporary Society and Health Instruction Laboratory. 408 (G) Workshop (Arr,R) 409 Practicum (Arr,R) College and health-related service agencies. Preregistration required. 410 (G) Experimental Course (Arr,R) Current topics are Health Care Services, Stress Management and Weight Control. ' HDEV 431 (G) Evaluation Procedures in Health (3) See description under Human Development and Performance. Davis. 440 (M) Elementary School Health Education (3) The school health program, health services, and the healthful school environment. Attention to significant health problems. Development of health instruction through the introduction of recent content, methods, and materials. Cottrell, Smith. 441 (G) Health Instruction (4) Prepares elementary and secondary teachers to develop and implement effective health instruction programs. The latest methodology and health materials for high-quality health education courses. Pre- or coreq: HEP 351, 352, 353, and Seminar: Health Instruction Laboratory (HEP 407). Gutting. 442 (G) School Health Issues (3) The three compo- nents of the school health program as they relate to school and community education; trends and issues involved with health services, school environment, and instruction. Gutting. 443 (G) School Health Coordinator (3) Prepares teachers to serve effectively as school health coor- dinators. Emphasis on school health program coordi- nation, service as a liaison between school, home. and community health agencies. Pre- or coreq: HEP 441 or 442. Gutting. 451 (G) Social Health (3) Physical, mental, emotional and social phases of human relations as they are ' affected by male and female sexuality. Implications for sex education programs in schools and communities. Prereq: HEP 251, PSY 388, or instructor's consent. Kime. 453 (G) Drugs in Society (3) Designed to help teachers 9ain a solid knOWledge of and background on drugs In order to teach about them effectively. Schlaadt. 454 (G) Environmental Health Science (3) Inter- relationship of environmental systems (land, air, water, Industry) and their effects on individuals and com- munities. 455 (G) Consumer Health (3) Selection and evaluation of health services and products. Quackery, consumer protection laws and organizations, and health insur- ance considerations. Kime. 458 (G) Vitamins and Minerals (3) Current theories and recent advances in vitamin and mineral nutrition as they relate to human health promotion. Prereq: college-level course in physiology and chemistry. Hackman. HDEV 459 (G) Nutrition and the Quality of Life (3) See description under Human Development and Performance. Hackman. HDEV 460 (G) Nutrition and Athletic Performance (2) See description under Human Development and Performance. Hackman. 461 Instructor First Aid (3) Develops individual teaching techniques for standard or advanced first aid and safety instructors. Successful completion leads to American Red Cross Instructor Authorization. Prereq: HEP 260 or equivalent first aid certification. 467 Driver Education (4) Use of teaching devices, development of instructional units, behind-the-wheel instruction. 468 (G) Psychophysical Testing EqUipment in Driver Education (3) Instruction for driver education teachers in the use of driver simulation, psychophysical testing, and multimedia equipment. Not offered every year. 470 (G) Principles of Epidemiology (3) Epidemiologic methods and their application to both infectious and noninfectious disease. Critical analysis of the epidemiologic process; formulating and solving original problems. Hibbard. HDEV 471 (G) Health Aspects of Aging (3) See description under Human Development and Perform- ance. Smith. 472 (G) Strategies for Change in Community Health Education (3) Community health education theory and programming. Operational and behavioral objectives, educational methodology, learning theory, barrier identification, community resources for health educa- tion efforts, and evaluation techniques. Hibbard. 475 (G) Community Health Planning (3) Concepts and methods of community, regional, and national health planning. Social, economic, structural, and political aspects of planning agencies. Hibbard. Graduate Courses 501 Research (Arr,R) PIN only. 502 Supervised College Teaching (Arr,R) 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 506 Special Problems (Arr,R) 507 Seminar (Arr,R) Current topies are Advanced Statistics in Health, Community Organization for Health, Financial Management of Health Care Institu- tions, Health Facilities Organization and Management, Health Planning, Health Policy Analysis, Interpersonal Processes and Community Health Education, Instruc- tional Methodology and Materials in Community Health Education, and Legal Aspects of Health Care Admin- istration. 509 Practicum (Arr,R) Advanced registration re- qUired. College-Level Health Teaching and Health Services-Related Agencies are current topics. 510 Experimental Course (Arr,R) Recent topics Include Community Health, Consumer Health, Environ- mental Health, Family Health, Growth and Develop- ment, Nutritional Health, Personal Health, Prevention and Control of Disease and Disorders, Safety and Accident Prevention, and Substance Use and Abuse. HDEV 521 Research Methods in Health and Leisure (3) See description under Human Development and Performance. Davis. 531 .Fundamentals of Statistics in Health (3) DeSigned to prepare students to plan the collection of data as well as to present and analyze health informa- tion and related data. Prereq: HDEV 431 or equivalent. Davis. 541 Philosophy and Curriculum Design In Health Education (3) Philosophy, foundation, and principles of CUrriculum organization for health education at the elementary, secondary, and college levels. Gutting. 542 Sex Education (3) Designed primarily for teachers. Curriculum organization, teaching methods, and matenals. Prereq: HEP 451 or eqUivalent. Kime. 543 Advanced Health Instruction (3) Planning programs for public and school health education. Consideration of the organization of in-service programs, determination of priorities, and interpreta- tion of roles of school health coordinators. Schlaadt. 551 Basic Issues in Health Education (3) Current basic issues and problems in health education' economic and social forces affecting health edu~ation; Imphcatlons for programs. Prereq: graduate standing. DaVIS. 552 Administration of Health Programs (3) Analysis of organizational patterns, planning procedures, fiscal and personnel management, public relations and other administrative concerns such as legal ~nd constituency implications. 553 Nutrition in Health and Disease (3) Essential facts and current theories regarding nutrition with emphasis on disease prevention. Prereq: background In biology, chemistry, and physiology. Hackman. 554 Recent Progress in Disease Control (3) New knowledge discussed by experts actively engaged in vanous medical and surgical specialties. Prereq: anatomy, physiology, and HEP 352. 555 Psychopharmacology (3) Current social, psychological, and medical implications of drug misuse in our society. Preventive aspects of drug- Induced abnormal behavior. Background in biology, chemistry, phYSiology, psychology, and sociology helpful. 560 Administration and Supervision of Safety Programs (3) Development, organization, and Implementation of safety programs in industry with application to other settings. 561 Psychology of Accident Prevention (3) Charac- teristics of problem drivers and teenage behavior related to accidents and accident prevention; effective methods in safety education programs. Kime. 562 Administration and Supervision of Driver Education Programs (3) Budgeting, selection, and placement of teachers; curriculum development· public relations. Schlaadt. ' 563 Problems In Traffic Safety (3) Factors in the traffic safety problem; law enforcement, engineering, health and medical, use of alcohol and drugs by drivers driver licensing. ' 571 World Health Problems (3) Provides information on world health problems and international programs, the World Health Organization and its supporting agencies; IntenSive study of a regional health problem. Prereq: senior or graduate standing. Smith. 201 Allen Hall Telephone (503) 686-3738 Arnold Ismach, Dean Kenneth T. Metzler, Associate Dean Gregory J. Kerber, Assistant Dean Faculty Nole: The dale in parentheses at the end of each entry is the first year at the University of Oregon. James R. Avery, Assistant Professor (advertising). B.A., 1971, Brigham Young; M.B.A., Utah, 1972. (1985) Randal A Beam, Assistant Professor (news-editorial). B.A., 1974, Nebraska, Lincoln; MA, 1976, Syracuse. (1986) James M. Bernstein, Assistant Professor (broadcast news). BA, 1973, Indiana; MA, 1982, PhD., 1985, Michigan State. (1986) Thomas H. Bivins, Assistant Professor (public rela- tions). B.A., 1974, M.F.A., 1976, Alaska, Anchorage; PhD., 1982, Oregon. (1985) Jack D. Ewan, Associate Professor (advertising, public relations). B.S.J., 1948, M.S.J., 1964, Northwestern. (1964) Roy K. Halverson, Associate Professor (news-editorial). B.S., 1957, M.S., 1963, Wisconsin, Madison; PhD., 1970, Illinois. (1966) Arnold Ismach, Professor and Dean (communication research, news-editorial). BA, 1951, Oklahoma; M.A., 1970, California, Los Angeles; Ph.D., 1975, Washington (Seattle). (1985) Ann C. Keding, Assistant Professor (advertising). B.A., 1973, MA, 1975, California State, Fullerton. (1986) Gregory J. Kerber, Assistant Professor (news-editorial). BA, 1972, Florida; M.A., 1983, Oregon. (1981) Lauren J. Kessler, Associate Professor (news- editorial). B.S.J., 1971, Northwestern; M.S., 1975, Oregon; PhD., 1980, Washington (Seattle). (1980) James B. Lemert, Professor (communication research). AB., 1957, M.J., 1959, California, Berkeley; PhD., 1964, Michigan State. (1967) Duncan L. G. McDonald, Associate Professor (news- editorial). B.S., 1966, Ohio; M.S., 1972, Oregon. (1975) Kenneth T. Metzler, Professor (magazine). B.S., 1956, Oregon; M.S.J., 1967, Northwestern. (1960) Roy Paul Nelson, Professor (magazine, advertising). B.S., 1947, M.S., 1955, Oregon. (1955) Karl J. Nestvold, Associate Professor (broadcast news). B.S., 1954, Wyoming; M.S., 1960, Oregon; Ph.D., 1972, Texas. (1961) Stephen E. Ponder, Assistant Professor (news- editorial). BA, 1964, Washington (Seattle); M.A., 1975, George Washington; PhD., 1985, Washington (Seattle). (1985) Galen R. Rarick, Professor (communication research, news-editorial). BA, 1948, Denver; M.A., 1951, PhD., 1963, Stanford. (1962) Willis L. Winter, Jr., Professor (advertising). B.S., 1950, California, Berkeley; M.S., 1957, Oregon; PhD., 1968, Illinois. (1957) Emeriti John W. Crawford, Professor Emeritus (advertising). BA, 1935, Northwestern; M.A.. 1958, Michigan State. (1969) Charles T. Duncan, Professor Emeritus (news- editorial). AB., 1936, MA, 1946, Minnesota. (1965) John L. Hulteng, Professor Emeritus (news- editorial). Ph.B., 1943, North Dakota; M.S. 1947, Columbia. (1955) R. Max Wales, Professor Emeritus (advertising, public relations). BA. 1933, Washburn; M.A., 1956, Iowa. (1957) Carl C. Webb, Associate Professor Emeritus (news- editorial). B.S.. 1932, MA, 1950, Oregon. (1943) Journalism The School of Journalism was first organizedas a Department of Journalism at the Universityof Oregon in 1912; it became one of the University's professional schools in 1916. It is one of the oldest journalism schools in the United States. The sequences in advertising, magazine journalism, news-editorial, public relations, and radio-television journalism are accredited by the Accrediting Council on Education in Journalism and Mass Communica- tions (ACE,IMC). Students who major in journalism are preparing for careers in a variety .of fields: newspaper reporting and editing, magazine writing and editing, advertising, public relations, photo- journalism, radio-television news and manage- ment, and the teaching of journalism. In addition, they have a common concern with the basic problems and techniques of com- municating information and ideas to large and varied audiences. They study the role of the mass media in society; the history of journalism; the structure of law affecting the press, broad- casting, and advertising; and ethics and responsibilities of writers, editors, and other communicators. Because their work touches every aspect of life, journalism majors need as broad a liberal education as possible. At the University, journalism students spend about one-fourth of th~ir time in School of Journalism courses (a maximum of 50 of the 186 credits required for a bachelor's degree). Most of the remainder of their course work is chosen from departments in the College of Arts and Sciences, particularly Iiterdture, history, economics, political science, psychology, and sociology. This pattern is the standard for all programs accredited by the ACEJMC. The University is one of approximately 80 schools with accredited programs. Fewer than 10 universities are accredited in as many as five sequences. Oregon is the only such school in the western United States. Faculty members are former professionals who combine academic background with practical experience in their special fields. They include advertising specialists, newspaper editors, public-relations executives, magazine writers, communication researchers, photographers, graphic artists. and broadcasters. In Eric W. Allen Hall, named forthe first dean of the school, faculty and students have a specialized instruc- tional center in which to work and study. Many journalism majors obtain practical experi- ence on their own while in school. Some work on the student newspaper, the Oregon Daily Emerald, or on alternative student newspapers. Others are announcers, writers, or directors at the University radio station, KWAX-FM. Intern- ships often are available at newspapers, magazines, broadcasting stations, advertising agencies, and public relations departments. The school works with the University's Career Planning and Placement Service to help students find part-time employment while they are in school and full-time employment upon graduation. 249 Preparation. The best high school preparation for journalism majors is a broad college- preparatory program with emphasis on English, literature, speech, history, and the social sciences. Foreign languages are strongly recommended. Students at junior and community colleges who plan to transfer to the University to study journalism are advised to take liberal arts courses fUlfilling the University and the School of Journalism degree requirements during their first two years of college work, reserving professional course work in journalism for the final two years at the School of Journalism. Each journalism major and premajor is advised by a faculty member in planning an indi- vidualized program based on the student's backg round and career interests. Undergraduate Studies Admission Requirements Freshmen and sophomores who plan to become journalism majors and who meet the admission requirements of the University are admitted by the Office of Admissions. Such students may specify prejournalism as their major without special screening by the School of Journalism or compliance with specific requirements. Each student must see the head adviser in the School of Journalism for assignment to an academic adviser in the student's area of interest. In fall term each year, these assign- ments are made at the meeting of all new undergraduate students during the New Student Orientation Program. At other times, students may request assignment in the School of Journalism office. Prejournalism students who want to change areas of interest and academic advisers within the school during their freshman or sophomore year may do so in the School of Journalism office. Students in other University departments who want to become prejournalism students during their freshman or sophomore years should fill out a Change of Major form in the School of Journalism office. Such students cannot transfer to prejournalism status if their cumula- tivegrade point average (GPA) from all colleges attended is less than 2.50. Prejournalism Preparation The following courses are open to prejournalism students: The Mass Media and Society (J 224), Grammar for Journalists (J 250), Production for Publication (J 321), Principles of Advertising (J 341), and Introduction to Magazines (J 370). Prejournalism students are advised to complete as many as possible of the courses in arts and sciences that meet the group requirements of the University and, in addition, those courses required by the School of Journalism. Prejour- nalism students are expected to prepare adequately for the Language Skills Diagnostic Test, which must be passed before students can be given major status. Students are 250 Journalism expected to learn to type. Those who want to take Reporting I (J 361) or Radio-Television News I (J 431) must first pass a typing test that requires a net typing speed of 20 words a minute. Students are also encouraged to participate in extracurricular journalistic ac- tivities including membership in student profes- sional organizations, such as Ad Club, Public Relations Student Society of America, Society of Professional Journalists, and Women in Communications. Sample Program Below are course suggestions for freshmen who intend to major in journalism. They have been.put together with the school's degree requirements In mind. Students typically fulfill the liberal arts requirements during their first two years and concentrate on the school's professional courses during the junior and senior years. Note:Courses other than those listed may be substituted for some of the University requirements. Freahman Year 45-48 credits Introduction to Literature (ENG 104, 105, 106) or World Literature (ENG 107, 108, 109) 9 History of Western Civilization (HST 101, 102, 103) or History of the United States (HST 201, 202, 203) . . . . . 9 Three 200-level economics courses 9 Three courses in foreign language, mathematics, science, anthropology, geography, philosophy, political science, psychology, religion, or 9 ~?e~?t~~~n; itiEi ;of;o'wing: Fundamentais oj .. 9-12 Speech Communication (RHCM 121), English Composition (WR 121), Use of the Library (LIB 127), The Mass Media and Society (J 224), Introduction to the Electronic Mass Media (TCF 241), Grammar for Journalists (J 250), or a health course (HES 199, 211, or 250) ..... 9 Admission as a Journalism Major Juniors and seniors are accepted as majors in journalism. All students who want to become journalism majors, including prejournalism students who have completed the sophomore year (90 credits), must apply for admission to the School of Journalism on forms available in the school office. Applications, including transcripts, must be submitted not later than one month prior to the beginning of the term for which admission is sought. To be eligible for admission as a major, the student must have fulfilled the following require- ments: 1. Completed 90 or more credits of cou rse work 2. Substantially satisfied the lower-division requirements of the University 3. Attained a cumulative grade point average (GPA) of at least 2.50 4. Received a passing score on the school's Language Skills Diagnostic Test, a com- prehensive examination of grammar, spelling, and word usage Note: Students who do not pass this test within two tries cannot be accepted as journalism majors. Therefore, the faculty strongly urges adequate preparation. Before attempting this test, students should take Grammar for Jour- nalists (J 250). The test must be passed before students can take upper-division writing courses in the School of Journalism. Because students transferring from other colleges will not have had the opportunity to fulfill requirement 4, they begin their profes- sional studies as prejournalism students. When admitted to the University as prejournalism students by the Oltice of Admissions, they should consult the School of Journalism for adviser assignment. Students who have been admitted to major status are given priority in registering for School of Journalism classes. Preregistration is held in the middle of each term for the following term's classes. Transfer Students Students transferring from other institutions who want to become prejournalism majors must apply through the Oltice of Admissions. Admis- sions officers, counselors, and transfer students are guided by the Transfer Credit Policy Statement of the School of Journalism (below). This policy statement is furnished to all institu- tions in Oregon as part of the Oregon State System of Higher Education Computerized Articulation System to Improve Student Transfer, issued by the Oltice of Academic Altairs, Oregon State System of Higher Education. Transfer Credit Policy Statement. The School of Journalism endorses the Transfer Curricula Recommended by the State System Committee on Community Colleges for Oregon Community Colleges and calls specific attention to its transfer curriculum for journalism. The School of Journalism policy on acceptance of transfer credit is as follows: 1. The school will accept for credit and for the fulfillment of its course requirements those courses satisfactorily completed at other schools of journalism oltering sequences accredited by the ACEJMC. However, this acceptance does not waive the requirement of the number of credits to be earned at the University of Oregon School of Journalism. 2. The school will accept for journalism credit those courses taken and satisfactorily completed at institutions whose sequences are not accredited by the ACEJMC; such journalism credit will be included in the 50-credit limit but may not be used to meet specific course requirements. Students who want to use course work taken at another institution to meet prerequisites for School of Journalism courses may apply to take waiver examinations. 3. The school will accept for general journalism credit those courses taken for credit at other institutions for work on student publications, student radio and television stations, student magazines, orfor commercial, nonacademic media, but such credit may not be used to meet specific course requirements of the School of Journalism, and no more than 3 such credits may be counted in the require- ment of 30 upper-division credits. Transfer students who present such credits may find themselves disadvantaged in the number of credits they are permitted to take in the School of Journalism to keep within the 50-credit limit. 4. The school will accept for credit, for meeting specific course requirem.ents, and for meeting requirements for certification for secondary school teaching, courses taken through the Community Education Program (CEP) when the faculty member teaching such courses is a member of the faCUlty of the School of Journalism or whose appoint- ment as instructor of the CEP courses has been approved by the faculty of the School of Journalism. Transfer students who want advice on admis- sion to the School of Journalism should consult the Undergraduate Altairs Committee. Major Requirements In addition to meeting University requirements for the bachelor of arts (BA) or bachelor of science (B.S.) degree, ajournalism major must meet the following requirements: 1. Satisfactorily complete at least 36 credits in journalism, of which at least 30 must be upper division and at least 27 must be taken in the School of Journalism 2. Satisfactorily complete at least 136 credits in disciplines other than journalism, espe- cially in the liberal arts. This means that a student who earns the bachelor's degree with a total of exactly 186 credits will have no more than 50 credits in journalism, including transfer credits. If a student elects to take more than 50 credits in journalism, he or she must earn correspondingly more than 186 total credits for graduation 3. Satisfactorily complete at least two courses from the group of writing courses atthe 300 level or higher specified by the School of Journalism faculty. These two courses are in addition to Grammar for Journalists (J 250) 4. Satisfactorily complete at least two of the following courses: Law olthe Press (J 485), History of Journalism (J 487), and Journalism and Public Opinion (J 494) 5. Earn a cumulative University of Oregon GPA of 2.50 or better 6. Earn a total of no more than 3 credits in Workshop: Internship (J 408) Liberal Arts Courses. In its requirements for an undergraduate major, the School of Jour- nalism places strong emphasis on courses that provide a broad liberal arts education. To satisfy the school's graduation requirements, each student majoring in journalism must complete the following course work in liberal arts disciplines: 1. Six courses of at least 3 credits each in literature (not including courses dealing primarily with film) 2. Three courses of at least 3 credits each in history 3. Three courses of at least 3 credits each in economics 4. Three additional blocks of courses, each block consisting of at least 9 related credits, from among these areas: anthropology, economics, geography, history, mathemat- ics, philosophy, political science, psychol- ogy, religious studies, science, or sociology Courses numbered 199, 200, 399-406, or 408-410 may not be used to fulfill these require- ments. Journalism Specialized Majors In consultation with an adviser, a student may select a major in a specific field of journalism. Within these specialized sequences are profes- sional courses intended to lead to a career in the communication industries. The School of Journalism has five specialized majors: adver- tising, magazine journalism, news-editorial, public relations, and radio-television journalism, as. well as course work in mass communication research and photojournalism. If a student wants to designate a specialized major on his or her transcript, a request to designate a specialized major must be made with the student's adviser and four of the following courses must be taken in the desig- nated sequence: Advertising. Principles of Advertising (J 341), Media of Advertising (J 441), Advertising Campaigns (J 444), Advertising Copy Writing (J 446), Advertising Layout (J 447) Magazine Journalism. Production for Publica- tion (J 321), Introduction to Magazines (J 370), The Journalistic Interview (J 463), Magazine Article Writing I (J 468), Magazine Editing (J 470), Magazine Design and Production (J 471) News-Editorial. Production for Publication (J 321), Photojournalism (J 336), Reporting I (J 361), Journalistic Fact-Finding (J 460), Report- ing II (J 462), Newspaper Editing (J 464) Public Relations. Production for Publication (J 321), Reporting I (J 361), Principles of Public Relations (J 459), Public Relations Writing (J 465), Public Relations Problems (J 483) Radio-Television Journalism. Seminar: Radio-Television Station Management (J 407), Radio-Television News I (J 431), Radio-Televi- sion News II (J 432), The Journalistic Interview (J 463), Advanced Radio News (J 433), Ad- vanced Television News (J 434) Other suggested courses in each of the five specialized majors are: Advertising. Marketing Systems and Demand Analysis (MKTG 311), Production for Publication (J 321), Seminar: Media Representation (J 407), International Advertising (J 443), Advertising Agencies and Departments (J 445), Advertising Research (J 448), Advertising and Society (J 449), Principles of Public Relations (J 459), Law of the Press (J 485) Magazine Journalism. Photojournalism (J 336), Principles of Advertising (J 341), Report- ing I (J 361), Advertising Copy Writing (J 446), Advertising Layout (J 447), Principles of Public Relations (J 459), Newspaper Editing (J 464), Magazine Article Writing II (J 469), Law of the Press (J 485) News-Editorial. Newspaper Management (J 421), The Journalistic Interview (J 463), Magazine Article Writing I, II (J 468, 469), Law of the Press (J 485), History of Journalism (J 487), Journalism Ethics (J 495) Public Relations. Photojournalism (J 336), Principles of Advertising (J 341), Elementary Television Workshop (TCF 344), Workshop: Public Relations Internship (J 408), Advertising Copy Writing (J 446), Magazine Article Writing I (J 468), Magazine Editing (J 470), Magazine Design and Production (J 471), Law of the Press (J 485), Journalism and Public Opinion (J 494) Radio-Television Journalism. Principles of Advertising (J 341), Elementary Television Workshop (TCF 344), Elementary Radio- Television Writing (TCF 347), Reporting I (J 361), Seminar: Radio and Television Manage- ment (J 407), Media of Advertising (J 441), Concepts in Visual Production (TCF 444), Television Direction (TCF 445), Radio-Television Programming (TCF 446), Reporting II (J 462), International Journalism (J 491) Polley on SEARCH Courses. In addition to University requirements, the School of Jour- nalism requires that a SEARCH course be approved by a majority of the voting faculty after the faculty has studied the course syllabus and has questioned the proposed instructor. The syllabus must include the course outline and bibliography. A SEARCH course that includes work on a student publication must also involve academic investigation of a body of knowledge germane to the subject of the course. Grading Policies Grade Option. Courses regUlarly offered in the school are available on a graded or a passino pass (PIN) basis, except those specifically designated in the Time Schedule ofClasses as graded only or PIN only. For courses taken for undergraduate credit, a grade of P (pass) is understood to mean work performed althe C level or better. For courses taken for graduate credit, P means work at the level of B or better. Aside from courses offered passino pass (PIN) only, undergraduate majors may apply a maximum of three PIN journalism courses toward degree requirements. Graduate majors may not apply PIN credit in journalism courses toward degree requirements unless the courses are offered PIN only. No more than 6 PIN credits in courses outside the School of Journalism may satisfy graduate degree requirements when there is a choice between graded and PIN. Grade of D. Credits earned with the grade of 0, regardless of discipline, are acceptable in meeting graduation requirements. The student should realize, however, that such grades make it difficult to maintain the required cumulative GPA of 2.50 or better. Secondary School Teaching The School of Journalism offers work toward preparation to teach journalism in the public secondary schools. Certification as an Oregon secondary teacher with a journalism endorse- ment requires satisfactory completion of a program of teacher preparation that includes subject matter preparation in the teaching specialty and in professional education, as well as recommendation of the institution in which the preparation is completed. Endorsement in a second discipline is also required. The School of Journalism offers work toward Basic and Standard Oregon certification. For additional information regarding requirements for the journalism endorsement, students should consult the departmental endorsement adviser for teacher education and the coordinator for secondary education in the College of Education. To meet the state standards in journalism and the requirements for recommendation by the University of Oregon School of Journalism, the student should complete the following program: Basic Endorsement. The Mass Media and Society (J 224), Grammarfor Journalists(J 250), Production for Publication (J 321), Photojour- nalism (J 336), Principles of Advertising (J 341), Reporting I (J 361), Methods of Teaching Journalism (J 455), Newspaper Editing (J 464), and Law of the Press (J 485) Standard Endorsement. For specific informa- tion regarding requirements, a student should talk with the School of Journalism endorsement adviser for teacher education and with the coordinator for secondary education in the College of Education. Graduate Studies The School of Journalism offers work leading to the master of arts (MA) andmaster of science (M.S,) degrees. Specialized majors in the MA and M.S. include advertising, magazine jour- nalism, news-editorial journalism, public rela- tions, and radio-television news. Students may also choose a major in journalism with a Journalism 251 concentration in communication research. In addition, all master's degree students are expected to take a common core of theoretical- conceptual courses. Postbaccalaureate nongraduate students with a strictly vocational interest may want to consider a second bachelor's degree in journalism instead of the MA or M.S. degree. Requests for information and graduate applica- tions, as well as all completed application materials, should be sent to: Chair, Graduate Committee School of Journalism University of Oregon Eugene OR 97403 Admission Requirements The Graduate Affairs Committee of the School of Journalism considers applicants for admis- sion upon receipt of GRE scores, transcripts for all college work undertaken, an application form, and a statement of purpose. All submis- sions are due May 1 for admission the following fall term. However, applicants for graduate scholarships or graduate teaching fellowships (GTFs) should deliver the completed set of admissions materials and the scholarship or GTF applica- tion to the School of Journalism by March 31. An applicant for admission to graduate study in the School of Journalism must bea graduateof an accredited four-year college or university, have an undergraduate GPA of at least 3.00 (B), and submit Graduate Record Examination (GRE) Verbal and Quantitative scores totaling at least 11 00. Students may be admitted conditionally for graduate stUdy if they can offer evidence that a graduate course of study will be pursued successfully. Such evidence might include exemplary scores on the GRE, a GPA exceeding 3.00 for the last two years of undergraduate work, and experience in journalism. Advising. An adviser is appointed for each graduate student in the school by the director of graduate studies. Course programs for graduate students are planned individually through consultation with advisers. Graduate students should see their advisers at least once a term. Requirements for Graduation Candidates for the master's degree must earn at least 45 graduate credits with a cumulative GPA above 3.00. Courses that do not carry graduate credit are not considered in determin- ing the graduate GPA. Degree Options. Candidates for the master's degree in journalism have the follOWing three options in fUlfilling the requirements of a minimum of 45 graduate credits. Option 1. 36 credits and an acceptable thesis for which 9 credits are awarded. This option is strongly urged for students with undergraduate majors in journalism and for those with strong interests in historical, legal, or communication research Option 2. 36 or more credits and an acceptable terminal project for which up to 9 credits are awarded. This option is suggested for students with strong professional interests in a specific area of the curriculum of the School of Jour- nalism Each student who chooses Option 1or 2 selects 252 Journalism a faculty member to supervise the research and writing of the thesis or terminal project. A topic for the thesis or terminal project must be approved by the adviser before work is begun. A student should register for credit under the appropriate number(J 503 for Thesis or J 509 for Practicum: Terminal Project) during the terms in which the research and writing are done. Option 3. 45credits of course work followed by a comprehensive written examination. This option is recommended for students with undergraduate majors in disciplines other than journalism who want comprehensive under- standing of the field obtainable through the curriculum of the school Of the 45 graduate-level credits required for completion of degree requirements, at least 30 must be in journalism courses. Nonjournalism courses taken must constitute an integrated program of work in a single area or in closely related areas. Candidates for the M.A. degree must have completed, within the past seven years, work in a foreign language through the second year of college or pass an examination demonstrating equivalent mastery. Candidates for the M.S. degree need not fulfill this requirement. Specific Required Course Work. Students whose undergraduate programs did not include a course in reporting or its equivalent must take Writing for Media (J 461), which does not carry graduate credit. Thus graduate students with little or no background in journalism should expect to take more than 45 credits. Writing for Media (J 461) and two other required courses-Media Research and Theory (J 486) and Mass Communication and Society (J 511 )-are offered only during fall term. Since each of these serves as a prerequisite for other courses, it is very important to start the master's degree program fall term. Students must complete the following 3-credit courses: Law of the Press (J 485), Media Research and Theory (J 486), History of Journalism (J 487), Mass Communication and Society (J 511), and either Theories of Mass Communication (J 513) or Public Opinion and Propaganda (J 514) All master's degree programs must include a minimum of three 500-level journalism courses from among the following course numbers: J 507,510,511,512,513,514,515,516,520, 546, 564 Finally, graduate students in journalism must complete at least two advanced writing courses from among the following (3 credits each unless indicated otherwise): Radio-Television News II (J 432); Advanced Radio News (J 433); Ad- vanced Television News (J 434); Advertising Copy Writing (J 446), 4 credits; Reporting II (J 462),5 credits; Public Relations Writing (J 465), 4 credits; Magazine Article Writing I (J 468); Magazine Article Writing II (J 469); Seminar: Writing the Nonfiction Book (J 507); Advertising Message Strategy (J 546), 4 credits; Editorial Writing (J 564) Evaluation of Progress. All graduate students' programs are examined by the Graduate Affairs Committee during progress toward the master's degree: 1. Each graduate student in journalism is automatically considered for advancement to candidacy in the term following the completion of 12 credits of graduate study 2. Students not advanced to candidacy at this evaluation are given written notice but may be allowed to continue course work until the completion of 24 credits of graduate study. At that time a final decision regarding advancement to candidacy is made To be advanced to candidacy, a student must have completed at least 12 credits of graduate study atthe UO with a GPA better than 3.00. At least three of the following courses must be included: Law of the Press (J 485), Media Research and Theory (J 486), History of Journalism (J 487), Mass Communication and Society (J 511), Theories of Mass Communica- tion (J 513), Public Opinion and Propaganda (J 514) During the term in which the student completes all other requirements forthe degree, he or she takes a final examination. If the student has written a thesis or teminal project, the examina- tion is given by that student's thesis or project committee. If the student has not written a thesis or project, a comprehensive examination is given by a three-member committee. Students nearing the completion of their programs should obtain from their advisers copies of a checklist of steps to be taken and examinations to be passed immediately prior to the awarding of the degree. Students are responsible for completing all formalities before the deadline. Foreign Students Foreign students beginning graduate work at the School of Journalism should plan to take basic courses that do not carry graduate credit before enrolling in graduate-level courses. A foreign applicant whose native language is not English must take the Test of English as a Foreign Language (TOEFL) and the Test of Spoken English (TSE). Both the TOEFL and the TSE are administered on specific days around the world. Applicants should arrange to take these tests well in advance of the application deadline. A firm mastery of English, including American mass-communication idiom, is necessary for success in professional courses at the graduate level. Foreign students who lack such mastery will be required to attend courses at the American English Institute on campus before undertaking the journalism graduate program. Though these courses do not carry graduate credit, they qualify for students' visa require- ments. The best time to attend the institute's classes is the summer session preceding the first term in the master's degree program. General Information Facilities. The School of Journalism is housed in Eric W. Allen Hall, named in memory of the first dean of the School of Journalism. Fully equipped laboratories are provided for news writing, editing, advertising, radio-television news, and photography. Current files of news- papers and trade publications are maintained in the George S. Turnbull Memorial Reading Room, and the University of Oregon Library has an excellent collection of the literature of mass communication. The School of Journalism receives the regular newspaper teletypesetter monitor services of The Associated Press. The Eric W. Allen Seminar Room, furnished by contributions from friends and alumni of the school, is a center for group meetings. The Oregon Newspaper Publishers Association and the Oregon Association of Broadcasters cooperate with the school and the University Career Planning and Placement Service in providing placement services for journalism graduates. The Oregon Scholastic Press has its headquarters in 201 Allen Hall. Student Loan Funds. The interest from a $15,000 endowment fund which was be- queathed to the University by the late Mrs. C. S. Jackson, widow of the founder of the Oregon Journal, provides loans to journalism majors. The Arthur and Marian Rudd Loan Fund, established by a gift to the school from an alumnus, provides loans to students majoring in journalism. A fund established by Zeta chapter of Gamma Alpha Chi, professional society for women in advertising, provides loans for women majoring in journalism. Scholarships and Fellowships. A number of scholarships, ranging from $250 to $2,000, are available to journalism students. A brochure describing these scholarships may be obtained from the school. A limited number of graduate teaching fellow- ships (GTFs), carrying nine-month stipends, are also available. GTFs receive waivers of tuition in accordance with the regulations of the Graduate School. Details are available from the dean of the Schoolof Journalism or the director of graduate studies. Courses in Journalism (J) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 200 SEARCH (1-3R) 224 The Mass Media and Society (3) The various media of mass communication and their effects on society. Recommended for prejournalism majors. Beam, Bivins, Kessier, McDonald, Ponder. 250 Grammar for Journalists (3) Intensive review of grammar, word use, spelling, and principles of clear, concise writing. Introduction to the journalistic style. Upper-Division Courses 321 Production for Publication (3) Production of news-editorial and advertising material in the print media. Includes printing processes, typography and composition methods, and graphic arts photography. McDonald, Metzler. 336 Photojournalism (3) Introduction to black-and- white photographic techniques, with special emphasis on the structure, law, and ethics of photojournalism. Laboratory intensive and portfolio oriented. Open to journalism majors. McDonald. 341 Principles of Advertising (3) Advertising as a factor in the distributive process; the advertising agency: the campaign; research and testing; the selection of media: newspaper, magaZine, broadcast- ing, outdoor advertising, direct mailing. Avery. Keding. TCF 344 Elementary Television Workshop (4) See description under Speech. TCF 347 Elementary Radio-Television Writing (3) See description under Speech. 361 Reporting I (4) Basic training in news gathering. Extensive writing under time pressure, including a variety of assignments-straight news, features, interviews, speeches Prereq: Language Skills Journalism 253 Diagnostic Test and School of Journalism typing test. Beam, Halverson, Kessler, Lemer!, McDonald, Ponder, Rarick. 370 Introduction to Magazines (3) Function, role, operation, production, and economics of magazines. Metzler. Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 401 Research (Arr,R) 403 Thesis (Arr,R) 405 Reading and Conference (Arr,R) PIN only. 406 Special Problems (Arr,R) PIN only. 407 (G) seminar (Arr,R) Current topics are Financial Reporting, Media Representation, Photo Editing and Graphic Design, and Radio and Television Manage- ment. 408 (G) Workshop: Internship (1-3R) Work experi- ence, under faculty guidance, with an advertising agency, broadcasting station, magazine, newspaper, or public relations office. Prereq: instructor's consent. R for a total of 3 credits. 409 (G) Practicum (Arr,R) 410 (G) Experimental Course (Arr,R) 421 (G) NewspaperManagement (4) Community and daily newspaper economics; cost and revenue analyses; production technology; circulation problems and developments; basic accounting; administration and coordination of advertising, editorial, and produc- tion departments. Halverson, McDonald. 431 Radio-Television News I (3) Gathering and writing news for broadcast media. Emphasis on broadcast style, basic aspects of radio-television news writing, and radio-news operations. Prereq: Language Skills Diagnostic Test and School of Journalism typing test. Bernstein, Nestvold. 432 (G) Radio-Television News II (3) Advanced aspects of the preparation, reporting, and broadcast- ing of radio-television news. Emphasis on television news writing and reporting and on electronic news gathering. Prereq: J 431. Bernstein, Nestvold. 433 (G) Advanced Radio News (3) Special problems and opportunities for gathering, writing, editing, producing, and presenting news for radio broadcast- ing. Experience with campus radio facilities. Prereq: instructor's consent. Nestvold. 434 (G) Advanced Television News (3) Special problems and opportunities for gathering, writing, editing, taping, producing, and presenting the news for television broadcasting. Prereq: instructor's consent. Bernstein, Nestvold. 441 (G) Media of Advertising (4) Objectives and strategy for determining efficient and effective methods of reaching a target audience. Media measurement tools are applied toa major term project. Prereq: J 341, Language Skills Diagnostic Test, major status, or instructor's consent. Avery, Winter. 443 (G) International Advertising (3) Advertising developments, processes, and problems outside the United States. International agencies, their structure and influence; foreign media systems; media use in Latin America, Europe, and the Far East. Prereq: J 341, MKTG 311, or equivalent. Ewan. 444 (G) Advertising Campaigns (4) Senior and graduate students produce a comprehensive cam- paign involving every aspect of advertising, ranging from market research through creative and media strategy formulation to execution. Prereq: J 341, 441, 446, 447; senior standing. Winter TCF 444 (G) Concepts in Visual Production (3) See description under Speech. 445 (G) Advertising Agencies and Departments (3) Advertising agency structure and procedures; analysis and consumer research are studied to determine strategic positioning. The role of the account executive within the advertising agency. Prereq: J 341. Avery. TCF 445 (G) Television Direction (3) See description under Speech. 446 (G) Advertising Copy Writing (4) Theory and practice in writing advertising copy. Study of style and structure with emphasis on strategy formulation. Prereq: Language Skills Diagnostic Test, J 341. Avery, Ewan, Keding, Winter. TCF446(G) Radio-Television Programming (3) See description under Speech. 447 (G) Advertising Layout (4) Graphic design for advertising. Workwith type and illustrations. Consider- ation given to all media. Prereq: J 341. Nelson. 448 (G) Advertising Research (3) Application of behavioral science research techniques to determine the accomplishment of advertising objectives. Situation analyses; copy testing; measuring media efficiency. Prereq: J 341, journalism major, instructor's consent. Keding, Winter. 449 (G) Advertising and Society(3) Discussion and reading in the socioeconomics of advertising. The literature of advertising and the legal, ethical, and moral considerations incumbent in the advertising career. Prereq: senior or graduate standing, instruc- tor's consent. Winter. 455 (G) Methods of Teaching Journalism (4) The teacher's role in gUiding student publications in secondary schools; methods of teaching journalism. 459 Principles of Public Relations (3) Theory and practice of public relations in business, government, and civic and public service organizations; mass media as pUblicity channels; the public relations practitioner; public relations departments and agen- cies. Bivins, Ewan. 460 (G) Journalistic Fact-Finding (3) Strategy and methods in interviewing and in the discovery and use of written records and electronic data bases for journalistic work. Majors only. Halverson. 461 Writing for MedIa (4) Responsibilities and rights of the public communicator, information gathering and evaluation, and writing for various media outlets. For graduate students without journalistic experience. Prereq: graduate standing. Kessler. 462 (G) Reporting II (5) Advanced newspaper reporting on public affairs and community news, including internship assignments at area newspapers. Prereq: J 361. Halverson, Ponder. 463 (G) The Journalistic Interview (3) Gathering information through asking questions. Literature and research findings on techniques of listening, nonverbal communication, and psychological dynamics of the interview relationship in journalistic situations. Metzler. 464 (G) Newspaper Editing (5) Copy editing and headline writing for the newspaper; emphasis on grammar and style. Problems in evaluation, display, make-up, and processing of written and pictorial news matter under time pressure. Prereq: J 361. Beam, Halverson. 465 (G) Public Relations Writing (4) Preparation of press conferences, press kits and news releases; institutional advertising copy, executive speeches, dissemination of publicity material through the broadcasting media. Prereq: Language Skills Diagnos- tic Test, J 361, 459. Bivins, Ewan. 468 (G) Magazine Article Writing I (3) Writing magazine feature articles; study of the problems of marketing magazine manuscripts. Prereq: Language Skills Diagnostic Test, J 361, 461 or instructor's consent. Kessler, Metzler, Nelson. 469 (G) Magazine Article Writing II (3) Writing and marketing magazine articles. Individual conferences. Prereq: J 468. Metzler, Nelson. 470 (G) Magazine Editing (4) History of magazines; principles and problems of magazine editing; planning, content selection, manuscript revision, copy editing, caption and title writing; editorial responsibility. Prereq: senior standing. Kessier, Metzler, Nelson. 471 (G) Magazine Design and Production (3) Role of the magazine editor in working with art directors. Problems in designing covers, pages, and spreads for magazines; selecting type faces; and visualizing art. Kessler, Nelson. 472 (G) Caricature and Graphic Humor (3) Cartoons and comics in the mass media; historical aspects; cartoon literature and collections; developing ideas for editorial and gag cartoons. Drawing ability useful but not vital. Nelson. 483 (G) PUblic Relations Problems (3) Use of research, decision processes, and program design in the solution of public relations problems. Public relations programs for profit and nonprofit institutions. Ethics of public relations. Prereq: J 459. Bivins, Ewan. 485 (G) Law of the Press (3) Legal aspects of the mass media: constitutional freedom of expression, news gathering, access to public records and proceedings, libel, privacy, copyright, advertising, broadcast regulation, and antitrust. Ponder. 486 (G) Media Research and Theory (3) Theoretical models of mass communication based on systematic research. Application to a variety of journalism operations. The most-used communication research methods. Rarick. 487 (G) History of Journalism (3) The changing structure and character of the mass media in the United States since 1690. Theories of the media and their relationship to the society. Halverson, Kessler. 491 (G) International Journalism (3) Mass communi- cation media throughout the world: historical back- ground; conflicting theories of control; international news services and foreign correspondence; problems in developing nations. Not offered 1986-87. 494 (M) Journalism and Public Opinion (3) Forma- tion, reinforcement, and change of opinions. The role of major social and political institutions, with emphasis on the mass media of communication. Lemer!. 495 (G) Journalism Ethics (3) Ethical problems in journalism: conflicts of interest, veiled attribution, fabrication, plagiarism, governmental policies and media codes, individual privacy vs. public interest, accountability. Prereq: senior or graduate standing. Rarick. Graduate Courses 501 Research (Arr,R) PIN only. 502 Supervised College Teaching (Arr,R) R for a total of 3 credits. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 506 Special Problems (Arr,R) PIN only. 507 seminar (Arr,R) Current topics are History of Journalism, Legal Research for Journalists, Literary Journalism, Photo Essay, Precision Journalism, Technology, and Writing the Nonfiction Book. 509 Practicum (Arr,R) 510 Experimental Course (Arr,R) 511 Mass Communication and Society (3) Review of the literature of mass communication. Introduction to graduate study in journalism and mass communication. Kessler, Lemer!, Ponder. 512 Communication Research Methods (3) Selection and planning of research studies; class research project with instruction in appropriate methodology and basic statistical analysis. Beginning course in graduate research. Lemert, Rarick. 513 Theories of Mass Communication (3) The communication process, audiences of the mass media; media competition; attitudes of communicators; functions and dysfunctions of media activities. Lemert, Rarick. 514 Public Opinion and Propaganda (3) Research findings on choices made by mass media decision makers. Research in attitude change processes; source, message, channel, and receiver variables. Lemert, Rarick. 515 Approaches to Media Evaluation (3) Traditional, humanistic, "social responsibility" approach compared with empirical approach to analysis and criticism of media performance and professional norms. Open to undergraduates with instructor's consent. Lemert. 516 Craft Attitudes and Performance (3) Objectivity norms and other craft traditions; their consequences for audiences and for the adequacyof media perform- ance. Open to undergraduates with instructor's consent. Lemert. 520 Public Relations Planning and Administration (3) Theory-based study of the principles and practices of public relations. For advanced undergraduates and graduate students in public relations. Bivins, Ewan. 546 AdvertIsing Message Strategy (4) Advanced advertising copy writing. Emphasis on strategy development and creative executions in solving advertising problems. Prereq: B + or better in J 446. Avery, Keding, Winter. 564 Editorial Writing (3) The writing of opinion, principles of persuasion, operation of the editorial page. Functions of editorials, letters to the editor, columns, and cartoons. Rarick. 275 Law Center Telephone (503) 686-3852 Maurice J. Holland, Dean Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Michael D. Axline, Assistant Professor (environmental law clinic). B.A., 1977, Idaho State; J.D., 1980, Oregon; Idaho bar, 1980. (1982) John E. Bonine, Professor (environmental law, environment and pollution, legislative and administra- tive processes). A.B., 1966, Stanford; LL.B., 1969, Yale; California bar, 1970; Oregon bar, 1977. On leave spring 1987. (1978) Donald W. Brodie, Professor (administrative law, labor law, regulated industries). B.A., 1958, Washington (Seattle); LL.B., 1961, New York; Washington bar, 1961; Oregon bar, 1981. (1967) Chapin D. Clark, Professor (water resources law, legal profession, property). A.B., 1952, LL.B., 1954, Kansas; LL.M., 1959, Columbia; Kansas bar, 1954; Oregon bar, 1965. On leave 1986-87. (1962) Caroline Forell, Assistant Professor (family law, torts, trusts and estates). B.A., 1973; J.D., 1978, Iowa; Oregon bar, 1978. (1978) Leslie J. Harris, Associate Professor (contracts, juvenile law, trusts and estates). B.A., 1973, New Mexico State; J.D., 1976, New Mexico; New Mexico bar, 1976; District of Columbia bar, 1977. (1982) Richard G. Hildreth, Professor (ocean and coastal law, property, real estate transactions). B.S.E., 1965, J.D., 1968, Michigan; Diploma in Law, 1969, Oxford; Diploma in Law, 1973, Stockholm; California bar, 1969. (1978) MauriceJ. Holland, Professor and Dean (administrative law, conflict of laws, federal jurisdiction). A.B., 1958, Yale; M.A., 1961, J.D., 1966, LL.M., 1970, Ph.D., 1980, Harvard; Massachusetts bar, 1968. (1986) Dennis R. Hyatt, Associate Professor; Law Librarian. B.A., 1969, Missouri, Columbia; J.D., 1972, M.L.L., 1974, Washington (Seattle). (1976) Jon L. Jacobson, Professor (commercial law, con- tracts, international law). B.A., 1961, J.D., 1963, Iowa; California bar, 1964. (1968) Laird C. Kirkpatrick, Professor (consumer law, evidence, nonjudicial dispute reSOlution). A.B., 1965, Harvard; J.D., 1968, Oregon; Oregon bar, 1968. (1974) Frank R. Lacy. Professor (civil procedure, creditors' rights, Oregon practice and procedure). A.B., 1946, Harvard; J.D., 1948, Iowa; LL.M., 1958, J.S.D., 1971, New York; Iowa bar, 1948; Oregon bar, 1949. (1949) Mary S. Lawrence, Associate Professor (legal research and writing); Supervisor, Legal Research and Writing Program. B.A., 1960, M.A., 1962, Michigan State; J.D.. 1977, Oregon; Oregon bar. 1977. (1977) Barney J. Mason, Instructor (legal research and writing). A.B., 1981, California, Berkeley; J.D, 1985, Oregon; Oregon bar, 1986. (1986) Fredric R. Merrill, Professor (civil procedure, federal courts, legal profession). B.A., 1959, J.D., 1961, Michigan; Oregon bar, 1962. (1970) Ralph James Mooney, Associate Professor (American legal biography, American legal history, contracts). B.A., 1965, Harvard; J.D., 1968, Michigan; California bar, 1968. (1972) Peggy Nagae, Assistant Professor and Assistant Dean. A.B., 1973, Vassar; J.D., 1977, Lewis and Clark; Oregon bar, 1977. (1982) James M. O'Fallon, Professor (constitutional law, jurisprudence). B.A., 1966, Kansas; M.A., J.D., 1972, Stanford; California bar, 1973. (1981) Law Charles R. O'Kelley, Jr., Associate Professor (federal income tax, partnerships and corporations, tax policy). A.B., 1970, Universityofthe South; J.D., 1972, Texas; LL.M., 1977, Harvard; Georgia bar, 1973. (1982) Anna M. Peterson, Instructor; Development Officer. B.A., 1984, Oregon. (1984) George M. Platt, Professor (local government law, secured land transactions, urban development problems). B.S., 1948, LL.B., 1956, Illinois; Illinois bar, 1956. (1966) Martha Leach Schweitz, Assistant Professor (business planning, international business transactions, partner- ships and corporations). B.A., 1976, Stanford; J.D., 1981, New York; Illinois bar. 1981. (1986) Nancy E. Shurtz, Associate Professor (estate and gift tax, estate planning, federal income tax). B.A., 1970, Cincinnati; J.D., 1972, Ohio State; LL.M., 1977, Georgetown; Ohio bar, 1973; Tennessee bar, 1973; District of Columbia bar, 1977. (1982) Peter N. Swan, Professor (admiralty, antitrust law, conflict of laws). B.S., 1958, LL.B., 1961, Stanford; California bar, 1962; United States Supreme Court bar, 1967; Oregon bar, 1979. (1970) Susan J. Swift, Assistant Professor (commercial law, constitutional law, legislative and administrative processes). B.S., 1979, Trenton State; J.D., 1983, Yale; New York bar. (1986) Dominick R. Vetri, Professor (copyrights, federal courts, torts). B.S.M.E., 1960, New Jersey Institute of Technology; J.D., 1964, Pennsylvania; New Jersey bar, 1965; Oregon bar, 1977. (1967) Wayne T. Westling, Professor (administration of criminal justice, torts, trial practice laboratory). A.B., 1965, Occidental; J.D., 1968, New York; California bar, 1969; United States Supreme Court bar, 1972; Oregon bar, 1981. (1979) Charles F. Wilkinson, Professor (administrative law, public land law, Indian law). B.A., 1963, Denison; LL.B., 1966, Stanford; Arizona bar, 1967; California bar, 1969; Oregon bar, 1977. (1975) Emeriti Lois I. Baker, Law Librarian Emerita; Professor Emerita, Library Administration. B.A., 1927, M.A., 1932, Oregon; Cert., 1935, California. (1935) FrankJ. Barry, Professor Emeritus (administrative law, criminal law and procedure, environmental quality). A.B., 1934, California, Los Angeles; LL.B., 1941, Loyola Marymount. (1969) Orlando John Hollis, Distinguished Professor Emeritus, (civil procedure, legal profession, trial practice). B.S., 1926, J.D., 1928, Oregon. (1931) William D. Randolph, Professor Emeritus (business planning, corporate reorganization, partnerships and corporations). B.S., 1948, J.D., 1950, Illinois; Illinois bar, 1950; California bar, 1962. (1976) Milton L. Ray, Professor Emeritus (business planning and advanced taxation, estate planning, accounting). B.A., 1947, Rochester; J.D., 1950, Chicago; Illinois bar, 1950; California bar, 1964. (1971) Eugene F. Scoles, Distinguished Professor Emeritus. A.B., 1943, J.D., 1945, Iowa; LL.M., 1949, Harvard; J.S.D., 1955, Columbia. (1968) The School of Law offers a professionalcurriculum leading to the doctor of jurispru- dence (J.D.) degree. The curriculum provides a thorough preparation for the practice of law. The School of Law seeks to have the student acquire knowledge not only of legal doctrine but also of the judicial process and of the social, economic, and political problems with which lawyers must deal. The method of instruction requires an intensive exercise of analytical skills. 255 Because the curriculum is arranged to present fundamental topics of law during the first year, the first-year program is prescribed. Substantial participation in classroom discus- sion is an essential factor in legal education. To stimulate involvement in classroom discus- sion, every effort is made to assure first-year students of at least one class with an enrollment limit of 25 students. All second- and third-year courses are elective except Legal Profession (L 549), which is required. Counseling and information are available to assist students in selecting courses most closely related to their professional goals. The curriculum is continu- ously enriched by the addition of courses, seminars, and clinics that explore the role of law in new areas of social and economic importance. The Law Library has 180,000volumes, including complete case reports of the National Reporter System, complete state reports from colonial times to the establishment of the Reporter System, a substantial collection of English and Canadian case law, codes and compilations of state and federal statute law, and standard legal digests and encyclopedias. The periodicals collection includes 650 legal journals. An excellent collection of publications relating to Oregon territorial and state law includes an extensive file of Oregon Supreme Court briefs. Computer-assisted legal research systems, LEXIS and WESTLAW, are also held by the Law Library. The three-story Law Center includes modern classrooms, seminar rooms, and a courtroom with videotape facilities; student facilities include a student bar association office, lounge, typing room, locker room, and offices for the editorial board of the Oregon Law Review. Additional information and complete descrip- tions of courses offered appear in the School of Law Catalog. For a free copy write to: School of Law University of Oregon Eugene OR 97403 Degree Requirements Students who have been admitted to the School of Law, who have satisfactorily completed 85 semester credits in law courses, and who have otherwise satisfied the requirements of the University and the School of Law will be granted the J.D. degree provided that they have met the following requirements: 1. Except in rare cases, obtain (at least two years before completing work for the J.D. degree) the bachelor of arts (BA), bachelor of science (B.S.), or an equivalent degree from this University or some other accredited college or university 2. Be a full-time law student at the School of Law for at least 90 weeks or the eqUivalent 256 Law 3. Comply with such other requirements as may be imposed from time to time 4. Successful completion of Legal Profession (L 549) The School of Law reserves the right to modify its curriculum and graduation requirements at any time. Students in the School of Law may accrue up to 5 semester credits of the required 85 semester credits by successfully completing graduate-level courses or seminars at the University of Oregon relevant to their program of legal studies, if such courses or seminars are approved by the dean or assistant dean of the School of Law in consultation with the School of Law curriculum committee. A total of three years of full-time resident professional study in the University of Oregon School of Law or another law school of recog- nized standing is required for the J.D. degree. Except in unusual circumstances, the last two years must be in residence at the University of Oregon School of Law. During the second year of study in the school, each student must complete a writing assign- ment designed to improve legal writing skills and the ability to analyze legal problems. This assignment must be completed before a student may begin the third year of study in the School of Law. During the third year of study in the School of Law, each student must complete a research and writing assignment designed to test analytical and creative ability to consider and develop solutions in depth for one or more legal problems. This assignment must be completed before a student can be granted a professional law degree. Clinical Experience and Practice Skills Program The School of Law offers five clinical and practice skills programs as a regular part of its curriculum. In addition, a legislative workshop is offered during the regular sessions of the Oregon Legislative Assembly. Clinical experience programs are supervised by a faculty member and cases are handled under the direct supervision of a clinical instructor. Students in the clinical programs usually are qualified under the Third-Year Student Practice Rule, which has been adopted by the Oregon Supreme Court. It is highly recommended that students who enroll in one of the clinics also enroll in Seminar: Interviewing, Counseling, and Negotiating (L 607), a 2-credit seminar that trains students in important office and practice skills such as interviewing, counseling, and negotiations. Civil Practice Clinical Program. This program provides field experience at the Lane County Legal Aid Service. It enables law students to represent clients eligible for legal assistance and to develop skills in interviewing, counseling, drafting, negotiating, discovery, and litigation. Criminal Defense Clinic. This clinic allows law students, under the supervision of an attorney, to handle cases of clients eligible for legal assistance through the Public Defender Ser- vices of Lane County. Prosecution Clinic. This clinic provides students with exposure to the criminal justice system as prosecuting attorneys in the trial of criminal cases through the Lane County District Attorney's Office. The clinic develops advocacy skills in the context of criminal prosecutions. Satisfactory completion or concurrent enroll- ment in Seminar: Trial Practice Laboratory (L 607), Legal Profession (L 549), and Evidence (L 551) are prerequisites for participation in the Criminal Defense and Prosecution Clinics. Enrollment is limited to third-year students. Environmental Law Clinical Program. This program trains students primarily through representation of citizen groups in administra- tive appeals and litigation under supervision of attorney-professors. Some students do similar work instate or federal agencies. Legislative Issues Workshop. This workshop is offered during rilost regular sessions of the Oregon Legislative Assembly. Students placed as interns with a legislator or legislative commit- tee are involved in legal research and in the preparation of reports pertaining to issues before the Legislature. Trial Practice Laboratory. This laboratory allows students to examine and develop courtroom skills in civil and criminal cases. Primary emphasis is on the opening statement, direct examination, cross-examination, objec- tions, closing argument, and voir dire of juries. Each student participates in weekly exercises in class and a full trial at the end of the semester. Ocean and Coastal Law Second- and third-year students at the School of Law are eligible to begin developing a specialty in the field of ocean and coastal law. Students who satisfactorily complete one of two programs receive a Statement of Completion signed by the dean and by the directors of the Ocean and Coastal Law Center. Environmental and Natural Resources Law Second- and third-year students at the School of Law can also emphasize course work in Environmental and Natural Resources Law. Students must satisfactorily complete a total of seven specified courses and an academic paper of high quality. Students who complete the two requirements receive a Statement of Completion signed by the dean of the School of Law. Summer Session The School of Law offers a summer session that is open to law students who have completed at least one year of law work and who are in good standing at a law school accredited by the American Bar Association. Summer session students earn up to eight semester hours of law school credit. Note: Summer session is not open to beginning law students. For complete summer session information, write to: Peggy Nagae, Assistant Dean University of Oregon School of Law Eugene OR 97403 J.DJM.BA Concurrent Degrees Program The School of Law and the Graduate School of Management offer a program for concurrent doctor of jurisprudence (J.D.) and master of business administration (M.B.A.) degrees. It prepares students to use lawyering skills in the fields of accounting, business, corporate management, and finance. Students study both fields concurrently and receive two degrees in four years rather than the normal five. Applicants must apply to and be accepted by both schools. Each school maintains its own academic standards and requirements. Academic Support Program The Academic Support Program (ASP) is available for students who are capable of successfully completing law school but who, based on Law School Admission Test (LSAT) scores or undergraduates grade point averages (GPAs), enter with lower than average predic- tors of success. The ASP includes a summer orientation prog ram and an academic tutorial program designed to teach the principles that underlie first-year course work and to develop research and writing skills. The instruction supplements the traditional first-year lecture format. The program is available to all incoming law students. Programs and Activities There is a wide variety of student activities and organizations. Among these are the Land, Air and Water Student Research Group; Minority Law Students Association; National Client Counseling Competition; National Lawyers Guild; National Moot Court Competition; Oregon Law Review; Peer Advising; Student Bar Association; and chapters of the Order of the Coif, Phi Alpha Delta, and Phi Delta Phi. Admission Procedures Prelaw Preparation The School of Law does not prescribe any particular form of prelegal education. Intellec- tual maturity and breadth of educational background are considered more important than particular subject matter. In general, the Committee on Admissions prefers a liberal undergraduate background to one that is narrowly specialized, and a thorough training in some broad cultural field is usually favored. In addition, the importance of well- developed writing skills is emphasized. Con- centration in courses given primarily as voca- tional training reduces a student's chances for admission. Applicants also are expected to have undertak- en an academically challenging course of study. Students with a large number of passino pass (PIN) credits may be at a distinct disadvan- tage with regard to selection for admission to the School of Law. Students who want to obtain additional informa- tion about prelegal education or who are interested in learning more about the School of Law are encouraged to talk to the admissions officer of the School of Law. Admissions Correspondence Specific inquiries, applications, fees, Law School Admission Test (LSAT) and Law School Data Assembly Service (LSDAS) reports, transcripts, and all supporting documents should be forwarded to Director of Admissions, Office of Admissions, School of Law, University of Oregon, Eugene OR 97403. Unless the applicant specifies the School of Law, docu- ments may be sent to the central University Office of Admissions, possibly delaying action on the application. Basic Admission Requirements Except in rare cases, an applicant must have a bachelor's degree from an accredited college or university prior to enrolling in the School of Law. Because of enrollment restrictions and the large volume of applications for admission to the law school (846 students applied for the 170 openings in fall 1985), only those applicants who, in terms of their overall records, are the most qualified for legal studies can be admitted. In addition to the undergraduate GPA and the LSAT score, other factors considered in an admissions decision include quality of under- graduate education, work experience, maturity, graduate work, extracurricular activities, personal statements, and letters of reference. For students in the first-year class entering the School of Law in fall 1985, the average under- graduate GPA was approximately 3.30; the average LSAT score was 35. Because the number of students who can be accepted is limited, admission is competitive and applicants who meet the above standards are not guaran- teed admission. Application. Applications and supporting documents should be filed between September 1 and April 1. The School of Law encourages applications from women and people from disadvantaged backgrounds and does noi discriminate on the basis of race, color, religion, sex, age, handicap, marital status, veteran status, sexual orientation, or national origin. Application Fee. An application from a previ- ously registered student at the University of Oregon must be accompanied by a check for $20.00 payable to the University of Oregon. Applications from all other applicants must be accompanied by a check for $40.00 payable to the University of Oregon. An applicant who has been admitted previously but did not register at the School of Law must submit an application fee with the reapplication. This fee is neither refunded nor credited toward tuition and fees, regardless of the disposition of the application. Law School Admission Test. Applicants must take the LSAT and have an official report of the test scores sent to the school through the LSDAS. The Committee on Admissions will not act on an application until the official report of the test scores has been received. Applicants who have not previously taken the LSAT should plan to take it in June, October, or December of the year preceding the fall semester for which they are applying. LSAT results are normally considered current for a period of five years and, asageneral rule, the School of Law averages a[1 attempts on the test. Law School Data Assembly Service-Transcripts. Transcripts should be sentto the LSDAS for forwarding and not mailed directly to the School of Law. In order for an applicantto be considered for admission, these transcripts must show completion of at least three years of undergraduate work. No application to the School of Law will be processed unless accompanied by a Law School App[ication Matching Form, which is found in each applicant's LSAT and LSDAS registration packet. If the applicant is currently enro[led in an undergraduate school, favorable action by the Committee on Admissions is a conditional admission. Fina[ admission is granted when transcripts are received showing that a bachelor's degree has been conferred. Acceptance Fee. Applicants who are offered admission to the school are required to pay an admission acceptance fee of $100 in order to reserve a space in the entering class. A[though the admission acceptance fee is not credited toward the tuition and fees of enrolling students, applicants who withdraw before registering may receive a partial refund of the fee. Time of Enrollment. First-year students may begin studies atthe school only atthe beginning of the fall semester of each academic year. The School of Law does not offer an evening or part-time program. Photographs. University of Oregon student identification cards include a photograph which is taken at the time a student initially registers for classes. Applicants to the School of Law are not required to submit a photograph at the time of application but, in the case of students who are admitted and register, duplicates of the photographs taken for student identification cards are retained as a part of the records of the School of Law. Previous Law School Study. An applicant who has attended another law school must have the dean of that law school send a letter to the Committee on Admissions stating that the applicant is in good standing and eligible to return to that school unconditional[y. Law 257 Transfer Applicants and Visiting Students. An applicant may transfer no more than one year of credit earned in another law school of recognized standing. The right to reject any and all such credit is reserved. Students who have attended another law school for more than one year may be accepted to attend the School of Law as visiting students. Visiting students are not eligib[e for degrees from the School of Law. Transfer and visiting applicants must submit the application and fee, a letter of good standing, the LSAT scores, and undergraduate and law school transcripts. Transcripts sent directly to the School of Law will be accepted, and applicants need not register with the LSDAS. The transfer and visiting student application fee is $40.00, payable to the University of Oregon. If an applicant has been previously registered as a student atthe University of Oregon, the fee is $20.00. Applications should be filed by June 1. Grade Requirements Grading Policy The following grades are avai[able to be awarded in al[ graded courses atthe School of Law, and are given the following numerical values when computing student grade point averages (GPAs): A+ . 4.5 B+ .. 3.5 C+ .. 2.5 D ... 1.0 A . .. 4.0 B . . .. 3.0 C .... 2.0 F .. 0.0 N (no pass) .... 0.0 Academic Standards 1. A student must complete 85 credits with grades of D or better in orderto graduate. 2. At the end of any semester in which a student's cumulative GPA falls below 2.00, he or she is placed on probation and remains on probation until (a) achieving a cumulative GPA of 2.00 or better, (b) graduating, or (c) being disqualified. 3. A student is disqualified if, while on proba- tion, he or she earns a GPA of less than 2.00 for any semester, including the summer session. . 4. A student on probation who is disqualified on the basis of grades received in the semester in which he or she accumulates sufficient credits to graduate shal[ not graduate. A student who is disqualified with 80r fewer credits needed for graduation, and who is thereafter readmitted, shall not graduate uniess he or she either a. completes within 12 months of disquaiifi- cation one additional semester-fall, spring, or summer-of 80r more credits with a GPA of 2.00 or better or b. attains a cumulative GPA of 2.00 or better on the first attempt to take any number of credits sufficient to qualify for graduation; the attempt must be com- pleted within 12 months after the student was disqualified. 5. A student who is disqualified a first time may petition the Academic Standing Committee for readmission. a. If the committee believes that a disqual- ified student is Iike[y to perform at or 258 Law above a 2.00 GPA for the remaining semester(s) before the student becomes eligible to graduate, it may readmit the student. b. A student der.lied readmission by the committee may appeal that decision to the full faculty, provided the student's cumulative GPA is 1.50 or higher at the end of the second semester, or 1.75 or higher thereafter. c. An appeal from an adverse committee decision must be filed within 30 days from the mailing of the committee's decision to the student. d. A student who is denied readmission by the committee and whose cumulative grade point average falls below the averages set in Rule 5.b. shall have no further recourse either before the com- mittee or the faculty. e. Faculty review of a petition pursuant to Rule 5.b. shall be under the standard set in Rule 5.a. 6. A student who is disqualified a second time may petition the faculty for readmission oniy if the student's cumulative grade poir.lt average is 1.75 or higher. a. The petition must first be evaluated by the committee. The committee may deny the petition, in which case the student will have no further recourse. The committee, alternatively, may recom- mend readmission tothe faculty, in which case the decision to readmit or deny the petition is made by the faculty. b. The evaluation of the petition by the committee and, where appropriate, the faculty, shall be under the standard set in Rule 5.a. 7. A student who is once denied readmission by the faculty or who is disqualified a third time has no further recourse either before the committee or the faculty. 8. The committee or the faculty may impose such conditions on a readmission as they deem appropriate. Conditions may include, but are not limited to: academic counseling, retaking of first-year courses in which 0 or F grades were received, limitation of employment or other extracurricular activities, course limitations, course re- quirements, and remaining outof school for a period of time. Failure to abide by conditions of readmission may be cause for revocation of readmission or other appropriate remedy. 9. Appearances are permitted only before the committee. Note: These provisions shall apply in all cases of disqualifications occurring after August 15, 1983. In cases of disqualifications that occurred before August 15, 1983, these provisions shall apply if a readmission or denial of readmission by the faculty or the committee took place after August 15,1983. 10. No student may graduate without obtaining a grade of 0 or better in all courses of the first-year required curriculum. Any student receiving an F in such a course must, at the first scheduled opportunity, take the course over for credit and obtain a 0 or better. Only one attempt to satisfy the requirement will be permitted. The require- ment cannot be satisfied by taking the course at another law school. 11. Grades of N (no pass) in passino pass courses shall be counted in the student's GPA as 0.00 points for the number of credits attempted in such courses where N grades were received. 12. For purposes of this legislation, students enrolled prior to fall semester 1978 shall be deemed to begin their remaining work with GPAs of 2.000rtheir actual GPA, whichever is higher. Costs and Student Financial Aid Law students who hold a bachelor's degree from an accredited college or university are classified as graduate students. Regular fees are payable in full at the time of registration. Payment of the stipulated fees entitles all students enrolled for academic credit to all services maintained by the University for the benefit of students. Tuition and Fees For the 1985-86 academic year, tuition was $2,767.50 for resident and $4,054.50 for nonresident students. In addition, there is an annual general deposit fee of $50.00 against breakage or loss of University property: Note: Tuition and fee schedules are subject to revision by the Oregon State Board of Higher Education (OSBHE). The OSBHE defines a nonresident student as one whose official record shows a domicile outside Oregon. Students who have domiciles independent of parents or guardians and receive no financial support from them may qualify as residents if evidence is presented that the students established domiciles in Oregon six months prior to first registration in any institution of higher learning in the state of Oregon. The details of the rules governing administration of nonresident and resident policies are complex; students are advised to consult the University's Office of Admissions for answers to individual questions. Total Costs Because student living arrangements and personal spending habits vary widely, there is no single figure that represents the cost of attendance at the University. However, it may be estimated that total 1986-87 costs for a single resident student at the School of Law will average approximately $8,268 (tuition, fees, books, board and room, and personal ex- penses). For a nonresident, these costs will average approximately $9,555. For a married resident student, costs are likely to be around $11,268, and more if one has children. Health insurance is optional. The cost by semester or for full 12-month coverage may be obtained from the office of the Associated Students of the University of Oregon (ASUO). Coverage for dependents of students is also available. Personal expenses are governed by individual preference but may include such items as car insurance, maintenance, and operation; an optional University parking permit of $9.00-$18.00 a year (subject to increase for 1986-87); vacation and weekend travel; theater, movie, and athletic tickets, and other entertain- ment; such incidentals as laundry, toilet articles, gifts, and dining out. Financial Assistance See the Financial Aid section of th is catalog for complete information. Scholarships and Fellowships When funds are available, limited stipends are granted to advanced law students to support research on particular projects. Lois I. Baker Scholarship. The Lois I. Baker scholarship in the amount of approximately $950 is awarded to a second-year student in the School of Law on the bases of financial need and academic achievement. The award con- sists of the income from a fund established by friends and former students in honor of Lois I. Baker's long service as law librarian of the School of Law and her many personal contribu- tions to the Iives.,and education of several generations of law students. James D. Barnett Scholarships. One or more scholarships are awarded annually by the facu Ity of the School of Law to needy and worthy students. The scholarships are supported through the income of an endowment fund, established by Mrs. Winifred Barnett Allen- doerfer and Professor Carl Allendoerfer, in memory of James O. Barnett, member of the University faculty from 1908 until his death in 1957. Derrick A. Bell, Jr. Scholarship. One or more scholarships are awarded annually by the School of Law. An endowment established by gifts from Hope Gibson Oohnal, a 1981 graduate of this school, funds the scholarship. Ms. Oohnal's intent is to provide scholarship assistance to academically talented minority students. The scholarship is awarded on the bases of scholarly interest and achievement and demonstrated ability. Carpenter and Busselle. Loans in the amount of up to $1,200 are made to financially needy law students from a fund established by the estate of Marguerite Guiley in memory of Charles Ernest Carpenter, dean of the School of Law from 1927 to 1931. Henry E. Collier Law Scholarships. Several scholarships are awarded annually on the bases of financial need and good moral character to worthy students in the School of Law who intend to make the practice of law their life work. No recipient may be awarded more than $500 in anyone year. The scholarships are supported by the income from a $50,000 trust fund established under the will of the late Henry E. Collier, a Portland attorney. Lorienne Conlee Fowler Law Scholarship. The Lorienne Conlee Fowler Scholarship, in the amount of approximately $300, is awarded on the bases of need and scholastic record to a student in the School of Law. The award consists of the income from a $5,000 trust fund established by the late Dr. Frank E. Fowler in memory of his wife, Mrs. Lorienne Conlee Fowler. Hershner, Hunter, Miller, Moulton, Andrews & Neill Scholarship. One scholarship is awarded each year. The amount awarded pays resident tuition and fees for a third-year law student-approximately $2,700. The award is made to a business-oriented student who intends to enter into the private practice of law in the state of Oregon upon completion of law school. The scholarship is funded by the named Eugene-Springfield law firm. Charles G. Howard Law Scholarships. Several scholarships of varying amounts are awarded annually to students in the School of Law on the bases of satisfactory academic progress, financial need, and the applicant's effort to solve his or her own financial problems. The scholarships are supported through a trust fund established by members of Phi Alpha Delta legal fraternity and are named in honor of the late Charles G. Howard, professor emeritus of law and a member of the faculty of the School of Law from 1928 to 1971. James T. Landye Scholarships. One or more scholarships are awarded annually by the faculty of the School of Law to scholastically superior students who are in need of financial assistance. The scholarships are financed through the income from a fund contributed by the friends of the late James T. Landye, a Portland lawyer and a member of the class of 1934. Law School Alumni Scholarships. Several scholarships of approximately $800 are awarded by the Law School Alumni Association to members of the entering class of the School of Law on the bases of financial need and prelegal academic achievement. Recipients are selected by the president of the association and the dean of the school. Linklater-Latourette Memorial Scholarship Fund in Law. The law school faculty, through this fund, annually awards one or more scholar- ships. The Linklater-Latourette Memorial Scholarship Fund in Law is supported by the income from a $25,000 bequest by Jeanne Latourette Linklater, whose husband, Kenneth A. Linklater, graduated from the School of Law in 1935 and whose father, Earl C. Latourette, was Chief Justice of the Oregon Supreme Court from 1953 to 1955. Robert T. Mautz Scholarship. One or more scholarships are awarded each year in memory of Robert T. Mautz, class of 1927. Selection of recipients is made by the dean of the School of Law on the bases of financial need and dem- onstrated promise of becoming a good lawyer. The scholarships are funded by contributions from several individual lawyers in the Portland firm with which Mr. Mautz practiced and which bore his name during his lifetime. (The scholar- ship is offered on a funds-available basis.) Oregon State Bar Conditional Loans. The Oregon State Bar Affirmative Action Program is funded through assessments from each active member of the Oregon State Bar Association. The program works through the three law schools in Oregon toward the goal of increasing the number of minority laWyers in private practice in Oregon. Conditional loan assistance is available to minority students through this program. The loan obligation is waived when the recipient passes the Oregon State Bar Examination. Paul Patterson Memorial Fellowship. A fellowship of approximately $1,900 is awarded annually to a student completing the second year in the School of Law who best exemplifies the high qualities of integrity, leadership, and dedication to public service which charac- terized the late governor of Oregon, Paul L. Patterson, class of 1926. School of Law Scholarships. Several scholar- ships of varying amounts may be awarded annually by the School of Law to students who demonstrate academic achievement and financial need. The scholarships are financed through gifts from alumni and friends of the School of Law. (These scholarships are offered on a funds-available basis.) School of Law Emergency Loan Fund. A fund established by gifts from the Lane County Lawyers' Auxiliary Association is administered by the School of Law to provide short-term loans to students who encounter unforeseen, emergency expenses during a period of enrollment in the School of Law. The amount of loan assistance available is limited. Academic Calendar for Law Students The School of Law operates under an early semester calendar. Under this calendar, registration for fall semester takes place in late August, fall semester examinations are given before Christmas vacation, and the spring semester ends in mid-May. For additional information concerning calendar dates, please inquire at the School of Law. Courses in Law (L) Arr: credits tD be arranged Coreq: cDrequisite PIN: pass/nD pass Prereq: prerequisite R: repeatable fDr credit NDte: See Registration and Academic PDlicies fDr Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. A complete list of courses with descriptions is in the SchoolofLawCatalog. For a free copy, write: School of Law, University of Oregon, Eugene OR 97403. 430 (M) Law, Its Processes and Functions (3) Introduction to the legal system for nonlaw students. Not offered 1986-87. 510 Law Courses for Nonlaw Students (Arr,R) Open-ended course number for translating 500-level School of Law semester credits to term credits on transcripts of nonlaw students. Required First-Year Courses 511, 512 Contracts (3,3) 513, 514 Torts (3,3) 515 Civil Procedure (4) 516 Legislative and Administrative Processes (3) 517 Property (4) 518 Criminal Law (3) 522 Legal Research and Writing I (2) 523 Legal Research and Writing II (2) Second· and Third-Year Courses Note: All second- and third-year courses are elective except L 549, which is required. Most of the courses listed below are offered each academic year. Every effort is made to offer all of the following courses at least once every two years, but the ability of the School ot Law to offer some courses may be iimited by student interest and faculty resources. 535 Secured Land Transactions (3) Law 259 536 Commercial Law (4) 537 Trusts and Estates I (3) 538 Trusts and Estates II (2) 539 Real Estate Transactions (3) 540 The Civil War Amendments (3) Not offered 1986-87. 541 Partnerships and Corporations (4) 542 Constitutional Law and Minority Issues (3) Not offered 1986-87. 543, 544 Constitutional Law I, II (3,3) 545 Oregon Practice and Procedure (3) 546 Federal Courts (3) 547 Conflict of Laws (3) 548 Creditors' Rights (3) 549 Legal Profession (3) 550 The First Amendment (3) 551 Evidence (3-4) 552 Business Torts (3) 554 Insurance (2) Not offered 1986-87. 555 Family Law (3) 556 Legislation (2) Not offered 1986-87. 557 State and Local Taxation (2) Not offered 1986-87. 558 Local Government Law (2) 559 Labor Law I (3) 560 Labor Law II (3) 561 Restitution and Equitable Remedies (3) 562 Jurisprudence (3) 563 Antitrust Law (3) Not offered 1986-87. 564 Administrative Law (3) 565 Securities Regulation (3) 566 Admiralty (3) 567 Copyrights (3) Not offered 1986-87. 568 Urban Land Use Law (3) 569 Water Resources Law (3) 570 PUblic Land Law (3) 571 International Law (2-3) 575 Legal Writing (1) 576 Environment and Energy (3) 5n Law of the Sea (2) 578 Indian Law (3) 579 Ocean and Coastal Law (3) 580 Federal Income Tax I (3) 581 Federal Income Tax II (3) 582 Estate and Gift Taxes (2) 583 Estate Planning (2) 584 Criminal Procedure I (3) 585 Criminal Procedure II (3) 586 Environment and Pollution (3) Professional Writing, Research, and Seminars 501 Research (Arr,R) 505 Reading and Conference (Arr,R) 507 Seminar (Arr,R) Recent topics include Administra- tion of Criminal Justice, American Legal History, Consumer Law, Corporate Reorganization, Immigra- tion Law, Law Oftice Management and Computers, Legal Issues in Accounting, Nonjudicial Dispute Resolution. and Sex-Based Discrimination. Clinical Experience and Practice Sltills Programs 607 Seminar (Arr,R) Recent topics include Advanced Appellate Advocacy; International Law Moot Court Team Workshop; Law Review; Interviewing, Counsel- ing, and Negotiating; Legal Externship Program; Legislative Issues Workshop; Moot Court Board; Moot Court National Team Workshop; and Trial Practice Laboratory. Note: Concurrent enrollment in the seminar entitled Interviewing, Counseling, and Negotiating is highly recommended with the following four clinics: Civil Practice Clinical Program Criminal Defense Clinic Criminal Practice Clinical Program- Prosecution Environmental Law Clinic 150 Music Building Telephone (503) 686·5662 Bernard J. Dobroski, Dean Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Doris Renshaw Allen, Associate Professor (class piano, piano pedagogy). BA, 1950, Westminster; MA, 1976, Goddard. (1978) Exine Anderson Bailey, Professor (voice, pedagogy). B.S., 1944, Minnesota; MA, 1945, Professional Diploma, 1951, Columbia. (1951) R. Wayne Bennett, Associate Professor (wind ensem- ble, clarinet); Director of Bands. B.M.E., 1968, OklahomaState;M.M., 1969,PhD., 1974, North Texas State. (1978) Peter Bergquist, Professor (music history, theory, bassoon). B.S., 1958, Mannes College of Music; MA, 1960, PhD., 1964, Columbia. (1964) . Leslie T. Breidenthal, Professor (voice, lyric diction). B.S., 1948, MA, 1949, Columbia; AMusDoc., 1965, Michigan. (1967) Mark A Brombaugh, Assistant Professor. B.Mus., 1968, Oberlin; M.Mus., 1974, Louisville; M.MA, 1978, D.MA, 1983, Yale. (1986) Richard G. Clark, Assistant Professor (choral conduct- ing, music education). B.S., 1964, MA, 1971, Oregon; D.M.A., 1977, Washington (Seattle). (1982) Bernard J. Dobroski, Professor and Dean (low brass, music history, music education). B.F.A., 1968, Carnegie-Mellon; M.Mus., 1972, Catholic University of America; PhD., 1981, Northwestern. (1986) David P. Doerksen, Associate Professor (music education). B.M.E., 1956, Willamette; M.M., 1969, Southern California; D.MA, 1972, Oregon. (1983) Charles Dowd, Associate Professor (timpani, percus- sion, jazz studies); Director, University Percussion Ensemble. BA, 1970, San Jose State; MA, 1971, Stanford. (1974) Derek E. Healey, Professor (composition, music theory). B.Mus., 1961, Durham; D.Mus., 1974, Toronto. (1979) J. Robert Hladky, Professor (violoncello, music history). B.Mus., 1950, Oklahoma State; M.Mus., Performer's Certificate, 1952, AMusDoc., 1959, Eastman School of Music. (1961) Robert I. Hurwitz, Professor (theory, history); Chair, Musicianship and History. AB., 1961, Brooklyn; M.Mus., 1965, Ph.D., 1970, Indiana. (1965) Edward W. Kammerer, Associate Professor (horn, musicianship, jazz studies); Coordinator, Under- graduate Studies; Director, Brass Choir. B.Mus., 1964, M.Mus., 1965, Oregon. (1965) Dean F. Kramer, Assistant Professor (piano, music history, chamber music). B.Mus., 1973, Oberlin Conservatory of Music; M. Mus., 1976, Texas, Austin. (1983) Marsha E. Mabrey, Assistant Professor (orchestrai conducting, instrumental music education); Director, University Symphony. B.M., 1971, M.M., 1972, Michigan. (1982) Gary M. Martin, Professor (music education, music history); Associate Dean; Director, Earely Musick Pleyers. B.A., 1961, M.A., 1963, Adams State; PhD., 1965, Oregon. (1966) Lawrence C. Maves, Jr., Associate Professor (Violin); Director, Sinfonietta. B.Mus., 1954, M.Mus., 1959, Oregon; Diploma, 1958, The Juilliard School. (1958) Bernard McWiiliams, Associate Professor (Violin, viola). B.M., 1964, Southern California; M.Mus., 1970, Maryland; D.MA, 1978, Iowa. (1980) Music James A Miller, Professor (voice, chamber choir). BA, 1952, Goshen; M.Mus., 1956,AMusDoc., 1963, Michigan. (1965) Randall S. Moore, Associate Professor (music education); Chair, Music Education; Director, Univer- sityChildren'sChoir. BA, 1963, M.A., 1965, Oregon; PhD., 1974, Florida State. (1974) J. Robert Moore, Associate Professor (oboe, saxophone, woodwind techniques). B.Mus.Ed., 1961, M.Mus., 1962, Tulsa; D.MA, 1980, Eastman School of Music. (1975) Harold Owen, Professor (composition, music history, musicianship); Director, University Consort. B.Mus., 1955, M.Mus., 1957, D.MA, 1972, Southern California. (1966) Stephen J. Paul, Assistant Professor (band, music education); Director, Marching Band; Director, Symphonic Band. BA, 1974, Westminster; M.M.E., 1976, North Texas State. (1983) George W. Recker, Assistant Professor (trumpet). Coprincipal Trumpet, Kennedy Center Opera Or- chestra, Florida State University, George Peabody College, 1964-1969. (1983) Morrette L. Rider, Professor (chamber music, conduct- ing, pedagogy). B.Mus., 1942, M.Mus., 1947, Michi- gan; D.Ed., 1955, Columbia. (1975) H. Royce Saltzman, Professor (choral music); Execu- tive Director, Oregon Bach Festival. B.A., 1950, Goshen; M.Mus., 1954, Northwestern; D.MA, 1964, Southern California. (1964) Victor Steinhardt, Professor (piano). B.Mus., 1964, MountSt. Mary's; MA, 1967, California, Los Angeles. (1968) Stephen Stone, Associate Professor (Field Instructional Services, choral music, jazz history). B.S., 1949, M.S., 1956, D.MA, 1971, Oregon. (1976) Marlene Soriano Thai, Associate Professor (piano, piano literature, piano pedagogy); Coordinator, Chamber Ensemble Studies. BA, 1954, M.L.S., 1962, M.Mus., 1971, D.MA, 1978, Washington (Seattle). (1973) Richard Trombley, Associate Professor (music history, flute). B.S., 1961, The Juilliard School; M.Mus., 1962, Manhattan Schooi of Music; D.MA, 1977, Stanford. (1963) Monte Tubb, Associate Professor (musicianship, composition). BA, 1956, Arkansas; MA, 1960, Indiana. (1966) Mary Lou Van Rysselbyrghe, Assistant Professor (general music-elementary and middle school, early childhood, music and speciai education). B.Mus., 1956, MMus., 1976, Oregon. (1977) Jeffrey Williams, Associate Professor (trombone and low brass); Coordinator, Jazz Studies; Director, High School Music Summer Session. B.Mus., 1965, North Texas State; M.S., 1966, Illinois; D.M.A, 1974, North Texas State. (1980) Courtesy Joan Benson, Courtesy Assistant Professor (piano, early keyboard instruments). B.Mus., 1950, M.Mus., 1951, Illinois; Performer's Certificate, 1952, Indiana. (1984) John Brombaugh, Courtesy ~ss.istantProfessor (organ construction). B.S., 1960, CinCinnati; M.S., 1963, Cornell. (1978) Adjunct David E. Gustafson, Adjunct Instructor (pianotechnol- ogy). (1970) William Hunt, Adjunct Instructor (violin). B.Mus., 1973, Oregon; M.Mus., 1979, North Texas State. (1985) Sarah Calkins Maxwell, Adjunct Assistant Professor (harp). BA, 1957, Oregon. (1980) Emeriti Francis W. Bittner, Professor Emeritus (piano, music theory). B.Mus., 1936, Cincinnati Conservatory of Music; M.A., 1943, New York. (1946) 261 Edmund A Cykler, Professor Emeritus. AB., 1926, California, Berkeley; PhD., 1928, Charles University, Czechoslovakia. (1947) John M. Gustafson, Associate Professor Emeritus (music education). AB., 1947, Augustana; M.Mus., 1951, Michigan; PhD., 1956, Florida State. (1956) John Hamilton, Professor Emeritus (organ, harpsichord). AB., 1946, California, Berkeley; M.Mus., 1956, D.MA, 1966, Southern California. (1959) George Hopkins, Professor Emeritus (piano). Teacher's Certificate, 1918, Peabody Conservatory; BA, 1921, Oregon. (1925) Homer T. Keller, Professor Emeritus (composition, music theory). B.Mus., 1937, M.Mus., 1938, Eastman Schooi of Music. (1958) John C. McManus, Professor Emeritus (clarinet, music education). B.Mus.Ed., 1943, Northwestern; MA, 1950, Columbia. (1967) Robert E. Nye, Professor Emeritus (music education). B.Ed., 1932, Milwaukee State Teachers; MA, 1942, PhD., 1949, Wisconsin. (1950) Robert M. Trotter, Professor Emeritus (analysis and criticism, musicianship, pedagogy). B.Mus., 1942, Northwestern; MA, 1947, Chicago; PhD., 1957, Southern California. (1963) Robert S. Vagner, Professor Emeritus (clarinet, music education, director of bands). BA, 1935, MA, 1938, Colorado State; M.Mus., 1942, Michigan. (1950) William C. Woods, Professor Emeritus (piano, music history). B.Mus., 1948, M.Mus., 1949, Southern California. (1950) The School of Music began as the Depart-ment of Music in 1886. It became the School of Music in 1900 and was admitted to the National Association of Schools of Music in 1928. The standards of the school are in accordance with those of the association. The primary aims of the school are to help students prepare for a variety of professions in music, to provide nonmajors with elective studies that can enhance their understanding and enjoyment of music, and to provide the community with a rich diversity of musical experience. General Information FaCilities The School of Music is housed in a bUilding complex of five units, two completed in 1978. These units include Beall Concert Hall, seating 550 persons; separate band, choir, and or- chestra rehearsal rooms with support facilities; more than 65 practice rooms; a small recital hall; studio offices, ciassrooms, and seminar rooms. The University of Oregon Library music collection includes complete works, periodicals, recordings, and a large collection of books and scores. The music collection is supported by gifts from Phi Beta and Mu Phi Epsilon and a bequest from the late Matthew H. Douglass, former University Librarian. Through acquisi- tions under the Farmington Plan, the library has a particularly strong and growing collection of contemporary foreign books on music. Seven pipe organs are housed within the School of Music facilities, including the nationally recog- nized organ by JOrgen Ahrend of East Friesland, 262 Music Germany, a concert instrument unique in America, and other tracker organs by Flentrop, Schlicker, and Olympic. Two of the four harpsichords availaQle for student use are French doubles by William Dowd. Moog and Arp electronic synthesizers are available to qualified students. The University owns an extensive collection of orchestral and band instruments and a distinctive collection of ancient and ethnic musical instruments. Concerts and Recitals More than 200 concerts and recitals are presented on campus throughout the year by visiting artists, members of the School of Music faculty, and advanced music students. Other regularly scheduled concerts include perform- ances by artists of international fame sponsored by the University Music Society and the Commit- tee for Musical Arts. The School of Music has also conducted the annual Oregon Bach Festival during a two-week period in late June and early July for the past 17 years. The festival, underthe administrative direction of H. Royce Saltzman, Professor of Music, and the German conductor Helmuth Rilling, artistic director, combines an educa- tional program in choral music for academic credit with the public offering of some 30 concerts. While the focus is on Bach, major choral and instrumental works by other compos- ers are programmed regularly. Distinguished soloists from throughout the world are featured with the festival chorus and orchestra. Honor Societies The honorary music fraternity, Pi Kappa Lambda, and the professional music fraternities, Mu Phi Epsilon and Phi Beta, maintain chapters at the University of Oregon. There is also an active student chapter of the Music Educators National Conference. Ensembles The University Singers, University Chorale, Chamber Choir, Contemporary Chorus, Oregon Wind Ensemble, University Percussion Ensem- ble, Marching Band, Symphonic Band, Pep Band, Symphony Orchestra, Sinfonietta, Brass Choir, Jazz Ensembles, Jazz Laboratory Bands, Vocal Jazz Ensembles, Opera Workshop, and numerous small chamber ensembles offer membership and performance opportunities to all qualified students on campus. Collegium Musicum, a vocal-instrumental group, provides opportunity for the study of medieval, Renais- sance, and baroque music, using a sizable collection of reproductions of Renaissance and baroque instruments. The repertory and ac- tfvities of these ensembles are planned to complement courses in analysis, history, and criticism offered by the school. Financial Aid The following scholarships are available to music students. For additional details on financial aid, write to Dean, School of Music, University of Oregon, Eugene OR 97403. Ruth Lorraine Close Musical Fellowship (about $50,000 awarded annually to approximately 25 students for advanced study in music, with some awards reserved for students in harp and composition) Eugene Chamber Choir Scholarships Women's Choral Society Scholarship (variable amounts for entering music majors) Lawrence Maves Scholarship ($250 for violin students) Mu Phi Epsilon Scholarships (variable amounts for music majors) Maud Densmore Memorial Scholarship ($500 for returning music students) Max Risinger Memorial Scholarship Phi Beta Scholarships (variable amounts for music majors) Presser Foundation Scholarship ($1,000 for an undergraduate music major) Paul Clarke Stauffer Scholarships (approxi- mately 12 awards of $1,000 each for music majors residing in Oregon) Public School Teaching Certification The School of Music offers work for preparation to teach music in the public elementary and secondary schools, kindergarten through twelfth grade. Certification requires satisfactory completion of a program of teacher preparation which includes subject matter preparation in the teaching specialty, in professional education, and recommendation ofthe institution in which the preparation is completed. The School of Music offers work toward Basic and Standard Oregon certification. For specific information regarding requirements for the music endorsement, students should consult one of the music education advisers and inquire at the Office of Teacher Certification in the College of Education. . Students who already have bachelor's degrees but seek music endorsement for teacher certification are not held responsible for all University degree requirements. Program descriptions and checklists for both Basic and Standard endorsements are available in the School of Music. Ftes (per term) Studio Instruction Half-hour lessons $ 70-120 Hour lessons $140-240 Note: The number of lessons per term is determined in consultation with the instructor. Normally, it isone less than the number of weeks of instruction in the term. Exemptions Music majors, provided the instruction is a degree requirement as primary performance study at the 171 level or above. Music majors, provided the instruction is a degree requirement as secondary performance study at the 171 level or above, and provided faculty teaching loads permit. Music majors in class piano instruction, pro- vided it is to develop the proficiency required by the student's degree program. Note: Guitar students are not exempt from studio instruction fees. Other Fees All music majors $ 5.00 Nonmajors' access to practice rooms. $ 5.00 Rental of University instrument when enrolled in performance stu.dies courses $10.00 Summer term rental of instrument for performance studies $15.00 Instrument rental when enrolled in ensembles $ 3.00 Instrument rental when enrolled in technique classes $ 7.00 Percussion studies instrument fee $ 5.00 Individual use of electronic studio $15.00 Enrollment in Synthesizer Techniques (MUS 443) $ 7.50 Use of organs and harpsichords $12.00 Use of elementary music education laboratory $ 3.00 Orientation to Music Education (MUE 326) $ 5.00 Performance Studies All courses in performance studies are listed with the MUP prefix. These courses are com- prised of two general categories: Preparatory instruction (MUP 100-162, 231-233) Studio instruction (MUP 170-194, 271-294, 341-362,371-394,471-494,511-532,541-562, 571-594,641-661,671-694) Degree requirements of performance studies are usually defined in terms of studio instruction. In some instances preparatory instruction must precede the studio instruction. (See fees for studio instruction, listed above.) Enrollment in any performance studies se- quence must be preceded by an audition. Auditions are conducted to establish details (e.g., level, credits) for registration. Auditions must also precede advancement from one level to another. Studio instruction carries 2-4 credits per term. Students giving recitals must be enrolled in performance studies and in Reading and Conference (MUS 405 or 505) during the term of the recital. The number of credits, up to 4, forthe Reading and Conference is determined by the instructor. Prerecital auditions are required to evaluate the student's readiness for public performance. After the recital a faculty evaluation is required. If approval is given the recital is then formally acknowledged as a fulfilled degree requirement. Enrollment in studio instruction is sometimes limited because of faculty teaching loads. Under such circumstances, priority is given to continuing music majors. For those who cannot be initially assigned a faculty teacher, studio instruction for credit at extra cost can be arranged with other teachers. Details concerning levels, repertory, and other matters are available upon request. Undergraduate Studies NonmQjors Courses The School of Music offers numerous oppor- tunities for nonmajors to be involved in music courses and performance ensembles. See course listings for details. The following courses are primarily for students without previous musical instruction. Basic Music (MUS 125) Introduction to Music and Its Literature (MUS 201, 202, 203) Music in World Cultures (MUS 258) The Music of Bach and Handel (MUS 351) Music 263 2-4 ...3 . .. 3-6 27 credits 13 credits skills. Although this examination is not used in determining admission, it is critical for guidance in course assignments. Study guidelines for the examination are available upon request. Program Requirements Ensemble Requirements Each degree requires a minimum number of terms of ensemble. Some degrees require participation in specific ensembles. It is also a general requirement that students enrolled in studio instruction be concurrently enrolled in an ensemble. Enrollment in a conducted ensemble must be preceded by an audition. The auditions are given by a faculty committee which assigns students to ensembles. These assignments take into account the student's preference and level of ability, the value of diversity, and the needs of the school's ensembles. The decisions also presume that priority will be given to the University Orchestra, the Oregon Wind Ensem- ble, the University Singers, and the University Jazz Lab Band I. Except for keyboard and guitar students, students enrolled in a chamber ensemble must be concurrently enrolled in an assigned con- ducted ensemble. General Requirements In addition to the general University require- ments for bachelor's degrees (see the Registra- tion and Academic Policies section of this catalog), all undergraduate degrees in music require the following. Music majors must earn a C- or better in each of these courses. Core Courses 42 credits Musicianship I (MUS 111, 112, 113) 12 Introduction to Music and Its Literature (MUS 201, 202, 203) 9 Musicianship II (MUS 221, 222, 223) 6 Analysis (MUS 224, 225, 226) . . . . . . . . . . . . . . . 6 History of Music (MUS 361, 362, 363) 9 Students are subject to the degree requirements stated in the catalog for the academic year of their admission to the School of Music. If there are subsequent changes in requirements, students may choose between the initial and most recent set of requirements but not a mixture of the two. Specific Degree Requirements In addition to general University requirements and the general requirements for all under- graduate music degrees, each undergraduate music degree has the following specific require- ments. Detailed checklists for all degrees are available upon request. BACHELOR OF ARTS IN MUSIC Studio instruction: at least three terms Ensemble: at least six terms 9 credits in either History of Western Art (ARH 204, 205,206) or World Literature (ENG 107, 108, 109) Senior project: a scholarly work, performance, or composition. Enroll in Reading and Conference (MUS 405): consult adviser for details and procedure All B.A. degrees require 36 credits in literature and language and proficiency in French, German, or Italian (see Registration and Academic Policies). BACHELOR OF SCIENCE IN MUSIC Studio instruction: at least three terms Ensemble: at least six terms .. .. 3 . . . . . . . . . . . . . . .. 1 3·6 credits Course Requirements Prerequisites Introduction to Music and Its Literature (MUS 201, 202, 203) 9 Musicianship I (MUS 111) or Music Fundamentals (MUS 321, 322) 4 Required Courses 21-24 credits One of the following: Special Studies: Guitar (MUE 199), Basic Performance Studies: Class Piano (MUP 100), Basic Performance Class Piano (MUP 131, 132, 133), Intermediate Performance Class Piano (MUP 231, 232, 233) 2-3 Basic Performance Studies: Voice (MUP 101) or Performance Studies (Studio Instruction): Voice for Nonvoice Specialists (MUP 170). . . Music Methods for Elementary Teachers (MUE 383) or Teaching Methods: Elementary Choral and General (MUE 412) , 3 Kodaly Context I (MUE 416G) , 3 Orff-Schulwerk: Introduction (MUE 420G) 3 The General Music Program: Elementary (MUE 426G) . . Classroom Management in Music (MUE 430G) . One term of choral ensemble Electives Choose from the following: General Music in the Middle School (MUE 415G), Kodaly Context II (MUE 417G), Orff-Schulwerk: Level I (MUE 421 G), Orff-Schulwerk: Level II (MUE 422G), Children's Choir (MUE 424G), Classroom Instruments (MUE 425), Music for Early Childhood (MUE 428G), Music in Special Education (MUE 429G) .... Music Major Programs Bachelor's Degrees Offered Bachelor of Arts (BA) in Music Bachelor of Science (B.S.) in Music Bachelor of Music (B. Mus.): Music Composition Music Education Music Education: Choral-General Music Education: Choral-Instrumental Music Education: Instrumental Music Merchandising Music Performance: Instrumental Music Performance: Keyboard Music Performance: Percussion Music Performance: Voice Music Theory The Bachelor of Arts in Music is primarily for students wanting a broad liberal arts education while majoring in music. The Bachelor of Science in Music is appropriate for those wanting a broad education in the sciences or social sciences while majoring in music. Those wanting strong preparation in music should work toward the bachelor of music degree. Admission To be admitted applicants must demonstrate sufficient competence in a primary medium of performance. Auditions can be scheduled by correspondence. Auditions for fall term admis- sion are in March and June. Details on repertory and procedure are available upon request. Applicants who are unable to arrange an on-campus audition may submit a tape record- ing. Applicants in composition must call or write a member of the composition faculty. Applicants must also take a diagnostic examina- tion dealing with fundamental concepts and Course Requirements 27 credits Core (choose A or B): 12 credits Option A: Basic Music (MUS 125) 3 Introduction to Music and Its Literature (MUS 201, 202, 203) 9 Option B: Musicianship I (MUS 111, 112,113) 12 History and Literature 6 credits At least two courses chosen from the following: Music in World Cultures (MUS 258), The Music of Bach and Handel (MUS 351), The Classic Symphony and Sonata (MUS 352), Survey of Opera (MUS 353), Introduction to 20th-Century Music (MUS 354), History of Jazz (MUS 355) . . . . . . .... 6 Performance 6 credits Performance Studies for Music Minors (MUP 365) 2-4 Performance ensembles . . . . . . . . . . .. 2-4 Electives 3 credits Ensembles Collegium Musicum (MUS 191, 391, 591) Chamber Ensemble: Brass Choir, otherensem- bles as needed (MUS 194, 394, 594) Band: Marching Band, Pep Band, Symphonic Band, Oregon Wind Ensemble (MUS 195, 395, 595) Orchestra: Sinfonietta, Symphonic Orchestra (MUS 196, 396, 596) Chorus: Chamber Choir, Contemporary Chorus, University Chorale, University Singers, Vocal Jazz Ensemble (MUS 197,397,597) Special Studies: Song and Dance Troupe (MUS 199) Small Jazz Ensembles (MUS 392, 592) Jazz Laboratory Band (MUS 393, 593) Opera Workshop (MUS 398, 598) The Classic Symphony and Sonata (MUS 352) Survey of Opera (MUS 353) Introduction to 20th-Century Music (MUS 354) Listening with Understanding (MUS 450) Special courses are frequently offered under Special Studies (MUS 199), SEARCH (MUS 200), Experimental Course (HUM 410), includ- ing such topics as Asiatic and Near Eastern Music, Folk Guitar, Inside Rock Music, and History of Rock and Roll. Minor Requirements The School of Music offers two minors: (a) the minor in music and (b) the minor in general music education: elementary education. Minor in Music. The minor in music requires 27 credits, of which at least 15 must be upper division. Credits are to be distributed as follows: Minor in General Music Education: Elementary Education. The minor in general music education: elementary education re- quires 27 credits. Before beginning the minor program, students must complete 13 credits of prerequisites or pass waiver examinations. Up to 6 credits in the minor program may be taken passino pass (PIN); grades of D or below cannot be applied to the minor. At least 18 credits must be taken at the University of Oregon. 264 Music 2 3 6 ........ 3 5 . 6 .. .. 3 credits Studio instruction: competence in major performance medium equivalent to completion of three terms at the MUP 200 level or above. . . . . . . . . . . . . . 18 Ensemble: at least 11 terms including three in an instrumental ensemble and three in a choral ensemble Three of the following: Teaching Methods: Instrumental (MUE 411), Teaching Methods: Elementary Choral and General (MUE 412), Teaching Methods: Secondary Choral and General (MUE 413), or Instrumental Teaching Strategies (MUE 414) . . . . . . . . . . . . . . . . 8-9 Instrumental techniques, to be determined in conference with an adviser ... 3-8 BACHELOR OF MUSIC IN MUSIC EDUCATION: INSTRUMENTAL credits Studio instruction: 18 credits inclUding 6 at the MUP 300 level or above (string, wind, or percussion instrument) 18 Ensemble: at least 11 terms (including two terms of marching band for woodwind, brass, and percussion specialists) Instrumental Conducting I, II (MUS 387, 388), Choral Conducting for Instrumental Majors (MUS 389) . Orientation to Music Education (MUE 326) .... Instrumental Teaching Strategies (MUE 414), Teaching Methods: Instrumental (MUE 411) . Scoring for Voices and Instruments (MUS 439)...... . 3 Voice Pedagogy (MUE 391) 1 Instrumental Techniques (MUE 392) . . . . . . . .. .. 8 Classroom Instruments (MUE 425) 2 Practicum (MUE 409) . . . . . . . 3 Proficiency in piano equivalent to completion of three terms of MUP 141 or above Student Teaching: Elementary K-9 (ELED 415) or Student Teaching: Secondary (Music) (SEED 417), 15 credits, and student teaching seminar (MUE 407), 1 credit. . .. . . . . . . . . . . . . . . . . . . . . .. .. 16 Human Development and Group Processes (EPSY 321) and Learning and Assessment in Education (EPSY 322) 6 Completion of courses in College of Education required for certification to teach in secondary schools Minimum cumulative grade point average of 2.50; grades of C- or better in courses listed above; at least two terms in residence Note: Admission to the teacher certification program requires faculty approval. STATE HANDICAPPED LEARNER ENDORSEMENT The requirements for this endorsement are commensu- rate with those for either the music education: choral-general or music education: choral-instrumental programs forthe B.Mus. in music education. See also the Handicapped Learner Endorsement Program in the Teacher Education section of this catalog. The handicapped learner endorsement can be completed as part of an undergraduate program in teacher education or as a combined undergraduate Student Teaching: Elementary K-9 (ELED 415) or Student Teaching: Secondary (Music) (SEED 417), 15 credits, and student teaching seminar (MUE 407), 1 credit. . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Human Development and Group Processes (EPSY 321) and Learning and Assessment in Education (EPSY 322) 6 Completion of courses in the College of Education required for certification to teach in secondary schools Minimum cumulative grade point average of 2.50; grades of C- or better in courses listed above; at least two terms in residence BACHELOR OF MUSIC IN MUSIC EDUCATION: CHORAL-INSTRUMENTAL The requirements for this degree are the same as those for either the instrumental or the choral-general program with the following exceptions: Final approval of the student's lecture-recital and general qualifications BACHELOR OF MUSIC: MUSIC MERCHANDISING The major in music merchandising is designed to prepare students for successful management roles in the retail music industry including those related tothe operation of music stores; to sheet music, instrument, recording, and musical equipment sales; and to similar outlets. The program has been designed jointly by the School of Music and the College of Business Adminis- tration at the University. Seniors in the program serve one-term internships in music industries throughout the state as a practical application of their classroom learning experience. The program has the enthusiastic support olthe retail music industry. Requirements are listed below. credits Studio instruction . 18 Pianists: Competence in piano equivalent to completion of three terms at the MUP 200 level or above and competence in voice equivalent to completion of three terms althe 144 level or above Singers: Competence in voice equivalent to completion of three terms althe MUP 170 level or above and competence in piano equivalent to completion of three terms althe 141 level or above Ensemble: at least 11 terms Choral Conducting I, II (MUS 384, 385) and Instrumental Conducting for Choral Majors (MUS 386) . , 6 Orientation to Music Education (MUE 326)............. . . Teaching Methods (MUE 412,413) SC(~iO~ ~~9jOices.and.Instruments. Choral Materials for Schools (MUE 444)..... . . Instrumental Techniques (MUE 392), one term each in woodwinds, brass, and strings 3 Voice Pedagogy (MUE 391) . . . . . . . . . . . . . 1 Classroom Instruments (MUE 425) 2 Practicum (MUE 409) 3 credits Studio instruction at the 100 level . . . . . .. 7 Ensemble: 11 terms Choral Conducting I, II (MUS 384, 385), Instrumental Conducting for Choral Majors (MUS 386) or Instrumental Conducting I, II (MUS 387, 388), Choral Conducting for Instrumental Majors (MUS 389) ..... 6 Select 10 credits from the following: Orientation to Music Education (MUE 326), Instrumental Techniques (MUE 392), Choral Materials for Schools (MUE 444), String Materials for Schools (MUE 445), Wind Instrument Materials for Schools (MUE 446) 10 Choose three of the following: Music in World Cultures (MUS 258), History of Jazz (MUS 355), Seminar: Instrument Maintenance (MUS 407G), Seminar: Piano Tuning and Maintenance (MUS 407G), or any 400-level seminar in music history. . . . . . . . . . . . . . . . . . 9 Choose two of the following: Teaching Methods: Instrumental (MUE 411), Teaching Methods: Elementary Choral and General (MUE 412), Teaching Methods: Secondary Choral and General (MUE 413), Instrumental Teaching Strategies (MUE 414) 5-6 Piano Proficiency: six terms of class piano or passing of piano proficiency examination Electives in music to total 93 credits Select 15 credits from the following: Introduction to Business-Information Processing (CIS 131), Introduction to Financial Accounting I (ACTG 221), Introduction to Law (BE 226), Marketing Systems and Demand Analysis (MKTG 311), Management and Organizational Behavior (MGMT 321), Small Business Management (MGMT 340), Principles of Advertising (J 341), Retail Administration (MKTG 365), Advertising Layout (J 447), Principles of Public Relations (J 459) .. 15 BACHELOR OF MUSIC IN MUSIC EDUCATION: CHORAL-GENERAL Senior project: a scholarly work, performance, or composition. Enroll in Reading and Conference (MUS 405); consult adviser for details and procedure All B.S. degrees require 36 credits in either science or social science. In addition, newly enrolled students with fewer than 30 credits must meet a mathematics competency requirement (See Registration and Academic Policies). BACHELOR OF MUSIC: MUSIC PERFORMANCE Studio instruction: at least 36 credits including three terms at the MUP 400 level Ensemble: at least 12 terms Electives: at least 5 credits in upper-division MUS courses A total of at least 121 music credits including required and elective courses Senior recital: Enroll in Reading and Conference: Recital (MUS 405); consult studio teacher for details Singers: Proficiency in piano: sight reading, transposing, accompanying; consult studio teacher for details Proficiency in French, German, Italian: if all three, equivalent to completion of one college year in each; if two of the three, equivalent to two years in one language and one year in the other Pianists: Six of the 12 terms of ensemble must be in Chamber Ensemble (MUS 194, 394) Piano Pedagogy I and II (MUE 471,472), Practicum (MUE 409) Candidates majoring in music performance: instrumen- tal with a specialization in woodwinds are subject to special requirements; consult studio teacher for details and procedures BACHELOR OF MUSIC: MUSIC COMPOSITION Ensemble: at least nine terms credits credits 18th-Century Counterpoint (MUS 433) 2 Fugue I, II (MUS 434, 435) . 4 Composition I (MUS 240,241,242) 9 Scoring for Voices and Instruments (MUS 439). 3 Advanced Analysis (MUS 430, 431, 432) 6 Select 6 credits from the following: Fugue II (MUS 435), Sacred Choral Music (MUS 457), Music for Chamber Ensemble (MUS 461, 462, 463), Piano Literature (MUS 464, 465, 466), Solo Vocal Music (MUS 467, 468, 469), Orchestral Music (MUS 470, 471, 472), History of Opera (MUS 473, 474, 475), Organ Music (MUS 476), Wind-Instrument Music (MUS 477), or approved Seminar (MUS 407) 6 A total of at least 121 music credits including electives and required courses Senior lecture-recital: Enroll in Reading and Confer- ence (MUS 405); consult adviser for details Composition I, II, III (MUS 240, 241, 242, 340, 341, 342, 440, 441, 442) 27 Instrumental Conducting I, II (MUS 387, 388) . .. 4 Advanced Analysis (MUS 430, 431, 432) . 6 18th-Century Counterpoint (MUS 433) 2 Fugue I, II (MUS 434, 435) .. . 4 Scoring for Voices and Instruments (MUS 439)..................... . .... 3 Proficiency in piano at the MUP 200 levei or above, or proficiency in piano and another instrument at the 100 level or above A total of at least 121 music credits inciuding electives and required courses Senior recital: a public performance of compositions written by the student under the guidance of the composition faculty Final approval of the student's recital and general qualifications by the composition faculty BACHELOR OF MUSIC: MUSIC THEORY Studio instruction: at least 18 credits inclUding at least three terms at the 200 level or above Ensemble: at least nine terms Music 265 and postbaccalaureate program, or as part of the fifth year or master's degree program. The endorsement requires a minimum of 36 credits or demonstrated competence and prepares one to teach the mildly handicapped, mildly retarded, learning disabled, and behaviorally disordered. The endorsement requires a Basic or Standard secondary teaching certificate. The applicant must be accepted into the handicapped learner endorsement program and must have com- pleted student teaching in music priorto taking any of the required practica. Graduate Studies Master's Degree Programs Master's Degrees Offered Master of Arts (MA) Music Education Music Education: Choral-General Music Education: Choral-Instrumental Music Education: Instrumental Music History Music Theory Master of Music (M.Mus.): Choral Conducting Music Composition Music Education Music Education: Choral-General Music Education: Choral-Instrumental Music Education: Instrumental Music Performance: Instrumental Music Performance: Keyboard Music Performance: Percussion Music Performance: Voice Piano Pedagogy Admission Applicants must satisfy general University, Graduate School, and School of Music require- ments governing admission. See the Graduate School section of this catalog regarding credits, residence, and transfer of previous graduate work taken elsewhere. 1. Send tothe Director of Admissions, Graduate Admissions, University of Oregon, the original copyof an Application for Graduate Admission, a $25.00 fee, and an official transcript showing receipt of a bachelor's degree 2. Send the following materials to the Coor- dinator of Graduate Studies, School of Music, University of Oregon, Eugene OR 97403: a. The four carbon copies of the Application for Graduate Admission b. A copy of transcripts of all previous undergraduate and graduate study c. Three written recommendations, one from a primary-area professor d. A statement of career goals, including purpose and intent in earning a graduate degree e. A recent sample of your scholarly writing, such as a term paper f. Supporting material related to the primary area of interest. Performance students: a tape, a repertoire list, and copies of programs from solo public performances; composers: musical scores and tapes; music education majors: copies of pro- grams conducted; othermajors:copies of recent programs in which you have participated Following are additional admission require- ments for each major or area of emphasis: Choral Conducting. Minimum of two years of successful conducting experience supported by letters of recommendation, tapes, and programs; piano proficiency examination. Music Composition. Demonstration of sub- stantial ability and technical skill in composition by submitting to the composition faculty scores and tapes of original works for large and small ensembles. The candidate should arrange an interview with a member of the composition faculty, if possible, prior to the first term of graduate study. Music Education. Proficiency to enter MUP 341-362 in voice or on an instrument taught at the University. Music History. Proficiency to enter MUP 541-562 in voice or on an inStrument taught at the University. Music Theory. Proficiency to enter MUP 541-562 in voice or on an instrument taught at the University. Performance and Music Literature. Profi- ciency to enter MUP 571-594. Prospective voice specialists must also have piano proficiency in sight reading, transposing, and accompanying. Performance in Early Keyboard Instruments. None. Performance in Woodwind or Brass Instru- me.nts. Proficiency to enter MUP 581-590 in primary instrument. Proficiency to enter MUP 521-530 in two secondary instruments. Piano Pedagogy. Proficiency to enter MUP 541. Wind Ensemble Conducting. Proficiency to enter MUP 541. Students must also have two years experience as a conductor and pass an audition of conducting skills. Entrance Examinations All entering graduate students admitted into a master's degree program, either conditionally or unconditionally, are required to take entrance examinations in musicianship and music history before their first term of enrollment. These examinations are given on or before the first day of registration each term. Students who do not pass the examinations (or portions thereof) are required to complete prescribed courses by the end of their second term of enrollment. Note: Students in the planned fifth-year certifica- tion program are exempt from these examina- tions. Program Requirements Ensemble Requirements. Each degree requires a minimum number of terms of ensem- ble, and some require participation in specific ensembles. Students enrolled in studio instruction must be concurrently enrolled in an ensemble. Enrollment in a conducted ensemble must be preceded by an audition. The auditions are given by a faculty committee which assigns students to ensembles. These assignments take into account the student's preference and level of ability, the value of diversity, and the needs of the school's ensembles. Priority is given to the University Orchestra, Oregon Wind Ensemble, University Singers, and University Jazz Lab Band I. Note: Except for keyboard and guitar students, students enrolled in a chamber ensemble must be concurrently enrolled in an assigned con- ducted ensemble. Degree Requirements. A minimum of 50 percent of all degree requirements must be taken in 500-level courses. In addition to Graduate School requirements (see the Graduate School section of this catalog) for master's degrees, each degree program listed below has the following specific requirements: MASTER OF ARTS: MUSIC HISTORY Studio instruction: at least three terms Ensemble: at least three terms credits Research Methods in Music (MUS 511) 3 Four of the following: Music in the Middie Ages (MUS 560), Music in the Renaissance (MUS 561), Music in the Baroque Era (MUS 562), Music in the Classical Period (MUS 563), Music in the Romantic Era(MUS 564), Music in the 20th Century (MUS 565) . . . .. . . . . . . . . . . . .. .. 12 A total of at least 9 credits in music history or theory seminars (MUS 407G, 507) 9 Electives in music history or theory or appropriate area outside music; recommended courses are MUS 457-477G, 543, 544, 589, or additional seminars (MUS 407G, 507) A total of at least 48 graduate credits Thesis (MUS 503) 9 Language requirement: reading proficiency in a foreign ianguage (usually German) demonstrated by two years of successful undergraduate study or by passing an examination. Note: Language courses taken to meet this requirement are not included in the 48 total credits Completion requirements: defined in consultation with the adviser; normally an oral examination on the thesis MASTER OF ARTS: MUSIC THEORY Studio instruction: at least three terms Ensemble: at least three terms credits Research Methods in Music (MUS 511) .... 3 Three of the following: Music in the Middle Ages (MUS 560), Music in the Renaissance (MUS 561), Music in the Baroque Era (MUS 562), Music in the Classical Period (MUS 563), Music in the Romantic Era (MUS 564), Music in the 20th Century (MUS 565) _ 9 A total of at least 6 credits in music history or theory seminars (MUS 407G, 507) 6 Electives in music theory or historyor appropriate area outside music; recommended courses are MUS 457-477G, 543, 544, or additional seminars (MUS 407G,507) A total of at least 48 graduate credits Thesis (MUS 503) 9 Language requirement: reading proficiency in a foreign language (usually German) demonstrated by two years of successful undergraduate study or by passing an examination. Note: Language courses taken to meet this requirement are not included in the 48 total credits Completion requirements: defined in consultation with the adviser; normally an oral examination on the thesis MASTER OF ARTS OR MASTER OF MUSIC IN MUSIC EDUCATION Candidates are required to establish an area of focus within their specialized majors. Areas of Focus: Music in Elementary Education 266 Music 10 .. 4 .... 6 ... 3 .. 3 Music in Secondary Education Instrumental Conducting and Literature Choral Conducting and Literature Note: Other areas of focus within or outside the School of Music can be arranged (consult adviser and Graduate Committee).. Ensemble: at least three terms Studio instruction: at least three terms credits Music in School and Society (MUE 532) 3 Seminar: Music Education (MUE 507) 3 Research Methods in Music (MUS 511) .. 3 A total of at least 6 credits in music history, theory, or composition at the 400G level or above . 6 A total of at least 9 credits in courses related to the primary area at the 400G level or above. . . . . . . . . . . . . . 9 A total of at least 9 credits in courses related to the supporting area at the 400G level or above . . . . . . . . . . . . . . . . 9 Electives (chosen with adviser) within or outside the School of Music althe 400G level or above to complete 48 graduate credits Courses as needed in expository writing For MA degree: reading proficiency in a foreign language (usually German); see Graduate School section of catalog Completion requirements-one of the following: 9 credits in Thesis (MUS 503) and oral examination or major project (2-4 credits) and oral examination or' recital (if studio instruction is 541-462 level or above) and oral examination MASTER OF MUSIC: CHORAL CONDUCTING Studio instruction: at least three terms of voice Ensemble: at least three terms of choral ensemble credits Advanced Instrumental Conducting (MUS 486) 3 Research Methods in Music (MUS 511) 3 Practicum: Advanced Choral Conducting (MUS 509)............... . 6 Reading and Conference: Choral Literature (MUS 505)................ . .. 9 Workshop: Advanced Choral Analysis (MUS 508), Advanced Choral Conducting (MUS 485G), Workshop: Advanced Choral Performance (MUS 508) . . . . . . . . . . . . . . . . .. 12 A total of at least 6 credits in music history selected from MUS 561-565 6 Electives selected from Scoring for Voices and Instruments (MUS 439G), Advanced Pedagogy: Voice (MUE 491 G), Baroque Performance Practices (MUS 589), Coliegium Musicum (MUS 591) Three consecutive terms in residence, excluding summer sessions A total of at least 54 graduate credits Completion requirements: Conduct at least two public performances of choral ensembles (faculty approval required) Final oral examination MASTER OF MUSIC: MUSIC COMPOSITION Ensemble: at least three terms credits Advanced Composition Studies (MUS 540, 541,542).... .. . Research Methods in Music (MUS 511) Seminar: Composition (MUS 507) A total of at least 6 credits in music history selected from MUS 561, 562, 563, 564, 565 .... 6 A total of at least 10 credits selected from: Advanced Keyboard Harmony (MUS 425G), Score Reading (MUS 426, 427G), Advanced Analysis (MUS 430, 431, 432G), Scoring for Voices and Instruments (MUS 439G), Synthesizer Techniques (MUS 443G), Electronic Synthesizer Laboratory (MUS 444G), Advanced Choral Conducting (MUS 485G), Advanced Instrumental Conducting (MUS 486G), Advanced Pedagogy (MUE 491G), Seminar: Advanced Aural Skills (MUS 407G), Performance Studies (Studio Instruction) (MUP 541-562) . A total of at least two courses outside the School of Music at the 400M level or above ... Music electives, selected in consultation with the adviser, to complete at least 50 graduate credits Proficiency in piano althe MUP 200 level or above or proficiency in piano and another instrument althe MUP 100 level or above Thesis (MUS 503): a composition of substantial dimension, composed under the guidance of a member of the composition faculty, performed, and recorded Public performance of works composed under the guidance of a member of the composition faculty (faculty approval required for graduation) Final oral examination reviewing the thesis MASTER OF MUSIC: PERFORMANCE AND MUSIC LITERATURE This option is available in piano, harpsichord, organ, voice, harp, violin, viola, cello, oboe, flute, clarinet, bassoon, trumpet, trombone, horn, tuba, saxophone, string bass, and percussion. Studio instruction: at least 12 credits from MUP 571-594 Ensemble: at least three terms Research Methods in Music (MUS 511), 3 credits Collegium Musicum (MUS 591), 1 credit At least 12 credits of seminars or courses in music history or literature at the 400G level or above At least 17 credits of electives at the 400G level or above and chosen in consultation with the adviser A total of at least 48 graduate credits A ~blic recital Completion requirements: a final oral examination with emphasis on history, literature, and pedagogy of the primary performance medium Pianists: Piano Literature (MUS 464, 465, 466G) Singers: Competence in Italian, French, and German equivalent to two years of college study in one language and one year of college study in each of the other two MASTER OF MUSIC: PERFORMANCE IN EARLY KEYBOARD INSTRUMENTS This option requires specialization in two or more of the following: clavichord, harpsichord, fortepiano, organ. Studio instruction: at least 12 credits selected from MUP 572, 573, 593, 594 (as applicable) 12 credits on secondary instruments selected from MUP 372, 373, 393, 594, or higher (as applicable) Ensemble: at least three terms Collegium Musicum (MUS 591), 1 credit Research Methods in Music (MUS 511), 3 credits At least 12 credits in seminars or courses in music history or literature at the 400G level or above At least 17 credits of electives at the 400G level or above and chosen in consultation with the adviser A total of at least 48 graduate credits Two public recitals Final oral examination with emphasis on history, literature, and pedagogy related to the performance media MASTER OF MUSIC: PERFORMANCE IN WOODWIND OR BRASS INSTRUMENTS The requirements for this option are as follows: Studio instruction: at least 9 credits in MUP 581-590 in primary instrument Studio instruction: at least 3 credits in MUP 521-530 in each secondary instrument Ensemble: at least three terms Collegium Musicum (MUS 591), 1 credit Research Methods in Music (MUS 511), 3 credits Wind Instrument Music (MUS 477G), 3 credits Advanced Pedagogy: Woodwind or Brass (MUE 491 G), 3 credits At least 12 credits in seminars or courses in music history or literature at the 400G level or above At least 8 credits of electives at the 400G level or above and chosen in consultation with the adviser A total of at least 48 graduate credits Complete public recital of both solo and ensemble music on the primary instrument, and a performance of a substantial composition on each of the two secondary instruments during a public student recital Final oral examination with emphasis on woodwind or brass history, literature, and pedagogy MASTER OF MUSIC: PIANO PEDAGOGY Studio instruction in piano: at least 12 credits at the MUP 541 level or above Ensemble: at least three terms credits Research Methods in Music (MUS 511) 3 Piano Literature (MUS 464, 465, 466G) 9 Piano Pedagogy i: Fundamentals of Teaching (MUE 471G) . .. 3 Piano Pedagogy II: Pre-Piano and Beginning Piano Study (MUE 472G) concurrent with Practicum (MUE 409G or 509) 4 Piano Pedagogy III: Teaching Teenagers and Adults (MUE 473G) . . . . . . . . . . . . . . . .. 3 Advanced Pedagogy: Piano (MUE 491 G) ..... 3 A total of at least three terms of Practicum (MUE 509), 1 credit each term A total of at least 6 credits in seminars or courses in music history or literature A total of at least 7 credits in electives at the 400G level or above and chosen in consultation with the adviser A total of at least 52 graduate credits Project and short recital (at least 30 minutes performing time) Final oral examination MASTER OF MUSIC: WIND ENSEMBLE CONDUCTING The requirements for this option are as follows: credits Advanced Instrumental Conducting (MUS 486) ... 3 Seminar: Literature for Large Wind Groups Study and Analysis (MUS 507), three terms .... 9 Seminar: Wind Ensemble Conducting (MUS 507) . 3 Practicum (MUS 509), three terms 6 Research Methods (MUS 511) . 3 Studio performance studies at the 541 level or above. . . . . . . . 6 Music in the 20th Century (MUS 565) 3 Wind Ensemble (MUS595) . 6 One additional course in music history at the 500 level or above . . . . . . 3 Electives in the area of focus, chosen with adviser, at the 400G level or above. . . .. 12 Completion requirements: academic year in residence, final oral examination, juried rehearsal, juried conducting performance and research paper dealing with some aspect of wind ensemble conducting Doctoral Degree Programs Doctoral Degrees Offered Doctor of musical arts (D.M.A.) degrees are offered in: Music Composition Music Education Music Education: Choral -General Music Education: Choral-Instrumental Music Education: Instrumental Music History Music Performance: Instrumental Music Performance: Keyboard Music Performance: Percussion Music Performance: Voice Music Theory Doctor of education (D.Ed.) or doctor of philosophy (PhD.) Music Education: Choral-General Music Education: Choral-Instrumental Music Education: Instrumental A supporting area is offered in choral conducting. -------------------------------------------------------------_.._-_._._- Music 267 18 credits ..... 3 Note: The D.Ed. and PhD. degree programs offer the primary area in music education; the supporting area for these degrees is outside the School of Music. Additional details are available upon request from the School of Music office. Admission Conditional Admission 1. Send to the Office of Admissions, University of Oregon: a. The original copy of an Application for Graduate Admission b. An official transcript showing receipt of a bachelor's degree 2. Send to the Coordinator of Graduate Studies, School of Music: a. The four carbon copies of the Application for Graduate Admission b. A copy of transcripts of all previous undergraduate and graduate study c. Three written recommendations from people who know your professional and personal qualifications d. A recent sample of your scholarlywriting, such as a term paper, and recent copies of concert or recital programs e. For students choosing either a primary or a supporting area in composition: a score and a tape recording of an original composition f. For students choosing a primary area in music education: two letters of reference indicating four years of successful full-time music teaching in either elementary or secondary school or both. For students choosing a supporting area in music education: two letters of reference indicat- ing two years of successful full-time music teaching. These letters are in addition to the recommendations required of all applicants in b above g. For students choosing a primary or supporting area in history and musician- ship: a document exemplifying the applicant's scholarship and research ability. This document will serve as the sample of writing requested in d above h. For students choosing either a primary or supporting area in performance: a per- sonal audition or a recent tape recording of your performance; a list of repertoire and copies of recent programs i. Any other materials you believe will be of interest to the School of Music Graduate Admissions Committee Entrance Examinations All entering graduate students admitted into a doctoral or predoctoral program are required to take entrance examinations in musicianship and music history before their first term of enrollment. These examinations are given on or before the first day of registration each term. Students who do not pass the examinations (or portions thereof) must complete prescribed courses by the end of their second term of enrollment. Formal Admission Formal admission is accomplished by appear- ing before the Graduate Committee during the second or third term of residence (not including summer session). Students must meet this requirement to be permitted to enroll for sUbsequent terms. Further information about formal admission is available from the graduate secretary, School of Music. Program Requirements Ensemble Requirements Each degree requires a minimum number of terms of ensemble, and some require participa- tion in specific ensembles. Students enrolled in studio instruction must be enrolled concurrently in an ensemble. Enrollment in a conducted ensemble must be preceded by an audition. The auditions are given by a faculty committee which assigns students to ensembles. These assignments take into account the student's preference and level of ability, the value of diversity, and the needs of the school's ensembles. Priority is given to the University Orchestra, Oregon Wind Ensemble, University Singers, and University Jazz Lab Band I. Note: Except for keyboard and guitar students, students enrolled in a chamber ensemble must be concurrently enrolled in an assigned con- ducted ensemble. General Degree Requirements In addition to the Graduate School's require- ments for doctoral degrees, the School of Music has the following general requirements: Ensemble: at least three terms credits Concept Development in College Music Teaching (MUE 540, 541, 542) 9 Research Methods in Music (MUS 511) 3 Advanced Pedagogy (MUE 491G): two terms, one each in primary and supporting areas. . . . . . . . . . . . . . . . . . . . .. 6 Supervised College Music Teaching (MUE 502): two terms, one each in primary and supporting areas A total of at least two courses or seminars in music history or theory, chosen from MUS 407G or the 500 level A total of at least two of the following: Music in the Middle Ages (MUS 560), Music in the Renaissance (MUS 561), Music in the Baroque Era (MUS 562), Music in the Ciassical Period (MUS 563), Music in the Romantic Era (MUS 564), Music in the 20th Century (MUS 565) .. 6 A total of at least 9 credits in courses outside music, chosen in consultation with the faculty adviser and excluding elementary language courses 9 Proficiency in a foreign language, preferably German. Students with a primary or supporting area in voice must demonstrate proficiency in French, German, and Italian equivalent to two years of college study in one language and one year of study in each of the other two Note:Reading and Conference, Thesis, and Research are available during the summer session on a limited basis. Specific Area Requirements In addition to the general requirements of the Graduate School and School of Music for doctoral degrees, the following are specific requirements for the various primary and supporting areas. MUSIC COMPOSITION, PRIMARY credits Advanced Pedagogy: Musicianship (MUE 491 G), one term: if the supporting area is other than musicianship, this term is in addition to the one term required in the supporting area ... . .... 3 Courses in composition chosen with a faculty adviser, 20 credits including thesis ... .. 20 Courses outside the School of Music, chosen with a faculty adviser, 3 credits beyond what is required of all students Public performance on the Eugene campus of compositions completed during the period of doctoral study and approved by the composition faculty MUSIC COMPOSITION, SUPPORTING credits Courses in composition, analysis, or pedagogy of musicianship or of composition, chosen in consultation with a faCUlty adviser . . . . . . . . . . 12 Public performance on the Eugene campus of compositions completed during the period of doctoral study and approved by the composition faCUlty MUSIC EDUCATION, PRIMARY The following requirements are the same for the D.M.A., Ph.D., and D.Ed. degrees: Research Methods in Music (MUS 513) Seminar: Thesis Organization (MUE 507) Statistical Methods in Physical Education (PEP 540, 541) or equivalents 6 Studio instruction, three terms Thesis (MUE 503) . A total of at least 15 credits in additional graduate MUE courses 15 268 Music MUSIC EDUCATION, SUPPORTING credits Research Methods in Music (MUS 513) ... 3 Statistical Methods in Physical Education (PEP 540) or equivalent . . . 3 Studio instruction, three terms A total of at least 9 credits in additional graduate MUE courses .. 9 For the Ph.D. degree the supporting area is in research. Forthe D.Ed. degree the supporting area is in any field other than music. MUSIC HISTORY, PRIMARY credits Collegium Musicum (MUS 591) 3 Music in the Middle Ages (MUS 560) . . . . . . . .. . 3 Music in the Renaissence (MUS 561) 3 Music in the Baroque Era (MUS 562) 3 Music in the Classical Period (MUS 563) .. 3 Music in the Romantic Era (MUS 564) 3 Music in the 20th Century (MUS 565) . . . . . 3 A total of at least three terms in music history or theory seminars (MUS 407G, 507) Notation of Medieval and Renaissance Music (MUS 543, 544) 6 Performance Practices before 1800 (MUS 589)........... . 3 Seminar: Thesis Organization (MUE 507) Thesis (MUS 503) . . . . . . . . .. . 18 Two public lecture-demonstrations or lecture-recitals (subject to faculty approval) on the University campus MUSIC HISTORY, SUPPORTING At leastthree terms in music history or theory seminars (MUS 407G, 507) credits Music in the Middle Ages (MUS 560) 3 Music in the Renaissence (MUS 561) 3 Music in the Baroque Era (MUS 562) 3 Music in the Classical Period (MUS 563) 3 Music in the Romantic Era (MUS 564) .. 3 Music in the 20th Century (MUS 565) . .. . 3 MUSIC THEORY, PRIMARY credits Collegium Musicum (MUS 591) . . 3 A lotal of at least three of the following: Music in the Middle Ages (MUS 560), Music in the Renaissance (MUS 561), Music in the Baroque Era (MUS 562), Music in the Classical Period (MUS 563), Music in the Romantic Era (MUS 564), Music in the 20th Century (MUS 565) . 9 A total of at least three terms in music history or theory seminars (MUS 407G, 507) Advanced Analysis (MUS 430, 431, 432G) .... 6 A total of at least three of the following: 18th-Century Counterpoint (MUS 433G), Fugue I, II (MUS 434, 435G), Advanced Keyboard Harmony (MUS 425G), Score Reading (MUS 426, 427G) 6 Seminar: Thesis Organization (MUE 507) Thesis (MUS 503) 18 Two public lecture-demonstrations or lecture-recitals (subjectto faculty approval) on the University campus MUSIC THEORY, SUPPORTING A total of at least three terms of music theory and history seminars (MUS 407G, 507) credits A total of at least three of the following: Music in the Middle Ages (MUS 560), Music in the Renaissence (MUS 561), Music in the Baroque Era (MUS 562), Music in the Classical Period (MUS 563), Music in the Romantic Era (MUS 564), Music in the 20th Century (MUS 565)..... . 9 A total of at least three of the following: Advanced Keyboard Harmony (MUS 425G), Score Reading (MUS 426, 427G), 18th-Century Counterpoint (MUS 433G), Fugue I, II, (MUS 434, 435G) . . . . . . . . . . 6 PERFORMANCE, PRIMARY credits Performance Studies (Studio Instruction) (MUP 671-694), six terms . 24 Seminar: Thesis Organization (MUE 507) Thesis (MUS 503), focusing on some aspect of the performance medium. . . . . . . . . . . .. 18 Three public performances on the University campus (subject to prerecital approval by a faculty jury), one of which must be a solo recital PERFORMANCE, SUPPORTING credits Performance Studies (Studio Instruction) (MUP 641-661), three terms. . . . . . . . . . .. . .. 12 Two public performances (subject to prerecital approval by a faculty jury), one of which must be a solo recital Comprehensive Examinations Written and oral comprehensive examinations in the primary and supporting areas are taken before advancement to candidacy but after meeting the following conditions: Formal admission to the doctoral program Completion of all course work in the examination area Approval of the dissertation proposal by the dissertation advisory committee Approval from the adviser Satisfaction of the language requirement Further information about comprehensive examinations is available from the graduate secretary, School of Music. Advancement to Candidacy Advancement to candidacy is based on successful completion of comprehensive examinations and foreign language require- ments, approval by the dissertation advisory committee, and the recommendation of the adviser. Dissertation Requirement A dissertation is required in all areas. For candidates whose primary area is composition, the dissertation must be an original composition of major proportions composed during doctoral study and performed and recorded on the University campus. For candidates whose primary area is performance, the dissertation consists of three required public performances and a written dissertation focusing on some aspect of the performance medium. Time Limit Doctoral students have seven years from the beginning of their first year in residence to complete the degree. Prior to the end of the seven-year period all course work, the com- prehensive examinations, any required recitals, and the dissertation must be satisfactorily completed. If the period is exceeded, an additional year of residence or a new set of comprehensive examinations, or both, will be required. Final Examination A final oral examination is required in all areas. The candidate is expected to defend the dissertation and show a command of the primary area. Members of the dissertation advisory committee normally conduct the final examination; their appointment is subject to the approval of the dean of the Graduate School. Courses Offered The School of Music curriculum is divided into three general categories, each designated by a specific prefix: MUS: Music Courses and Ensembles MUE: Music Education MUP: Performance Studies Courses in Music (MUS) An: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 111, 112, 113Musicianship I (4,4,4) Elementary study of musical sfructure emphasizing the acquisition of descriptive and analytical capacity as well as skill in performing, composing, and listening. 125 BasIc Music (3) Elementary study of terms and notational symbols; designed to develop elemenfary competence in performing from notation and in notating musical ideas. Nonmajors only. 191 Collegium Musicum (1R) Study of music repertoire of the medieval, Renaissance, and baroque periods through rehearsals and extensive sight- reading; vocal and instrumental repertoire. Prereq: audition. Owen. 194Chamber Ensemble (1 R) Study of music through small-group rehearsal. For string and wind instrument players, percussionists, pianists, and singers. Prereq: audition, instructor's consent. R for maximum of 6 credits. 195 Band (1-2R) Marching Band, 2 credits; Oregon Wind Ensemble, 1-2 credits; Eugene-University Wind Ensemble, 1 credit; Symphonic Band, 1 credit; Pep Band, 1 credit. Prereq: audition for Oregon Wind Ensemble and Eugene-University Wind Ensemble; interview for Marching Band, Symphonic Band, and Pep Band. R for a maximum of six terms. Bennett. 196 Orchestra (1-2R) University Symphony Orchestra, 2 credits; University Sinfonietta, 1 credit. R for a maximum of six terms. Mabrey, Maves. 197 Chorus (1-2R) University Singers, ChamberChoir, Vocal Jazz Ensemble, 2 credits; University Chorale, Laboratory Chorus, 1 credit. Prereq: audition, instruc- tor's consent. R for maximum of six terms. Clark, Miller, Saltzman, Stone. 199 Special Studies (1-3R) 200 SEARCH (1-3R) 201,202, 203 Introduction to Music and Its Literature (3,3,3) Cultivation of understanding and intelligent enjoyment of music through a study of its elements, forms, and historical styles. Separate secfions for majors and nonmajors. Martin, Tubb. 221,222,223 MusicIanship II (2,2,2) A continuation of MUS 111, 112, 113. Prereq: MUS 113 or equivalent. Healey, Hurwitz, Kammerer, Mabrey, Owen. 224, 225, 226 Analysis (2,2,2) Basic techniques of analyzing melody, harmony, rhythm, and form in music from various periods and cultures. Prereq: MUS 113 or equivalent; coreq: MUS 221, 222, 223. Hurwitz, Trombley. 240,241,242 Composition I (3,3,3) Introduction to musical composition. Problems of notation, scoring for instruments, basic concepts of form; emphasis on student's own beginning creative work. Prereq: MUS 113, 203 or equivalents and instructor's consent. Healey, Owen, Tubb. 258 Music In World Cultures (3) Survey of music from Africa, Asia, and the oral traditions of Europe and the Americas; the styles and functions of music in many cultures. Upper-Division Courses 321,322 Music Fundamentals (2,2) Music notation and terminology; learning musical rudiments through singing simple songs; introduction to simple melodic, rhythmic, and harmonic instruments. Nonmajors only. Laboratory fee. Harrison, R. Moore. 340,341,342 Composition II (3,3,3) Composition and public performance of small works for piano, voice, and small ensembles. Prereq: MUS 242, instructor's consent. Healey, Owen, Tubb. Music 269 351 The Music of Bach and Handel (3) Compositions by Bach and Handel such as organ chorale, cantata, oratorio, opera, and mass; cultural context in Germany, France, Italy, and England for the development of their styles. Primarily for nonmajors. Prereq: sophomore standing or higher. 352 The Classic Symphony and Sonata (3) Sym- phonies and sonatas by Haydn, Mozart, and Bee- thoven; elements of style in the Viennese classic period and its legacy in the 19th century. Primarily for nonmajors. Prereq: sophomore standing or higher. 353 Survey of Opera (3) Le nozze di Figaro, Carmen, Otello, Tristan und Isolde, Pelleas et Melisande, and The Rake's Progress as masterpieces fusing theatrical and musical modes of dramatic expression. Primarily for nonmajors. Prereq: sophomore standing or higher. 354 Introduction to 20th-Century Music (3) Evolution and revolution in musical style since Debussy and Mahler; selected masterpieces by such composers as Stravinsky, Bart6k, Schoenberg, Copland, and Varese. Primarily for nonmajors. Prereq: sophomore standing or higher. 355 History of Jazz (3) Jazz from the turn of the century to the present. Duke Ellington, Count Basie, Woody Herman, Charlie Parker, and Miles Davis. Improvisation and trends in vocal jazz. Prereq: sophomore standing or higher. Stone. 361,362,363 History of Muslc(3,3,3) Intensive study of the history of Western music from its beginnings to the present. Primarily for music majors. Prereq: MUS 203, 223, 226 or equivalents. 384, 385 Choral Conducting I, II (2,2) Conducting techniques with emphasis on practical application to choral organizations; score reading; analysis and interpretation of choral music. Conducting experience with laboratory chorus. Prereq: MUS 223, 226 or equivalents and instructor's consent. Clark, Saltzman. 386 Instrumental Conducting for Choral Majors (2) Transposition and instrumental conducting techniques. Third term in the conducting sequence for choral majors. Prereq: MUS 385, MUE 392 (one term), and instructor's consent. Bennett, Mabrey. 387, 388 Instrumental Conducting I, II (2,2) Baton techniques with emphasis on practical applications to instrumental organizations; score reading; general problems of the conductor of large instrumental ensembles. Conducting experience with laboratory ensembles. Prereq: MUS 223, 226, MUE 392 (one term) or equivalents and instructor's consent. Bennett, Mabrey. 389 Choral Conducting for Instrumental Majors (2) Choral conducting techniques. Third term in the conducting sequence for instrumental majors. Prereq: MUS 388 and instructor's consent. Clark, Saltzman. 391 Collegium Musicum (1 R) Repertoire of the medieval, Renaissance, and baroque periods through rehearsals and extensive sight-reading; vocal and instrumental repertoire. Prereq: audition. Owen. 392 Small Jazz Ensembles (1 R) Improvisatory group. Study of current and past small-group jazz perform- ances. Prereq: audition, interview with instructor, full-year commitment. Kammerer. 393 Jazz laboratory Band (1R) Large ensembles performing progressive jazz-rock repertoire. Perform- ances on campus and at jazz festivals. Improvisation as well as repertoire stUdy. Prereq: audition, full-year commitment. Williams. 394 Chamber Ensemble (1 R)Study of music through small-group rehearsal. For string and wind instrument players, percussionists, pianists, and singers. Prereq: audition. instructor's consent. 395 Band (1-2R) See MUS 195 for available bands. R for a maximum of 6 terms. Prereq: audition, instructor's consent. Bennett, Paul. 396 Orchestra (1-2R) University Orchestra, University Sinfonietta. R for maximum of six terms. Prereq: audition, instructor's consent. Mabrey, Maves. 397 Chorus (1-2R) See MUS 197 for available choruses. R for maximum of six terms. Prereq: audition, instructor's consent. Clark, Miller, Saltzman, Stone. 398 Opera Workshop (2R) Traditional and contempo- rary repertoryforthe musical theater through analysis, rehearsal, and performance of complete and excerp- ted works; training in stage movement, diction, and rehearsal techniques. Prereq: instructor's consent. Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 405 Reading and Conference (1-4R) 407 (G) Seminar (Arr,R) Various topics at an advanced level, offered periodically according to student and faculty interest and availability. Recent topics are Haydn, Mozart, Beethoven, The Classical Symphony, Wagner, Mahler, Schoenberg, Stravinsky, Bart6k, and Jazz Improvisation. 408 Workshop (Arr,R) Various topics at a level beyond that available in regularly scheduled courses. Prereq: completion of all regularly scheduled courses related tothe topic or equivalents and both instructor's and dean's consent. 410 (G) Experimental Course (Arr,R) 411 (G) Percussion Master Class (1R) Techniques of percussion ensemble, performance, education methods, instrument construction, mallet construction. Limited to percussion specialists and music education majors. powd. 425 (G) Advanced Keyboard Harmony (2) Realization of figured bass notation in the light of baroque performance practices. Prereq: MUS 223, 226 or instructor's consent. Owen. 426,427 (G) Score Reading (2,2) Analysis of musical scores of composition for small and large ensembles involving transposition of parts; use of the piano as a means of studying ensemble scores. Maves. 430, 431, 432 (G) Advanced Analysis (2,2,2) Advanced analytical techniques, especially those developed by Heinrich Schenker and Felix Salzer, applied to music of all periods and styles. Prereq: MUS 223, 226. Bergquist. 433 (G) 18th-Century Counterpoint (2) Study of contrapuntal techniques through anaiysis and composition. Prereq: MUS 222, 226 or equivalents and instructor's consent. Owen. 434 (G) Fugue I (2) Contrapuntal techniques of the 18th century through analysis and composition. Prereq: MUS 433 and instructor's consent. Owen. 435 (G) Fugue II (2) Continuation of 434; contrapuntal techniques of the 19th and 20th centuries through analysis and composition. Prereq: MUS 434 and instructor's consent. Owen. 439 '(G) Scoring for Voices and Instruments (3) Techniques of arranging and scoring for various types of choral and instrumental groups. Prereq: MUS 223, 226. Maves. 440,441,442 (G) Composition III (3,3,3) Composition and public performance of works inclUding large or chamber ensembles. Prereq: MUS 342 and instructor's consent. 443 (G) Synthesizer Techniques (3) Basic principies and techniques of music synthesis; laboratory experience using the Moog and Arp synthesizers and other related equipment in the electronic music stUdio of the School of Music. $7.50 fee. Prereq: instructor's consent. Owen. 444 (G) Electronic Synthesizer Laboratory (1) Individual laboratory experience with electronic synthesizers and related eqUipment. $15.00 fee. Prereq: instructor's consent. Healey. 450 (M) Listening with Understanding (3) Introduc- tion to perceptive listening through experiencing and analyzing various types of music; collateral reading and class discussion. Not open to music majors or to students with credit in MUS 201, 202, 203. 455, 456 (G) Lyric Diction (3,3) Fundamentals of pronunciation of Italian, German, French, and English with emphasis on the singer's approach to perform- ance. Use of International Phonetic Alphabet (IPA) in analysis and transcription of song and opera texts. 455: Italian and German. 456: French and English. Need not be taken in sequence. Breidenthal. 457 (G) Sacred Choral Music (3) Choral music based on liturgical and nonliturgical sacred themes; perfor- mance practices of various styles; development of criteria for judging aesthetic quality of the music and its performance. 461, 462, 463 (G) Music for Chamber Ensemble (2,2,2) Basic repertory for string quartet and other ensembles using piano and strings; emphasis on listening and analysis. Prereq: MUS 363. Hiadky. 464,465,466 (G) Piano Literature (3,3,3) Solo piano music from J. S. Bach to the present; originai works for four hands and for two pianos; the concerto; emphasis on style as It affects performance. Prereq: MUS 363. ThaI. 467,468,469 (G) Solo Vocal Music (2,2,2) Solo songs with accompaniment; the lute air and Purcell; 19th- century art songs in Germany and France; 20th-century British, American, and continental song literature; development of bases for artistic performance and sound critical judgment through study of text, voice, and accompaniment. Prereq: MUS 363. Miller. 470, 471, 472 (G) Orchestral Music (2,2,2) Major types of orchestral music from the 18th to the 20th century; dance suite, symphony, tone poem, descrip- tive suite, pieces for string orchestra. Prereq: MUS 363. 473, 474, 475 (G) History of Opera (2,2,2) Critical study of the musical and dramatic content of operas forming the standard international repertoire. 473: antiquity to Mozart. 474: Mozart to Verdi. 475: Wagner to the present. Prereq: MUS 363. Miller. 476 (G) Organ Music (3) The organ in church and concert; organ repertoire from the 15th century to the present. Prereq: MUS 363. Hamilton. 4n (G) Wind Instrument Music (3) Music for wind instruments and band from the 16th century to the present. Style and performance practice; bases for judgment in the selection of wind instrument and band music. Prereq: MUS 363. 485 (G) Advanced Choral Conducting (3) Refinement of choral conducting techniques; musical scores from contemporary and earlier periods with emphasis on analysis, interpretation, and rehearsal procedures. Administrative procedures for choral organizations. Prereq: MUS 384, 385, 386. Saltzman. 486 (G) Advanced Instrumental Conducting (3) Conducting techniques as applied to band and orchestral music with emphasis on various styles and periods of music; study of 20th-century rhythms and related conducting problems. Prereq: MUS 387, 388 or equivalents. Graduate Courses Note: Research, Thesis, and Reading and Conference are available only on a limited basis to graduate students enrolled during summer sessions. 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (1-4R) Individual study oftopics beyond the availability of regularly scheduled courses. Prereq: completion of all regularly scheduled courses related to the topic and instructor's and dean's consent. 507 Seminar (Arr,R) Studies of various topiCS at an advanced level, offered periodically according to student and faCUlty interest and availability. For topics see MUS 407. 510 Experimental Course (Arr,R) 511, 512, 513 Research Methods in Music (3,3,3) 511: use of reference, research, and bibliographical sources in music. 512: research methods in music history and theory. 513: experimental research including problem identification, research design, influencing variables, research tools, and the interpre- tation of data in relation to the teaching of music. MUS 511 is a prerequisite to both 512 and 513. Bergquist, Hurwitz, Moore. 533, 534 20th-Century Counterpoint (2,2) Techniques of present-day contrapuntal practice; application in larger contrapuntal forms. Prereq: MUS 434. 540, 541, 542 Advanced Composition StUdies (2,2,2) Studio instruction in composition. Prereq: MUS 442 or instructor's consent; coreq: Seminar: Compo- sition (MUS 507). Healey, Owen, Tubb. 543, 544 Notation of Medieval and Renaissance Music (3,3) Representative examples of notational systems and practices in Western European polyphony from 900 to 1600. Bergquist. 270 Music 560 Music In the Middle Ages (3) Sources of Western European music in classical antiquity and the Near East; sacred monophony, secular monophony; development of polyphony. Bergquist. 561 Music in the Renaissance (3) The central Renaissance style in 15th-century France and Italy; high Renaissance music; late Renaissance music; , developments in England and Germany; instrumental music; Renaissance music theory. Bergquist. 562 Music in the Baroque Era (3) From the Florentine Camerata through the rococo; the monody, opera, oratorio, cantata, sonata, concerto, suite, and fugue; national styles; performance practices; representative works, with emphasis on J. S. Bach. Trombley. 563 Music in the Classical Period (3) Sources of classicai style and their culmination in the Viennese high classical style of Haydn, Mozart, and Beethoven. Dramatic forms and procedures in opera. Bergquist. 564 Music in the Romantic Era (3) Virtuosic and lyric extremes in instrumental and vocal styles. Literary romanticism, descriptive music, and the Lied; opera in France and Italy; Wagner's music drama as Gesamtkunstwerk; Wagnerism in France. Bergquist, Hurwitz. 565 Music in the 20th Century (3) The crisis of romanticism and tonality: the transition of Debussy, Mahler, and others; new styles of StravinSky, Schoen- berg, Bartok; developments in the United States; implications of recent developments. Bergquist, Hurwitz. 589 Performance Practices before 1800 (3) Introduc- tion to 17th- and 18th-century performance practices; investigation of primary sources; comparative studyof recorded examples; preparation of a performing edition, class demonstrations. Trombley. 591 Collegium Musicum (1 R) See MUS 391 for additional information. 592 Small Jazz Ensembles (1 R) See MUS 392 for additional information. 593 Jazz Laboratory Band (1R) See MUS 393 for additional information. 594 Chamber Ensemble (1R) See MUS 394 for additional information. 595 Band (1-2R) See MUS 195 for additional informa- tion. 596 Orchestra (1-2R) See MUS 196 for additional information. 597 Chorus (1-2R) See MUS 197 for additional information. 598 Opera Workshop (2R) See MUS 398 for additional information. Courses in Music Education (MUE) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 199 Special StUdies (1-3R) 200 SEARCH (1-3R) Upper-Division Courses 326 Orientation to Music Education (3) Observation of the total school music program (grades one through 12). Includes dialogue with local teachers. Open to school administrators and teachers in areas other than music. Transportation fee. Doerksen. 383 Music Methods for Elementary Teachers (3) Planning and organizing musical activities for elemen- tary school children; opportunities for presenting and testing ideas and techniques. Laboratory fee. Prereq: MUS 321, 322. R. Moore, van Rysselberghe. 391 Voice Pedagogy (1 R) Vocal techniques for chorus, studio, and class instruction. Methods and materials for adolescent and mature soloists. Bailey. 392 Instrumental Techniques (1 R) Elementary instruction in pedagogy and performance of various instruments. Sections in strings, woodwinds, brass, percussion, flute, clarinet and saxophone, oboe and bassoon, trumpet, trombone, horn, violin and viola, and cello. Primarily for music education majors. $3.00 instrument rental fee per term. Note: Courses designated (M) or (G) maybe offered for graduate credit. 400 SEARCH (1-3R) 405 Reading and Conference (1-4R) Individual study of topics at a level beyond the availability of regularly scheduled courses. Prereq: completion of all regUlarly scheduled courses related to the topic or equivalents and both instructor's and dean's consent. 407 (G) Seminar (1-3R) Various topics at an advanced level, offered periodically according to student and faculty interest and availability. 408 (G) Workshop (Arr,R) 409 (G) Practicum (1-4R) Practical experience in guiding learning activities. Prereq: instructor's and dean's consent. 410 (G) Experimental Course (Arr,R) 411 Teaching Methods: Instrumental (3) Concerns of music teachers in secondary and elementary schools. Observations, procedures, and instructional materials; planning and teaching lessons for analysis and criticism. Instrumental technique classes recom- mended. Precedes student teaching. Doerksen. 412 Teaching Methods: Elementary Choral and General (3) Concerns of music teachers in the elementary school. Observations, procedures, instructional materials; planning and teaching lessons for analysis and criticism. Precedes student teaching. Coreq: Practicum: Elementary School Music (MUE 409). Laboratory fee. R. Moore. 413 Teaching Methods: Secondary Choral and General (3) See MUE 411 for details. 414 Instrumental Teaching Strategies (2) Learning comprehensive musicianship through orchestra and band performance in a laboratory setting. Performance on primary and secondary instruments, conducting, developing teaching strategies with goals and objectives. May be taken prior to MUE 411. Doerksen. 415 (G) General Music in the Middle School (3) Musical characteristics and capabilities of middle school students. Suitable materials and music experiences; alternative approaches to curriculum development, methods, and evaluation. Laboratory fee. 416,417 (G) Kodaly Context I, II (3,3) Development of musicianship through solfa and hand signs. Sequential steps for teaching music literacy. Review of folk and composed musical literature for children. R. Moore. 419 Senior Colloquium in School Music (3) The interrelationships among the various areas of music. To be taken in the last term of the senior year. 420 (G) Orff-Schulwerk: Introduction (3R) Introduc- tion to Orff-Schulwerk. Speech and rhy1hm improvisa- tion, basic instrumentation. R when instructor changes. 421 (G) Orff-Schulwerk: Levell (3R) Ostinati, simple bordun, recorders, creative movements. Prereq: MUE 420. R when instructor changes. 422 (G) Orff-Schulwerk: Level II (3R) Moving bordun, orchestrations: I-V, I-IV, I-lV-V. Prereq: MUE 420, 421. R when instructor changes. 424 (G) Children's Choir (3) Study techniques that lead to beautiful singing by children. Warm-ups, intonation exercises, motivation strategies, high-quality music, programming concerts, rehearsals. R. Moore. 425 Classroom Instruments (2) Basic performing skills on the recorder and guitar; advanced strumming techniques on the autoharp. Laboratory fee. Prereq: instructor's consent. R. Moore. 426 (G) The General Music Program: Elementary (3) Musical development of children from nursery through elementary school; curriculum, methods, materials, and evaluation. Prereq: MUE 383 or 412. 427 (G) The General Music Program: Secondary (3) Objectives, procedures, instructional materials, and evaluation of music programs for the general student in both junior and senior high schools. 428 (G) Music for Early Childhood (3R) Musical characteristics and abilities of preschool children. Suitable materials and musical experiences; techniques of involving parents in children's music making. Laboratory fee. R for total of 9 credits. 429 (G) Music in Special Education (3) Music for handicapped or gifted learners. Educationai and therapeutic uses of music for mentally, physically, and emotionally disabled as well as gifted learners. R. Moore. 430 (G) Classroom Management in Music (3) Alternative techniques for maintaining an environment conducive to music learning. Emphasis on observing effective public school music classes and interpreta- tion of effects on children. 444 (G) Choral Materials for Schools (2) Repertoire for choral groups in secondary schools; choral music from early historical periods to the avant-garde; criteria for selection of choral music; instructional program and concert pianning. 445 (G) String Materials for Schools (2) Repertoire for orchestra and other string instrument groups in elementary and secondary schools; problems of leadership presentation, organization, and program planning. Prereq: instructor's consent. 446 (G) Wind Instrument Materials for Schools (2) Repertoire for bands and other wind instrument groups in elementary and secondary schools; problems of leadership, presentation, and organization. Prereq: instructor's consent. J. R. Moore. Music Performance 271 447 (G) Psychology of Music (3) Functions of the musical mind; knowledge and intellectual skills related to mature perception; implications for the teaching of music. Prereq: EPSY 322 or equivalent. 471 (G) Piano Pedagogy I: Fundamentals of Teaching (3) Basic processes of piano teaching. Observation of individual, group, and laboratory instruction at all levels of student proficiency. Allen. 472 (G) Piano Pedagogy II: Pre-Plano and Beginning Piano Study (3) Processes and materials for teaching children during the first three years of piano study. Group and individual teaching experiences. Prereq: MUE 471; coreq: MUE 409 or 509. Allen. 473 (G) Piano Pedagogy III: Teaching Teenagers and Adults (3) Processes and materials for teaching older beginners and intermediate students. Group, individual, and laboratory teaching experiences. Prereq: MUE 471; coreq: MUE 409 or 509. Allen. 491 (G) Advanced Pedagogy (3R) Sections in brass, college music education courses, composition, piano, history, musicianship, percussion, string instruments, voice, woodwinds. R for maximum of 9 credits. Graduate Courses 501 Research (Arr,R) Prereq: instructor's and dean's consent. PIN only. 502 Supervised College Music Teaching (Arr,R) 503 Thesis (Arr,R) Prereq: instructor's consent. PIN only. 505 Reading and Conference (1-4R) Individual study of topics beyond the availability of regularly scheduied courses. Prereq: completion of all regularly scheduled courses related to the topic or equivalents and instructor's consent. 507 Seminar (Arr,R) Recent topics are History of U.S. Music Education, General Seminar in Music Education, Thesis Organization, and New Trends in Music Education. 509 Practlcum (1-4R) Professionally related experi- ence on campus or elsewhere, with supervision by a qualified expert both in planning and in carrying out the project. Prereq: knowledge and competence both in the substance of the activity and in curricular planning, instructor's and dean's consent. 510 Experimental Course (Arr,R) 514 Resources in Music Education (3) Review of resources in musical pedagogy. Compilation of annotated bibliography. Ways to evaluate music teaching and learning in order to improve ensemble and classroom instruction. R. Moore. 532 Music in School and Society (3) Musical experiences and responses in contemporary society; standards for musical quality. Elementary and secondary school music programs, past and present, and their relationships to the communities they serve. 533 Music in the Elementary School (3) Curricula, materials, and procedures of teaching general music in the elementary school. 534 Music in the Junior High School (3) Current concerns and philosophies related to music in the junior high school and in the life of its students. 535 Music In the Senior High School (3) Curricula, organizations, methods, and materials in senior high school music, both vocal and instrumental. 536 Administration of School Music (3) Principies underlying a sound policy in the administration of school music programs; budgets, personnel, cur- riculum, facilities. 538 Curricular Strategies in Music Education (3) Procedures for developing music courses for today's schools; determination of goals, content, instructional materials, and evaluative criteria; exploration of significant curriculum development projects in music education. 540,541,542 Concept Development in College Music Teaching (3,3,3) Developing knowledge, skills, and attitudes useful for teaching music; current principles of educational psychology, instructional techniques, tests and measurements. Doctoral students only. Prereq: instructor's consent. Martin. Courses in Performance Studies (MUP) Arr: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Lower-Division Courses 100 Basic Performance Studies (2R) Class piano. Prereq: instructor's consent. PIN only. 101-107 Basic Performance Studies (2R) 101 : Voice, 102: Strings, 103: Woodwinds, 104: Brass, 105: Percussion, 106: Guitar, 107: Recorder. PIN only. Prereq: instructor's consent. R for maximum of 6 credits. 131, 132, 133 Basic Performance Class Plano (2,2,2) First-yearsequence for students with little orno piano background. Reading on the grand staff, technique, improvisation, ensemble and solo repertoire, playing by ear, adding simple accompaniments. Music majors only. 140-162 Intermediate Performance Studies (2R) Instruction in performance for students with minimal previous training. 140: Voice for Nonvoice Specialists, 141: Piano, 142: Harpsichord, 143: Organ, 144: Voice for voice specialists, 145: Violin, 146: Viola, 147: Cello, 148: Bass, 149: Harp, 150: Guitar, 151: Flute, 152: Oboe, 153: Clarinet, 154: Saxophone, 155: Bassoon, 156: Trumpet, 157: French Horn, 158: Trombone, 159: Baritone Horn, 160: Tuba, 161: Percussion, 162: Recorder. PIN only. Prereq: audition, instructor's consent. R for maximum of 6 credits. Extra fee. 170-194 Performance StUdies (StUdio Instruction) (2-4R) First level of lower-division studio instruction. Technique and style of artistic performance. 170: Voice for Nonvoice Specialists, 171: Piano, 172: Harpsichord, 173: Organ, 174: Voice for Voice Specialists, 175: Violin, 176: Viola, 177: Cello, 178: Bass, 179: Harp, 180: Guitar, 181: Flute, 182: Oboe, 183: Clarinet, 184: Saxophone, 185: Bassoon, 186: Trumpet, 187: French Horn, 188: Trombone, 189: Baritone, 190: Tuba, 191: Percussion, 192: Recorder, 193: Fortepiano, 194: Clavichord. 200 SEARCH (1-3R) 231, 232, 233 Intermediate Performance Class Piano (2,2,2) Chords, harmonization, transposition, and playing by ear. Closed- and open-score reading. Improvisation in classical and 20th-century traditions. Solo and ensemble repertoire from baroque, classical, romantic, and contemporary periods. Music majors only. 271-294 Performance Studies (Studio Instruction) (2-4R) Second level of lower-diVision study. 271: Piano, 272: Harpsichord, 273: Organ, 274: Voice, 275: Violin, 276: Viola, 277: Cello, 278: Bass, 279: Harp, 280: Guitar, 281: Flute, 282: Oboe, 283: Clarinet, 284: Saxophone, 285: Bassoon, 286: Trumpet, 287: French Horn, 288: Trombone, 289: Baritone, 290: Tuba, 291: Percussion, 292: Recorder, 293: Fortepiano, 294: Clavichord. Prereq: instructor's consent, proficiency equivalent to completion of 100 level. Upper-Division Courses 341-362 Performance Studies (Studio Instruction) (2-4R) Upper-division study for qualified degree candidates specializing in an area other than perfor- mance. 341: Piano, 342: Harpsichord, 343: Organ, 344: Voice, 345: Violin, 346: Viola, 347: Cello, 348: Bass, 349: Harp, 350: Guitar, 351: Flute, 352: Oboe, 353: Clarinet, 354: Saxophone, 355: Bassoon, 356: Trumpet, 357: French Horn, 358: Trombone, 359: Baritone, 360: Tuba, 361: Percussion, 362: Recorder. Prereq: jury audition, instructor's consent; proficiency equivalent to completion of 200 level. 365 Performance Studies for Music Minors (2-4R) Studies in a variety of performance areas for the student seeking a music minor. Extra fee. 371-394 Performance Studies (StUdio Instruction) (2-4R) First level of upper-division study for degree candidates. 371: Piano, 372: Harpsichord, 373: Organ, 374: Voice, 375: Violin, 376: Viola, 377: Cello, 378: Bass, 379: Harp, 380: Guitar, 381: Flute, 382: Oboe, 383: Ciarinet, 384: Saxophone, 385: Bassoon, 386: Trumpet, 387: French Horn, 388: Trombone, 389: Baritone, 390: Tuba, 391: Percussion, 392: Recorder, 393: Fortepiano, 394: Clavichord. Prereq: jury audition, instructor's consent, proficiency equivalent to comple- tion of MUP 271-294 Note: Courses designated (M) or (G) may be offered for graduate credit. 400 SEARCH (1-3R) 410 Experimental Course (Arr,R) 471-494 Performance Studies (StUdio Instruction) (2-4R) Second level of upper-division study for degree candidates preparing a recital. 471: Piano, 472: Harpsichord, 473: Organ, 474: Voice, 475: Violin, 476: Viola, 477: Cello, 478: Bass, 479: Harp, 480: Guitar, 481: Flute, 482: Oboe, 483: Clarinet, 484: Saxophone, 485: Bassoon, 486: Trumpet, 487: French Horn, 488: Trombone, 489: Baritone, 490: Tuba, 491: Percussion, 492: Recorder, 493: Fortepiano, 494: Clavichord. Prereq: instructor's consent, proficiency equivalent to completion of MUP 371-394. Graduate Courses 510 Experimental Course (Arr,R) 511-532 Performance Studies (StUdio Instruction) (2R) Beginning study for graduate students in a secondary performance medium. 511: Piano, 512: Harpsichord, 513: Organ, 514: Voice, 515:Violin, 516: Viola, 517: Cello, 518: Bass, 519: Harp, 520: Guitar, 521: Flute, 522: Oboe, 523: Clarinet, 524: Saxophone, 525: Bassoon, 526: Trumpet, 527: French Horn, 528: Trombone, 529: Baritone, 530: Tuba, 531: Percussion, 532: Recorder. Prereq: instructor's consent, jury audition in primary performance medium to demon- strate proficiency required for admission to MUP 341-362 or 371-394. R for maximum of 6 credits. 541-562 Performance Studies (StUdio Instruction) (2-4R) Graduate-level study for degree candidates specializing in other than performance. 541: Piano, 542: Harpsichord, 543: Organ, 544: Voice, 545: Violin, 546: Viola, 547: Cello, 548: Bass, 549: Harp, 550: Guitar, 551: Flute, 552: Oboe, 553: Clarinet, 554: Saxophone, 555: Bassoon, 556: Trumpet, 557: French Horn, 558: Trombone, 559: Baritone, 560: Tuba, 561: Percussion, 562: Recorder. Prereq: instructor's consent, jury audition to demonstrate proficiency at completion of MUP 271-294. R for maximum of 12 credits. 571-594 Performance Studies (StUdio Instruction) (2-4R) Master's level study for degree candidates specializing in performance. 571: Piano, 572: Harpsichord, 573: Organ, 574: Voice, 575: Violin, 576: Viola, 577: Cello, 578: Bass, 579: Harp, 580: Guitar, 581: Flute, 582: Oboe, 583: Clarinet, 584: Saxophone, 585: Bassoon, 586: Trumpet, 587: French Horn, 588: Trombone, 589: Baritone, 590: TUba, 591: Percussion, 592: Recorder, 593: Fortepiano, 594: Clavichord. Prereq: instructor's consent, jury audition to dem- onstrate proficiency at completion of MUP 471-494. 641-661 Performance Studies (StUdio Instruction) (2-4R) Doctoral level stUdy for degree candidates with a supporting area in performance. 641: Piano, 642: Harpsichord, 643: Organ, 644: Voice, 645: Violin, 646: Viola, 647: Cello, 648: Bass, 649: Harp, 650: Guitar, 651: Flute, 652: Oboe, 653: Clarinet, 654: Saxophone, 655: Bassoon, 656: Trumpet, 657: French Horn, 658: Trombone, 659: Baritone, 660: Tuba, 661: Percussion. Prereq: instructor's consent, jury audition to dem- onstrate proficiency at completion of MUP 571-594, sufficient talent and experience to justify the undertaking of performance as a supporting area. 671-694 Performance StUdies (Studio Instruction) (2-4R) Doctoral level study for degree candidates with a primary area in performance. 671: Piano, 672: Harpsichord, 673: Organ, 674: Voice, 675: Violin, 676: Viola, 677: Cello, 678: Bass, 679: Harp, 680: Guitar, 681: Flute, 682: Oboe, 683: Clarinet, 684: Saxophone, 685: Bassoon, 686: Trumpet, 687: French Horn, 688: Trombone, 689: Baritone, 690: Tuba, 691: Percussion, 692: Recorder, 693: Fortepiano, 694: Clavichord. Prereq: instructor's consent, jury audition to dem- onstrate proficiency at completion of MUP 571-594, sufficient talent and experience to justify the undertaking of performance as a primary area. 273 Graduate School 125 Chapman Hall Telephone (503) 686-5128 Shirley L. Menaker, Dean Toby J. Deemer, Assistant to the Dean for Academic Administration Graduate Council Shirley L. Menaker, Chair, ex officio Laura J. Alpert, Fine and Applied Arts Frede. Andrews, Mathematics Barry T. Bales, Physical Education and Human Movement Studies Robert M. Mazo, Chemistry H. Royce Saltzman, Music Robert E. Smilh, Economics Arnulf Zweig, Philosophy Advanced Degrees Through the Graduate School, the University of Oregon offers studies leading to advanced degrees in the liberal arts and sciences and in the professional fields of architecture and allied arts; business administration; education; human development and performance; jour- nalism; and music. Program offerings are listed below. The advanced degree granted is printed next to the degree program. Where no degree is listed, the subject is an area of focus within the college, school, or department. Specific program requirements for the majority of these degrees appear in the departmental sections of this catalog; general requirements of the Graduate School appear in the folloWing pages. College of Arts and Sciences Anthropology: M.A., M.S., PhD. Archaeology Cultural Anthropology Linguistics Physical Anthropology Biology: M.A., M.S., PhD. Algology Cell Biology Developmental Biology Ecology Genetics Marine Biology Microbiology Molecular Biology Neurosciences Physiology Plant Sciences Systematics Chemistry: M.A., M.S., PhD. Biochemistry Chemical Physics Molecular Biology Organic Chemistry Physical Chemistry Theoretical Chemistry Classics: M.A. Classical Archaeology Classical Civilization Classics Greek Latin Computer and Information Science: M.A., M.S., PhD. Economics: M.A., M.S., PhD. Econometrics Economic Development International Economics Monetary Theory and Policy Public Finance Regional and Urban Economics Resource Economics English: M.A., M.F.A., PhD. Creative Writing: M.F.A. English and American Literature English lingUistics Expository Writing Geography: M.A., M.S., PhD. Cultural Geography Historical Geography Physical Geography Geology: M.A., M.S., PhD. Economic Geology Geochemistry Geophysics Mineralogy-Petrology Paleontology Germanic Languages and Literatures: M.A., PhD. History: M.A., PhD. Ancient History East Asia England since 1485 Europe to 1500 Europe 1400-1815 Europe 1780 to Present Latin America Russia United States Linguistics: M.A., PhD. English as a Second Language General Linguistics Mathematics: M.A., M.S., PhD. Algebra Fields Groups Rings Analysis Differential Equations Functional Harmonic Combinatorics Geometry Algebraic Differential Mathematical Education Numerical Analysis Probability Statistics Topology Algebraic General Geometric Philosophy: M.A., PhD. Physics: M.A., M.S., PhD. Applied Physics (including solar energy) Astronomy, Astrophysics, Cosmology Atornic and Chemical Physics Biophysics Condensed Matter, Experimental and Theory Elementary Particle Theory Nuclear Physics Statistical Mechanics Political Science: M.A., M.S., PhD. American Government and Politics Comparative Politics International Relations Methodology Political Behavior and Political Theory Public Administration and Public Policy Psychology: M.A., M.S., PhD. Clinical Developmental, Personality General Experimental (Cognitive) Neurosciences Physiological Social Romance Languages: M.A., PhD. French Language and Literature: M.A. Italian Language and Literature: M.A. Spanish Language and Literature: M.A. Russian: M.A. Sociology: M.A., M.S., PhD. Family, Sex Roles, and Socialization Population, Community, and Environment Sociology of Women Stratification and Political Sociology Theory Work, Occupations, and Organization Speech Speech: Rhetoric and Communication: M.A., M.S., PhD. Speech: Telecommunication and Film: M.A., M.S., PhD. Speech: Theater Arts: M.A., M.S., M.F.A., PhD. Interdisciplinary Programs Asian Studies: M.A., M.S. Chinese Japanese Comparative Literature: M.A., PhD. Corrections: M.A., M,S. Individualized Program: M.A., M.S. e.g., Individualized Program: American Studies, Individualized Program: Environmental Studies Industrial Relations: M.A., M.S. International Studies: M.A. Teaching: M.A., M.S. Professional Schools and Colleges School of Architecture and Allied Arts Architecture: M.Arch. Interior Architecture: M.I.Arch. Art Education: M.A., M.S., D.Ed., PhD. (D.Ed, and PhD. degrees granted by College of Education) 274 Graduate School Art History: M.A., PhD. Fine and Applied Arts: M.F.A. Ceramics: M.F.A. Metalsmithing and Jewelry: M.F.A. Painting: M.F.A. Printmaking: M.F.A. Sculpture: M.F.A. Visual Design: M.F.A. Weaving: M.F.A. Historic Preservation: M.S. Landscape Architecture: M.L.A. Planning, Public Policy and Management Public Affairs: M.A., M.S. Urban and Regional Planning: M.U.P. College of Business Administration Accounting: M.A., M.S., M.B.A., PhD. Decision Sciences: M.A., M.S., M.B.A., PhD. Decision Sciences: Business Statistics: M.A., M.S., M.B.A., PhD. Decision Sciences: Production and Opera- tions Management: M.A., M.S., M.B.A., PhD. Finance: M.A., M.S., M.B.A., PhD. Management: M.A., M.S., M.B.A., PhD. Management: Corporate Strategy and Policy: PhD. Management: General Business: M.B.A. Management: Human Resources: PhD. Management: Organizational Studies: PhD. Marketing: M.A., M.S., M.B.A., PhD. Marketing: International Business: M.A., M.S., MB.A. Interdisciplinary Programs Forest Industries Management: M.B.A. College of Education Counseling Psychology: D.Ed., PhD. Counseling: M.A., M.S., M.Ed. Employment and Vocational Individual and Family School and Social Agency Curriculum and Instruction: M.A., M.S., M.Ed., D.Ed., PhD. Early Childhood Education: M.A., M.S., M.Ed. Elementary Education: M.A., M.S., M.Ed., D.Ed., PhD. Curriculum and Supervision: M.A., M.S., M.Ed. Talented and Gifted: M.A., M.S., M.Ed. Instructional Technology: M.A., M.S., M.Ed. Reading and Language Arts: M.A., M.S., M.Ed. Secondary Education: M.A., M.S., M.Ed. Educational Policy and Management: M.S., D.Ed., PhD. Educational Psychology: M.A., M.S., M.Ed., D.Ed., PhD. Applied Human Development General Educational Psychology Measurement and Research School Psychology: M.A., M.S., M.Ed., PhD. Special Education: M.A., M.S., M.Ed., D.Ed., PhD. Special Education: Developmental Dis- abilities: M.A., M.S., M.Ed., D.Ed., PhD. Special Education: Handicapped Learner: M.A., M.S., M.Ed., D.Ed., PhD. Special Education: Rehabilitation: D.Ed., PhD. Speech Pathology-Audiology: M.A., M.S., M.Ed., D,Ed., PhD. College of Human Development and Performance Dance: M.A., M,S. Health Education: M.A., M,S., D.Ed., PhD. Community Health Administration Community Health Education Gerontology (certificate only) Health and Fitness Management Health Education for Health Care Practitioners School Health Education Leisure Studies and Services: M.A., M.S., D.Ed., PhD. Outdoor Recreation and Education Professional Education Recreation and Park Administration Recreation Program Supervision Physical Education: M.A., M.S., D.Ed., PhD. Administration Biomechanics Education Exercise Physiology Growth and Development History and Philosophy Motor Learning Psychology of Play Sociology of Sports School of Journalism Journalism: M.A., M.S. Journalism: Advertising: M.A., M.S. Journalism: Magazine: M.A., M.S. Journalism: News-Editorial: M.A., M.S. Journalism: Public Relations: M.A., M.S. Journalism: Radio-Television: M.A., M.S. School of Music Music Choral Conducting: M.Mus., D.M.A. Music Composition: M.Mus., D.M.A. Music Education: M.A., M.Mus., D.M.A., D.Ed., PhD. (D. Ed. and PhD. degrees granted by College of Education) Music Education: Choral-General: M.A., M.Mus., D.M.A., D,Ed., PhD. Music Education: Choral-Instrumental: M.A., M.Mus., D.M.A., D.Ed., PhD. Music Education: Instrumental: M.A., M.Mus., D.M.A., D.Ed., PhD. Music History: M.Mus., D.M.A. Music Performance: Instrumental Music Performance: Keyboard: M.Mus., D.M.A. Music Performance: Percussion: M.Mus., D.M.A. Music Performance: Voice: M.Mus., D.M.A. Music Theory Piano Pedagogy: M.Mus. General Information Students wanting to earn a second bachelor's degree should not apply to the Graduate School. They should request an application for G6 Postbaccalaureate Nongraduate Student status from the Office of Admissions, University of Oregon, Eugene OR 97403; telephone (503) 686-3201. Students wanting to earn a graduate degree at the University are admitted to the Graduate School in accordance with the procedures described below. Graduate Admission To be admitted to the Graduate School for the purpose of seeking an advanced degree or enrolling in a formal nondegree graduate program, a student must be a graduate of an accredited four-year college or university and must be accepted by the professional school or major department in which he or she pro- poses to study. Graduate Classification Students seeking advanced degrees or certifi- cates are classified as follows: GO Premaster's certificate G1 Postmaster's certificate G2 Postdoctoral work G3 (conditionaD G8 (unconditionaD Mas- ter's degree G4 (conditionaD G9 (unconditionaD Doc- toral degree A student from an unaccredited institution or from one that offers the equivalent of bachelor's degree instruction, but not the degree itself, may be admitted under special procedures once he or she has been recommended for admission by a school or department at the University of Oregon and has received the approval of the dean of the Graduate School. The University's schools and departments determine their own specific requirements for graduate admission. Students should become familiar with these requirements before applying. Initial admission may be either conditional or unconditional. If a conditionally accepted student has not been granted unconditional admission after the completion of 36 credits of graduate course work, the Graduate School may inquire as to the reason and recommend that a decision on the student's status be made as soon as possible. A former University of Oregon student must be admitted formally to the Graduate School in the same way as a student from any other college or university. A student who has been admitted and wants to change his or her major must be accepted by the new department. Filing a Change of Major form and any official docu- ments the new department requires will ac- complish this change, A student not previously enrolled at the Univer- sity is required to pay a $25.00 fee when applying for admission. Applicants should address inquiries concerning graduate admis- sion to the department or school in which they plan to study, notto the Graduate School or the Office of Admissions. Application Procedure Students seeking admission to the Graduate School must submit an application on an official University application form. The first copy of the Application for Graduate Admission and an official transcript from the college or university from which the applicant received a bachelor's degree must be sent to: Office of Admissions PO Box 3237 University of Oregon Eugene OR 97403 The remaining copies of the application fomi and official transcripts of all previous college work, both undergraduate and graduate, must Graduate School 275 be sent to the department or professional school of the University in which the applicant plans to study. At the option of the school or department, the applicant may also be requested to furnish additional materials such as transcripts of test scores (e.g., Graduate Record Examination, Miller Analogies Test), evi~ence of foreign language proficiency, and letters of reference. The applicant should ascertain from the school or department what additional materials, if any, are expected. These additional materials are to be sent directly to the department. Admission for Graduate Postbaccalaureate Study. An applicant with a bachelor's degree or the equivalent from an accredited institution who wants to take additional graduate work not in pursuit of a specific graduate degree must submit the official application form and an official transcript from the college or university from which he or she received either the bachelor's degree or a subsequent advanced degree to the Office of Admissions, University of Oregon, Eugene OR 97403. (University of Oregon graduates do not need to send an official transcript to the Office of Admissions.) Graduate postbaccalaureate status is a non- degree classification. A satisfactory record is a major factor in determining re-enrollment. Credits earned by postbaccalaureate students are recorded in the Office of the Registrar. For more information see Other Graduate Classifi- cations under General Requirements and Policies, below. International Students Students whose native language is not English must supply the results of the Test of English as a Foreign Language (TOEFL) with their application. For information about testing dates and places write to: TOEFL PO Box 899 Princeton NJ 08540 Additional proficiency tests may be adminis- tered upon the student's arrival at the University. Students who are deficient in English are assigned to special courses in English as a second language. Tutoring on an individual basis during the school term is available through the Learning Resources Center, 5 Friendly Hall; telephone (503) 686-3226. Foreign students wanting English training before beginning their studies at the University of Oregon or another U.S. university may enroll in the American English Institute. For further information write to: American English Institute 241 Prince Lucien Campbell Hall University of Oregon Eugene OR 97403 USA Course Numbering System 401·499 (M) Upper-division courses that may be offered for graduate minor or nonmajor credit or may, if approved, form part of an interdisciplinary master's program. 401-499 (G) Upper-division courses that may be offered for graduate major credit. 500-599 Graduate courses (seniors with superior scholastic achievement may be admitted with instructor's consent). 501-510 Graduate courses that may be repeated in successive terms under the same number; credits are arranged according to the amount of work to be completed. Certain numbers are reserved for special types of work: 501 Re- search or other supervised original work; 502 Supervised College Teaching; 503 Thesis; 505 Reading and Conference; 506 Field Studies or Special Problems; 507 Seminar; 508 Workshop, Special Topics, or Colloquium; 509 Practicum, Terminal Project, or Supervised Tutoring; 510 Experimental Course. In all divisions except the School of Law, 501 Research and 503 Thesis are classified as passino pass (PIN) courses. 600·699 Courses of a highly technical nature which count toward a professional degree only, not toward advanced academic degrees such as M.A., M.S., PhD. General Requirements and Policies Course Registration Requirements and Limits A graduate student may register for up to 16 credits of graduate or undergraduate course work. Registration in excess of this level requires payment of additional fees for each extra credit. Minimum registration is 3 graduate credits per term. Graduate students working toward an ad- vanced degree must be enrolled continuously until all requirements for the degree are com- pleted (see Continuous Enrollment). Further- more, those using faculty assistance, services, or facilities must register each term for a number of graduate credits (no fewer than 3) to compen- sate for usage. This includes students who are only taking comprehensive or final examinations or presenting recitals or terminal projects. In the term in which they reteive the degree, students must be registered for at least 3 graduate credits. Students liVing elsewhere while writing a thesis or dissertation and sending chapters to an adviser for criticism must also be registered for a minimum of 3 credits; they may register by proxy for thesis credits. Proxy registration is permitted only during the normal registration period forthe term in question, as stated in the Time Schedule of Classes. Various on- and off-campus agencies and offices have their own course-load require- ments. For example, some agencies making student loans set registration requirements. The Office of the Registrar can certify a student's registration only for the credits indicated on an official registration card. Because the minimum registration requirements for the Graduate School may not satisfy some agency require- ments, it is the student's responsibility to register for the number of credits required. Course Enrollment for Faculty and Staff Faculty and staff members wanting to take graduate courses should refer to the University's Faculty Handbook or Staff Handbook for information on regulations and fees. Faculty members may not pursue an advanced degree in the department in which they hold an appointment. To pursue a degree in another department, they must petition the dean of the Graduate School for approval. Joint-Campus Program Graduate students at the University may, with adviser and departmental approval, take graduate courses at any of the other institutions in the Oregon State System of Higher Education. A student registers for these courses with the University of Oregon registrar, who records the grade on the transcript under JC 510. The student must be a matriculated UO graduate student in an advanced degree program and registered for regular UO courses the same term the JC 510 course is taken. A maximum of 15 credits may be applied toward a graduate degree program. Forms are available in the Office of the Registrar. WICHE Regional Graduate Programs The Western Interstate Commission for Higher Education (WICHE) coordinates a regional graduate exchange program to enable students from Alaska, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming to apply for admission to selected professional programs and, if admitted, to be treated as resident students fortuition purposes. University of Oregon WICHE programs and degrees are in molecular biology, PhD. (Aaron Novick, Institute of Molecular Biology); neuro- sciences, PhD. (Michael Menaker, Institute of Neuroscience); historic preservation, M.S. (Wilmot G. Gilland, School of Architecture and Allied Arts); and physical education and human movement studies, PhD., D.Ed. (Michael Ellis, Department of Physical Education and Human Movement Studies). Graduate Credit by Examination Currently enrolled graduate students may petition the major department to receive graduate credit by examination for areas in which they feel qualified by experience or independent study. These areas must be directly eqUivalent to graduate courses listed by title in the current catalog of the University. Credit earned in this manner does not count toward the satisfaction of the residence require- ment for the master's degree. Procedures for credit by examination for graduate students are as follows: 1. The graduate adviser and the dean or department head of the division offering the course must approve the student's petition. 2. The student must pay in advance a special examination fee of $25.00 per course. 276 Graduate School 3. The student must complete arrangements forthe examination at least one month before the examination date. 4. Graduate credit by examination is recorded as a P (pass) unless the course in question is listed in the most recent Time Schedule of Classes as graded only. 5. Credit by examination is not awarded for Research (401,501), Thesis (403, 503), Reading and Conference (405, 505), Work- shops (408, 508), Practica (409, 509), and Experimental Courses (410, 510). 6. Students may not receive graduate credit by examination for courses (a) which they have previously failed at the University or else- where, or (b) which would substantially duplicate credit already received that is being applied toward an advanced degree at the University. . Petition forms are available in the Office of the Registrar. Grade Requirements For all master's programs, and those doctoral programs with credit requirements, students must maintain at least a 3.00 grade point average (GPA) in all graduate courses taken in the degree program. Grades of D or F for graduate courses are not accepted for graduate credit but are computed in the GPA. The grade of N (no pass) is neither accepted for graduate credit nor computed in the GPA. A GPA below 3.00 at anytime during a graduate student's studies or the accumulation of more than 5 credits of N or F grades-regardless of the GPA-is considered unsatisfactory. The dean of the Graduate School, after consultation with the student's major department, may drop the student from the Graduate School, thus terminating the student's degree program. Other Graduate Classifications A student not seeking a graduate degree may be classified as a graduate student doing graduate-level work but not for a degree or certificate (G5), a community education student (G7), or a nonprogram summer session student (G7). All earned credits in these classifications are recorded on the student's transcript. Up to 15 graduate credits (earned under one or rnore of the above classifications) may later be counted in a master's degree program if endorsed by the school or department and approved by the Graduate School (this iswithin the 15-credit maximum of transfer credit to a 45-credit master's degree program). Approved credits may be used to meet all relevant University degree requirements. I and Y Marks Graduate students must convert a graduate course incomplete (I) into a passing grade within one calendar year of the assignment of the incomplete. Students may request added time for the removal of the incomplete by submitting a petition (stating the course requirements that were not initially completed), signed by the instructor, to the dean of the Graduate School for approval. This policy does not apply to incompletes assigned to Research (501), Thesis (503), and Terminal Project (509). Thesis credits are automatically converted when the thesis is completed and accepted by the Graduate School. Research and Terminal Project credits should be converted by the instructor submitting a supplementary grade report to the Office of the Registrar. Incompletes remaining on the transcript subsequent to completion of a degree may not be removed. Graduate students are not permitted to convert a mark of Y (no basis for a grade) unless the Y was the result of an administrative error. Continuous Enrollment Students enrolled in an advanced degree or graduate certificate program must attend the University continuously, except for summers, until all of the program requirements have been completed, unless on-leave status has been approved. Postadvancement doctoral students are allowed only a single year of leave following advancement to candidacy. Beyond this, the doctoral student is permitted to register in absentia (for a reduced term fee), when he or she is doing no work toward the degree and is using no University or faculty services (I.e., no examinations are being taken, no committee changes are being processed, no thesis or dissertation chapters are being sent in for review). This in absentia registration maintains the student's status as a degree candidate and reserves a place for dissertation supervision and other academic affairs upon the student's return to active enrollment within the seven-year time limit. Otherwise, minimum registration is 3 credits of graduate work per term. On-Leave Status A graduate student interrupting a study program for one or more terms (excluding summer session) must register for on-leave status to ensure a place upon return. Only graduate students in good standing are eligible. The Graduate School must receive the applica- tion by the last registration day in that term, as noted in the Time Schedule ofClasses. On-leave status is granted for a specified time period which may not exceed one calendar year. Students with on-leave status are not required to pay fees. However, students must register and pay fees if they will be using University facilities or staff services during that term. A student pursuing a master's degree during summer session only must obtain on-leave status for each ensuing school year. These summer students must still complete all require- ments within the seven-year time limit. Waiver of Regulations All graduate students have the right to petition for exemption from any academic requirement. The Graduate School reviews, upon petition, the educational purpose the regulation in question was designed to serve. If the student has met the requirement in principle, the Graduate School approves the petition. If the requirement has not been observed in principle, the petition is denied. Petitions are seldom granted if the only reason given is to save the studenttrouble or expense. Waiver petition forms are available at the department, school, and Graduate School offices. Student Records Policy A copy of the Student Records Policy appears in the fall term Time Schedule of Classes. Copies may also be obtained at the Office of the Dean of Students and the Office of the Dean of the School of Law. The following is a summary of that policy: Students enrolled in the University generally have the right to inspect records maintained by the University that directly affect them. The University maintains only student records relevant to the educational or related purposes of the University and will not release those records to anyone other than the student, except for University personnel who have legitimate interests, at the direction of a court, or in emergency situations. The University will release upon request directory information about the student, but the student may request that such information not be released. The student may request the correction of errors in the University records and is also entitled to a hearing, if necessary. Students may review letters of recommendation received after December 31, 1974, unless they have waived that right with the appropriate University department. Graduate Tuition, Fees, and Financial Aid Tuition and Fees All fees are subject to change by the Oregon State Board of Higher Education. The tuition Graduate School 277 schedule for graduate students each term of the 1985-86 academic year was as follows: Credits Resident Nonresident 3 $282.00 $ 426.00 4 . . . . . . . . . . $354.00 $ 546.00 5 . . . . . $426.00 $ 666.00 6 .. . . . . . . . . $498.00 $ 786.00 7 ... $569.00 $ 905.00 8 . . . . . . . . . . . $649.00 $1,030.00 9-16 $722.50 $1,151.50 Each credit over 16 ..... $ 68.00 $ 116.00 Every graduate student must make one $50.00 general deposit annually at the first registration to protect the University against loss or damage to institutional property. A graduate student not previously enrolled at the University pays a nonrefundable $25.00 application fee with the application materials to the Office of Admissions. All authors of doctoral and master's theses are assessed a microfilming fee to cover reproduc- tion costs. Every doctoral student must submit the dissertation to University Microfilms Interna- tional in Ann Arbor, Michigan. Copyrighting is optional. Consult the University ofOregon Style and Policy Manual for Theses and Dissertations (available at the Graduate School) for more information. State Residency Requirements Regulations governing the residence classifica- tion of students (pertinent to admission and tuition) are included in the "Residence Classifi- cation Manual," a copy of which is in the ReseNe and Current Periodicals section of the library. Excerpts from the applicable section of the manual are quoted below. OREGON ADMINISTRATIVE RULES CHAPTER 580, DIVISION 10- BOARD OF HIGHER EDUCATION Residence Classification 580-10-010 All students shall be classified by the several institutions for admissions and fee purposes as resident or nonresident students except students attending a summer session of an institution under the Board's c.ontrol. Nonresident Students 58G-10-015 Except as modified by section 580-10- 025(1) a nonresident student is defined as: (1) An unemancipated student whose parent or legal guardian resides outside of Oregon at the time of the student's registration; or (2) An emancipated student who has not met the residency requirements of section 580-1 0-025(4) at the time of registration. An emancipated student is one whose residence is independent of that of parents or legal guardian, and who receives no financial support from parents or legal guardian. Changes In Residence 580-10-025 (1) A student enrolling as an entering freshman after graduating from an Oregon high school with not less than one year of regular attendance shall be considered a resident student. If the student transfers to an institution outside of Oregon and later seeks to enroll again in an Oregon Department institution, the residence classification shall be reexamined and determined on the same basis as for any other transfer student. (2) A student whose nonresident legal custodian establishes an Oregon residence during aschool term shall be entitled to register as a resident student at the beginning of the next term. (3) If an emancipated student establishes residence outside of Oregon during the school year, the resident fee shall continue to be assessed until the beginning of the fall term of the next school year. Thereafter, the student shall be assessed the nonresident fee. (4) An emancipated student who establishes an Oregon residence as determined by rule 580-10-030 shall pay a nonresident fee unless: (a) The student establishes Oregon residence at least six months priorto the time of initial registration; (b) The student does not attend an Oregon institution of higher education, either public or independent, including a community college, during any part of such six-month period. However, an emancipated student who does not establish an Oregon residence at least six months prior to initial registration at an Oregon institution, and who resides continuously in Oregon during twelve months, may be considered an Oregon resident for fee purposes if circumstances in the case meet the provisions of rule 580-10-030. (5) Once established, residence is presumed until the student provides sufficient evidence to refute the presumption. (6) An unemancipated resident student enrolled in aDepartment institution, who remains in this state after Oregon-residence parents or legal guardian move from the state, shall retain resident classification so long as attendance (except summer sessions) at an institution in Oregon is continuous. Determination of Residence 580-10-030 (1) Residence means a bona fide fixed and permanent physical presence established and maintained in Oregon, with no intention of changing residence to outside the state when the school period ends. Factors to be considered include abandonment of any prior out-of-state residence, rental or purchase of a home, presence of family, presence of household goods, length oftime in state, nature and permanence of employment, sources of financial support, ownership of property, place of voting, and payment of Oregon personal income taxes. Residence Classification of Federal service Personnel 580-10-035 (1) A person in federal military service on afull-time basis is qualified for residence classifica- tion for fee purposes if that person is assigned to duty in this state, performs duties within the geographical limits of Oregon, and is residing within the state. Claiming Oregon as the person's residence of record for tax or other purposes is not the equivalent of residence in this state. (2) An Oregon resident entering federal military service retains Oregon residence classification until the, claim is voluntarily relinquished. (3) An Oregon resident who has been in federal military service and assigned to duty outside of Oregon is required to return to Oregon within sixty days after completing federal military serviceto retain classifica- tion as an Oregon resident. (4) A person who continues to reside in Oregon after separation from federal military service may count the time spent in the state while in federal military service to support a claim for classification as an Oregon resident. Residence Classification of Aliens 58G-1().()40 (1) An alien holding an immigrant visa (admitted for permanent residence in the United States) shall be regarded as acitizen for the purpose of determining residence. Time toward residence shall be counted from the date of receipt of the immigrant visa. (2) An alien possessing a student visa or other temporary visa cannot be classified as a resident. Fellowships and Financial Aid At the University of Oregon, financial aid is available through graduate teaching and research fellowships (GTFs), training grant stipends, scholarships, work-study, loans, and part-time jobs. GTFs are available to qualified graduate students who are enrolled in the Graduate School and have been admitted to an advanced degree program. Consult the depart- ment for specific application deadlines. Fellow- ship awards are made on the basis of the student's promise as a graduate student. Graduate teaching assistants and some research assistants are represented by the Graduate Teaching Fellows Federation, AFT, Local 3544. Recruitment and selection follow established published procedures from depart- ments and the provisions of the GTF contract. Details of appointment procedures are available from the departments of instruction. Reappoint- ment is subject to departmental policy but is always contingent upon making satisfactory progress toward the degree. Teaching Fellowships. Nearly all schools and departments award GTFs. In 1985-86 stipends for a .40 standard appointment ranged from $4,598 to $6,519 for the academic year. Appointments are at a minimum of a 0.20 FTE (full-time equivalent) position and a maximum of a 0.50 FTE position. GTFs must be enrolled in an advanced degree program and must register for and complete a minimum of 9 graduate credits per term. Audit hours do not count. Tuition is paid by the University for up to 16 credits per term. Failure to complete the minimum of 9 credits per term may disqualify an appointment. GTFs on nine-month teaching appointments who are designated for reap- pointment the following fall term may also have tuition paid during the summer. Research Fellowships. A number of depart- ments and schools employ graduate students to work on research projects under the supeNi- sion of faculty mernbers. Funds come from research grants and contracts. Stipends and tuition policy are the same as for graduate students with teaching fellowships. It is sometimes possible to extend these fellowships through the summer, thus increas- ing the total stipend. In addition, some depart- ments have federally supported training grants and consider fellowship applicants for support through these resources. Fellowships from Other Sources. Graduate students at the University are sometimes eligible for fellowship awards granted by federal agencies and private foundations. Specific information is available from the Graduate School, University of Oregon, Eugene OR 97403. Postdoctoral Fellowships. The University of Oregon participates in several postdoctoral fellowship programs and provides facilities for postdoctoral study under faculty supervision. Other Financial Assistance. Some forms of financial aid depend on financial need, defined as the difference between the cost of attending an institution and the amount the student or family can contribute toward these expenses. See the Financial Aid section of this catalog for information on available aid and application procedures. International Students. Foreign students may work on campus during the school year but should not expect to work off campus. Those who hold student (F-1) visas are expected to have sufficient funds for the period of their studies. Their dependents are not normally allowed to work. However, if it is necessary for a dependent to work, students should write for assistance to the Office of International Ser- vices, 330 Oregon Hall, University of Oregon, Eugene OR 97403, USA. 278 Graduate School 9 credits 3 credits 24 credits 7 years 45 credits Classifications under General Requirements and Policies, above), pending school or depart- ment endorsement and Graduate School approval. This is within the overall 15-credit maximum for transfer credit to a 45-credit master's degree program. Distinction Between M.A. and M.S. Degrees Students pursuing an M.A. degree must demonstrate competence in one foreign language. The minimum requirement is the same as that for completing the foreign lan- guage for the bachelor of arts, (See Require- ments forthe Bachelorof Arts in the Registration and Academic Policies section of this catalog.) The student's major department may establish a higher level of proficiency or a different method of determining that level. Language competence must be demonstrated within the overall seven-year limitation for completion of a master's degree. There is no language require- ment for the M.S. and professional advanced degrees unless the department so specifies. Examinations and Thesis The student's major school or department may require qualifying, comprehensive, andlor final examinations in any field. The content and methods of conducting such examinations are the responsibility of the school or department. In some fields, all master's degree candidates are required to submit a thesis; in others, the thesis is optional. Students writing a thesis must complete the following procedures: 1. Request information from the major school or department about the various steps involved and the standards expected. 2. Obtain from the Graduate School a current copy of the University of Oregon Style and Policy Manual for Theses and Dissertations (only theses meeting the standards of style and form discussed in that manual will be accepted). 3. Ascertain the exact number of copies of the thesis to submit. 4. Submit three copies of an abstract (150-word maximum) to the Graduate School. Upon submission of the thesis and the abstract, the Graduate School will assess thefeeforthe mandatory microfilming of the thesis, Summary of Graduate School Master's Degree Requirements The following outline oi Graduate School requirements for master's degrees lists mini- mum requirements. Specific departmental requirements must also be met before the student is awarded an advanced degree. Language requirement M.A. only Required minimum GPA 3.00 Thesis . . 9 credits' Time limit for program completion Total credit minimum Registration minimum per term Minimum graded credits taken in residence . Minimum 500-level credits in residence A second master's degree also requires a minimum of two terms of full-time study on the Eugene campus. Individual schools or depart- ments may have additional residence require- ments. For example, the M.F.A. degree in studio arts has a residence requirement of two academic years (six terms). In addition, students enrolled in an advanced degree program must attend the University continuously (except for summers) until all of the program requirements have been com- pleted, unless on-leave status (maximum time of one calendar year) has been approved. In the term the degree is received, the graduate student must register for at least 3 graduate credits. Transferred Credit Graduate credit earned while a graduate student in another accredited graduate school may be counted toward the master's degree under the following conditions: 1. The total transferred credit may not exceed 15 credits in a 45-credit master's degree program, 2. The courses must be relevant to the degree program as a whole. 3. The student's major department and the Graduate School must approve the transfer. 4. The grades earned must be A, B, or P. Transferred credit of this kind may not be used to meet the requirement of 24 credits in Univer- sity of Oregon graded graduate courses. Graduate credit is not allowed for correspond- ence courses. Transfer of Baccalaureate Credit Undergraduates who have passed graduate- level courses during their senior year at the University of Oregon-beyond all bachelor's degree requirements-may apply up to 9 credits toward a master's degree (within the overall 15-credit maximum for transfer credit). Credits in Research (501); Thesis (503); Reading and Conference (505); Workshops, Special Topics, or Colloquia (50B); and Practica, Terminal Projects, or Supervised Tutoring (509) do not qualify. Work in graded courses (B or better) and PIN courses (if accompanied by the instructor's statement that the work was of graduate quality) can counttoward meeting all relevant University master's degree requirements, with departmen- tal or school approval. A Transfer of Bac- calaureate Credit form (available at the Graduate School) must be filed within two terms of acceptance into a master's degree program and within two years of earning the bachelor's degree. Other University of Oregon Transferred Credit A maximum of 15 graduate credits earned at the University of Oregon while classified as a graduate postbaccalaureate, community education, or nonprogram summer session student may later be counted toward the master's degree (see Undeclared Graduate Master's degree candidates must fulfill the requirements of the Graduate School, which are listed below, and the additional requirements set by the school or department in which the degree is to be awarded. Consult the de- partmental sections in this catalog for such requirements. To earn a master's degree, students must complete an integrated program of study (through either a departmental major or a program of interdisciplinary studies) totaling not fewer than 45 credits in courses approved for graduate credit. As noted above, some departments require more than the 45-credit minimum. The credits must be taken after admission to the master's degree program (conditional, G3, or uncondi- tional, GB) or approved by petition. Of the total, 24 must be in University of Oregon graded courses, A minimum of 30 credits in the major are ordinarily required for a master's degree with a departmental major. In addition, there must be at least 9 credits in courses numbered 500-599 taken in residence. The grade point average (GPA) of all graded courses must be 3,00 or better. Credit Requirements Students working toward a 45-credit master's degree with thesis must register for a minimum of 36 credits of course work and 9 credits of Thesis (503). With departmental approval, up to 3 of the 9 credits of thesis may be taken in Research (501) instead. Credit for thesis and research is given on a passino pass basis. Second Master's Degree Students earning the first master's degree from the University of Oregon may receive a second master's degree in another field by taking at least 30 graduate credits after official admission as a master's degree candidate in the new major at the University, of which 24 must be in graded courses. (This provision does not apply to a second master's degree in the Interdisci- plinary Studies: Individualized Program [IS:IP], as this is a composite master's degree pro- gram.) Schools and departments may require more than this minimum or may not approve the request. If the first master's degree is from another institution, the second master's degree program must comply with the normal University master's degree requirements (45 credits). A Concurrent Master's Degree form is available in the Graduate School. Time Limit Students must complete all work for the master's degree within seven years, including transferred credits, thesis, and all examinations. Residence and Enrollment Requirements The Graduate School requires for a master's degree a minimum of 30 credits (applicable to degree requirements) taken at the Eugene campus over a minimum period of two terms. Master's Degrees Foreign students are eligible for the departmen- tal teaching and research fellowships described above. Graduate School 279 Courses in Interdisciplinary Studies (1ST) An: credits to be arranged Coreq: corequisite PIN: passino pass Prereq: prerequisite R: repeatable for credit Note: See Registration and Academic Policies for Definitions, Course Prefixes, Course Numbering System, and Sample Course Listings. Later changes in the program must be approved by both the adviser in the area involved and the IS:IP director. Address inquiries about the Individualized Program to Shirley L. Menaker, Director, Interdisciplinary Studies: Individ- ualized Program, Graduate School, University of Oregon, Eugene OR 97403. Interdisciplinary Studies: Environmental Studies Program. Available through the Interdisciplinary Studies: Individualized Pro- gram is a special program of courses leading to an interdisciplinary master's degree focusing on environmental studies. The program is fully described in the Environmental Studies section of this catalog. Address inquiries to John H. Baldwin, Director, Environmental Studies Program, 156 Hendricks Hall, University of Oregon, Eugene OR 97403. Interdisciplinary Studies: Corrections Program. The Corrections Program is designed as a professional master's degree. The program is flexible and uses the strengths of existing dis- ciplines at the University. Program faculty and the student develop an individualized program with a well-defined set of goals that allows pro- fessional development in an area of corrections and defines a specific issue or topic for analysis. The program contract is designed according to the student's professional goals, faculty exper- tise, and relevant curriculum content available within the disciplines and professional schools. Each student admitted to the program develops a contract with a program adviser that includes course content in theories of crime and delin- quency causation, applied social research, and examination of contemporary issues of justice. The program provides opportunity for intern- ships in situations where students can gain practical experience. It is recommended that each participant select an issue of special in- terest for thorough examination through the en- tire period of the program. This issue analysis becomes the focus of the required oral examination. Each student must complete a minimum of one 1ST 507 seminar in corrections. The seminars are organized around contemporary policy and practice issues in the administration of justice. Address inquiries about the program to Kenneth Viegas, Director, Interdisciplinary Studies: Cor- rections Program, 111 Hendricks Hall, Univer- sity of Oregon, Eugene OR 97403. Interdisciplinary Studies: Teaching. The Uni- versity offers an interdisciplinary master's de- gree program for secondary teachers who are also working toward the Standard teaching cer- tificate. Students must have a reasonable back- ground of undergraduate study in education and in the field or fields in which they propose to work, as evidenced by holding a Basic Ore- gon certificate for secondary teaching. Although certification requirements for institu- tional recommendation for the Standard certifi- cate are separate from the University master's degree requirements, some courses taken as part ofa master's degree program may also be applied toward certification requirements. De- pending on the student's background, addi- tional courses at the undergraduate or the graduate level or both may be required for cer- For the M.A. degree, the student must show a reading knowledge of a foreign language either by examination (Graduate Student Foreign Language Test minimum score of 440) or by adequate undergraduate courses (satisfactory completion of the second-year college course). As with all work for the master's degree, demonstration of language competence must be within the overall seven-year time limit. Interdisciplinary Studies: Individualized Program. The Individualized Program is the University's most flexible interdisciplinary program leading to M.A. and M.S. degrees. The program is intended to meet the needs of students with specific, well-articulated goals that cannot be reached through established . departmental programs. Although considerable flexibility is allowed in program design, the program must be composed of existing graduate courses from approved master's degree programs in three separate professional schools, in three departments within the College of Arts and Sciences, or in a combination of three programs from separate professional schools and the College of Arts and Sciences. By vote of its faculty, the counseling psychology area may not be used as a department in an IS:IP program. The Individualized Program (IS:IP) requires a total of at least 54 graduate credits. A minimum of 15 graduate credits in each of the three areas of concentration in addition to 9 credits for an integrated terminal project or thesis which the student and three advisers determine during the course of study. Additional guidelines in the IS:IP program include the following: 1. No more than three 400-level courses labeled (M) in the GeneralCatalog or in the Time Schedule of Classes may be used for graduate credit. . 2. A maximum of 15 credits may be used from practicum, field studies, research, and reading and conference courses. Such credit must be distributed across all three areas of the program. 3. The terminal project or thesis consists of taking 9 credits distributed across at least two areas. Credit for this project is obtained by registering for Terminal Project (1ST 509); credit for the thesis is obtained by registering for Thesis (1ST 503). 4. At least39 of the 54 minimum credits forthe degree must be taken after the candidate is admitted to the IS:IP program. Admission is selective. Acceptance into the program is based on background qualifications, the statement of purpose, and the appropriate- ness and availability of courses and advisers within the University. An applicant who previ- ously has been denied admission to a de- partmental graduate program at the University must have departmental permission in order to use that department as a program area. If the initial application is approved, a final course plan must be submitted to the Graduate School during the first term of enrollment. Consent must be obtained in writing from each of the three advisers indicating theirwillingness to serve and their approval of the final listing of courses in each of the three areas. One of the three advisers must be designated as chair. 30 credits" 30 credits Specified by Department school or requirements department * The school or department specifies whether a thesis is mandatory or optional; however, a student writing a thesis must register for 9 credits of 503 Thesis (or 3 credits of 501 Research and 6 of 503 Thesis). ** Exception: College of Human Development and Performance, 24 credits for M.A. and M.S. Minimum credits in major ... Minimum credits in residence Interdisciplinary Master's Degree Programs In addition to specialized graduate work in the traditional fields of learning, the University provides opportunities for integrated interdisci- plinary studies leading to the M.A. or the M.S. degree. These programs are planned in the light of the individual student's interests and the established programs of study organized and administered through interdepartmental faculty committees. Graduate students pursuing a program of interdisciplinary studies may supplement graduate courses offered by the various departments and schools with individualized studies by enrolling underthe following course numbers. 501 Research (Arr,R) PIN only. 503 Thesis (Arr,R) PIN only. 505 Reading and Conference (Arr,R) 506 Special Studies (Arr,R) 507 Seminar(Arr,R) Currenl topics are Administration of Justice and Corrections, Asian Studies, Industrial Relations, and Research in American Studies. 508 Colloquium (Arr,R) 509 Terminal Project (Arr,R) A student interested in one of the specified interdisciplinary programs approved by the Graduate Council should direct inquiries to the program director. Approved programs and their directors are American Studies, director to be announced; Asian Studies, Richard Kraus; Corrections, Kenneth Viegas; Environmental Studies, John H. Baldwin; Industrial Relations, Eaton H. Conant; Teacher's Program and Individualized Program, Shirley L. Menaker. The requirements for an M.S. degree in interdis- ciplinary studies are the same as those for a departmental master's degree, except those requirements relating to major or minor fields. 280 Graduate School tification. Every admitted student must file a planned program with the Office of Teacher Cer- tification in the College of Education in order to meet certification requirements. Inquiries re- garding certification requirements should also be directed to that office. The student must plan a well-rounded program of related courses. The program culminates in a comprehensive examination in each subject matter field or in an approved terminal project. Requirements. A minimum of 45 credits in graduate courses, distributed as shown below, is required for an interdisciplinary master's de- gree for secondary teachers. However, the total number of required credits may be as high as 54 or 57, depending on the number of courses an individual student needs to meet Standard certification requirements. To be granted the Interdisciplinary Studies: Teaching degree, a student must complete both the program re- quirements for the master's degree and the requirements designated by the Office of Teacher Certification for recommendation for the Standard teaching certificate. A total of 36 credits in subject fields (work in pro- fessional schools or in arts and sciences) in ac- cordance with one of the following options: One-Subject Emphasis (IS:T:1 SUB). A minimum of 36 credits in a subject matter field in which secondary certificates are issued. Two-Subject Emphasis (lS:T:2SUB). Between 15 and 21 credits in each of two subject matter fields in which secondary certificates are is- sued. Social Science Emphasis (lS:T:SSCI) or Sci- ence Emphasis (IS:T:SCI). A minimum of 36 credits in the composite field of social studies (including work in any three of the following: an- thropology, economics, geography, history, political science, psychology, and sociology) or in the composite field of science (including work in any three of the following: biology, chemistry, geology, mathematics, and physics). 12 credits are required in each field. In each of the emphases listed above, the stu- dent must take at least 9 credits in 500-level courses; the remaining courses may include, with some restrictions, both the 400(G) and the 400(M) series. A student electing the one-subjectemphasis or the two-subject emphasis must have had at least 18 credits of course work in the chosen subject matter field or fields as an undergraduate. An undergraduate prerequisite of at least 12 credits of course work in each of the three chosen sub- ject matter fields is required of the student elect- ing the social science emphasis or the science emphasis. Based on the amount of work in professional education that the student completed as an un- dergraduate, no fewer than 9 credits of graduate professional education must be included as part of the master's degree requirements. However, additional courses in education may be required to satisfy certification requirements. Address inquiries about programs under the one-subject emphasis to the appropriate de- partmental adviser for teacher certification. Ad- dress general inquiries aboutthe program as a wholeor about the two-subject emphasis, the social science emphasis, or the science em- phasistothe Interdisciplinary Master's Teaching Program, Graduate School, University of Oregon, Eugene OR 97403. Doctoral Degrees Doctor of Philosophy The degree of doctor of philosophy (PhD.) is granted primarily for attainment and proven ability. Minimum University and school or department requirements of residence and study must be satisfied. The requirements for all PhD. degrees established by the Graduate School are given below. Individual programs have additional specific requirements which are presented in the academic program sections of this catalog. It is recommended that a student not take all undergraduate and all graduate work at the University of Oregon. Residence and Credit Requirements Forthe Ph .0. degree the student must complete at least three years of full-time graduate-level academic work beyond the bachelor's degree, of which at least one academic year must be spent in residence on the Eugene campus after the student has been classified as a condition- ally (G4) or an unconditionally (G9) enrolled student in a doctoral program. One academic year consists of three consecutive terms of full-time study, with a minimum of9 completed graduate credits per term. Research (501) and Thesis (503) may be a part of the 9 credits per term, although thesis credits normally are not recorded as completed until the final disserta- tion is submitted. A doctoral candidate may fulfill the residency requirement during the period that he or she works toward a master's degree on the Univer- sity campus as long as the doctoral program immediately follows the master's degree program and when both the master's degree and the doctoral degree are in the same major. Students working toward a PhD. or professional doctorate must register for a minimum total of 18 credits in Thesis (503); with departmental approval, up to 6 of the 18 credits may be in Research (501). Credit for Thesis and Research is recorded on a passino pass (PIN) basis. Credit for Thesis (503) will not be accepted until the candidate is advanced to candidacy. Language Requirement Individual schools or departments may require knowledge of a foreign language or of other specialized disciplines, such as computer science or statistics, as part of a PhD. program. For information on such requirements, consult the school or department directly. Advisory Committee The advisory committee is appointed by the department and determines the work to be completed in light of the candidate's academic background and objectives. This committee usually consists of three or four members, with the student's adviser chairing. Examinations and Advancement to Candidacy Every student must pass a group of comprehen- sive examinations (oral, written, or both) that coverthe major areas of the student's program and, if applicable, any supporting area required by the department. The student is responsible for material directly covered in completed graduate courses and for additional independ- ent study in his or her field. Within two weeks after the student has passed these examinations, the major department must submit a report to the dean of the Graduate School recommending advancement to candi- dacy. Dissertation All candidates must submit a dissertation based on independent and original research. The dissertation must contribute significantly to knowledge, show a mastery of the literature of the subject, be written in acceptable literary style, and conform to the standards outlined in the University of Oregon Style and Policy Manual for Theses and Dissertations (copies available at the Graduate School and the UO Bookstore). The preparation of the dissertation normally requires the greater part of one academic year. Dissertation Committee. Following advance- ment to candidacy, the candidate's department proposes the membership of the dissertation committee to the dean of the Graduate School who, after approving it, appoints the committee. The committee includes at least four instruc- tional faculty members with the rank of assistant professor or higher. Three of the members are from the department awarding the degree and one is from outside the department. The outside member, who represents the Graduate School, must be from a University of Oregon department with a doctoral program. When appropriate, some of the "department" committee members may be from another department, with the approval of the dean of the Graduate School and the department. The committee should be proposed to the dean within one month after advancement to candidacy but in no case later than six months before completion of the dissertation. Dissertation Registration. The dissertation committee cannot be appointed formally, nor can Thesis (503) credits be accepted, until the candidate is advanced to candidacy. Defense of Dissertation. Formal, public defense must take place on the campus at a date set by the committee chair and approved by the Graduate School. Note: Tentative approval of the dissertation by the committee is recommended prior to formal defense. This evaluation is based on copies of the final manuscript which the candidate provides for the dissertation committee at least three weeks before the formal defense. Four copies of the dissertation abstract (350- word maximum) must also be filed with the Graduate School at this time. The time and place of the defense must be publicly noted. The dissertation committee must be present at the defense, and the person chairing the committee must certify to the Graduate School (within two weeks following the defense) that the defense was held as scheduled. Completion of Dissertation. Within two weeks following the defense of the dissertation, but before the dissertation is submitted in duplicate to the Graduate School, each member of the dissertation committee must confirm in writing approval or disapproval of the final version. Approval requires a unanimous vote. In the event of a split vote, the dean of the Graduate School determines the review procedure after consultation with the student, the department chair (orthe school dean), and the committee. Following final approval of the dissertation, two copies must be submitted to the Graduate School. Committee members should sign approval of the dissertation only if they have seen and approved what is substantially a final draft and, further, if they are willing to delegate the overseeing of remaining minor revisions to the chair. If this is not the case, they should not sign the final oral form. If no signed approval form is received by the Graduate School within two weeks following the scheduled oral, another oral eventually must be scheduled to defend the dissertation. Time Limit The one year of residency required to be spent on the Eugene campus, the passing of the comprehensive examinations (required for advancement to candidacy), and the comple- tion of the doctoral dissertation must all be accomplished within a seven-year period. If this period is exceeded, either a second year of residency or a new set of comprehensive examinations or both will be required. In addition, some departments may require that the dissertation be completed within a certain number of years after adVancement to candi- dacy (e.g., three years), to ensure currency of knowledge. Students are responsible for informing themselves regarding individual departmental regulations. Continuous Enrollment Students enrolled in a doctoral program must attend the University continuously (except for summers) until all of the program requirements (including the actual submission of the disserta- tion to the Graduate School) have been com- pleted, unless on-leave status (maximum time of one calendar year) has been approved. Following advancement to candidacy, only a single year of leave is allowed. For the remainder of the postadvancement period, the candidate must maintain a minimum registration of 3 graduate credits per term or an in absentia registration (see Continuous Enrollment under General Requirements and Policies, above). Doctor of Education The doctor of education (D.Ed.) degree is granted in recognition of the candidate's mastery of theory, practice, and research in professional education or in human develop- ment and performance. General Requirements A studeht interested in the D.Ed. degree in the College of Human Development and Perform- ance or in the College of Education must meet the requirements established by the relevant college. In addition to a primary specialization, the student's plan of study should include work in supporting areas of education, such as foundation areas, a research area, and some noneducation courses related to the program. With the exceptions noted here, the general requirements for residence, dissertation, examinations, time limit, and continuous enrollment are the same as those listed for the PhD. degree. Dissertation The student should develop the dissertation proposal early in the doctoral program. The dissertation may be either a report of research that makes an original contribution to knowledge or a study in which the student deals with knowledge already available and produces a constructive result of importance and value for educational practice. Advancement to Candidacy Advancement to candidacy for the D.Ed. degree inthe College of Education is based on the recommendation of a doctoral advisory committee and demonstrated proficiency in comprehensive examinations. The student may take these examinations only after (1) being admitted to the degree program, (2) substan- tially completing all of the planned course work, and (3) receiving the adviser's consent to take the examinations. Doctor of Musical Arts Requirements for the Doctor of Musical Arts (D.M.A.) degree include formal admission, proficiency and comprehensive examinations, languages, a program of study (including area of emphasis), and a dissertation. Requirements fonesidence, time limit, and continuous enrollment are the same as those listed for the PhD. degree. See the Music section of this catalog for details. Chronological Summary of Procedures Leading to Doctoral Degrees Procedure 1. Admission. 2. Continuous enrollment. Students enrolled in advanced degree programs must attend the University continuously (except sum- mers) until all program requirements are completed, unless on-leave status has been approved. Enrollment minimum is 3 graduate credits per term. 3. Course work and residence. Student's advisory committee, appointed by depart- ment, school, or college, determines the program, which must include three full-time years of accredited graduate work beyond the bachelor's degree, of which at least one academic year (three consecutive terms of full-time study-minimum of 9 completed graduate credits per term, involving mainly organized course work) must be spent on the Eugene campus. 4. Foreign languages or other specialized knowledge. Regulation set by department, school, or college. Graduate School 281 5. Comprehensive examination, covering the major discipline, advances the student to candidacy for the degree. Taken after the majority of required course work has been completed, and after most of the require- ments for the degree, except completion and defense of the dissertation, have been satisfied. 6. Appointment of dissertation committee, registration for Thesis (503), and comple- tion of dissertation. Committee appointed following advancement to candidacy and at least six months before completion of the dissertation. Normally, committee consists of at least three members from the graduate faculty of the candidate's major depart- ment, school, or college as well as a Graduate School representative who is a graduate faculty member from outside the candidate's department, school, or college. 18 credits of Thesis (503) required after advancement. 7. In absentia. Postadvancement doctoral students are allowed oniy a single year of leave following advancement to candidacy. Beyond this, permission to register in absentia is allowed for a reduced term fee, when no work, or use of faculty or facilities occurs. 8. Application for degree made to the regis- trar. Refer to Time Schedule ofClasses for deadline. 9. Defense of dissertation. Application for oral defense, confirmation of agreement to attend, and four copies of final abstract must be filed with the Graduate School no less than three weeks before date of defense. 10. Dissertation publication. $43.00 fee re- quired for microfilming. 11. Certificate of completion issued after approval of dissertation by committee and Graduate School. 12. Granting of degree at end ofterm in which all degree requirements are satisfied. 13. Diploma, with commencement date, issued by registrar. 283 Campus and Community Resources Continuation Center 333 Oregon Hall Telephone (503) 686-4231 Clarence W. Schminke, Director Curt Lind, Associate Director for Continuing Education Corinne Hunt, Associate Director for Community Education Program Ron Trebon, Associate Director for Summer Session Paul Katz, Conference Manager Continuing Education Continuing education is the program through which the Continuation Center offers a wide range of educational activities to adult students in the Eugene area and throughout Oregon. Activities include credit and noncredit lectures, conferences, seminars, workshops, and formal courses. Topics range from microcomputer applications to international affairs. They include Oregon history, business computing, and teacher education. Evening courses intended for working adult students are offered both on campus in Eugene and in Portland at the Lintner Center for Ad- vanced Education. Certificate programs in computer graphics, business computing, and staff development are available. Major conferences and noncredit workshops are offered through the University of Oregon Conference Center, directed by continuing education. The conference center helps academic departments and individual faculty members develop activities that generally are open to both students and the community. It sponsors such events as the annual Pacific Northwest Computer Graphics Conference, Extension of the Human Mind: Computer in Education Conference, and the annual Health and Fitness in the Workplace Conference. The center also sponsors specialized training programs designed to meet the needs of business and industry. A special aspect of the continuing education program is its service to teachers and adminis- trators throughout the state. Courses are provided in local areas to meet both profes- sional self-improvement and credential require- ments. Written inquiries may be addressed to Continuing Education, University of Oregon, 1553 Moss Street, Eugene OR 97403. In Oregon call toll free 1 (800) 824-2714; others call (503) 686-3537. See also Microcomputer ·Laboratories in the Special Studies section of this catalog. Community Education Program An important dimension of the University's continuing education responsibility is the Community Education Program, which provides an opportunity for individuals not formally admitted to enroll in University classes. Community education students may register for a maximum of 7 credits per term at reduced fees. Credits earned through the Community Education Program may be sUbsequently transferred to undergraduate or graduate programs. Interested people are invited to write to Commu- nity Education Program, 333 Oregon Hall, University of Oregon, Eugene OR 97403; telephone (503) 686-5614. Summer Session Enrollment during summer session is open to anyone. Formal admission to the University is necessary only if a student decides to pursue a formal degree program. All summer courses offer regular University credit. In addition, all students pay in-state tuition. The only require- ment for attending summer session is that an lntentlo Register card be filed priorto registra- tion day to enable preparation of a personalized registration packet. Intent to Register cards are available in the Summer Session Catalog and Time Schedule and at the Continuation Center. In Oregon call toll free 1 (800) 524-2404; others call (503) 686-3475. Prefreshman Summer Program Students unable to qualify for regular admission to the University on the basis of a high school record or either Scholastic Aptitude Test (SAT) or American College Test (ACT) scores may qualify for admission by completing an ap- proved program of study during summer session. Forfurther information, see the Admis- sions and Records section of this catalog or inquire at the Office of Admissions, 270 Oregon Hall; telephone (503) 686-3201. Financial Aid Financial aid is available in summer only for students who are in good academic standing and were enrolled in the University the previous spring term or have been formally admitted and plan to attend the succeeding fall term. Univer- sity loans and part-time work are available on a limited basis during summer. Students must have completed applications in the Office of Student Financial Aid on or before February 27. Housing Single and multiple rooms in University resi- dence halls are abundant in summer. Student family housing is limited because most units are occupied during the summer by year-round students. Rental houses, apartments, and boarding houses are available near the campus. Registration The dates for the eight-week 1987 summer session are June 22-August 14. Selected 11-week courses begin June 23 and end September 4. Registration day is June 22. Students may also register the first day of class. Detailed information about summer session registration and courses may be obtained from the Summer Session Catalog and Time Schedule or by writing to Summer Session, 333 Oregon Hall, University of Oregon, Eugene OR 97403. In Oregon call toll free 1 (800) 524-2404; others call (503) 686-3475. Museums Condon Museum of Geology 144 Geology BUilding Telephone (503) 686-4586 William N. Orr, Curator The Condon Museum of Geology houses the geological collection of Thomas Condon, pioneer geologist and professor of natural history and geology at the University of Oregon. Condon was one of the first professors to join the faculty of the University when itwas estab- lished in 1876. When he died in 1907 his personal and extensive collection of vertebrate fossils, which he used forteaching, became the permanent possession of the University. Since 1907 the collection has been added to by various people, particularly A. J. Shotwell during the 1950s and 1960s, and today ranks thirteenth in the United States in number of specimens of curated vertebrates. The museum houses approximately 35,550 specimens. Vertebrate fossils make upthe bulk of the collection, but it also includes some invertebrate fossils, large holdings of fossil plants (largely leaf impressions), and several thousand skulls and skeletons of recent birds, reptiles, amphibians, and fish. Several hundred technical papers have been published docu- menting the collections, and some research on the collections has been published in the University of Oregon Museum of Natural History Bulletin series. A list of publication titles and a pamphlet giving additional information about the museum may be obtained by writing to the Condon Museum of Geology, University of Oregon, Eugene OR 97403. 284 Museums Museum of Art Museum of Art Telephone (503) 686-3027 Richard Calkins Paulin, Director Tommy Lee Griffin, Curator of Exhibitions Ellen Johnston Laing, Curator of Oriental Art Michael Whitenack, Supervisor of Visual Arts Resources Margaret Xie, Museum Registrar The University of Oregon Museum of Art was built in 1930 with private funds provided by the generosity of friends throughout the state. The primary purpose of the museum is to promote an active and continuing interest in the visual arts-both past and present-among students and faculty at the University and the general public. The adjoining courtyard of contemporary sculpture is dedicated to the memory of Prince Lucien Campbell, fourth president of the University; construction was funded exclusively by his many friends and supporters. The Murray Warner collection of Oriental Art was the nucleus of the museum's collections in the early 1930s and included more than 6,000 objects. Represented are the cultures of China, Japan, Cambodia, Mongolia, and Russia, with the addition of American and British works of Oriental influence. More than 1,000 items, through gift and purchase, have been acquired from the Orient and the Greater Pacific Basin since the completion of the Warner bequest in 1940. Recent additions to these collections include Ghandaran and Indian sculpture, Chinese jade, Persian miniatures and ceramics, Syrian glass, and contemporary Japanese arts and crafts. In addition, the museum has been actively and successfully collecting in the Americas, Europe, and the Greater Pacific Basin, with particular emphasis on contemporary artists and craftspeople from the Pacific Northwest. African arts and crafts, primarily from Ghana and Nigeria, comprise a recent major addition to the museum's collections. More than 2,000 works are currently contained in a growing collection of contemporary Pacific Northwest and Ameri- can art. In 1970, a permanent gallery was devoted exclusively to this area. Included in the collection are more than 500 works-both archival and major---executed by the interna- tionally renowned Northwest artist Morris Graves and more than 137 photographs of buildings throughout this nation designed by the internationally famous Northwest architect Pietro Beluschi. The museum serves as an extension service and as a resource center for University students, faculty, and staff in all academic disciplines, but primarily those in the School of Architecture and Allied Arts and in Asian studies. The student study center allows faculty and students to view-upon request-small exhibitions of particular works from the museum's permanent collections for classroom study. A museology course is offered annually by the museum director, through the Department of Art History, and is available to seniors and graduate students, primarily from the School of Architec- ture and Allied Arts. Master's degree candidates from the Department of Fine and Applied Arts exhibit their projects at the museum annually. Visual Arts Resources, a department of this museum, is dedicated to outreach programs, primarily but not exclusively in the areas of traveling exhibitions, artists, workshops, and museum consultation. Visual Arts Resources has become, in its thirteen-year existence, a major visual art extension service for Oregon and the Pacific Northwest. Exhibitions which are local, national, and international in scope are featured in the museum's extensive changing exhibitions program. All exhibitions and programs are funded privately, with assistance from the Friends of the Museum. Organized in 1957, the Friends of the Museum maintains an active statewide membership which helps to support such activities as Visual Arts Resources, the Docent Council, and the staffing of the Rental- Sales Gallery and the Rainbow Gift Shop. Membership in the Friends of the Museum is open tothe pUblic, with dues ranging from $5.00 (student) to $250 and higher (benefactor). The Museum Council is responsible to the Office of the President for all art museum matters that come under its jurisdiction. The membership of the council includes some 35 business, educational, and community leaders from throughout the state who support art and are concerned with museum policy, funding, building, and collections. The Museum of Art maintains diverse exhibitions and programs providing for the varied needs and interests of the students, faculty, and general public. Visitors are always welcome; no admission is charged. Attendance at the museum has grown from 8,200 visitors in 1953 (when the museum first opened to the public on a regular basis) to more than 100,000 this past year. Museum of Art hours are noon to 5:00 p,m., Wednesday through Sunday. The museum is closed on all University holidays. Museum of Natural History Museum of Natural History Telephone (503) 686·3024 Don E. Dumond, Director Patricia Krier, Assistant Director The Museum of Natural History was originally established in 1936 as an umbrella organization to include existing research collections such as the Condon Museum of Geology, the University Herbarium, and the Oregon State Museum of Anthropology. Since 1977, when the subsidiary museums became autonomous, the Museum of Natural History has served as the public education and exhibit vehicle for those museums and for other University-owned reference collections that relate to natural history. At the present almost all of the direct financial support for museum programs is obtained from nonstate sources, principally donations and grants. In addition to frequently changed displays in geology, paleontology, zoology, botany, and anthropology, museum programs include periodic workshops, field trips, and traveling exhibitions. Recent workshops have included storytelling by Oregon Indians, studies of animal movement, sketching of artifacts and ethnographic art objects, and a program of Native American Days held in conjunction with localschool districts. Field trips have presented visits to sites of archaeological and paleontolog- ical interest. Traveling exhibits now on circuit in Oregon cover native peoples of the southern Oregon coast and of the Witlamette Valley, and historical and anthropological subjects related to the Columbia River. Facilities of the Museum of Natural History are used regularly by the Assistance League of Eugene in their programs on geology, geography, and native peoples of Oregon that are presented to elementary school classes. Display facilities are available for use in connection with University classes in biology, geology, anthropology, folklore, and other appropriate subjects. Admission to the museum is free. A small store features items and publications related to natural history. During the regular academic year museum hours are noon to 5:00 p.m., Tuesday through Saturday. Oregon State Museum of Anthropology 308 Condon Hall Telephone (503) 686-3034 Don E. Dumond, Director C. Melvin Aikens, Curator Pamela Endzweig, Collections Assistant Theodore Stern, Curator Established by the Oregon Legislature in 1935 to serve as custodian of archaeological and anthropological material in the possession of the state of Oregon, the Oregon State Museum of Anthropology contains holdings that are among the most important in the Pacific Northwest. They include extensive archaeolog- ical collections resulting from excavations in Oregon and elsewhere in the Northwest that were begun by Luther S. Cressman and continued by numerous successors. The museum has a fine collection of northwest Indian baskets made before 1900. Collections of archaeological material from southwestern Alaska are also particularly important. The Oregon State Museum of Anthropology also sponsors research in its field by faculty and students and contracts archaeology for state and federal agencies. Facilities for fieldwork in archaeology are especially complete. Portions of the collections are displayed through the Museum of Natural History. University of Oregon Herbarium Herbarium, Museum of Natural History Telephone (503) 686-3033 David H. Wagner, Director and Curator Georgia Mason, Honorary Curator The University of Oregon Herbarium, a sys- tematically arranged collection of pressed, dried, mounted. and carefully labeled plants, was established in 1903 and soon thereafter became the repository for the original collec- tions of most of Oregon's resident pioneer botanists. A succession of professional botanists has cared forthe herbarium since that time, beginning with Albert R. Sweetser and continued by Louis Henderson, LeRoy E. Delling, and Georgia Mason. Each contributed Research Ins1"itutes 285 to the growth and significance of the collections and has left a valuable legacy in published studies of the flora of the region. Current holdings are in excess of 108,000 prepared specimens of lichens, bryophytes, and vascular plants. The vascular plant Type Collection, with more than 1,000 nomenclatural types, ranks in the top 25 in the nation. These specimens are used for research and educational purposes, mainly by students and scientists at the Univer- sity. Several hundred specimens are sent each year for specialized study at other botanical institutions across the country and abroad. Current research is directed mainly toward solving regional taxonomic problems, with special projects involving liverworts, ferns, and rare and endangered plants of Oregon. Educa- tional activities center around training in systematic botany. Public services include identification of native plants for the general public, consultations with federal and state agencies, and informal community education programs. Research Institutes 110 Johnson Hall Telephone (503) 686-3186 John T. Moseley, Vice-President for Research Several interdisciplinary institutes provide opportunities for graduate training and research in addition to those offered by schools and departments. Institute staff members hold joint appointments in related teaching departments. Graduate students who intend to do thesis or dissertation research work in one of the institutes must also satisfy the graduate degree require- ments of the related department through which they will receive their degree. Students who want to work in any of these fields may obtain detailed information concerning the programs and available financial aid from the institute directors listed. Advanced Science and Technology Institute 110 Johnson Hall Telephone (503) 686-3186 Robert McQuate, Director The Advanced Science and Technology Institute (ASTI) is ajoint institute of the University of Oregon and Oregon State University. The institute's purpose is to increase business and corporate access to research and scholarship of both universities. Toward this end, ASTI (1) coordinates a complete research and scholar inventory of the two universities, (2) organizes colloquia, workshops, and conferences for industry in various research areas, (3) promotes industry-university collaboration on specific research topics, (4) solicits industry support for research programs, and (5) facilitates technol- ogy transfer (patent and licensing agreements) in coordination with the Oregon State System of Higher Education (OSSHE) chancellor's office. Bureau of Governmental Research and Service 340 Hendricks Hall Telephone (503) 686-5232 Kenneth C. Tollenaar, Director Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Sandra L. Arp, Legal Consultant (public law). BA, 1972, J.D., 1976, Oregon. (1978) Garey F. Butler, Legal Associate (public law). BA, 1975, Emory; J.D., 1982, Oregon. (1982) Carol C. Hodges, Research Assistant (planning, pUblic policy). BA, 1974, Rhode Island; M.UP, 1985, Oregon. (1985) Jonathan D. Raab, Research Associate (energy, public works and land use). BA, 1980, M.S., 1983, Stanford. (1983) Karen Seidel, Senior Research Associate (public finance, data systems). BA, 1957, Knox. (1963) Kenneth C. Tollenaar, Director (state and local government, intergovernmental relations). B.A., 1950, Reed; MA, 1953, Minnesota. (1953) Emeriti Donald N. Johnson, Associate Director Emeritus(regional planning and governmental systems, state and local government, economic development). BA, 1946, Reed. (1960) Herman Kehrli, Director Emeritus (state and local government); Professor Emeritus, Political Science. BA, 1923, Reed; MA, 1933, Minnesota. (1933) Robert E. Keith, Planning Consultant Emeritus (urban and regional planning). B.S., 1944, Kansas State; M.Arch, 1950, Oregon. (1963) A. Mark Westling, Planning and Public Works Consul- tant Emeritus (planning and public works). B.S., 1943, Washington (Seattle). (1947) The Bureau of Governmental Research and Service is a pUblic service program of the University, established and maintained espe- cially to serve Oregon state and local govern- ments as well as citizens, students, scholars, organizations, news media, and other individu- als and agencies interested or involved in state and local government. The bureau has pro- grams in the areas of public finance, public law, public administration, planning, and public works. The bureau conducts studies; compiles and disseminates data and information; publishes reports, model charters, and suggested ordi- nances; prOVides consultation to local govern- ments, state agencies, citizen groups, and other interested persons or agencies; sponsors and participates in training conferences; and undertakes special service activities at the request of specific government agencies on a cost-reimbursable basis. In addition to their research, consultation, training, and service activities, bureau staff members teach Univer- sity courses and provide other instructional support. The bureau has a close working relationship with the Department of Planning, Public Policy and Management and with the Public Affairs Library, which is located in 130 Hendricks Hall. Center for the Humanities 122 Chapman Hall Telephone (503) 686-3934 Donald S. Taylor, Director The Center for the Humanities was established by the Oregon State Board of Higher Education in December 1983. Its function is to administer grants and other funds designated for experi- mental humanities courses, faculty seminars, distinguished visiting lecturers, lecture series, research fellowships, outreach workshops, conferences, and other activities in the humanities. The initial efforts of the center were partially funded by a grant from the National Endowment for the Humanities. Center for the Study of Women in Society 636 Prince Lucien Campbell Hall Telephone (503) 686·5015 Director to be announced Participating Faculty Joan R. Acker, Sociology Marilyn Farwell, English Marion Sherman Goldman, Sociology Miriam M. Johnson, Sociology Marsha E. Mabrey, Music Mavis Howe Mate, History Randall E. McGowen, History Barbara Corrado Pope, Women's Studies Mary K. Rothbart, Psychology Ellen Seiter, Speech Carol Silverman, Anthropology Louise Carroll Wade, History Louise H. Westling, English The Center for the Study of Women in Society funds and encourages research on women within a broadly defined sociological perspec- tive. More than 60 scholars from 20 disciplines are affiliated with the center. Areas of research 286 Research Institutes include, but are not limited to, women and social structure, symbolic representations of gender and sexuality, and gender differentiation in developmental and life-span perspectives. The center fosters collaboration and interchange among faculty and student researchers in- terested in questions about women, gender, and the new women's scholarship. Visiting scholars, seminars, conferences, and a lecture series are part of the program. A bequest from William B. Harris in honor of his wife, Jane Grant, a writer and feminist, to establish a Fund forthe Study of Women, provides support for the center program. Dissertation fellowships are provided by the center for students engaged in research on women. For further information consult the director. Center for the Study of Work, Economy, and Community 611 Prince Lucien Campbell Hall Telephone (503) 686-5487 Steven Deutsch, Director Participating Faculty Joan R. Acker, Sociology Steven Deutsch, Sociology Paul Goldman, Sociology Daniel Goldrich, Political Science David Milton, Sociology Donald R. Van Houten, Sociology The Center for the Study of Work, Economy, and Community provides a facilitating structure for interdisciplinary research on issues of work and work organizations, labor force and labor market, the economy and linkages to the community. Some current projects and interests of participants include labor and new technol- ogy; American and Japanese organizational and managerial applications within United States industry; form, content, and direction of labor-management cooperation in the U.S. economy; changing positions of women in the U.S. labor force; the politics of comparable worth; labor and community connections in historical and contemporary perspective; alternative policies for reindustrialization and economic growth in Oregon and the U.S.; international comparisons of worker participa- tion in industry, including quality of working life applications; and energy and community- regional economic development. The center has hosted visiting American and foreign scholars and conducts forums, confer- ences, and seminars as part of its programs. Participating faculty members hold appoint- ments in academic departments. Opportunities are available for graduate and undergraduate student involvement in research. Chemical Physics Institute 129 Science I Telephone (503) 686-4n3 Bernd Crasemann, Director Members Bernd Crasemann, Physics Thomas R. Dyke, Chemistry Paul C. Engelking, Chemistry John W. Farley, Physics Marvin D. Girardeau, PhysicS Margaret Graff, Physics John Hardwick, Physics David R. Herrick, Chemistry Bruce S. Hudson, Chemistry Stephen D. Kevan, Physics John T. Moseley, Physics Ira G. Nolt, Physics Warner L. Peticolas, Chemistry Geraldine L. Richmond, Chemistry Associates Robert M. Mazo, Chemistry Richard M. Noyes, Chemistry The Chemical Physics Institute at the University provides opportunities for interdisciplinary research and education in atomic, molecular, and chemical physics. Concepts and techniques of both physics and chemistry are applied to the understanding of atomic and molecular systems. The research environment encourages interdisciplinary exchange of ideas among faculty and students. Significant growth in the program has been assisted by a develop- ment grant from the M. J. Murdock Charitable Trust. Facilities, support, and research guid- ance are provided for qualified graduate students and postdoctoral fellows. Faculty members of the Chemicai Physics Institute hold appointments in either the chemis- try or the physics department, and formal courses are offered through these departments. A student, regardless of departmental affiliation, may elect to work with a staff member in either department. Problems under active investigation are molecu- lar ion and radical interactions including reaction processes, interactions with photons, and molecular spectroscopy; photoelectron spectroscopy; structures of weakly bound complexes; vibrational energy transfer; atomic inner-shell physics and the interface between atomic and nuclear physics; theoretical atomic physics; application of quantum field theory techniques to calculation of spectral line shifts and broadening in gases and piasmas, gas- phase chemical reaction kinetics, and other molecular properties; applications of Lie groups to electron correlation in atoms and molecules, theory of polyene spectra, highly excited Rydberg states, and collisional angular momen- tum transfer. Institute of Molecular Biology 297 Science II Telephone (503) 686-5151 Aaron Novick, Director Members and Associates Sidney A. Bernhard, Chemistry Roderick A. Capaldi, Biology Vicki L. Chandler, Biology Frederick W. Dahlquist, Chemistry O. Hayes Griffith, Chemistry Diane K. Hawley, Chemistry Bruce S. Hudson, Chemistry Brian W. Matthews, Physics Aaron Novick, Biology Warner L. Peticolas, Chemistry Stephen J. Remington, Physics John A. Schellman, Chemistry Eric Selker, Biology William R. Sistrom, Biology George F. Sprague, Jr., Biology Karen U. Sprague, Biology Franklin W. Stahl, Biology Tom H. Stevens, Chemistry Tadmiri Venkatesh, Chemistry Peter H. von Hippel, Chemistry The Institute of Molecular Biology fosters research and training in contemporary biology at the molecular level by bringing together scientists from various disciplines into a com- mon intellectual and physical space. Collabora- tion is encouraged through the sharing of facilities and ideas. Because a broad range of expertise is focused on related problems, researchers with specialties ranging from molecular genetics to physical biochemistry and protein structure directly benefit from each other. Current research is directed toward under- standing basic cellular mechanisms in both eukaryotes and prokaryotes, including control of gene expression and development, genetic recombination, replication and transcription of DNA, and chemotaxis. A more fundamental understanding is developed through studies of DNA-protein interactions as the basis for control of gene expression, protein structure through X-ray crystallography combined with molecular geneticS,conformational changes in proteins as the result of ligand binding, and structure- function relationships in proteins and in mem- branes. Faculty members in the institute hold joint appointments in one of the regular departments (biology, chemistry, or physics). Graduate students are admitted through one of the departments and supported by the institute. Prospective students should indicate an interest in the institute when applying directly to one of the participating departments. Institute of Neuroscience 219 Heuestis Hall Telephone (503) 686-4556 Russell D. Fernald, Director Members Judith S. Eisen, Biology Russell D. Fernald, Biology Barbara Gordon-Lickey, Psychology Marvin Gordon-Lickey, Psychology Philip Grant, Biology Daniel P. Kimble, Psychology Charles B. Kimmel, Biology Richard Marrocco, Psychology Michael Menaker, Biology Peter O'Day, Biology Gary Pickard, Biology Nathan Tublitz, Biology Tadmiri Venkatesh, Chemistry Monte Westerfield, Biolqgy Marjorie Woollacott, Physical Education and Human Movement Studies Associates William E. Bradshaw, Biology Ruth A. Bremiller, Biology Frederick W. Dahlquist, Chemistry Steven Keele, Psychology Gary Klug, Physical Education and Human Movement Studies Michael I. Posner, Psychology Kent A. Stevens, Computer and Information Science James A. Weston, Biology The Institute of Neuroscience is interdiscipli- nary. Its objective is to promote research training in the field of neuroscience at the University by providing a formal structure which facilitates collaboration among individual scientists and students from the four depart- ments with neuroscience faculty. It fosters the Research Institutes 287 development of a graduate curriculum in neuroscience that makes most efficient use of the participating faculty. The focus of the institute is on experimental neuroscience, with the goal of understanding relationships between behavior and the chemi- cal, morphological, and physiological functions of nervous systems. A special aspect of the program is an effective interdisciplinary ap- proach to problems, contributed by the collab- oration of scientists from different disciplines who have differing viewpoints about neuro- science. Within the program, a strong group of developmental neurobiologists is pursuing questions concerning the establishment of nervous system patterns during growth. Mem- bers of the group from both biology and psychology are interested in aspects of visual neurobiology. Other areas of particular interest and strength include auditory physiology, circadian rhythmic- ity, biochemistry of endogenous opiates, and the control of locomotion. Staff members of the institute hold appointments in academic departments. Research scientists are encouraged to visit the institute for varying periods of time. A coordinated program of graduate instruction is offered, supported by faculty associated with the Institute of Neuroscience. Graduate stu- dents who want to enter the program should apply through the appropriate department. For a list of relevant graduate courses offered at the University, see the Neuroscience section of this catalog. Institute of Theoretical Science 155L Science II Telephone (503) 686-5204 Robert M. Mazo, Director Members Paul L. Csonka, Physics Charles W. Curtis, Mathematics Nilendra G. Deshpande, Physics Russell J. Donnelly, Physics Marvin D. Girardeau, Physics Amit Goswami, Physics Roger Haydock, Physics David R. Herrick, Chemistry Rudolph C. Hwa, Physics James Imamura, Physics James A. Isenberg, Mathematics John V. Leahy, Mathematics Robert M. Mazo, Chemistry Joel W. McClure, Physics Michael J. Moravcsik, Physics Davison E. Soper, Physics Robert L. Zimmerman, Physics Associates Thomas R. Dyke, Chemistry Warner L. Peticolas, Chemistry The Institute of Theoretical Science provides a center for interdisciplinary research in overlap- ping areas of theoretical physics, theoretical chemistry, and mathematics. Current research focuses on the areas of statistical mechanics, chemical physics, theory of solids and liquids, nuclear theory, elementary particle theory, accelerators, X-ray and lasers, astrophysics, general relativity, and applied mathematics. Graduate students with adequate preparation in one of the science departments may elect thesis or dissertation research in the institute. The institute also sponsors postdoctoral re- search associateships and visiting professor- ships, usually funded by the United States Department of Energy and the National Science Foundation. International Institute for Sport and Human Performance 1479 Moss Street Telephone (503) 686-4114 Eric D. Zemper, Director The International Institute for Sport and Human Performance is an interdisciplinary venture . formed as an outgrowth of the 1984 Olympic Scientific Congress. Its mission is to support the study of human motor behavior through re- search and development, dissemination of information, and service to the international community of scholars concerned with the study of sport and human performance. Central to the international exchange of ideas and scholars, the institute augments and expands the offerings of the College of Human Develop- ment and Performance. Its faculty members hold appointments in various academic departments. Materials Science Institute 14 Science I Telephone (503) 686-4784 Richard J. Higgins, Director Members J. David Cohen, Physics Roger Haydock, Physics Richard J. Higgins, Physics David C. Johnson, Chemistry Stephen D. Kevan, Physics Geraldine Richmond, Chemistry Martin Wybourne, Physics Associates Russell J. Donnelly, Physics Richard G. Finke, Chemistry Harlan W. Lefevre, Physics Jack C. Overley, Physics Catherine J. Page, Chemistry Stephen J. Remington, Physics Jack M. Rice, Geology David R. Tyler, Chemistry Harve S. Waft, Geology The Materials Science Institute fosters research and education in the structure and properties of solids and liquids by encouraging collaboration among scientists in chemistry, geology, molecu- lar biology, and physics. The institute structure facilitates coordination of ideas, techniques, and specialized resources in dealing with topi- cal problems. While the institute emphasizes the science of materials, applications are often close at hand. Current research, for example, will influence future developments in electronic, optoelectronic, and solar-cell materials and de- vices, as well as applications in catalysis and electrochemistry. Close cooperation is also maintained with materials and device col- leagues at nearby Oregon State University and with Oregon's expanding microelectronics industry. Resources include materials preparation, including crystal and film growth; electronic, optical, and defect characterization; X-ray diffraction; transmission electron microscopy; and microprobing. Equipment and facilites include a 4 Mev 1 um focused ion beam accelerator, a VAX computer with array processor, electrochemical and ultra high- vacuum surface equipment, 10 T magnetic fields, and low-temperature (0.3 K) facilities. The institute will move in 1988 into specially designed facilities in a new science building which will include clean-room and microphysics facilities for fine-scale patterning of electronic and physics devices. Access to the University's $2 million laser facility and a resident helium Iiquifier are also available. Regional collaboration gives institute scientists access to molecular beam epitaxy and metal-organic chemical vapor deposition growth methods as well as sophisticated semiconductor device fabrication facilities. Current research topics include characteriza- tion of heterostructure and amorphous mate- rials, interfaces, and devices; surfaces, surface- reaction dynamics, and interface formation; limited dimensionality; organic conductors and polymer science; biotechnological materials; and ion- modification and ion probes for mate- rials. Prospective students should apply directly to a participating academic department (biol- ogy, chemistry, geology, or physics) and men- tion specifically an interest in the institute. The institute is one of three University of Oregon Centers of Excellence funded by the 1985 Ore- gon Legislature to encourage science activities that promote economic development. The state funds the institute administration and the faculty positions, and it provides seed and match money for new faculty. The institute's equipment budget averages $250,000 a year during this growth phase. Members receive outside federal and industrial grants averaging $1 million a year. Two of the members, Richmond and Kevan, have received Presidential Young Investigator awards-five-year career development grants-won in national competition. Oregon Institute of Marine Biology Charleston OR 97420 Telephone (503) 888-5534 Paul P. Rudy, Director Faculty James T. Carlton, Biology Paul P. Rudy, Biology Robert C. Terwilliger, Biology Nora B. Terwilliger, Biology This institute is situated on 107 acres of coastal property along Coos Bay on the southern Oregon Coast. The many different marine environments in that area provide the institute with an ideal location for the study of marine organisms. Current research focuses on the biochemistry of respiratory pigments and on marine ecology. The institute offers a full program of summer study, and facilities for individual research are available to advanced students throughout the year. Each spring the institute offers a multidis- ciplinary course for undergraduates entitled People and the Oregon Coast. In the fall term, the institute offers a program for undergraduate biology majors and graduate biology students. 288 Research Institutes Courses include marine ecology, invertebrate zoology, and biology of estuarine systems, and students have the opportunity to conduct research projects in these areas. The institute also sponsors a fall seminar program on a variety of topics. For detailed information and applications, inquire at the Department of Biology on the Eugene campus or write to the Director, Oregon Institute of Marine Biology, Charleston OR 97420. Solar Energy Center 202 Lawrence Hall Telephone (503) 686-3656 John S. Reynolds, Director Participating Faculty G. Z. Brown, Architecture David K. McDaniels, Physics Barbara-Jo Novitski, Architecture John S. Reynolds, Architecture Associates John H. Baldwin, Planning, Public Policy and Management Susan Ota, Physics Jonathan Raab, Bureau of Governmental Research and Service Pat Ryan, Physics Frank Vignola, Physics The Solar Energy Center emphasizes a regional approach to research in the utilization of the sun's radiant energy for heating water, for the heating and cooling of buildings, and for the generation of electricity. Current work includes expanded collection and improved monitoring of insolation data in Oregon, evaluation of basic solar cell parameters, and development of passive solar-design information in solar heating, passive cooling, and daylighting. The center's efforts also include the development and distribution of information; the development of needed technology and the facilitation of its application; and the study of legal, economic, and subsequent technical problems which accompany solar energy development in this region. University research personnel in the areas of architecture, planning, business administration, law, and physics are involved in the center. In addition to continuing publications, the center sponsors frequent seminars attended by University and community people involved in various aspects of solar energy use. Courses In solar energy are offered in the architecture; planning, public policy and management; and physics departments. Other Research Facilities Listed below are research facilities described in other sections of this catalog. Please consult the Subject Index for page references. American English Institute. See Student Development Architecture and Allied Arts Research and Development Office. See Architecture and Allied Arts Career Information System. See Education Center for Advanced Technology in Education. See Education Center for Educational Policy and Management. See Educational Policy and Management Center for Environmental Design, Planning, and Visual Arts Research. See Architecture and Allied Arts Center for Gerontology. See Gerontology Center on Human Development. See Special Education and Rehabilitation Center for Volcanology. See Geology Crippled Children's Division. See Special Education and Rehabilitation DeBusk Memorial Center. See Counseling and Educational Psychology Drug Information Center. See School and Community Health Early Intervention Program. See Center on Human Development E. C. Brown Foundation. See Education ERIC Clearinghouse on Educational Management. See Education Foreign Language Resource Center. See Romance Languages Forest Industries Management Center. See Business Administration Institute of Recreation Research and Service. See Leisure Studies and Services Institute of Industrial Relations. See Business Administration International Council on Computers in Education. See Education Labor Education and Research Center. See Special Academic Opportunities Oregon School Study Council. See Education Pine Mountain Observatory. See Physics Project TRENDS. See Leisure Studies and Services Rehabilitation Research and Training Center in Mental Retardation. See Center on Human Development Russian and East European Studies Center. See Russian and East European Studies Specialized Training Program. See Center on Human Development Speech, Language, and Hearing Center. See Special Education and Rehabilitation University Affiliated Facility. See Center on Human Development Western Regional Resource Center. See Center on Human Development University Computing 250 Computing Center Telephone (503) 686·4394 Gordon P. Ashby and Joanne R. Hugi, Codirectors Floyd E. Bard, Facilities Manager Mary Bradley, Production Control Coordinator Alice Chan, Manager, Student Information Systems Sharon Collins, Systems Analyst Andrew Doremus, Systems Programmer Harry Fowler, Systems Analyst Jane Grant, Programmer Analyst Kelly Griffin, Programmer Richard W. Haller, Senior Applications Programmer Analyst Kathy Heerema, Microcomputer Support Coordinator Susan Hilton, Manager, General Applications Programming Pat Holleran, Programmer Analyst Sue Keana, Programmer Analyst Kermit Larsen, Senior Programmer Analyst Neil Mann, Programmer Richard M. Millhollin, Manager, Technical Services Pamela Prichard, Office Systems Consultant Stephen Pruch, Manager, Academic and Research Computing Gus B. Pusateri, Business Manager Debra Rarick, Production Control Scheduler Betsy L. Shaw, Documents Room Librarian Dale C. Smith, Senior Systems Programmer David B. Ulrich, Manager, Documentation Services Donald Williams, Scientific Instrument Technician Sara Wyant, Senior Programmer Analyst University Computing provides computing facilities and services forthe University, serving instructional, research, and administrative needs. Hardware facilities include an IBM 4341 system used for batch and interactive comput- ing, a DEC 1091 system used primarily for time-sharing applications, IBM PC and Apple Macintosh microcomputer laboratories support- ing instructional computing, a local area University network, and other data-processing equipment. The University Computing staff supports a sizable collection of programming languages, applications packages, and other software systems on its IBM and DEC mainframe computers, Including • FORTRAN, PU1, Pascal, COBOL, and BASIC general-purpose programming languages • IBM 4341 and DEC 1091 assembler lan- guages • the ACCENT R data-base management system • SAS, SPSSX, BMDP, and MINITAB general- purpose statistics packages • the RUNOFF and SCRIPT text formatting programs • the IMSL mathematics and statistics library • SIMSCRIPT, GPSS, SNOBOL, and ALGOL special-purpose programming languages • electronic mail and conferencing systems • connection to BITNET, an international network of university computing centers University Computing services include consult- ing assistance on a wide range of computing topics related to its mainframe and microcom- puting systems; support for the University's microcomputer discount purchase plan; assistance with office system decisions; short courses on elementary and advanced topics on the use of computers; electronic bulletin boards-one for faculty discussions, another for microcomputer-related topics; limited contract programming; support for data communications; data entry and scanning services; and a documents library that offers an extensive collection of vendor manuals, local documentation, textbooks, and computing- related periodicals. University Computing is a service unit. It is separate from the Department of Computer and Information Science, which is the academic department offering credit courses toward bachelor's and advanced degrees. For further information, see the Computer and Information Science section of this catalog. University Library 289 University Library 113 Library Telephone (503) 686-3056 George W. Shipman, University Librarian Thomas W. Leonhardt, Assistant University Librarian for Technical Services Patricia A. Wand, Assistant University Librarian for Public Services Donald T. Smith, Assistant University Librarian for Budgeting and Planning George E. Bynon, Director of Administrative Services William Z. Schenck, Collection Development Librarian Faculty Note: The date in parentheses at the end of each entry is the first year at the University of Oregon. Gordon J. Aamot, Assistant Professor; Reference Librarian. B.A., 1982, M.L., 1984, Washington (Seattle). (1984) Alice J. Allen, Associate Professor; Head, Catalog Department. B.A., 1962, Drake; M.A., 1966, Rice; AM.L.S., 1968, Michigan. (1982) Jane L. Barnwell, Assistant Professor; Reference Librarian. B.A., 1979, Michigan State; A.M.L.S., 1985, Michigan. (1985) Andrew R. Bonamici, Assistant Professor; Personnel Librarian. BA, 1983, Marylhurst; AM.L.S., 1984, Michigan. (1985) George E. Bynon, Associate Professor; Director, Administrative Services and Instructional Media Center. BA, 1973, Willamette; M.S., 1975, Oregon College of Education; D.Ed., 1980, Oregon. (1976) James H. Carmin, Assistant Professor; Architecture and Allied Arts Librarian. BA, 1976, M.L.S., 1981, Ball State. (1983) Rodney E. Christensen, Associate Professor; Refer- ence Librarian. B.S., 1956, M.S., 1957, Northern Illinois; M.S., 1967, Southern California. (1968) Mary E. Clayton, Associate Professor; Associate Law Librarian. BA, 1971, Illinois State; M.L.S., 1973, Oregon; J.D., 1975, Marshall. (1984) Kathleen M. Connors, Assistant Professor; Reference Librarian. BA, 1983, Eastern Illinois; M.L.S., 1985, Illinois. (1985) Lawrence N. Crumb, Assistant Professor; Reference Librarian. BA, 1958, Pomona; M.A., 1967, Wisconsin, Madison; M.Div., 1961, S.T.M., 1973, Nashotah House. (1978) Hilary A. Cummings, Assistant Professor; Manuscripts Curator. BA, 1973, Southern Illinois; M.A., 1985, Oregon. (1980) Dana A Dinwiddie, Associate Professor; Head, Acquisition Department. BA, 1973, Bowdoin; A.M.L.S., 1974, Michigan. (1985) Kenneth W. Duckett, Professor; Curator of Special Collections. BA, 1950, Denver; M.S., 1954, Wisconsin, Madison. (1979) Kathy Farrier, Assistant Professor; Catalog Librarian. AA., 1977, Ricks; BA, 1981, M.L.S., 1983, Brigham Young. (1983) Judy A. Geitgey, Assistant Professor; Science Reference Librarian. BA, 1971, New Mexico; M.L.S., 1983, Arizona. (1984) Leslie K. Greer, Assistant Professor; Music Librarian. BA, 1971, MA, 1977, California State. Long Beach; M.L.S., 1979, California, Los Angeles. (1983) Karen D. Griffin, Assistant Professor; Head, Serials Cataloging Section, Catalog Department. B.A., 1973, St. Olaf; DipI.Lib., 1975, Polytechnic of North London. (1982) Joanne V. Halgren, Assistant Professor; Head, Interlibrary Loan SerVice, Collection Development Department. B.A., 1966. George Fox; M.L., 1967, Washington (Seattle). (1967) J. Richard Heinzkill, Associate Professor; Reference Librarian. B.A., 1955, Saint John's (Collegeville); AM.L.S., 1964, Michigan. (1967) Katsuko T. Hotelling, Assistant Professor; Catalog Librarian. B.A., 1983, M.L.S., 1985, North Carolina. (1986) Dennis R. Hyatt, Associate Professor: Law Librarian. BA, 1969, Missouri; J.D., 1972, M.L.L., 1974, . Washington (Seattle). (1976) Margaret E. Kieran, Assistant Professor; Assistant Law Libr.arian for Technical Services. BA, 1970 California Riverside; M.L.S., 1973. Oregon. (1983) , , Sheila M. Klos, Associate Professor; Head, Architec- tureandAllied Arts Library. BA, 1976, State University of New York College at Brockport; M.L.S., 1977, State University of New York College at Geneseo; MA. 1983, 8rown. (1985) William C. Leonard, Associate Professor; Head, Graphic Arts Service, Instructional Media Center. AA, 1958, San Jose City; B.S., 1965, MS., 1970, Oregon. (1968) Thomas W. Leonhardt, Associate Professor; Assistant University Librarian for Technical Services. AA, 1968, Pasadena City; A.B., 1970, M.L.S., 1973, California, Berkeley. (1982) Meryl A Miasek, Associate Professor; Head, Reference Department. B.A., 1971, M.L.S., 1973, City University of New York. (1985) Christine Olson, Assistant Professor; Catalog Librarian. BA, 1971, M.L.S., 1972, Oregon. (1973) Huibert Paul, Assistant Professor; Catalog Librarian. BA, 1963, Sophia, Tokyo; M.L.S., 1965, California, Berkeley. (1965) K. Keith Richard, Professor; University Archivist; Secretary of the FaCUlty. B.S., 1958, Oregon College of Education; M.S., 1964, M.L.S., 1971, Oregon. (1972) Howard W. Robertson, Associate Professor; Slavic Catalog Librarian-Bibliographer. BA, 1970, Oregon; M.S.L.S., 1975, Southern California; MA, 1978, Oregon. (1975) William Z. Schenck, Associate Professor; Collection Development Librarian. AB., 1967, Johns Hopkins; MA, 1971, M.L.S., 1972, North Carolina. (1982) Rose Marie Service, Associate Professor; Reference Librarian. A. B., 1944, Michigan State Normal, Ypsilanti; MA, 1950, M.A., 1955, Minnesota. (1961) George W. Shipman, Professor and University Librarian. BA, 1963, Albion; MA, 1965, Western Michigan; AM.L.S., 1967, Michigan. (1980) John A Shuler, Assistant Professor; Public Affairs Librarian. B.A., 1979, California State, Long Beach' M.L.S., 1983 California, Los Angeles. (1983) , Donald T. Smith, Professor; Assistant University Librarian for Budgeting and Planning. BA, 1949, MA, 1950, Wesleyan; M.S., 1951, Columbia. (1963) 'Terry M. Smith, Assistant Professor; Catalog Librarian. B.S., 1972, Purdue; M.L.S., 1976, M.S., 1978, Oregon. (1975) Ruth E. South, Assistant Professor; Reference librar- ian. BA, 1950, M.L.S., 1972, MA, 1981, Oregon. (1973) Peter L. Stark, Assistant Professor; Head Map Librarian. A.B., 1976, California, Berkeley; M.L., 1978, Washington (Seattle). (1983) Thomas A Stave, Associate Professor; Head, Docu- ments and Public Affairs Service. BA, 1972, Whit- worth; M.L., 1974, Washington (Seattle). (1980) Isabel A Stirling, Associate Professor; Head, Science Library. BA, 1970, California, Riverside; M.L.S., 1977 Western Michigan. (1982) , Christine L. Sundt, Assistant Professor; Slide Curator. BA, 1969, Illinois Institute of Technology, Chicago; MA., 1972, Wisconsin, Madison. (1985) Luise E. Walker, Associate Professor; Science Reference Librarian. AB., 1951, Washington (Seattle)' AM.L.S., 1955, Michigan; M.S., 1961, State University' of New York College of Environmental Sciences and ·Forestry. (1967) Patricia A Wand, Associate Professor; Assistant University Librarian for PUblic Services. BA, 1963, Seattle; MAT., 1967, Antioch; AM.L.S., 1972, Michigan. (1982) Emeriti Eugene B.Barnes, Professor Emeritus; Head Acquisi- tion Librarian. B.A., 1941, MA, 1943, Minnesota; Ph.D., 1947, Chicago. (1947) Jane B. Durnell, Professor Emerita. BA, 1938, Iowa; M.L.S., 1968, Oregon. (1968) Elizabeth Findly, Professor Emerita of Librarianship. A.B., 1929, Drake; B.S., 1934, Illinois; AM.L.S., 1945 Michigan. (1934) , 290 University Library Katherine G. Eaton, Associate Professor Emerita. B.A., 1944, Minnesota; M.S., 1952, M.S., 1968, Oregon (1970) Alfred Heilpern, Senior Instructor Emeritus; Acquisition Librarian Emeritus. B.A., 1956, M.L., 1957, Washington (Seattle). (1957) Cari W. Hintz, Professor Emeritus of Librarianship; University Librarian Emeritus. AB., 1932, DePauw; AB.L.S., 1933,AM.L.S., 1935, Michigan; Ph.D., 1952, Chicago. (1948) Jane Yen-Cheng Hsu, Assistant Professor Emerita. B.A., 1946, Gingling Girls' School, Nanking. (1956) Dwight H. Humphrey, Senior Instructor Emeritus; Catalog Librarian Emeritus. AB., 1934, B.S., 1939, M.A., 1963, Southern California. (1963) Donald L. Hunter, Professor Emeritus. B.S., 1945, Nebraska. (1946) Hoiway R. Jones, Professor Emeritus. B.A., 1948, B.L.S., 1951, M.A., 1957, California, Berkeley. (1963) Edward C. Kemp, Professor Emeritus; Assistant Head, Acquisition Department. AB., 1951, Harvard; M.L.S., 1955, California, Berkeley. (1956) Clarice E. Krieg, Professor Emerita. B.A., 1932, Iowa: B.S., 1933, AM., 1935, Illinois. (1941) Robert R. Lockard, Assistant Professor Emeritus; Reference Librarian. B.A., 1952, Colorado State; M.A., 1965, Denver; M.A., 1970, Oregon. (1961) Robin B. Lodewick, Assistant Professor Emerita. B.A., 1959, Brooklyn; M.L.S., 1961, Rutgers. (1961) Richard J. Long, Senior Instructor Emeritus. B.S., 1949, Pennsylvania State; M.S., 1966, Oregon. (1966) , Margaret Markley, Associate Professor Emerita; Senior Catalog Librarian Emerita. AB., 1933, Southwest Missouri State; B.S., 1941, Illinois. (1945) Robert R. McCollough, Professor Emeritus. B.A., 1940, M.A., 1942, Wyoming; M.S., 1950, Columbia. (1950) Reyburn R. McCready, Associate Professor Emeritus. B.A., 1950, John Brown; M.A., 1961, Denver. (1961) Corinne C. McNeir, Associate Professor Emerita; Documents Librarian Emerita. B.A., 1930, Rice; M.S., 1957, Louisiana State. (1961) Claire Meyer, Assistant Professor Emerita. B.A., 1958, M.A., 1961, Minnesota. (1961) Perry D. Morrison, Professor Emeritus. AB., 1942, M.A., 1947, Whittier; B.L.S., 1949, D.L.S., 1961, California, Berkeley. (1967) Guido A Palandri, Professor Emeritus. B.A., 1949, Oregon: B.L.S., 1954, California, Berkeley. (1960) Lois M. Schreiner, Assistant Professor Emerita. B.S., 1968, M.L.S., 1969, Oregon. (1970) Marcia J. Sigler, Assistant Professor Emerita. B.A., 1944, Ohio Wesleyan; B.S., 1956, M.L.S., 1958, California, Berkeley. (1969) Edmund F. Soule, Professor Emeritus. B.Mus., 1939, M.A., 1946, Pennsylvania; B.Mus., 1948, Yale; Ph.D., 1956, Eastman School of Music. (1966) Edward P. Thatcher, Professor Emeritus. B.A., 1940, Swarthmore; M.A., 1940, B.S.L.S., 1952, Minnesota. (1952) Facilities and Services The University of Oregon Library supports the instructional and research programs of the University. Services provided by the library include reference, on-line searching, interlibrary loan, and reserve reading. The library has more than 1,680,000 volumes and subscribes to more than 17,600 journals. In addition to books and journals, the library has an extensive collection of phonograph records; microforms; slides; maps; and state, federal, and interna- tional documents. The University Library system consists of the Main Library, the Law Library, and five branch libraries. The Kenneth Lucas Fenton Memorial Law Library is located in the School of Law. The Science Library is a branch located within the science complex; the Mathematics Library, located in Fenton Hall, is a branch of the Science Library. The Architecture and Allied Arts Library is located in Lawrence Hall, and the Map Library is in Condon Hall. The Public Affairs Library is located in Hendricks Hall. Reference service is provided in all the libraries. In addition to printed bibliographies and indexes, the library offers on-line searching for users. Although users must pay for the direct costs of the search, this on-line searching, with access to more than 800 data bases, can save hours of searching in indexes. Regular tours of the library are offered during the academic year on Wednesdays and Thursdays at 1:30 p.m. The library offers several courses on use of the library; these courses are listed in the Special Studies section of this catalog. The University Library supports both under- graduate reading and advanced research. With membership in the Center for Research lib- raries, and through interlibrary loan, many items not owned by the UO Library can be obtained. In addition to the books, the library's special collections contain more than 3,800,000 manuscripts. The Rare Books Collection, with more than 37,000 volumes, and the Oregon Collection contain specialized materials. The records of the University of Oregon dating from 1872 are on deposit in the University Archives, a department of the University Library. These materials are open for research under the State of Oregon laws governing the use of public records. Also, the archives contain several thousand photographs and negatives concerning the University community, audio tapes of campus events, and memorabilia reflecting the history of the University. The .University Archives are in the west end of Fenton Hall. The library's Instructional Media'Center sup- ports the instructional and research endeavors of the University's faculty with more than a million-dollar inventory of audiovisual hardware and nonprint software. The center's services include centralized purchasing, maintenance, and distribution of equipment; production support of audio programs and instructional television; graphics; film rental and distribution; and multimedia presentations. FaCUlty mem- bers offer assistance and consultation for instructional improvement. For information on library hours, call (503) 686-3054. History The initial library building was constructed in 1937 by Public Works Administration labor with a loan from the federal government that was repaid by the student building fee. Additions were constructed in 1950 and 1966. The handsome facade of the Main Library shows some influence of the Lombard Romanesque style. Notable fine arts pieces which embellish the building include the 15 stone heads by Edna Dunberg and Louise Utter Pritchard, the ornamental Hall memorial gates by O. B. Dawson, and the carved wooden panels by Arthur Clough. Friends of the Library The Friends of the Library is a volunteer membership organization founded in 1940 to promote the welfare of the University Library. In addition to financial support of the library's Special Collections, the Friends of the Library regularly sponsor lectures and social and cultural events open to the public. Further information is available from the Office of the University Librarian. Fines and Charges Each library user must present a validated UO identification card in order to borrow materials. Fines. All borrowers are subject to the following fines for overdue materials: General materials: $.25 per day Restricted materials: $.25 per hour; $1.00 per hour for material in demand Recalled and seven-day material including periodicals from the Science Library or Mathe- matics Library: $1.00 per day Maximum fine: $10.00 per item Replacement Costs. All borrowers who lose library materials or return damaged materials pay: Replacement or repair charge of item Service charge: $6.00 per item Accrued fine Recalls. When a book is charged to a borrower, another person may request that it be recalled and the second person is notified when the book is returned. Borrowers are responsible for prompt return of recalled material. If a borrower plans to be out of town, he or she should return borrowed items or arrange with someone to receive notices and return recalled material. The state system libraries honor each other's faculty and student identification cards for the purpose of borrowing library materials, subject tothe lending library's circulation policies. Any fines or charges accrued by faculty and students from other state system libraries are submitted tothe librarian of their home institution for routine billing. Faculty members who accrue charges may pay the library directly. Schoo~ of Librarianship The School of Librarianship was suspended in August 1978. Questions about the operation of this school should be directed to George Shipman, University Librarian, University of Oregon Library, Eugene OR 97403. The program in certification for school library media is no longer offered by the University of Oregon. Note: Library courses are listed in the Special Studies section of this catalog. 292 Services for Students 364 Oregon Hall Telephone (503) 686·3105 or ·3216 Gerard F. Moseley, Vice-Provost for Student Affairs Anne Leavitt, Assistant to the Vice-Provost Shirley J. Wilson, Dean of Students Gregg M. Lobisser, Assistant Dean of Students Hilda Young, Director of Special Projects Bill Ballester, Director of Special Programs and Student Conduct Coordinator Under the general direction of the vice-provost for student affairs and with the assistance of the dean of students, the University provides an array of services and programs to help students benefit more fully from their educational pro- grams. These services are described below. Academic Advising and Student services 164 Oregon Hall Telephone (503) 686·3211 Joe Wade, Director Marliss G. Strange, Associate Director Jack W. Bennett, Barbara Nicholls, Bunny Nosier, and George Wasson, Counselors Margaret Donahue, Counselor for Student Athletes Academic Advising Advising Services Each term the Office of Academic Advising and Student Services coordinates advising meet- ings between new students and the faculty advisers in their majors. The office also coordi- nates advising for students who have not chosen majors, students in the prehealth sciences, and prelaw students. Advisers and counselors are available week- days on a drop-In basis for students needing advice about general University requirements and help with personal or academic problems. Academic advising workshops, held throughout the year, cover such topics as How to Choose a Major, Majoring in Architecture, Majoring in Business Administration, Preparing for Law School, Howto Apply to Graduate School, and many more. Peer Advising The University's Peer Academic Advising Program supplements faculty advising available to undergraduate students. Students are specially trained as peer academic advisers to assist fellow students in using academic advising appointments to their best advantage. More than a dozen University academic departments now participate in the Peer Academic Advising Program. The program provides an opportunity for the peer adviser to combine instruction in problem- solving, organizational, and leadership skills with on-the-job experience. For the student seeking advice it is an opportunity to talk over personal concerns about academic and career goals with a trained and ernpathetic fellow student. Paraprofessional Assistance The Paraprofessional Prograrn trains students who may be interested in careers that use interpersonal and problem-solving skills to help other students who come to the Office of Acadernic Advising and Student Services. Students seek help with a variety of problems such as choosing a major, making a smooth transition tothe University, cutting red tape, and withdrawing from the University. Students in the Paraprofessional Prograrn also make approp- riate referrals to other offices. The opportunity to assist professional coun- selors gives the student paraprofessionals valuable skills, increases their knowledge of the University, and builds self-confidene. For further inforrnation, consult Bunny Nosier in 164 Oregor) Hall; telephone (503) 686-3211. Academic Standing Acadernic standing at the University is deter- mined by the grades and marks a student earns in University of Oregon courses. Good acadernic standing rneans that the student is making satisfactory progress toward a degree each term and rnay register for as many as 21 credits. An academic warning is given if, in any term, D, F, N, Y, or Imarks become a significant part of the student's record (Ws are not computed in academic standing). If this condition is repeated in the nextterm, the student is placed on acadernic probation. Students on academic warning or probation may register for no rnore than 18 credits. A further term of unsatisfactory work can lead to disqualification from the University. (See the Student Handbook for a complete explanation of acadernic warning, probation, and disqualification.) Counselors in the Office of Academic Advising and Student Services are available to assist students who are not in good academic standing. Student Services Adult Learners The staff of the Office of Admissions helps people who have been away from high school or college courses for a nurnber of years and wantto resume their education at the University. These students are offered preenrollment information and advice, help in resolving procedural problems, and generai assistance to ease the return to the classroom. After applying for admission, students may consult counselors or paraprofessionals in the Office of Academic Advising and Student Services. Some counselors have a special interest and training in working with this population, and trained student paraprofessionals have them- selves been adult learners. Emergencies The Office of Academic Advising and Student Services serves as the University contact point in the event of an emergency situation involving a student. For example, in the event of asudden family illness, the staff provides help in reaching the student. In case of emergency, telephone (503) 686-3211. Freshman Interest Groups Freshman Interest Groups (FIGs) are designed to help students begin meeting general Univer- sity requirements while focusing on a particular area of interest and possibly a major. Students in each interest group share enrollment in three related courses. One of these classes has a small enrollment, so that members have a better opportunity to meet other students who share similar interests. Beyond the FIG courses, students plan an individual schedule in consul- tation with an adviser. Social and academic activities are coordinated by a trained peer,who acts as the FIG group leader. Students who apply to EaRP receive additional information; reservations in FIG classes are confirmed during EaRP registration. Freshmen who are undecided about their majors and not attending EaRP can join a FIG in September on a space-available basis. For further informa- tion, consult Jack Bennett or Hilary Gerdes in 164 Oregon Hall; telephone (503) 686-3211. Physically Limited Students Physically limited students can receive help in planning schedules, registering for classes, and obtaining special services through several University offices. In instances where architec- tural barriers still exist. staff at such offices will help students gain access to classrooms and laboratories. For further information, inquire at the Office of Academic Advising and Student Services in 164 Oregon Hall, telephone (503) 683-3211, which also cooperates with off-cam- pus agencies to meet the needs of this student group. Career Planning and Placement 244 Hendricks Hall Telephone (503) 686-3235 Lawrence Smith, Director Deborah Chereck, Assistant Director Emmett Williams, Coordinator, Job Location and Development Gina Huston, Benjamin Jeffries, Counselors The Career Planning and Placement Service is the primary campus resource for students and alumni seeking career direction and employ- ment assistance. Career Planning. Career planning services help students combine educational and career goals. The Career Assessment Program provides a systematic approach for identifying skills, interests, and abilities. Individual counsel- ing is available. as well as the publication Focus Your Education, to help students select courses and majors to fit their goals. The office keeps up-to-date files on careers and employment trends. Information is provided on local, re- gional. and national internship programs. Placement. Each year more than 9.000 jobs are listed with this office, and the campus interview program brings approximately 200 employers to campus. Workshops and seminars, free to students. teach resume writing, interview skills, and job-search strategies. Employer direc- tories. salary surveys, and corporate brochures are available, and the office has a reference file service to support applications for graduate school or employment. Counselors are available for scheduled appointments or on a drop-in basis. Students who are currently enrolled, alumni, and those who have completed 12 or more credits at the University may register for placement service. For more information, see the Academic and Career Planning section of this catalog. For information about the Job Location and De- velopment Program, see the Student Financial Aid section. Counseling Second Floor, Student Health Center Thirteenth Avenue at Agate Street Telephone (503) 686·3227 William Kirtner, Director Richard Francisco. Suzanne Gascoyne, Carolin Keutzer, Harry Merryman, Candyce Reynolds, Andrew Thompson, Saul Toobert, Counselors The University Counseling Center provides trained counselors to help students with personal problems and with marital and premar- ital matters. Counseling, testing, and additional resources are available to assist students in making career choices and in dealing with academic concerns. A modest fee is charged for testing. Fees for other counseling services may also be required. Staff members offer group-process consultation to the various departments of the University and, upon request, consult with faculty mem- bers, students, and others on behavioral and mental health problems. Testing Service. The counseling center coordinates most of the national testing pro- grams such as the College-Level Equivalency Program (CLEP), the College Entrance Exami- nation Boards (CEEB), the Graduate Record Examination (GRE), and the Law School Admission Test (LSAT). Application forms and registration materials for these tests are avail- able at the counseling center, Room 238. Student Training. The counseling center offers doctoral internship training, practicum courses, and supervised experience for graduate students in counseling psychology. Crisis Center: 686-4488. The Crisis Line, a telephone service supervised by the counseling center, operates 24 hours a day. Health Services First Floor, Student Health Center Thirteenth Avenue at Agate Street Telephone (503) 686-4441 James K. Jackson, M.D., Director The purposes of the Student Health Center are to ensure University students a healthy environ- ment in which to live and work, to safeguard the general health of students, and to teach the value of preventive and curative medicine through health education and individual, informal health counseling. Student health services in the institutions of the Oregon State System of Higher Education are supported by a student health fee and such charges as are necessary. Only currently registered students are entitled to the services of the health center. Medical Services 1. General medical care and treatment, including clinical gynecology, family plan- ning and counseling, and minor surgery (major surgery and other procedures requiring general anesthesia, intensive medical care, and specialists' services are referred elsewhere) 2. Limited emergency service during regular school terms (major emergencies are referred to hospitals located near the campus) 3. Routine laboratory procedures and X-rays 4. A licensed pharmacy 5. Psychiatric counseling services by a psychiatrist 6. Sports medicine rehabilitation and physical therapy 7. Allergy skin testing Hours Outpatient Care. Students must make appoint- ments for outpatient care. Appointments may be made by telephone or in person during Student Health Center hours, 8:00 a.m. to 4:30 p.m., Monday through Friday. Saturday hours are 8:00 to 11 :30 a.m. A current University identification card and current fee receipt must be shown to receive services. Urgent Care. Hours are Monday through Saturday. 8:00 a.m. to 8:00 p.m.; Sunday, noon to 8:00 p.m. Health Services 293 The Student Health Center closes when the University is not in session. During summer 3ession, the Student Health Center provides limited clinical services from 8:00 a.m. to 4:30 p.m., Monday through Friday. Expenses. There is a charge forprescriptions, X-rays, laboratory procedures, and services such as immunizations and physical therapy. Every effort is made to keep all charges as low as possible. All expenses for, or connected with, surgical operations or specialized services must be borne by the student. These include the services of a special nurse, where deemed necessary, and medical or surgical specialists who consult with patients in the Student Health Center or elsewhere. Under no circumstances will the Student Health Center payor be responsible for bills from private physicians or private hospitals. It is recommended that all students who are not covered by sickness and accident insurance buy the Sickness and Accident Insurance Policy, which is tailored to meet the specific needs of college students. The policy may be purchased through the Associated Students of the University of Oregon (ASUO). Student insurance does not entitle a person not regis- tered for the current term to Student Health Center services, but it does apply to general medical care elsewhere, as indicated in the policy. Parents are reminded that in family medical and hospital insurance policies, coverage may end for their children when they reach the age of 19 years. Health center services are not available to faculty and staff members. Each entering student must complete a medical history form. Any stUdent born in a country other than the United States must, within two weeks of admission to the University, have a tuberculin skin test (PPD) unless he or she is known to have a significant positive test. Exceptions to the tuberculin skin test reqUirement are made for students from countries which have a recognized low incidence of tuberculosis. The Student Health Center, however, urges all students to have a tuberculin skin test for their own protection. The tuberculin skin test is available at the Student Health Center. Students with a positive reaction to the tuberculin skin test must have a 14" X 17" chest X-ray within six months of admission to the University. It is recommended that students will have had diphtheria-tetanus boosters within the past 10 years. Polio and measles immunizations are also strongly recommended. Staff physicians are: Paul S. Bassford, MD. Frank L. Baynes, MD. Richard O. Buck, MD. Virginia M. Buck, MD. Frances J. Colwell, MD. Emily B. Fergus, MD. Peter A. Hafner, MD. Michael G. Herz. MD. Daniel C. Jepsen, MD. Paul Kaplan, MD. Herbert C. Lemon, MD. William R. McCluskey, MD. Regina D. McGlothlin, MD. P. H. Pierson, MD. Jerome C. Vergamini, MD. Kathleen M. Wiley. MD. 294 International Services International Services 330 Oregon Hall Telephone (503) 686-3206 Thomas Mills, Director Peter Briggs, Assistant Director Virginia Nahir and Margo Ramsing, Foreign Student Advisers Paul Primak, Assistant Director, Overseas Study The University currently enrolls about 1,370 foreign students from 69 countries and sponsors a variety of foreign study programs in Europe, Latin America, and Asia. Through the Office of International Services, the University assists United States students who want to study abroad, and foreign students and faculty who are teaching and studying at the University. Foreign Student and Foreign Faculty Assistance. Students and faculty from other countries are invited to consult this office for information about admissions, housing, United States immigration regulations, employment opportunities, and scholarship aid. The office also offers academic and personal counseling: helps students adjust to life in this country, and coordinates the Friendship Family program that introduces foreign students to local families. The office is the official University liaison for several international agencies, including the Institute of International Education and the African-American Institute. Foreign Study Opportunities Students at the University may broaden their education by taking part in foreign study programs that offer University of Oregon credit. More complete information about each of the following programs is published in the pamphlet Foreign Study Opportunities, available in the Office of International Services. Overseas Center (OCTR) courses are listed in the Special Academic Opportunities section of this catalog. Australia, Melbourne. LaTrobe University offers a broad curriculum for students participat- ing in this year-long exchange program. Students attend reguiar university courses and follow the Australian academic year that begins in March and ends the following October. This is a new program that will begin in either 1986 or 1987. China, Beijing. This intensive language pro- gram offers a chance to begin study of Chinese in China. Students may attend for one semester orfor a full academic year. They are housed in dormitories. Denmark, Copenhagen. This academic program at the University of Copenhagen offers semester and full-year programs in architecture, international business, and generai studies (liberal arts). Field trips are integrated into the academic course work. A summer semester architecture program is also offered. Courses are taught in English by Danish professors. England, Liverpool. Architecture students are eligible for a one-year exchange with British architecture students from the University of Liverpool. England, London. Historic London is the setting for this program which emphasizes the humanities and social sciences. Field trips are integrated into the academic work to provide a rounded educational experience. Students live with English families. France, Avignon. Students in this program study the culture, traditions, and social systems of Provence. Field trips are an integral part of the program. Instruction is in English, although acceptance into the program requires two terms of college French. France, Poitiers. This year-long academic program is for students who have studied at least two years of college-ievel French. Most students are enrolled in the Institute for Foreign- ers at the University of Poitiers, where they study French language and literature. Students with sufficient academic preparation may enroll in regular University of Poitiers classes. Germany, Baden·WOrttemberg. Students in this year-long program may study at anyone of the participating universities at Heidelberg, TObingen, Stuttgart, Konstanz, Mannheim, or Hohenheim. Instruction is in German; applicants must have had at least two years of college-level German prior to acceptance. Germany, Cologne. Cologne offers a liberal arts and business curriculum that is similar to the programs in London and Avignon. Although courses are taught in English, one term of college-level German is required. Germany, TObingen. Students who are in their first year of German language study are eligible for this intensive language program offered each year from April to Juiy. Korea, Seoul. Ewha Women's University and Yonsei University are the sites for a study program in Korea in which students take courses in Korean studies and language. Family home stays are arranged for students. This is a new program beginning 1986-87. Italy, Perugia. An eight-week summer program in Italian language and culture is offered at the Italian University for Foreigners in Perugia. Italian at all levels is offered. Italy, Rome. Each summer the University of Oregon School of Architecture sponsors a program in Rome. A faculty member from the School of Architecture accompanies the Oregon group. Japan, Tokyo. The Aoyama Gakuin University's School of International Politics, Economics, and Business is the center of this program that integrates American and Japanese students. Instruction is in English, but students with a prior knowledge of Japanese are given preference in the selection process. Japan, Tokyo. At Waseda University's Interna- tional Division, students may enroll in a variety of courses in Asian studies. Knowledge of the Japanese language is not required; instruction is in English. Hungary, Szeged. This program offers an opportunity to study in an eastern European setting. No previous study of Hungarian is required; students can begin their study of the language at Szeged. This new year-long program begins with 1986-87 academic year. Mexico, Guadalajara. This program offers students a liberal arts curriculum which em- phasizes the history and cultural traditions of the Jalisco region. Field trips are integrated into the academic program. Mexico, Xalapa. Each summer the University of Oregon department of Romance Languages sponsors a study program in Spanish language and culture in Xalapa. Applicants must have one year of college-level Spanish to participate in the eight-week session. Netherlands, Breukelen. Students participat- ing in the program at the Netherlands School of Business take courses in international business, languages, and social science. A summer program is also offered. Norway, Bergen. Students proficient in Norwe- gian are eligible for this year-long exchange program. Applicants who have had less than the required two years of Norwegian may enter the program after attending the International Summer School at the University of Oslo. Students are enrolled in regular university courses at the University of Bergen. Soviet Union, Leningrad. Students in this program take courses in Russian language, literature, history, and culture at Leningrad State University. Because classes are conducted in Russian, students must have a minimum of two years of college-level Russian for the summer program and three years for the semester program. Soviet Union, Moscow. The Pushkin Institute, renowned for teaching Russian as a foreign language, is the site of this semester program for students of Russian. For acceptance into the program, applicants must have had three or more years of college-level Russian. Spain, Seville. This semester program offers courses in Spanish language, literature, history, and culture. Applicants must have completed two years of college-level Spanish. Sweden, LinkOping. This year-long exchange program is available to students demonstrating proficiency in Swedish. Courses are taught in Swedish and emphasize Scandinavian studies. Grants and Scholarships for Study Abroad Grants are available to qualified graduating seniors and graduate students for advanced research, university study, and overseas teaching. Fuloright grant applications must be submitted to the Fulbright program adviser, 330 Oregon Hall, by mid-October. The Office of International Services has reference books on other overseas scholarship opportunities. Public Safety Straub Hall 1819 East 15th Avenue Telephone (503) 686·5444 Oakley Glenn, Director The Office of Public Safety is responsible for the general safety of the campus 24 hours a day, seven days a week. It oversees security, general safety, environmental health, radiation safety, keys and locks, parking, and bicycle and car registration. Parking regulations are available in the public safety office, which is open from 8:00 a.m. to noon and 1:00 to 5:00 p.m., Monday through Friday. Students and University employees may purchase parking permits for motor vehicles or obtain free bicycle permits in this office. Fees are listed under Special Fees in the Tuition and Fees section of this catalog. Visitors may obtain free temporary parking permits. Student Conduct 364 Oregon Hall Telephone (503) 686-3210 Bill Ballester, Student Conduct Coordinator The University operates under a progressive student conduct program designed to protect the health, safety, and well-being of everyone within the University community at the same time that it protects the educational objectives of the University. A faculty-student committee has primary responsibility for formulating and evaluating student conduct policies and procedures. The program is administered by the student conduct coordinator. An abridged version of the Code of Student Conduct and information concerning the Student Conduct Program appear in the Student Handbook, available in the Office of the Registrar. Copies of the complete code are available for examination in the Offices of the Vice-Provost for Student Affairs, Dean of Students, and Registrar, and from Academic Advising and Student Services, University Housing, and the Associated Students of the University of Oregon (ASUO). Student Development 364 Oregon Hall Telephone (503) 686-3216 Jane DeGidio, Director The Office of Student Development integrates a number of special programs for under- graduate students that complement the class- room experience and foster the development of interpersonal, leadership, and career-related skills through active involvement in campus programs and activities. The office includes orientation for new students, advising frater- nities and sororities, coordinating honoraries and awards, on-campus internship activities, and a leadership training program. Honoraries and Awards 364 Oregon Hall Telephone (503) 686·3216 Anita Johnson, Coordinator The University of Oregon offers special pro- grams of study as a challenge to students of superior scholastic ability. Students interested in such programs should consult their major . department or school for details. Honor Societies. One means by which out- standing student scholarship is recognized at the University of Oregon is through election to membership in a chapter of a national scholastic honorary or a local society. The criteria for membership and the scope of activities vary widely for the organizations listed below. Some of them serve primarily to recognize outstanding scholastic achievement; others consider grades as only one of several factors (e.g., community service, leadership) meriting membership. Details are available from the Office of Student Development. Alpha Kappa Psi (business majors) Alpha Lambda Delta (freshmen, all majors) Alpha Phi Omega (service, all students) Ancient Order of the Druids (juniors) Asklepiads (prehealth sciences) Beta Alpha Psi (accounting students) Beta Gamma Sigma (juniors, seniors, and graduates, business administration) Circle K International (service, all students) Eta Sigma Gamma (health science) Friars (juniors) Golden Key (juniors and seniors) Kappa Tau Alpha (seniors and graduate students in journalism) Mortar Board (seniors, all majors) Mu Phi Epsilon (music) Order of the Coif (law) Phi Beta (music, drama, dance) Phi Beta Kappa (seniors, liberal arts and sciences) Phi Delta Kappa (graduates and professionals in education) Phi Epsilon Kappa (physical education) Phi Eta Sigma (freshmen, all majors) Pi Alpha Alpha (seniors and graduate students in public affairs and administration) Pi Gamma Mu (social science) Pi Kappa Lambda (music) Pi Lambda Theta (undergraduate and graduate education) Pi Mu Epsilon (mathematics) Sigma Xi (all sciences) Honors College. The University of Oregon Honors College offers a four-year program of study leading to a degree with honors. For further information see the Honors College section of this catalog. Outstanding Students. Awards of merit traditionally are given to outstanding students during Parents' Weekend in May. A student- faculty committee chooses the recipients according to criteria set by the men and women who established the prizes. The Dean's Award for Service, inaugurated in 1984, recognizes distinguished service ren- dered to the University and to the community by students. The AAUW Senior Recognition Award goes each year to an outstanding senior woman at the University. The Oregon State Division of the American Association of University Women criteria for selection are outstanding scholar- ship, character, personality, contribution to campus and community life, and potential for future growth. Student Development 295 The GerlingerCup is awarded to ajuniorwoman for achievements in scholarship, leadership, and service to the University. This award was created in 1914 by Irene Hazard Gerlinger, first woman to serve on the University's Board of Regents. The Maurice Harold Hunter Leadership Scholar- ship, awarded annually to a junior man with outstanding leadership qualities, was estab- lished in 1948 in memory of Captain Hunter, Class of 1941. The Koyl Cup was created in 1914 by Charles W. Koyl, Class of 1911, and is awarded to the junior man who has shown the best all-around progress in areas of leadership, service, and academic achievement. The Bess Templeton Cristman Award provides an annual scholarship for a woman in the junior class at the University. The award is a gift presented to the University in tribute to Bess Templeton Cristman, who was honored during her college career atthe University by the award of the Gerlinger Cup for outstanding junior women, and by election to the national honorary Mortar Board in the spring of 1930. The award is bestowed on the basis of demonstrated leadership, service to others, and scholastic achievement. The Ray Hawk Award is awarded each spring to the outstanding student of the senior class. The honored senior is the student who most exemplifies by performance the essential qualities of leadership in University life and promise of later leadership as a citizen, high scholastic achievement, service to other students and the University, significant involve- ment in student activities, and contributions to improving the quality of undergraduate life at the University. The award was created in 1983 in honor of Ray Hawk, former vice-president of administration and finance. The Vernon Barkhurst Award for Outstanding Sophomore is awarded annually to a sophomore for academic excellence, University service, and good citizenship. This award was created in 1984 in honor of Vernon Barkhurst, former associate dean of students. The Centurion Award, inaugurated in 1982, is awarded annually to 100 University students who demonstrate extraordinary leadership and service at the University. Dean's List and Dean's Scholars. The Univer- sity places great value on outstanding scholas- tic achievement by undergraduates. Through the establishment of the Dean's List and the list of Dean's Scholars, undergraduates who distinguish themselves scholastically are personally and publicly honored for their achievements. Criteria for selection to the Dean's List are solely academic: scholastic achievement in the top five percent of eligible undergraduate majors in the particular school or college; good academic standing; and completion of 15 or more credits in residence for the term, of which at least 12 must be graded for a minimum GPA of 3.75. Consideration is based solely upon grades reported to the registrar during grade-reporting periods. These periods generally fall within the week im- mediately following the last day for filing grades 296 Student Development that are to be included in the regular grade reports. Students who have not been selected but beleive they are eligible may file petitions with the Office of the Dean of Students. The Dean's Scholars are students who have been on the Dean's List of a school or college for a complete academic year. Orientation Office 364 Oregon Hall Telephone (503) 686·3218 Roger Morris, Director This office coordinates orientation programs for new undergraduate students which focus on improving the quality of the new student experience at the University of Oregon by providing early assistance with academic, social, and personal adjustment to the University. Early Orientation and Registration. The Early Orientation and Registration Program (EORP) provides entering freshmen with an opportunity to learn about support services, receive academic advising, and register for classes during the month of July. Freshmen who participate in early orientation are already registered for classes when they return to campus in the fall and so are free to participate in activities available to students during New Student Orientation. International Student Orientation. This program assists foreign students entering the United States and the University of Oregon for the first time. The program includes an introduc- tion to the academic system of the University and to its social and cultural environment. It may include a temporary stay with a host family in Eugene. New Student Orientation. The week of fall-term registration and the first few weeks of school are called New Student Orientation. During New Student Orientation more than 200 social, cultural, and academic programs are presented by faculty and returning students. Programs are held campus-wide to help entering freshmen and new transfer students start their academic careers smoothly. New Student Orientation provides opportunities to meet other students and to discover the campus and community resources vital to the student's educational goals. New Student Host Program. Entering students who participate in the New Student Host Program during New Student Orientation become acquainted with a small group of other new students and a student volunteer host. Hosts plan group participation in orientation programs, help new students meet each other, and serve as a source of information about the University and the community. The hosts collectively plan and present more than 20 social and recreational programs for new students. Freshman Seminars 364 Oregon Hall Telephone (503) 686·3216 Shirley J. Wilson, Coordinator Freshman Seminars is an exciting program developed especially for University of Oregon freshmen. Seminars are small classes of 15 to 20 students. Unlike the traditional lecture course, they feature active discussion by all participants and develop a sense of community among students with similar interests. This personal method of instruction gives students the opportunity to interact with classmates and express their ideas and opinions freely. It is also a great place to meet new friends, be chal- lenged intellectually in a relaxed atmosphere, and become better acquainted with faculty members at the University of Oregon. The Freshman Seminars brochure lists each term's course offerings. Brochures are available in the Office of Student Development, 364 Oregon Hall. Greek Advising 364 Oregon Hall Telephone (503) 686-3216 Ann Berner and Neal Dorow, Greek Advisers The Greek advisers, as staff members of the Office of Student Development, oversee efforts to establish and maintain programs that create positive group living experiences. Sororities and fraternities are actively involved in academic growth, leadership, community services, and athletic and social events. For more information see Affiliated Housing in the Student Housing section of this catalog or inquire at the Office of Student Development. Leadership Classes The Student Development Leadership Classes program is based on the assumption that individuals can learn to be effective leaders. Many of the classes are offered for academic credit in cooperation with the Division of Educational Policy and Management in the College of Education. The classes are based on experiential learning theory, which em- phasizes individualized learning atthe develop- mental level of the student and recognizes the student's ability to take responsibility for his or her own learning. Student Development Leader- ship Classes provide the theory and experi- ences necessary to develop skills in effective communication, leadership, and consulting as well as program and organization development. For a detailed schedule, visit the Office of Student Development in 364 Oregon Hall, or call (503) 686-3211. On-Campus Internships 364 Oregon Hall Telephone (503) 686-3216 This program provides undergraduates with special training and practical experience directly related to their major courses of study and career goals. Through the internships, students gain valuable skills, build self- confidence, and increase awareness and involvement. Each internship is tailored to fitthe needs of the department or office as well as the special interests of the student. In all practicum place- ments students learn on the job while working with professional staff members. Interested students should call or write the program office. Special Services American English Institute 241 Prince Lucien Campbell Hall Telephone (503) 686-3945 Russell S. Tomlin, Director The American English Institute (AEI) offers an intensive English-language program for adults who want to improve their English proficiency in order to perform effectively in an academic or professional setting. It prepares the student for academic work at the University of Oregon or similar academic institutions and for profes- sional activities in business and industry or science and technology. Classes begin in September, January, March, and June. AEI instructors are University faculty members with specialized training in linguistics, applied linguistics, or teaching English as a second language (TESL). Intensive English Program. The AEI academic English program consists of a six-level basic curriculum and a broad auxiliary curriculum. The basic six-level curriculum is divided into two combined skill areas: oral communication, which emphasizes speaking and listening; and written communication, which emphasizes reading and composition. Full-time students choose basic courses totaling 20 hours of instruction a week. The aUXiliary curriculum consists of a set of optional courses that focus on areas of special concern or interest to students, including TOEFL Preparation (I and II), Business English, American Culture, Conversational English, and University Transition. Other services and facilities afford the student further opportunities to develop English profi- ciency. Advanced students may enroll, with the director's approval, in one regular University course. Trained and supervised tutors help students individually with course work, conver- sation, listening, reading, composition, and pronunciation. The American English Institute also offers several noncredit courses in English as a second language (ESL) for enrolled University of Oregon students who want to develop further their English proficiency. Student Services. The AEI's special student services include an academic counselor, an extensive orientation program before classes begin, many planned social activities in Eugene and the state of Oregon, housing assistance, and host families. Admission Procedures. The American English Institute program is open to any student who has completed secondary school and is able to demonstrate sufficient financial support for study at the AEI. To apply, the following materials should be submitted: 1. An AEI application form 2. Original or certified copies of the most recent degree or diploma received 3. A personal (or guarantor's) bank statement showing the exact amount available for the period of study, or evidence of ascholarship 4. A nonrefundable application fee of $20.00 Special Services 297 If you are transferring from another English- language program in the United States, a recommendation from the program director should be included. Admission to the AEI does not imply admission to any other school or program at the University of Oregon. peer tutors may be provided for an entire term for students in many lower-division and entry- level courses. Students concerned about their academic reading, researching, writing, and general study skills may benefit from participation in Introduction to University Study (ALS 101). This 3-credit course, which gives students an academic orientation to the University, is particularly helpful for new students. Academic Learning Services courses are listed in the Special Studies section of this catalog. The office is open weekdays from 8:30 a.m. to 5:00 p.m. National Student Exchange 164 Oregon Hall Telephone (503) 686-3211 Joe Wade, Coordinator The University of Oregon is one of more than 60 public colleges and universities across the country with membership in the National Student Exchange (NSE). Through NSE, qualified students at member institutions may apply for exchange enrollment at another participating school. This program enables students to study in different geographical areas of the country and take advantage of specialized courses or unique programs that may not be available on their home campus. Participation in the program is limited to one year. To qualify, a University of Oregon student should be in the sophomore or junior year during the exchange year, be a full-time student in good standing at the University, and be a legal resident of Oregon, Tuition is assessed by the host institution at the in-state resident rate. University Community Action 109 Hendricks Hall Telephone (503) 686-3813 Anita Runyan, Director Students receive a monthly stipend and full academic credit while working full time for nine months in a public or nonprofit agency. Faculty members in the human services department provide field instruction and teach the theory- practice integration course in which students are involved each term. Admission to this program is open to upper-division and graduate students from disciplines concerned with social issues, human development, and public service. Upward Bound 1859 East 15th Avenue Telephone (503) 686-3501 Pearl M. Hill, Director Upward Bound is a federally .funded college preparatory program designed to generate the skills and motivation necessary to complete high school successfully and gain admission to an institution of higher education. High school students from low-income families who are potential first-generation college graduates with academic promise are eligible for the program. They are recruited from target schools in Portland, Eugene, Springfield, and Harrisburg. Upward Bound students participate in an eight-week summer residential program em- In certain cases, students may qualify for admission even if they have doubts about meeting the requirements. Please call or write the office about this. The staff may also be able to help with financial problems posed by deposits and application fees. An important function of this office is to promote a friendly, caring atmosphere for minority students on campus and in the Eugene- Springfield community. Helping students overcome obstacles to a successful college experience is the main goal. Inquiries are welcome. All students of color are urged to take advantage of this University-funded program. Educational Opportunities Program 207 Emerald Hall Telephone (503) 686-3232 Jacqueline Bonner, Director Larry Bridges and George Buelow, Assistant Directors The Educational Opportunities Program offers tutorial assistance and academic advising to low-income students. The program also spon- sors courses in communication tools, academic skills improvement, and the psychology of learning. Courses for 1986-87 include Special Studies: Communication and Learning (RHCM 199) and Special Studies: Issues of University Life (EPSY 199). The program receives federal and state funds, and students must meet federal requirements to be eligible to receive services. The program also provides services to physically limited students. Learning Resources Center 5 Friendly Hall Telephone (503) 686-3226 David Hubin, Director Susan J. Lesyk, Associate Director The Learning Resources Center provides assistance to all students who want to improve their academic learning skills. Among the programs offered through the center are four-week workshops on academic speed reading, study techniques, grammar, and standardized test preparation. A writing labora- tory and mathematics laboratory are available on a drop-in basis for students having difficulties completing writing tasks or understanding a particular mathematics concept. In addition, Per Year $4,188 225 Inquiries regarding admission should be directed to: American English Institute University of Oregon Eugene OR 97403 USA Council for Minority Education 314 Oregon Hall Telephone (503) 686-3479 Jewel Bell, Director The Council for Minority Education (CME) provides academic and other support services to American Indian and Alaskan natives, black, Hispanic, Asian American, and Pacific Island students. Assistance in gaining admission to the University is only oneof the ways CME offers help. The staff is always glad to answer ques- tions about the University. Once students are admitted, they become eligible for other CME services. Staff members can answer questions about academic matters and graduation requirements at the University. They also assist students in straightening out problems in other areas such as registration, housing, or business affairs. Each year CME sponsors orientation, cultural, and other activities of interest to minority students in cooperation with the ethnic student unions. It also funds courses in the English and mathematics departments in order to maintain a favorable student-teacher ratio. Grammar workshops, a computer laboratory, academic support, and other retention services are provided by CME. Projected Expenses for Academic Year Per Term $1,396 75 Tuition and Fees . Health Insurance . Housing. Dormitory (single room) . 1,263 3,789 Apartment . . . . . . . . . . . . . . 600 1,800 Quad . . . . . . . . . . . . . . . . 405 1,215 Living Expenses. 800 2,400 Additional funds will be needed for transportation, living expenses during breaks, and miscellaneous personal expenses. 298 Special Services phasizing basic skill development and cultural enrichment. Career and personal counseling encourages creative thinking and developing a positive attitude toward education. During the school year, studenfs are provided with tutoring and counseling services as well as cultural field trips and activities. Veteran Affairs 364 Oregon Hall Telephone (503) 686·3118 Hilda Young, Director The Office of Veteran Affairs assists student veterans and their dependents in obtaining veterans' educational benefits in compliance with Veterans Administration procedures and regulations. The office is a clearinghouse for information on Veterans Administration and Oregon State Veteran benefits, including Veteran Vocational Rehabilitation, Veteran Work-Study, and the Veterans Tutorial Assistance Programs. A student wanting advance pay for educational benefits should write or call the Office of Veteran Affairs approximately 60 days before the beginning of his or her first term at the University of Oregon and no later than 30 days before. All other student veterans may be certified upon registration, but they should visit the Office of Veteran Affairs prior to the beginning of each term to provide information about their school plans for the term. Tel-Info A wide range of information about the University is provided by Tel-Info, the University's tape- recorded information system. By telephoning (503) 686-4636 and requesting a tape by number, you can learn about registration, housing, admissions, campus events, academic procedures, and other topics related to the University. A partial list of available tapes follows. The service is available from 9:00 a.m. to 11:00 p.m., Monday through Saturday, and from 1:00 to 11 :00 p.m., Sunday. Tel-Info Tape Numbers Admissions, Business Affairs, Registrar Index of Tel-Info topics, 100 To arrange a campus visit, 101 Admission requirements, 103 Admission procedures, 105 Registration schedule, 110 Late registration, 113 Academic calendar, 120 Credit by examination, 125 Transfer credits, 130 Transcripts. 134 To change or declare a major. 140 To remove an incomplete, 144 To add or drop a class, 146 To correct an error on record, 149 Academic probation, 151 Progress toward a degree, 160 Final examination schedule, 170 To replace lost credentials. 175 Educational Resources and Services Help with personal or academic problems, 202 Office of Academic Advising and Student Services, 202 To get an academic adviser, 206 Educational Opportunity Program, 210 Study skills assistance: Learning Resources Center, 212 Language Laboratory, 220 Tests available at University Counseling Center, 230 Using the University Library, 250 To attend school out of state with in-state tuition, 260 Study-abroad opportunities, 262 UO Bookstore, 265 Museum of Art, 270 Community education courses, 280 Human Resources and Welfare Financial aid, 302 Work-study jobs, 309 Child care at UO, 311 Adult learners, 313 Services for minority students. 320 Services for physically limited stUdents, 330 Army ROTC, 334 Veterans' assistance at UO, 336 Resources for women on campus, 340 Help for unfair treatment, 343 Student Organizations and Government Student government, 352 Women in Transition, 360 Legal assistance, 370 Honor societies at UO, 400 Living Accommodations Locating off-campus housing, 452 Residence hall reservations, 460 Residence hall costs, payment schedule, 462 Residence hall equipment, 464 Termination of residence hall contract, 466 Telephones for residence hall rooms, 467 Names, phone numbers of residence hall personnel, 468 ' Joining a fraternity or sorority, 470 Joining a cooperative, 478 University-owned family housing, 480 Health Student Health Center, 502 University Counseling Center services, 525 The crisis line, 527 Career Planning and Placement Information on careers, 552 How to write a resume, 554 Job interview skills, 556 Government and business jobs, 562 Visiting employment recruiters, 570 Recreation and Entertainment Physical education facilities, 602 Recreation for UO faCUlty, staff, 604 The intramural office, 610 EMU Craft Center, 620 Work and travel abroad, 630 Concert calendar, music school, 640 Special Information Daily calendar of events, 651 Erb Memorial Union, hours, 652 Joining the alumni association, 670 Campus catering services, 675 Cashing a check on campus, 678 Campus copying services, 680 Campus Interfaith Ministry, 690 Parking bicycles, 701 Parking cars, 700 The tool library, 710 Important academic dates, 120 Associated Students of 'the University of Oregon Erb Memorial Union, Suite 4 Telephone (503) 686-3724 The Associated Students of the University of Oregon (ASUO) is the recognized representa- tive organization of students at the University. It is a network of agencies, activities, and programs designed to serve student needs and interests, Its purpose is to give students the opportunity to plan and direct their own pro- grams, to become involved with every aspect of University life, and to influence the decisions that affect the quality of education and student life at the University. All students who pay incidental fees are members of the ASUO. Organization. The ASUO elects four special- ized branches of student government-the ASUO Executive, the Incidental Fee Committee (IFC), the Student Senate, and the five-member EMU Board. The ASUO Executive appoints the Student Administrative Board (SAB), part of the EMU Board, the Constitution Court, and the ASUO Health Insurance Committee. Together these bodies provide governance. leadership, and representation for student concerns. ASUO Executive. The ASUO Executive is composed of an elected president, a vice- president, and hired officers and staff. The ASUO Constitution describes the legal and procedural functioning and the general makeup of the ASUO Executive. It is the recognized voice of UO students and administers more than 70 funded ASUO program. Incidental Fee Committee (IFC). The incidental fee is a self-imposed tax by which students finance student nonacademic activities. The IFC is a seven-member committee elected from the student body to allocate incidental fees. Each year all recipients of support from inciden- tal fees (the ASUO student programs, the Department of Intercollegiate Athletics, and the EMU, among others) submit their proposed budgets to the ASUO Executive. The ASUO Executive submits its recommendation to the IFC. After a series of public hearings on each budget proposal, the committee presents its recommendations to the ASUO president, who forwards the ASUO recommendation on the allocation of incidental fees to the president of the University of Oregon. The final incidental fee budget is approved by the Oregon State Board of Higher Education. Student senate. The Student Senate is an 18-member body whose members are elected for two-year terms on a rotating basis. Student Senate members represent specific academic departments and colleges. The Student Senate comprises one-third of the University of Ore- gon's Senate; the other two-thirds are faculty members. The Student Senate members are also full voting members of the University's General Faculty Assembly, which debates and sets general University policies. In addition, Student Senate members run the Information and Grievance Center in the lobby of the Erb Memorial Union (EMU), approve appointments, and help make up the ASUO Committee on Committees, which nominates students for more than 80 positions on 24 stUdent-facUlty committees. EMU Board. The EMU Board is a 15-member committee consisting of students, faculty, and EMU staff personnel. It is responsible for making general policy decisions and long- range plans for all aspects of the operation of the EMU. The board is responsible for allocating a $3.7 million budget to programs and service areas and for allocating space in the 200,000 square-foot facility. The board, of which stu- dents comprise the majority, also advises staff in the management and administration of the EMU. Student Administrative Board (SAB). The SAB is a student committee composed of one ASUO Executive member, one EMU Board member, and one student at large. In addition, the EMU scheduling officer and the EMU program consulting officer are nonvoting Associated S"tudents of the University of Oregon 299 advisers. The SAB grants or withdraws recogni- tion or registration of student groups as a basis for use of campus facilities. In addition, it formulates general policies related to student organizations and on-campus extracurricular activities. Constitution Court. The ASUO Constitution Court, appointed by the ASUO president and confirmed by the Student Senate, serves as the Court of Appeals for the ASUO. The court has the authority to rule on any questions arising under the ASUO Constitution or any rule promulgated under it. This review power covers almost any action by ASUO government bodies, programs, and individual students when covered by the ASUO Constitution. ASUO Health Insurance Committee. The ASUO Health Insurance Committee, consisting of five students appointed by the ASUO president and confirmed by the Student Senate, is responsible for setting policy for the ASUO Health Insurance Program, hiring an insurance coordinator, negotiating contracts, reviewing benefits offered, and other resonsibilities related to the administration of the program. Student Interests Alpha Kappa Psi is a professional business fraternity that helps members gain experience in activities essential to their future careers. Amazon Child Care center is a student cooperative offering good, low-cost care and seminars on parenting, teacher education, and child development. Amazon Community Tenants representatives participate in the Amazon Family Housing Policy Board, which sets all the policies con- cerning the Amazon Housing Complex. American Chemical Society Affiliates is the undergraduate student association of the UO Department of Chemistry. American Civil Liberties Union campus branch is student directed and funded; it is affiliated with both the Oregon and the Lane County ACLU chapters. American Institute of Architects associated student chapters offer speaker and film series, peer advising, design competitions, and tours of local architecture offices. American Society of Interior Design provides professional contacts for its members. Asian-Pacific American Student Union serves the University's considerable population of Asian-Pacific Americans. Associated Students of Landscape Architec- ture provides instructor evaluations for the School of Architecture and Allied Arts, stimu- lates student input in departmental committees, sponsors speakers on landscape architecture, and provides contacts with professionals and other landscape schools. ASUOCourse Guide is distributed to students and faculty free of charge each term. It contains descriptions of classes offered. ASUO Executive Coordinator is a full-time professional empioyee of the ASUO working under the direction of the ASUO president. The coordinator provides consulting and research services to ASUO officers. ASUO Legal Services provides a wide range of nonlitigatory legal services to all regular University students free of charge. Avenu is the student newspaper of the School of Architecture and Allied Arts (AAA) published nine times each year by the University's student chapter of the American Institute of Architects (AlA). Black Student Union (BSU) serves as a support group for black students and exposes the University and Eugene-Springfield com- munities to black culture by sponsoring social and cultural events. Chinese Student Association coordinates academic, social, and cultural activities for about 300 UO Chinese students. Committee for the Musical Arts sponsors artists who represent traditions, cultures, and repertoires not provided by the School of Music, the Cultural Forum, or other campus organiza- tions. Condon Society is an undergraduate and graduate student association of the Department of Geology. Council for Exceptional Children serves all students and professionals interested in teaching disabled children and others with special needs. Crisis Center provides emergency counseling when other University and ASUO facilities are not available. The Crisis Center phone line is open 24 hours a day. Staff members can also refer students to other specialized agencies. Telephone is 686-4488. Cuba Study Group is primarily a cultural information organization. Division of Educational Policy and Manage- ment Graduate Student Association is primarily a support group for educational policy and management graduate students. Drug Information Center, in affiliation with the Department of School and Community Health, helps to ensure responsible drug decision making and individual safety. ESCAPE (Every Student Caring About Per- sonalized Education) is a student-initiated and student-run accredited practicum which places student volunteers. Foreign Student Organization (FSO) is an umbrella organization for students from nations around the world. Included are the Arab Students Club, Indian Students Association, Indonesian Students Association, Iranian Students Association, Japanese Students Association, Muslim Students Society, Organi- zation of Arab Students, and Singapore Stu- dents Association. Under the guidance of the FSO, these associations and the students work to promote the educational, social, and cultural activities of foreign students at the University. Forensics is the University's debate society and speech club. Gay and Lesbian Alliance serves members who seek relaxed, nonoppressive interaction, worthwhile activities, and a positive sense of self. Industrial Relations Association is an interdis- ciplinary graduate association working primarily out of the College of Business Administration to provide peer advising, a newsletter, and orientation for its members. Interfraternity Council provides a central organization for general fraternity activities and leadership opportunities and promotes campus invoivement. International Studies Association stimulates understanding of world affairs. Jewish Student Union serves the entire student body through conferences, retreats, speakers, films, and discussion groups sched- uied for the best possible benefit to both Jewish students and the University community. M.B.A. Association aims to improve the UO graduate business program through student involvement. MEChA (Movimiento Estudianti Chicanos de Aztlan) coordinates Chicano student activities and represents the interests of Chicano stu- dents at the University. Model United Nations provides experience in internationai relations through simulation and increases analytic skills useful in many fields. Mortar Board is a national honor society for seniors with outstanding records of personal service, leadership, and scholarship. Muslim Student Association fosters under- standing of Islamic culture. Native American Student Union helps Indian students at the UO, NCAA Volunteers for Youth matches Univer- sity athletes with junior high students. Off-Campus Housing is a referral service for students and community members who want to locate housing. It provides a rentai referral board and paralegal counseling for landlord- tenant problems. Office of Student Advocacy (OSA) ;s a constituent service of the ASUO providing representation, at no charge, to students in matters of student grievances, conduct code, and related matters. Located in the EMU, OSA will assist students in resolving problems that arise out of University life. Oregon Computing Association is a group of students seeking to broaden their awareness of computers and computer uses. Oregon DallyEmeratdis the UO's independent student newspaper. The ASUO purchases a subscription for each UO student. Oregon Student Lobby provides a collective voice for students of Oregon's institutions of higher education to infiuence public policy decisions. It conducts research on issues affecting students, lobbies decision makers, and provides a mechanism for information sharing among studer]ts. Oregon Student Public Interest Research Group (OSPIRG) is a consumer and environ- mental advocacy organization. PanhellenicCouncii promotes the understand- ing of the sorority system and furthers intellec- tual accomplishment and opportunities for leadership and campus involvement. People and the Oregon Coast coordinates student activities between the University main campus and the Oregon Institute of Marine Biology in Charleston, Oregon, 300 Associated Students of the University of Oregon Political Science Student Union serves undergraduate political science majors through development of student-run programs and activities and through academic peer advising. Philosophy Club stimulates philosophical thought by sponsoring speakers, papers, and discussions. Prehealth Sciences Center offers seminars, professional school information, and clinica[ observation for premedical and predental students. Psychology Clinic provides psychotherapy for a variety of personal problems. Psychology Club is the undergraduate student association of the Department of Psychology. Public Affairs Graduate Student Organiza- tion sponsors workshops and speakers in the areas of professional development and career planning. Rape Crisis Network seeks to reach al[ members of the community who have been or might be affected by sexual assault. Its Crisis Line program provides 24-hour crisis interven- tion services to rape victims. Recreational Folk Dancing provides instruc- tion and recreation several nights a week for members of the University community. Recreation and Intramurals offers more than 40 events and activities. Recreation and Park Management Graduates encourages the professional education and social interaction of graduate students in the Department of Leisure Studies and Services. Repertory Dancers offers students the oppor- tunity to see, perform, and participate in dance concerts, master classes, and workshops. Performing membership is obtained through auditions held each fall. SEARCH is an ASUO program responsible for student-initiated and, frequently, student-taught courses. Solar Energy Information Center sponsors a comprehensive and informative appropriate- technology lecture program and offers a comprehensive co[lection of reference material. Student Bar Association is the umbrella agency for student-interest groups within the University of Oregon School of Law. Student Campaign for Disarmament (SCD)is a response to the threat to world peace and human survival that is created by the escalating arms race, both conventional and nuclear. Through education and organization, SCD attempts to offer peaceful alternatives for a [ivable future. Students Opposing Registration and the Draft (SORD) works to increase campus awareness of military registration and the draft, and the interconnections between war, racism, proverty, and other social i[ls. It provides counseling and referral. Survival Center is a clearinghouse for students interested in environmental concerns. Switchboard's services include a nationwide "Rideshare" system free to UO students. Switchboard is also a clearinghouse for a wide variety of other information services. Teacher Education Graduate Student Organi- zation serves its members through arranging speakers and social events and through a newsletter. Tool Library is a nonprofit corporation serving the student body and community as a tool and building resource center. Undergraduate Economics Association provides a forum for economic thought which supplements the classroom experience and unifies the academic and real worlds. University PlayersfTheatre 4:30 is a series of weekly student-produced plays in Villard Hal['s Pocket Theatre. University Players sponsors guest speakers and workshops on theater skills open to the general student body. University Theatre. The ASUO contributes funds to the University Theatre to reduce the cost of admission for students. University Women in Transition provides assistance and support to mature women who are returning to the University to further their education. UO YMCA is a branch of the Eugene Family YMCA. The Big Brother/Big Sister program provides UO student "friends" to children in single-parent homes. Other student volunteers are advisers for junior and senior high school programs. UO YWCA provides services to women, minorities, and disabled youth through the Exceptional Friendship Program and the Outreach Program. Women in Communication, Inc. is a national professional organization. For students, it offers internships and career advice. Women's Referral and Resource service aids women in their search forthe tools, information, and skills needed to advance themselves. Erb Memorial Union Thirteenth Avenue at University Street Telephone (503) 686·3705 Adell McMillan, Director E. Jan Hosmer, Assistant Director and Business Manager Frank Geitner, Jr., Assistant Director and University Program Consultant The Erb Memorial Union (EMU) is a combination of facilities, services, and programs dedicated to making the extracurricular life of students an integral part of their education. The EMU provides group meeting rooms, a variety of food service units, lounges, a recreation center, and a staff of program consultants to help groups and individuals in planning programs. Student government and activities offices are located on the ground floor of the EMU. A[so housed in the building are the Oregon Daily Emerald editorial offices, a branch of the U.S. Post Office, the Campus Copy Center, Photo 1.0. service, an information center, a small variety store, a ticket outlet, the University lost-and-found service, a travel desk, and a hair salon. Another part of the EMU, but not housed in the building, is the Waterworks Canoe Company, which rents canoes and kayaks for use on the Millrace and elsewhere. A new microcomputer laboratory will be available for student use during 1986-87. The Erb Memorial Union is funded from two sources: the incidental fee paid by all students each term and the income generated by some EMU units. Each year the EMU submits its bUdget to the ASUO Incidental Fee Committee, which makes recommendations to the president of the University regarding the allocation of incidental fees to the athletic department, the ASUO, and the EMU. Board of Directors The EMU Board of Directors has the responsibil- ity for making general policy decisions and long-range plans for the Erb Memorial Union. The board also advises EMU staff on matters of day-to-day management and administration. The board is made up of elected students, appointed students, and appointed faculty members. The EMU also provides activities and programs for the educational, cultural, and recreational enrichment of the University community. Child Care centers Telephone (503) 686-4384 Mary Ann Doan, Coordinator Twochild care centers are available for use by University students and, when space is avail- able, by staff and faculty. Club Sports and Recreation Center Telephone (503) 686-3733 Sandra Vaughn, Coordinator This is a special intercollegiate program that emphasizes participation by all interested students. The club sports program has teams in soccer, rugby, lacrosse, weight lifting, karate, fencing, water polo, table tennis, volleyball, skiing, crew, badminton, sailing, handball, bicycling, racquetball, bowling, horseback riding, baseball, korfball, judo, and ultimate frisbee. The Recreation Center has facilities for bowling, billiards, and video and table games. It sponsors tournaments in billiards, table tennis, shuffleboard, chess, bridge, and backgammon. Craft Center Telephone (503) 686-4361 Thomas F. Urban, Coordinator Open to a[1 members of the University commu- nity including alumni, the Craft Center provides facilities for informal work in ceramics, jewelry, woodworking, graphics, photography, and various other crafts. Cultural Forum Telephone (503) 686-4373 The Cultural Forum presents a program of campus-wide entertainment and cultural activities, including films, concerts, art exhibi- tions, lectures, and symposia. Outdoor Program Telephone (503) 686-4365 Bruce Mason, Coordinator The Outdoor Program offers activities such as camping, hiking, mountaineering, ski touring, canoeing, kayaking, bicycle touring, river rafting, and an on-campus program of lectures, slide pr8sentations, and instructional work- shops. University of Oregon Bookstore 301 Recreation and Sports 103 Gerlinger Hall Telephone (503) 686-4113 Karla Rice, Director The Department of Physical Education and Human Movement Studies sponsors com- prehensive sports and recreational programs for the students, faculty, and staff of the University. Recreation and Intramural Activities. The programs provide a wide variety of opportunities for participation in intramural sports, all-campus tournaments, and special events. These may include one-day tournaments; short events, such as a fun run or free-throw contest; or league or fitness activities, which may last up to eight weeks. Activities are provided in men's, women's, and coed divisions. Among the most popular activities are basket- ball, bOWling, badminton, cross-country, flag football, golf, racquetball, swimming, softball, soccer, tennis, track, volleyball, and wrestling. Open Recreation. The facilities and recrea- tional equipment of the department are available for open recreation when not otherwise sched- uled. These facilites include the gymnasiums, courts, weight room, and pools of Esslinger Hall, Gerlinger Hall, and Gerlinger Annex. Outside field space and tennis courts are also available on the same basis. Open recreation is a key element in the overall balance of Recreation and Intramurals (RIM) programming. Open recre- ation is an outlet for individuals who want a less structured, nontournament form of participation. Throughout the year, facilities are regularly set aside for drop-in activity. Intercollegiate Athletics McArthur Court Telephone (503) 686-4481, -3388 Bill Byrne, Director Sam Baker and Christie Voelz, Associate Directors Herbert S. Yamanaka, Special Assistant to Director Bill Bryant, Academic Coordinator Steve Hellyer, Sports Information Director Scott Essig, Marketing Director Steven R. McBride, Director of Computing Services Head Coaches and Trainers Dean Adams, Head Trainer Ed Boyd, Gymnastics Coach Rich Brooks, Head Football Coach Dan Cole, Swimming Coach Bill Dellinger, Head Men's Track and Field and Cross-Country Coach Ron Finley, Head Wrestling Coach Gerry Gregory, Head Volleyball Coach Tom Heinonen, Head Women's Track and Field and Cross-Country Coach Elwin Heiny, Head Women's Basketball Coach Sue Jacobson, Women's Tennis Coach Scott Krieger, Golf Coach Don Monson, Head Men's Basketball Coach Emory Summers, Men's Tennis Coach Teresa Wilson, Softball Coach Intercollegiate athletics at the University is an integral part of the institution's educational programs. Opportunity to participate in athletics is offered to students of both sexes at every level of experience and skill. The University has a rich heritage in men's intercollegiate athletics, one that includes five National Collegiate Athletic Association (NCAA) track-and-field championships, four NCAA cross-country championships, and the first-ever NCAA basketball championship. University women earned the national cross-country title in 1983 and the outdoor track-and-field crown in 1985 to cap 11 years of high finishes in cross-country and seven in track and field. In 1984 track-and-field athletes won four individual NCAA titles, and the men were NCAA champi- ons. In basketball, the women were selected for the NCAA tournament and the men's team was part of the National Invitation Tournament field in 1984. Success in sports has made Eugene and the University an attractive site for national cham- pionships. The University has been the cham- pionship host for NCAA and AIAW track and basketball, NCAA gymnastics, wrestling, and golf. Eugene, site of the 1972, 1976, and 1980 Olympic Track and Field Trials, is recognized as the track-and-field capital of the United States. Numerous University teams-men's and women's-have won conference and regional championships. Many University athletes have won individual national titles and participated in the Olympic Games, World Games, and other major competitions. The University fields seven sports for men and six for women. Men's sports include football, basketball, wrestling, tennis, golf, track and field, and cross-country. Women's sports include volleyball, basketball, tennis, softball, track and field, and cross-country. Women's Intercollegiate Athletics, organized in 1973, has been a part of the Department of Intercollegiate Athletics since 1977. The University of Oregon belongs to the NCAA, competing at the Division I level in men's and women's competition. The long-time organizer of men's athletics, the NCAA began sponsoring women's championships in the 1981-82 season, The University also belongs to the Pacific-10 Conference (Pac-10). Other members of the Pac-1 0 are Arizona, Arizona State, UCLA, USC, California, Stanford, Oregon State, Washington, and Washington State. Pac-10 schools have captured more NCAA titles than any other conference in the nation. University of Oregon Bookstore Thirteenth Avenue at Kincaid Street Telephone (503) 686-4331 James L. Williams, General Manager The University of Oregon Bookstore, Inc., is just west of the campus in the Campus Village. The bookstore is a nonprofit corporation established in 1920to serve the students, faculty, and staff of the University of Oregon. The bookstore is open during the school year from 7:30 a.m. to 5:30 p.m., Monday through Friday, and 10:00 a.m. to 3:00 p.m. Saturdays. During the summer, the bookstore is closed Saturdays and opens at 8:30 a.m. weekdays. Services. The bookstore is a small department store. The lower level displays a wide selection of school and office supplies as well as art and architecture supplies. Public restrooms are located at this level. The street level offers a variety of merchandise, including calculators, computers, typewriters, televisions, and stereos. A complete University sportswear and insignia department is located along the west side of the floor. On the east side are greeting cards, gifts, drug sundries, magazines, candy, and snacks. On the upper level, in the general book depart- ment, the bookstore offers more than 35,000 separate titles for reading pleasure. The store specializes in carrying books seldom found in a regular bookstore. If the bookstore does not carry a particular book or if it is out of print, the staff is always ready to make a special order. The bookstore's staff also enjoys recommend- ing books to customers. The course book department is located at the rearofthe upper level. The bookstore sells both new and used course books at a discount and also saves students money throughout the year by buying back many books that will be used again on campus. The buy-back list is largest, however, at the end of each school term when the bookstore brings in professional used-book buyers during finals week for the convenience of students wanting to sell their books. Each year the board of directors reviews the book department discount. Although there is no guarantee of a set discount, last year the bookstore gave an 11 percent discount off the pUblisher's list price to its members. Since 1973 the bookstore has returned more than $3.3 million to the students through this discount. Specific services offered at the bookstore include no-charge check cashing, a U-Lane-O Exchange automatic teller machine, free gift wrapping for store purchases, a free notary public service, free self-service coin lockers, key making, acceptance of Oregon Daily Emerald classified advertisements, postage stamp sales, a film-processing service, Univer- sity of Oregon jewelry sales, graduation cap and gown sales and rentals, two self-service photocopiers, a free campus telephone, public restrooms, and bicycle parking and benches outside the store. Organization and Management. For many years a cooperative store, the bookstore is now an independent, nonprofit corporation whose membership is composed of all the students, faculty, and civil service staff of the University. Policy is made by a board of directors of eight students, two faculty members, and one classified staff member. The directors are elected by the bookstore's membership in annual elections. The operation of the store is conducted by 12 full-time managers and a large staff, many of whom are spouses of students or part-time students. Policy. It is the fixed policy of the bookstore to supply the consumer needs of students and faculty in the best manner possible. The bookstore continually strives to find new ways to better serve its membership, and welcomes suggestions and constructive criticism. To this end, a suggestion box has been placed in the lobby of the store, with a standing invitation for all to use it. People are also welcome to call the manager and staff for additional information. Enrollment Statis1"ics 303 874 1,314 a 219 a 92 2,801 3,658 3,675 23,623 a 1,566 a 3,052 a 2,112 a 1,152 a 1,068 a 483 a 422 a 9,855 400 a 283 a 1,535 a 331 a 69 a 483 a 183 a 3,284 a a 440 219 a a 92 241 616 5,246 1,148 Enrollment by Major and Classification 1984·85 Academic Year College ofArts and Sciences Freshmen Sophomores Juniors Seniors Anthropology . 6 15 20 47 Arts and Sciences Premajors . 764 552 198 86 Asian Studies. 4 7 6 7 Biology. 89 84 89 166 Chemistry. 26 25 22 82 Chinese. 2 a 1 3 Classics. a 1 2 3 Comparative Literature. 1 1 2 3 Computer and Information Science. 120 99 120 179 Creative Writing .. a a a a Economics. 20 35 71 136 English. 39 75 95 206 French ... 6 11 6 22 General Science. 15 20 32 122 Geography. 1 6 20 49 Geology. 9 8 13 55 Germanic Languages and Literatures . 7 8 11 30 Greek. a a 1 a History. 19 32 65 118 Humanities. 8 13 10 8 Independent Study. a a a 3 International Studies .. 9 18 18 45 Italian a a a 2 Japanese. 4 3 2 5 linguistics. 4 6 8 26 Mathematics . 23 22 27 76 Philosophy ... 4 8 7 25 Physics. 14 13 16 32 Pol itical Science . 64 76 89 215 Preengineering 31 12 5 3 Psychology .. 130 143 210 307 Religious Studies. 1 1 1 5 Romance Languages . 11 26 27 25 Russian .. 1 3 3 9 Sociology. 7 25 48 131 Spanish. 6 4 5 26 Speech: Rhetoric and Communication . 11 29 39 77 Speech: Telecommunication and Film. 69 70 89 180 Speech: Theater Arts ....................................... 19 29 28 39 Total. 1,544 1,480 1,406 2,553 Professional Schools Architecture and Allied Arts . 117 143 237 669 Business Administration . 606 648 593 922 Education .. 67 107 145 258 Human Development and Performance 78 148 199 396 Journalism. 197 199 249 354 Law. a a a a Music .. 33 43 41 122 Total. 1,098 1,288 1,464 2,721 Other Community Education Program a a a a Interdisciplinary Studies. a a a a Unaffiliated. a a a a Unclassified . a a a a Total All Majors 2,642 2,768 2,870 5,274 Graduates 76 a 15 104 75 a 3 30 191 20 90 89 15 2 34 48 21 a 44 a a 39 1 1 36 76 19 116 36 a 110 a 38 5 45 20 44 27 32 1,502 Nonmatriculated Undergrads Graduates a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a Total 164 1,600 39 532 230 6 9 37 709 20 352 504 60 191 110 133 77 1 278 39 3 129 3 15 80 224 63 191 480 51 900 8 127 21 256 61 200 435 147 8,485 Total 154 405 27 67 58 25 2 9 16 12 166 4 3 149 1,097 3,382 Female 90 225 7 18 39 16 2 3 9 4 68 2 2 47 532 1,650 Male 64 180 20 49 19 9 a 6 7 8 98 2 1 102 565 ....... 1,732 Advanced Degrees Master of Arts .. Master of Science .. Master of Architecture .. Master of Business Administration . Master of Education . Master of Fine Arts . Master of Interior Architecture .. Master of Landscape Architecture . Master of Music .. .. Master of Urban Planning . Doctor of Philosophy.......... .. . Doctor of Education . Doctor of Musical Arts .. Doctor of Jurisprudence . Total....... . . Total Degrees .. Summary of Degrees Granted: Summer 1984 through Spring 1985 Bachelor's Degrees Male Female Total Bachelor of Arts 204 379 583 Bachelor of Science 801 652 1,453 Bachelor of Architecture 79 22 101 Bachelor of Business Administration. 36 15 51 Bachelor of Education 3 2 5 Bachelor of Fine Arts 5 13 18 Bachelor of Interior Architecture 3 13 16 Bachelor of Landscape Architecture ......... 15 14 29 Bachelor of Music 21 8 29 Bachelor of Physical Education a a a Total.................................. .. 1,167 1,118 2,285 Retention Data Pursuant to Public Law 94-432 (Section 132 of the Education Amendments of 1976 to the Higher Education Act of 1965), the University is required to prepare and disseminate selected information to students. The required information includes a statement on the retention of students at the University. The following data are presented in support of this requirement 1980-81 1981-82 1982-83 1983-84 1984-85 Final Enrollment Fall Term ........................ ...... ", ... , ...... 17,379 16,702 15,484 15,569 15,905 Enrollment Spring Term for Fall Term Enrollees .............................................. 13,552 13,433 12,614 12,715 12,846 Degrees Awarded Fall and Winter Terms ........ .................... ...... ................... 993 932 1,110 1,044 960 Total Spring Term Enrollment and Other Degrees Awarded .......................... 14,545 14,365 13,724 13,759 13,806 Percentage Retained or Graduated for the Year ........................................... 84% 86% 89% 88% 87% 305 Living in Oregon to Reno Winter sports Repertory theater Thomas Condon John Day FOSSil Beds Miles of bicycle paths and jogging trails are maintained in the city and in local parks. A favorite stretch is in Alton Baker Park, across the Willamette River from campus. A footbridge provides access from the University and makes it possible for students living in Springfield to bicycle to classes. Pre's Trail, also in Alton Baker Park, is a specially designed European- style jogging and exercise course. Another excellent bark-dust trail is in Amazon Park, southwest of the campus. University students are encouraged to take advantage of the many opportunities available throughout the city and state. Both campus and community residents extend every effort to maintain a friendly, open atmosphere. • Lakeview A~ The Dalles L'hf&)Mt Hood ~ ~ ..l\.crater Lake ~~ @ Boating @ Camping S Fishing @ Coast scenic area @ Hiking and climbing~ Water sports '"~ Warm Springs(I) Newport v~ Indian Reservation @ Painted Hills SA • vallis t Q,~ S Florence (j)~ 'iii'~iBiThree S,sters~Q EU9~ '~'Bend 'e' Umverslty 01 ..A foregon • @ ~pme Mountam Observatory Umverslty of Oregon S tr.... l @> @ 2& Burns Coos Bay r bregon Institute of Marme Biology/University of Oregon @) Main shopping areas are the downtown Mall and Valley River Center, with smaller shopping areas near campus and in outlying neighbor- hoods. Children's play areas, rock gardens, and an impressive fountain plaza form the downtown Mall, which is partially closed to vehicular traffic. Valley River Center is a covered shopping center including small shops and major depart- ment stores. The University business district just west of the campus is a charming mix of bookstores, restaurants, street vendors' carts, banks, and specialty shops. Good restaurants and cafes may be found throughout the city in all price ranges and with many styles of cuisine. Living in Oregon is one of the special benefitsof attending the University. Residents take pride in their state. They are concerned with the quality of life in cities and with preserving a rernarkably beautiful and diverse natural environment. Oregon's Cascade Mountains, an hour's drive east of Eugene, include the Pacific Crest Trail and several well-known peaks for both serious climbers and weekend hikers. Winter sports include cross-country and downhill skiing; in the summer, residents enjoy camping, fishing, and white-water boating. On the Oregon coast, an hour to the west, is the longest stretch of coastal dunes in the nation. Rugged rock cliffs and fascinating intertidal areas are also part of the coastal ecology. Deep-sea fishing, clamming, crab- bing, and sailing in the bays add to the coast's recreational appeal. Surrounded on three sides by fir-covered mountains, Eugene is located near the conflu- ence of the Willamette and McKenzie Rivers. The location, an unspoiled natural environment, and moderate temperatures make outdoor activities such as camping, hiking, fishing, and boating extremely popular. Although the 150,000 residents make the Eugene-Springfield community the state's second largest metropoli- tan area, it retains much of the atmosphere of a small town. For a wider range of metropolitan services, the city of Portland is just two hours to the north. Both campus and community members partici- pate in a wide variety of lectures, exhibits, concerts, theatrical productions, and sports events. The renowned Hult Center for the Performing Arts regularly showcases local, national, and international artists, dance troupes, opera and symphony groups, and repertory theater companies. The long-standing Oregon Shakespearean Festival is located in Ashland, about three hours south of Eugene. Eugene is the county seat for Lane County and the site of several federal, state, and local governmental agencies. University students can gain academic credit, practical experience, and income by working in local governmental offices, businesses, social agencies, parks, and schools. Faculty and staff members serve the community in many advisory and volunteer roles with the city council, school boards, and various public and private boards and commis- sions. 306 FacuIty Index Note: Names of University adminis- trative officers appear on the inside front cover; board members and administrators of the Oregon State System of Higher Education are listed on the inside back cover. Aamot, Gordon J. 289 Abel, Michael H. 150 Abbott, Max G. 202 Acheson, Keith A. 209 Acker, Joan R. 128, 140.224.285,286 Acker. Martin H. 198 Adams, Dean 301 Adler, Jack D. 232 Aikens. C. Melvin 29, 32, 284 Albaum, Gerald S. 87. 193 Alef, Gustave 80. 116. 126 Alexander, Henry A. Jr. 100, 116 Allen, Alice J. 289 Allen, Doris Renshaw 140, 261 Alley. Henry M. 84 Alpert, Laura J. 164,273 Aly. Lucile F. 60 Anderson, Daryl 205 Anderson, Frank W. 94 Anderson, Maryan 1 Anderson-Inman, Lynn 209 Andrews, Fred C. 94, 273 Andrews, George F. 153 Anthony. David H. 66. 80 Armstrong, Paul B. 60 Arp, Sandra L. 174, 285 Ashby, Gordon P. 288 Attneave, Fred 111 Auty, William P. 204 Avery, James R. 249 Axline, Michael D. 65, 255 Ayora. George 90, 117 Ayres. William S. 29,32,90, 116 Baase. Walter 42 Babcock, Fred 18 Bader, Jeanne E. 140, 224 Bailey, Exine Anderson 261 Bajdor. Kryzysztof 42 Bajer. Andrew S. 34 Baker, Lois I. 255 Baker, Ralph B. 164 Baker. Sam 301 Baldwin, Ewart M. 72 Baldwin, John H. 41,65,174,279,288 Ball, Roland C. 60 Ballester, Bill 292. 295 Ballinger. Thomas O. 159 Bard, Floyd E. 288 Barnes, Bruce A. 94 Barnes, Eugene B. 289 Barnhard, Ralph J. 41 Barnwell, Jane L. 289 Barrar, Richard B. 94 Barry. Frank J. 255 Bartel, Roland 60 Bartlein, Patrick J. 69 Barton, Robert 131 Bassford, Paul S. 293 Bateman, Barbara D. 210 Bates. Barry T. 232, 273 Baugh, William H. 106 Baxter, Z. Diane 232 Baynes, Frank L. 293 Beall, Chandler B. 117 Beam, Randal A. 249 Beaman, Susanne 204 Beck, Jacob 49, 68, 111 Becker, Wesley C. 139.198.199 Becktel, Wayne J. 42 Beebe. John Fred 123, 124, 126 Beelman, Glenn T. 94 Beisse, Fredric 51 Bell, Frederick I. 232 Bell. Jewel 297 Bellamy, G. Thomas 204 Bennett, Jack W. 32,146,147,292 Bennett, R. Wayne 261 Bensick, Carol M. 60 Benson, Joan 261 Benz, Michael R. 294, 224 Berg, Otto 42 Bergquist, Peter 84, 261 Bernham, John A. 198 Bernhard, Sidney A. 41, 84, 286 Bernstein, James M. 249 Berreman, Joel V. 128 Best, Roger J. 193 Bettman, Ann 171 Bickford, Elizabeth 12 Biersack. Aletta A. 29, 49, 116, 140 Bingham. Edwin R. 80 Birn. Randi M. 50. 117, 140 Birn, Raymond 80 Birrell, Bruce 42 Bittner, Francis W. 261 Bivins, Thomas H. 249 Blanchard, James 232 Bobrowski, Paul M. 190 Boekelheide, Virgil C. 41 Bogen, Gerald K. 202 Boggs, Sam 72 Boles, Shawn M. 204 Bolton, Christopher R. 224 Bonamici, Andrew R. 289 Bonds, Alexandra 131 Bonine, John E. 255 Bonner, Jacqueline 297 Bonnett. Howard T. Jr. 34 Borchardt, John W. 232 Bordwell, Constance 60 Boren, James L. 60, 91, 99 Boucot, Arthur J. 72 Bouwman, Marinus J. 188 Bowerman, William J. 232 Bowers, C. A. 209 Bowman. Robert G. 188 Boyd, Ed 301 Bradetich, Marilyn M. 85, 146 Bradley, Mary 288 Bradshaw, William E. 34, 84, 99, 286 Brady, Thomas A. Jr. 80, 99, 116 Branchaud, Bruce P. 41 Breidenthal, Leslie T. 261 Bremiller, Ruth A. 35, 286 Bressan, Elizabeth S. 232 Bricker, Diane D. 204, 205 Bridges, Larry 297 Briggs, Peter 294 Briscoe, John L. 153 Brodie, Donald W. 255 Broekhoff, Jan 232 Brombaugh, John 261 Brombaugh, Mark A. 261 Brooks, Rich 301 Brown, G. Z. 153, 288 Brown, Richard Maxwell 28, 80 Brown. Warren B. 192 Browning, Philip 204 Bruce, John A. 198 Brumbley, David 35 Bryan, Stanley W. 153 Bryant, Bill 301 Buch, James R. 1 Buck. Richard O. 293 Buck, Virginia M. 293 Buckner, Paul E. 164 Buelow, George 297 Burr, William E. II 192 Burris, Vallon L. 128 Butler, Garey F. 285 Bybee, Carl R. 131 Bynon, George E. 289 Byrne, Bill 301 CadbUry, William 131 Caine, Caroline Shell 220 Cal in, Francoise 117 Cal in, William 50, 86, 117 Calmus, Thomas W. 191 Cameron, Ron 171 Camp, Delpha 224 Campbell. Robert 57 Capaldi, Roderick A. 34, 286 Carlton, James T. 34. 287 Carmichael, Carl W. 131, 224 Carmin, James H. 289 Carnine. Douglas 210 Carpenter, Gaylene 229 Carroll, George C. 34 Carter, Lawrence R. 128, 224 Castenholz, Richard W. 34 Cavender, David 150 Chaille, Christine 209 Chan, Alice 288 Chandler, Vicki L. 34, 286 Chaney, Richard P. 29, 116 Charters, Werrett W. Jr. 202 Ch'en, Shang-Vi 102 Chenery, Mary Faeth 65, 229 Chereck, Deborah 292 Chereck, Herbert R. 3 Chickering, Roger P. 80 Cholewinski, Norman D. 42 Christensen, Ned J. 204 Christensen, Rodney E. 289 Civin. Paul 94 Clancy, Clarence W. 35 Clark, Chapin D. 255 Clark, Richard G. 261 Clark, Robert D. 132 Clarke. H. Harrison 232 Clayton, Mary E. 289 Clemen, Robert T. 190 Close. Dan 204 Cogan, Frances B. 84 Cogswell. Carol J. 35 Cohen. J. David 102,287 Cohen. Leonora 209 Coiner, Robert 226 Cole, Charles W. 192 Cole, Dan 301 Coleman, Edwin L. II 60. 66 Coleman, Janice C. 153, 168 Coleman, Ralph 205 Collen, Robin 220 Collingwood, David H. 94 Collins, Robertson E. 168 Collins, Sharon 288 Colwell, Frances J. 293 Combellack, Frederick M. 47 Comrada, Norma McFadden 126 Conant, Eaton H. 181,186,192,279 Conery, John S. 51 Conners, Kathleen M. 289 Cook, Andrea 12 Cook, Stanton A. 34, 65 Copur. Ulker A. 153 Corner, Donald B. 153 Cottrell, Randall R. 240 Courtney, Steven P. 34 Craig, Colette G. 87, 90, 91 Craig, Jenifer P. 220 Crasemann, Bernd 102, 286 Crawford, John W. 249 Cressman, Luther S. 29 Crumb, Lawrence N. 289 Csonka, Paul L. 102,287 Cummings, Hilary A. 289 Cunningham, John A. 193 Curland, David J. 90. 117, 119, 120 Curtis, Charles W. 94, 287 Cykler, Edmund A. 261 Dahle, Thomas L. 202, 210 Dahlquist, Frederick W. 41,99,286 Dann, Larry 191 Dasso, Jerome J. 191 Davie, William E. 100, 116 Davies, James C. 106 Davis, Lorraine G. 139, 224, 240 Davis, Peter A. 131 Davis, Peter S. 192 Davis, Richard M. 57 Day1on, Maureen 229 DeBuse, Marjorie 210 DeChaine, Faber B. 131 Decker. Leslie 80 Deemer, Toby J. 273 Degge, Rogena M. 140, 159 DeGidio, Jane Farrand 202, 295 DeHaven, Edna P. 209 Dehn, Natalie 49, 51 deJung, John E. 202 DeLancey, Scott 32. 49, 91 Dellinger. Bill 301 Descutner, Janet W. 84, 220 Deshpande, Nilendra G. 102,287 Desiderio, Russell 42 Desroches, Richard H. 50, 85, 117 Deutsch, Steven 126, 128, 286 Dicken, Samuel N. 69 Diethelm, Jerome 171 Dinwiddie, Dana A. 289 Dizney, Henry F. 199, 201 Doan, Mary Ann 300 Dobroski, Bernard J. 261 Dobson, Ginny Brady 204 Doerksen, David P. 261 Dolby, Lloyd J. 41 Dole, Philip H. 153, 168 Donahue, Margaret 292 Donnelly, Marian Card 161 Donnelly, Russell J. 102, 142, 287 Doremus, Andrew 288 Dorjahn, Vernon R. 29, 84, 87 Dougherty, M. Frances 220 Douglas, Sarah A. 49, 51, 91 Dowd, Charles 261 Downes, Bryan T. 41,174 Dryzek, John S. 106 Duckett, Kenneth W. 289 Dudley, Gordon A. 198 Dumond, Don E. 29, 90, 284 Duncan, Charles T. 34, 87, 249 Dunlap, Diane M. 197,202 Dunn, Barbara 12 Dunn, Judith A. 209 Durnell, Jane B. 289 Dyar, M. Darby 72 Dyer, Micheal N. 94 Dyke, Thomas R. 41, 286, 287 Eakin, Brian Kelly 57 Eaton, Katherine G. 290 Eberts, Randall W. 57 Edginton, Christopher R. 41, 229 Edson, C. H. 28, 140, 202 Faculty Index 307 Edwards, Richard C. 150 Eisemann, Eric L. 168 Eisen, Judith S. 34, 99, 286 Eisert, Debra C. 204 Eliason, Alan L. 51, 84 Ellis, Christopher J. 57' Ellis, Michael J. 229, 232 Endzweig, Pamela 284 Engelking, Paul C. 41,286 Engelmann, Siegfried E. 210 English, R. William 204 Epple, Juan A. 90, 117 Epps, Susan 199 Erbaugh, Mary S. 32, 49, 91 Erickson, Kenneth A. 203 Esherick, Joseph W. 32, 80 Espeseth, V. Knute 210 Essig, Scott 301 Etter, Orval 174 Ettinger, Linda F. 140, 159 Ewan, Jack D. 249 Ewing, John 224 Fabre, Theodore R. 204 Fagot, Beverly 111, 140 Fagot, Robert F. 111 Falconeri, G. Ralph 32, 80, 87 Farley, Arthur M. 49, 51, 91 Farley, John W. 102, 286 Farrier, Kathy 289 Farwell, Marilyn 60, 140, 285 Faulds, David J. 193 Ferens, Robert R. 153 Fergus, Emily B. 293 Ferguson, Dianne L. 204 Ferguson, Philip M. 204 Fernald, Russell D. 34, 99, 286 Ferrington, Gary W. 209 Fickas, Stephen F. 49, 51 Filloy, Richard A. 60 Findly, Elizabeth 289 Finke, Richard G. 41,287 Finley, Ron 301 . Finnell, Wayne D. 150 Finrow, Gunilla K. 153, 168 Finrow, Jerry V. 153, 224 Fish, Michael B. 32, 50, 55, 87 Fiszman, Joseph R. 106, 126 Flannery, K. Brigid 204 Flick, Lawrence 209 Forde, Stephen P. 106 Forell, Caroline 255 Foss, Gilbert 204 Foss, Sonja 131 Foster, David G. 84,164 Foster, John B. 128 Fowler, Harry 288 Francisco, Richard P. 198, 202, 293 Frank, David A. 131 Frank, Peter W. 34 Frasier, Brownell 154 Freeman, Robert S. 94 Freund, Richard D. 198 Friedman, Robert P. 131 Frishkoff, Paul 188 Fry, Gerald W. 32, 34, 41, 87, 106 Fujii, Noriko 32, 55, 91 Fullerton, Sally 226 Fulton, Mary L. 68, 94 Gage, John T. 60, 91 Gale, Maradel K. 90, 174 Gale, Richard P. 65,90, 128 Gall, Meredith 199,209 Gallagher, James J. 148 Gascoyne, Suzanne 293 Gates, Carol S. 164 Gehring, Jane 159 Geitgey, Judy A. 289 Geitner, Frank Jr. 300 Genasci, Donald 153 Gernon, Helen 184, 188 Gernsbacher, Morton Ann 49, 91, 111 Gersten, Russell M. 210 Ghent, Kenneth S. 94 Giachetti, G. Alison 21 Gilberts, Robert D. 197,202 Gilkey, Peter B. 94 Gilland, Wilmot G. 152, 153 Gilmore, Philip C. 154 Gilmour, James 12 Girardeau, Marvin D. 102, 286, 287 Giustina, Sylvia B. 50, 86, 117 Giv6n, Thomas 49, 91 Glaser, Peter A. 132 Glaser, Susan R. 131 Glasser, Gary 224 Gleason, Mary 210 Glenn, Oakley 294 Glover, Elizabeth G. 232 Goldberg, Lewis 111 Goldman, Marion Sherman 28, 128, 140, 285 Goldman, Paul 128, 202, 286 Goldrich, Daniel 65, 90, 106, 286 Goldschmidt, Steven M. 202 Goldsmith, H. Hill 111 Goldstein, Henry N. 57 Goles, Gordon G. 72, 84, 86 Gontrum, Peter B. 50, 77, 84, 87 Goode, Terrance A. 153 Gordon-Lickey, Barbara 99, 111, 286 Gordon-Lickey, Marvin 99, 111, 286 Goswami, Amit 68, 84, 102, 287 Gould, Evlyn 117 Graff, Margaret M. 102,286 Graff, Ronald J. 164 Graham, Daniel 42 Graham, Grace 203 Grange, John'F. 87 Grant, Jane 288 Grant, Philip 34, 99, 286 Granzin, Alexander C. 199 Gray, Jane 34, 72 Graybill, Michael 35 Greenfield, Stanley B. 60, 91, 99 Greenfield, Thelma 60 Greer, Leslie K. 84, 140,289 Gregory, Gerry 301 Griffin, Charles C. 57 Griffin, Karen D. 289 Griffin, Kelly 288 Griffin, Tommy Lee 284 Griffith, Clark 60 Griffith, O. Hayes 41,286 Griggs, Alan B. 72 Grosenick, Judith K. 209 Grove, Myron A. 57 Grudin, Micha 84 Grudin, Robert 60 Gustafson, David E. 261 Gustafson, John M. 261 Gutting, Jane 140,240 Haar, Franklin B. 240 Habliston, Doug 42 Hackman, Robert M. 224, 240 Hafner, Peter A. 293 Hague, Donald R. 34 Hahn, Walther L. 77 Haislip, John A. 60 Halberg, Kathleen J. 224, 229 Halgren, Joanne V. 289 Hall, Tracey 210 Haller, Richard W. 288 Halpern, Andrew S. 204 Halverson, Roy K. 249 Hamilton, John 261 Handy, William J. 60 Hanhardt, Arthur M. Jr. 106,126 Hanna, William S. 80 Hardwick, John 286 Harris, Danni L. 42 Harris, Leslie J. 140, 255 Harris, Patricia Jean 35 Harris, William H. 209 Harrison, David K. 94 Hart, Thomas R. 50, 117 Harvey, Sandy Marie 140,240 Hatzantonis, Emmanuel S. 50, 84, 85, 86, 87, 99, 117 Hawk, N. Ray 203 Hawkins, Delbert I. 193 Hawkins, Wesley E. 240 Hawley, Diane K. 41, 286 Hawn, Arthur W. 84, 153, 161, 168 Hayden, Wallace H. 154 Haydock, Roger 102,287 Haynes, Stephen E. 57, 84, 87 Healey, Derek E. 261 Hearn, Arthur C. 210 Hearn, Linda S. 220 Hecker, Steve 148 Heerema, Kathy 288 Heilpern, Alfred 290 Heinonen, Tom 301 Heiny, Elwin 301 Heinzkill, J. Richard 289 Hellyer, Steve 301 . Helphand, Kenneth I. 28, 161, 168, 171 Herbert, Daniel M. 153 Herbert, Robert T. 100, 117 Herr, Cynthia M. 204 Herrick, David R. 41, 286, 287 Hersch, Joni 57, 140 Herz, Michael G. 293 Hess, Evelyn Searle 35 Hibbard, Judith H. 140,224,240 Hibbard, Michael 174 Higgins, Raymond E. 159 Higgins, Richard J. 102, 287 Hildreth, Richard G. 255 Hill, Pearl M. 297 Hill, Richard J. 128 Hill, Sandra L. 142 Hilton, Susan 288 Hines, Clarence 210 Hintz, Carl W. 290 Hintzman, Douglas 49, 111 Hladky, J. Robert 261 Hockensmith, Joel W. 42 Hodgdon, Rosaria Flores 153 Hodge, George M. Jr. 152, 153 Hodges, Carol 174,285 Holbo, Paul S. 80, 87, 90 Holland, Maurice J. 255 Holleran, Pat 288 Hollis, Orlando John 255 Holloway, Elizabeth L. 198 Holser, William T. 72 Hopewell, Michael H. 191 Hopkins, George 261 Hops, Hyman 199 Horner, Robert H. 204 Hosmer, E. Jan 300 Hosticka, Carl J. 174 Hotelling, Katsuko 32, 289 Hovet, Thomas Jr. 87, 106 Howard, Dennis R. 229 Howard, Harrison M. 34 Hsu, Jane Yen-Cheng 290 HUbin, David 148,297 HUdson, Bruce S. 41, 286 Hudson, Suzanne S. 42 Hugi, Joanne R. 288 HUll, Ray E. 34, 209 Hulse, David 171 Hulteng, John L. 249 Hultgren, A. Stanley 199 Humphrey, Dwight H. 290 Humphreys, Eugene D. 72 Hundley, Gregory S. 34,192 Hunt, Corinne 283 Hunt, William 261 Hunter, Donald L. 290 Hurwit, Jeffrey M. 84, 116, 161 Hurwitz, Robert I. 85, 261 Huston, Gina 292 Hwa, Rudolph C. 102,287 Hyatt, Dennis R. 255, 289 Hyman, Ray 49, 111 Hynes, Joseph A. Jr. 60 Imamura, James N. 102,287 Inman, Dean P. 204 Irvin, Larry K. 199 Isenberg, James A. 94, 287 Ismach, Arnold 249 Jackson, James K. 293 Jackson, Robert M. 87,90,91,117 Jackson, Ruth F. 60 Jacobs, David 106 Jacobson, Esther 32, 161 Jacobson, Jon L. 41, 87, 255 Jacobson, Paul B. 210 Jacobson, Sue 301 James, Christopher 191 James, Robert C. 84, 164 James, Stanley L. 232 Jeffries, Benjamin 292 Jennings, Jesse D. 29 Jepsen, Daniel C. 293 Jette, George S. 171 Jewett, Wayne J. 153, 168 Johannessen, Carl L. 69, 84, 87, 91 Johannis, Theodore B. Jr. 128 Johansen, Carol 174 Johnson, Anita 295 Johnson, Benton 84, 117, 128 Johnson, Carl L. 117 Johnson, David C. 41,287 Johnson, Donald N. 285 Johnson, Gloria E. 60, 84 Johnson, Ian D. 42 Johnson, Karen 152 Johnson, Lyman T. 153, 168 Johnson, Miriam M. 128,140,285 Johnson, Wanda 1 Johnston, A. Dana 72 Jones, Beverly J. 159 Jones, Catherine M. 192 Jones, Donald C. 232 Jones, Holway R. 290 Jones, L. R. 41,87, 174 Jung, Angela 32, 55 Jusczyk, Peter W. 49, 85, 91, 111 Kahle, Lynn 193 Kammerer, Edward W. 261 Kang, Hee Chol 42 Kantor, William M. 94 Kaplan, Mark S. 143, 240 Kaplan, Paul 293 Katz, Paul 283 Kays, M. Allen 72 Keana, John F. W. 41, 84 Keana, Sue 288 Keding, Ann C. 249 Keele, Steven 49, 99, 111, 232, 286 Kehrli, Herman 285 Keith, Robert E. 174,285 Keller, Homer T. 261 Kellet, Ronald W. 41, 153 Kelly, Peter B. 42 Kemp, Edward C. 290 Kemp, James C. 102 Kempner, Kenneth M. 202 Kendall, Coleman S. 191 Kensler, Gordon L. 159 Kerber, Gregory J. 249 Kerins, Marilyn A. 205 Kerlinger, F.red N. 199 Kern, Jeff 171 Kerns, Thomas 232 Kessler, Lauren J. 249 Keutzer, Carolin 111, 293 Kevan, Stephen D. 102,286,287 Kezer, James 35 Khang, Chulsoon 57 Kieran, Margaret E. 289 Kim, Hee-Jin 32, 85, 115, 116 Kimball, R. Alan 80,85, 126 Kimble, Daniel P. 85, 99, 111, 286 Kime, Robert E. 224, 240 Kimmel, Charles B. 34, 99, 286 King, Raymond D. 188 Kirkpatrick, Laird C. 255 Kirtner, William L. 198, 293 Kittoe, Edward D. 60 Kitzhaber, Albert A. 60 Kleinsasser, William 153 Kleinsorge, Paul L. 57 Klemm, LeRoy H. 41,68 308 Facul1y Index Klonoski, James R. 26, 106 Klopfenstein, Charles E. 41 Klos, Sheila M. 289 Klug, Gary A. 99, 232, 286 Knight, Karen 226 Knollin, Ernesto R. 232 Koch, Richard M. 85, 94 Koenig, Thomas W. 41 Kohl, Stephen W. 32, 55, 84, 87, 140 Kokls, George 164 Kolpin, Van W. 57 Koplin, H. T. 57 Koreisha, Sergio 190 Koskelo, Aaron C. 42 Kramer, Dean F. 261 Kranzler, Gerald D. 198 Kraus, Richard C. 32, 106,279 Krause, LaVerne 164 Kremer, Edmund P. 77 Kretsinger, Elwood A. 131 Krieg, Clarice E. 290 Krieger, Scott 301 Krier, Patricia 284 Kuntz, Mary E. 47 Lacy, Frank R. 255 Laing, Ellen Johnston 32, 161, 284 Lallas, John E. 202 Lamon, William E. 209 Lang, Robert G. 80 Larison, M. Charlene 35 Larsen, Kermit 288 Larson, Wend, 32, 55 LaRusso, Dominic A. 84, 85, 131 Lawrence, Mary S. 255 Leahy, John V. 94, 287 Leavett, Anne 292 Lee, Donald Moon 18 Lefevre, Harlan W. 102, 287 Leistner, Charley A. 85, 131 Lemert, James B. 249 Lemon, Herbert C. 293 Leonard, William C. 289 Leong, Albert 86, 123, 126 Leonhardt, Thomas W. 289 Leppmann, Wolfgang A. 77, 86 Lesyk, Susan J. 297 Levi, Don S. 100 Levy, Mark 126 Lewinsohn, Peter M. 111, 224 Li, Zhan-ji 42 Liberman, Kenneth B. 49, 91, 128 Libeskind, Shlomo 94 Lichtenstein, Edward 111 Lieuallen, Roy E. 203 Liggett, Helen 174 Lightman, Bernard V. 84 Lind, Curt 149, 283 Lindholm, Richard W. 191 Lindsey, Duncan 227 Littman, Richard 111 Lo, Virginia M. 51 Lobisser, Gregg 292 Lockard, Robert R. 290 Lodewick, Robin B. 290 Loeb, Henry L. 94 Loken-Dahle, Lani 232 Long, JamesW. 41,84,145 Long, Richard J. 290 Loughary, John W. 198,200 Love, Glen A. 28, 34, 41, 50, 65 Lovell, Lloyd L. 199 Lovinger, Ronald J. 171 Lowe, Raymond N. 198 Lowenstam, Steven D. 47, 84, 86, 91, 116 Loy, William G. 69 LO, Yi-Xin, 42 Lukacs, John R. 29 Luks, Eugene M. 51 Luneski, Chris J. 188 Lynn, Howard D. 150 Lyons, Richard M. 60 Lytle, Donald E. 84,181,192 Mabrey, Marsha E. 140, 261, 285 Mace, Arthur E. 190 Maddex, Jack P. 80, 116 Madrid, Bruno V. 220 Maitland-Gholson, Jane C. 159 Malarkey, Stoddard 60 Maisch, Derry 84, 91 Mank, David M. 204 Mann, Neil 288 Marett, Pamela C. 192 Markley, Margaret 290 Marlow, Elisabeth A. 117, 200 Marrocco, Richard 99, 111, 286 Martin, Galen R. 87 Martin, Gary M. 86, 261 Martin, Walter T. 128 Mason, Barney J. 255 Mason, Bruce 300 Mason, Georgia 35, 284 Mate, Mavis Howe 80, 86, 99, 116, 140, 285 Mathas, Alex 77 Matthews, Brian W. 102, 286 Matthews, Esther E. 198 Mattson, Robert H. 202 Mauro, Robert 84, 111 Maveety, Beth E. 77 Maveety, Stanley R. 60 Maves, Lawrence C. Jr. 261 Maxwell, Sarah Calkins 261 May, Barbara Dale 117,140 May, Glenn A. 32, 80 Mazo, Robert M. 41, 84, 86, 273, 286, 287 McBirney, AlexanderR. 72, 84 McBride, Steven R. 301 McClain, Yoko M. 32, 55 McClure, Joel W. Jr. 102, 287 McCluskey, William R. 293 McCollough, Robert R. 290 McConnaughey, Bayard H. 35 McCready, Reyburn R. 290 McCue, Betty F. 232 McDaniels, David K. 102, 288 McDonald, Duncan L. G. 249 McDowell, Patricia F. 69 McFee, June K. 159 McFee, Malcolm 29 McGinnis, Peter M. 232 McGowen, Randall E. 80, 140,285 McGlothlin, Regina D. 293 McKenzie, A. Dean 99, 116, 126, 161 McKernie, Grant F. 85, 86, 131 McKinlay, Bruce 198 McLaughlin, W. N. 11 McManus, John C. 85, 261 McMath, George A. 168 McMillan, Adell 300 McMillen, Daniel P. 57 McNeir, Corrine C. 290 McNeir, Waldo T. 60 McQuate, Robert 285 McWilliams, Bernara 261 McWilliams, James R. 77 Mead, Kathryn 3 Medler, Jerry F. 106 Meglin, Joellen 220 Melnick, Robert Z. 168, 171 Menaker, Michael 34, 99, 286 Menaker, Shirley L. 198, 273, 279 Meredith, Richard!-. 150 Merrill, Fredric R. 255 Merryman, Harry 293 Metzler, Kenneth T. 85, 249 Meyer, Alan D. 192 Meyer, Claire 290 Meyers, Joseph D. 171 Miasek, Meryl A. 289 Mikesell, Raymond 57, 90 Mikkelson, Wayne H. 191 Miller, Fred N. 232 Miller, James A. 261 Miller, Marian H. 232 Miller, Myra 227 Millhollin, Richard M. 288 Mills, Thomas 87, 294 Milton, David 32, 126, 128, 286 Mitchell, William C. 84,106 Mittman, Arthur 199, 200 Mohr, Fred 1 Moll, Ernest G. 60 Monson, Don 301 Mooney, Ralph James 255 Moore, Carlisle 60 Moore, J. Robert 261 Moore, Randall S. 261 Moore, Terrance R. 174 Moravcsik, Michael J. 87, 102, 287 Moreno-Black, Geraldine 29, 140 Morgan, David 72 Morris, Robert W. 35 Morris, Roger 296 Morrison, Perry D. 290 Morse, Carol Lynn 198 Moseley, Gerard F. 102, 292 Moseley, John T. 102, 285,286 Mossberg, Barbara Clarke 60 Moursund, David G. 51, 68, 210 Moursund, Earl E. 153 Moursund, Janet 199 Mowday, Richard T. 192 Moye, Gary W. 153 Mrsny, Randall J. 42 Muchmore, David 42 Munson, Corlee 232 Munz, Frederick W. 34 Murphy, Gordon J. 34,143,145 Nagae, Peggy 255 Nahir, Virginia 294 Naughton, Barry J. 32, 57 Nave, Gary 204 Neal, Larry L. 41, 224, 229 Needell, Jeffrey D. 80, 90 Nelson, Roy Paul 249 Nestvoid, Karl J. 249 Nicholls, Barbara 146,292 Nicholls, Roger A. 50, 77 Nicholson, Kathleen D. 161 Nickel, Robert E. 204 Nicols, John 21, 80, 84, 116 Niemi, Ernest 174 Nippold, Marilyn A. 204 Nishimura, Wayne 1 Niven, Ivan M. 94 Nixon, C. Max 164 Nolt, Ira G. 102, 286 Nosier, Bunny 202 Novick, Aaron 34, 286 Novitski, Barbara-Jo 153, 288 Novitski, Edward 35 Noyes, Richard M. 41,286 Nye, Robert E. 261 Nye, Vernice T. 210 O'Brien, Robert M. 128, 139 O'Connell, Kenneth R. 84, 164 O'Day, Peter M. 35, 99, 286 O'Fallon, James M. 255 Okada, Frank S. 164 O'Keefe, Terrence B. 188 O'Kelley, Charles R. Jr. 255 Oldham, Garry 227 Olson, Christine 289 Olson, Gregg A. 168 alum, Paul 94 Orbell, John M. 106 Orr, William N. 72, 84, 283 Osibov, Henry 210 Osternig, Louis R. 232 Ota, Susan 288 Overley, Jack C. 102, 287 Owen, Harold 261 Ozanne, Peter A. 247 Page, Catherine J. 42, 287 Palandri, Guido A. 290 Palmer, Theodore W. 94 Park, Kwangjai 102 Parker, Jacqueline 227 Partch, M. Megan 191 Pascal, C. Bennett 47, 116 Pataniczek, Dennis 209 Patapoff, Thomas W. 42 Patton, Clyde P. 69, 126 Paul, Huibert 289 Paul, Kenneth H. 34, 164 Paul, Stephen J. 261 Paulin, Richard Calkins 161, 284 Peacock, Russel W. 150 Pease, Michael R. 153 Perez, Samuel 209 Perfumo, Pam 209 Person, Lois E. 229 Peters, Iris E. 205 Peterson, Anna M. 255 Peticolas, Warner L. 41, 286, 287 Peting, Donald L. 153, 168 Pettinari, James A. 153, 168 Phelps, Mark M. 193 Piccioni, Pasquale M. 153 Pickard, Gary E. 99, 286 Pickering, Richard C. 164 Pickett, Barbara 164 Piele, Philip K. 198, 202 Pierron, lone F. 210 Pierson, P. H. 293 Pierson, Stanley A. 80, 84 Pitts, Frances L. 161 Plant, Helmut R. 77,91,99 Platt, George M. 255 Plesums, Guntis 153 Pomeroy, Earl 80 Ponder, Stephen E. 249 Pope, Barbara Corrado 84, 140,285 Pope, Daniel A. 80 Posner, Michael!. 49,91,99, 111,286 Postlethwait, John H. 34 Poticha, Otto 153 Povey, David C. 65, 174 Powell, John L. 102 Powers, Perry J. 50, 85, 117 Prabhu, Vaikunth S. 42 Price, Edward T. 69 Pritchard, Pamela 288 Primak, Paul 148, 294 Proskurowski, Andrzej 51 Proudfoot, Robert 209 Pruch, Stephen 288 Puckett, Dave 3 Puckett, Jessie L. 232 Pusateri, Gus B. 288 Pyfer, Kathleen W. 209 Raab, Jonathan D. 174, 285, 288 Racette, George A. 191 Radostitz, J. V. 102 Ramey, Marjory A. 18 Ramsing, Kenneth D. 181, 190 Ramsing, Margo 294 Randolph, William D. 255 Rands, Ralph C. 202 Rankin, Richard J. 199, 200 Rarick, Debra 288 Rarick, Galen R. 249 Ray, Milton L. 255 Rayfield, George W. 102 Recker, George W. 261 Reed, Mark H. 68, 72 Reinmuth, James E. 181, 190 Reithel, Francis J. 42 Remington, Stephen J. 102, 286, 287 Rendall, Steven F. 50, 117 Retallack, Gregory J. 72 Reuter, Edward R. 232 Reynolds, Candace 293 Reynolds, John S. 153, 288 Reynolds, Stephen 115, 116, 126 Rhoades, Cindy M. 204 Rhoda, William P. 232 Rhodes, Larry E. 204 Rice, Jack M. 72, 84, 287 Rice, James L. 50, 123, 126 Rice. Karla S. 232, 301 Rich, Stuart U. 181, 193 Richard, E. Carol 12 Richard, K. Keith 289 Richards, Larry E. 139, 190 Richards, Mark A. 72 Faculty Index 309 Richins, W. Dwaine 193 Richmond, Geraldine 41, 286, 287 Rider, Morrette L. 261 Ripley, Theresa M. 198 Ritchey, Norvai J. 220, 232 Ritson, Robert J. 221 Rittmond, Charles J. 229 Rivenburg, Jon W. 202 Robeck, Mildred C. 210 Robert, William J. 193 Robertson, Howard W. 126,289 Robertson, Richard N. 232 Robinson, Deanna M. 87,131 Robinson, Horace W. 132 Robinson, Jeanne M. 42 Rockett, William 60 Rodney, Lynn S. 229 Rojhantalab, Hossein 42 Romm, Richard 18 Romney, Miles E. 203 Rose, Richard 164 Ross, Kenneth A. 94 Ross, Lawrence W. Jr. 193 Ross, Marion Dean 161 Roth, Leland M. 28, 86, 161, 168 Rothbart, Mary K. 111, 140, 285 Rothbart, Myron 49, 111 Rousseve, Ronald J. 198 Rowe, George E. Jr. 60 Rowe, J. David 202 Roy, Steven P. 232 RUdy, Paul P. 34, 287 Ruff, Wallace M. 171 Runkel, Philip J. 202 Runyan, Anita 227,228,297 Rusch, Charles W. 153 Russell, James S. 192 Ryan, C. B. 164 Ryan, Cheyney C. 84, 100 Ryan, Pat 288 Sahlstrom, Phyllis 77 Salisbury, Ralph J. 60 Saltzman, H. Royce 261, 273 Sampson, Roy J. 193 Sanders, J. T. 115, 116 Sandin, Adolph A. 203 Savage, Norman M. 72 Schaaf, Oscar F. 209 Schabtach, Eric 35 Scheer, Bradley T. 35 Scheidecker, Jane M. 21 Schellman, F. Charlotte 41 Schellman, John A. 41,286 Schempp, Paul G. 232 Schenck, William Z. 34, 289 Schlaadt, Richard G. 34, 240 Schleicher, Charles 106 Schmid, Molly B. 42 Schminke, Clarence W. 210,283 Schmuck, Richard A. 199, 202 Schreiner, Lois M. 290 Schwartz, lisa E. 205 Schwarz, Robert H. 204 Schweitz, Martha Leach 255 Schweitzer, Stephen H. 198 Scoles, Eugene F. 255 Searl, Gary H. 69 Seelbach, J. Douglas 221 Seidel, Karen 175, 285 Seiter, Ellen 131, 140,285 Seitz, Gary M. 94 Selker, Eric 35, 286 Senkovich, David P. 42 Service, Rose Marie 289 Seubert, Frederick J. 192 Severson, Herbert H. 199 Shaffer, Michael B. 72 Shankman, Steven 50, 60 Shannon, Victoria L. 42 Shaw, Betsy L. 288 Shaw, David M. 131 Shaw, Gilbert B. 45, 47 Shellenbarger, Guy 210 Shellenbarger, Michael E. 153, 168 Shelton, Brad S. 94 Sheperd, George 210 Shepherd, John R. 41,131 Sheridan, George J. Jr. 80, 84 Sherman, Linda 198 Sherman, Peter R. 94 Sherman, Sharon Rochelle 41, 60, 66 Sherriffs, Ronald E. 41, 85, 131 Sherwood, John C. 60 Shinn, Mark R. 199,201 Shipman, George W. 90, 149, 289 Showalter, Starlus 224 Shuler, John A. 41, 289 Shurtz, Nancy E. 255 Siegel, Barry N. 57, 84 Sieradski, Allan J. 94 Sigler, Marcia J. 290 Silverman, Carol W. 29,66,116,126, 140, 285 Simmons, James A. 35, 49 Simmons, W. Sherwin 50, 126, 161 Simonds, Ann G. 29 Simonds, Paul E. 29, 84, 116 Simpson, Charlene 12 Simpson, Paul B. 57 Simpson, William T. 42 Sisley, Becky L. 232 Sistrom, William R. 35,85, 144, 286 Smith, Dale C. 288 Smith, Donald T. 289 Smith, Everett G. Jr. 41, 69 Smith, Lawrence H. 292 Smith, Norman R. 193 Smith, Richard J. 232 Smith, Robert E. 28, 57, 273 Smith, Robert W. 80 Smith, Terry M. 289 Smith, Warren E. 87, 224, 240 Soderwall, Arnold L. 35 Soha, John W. 188 Sohlich, Wolfgang F. 50, 117 Sokoloff, David R. 68, 102 Soper, Davison E. 102, 287 Sorenson, Lloyd 80 Soule, Edmund F. 290 South, Ruth E. 289 Southwell, Priscilla 106, 140 Spicer, Barry 34, 188 Sprague, George F. Jr. 35, 286 Sprague, Karen U. 35,286 Sprague, Vernon S. 232 Sprick, Randall S. 199 Srivastava, Devendra 42 Stahl, Franklin W. 35, 286 Staples, Lloyd W. 72 Stark, Peter L. 289 Starlin, D. Glenn 132 Stave, Thomas A. 289 Steers, Richard M. 181, 192 Stein, Richard L. 21, 50, 60, 84 Steinhardt, Victor 261 Stern, Theodore 29, 49, 91, 116, 284 Stevens, Kent A. 49, 51, 99, 286 Stevens, Tom H. 41, 286 Stevenson, Richard C. 60, 84 Stewart, Richard 42 Stirling, Isabel A. 289 Stockard, Jean 84, 85, 128 Stone, Joe A. 57, 84 Stone, Nonda P. 210 Stone, Stephen 261 Strain, Michael 42 Strange, Marliss G. 68,143,144,146, 292 Strange, William C. 60 Straton, G. Douglas 115 Sugai, George 210 Summers, Emory 301 Sundberg, Norman D. 34,87,111,224 Sundt, Christine L. 289 Sundt.RichardA. 86,99,116,161,168 Suttle, John E. 210 Swan, Peter N. 255 Swift, Susan J. 255 Swinehart, Donald F. 42 Sylwester, Robert A. 84, 210 Taitel, Benjamin 224 Tamiesie, Suzanne M. 18 Tang, Stephen J. Y. 154 Tate, Robert F. 94 Tattersall, James N. 57 Taylor, Donald S. 60. 285 Taylor, Marjorie 84, 111 Teich, Nathaniel 60 Tendick, Ronald L. 18 Tepfer, Sanford S. 35 Terborg, James R. 192 Terwilliger, Nora B. 35, 287 Terwilliger, Robert C. 35, 287 Thai, Marlene Soriano 261 Thallon, Robert L. 153 Thatcher, Edward P. 290 Thomas, D. L. 11 Thomas, Gerald A. 42 Thompson, Andrew 198,293 Thurber, Clarence E. 34,41,84.85,87, 90, 91, 106, 126, 224 Tiger. Ruth 205 Tindal, Gerald 210 Todd, Dennis 84 Tollenaar, Kenneth C. 174,285 Tomlin, Russell S. 49, 85, 91, 296 Toobert, Saul 198, 224, 293 Trebon, Ron 283 Trombley, Richard 85, 261 Trotter, Robert M. 261 Troxel, Richard K. 232 Truax, Donald R. 94, 139 Tubb, Monte 261 Tublitz, Nathan J. 35, 99. 286 Tucker, Don M. 111 Tull, Donald S. 193 Tyler, David R. 42, 287 Tyler, Leona 111 Udovic, J. Daniel 35 Ulrich, Celeste 220, 232 Ulrich, David B. 288 Ungson, Gerardo R. 192 Urban, Thomas F. 300 Urquhart, Alvin W. 28, 65. 69 Utsey, Glenda F. 153 Utsey, Marjorie Fox 193 Utsey, Michael D. 153 Vagner. Robert S. 261 Vala. David 171 Van Buskirk, James M. 94 Van Houten. Donald R. 21, 128, 286 Van Rossen, Donald P. 232 Van Voorhis, Frances 240 Vaughn, Sandra L. 300 Venkatesh. Tadmiri 42, 99. 286 Vergamini, Jerome C. 293 Vetri, Dominick R. 255 Via, Emory F. 148 Viegas, Kenneth 227, 228, 279 Vignola. Frank 102, 288 Vignoul, Edmond 12 Vincent, Andrew M. 164 Vitulli, Marie A. 94 Voelz, Christie 301 Volwerk, Johannes J. 42 von Hippel, Peter H. 42, 286 Waddington, Mark D. 42 Wade, Joe 145,292, 297 Wade, Louise Carroll 80, 140, 285 Waff, Harve S. 72, 287 Wagner, David H. 35, 68, 284 Wales, R. Max 249 Walker, Hill M. 204 Walker, Luise E. 289 Walter, Marion I. 94 Wampold, Bruce E. 198 Wand, Patricia A. 34, 289 Wang, Zhong-qi 42 Ward, Lewis E. Jr. 94 Warpinski, Terry 164 Wasko, Janet 131 Wasson, George 292 Wattles, Marshall D. 57 Waugh, Ruth 210 Weatherhead, A. Kingsley 60 Weatherhead, Ingrid A. 77 Webb, Carl C. 249 Weeks. Edward 140,174 Wegelin, Christof A. 60 Weiss, Maureen R. 232 Weiss, Robert L. 111 Wendel, Barbara 164 Westerfield, Monte 35. 99, 286 Westling, A. Mark 174,285 Westling, Louise 60, 140,285 Westling, Wayne T. 255 Weston, James A. 35, 85, 286 Whalen, John J. 128 Whitelaw, W. Ed 57 Whitenack. Michael J. 284 Wickelgren, Wayne 111 Wickes, George 50, 60, 84 Widenor, Marcus 148 Wielesek, Richard A. 42 Wier, Peggy 191 Wiese. Margaret J. 240 Wilcox, Barbara 204 Wilcox, R. Peter 153.168 Wiley, Kathleen M. 293 Wilkinson, Charles F. 255 Willard, Oliver.M. 60 Williams, Astrid M. 77 Williams, Donald 288 Williams, Emmett 292 Williams, James L. 301 Williams, Jeffrey 261 Williams, Jerry R. 132 Willingham, William B. 132 Wilson, Catherine W. 100 Wilson, Christopher B. 51 Wilson, Shirley J. 202, 292, 296 Wilson, Teresa 301 Wimber, Donald E. 35, 143 Winquist, John C. 199 Winter, Willis L. Jr. 249 Wisdom, John 100 Wisner, Herbert P. 35 Wixman, Ronald 69, 126 Wohlfarth, Irving N. 50, 84 Wolcott, Harry F. 210 Wolfe, Alan S. 32, 50, 55, 86 Wolfe, Jerry M. 94 Wolfe, Raymond G. Jr. 42 Wong, Kenneth K. 106 Wood, Hugh B. 203 Wood, Kenneth S. 205 Woods, Jean M. 50, 77 Woods, William C. 261 Woollacotl, Marjorie 99, 224, 232, 286 Wooten-Kolan, Edna P. 232 Worthen-Hunt, Patti 240 Wright, Charles R. B. 94 Wyant, Sara 288 Wybourne, Martin 102, 287 Xie, Margaret 284 Yager, Thomas 42 Yamanaka, Herbert S. 301 Yang, Lucia 32, 55 Young, Hilda 292, 298 Young, Jenny 153 Young, Philip D. 29, 87. 90, 91 Youngen, Lois J. 232 Yukman, Claudia 60 Yurevich, Fruim 86,123,126 Yuzvinsky, Sergey 94 Zach, Jan 164 Zadoff, Susan 220 Zaninovich, M. George 87,106,126 Zanville, Holly K. 202 Zeller, Richard W. 204 Zemper, Eric D. 287 Zigler, Calvin J. 210 Zimmerman, Robert L. 84,85, 102,287 Zonana, Jonathan 204 Zuck, Virpi 77, 140 Zweig, Arnulf 84, 85, 100, 117, 273 Subject Index 311 Academic advising, viii, 2, 292 Academic Advising and Student Services, Office of, viii, 2, 292 Academic Advising, Peer, 292 Academic calendar, v Academic Learning Services, 148 Academic majors, vi-vii, viii, 5 Academic minors, vi-vii, viii, 5 Academic planning, viii-ix. See also individual departments of instruction Academic policies, 3-10 Academic progress, 16 Academic standing, 10,292 Academic support program (law), 256 Accelerated master's program Biology, 37 Business, 184-85 Accounting, 173-74, 188-89 Accreditation, University, x Achievement Test in English Composition (EN), 63 ACT. See American College Test Acting courses, 138-39 ACTR. See American Council of Teachers of Russian Adapted physical education, 234 Admission, 1-20. See also requirements listed under specific departments Adult learners, 2 Application deadlines, 2 Application procedures, 1 Ethnic minority students, 2 Exceptions, 1 Foreign, 2 Freshman, 1 Graduate, 2, 274 Nonresident, 3 Postbaccalaureate, 2, 275 Resident, 2-3 Specialized assistance, 2 Transfer, 2 Admission procedures, 1-2,274-75 Admissions and Records, Office of, Adult learners, 292 Adult services for the developmentally disabled, 207 Advanced degrees, 273-74 Advanced placement, 2, 10 Advanced Science and Technology Institute 285 Advertising courses, 252-53 Advising, viii, 292 Affiliated housing, 19 AIAW. See Association for Intercollegiate Athletics for Women Air Force ROTC, 148 Alpha Kappa Psi, 299 Amazon Child Care Center, 299 Amazon Community Tenants, 299 American Chemical Society Affiliates, 299 American Civil Liberties Union, 299 American College Test (ACT), 1 American Council of Teachers of Russian (ACTR), 124 American English Institute, 91, 296-97 American Institute of Architects, 299 American Society of Interior Design, 299 American studies, 28-29 Courses in, 29 Graduate studies, 29 Undergraduate studies, 28-29 Anthropology, 29-32 Courses in, 30-32 Faculty, 29 Graduate studies, 30 Undergraduate studies, 29-30 Anthropology museum. See Oregon State Museum of Anthropology Application (admission) deadlines, 2 Application (admission) procedures, 1-2, 274-75 Application fee, 11 Application for a degree, 5 Aquatics, 237 Architecture, 153-59 Courses in, 157-59 Faculty, 153-54 Graduate studies, 155-56 Un'dergraduate studies, 154-55 Architecture and Allied Arts, School of. 152-59 Office of Research and Development. 152-53 Archives, University, 290 Arena Theatre, 133 Army ROTC. See Military Science Art education, 159-61 Courses in, 161 Faculty, 159 Graduate studies, 160-61 Undergraduate studies, 159-60 Art history,1161-64 Courses in, 163-64 Faculty, 161 Graduate studies, 162-63 Undergraduate studies, 162 Art, Museum of, x, 284 Arts and Sciences, College of, 21-140 Asian-Pacific American Student Union, 299 Asian studies, 32-33 Associated Students of Landscape Architecture, 299 Associated Students of the University of Oregon (ASUO), 298- 300 Association for Intercollegiate Athletics for Women (AIAW), 301 Association of American Universities, x Astronomy. See Physics ASUO. See Associated Students of the University of Oregon ASUO course guide, 299 Athletic trainer option, 242 Athletics, 301 Attendance costs, 12 Auditor fee, 11 Australian Studie~, 34 Autzen Stadium, x, 232 Avenu, 299 BA See Bachelor of arts Bachelor's degree requirements, 5-10. See also individual departments of instruction Bachelor of architecture, 154-55 Bachelor of arts, 9 Bachelor of education, 210 Bachelor of fine arts, 164 Bachelor of interior architecture, 169 Bachelor of landscape architecture, 172-73 Bachelor of music, 263-64 Bachelor of nursing, 145 Bachelor of physical education, 233 Bachelor of science, 9 Second bachelor's degree, 9-10, 182,225 Bachelorof architecture (B.Arch.), 154- 55 Bachelor of arts (BA), 9 Bachelor of education (B.Ed.), 210 Bachelor of fine arts (B.FA), 164 Bachelor of interior architecture (B.I.Arch.), 169 Bachelor of landscape architecture (B.L.A.) , 172-73 Bachelor of music (B.Mus.), 263-64 Bachelor of nursing, 145 Bachelor of physical education (B.P.E.), 233 B\lchelor of science (B.S.), 9 Ballet, 224 Beall Concert Hall, 261 B.Ed. See Bachelor of education B.FA See Bachelor of tine arts B.I.Arch. See Bachelor of interior architecture Bicycle registration fee, 11 Biochemistry, 44 Biochemistry major, 43 Biology, 34-40 Courses in, . 38-40 Faculty, 34 Graduate studies, 37 Research institutes, 37-38 Undergraduate studies, 35-37 Biomechanics, 234 Biophysical chemistry, 44 Biosocial Research Center, 113 B.L.A. See Bachelor of landscape architecture Black Student Union, 299 Bookstore. See University of Oregon Bookstore B.P.E. See Bachelor of physical education Broadcasting courses, 252-53 Brown Foundation. See E. C. Brown Foundation B.S. See Bachelor of science Bureau of Governmental Research and Service, 285 Business administration, College of, 181-95 Office of External Affairs, 181 Business Affairs, Office of, 11 Business environment. 195 Business statistics, 190. See also Decision sciences Business, Undergraduate School of, 181-83 Calendar, academic, v Camp counseling and administration, 231 Campus map, 316-17 Canadian Studies, 41 Career assessment program, viii, 293 Career Information Center, ix Career Information System (CIS), 198 Career opportunities. See individual departments of instruction Career Planning and Placement Service, viii, ix, 292-93 Carnival Theatre, 133 Cash awards, 15 CATE. See Center for Advanced Technology in Education CBA Computing Laboratories, 181 CEEB. See College Entrance Examination Boards Cell biology, 44 Center for Advanced Technology in Education (CATE), 198 Center for Environmental Design, Planning, and Visual Arts Research, 153 Center for Gerontology. See University of Oregon Center for Gerontology Center for the Humanities, 285 Center for the Study of Women in Society, 285-86 Center for the Study of Work, Economy, and Community, 286 Center for Volcanology, 74, 103 Center on Human Development, 205 Specialized Training Program, 205 University Affiliated Facility, 205 Ceramics, 165-66 Certificate in Folklore and Ethnic Studies, 67 Certificate in Gerontology, 225, 226 Certificate in Russian and East European Area Studies, 126-27 Certificate in Women's Studies, 140 Certification programs (education) Art teacher, 159-60 Elementary education, 211 Foreign language teaching, 92 Gerontology, 225, 226 Health education, 241-42 Music education, 262 Personnel service, 212 Physical education, 235 School administrator, 203 School psychologist, 200-201 Secondary education, 212 Change of major, 186,274 Change of program fee, 12 Chemical Physics Institute, 45, 103, 286 Chemistry, 41-46 Courses in, 45-46 Faculty, 41-42 Graduate studies, 44-45 Research areas, 44-45 Undergraduate studies, 42-44 Child care centers, 300 Chinese: 55-56 Chinese Student Association, 299 CIEE. See Council on International Educational Exchange CIS. See Career Information System Classical archaeology, 48 Classical civilization, 47, 48 Classics, 47-48 Courses in, 48-49 Faculty, 47 Graduate studies, 48 Undergraduate studies, 47-48 Classics in English translation, 49 . Clearinghouse on Educational Management. See ERIC Clearinghouse on Educational Management CLEP. See College-Level Examination Program Clinical experience programs (law), 256 312~S~u~b~je~c~t~ln~d~e~x~ _ Clinical practicum facilities (education), 207 Clinical psychology, 113 Club Sports and Recreation Center, 300 Cluster requirements, 6-9 Coaching, 234 Code of Student Conduct, 10, 295 Cognitive Laboratory, 49 Cognitive science, 49-50, 92, 113 College Entrance Examination Boards (CEEB), 2, 293. See also requirements of individual departments of instruction College entrance examinations, 2 College-Level Examination Program (CLEP), 10,293 College Work-Study Program (CWSP), 14 Committee for the Musical Arts, 262, 299 Communication Research Center, 132 Community Education Program, 10,11,225,283 Community health, 242, 244-45 Comparative literature, 50-51 Courses in, 51 Graduate studies, 50-51 Undergraduate studies, 50 Comparative Literature, 50, 120 Comprehensive health educator, 242 Computer and information science, 51-55 Courses in, 54-55 Faculty, 51 Graduate studies, 53-54 Undergraduate studies, 52-53 Computer facilities, 288 Computer graphics, 153 Computer literacy, 182 Computing Center. See University Computing Concurrent enrollment, 10 Condon Museum of Geology, x, 74, 283 Condon Society, 299 Conduct code, student, 10, 295 Consortium for Youth with Disabilities, 207 Continuation Center. See University Continuation Center Continuing education, 283 Continuous enrollment, 276, 281 Cooperatives, 19 Corrections, interdisciplinary master's program, 228, 279 Costs of university attendance, 12 Council for Exceptional Children, 299 Council for Minority Education, 297 Council on International Educational Exchange (CIEE) Cooperative Russian Program, 124 Counseling and Educational Psychology, Division of, 198-202 Courses in, 201-2 Faculty, 198-99 Counseling Center. See University Counseling Center Course numbering system, 5, 275 Course prefixes, 4-5 Craft Center, 300 Cranio-Facial Clinic, 207 Creative writing. 63 Credit by examination, 10, 11, 275-76 Credit, transfer of, 2, 278 Credits, 5 Crippled Children's Division, 207 Crisis Center, 293, 299 Cuba Study Group, 299 Cultural Forum, 300 Cuba Study Group, 299 Cultural Forum, 300 Cultural services program, 160 Curriculum and instruction, 216-17 CWSP. See College Work-Study Program DA See Doctor of arts Dance, 220-24 Courses in, 223-24 Faculty, 220 Graduate studies, 222-23 Undergraduate studies, 221-22 Danish International Studies Program, 154 Dean's list and scholars, 6, 295-96 DeBusk Memorial Center, 199,200 Decision sciences, 190 D.Ed. See Doctor of education Deferred tuition, 11 Definitions. academic, 4 Definitions, College of Education, 197 Degree, Application for, 5 Degrees offered, vi vii, 273-74 Dentai hygiene, preparatory, 143 Dentistry, preparatory, 143 Developmentai Delay Clinic, 207 Developmental disabilities, 207-8 DIC. See Drug Information Center Disabled Studehts,1, 287 Division of Research. See Busi- ness Administration, College of D.MA See Doctor of musical arts Doctor of arts (DA), 62-63 Doctor of education (D.Ed.), 281. See also Advanced degrees, Graduate school, 274 Doctor of jurisprudence (J.D.), 185 Doctor of musical arts (D.MA), 266-67,281 Doctor of philosophy (Ph.D.), 280-81. See also individual departments and schools Doctoral degree procedures, 281 Doctoral degree requirements, 280-81. See also individual departments of instruction Doctoral degrees, 280-81 Doctor of arts, 62-63 Doctor of education, 281 See also Advanced degrees, Graduate school, 274 Doctor of jurisprudence, 185, 255- 56 Doctor of musical arts, 266-67, 281 Doctor of philosophy, 280-81 Dormitories, 18 Driver education, 242-43, 245 Drug Information Center (DIC), 240, 299 Early childhood education, 211-12,213 Early childhood education of the handicapped, 207 Early Intervention Program, 205 Early Orientation and Registration (EORP), 10,296 East Asian languages and literatures, 55-56 Courses in, 56 Faculty, 55 Undergraduate studies, 55-56 E. C. Brown Foundation, 198 Economics, 57-60 Courses in, 58-60 Faculty, 57 Graduate studies. 58 Undergraduate studies, 57-58 Education, College of, 197-218 Educational administration, 202-4 Educational Opportunities Program, 297 Educational Policy and Management, Division of, 202-4 Graduate Student Association, 299 Educational psychology, 199, 200-2 Electrochemistry, 44 Elementary teacher education program, 210-12 Emancipated student, 3 Emerald. See Oregon Daily Emerald Employment, student, 17 EMU. See Erb Memorial Union Endorsement programs (education) Driver education, 242 Handicapped learner, 208, 215 Language arts, 61 Reading, 212 Schooi superintendent, 203 School supervisor, 212 Secondary teacher education, 201 Severely handicapped learner, 207 Special education, 212-13 Speech-impaired, 206 See also Secondary school teaching section under indivlduai schools and departments Engineering, preparatory, 43, 103, 142 English, 60-65 Courses in, 63-65 Faculty, 60 Graduate studies, 61-63 Undergraduate studies, 60-61 English as a second language (ESL), 91, 92, 296 Enrollment statistics, 303 Environmental and Natural Resources Law, 256 Environmental design center. See Center for Environmental Design, Planning, and Visual Arts Research Environmental studies, 65-66 Environmental studies, interdisciplinary master's program, 38, 58, 66, 178, 279 Erb Memorial Union, 300 ERIC Clearinghouse on Educational Management, 198 ESCAPE (Every Student Caring About Personalized Education), 299 ESL. See English as a second language Ethnic minority students, 2 Ethnic studies, 66-68 Exchange students, 297 Executive in Residence Program, 203 Executive leadership series, 203 Expository writing, 63 Family housing, 18-19 Fee refunds, 12 Fees, 11-12 Fellowships, 277 58-credit program (English), 62 FIGS. See Freshman Interest Groups Film study, 132, 135-36, 137-38 Finance, 191-92 Financial aid, 12-17 Application deadline, 13 Application procedure, 12-13 Eligibility, 13 Graduate, 14,277 Grants, 13, 14, 15 Loans, 13, 14,15,16-17 Notification of, 14 Packages, 13-14 Programs, 14-15 Scholarships, 16 Work-study, 14 Fine and applied arts, 164-67 Courses in, 165-67 Faculty, 164 Graduate studies, 164-65 Undergraduate studies, 164 Fitness management, 234, 245 Folklore and ethnic studies, 66-68 Courses in, 67 Graduate studies, 67 Undergraduate studies, 67 Foreign Language Resource Center, 119 Foreign Student Organization, 299 Foreign students, 252, 294 Admission, 2, 275 Financial aid, 277 Foreign study opportunities, 148, 294 Australia, 294 Austria, 78 China, 213, 294 Costa Rica, 91 Denmark, 154, 181,294 England, 154, 294 France, 119, 294 Germany, 78, 154, 181, 294 Guatemala, 91 Holland, 181 Hungary, 294 Italy, 119, 294 Japan, 181,294 Korea, 181, 294 Mexico, 91, 119, 294 The Netherlands, 148, 294 Norway, 78, 294 Panama, 91 Soviet Union, 124, 294 Spain, 91, 119. 294 Sweden, 78,294 Forensics, 132, 137 Forensics (debate club), 299 Forest industries management, 184 Forest Industries Management Center, 181, 184 Fraternities, 19 French, 121-22 Freshman admission, 1 Freshman Interest Groups (FIGS), 292 Freshman seminars, 296 Friends of the Library, 290 Friendship Family, 294 Fulbright grants, 294 Gay and Lesbian Alliance, 299 GED. See Test of General Educational Development General deposit, 11 General deposit refund, 12 General science, 68-69 Geochemistry, 45 Geography, 69-72 Courses in, 71-72 Faculty, 69 Graduate studies, 70-71 Undergraduate studies, 69-70 Geology, 72-76 Courses in, 75-76 Faculty, 72 Graduate studies, 74-75 Undergraduate studies, 73-74 Gerlinger Pool, 232 German, 77-80 German Study Centers, Stuttgart, TObingen, 78 Germanic languages and literatures, 77-80 Courses in, 79-80 Faculty, 77 Graduate studies, 78 Undergraduate studies, 77-78 Gerontology, 224-26. 242 Gerontology, Center for. See University of Oregon Center for Geron- tology Gifted and talented, 214,215-16 GMAT. See Graduate Management Admissions Test Government service, 129 GPA. See Grade point average GPI. See Grade point index Grade point average (GPA), 1, 4 Grade point index (GPI), 4 Graded credits, 6 Grading options. See individual departments of instruction Grading system (undergraduate), 3-4 Graduate Council, 273 Graduate Management Admissions Test (GMAT), 185, 186 Graduate Record Examination (GRE), 11, 293. See also requirements of individual departments of instruction Graduate School, 273-81. See also individual departments of instruction Subject Index 313 Admission, 2, 274-75 Continuous enrollment, 276, 281 Credit by examination, 275-76 Degrees offered, 273-74 Doctoral degree procedures, 281 Doctoral degrees, 280-81 Fellowships, 277-78 Financial aid, 277-78 General music education: elementary education, 263 General requirements, 275-76 Grade requirements, 276 Interdisciplinary master's programs, 279-80 International students, 275, 277 Master's degree programs, 278-79 On-leave status, 276 Tuition, fees, 11, 276-77 Graduate School of Management, 184-88 Graduate Student Foreign Language Test (GSFLT), 279 Graduate studies. See individual departments of instruction Graduate teaching fellowships (GTF), 277. See also individual departments of instruction Graduation requirements (undergraduate),5-10 Grants, 13,14, 15 GRE. See Graduate Record Examination Greek, 48-49 Greek advising, 296 Greenhouses, 37 Group requirements, 6-9 GSFLT. See Graduate Student Foreign Language Test GSL. See Guaranteed Student Loan GTF. See Graduate teaching fellowships Guaranteed Student Loan (GSL), 15 Gymnastics, 237 Handicapped learner endorsement program, 207, 213, 215 Hayward Field, x, 232 Health and fitness management, 245 Health care practitioners, 244 Health Center. See Student Health Center Health education. See School and community health Health education, certification, 241-42 Health education requirement, 241 Health Faire, 240 Health insurance 12, 293 Health sciences, preparatory, 143-46 Health services, 293 Hebrew, 49 Herbarium. See University of Oregon Herbarium High school preparation, 1. See also individual departments of instruction Historic preservation master's degree program, 168 History, 80-84 Courses in, 82-84 Faculty, 80 Graduate studies, 81-82 Undergraduate studies, 80-81 History Scholars Program, 81 Holiday schedule, v Honor societies, 295 Honors, 6, 295. See also individual departments of instruction Honors College. See Robert Donald Clark Honors College Honors College Center, 85 Housing, 18-19 Cooperatives, 19 Family, 18-19 Fraternities and sororities, 19 Off-campus, 19 Residence halls, 18 Housing office. See University Housing Human Development and Performance, College of, 220-47 Human development center. See Center on Human Development Human movement studies, 232-39 Human services, 226-28 Courses in, 228 Faculty, 226-27 Graduate studies, 228 Undergraduate studies, 227-28 Humanities, 86-87 Imaginative writing, 63 Immunization recommendations, 293 Incidental Fee Committee, 298 Incompletes, 4,276 Independent study program, 86 Industrial relations, 184 Industrial Relations Association, 299 Industrial Relations, Institute of. See Institute of Industrial Relations Information and Field Services. See Educational Policy and Management Information and Tour Services, x Inorganic chemistry, 45 Institute of Industrial Relations, 181,186 Institute of Molecuiar Biology, 37,44,45,103,286 Institute of Neuroscience, 37, 44, 49, 99,286-87 Institute of Recreation Research and Service, 229 Institute of Theoretical Science, 45, 287 Instructional Media Center, 290 Intercollegiate athletics, 301 Interdisciplinary doctoral degree program (special education), 208 Interdisciplinary master's degree programs, 279-80. See also individual departments of instruction Interfraternity CounCil, 299 Interior architecture, 168-71 Courses in, 170-71 Faculty, 168 Graduate stUdies, 169-70 Undergraduate studies, 169 International CounCil on Computers in Education (ICCE), 198 International Institute for Sport and Human Performance, 287 International Services, 294 International Student Orientation, 296 International students, 252, 294 Admission, 2, 275 Financial aid, 277 International studies, 87-90 Courses in, 90 Faculty, 87 Graduate studies, 89-90 Undergraduate studies, 87-89 International Studies Association, 299 Internships, ix, 296 Inter-University Consortium for Political and Social Research, 107 Intramural sports, 233, 301 Italian, 122 Japanese, 56 Jazz Dance Line, 221 Jewelry and metalsmithing, 166 Jewish Student Union, 299 Job Location and Development Program, 17 Joint-campus program (graduate), 275 Journalism, School of, 249-53 Courses in, 252-53 Faculty, 249 Graduate studies, 251-52 Undergraduate studies, 249-51 Juvenile and criminal justice, 228 KWAX-FM, x, 249 Labor Education and Research Center (LERC), 148-49 Land, Air and Water Student Research Group (LAW), 256 Landscape architecture, 171-74 Courses in, 173-74 Faculty, 171 Graduate studies, 173 Undergraduate studies, 172-73 Language Skills Diagnostic Test, 249 Languages Bulgarian, 126 Chinese, 55-56 Czech, 126 French, 121-22 German, 78-80 Greek, 48-49 Hebrew, 49 Italian, 122 Japanese, 56 Latin, 49 Norwegian, 80 Polish, 126 Portuguese, 122 ProvenQal, 122 Romanian, 126 Russian, 125-26 Serbo-Croatian, 126 Spanish, 122-23 Swedish, 80 Ukranian, 126 Late applications, 2 Late registration fee, 11 Latin, 49 Latin honors, 6 Latin American studies, 90-91 LAW. See Land, Air and Water Student Research Group Law and advocacy, 216 Law Review. See Oregon Law Review Law School Admission Test (LSAT), 147,256, 257, 293 Law School Data Assembly Service (LSDAS), 257 Law, School of, 255-59 Admission, 256-58 Courses in, 259 Faculty, 255 Scholarships and fellowships, 258-59 Tuition and fees, 11, 258 Learning Resources Center, 297 Leighton Pool, x, 232 Leisure studies and services, 229-31 Courses in, 231 Faculty, 229 Graduate studies, 230-31 Undergraduate studies, 229-30 Library courses, 149 Library fines, 290 Library science, preparatory, 147 Library, University, x, 149, 289-90 Linguistics, 91-94 Courses in, 93-94 Faculty, 91 Graduate studies, 92-93 Undergraduate studies, 92 Linguistics Colloquium, 93 liVing in Oregon, 305 Loans, student, 13, 14, 15, 16-17 LSAT. See Law School Admission Test LSDAS. See Law School Data Assembly Service MA See Master of arts Magazine journalism, 253 Majors, vi-vii, viii, 5 Management, 192-93 Management, Graduate School of, 184-88 Map, 316-17 Marine biology. See Oregon Institute of Marine Biology Marketing, transportation, and business environment, 193-95 Marks (grading), 4 Master of architecture (M.Arch.), 155-56 Master of arts (MA), 278. See also individual departments and schools Master of business administration (M.BA), 184-86 Master of business administration, preparatory, 147 Master of education (M.Ed.), 199, 200, 206, 213 Master of fine arts (M.FA), 62, 136, 164-65 Master of interior architecture, (M.I.Arch.), 169-70 Master of landscape architecture (M.LA), 173 Master of music (M.Mus.), 265-66 Master of science (M.S.), 278. See also individual departments and schools Master of urban planning (M.U.P.), 176 Master's degree programs, 278-79 Master's degree programs, interdisciplinary, 279-80 Master's degree requirements, 278-79. See also individual departments of instruction Master of architecture, 155-56 Master of arts, 278 Master of business administration, 184-86 Master of education, 199,200,206, 213 Master of fine arts, 62, 136, 164-65 Master of interior architecture, 169- 70 Master of landscape architecture, 173 Master of music, 265-66 Master of science, 278 Master of urban planning, 176 Second master's degree, 278 MAT. See Miller Analogies Test Materials Science Institute, 103, 287 Mathematics, 94-98 Courses in, 97-98 Faculty, 94 Graduate studies, 96-97 Undergraduate studies, 94-96 M.BA See Master of business administration M.BA Association, 299 McArthur Court, x,232 MEChA, 299 M.Ed. See Master of education Medical College Admission Test (MCAT), 144 Medical Services, 293 Medical technology, preparatory, 143-44 Medicine, preparatory, 144-45 Medieval studies, 99 Mental retardation center. See Rehabilitation Research and Training Center in Mental Retardation Mentally retarded, education for, 207-8, 215-16. See also Special education and rehabilitation 314 Subject Index Metalsmithing, 166 M.FA See Master of Fine Arts Microcomputer Laboratories, 149-50 Mild disabilities, special education in, 208 Mildly handicapped learner programs, 215-16 Military science, 148, 150 Miller Analogies Test (MAT), 275. See also requirements of individual depart- ments of instruction Minorities, 297 Minority education, See Council for Minority Education Minority Law Students Association, 256 Minors, vi-vii, viii, 5. See also individual departments of instruction M.L.A. See Master of landscape architecture M.Mus. See Master of music Model United Nations, 299 Molecular biology, 44 Molecular biology institute. See Institute of Molecular Biology Moot Court, 244 Mortar Board, 295, 299 Motor learning and motor control, 234-35 M.S. See Master of science M.U.P. See Master of urban planning Museum of Art, x, 284 Museum of Natural History, x, 284 Museums, 283-85 Condon Museum of Geology, x, 74,283 Museum of Art, x, 284 Museum of Natural History, x, 284 Oregon State Museum of Anthropology, 284 University of Oregon Herbarium, x, 37, 284-85 Music education, certification program, 262 Music ensembles, 262 Music fees, 262 Music performance studies, 262 Music, School of, 261-71 Courses in, 268-71 Faculty, 261 Graduate studies, 264-68 Undergraduate studies, 262-64 Muslim Student Association, 299 National Collegiate Athletic Association (NCAA), 301 National Direct Student Loan (NDSL), 14-15 National Merit Scholarships, 16 National Student Exchange (NSE), 297 Native American Student Union, 299 Natural history museum. See Museum of Natural History NCAA. See National Collegiate Athletic Association NCAA Volunteers for Youth, 299 NDSL. See National Direct Student Loan Need grants, 15 Neuroscience, 99 Neuroscience institute. See Institute of Neuroscience Neurosciences, interdisciplinary program in, 37,44, 99, 113 New Student Host Program, 296 New Student Orientation, 296 News-editorial courses, 253 NICSA. See Northwest Interinstitutional Council on Study Abroad Nonresident student admission, 3 Nonresident tuition and fees, 11, 277 Northwest Association of Schools and Colleges, x Northwest Interinstitutional Council on Study Abroad (NICSA), 91 Norwegian, 80 NSE. See National Student Exchange Nuclear medical technology, preparatory, 145 Nurses, registered, 145 Nursing, preparatory, 145 Observatory. See Pine Mountain Observatory OCAT. See Optometry College Admission Test Occupational therapy, preparatory, 146 Ocean and Coastal Law, 256 ODE. See Oregon Daily Emerald Off-campus housing, 19, 299 Office of External Affairs. See Business Administration, College of Office of Pubiic Safety, 294-95 Office of Research and Development. See Architecture and Allied Arts, School of Office of Student Advocacy, 299 On-campus internships, 296 On-leave status (graduate), 296 Open recreation, 233, 301 Optometry College Admission Test (OCAT), 146 Optometry, preparatory, 146 Order of the Coif, 256, 295 Oregon Bach Festival, 262 Oregon Computing Association, 299 Oregon DailyEmerald (ODE), 249, 299 Oregon Health Education Service, 240 Oregon Institute of Marine Biology, x, 37, 287-88 Oregon Law Review, 255, 256 Oregon School Study Council (OSSC), 198 Oregon State Museum of Anthropology, 284 Oregon Student Association for the Advancement of Health Education, 240 Oregon Student Lobby, 299 Oregon Student PUblic Interest Research Group. See OSPIRG Oregon Studies Centers, 148 Australia, 148 China, 148 Denmark, 148 England, 148 France, 148 Germany, 148 Hungary, 148 Italy, 148 Japan, 148 Korea, 148 Netherlands, 148 Norway, 148 Spain, 148 Sweden, 148 Organic Chemistry, 45 Organizational psychology, 113 Organizational studies, 192-93 Organometallic chemistry, 45 Orientation Office, 296 OSPIRG (Oregon Student Public Interest Research Group), 299 OSSC. See Oregon School Study Council Osteopathic medicine, 145 Outdoor Program, 300 Outdoor recreation, 230-31 Outstanding students, 295-96 Overseas study. See Foreign study opportunities Pac-10, 301 Painting, 166 Panhellenic CounCil, 299 Paraprofessional program, 292 Parent Loan for Undergraduate Students (PLUS), 15 Park management, 220 Peer Academic Advising, 292 Pell Grant, 14 People and the Oregon Coast, 299 Performance, music, 262 Personnel service certification program, 212 Pharmacy, preparatory, 145 Ph.D. See Doctor of Philosophy Phi Beta Kappa, 6, 295 Philosophy, 100-102 Courses in, 101-2 Faculty, 100 Graduate studies, 100-101 Undergraduate studies, 100 Philosophy Club, 300 Philosophy Club, 300 Photography, 167 Photojournalism, 252-53 Physical Chemistry, 45 Physical education and human movement studies, 232-39 Courses in, 237-39 Faculty, 232 Graduate studies, 236-37 Undergraduate studies, 233-36 Physical education certification program, 235 Physical therapy, preparatory, 146 Physically limited students, 2, 292 Physics, 102-6 Courses in, 104-6 Faculty, 102 Graduate studies, 103-4 Undergraduate studies, 102-3 Physiology of exercise, 235 Pine Mountain Observatory, x, 103-4 Placement examinations, 1. See also requirements listed under individual departments Planning, public policy and management (PPPM), 174-79 Courses in, 178-79 FaCUlty, 174-75 Graduate studies, 176-77 Undergraduate studies, 175-76 Plant biology greenhouses, 37 PLUS. See Parent Loan for Undergraduate Students Pocket Playhouse, 133 Podiatry, preparatory, 146 Political and social research. See Inter-University Consortium for Political and Social Research Political science, 106-10 Courses in, 108-10 Faculty, 106 Graduate studies, 107-8 Undergraduate studies, . 106-7 Political Science Student Union, 300 Postbaccalaureate admission, 2 Postbaccalaureate study, 2, 275 Postdoctoral fellowships, 277 PPPM. See Planning, public policy and management Preathletic training, 235 Precollege program (Upward Bound), 297-98 Predentistry, 143 Preengineering preparation, 43, 103, 142 Prefreshman program, 1, 283 Prehealth sciences, 68, 143-46 Prehealth Sciences Center, 300 Prejournalism preparation, 249-50 Prelaw preparation, 146-47 Premajor programs, 21-27 Premajor status, 2 Premedicine, 144-45 Prenursing, 145 Preparatory programs, 142-48 Engineering, preparatory, 43, 103,142 Library science, preparatory, 147 Master of Business Administration. preparatory, 147-48 Health sciences, preparatory, 69, 143-46 Dental hygiene, preparatory, 143 Dentistry, preparatory, 143 Medical technology, preparatory, 143-44 Medicine, preparatory, 144-45 Nuclear medical technology, preparatory, 145 Nursing, preparatory, 145 Pharmacy, preparatory, 145 Veterinary medicine, preparatory, 145-46 Preiaw preparation, 146-47 Social work, preparatory, 148 WICHE programs in the health sciences, 146 Occupational therapy, preparatory, 146 Optometry, preparatory, 146 Physical therapy, preparatory, 146, 235, 242 Podiatry, preparatory, 146 Prepharmacy, 145 Prephysical therapy, 146, 235, 242 Prepodiatry, 146 Presidential scholarships, 16 Printmaking, 166 Program planning, viii-ix, 21-27. See also individual departments of instruction Project TRENDS (Therapeutic Recreation for New and Enhanced Delivery of Services), 229 Psycholinguistics Laboratory, 49 Psychology, 111-15 Courses in, 113-15 Faculty, 111 Graduate studies, 113 Undergraduate studies, 111-13 Psychology Clinic, 113, 300 Psychology Club, 300 Public affairs, 177-78 Public Affairs Graduate Student Organization, 300 Public Affairs Library, 285 Public health, 242 Public policy and management, 174-79 Public policy studies, interdiscipiinary, 108 Public relations, 253 Public service, 177-78 Publications, student, 299-30 Radio-television journalism, 252-53 Rape Crisis Network, 300 Reading endorsement, 212 Real estate, 191-92 Recreation, 230-31 Recreation and Intramural Sports, Division of, 232, 233 Recreation and Intramurals, 232, 233, 301 Recreation and Park Management Graduates, 300 Recreation facilities, 232, 301 Recreation research and service. See Institute of Recreation Research and Service Recreational Folk Dance, 221, 300 Recreational programs, 301 Re-enrollment, 10 REESC. See Russian and East European Studies Center Registered nurses, 145 Registrar, Office of the, 3 Registration, 10 Rehabilitation doctoral program, 208 Subject Index 315 Rehabilitation Research and Training Center in Mental Retardation, 205 Religious studies, 115-16 Removal of incompletes, 4, 276 Repertory Dancers, 221, 300 Research, 283 Research institutes, 285-88 Advanced Science and Technology Institute, 285 Center for the Humanities, 285 Center for the Study of Women in Society, 285-86 Center for the Study of Work, Economy, and Community, 286 Chemical Physics Institute, 45, 103, 286 institute of Molecular Biology, 37,44, 45, 103, 286 Institute of Neuroscience, 37,44,49, 99,286-87 Institute of Theoretical Science, 45, 287 International Institute for Sport and Human Performance, 287 Materials Science Institute, 103, 287 Oregon Institute of Marine Biology, x, 37, 287-88 Solar Energy Center, 288 Residence halls, 18 Residency (degree requirements), 5-6, 277 Resident status, 2-3, 277 Resident teacher master's program, 214 Resident tuition and fees, 11, 277 Resource consultant program, 215 Rhetoric and communication, 132, 134-35, 136-37 Robert Donald Clark Honors College, 6, 84-86 Admission, 85 Courses offered, 86 Faculty, 84 Independent Study Program, 86 Requirements, 85 .Robinson Theatre, 133 Romance languages, 117-22 Courses in, 120-23 Faculty, 117 Graduate studies, 119-20 Undergraduate studies, 118-19 ROTC, Army. See Military Science. See also Air Force ROTC. Russian, 123-26 Courses in, 125-26 Faculty, 123 Graduate studies, 124-25 Undergraduate studies, 123-24 Russian and East European studies, 126-27 Russian and East European Studies Center (REESC), 126 Safety education, 242-43, 245 Sample course listings, 5 Sample programs, 22-27. See also individual departments of instruction SAT. See Scholastic Aptitude Test Scandinavian, 80 Scholarships, 16. See also indiVidual departments of instruction Scholastic Aptitude Test (SAT), 1, 63. See also requirements of individuai departments of instruction. School administrator certification, 203 School and community health, 240-47 Courses in, 246-47 Faculty, 240 Graduate studies, 243-46 Undergraduate studies, 240-42 School health, 240, 241-42, 243-44 School of Architecture and Allied Arts Review, 153 School psychology, 200 School supervisor endorsement, 212 Science, general, 68-69 Sculpture, 166-67 SEARCH, 300 Sei~Ed bachelor's degree, 9-10, 182, Second master's degree, 278 Secondary school teachers, interdisciplinary master's program, 279-80 Secondary teacher education program, 212-13. See also individual departments of instruction. SEOG. See Supplemental Educational Opportunity Grant Service Physical Education, Division of, 232 Severely handicapped learner endorsement program, 207 SHAPE. See Sport, Health, And Personal Excellence Short-term loans, 16 Slavic studies, 126-27 Slocum Sports Medicine and Fitness Research Laboratory, 233 Social psychology of sport, 235 Social service, 129 Social work, preparatory, 148 Sociology, 129-31 Courses in, 129-31 FaCUlty, 128 Graduate studies, 129 Undergraduate studies, 128-29 Solar Energy Center, 288 Solar Energy Information Center, 300 Song and Dance Troupe, 221 Sororities, 19 Soviet Union, 126-27 Spanish, 122-23 Special Education and Rehabilitation, Division of, 204-9 Courses in, 208-9 FaCUlty, 204-5 Special education endorsement program, 212-13 Special education, mildly handicapped, 215-16 Special fees, 11-12 Specialized admission assistance, 2 Specialized Training Program. See Center on Human Development Speech, 131-39 Courses in, 136-39 FaCUlty, 131-32 Graduate studies, 134-36 Undergraduate studies, 132-34 Speech-impaired endorsement, 206 Speech, Language, and Hearing Center, 207 Speech pathology-audiology, 205-7 Sport, Health, And Personal Excellence (SHAPE), 233 Sport management, 235 Sports, intramural, 233, 301 Staff fee, 12 Standard teaching certificate, elementary, 211 Standard teaching certificate, secondary, 212 State of Oregon cash awards, need grants, 15 Statistics, 139 Student Advocacy, Office of, 299 Student Bar Association, 256, 300 Student Campaign for Disarmament, 300 Student conduct code, 10, 295 Student Conduct Program, 295 Student Dance Board, 221 Student development leadership classes, 296 Student Development, Office of, 295 Student Employment Office, 17 Student Exchange Program. See Western Interstate Commission for Higher Education (WICHE) Student family housing, 18-19 Student Financial Aid, Office of, 12 Student government, 298-99 Student Handbook, 10 StUdent Health Center, 293 Student housing, 18-19 Student loans, 13, 14, 15, 16-17 Student Lobby. See Oregon Student Lobby Student organizations, 298-300 Student publications, 299-300 Student Records Policy, 10, 276 StUdent services office. See Academic Advising and Student Services, Office of Student union. See Erb Memorial Union Student University Affairs Board, 288 Studio Abroad Program, 154 Study abroad. See Foreign stUdy opportunities Style and Policy Manual for Graduate Degrees, 278, 280 Summer Architecture Academy, 154 Summer prefreshman program, 1, 283 Summer session, 10, 283 Supplemental Educational Opportunity Grant (SEOG), 14 Survival Center, 300 Swedish, 80 Switchboard, 300 Talented and gifted, 214,215-16 Teacher certification, 211, 212. See also individual departments of instruction Teacher Education, Division of, 209-18, Courses in, 216-18 Faculty, 209-10 Graduate studies, 213-16 Undergraduate studies, 210-13 Teacher Education Graduate Student Organization, 300 Teacher Standards and Practices Commission (TSPC), 210, 211 Teaching English as a second language, 91, 296 TEEM. See Training Elementary Educators for Mainstreaming Telecommunication and film, 132-33 135·36, 137-38 Tel-Info, 298 Television journalism, 252-53 Test of English as a Foreign Language (TOEFL), 2, 275. See also require- ments of individual departments of instruction. Test of General Educational Development (GED), 1 Test of Standard Written English (TSWE), 1,63,203. See also requirements of in- dividual departments of instruction. Testing service, 293 Theater arts, 133, 136, 138-39 Theatre 4:30, 133 Theoretical chemistry, 45 Theoretical science institute. See Institute of Theoretical Science Time Schedule of Classes, 10 TOEFL. See Test of English as a Foreign Language Tool Library, 300 Training Elementary Educators for Mainstreaming (TEEM), 210-11 Transcript fee, 12 Transcripts, 10 Transfer of credit, 2, 278 Transfer students, 2, 278. See also individual departments of instruction Transportation, 195 TRENDS. See Project TRENDS TSPC. See Teacher Standards and Practices Commission TSWE. See Test of Standard Written English Tuition and fees, 11-12,276-77 Deferred tuition, 11 General deposit, 11 Graduate, 11,276-77 Law school, 11 Nonresident tuition, 11 Refunds, 12 Resident tuition, 11 Senior citizens, 12 Staff, 12 Undergraduate tuition, 11 Tutorial services, 297 Undergraduate admission, 1-2 Undergraduate Economics Association, 300 Undergraduate School of Business, 181-83 Undergraduate transfers, 2 Undergraduate tuition, 11 Unemancipated student, 3 University Affiliated Facility, 205 University Committee on International Studies, 87 University Community Action Program, 228,297 University Computing, 288 University Continuation Center, 283 University Counseling Center, 293 University Forum, x University Housing, 18-19 University Library, x, 149, 289-90. See also Library University Long-Term Loans, 16 University Music Society, 262 University of Oregon Bookstore, 301 University of Oregon Center for Gerontology, 224, 225, 226 University of Oregon Herbarium, x,37, 284-85 University PlayerslTheatre 4:30, 133, 300 University Singers, 262 University Symposium, 132 University Theatre, 132, 300 University Women in Transition, 300 UO YMCA, 300 UO YWCA, 300 Upward Bound, 297-98 Urban and regional planning, 176-77 Urban Summer, 154 Veteran Affairs, Office of, 298 Veterinary medicine, preparatory, 145-46 Visual Arts Resources, 284 Visual design, 167 Visual Perception Laboratory, 49 Volcanology. See Center for Volcanology Weaving, 167 Western Interstate Commission for Higher Education (WICHE), x Western Interstate Commission for Higher Education (WICHE) Student Exchange Program, 146 Western Regional Resource Center, 205 WICHE. See Western Interstate Commission for Higher Education. WICHE library program, 147,149 WICHE programs in the health sciences, 146 WICHE regional graduate programs, 275 William Lowell Putnam Examination, 96 Women in Communication, 300 Women in society. See Center for the Study of Women in Society Women's Referral and Resource Service, 300 Women's studies, 139 Work, economy, and community. See Center for the StUdy of Work, Economy, and Community Work-Study Program. See College Work-StUdy Program Writing, 63, 65 University of Oregon c..v.....:>. 0' Offices and Services Academic Advising and Student Services, Oregon, A4 Academic Affairs, Johnson, 03 Administration, Johnson, 03 Admissions, Oregon, A4 Affirmative Action, Oregon, A4 American English Institute, PLC, F3 American Studies, PLC, F3 Anthropology, Condon, E2 Architecture and Allied Arts, School of, Lawrence, B2 Arts and Sciences, College of, Friendly, C3 Asian Studies, Friendly, C3 Associated Students of the University of Oregon, EMU, C3 Athletics, Intercollegiate, McArthur Ct., E4 Australian Studies, PLC, F3 Biology, Science II, B3 Bookstore, 895 E. 13th, E2 Business Administration, College of, Gilbert, 02 Business Affairs, Oregon, A4 Canadian Studies, Hendricks, 03 Career Planning and Placement, Hendricks, 03 Chemistry, Science II, B3 Classics, Condon, E2 Cognitive Science, Straub, C4 Comparative Literature, Friendly, C3 Computer and Info. Science, PLC, F3 Continuation Center, Oregon, A4 Counseling Center, University, Student Health Center, B4 Counseling and Ed. Psych., 1761 Alder, H3 East Asian Languages and Literatures, Friendly, C3 Economics, PLC, F3 Education, College of, Education Bldg., G3 Educational Opportunities Program, Emerald, B3 English, PLC, F3 FaCUlty Club, Collier, C3 Financial Aid, Student, Oregon, A4 Folklore and Ethnic Studies, PLC, F3 General Science, Science II, B3 Geography, Condon, E2 Geology, Geology Bldg., C3 Germanic Languages and Literatures, Friendly, C3 Graduate School, Chapman, 03 Health Center, Student Health Center, B4 High School Equivalency Program, Emerald, B3 History, PLC, F3 Honors College, Chapman, 03 Housing, Walton, C4 Human Development, Ctr. on, Clinical Servo Bldg., H4 Human Development and Performance, College of, Esslinger, 04 Humanities, Condon, E2 Information and Tour Services, Oregon, A4 International Services, Oregon, A4 International Studies, PLC, F3 Instructional Media Ctr., Library, F3 Job ServicelWork Study, 1511 Agate St., C4 Journalism, School of, Allen, C3 KWAX Radio Station, Villard, B2 Labor Education and Research Ctr., PLC, F3 Latin American Studies, PLC, F3 Law, School of, Law Ctr., C1 Learning Resources Ctr., Friendly, C3 Leighton Pool, Esslinger, E4 Library, University Main Library, F3 Archives, Fenton, 03 Arch. and Allied Arts, Lawrence, B2 Law, Law Ctr., C1 Map, Condon, E2 Mathematics, Fenton, 03 Public Affairs, Hendricks, 03 Science, Science I, B3 Linguistics, Straub, C4 Mathematics, Fenton, 03 Medieval Studies, PLC,F3 Military Science, 1679 Agate Street, C4 Music, School of, Music Bldg., G4 Neuroscience, Huestis, B3 Old Oregon, Chapman, 03 Oregon Daily Emerald, EMU, C3 Oregon State System of Higher Ed., Susan Campbell, E3 Orientation Office, Oregon, A4 Parking Permits (Public Safety), Straub, C4 Personnel, Oregon, A4 Philosophy, PLC, F3 Physics, Science I, B3 Political Science, PLC, F3 Post Office, EMU, C3 President, Johnson, 03 Provost, Johnson, D3 Psychology, Straub, C4 Public Safety, Straub, C4 Registrar, Oregon, A4 Religious Studies, Chapman, 03 Research, Johnson, 03 Research and Sponsored Programs, Chapman, 03 Romance Languages, Friendly, C3 Russian, Friendly, C3 Russian and East European Studies, Friendly, C3 Sociology, PLC, F3 Speech, Villard, B2 Statistics, Gilbert, 02 Student Affairs, Oregon, A4 Summer Session, Oregon, A4 University News Bureau, Johnson, 03 University Printing, Allen, C3 University Publications, Chapman, 03 University Relations, Johnson, 03 UO Alumni Association, Johnson, 03 UO Foundation, Johnson, 03 Upward Bound, 1859 E. 15th, see A5 Women's Studies, PLC, F3 Buildings Allen Hall, C3 Beall Concert Hall, G3 Chapman Hall, 03 Clinical Services Building, H3 Collier House, C3 Computing Center, 01 Condon Hall, E2 Deady Hall, C2 Education Building, G3 Emerald Hall, B3 Erb Memorial Union (EMU), C3 Esslinger Hall, 04 Fenton Hall, 03 Friendly Hall, C3 Gerlinger Hall, E3 Gerlinger Annex, E3 Geology Building, C3 . Gilbert Hall, 02 Hendricks Hall, 03 Johnson Hall, D3 Law Center, C1 Lawrence Hall, B2 Library, F3 McArthur Court, E4 Museum of Art, E3 Museum of Natural History, B3 Music Building, G4 Oregon Hall, A4 Physical Plant, 1295 Franklin Blvd. Prince Lucien Campbell Hall (PLC), F3 Robinson Theatre, C2 Science I, B3 Science II, B3 Huestis Hall, B3 Straub Hall, C4 Student Health Center, B4 Susan Campbell Hall, E3 Villard Hall, B2 Volcanology Building, B3 Residence Halls Bean Complex, B4 Carson Hall, B4 Earl Complex, C4 Hamilton Complex, A4 University Inn, 1000 Patterson Street Walton Complex, C4 54 3 2 V/' '