1989-90
University
of Oregon
General Bulletin
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Front covw photograph: The weSl entrsnce 10
Chapman Hail, whoch hOuses the I-lcn:Irs CoIlege,the
Departmllnt of ReligIOUS Studies, the Graduate School.
theOfficeoi Research and Sponeored Programs. the
Office 01 Univefsity P\.CIicalions. and Old Offlgon
magazne II is named Iof ChatIes Hiram Chapman,
second pl"ostdefll of the Unl~lyof Oregon.
Photograph by Jack Uu.
8lK:k cover photoGllIph: A student;n II waler colof
class uses V,llard Hall. the secot'od ojdC$l buildillll on
the UO campus. as the backdrop IOf hef painting Buill
in 1865. ~ is listed in the National Register of Historic
Landmar1<.s. It is narTl&d for HenryVillard, presldantol
the NoI'thern Pacific Railroad arid the Univer$ily's first
benefactor.
This bulletin was prepared with the assistance
of the following:
Nan Coppock-Bland, Bulletin Editor
University PublicatlOl'\ll
Frances Milligan, EditOl'
Univers~y PI,lbl;c8lions
George Beltran, Designer
University Publications
Gwen Dellll\)e, CompositOl'
Unr<e<sily Pfinliog Depar1men1
Penny Ballesleros. Mechanical ~itor
UrWersity Ponling I:lepallmenl
Nonhwesl Web. Ponle<
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The University of Oregon's
Statement of Purpose
The lJrVversilyof Oregon is a comprehensive research
university and the only OIegon mernt:>er 0' the
AssocIation of Amencan UniverSIties. Its proglarns of
instruction are designed toPfovide the ~lJI'lilY lor
s1Uderlls 10 obtain a h.gh"'Qllality educalion In ~beral
8ItS and sciences aswell as professIOnal prepaJ811on.
liS instrucllonal, resealch. and public service programs
advance scientifIC and humanistic knowledge and
serve the educlItlOllal, ClIllura1, and ecOOQmlC needs
of all ()regoruans..
To achieve lhesegoals.!he Uf'lIV'el'$ltyol OIegon otfers
ln1ergrad!J<lte and Qraduale programs In mBll'IetNl>-
cal and~ SCIenCes, the physical and booIoaocaJ
sciences, the arts and i'unao"OIies, and the social
sciences. The lJnrverSIly oilers programs in the
CoIege 01 Arts and Scoences and in the profe$SlOI'IaI
sctools of Archltectwe and Ailed M$(~
PIarring, PlJbIic Policy and Managemenl:), 8usIrless
~ EWcation. Ibnan Developmen( and
Perlormance. JwmaIism, Law, and Music. The
pro/essIorLal fields build 14'00 the core of the l.lIwet'-
dy's arts and sciences programs
~ po.nue programso/ instJul::lion and _ch
leading to bacheIor's. masler's. and doclofal deg'88S.
The UrWe<sily is the only instih.Jtion In the $I<'Ite(ll'feOOg
doctoral degrees in the ailS and tunlnlies and !he
socaaI sciences. It pliK:es slrong~onresNlch
prog,ams in !he mosl aclvanced aleas 01 basic
sc>ence. many 0/1lIt1ich have special applic8l)i!iry to
hlgMectnoIogy indIJslJy. Its inlematiooal programs
facilitale reseatch and an exchfInge 0/ stlJdants and
faculty~ WIlt! oIher CQlrIlneS.
ElecaIJse the Universil'{s stlJdenls, as edlJcaled men
and women, nust be prepared 10 succeed in an
increasr.gly heterOQllfll'OOS environment, !he Urnver-
sity strives to provide them wilt! bolt! a stJJden1 body
and a 'acuityand staff that reftectlhe cultural, ethniC,
and racial diversity of modem SOCIe1y
The Unrve<sily 010regon IS a memtlef of the Associa-
tion of Resaarcn Libraries, an assoc18tionollhe Largest
resealch libraries in the country. In &lJCIibon, !he
University of Oregon's JTIl/seums and lib/aries serve
the entire state and also preserve lhe records and
artifacts o101egon's past. Ilsoulteach proglams seNe
business, Labor, and govemmental groups throughout
the state, Itle nation, and lhe 'N(:ri(f, The Urrvel9ity 01
OIegon is recognized tor its art and architecture
exhibits and its musical and dramatic performances,
Goals and Objectives
The University;s guided by the plinclple that it shall
make available educational opportlJl'lltieS of high
quality to help students acquire knowledge, sl\ills, and
wisdom tor persooal development and enrlChr1lOl1t: an
understanding of science and technology: an under-
standing of other peoples and cultures as well as our
own; and responsible partICipation in a democratic
society. Fundamentalto the success of the Univorsity's
educational mission is preservillQ and encouraging an
atmosphere of Intellectual tree<fom,
Affirmative Action
The University of Oregon affirms the right of all
individuals 10 equal opportunity in education and
employment at this institution WIthout regard to rece,
color. sex, naHonal or'llln, age, religion, marital status.
handicap, veleran stalUS. sexual Ol'ientation. or any
oIher eXlraneous consideration I'lOI duectly and
substantively related to effective perfOl'mence, This
policy implements all applicable federal. sl8te, and
local Laws, regulations. end eXeculrve orders, Direct
relaled inQuiries to the D1reclOl', Office of Afflrmallve
Action, 4720regon Hall. University 01 Olegon, Ell\)ene
OR 97400; leIephooe (503) 666-3123
sexual Harassment
The University 01 Oregon does nollolerale sexual
harassment. $IudentsOl' employees who ale offended
Of ntin*laled by sexually based behavior should
conlaCltheAlllrmatrveAction d1reclOl' immedl8tely tor
assistance.
Oregon State System of
Higher Education
The Oregon Slate System 01 Higher Education
(OSSHE) is governed by the Oregon Slate Board of
Higher Education, whose IT\IlITIbers are appoonled by
lhegovernorWlth conlirmalion by the Oregon Senate,
Board members servelour·year terms, excepl fOl' the
lwo stodenl rnetrbe<s r), who serve \wl).year tlllTllS.
The names 01 the members follow; eJq)iraliondate!Of
each term is June 30 of the year shown.
ExllClltive Committee
Richard F. Hensley, Medford, 1991
Presiclent and Chair
Mark S. Dodson, Ponland. 1969_.....
Robert A. Adams, Corvallis. 1989
John W. AlnJcker, Veneta. 1989
George E. RIchardson, Jr.. f>orllMd. t990_.
Bob Bailey. The DlIIles, 1992
Kasey K. Brooks: EuQene, 1969
Torn Bruggere, Beaverton, 1992
Gaty Jo/YIston," l.or>g Crook, 1990
Reb MiIet, Salem. 1992
JerooeJ Wol$On.Portland. t991
Administrative Staff
Thomas A. Bartleft. 0lanceI0r (686-5700), Eugene
W, T. L.:.nman, ExocutiveV~(61:16-5731).
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Voce-ChanceIIor lor Academic Affairs
(68&5791). Eugene
VIC&-Chancelor lor PlJbIic AffIDrs
(3730-7494), Salem
Jotvl Owen. VIC&-Chancelor tor the Oregon Centel
lor Advanced Tochnology Education (OCATE)
(754·3617), Corvallis
Wilma FOSler. Secretary to !he Board 01 H.gher
Educa\lOn (68&5796), Eugene
The OSSHE. organaed in 1932, PfOVides educa~ooaI
opflOftlJl'llhes to people lhroughoulthe state. Member
i1stilll~onsale fldependent elementsofan integrated
system. Opportunitiell fOl' general educatioo are
distriboled as widely as possible throughout the stele,
WIth specialized, professional, and techn,cal programs
centered al specific institutions.
The member IIlstitutions of the OSSHE are:
Eastern Oregoo State ~Iege, La Grande
David E. Gilbert, President
Oregon Heallh Sciences University, Portland
Peter O. Kohler, Prellident
Oregon Institute of Technology, Klamath FailS
Larry J. Blake, President
Oregon State University, Corvallis
John V. Byme, Presidenl
Portland State University, Portland
Roger N. Edgington. Acting President
Southern Oregon State ~Ie<;le, Ashland
Joseph W, Cox, President
University or Oregon, Eugeoe
My~s Brand, President
Western Oregon Slate CoJlege, Monmouth
Richerd S. Meyers, Plesidellt
An interinstilutional bookIel. Cno.ce. Excellence,
Oppotturoty, lISts fields of sludy al all Slale System
inst~l)\ions. For a Ilee copy, wr~e to
Office of School Relations
Ofegon State System 01 Higher EducallOll
PO Box 3175
Eugene OR 97403
Welcome to the University of Oregon
Learning 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 currentknowl-
edge 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 integrate their specialized
studies with broader areas of knowledge. Their
students learn that knowledge is a vital and
changing commodity and 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. Nearly 1,000 full-time faculty
members, more than 600 part-time faculty
members, and 1,500 graduate teaching and
research assistants serve as mentors, col-
leagues, and friends to the 17,700 under-
graduate and graduate students currently
enrolled at the University.
Although most students are from Oregon, about
22.5 percent come from other states and 9.5
percent from other 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 active research
programs have won for the University almost
$62.7 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
specialists are working cooperatively with local
school districts to extend the use of computers
in teaching. The College of Business Adminis-
tration has developed a major new emphasis in
international business studies at both the
undergraduate and graduate 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 ar-
boretum of more than 2,000 varieties of trees.
Campus buildings range from Deady Hall,
opened in 1876, to the Earle A. Chiles Business
Center, completed in 1986. Construction of a
three-building science complex, begun in June
1987, is expected to be completed by the end
of 1989. The Museum of Natural History is
housed in a brand new building at 15th Avenue
and Columbia Street. Across campus is the
Museum of Art, noted for its collections of
Oriental and Northwest art, and the 1.7-million-
volume University of Oregon 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 newly renovated
all-weather track, and both open-air 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 bulletins, 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 experi-
ence 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 thei r
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
American Public Radio. In fall 1987 KWAX was
named one of the top 10 public radio stations
in the country in terms of the percentage of the
population tuning in each week. KWBX-FM, a
sister station in Bend, began broadcasting in
September 1986. Together the two stations
reach some 30,000 listeners weekly. A speak-
ers' 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 6,400 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 Planning Association
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 Association/
American Association of Leisure and
Recreation
Teacher Standards and Practices Commission
2Contents
Bulletin Expiration and
Requirements Policies
The University of Oregon General Bulletin lists
requirements for all degrees offered by the
University.
Each general bulletin goes into effect at the
beginning of fall term the academic year of
issue. It expires at the end of summer session
the seventh academic year after publication.
Advisers and other University employees are
available to help, but students have final
responsibility for satisfying degree require-
ments for graduation.
Undergraduate Students
1. To receive an undergraduate degree, a
student must have satisfied, at the time of
graduation, all requirements for the degree
listed in one of the following:
a. the unexpired general bulletin in effect
when the student was first admitted and
enrolled at the University of Oregon
or
b. any subsequent general bulletin that
has not yet expired
Requests for exceptions to bachelor's degree
requirements must be submitted in writing to
the Office of the Registrar prior to graduation.
2. To fulfill major or minor program require-
ments, a student must complete the require-
ments in effect:
a. when the student first declared the major
or minor
or
b. when the student changed to a different
major or minor
Exceptions to major or minor requirements may
be made by a major or minor department or by
the Academic Requirements Committee.
Graduate Students
1. To receive a graduate degree, a continu-
ously enrolled student must have completed,
at the time of graduation, all requirements
described in the department and Graduate
School sections of the general bulletin in
effect when the student was first admitted
and enrolled at the University of Oregon.
2. A student who has not maintained continu-
ous enrollment is sUbject to the requirements
described in the department and Graduate
School sections of the general bulletin in
effect the first term the student was readmit-
ted by the Graduate School and reenrolled
at the University of Oregon.
Requests for exceptions to graduate degree
requirements must be submitted in writing
to the Graduate School prior to graduation.
General Information
Welcome to the University of Oregon
Academic Majors and Minors 4
Reader's Guide to the GeneraLBulietin 6
Academic Calendar 9
Entering the University 11
Admissions and Records
Registration and Academic Policies 13
Tuition and Fees 20
Student Financial Aid 22
Student Housing 28
Academic and Career Planning 30
Arts and Sciences
College of Arts and SCiences 33
American Studies 38
Anthropology 39
Arts and Letters 42
Asian Studies 43
Australian Studies 45
Biology
Canadian Studies 51
Chemistry 52
Classics 57
Greek, Latin
Comparative Literature 59
Computer and Information Science 60
East Asian Languages and Literatures 64
Chinese, Japanese
Economics 66
English, Writing 69
Environmental Studies 74
Folklore and Ethnic Studies 76
General Science 77
Geography 78
Geological Sciences 81
Germanic Languages and Literatures 86
German, Scandinavian
History 89
Honors College 93
Independent Study
Humanities 95
International Studies 96
Latin American Studies 99
Linguistics 100
Mathematics 103
Medieval Studies 108
Neuroscience
Peace Studies 109
Philosophy
Physics 111
Political Science 115
Psychology 119
Religious Studies 123
Romance Languages 125
French, Italian, Portuguese and Provenc;;al,
Spanish
Russian, Slavic 130
Russian and East European Studies 133
Sociology 134
Speech 138
Rhetoric and Communication, Telecommuni-
cation and Film, Theater Arts
Statistics 146
Women's Studies
Preparatory Programs and Special Studies
Preparatory Programs 148
Engineering, Preparatory
Health Sciences, Preparatory
Law, Preparatory 153
Library Science, Preparatory
Master of Business Administration,
Preparatory
Social Work, Preparatory
Special Studies 154
Academic Learning Services
Air Force ROTC, Army ROTC
Continuing Education Off Campus
Labor Education and Research Center 155
Library
Microcomputer Laboratories 156
Military Science
Overseas Study 157
Professional Schools
School of Architecture and Allied Arts 159
Architecture 160
Art Education 166
Art History 168
Fine and Applied Arts 171
Historic Preservation 174
Interior Architecture 175
Landscape Architecture 178
Planning, Public Policy and Management 181
College of Business Administration 187
Undergraduate School of Business 188
Graduate School of Management 190
Institute of Industrial Relations 192
Accounting 195
Decision Sciences 196
Finance 197
Management 198
Marketing, Transportation, and Business
Environment 200
College of Education 202
Counseling and Educational Psychology 203
Educational Policy and Management 207
Special Education and Rehabilitation 209
Speech Pathology-Audiology 211
Teacher Education 214
Curriculum and Instruction
Elementary Education 215
Secondary Education 216
Special Education
College of Human Development and
Performance 224
Dance 225
Gerontology 229
Human Services 231
Leisure Studies and Services 233
Physical Education and Human Movement
Studies 237
School and Community Health 244
School of Journalism 252
School of Law 257
School of Music 263
Music, Music Education, Music Performance
Graduate SChool 274
General Information 275
General Requirements and Policies 276
Graduate Tuition, Fees, and Financial Aid 277
Master's Degrees 278
Doctoral Degrees 280
Academic and Student Services
Campus and Community Resources 283
Continuation Center
Museums
Research Institutes 285
University Computing 289
University Library 290
Services for Students 293
Academic Advising and Student Services
Affirmative Action 294
Associated Students of the University of Oregon
Career Planning and Placement 296
Counseling
Erb Memorial Union
Health Services 297
International Services
Public Safety 298
Recreation and Sports
Special Services 299
Student Conduct 301
Student Development
Student University Relations Council 302
Tel-Info
UO Bookstore 303
Living in Oregon 305
Contents 3
Indexes
Faculty Index 306
Subject Index 311
Enrollment Statistics 317
Campus Map 318
Note: Names of University administrative
officers appearon the inside back cover; board
members and administrators of the Oregon
State System ofHigher Education are listed on
the inside front cover.
New Series
University of Oregon Bulletin
Number 64
July 1989
(USPS 363-910)
Issued quarterly each year: Juiy, September, October,
and March.
Copies of this pUblication are available for $4.00.
Published by the Oregon State System of Higher
Education at the University of Oregon, Eugene OR
97403. Second-class postage paid at Eugene OR
97403. Send mail orders and address changes to:
General Bulletin
PO Box 3237
University of Oregon
Eugene OR 97403
ZIP code must be included in the return address.
Copies are available on campus at the University of
Oregon Bookstore, the Erb Memorial Union, and
Information and Tour Services on the first floor of
Oregon Hall.
The 1990-91 General Bulletin will be published in July
1990 and may be purchased in the same manner. The
1989-90 School of Law Bulletin will be published in
September 1989. Address requests to the School of
Law. The third publication in the University's bulletin
series, Oregon Insight, will be published in October
1989. It is available from the Office ofAdmissions and
Records. The 1990 SummerSession Bulletin, fourth in
the series, will be published in March 1990. Address
requests to Summer Session. The latterthree publica-
tions are available at no charge.
While every effort is made to ensure the accuracy of
the information in this bulletin, the University of Oregon
and the Oregon State Board of Higher Education have
the right to make changes at any time without prior
notice. This bulletin is not a contract between the
University of Oregon and current or prospective
students.
©1989 University of Oregon
4Academic Majors and Minors
Colleges and Schools I
AM: School of Architecture and Allied Arts
A&S: Coilege at Arts and Sciences UI
BA: Coilege of Business Adminisfration .... Ql
ED: Coilege of Education 0 UI
-GRAD: Graduate School iii .... f!
HOP: Coilege of Human Development and Performance ... Ql 00 .c::
--JOUR: School of Journalism C U UI U
LAW: School of Law :s III III 0MUS: School of Music m :E 0
Accounting (BA) • •
American Studies (A&S) • •
Anthropology (A&S) • • • •
Architecture (AAA) • • •
Art Education (AAA) • • •
Art History (AM) • • • •
Arts and Letters (A&S) •
Asian Studies (A&S) • •
Biology (A&S) • • • •
Business Administration (BA) •
Ceramics (AAA) • •
Chemistry (A&S) • • • •
Chinese (A&S) •
Classical Civilization (A&S) •
Classics (A&S) • •
Coaching (HOP) •
Comparative Literature (A&S) • • •
Computer and Information Science (A&S) • • • •
Counseling (ED) •
Counseling Psychology (ED) •
Creative Writing (A&S) •
Curriculum and Instruction (ED) • • •
Curriculum and Supervision (ED) •
Dance (HOP) • • •
Decision Sciences (BA) • • •
Decision Sciences: Business Statistics (BA) • • •
Decision Sciences: Production and Operations Mgmt (BA) • • •
Early Childhood Education (ED) •
Economics (A&S) • • • •
Educational Policy and Management (ED) • •
Educational Psychology (ED) • •
Elementary Education (ED) • • •
English (A&S) • • • •
UI Ql....
UI
-
0 III
iii .... ...... Ql 00 .c::
-
t)c u UI
:s III III 0m :EO
Environmental Studies (A&S) •
Ethnic Studies (A&S) •
Finance (BA) • • •
Fine and Applied Arts (AAA) • • •
Folklore and Ethnic Studies (A&S) Ce ifIe Ie
Forest Industries Management (BA) •
French (A&S) • • •
General Science (A&S) •
Geography (A&S) • • • •
Geology (A&S) • • • •
German (A&S) • • • •
Gerontology (HOP) • • CErt.
Greek (A&S) •
Health Education (HOP) • • • •
Health Education: Community Health (HOP) • •
Health Education: Gerontology (HOP) •
Health Education: Safety and Driver Education (HOP) •
Health Education: School and Community Health (HOP) •
Health Education: School Health (HOP) • •
Historic Preservation (AAA) • •
History (A&S) • • • •
Human Services (HOP) •
Independent Study (A&S) •
Interdisciplinary Studies (GRAD) •
Interior Architecture (AAA) • • •
International Studies (A&S) • •
Italian (A&S) • • •
Japanese (A&S) •
Journalism (JOUR) • •
Journalism: Advertising (JOUR) • •
Journalism: Magazine (JOUR) • •
Journalism: News-Editorial (JOUR) • •
Journalism: Public Relations (JOUR) • •
Majors, Minors, Options,
and Certificates
All University of Oregon students
must complete an academic
major to graduate. Under-
graduates may also complete a
minor. Options within majors or
minors are additional ways of
focusing academic interests, but
they do not appear on grade tran-
scripts or diplomas. Other terms
used for options include areas of
concentration, emphasis, focus,
or specialization; preparatory
programs; primary and secondary
areas or subjects; fields or
subfields; programs of emphasis
or study; study emphases; and
tracks. Because some majors
require several years of study in
fixed sequences, firm decisions
about undergraduate majors
should be made by the middle of
the sophomore year.
Certificates of completion are
offered for a few specific pro-
grams in addition to and sepa-
rately from major degree pro-
grams. Teaching certificates and
endorsements are awarded by
the State of Oregon in conjunction
with completion of a degree at the
University. See Teacher Education
in this bulletin for more
information.
Colleges and Schools
AAA: School of Architecture and Allied Arts
A&S: College of Arts and Sciences IIIBA: College of Business Administration
... ~ED: College of Education 0 III
GRAD: Graduate School Gl ... ...
HOP: College of Human Developmenl and Performance ...
*
00 ..c t)JOUR: School of Journalism C U
LAW: School of Law :i C'lI C'lI 0MUS: School of Music III :E 0
Journalism: Radio-Television (JOUR) • •
Juvenile and Criminal Justice (HOP) •
Landscape Architecture (AAA) • •
Latin (A&S) •
Law (LAW) •
Leisure Studies and Services (HOP) • • • •
Linguistics (A&S) • • • •
Management (BA) • • •
Management: Corporate Strategy and Policy (BA) •
Management: General Business (BA) •
Management: Human Resource Management (BA) •
Management: Organizational Studies (BA) •
Marketing (BA) • • •
Marketing: International Business (BA) • •
Mathematics (A&S) • • • •
Medieval Studies (A&S) •
Metalsmithing and Jewelry (AAA) • •
Music(MUS) • •
Music: Conducting (MUS) •
Music: Piano Pedagogy (MUS) •
Music Composition (MUS) • • •
Music Education (MUS) • • •
Music Education: Choral-General (MUS) • • •
Music Education: Choral-Instrumental (MUS) • • •
Music Education: Elementary Education (MUS) •
Music Education: Instrumental (MUS) • • •
Music History(MUS) • •
Music Merchandising (MUS) •
Music Performance: Instrumental (MUS) • • •
Music Performance: Keyboard (MUS) • • •
Music Performance: Voice (MUS) • • •
Music Theory(MUS) • • •
Painting (AAA) • •
Acadernic Majors and Minors 5
III ~.... III0
Gl ... ......
*
00 ..c t)c u
:i C'lI C'lI 0III :Eo
Peace Studies (A&S) •
Phiiosophy(A&S) • • • •
Physical Education (HOP) • • •
Physics (A&S) • • • •
Planning, Public Policy and Management (AAA) • •
Political Science (A&S) • • • •
Printmaking (AAA) • •
Psychology (A&S) • • • •
Public Affairs (AAA) •
Reading and Language Arts (ED) •
Religious Studies (A&S) • •
Romance Languages (A&S) • • •
Russian (A&S) • • •
Russian and East European Studies (A&S) Ce Ille Ie
Scandinavian (A&S) •
School Psycholooy (ED) • •
Sculpture (AAA) • •
Secondary Education (ED) • •
Sociology (A&S) • • • •
Spanish (A&S) • • •
Special Education (ED) • •
Special Education: Developmental Disabilities (ED) • •
Special Education: Handicapped Learner (ED) • •
Special Education: Rehabilitation (ED) •
Speech: Rhetoric and Communication (A&S) • • • •
Speech: Telecommunication and Film (A&S) • • •
Speech: Theater Arts (A&S) • • • •
Speech Pathology-Aud iology (ED) • • •
Talented and Gifted (ED) •
Urban and Regional Planning (AM) •
Visual Design (AAA) • •
Weaving (AM) • •
Women's Studies (A&S) • Ce Ille Ie
6Reader's Guide to the General Bulletin
ACTG
ALS
AMS
ANTH
ARE
ARH
ART
ARTC
ARTJ
ARTP
ARTR
Organization
The University of Oregon's largest academic
units are its colleges and professional schools.
Each consists of smaller units called depart-
ments, programs, or divisions. The academic
year is divided into three terms (fall, winter,
spring) and one summer session.
Where To Find It
This bulletin has three sections. The first
contains information about admission, registra-
tion, tuition and fees, financial aid, and housing.
Next is the curriculum section, which describes
all the University's academic programs in detail:
faculty members, degree and nondegree
programs, and course listings. This section is
organized by colleges and schools, beginning
with the College of Arts and Sciences, with its
departments and programs arranged alphabet-
ically. The seven professional schools and
colleges follow in alphabetical order, and the
Graduate School concludes this section. The
last section covers academic and student
services.
Still Can't Find It?
In addition to the Contents, the Subject and
Faculty Indexes at the back are invaluable aids
for locating a topic or faculty member quickly.
Cross-references within the text refer to listings
in the Subject Index; the ones in darker type
are major headings.
Definitions
The academic terms defined below are used
throughout this bulletin.
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. 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
each week for any course is in the Time
Schedule of Classes published each term.
aCredits. Generally requires three lecture
hours a 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, and N(after 15 cumulative
credits of N) 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.
Innovative Education. Experimental courses
that are student initiated and usually student
taught. Formerly called SEARCH.
Interdisciplinary. A course of study from more
than one academic discipline.
Major. A primary field of specialized study.
Minor. A secondary field of speciaiized study.
Open-ended Courses. Those courses,
numbered 196-200,399-410,501-510, and
605-610, 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
selection of material to be read by an individual
student and discussed in conference with a
professor.
Repeatable for Credit. Only course 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
officialiy registered at the University of Oregon.
Semester. One-half the academic year,
applicable 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 faculty member. 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-
satisfying 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.
Note: Academic terms particular to the College
of Education are defined in that section of this
bulletin.
Courses
Abbreviations
The following abbreviations are used in course
descriptions.
Arr: credits to be arranged
Coreq: corequisite
PIN: passino pass
Prereq: prerequisite
R: repeatable for credit
S: must be taken in sequence
Sample Course Listings
The following examples are from Interior
Architecture (IARC):
288 [IARC course number] Creative Problems In
Interior Architecture [course title1(6) [course credits]
PIN only. [grade option] The planning processes by
which interior spaces and forms are studied and
executed. [course description] Prereq: ARCH 181,
182: IARC 204. [prerequisites]
370,371 [IARC course numbers] Materials of Interior
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
nonmajors with instructor's consent. [enrollment
limitation] Prereq: ARCH 301. [prerequisite]
ARCH [lwme-department course prefix] 424 [course
number] (G) [major graduate credit] Advanced
Design Development Media [course title] (3) [credits1
See description under Architecture. [cross-reference]
588 [fARC course number] Advanced Interior
Design [course title] (1-12R) [variable credits;
repeatable for credit] PIN only. [grade option]
Studio-based investigation of special aspects of
interior design. [course description] Prereq: fifth-year
or graduate standing and instructor's consent.
[prerequisites] Majors only. [enrollment limitation]
Course Prefixes
The following course prefixes are used at the
University of Oregon and other Oregon State
System of Higher Education schools. They
appear in all University of Oregon bulletins and
in the Time Schedule of Classes.
AAA Architecture and Allied Arts
AAAP Architecture and Allied Arts:
Historic Preservation
Accounting
Academic Learning Services
American Studies
Anthropology
Art Education
Art History
Fine and Applied Arts
Art: Ceramics
Art: Metalsmithing and Jewelry
Art: Painting
Art: Printmaking
Readers Guide 7
ARTS Art: Sculpture PEMA Physical Education 600-699
ARTV Art: Visual Design Martial Arts Professional or technical courses that apply
ARTW Art: Weaving PEMS Physical Education Multi- toward professional degrees but not toward
BA Business Administration Sport Activities advanced academic degrees such as the M,A"BE Business Environment PEOL Physical Education Outdoor
BI Biology Pursuits- Land M,S" or PhD,
CH Chemistry PEOW Physical Education Outdoor Open-ended Courses
CHN Chinese Pursuits-Water
CI Curriculum and Instruction PEP Physical Education Professional Certain numbers are reserved for courses that
CIS Computer and Information PERS Physical Education Racquet may be repeated for credit (R) under the same
Science Sports number, Credit is assigned according to the
CL Classics PERU Physical Education Running work load in a particular course, Credit ranges
CLiT Comparative Literature PETS Physical Education Team indicate minimum and maximum credits
CPSY Counseling Psychology Sports available in a single course, Departments
DP Dance: Professional PEW Physical Education Weight determine credit ranges unless specifiedOS Dance: Service Training
DSC Decision Sciences PEY Physical Education Yoga Training below, Except in the School of Law, courses
EC Economics PH Physics numbered 501 and 503 are offered pass/no
EDPM Educational Policy and PHL Philosophy pass only,
Management PORT Portuguese 196 Field Studies (1-2R)
ELED Elementary Education PPPM Planning, Public Policy and 198 Workshop or Laboratory ProjectsENG English Management
EPSY Educational Psychology PS Political Science or Colloquium (1-2R)
ES Folklore and Ethnic Studies PSY Psychology 199 Special Studies: [Term Subject]
FINL Finance R Religious Stud ies (1-3R)
FR French RHCM Rhetoric and Communication 200 Innovative Education: [Term
GEOG Geography RL Romance Languages Subject](1-3R)
GEOL Geology RUSS Russian 399 Special Studies: [Term Subject]
GER German SCAN Scandinavian (1-4R)
GERO Gerontology SEED Secondary Education 400 Innovative Education: [TermGRK Greek SLAV Slavic
HBR Hebrew SOC Sociology Subject] (1-3R)
HC Honors College SPA Speech Pathology-Audiology 401 Research
HDEV Human Development and SPAN Spanish 403 Thesis
Performance SPED Special Education 405 Reading and Conference:
HEP Health Education: Professional (Mildly Handicapped) [Term Subject]
HES Health Education: Service SPER Special Education and 406 Field Studies or Special
HS Human Services Rehabilitation Problems
HST History TA TheaterArts 407 Seminar: [Term Subject]HUM Humanities TCF Telecommunication and Film
IARC Interior Architecture TRN Transportation 408 Workshop or Laboratory
INTL International Studies WR Writing Projects or Colloquium
1ST Interd isciplinary Studies WST Women's Studies 409 Supervised Tutoring or
ITAL Italian Course Numbering System Practicum: [Term Subject]J Journalism 410 Experimental Course:
JPN Japanese Courses in University of Oregon bulletins are [Term Subject]
L Law numbered in accordance with the course- 501 ResearchLA Landscape Architecture
numbering plan of the schools in the Oregon 502 Supervised College TeachingLAT Latin
LERC Labor Education and State System of Higher Education, 503 Thesis
Research Center 1-99 505 Reading and Conference:
LIB Library Remedial, terminal, semiprofessional, or [Term Subject]
LING Linguistics noncredit courses that do not apply toward 506 Field Studies or Special
LSS Leisure Studies and Services degree requirements ProblemsMGMT Management 507 Seminar: [Term Subject]
MGRK Modern Greek 100-299 508 Workshop or Special Topics
MIL Military Science Lower-division (freshman- and sophomore- or Colloquium
MKTG Marketing level) courses 509 Terminal Project or Practicum orMTH Mathematics
MUE Music Education 100·399 Supervised Tutoring: [Term
MUP Music Performance Honors College courses are designated (H) Subject]
MUS Music 300-499 510 Experimental Course:
OCTR Overseas Centers Upper-division (junior- and senior-level) [Term Subject]
PEAE Physical Education Aerobics courses, 400-level courses designated (G) or 605 Reading and Conference:
PEAQ Physical Education Aquatics (M) may be offered for graduate credit. The (M) [Term Subject]
PEG Physical Education Gymnastics limits such credit to nonmajors; both majors and 607 Seminar: [Term Subject]PEHA Physical Education
Human Action Studies nonmajors may earn graduate credit in (G) 608 Workshop or Special Topics
PEl Physical Education Individual courses or Colloquium
Activities 500-599 610 Experimental Course:
PEIA Physical Education Graduate-level courses; seniors may be [Term Subject]
Intercollegiate Athletics admitted by instructor's consent
8- . 989 10;' ;"he teoth yeac. th,'
. mark 69 years of service to student\a~~eti~efr~~~~t~h~n~~~~~t~r~~b~~~tli~u1ed ;upport of the University sThe University of Oreg~n BO~~stO[~eW~leneral Bulletin's fUlkol~r ~ovei~~S~~~ Students section of this bulletin.Bookstore has assisted In fut Ingoncerning the Bookstore IS In t e ervacademic programs. Informa Ion c
Academic Calendar
9
Fall Term 1989
New Student Orientation
Sunday to Saturday, September 17-23
Registration
Thursday and Friday, September 21-22
Classes begin
Monday, September 25
Last day to pay fees without penalty
Wednesday, September 27
Last day for fall term registration
Friday, October 6
Last day to add courses
Friday, October 6
Last day to drop courses without recorded "W"
Friday, October 13
Thanksgiving vacation
Thursday to Sunday, November 23-26
Fall term final examinations
Monday to Saturday, December 11-16
Winter vacation
December 17 to January 3
Winter Term 1990
Registration
Thursday and Friday, January 4-5
Classes begin
Monday, January 8
Last day to pay fees without penalty
Wednesday, January 10
Last day for winter term registration
Friday, January 19
Last day to add courses
Friday, January 19
Last day to drop courses without recorded "W"
Friday, January 26
Winter term final examinations
Monday to Saturday, March 12-17
Spring vacation
March 18-25
Spring Term 1990
Registration
Monday and Tuesday, March 26-27
Classes begin
Wednesday, March 28
Last day to pay fees without penalty
Friday, March 30
Last day for spring term registration
Friday, April 6
Last day to add courses
Tuesday, April 10
Last day to drop courses without recorded "W"
Tuesday, April 17
Memorial Day holiday
Monday, May 28
Spring term final examinations
Monday to Saturday, June 4-9
Alumni Day
Saturday, June 9
Commencement Day
Sunday, June 10
Summer Session 1990
Registration
Monday, June 18
Classes begin
Tuesday, June 19
Last day to pay fees without penalty
Friday, June 22
Last day to add courses
Thursday, June 28
Last day for summer session registration
Friday, June 29
Independence Day holiday
Wednesday, July 4
Eight-week session ends
Friday, August 10
Summer session graduation convocation
Saturday, August 11
Eleven-week session ends
Friday, August 31
Labor Day holiday
Monday, September 3
Fall Term 1990
New Student Orientation
Sunday to Saturday, September 16-22
Registration
Thursday and Friday, September 20-21
Classes begin
Monday, September 24
Last day to pay fees without penalty
Wednesday, September 26
Last day for fall term registration
Friday, October 5
Last day to add courses
Friday, October 5
Last day to drop courses without recorded "W"
Friday, October 12
Thanksgiving vacation
Thursday to Sunday, November 22-25
Fall term final examinations
Monday to Saturday, December 10-15
Winter vacation
December 17 to January 2
1989
September
S M T W T F S
1 2
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24 25 26 27 28 29 30
October
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November
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26 27 28 29 30
December
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24 25 26 27 28 29 30
31
1990
January
S M T W T F S
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14 15 16 17 18 19 20
21 22 23 24 25 26 27
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February
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18 19 2021 22 23 24
25 26 27 28
March
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April
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May
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June
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JUly
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15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
August
S M T W T F S
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September
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November
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December
SMTWTFS
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1991
January
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1 234 5
6 7 8 9 10 11 12
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February
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March
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17 18 19 20 21 2223
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31
April
S M T W T F S
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14 15 16 17 18 19 20
21 22 23 24 25 26 27
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May
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10
11
Entering the University
Admissions
and Records
240 Oregon Hall
Telephone (503) 686-3201
James Buch, Director
Martha Pitts, Associate Director
Admission requirements apply to all
""students seeking to enroll at the University
of Oregon. 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. Some deadlines are
given below. Details are in the departmental
sections of this bulletin.
Application Deadlines
Term Application Deadline
Fali1988 May1,1988
Winter 1989 December 22,1988
Spring 1989 March 24, 1989
Fall 1989 April 15, 1989
Winter 1990 December 22, 1989
Spring 1990 March 11, 1990
Fall 1990 April 15, 1990
Late applications are considered; qualified
people who apply late are admitted if space is
available.
Students planning to major in Architecture or
InteriorArchitecture must apply to the University
by January 15 of the year for which they seek
admission. All departmental application
materials must be filed with the Architecture
Department by February 1 for undergraduates
and graduate students. Undergraduates
applying for admission to major in 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 LandscapeArchitecture
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.
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
Freshman Application Procedures
Freshman applicants are required to submitthe
following to the Office of Admissions and
Records:
1. A completed application for admission and
a nonrefundable $25.00 application fee
2. At the time of application, a transcript
showing at least six semesters of the
applicant's high school record
3. The results of either the Scholastic Aptitude
Test (SAT) or the American College Test
(ACT)
2. A final transcript of the applicant's high
school record certifying graduation
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 and
Records.
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.
Fourteen total units (one unit equals one year)
of college preparatory course work are
required. Specific subject 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 first-year 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 (one recommended
as laboratory science).
Social studies-three years. Study must
include one year of United States history, one
year of global studies (for example, world
history, geography), and one year of a social
studies elective (American government strongly
recommended).
Other college preparatory course work-two
years. It is highly recommended that these
years be in foreign language study. Computer
science, fine and performing arts, or other
college preparatory electives may satisfy this
requirement.
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 subject 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. A 3.00 high school grade point average
(GPA) or better in all high school subjects
taken toward graduation or
b. A predicted first-term GPA of 2.00 or
better, based on a combination of high
school GPA and SAT or ACT scores
Note: Students who have not graduated from
high school may be considered for admission
on the basis of the Test of General Educational
Development (GED). Inquire at the Office of
Admissions and Records for further details.
Computing Admission
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 or N = 0 points. The
grade point average (GPA) equals the total
points divided by total credits for which grades
are received.
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
Committee. For information about this option,
write or visit the Office of Admissions and
Records.
Placement Examinations
New freshmen and transfer students who have
earned fewer than 30 quarter credits are
required to submit the results of the SAT or the
ACT. The Test of Standard Written English
(TSWE), a part ofthe 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 are 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
12 Admission
test, the University applies alternate admission
criteria.
Contact your guidance counselor or the Office
of Admissions and Records for information on
SAT and ACT test dates.
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,
computer and information science, music,
French, German, Spanish, and Latin. For
information about advanced placement, inquire
at the Office of Admissions and Records.
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 GPAof 2.00 (2.25 for nonresidents)
to qualify.
Transfer students who apply to one of the
professional schools may be expected to show
proficiency beyond the minimum requirements
for transfer admission. See departmental
sections of this bulletin for details.
A student may be placed on probation if his or
her supplementary transcripts do not meet the
minimum admission requirements. The
student's academic record is automatically
reviewed by the Scholastic Review Committee
at the end of the first term's enrollment. The
University academic standing regulations are
explained in the Registration and Academic
Policies section of this bulletin.
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 Human Services, Leisure
Studies and Services, Physical Education and
Human Movement Studies, and School and
Community Health departments.
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 bulletin 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
accredited community or junior colleges 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
transferred or validated for transfer by examina-
tion or by petition. Credit will be allowed only
for courses substantially equivalent to University
courses.
See Group Requirements: Plan I under
Registration and Academic Policies for group
requirements applying to all new under-
graduates.
Transfer Application Procedures
Transfer applicants are required to submit the
following to the Office of Admissions and
Records:
1. A completed application for admission and
a nonrefundable $25.00 application fee
2. An official transcript from each college and
university attended (an official transcript is
one sent directly to the Office of Admissions
and Records by the college or university
attended)
Transfer students may submiltheir applications
up to one year before they plan to enroll althe
University. Applications and official transcripts
should be received by the University by the
deadlines listed above to allow time for a
complete evaluation of the transferred credits.
International Admission
Applicants who are not United States citizens
or immigrants are considered for admission to
the University as international students.
Proficiency In the English language is vital to
the academic success of international 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
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 depart-
ments or schools in which they plan to study.
Applicants from foreign countries are admitted
fall term only. The admission deadline is
Apri/15. Late applications may not be pro-
cessed in time for the term of first preference.
Specialized Admission
Assistance
Specialized admission assistance is available
to adult learners, ethnic minority students, and
students with disabilities.
Adult Learners. Inquire at the Office of
Academic Advising and Student Services, 164
Oregon Hall; telephone (503) 686-3211, or the
Office of Admissions and Records, 240 Oregon
Hall; telephone (503) 686-3201. See also the
Academic Advising and Student Services
section of this bulletin.
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 bulletin.
Students with Disabilities. 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 bulletin.
Graduate Admission
Students planning to earn graduate degrees at
the University must be admitted to the 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 bulletin. 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 and Records.
Residence Classification
Students enrolled at the University are classified
for admission and fee purposes as either
Oregon residents or nonresidents. The
residence classification regulations appear in
Chapter 580, Division 10, of Oregon Administra-
tive Rules.
Determination of Residence
580-10-030 (1) For purposes of admission and
instruction fee assessment, Department institutions
shall classify all students (except students attending
a summer session) as Oregon resident or
nonresident.
(2) For this purpose, an Oregon resident is aperson
with a bona fide fixed and permanent physical
presence established and maintained in Oregan.
Determination ofresidence includes finding it to be
the place where the student intends to remain and
to which he or she expects to return when he or she
leaves without intending to establish anew domicile
elsewhere and shall be based an consideration of all
relevant objective factors, including but nat limited
to: abandonment of prior aut-of-state residence;
history, duration and nature of noneducational
activities in Oregan; sources of financial support,
including location ofsource ofsupport and amounts
of support; location of family; ownership of real
property; presence of household goads; filing of
Oregan income tax return; and place ofvehicle and
vater registration. Residence is nat established by
mere attendance at an institution ofhigher education
and physical presence in the state while attending
such an institution.
(3) A person who resides continuously in Oregon
for at least six consecutive months immediately prior
to the time of initial registration and who also
qualifies as an Oregon resident under section (2) of
this rule, shall be considered a resident unless the
person attended a public or private institution of
higher education during any part of the six-month
period.
(4) A person who resides continuously in Oregan
for twelve consecutive months immediately prior to
the term for which residence status is requested and
who also qualifies as an Oregon resident under the
other requirements ofsection (2) ofthis rule shall be
considered aresident even if the person attended an
institution of higher education during the twelve-
month period.
(5) The objective factors described in section (2) of
this rule will also be used to determine whether a
resident who has moved from the state has established
a nan-Oregon residence.
(6) If institution records show that the residence of
a person or the person's legal custodian is outside
ofOregon , the person shall continue to be classified
as a nonresident until entitlement to resident
classification is shown. The burden ofproof is upon
the person to show that the classification should be
changed.
Residence Classification of
Armed Forces Personnel
580-10-035 (1) For purposes of this rule, armed
services means officers and enlisted personnel of the
United States Army, Navy, Air Farce, Marine
Corps and Coast Guard.
(2) Notwithstanding OAR 580-10-030, members of
the armed services who reside in this state while
assigned to duty at any base, station, shore
establishment or ather facility in this state or while
serving as members ofthe crewofaship which has .
an Oregon port of shore establishment as its home
port or permanent station shall be considered
residents for purposes of the instruction fee.
(3) An Oregan resident entering the armed services
retains Oregon residence classification until the
claim is voluntarily relinquished.
(4) An Oregon resident who has been in the armed
services and assigned to duty outsideofOregon must
return to Oregon within sixty days after completing
the armed services to retain classification as an
Oregon resident.
(5) A person who continues to reside in Oregan after
separation from the armed services may count the
time spent in the state while in the armed services
to support a claim far classification as an Oregan
resident.
(6) The dependent child ofaperson who is aresident
under section (2) ofthis rule shall be considered an
Oregon resident. The spouse of a person who is a
resident under section (2) of this rule may be
considered an Oregon resident if the residency
standards of OAR 580-10-030 are otherwise met.
Residence Classification of Aliens
580-10-040 (1) An alien holding an immigrant visa
or an A, E, G, I, or K visa, or otherwise admitted
for permanent residence in the United States, is
eligible to be considered an Oregon resident if OAR
580-10-030(2) is otherwise satisfied. The date of
receipt ofthe immigrant visa or thedate ofapproval
of an alien's application for lawful permanent
residence, whichever is earlier, shall be used for
determining residence under rules 580-10-030.
I (2) Under 580-10-030, an alien possessing a
nonimmigrant or temporary, i.e., B, C, D, F, H,
J, L, or M, visa cannot be classified as a resident.
Changes in Residence
Classification
580-10-041 (1) A person who enrolls in a Depart-
ment institution within one year after graduating
from an Oregon high school shall be considered a
resident provided the student attended the Oregon
high school one school year immediately prior to
graduation from the high school.
(2) If an Oregon resident student transfers to an
institution outside of Oregon and later seeks to
re-enroll in aDepartment institution, the residence
classification of that student shall be re-examined
and determined on the same basis as for any other
person.
(3) A person whose nonresident legal custodian
establishes a permanent Oregon residence during a
term when the person is enrolled at a Department
institution may register as a resident person at the
beginning of the next term.
(4) Once established, classification as a resident
continues so long as the person remains in
continuous academic-year enrollment in the
classifying institution.
(5) A person who seeks classification as a resident
under these rules may be required to complete and
submit anotarized Residence Information Affidavit.
If the affidavit is required, it must be submitted by
the last day to register for the term in which resident
status is sought.
(6) Nonresident legal custodian means a parent or
other person with guardian responsibilities for
another person as determined by Oregon or other
applicable laws.
For further information about residence rules,
call or visit the Office of Admissions and
Records.
Note: Students who knowingly submit
altered transcripts or falsified applica-
tions jeopardize their admission status
and could have their registration can-
celed. All records SUbmitted, filed, and
accumulated in the Office of Admissions
and Records become the property of the
University.
Grading Systems 13
Registration
and Academic
Policies
220 Oregon Hall
Telephone (503) 686·3195
Herbert Chereck, Registrar
Kathryn Johnson, Associate Registrar
Mark Turner, Assistant Registrar
Dave Puckett, Assistant to the Registrar
Academic Year
The University divides the academic year into
three terms of approximately 12 weeks each
(except for the School of Law, which uses a
semester calendar).
The summer session supplements the work of
the regular year; a special bulletin and
announcements 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 transfer students who enter
fall term, the University has an annual New
Student Orientation and recommends that all
new students attend. See the Academic
Calendar 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 of Classes and
Student Handbook, which is furnished to each
student at registration.
This publication, the 1988-90 University of
Oregon General Bulletin, is a biennial statement
of University rules, regulations, and calendars
that become effective at the opening of the fall
term 1988. A student who is admitted and
enrolls at the University during any academic
year may graduate under the general require-
ment provisions of the bulletin in effect that year.
A student may choose to graduate under the
general requirements of a subsequent bulletin,
provided he or she completes all of those
requirements. Major requirements are deter-
mined by the academic departments and
programs and are subject to change for
students not in continuous enrollment.
Undergraduate and graduate degrees and
certificates are listed in the Academic Majors
and Minors section of this bulletin. For details
on graduate degrees offered, 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
regulations permit, a student may elect to be
evaluated for an individual class on either a
graded or a passino pass (PIN) basis. Graded
work is designated A. B, C, D, or F. Passino
pass work is designated Por N. See Bachelor's
14 Grading Systems
Degree Requirements for 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.
PassINo Pass
Student work may be graded as follows: P
(pass), satisfactory performance (C- or better
for undergraduates, B-or better for graduates),
or N (no pass), unsatisfactory performance, no
credit awarded (D + or worse for under-
graduates, C + or worse for graduates). This
bulletin and the Time Schedule of Classes
designate those courses that are available only
on a passino pass basis. Passing credits are
also awarded for advanced placement work
and for work taken at another collegiate institu-
tion if the director of Admissions and Records
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, an undergraduate
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 instruc-
tor, dean, or department head specifies.
Graduate students should refer to the Graduate
School section of this bulletin for time limits on
the removal of incompletes. Applicants for
graduation: See special limitations under
Application for a Degree.
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 a credit; B,
3 points a credit; C, 2 points a credit; D, 1 point
acredit; and F, no pointsacredit. 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, aplus( +) or minus(-)
does not affect either the GPA or the GPI.
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 second
week of classes in the term preceding the term
of anticipated graduation.
Such advance notice to the Office of the
Registrar of the intentto graduate permits timely
review of degree requirements and notification
of deficiencies in general education require-
ments, allowing students to plan or change their
course scheduies to ensure completion of all
requirements.
All grade changes, removals of incompletes,
and transfer work necessary for completion of
degree requirements must be on file in the
Office of the Registrar by the Friday following
the end of the term of graduation. Corrections
to the academic record will be made onlyduring
the 30 days following the granting of the degree.
Bachelor's Degree
Requirements
To earn a University of Oregon bachelor's
degree, students must satisfy the following
requirements:
University 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 fine arts, bachelor
of interior architecture, and bachelor of land-
scape architecture. For students admitted
summer 1987 and thereafter, 231 credits are
required for the bachelor of architecture.
Academic Major
All bachelor's degrees 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., BA and B.S.), a student may be awarded
a bachelor's degree with more than one major
by completing all generai 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,
160 credits of the 220 required, or 171 credits
ofthe 231 required, each student must complete
45 credits at the University as a formally
admitted student. Credits earned through the
Community Education Program do not satisfy
this requirement.
Graded Credits
125 graded credits must be earned.
A minimum of 45 graded credits must be earned
at the University of Oregon as a formally
admitted student. Credits earned through the
Community Education Program do not qualify,
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 125-credit requirement has been
satisfied.
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 compieted 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, or P
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 bulletin.
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.
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 bulletin.
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 languages and
literatures, Honors College (HC 101-103,
211-213), Japanese, linguistics (LING 150),
Romance languages, Russian, speech
(excluding RHCM 321-323, TCF 241-243),
writing
Note: The language and literature fields are
not identical to the arts and letters group.
General Education Requirements 15
2. The foreign language requirement may be
met in one of the following ways:
a. Completion of at least the third term,
second year of a foreign language course
taught in the language, with a grade of C-
or P or better
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
or123
Bachelor of Science (B.S.)
Requirements
1. The B.S. degree requires 36 credits from
approved social science fields or 36 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 204-206), linguistics (LING
290, 295, 311, 490), philosophy, political
science, psychology (except courses
listed under science), religious studies,
sociology, speech (RHCM 321-323, TCF
241-243), 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,
computer and information science,
general science, geography (GEOG 101,
301-303, 482, 485, 487, 489), geology,
Honors College (HC 207-209), linguistics
(LING 411,421,426,450-452,460,470),
mathematics, physics, psychology (PSY
202,203, 217, 218, 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 in one of the following 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 courses or their
transfer equivalents: MTH 101,102,115',
150,151,152,153,156,157,190,191,
192,201,207,208,209,231,232; CIS
122, 133, 134, 210, 211, 212, 234.
Elementary Education majors may
complete the requirement by taking 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 of the following or its transfer
equivalent: MTH 102, 115, 207, 231; CIS
122, 133, 134, 211 and satisfactory
completion of one more course from the
list in b above, except MTH 101 or 115
d. Satisfactory completion (C-or P or better)
of one of the following courses or its
transfer equivalent: MTH 201, 208, 232;
CIS211,234
Note: CIS 210, 211, 212 have corequisites,
Students may not enroll for credit in courses
that are prerequisites for those in which they
are concurrently enrolled orlor which credit has
already been received. For example, a stUdent
may not receive credit for MTH 101 following
successful completion of MTH 207 or its transfer
equivalent; credit will be deducted for MTH 101,
For questions about other similar situations,
contact a Mathematics adviser,
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 Bulletins.
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
interrelated courses; most clusters are within
a single department, but a few are inter-
disciplinary,
2. Clusters must be completed in courses
outside the major department awarding the
degree.
3. No morethan 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
science) 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·ALDNES
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
East Asian Languages and Literatures: Chinese
STAND·ALONES
CHN 201, 202, 203 Second-Year Chinese
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 106 Accelerated Japanese
JPN 201, 202, 203 Second-Year Japanese
JPN 210, 211 Japan: A CUltural Odyssey I, II
JPN 301,302, 303 Introduction to Japanese Literature
JPN 327, 328, 329 Japanese Composition and
Conversation
CLUSTER
JPN 301, 302, 303
16 General Education Requirements
English
STAND-ALONES
ENG 104, 105, 106 Introduction to Literature
ENG 107, 108, 109 World Literature
ENG 151 Introduction to Afro-American 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 301 Tragedy
ENG 302 Romance
ENG 303 Epic
ENG 304 Comedy
ENG 305 Satire
ENG 310 Afro-American Prose
ENG 311 Afro-American Poetry
ENG 312 Afro-American Drama
ENG 321, 322, 323 English Novel
ENG 360 Women Writers
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
Choose three from GER 250, 251, 252, 255, 257
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 214, 215, 216 Second-Year Danish
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
Music
STAND·ALONES
MUS 125 Basic Music
MUS 161,162,163 History of Music I
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
PHL 204 Introduction 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
Religious Studies
STAND-ALONES
R 111 Introduction to the Study of the Bible
NO CLUSTERS
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 219, 220 Second-Year Spanish (intensive)
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: Inquire at the department about possible
substitution of a minor or second major in lingUistics,
Philosophy, Speech: Rhetoric and Communication, or
Speech: Telecommunication and Film for an arts and
letters cluster. A minor or second major in any other
department listed under the arts and letters group may
be substituted for an arts and letters cluster.
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 Socielies
ANTH 303 Ethnology of Peasant Societies
ANTH 314 Women and Culture I: Politics, Production,
and Power
ANTH 315 Women and Culture II: Creativity and
Symbols
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
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 390 The Rise of the Western Economies
CLUSTERS
EC 201,202, and anyone of the 300-level stand-alones
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
General Education Requirements 17
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
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 Cluster
Interdisciplinary Social Science Cluster
"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
tlNG 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
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 Inferdisciplinary Social Science Cluster
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
Speech: Telecommunication and Film
STAND·ALONES
TCF 241, 242, 243 Communication, Technology, and
Society
CLUSTER
TCF 241, 242, 243
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 or second major in the following may be
substituted for a social science cluster: Economics,
Ethnic Studies, History, Peace Studies, Religious
Studies, Sociology, Women's Studies. Students should
inquire at the Anthropology, Geography, Linguistics,
Psychology, and Speech (Telecommunication and
Film) departments regarding possible substitution of a
minor or second major in these disciplines for a social
science cluster. A minor or second major containing
courses from two groups may be substituted for a
cluster in only one of the groups.
Group 11/: 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 102 Human Biology: Reproduction and
Development
BI 103 Human Biology: Physiology
BI 107 Human Biology: Genetics
BI 108 Human Biology: The Environment
BI 112 Cells and Inheritance: Biology of Cancer
81 113 Cells and Inheritance: Life of the Cell
81 114 Cells and Inheritance: Physical Basis of Life
BI 120 Explaining Life's Diversity: Evolution
BI 121 Explaining Life's Diversity: Ecology
BI 122 Explaining Life's Diversity: Plants
81 123 Explaining Life's Diversity Animals
BI 124 Explaining Life's Diversity: Animal Behavior
BI141 Habitats: Lite of the Forest
BI 142 Habitats: Freshwater Biology
BI 143 Habitats: Marine Biology
BI 155 Fishes: A Resource
BI 156 Natural History of Birds
BI 157 Flora of Western Oregon
BI 160 Biology of Common Plants
81 201 General Biology I: How Cells Work
BI 202 General 8iology II: How Organisms Function
BI 203 General 8iology III: The Living World
BI 242 Paleobiology and Evolution of Plants
CLUSTERS
BI102 or 112 and any two from 103, 107, 108
61102 or 112, and 113, 114
61120 or 121,122, and either 123 or 124
B1141, 142,143
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 101, 105, 106
CH 104, 102, 103
CH 104, 105, 106
CH 204, 205, 206
See also Interdisciplinary Science Clusters
Computer and Information Science
STAND-ALONES
CIS 120 Concepts of Computing:
Information Processing
CIS 121 Concepts of Computing:
Computers and Computation
CIS 122 Concepts 01 Computing:
Algorithms and Programming
CIS 133 Introduction to Numerical Computation
with FORTRAN
CIS 134 Problem Solving in Pascal
CIS210, 211, 212 Computer Science I, II, III
CIS 234 Advanced Numerical Computation
CLUSTER
CIS 120,121,122
CIS210,211,212
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
Geological Sciences
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
18 General Education Requirements
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 160 Biology of Common Plants
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 Biology: Reproduction and
Development
BI 107 Human Biology: Genetics
Either ANTH 223 Human Adaptation or
ANTH 322 Human Biological Variation
"Origins"
Choose three from:
BI 120 Explaining Life's Diversity: 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 201, 202, 203 Calculus
MTH 207, 208 Calculus for the Nonphysical Sciences
MTH 209 Probability and Statistics with Calculus
MTH 231,232,233 Elements of Discrete Mathematics
CLUSTERS
MTH 201; either 202 or 208; and either 203 or 209
MTH 207,208,209
Physics
STAND-ALONES
PH 101, 102, 103 Essentials of Physics
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 207, 208, 209 Introduction to Astronomy and
Astrophysics
PH 211, 212, 213 General Physics with Calculus
PH 220 Cosmology
CLUSTERS
PH 101, 102, 103
PH 108,109, 120
PH 154, 155, 156
PH 201, 202, 203
PH 207, 208, 209
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 or second major in the following may be
substituted for a science cluster: Biology, Chemistry,
Computer and Information Science, Environmental
Studies, General Science, Geological Sciences,
Mathematics, Physics. Students should inquire at the
Anthropology, Geography, Linguistics, and Psychol-
ogy Departments regarding possible substitution of a
minor or second major in these disciplines for a
science cluster. A minor or second major containing
courses from two groups may be substituted for a
cluster in only one of the groups.
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
anyofthe following areas (a, b, and c) with
not more than 12 in anyone area:
a. Lower-division vocational technical
courses
b. Physical Education activity courses,
except for majors in the Leisure Studies
and Services, Physical Education and
Human Movement Studies, and School
and Community Health Departments
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. A maximum of 12 credits in ALS (Academic
Learning Services) courses may be counted
toward the 186, 220, or 231 required for a
bachelor's degree
7. All grade changes, rernoval of incompletes,
or transfer work essential to completion of
degree requirements must be filed in the
Office of the Registrar by the Friday following
the end of the term of graduation. Any other
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
8. 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 and the 45 graded credits at the
University of Oregon. The University grants
pass credit for successful completion of
CLEP examinations
9. Courses cannot be repeated for credit
unless otherwise designated as repeatable
(R) by the University Committee on the
Curriculum; therefore credit for duplicate
courses is deducted priorto the granting of
the degree
10. 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 Require-
ments Committee
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 forthe second degree.
Of these requirements, the following must be
completed after the prior degree has been
awarded.
1. 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
2. 85 percent of all work graded A, B, C, D, F,
P, N must be passed with grades of A, B, C,
D, P (I, W, X, Y, N are not counted as work
completed)
3. If the 85 percent requirement is met, then 75
percent of all work completed must be
passed with grades of A, B, C, P
4. A minimum of 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
5. 75 percent of all course work required in the
second degree major must be completed
after the conferral of the first degree
6. 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 proficiency in mathematics
Bachelor's Degrees
with Honors
Departmental Honors. Departments in the
College of Arts and Sciences that offer a
bachelor's degree with honors include
Anthropology, Chinese, Comparative Literature,
Economics, English, Germanic Languages and
Literatures, History, Japanese, Mathematics,
Philosophy, Physics, Political Science, Psychol-
ogy, Romance Languages (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 bulletin.
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 bulletin. Fellowship and scholarship
information is in the Student Financial Aid and
departmental sections of this bulletin.
Academic Standing
Within the period covered by this bulletin, the
University anticipates implementing a grade
point average (GPA) system to determine
academic standing. Until the GPA system is
implemented, the percentage rules described
below will be used to determine academic
standing. These guidelines will be published in
each term's Time Schedule of Classes and
Student Handbook.
When there is evidence of lack of satisfactory
progress toward meeting graduation require-
ments, the Committee on Scholastic Review
may place students on academic probation or
disqualify them from further attendance at the
University. For information and assistance,
students should inquire at the Office of
Academic Advising and Student Services, 164
Oregon Hall.
Academic Warning
Academic warning is given as a courtesy to
advise a student of potential difficulty. Sub-
sequent action is not dependent upon the
student receiving a warning notice, nor does
the warning become part of the permanent
academic record. Academic warning is
contingent on meeting anyone of the following
conditions:
1. Earning the following number of credits of
unsatisfactory UO grades (0, F, N) in relation
to the cumulative UO credits earned:
Total UO Credits of Cumulative
Unsatisfactory Grades UO Credits
8 0-44
12 45-89
16 .. ... 90-134
17 135+
2. Earning 6 or more credits of 0, F, N, or any
combination in these in one term
3. Passing (A, B, C, P) less than 65 percent of
the course work attempted (graded A, B, C,
0, F, P, N or marked I, Y) for the term
Students on academic warning are limited to a
study load of 18 or fewer credits.
Academic Probation
Academic probation is given and recorded on
the student's permanent academic record
whenever any of the following conditions exists:
1. Earning the following number of credits of
unsatisfactory grades (0, F, N), since fall
1969, in relation to the cumulative UO credits
earned:
Total UO Credits of Cumulative
Unsatisfactory Grades UO Credits
12 0-44
18 . . . . . . . .. . . 45-89
24 . . .. . . .. .. 90-134
~ 1~+
2. Earning 6 or more credits of 0, F, N, or any
combination of these in each of two
consecutive terms
3. Passing (A, B, C, P) less than 65 percent of
the course work attempted (graded A, B, C,
0, P, F, N or marked I, Y) in each of two
consecutive terms
4. For a student with junior classification or
above, passing (A, B, C, P) less than 80
percent of the course work completed (A, B,
C, 0, P, F, N). Exception: Students with 0-24
credits at the University of Oregon
Transfer students whose prior records would
have placed them on academic warning or
probation at the UO may be "admitted on
academic probation." Students are notified
when such action has been taken, and the
action appears on their permanent academic
records.
Students on academic probation are limited to
a study load of 18 or fewer credits.
Conditions for Removal
from Academic Probation
1. A full-time student must (a) satisfactorily
complete 24 credits in two consecutive
terms of enrollment and (b) be ineligible for
academic probation or academic
disqualification
2. A part-time student must (a) satisfactorily
complete 3 credits in each of three terms in
residence (except summer sessions, when
6 credits must be earned) and (b) be
ineligible for academic probation or
disqualification
3. Academic probation maybe canceled when
(a) errors in the preceding term's record are
corrected or (b) incompletes are removed
within three weeks of the beginning of the
immediately following term and when (c)
changes resulting from (a) or (b) raise the
academic record above probationary levels
Academic Disqualification
A student on academic probation may be
academically disqualified whenever any of the
following conditions exists:
1. Earning the following number of credits of
unsatisfactory UO grades (0, F, N) in relation
to the cumulative UO credits earned:
Totai UO Credits of Cumulative
Unsatisfactory UO Credits
15 0-44
21 .. . . . . . . . . . . 45-89
27 90-134
~............. 1~+
2. Earning 6 or more credits olD, F, N, or any
combination of these during the current term
3. Passing (A, B, C, P) less than 75 percent of
the course work attempted (graded A, B, C,
0, P, F, N or marked I, Y)
4 For a student with junior classification or
above, passing (A, B, C, P) less than 80
percent of the course work completed (A, B,
C, 0, P, F, N)
5. Determination by the Scholastic Review
Committee that the student's academic
record provides persuasive evidence that
the University requirements for an under-
graduate degree cannot be met within a
reasonable period of time
Exceptions to Academic
Regulations
1. Two standing University committees review
requests in writing for exceptions to
University rules, regulations, deadlines,
policies, and requirements: the Academic
Requirements Committee and the Scholastic
Review Committee. For information about
how to submit a petition to one of these
Registering for Classes 19
committees, inquire at the Office of the
Registrar, 220 Oregon Hall; telephone (503)
686-3241
2. For information about removal from
academic probation and academic
reinstatement options, inquire at the Office
of Academic Advising and Student Services,
164 Oregon Hall; telephone (503) 686-3211
Time Schedule
and Handbook
The Time Schedule of Classes and Student
Handbook is published shortly before
registration each term. Copies are available at
the Office of the Registrar in Oregon Hall, at
Information and Tour Services (first floor of
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
procedures, 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 Code of Student
Conduct, 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
registration 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 procedures and paid tuition.
Freshman Preregistration
Entering freshmen with 44 or fewer 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.
Reenrol/ment
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 and Records by filing a reenrollment card
several weeks before registration to allow time
for the preparation of registration materials.
Reenrollment procedures for graduate students
are described in the Graduate School section
of this bulletin.
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 Bulletin. It is also available
from the Continuation Center and the Office of
Admissions and Records.
20 Alternate Ways to Earn Credit
Tuition and Fees
First Floor, Oregon Hall
Telephone (503) 686-3165
Sherri C. McDowell, Director, Business
Affairs
D. L. Thomas, Assistant Business Manager
Tuition
Tuition is a basic charge paid by all students
enrolled at the University of Oregon. It includes
instruction costs, health service fees, incidental
fees, and building fees. Except in the School of
Law, for a full-time student in 1987-88, the health
service fee was $36.00, the incidental fee was
$70.00, the building fee was $12.50. Each Law
student paid a $54.00 health service fee, a
$105.00 incidental fee, and an $18.75 building
fee. The fees are subject to change for 1988-89.
Payment of tuition ent'ltles 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 at the
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
179.00
118.50
119.00
110.00
196.00
319.00
442.00
566.00
689.00
812.00
93500
1,068.00
187.00
30000
41300
526.00
639.00
753.00
866.00
988.00
1.102.00
1,216.00
1,330.00
$2,090.75
327.50
546.00
76450
983.00
1,201.50
1,420.00
1,638.50
1,867.00
70.00
33.00
105.00
118.50
147.00
221.00
295.00
37000
444.00
518.00
592.00
675.00
110.00
146.00
182.00
218.00
254.00
291.00
327.00
369.00
406.00
44300
48000
Tuition Schedule
Undergraduate
Tuition Resident Nonresident
Full-time registration (one term):
12-21 credits $ 518.50 $1,446.50
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):
9-16 credits $ 751.50 $1,193.50
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 $1,427.75
1 credit. 253.50
2 credits . . . . . . . . . . . . 398.00
3 credits . 542.50
4 credits. . 1187.00
5 credits. 831.50
6 credits . 976.00
7 credits . 1,120.50
8 credits. 1,278.00
Each additional credit
beyond 16.
the Registrar's Office) must have the
approval of the individual faculty member
administering 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 $40.00 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 orthe requirement of 45 graded
credits at the University of Oregon. The
grading option for credit by examination is
on the basis of the course listing in the Time
Schedule of Classes.
7. Credit by examination may be earned only
in courses whose content is identified by title
in the University of Oregon bulletin; credit by
examination may not be earned for Field
Studies (196), Workshop, Laboratory
Project, or Colloquium (198), Special Studies
(199), courses numbered 50-99, 200,
399-410, first-year foreign languages, or
MTH 95.
8. A student may not receive credit by
examination in courses that
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
reg istered for classes du ring the term in
which the examination is administered.
Community Education Program
Individuals who want to enroll for a limited
number(7 orfewercredits) of regular University
courses without the formality of applying for
admission may do so through the Community
Education Program. 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
Continuation Center, 333 Oregon Hall,
telephone (503) 686-5614.
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. Exceptionsare made
only for special and provisional students who
are formally admitted under individual arrange-
ments, and for summer transient and Commu-
nity Education students who are not formally
admitted. Failureto file all required records Can
result in the cancellation of admission,
registration, 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
graduation 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 that 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 of
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,
sciences, 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 by examina-
tion without formally registering in the courses.
1. The student's petition to the Academic
Requirements Committee (available through
services and some incidental fee benefits are
not available to students enrolled in the
Community 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 of Classes or other official notices
during registration each term. Special fees are
paid under the special conditions noted. The
University's policies on student charges and
refunds follow the guidelines recommended by
the American Council on Education. Details of
the policies are available at the Office of
Business Affairs, Oregon Hall.
Inthe schedule, tuition is specified for one term
only. There are three terms in the academic
year: fall, winter, and spring (except for the
School of Law, which operates on a two-semes-
ter system).
The amounts listed for tuition are tentative.
When this bulletin went to press, the Oregon
State Board of Higher Education had not yet
approved tuition levels for the 1988-90
academic years. 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 supple-
mentary publications.
General Deposit
All students who enroll for academic credit
(except Community Education Program
students, staff members, and auditors) must
make a general deposit of $50.00 payable at
the 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 Student
Health Center charges. If at any time charges
against this deposit exceed $40.00, the student
may be called upon to reestablish the original
amount. Refund policies are stated in the Time
Schedule ofClasses and under Tuition and Fee
Refunds below. 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
room and board, 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.
Special Fees
Special fees, fines, penalties, service charges,
and other additional charges for specific
classes, services, or supplies not covered in
the tuition fee, as well as certain fines and
penalties, are set forth on a list, available in any
departmental office or in the Office of Business
Affairs, (This list is issued each year in
accordance with OAR 571-60-005,)
The following fees are assessed to University
students under the special conditions noted:
Application Fee: $25.00. Required of students
not previously enrolled at the University of
Oregon and payable when the application for
admission is submitted. The fee is
nonrefundable.
Auditor. Fees for students registering solely 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: $8.00. Required for each
course withdrawal in a student's official
program.
Counseling and Testing: $10.00.
Credit by Examination: $40.00 per course.
Assessed for taking an examination for
advanced 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 Examinations (GRE) or other
standard tests of ability to do graduate work.
Late Registration: $15.00. Students registering
late will be charged a fee of $15.00 forthe first
late day plus $5.00 for each late day thereafter.
Registration paid by a returned check is subject
to a$1 0.00 charge as well as the late-registra-
tion 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. Following are the term deadlines for
registering and paying fees without penalty in
1988-89: fall 1988, September 28; winter 1989,
January 9; spring 1989, March 31. 1989-90
deadlines are September 27 for fall 1989,
January 10 for winter 1990, and March 30 for
spring 1990.
Refunds 21
Parking Fees. A minimal amount of parking
space;s available near residence halls and on
city streets. Students using University parking
lots must purchase and display proper parking
permits. One-year student parking permits are
$25.00 for automobiles and $18.00 for
motorcycles. Student permits are $11.00 for
summer session only, All parking 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 Universitywith
most community 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.
Replacement of Photo I.D. Card: $6.00.
Returned Check: $10.00. 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. People 65 years
of age and older neither seeking academic
credit nor working toward a degree are
authorized to attend classes on a space-avail-
able 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 their department head.
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 those who have unpaid
financial obligations to the institution. Debtors
who are contesting their accounts should
contact the Collections Department for
counseling and written appeal instruction. The
Collections Department is located in the Office
of Business Affairs on the first floor of Oregon
Hall. The mailing address is Collections
Department, Office of Business Affairs, PO Box
3237, University of Oregon, Eugene OR 97403;
telephone (503) 686-3215.
Tui'l'ion 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
22 Refunds
One Term Three Terms
One Term Three Terms
2,86300
4,339.50
2,254.50
3,580.50
355.50
$1,555.50
$1,500.00
1,446.50
751.50
1,193.50
118.50
1,431.50
$ 518.50
$ 50000
1988-89 and 1989-90. See the Tuition and Fees
section of this bulletin.
Student Classification
Undergraduate
resident.
Undergraduate
nonresident ...
Graduate resident
Graduate nonresident
Graduate assistant.
Law resident
(semester) .
Law nonresident
(semester) . 2,094.50 4,189.00
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
1988-89 academic year.
Meals and Housing
Student commuter living
with parents
Student living in University
residence halls. . 855.00 2,565.00
Student living off campus 1,155.00 3,465.00
Added to the budget is a dependent child care
allowance of $200 a month for each child under six
years of age and $70 a month for each child between
six and 12 years of age who is living with the student.
Books and Supplies One Term Three Terms
Graduatesand
undergraduates. . $125.00 $ 375.00
Law (semester) 265.00 530.00
Miscellaneous Personal Expenses
Graduatesand
undergraduates $390.00 $1,170.00
A transportation allowance is added to the budget of
a dependent nonresident student, an independent
nonresident student who is enrolled at the University
forthe first time, or a participant in the National Student
Exchange.
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 box on the FAF that instructs the
College Scholarship Service to send copies
of the FAF to the Pell Grant Program.
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 the information.
5. Transfer students must supply financial aid
records from all other postsecondary
schools they have attended. The appropriate
forms, available at any financial aid office,
must be completed in part by the student
and sent to each postsecondary institution
previously attended. The record is com-
pleted 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. On the FAF, request that the University of
Oregon receive a copy.
260 Oregon Hall
Telephone (503) 686-3221
Edmond Vlgnoul, Director
James Gilmour, Associate Director
Elizabeth Bickford, E. Carol Richard,
and Charlene Simpson,
Assistant Directors
Tom Alex, Violet Johnson, and Betty Wiegner,
Counselors
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 counseling 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
appointment. 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
$30.00 to $300 per year for equipment,
supplies, and field trips in addition to books.
Students living alone in an apartment or at the
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 1987-88
ranged from $2,368 to $4,194. 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 for United States
citizens. International students are required to
purchase health insurance. Coverage by the
term or for a full 12-month period may be
purchased through 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
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
1987-88. Tuition and fee schedules are subject
to revision by the Oregon State Board of Higher
Education and may be increased in
Student
Financial Aid
circumstances warrant exceptions from
published 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 end of the following term.
2. Refunds are calculated from the date the
student officially withdraws from the
University, 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,
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, Office of Business
Affairs, 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 tothe Office of Business Affairs.
Otherwise an automatic refund is made not
earlier than the sixth week following the close
of the academic year.
3. Students must supply financial aid records
from all other postsecondary schools they
have attended. The appropriate forms,
available at any financial aid office, 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 Perkins
Loan, College Work-Study Program, and
Supplemental Educational Opportunity Grant
for all or part 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. To meet this deadline,
the FAF must be received by the College
Scholarship Service no later than February 15.
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 method mandated by
the United States Congress to determine what
may be a reasonable contribution from the
student and family toward the cost of the
student's education. This system is designed
so that students receive consistent and
equitable treatment. Financial aid counselors
review unique circumstances on an individual
basis.
Financial aid eligibility is determined by
subtracting the student's resources from the
cost of education. Student resources include
parents' contribution, if any, the student's own
contribution, the contribution of a spouse, and
other sources of financial assistance.
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 academic year is based on
(a) income from the previous calendar year and
(b) a percentage of any assets, The calculations
do not include College Work-Study funds
earned while attending school. This contribution
includes the following:
1. A minimum of $900 ($700 for a first-year
undergraduate), or a percentage of earnings
minus taxes, whichever is larger. This
standard is for a dependent student.
2. For independent students with no depen-
dents, the expected contribution is a
percentage of earnings minus taxes and a
standard maintenance allowance, or a
minimum of $1,200, whichever is larger.
3. For independent students with dependents
(this includes married couples with no
children) the expected contribution is
determined after making allowances to
income for taxes and maintenance, based
on family size and number of family
members in college, Other allowances to
income that may be considered are medical
and dental expenses, employment expenses
for a single parent or working student and
spouse, and elementary and secondary
school tuition.
4. Also considered income 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; and in-kind value of services in
exchange for food and housing.
Spouse's Contribution. For the academic
year, the expected contribution from a spouse
is a family contribution based onthe income of
the student and spouse for the previous
calendar year. Allowances are made to income
for taxes and maintenance based on family size
and number of family members in college, Other
allowances to income that may be considered
are medical and dental expenses, employment
expenses when both the student and spouse
work, and elementary and secondary school
tuition.
Parents' Contribution. Parental contributions
for the academic year are based on parents'
income for the previous calendar year and
assets. 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, elementary and secondary school
tuition, and minimum maintenance costs based
on the number of family members. The number
of family members 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, e.g., 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 funds, students
are advised of other sources of financial aid.
Undergraduates
Pell Grants, University scholarships that 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
Financial Aid 23
does not determine eligibility for these
programs.
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
determine the student's eligibility for, and the
amount of assistance the student may receive
from, the Perkins Loan, the Guaranteed Student
Loan, the Supplemental Educational Opportu-
nity Grant, and College Work-Study programs.
A student may not receive assistance from the
Pell Grant, Perkins Loan, Supplemental
Educational Opportunity Grant, College
Work-Study Program, State Need Grant or Cash
Award, Guaranteed Student Loan, Supplemen-
tal Loan for Students, or Parent Loan for
Undergraduate Students if:
1, The student is in default on any loan made
from the Perkins Loan Program oron a loan
made, insured, or guaranteed under the
Guaranteed Student Loan, Supplemental
Loan for Students, 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.
Financial aid offers are made in accordance
with federal regulations and University policies
as described below,
Perkins Loan. The amount is determined by a
financial aid counselor and based on the
student's financial aid eligibility. The maximums
are $4,500 for the first two years and $9,000
total for undergraduate study.
Supplemental Educational Opportunity
Grant (SEOG). This grant is awarded to
students with exceptional need. The amount of
the grant is determined by the financial aid
counselor and is based on the student's
financial aid eligibility.
College Work-Study Program (CWSP). The
minimum and maximum amounts are estab-
lished each year.
Guaranteed Student Loan (GSL). A suggested
amount may be included in the financial aid
package. The maximum amount is $2,625 a
year for the first two years of undergraduate
study; $4,000 a year for the remaining years of
undergraduate study, up to a total of $17,250.
Graduate Students
The Office of Student Financial Aid determines
eligibility and the amount of assistance that may
be received from the Perkins Loan, Guaranteed
Student Loan, and the College Work-Study
programs. Offers are made in accordance with
federal regulations and certain University
policies, as follows:
Perkins Loan. The maximum amount is
established each year. The maximum for both
undergraduate and graduate loans combined
is $18.000.
24 Financial Aid
College Work-Study Program (CWSP).
The minimum and maximum amounts are
established each year.
Guaranteed Student Loan (GSL). A suggested
amount may be included in the financial aid
package. The maximum amount is $7,500 a
year; $54,750 combined total for undergraduate
and graduate study.
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 1 to 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) may be asked to provide the Office
of Student Financial Aid with documents, such
as tax forms, to verify the information 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
assistance.
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
of the Congressional 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 any time 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
that are dependent upon federal or state
funding, the student must be a citizen of the
United States or in the United States for other
than a temporary purpose and with the intention
of becoming a permanent resident. Under
certain circumstances, students who are
citizens of the Marshall Islands or the Federated
States of Micronesia may continue receiving
some types of financial aid from the federal
programs listed below. This is an eligibility
standard for the Pell Grant, the Supplemental
Educational Opportunity Grant, the College
Work-Study Program, the Perkins Loan, the
Guaranteed Student Loan, the Supplemental
Loan for Students, the Parent Loan for
Undergraduate 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 in a program
leading to a degree and enrolled in good
standing for a minimum of 6 credits a term (half
time).
Pell Grant eligibility for new recipients is limited
to five academic years for students in four-year
programs and six academic years for students
in programs requiring more than four years.
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 students can use the
Financial Aid Form or the Application for
Student Financial Aid.
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 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 with exceptional
need. To be eligible, a student must be admitted
to the University in a program leading to a
degree and enrolled in good standing at least
half time (6 credits a term). The limitations on
an SEOG are a minimum of $1 00 an academic
year and a maximum of $4,000 per academic
year.
SEOG funds are given to the University by
the federal government to award to eligible
students.
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 in a program leading
to a degree or certificate 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.
Carl D. Perkins Loan
The Perkins Loan (formerly the National Direct
Student Loan) program provides long-term,
low-interest loans to eligible students who are
admitted to a program leading to a degree or .
certificate 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 $4,500 for the first two
years of undergraduate study, $9,000 for
undergraduate study, $18,000 combined total
for both undergraduate and graduate study.
Repayment of a Perkins Loan begins six months
(nine months for new borrowers) after the
student ceases to be enrolled at least half time.
The minimum repayment is $30.00 a month, or
$90.00 a quarter, 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 a Perkins Loan that is not
delinquent or in default may be deferred if a
borrower is enrolled at least half time in an
eligible institution. A Perkins Loan 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 or a person on active
duty in the National Oceanic and Atmo-
spheric Administration Corps
2. A full-time volunteer in the Peace Corps or
a service determined by federal regulation
to be comparable to service in the Peace
Corps or under the Domestic Volunteer
Service Act
3. A borrower who is temporarily totally
disabled or unable to secure employment
because it is necessary to provide care for
a dependent who is temporarily totally
disabled
The Perkins Loan may be deferred for no more
than two years if the borrower is serving an
internship required to begin professional
service or practice.
The Perkins Loan may be deferred up to six
months for parental leave and up to 12 months
for mothers with preschool-age children who
are just entering or reentering the work force
and who earn no more than $1.00an hour above
the minimum wage.
Repayment of a Perkins Loan 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
is a member of the United States Armed Forces
in an area of hostilities or amemberofthe Peace
Corps (effective July 1, 1987, for new borrow-
ers), if the borrower has a permanent and total
disability, or if the borrower dies.
Note: Public Law 95-598 generally prohibits
student-loan borrowers from the routine
discharge of their debts by declaring bank-
ruptcy within five years after the repayment
period begins.
Money available for Perkins Loans is collected
from former University borrowers to lend to
eligible students. Disbursement, repayment,
deferment, and cancellation are transacted with
the Office of Business Affairs.
Guaranteed Student Loan (GSL)
The Guaranteed Student Loan Program is a
federal program tHat makes funds available
through eligible lending institutions. Students
must demonstrate need to qualify for a GSL. All
applicants must complete a Financial Aid Form
in addition to the GSL application. Students
must be enrolled in good standing at least half
time or have been accepted for admission to a
program leading to a degree or certificate.
The University and the lending institution
determine the amount the student may borrow.
The maximums are $2,625 an academic year
for the first two years, $4,000 an academic year
forthe remaining years of undergraduate study,
up to a total of $17,250; $7,500 an academic
year for graduates, $54,750 combined total for
both undergraduate and graduate study.
Repayment begins six months following
graduation or termination of at least half-time
enrollment New borrowers who are enrolled in
programs beginning on or after July 1, 1988,
will be charged 8 percent interest per year for
the first four years of repayment and 10 percent
per year on the unpaid balance beginning the
fifth year of repayment Students who have
outstanding loans at 7 or 9 percent interest
continue at these rates. For students who have
outstanding loans made prior to January 1,
1981, the grace period continues to be nine
months. 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. Borrowers
are assessed a 5 percent origination fee, to
offset a portion of the federal interest contribu-
tion, in addition to a finance charge for each
loan.
Deferring Repayment. Repayment of a GSL
that 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
1. Active duty in the United States Armed
Forces or U.S. Pi,Jblic Health Service
2. Volunteer service in the Peace Corps or
comparable programs as designated by the
Title I Domestic Volunteer Service Act of 1973
3. Active duty in the National Oceanic and
Atmospheric Administration Corps
4. Teaching full time in a public or private
elementary or secondary school in a teacher
shortage area
5. Mothers who have preschool-age children,
are just entering or reentering the work force,
and do not earn more than $1.00 an hour
above the minimum wage
6. Parental leave
The lender should also be consulted about
deferment during a period when the borrower
is temporarily totally disabled, is unemployed,
or must care for a dependent who is temporarily
totally disabled.
A GSL is canceled if the borrower dies or is
totally and permanently disabled.
Applications for a GSL are sent to eligible
students after the Office of Student Financial
Aid recommends a GSL as part of the financial
aid package. Students who are applying for a
GSL from banks outside Oregon or Washington
may be advised to obtain the applications from
the appropriate lending institutions.
Processing these loans takes four to twelve
weeks.
Supplemental Loan for Students
(SLS) and Parent Loan for
Undergraduate Students (PLUS)
These federal programs provide loans through
eligible lending institutions to independent
students and to parents of dependent under-
graduate students. Students must be enrolled
at least half time and be in good standing or
have been accepted for admission to a program
leading to a degree or certificate.
Independent students and parents of depen-
dent undergraduate students may borrow a
maximum of $4,000 a year or the school's
estimated cost of attendance, less any other
financial aid the student may receive, for an
aggregate total of $20,000.
The interest on the loans is variable, based on
the one-year Treasury Bill rate plus 3.75
percent, not to exceed 12 percent per annum,
with the first paymentto 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.
These loans may be used to replace expected
family contributions required in determining
eligibility for other financial aid programs.
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
1. Active duty in the United States Armed
Forces or National Oceanic and Atmospheric
Administration Corps
2. Volunteer service in the Peace Corps, VISTA,
ACTION, or a comparable tax-exempt
organization
Financial Aid 25
3 Full-time teaching in a teacher shortage area
4. Temporary disability
5. Duty as an officer in the Commissioned
Corps of the U.S. Public Health Service
6. Receiving limited earnings because of
maternal care for preschool-age children
7. Parental leave
An SLS or PLUS loan is canceled if the borrower
(and the borrower's cosigner) dies or becomes
totally and permanently disabled.
To apply for an SLS or PLUS loan:
Applications used by Oregon and Washington
banks for the Supplemental Loan for Students
and Parent Loan for Undergraduate Students
are available in the Office of Student Financial
Aid, and addresses for obtaining forms from
other lenders are also available in that office. In
addition, the University requires completion of
a separate supplemental form. Borrowers are
assessed a finance charge for each application.
Processing these loans takes four to sixweeks.
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 amountforthe 1988-89
academic year was $780.
Need Grants are awarded to eligible under-
graduate Oregon residents who have also
applied for Pell Grants. Grant amounts for the
1988-89 academic year ranged from $312 to
$834.
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 a term) in a program leading
to a degree, satisfactorily completes 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 the information.
3. Mark the box indicating that information is to
be sent to the U.S. Department 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.
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
26 Scholarships
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).
Students may receive financial assistance as
undergraduates only as long as the cumulative
number of credits attained, including any
transfer credits, is less than the number
normally required for the completion of the
bachelor's degree (186 credits for four-year
programs, 220 or 231 credits for five-year
programs). Students wanting consideration for
assistance beyond this limit must submit a
petition to the Office of Student Financial Aid.
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
applicants 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
formerit-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 from the faculty and from
the student body. This committee reviews and
formulates policies and evaluates the appli-
cant's academic qualifications; 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 1 for
the 1989-90 academic year.
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, veteran or marital status,
or sexual orientation.
The University acknowledges the existence of
some sex-restricted scholarships established
through wills and trusts. Many of the scholar-
ships were created before the advent of Title IX
regulations. Students are selected for scholar-
ship 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 the National
Merit Scholarship program. Several four-year
scholarships ranging from $500 to $2,000 an
academic year are awarded. Interested high
school students should consult their high school
counselors and arrange to take the Preliminary
Scholastic Aptitude TesVNational Merit
Scholarship 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.
Information 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 Fund has increased from interest
on loans or investments of available cash. On
June30, 1987, the total Loan Fund balance was
$1,225,919. The 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,
undergraduate; 5 credits, graduate)
2. No other 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,
beginning 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 eligibleto 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 Loans
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 accord-
ing to the policies described above. The
unrestricted fund balance on June 30, 1987,
was $915,651.44.
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 01 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
J. A. Murray Bequest
Joseph and George Widmer 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
and Loan Fund
Women's League Loan Fund
Restricted Funds
Funds with special restrictions are described
below, The restricted fund balance on June 30,
1987, was $310,268.03.
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
regulations.
Arthurand Marian Rudd Journalism Fund. Regular
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 School
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 lor
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 at the 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 Geological
Sciences.
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 the fourth, fifth, or graduate year
as majors in Architecture or in Fine and Applied 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 the date issued.
After the first four-month period, the interest is 3
percent. Loans must be approved by the dean of the
School of Architecture and Allied Arts.
GammaAlpha Chi Fund. Short- or long-term loans to
women majoring in Journalism. The approval of the
dean of the School of Journalism is required.
Graduate Student Aid Fund. Loans of $200 maximum
for graduate students. Applications are made through
the Office of Student Financial Aid, and loans are
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.
James Coyle Loan Fund. Loans of up to $2,000 for
students from Wasco County, Oregon, for graduate
courses in engineering, law, or economics at Harvard
University or the University of California.
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).
Applications 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 librarianship.
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 Anthropology Department head.
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 of the 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 loans.
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, ana 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, Rhetoric and Communication, or Theater Arts.
Phi Kappa Psi Gift. Loans for Phi Kappa Psi members
only with a GPA of 2.00 or better. Loans are due
September 1of the following year. Interest is 6 percent.
Ray Elllckson 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 annualiy.
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 lees. 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 27
student Employment
Two-thirds of University of Oregon students are
employed in part-time work. The information
that follows is intended to help students looking
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 their financial aid eligibility.
The Job Location and Development Program
locates and develops part-time, temporary
positions for University students. The office is
at 1511 Agate Street; telephone (503) 686-3214.
To obtain job referral information or make an
appointment to discuss specific job interests,
students must show verification of Universityof
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 Street;
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.
Students 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 sent to 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
who want 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.
28 Student Housing
Student Housing
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
Nancy Wright, Facilities 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 University Housing. 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 people living in the community.
The information that follows describes Univer-
sity-owned housing and procedures for making
reservations. One section is devoted to private
rentals.
Residence Halls
The University maintains seven residence hall
complexes, which house approximately 3,000
students. The five main campus complexes are
Bean, Carson, Earl, Hamilton, and Walton. The
University Inn and Marian Hall are five blocks
west of the campus. Most halls house freshmen
and upper-division students together. Multiple-
occupancy rooms are available in all halls,
including units reserved for freshmen, upper-
division, and graduate students. A limited
number of single rooms is available. Some living
areas in the University Inn are segregated by
sex. Other complexes devote the living units
entireiyto 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, outdoor pursuits, international
studies, music, fitness, and cross-cultural
programs.
Residence Hall Facilities
and Services
The residence halls provide 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 free 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, bunk beds, and re-
frigerators 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 atthe beginning, the second at a fixed date
during the term. Payments become delinquent
after 10 calendar days. A late fine of $15.00 is
assessed for delinquent payments. If fees are
not paid within 15 days of the due date,
University eviction and collection procedures
are initiated.
Residence hall rates' for 1988-89 are listed
below. Rates may be increased during 1989-90
if costs exceed present estimates.
Multiple Room Single Room
and Board and Board
Fall $1,117 $1,451
Winter. . . . . . . . . . . . 746 969
Spring . . . . . . . . . . . . 623 808
Total ..... ... . . . . . . . $2,486 $3,228
The University Inn, at 1000 Patterson Street, of-
fers additional services and private baths for
the following rates:
Economy Economy Large
MUltiple Single Single
Fall $1,451 $1,886 $1,976
Winter. . . . . . . . . 969 1,258 1,318
Spring . . . . . . . . . 808 1,049 1,099
Total $3,228 $4,193 $4,393
'Included is a $4.00 hall 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 received in writing at University
Housing no later than 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 Code of Student Conduct. 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. Students
who withdraw from the University are released
from their contracts.
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 a day.
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; 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.
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
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 406 one- and two-bedroom furnished
apartments. Rent is $119 and $148 a 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 243 unfurnished
two-bedroom apartments. Rent is $124 a 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. Parking at Amazon and Westmore-
land is limited.
A $50.00 security deposit is required for
Amazon and Westmoreland housing at the time
of assignment.
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.
Those applicants 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.
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 lottery con-
ducted each term. 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 1988-89 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
evidenced by programs that encourage
interaction with the 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 homelike atmo-
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 $2,800.
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, or call the Office of Student
Development, (503) 686-3216. 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, Delta Upsilon,
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
Through its free rent referral service, the
Associated Students of the University of Oregon
(ASUO) Off-Campus Housing office can help
students who are interested in renting a place
off campus. Listings of houses, duplexes,
apartments, studios, quads, rooms and
roommates, and cooperatives are posted on
bulletin boards outside Suite 5 of the Erb
Memorial Union (EMU). In addition to the referral
service, Off-Campus Housing has available,
free of charge, model rental agreements,
inventory and condition reports, Renter's
Handbooks, and a courtesy telephone.
Following are a variety of off-campus housing
situations to consider.
Houses and Duplexes. This type of housing is
probably the most difficult to find, especially
near campus. Rents range from $200 to $600,
depending on number of bedrooms and
proximity to campus.
Apartments. Apartments are abundant in the
Eugene-Springfield area. Many are located
close to campus; however, these normally have
higher rental rates than those in the outlying
areas. Following are average monthly rental
rates for area apartments: one-bedroom,
$200-275; two-bedroom, $275-400; and
three-bedroom, $375 or more. Many of these
apartments require nine- to 12-month leases,
refundable cleaning deposits or nonrefundable
fees, or security deposits. Many do not allow
children or pets.
Studios and Quads. A studio is a single-room
apartment with private kitchen and bath
facilities. Rents for studio apartments range
from $175 to $275 a month. A quad is a single
sleeping room with kitchen facilities shared with
three other units. A quad may have either a
private or a shared bathroom. Rent ranges from
$159 to $280 a month during the academic
year, with reduced rates during the summer.
Rooms and Roommates. The most popular
style of off-campus living is shared housing.
Some students rent large apartments or houses
and then rent out rooms or look for roommates.
There is also a large number of rooms available
in private homes. Shared housing costs
anywhere from $11 0 to $250 a month. Usually,
enough choices are available that a student can
afford to be selective in finding a good housing
situation.
Off-Campus Housing 29
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. There are now six
cooperatives:
The houses are Campbell Club, a coed house
at 1670 Alder Street, 683-3453; Chelsea House,
a coed Newman Center cooperative at 1306 E.
18th Avenue, 343-7384 or -8094; Christus
House, a Christian coed living unit at 1834
Potter Street, 687-0145; Janet Smith Coopera-
tive House, a coed house at 1790 Alder Street,
683-3777; Parr Tower, a coed residence at 1648
Alder Street, 345-9163; and Philadelphia
House, a Christian men's cooperative at 1598
Orchard Street, 344-8344. All six are adjacent
to the campus.
Students wanting further information about
individual cooperatives should write to the
houses at the above addresses, Eugene OR
97401, or call area code (503) followed by the
appropriate telephone number listed above.
The Register-Guard, the Oregon Daily Emerald.
and the Springfield News carry classified
advertisements of rentals. The classifieds
should be checked daily because the best
places are rented quickly. Students may want
to call realtors directly to find out about their
rental units. Realtors' names, addresses, and
telephone numbers are listed with the Off-
Campus Housing office and in the yellow pages
of the Eugene-Springfield telephone directory.
When to Begin Looking. The besttime to find
housing for fall term is at the end of spring term,
especially if the student needs inexpensive
housing or has children or pets. If a student
plans to share housing or live in a quad, it is
possible to wait until September. Nevertheless,
it is a good idea to avoid the last-minute rush.
Landlord-Tenant Agreements. Off-Campus
Housing helps students fill out inventory and
condition reports, which detail the exact state
of the dwelling and contents when the tenant
moves both in and out. This report helps ensure
fair return of the deposit so that neither the
tenant nor the landlord feels cheated. Also
available is a handbook for renters and
landlords that contains general information,
explanations of the Oregon landlord-tenant
laws, advice to tenants, and model forms to start
a landlord-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. For more information call the office at
(503) 686-3731, stop by Suite 50n the ground
floor of the EMU, or write to Off-Campus
Housing, Erb Memorial Union, University of
Oregon, Eugene OR 97403.
30
Academic and Career Planning
Advising
The University of Oregon offers undergraduate
students a choice of more than 2,000 courses.
Out of these courses highly individualistic
programs emerge, reflecting each student's
special interests, goals, and aspirations.
Translating these goals and interests into
courses, majors, and minors requires careful
planning. For this reason, all students are
required to seek the assistance of academic
advisers and may not complete their first term's
registration without discussing options with an
adviser.
The importance of program planning cannot be
overemphasized. A sound academic program
usually shows growing intellectual maturation
and sharpening of focus. A poorly planned
program demonstrates the lack of clear
direction and may appear to be only a collection
of randomly assembled, unrelated courses.
The faculty adviser provides the student the
intellectual framework in which intelligent
planning and decision making can be com-
pleted, so students are strongly urged to visit
with advisers regularly. The University considers
advising an extension of teaching and regards
it as a major responsibility of the faculty. Time
is set aside each term especially for advising.
All students with declared majors are assigned
to faculty advisers within their departments. The
Office of Academic Advising and Student
Services coordinates advising of students who
have not declared majors, classified as Arts and
Sciences premajors, and of those interested in
law and the health professions.
The Career Planning and Placement Service
plays an important role in the planning process.
General Principles in Program
Planning
1. To graduate in four years (12 terms),
students should average 15 or 16 credits per
term. In planning a term's studies, students
should anticipate that each credit taken
requires at least three hours each week for
class meetings and homework. A 15-credit
course load requires about 45 hours each
week.
2. Each term's schedule should be planned to
include the University Bachelor's Degree
Requirements (see the Registration and
Academic Policies section of this bulletin)
and requirements of the major. Major
requirements are listed in this bulletin under
the academic department headings (see
Contents). Students who have not selected
their majors should spend some time
exploring possible majors.
3. Students should read the course descrip-
tions in this bulletin and the notes in the Time
Schedule ofClasses to learn course pre- or
corequisites. Meeting prerequisites for
courses is the student's responsibility.
4. Many University major disciplines and
courses require competence in mathemat-
ics. Mathematics should be started in the
freshman year.
5. A foreign language, whether required or
elective, should also be started in the
freshman year if possible. Students planning
to study abroad on an international exchange
program during the sophomore or junior year
should achieve competence in a language
early.
6. Each student should prepare a four-year
model program of courses to be taken at the
University and discuss the program with the
assigned departmental faculty adviser.
7. New students might want to explore some
special curricular offerings: Freshman
Interest Groups, Freshman Seminars, the
Honors College, and departmental orienta-
tion courses. These courses and programs
should be investigated early during the first
year. Freshman Interest Groups and
Freshman Seminars are described in the
Academic Advising and Student Services
section of this bulletin. For information about
the Honors College, see that section of this
bulletin.
8. It is sound planning to design a program that
combines courses demanding extensive
reading, daily exercises, laboratory work,
and lengthy papers.
9. Planning might also include the use of
University resources for improving skills in
reading, computation, note taking, test
taking, and writing.
Academic Majors, Minors, and
Careers
All University of Oregon students must
complete an academic major to graduate. The
major is an opportunity to learn a subject in
depth. Faculty advisers in the respective
departments are the best sources of information
on majors.
Minors are additional ways to focus studies
toward career and interest areas. Inquiries
about minors should be directed to specific
departments.
Establishing Goals
Students who are career oriented in a narrow
sense are often unaware of the distinctions
made among the terms employment, position,
vocation, occupation, and career. Resources in
the Office of Academic Advising and Student
Services and the Career Planning and Place-
ment Service, as well as the entire academic
experience at the University, are directed
toward providing students with an understand-
ing of these terms and their relation to
educational planning.
A systematic approach to identifying educa-
tional and career goals and to selecting courses
and college activities is outlined in Focus Your
Education. Free copies are available at the
Career Planning and Placement Service, 244
Hendricks Hall, and in the Office of Academic
Advising and Student Services, 164 Oregon
Hall.
Identifying a Career
Although the availability of immediate employ-
ment is important in choosing majors and
careers, it should not be the only consideration.
Students should determine if their strengths are
being used and developed in the major field
they have chosen and if their interests lie in that
field. Work is more satisfying when the skills
required coincide with the talents of the worker.
Assistance in determining both strengths and
interests is available to students from a variety
of sources.
Enrolling in basic, introductory-level courses
provides students considerable information on
their performance and interests.
The Career Assessment Program uses tests
to clarify interests, skills and abilities, work-
related values, and work environment prefer-
ences. A counselor helps interpret the results
recorded on a Career Fact Sheet. A fee is
assessed.
Career-Life Planning (CPSY 199), a Special
Studies course, helps students develop a
career plan based on assessment of interests,
values, and skills and application of various
psychological theories.
Gathering Career Information
Career information resources available to
students include:
Career Information Center, in the Career
Planning and Placement Service, with informa-
tion on more than 40,000 career areas
organized for easy exploration.
College to Career-Job-Finding Strategies
(CPSY 199), a Special Studies course,
discusses resume writing, interview skill
building, and information interviewing and
job-search strategies.
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
Academic and Career Planning 31
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 a major by the middle of your sophomore year, seek presentations.
0-44 credits assistance as needed from Office of Academic Advising and Discuss career options with your major adviser and other faculty
Sophomore: Student Services. Please note that some majors require more members.
45-89 credits than two and one-half years of planned study. Examine career information related to your major by using
Consider taking some upper-division (300- and 400-level) career information resources at the Career Planning and
course work during your sophomore year. Placement Service.
Pick up a free copy of Focus Your Education in 244 Talk to family and friends about their professions and how they
Hend ricks Hall or 164 Oregon Hall. entered them.
Pick up a transcript and progress report, prepared by the Office Enroll in Special Studies: Career-Life Planning (CPSY 199).
of the Registrar, in your major department (fall term, Apply for summer work related to your career goals (begin in
sophomores). December).
Join curricular clubs.
Junior Year Pick up a transcript and progress report, prepared by the Attend group presentations by companies to learn of entry-level
90-134 credits Registrar's Office, in your major department (fall term). positions.
Consultwith your departmental adviser on progress in your major Attend Career Planning and Placement Service workshops or
(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, the 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 instructors.
and Rotary scholarships. Begin developing job search, resume writing, and interview skills.
Consider completion of an academic minor or a double major. Apply for summer work related to your career goals.
Begin establishing a file of letters of recommendation to
support application for teaching employment or graduate school
or both (begin in December).
Visit the Career Faire held early each fall term.
senior Year Pick up a transcript and progress report, prepared by the Register for Special Studies: College to Career-Job-Finding
135+ credits Registrar's Office, in your major department (fall term). Strategies (CPSY 199) (fall or winter term).
Consult with your departmental adviser on progress in your Check with the Career Planning and Placement Service for
major (fall term). current job listings and the campus interview schedule.
File for graduation during the second week of classes in the Arrange interviews with organizations scheduled for Career
term preceding the term of anticipated graduation. Planning and Placement Service visits.
Attend workshops sponsored by the Office of Academic Design and begin job search.
Advising and Student Services on applying to professional and Visit the Career Faire held early each fall term.
graduate programs (fall and spring terms).
II
-
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 that allow
the translation of theory into practice, and
improve employment potential.
Internships and practlca are field-based
experiences required of some majors and may
be open to nonmajors as electives. Oppor-
tunities should be discussed with an academic
adviser, with counselors at the Career Planning
and Placement Service, or at the Office of
Student Affairs internship program in 364
Oregon Hall.
Student organizations provide opportunities
to develop career-related experiences such as
interpersonal and organizational skills. Two
hundred student organizations on the University
campus serve a variety of interests.
Part-time or summer work or volunteer
experiences, which provide information about
possible careers, are another way of testing
career decisions.
Placement Services
To 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.
32
33
College of Arts and Sciences
114 Friendly Hall
Telephone (503) 686-3902
Donald R. Van Houten, Dean
Marianne S. Nicols, Associate Dean for
Fiscal Affairs
Richard L. Stein, Associate Dean for
Undergraduate Studies
Theodore W. Palmer, Associate Dean for
Academic Personnel
Jane M. Scheidecker, Associate Dean
for Development
The College of ~r~s and Sciences isa centralacademic divIsion of the University of
Oregon. It enrolls a majority of UO stud~nts and
provides the nucleus of basic courses In ~wide
variety of programs, ranging from tradltlo~al
liberal arts to professional and preprofessional
study. Courses offered in the College include
both those designed to satisfy general
education requirements and those at a more
advanced level for majors and graduate
students in specialized fields. 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 ~~
understanding of the nature and uses of critical
thought. As President Paul Olum has com-
mented, this strong liberal arts core represents
"the strength and excellence of the University
of Oregon."
Liberal Education
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
emphasis 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 providing 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 student to enroll
in such courses while previous course work in
mathematics 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 speci.fic personal
career goals. Careful consideration IS reqUired
in choosing courses to satisfy the University's
general education group requirements and in
choosing those courses 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. To plan a meaningful
program a student must ask fundamental "
questions: "Who am I? Who do I want to be?
Careful program planning begins a lifelong
process of discovery and development.
Departments and Programs
The instructional departments of the College
include Anthropology, Biology, Chemistry,
Classics, Computer and Information Science,
East Asian Languages and Literatures,
Economics, English, Geography, Geological
Sciences, Germanic Languages and litera-
tures, History, Linguistics, Mathematics,
Philosophy, Physics, Political Science, Psychol-
ogy, Religious Studies, Romance Languages,
Russian, Sociology, and Speech.
The College supports numerous interdiscipli-
nary and special programs: American Studies,
Arts and Letters, Asian Studies, Australian
Studies, Canadian Studies, Comparative
Literature, Environmental Studies, Folklore and
Ethnic Studies, Humanities, International
StUdies, General Science, Latin American
Studies, Medieval Studies, Neuroscience,
Peace Studies, Russian and East European
Studies, Statistics, and Women's Studies.
Preparatory programs for careers in dental
hygiene, dentistry, engineering, medical
technology, medicine, nuclear medical
technology, 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 for the
Master of Business Administration-see the
Preparatory Programs section of this bulletin.
Western Interstate Commission for Higher
Education (WICHE) programs in physical and
occupational therapy, optometry, and podiatry
are also 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 30 years.
Arts and Sciences Premajors
Students who have declared a major, or who
consider themselves premajors within a
particular field, plan their programs with
advisers in those major departments. Students
should choose their majors by the middle of
their sophomore year. A majority of entering
freshmen-and some students at more
advanced 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
assigned academic advisers through the Office
of Academic Advising and Student Services,
which also assigns them to special advisers
from various departments in the College of Arts
and Sciences.
Sample Programs
The sample programs on the next few pages
are designed for Arts and Sciences and other
premajor students. They are not definitive and
should be supplemented through discussions
with an official adviser. 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 for the bachelor of arts degree and
the mathematics requirement for the bachelor
of science degree) and 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
bulletin and to seek outfaculty advisers. These
sample programs provide a good introduction
to the program-planning process and can help
make meetings with a faculty adviser more
productive.
34 Sample Programs
Each degree in the College of Arts and Sciences requires three stand-alone courses and 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 courses and clusters are listed in the Registration and Academic Policies section of this bulletin under Group Requirements.
The SA 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 proficiency in mathematics.
Bachelor of Arts in an Arts and Letters Discipline
Freshman
Year
Sophomore
Year
Fall
English Composition (WR 121)
Foreign language
A&L cluster course
SS cluster course
Electives in mathematics,
computer science, or science
Foreign language
Scluster course
SScourse
Elective
Winter
Health requirement
Foreign language
A&L cluster course
SS cluster course
Electives in mathematics,
computer science, or science
Foreign language
S cluster course
SScourse
Elective
Spring
English Composition (WR 122)
Foreign language
A&L cluster course
SS cluster course
Electives in mathematics,
computer science, or science
Foreign language
S cluster course
SScourse
Elective
Remarks
First-year or higher
Look for interrelated clusters,
e.g" World Literature (ENG
107, 108, 109) and History of
Western Civilization HST (101,
102, 103).
Possibly group satisfying
Second-year or higher
Choose some courses to
help select a major
Bachelor of Science in a Social Science Discipline
Freshman
Year
English Composition (WR 121)
SS cluster course
Mathematics or computer science
A&L cluster course
Health requirement
SS cluster course
Mathematics or computer science
A&L cluster course
English Composition (WR 122)
SS cluster course
Mathematics or computer science
A&L cluster course
Group-satisfying courses, e.g"
the cluster Calculus for the
Nonphysical Sciences (MTH 207,
208) and Probability and Statis-
tics with Calculus (MTH 209)
Elective Elective Elective May be group satisfying
Sophomore SS course SS course SScourse Choose some courses to
Year help select a major
S cluster course S cluster course S cluster course
A&Lcourse A&Lcourse A&Lcourse
Elective Elective Elective
Bachelor of Science in a Science Discipline
Freshman English Composition (WR 121) English Composition (WR 122) Health requirement
Year Calculus (MTH 201) Calculus (MTH 202) Calculus(MTH 203) or
Probability and Statistics
with Calculus (MTH 209)
S cluster course plus S cluster course plus S cluster course plus
appropriate laboratory appropriate laboratory appropriate laboratory
SS cluster course SS cluster course SS cluster course
Elective Elective Elective
Sophomore Additional mathematics or Additional mathematics or Additional mathematics or
Year computer science computer science computer science
S group-satisfying course S group-satisfying course Sgroup-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
Eiective Elective Elective
A&Lgroup-satisfying courses
or a foreign language
Choose some courses to
help select a major
Sample Programs 35
Each degree in the College of Business Administration requires three stand-alone courses and 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). In all other professional schools or colleges, each degree requires three group-satisfying courses in each group and an additional three
courses in anyone or combination of groups. Two clusters from different groups must be included. Group-satisfying courses and clusters are
listed in the Group Requirements section of this bulletin.
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 proficiency in mathematics.
Possible Business Majors: Bachelor of Science
The following sample program fulfills the Conceptual Tools Core. A grade point average (GPA) of 2.75 is required for admission to major programs
in the College of Business Administration. Potential majors should consult an adviser as early as possible and make formal application spring term.
Fall Winter Spring Remarks
Freshman English Composition (WR 121) Health requirement English Composition (WR 122)
Year Mathematics Mathematics Mathematics CollegeAlgebra(MTH 101),
Calculus for the Nonphysical
Sciences (MTH 207,208),
Probability and Statistics
with Calculus (MTH 209),
beginning at appropriate level
SS group-satisfying course SS group-satisfying course SS group-satisfying course Sociology, psychology, or
anthropology
A&L cluster course A&L cluster course A&L cluster course
Fundamentals of Management Fundamentals of Speech Elective
(MGMT 201) or Environment Communication (RHCM 121)
of Business (BE 125) or Fundamentals of Public
Speaking (RHCM 122)
Sophomore Mathematics Mathematics or Introduction Mathematics or CIS 131 MTH 101,207,208,209,
Year to Business Information beginning at appropriate
Processing (CIS 131) level
Introduction to Economic Introduction to Economic
Analysis: Microeconomics Analysis: Macroeconomics
(EC 201) (EC202)
Introduction to Law (BE 226) Introduction to Accounting Managerial Accounting
(ACTG221) (ACTG260)
A&L group-satisfying course A&L group-satisfying course A&L group-satisfying course
S group-satisfying course S group-satisfying course S group-satisfying course
Possible Journalism Majors: Bachelor of Arts or Science
Freshman
Year
Sophomore
Year
English Composition (WR 121)
Mathematics or foreign
language or both
Literature
History
Elective
Literature
Introduction to Economic
Analysis: Macroeconomics
(EC202)
Mathematics or foreign
language or both
Grammar for Journalists
(J 250)
S group-satisfying course
Health requirement
Mathematics orforeign
language or both
Literature
History
Elective
Literature
Economics elective
Mathematics or foreign
language or both
Elective
S group-satisfying course
English Composition (WR 122)
Mathematics or foreign
language or both
Literature
History
Introduction to Economic
Analysis: Microeconomics
(EC201)
Literature
Elective
Mathematics or foreign
language or both
Elective
S group-satisfying course
College Algebra (MTH 101)
recommended priorto EC 201
A&Lcluster
Possible cluster. Three
history courses required in
Journalism premajor
Electives are for students
taking either a foreign
language or mathematics,
not both. See Journalism
section of this bulletin
Six literature courses required
in Journalism premajor
Three economics courses
required inJournalism
premajor
E.g., The Mass Media and
Society (J 224), Production
for Publication (J 321),
Principles of Advertising
(J 341)
May be a cluster
36 Sample Programs
Architecture and Allied Arts: Bachelor's Degrees I
The School of Architecture and Allied Arts (AAA) 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 AAA
department has a distinctive character. Nonmajors are encouraged to enroll in the following courses: Survey of the Visual Arts (ARH 201, 202,
203); History of Western Art (ARH 204, 205, 206); History of Oriental Art (ARH 207, 208, 209); Drawing (ART 291), Basic Design (ART 295),
Drawing and Modeling (ART 297); Ceramics (ARTC 255); Jewelry and Metalsmithing (ARTJ 257); Painting (ARTP 290); Water Color (ART 292);
Elementary Sculpture (ARTS 293); Weaving (ARTW 256); Survey of Interior Design (IARC 204); Introduction to Landscape Architecture (LA 225).
All Architecture and Allied Arts departments recommend a studio art course such as Drawing (ART 291) and at least one 200-level sequence
in art history. Professional school degrees require three group-satisfying courses in each group-arts and letters (A&L), social science (SS), and
science (S)-and an additional three courses in anyone group or combination of groups. The 12 total courses must include two clusters in
different groups.
Depending on the major, a student may earn a bachelor of arChitecture, bachelor of arts, bachelor of fine arts, bachelor of interior architecture,
bachelor of landscape architecture, or bachelor of science degree. Potential majors are urged to meet with an AAA faculty member for program
recommendations, advising, and information about admission policies for the various professional programs. Several departments have special
advising sessions each term, and all students are welcome to attend.
Interest in Environmental Design
Architecture; Interior Architecture; Landscape Architecture; Planning, PUblic Policy and Management
Fall Winter Spring Remarks
Freshman English Composition (WR 121) English Composition (WR 122) Community Health (HES 211)
Year
Survey of the Visual Arts Survey ofthe Visual Arts Survey of the Visual Arts A&L cluster in spatial, two-
(ARH201) (ARH202) (ARH203) dimensional, and plastic arts
Introduction to Landscape Survey of Interior Design Elective
Architecture (LA 225) (IARC204)
Sor mathematics or S or mathematics or S or mathematics or S cluster
computer science computer science computer science
Drawing (ART 291) Basic Design (ART 295) Drawing (ART 291) Or other studio courses
Sophomore American Government Understanding Landscapes Essential Considerations Architecture premajors take
Year (PS 201) (LA 260) in Architecture (ARCH 102) PH 201,202,203
SS cluster course SS cluster course SS cluster course
Mathematics or foreign Mathematics or foreign Mathematics or foreign
language language language
Water Color (ARTP 292) Water Color (ARTP 292) Elective Or other fine and applied
arts studio courses
Elective Elective Elective
Interest in Art
Art Education, Art History, Fine and Applied Arts
Freshman English Composition (WR 121) Health requirement English Composition (WR 122)
Year History of Western Art History of Western Art History of Western Art Sequence in ancient,
(ARH204) (ARH205) (ARH206) medieval, modern art history
Foreign language Foreign language Foreign language French or German
recommended
SS cluster course SS cluster course SS cluster course
Drawing (ART 291) Basic Design (ART 295) Drawing and Modeling
(ARTS 297)
Sophomore History of Oriental Art History of Oriental Art History of Oriental Art Sequence in Indian, Chinese,
Year (ARH207) (ARH208) (ARH209) and Japanese art history
Foreign language Foreign language Foreign language
S course Scourse S course Possible cluster
Introduction to Landscape Survey of Interior Design Or other fine and applied arts
Architecture (LA 225) (IARC204) studio courses
Elective Elective Elective
Sample Programs 37
Elementary Education: Professional Objective
Freshman Because the Elementary Education program is being redesigned, Freshmen and sophomores should do the following:
and it is not possible to provide a sample program. However, 1. Take writing, health, and group stand-alone and cluster
Sophomore prospective elementary school teachers should note that, courses to satisfy University graduation requirements
Years effective January 1988, they need to complete an academic 2. Begin course work in an academic majorto earn credit toward
major outside the College of Education for a B.S., or BA degree a bachelor's degree
as one component of their preparation for public school teaching.
3. Plan an ESCAPE practicum after consulting an adviser in 117For details and requirements, prospective teachers should
consult advisers in their major departments and in the Division Education Building
of Teacher Education Office of Student Services.
Leisure Studies and Services: Bachelor of Arts or Science
Fall Winter Spring Remarks
Freshman English Composition (WR 121) Personal Health (HES 250) English Composition (WR 122)
Year Scourse S course S course Possible cluster
A&Lcourse A&Lcourse A&Lcourse Possible cluster
Leisure in Society (LSS 150) Professional Foundations of
Leisure (LSS 251) or
Programming and Leading
Leisure Services (LSS 270)
Physical education Introduction to Sociology Psychology as a Social SOC 201 and PSY 204
(SOC201) Science (PSY 204) may be part of a cluster
Mathematics or foreign Mathematics or foreign Mathematics or foreign See LSS peer or
language or both language or both language or both faculty adviser
Sophomore Additional A&L, SS, S to Additional A&L, SS, S to Additional A&L, SS, S to
Year complete 36-credit requirement complete 36-credit requirement complete 36-credit requirement
Fundamentals of Small-G rou p Any term
Communication (RHCM 123)
Professional Foundations of LSS elective LSS el.ective
Leisure (LSS 251) or
Programming and Leisure
Services (LSS 270)
Mathematics or foreign Mathematics or foreign Mathematics or foreign
language or both language or both language or both
Electives Electives Electives At least 32 cred its
Physical Education: Bachelor of Science
Fall Winter Spring Remarks
Freshman English Composition (WR 121) English Composition A&Lcourse University requirements
Year (WR 122 or 123)
Professional Activities: Professional Activities: Professional Activities: Major requirements
Fundamentals of Movement Aquatic Foundations Dance Heritage (PEP 194)
(PEP 194) (PEP194)
General Biology with General Biologywith General Biologywith Some programs require General
laboratory (B1201 and 207) laboratory (B1202 and 208) laboratory (B1203 and 209) Chemistry rather then General
Biology, some require either
sequence, and some require
both sequences; see adviser
Mathematics Mathematics Mathematics Requirementfor B.S.
SS cluster course SS cluster course SS cluster course Several program options require
a psychology cluster
Sophomore Professional Activities: Professional Activities Professional Activities Major requirement: see adviser
Conditioning (PEP 294) elective elective
Biology requirement Biology requirement See adviser
Selectives Selectives Selectives To meet 36-credit science
field requirement
Specific PEP courses Specific PEP cou rses Specific PEP courses See adviser
38 American Studies
American Studies
406 Prince Lucien Campbell Hall
Telephone (503) 686-3963
Sam B. Glrgus, Program Director
American Studies Advisory Council
Paul B. Armstrong, English
Richard Maxwell Brown, History
Edwin L, Coleman II, English
C. H, Edson, Educational Policy and Management
Sonja K. Foss, Speech
Sam B. Girgus, English
Marion Sherman Goldman, Sociology
Kenneth I. Helphand, Landscape Architecture
Lauren J, Kessler, Journalism
James R. Klonoski, Political Science
Glen A, Love, English
Daniel A. Pope, History
Leland M. Roth, Art History
Sharon R. Sherman, English and Religious Studies
Robert E. Smith, Economics
Alvin W. Urquhart, Geography
The American Studies Program is an interdisci-
plinary bachelor's degree program built around
a core course sequence that is team taught by
faculty members in the arts, humanities, and
social sciences. Complementing this core are
courses taught by participating faculty mem-
bers in the College of Arts and Sciences
(Anthropology, English, Folklore and Ethnic
Studies, Geography, History, Political Science,
Romance Languages, Sociology, Speech), the
School of Architecture and Allied Arts (Architec-
ture, Art History, Landscape Architecture), the
College of Education (Educational Policy and
Management), the College of Human Develop-
ment and Performance (Dance), the School of
Journalism, the School of Law, and the School
of Music, Through this interdisciplinary ap-
proach, students can build a flexible program
of study designed to help them understand the
complexities 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 forthe BA degree, includ-
ing foreign language. For further information,
see the Requirements for Bachelor of Arts
Degree in the Registration and Academic
Policies section of this bulletin.
Requirements for both majors and minors in
American Studies are outlined below, Formal
approval of each student's program-either
major or minor-is granted by the American
Studies Advisory Council, which oversees the
American Studies Program. Council members
are representative of the many disciplines of
American studies. Sample programs of study
appear on the American Studies advising
handout, 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
Related Courses 30 credits
The remaining 30 credits, 21 of which must be
upper division, 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 addi-
tion, six of the 10 courses must be focused on
two organizational themes (three courses
each). For example, a student might choose to
study a historical period (e.g" the 1920s orthe
19th century) and a special topic (e,g" indus-
trialization, ethnicity, social patterns, or land
use).
Minor Requirements
The minor in American Studies is suitable
especially, but not exclusively, for 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 upper-division credits in the four
areas described under Major Requirements,
above, Students must take at least one course
in each 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 courses that might be used to
fulfill the 30-credit requirement for the major or
the 15-credit requirement for the minor. Note:
The lists are illustrative and include only the first
term of recommended sequences,
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), Historyof Religious Life
in the 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 Afro-American litera-
ture (ENG 151), Introduction to Native American
Literature (ENG 240), American Detective
Fiction (ENG 244), Introduction to Folklore and
Myth (ENG 250), Surveyof American Literature
(ENG 253), Afro-American Prose (ENG 310),
Afro-American Poetry (ENG 311), Afro-Ameri-
can 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
417), North American Prehistory (ANTH 461)
Educational Policy and Management. History
of American Education (EDPM 441), Educa-
tional History of American Women (EDPM 472),
H'lstory of Higher Education (EDPM 595)
Folklore and Ethnic Studies. Introduction to
Ethnicity and Ethnic Communities (ES 101,
102), Ethnic Groups and the American Experi-
ence (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),
Political Geography (GEOG 433), Urban
Geography (GEOG 435), Geographic Land-
scapes (GEOG 437), Ethnic Geography (GEOG
439), Eastern North America (GEOG 467),
Western North America (GEOG 468)
Journalism. Mass Media Law (J 485), History
of Mass Media (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(PS484),
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 the graduate level, American Studies is an
interdisciplinary field supported by faculty
members from humanities, social sciences, and
arts. A degree with a specialization in American
Studies is available through the Department of
English, or a tailored plan of study can be
arranged through the Interdisciplinary Studies:
Individualized Program (IS:IP) offered by the
Graduate School. Each individual program can
be designed to integrate and synthesize
disciplines in American culture studies,
promoting the student's academic, intellectual,
and professional advancement in the areas of
critical cultural studies, communications and
journalism, education, the law and business
relations, and social and community service.
American Studies
Courses (AMS)
Lower Division
101, 102. 103 Introduction to American Studies
(3,3,3) Exploration of various topics in American
studies. 101: individualism-Puritanism, ethnicity,
race, heroes, theWesl.102:community-regionallsm,
the South, urbanization, politics, religion, class. 103:
enculturation-childhood, youth, family, women,
schooling, work, aging.
199 Special Studies: [Term Subject] (1-3R)
200 Innovative Education: [Term SubJect] (1-3R)
Upper Division
399 Special StUdies: [Term Subject] (1-4R)
400 Innovative Education: [Term SUbject] (1-3R)
401 Research (1-SR)
403 Thesis (3R) Independent research and writing of
American Studies senior thesis supervised by faculty
adviser. Prereq: AMS 101, 102, 103,407.
40S Reading and Conference: [Term SUbJect] (1-SR)
407 Seminar: [Term SUbject] (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: [Term SUbject] (1-4R)
Anthropology
308 Condon Hall
Telephone (503) 686-5102
Philip D. Young, Department Head
Faculty
c. Melvin Aikens, Professor (New World archaeology,
Japanese prehistory). BA, 1960, Utah; MA, 1962,
PhD., 1966, Chicago. (1968)
William S. Ayres, Associate Professor (Pacific
archaeology, Old World prehistory). BA, 1966,
Wyoming: PhD., 1973, Tulane. (1976)
Aletta A. Biersack, Assistant Professor (symbolic
anthropology, New Guinea). BA, 1965, MA, 1969,
1972, Ph.D., 1980, Michigan. On leave 1988-89. (1982)
Richard P. Chaney, Associate Professor (cross-cultural
methods). BA, 1963, Ph.D., 1971, Indiana. (1968)
Vernon R. Dorjahn, Professor (CUltural anthropology,
Africa). B.S., 1950, Northwestern; MA, 1951,
Wisconsin; Ph.D., 1954, Northwestern. (1957)
Don E. Dumond, Professor (New World archaeology).
BA, 1949, New Mexico: MA, 1957, Mexico City
College: Ph.D., 1962, Oregon. (1962)
John R. Lukacs, Associate Professor (physical
anthropology, palaeoanthropology, dental evolution).
A.B., 1969, MA, 1970, Syracuse; Ph.D., 1977, Cornell.
(1976)
Geraldine Moreno-Black, Associate Professor
(physical anthropology, nutritional anthropology,
human ecology). BA, 1967, State University of New
York, Buffalo; MA, 1970, Arizona; PhD., 1974, Florida.
(1974)
Carol W. Silverman, Assistant Professor (folklore,
eastern Europe). BA, 1972, City College of New York:
MA, 1974, PhD., 1979, Pennsylvania. (1980)
Ann G. Simonds, Assistant Professor (cultural
anthropology, history of anthropological theory). BA,
1959, Ph.D., 1964, California, Berkeley. (1970)
Paul E. Simonds, Professor (human evolution, primate
behavior). BA, 1954, MA, 1959, PhD., 1963,
California, Berkeley. (1962)
Philip D. Young, Professor (social anthropology, rural
development, Latin America). BA, 1961, PhD., 1968,
Illinois. (1966)
Courtesy
Jesse D. Jennings, Courtesy Professor (archaeology,
anthropology, New Worid). BA, 1929, Montezuma
College: PhD., 1943, Chicago. (1982)
Emeriti
Luther S. Cressman, Professor Emeritus (archaeology
of western North America). A.B., 1918, Pennsylvania
State: S.T.B., 1923, General Theological Seminary:
MA, 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
anthropology, North American Indians, Southeast
Asia). BA, 1939, Bowdoin: A.M., 1941, PhD., 1948,
Pennsylvania. (1948)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
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
of Anthropology 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.
Anthropology 39
Preparation. High school students planning to
major in Anthropology should take two years of
high school mathematics, preferably algebra,
and some work in a modern foreign language,
preferably German, Russian, French, or
Spanish. They 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
languages 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
anthropologists should plan for advanced
degrees in anthropology as well. Graduates
with master's degrees may find work in
government, community colleges, or museums.
For university teaching and research careers, a
PhD. 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
Bachelor of Arts and Bachelor of Science in the
Registration and Academic Policies section of
this bulletin.
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 bulletin.
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
40 Anthropology
must be graded. No more than 6 credits with
the grade of D may be counted. To ensure a
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 graduate work are advised, but not required,
to complete two years of one or more foreign
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
Junior Year: 9 credits 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,
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 or order); 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.
Approval for graduation with honors is granted
to a student who
1. Maintains a 4.00 grade point average (GPA)
in Anthropology and a 3.50 overall GPA or
2. Maintains at least a 3.75 GPA in Anthropol-
ogy 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 at the
100-299 level. Special Studies (ANTH 199)
does not qualify
2. 18 credits in upper-division courses (300-
499 level) in archaeology, physical anthro-
pology, or sociocultural anthropology
Of the 24 credits required in Anthropology, 18
must be graded; no more than 3 credits with
the grade of D 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 staff in the Teacher
Education Office of Student Services.
Graduate Studies
Three advanced degrees are offered in Anthro-
pology; 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, anthropological linguistics, and
physical anthropology. Graduate students must
demonstrate competence in each of these
subfields, ordinarily in work at the master's level.
Consequently, 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 Anthro-
pology 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
subfieids of anthropology mentioned above. A
master's degree paper is required, but a thesis
is not.
To receive the MA, the candidate must aiso
demonstrate competence in one foreign
language. There is no language requirement for
the M.S., but the candidate for that degree must
demonstrate proficiency in one special skill,
such as statistics or computer science, ap-
proved by the Department faculty.
There are no absolute requirements for admis-
sion to the master's degree program. A
bachelor's degree in Anthropoiogy 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 Examinations (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 program 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 one
language and one special skill 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 disserta-
tion. 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 appropriate
to the subfield of specialization.
For information regarding general requirements,
see the Graduate School section of this bulletin.
More information about programs in Anthropol-
ogy may be obtained from the Department.
Anthropology
Courses (ANTH)
Note: Not all courses listed are offered each year. For
specific and current informationr consult the most recent
Time Schedule of Classes, available at the Office of the
Registrar, or inquire at the Department office.
Lower Division
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
discussion.
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: [Term SUbject] (1-3R)
200 Innovative Education: [Term Subject] (1-3R)
208 Introduction to the History of Anthropology (3)
Historical development of the major anthropological
theories, methods, and concepts. ANTH 120
recommended.
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
aspects of 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 BI 102 or Bl 222 or
instructor's consent.
230 Oregon Native Americans (3) Survey of native
cultures of Oregon based on archaeological, ethnohis-
torical, and ethnological evidence. Begins with arrival
of people in the NewWorld; concludes with contempo-
rary Native American issues.
Upper Division
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 tribal 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 fhe impact of
modernization. Prereq: 3 credits in cultural anthropol-
ogy or instructor's consent.
310 Exploring Other Cultures (3R) How anthro-
pologists study and describe human cultures. Content
varies; draws on fieldwork, famous ethnographies,
specific ethnographic areas and their problems, and
comparative study of selected cultures. R when
subtitle changes.
314 Women and Culturel: Politics, Production, and
Power (3) Cross-cultural exploration of women's
power in relation to political, economic, social, and
cultural roles. Case studies from Africa, Asia, the
Middle East, Europe, and America.
315 Women and Culture II: Creativity and Symbols
(3) Cross-cultural exploration of the expressive and
artistic realm of women's lives. Topics include
life-cycle rituals, religion, healing, verbal arts, crafts,
and music.
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. Prereq: 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; anaiysis of
genetically differentiated human populations and their
geographic distribution. Prereq: 3 credits in physical
anthropology or biology or instructor's consent.
323 Laboratory in Physical Anthropology:
OsteolollY (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.
333 Food and Culture (3) Anthropological approach
to the role of nutrients in human development
(individual and populational); cultural determinants
and populational differences; world food policy; and
applied nutritional anthropology.
347 Marrialle, 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
archaeology and prehistoric cultural development of
China, Japan, Southeast Asia, and the Pacific Islands
through the early stages of civilization. ANTH 107
recommended.
360 Northeast Asia Prehistory (3) Cultural history of
North Cl1Iina, 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.
400 Innovative Education: [Term SUbject] (1-3R)
401 Research (Arr,R) PIN only
403 Thesis (Arr,R) PIN only
405 Reading and Conference: [Term SUbject]
(Arr,R) PIN only
406 Special Problems (Arr,R)
407 (G) Seminar: [Term Subject] (Arr,R) Current
topics are East European Culture and Society, Rural
Latin America, Southeast Asian Archaeology,
Symbolic Anthropology, and Women and Development
in Southeast Asia.
408 (G) Field Work in Anthropology (Arr,R)
409 (G) Practicum: [Term SUbJect] (Arr,R) PIN only
410 (G) Experimental Course: [Term SUbject] (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) Emphasison 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.
417 (G) Native North Americans (3) Indian and
Eskimo life in North America before white contact;
contemporary life. Prereq: 9 credits in social science
or instructor's consent.
418 (G) Native Central Americans (3) Contact period
and contemporary ethnography of native peoples;
ecological adaptation, socioeconomic organization,
and culture change. Prereq: 3 credits in cultural
anthropology or instructor's consent.
419 (G) Native South Americans (3) Contact period
and contemporary ethnography of native peoples;
ecological adaptation, socioeconomic organization,
and culture change. Prereq: 3 credits in cultural
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.
423 (G) 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.
424 (G) Peoples olthe 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.
425 (G) Peoples of the Pacific: Polynesia and
Micronesia (3) General introduction to the life-style of
the Polynesians and Micronesians and to historical and
current theoretical issues. Issue-oriented articles,
monographs. Prereq: 3 credits in cultural anthropology
or instructor's consent.
426 (G) 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.
427 (G) 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.
428 (G) 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.
430 (G) Jewish Folklore and Ethnology (3)
Traditional expressive culture of East European Jews
including narrative, proverbs, jokes, folk beliefs, rituals,
holidays, food customs, music, sex roles, and
immigrant foikiore in the United States.
438 (G) Peoples of India (3) The emergence of
traditional Indian culture and its subsequent
transformation under Islamic and Western influences.
Prereq: 9 credits in social science or instructor's
consent.
439 (G) 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.
Anthropology 41
440 (G) 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.
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.
445 (G) Folklore and Mythology of Primitives (3)
Unwritten literature as an expression o/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
expression 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 cultural 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.
42 Anthropology
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) SUlYey 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 Prehlatory (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 and some differential calculus;
presumes an understanding of elementary genetics.
Prereq: instructor's consent.
474 (G) Advanced Laboratory in Physical Anthro-
pology (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 avariety of
species. Prereq: ANTH 375 or instructor's consent.
476 (G) Primate Anatomy (3) Emphasis on bone-
muscle relationships of the 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 principles of
evolutionary classification; numerical phenetics and
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) Palaeoprlmatology (3) The fossil record and
theoretical implications of the 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
501 Research (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term Subject]
(Arr,R) PIN only
506 Special Problems (Arr,R)
507 seminar: [Term Subject] (Arr,R) Current topics
are California Prehistory, Ethnoarchaeology, Paleoan-
thropology of South Asia, Plateau Archaeology, and
Spatial Archaeology.
509 Supervised Teaching Practicum: [Term
SUbJect] (Arr,R) PIN only
511 Culture, Society, and the Individual (3) Concepts
of culture and society asthese 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-current studies,
theoretical and applied. Prereq: graduate standing or
instructor's consent.
520 Comparative Research Methods (4) Use of basic
comparative research tools, particularly explicit
inductive, deductive, and retroductive methods of
statistical and conceptual analysis. Prereq: 3 credits
in introductory statistics.
521 Functional Anatomy (3) Comparative functional
studies of primates and other animals; principles of
animal mechanics. Individual research projects, two
three-hour laboratories. Prereq: ANTH 476 or BI 391
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-
phism of 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 Geological Sciences.
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. SUlYey
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.
Arts and Letters
306 Prince Lucien Campbell Hall
Telephone (503) 686-4069
Steven Shankman, Program Director
Program Committee
William Cadbury, Speech
James W. Earl, English
Emmanuel S. Halzantonis, Romance Languages
Theodore Huters, East Asian Languages
and Literatures
Mary E. Kuntz, Classics
Mavis Howe Mate, History
Grant F. McKernie, Speech
Steven Shankman, Classics and English
Richard A. Sundt, Art History
Participating Faculty
William Cal in, Romance Languages
Sylvia B. Giustina, Romance Languages
Emmanuel S. Hatzantonis, Romance Languages
Mary E. Kuntz, Classics
Wolfgang A. Leppmann, Germanic Languages and
Literatures
Steven Lowenstam, Classics
Leland M. Roth, Art History
Steven Shankman, Classics and English
Richard A. Sundt, Art History
Fruim Yurevich, Russian
General Information
Arts and Letters (formerly 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 on which to concentrate: a
chronological period, geographical area, or
important theme. The Arts and Letters Program
is designed to give adequate preparation for
work in literature, law, government, religion, or
the social sciences. It also seeks to help
students develop an informed and intelligent
response to problems in modern society.
Major Requirements
Both lower- and upper-division courses re-
quired for a major in Arts and Letters are listed
below. Any course used to satisfy such require-
ments 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 Arts and Letters.
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 (B.A.) degree
History of Western Civilization (HST 101, 102,
103) or World History (HST 110, 111, 112)
Survey of English Literature (ENG 204, 205,
206) or a comparable survey in another literature
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 area 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) or History of Modern Philosophy (PHL304,
305,306)
9 credits of upper-division Humanities (HUM)
courses or other interdisciplinary courses
selected in consultation with an adviser
12 additional credits in any courses related to
the field of concentration
Honors Program
The honors program in Arts and Letters
provides the opportunity for the student to
present the area of concentration in a written
thesis. The requirements for a bachelor's
degree with honors are the following:
1. Satisfaction of the requirements for the 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,
approved by the thesis director and at least
one member of the Program committee
Courses
In addition to courses required for the major,
Arts and Letters students may be interested in
the following courses. See descriptions under
appropriate departments.
Biology. Human Biology: The 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
Landscape (LA 491)
Mathematics. Mathematical Symmetry
(MTH 152)
Philosophy. Philosophy in Literature (PHL
331), Introduction to Philosophy of Science
(PHL 339, 340)
Speech: Theater Arts. Theater and Culture (TA
471,472)
Asian Studies
308 Friendly Hall
Telephone (503) 686-4005
William S. Ayres, Program Chair
Program Committee Faculty
C. Melvin Aikens, Anthropology
William S. Ayres, Anthropology
Cynthia J. Brokaw, History
Scott Delancey, Linguistics
Joseph W. Esherick, History
G. Ralph Falconeri, History
Michael B. Fishlen, Chinese
Gerald W. Fry, International Studies
and Political Science
Noriko Fujii, Japanese
Katsuko T. 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
Alan S. Wolte, Japanese
lucia Yang, Chinese
Undergraduate Studies
The University offers an interdisciplinary Asian
Studies Prog ram leading to the bachelor of arts
(BA) degree. The curriculum includes courses
in anthropology, art history, Chinese language
and literature, economics, geography, history,
Japanese language and literature, political
science, and religious studies. The program is
administered by the Asian Studies Committee,
composed of faculty members with Asian
specializations and student representatives.
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. In
particular, they should have completed as many
courses applicable to the University of Oregon's
general requirements for the BA degree as
possible.
Careers. Students who major in Asian Studies
often complement thei rcourse work with a year
or more of residence in East Asia. Or they go
directly on to graduate studies. Many students
double major to 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
examination or by work in advanced language
courses. In addition, students must complete
36 credits of course work distributed as set forth
below.
Asian Studies 43
Each student's course distribution should
significantly cover more than one Asian
civilization. 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 B.A. in
oneofthe disciplines represented in theAsian
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: Asian
and Pacific Archaeology (ANTH 350):
Northeast Asia Prehistory (ANTH 360);
Peoples of India (ANTH 438), Peoples of
East Asia(ANTH 439), Peoples of Southeast
Asia (ANTH 440): History of Oriental Art
(ARH 207, 208, 209); Classical Chinese
Thought and Literature (CHN 305), Political
Tradition of Chinese Literature (CHN 306),
20th-Century Chinese Literature (CHN 307);
Geography of Asia (GEOG 203); Introduction
to Japanese Literature (JPN 301,302,303);
Religions of India(R 301): Chinese Religions
(R 302); Japanese Religions (R 303)
3. 9 additional credits from any of the courses
in 1 or 2 above or from the following:
Anthropology. Experimental Course: Prehis-
tory of China (ANTH 41 0); South and East Asian
Prehistory (ANTH 412)
Architecture. Settlement Patterns (ARCH 433)
Art History. Nomadic Art and Culture of
Eurasian Bronze Age (ARH 361); Chinese Art
(ARH 464, 465, 466): Seminars: 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 Early
20th-Century China (CHN 420); Post-1949
Mainland Chinese Writers (CHN 421); Chinese
Writers in Taiwan and Abroad (CHN 422);
Literary Chinese (CHN 436, 437, 438); Structure
of Chinese Language (CHN 440); Chinese
Bibliography (CHN 453)
Economics. Seminar: Structure of the
Japanese Economy (EC 407); Economy of
China since 1949 (EC 454)
History. Foundations of East Asian Civilization
(HST 290); China, Past and Present (HST 291);
Japan, Past and Present (HST 292): Seminars:
China, Modern Sino-Japanese Relations (HST
407); Colloquia: China, Japan (HST 408);
Thought and Society in East Asia (HST 491,492)
Japanese. Japanese Composition and
Conversation (JPN 327, 328, 329); Contempo-
rary Japanese (JPN 411, 423, 413):
44 Asian Studies
Advanced Readings in Modern Japanese
Literature (JPN 417, 418, 419); Literary
Japanese (JPN 426, 427, 428); Japanese
Poetry (JPN 433, 434, 435); Japanese Bibliog-
raphy (JPN 450)
Political Science. Politics of China I (PS 342);
Seminars: Chinese Foreign Policy, East Asia
and World Politics (PS 407)
Religious Studies. Varieties of Eastern Medita-
tion (R 230); 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 bulletin.
Southeast Asian Studies
In fall 1986 the University of Oregon launched
a Southeast Asian Studies Projectto enrich the
breadth of its Asian Studies offerings. To
facilitate exchange among their students and
faculty members, the Universities of Washington
and British Columbia have joined the University
of Oregon in establishing the Northwest Reg-
ional Consortium for Southeast Asian Studies.
Grants from the United States Department of
Education, the United States Information
Agency, and the Ford Foundation have allowed
the development of a number of new courses
on Southeast Asia. Among courses offered are
the following:
Anthropology. Asian and Pacific Archaeology
(ANTH 350); Seminar: Southeast Asian Health
Beliefs, Practices, and Policies (ANTH 407);
Experimental Courses: Southeast Asian Archae-
ology, Women and Development in Southeast
Asia (ANTH 410); Peoples of Southeast Asia
(ANTH 440)
Geography. Experimental Course: Geography
of East and Southeast Asia (GEOG 410)
History. Special Studies: History of Southeast
Asia, Southeast Asia: Interdisciplinary Introduc-
tion, The United States and Vietnam (HST 399)
International Studies. Seminars: Development
in South and Southeast Asia, Southeast Asian
Cultures and Philosophies, Southeast Asian
Political Novels and Films (INTL 407)
linguistics. Experimental Course: Tibeto-
Burman Linguistics (LING 410)
In addition, both Bahasa Indonesia and Thai are
being offered on an experimental basis under
Special Studies (LING 199).
An interdisciplinary faculty group, with field
experiences in the Philippines, Thailand,
Indonesia, Burma, Laos, and Malaysia, has
coordinated the curricular development.
Graduate Studies
The University offers an interdisciplinary
program in Asian Studies leading to the master
of arts (M.A.) 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 members with Asian specializations and
student representatives.
There are no specific program requirements for
admission beyond having a bachelor's degree
in a specific departmental discipline. It is
preferred, however, that applicants have some
undergraduate preparation in courses relating
to Asia. Students lacking adequate Asian
language or disciplinary training must take
appropriate preparatory courses without
graduate credit.
Priorto registration, the Asian Studies Commit-
tee assigns each student an adviser to assist
in developing an individual program.
Master's Degree Requirements
Students may fulfill their degree requirements
by electing either Option 1, a program without
thesis, or Option 2, a program with thesis.
Students choosing Option 1 must (a) complete
54 credits of graduate study, including 45
credits in Asia-related courses, (b) submit two
substantial research papers on Asian topics
developed in seminars or colloquia, and (c)
pass a general Asian studies field examination.
Students choosing Option 2 must complete 48
credits of graduate study, including 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 Program Committee.
These courses must represent at least two
major Asian cultures and three academic areas
and include three seminars or colloquia. D
grades are not acceptable for credit in the
graduate program.
An M.A. 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
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 discipline to an Asian subject, is required.
The requirements for both the Asian Studies and
the departmental degrees must be completed
at the same time. A student completing this
option is granted two M.A. degrees, one in
Asian Studies and another in the departmental
discipline.
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, at the
request of the student and upon the recommen-
dation of the student's adviser, may approve
other courses that 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
bulletin.
Anthropology. Experimental Course: Prehis-
tory of China (ANTH 410G), South and East
Asian Prehistory (ANTH 412G), Peoples of India
(ANTH 438G), Peoples of East Asia (ANTH
439G), Peoples of Southeast Asia (ANTH 440G)
Architecture. Settlement Patterns (ARCH
433G)
Art History. Seminars: Chinese Art, Early
Chinese Painting, Ming Painting, Ch'ing Paint-
ing, Japanese Art, Indian Art, Himalayan Art,
Eurasian Bronze Age Art (ARH 407G, 507);
Chinese Art (ARH 464, 465, 466G)
Chinese. Reading and Conference (CHN 405);
Seminar (CHN 407M); Contemporary Chinese
(CHN 414, 415, 416M); Writers of Early 2Oth-
Century China (CHN 420M); Post-1949 Main-
land Chinese Writers (CHN 421 M); Chinese
Writers in Taiwan and Abroad (CHN 422M);
Literary Chinese (CHN 436, 437, 438M);
Structure of the Chinese Language (CHN
440M); Chinese Bibliography (CHN 453M)
Economics. Economy of China since 1949
(EC 454G)
History. Thought and Society in EastAsia (HST
491, 492G); History of China (HST 494, 495,
496G); History of japan (HST 497,498, 499G);
Seminars: Japan, Modern Sino-Japanese
Relations, EastAsian Historiography (HST 507);
Colloquia: 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 407M),
Contemporary Japanese (JPN 411,412, 413M),
Advanced Readings in Modern Japanese
Literature (JPN 417, 418, 419M), Literary
Japanese (JPN 426, 427, 428M), Japanese
Poetry (JPN 433, 434, 435M), Japanese
Bibliography (JPN 450M)
Political Science. Seminars: Chinese Foreign
Policy, East Asia and World Politics (PS 407G)
Religious Studies. Zen Buddhism (R 430G),
Readings in Zen Classics (R 431 G)
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
Gerald W. Fry, International Studies
and Political Science
Richard G. Hildreth, Law
Gregory S. Hundley, Management
Ray E. Hull, Teacher Education
Kenneth B. Liberman, Religious Studies
and Sociology
Glen A Love, English
Kenneth H. Paul, Fine and Applied Arts
Richard G. Schlaadt, School and Community Health
Barry Spicer, Accounting
Norman D. Sundberg, Psychology
Clarence E. Thurber, International Studies
Patricia A Wand, University Library
Wayne T. Westling, Law
The University of Oregon does not yet have a
formal Australian studies program. However, for
several years, the Australian Studies Committee
has served to focus the considerable interest
among UO faculty members and students in
Australia as an influential Pacific Basin country.
In 1985-86 La Trobe University in Melbourne,
Victoria, and the University of Oregon com-
pleted a student exchange agreement, and UO
students are now able to study at La Trobe.
Negotiations are under way to arrange a study
opportunity in Sydney during winter term.
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.
Between fall 1988 and spring 1990, the Univer-
sity of Oregon may offer the following courses
that either focus on Australia or have Australian
content.
Anthropology. Ethnology of Hunters and
Gatherers (ANTH 301), Ethnology of Tribal
Societies (ANTH 302), Peoples of the Pacific:
Australian Aborigines (ANTH 423G)
Comparative Literature. Experimental
Courses: Australian Literature, Frontier Women
in Australia and America, Writers of the Pacific
(CLIT 410G)
English. Western American Literature
(ENG 326)
Geological Sciences. Mountains and Glaciers
(GEOL 350), Global Stratigraphy (GEOL 526)
International Studies. Special Studies: Pacific
Visions (INTL 199), Seminars: The Australian
Experience, The Pacific Challenge (I NTL 407G)
Journalism. International Advertising (J 443)
Linguistics. Analysis of Language Structure
(LING 426G)
Management. Seminar: International Industrial
Relations (MGMT 507), Problems in Inter-
national Business (MGMT 545), Internship in
Export Planning (MGMT 546)
School and Community Health. Advanced
Health Instruction (HEP 543), World Health
Problems (HEP 571)
Biology
77 Science II
Telephone (503) 686-4502
Roderick A. Capaldi, Department Head
Faculty
Andrew S. Bajer, Professor (molecular mechanisms of
cell division). Ph.D., 1950, D.Sc., 1956, Cracow. (1964)
Howard T. Bonnett, Jr., Professor (plant cell and
development biology). BA, 1958, Amherst; PhD.,
1964, Harvard. (1965)
William E. Bradshaw, Professor (population, physiolog-
ical, and geographical ecology). BA, 1964, Princeton;
M.S., 1965. Ph.D., 1969, Michigan. (1971)
Roderick A Capaldi, Professor (membrane structure
and function). B.S., 1967, London; Ph.D., 1970, York.
(1973)
James T. Carlton, Assistant Professor (marine ecology
and community structure). BA, 1971, California,
Berkeley; PhD., 1979, California, Davis. (1986)
George C. Carroll, Professor (fungal and microbial
ecology). BA, 1962, Swarthmore; Ph.D., 1966, Texas.
(1967)
Richard W. Castenholz, Professor (algal and microbial
ecology). B.S., 1952, Michigan; Ph.D., 1957,
Washington State. (1957)
Vicki L. Chandler, Assistant Professor (molecular
genetics of gene expression and transposable
elements in maize). 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, Ph.D., 1980. Durham University. (1985)
judith S. Eisen, Assistant Professor(developmentand
function of the nervous system). B.S., 1973, M.S., 1977,
Utah State; PhD., 1982, Brandeis. (1985)
Russell D. Fernald, Pr0fessor (neuroethology of visual
communication, development of the visual system);
Director, Institute of Neuroscience. B.S., 1963,
Swarthmore; Ph.D., 1968, Pennsylvania. (1976)
Peter W. Frank, Professor (popUlation ecology). BA,
1944. Earlham; PhD., 1951, Chicago. (1957)
Philip Grant, Professor (developmental biology). B.S.,
1947, City College, New York; MA, 1949, Ph.D., 1952,
Columbia. (1966)
Jane Gray, Professor (paleobotany, palynology). BA,
1951, Radcliffe; PhD., 1958, California, Berkeley.
(1963)
I. Lorraine Heisler, Assistant Professor (evolutionary
biology, behavioral ecology, quantitative genetics).
BA, 1976, Portland State; M.S., 1979, Ph.D., 1982,
Chicago. (1987)
Harrison M. Howard, Senior Instructor (microscopy
and scientific photography). (1965)
Charles B. Kimmel, Professor (developmental biology).
BA, 1962, Swarthmore; PhD., 1966, Johns Hopkins.
(1969)
M. Charlene Larison, Senior Instructor; Director.
Biology Advising. B.S., 1963, Washington State; M.S.,
1967, Oregon. (1967)
Douglas Ry Meeks-Wagner, Assistant Professor
(molecular genetic analysis of floral development).
B.S., 1978, Michigan State; Ph.D., 1985, Washington
(Seattle). (1988)
Frederick W. Munz, Professor (visual physiology). BA,
1950, Pomona; MA, 1952, PhD., 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(moleculargenetic and
endocrine regUlation of development). B.S., 1966,
Purdue; PhD., 1970, Case Western Reserve. (1971)
William Roberts, Assistant Professor (spatial localiza-
tionof ion channels). BA, 1970, Harvard; PhD., 1979,
California, San Diego. (1989)
Biology 45
Paul P. Rudy, Professor (estuarine ecology, physiology
of salt and water balance). BA, 1955, MA, 1959,
Ph.D., 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; Ph.D., 1980,
Stanford. (1985)
William R. Sistrom, Professor (bacterial physiology).
AB., 1950, Harvard; PhD., 1954, California, Berkeley.
(1963)
George F. Sprague, Jr.. Associate Professor (genetic
regulatory mechanisms in yeast). B.S., 1969, North
Carolina State; PhD., 1977, Yale. (1981)
Karen U. Sprague, Associate Professor (control of
gene expression in eukaryotes). BA, 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)
Terry Takahashi, Assistant Professor (analysis of
neural circuitry). B.S., 1975, California, Irvine; M.S.,
1977, California State, Long Beach; Ph.D., 1981, State
University of New York, Downstate Medical Center.
(1988)
RobertC. Terwilliger, Professor (comparative physiol-
ogy and biochemistry). BA, 1962, Bowdoin; MA,
1964, Ph.D., 1967, Boston. (1969)
Nathan J. Tublitz, Assistant Professor (neurophysiol-
ogy, neuropeptides and neuronal development of
insects). BA, 1974, Reed; Ph.D., 1983, Washington
(Seattle). (1986)
Daniel Udovic, Associate Professor (computers in
biology); Director, Curriculum. BA, 1970, Texas;
Ph.D., 1973, Cornell. (1973)
David H. Wagner, Associate Professor (plant
taxonomy, ecology, evolution of bryophytes and
pteridophytes); Director and Curator, Herbarium. BA,
1968, Puget Sound; M.S., 1974, PhD., 1976,
Washington State. (1976)
Janis Weeks, Assistant Professor (insect neuro-
physiology and neurodevelopment). B.S., 1975,
Massachusetts Institute of Technology; MA, 1975,
Harvard; PhD., 1980, California, San Diego. (1989)
Monte Westerfield, Associate Professor (development
of the nervous system). AB., 1973, Princeton; PhD.,
1977, Duke. (1981)
James A Weston, Professor (developmental biology).
BA, 1958, Cornell; PhD., 1963, Yale. (1970)
Donald E. Wirnber, Professor (structure of chromo-
somes, cytogenetics of orchids). B.A., 1952, San
Diego State; M.A., 1954, PhD., 1956, Claremont.
(1963)
Herbert P. Wisner, Senior Instructor (breeding biology,
distribution of birds). BA, 1949, MA, 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). BA, 1970, Canisius;
M.S., 1972, Maine at Orono; PhD., 1977, Stale
University of New York at Albany. (1985)
Nora B. TerWilliger, Adjunct Research Associate. B.S.,
1963, Vermont; M.S., 1965, Wisconsin, Madison;
PhD., 1981, Oregon. (1972)
Special Staff
David L. Cox, Assistant Professor (comparative
physiology and biochemistry), AB.. 1972, PhD., 1979,
Washington (Sf. Louis). (1987)
Evelyn Searle Hess, Instructor(plant propagation and
culture). B.S., 1966, Oregon. (1978)
Jeanne M. L. Selker, Assistant Professor (developmen-
tal biology of plants). BA, 1973, Middlebury; MA,
1976, Montana; PhD., 1980, Stanford. (1985)
46 Biology
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., 193B, Pomona; M.A., 1941, Hawaii; Ph.D., 1948,
California, Berkeley. (1948)
Robert W. Morris, Professor Emeritus (biology of
fishes). A.B., 1942, Wichita State; M.S., 1948, Oregon
State; PhD., 1954, Stanford. (1955)
Edward Novitski, Professor Emeritus (genetics of
higher organisms). B.S., 193B, Purdue; PhD., 1942,
Calilornia 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; Ph.D.. 1940, California,
Berkeley. (1950)
Arnold L. Soderwall, Professor Emeritus (aging and
reproduction of rodents). B.A., 1936, Linfield; M.A.,
1938, Illinois; PhD., 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)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
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 principal 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 that 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 100-242)
intended primarily for nonmajors. All nonmajors
wanting an integrated general knowledge of
biology should take BI 201-203, a cluster-
satisfying survey course in general biology. This
sequence is particularly recommended for
students majoring in Computer and Information
Science, Psychoiogy, Physical Education,
Health Education, or related programs. It is also
an excellent starting point for students consider-
ing a minor in Biology.
The Department offers the following clusters for
nonmajors;
1. Human Biology (either BI 102 or 112, and
two of the following: BI 103, 107, 108)
2. Cells and Inheritance (either BI 112 or 102,
and BI 113, 114)
3. Explaining Life's Diversity (either BI 120 or
121, and B1122, and either Bl 123 or 124)
4. Habitats (BI 141, 142, 143)
5. General Biology (BI 201-203)
These clusters have no prerequisites and
courses 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.
For more information on University group
requirements-both stand-alone and cluster-
see Group Requirements in the Registration and
Academic Policies section of this bulletin.
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, a year of college physics, and a year
of general biology (comparable to BI 100 and
BI 110). Organic chemistry and calculus,
required for the major, may also have been
completed.
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 Job Finding for
Biology Majors," which is on file at the Career
Planning and Placement Service. Use of the
resources available in Biology Advising, 73
Science II, is also recommended. To speak to
an adviser, call 686-4525.
Major Requirements. A major in Biology leads
to the Bachelor of Science (B.S.) or to the
Bachelor of Arts (BA) in Biology, the latter
requiring completion of appropriate literature
and language requirements. Information and
assistance are available in Biology Advising to
help students plan their programs. 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)
Note; Students planning graduate studies
or a professional career in biological
science 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 Problem Solving in 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
(BI294, 295, 296). These courses constitute
a core curriculum essential to understand-
ing modern biology regardless of a stu-
dent's area of subsequent specialization
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 (BI 350), Animal
Physiology (BI 351), Developmental
Biology (BI 353), Invertebrate Biology (BI
361), Microbiology (BI 384), Molecular
Genetics (BI 387), Neurobiology and
Behavior (BI 390), Organic Chemistry (CH
331). 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 shquld take
Molecular Biology (BI291), Cellular Biochemis-
try (BI 292), and Cellular Physiology (BI 293)
with their respective laboratories (BI 294, 295,
296), and Organic Chemistry (CH 331).
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
to attend medical or dental school or to pursue
a graduate degree in biology.
Biology 47
Biology grade point averages (GPAs) of3.50 or
better are eligible for admission to the honors
program in Biology.
To graduate with honors in Biology, a student
must have participated in the honors program
and must satisfy the following requirements:
1. Completion of all requirements for a degree
in Biology
2. A minimum GPA of 3.50 in all Biology courses
3. All upper-division courses used to satisfy
Biology degree requirements must be taken
for a grade
4. Participation in the 1-credit honors research
seminar (BI 407) for a minimum of three
terms (six recommended)
5. A minimum of 9 credits of Research (BI401)
or Thesis (BI 403) or both, distributed over
at least two terms. These credits should
reflect work done on a laboratory, theoretical,
or field-oriented research project that serves
as the basis for the honors thesis. Projects
that involve only library research cannot be
used for an honors thesis
6. A written thesis in the format of a research
paper describing a research project. The
thesis must be approved by a committee
consisting of the student's thesis adviser and
two faculty members from the Biology
honors program
For further information, contact the under-
graduate secretary in the Department of Biology
or see an academic adviser.
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
underthe direction of a research scientist in any
of several biological fields. Students who are
actively involved in biology research may also
participate in the honors research seminar
(BI407). For more information, consult individual
faculty members in the Department.
Students are invited to attend seminars that
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 in
Reserve and Current Periodicals at the Main
Library during the term the course is offered.
Students enrolled in many Biologycourses are
asked to evaluate the course and the instructor
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 bulletin for further information regarding
these requirements. Address inquiries to
Adviser for 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 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 graded 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 for the bachelor's
degree.
Of the 36 credits taken during the yearfollowing
receipt of the bachelor's degree, a student
might take 15 as five 3-credit courses at the
400G level, 9 credits of Thesis (BI 503), three
1-credit Seminar (BI507) courses, and 9 credits
of Research (BI 501). Normally, the degree
focuses on one of the Department's speciai-
interest areas, such as cell biology, ecology,
molecular biology, or neuroscience.
Students planning to earn an accelerated
master's degree should consult the Biology
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 in Biology Advising, 73 Science II,
and the staff in the Teacher Education Office of
Student Services.
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.
Honors Program in Biology
Biology majors who have completed the core
(BI 291, 292, 293) or its equivalent and have
.. 6
. . . . , . . . . .. 1
............. 3
..... 3
...... 6
....... 9
49 credits
.. 3
. . 4
Biology courses taken to meet the major
requirement must have been graded A, B, C,
or P. Grades of D and F are 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 Biologyon the coast
orthe 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-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 (BI 100)
Life(Blll0) .
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) ,. . 5
Cellular BiochemiBtry (BI 292) and laboratory(BI 295).......... . 5
Cellular Physiology (BI 293) and laboratory(BI 296) . . . . . . . . . . . . . . . . . . . . . . . .. 5
English Composition (WR 122 or 123) .. 3
Social science cluster ... 9
Social science electives . . 6
Arts and letters electives . . . . . . . . . . . ..... 9
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, social science, and
science.
Students majoring in Biology may meet the
cluster requirement in science by taking
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 bulletin.
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 forthe 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
48 Biology
near the end of the term. Information thus
collected is made available to the instructor
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 for the limited number of assistant-
ships available.
Minor Requirements
The minor program in Biology:
1. Requires at least 24 Biology credits, of which
at least 15 are upper division
2. Requires a minimum of 15 credits taken in
residence
3. Is designed by the student in consultation
with members of the Biology faculty in the
student's specific area of interest
4. 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
graduate program, current research interests of
the faculty, and physical facilities is available in
the Biology Department office. Brochures
describing the graduate programs in each
subdiscipline are available from 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 is in the process of initiating a
master's degree program in imaging for the life
sciences. The program will consist of core
courses in biological uses of light and electron
microscopy, and peripheral courses in image
processing, such as photographic and video
techniques, and histochemistry. Interdiscipli-
nary 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, Department of Biology, University of
Oregon, Eugene OR 97403.
Interdisciplinary programs, involving the
Biology and Chemistry Departments 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 Psychol-
ogy and Chemistry Departments.
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 Examinations
5. TOEFL scores for foreign students
Application and reference forms and additional
information may be obtained from the Biology
Department 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 bulletin, or send inquiries to the director of
the Institute.
Institute of Neuroscience
Neuroscientists in the Biology, Chemistry,
Physical Education and Human Movement
Studies, and Psychology departments 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 bulletin.
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 service for the general 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, which
offers programs of study during the fall and
spring terms and summer session.
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 members from the
Eugene campus and Institute personnel.
Students and faculty members reside on the
Institute grounds in Charleston. The marine
station is ideally situated for the study of marine
organisms, as many different marine environ-
ments 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 (BI351), 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.
In the spring term, the Institute offers under-
graduates an interdisciplinary 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
bulletin.
Malheur Field Station
The University of Oregon is also a member of
the Malheur Field Station consortium. Malheur
Field Station (MFS) is located in southeastern
Oregon in the heart of the Great Basin desert
and provides an excellent opportunity for
students to study a variety of terrestrial and
aquatic systems. Credits earned in courses at
MFS can be included in the total credits
required for a University of Oregon degree.
Detailed course information and applications
may be obtained from the Department of
Biology.
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 Individualized Program: Environmental
Studies, in the Graduate School section of this
bulletin.
Biology Courses (BI)
Lower Division
The lower-division courses in Biology are designed
primarily to meet general liberal arts requirements in
science. Most courses in this group (HI 100-242) 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.
102 Human Biology: Reproduction and Develop-
ment (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 Human Biology: Physiology (4) Study of normal
body function at the organ level, emphasizing basic
physiological principles. No chemistry background
required.
107 Human Biology: Genetics (3) Basic concepts of
genetics as they relate to humans. Blood groups,
transplantation and immune reaction, prenatal effects,
the biology of twinning, selection in humans, and
sociological implications.
108 Human Biology: The Environment (3) Ecological
analysis of human adaptation; factors leading to
environmental degradation and possibilities for
achieving balance in the ecosphere.
110 Life (3) Concepts of evolutionary biology and
genetics from a historical perspective. Sy.nthesis of
concepts into framework to account for biological
diversity. Prereq: BI 100 or equivalent.
112 Cells and Inheritance: Biology of Cancer(3) For
nonmajors. Comparison of cancer cells with normal
cells; causes of cancer, including viral and environ-
mental factors; and biological basis of therapy.
113 CeMs and Inheritance: 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.
114 Cells and Inheritance: Physical Basis of Life (4)
Techniques of studies in cell biology. Structure and
function of the basic cell organelles.
120 Explaining Life's Diversity: Evolution (4)
Darwinian evolution; examples from modern ecology,
population genetics, the fossil record. Mechanics of
evolution, specialization, and extinction.
121 Explaining Life's Diversity: Ecology (3) Ecology
for nonbiologists. Ecosystem concept; organismal
energetics; biogeochemical. cycles;. succession;
population growth; species Interactions; species
diversity. Implications for human ecosystems.
122 Explaining Life's Diversity: Plants (4) Why
plants are essential for all other life. Diverse life-styles
of plants. How plants work and how they have adapted
to their environment.
123 Explaining Llfe'.s Diversity: Animals (4) The
diverse ways that animals go about the business of
living. Focus is on methods by which animals have
adapted to their environment.
124 Explaining L.ife's Diversity: 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.
141 Habitats: Life of the Forest (4) Structure and
function of forested ecosystems, emphasizing the
Pacific Northwest. Interactions among trees, microor-
ganisms, and forest animals; disturbance and
recovery; forest management.
142 Habitats: Freshwater Biology (4) Environments
of lakes and streams. Effects of physical and chemical
factors on organisms, biological interactions, nutrient
cycles, results of human activities.
143 Habitats: 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 environ-
ment required.
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. Not offered 1988-90.
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.
157 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. Not offered
1988-90.
160 Biologyof Common Plants (4) Biology of plants
important to humans. Requirements for plant growth,
plant breeding and genetics, plant morphology, plant
viruses, fungal diseases, soils, systems of agriculture.
Not offered 1988-90.
196 Field Studies (1-2R)
198 Laboratory Projects (1-2R)
199 Special Studies: [Term Subject] (1-3R) Topics
include Bicycle Botany, Hospital Experience, Introduc-
tion to Allied Medical Careers, Medical Terminology,
and Oregon High Desert.
200 Innovative Education: [Term Subject] (1-3R)
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 BI
207 recommended. Not open to students with credit
for B1291.
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: BI 201 or equivalent. Concurrent BI 208
recommended. Notopen to students with credit for BI
292.
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: BI 201, 202 or
equivalent. Concurrent BI 209 recommended.
207 General Biology I: Laboratory-Discussion (1)
Promotes a thorough understanding of biological
principles. Recommended to accompany BI 201.
208 General Biology II: Laboratory-Discussion (1)
Promotes a thorough understanding of biological
principles. Recommended to accompany BI 202.
209 General Biology III: Laboratory-Discussion (1)
Promotes a thorough understanding of biological
principles. Recommended to accompany BI 203.
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. Not offered 1988-90.
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: BI 291, CH 331.
293 Cellular Physiology (3) Cellular organization;
relationships with the environment, including permea-
bility, osmosis, active and passive ion movement;
electrical properties of membranes; communication
between cells; motility; and homeostasis. Prereq: BI
291,292.
294 Molecular Biolo\lY Laboratory (2) Illustrates
principles discussed In BI 291.
295 Cellular Biochemistry Laboratory (2) Illustrates
principles discussed in BI 292.
296 Cellular PhysiOlogy Laboratory (2) Illustrates
principles discussed in BI 293.
Upper Division
Note: All 300-level courses have specific prerequisites.
Some are designed for nonmajors. An exira fee may be
charged for courses in which field trips are mandatory.
314 Ecology (4) The relationship of organisms to their
environment in space and time. Factors controlling the
distribution and abundance of organisms, introduc-
tions to community systems, and paleoecology.
Prereq: BI 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 BI
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
Biology 49
transduction, special senses, neural reflexes, and
central processing of information. Prereq: either BI
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:
B1321.
323 General Genetics (3-4) A study of the transmission
and regulation of the hereditary material in eukaryotic
organisms, including sex determination, genome
structure and change, and genetic regUlation. Prereq:
BI 291,292,293 or equivalents or instructor's consent.
Not offered 1988-90.
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: BI 291,292, 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: B1291, 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: B1291, 292,
293 or instructor's consent.
360 COBstal 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.
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 MolecularGenetics (3-4) Molecular 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 Sehavior(3-4) Function of the
nervous system from the single neuron to complex
neural networks. Topics range from molecular and
cellular neurobiological mechanisms to systems and
behavioral analyses. Prereq: BI 291, 292, 293 or
instructor's consent.
391, 392 Human Anatomy (3,3S) Gross human
anatomy; the skeletal, muscular, and neural systems;
the circulatory, respiratory, digestive, and urogenital
systems.
50 Biology
399 Special Studies: [Term SUbject] (1-4R) R when
topic changes.
Nole: The following 400-level courses are primarily for
undergraduate majors in Biology. An eXITa fee may be
charged for courses in which field trips are mandatory.
400 Innovative Education: [Term Subject] (1-3R)
PIN only
401 Research (1-16R) PIN only
403 Thesis (1-16R) PIN only
405 Reading and Conference: [Term SUbject]
(1-16R) PIN only
406 (G) Field Studies (1-16R)
407 (G) Seminar: [Term Subject] (1-2R) PIN only
408 (G) Laboratory Projects (1-16R) Special
laboratory training in research methods. A fee may be
charged for supplies and materials that become the
property of the student.
409 Practlcum: [Term SUbject] (1-3R) PIN only
410 (G) Experimental Course: [Term Subject]
(1-16R)
411 (G) Vertebrate Endocrinology (3) Endocrine
glands and hormones of vertebrates. Properties of
mammalian hormonal systems and some comparative
aspects of vertebrate endocrinology. Not offered
1988-90.
412 (G) Endocrinology Laboratory (1-3) Laboratory
work to illustrate modern techniques used in endocrine
research. Not offered 1988-90.
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
tnstitute 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
1988-90.
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: BI 417 or 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. How clocks are used by living
things (e.g., photoperiod, oriented migration, and
annual cyclicity). Prereq: instructor's consent. Not
offered 1988-89.
426 (G) Advanced Topics in Evolutionary Biology
(4) Evidence and theory bearing on mechanisms of
evolution; population and quantitative genetics;
maintenance of genetic variation; molecular evolution;
speciation; levels of selection; macroevolution. 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 1988-90.
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: B1291,
292,293 or equivalents or instructor's consent. Offered
alternate years; not offered 1988-89.
433 (G) Algae (5) Structure, cytology, life history, and
ecology of representative freshwater and marine
algae. Prereq: instructor's consent. Offered alternate
years at Oregon Institute ofMarine Biology; notoffered
1988-89.
434 (G) Bryology (4) Morphology, ecoiogy, evolution,
and systematics of the Bryophyta (mosses, liverworts,
and hornworts). Emphasis on regional flora. Prereq: BI
438 or 440 or equivalent or instructor's consent.
Offered 1988-89 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 1988-89.
438 (G) Systematic Botany (5) Principles of plant
classification with emphasis on flowering plants,
introduction to taxonomic thElory 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: BI 330 or
instructor's consent. Not offered 1988-90.
441 (G) Plant Physiology and Development (3)
Physiology and biochemistry of photochemical
reactions of photosynthesis, photomorphogenesis,
and phototropism. Mechanism in growth and differen-
tiationofcells, tissues, and organs. Prereq: BI3300r
instructor's consent. Not offered 1988-89.
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: BI 330 or instructor's
consent. Offered alternate years; not offered 1988-90.
443 (G) Plant Physiology and Development Labora-
tory (2) Experience in analysis of basic physiological
processes of plant function. Not offered 1988-90.
444 (G) Plant Molecular Biology Laboratory (2)
Laboratory analysis of the experimental foundations for
plant molecular biology. Not offered 1988-90.
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. B1291, 292, 293 strongly
recommended.
456 (G) Developmental Neurobiology (3) Mech-
anisms 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.
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 valueto teachers. Offered summer
session only.
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 1988-90.
463 (G) Parasitology (4) Important parasitic groups.
Biological interrelationships of parasite and host and
their mutual effects. Prereq: instructor's consent. Not
offered 1988-90.
CH 461, 462, 463 (G) Biochemistry (4,4,4) See
description under Chemistry.
464 (G) Marine Biology: [Term SUbject] (4-8R)
Content varies. Topics include Biology of Fishes,
Comparative Biochemistry, Planktonology, and other
SUbjects related to marine biology. Offeredat Oregon
Institute of Marine Biology. R when topic changes.
CH 464 (G) Biochemistry Laboratory (4) See
description under Chemistry.
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 1988-89 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 BI 475. Offered alternate years; not
offered 1988-89.
475 (G) Limnology (5) Study of freshwater environ-
ments, particularly lakes; chemical, physical, and
biological interactions, Prereq: instructor's consent.
Offered 1988-89 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: oneyearof general chemistry and oneyearof
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 on local intertidal and
shallow-water communities. Prereq: invertebrate
zoology or algae or both; statistics and calculus
desirable. 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 1988-90.
483 (G) Biology of Prokaryotic Organisms Labora-
tory (2) Not offered 1988-90,
485 (G) Microbial Ecology (3) Survey of micro-
organisms; evolution and structure of microbial
communities in relation to habitats; biogeochemical
cycling; interaction among microorganisms and
multicellular eukaryotes; biotechnology. Emphasis on
terrestrial ecosystems. Prereq: instructor's consent.
Not offered 1988-89.
486 (G) Microbial Ecology Laboratory (2) Content
varies from term to term. Coreq: BI 485. Not offered
1988-90.
487 (G) Advanced MoleCUlar Genetics (3) Topics
may include growth, mutation, recombination, and
regulation of macromolecular syntheses in phage,
bacteria, and eukaryotes. Prereq: Bi 387 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. Not offered
1988-90.
490 (G) Animal Behavior (3) Survey of ethology and
its relation to experimental psychology and the
biological sciences. Evolutionary and comparative
aspects of animal behavior, motivational systems,
neural mechanisms, and neurobehavioral develop-
ment. Prereq: B1291, 292, 293 or instructor's consent.
Not offered 1988-89.
491 (G) Paleoecol09Y 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 alternate years; not offered 1988-89,
492 (G) Behavioral Ecology (4) Application of
evolutionary game theory to animal behavior. Analysis
of contest, mating, and social behavior. Prereq: one
term of calculus.
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
501 Research (1-16R) PIN only
502 Supervised College Teaching (1-5R) PIN only
503 Thesis (1-16R) PIN only
505 Reading and Conference: [Term Subject]
(1-16R) PIN only
507 Seminar: [Term SUbject] (1-3R) PIN only
Topics may include Animal Physiology, Botany,
Cytology, Developmental Biology, Ecology, Genetics,
Molecular Biology, and Neurobiology.
508 Special Topics (1-5R) Lecture course devoted to
advanced topics, Topics reflect the instructors' current
research interests, Topics for 1988-89 include
Membrane Structure and Function,
509 Practicum: [Term Subject] (1-3R) PIN only
510 Experimental Course: [Term Subject] (1-5R)
520 Advanced Genetics (2) Topics include gene
action, mutation, chromosome mechanics, population
genetics, statistical methods, radiation genetics,
Prereq: instructor's consent. Not offered 1988-90.
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 1988-90.
570 Ecological Modeling (3) Techniques for the
development, analysis, and presentation of ecological
models. Student projects. Prereq: BI470 or analogous
course on modeling and simulation. Not offered
1988-89.
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. Not offered 1988-90.
Canadian Studies
103 Hendricks Hall
Telephone (503) 686·3817
Bryan T. Downes, Committee Chair
Steering Committee
John H. Baldwin, Planning, PUblic Policy and
Management
Sue Ann Donaldson, Landscape Architecture
Bryan T. Downes, Planning, Public Policy and
Management
Christopher R, Edginton, Leisure Studies and Services
Gerald W. Fry, International Studies
Paul Goldman, Educational Policy
and Management
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 and
Religious Studies
Ronald E. Sherriffs, Speech
Everett G. Smith, Jr., Geography
Thomas A. Stave, University Library
Clarence E. Thurber, International Studies and
Political Science
Janet Wasko, Speech
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 course work
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
Academic Relations Division of the Canadian
Embassy to support new course development,
faculty and doctoral research, conferences,
and outreach programs, have provided funds
for a number of University faculty members and
graduate students. The purpose of Canadian
studies courses is to enhance American
students' understanding of Canada's economy,
politics, culture, and social system as well as
the strong ties that exist between the United
States and Canada. Among courses offered at
the University 1988-90 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), Urban Geography
(GEOG 435G)
History. History of Canada (HST 363)
International Studies. Seminar: Canadian
International Development Assistance
(INTL 407G)
Landscape Architecture. Experimental
Course: North American Landscapes (LA 510)
Leisure Studies and Services. Seminar:
Canada: Perspectives in Leisure (LSS 407G),
Experimental Course: Leisure in the Pacific Rim
(LSS 410G)
Canadian Studies 51
Planning, Public Policy and Management.
Seminars: Canadian-American Environmental
Issues, Community and Regional Development,
Managing Fiscal Austerity in the United States
and Canada (PPPM 407G)
Speech: Telecommunication and Film.
Seminars Film Board of Canada, United States
Film Industry (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 by a variety of departments,
For further information on these courses,
consult the Committee chair.
52 Chemistry
Chemistry
91 Science II
Telephone (503) 686·4601
David R. Herrick, Department Head
Faculty
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), A.B" 1939,
Ph,D" 1943, Minnesota, (1960)
Bruce P, Branchaud, Assistant Professor (organic),
B,S" 1976, Southeastern Massachusetts; MA, 1981,
PhD" 1981, Harvard, (1983)
Frederick W, Dahlquist, Professor(biochemisfry), BA,
1964, Wabash; PhD" 1968, California Institute of
'Technology, (1971)
Lloyd J, Dolby, Professor (organic), B,S" 1956, Illinois;
PhD" 1959, California, Berkeley, (1960)
Thomas R, Dyke, Professor (physical); Director,
Chemical Physics Institute, BA, 1966, Wooster; PhD"
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)
0, Hayes Griffith, Professor (physical, biophysical),
A.B" 1960, California, Riverside; Ph,D" 1964, California
Institute of Technology, (1966)
Diane K, Hawley, Assistant Professor (biochemistry),
BA, 1976, Kansas; PhD" 1982, Harvard, (1986)
David R, Herrick, Professor (physical), B,S" 1969,
Rochester; PhD" 1973, Yale, (1975)
Bruce S, Hudson, Professor (physical), B,S" 1967,
M,S" 1969, California Institute of Technology; Ph,D"
1972, Harvard, (1978)
David C, Johnson, Assistant Professor (inorganic
chemistry), BA, 1978, Rutgers; PhD" 1983, Cornell.
(1986)
John F, W, Keana, Professor (organic), BA, 1961,
Kalamazoo; PhD" 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, PhD" 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. B,A., 1952, Harvard;
M,S., 1953, PhD., 1955, Yale. (1962)
Richard M. Noyes, Professor (physical). A.B., 1939,
Harvard; PhD., 1942, California Institute of Tech-
nology. (1958)
Catherine J. Page, Assistant Professor. BA, 1980,
Oberlin; PhD., 1984, Cornell. (1986)
Warner L. Peticolas, Professor (physical). B.S" 1950,
Texas Technological; PhD., 1954, Northwestern.
(t967)
Geraldine Richmond, Associate Professor (physical).
B.S., 1975, Kansas State; PhD., 1980, California,
Berkeley. (1985)
John A. Schellman, Professor (physical). A.B" 1948,
Temple; MA, 1949, PhD., 1951, Princeton. (1958)
Tom H. Stevens, Associate Professor (biochemistry).
BA, 1974, M.S" 1976, California State, San Francisco;
PhD., 1980, California InstituteofTechnology, (1983)
David R, Tyler, Associate Professor (inorganic). B.S.,
1975, Purdue; PhD., 1979, California Institute of
Technology. (1985)
Tadmiri R, Venkatesh, Assistant Professor
(neurochemistry). B,Sc., 1970, Mysore; M.Sc., 1973,
Ph.D., 1978, Birla Institute ofTechnology and Science.
(1985)
Peter H. von Hippel, Professor (physical biochemistry),
B.S., 1952, M.S., 1953, PhD., 1955, Massachusetts
Institute of Technology. (1967)
Special Staff
Walter Baase, Research Associate. BA, 1967, New
York; Ph.D., 1975, California, Berkeley. (1975)
Peter Barmettler, Research Associate, Diploma, 1974,
Lucerne; Ph.D" 1985, University of Freiburg. (1987)
Wayne J, Becktel, Research Associate, BA, 1976,
M.S., 1979, California, San Diego; Ph.D., 1980,
California, Berkeley. (1981)
Bruce Birrell, Research Associate, BA, 1962,
Willamette; PhD., 1967, Arizona State. (1970)
Richard Brudzynski, Research Associate. B,S., 1977,
Wayne State; PhD., 1987, California, Berkeley. (1987)
Michael Castellani, Research Associate. B,S" 1982,
Furman; M,S" 1983, Northwestern; PhD" 1986,
California, San Diego, (1986)
Joerg Dannheim, Research Associate. Diploma, 1982;
PhD., 1987, University of Braunschweig. (1988)
Michelle Fialeix, Research Associate. B.S., 1982,
PhD" 1988, University of Bordeaux. (1988)
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)
Karen K. Hedberg, Research Associate. B.S., 1975,
PhD., 1980, Oregon, (1987)
SuzanneS, 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)
Patricia M. Kane, Research Associate. B,S" 1981, St.
Lawrence; M.S., 1984, Ph.D" 1987, Cornell. (1987)
Aaron C. Koskelo, Director, Shared LaserFacility. B,S"
1978, Oregon State; PhD., 1983, Wisconsin, Madison,
(1985)
Andrew Lewin, Research Associate. B.S" 1980,
University of Bristol; PhD., 1987, University of
Waterloo. (1987)
Bruce Martin, Research Associate. B.S., 1981,
California Institute of Technology; PhD., 1987,
Colorado State. (1987)
Karen E. Moore, Research Associate, BA, 1982,
Claremont; PhD" 1988, California, Los Angeles. (1988)
David Muchmore, Research Associate. A.B" 1966,
Dartmouth; Ph.D" 1971, California Institute of Tech-
nology. (1976)
Kenji Nomiya, Research Associate. BA, 1969, Ph. D"
1974, Ohakayama, Tokyo, (1987)
Gabriele Pohlig, Research Associate, D.T" 1981,
Brown; PhD" 1984, University of Freiburg, (1986)
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)
Brian Rapko, Research Associate, B,S" 1979,
Claremont; PhD., 1986, Oregon, (1987)
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)
Steven E. Seifried, Research Associate. A.B., 1979,
Wittenberg; Ph,D., 1986, Wisconsin, Madison. (1987)
David P. Senkovich, Instructor. (1973)
RoseanneJ. Sension, Research Associate. BA, 1981,
Bethel (St. Paul); PhD., 1986, California, Berkeley.
(1986)
Victoria L. Shannon, Research Associate. B.S., 1980,
California, Davis; PhD., 1985, California, Berkeley.
(1985)
Mysore Shashidar, Research Associate, B.S., 1979;
PhD., 1986, Bangalore University, (1987)
Devendra Srivastava, Research Associate, B.S" 1973,
M,S., 1975, Ph.D" 1980, Banaras Hindu University.
(1982)
Richard Stewart, Research Associate, B.S., 1980,
William and Mary; PhD" 1984, Michigan, (1985)
Michael Strain, Research Associate. B,S., 1972,
Massachusetts Institute of Technology; M,S" 1981,
Ph.D., 1984, Yale (1985)
Sandip K. Sur, Research Associate. B.S" 1975, M.S.,
1977, Gauhati University; Ph.D., 1983, India Institute
of Technology, Kanpur. (1986)
Gerald A. Thomas, Research Associate. BA, 1976,
California, Santa Cruz; PhD., 1984, Oregon, (1984)
Johannes J. Volwerk, Research Associate. B.S" 1968,
M.S., 1970, PhD, 1979, State University of Utrecht.
(1980)
Timothy Weakley, Research Associate. B.S., 1956,
PhD" 1959, Oxford University. (1987)
Richard A. Wieiesek, 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)
Mark C, Young, Research Associate. B.S" 1980,
Virginia; PhD., 1986, Pennsylvania State. (1987)
Emeriti
Francis J. Reithel, Professor Emeritus (biochemistry),
BA, 1936, Reed; MA, 1938, PhD" 1942, Oregon
Medical School. (1946)
William T. Simpson, Professor Emeritus (physical).
A.B., 1943, PhD., 1948, California, Berkeley, (1963)
Donald F. Swinehart, Professor Emeritus (physical).
B,S., 1939, Capital; M.S" 1941, PhD" 1943, Ohio
State, (1946)
Raymond G Wolfe, Jr" Professor Emeritus (biochemis-
try). A.B., 1942, MA, 1948, PhD., 1955, California,
Berkeley. (1956)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Undergraduate Studies
The Department of 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
also provides a sound foundation for students
interested in advanced work in chemistry or
related sciences, particularly such fields as
biochemistry, chemical 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 a minimum of three
years of mathematics. Those interested in
biochemistry would also profit from biology
courses in high school. High school workin
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 forthe freshman and sophomore years.
Chemistry 53
12
9
12
6
9
48 credits
9
9
7
9
6
12
38 credits
12
4
12
should include research in their advanced work.
If chemical research is included as part of the
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 American Chemical
Society certification, then physics laboratory,
instrumental analysis, a foreign language, and
chemical research must be taken in addition to
the requirements cited.
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) or
comparable lower-diVision sequence ..... 7
Biochemistry (CH 461, 462, 463) .. 12
Biochemistry Laboratory (CH 464) 4
Physical Chemistry (CH 441, 442, 443) 12
Physical Chemistry Laboratory (CH 446, 447,
448) (choose two) 8
Research (CH 401) or advanced elective
or both (three courses) 9-11
Related-Science
Requirements 39·43 credits
Calculus (MTH 201, 202, 203) . . . . . . . 12
Calculus of Several Variables with Linear
Algebra (MTH 331), optional. . . .. . . . . . 4
General Physics (PH 201, 202, 203) . . . . . . 12
Molecular Biology, Cellular Biochemistry,
Cellular Physiology (BI 291, 292, 293) 9
with laboratories (BI 294, 295, 296) 6
Advanced Electives (three courses) 9-12 credits
Research (CH 401) minimum of 6
Inorganic Chemistry (CH 411, 412) . . . . . . . . . . 6
Genetics (BI 422) . . . . . . . . . . . . . . . . . . . 3
Instrumental Analysis (CH 324) . . . . . . . . . . . . 4-5
Neurochemistry (BI 420) 3
EUkaryotic Gene Regulation (BI 451) 3
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 Program for Biochemistry Option
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) or
comparable lower-division sequence .
Introductory Organic Laboratory (CH 337, 338),
Organic Chemistry Laboratory (CH 342) .
Molecular Biology, Cellular Biochemistry,
Cellular Physiology (BI 291, 292, 293)
with laboratories (BI 294, 295, 296) .
General Physics (PH 201, 202, 203) .
Junior Year
Biochemistry (BI 461, 462, 463)
Biochemistry Laboratory (CH 464) .....
Physical Chemistry (CH 441,442,443)
Calculus of Several Variables with Linear
Algebra (MTH 331) . . . . . . . . . . . . .. . . . . 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
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
6
12
54-55 credits
4-5
12
Sample ACS-Certified Program
Freshman Year
General Chemistry (CH 204, 205, 206)'
Quantitative Analysis (CH 207, 208) and
Semi-Micro Inorganic Qualitative Analysis
(CH 209) .
Calculus (MTH 201, 202, 203) .
English Composition (WR 121, 123) .
Electives. . .
Introduction to Numerical Computation with
FORTRAN (CIS 133)' or elective. . . . . . . . . . .. 3
Sophomore Year 48-51 credits
Organic Chemistry (CH 334, 335, 336) or
Organic Chemistry (CH 331, 332, 333) or
comparable lower-division sequence 9-12
Organic Chemistry Laboratory (CH 340, 341,
342) or Introductory Organic Laboratory
(CH 337, 338) and Organic Chemistry
Laboratory (CH 342) 7-9
General Physics with Calculus (PH 211, 212,
213)' . . . . . . . . . . . . . . . . . .....
Introductory Physics Laboratory (PH 204, 205,
206) .
Foreign language .
Junior Year
Instrumental Analysis (CH 324) ....
Physical Chemistry (CH 441, 442, 443)
Physical Chemistry Laboratory (CH 446, 447,
448)............ . 12
Calculus of Several Variables with Linear
Algebra (MTH 331, 332) 8
Foreign language or elective. . . . . 12
Elective. . . . . . . . . . . . . . . . . . . . . . . 3
Health. . . . . . . . . . . . . . . . . . .. . . . . .. 3
Senior Year 24-27 credits
Advanced chemistry electives
(three courses) . . . . . . . . . . . . . . . . . . . . . . .. 9-12
Research (CH 401) (3 a term) minimum of 6
Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 9
'General Chemistry (CH 104,105,106), along with the
laboratorysequence(CH 107, 108, 109)andfollowed
in a subsequent year by Instrumental Analysis (CH
324), may be substituted for the 200-level series.
'Recommended but not required.
'General Physics (PH 201, 202, 203) may be sub-
stituted for the PH 211 series.
Students who want a less specialized major,
without American Chemical Society certifica-
tion, may omit the foreign language. They may
substitute Instrumental Analysis (CH 324) and
General Chemistry Laboratory (CH 107, 108,
109) for CH 207, 208, 209. The advanced
elective may consist of three courses at the 400
or 500 level-excluding CH 403, 405, or 409;
one upper-division course and 6 credits of
Research (CH 401); or 9 credits of CH 401.
Grades of C-or Por better must be earned in
courses required for the major.
Biochemistry Option
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
biochemistry option.
The recommended curriculum for these
biochemistry-option Chemistry majors includes
courses in Chemistry and related fields. Grades
ofC-or Por better must be earned in courses
required for the option.
The advanced elective courses in the senior
year may include research and are otherwise
similarto those listed under the regular Chemis-
try major curriculum; however, attention might
be directed to Biology or biochemical courses.
Students who plan to attend graduate school
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 of the lecture sequence, General
Chemistry (CH 204, 205, 206), and an accom-
panying laboratory sequence, Quantitative
Analysis (CH 207, 208) and Semi-Micro Inor-
ganic Qualitative Analysis (CH 209).
Careers. Career opportunities for chemists are
available in education, government, and
industry (see the annual October issue of
Chemical andEngineering News). A bachelor's
degree in Chemistry provides a good back-
ground for advanced study in such fields as
biochemistry, molecular biology, biology,
pharmacy, pharmacology, physiology,
'medicine, medicinal chemistry, materials
i science, 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 courses and order
may be worked out in consultation with an
adviser. Upon notification by the Department of
Chemistry, the Society issues certificates to
students who successfully complete the
recommended curriculum.
Requirements for Degree with American
Chemical Society Certification
Major Requirements 77-86 credits
General Chemistry (CH 204, 205, 206)' 9
Quantitative Analysis (CH 207, 208), Semi-Micro
Inorganic Qualitative Analysis (CH 209) ..... 9
Instrumental Analysis (CH 324) . . . . . . . . . . . 4-5
Organic Chemistry (CH 334, 335, 336) or
Organic Chemistry (CH 331, 332, 333) or
comparable lower-division sequence .... 9-12
Organic Chemistry Laboratory (CH 340, 341,
342) or Introductory Organic Laboratory
(CH 337, 338) and Organic Chemistry
Laboratory (CH 342) 7-9
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 53-54 credits
Calculus (MTH 201, 202, 203) 12
Calculus of Several Variables with Linear
Algebra (MTH 331, 332) 8
General Physics with Calculus (PH 211, 212,
213) with laboratories (PH 204, 205, 206)' .... 18
Computer science (CIS 133, 134, or 210)' . . . .. 3-4
One year of foreign language (French, German,
or Russian) . 12
Advanced Electives (three courses) 9-12 credits
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
Chemical 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) and followed
in a subsequent year by Instrumental Analysis (CH
324), may be substituted for the 200-level series.
'General Physics (PH 201, 202, 203) may be sub-
stituted for the PH 211 series.
'Recommended but not reqUired
54 Chemistry
(OSU) or elsewhere. The Department of Physics
coordinates a three-plus-two program, which
allows a student to earn a bachelor's degree in
Physics or Chemistry from the University and
one in engineering from OSU. For more informa-
tion, see the Engineering, Preparatory section
of this bulletin.
Minor Requirements
A minor in Chemistry may be designed from the
basic outline of course work in general chemis-
try, including the laboratory sequence, and at
least four additional courses. Four options are
outlined below. Other options may be submitted
for consideration and approval by the Depart-
ment. University requirements for the minor
include a total of 24 credits in Chemistry, 15 of
which must 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. Grades of C- or P or better must be
earned in courses required 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 or CH 334, 461, 462,
463
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, 342 may be
substituted for CH 340
Physical Chemistry Option: General Chemistry
with laboratories and CH 334 or CH 331, 441,
442, 443
Secondary School Teaching
The Department offers work toward Basic and
Standard certification required toteach chemis-
try in public secondary schools. For additional
information regarding requirements for the
Physical Science endorsement, students
should consult the departmental endorsement
adviser, Ralph Barnhard, and the staff in the
Teacher Education Office of Student Services.
The program in itself does not satisfy the
requirements for a bachelor's degree in Chemis-
try. Students intending to teach chemistry in
secondary schools are encouraged to satisfy
the requirements forthe major. Grades of C- or
Por better must be earned in courses required
for teacher certification in chemistry.
Graduate Studies
Graduate work in Chemistry is a research-
oriented PhD. program with options in organic
chemistry, organotransition metal chemistry,
inorganic chemistry, physical chemistry,
biochemistry, chemical physics, molecular or
cell biology, and neurochemistry. Master of
science (M.S.) and master of arts (MA)
degrees are also offered. However, except
under unusual circumstances, doctor of philos-
ophy (PhD.) candidates receive priority for
admission.
A major strength of the University of Oregon
program is its interdisciplinary approach to
research and teaching. Many important ad-
vances in chemistry occur at the junctions of
classically defined divisions of science. Col-
laborative interaction of these divisions is
fostered through interdisciplinary research
institutes.
The programs of interest to chemically oriented
scientists include the Institute of Molecular
Biology, the Institute of Neuroscience, the
Institute of Theoretical Science, the Chemical
Physics Institute, the Materials Science Institute,
and the program in cell biology.
An outstanding spectrum of research oppor-
tunities is available within the three principal
Chemistry Department subdivisions of
biochemistry, organic-inorganic, and physical-
theoretical as well as within the research
institutes.
First-year students are offered financial assist-
ance through graduate teaching fellowships
(GTFs). Research assistantships are typically
available for students with advanced standing.
These research appointments are funded
through grants to the University by federal
agencies and private (industrial) sources for
support of the basic research programs in the
Department. Students are selected for these
positions on the basis of their interest in a
particular research area and by mutual agree-
ment of the student and the faculty member
directing the work.
Although subject to variation, stipends for
assistants, with summer research work, are
currently $9,832, plus tuition waiver, for the
calendar year. During 1987-88, research
projects in the Department of Chemistry were
sponsored by the Alfred P. Sloan Foundation,
Air Force Office of Scientific Research, Ameri-
can Chemical Society, Cambridge NeuroSci-
ence Research, Inc., Camille & Henry Dreyfus
Foundation, Catalytica Associates, Celanese
Corporation of Canada, CNS Research Co.,
Department of Energy, Molecular Probes, Inc.,
Murdoch Foundation, National Institutes of
Health, National Science Foundation, Northwest
Area Foundation, Office of Naval Research,
Searle Foundation, and Standard Oil Company.
An illustrated publication, Doctoral Program in
Chemistry at the University of Oregon, is
available from the Department on request. The
booklet presents complete details on the
program, facilities, financial support, faculty
members and their individual research interests,
course offerings, housing, and the local environ-
ment. Those requesting the booklet also receive
additional information about admission as well
as instructions and application forms for
admission and graduate teaching fellowships.
Biochemistry, Molecular Biology,
Cell Biology
One of the most active areas of research is the
study of the molecular bases of cell activity,
including synthesis of macromolecules, regula-
tion of 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 of these
programs has been greatly strengthened by the
Institute of Molecular Biology and the program
in cell biology. Ten members 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 few years in the areas of immunobiology,
hormonal regulation, developmental biochemis-
try, 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 interdis-
ciplinary nature of the molecular and cell
biology programs has greatly increased
communication between faculty members and
students in different disciplines.
Some of the areas of active research in cell and
molecular biology involve overlapping interests
of 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 of the
gene that codes for a-factor, a peptide
pheromone that mediates conjugation in yeast.
Another group is investigating the secretory
pathway in yeast, using mutants to analyze the
steps involved in intracellular transport of
proteins. The study of regulation of transcription
and tissue-specific expression of tRNA genes
in the silkworm is the focus of 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 of development in
Drosophila. Several collaborative research
projects, using a variety of methods including
electron spin resonance and nuclear magnetic
resonance, are being conducted on the struc-
ture and function of biological membranes.
Biophysical Chemistry
Biophysical chemistry provides close collabora-
tion and educational interaction among faculty
members and students. Research groups
involved in the development and application of
physical methods work closely with molecular
and cellular biologists, neurobioiogists,
biochemists, and synthetic organic chemists.
Most of the research programs in biophysical
chemistry are interdisciplinary.
Some areas of active biophysical chemistry
research involve several research groups. For
example, the nature of the interaction of
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 of 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 of general interest is the nature of the
excited electronic states of biopolymer compo-
nents. This includes the use of the optical
properties of biopolymers, such as their circular
dichroism, as a probe of their conformational
state; the relationship of excited state conforma-
tion changes to their resonance Raman spectra;
and a fundamental interest in the nature of
excited states, including their role in vision. The
general problem of the nature of the forces that
determine protein stability is approached from
both the structural and thermodynamic points
of view' it includes the use of mutant forms to
probe ;pecific contributions to overall stability,
Materials Science
The discipline of materials science seeks to
understand the properties of solid and liquid
materials, It is by nature an interdisciplinary
field, combining expertise from the basic fields
of physics, chemistry, geophysics, and molecu-
lar biology, Nearly all areas of chemistry ca~
make an important contribution to this area In
the synthesis and characterization of various
materials, Here the word "materials" generally
means solids but also includes lower-dimen-
sional condensed phases such as polymer
chains, solid films, and certain aspects of
liquids, Much of the excitement of the research
in this area derives from the discovery and
improved understanding of new materials that
have possible technological applications,
The Materials Science Institute has recently
been created to foster collaboration among the
materials-oriented research groups, Members
of the Institute are active in the study of the
structure, reactivity, and thermodynamics of
these materials in addition to the characteriza-
tion of their electronic and optical properties,
The Chemistry and Physics departments are
currently the dominant participants in the
program, A variety of courses and seminars on
the physics and chemistry of materials are
available to foster the educational and research
aspects of the degree, The list?f active research
topics includes the characterlzat!on of elec-
tronic materials and devices, solid-state
chemistry, ultra-high vacuum surface science,
laser-induced dynamics at surfaces, nonlinear
optics at interfaces, properties of amorphous
and glassy systems, organic conductors, ,
optical studies of polymers and polymer ~11~s,
biotechnological materials, fundamental limits
of microelectronic devices, and ion modification
of materials, Collaboration between Institute
members and industrial research laboratories
is common and is an important dimension of
the program, In the area of materials fabrication,
capabilities for crystal wowth, chemical vapor
deposition, inorganic solid-state ~ynthesls, Ion
implantation, and vacuum deposition are ,
accessible, Characterization of these materials
includes electrochemical methods, ultra-high
vacuum techniques, and assorted electronic
measurements including capacitance, conduc-
tivity, X-ray diffraction, and magnetic suscepti-
bility, A growing portion of the work Involves
optical characterization using pulsed laser,
techniques and other modern spectrosc?plC
methods, Sharing of facilities and expertise
among the various research groups is an
important and valued aspect of the program,
Neuroscience
The Institute of Neuroscience is a research
facility at the University whose sta~f membe~s
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 allow~ th~ c,ollabo;a-
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 the Chemistry and
Biology departments are interested In biochem-
ical correlates of experimental behavioral
disease states, Other areas of mutual research
interest include visual neurobiology, auditory
physiology, learning and memory, sites and
mechanisms of central nervous system drug
action, biochemistry of endogenous opiates,
and the control of motor function,
See the Neuroscience section of this bulletin for
more information about the study of neuro-
science at the University,
Organic, Organotransition Metal,
Inorganic Chemistry
The synthesis of new chemical substances and
the study of their fundamental chemical and
physical properties is at the heart of organic,
organotransition metal, and Inorganl~ c~e:nls­
try, Recognizing that these three subdiSCiplines
of chemistry are more alike than they are
different, the research and teaching in these
areas is unified through a single, cohesive
organic-inorganic divisio~ ~ithi~ the Che:ni~try
Department This nontraditional Interdisciplinary
approach is useful in defining and solving
scientific research problems,
Graduate students and postdoctoral research-
ers in organic-inorganic chemistry enjoy an
especially broad education emphasizing both
the fundamental aspects of chemical synthesis,
structural characterization, and mechanisms of
chemical reactions and processes as well as
the applications of such chemistry to the
solution of practical problems, Formal course
work is organized around these interdisciplinary
themes,
Weekly organic-inorganic seminars are or-
ganized to cover the breadth o~ recent ad-
vances in organic, organotransltlon metal, and
inorganic research, Of foremost importance is
the central location of all research laboratories,
This proximity results in an open and active
atmosphere that encourages spontane?us
discussions of day-to-day research activities
and problems, providing a chemical education
unsurpassed by any textbook or formal course,
Organic-inorganic researchers have direct
access to necessary instrumentation in the
shared organic-inorganic instrumenta~ion
center adjoining the research laboratories, ~ost
faculty members in organic-inorganic che~lstry
have multiple research interests and expertise,
The frontiers of organic, organotransition metal,
and inorganic chemistry are being actively
studied in the organic-inorganic division,
Chemistry 55
Physical Chemistry, Chemical
Physics, Theoretical Chemistry
The thrust of physical chemistry research is to
reach a fundamental understanding of molecu-
lar structure and reactivity, By combining
elements from traditional approaches in chemis-
try, physics, and biology, this inquiry become~
strongly interdisciplinary in nature, The blending
of disciplines, greatly enhancing the d,evelop-
ment of new experimental and theoretical
methods, is achieved in part by the participation
ofphysical chemists in the_Chemi~al Physics
Institute and the Institute of rheoretlcal SCience
as well as the materials science and biophysical
chemistry programs discussed earlier.
The research areas of this group share a
common theme of investigating the structure
and dynamics of molecular systems and their
relation to interfacial and condensed phase
phenomena, Sophisticated experimental and
theoretical techniques are used to reach the
sought-after fundamental understanding of
molecular systems, Projects of current interest
include theoretical and experimental studies of
molecular clusters and intermolecular forces,
Advanced group theoretical techniques and
high resolution microwave, infrared laser, and
visible laser spectroscopic experiments are
used in this effort; the laboratory work typically
uses molecular beam technology, Laser Raman
and resonance Raman techniques, including
novel far-ultraviolet development, are used to
attack a wide range of problems from small
molecule to macromolecule vibrational structure
and dynamics, Related picosecond laser
fluorescence studies supply additional informa-
tion about dynamics, New methods for genera-
ting radicals and ions in the 1K environment of
a supersonic molecular beam have been
developed here and allow the spectra and
structure of important chemical intermediates
to be studied, Nonlinear optical techniques
such as second harmonic generation are the
subject of interesting new studies of surfaces
and interfaces, Equilibrium and nonequilibrium
problems are studied with statistical mechanics
approaches, The application of Lie groups is
used to understand electron correlation effecfs
in atoms and molecules,
The close interactions of physical chemists in
the Institute of Theoretical Science and the
Chemical Physics Institute provide students
and postdoctoral fellows further avenues for
research with faculty members from other
departments, Examples include theoretical
studies of Rydberg states of atoms, particularly
in plasmas; theoretical and experimental work
on electronic inner shell processes of atoms;
photoelectron spectroscopy of surfaces; laser
spectroscopy of ions; and quantum optics
research, The Shared Laser Facility operated
by the Chemical Physics Institute provides a
convenient mechanism for sharing and support-
ing major laser systems used in much of this
work, Another example of this cooperative
atmosphere is an undergraduate summer
research program, also sponsored by the
Chemical Physics Institute,
56 Chemistry
Chemistry Courses (CH)
Lower Division
101,102,103 Survey of General, Organic, and
Biochemistry (4,5,5) An overview of chemistry and
biological chemistry for nonscience majors in liberal
arts, prenursing, predental hygiene, physical therapy,
fitness management, and community health. Lectures,
discussion fall term; lectures, discussion, laboratory
winter and spring. Prereq: MTH 95 or equivalent.
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. Coreq: MTH 101
or higher; 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
chemistry. Lecture, laboratory. Pre-orcoreq: CH 104,
105, 106 or instructor's consent.
110 General Chemistry Tutorial (1) PIN only.
Small-group discussion of topics emphasized in CH
104,105,106. Coreq: CH 104, 105, or 106.
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 that could
combine to produce living systems, transitions to living
systems, and extraterrestrial life. Primarily for nonsci-
ence majors. BI 114 recommended.
199 Special Studies: [Term Subject] (1-3R) R when
topic changes.
200 Innovative Education: [Term Subject] (1-3R)
204,205,206 (H) 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.
207,208 Quantitative Analysis (3,3) The quantitative
estimation of selected molecular and ionic species by
titrimetric, gravimetric, and instrumental procedures.
Laboratories, lecture. Primarily for prospective
Chemistry majors and Honors College students. Coreq
for 207: CH 204; coreq for 208: CH 205.
209 semi-Micro Inorganic Qualitative Analysis (3)
The separation and identification of cations and anions
by semi-micro methods. Laboratories, iecture. Limited
to selected students; primarily for prospective
Chemistry majors and Honors College students.
Coreq: CH 206.
BI 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.
BI 294 Molecular Biology Laboratory (2) See
description under Biology.
BI295 Cellular Biology Laboratory (2) See descrip-
tion under Biology.
BI 296 Cellular Physiology Laboratory (2) See
description under Biology.
Upper Division
310 Tutorial Organic Chemistry (1R) PIN only.
Small-group discussion of topics emphasized in CH
331, 332, 333. Coreq: CH 331, 332, or 333.
324 Instrumental Analysis (4-5) 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. 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 mid-C or better.
BI 387 Molecular Genetics (3-4) See description
under Biology.
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: [Term Subject]
(Arr,R)
407 (G) Seminar: [Term Subject] (Arr,R) PIN only.
TwO'biochemistry seminars are offered: one is for
undergraduates who have not yet taken CH 461,462,
463; the other is for undergraduates who have
completed CH 461,462,463. Neither offers graduate
credit.
409 (G) Special Laboratory Problems: [Term
SUbJect] (Arr,R) Nonresearch-oriented laboratory
instruction; laboratory work covered in other courses
is not duplicated. Prereq: instructor's consent.
410 (G) Experimental Course: [Term Subject] (Arr,R)
411,412 (G) 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 chemistry.
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.
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), PH 211, 212, 213
(preferred) or PH 201, 202, 203; MTH 201, 202, 203.
MTH 331, 332 strongly recommended.
446, 447, 448 (M) Physical Chemistry Laboratory
(4,4,4) Instrumental techniques that illustrate theoreti-
cal 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.
BI 451 (G) Eukaryotlc Gene Regulation (3) See
description under Biology.
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 (G) Biochemistry (4S) Structure and function of
macromolecules. Prereq: CH 331 or equivalent. Prior
exposure to calculus and physical chemistry recom-
mended. S with CH 462, 463.
462 (G) Biochemistry (4S) Metabolism and metabolic
controi processes. Energy and sensory transduction
mechanisms. Prereq: CH 461 or instructor's consent.
463 (G) Biochemistry (4S) Regulation of nucleic acid
and protein biosynthesis and compartmentalization.
Current topics in the biochemistry of the immune
system and tumor viruses. Prereq: CH 461, 462 or
instructor's consent.
464 (G) Biochemistry Laboratory (4) Methods of
modern molecular biology and protein purification.
Two four-hour laboratory sessions and two one-hour
lectures a 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
501 Research (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term SUbject]
(Arr,R)
507 Seminar: [Term Subject] (Arr,R) Seminars
offered in biochemistry, physical chemistry, organic
chemistry, molecular biology, and neuroscience.
BI 507 Seminar: [Term SUbject] (Arr,R) Genetics is
one topic.
510 Experimental Course: [Term Subject] (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. Rwhen 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
macromolecules, 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 biological synthesis. Offered alternate years
with CH 564, 565; not offered 1988-89.
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 knowl-
edge of the elements of thermodynamics.
:/assics
D7 Prince Lucien Campbell Hall
elephone (503) 686-4069
teven Shankman, Department Head
:aculty
Jffrey M. Hurwit, Associate Professor (ancient art,
reek and Roman archaeology). A.B., M.A., 1971,
rown; M.A., 1972, PhD., 1975, Yale. (1980)
ary E. Kuntz, Assistant Professor (Greek and Latin
erature). A.B., 1979, Washington (Sf. Louis); M.A.,
382, M.Phil., 1984, PhD., 1985, Yale. (1986)
:even Lowenstam, Associate Professor (literary
'iticism, archaic epic, linguistics). B.A., 1967,
hicago; M.A., 1969, PhD., 1975, Harvard. (1975)
lhn Nicols, Associate Professor (ancient history).
.B., 1966, California, Berkeley; M.A., 1968, PhD.,
374, California, Los Angeles. (1980)
. Bennett Pascal, Professor (Latin and Greek
erature, Roman religion). B.A., 1949, M.A., 1950,
alifornia, Los Angeles; M.A., 1953, PhD., 1956,
arvard. (1960)
:even Shankman, Associate Professor (Classical
3-dition, comparative literature). B.A., 1969, Texas at
Jstin; B.A., 1971, M.A., 1976, Cambridge; Ph.D.,
377, Stanford. (1984)
:meritus
'ederick M. Combellack, Professor Emeritus (Greek
erature). B.A., 1928, Stanford; PhD., 1936, California,
3rkeley. (1937)
ole: The date in parentheses at the end of each entry is
.e first year at the University of Oregon.
Jndergraduate Studies
1e field of Classics embraces all aspects of
reek and Roman culture from the prehistoric
Ithe medieval period. The study of the Greek
1d Latin languages is essential to the disci-
line. In addition, the Department of Classics
::casionally offers courses in Ancient Hebrew
1d Modern Greek.
1e undergraduate's primary aim in studying
lassics at the University is to learn Greek or
3.tin (or both) well enough to read the ancient
Jthors in their original languages.
1rough the study of Classical literature in the
'iginal and in English translation, and through
Ie study of other areas encompassed by the
lassics, such as the literary genres (epic,
3.gedy, comedy, lyric poetry), ancient history,
hilosophy, art history, mythology, and rhetoric,
student gains an understanding of the culture
1d ideals of the Classical world and their
fJuence on the language and institutions of
'estern civilization.
tudents who intend to major in Classics begin
Ie study of one or both of the Classical
nguages as early as possible in their under-
raduate careers. Those who expect to do
raduate work should take French or German
hile they are undergraduates.
areers. A bachelor's degree in Classics
repares students for entry into graduate
rograms in Classics, linguistics, comparative
erature, ancient history, and archaeology,
lentually leading to careers in college teach-
g, field work, or the editorial professions.
any prestigious professional schools look
Jon broad and thorough schooling in the
Jmanities with greater favor than upon narrow
'eprofessional undergraduate training. Ac-
Jrdingly, students graduating from Classics
9partments throughout the country have had
Jtable success in schools of law, medicine,
ld business.
Major Requirements
The Department offers the bachelor of arts
(B.A.) degree in four majors. Students may
choose to focus on Latin language and literature
(Latin major), Greek language and literature
(Greek major), or a combination of Greek and
Latin (Classics major). Students may also
choose to study the literature and culture of the
ancient civilizations through courses that use
secondary sources and translated texts (Class-
ical Civilization major).
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 Classicai literature in translation,
selected from CL 301, 302, 303, 304, 305,
307, 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 urged 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 urged
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 musttake 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.
Classics 57
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
Three courses in ancient art, selected from
ARH 413, 414, 415, 416, 418, 419 9
Chosen in consultation with a Classics
Department adviser, eiectives in Greek (GRK),
Latin (LAT), Classics (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 meet the minimum requirements
for a major in Classics and even 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) or
comparable lower-division courses. 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) or
comparable lower-division sequence 3
Electives . . . . . . . . . . . . . . . . . . . . . . . . .. 8
Junior Year 45 credits
Latin Authors (LAT 411) (three courses) . . . . . . .. 9
Latin Prose Composition (LAT 447,448,449)
(three 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 consultthe staff inthe Teacher
Education Office of Student Services.
58 Classics
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 407G), History of
Rome (HST 412, 413G); Greek and Roman Art
(ARH 414, 415, 416G), Greek Architecture
(ARH 418G), Roman Architecture (ARH 419G),
Introduction to Phonology (LING 450), Syntax
and Semantics I (LING 451), Historical and
Comparative Linguistics (LING 460); Seminars:
Greek Art, Roman ,Art (ARH 507).
For specific information regarding certification
or endorsement requirements for Latin, students
should see the departmental adviser,
C. Bennett Pascal, and the staff in the Teacher
Education Office of Student Services.
Interdisciplinary Program
in Classical Archaeology
With the existing curricular resources of the
University, it is possible to arrange an under-
graduate program that provides sound prepara-
tion 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 departments. The
following are the three programs recommended
for a specialization in Classical archaeology.
Art History. Departmental major, with an option
in Greek and Roman art, to include Ancient
Mediterranean Art (ARH 413), Greek and
Roman Art(ARH 414, 415, 416), GreekArchitec-
ture (ARH 418), Roman Architecture (ARH 419),
and a seminar in Greek and Roman art (ARH
507). Courses recommended in additiontothe
major: HistoryofGreece (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 an option 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 414,415,416), GreekArchitec-
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 an option in Latin,
Greek, or Classics (Greek and Latin). The
degree may be earned with thesis, with a
comprehensive examination, orthrough course
work alone.
The option 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 option 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, philoso-
phy, rhetoric, and English. Ideally, the design
of the program will not be random but will reflect
in partthe student's specialized interests orwill
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 of course work 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 composed substantially of 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.
Greek Courses (GRK)
Lower Division
101,102,103 First-Year Greek (4,4,4) Fundamentals
of the Attic Greek language; readings in Attic Greek
and in kaine.
MGRK 101, 102, 103 Modern Greek (3-4,3-4,3-4)
Modern Greek conversation and reading. Offered
irregularly.
199 Special Studies: (Term SUbject] (1-3R)
200 Innovative Education: (Term Subject] (1-3R)
231 New Testament Readings (1-4) Selected
readings from the New Testament.
Upper Division
301,302,303 Authors: (Term Subject] (3R) Second-
year Greek: selections from major Greekauthors with
focus on reading and syntax. 301: Plato. 302: Greek
tragedy. 303: Homer. R when reading material
changes.
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 Innovative Education: (Term Subject] (1-3R)
405 Reading and Conference: (Term Subject]
(Arr,R)
407 (G) Greek Seminar: (Term Subject] (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
501 Research (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading and Conference: (Term Subject]
(Arr,R)
507 Greek Seminar: (Term Subject] (Arr,R)
Hebrew Courses (HBR)
50,51,52 Biblical Hebrew (4,4,4) Offered irregularly.
Latin Courses (LAY)
Lower Division
101,102,103 First-Year Latin (4,4,4) Fundamentals
of Latin grammar; selected readings from Classical
and medieval authors.
199 Special Studies: (Term Subject] (1-3R)
200 Innovative Education: (Term SUbject] (1-3R)
Upper Division
301,302,303 Authors: (Term Sublect] (3R) Second-
year Latin: selections from major Roman authors with
focus on reading and syntax. 301: Cicero. 302: Virgil.
303: Roman comedy. R when reading material
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.
400 Innovative Education: (Term Subject] (1-3R)
405 Reading and Conference: (Term SUbject]
(Arr,R)
407 (G) Latin Seminar: (Term SUbject] (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.
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,
1-31 Composition of continuous Latin prose based on
an intensive study of stylistic models from Ciassical
literature. Prereq: LAT 347,348,349. Pascal.
Graduate
501 Research (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term Subject]
(Arr,R)
507 Seminar: [Term Subject] (Arr,R)
Classics in English
Translation (Cl)
Lower Division
199 Special Studies: [Term SUbject] (Arr,R)
200 Innovative Education: [Term Subject] (1·3R)
Upper Division
301 Greekand 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, Kuntz,
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
(Aristophanes), Middle Comedy (Aristophanes), and
New Comedy (Menander, Roman drama) in juxtapo-
sition with Euripidean satyr drama and "melodrama,"
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 main social, economic, political,
religious, and intellectual systems of the Classical Age
of the West 307: ancient Greece; 308: Hellenistic
civilization; 309: ancient Rome, The important Greek
and Latin authors as well as some documentary
sources, Offered irregUlarly,
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
and mythographic sources, Pascal.
400 Innovative Education: [Term SUbject] (1·3R)
405 Reading and Conference: [Term Subject]
(Arr,R)
407 (G) Seminar: [Term Subject] (Arr,R)
410(G) Experimental Course: [Term SUbject] (Arr,R)
Graduate
501 Research (Arr,R) PIN only
503 Thesis (Arr,R) PIN only. Prereq: second-year
proficiency in Greek or Latin,
505 Reading and Conference: [Term Subject]
(Arr,R)
507 Seminar: [Term Subject] (Arr,R)
509 Practicum: [Term SUbject] (Arr,R)
510 Experimental Course: [Term Subject] (Arr,R)
Comparative
Literature
215 Friendly Hall
Telephone (503) 686-3986
Steven F. Rendall and Irving Wohlfarth,
Program Codirectors
Program Committee
Wendy Larson, East Asian Languages
and Literatures
Roger A. Nicholls, Germanic Languages and
Literatures
Steven F, Rendall, Romance Languages
James L, Rice, Russian
Steven Shankman, Classics and English
Wolfgang F, Sohlich, Romance Languages
Irving Wohlfarth, Comparative Literature
Alan S, Wolfe, East Asian Languages and
Literatures
Participating Faculty
Randi M, Birn, Romance Languages
Kenneth S, Calhoon, Germanic Languages
and Literatures
Richard H, Desroches, Romance Languages
Michael B, Fishlen, 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
Wendy Larson, East Asian Languages
and Literatures
Roger A. Nicholls, Germanic Languages and
Literatures
Perry J, Powers, Romance Languages
Steven F, Rendall, Romance Languages
James L, Rice, Russian
Karla L Schultz, Germanic Languages
and Literatures
Steven Shankman, Classics and 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),
BA, 1961, Cambridge; Ph,D" 1970, Yale, On leave
fall 1988. (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 Comparative litera-
ture Program offers programs leading to the
bachelor of arts (BA), master of arts (MA),
and doctor of philosophy (Ph.D.) 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 members and students participating in
the Comparative Literature Colloquium, Past
visitors include Hazel Barnes, Stephen Booth,
Didier Coste, Terry Eagleton, Jean Franco,
Gerald Gillespie, Geoffrey Hartman, Anselm
Haverkamp, Robert Hullot-Kentor, Wolfgang
Iser, Fredric Jameson, Hans Robert Jauss,
Martin Jay, Christopher Norris, Gayatri Spivak,
Darko Suvin,and Hayden White, Library
holdings are strong in all areas of research in
literature, They include an outstanding collec-
tion of journals, many of which come to the
University in exchange for Comparative Litera-
ture, which is published at the University,
Cornpara"l"ive Literature 59
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 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, or the 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
(CLIT 201, 202, 203) or equivalents
History of Western Civilization (HST 101, 102,
103) or History Honors College (HST 107, 108,
109H), 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
(CLIT 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 (CLIT 403), the
senior essay to be presented at the end of the
second term.
60 Comparative Literature
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 have an undergraduate major in one
literature and competence in two of the following
languages: Chinese, French, German, Greek,
Italian, Japanese, Latin, Russian, Spanish.
Master of Arts Degree
Before receiving the MA degree, the candidate
must demonstrate competence in two lan-
guages, in addition to English, by completing
graduate-level literature courses in the lan-
guages. The student's course program usually
includes five graduate-level Comparative
Literature courses including at least one term
of Graduate Studies in Comparative Literature
(CLIT 514,515, or 516). Candidates must
qualify in three fields (periods, genres, or
special fields) involving two or three literatures.
The MA program is usually compieted within
two years.
Doctor of Philosophy Degree
In addition to the requirements for the MA
degree, doctoral candidates must complete
course work and an examination on three or
more literatures in a fourth field.
After completing all the above requirements, the
candidate must submit a prospectus of a
doctoral dissertation on a comparative topic.
The dissertation is usually completed within
three years of advancement to candidacy and
must be defended in a final oral presentation.
Comparative Literature
Courses (CLlT)
Lower Division
199 Special Studies: [Term Subject] (1-3R)
201,202,203 Comparative Literature: Epic, Drama,
Fiction (3,3,3) A comparative approach to the major
works and genres of 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. R when
topic changes.
Upper Division
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.
403 Thesis (Arr,R)
405 Reading and Conference: [Term SUbject]
(Arr,R)
407 (G) Seminar: [Term Subject] (Arr,R) Recent
topics include Comedy of Classicism, Diary, Literature
of Existentialism, Modern French and American Poetry,
Petrarchism in Western European Literature, Relations
between Literature and Art, Renaissance Hero,
Romantic Drama, and Romanticism.
410 (G) Experimental Course: [Term Subject]
(Arr,R) All readings may be done in translation. Recent
topics include Classical Backgrounds of the Renais-
sance, FrontierWomen in Australia and America, Just
and Unjust Worlds in Chinese and Western Literature,
Mass Culture, Medicean Florence and the Revival of
Greek, Modern Experimental Drama, Play within a Play,
Society and Solitude: Studies in Pastoral, and The
Theme of Rebellion in Literature.
420 (M) Picaresque Novel (3) Not offered 1988-90.
421 (M) Modern Scandinavian Fiction (3) Not offered
1988-90.
425 (M) Autobiography (3) Not offered 1988-90.
460 (M) Experimental Fiction (3) Not offered 1988-90.
461 Experimental Drama (3) Not offered 1988-90.
Graduate
501 Research (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term SUbject]
(Arr,R)
507 Seminar: [Term Subject] (Arr,R) Recent topics
include Adorno; Autobiography in 20th-CentUlY China;
Bourgeois Drama; Derrida; The City in Literature;
Eternal Return: Baudelaire, Nietzsche, and Blanqui;
Oedipus and Sons; Reception Theory; Romanticism;
Tragedy and the Tragic.
,508 Colloquium (Arr,R)
510 Experimental Course: [Term Subject] (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 that might be used to
fulfill 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 407M)
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 407M)
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
John S. Conery, Assistant Professor (architecture,
parallel processing). B.A., 1976, California, San Diego;
PhD., 1983, California, Irvine. (1983)
Sarah A. Douglas, Assistant Professor (artificial
intelligence, user interfaces). A.B., 1966, California,
Berkeley; M.S., 1979, PhD., 1983, Stanford. (1983)
Alan L. Eliason, Adjunct Associate Professor (systems
design, business computer applications). B.M.E.,
1962, M.BA, 1965, Ph.D., 1970, Minnesota. (1970)
Arthur M. Farley, ASSOCiate Professor (artificial
intelligence, graph algorithms). B.S., 1968, Rensselaer
Polytechnic Institute; PhD., 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)
Michael Hen.ressy, Instructor. B.S., 1982, M.S., 1984,
Oregon. (1984)
Virginia M. Lo, Assistant Professor (distributed
systems, operating systems). BA, 1969, Michigan;
M.S., 1977, Pennsylvania State; PhD., 1984, 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)
Gary Meyer, Assistant Professor (computer graphics,
computer-aided design, visual perception). B.S.,
1974, Michigan; M.S., 1975, Stanford; PhD., 1986,
Cornell. (1986)
Andrzej Proskurowski, Associate Professor (al-
gorithmic graph theory, computational complexity).
M.S., 1967, Warsaw Technical University; PhD., 1974,
Royal Institute of Technology, Stockholm. (1975)
Sanjay Rajopadhye, Assistant Professor (systolic
architectures, distributed computing, VLSI). B. Tech.,
1980, Indian Institute ofTechnology, Kharagpur; Ph.D.,
1986, Utah. (1986)
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, PhD., 1984, Toronto. (1984)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
General Information
Computer science offers students the challenge
and excitement of a new, dynamically evolving
science whose discoveries and applications
affect every arena of modern life. Computer
science is the study of the computer as a
machine, both concrete and abstract; it is the
study of the management of information; and it
involves the design and analysis of algorithms,
programs, and programming languages.
The Department of Computer and Information
Science is committed to both a strong research
program and a rewarding educational experi-
ence at the undergraduate and graduate levels.
Computer and Information Science 61
. .. 9-12
45·48 credits
. 12
3
The Department offers instruction and oppor-
tunities for research in the following areas:
, artificial intelligence (natural language pro-
cessing, expert systems, human interfaces,
logic programming, vision)
, theoretical computer science (computational
complexity, models of computation, algorithm
design)
, architecture and VLSI design
, operating systems, parallel processing,
distributed systems
, graphics
, software engineering
, information processing and data-base
systems
, programming languages and compilers
In addition, the Department offers a stimulating
minor program and an expanding selection of
service courses for those who want introductory
exposure to computers and computer applica-
tions. The Computer and Information Science
programs at the University are continually
evolving as the discipline matures and as
students' needs change. Further information
can be obtained from the Department office.
Facilities. Departmental facilities include six
Symbolics 3600 LISP Machines, two with
specialized vision hardware; three DEC VAX
11/750s; Tektronix 4115B and other graphics
devices; Tektronix 4404 Pegasus, Hewlett
Packard 9920, and Apollo workstations; and
numerous smaller systems. University Comput-
ing houses microcomputer laboratories and
larger mainframe computers in the Computing
Center.
Undergraduate Studies
The Department of Computer and Information
Science (CIS) offers the bachelor of arts (BA)
and bachelor of science (B.S.) degrees. Major
and minor degree requirements are listed
beiow. Each required course must be passed
with a grade of mid-C or P (pass) or higher.
While it is hoped that students can complete
the sequence in a timely fashion, 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
terms.
Preparation. High school students planning to
major in 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 Computer
Science I (CIS 210) if they intend to major or
minor 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 tofulfill the related concentration require-
ment. Students should call or write the Depart-
ment to determine if computer courses they
have taken can be counted toward CIS major
requirements.
Careers. The CIS undergraduate program is
designed to prepare students for professional
careersorfor further study atthe graduate level.
Students with a BA or a B.S. degree in
computer science face an ever expanding set
of career opportunities. Possibilities include the
development of software tools; the application
of computer science techniques to fields such
as medicine, law, and architecture: or even the
design of the next generation of computers. The
CIS program prepares students for these
challenges by emphasizing the fundamental
concepts needed to survive as a computer
scientist in the face of continuously evolving
technology. Hence, our graduates come away
with confidence that they can specify, design,
and build large software systems: analyze the
effectiveness of computing techniques for a
specific problem; and, at the most pragmatic
level, recommend which software package or
computer to buy. A master of arts (M.A.) or
master of science (M.S.) degree program
prepares students for higher-level positions in
the areas described above as well as for
teaching positions at the community coliege
level. The PhD. degree program trains students
as scientists for advanced research in a
specialized area of computer science and for
teaching at the university level.
Major Requirements
Computer and Information Science. 55
credits, of which 24 must be completed in
residence at the University of Oregon. The
program for majors begins with Computer
Science I, II, III (CIS 210,211,212) and
Computer Science Laboratory I, II, III (CIS 220,
221, 222). These courses and laboratories
introduce students to the principles of computa-
tion and the fundamental concepts of hardware
and software. In addition, students receive
training in the techniques and tools needed for
advanced courses. The following courses are
also required: introduction to Information
Structures (CIS 313), Computer Organization
(CIS 314), Algorithms (CIS 315), Software
Methodology I (CIS 422), and Survey of Pro-
gramming Languages (CIS 425). The additional
20 credits are satisfied with upper-division
electives, which allow students to explore areas
beyond the core courses and to probe into
areas of particular interest.
Mathematics. 30 credits, including the follow-
ing courses: Calculus (MTH 201,202,203) and
Elements of Discrete Mathematics (MTH 231,
232, 233). The additional 6 credits must be
selected from the following list or from other
upper-division Mathematics courses approved
by a CIS adviser: Number Theory (MTH 328),
Calculus of Several Variables with Linear
Algebra (MTH 331, 332, 333), Mathematical
Logic and Set Theory (MTH 354, 355), Introduc-
tory Linear Algebra (MTH 411), Linear Algebra
(MTH 412), Topics in Linear Algebra(MTH413),
Applied Algebra (MTH 418, 419), Applied
Linear Algebra (MTH 420), Introduction 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, chosen from Expository
Writing (WR 216), Scientific and Technical
Writing (WR 320), or Business Communications
(WR 321)
Science. The requirement is 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)
Although only 12 credits in general physics
are required, students are encouraged to
complete the accompanying laboratory
courses as well
2. General Chemistry (CH 104, 105, 106) or
General Chemistry (CH 204, 205, 206) and
3 additional credits in Chemistry. It is
recommended that these additional credits
be satisfied by completing laboratory
courses accompanying general chemistry
3. General Biology I: How Cells Work(BI201),
General Biol\lgy 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
additional 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 prerequisites or
instructor's consent. See the Psychology
section of this bulletin
Related Concentration for CIS Majors. CIS
majors are required to complete a 12-credit
concentration in a field related to computing.
Consult the Department receptionist for further
information.
Program for Majors
Permission to register in Computer and Informa-
tion Science courses depends on course level
and other departmental standards. For upper-
divison courses, the Department normally
expects a mid-C or better in all prerequisites.
In some 400-level courses, registration priority
is granted to students who have received CIS
major classification or have indicated their
intent to complete a CIS minor.
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
preparation, interests, and needs; students
should consult an academic adviser for assist-
ance in designing a program that achieves both
breadth and depth.
Sample Program
Freshman Year'
Calculus (MTH 201, 202, 203) .
English Composition (WR 121)
Science, arts and letters, or social science
cluster . . . . . . . . . . . . . . . . . . . . . . . 9-12
Personal Health (HES 250) 3
Electives . . . . . . . . . . . . . . . . . . . . . . . . 18
Sophomore Year 48·54 credits
Introduction to Computer Science I, II, III
(CIS 210, 211, 212) and Computer Science
Laboratory I, II, III (CIS 220, 221, 222) 15
Elements of Discrete Mathematics (MTH 231,
232,233) . . 12
English Composition (WR 122 or 123) 3
Science, arts and letters, or social science
cluster .
Lower-division courses toward related
concentration . . . . . . . . . . . . . . . . . 6
Elective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3-6
62 Computer and Information Science
Junior Year 47·53 credits
Introduction to Information Structures
(CIS 313), Computer Organization (CIS 314),
Algorithms (CIS 315), and two
upper-division CIS electives .... 20
Expository Writing (WR 216), Scientific and
Technical Writing (WR 320), or Business
Communications (WR 321) 3
Science, arts and letters, or social science
cluster.. .. .. .. . 9-12
Upper-division courses toward related
concentration 6
Electives or upper-division Mathematics
courses 9-12
senior Year 45-50 credits
Software Methodology I (C IS 422) and Survey
of Programming Languages (CIS 425) 8
Three upper-division CIS electives 12
Upper-division electives 9-12
Electives. 16-18
The sample program for transfer and for students
working toward a second bachelor's degree is much
more intensive than the program for beginning
freshmen. A seven-term sample program follows:
Sample Program for Transfer Students
First Year 47 credits
Computer Science I, II, III (CIS 210, 211, 212)
and Computer Science Laboratory I, II, III
(CIS 220, 221, 222) 15
Elements of Discrete Mathematics (MTH 231,
232, 233) . . . . . . . . . . . 12
Calculus (MTH 201, 202, 203) . . 12
Second Year 37 credits
Introduction to Information Structures (CIS
313), Computer Organization (CIS 314),
Algorithms (CIS 315), Software
Methodology I (CIS 422), Survey of
Programming Languages (CIS 425),
and two upper-division electives in CIS . 28
Upper-division Mathematics ... 6
Expository Writing (WR 216), Scientific and
Technical Writing (WR 320), or Business
Communications (WR 321) 3
Third Year 12 credits
Three upper-division electives in
computer science. . .... 12
•Note: Entering freshmen with a strong background in
mathematics and a firm commitment to computer and
information science may be interested in an alternate
program in which they take Introduction to Computer
Science I, II, III (CIS 210, 211,212) and Elements of
Discrete Mathematics (MTH 231, 232, 233) in their
freshman year. Further information is available in the
Computer and Information Science Department.
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.
Honors Program
Students with a 3.50 grade point average in
Computer and Information Science and a
cumulative grade point average of 3.00 are
encouraged to apply to the Department honors
program when they have completed Introduc-
tion to Information Structures (CIS 313), Com-
puter Organization (CIS 314), and Algorithms
(CIS 315). To graduate with honors a student
must take 4 credits in Thesis (CIS 403) under
the supervision of a faculty member. This thesis
must be completed at least one term before the
term of graduation. An honors committee
reviews the courses taken during the senior
year before making a final decision on the
granting of the honors distinction.
Minor Requirements
The minor in Computer and Information Science
requires completion of 27 credits, of which 12
must be in upper-division courses. The following
courses are required: Computer Science I, II,
III (CIS 210, 211, 212), Computer Science
Laboratory I, II, III (CIS 220, 221, 222), and
Introduction to Information Structures (CIS 313).
These courses must be completed with a grade
of mid-C or better. Students in this minor
program should be aware that the prerequisites
for Introduction to Information Structures (CIS
313) include Elements of Discrete Mathematics
(MTH 231, 232) or the equivalent. Note: Stu-
dents are urged to consult a CIS adviser before
applying to the minor program. Applications are
available in the Department office.
Graduate Studies
The Department of Computer and Information
Science offers programs leading to the degrees
of master of arts (M.A.), 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 an option in
computer science education is available
through the College of Education.
Cognitive Science
By association with the Institute of Cognitive and
Decision Sciences, the Department offers
graduate degrees with an option in that area.
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 Institute of Cognitive
and Decision Sciences section of this bulletin.
Master's Degree Program
Admission. Admission to the master of science
(M.S.) degree program in Computer and
Information Science is competitive. It is based
on prior academic performance, Graduate
Record Examinations (GRE) scores, and
computer science background. Minimum
requirements for 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
assistantships
3. A score of at least 575 on the Test of English
as a 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. International
applicants for teaching assistantships must
also take the Test of Spoken English (TSE)
Application materials should be submitted by
March 1 for fall term admission.
Admission to the M.S. degree program normally
requires the substantive equivalent of an
undergraduate degree in computer science.
The second bachelor's degree program could
be used to gain the required level of computer
science background.
Basic Degree Requirements. The 60-credit
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:
1. Theoretical computer science
2. Architecture and operating systems
3. Programming languages
4. Software systems and methodology
5. Artificial intelligence
Each area consists of a sequence of related
courses. An M.S. candidate 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 Depart-
ment in an area closely related to the student's
professional goals, subject to approval by the
Graduate Affairs Committee; options include
courses in Linguistics, Mathematics, Physics,
and Psychology. Elective options within the
Department include:
1. Up to 8 graded credits in Reading and
Conference (CIS 505), with prior approval by
the Graduate Affairs Committee
2. Up to 12 credits in Thesis (CIS 503) or Final
Project (CIS 509)
3. Experimental Courses (CIS 510), which are
new courses pending permanent approval
4. A related Physics course, Digital Electronics
(PH 463)
Grade Requirements. AI128 core-area credits
must be graded and passed with grades of B-
or better. Up to 12 of the 32 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.
M.S. Thesis. The research option requires a
written thesis and enrollment 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.
M.S. Project. The project option requires a
master's degree project and enrollment for up
to 12 credits in Final Project (CIS 509).
Computer and Information Science 63
Supervised 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 that is not conferred simply for the
successful completion of a specified number of
courses or number of years of study. It is a
degree reserved for students who demonstrate
both a comprehensive understanding of
computer and information science and an
ability to do creative research.
Admission. Qualified applicants are granted
conditional admission to the Ph.D. program for
the period during which they are preparing for
! the comprehensive examination that tests their
experience at the level equivalent to the
Department's M.S. degree. This examination is
a written test for which students select four of
the following five areas of study: theoretical
computer science, architecture and operating
systems, programming languages, software
systems and methodology, and artificial intelli-
gence. Students need not attempt all four area
examinations 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 adminis-
tered twice a year, near the end of the fall and
spring terms.
Application materials should be submitted by
March 1 for fall term admission.
Advisory Committee. After passing the
comprehensive examination and being admit-
ted to the PhD. program, astudent must select
a faculty PhD. 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
PhD. adviser then form a PhD. advisory
committee, usually headed by the faculty
adviser.
Together the student and the advisory commit-
tee formulate a plan of study to complete the
remaining requirements for the Ph,D. degree.
Degree Requirements. Candidates for the
PhD. degree must complete the following
requirements:
1, Meet all requirements set by the Graduate
School, as listed in that section ofthis bulletin -
2. Complete a related concentration consisting
of at least three courses in another depart-
ment, with the approval of the student's
advisory committee. The courses that
constitute a related concentration must carry
graduate creditfor 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 qualifying examination, ad-
ministered by the student's advisory commit-
tee, that emphasizes the basic material in
the student's area or areas of research
concentration. Passing this examination
advances the student to candidacy for the
degree
5. Select a thesis adviser who will direct the
Ph.D. 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 illo 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.
Computer and
Information Science
Courses (CIS)
Lower Division
120 Concepts of Computing: Information Pro-
cessing (3) Introduction to the science of information
representation and manipulation. Laboratories use
word processors, spreadsheets, and graphics
packages to illustrate issues. Discussion of communi-
cation networks. Prereq: MTH 101.
121 Concepts of Computing: Computers and
Computation (3) Introduces elements of the design of
computers. provides an understanding of basic
elements of programming, and surveys applications
and discusses their effects on society. Prereq: MTH
101.
122 Concepts of Computing: Algorithms and
Programming (4) Introduction to algorithm design and
complexity analysis, data structures and programming.
Surveys approximation and sorting algorithms,
Introduces techniques for program testing, Uses the
programming language Pascal. Prereq: CIS 121.
Students may not receive credit for both CIS 122 and
CIS 134.
131 Introduction to Business-Information Process-
ing (4) Introduction to information systems technology
and the role of business information processing
systems in organizations. Application of software tools
(spreadsheet, data manager, and word processor) to
business problem solving. Prereq: MTH 101 or two
years of high school algebra.
133 Introduction to Numerical Computation with
FORTRAN (4) Basic concepts of problem analysis,
computation, and solution. Programming a computer
using the language FORTRAN, Prereq: MTH 101 and
a CIS course or equivalents,
134 Problem Solving In Pascal (4) Basic concepts
of problem analysis and computation; programming a
computer using the language Pascal. Prereq: MTH 101
and a CIS course or equivalents. Students may not
receive credit for both CIS 122 and CIS 134.
199 Special Studies in Computer Science: [Term
SUbject] (1-3) Topics vary with the interests and needs
of students and faculty. Typical sUbjects have inclUded
programming in various languages and problem
solving with microcomputers,
210,211, 212 Computer Science I, 11,111 (3,3,3S) Basic
concepts of computer science for majors and others
wanting a strong introduction to computer science
fundamentals. Computability, algorithms, data
structures, design principles, system organization.
Prereq: four years of high school mathematics or MTH
101 or instructor's consent; coreq: CIS 220, 221,222.
220,221,222 Computer Science Laboratory I, II, III.
(2,2,2S) Laboratory building on and consolidating
concepts from CIS 210, 211, 212. Programming
exercises and increasingly sophisticated projects in a
functional and procedural programming language;
assembly language, No prior programming experience
assumed. Coreq: CIS 210, 211, 212.
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 133 or 21 0.
242 Business-Data Processing (4) Introduction to the
programming language COBOL and fundamentals of
business-information processing. Prereq: a prior CIS
course in programming, or CIS 131 and departmental
consent.
Upper Division
313 Introduction to Information Structures (4)
Concepts of information organization, methods of
representing information in storage, techniques for
operating upon information structures, Prereq: CIS
212, MTH 232
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 212, MTH 231,
315 Algorithms (4) Algorithm design, worst-case and
average-behavior analysis, correctness; computa-
tional complexity. Prereq: CIS 313, MTH 233.
342 File Processing (4) Approaches to file design,
methods of representing data on external devices,
techniques for operating on different file structures,
Prereq: CIS 313.
403 Thesis (Arr,R)
405 (M) Reading and Conference: [Term Subject]
(1-12R)
407 (G) seminar: [Term Subject] (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: [Term Subject]
(1-2R) PIN only. The student assists other students
who are enrolled in introductory programming classes,
For each four hours of scheduled, weekly consulting,
the student is awarded 1 credit. Prereq: departmental
consent. R for maximum of 4 credits,
410 (G) Experimental Course: [Term Subject]
(Arr,R) New regular courses are offered under this
number the first year or two, before final definition of
the courses 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
or instructor's consent.
414 (M) Compilers (4) Introduction to compilers:
lexical analysis, parsing, syntax-directed translation,
code generation. Prereq: CIS 315, 425.
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
314,315.
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: CIS 315 or instructor's
consent, MTH 233,
422 (G) Software Methodology I (4) Analysis and
structured design specification, system testing,
Advanced development environments designed to
make students aware of system engineering concepts
and tools, Student teams complete three anaiysis,
design, and programming projects. Departmental
approval required for nonrpajors. Coreq: CIS 315.
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
64 Computer and Information Science
plan, user documentation, and system walk-throughs
required. Prereq: CIS 422.
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 313.
429 (M) Computer Architecture (4) Bus-level
microcomputer organization: processor design, bus
protocols, memory systems, networks, input-output
communication. Prereq: CIS 313, 314.
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
hardware, geometrical transforms, interaction
techniques, and shape representation schemes that
are important in interactive computer graphics.
Programming assignments using contemporary
graphics hardware and software systems. Prereq: CIS
313; pre- or coreq: CIS 314.
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. Prereq: CIS
422,425.
451 (G) Data-Ban 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 knowledge-based
computer systems. Weak and strong methods of
problem solving. Knowledge-representations: predi-
cate logic, semantic nets, frames. Prereq: CIS 314,
315, 422. CIS 425 strongly recommended.
Graduate
501 Research (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term SUbject]
(Arr,R)
507 Seminar: [Term SUbJect] (Arr,R) Seminars vary
according to the interests and needs of students and
availability of faCUlty members. Typical subjects
include computer graphics, analysis of business
systems, computer logic design, computers in
education, scene analysis, microprogramming,
artificial intelligence.
508 Colloquium (1 R) PIN only
509 Final Project: [Term SUbJect] (Arr,R) Final
project for master's degree without thesis.
510 Experimental Course: [Term Subject] (Arr,R)
New regular graduate courses are offered under this
number the first year or two, before final definition of
the courses 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
a.cceptors (sequenti.,.1 machines). Turing machines.
Prereq: CIS 420.
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.
525 Compilers I (4S) Principles and techniques for
compiler construction. Formal language theory
concepts, lexical analysis, parsing, syntax-directed
translation. Prereq: CIS 524. CIS 420 or equivalent
highly recommended. S with CIS 526.
526 Compilers II (4S) Continuation of CIS 525.
Principles and techniques for compiler construction.
Intermediate code generation, optimization, and code
generation. S with 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.
532 Computer and Information Networks (4) Basic
technology, components, and functioning of computer
and information networks. Topological considerations,
routing and control of information flow in networks;
methods of transmission, error control, and message
protocols. Prereq: CIS 529.
541 Advanced Computer Graphics (4) Computer
graphics techniques for realistic image synthesis: scan
conversion, clipping, hidden surface algorithms,
illumination modeling, and color perception. Prereq:
CIS 441 G or instructor's consent.
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 discourse assumptions.
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.
5n Knowledge-Based Interfaces (4) Examination of
research knowledge-based user interface with
particular attention to cognitive modeling. Topics
include intelligent tutoring systems, natural language
interfaces, and expert systems explanation. Prereq:
CIS 571 and graduate standing in Computer and
Information Science, Psychology, or Linguistics.
East Asian
Languages and
Literatures
308 Friendly Hall
Telephone (503) 686-4005
Theodore Huters, Department Head
Faculty
Michael B. Fishlen, Associate Professor (Tang and
earlier Chinese literature). B.A., 1965, Knox; M.A.,
1968, PhD., 1973, Indiana; JD., 1987, Oregon. (1970)
Noriko Fujii, Assistant Professor (Japanese language
and linguistics). B.A., 1973, Wakayama University;
M.A., 1978, Ph.D., 1985, Michigan. (1984)
Theodore Huters, Professor (Chinese literature,
Chinese history). B.A., 1969, M.A., 1972, PHD., 1977,
Stanford. (1988)
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, PhD., 1984, California, Berkeley. (1985)
Yoko M. McClain, Associate Professor (modern
Japanese language and literature). Diploma, 1950,
TsudaCollege; B.A., 1956, M.A., 1967, Oregon. (1966)
Alan S. Wolfe, Assistant Professor (Japanese and
comparative literature). B.A., 1966, M.A., 1971,
Columbia; PhD., 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, MLS., 1954, PhD., 1955,
Washington (Seattle). (1962)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
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 Chinese or Japanese
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.
Students must receive a grade of C- or better
to advance to the next course in Chinese or
Japanese language sequences.
East Asian Languages and Literatures 65
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), 20th-Century Chinese Literature
(CHN 307), Contemporary Chinese (CHN 414,
415, 416), Writers of Early 20th-Century China
(CHN 420), Post-1949 Mainland Chinese
Writers (CHN 421), and Chinese Writers in
Taiwan and Abroad (CHN 422). The remaining
credits may be earned in other upper-division
Chinese language, literature, and linguistics
courses or in comparative literature courses
when the topic is Chinese literature. 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 (JPN 301,
302, 303), Contemporary Japanese (JPN 411,
412,413), and Advanced Readings in Modern
Japanese Literature (JPN 417, 418, 419). The
remaining credits may be earned in any other
upper-division Japanese language and litera-
ture course or in comparative literature courses
when the topic is Japanese literature. 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.
Scholarship and Honors
The Department administers the Japanese
American Friendship Scholarship for a student
majoring in Japanese. The Asian Studies
Program administers two $500 scholarships
each year for Asian Studies majors. Additional
information may be obtained in the Department
office.
Graduation with departmental honors will be
approved for students who:
(1) earn a cumulative GPA of 3.50 or better in
all University work
(2) earn a cumulative GPA of 3.75 or better in
major course work
(3) complete, under the supervision of a faculty
member, a senior thesis to be judged by the
thesis director and one other faculty member in
the department
Students must enroll for at least 6 passino pass
(PIN) credits in Thesis (CHN or JPN 403) in
addition to meeting the standard major require-
ments. Transfer work and PIN credits are not
included in determining the GPA.
Chinese Courses (CHN)
Lower Division
101,102,103 First-Year Chinese (5,5,5) Introduction
to Mandarin Chinese initial conversation, reading, and
writing. Characters and spoken language presented
concurrently throughout the year with emphasis on
grammatical patterns.
199 Special Studies: [Term SUbject] (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,
Upper Division
305 Classical Chinese Thought and Literature (3)
Survey ranging from early Confucian and Taoist
classics, the histories, I Ching, and poetry anthologies
Book ofSongs and Songs ofCh 'u up to Han dynastic
poetics. All readings in English. Fishlen.
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, Fishlen.
307 20th-Century Chinese Literature (3) Aesthetic,
social, and political significance of the literature from
the May 4th Movement of 1919 to the present. Western
influences on literary genres and continuity 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. Concur-
rent enrollment in CHN 414,415,416 recommended.
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.
399 Special Studies: [Term SUbject] (1-4R) Topic
varies from term to term. R for maximum of 12 credits.
401 Research (Arr,R)
403 Thesis (1-6R) Departmental honors students only,
Prereq: instructor's consent. R for maximum of 6
credits.
405 Reading and Conference: [Term Subject]
(Arr,R)
407 (M) Seminar: [Term SUbject] (1-3R) Studies and
projects in Chinese literature using sources in Chinese,
English, or both, R when topic changes.
409 (M) Practicum: [Term Subject] (1-3R) PIN only.
Prereq: instructor's consent. R for maximum of 18
credits.
414,415,416 (M) Contemporary Chinese (3,3,3)
Study of contemporary Chinese writing styles including
selections from journalistic, literary, and documentary
sources. Fishlen.
420 (M) Writers of Early 20th-Century China (3)
Readings from the prose works of writers such as Lu
Xun, Ding Ling, and Guo Moruo and from literary theory
and history, Readings and discussion in Chinese.
Prereq: three years of Chinese.
421 (M) Post-1949 Mainland Chinese Writers (3)
Critical analysis of the works of writers such as Wang
Meng, Zhang Jie, and Liu Binyan and of documents
from literary movements and history. Readings and
discussion in Chinese. Prereq: three years of Chinese.
422 (M) Chinese Writers in Taiwan and Abroad (3)
Analysis of prose texts of Chinese writers, including
Bai Zianyong, Liu Yichang, and Chen Roxi, in Taiwan,
Hong Kong, and the United States. Readings and
discussion in Chinese. Prereq: three years of Chinese.
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.
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 of
Chinese or instructor's consent. Yang.
453 (M) Chinese Bibliography (2) Reference works
in Chinese studies, covering Western sinology, major
sources in Chinese, and training in research methods.
Prereq: two years of Chinese or instructor's consent.
Japanese Courses (JPN)
Lower Division
101, 102, 103 First-Year Japanese (5,5,5) Provides
thorough grounding in listening, speaking, reading,
and writing Japanese. Special stress on aural-oral
skills. For beginners or by placement.
104, 105, 106 Accelerated Japanese (8,8,8) Intensive
course in all basic Japanese language skills with stress
on acquisition of grammatical patterns and reading
proficiency. Prereq: previous study of Japanese or
instructor's consent.
199 Special Studies: [Term SUbject] (1-3R)
200 Innovative Education: [Term SUbject] (1-3R)
201, 202, 203 Second-Year Japanese (5,5,5)
Continuation of JPN 101, 102, 103. Further training in
oral-aural skills designed to build listening comprehen-
sion and fluency. Development of basic proficiency in
reading and writing Japanese.
210 Japan: A Cultural Odyssey I (3) Introduction to
the distinctive features of Japan's linguistic, literary,
artristic, and religio-philosophical heritage. Includes
guest lectures, films.
211 Japan: A Cultural Odyssey II (3) Introduction to
Japan's modern and postmodern, national and
international cultural life via its contemporary forms of
literary, dramatic, and cinematic expression. Includes
guest lectures, films.
Upper Division
301, 302, 303 Introduction to Japanese Literature
(3,3,3) Historical 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 Mishima. All readings
in English. Kohl.
327,328,329 Japanese Composition and Conversa-
tion (3,3,3) Systematic review of grammar and
developrnent of conversational proficiency. Prereq:
two years of Japanese or instructor's consent.
399 Special Studies: [Term SUbject] (1-3R) Prereq:
instructor's consent. R for maximum of 12 credits.
400 Innovative Education: [Term Subject] (1-3R)
401 (M) Research (1-4R) Prereq: instructor's consent.
R for maximum of 12 credits.
403 Thesis (1-6R) Departmental honors students only.
Prereq: instructor's consent. R for maximum of 6
credits.
405 Reading and Conference: [Term SUbject]
(Arr,R)
407 (M) Seminar: [Term Subject] (1-3R) Japanese
literature both in Japanese and in English translation.
Recent topics have been The Aftermath of War:
Japanese Film and Literature under the U.S. Occupa-
tion, Contemporary Fiction, and Women in Japanese
Literature. R when topic changes.
409(M) Practicum: [Term SUbject] (1-3R) PIN only.
Prereq: instructor's consent. R for maximum of 18
credits.
411,412,413 (M) Contemporary Japanese (3,3,3)
Fourth-year Japanese language study. Practice in
conversation and business vocabulary: special topics.
Prereq: JPN 327, 328, 329 or instructor's consent.
417,418,419 (M) Advanced Readings in Modern
Japanese Literature(3,3,3) Reading in Japanese. For
students who want to acquire proficiency in reading,
writing, and translation, Prereq: JPN 327, 328, 329 or
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 01 different
periods. Prereq: two years of Japaneseor instructor's
consent.
441 (M) The Structure of the Japanese Language
(3) General characteristics of Japanese grammar.
Topics include word order, typological characteristics,
morphology, ellipsis, passives, and causatives. Fujii.
442 (M) Topics in Japanese Linguistics (3) Ad-
vanced course in Japanese linguistics. Applications of
linguistic theories and methodologies to Japanese.
Topics include syntax, semantics, and discourse
analysis. Prereq: LING 451. Fujii.
443(M) Teaching Japanese as a Foreign Language:
Methodology (3) Discussion and examination of
instructional materials, techniques, and methods.
Activities include class observation, practice teaching,
writing short papers. Application of teaching theories
in classroom environments. Prereq: JPN 441, LING
444, three years of Japanese language study. Fujii.
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.
66 Economics
Economics
435 Prince Lucien Campbell Hall
Telephone (503) 686·4661
James N. Tattersall, Department Head
Faculty
B, Kelly Eakin, Assistant Professor (industrial organiza-
tion, health economics) BA, 1978, Texas at Austin;
PhD" 1986, North Carolina at Chapel Hill. (1985)
Christopher J, Ellis, Assistant Professor (economic
theory), BA, 1978, Essex University; MA, 1979,
PhD" 1983, Warwick University, (1983)
Henry N, Goldstein, Professor (international finance),
B,A" 1950, North Carolina at Chapel Hill; M,S" 1953,
Ph,D" 1967, Johns Hopkins, On leave 1988-89, (1967)
Charles C, Griffin, Assistant Professor (economic
development, health economics), BA, 1975, Iowa;
MA, 1981, Duke; PhD" 1983, North Carolina at
Chapel Hill. (1986)
Myron A Grove, Professor (economic theory,
mathematical economics), B,S" 1957, M,S" 1959,
Oregon; PhD" 1964, Northwestern, (1963)
Stephen E, Haynes, Associate Professor (international
finance and econometrics), BA, 1968, Ph,D" 1976,
California, Santa Barbara, (1978)
Joni Hersch, Assistant Professor (labor economics,
econometrics), BA, 1977, South Florida; PhD" 1981,
Northwestern, (1982)
Chulsoon Khang, Professor (pure theory of interna-
tional trade), BA, 1959, Michigan State; MA, 1962,
Ph,D" 1965, Minnesota, On leave 1988-89, (1966)
Van W Kolpin, Assistant Professor (economic theory,
econometrics), BA, 1981, Coe; MA, 1984, PhD"
1986, Iowa, (1986)
H, T, Koplin, Professor (economic theory, public
finance), BA, 1947, Oberlin; PhD" 1952, Cornell.
(1950)
Daniel P, McMillen, Assistant Professor (urban
economics, pUblic finance), BA, 1981, M,A" 1982,
Illinois-Chicago Circle; PhD" 1986, Northwestern,
(1986)
Raymond Mikesell, Professor (economic development,
international economics), BA, 1935, MA, 1935,
Ph,D" 1939, Ohio State, (1957)
Barry N, Siegel, Professor (monetary theory), BA,
1951, PhD" 1957, California, Berkeley, On leave fall
1988, winter 1989, (1961)
Larry D, Singell, Jr., Assistant Professor (labor, pUbic
finance), BA, 1983, MA, 1984, PhD" 1988, Califor-
nia, Santa Barbara, (1988)
Robert E, Smith, Professor (industrial organization,
public policy and the multinational corporation), BA,
1943, Southern California; PhD" 1963, California, Los
Angeles, On leave fall 1988, (1963)
Joe A Stone, Professor and W, E, Miner Professor of
Economics (labor economics, international trade),
BA, 1970, Texas, EI Paso; Ph,D" 1977, Michigan
State, (1979)
James N, Tattersall, Professor (economic history,
public finance), B,A" 1954, MA, 1956, PhD" 1960,
Washington (Seattle), (1957)
Mark A Thoma, Assistant Professor (macroeconomics,
econometrics), BA, 1980, California State, Chico;
Ph,D" 1985, Washington State, (1987)
W, Ed Whitelaw, Professor (urban economics), BA,
1963, Montana; PhD" 1968, Massachusetts Institute
of Technology, On leave fall 1988, (1967)
Emeriti
Robert Campbell, Professor Emeritus (history of
thought), BA, 1947, California, Berkeley; B,S" 1950,
U,S, Merchant Marine Academy; PhD" 1953, Califor-
nia, Berkeley, (1952)
Richard M, Davis, Protessor Emeritus (economic
theory), BA, 1939, Colgate; MA, 1941, PhD" 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)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon,
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 to a 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 ot the program of liberal education
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, 418 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 equivalents of
Introduction to Economic Analysis: Micro-
economics (EC 201) and Introduction to
Economic Analysis: Macroeconomics (EC 202)
and (b) the equivalents of either Calculus (MTH
201,202,203) orCalculus 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,
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 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
forthe 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 421, 422)
or Econometrics (EC 493, 494), Should be
completed by the end of the junior year
4, 27 additional credits in Economics courses
numbered 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, Agrade of C- or Por better in all Economics
courses taken to satisfy the major
requirements
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
Advanced Economic Theory (EC 475,476,
477) instead of Intermediate Economic
Analysis (EC 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
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
endorsement requires satisfactory completion
of a program of teacher preparation that
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 staff in the Teacher
Education Office of Student Services.
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 (Ph.D.). General information about
graduate work at the University of Oregon is
available in the Graduate School section of this
bulletin. 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 Examina-
tions (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 master of arts (M A) or the master
of science (M.S.) degree. In addition, students
must meet the following departmental require-
ments:
1. Knowledge of mathematics equivalent to
that contained in Calculus (MTH 207, 208)
or a higher-level calculus course
2. Knowledge of statistics and econometrics
equivalent to that contained in either Proba-
bility and Statistics with Calculus (MTH 209)
and Introduction to Econometrics (EC 421,
422G) or Econometrics (EC 493, 494G)
3. Appropriate work in micro- and macro-
economic theory equivalent to that contained
in Advanced Economic Theory (EC 475, 476,
477G)
4. 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
econometrics courses. Stuqents 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 four or 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. The program
requires graduate courses in Geography;
Economics 67
Planning, Public Policy and Management;
Biology; and Economics, among others.
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 bulletin.
Doctor of Philosophy Degree
Every graduate student seeking the PhD.
degree must satisfactorily complete a first-year
core program including required work in micro-
and macroeconomic theory seminars (EC 507)
and Econometrics (EC 493, 494, 495). Students
must pass an examination on this core prog ram
before continuing with the second year of the
PhD. program.
After passing the core examination, a student
must take 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 PhD. degree. In the final
stage of the program, the student is 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 PhD. 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 Ph.D. Program in
Economics.
Economics Courses (EC)
Lower Division
101 Economics of Current Social Issues (3)
Examines social issues with the aid of a few basic
economic concepts. May include film series presenfed
by well-known economists.
199 Special Studies: [Term Subject] (1-3R) PIN only.
Optional tUforial sections which may be taken in
conjunction with EC 201, 202, and 375.
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 (H) Microeconomics and Macroeconomics
(Honors) (3,3) Supply and demand in adecentralized
market economy; the behavior of aggregate output,
employment, and inflation; and countercyclical
monetary and fiscal policy.
Upper Division
311 Money and Banking (3) Operations of commercial
banks, the Federal Reserve System, and the Treasury
that affect the United States monetary system. Prereq:
EC 201, 202. Siegel. Students may not receive credit
for both EC 311 and FINL 314.
68 Economics
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. Tattersall.
332 Issues in Resource Economics (3) Topics may
include conservation and the time pattern of use of
replenishable and nonrepienlshable 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
planning, capital formation, population growth,
agriculture, health and education, interaction between
economic and cultural change, and the "North-South
debate." Prereq: EC 201.
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, 3n 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 creditforboth EC 376and FINL 311. 3n:
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 3750r 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. Tattersall.
401 Research (Arr,R)
405 Reading and Conference: [Term SUbject] (1-3R)
407 (G) seminar: [Term Subject] (Arr,R) The
seminars offered vary from year to year depending on
interests and needs of students and on availability of
faculty members.
409 Supervised Tutoring Practlcum: [Term Subject]
(1-3R) PIN only. Credit may be given for participation
in the Department's peer advising program.
410 (G) Experimental Course: [Term Subject] (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 regional 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.
415 (G) Urban Economics I (3) Location theory;
urbanization and metropolitan groW1h; 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
equivalents. 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 local government; crime;
environmental quality; 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 pianning.
Prereq: EC 201 or 202. Tattersall, Whitelaw.
420, 421. 422 (G) Introduction to Econometrics
(3,3,3S) 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. 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. Kolpin, 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 analysis 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.
439 (G) Health Economics (3) Policy issues in the
field of health: demand and supply of medical services,
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; baiance-of-payments accounting and
alternative measures of payments deficits and
surpluses. 441: "pure" theory of international trade;
direction of trade, 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, inequality, 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 that describe the
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 pianned
economies; centralized versus decentralized planning.
Case studies of individual economies. Prereq: EC 201,
202. Davis.
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 tothe present. Prereq: EC 201,202.
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.
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)
Austrian economic theory: comparisons with neoclas-
sical micro- and macroeconomics, monetary theory,
research methodologies. Prereq: EC 375, 376 or
instructor's consent. Siegel.
475, 476, 4n (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, Kolpin.
480 (G) Topics in Mathematical Economics (3)
Mathematical formulations of economic theory. Linear
programming, elementary groW1h 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. Tattersall.
493, 494, 495 (G) Econometrics (3,3,3) Regression
problems in autocorrelatlOns, 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,
Koipin.
Graduate
501 Research (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading: [Term Subject] (Arr,R)
507 Seminar: [Term Subject] (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 Practlcum: [Term SUbject] (1-3R) PIN only,
Graduate teaching fellows may receive 3 credits per
term; avaiiable to other graduate students with
Department head's permission.
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.
524, 525, 526 Economic Growth and Development
(3,3,3) Economic, cultural, and politicai 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.
English
118 Prince Lucien Campbell Hall
Telephone (503) 686-3911
Paul B. Armstrong, Department Head
Faculty
Paul B. Armstrong, Professor (modern fiction, literary
theory). B.A., 1971, Harvard; MA, 1974, PhD., 1977,
Stanford. (1986)
Carol M. Bensick, Associate Professor (19th-century
and Colonial American literature). BA, 1977, Welles-
ley; MA, 1980, PhD, 1982, Cornell. (1985)
James L. Boren, Associate Professor (Old and Middle
English ianguage and literature). BA, 1965, San
Francisco State; MA, 1967, PhD., 1970, Iowa. (1970)
Edwin L. Coleman II, Associate Professor (Afro-
American literature). BA, 1961, MA, 1962, San
Francisco State; PhD., 1971, Oregon. (1971)
James W. Earl, Associate Professor (Anglo-Saxon
literature). BA, 1967, Bucknell; PhD, 1971, Cornell.
(1987)
Marilyn Farwell, Associate Professor (women writers,
literary criticism and theory). AB., 1963, MacMurray;
MA, 1966, PhD., 1971, Illinois. (1971)
Richard A Filloy, Assistant Professor (rhetoric, writing,
Renaissance literature). BA, 1969, MA, 1974, Ph.D.,
1977, California, Berkeley. (1983)
John T. Gage, Associate Professor (rhetoric, writing,
modern poetry); Director, Composition Program. B.A.,
1969, MA, 1971, PhD., 1976, California, Berkeley.
(1980)
Sam B. Girgus, Professor (American Literature);
Director, American Studies Program. BA, 1962,
Syracuse; MA, 1963, Iowa State; Ph.D., 1972, New
Mexico. (1972)
Robert Grudin, Associate Professor (Renaissance
literature). BA, 1960, Harvard; MA, 1963, Ph.D.,
1969, California, Berkeley. (1971)
John A Haislip, Professor (poetry writing); Director,
Creative Writing Program. BA, 1950, PhD., 1965,
Washington (Seattle). (1966)
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, Professor (English drama). BA,
1944, Bamard; MA, 1946, PhD., 1954, Columbia. On
leave fall 1988. (1959)
Linda Kintz, Assistant Professor (20th-century litera-
ture). BA, 1967, Texas Tech; M.A., 1969, Southern
Methodist; PhD., 1982, Oregon. (1988)
GlenA. Love, Professor (American literature, rhetoric).
B.A., 1954, M.A., 1959, PhD., 1964, Washington
(Seattle). (1965)
Richard M. Lyons, Professor (fiction writing). BA,
1957, Brooklyn; M.F.A., 1962, Iowa. (1969)
Stoddard Malarkey, Professor (Middle English
language and literature); Director, Undergraduate
Studies. AB., 1955, Reed; M.Ed, 1960, Oregon State;
Ph.D., 1964, Oregon. (1965)
Forest Pyle, Assistant Professor (Romanticism, literary
theory). BA, 1980; MA, 1983; PhD., 1988, Texas at
Austin. (1988)
William Rockett, Associate Professor (Renaissance
literature). B.A., 1961, MA, 1963, Oklahoma; PhD.,
1969, Wisconsin, Madison. On leave fall 1988, spring
1989. (1966)
George Rowe, Associate Professor (Renaissance
literature); Director, Graduate Studies. BA, 1969,
Brandeis; M.A., 1971, PhD., 1973, Johns Hopkins.
(1985)
Ralph J. Salisbury, Professor (creative writing). BA,
1949, M.FA, 1951, Iowa. (1961)
Steven Shankman, Associate Professor (18th-century
literature, the Classical tradition, comparative litera-
ture). B.A., 1969, Texas at Austin; BA, 1971, MA,
1976, Cambridge; Ph.D., 1977, Stanford. (1984)
Sharon R. Sherman, Associate Professor (folklore).
Ph.B., 1965, Wayne State; MA, 1971, California, Los
Angeles; Ph.D., 1978, Indiana. (1976)
Richard L. Stein, Professor (Victorian literature,
literature and the fine arts); Director, English Honors.
BA, 1965, Amherst; AM., 1966, PhD., 1970,
California, Berkeley. (1976)
English 69
Richard C. Stevenson, Associate Professor (English
novel, Victorian literature); Director, Honors College.
AB., 1961, AM., 1963, PhD., 1969, Harvard. On leave
fall 1988. (1968)
William C. Strange, Professor (Romanticism, lyric).
BA, 1952, Whitman; MA, 1953, Montana; PhD.,
1963, Washington (Seattle). (1960)
Donald S. Taylor, Professor (18th-century literature).
BA, 1947, MA, 1948, Ph.D., 1950, California,
Berkeley. (1968)
Nathaniel Teich, Associate Professor (Romanticism,
writing, criticism). B.S., 1960, Carnegie-Mellon; MA,
1962, Columbia; PhD., 1970, California, Riverside.
(1969)
A Kingsley Weatherhead, Professor (modern poetry
and fiction). MA, 1949, Cambridge; MA, 1949,
Edinburgh; Ph.D., 1958, Washington (Seattle). (1960)
Louise Westling, Associate Professor (20th-century
American literature). BA, 1964, Randolph-Macon
Woman's; M.A., 1965, Iowa; Ph.D., 1974, Oregon.
(1985)
George Wickes, Professor (modern literature). BA,
1944, Toronto; M.A., 1949, Columbia; PhD., 1954,
California, Berkeley. (1970)
Mary E. Wood, Assistant Professor (19th-century
American literature). BA, 1978, Yale; MA, 1980,
PhD, 1987, Stanford. (1987)
Claudia Yukman, Assistant Professor (19th-century
American literature). BA, 1977, Mills; MA, PhD.,
1985, Brandeis. (1986)
Emeriti
Lucile F. Aly, Professor Emerita (rhetoric, teacher
education). B.S., 1936, Missouri; MA, 1942, Columbia;
Ph.D., 1959, Missouri. (1960)
Roland Bartel, Professor Emeritus (English education,
romanticism). BA, 1947, Bethel; PhD., 1951, Indiana.
(1951)
Constance Bordwell, Associate Professor Emerita
(writing, applied linguistics). BA, 1931, Oregon; MA,
1932, Washington State; Dip. in Linguistics, 1970,
University College, London. (1947)
Thelma Greenfield, Professor Emerita (Renaissance
drama). BA, 1944, MA, 1947, Oregon; Ph.D., 1952,
Wisconsin, Madison. (1963)
Ciark Griffith, Professor Emeritus (American literature).
AB., 1947, Central Missouri State; MA, 1948,
Southem Methodist; PhD., 1952, Iowa. (1970)
William J. Handy, Professor Emeritus (modern
American literature, criticism). BA, 1947, MA, 1949,
PhD., 1954, Oklahoma. (1965)
Ruth F. Jackson, Senior Instructor Emerita. BA, 1929,
MA, 1933, Oregon. (1955)
Edward D. Kittoe, Assistant Professor Emeritus. BA,
1931, MA, 1936, Oregon. (1936)
Albert A Kitzhaber, Professor Emeritus (rhetoric,
teacher education). BA, 1939, Coe; M.A., 1941,
Washington State; PhD., 1953, Washington (Seattle).
(1962)
Stanley R. Maveety, Professor Emeritus (Renaissance
and Bible literature). B.S., 1943, Northwestem; MA,
1950, Columbia; PhD., 1956, Stanford. (1955)
Waldo F. McNeir, Professor Emeritus (Renaissance
literature). BA, 1929, Rice; MA, 1932, PhD., 1940,
North Carolina. (1961)
Ernest G. Moll, Professor Emeritus (Romanticism).
AB., 1922, Lawrence; AM., 1923, Harvard. (1928)
Carlisle Moore, Professor Emeritus (Victorian and
modem literature). BA, 1933, MA, 1934, Ph.D., 1940,
Princeton. (1946)
John C. Sherwood, Professor Emeritus (18th-century
literature). B.A., 1941, Lafayette; MA, 1942, PhD.,
1945, Yale (1956)
Christof A Wegelin, Professor Emeritus (modem
fiction, American literature). Dip. Tech., 1933, Winter-
thur; MA, 1942, North Carolina; PhD., 1947, Johns
Hopkins. (1952)
Oliver M. Willard, Associate Professor Emeritus
(English language). BA, 1927, Stanford; AM, 1931,
PhD., 1936, Harvard. (1946)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
70 English
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 disciplines 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
to find 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
constructtheir programs in consultation with an
adviser. The general major requirements forthe
degree of bachelor of arts (B.A.) in the Depart-
ment of English are as follows:
1. Satisfaction of the University language
requirements for the B.A. 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 ofC-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
7. Majors are limited to 9 credits in Reading
and Conference (ENG 405) or 18 credits in
ENG 405 and Writing and Conference (WR
405) combined
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 that
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 staff in
the Teacher Education Office of Student
Services.
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;
the program's emphasis, 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 if he or she is to receive the
degree of Bachelor of Arts with Honors in
English
American Studies
The American Studies Program offers an
undergraduate major and minor for students
who are interested in American culture and
character. For more information contact the
Director, American Studies Program, 404
Prince Lucien Campbell Hall, University of
Oregon, Eugene OR 97403; telephone (503)
686-3963.
Graduate Studies
The Department of English offers graduate work
in English literature, American literature, and
creative writing It offers the master of arts
(M.A.), doctor of arts (D.A.), and doctor of
philosophy (PhD.) degrees in English as well
as a master of fine arts (M.F.A.) degree in
creative writing. An interdisciplinary studies
MA degree in teaching English is also available
through the Graduate School. A detailed
description of these programs will be sent with
the Application for Graduate Admission 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 minimum Graduate Record
Examinations (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: aminimum score of
600 on the Test of English as a Foreign
Language (TOEFL) examination
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 and Records with a $25.00
fee and the remaining copies to thegraduate
secretary, English Department
3 Arrange to have two official copies of
graduate and undergraduate transcripts
sent, one to the University Office of Admis-
sions and Records, 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
people 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. After the candidate
has completed 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
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 least one more course in each ofthree 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, and others
AGPAof 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), or Old 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 candidate 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.
Interdisciplinary M.A. For information see the
description in the Graduate School section of
this bulletin under Interdisciplinary Master's
Degree 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 and Records 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 and Records, 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 a work 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 minimum Graduate Record
Examinations (GRE) score of 1250 on the
Verbal section of the General Test and the
English 71
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
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 leasttwo formal English graduate courses or
seminars 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(plus) 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 a term to satisfy continu-
ous residence, and thattwo courses a term may
or may not equal this minimum. Note also that
although the Graduate School allows a summer
session term to count toward continuous
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(minimum
Graduate Student Foreign Language Test, or
GSFLT, score of 25th percentile or completion
of a second-year sequence) or a very high
competence in one language (minimum GSFLT
score of 70th percentile or completion of a
third-year sequence). 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, The qualifying
examination requirement and procedures have
been revised. For further information, contact
the Director of Graduate Studies, English
Department.
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,
72 English
about using that work to satisfy this
requirement
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 M.A.
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 1900to 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
(exceptthe 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 Ph.D. in creative
writing.
American Studies
Students who are interested in American history
and culture may want to earn a master's degree
in American Studies through the Interdiscipli-
nary Studies: Individualized Program (IS:IP).
A doctoral program emphasizing American
culture studies is offered by the Department of
English. For more information about graduate
degrees in American Studies, contact the
Director, American Studies Program, 404
Prince Lucien Campbell Hall, University of
Oregon, Eugene OR 97403: telephone (503)
686-3963.
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
ieast 6 credits of Introduction to Imaginative
Writing (WR 241, 242, 243). For information on
the graduate program leading to the 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 first term 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 examinations for WR 121 and 122 are
offered regularly atthe 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 seiect 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 at the University Counseling
Center Testing Office before registration.
Students for whom English is not the native or
primary language are placed in their first writing
course on the basis of a placement test, which
is administered before registration. Nonnative
speakers should inquire at the Office of Interna-
tional Services for placement test dates.
Depending on TSWE scores or placement test
results, students may be required to satisfy
additional prerequisites for piacement in WR
121. These may include WR 40, 49, 91, 92, or
93. Transfer students in doubt about the
equivalency of courses taken elsewhere should
bring transcripts and catalog descriptions to the
composition office, Department of English, for
evaluation.
English Courses (ENG)
Note: Not every course listed here can be offered every
year; students are advised to consult the most recent Time
Sclledule of Classes.
Lower Division
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. Earl, Shankman,
Teich.
151 Introduction to Afro-American Literature (3)
Reading and critical analysis of Afro-American fiction,
poetry, and drama in historical and thematic perspec-
tive; examination of the black experience that influ-
enced the literature. Coieman.
199 Special Studies: [Term Subject] (1-3R)
200 Innovative Education: [Term SUbject] (1-3R)
201,202,203 Shakespeare (3,3,3) The major plays in
chronoiogicai order. Required of majors. Boren,
Farwell, 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. Earl, Farwell, Stein.
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. Not offered 1988-89.
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. Not
offered 1988-89.
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, Love, Westling, Wood, Yukman.
Upper Division
Note: Sophomore standing or above is a prerequisite for
300-level courses. Junior standing orabove is aprerequi-
site for 400-level courseS.
300 Introduction to Literary Criticism (3) Various
techniques of literary criticism (such as historical,
generic, formalistic, mythic) and the use of library
resources. Recommended for majors in sophomore or
early in junior year. Farwell, Pyle, Teich
301 Tragedy (3) The nature of tragedy and of tragic
expression in various literary forms. Rockett, Rowe.
302 Romance (3) Readings of narratives of adventure
and quest, including works in the allegorical mode.
Classical, medieval, and modern examples, with
attention to romance elements in 20th-century works.
Not offered 1988-89.
303 Epic (3) Epic and heroic literary masterpieces; the
nature of the genre. Shankman, Strange. Not oHered
1988-89.
304 Comedy (3) The comic view in both dramatic and
nondramatic forms. Emphasis on English masters, with
attention also to classical and continental writers. Stein,
Strange.
305 Satire (3) Satire, or criticism through ridicule, as
a major literary expression. Examples from dramatic,
narrative, poetic, and graphic forms with special
emphasis on contemporary satire. Strange.
310 Afro-American 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.
311 Afro-American Poetry (3) The stUdy of African,
West Indian, and Afro-American poetry, written and
performed. Coleman.
312 Afro-American Drama (3) Major achievements in
African, West Indian, and Afro-American drama.
Coleman.
321, 322, 323 English Novel (3,3,3) 321: rise of the
novel from Defoe to Austen. 322: Scottto Hardy. 323:
Conrad to the present. Stevenson, Taylor.
324 American Satire (3) Satire in American literature;
Its nature, development, and significant contributions
to the interpretation of American life. Love. Not offered
1988-89
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.
360 Women WriterS (3) Introduction to the study of
women writers as a literary group with unique styles,
themes, images, and perspectives. Farwell, Westling,
Wood.
390 Introduction to English Linguistics (3) The
structure of English including its phonetics, phonoiogy,
orthography, morphology, syntax, and semantics;
historical change and geographical-social variation in
English; the semantics of English; and English
stylistics. Not offered 1988-89.
391, 392, 393 American Novel (3,3,3) Development
of the American novel from its beginnings to the
present. Bensick, 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 develop-
ments. Armstrong, Hynes, Kintz, Stein, Weatherhead.
399 Special Studies: [Term SUbject] (1-3R) R when
topic changes.
400 Innovative Education: [Term Subject] (1-3R)
401 Research (Arr,R)
403 Thesis (Arr,R)
405 Reading and Conference: [Term SUbject]
(Arr,R)
407 (G) Seminar: [Term Subject] (Arr,R) Selected
seminars are offered each year.
408 (M) Workshop (Arr,R)
409 (G) Supervised Tutoring Practicum: [Term
Subject] (1-3R)
410 (G) Experimental Course: [Term Subject]
(Arr,R) Selected seminars are offered each year.
411,412,413 (G) English Drama (3,3,3) Deveiopment
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.
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. Armstrong,
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) and their treatment in the
written literature of major British authors. Sherman. Not
offered 1988-89.
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. Not
offered 1988-89.
424 (M) Old English Literature in Translation (3)
Introduction to the linguistic, historical, and cultural
milieu of Anglo-Saxon England (ca. 500-1100); reading
in translation of selected prose and poems, including
Beowulf and the "Elegies." Not offered 1988-89.
426 (G) Introduction to Middle English (3) The
English language from ca. 1100 to 1500. Emphasis on
the development of reading skills in various dialects
through linguistic study of literary selections. Boren.
Not offered 1988-89.
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 cuitural and historical contexts. Boren.
428 (M) Chaucer (3) Close textual study of seiected
Canterbury Tales in Middle English and instruction in
the grammar and pronunciation of Chaucer's lan-
guage. Boren, Earl, Malarkey.
429 (G) Troilus and Crlseyde(3) Close textual study
of Chaucer's poem with consideration of The Book 01
the Duchess and The Par/ementofFou/es. Instruction
in grammar and pronunciation of Chaucer's English.
Boren, Malarkey.
430,431 (G) Literature of the Renaissance (3,3) 430:
Renaissance thought. 431: Renaissance epic and
prose narrative. Filloy, Grudin, Rowe.
434 (G) Spenser (3) Examines the works of Edmund
Spenser. Rowe. Not offered 1988-89.
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. Grudin,
Johnson.
437,438 (G) The Literature of the 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 (G) 17th-Century Literature (3,3) Poetry and
prose from Jonson through the Restoration in relation
to the trends of thought and feeling that characterize
the century. Rockett, Rowe. Not offered 1988-89.
444 (G) Milton's Minor Poems and Pro~e (3) The
Poems of 1645 and the major prose works on liberty,
education, and politics. Farwell, Rockett. Not offered
1988-89.
445 (G) Milton's Major Poems (3) Paradise Los/,
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, 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. Pyle,
Strange, Teich.
470, 471 (G) Victorian Literature and Culture (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
1988-89.
477, 478, 479 (G) American Literature before 1900
(3,3,3) Early American literature; romanticism; realism
and naturalism. Bensick, Love, Wood, Yukman.
480 (G) Major British Writers (3R) Detailed study of
two or three British authors not substantially treated in
other courses. Armstrong, Gage, Stein, Taylor,
Weatherhead, Wickes.
481, 482, 483 (G) Major American Writers (3,3,3R)
Detailed study of two orthree major authors each term.
Bensick, Gage, Handy, Love, Westling, Wickes, Wood,
Yukman.
487 (G) Yeats and Joyce (3) The principal works of
Yeats and Joyce, considered against the background
of the Irish Renaissance.
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.
English 73
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) EngUsh 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. StUdy of syntactic, morphological, and semantic
changes in the word stock. Development of British and
American English. Prereq; LING 290.
494 (G) Existentialism and Modern Literature (3)
Study of 19th- and 20th-century works reflecting the
characteristic themes of eXistentialism by such authors
as Kierkegaard, Tolstoy, Camus, Sartre, Kafka,
Beckett, Joyce, Hemingway, Albee, Kesey. Handy. Not
offered 1988-89.
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: American Women Writers, Feminist Criticism
Individual Authors, Women Poets, and Women Writ~rs
before 1800. Farwell, Kintz, Westling, Wood.
Graduate
Note: Instructor's consent is required for all SOO-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: [Term SUbject] (Arr,R)
507 Seminar: [Term Subject] (Arr,R) Selected
seminars are offered each year.
508 Workshop (Arr,R) PIN only. Gage.
510 Experimental Course: [Term SUbject] (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. Earl.
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 interesttostudents of Old English
and Germanic antiquity. Not offered 1988-89.
519 The PesrlPoet (4-5) Detailed study of the works
attributed to the 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 1988-89.
520 Topics In the History and Structure of English
(5) Advanced English linguistics. Topics vary accord-
ing to student and faculty interest. Not offered 1988-89.
524 Chaucer's Csnterbury Tsles(4-5) The complete
Canterbury Tales with instruction in the grammar
and pronunciation of Chaucer's language. Boren,
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. 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. Rowe. Not offered 1988-89.
540 Introduction to Literary Research (3) Topics
include bibliographical tools and methods of research,
current issues in the profession, and recent develop-
ments in literary theory. Rowe.
588 Modern British Poetry (4-5) British poetry from
Hardy to the present. Weatherhead. Not offered
1988-89.
589 Modern American Poetry (4-5) American poetry
from the imagists to the present. Weatherhead. Not
offered 1988-89.
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. Wickes. Not offered
1988-89.
74 English
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. Not offered 1988-89.
Writing Courses (WR)
Developmental
Note: WR 40 and 49 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. WR 91,92, and 93 are self-support courses offered
through the American English Institute as part of the
Supplementary English Language Training (SELT)
program. See the American English Institute section of
this bulletin for more information. All five courses carry
credit for enrollment (eligibility) but not toward gradua-
tion; 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 II (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.
Students are placed in these courses based on
examinations administered by the University Testing
Office.
Lower Division
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 iibrary resources. Prereq: WR 121 or
equivalent.
185 Practical Grammar (3) Focuses on the sentence
and its components: parts of speech, phrases,
clauses, verbals, and sentence patterns and classifica-
tions.
199 Special Studies: [Term Subject] (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 a critical appreciation of the art of writing. 241:
fiction. 242: drama. 243: poetry.
Upper Division
320 Scientific and Technical Writing (3) Emphasis
on form and style of scientific, professional, and
technicai 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 1988-89.
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.
405 Writing and Conference: [Term Subject] (Arr,R)
407 (G) Seminar: [Term Subject] (1-18R) R when
topic changes. Selected seminars are offered each
year.
408 (G) Workshop (Arr,R)
409 (G) Supervised Tutoring Practlcum: [Term
SUbject] (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:
compietion 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
503 Thesis (Arr,R) PIN only. Prereq: instructor's
consent.
505 Writing and Conference: [Term Subject] (Arr,R)
Prereq: instructor's consent.
507 Seminar: [Term SUbject] (1-18R) R when topic
changes. Selected seminars are offered each year.
Prereq: instructor's permission.
530, 531, 532 Graduate Creative Writing (3,3,3S)
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
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
Stanton A. Cook, Biology
Richard P. Gale, Sociology
Daniel Goldrich, Political Science
Glen A. Love, Eng lish
Galen R. Martin, International Studies
Patricia F. McDowell, Geography
Robert Z. Melnick, Landscape Architecture
Mark H. Reed, Geological Sciences
Alvin W. Urquhart, Geography
David H. Wagner. Bioiogy
The interdisciplinary field of environmental
studies is concerned with the relations of
humans with their environment. The Environ-
mental Studies 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 perspec-
tives and develop comprehensive, well-
reasoned approaches to environmental issues,
problems, and thought.
Undergraduate Studies
The undergraduate Environmental Studies
Program offers an interdisciplinary minor.
Minor Requirements
The minor includes four required courses and
six electives. The interdisciplinary minor in
Environmental Studies requires a minimum of
30 credits, of which at least 21 must be upper
division.
Required Courses 12-15 credits
Introduction to Environmental
Studies (PPPM 331) ......... '" ..... 3
One of the following science ciusters 9-12
Three courses chosen from The Natural
Environment (GEOG 101), Geomorphology
(GEOG 301), Climatology (GEOG 302),
Biogeography (GEOG 303) . . . . . . . . . . 9
Physics of Energy and Environment (PH 114),
The Sun as a Future Energy Source (PH 116),
The Energy Laboratory (PH 115) or Mineral
Resources and the Environment (GEOL 321) ... 9
Explaining Life's Diversity: Evolution
(BI 120) or Explaining Life's Diversity:
Ecology (Bl 121), Explaining Life's Diversity:
Piants (Bl 122), Explaining Life's Diversity:
Animals (BI 123) or Explaining Life's Diversity:
Animal Behavior (BI 124) 10-12
Habitats: Life of the Forest (BI 141), Habitats:
Freshwater Biology (BI 142), Habitats: Marine
Biology (BI 143) ... , . .. . . . . . . . 12
Biology of Common Plants (81 160),
Chemistry, Nutrition, and World Food (CH 121),
The Natural Environment (GEOG 101) .. 10
General Biology I: How Cells Work (BI 201),
Generai Biology II: How Organisms Function
(BI 202), General Bioiogy III: The Living
World (BI 203) , 9
Environmental Studies 75
Electives 18-30 credits
Natural science: choose any three courses from
the following list.
Anthropology. Human Ecology (ANTH 320)
Biology. Ecology(BI314), Coastal Biology(BI
360), Microbiology (BI 384), Populations and
Communities (BI 471), Laboratory and Field
Ecology (BI 472), Terrestrial Ecosystems (BI
474), Limnology (BI475), The Biology of
Estuarine Systems (BI477), Marine Ecology (BI
478), Microbial Ecology (BI 485), Behavioral
Ecology (BI 492)
Geography. The Natural Environment (GEOG
101), Geomorphology (GEOG 301), Climatology
(GEOG 302), Biogeography (GEOG 303),
Seminar: Geomorphic Hazards (GEOG 407),
Advanced Geomorphology (GEOG 482),
Geography of Water Resources (GEOG 483),
Hydrology (GEOG 484), Geography of Soils
(GEOG 485), Advanced Biogeography(GEOG
489)
Geological Sciences. The Fossil Record
(GEOL 304), Mineral Resources and the
Environment (GEOL 321), Volcanoes and
Earthquakes (GEOL 351), Oceanography
(GEOL 353), Petroleum Geology (GEOL 422),
Economic Mineral Deposits (GEOL 423)
Physics. Physics of Energy and Environment
(PH 114), The Sun as a Future Energy Resource
(PH 116)
Social science: choose any three courses from
the following list
Architecture. Environmental Control Systems
(ARCH 391), Architectural Form and Urban
Quality (ARCH 439), Solar Heating (ARCH 491),
Passive Cooling (ARCH 493)
Economics. Issues in Resource Economics
(EC 332), Issues in Environmental Economics
(EC 333), Urban Economics I (EC 415), Urban
Economics II (EC 416), Environmental
Economics (EC 433)
Geography. Environmental Alteration (GEOG
370), Geography of Energy (GEOG 372), Urban
Geography (GEOG 435), Cultural Geography
(GEOG 436), Geographic Landscapes (GEOG
437), Historical and Contemporary Views of the
Environment (GEOG 455)
International Studies. Population and Global
Resources (INTL 251), Seminar: Science and
Development (I NTL 407), International Commu-
nity Development (INTL 420), World Value
Systems (INTL 430)
Landscape Architecture. Site Analysis (LA
361), Landscape Architectural Design (LA 389),
Urban Farm (LA 390), Introduction to Land-
scape Planning Analysis (LA 440), Landscape
Preservation (LA 480), Site Planning and Design
(LA 489), Landscape Perception (LA 490)
Leisure Studies and Services. Leisure and
Natural Resources (LSS 390), Principles of
Outdoor Education (LSS 490), Recreation and
Natural Resources (LSS 492)
Planning, Public Policy and Management.
Public Service Policies and Programs (PPPM
323), Innovative Education: Oregon Environ-
mental Issues (PPPM 400), Citizen Participation
(PPPM 461),Natural Resource Policy (PPPM
470)
Political Science. Ocean Politics (PS 423),
Environmental Politics (PS 497)
Sociology. World Population and Social
Structure (SOC 303), Sociologyofthe Environ-
ment (SOC 416)
Excluding the required cluster courses, no more
than two courses may be taken in anyone
department. Courses in a student's major
department do not count for minor course
requirements. Students should plan their
programs as early in their undergraduate
careers as possible with the aid of a faculty
adviser chosen from the Environmental Studies
Committee. With the adviser's consent. a
course numbered 407, 408, or 410 can be
substituted for erne 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. Other courses that are appropriate
as Environmental Studies minor electives may
be offered occasionally. For information inquire
at the Environmental Studies Center.
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 68 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,
9 credits of which can be applied to the
concentration areas, in the following fields of
study: ecology, environmental law and politics,
resource policy management and planning,
environment and society, and physical environ-
ment. 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. Native North Americans (ANTH
417G)
Economics. Workshop: Resource Economics
(EC 508), Urban and Regional Economic
Analysis (EC 514, 515, 516)
Geography. Seminars: Landscape Studies,
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(L577), 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: Environmental Planning and Manage-
ment (PPPM 407G), Introduction to Urban
Planning (PPPM 511), Legal Issues in Planning
and the Environment (PPPM 518), Legislative
and Administrative Procedures (PPPM 523),
Land Use Planning I, II (PPPM 540, 541), Public
Land Law (PPPM 552)
76 Folklore and E"thnic Studies
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
Edwin L. Coleman ii, English
Sharon R. Sherman, English and Religious Studies
Carol W. Silverman, Anthropology
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
behaviorthroughoutthe world. Folklore courses
examine the historical, cultural, social, and
psychological dimensions of such expressive
forms of behavior as myth, legend, folktale,
music, 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 documenta-
tion and presentation, are integral parts of the
Program offerings in folklore.
The Ethnic Studies component focuses on
theoretical and practical issues of political,
philosophical, cultural, 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, suppression, 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 video tapes-from
shooting raw data to editing a polished video-
tape 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
Department, 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
field data, student and faculty research projects,
and audio and visual materials, which include
audio tapes, video tapes, and more than
7,000 slides. A six-part indexing and cross-
referencing system makes the archive data
easily retrievable. The Archive is open to the
pUblic as well as to the University community.
Undergraduate Studies
Students may earn a Certificate in Folklore and
Ethnic Studies while completing a degree in
another department or school. A primary goal
of the Program is to encourage students to
become more aware of the ethnic and culture-
based dimensions and applications of their
particular major fields Students in literature,
social sciences, education, urban planning, art
history, humanities, and Asian or other interna-
tional studies-to name only 3. 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 Afro-American 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 or 6 credits in fieldwork-based
courses, and 9 credits of lower-division
courses in Folklore and Ethnic Studies. By
concentrating courses, the student may
obtain a certificate that indicates an ethnic
studies or a folklore emphasis
Students seeking to qualify for such a certificate
must consult a codirector two terms before
graduation for course work approval and
transcript evaluation and to arrange the prac-
ticum. 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(ES 103) . . . . . . . .. .. 3
Related upper-division courses from areas
such as Anthropology (ANTH), Dance (DP),
Economics (EC), English (ENG), Folklore
and Ethnic Studies (ES), Geography (GEOG),
History (HST), Political Science (PS),
Psychology (PSY), Religious Studies (R),
Sociology (SOC), Spanish (SPAN), or
Speech: Rhetoric and Communication (RHCM). 15
A list of approved courses is available in the Folklore
and Ethnic Studies Program office.
The minor program must be planned in consul-
tation 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
Folklore may be chosen as an area of concen-
tration in a master's or doctoral degree program
in the English or Anthropology departments.
Students may also create their own plan of study
for a master's degree through the Interdiscipli-
nary Studies: Individualized Program (IS:IP)
offered by the Graduate School. With the
approval of the Graduate School, students
generally select courses taught by folklorists in
the English and Anthropology departments and
combine these with a third interest area such
as history, dance, telecommunication and film,
or music. A thesis or fieldwork project is
required for completion of the degree. Students
working toward M.A. degrees must also demon-
strate competence in a foreign language.
Folklore and Ethnic
Studies Courses (ES)
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
101, 102 Introduction to Ethnicity 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 elhnic experience in America:
literature, autobiography, and oral history.
199 Special Studies: [Term Subject] (1-3R) By
arrangement with instructor and approval of program
director.
200 Innovative Education: [Term SUbject] (1-3R)
Upper Division
310 Scandinavian Minorities in America (3) Not
offered 1988-90.
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 people, treaty rights, and lhe 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, Afro-American, Chicana, Chinese,
and Japanese-in contemporary American society.
400 Innovative Education: [Term SUbject] (1-3R)
405 Reading and Conference: [Term SUbject]
(Arr,R)
407 (M) Seminar: [Term Subject] (Arr,R)
409 Practicum: [Term Subject] (Arr,R)
410 (M) Experimental Course: [Term SUbject]
(Arr,R)
Additional Courses
Note: Other upper-division courses with related
subject matter may be included in individual
Folklore and Ethnic Studies Certificate pro-
grams by arrangement with the instructors and
the codirectors of Folklore and Ethnic Studies.
For descriptions of the following courses, see
departmental sections of this bulletin.
Anthropology. Selected Topics in Ethnology
(ANTH 210), Oregon Native Americans (ANTH
230), Ethnology of Hunters and Gatherers
(ANTH 301), Ethnology of Tribal Societies
(ANTH 302), Ethnology of Peasant Societies
(ANTH 303), Race, Culture, and Sociobiology
(ANTH 414G), Native North Americans (ANTH
417G), Native Central Americans (ANTH 418G),
Native South Americans (ANTH 419G), Peoples
of the Pacific: Australian Aborigines (ANTH
423G), Peoples of the Pacific: Melanesia (ANTH
424G), Peoples of the Pacific: Polynesia and
Micronesia (ANTH 425G), Peoples of South
Africa (ANTH 426G), Peopies of Central and
East Africa (ANTH 427G), Peoples of West
Africa and the Sahara (ANTH 428G), Jewish
Folklore and Ethnology (ANTH 430G), Peoples
of India (ANTH 438G), Peoples of East Asia
(ANTH 439G), Peoples of Southeast Asia
(ANTH 440G), 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), Seminar: Dance Films
(DP 407), Dance Cultures of the World (DP
452G)
English. Introduction to Afro-American Litera-
ture(ENG 151), Introduction to Native American
Literature (ENG 240), Introduction to Folklore
and Myth (ENG 250), Afro-American Prose
(ENG 310), Afro-American Poetry (ENG 311),
Afro-American Drama (ENG 312), Reading and
Conference (ENG 405), Seminar (ENG 407G),
Experimental Course: Native American Litera-
ture (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), Seminars: Ballad,
Folklore Fieldwork, Folktale, Major Afro-
American Writers (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 Religions of the 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)
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
155 Science II
Telephone (503) 686-5211
Robert L. Zimmerman, Director and Chair
Program Committee
Ralph J Barnhard, Chemistry
Mary L. Fulton, Mathematics
Amit Goswami, Physics
Mark H. Reed, Geological Sciences
David R. Sokoloff, Physics
David H. Wagner, Biology
Robert L. Zimmerman, Physics
The General Science curriculum enables
students to design interdisciplinary programs in
science that meet the requirements for a
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
wanting technical careers in one of these areas
or planning to do 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.
Transfer Students. 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 lower-division requirements
listed below and as many as possible of the
general University graduation requirements for
the bachelor's degree.
Upon admission, transfer students should
consult a General Science adviser in the Office
of Academic Advising and Student Services,
164 Oregon Hall. Decisions about which UO
courses to take are partially based on the
number of transferred credits.
Careers. Students planning careers as high
school teachers may work toward certification
with the Integrated Science endorsement while
earning a bachelor's degree in General Sci-
ence. See Secondary School Teaching later in
this section for more information.
Prehealth science students preparing for
careers in medicine, dentistry, or related fields
find that the General Science Program allows
them to meet professional school admission
requirements while gaining more breadth than
allowed in a specific science major. Students
planning careers in business, public relations,
and human services may find the General
Science Program the most appropriate major
for them.
Degree Requirements
Because of the flexibility of the General Science
requirements, it is important that all students
General Science 77
design their programs carefully, in consultation
with a General Science adviser or committee
member.
Majors and prospective majors should seek
assistance in program planning when they
identify or change career goals, because
successful application to professional schools
and training programs may require them to
complete additional courses beyond those
required for the General Science major.
Suggested course sequences aimed at meeting
requirements of professional schools and
training programs may be designed individually
by students in consultation with their advisers
or committee members.
Some examples of interdisciplinary programs,
and the SUbject matter areas that might be
combined in designing a program, are given
below:
Animal behavior and ethology: biology, psychol-
ogy, anthropology
Biophysical sciences: biology, chemistry,
physics
Cognitive sciences: psychology, computer
science, mathematics
Environmental sciences: biology, Chemistry,
geology, physics
Neurosciences: biology, chemistry, psychology
All majors are encouraged to consult with their
General Science advisers during the junior year
to ensure that their remaining course work is
structured to meet all requirements of the
General Science major. General Science
majors must meet the major requirements ofthe
General Bulletin in effect the year they are
accepted as majors or the major requirements
of a subsequent unexpired bulletin.
Acceptance of transfer courses and credits is
determined by evaluators in the Office of
Admissions and Records in consultation with
General Science advisers or committee mem-
bers. A student should notify the General
Science adviser of the intention to graduate at
least one term before the proposed graduation
date.
Lower-Division Requirements
All lower-division courses must be completed
with a GPA of 2.00 or better. Courses graded
N (no pass) or F may be repeated for credit.
1. Proficiency in mathematics through second-
term calculus (MTH 201, 202)
2. Completion of one course in computer
science (CIS 131,133, or 134)
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:
Anthropology. Introduction to Human
Evolution (ANTH 110), Evolution of Monkeys
and Apes (ANTH 111), Human Evolution
(ANTH 321)
Biology. General Biology I: How Cells Work
(BI201), General Biology II: How Organisms
Function (BI 202), and Generai Biology III:
The Living World (BI 203) with laboratories
(BI 207, 208, 209) or Molecular Biology (BI
291), Cellular Biochemistry (BI 292), and
Cellular Physiology (BI293) with laboratories
(BI 294, 295, 296)
78 General Science
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. Com-
puter Science I, II, III (CIS 210,211,212) with
laboratories (CIS 220, 221, 222)
Ecology and Environmental Science. Physics
of Energy and Environment (PH 114), The
Energy Laboratory (PH 115), Mineral Resources
and the Environment (GEOL 321)
Geological Sciences. 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)
Psychology. Psychology as a Science (PSY
202,203) and Biological Psychology (PSY 304)
or Introduction to Experimental Psychology
(Honors College) (PSY 217,218) and Biological
Psychology (PSY 304)
Upper-Division Requirements
1. In addition to the lower-division require-
ments, students must either (a) complete a
minimum of 30 credits, of which at least 24
credits must be graded mid-C or better, in
courses numbered 300 and above, or (b)
complete BI 291, 292, 293 with grades of
mid-C or better and a minimum of 24
upper-division credits with grades of mid-C
or better
2. Twelve credits must be completed in one
field of study and at least 9 credits in a
second field, Only four upper-division
credits from courses having fewer than two
lower-division prerequisites may be applied
to the degree
Courses numbered 310,400-410, or 507
may not be included unless approved by the
General Science adviser.
Upper-division courses may be selected
from:
Anthropology. Courses in human and
primate anatomy and eVOlution (ANTH
320-324, 470-480)
Biology. All upper-division courses
Chemistry. All upper-division courses
Computer and Information Science. All
upper-division courses
Geological Sciences. All upper-division
courses except Materials and Processes of
Ceramics (GEOL 428)
Mathematics. All upper-division courses
Physics. All upper-division courses
Psychology. Courses in the experimental
and physiological areas (PSY 302, 430-450)
Prehealth Sciences
Prehealth science students who choose to
major in General Science should examine the
admission requirements of the professional
school of their choice early in their under-
graduate careers. This allows students' pro-
grams to be designed to meet these require-
ments while satisfying the General Science
requirements. Such students should consult the
Health Sciences, Preparatory section of this
bulletin for more information and consult with
their General Science adviser and with pre-
health science faculty advisers.
Secondary School Teaching
The University offers work in preparation for
teaching general or integrated science in public
secondary and middle schools. Certification as
an Oregon secondary teacher with the Inte-
grated Science endorsement requires satisfac-
tory 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 General Science
Program includes work toward both Basic and
Standard Oregon certification. For specific
information regarding requirements for the
Integrated Science endorsement, students
should consult the Program's endorsement
adviser for teacher education and the staff in
the Teacher Education Office of Student
Services.
Lower-Division Requirements
Integrated science students must complete the
mathematics and computer science courses
required for all General Science majors. All
lower-division courses must be completed with
a GPA of 2.75 or better, The courses shown
below are required for the science sequence
portion of the program.
Astronomy. Elementary Astronomy (PH 108,
109)
Biology. General Biology I: How Cells Work (BI
201), General Biology II: How Organisms
Function (BI 202), General Biology III: The
Living World (BI203), with laboratories (BI207,
208, 209) Molecular Biology (BI 291), Cellular
Biochemistry (BI 292), and Cellular Physiology
(BI293), with laboratories (BI294, 295, 296) are
acceptable substitutes
Geological Sciences. General Geology (GEOL
201, 202, 203)
Students must also complete one of the follow-
ing Chemistry and Physics sequences:
Chemistry and Physics. 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)
Upper-Division Requirements
Except for the addition of Climatology (GEOG
302), Geology of Oregon and the Pacific
Northwest (GEOL 352), and Oceanography
(GEOL 353), upper-division requirements for
students in the integrated science program are
the same as those required for a General
Science degree.
Geography
107 Condon Hall
Telephone (503) 686-4555
Alvin W. Urquhart, Department Head
Faculty
Patrick J, Bartlein, Associate Professor (climatology,
quantitative methods, water resources). BA, 1972,
M.S" 1975, PhD., 1978, Wisconsin, Madison. (1982)
Carl L, Johannessen, Professor (biogeography,
cultural geography, Central America), BA, 1950,
MA, 1953, Ph, D., 1959, California, Berkeley. (1959)
William G. Loy, Professor (cartography, interpretation
of aerial imagery, place-name studies). BA, 1958,
Minnesota at Duluth; M.S" 1962, Chicago; Ph.D" 1967,
Minnesota, (1967)
Patricia F. McDowell, Associate Professor (geomor-
phology, soils, Quaternary environments), BA, 1971,
MA, 1977, Illinois Institute ofTechnology; Ph.D" 1980,
Wisconsin, Madison. On leave 1988-89. (1982)
Alexander B. Murphy, Assistant Professor (cultural
geography, political geography, law and geography).
BA, 1977, Yale; JD" 1981, Columbia; Ph.D" 1987,
Chicago. (1987)
Gary H, Searl, Adjunct Assistant Professor (geographic
education, Oregon). B.BA, 1959, M,S" 1966, Oregon.
(1966)
Everett G. Smith, Jr., Professor (social geography,
urban geography). BA, 1953, MA, 1956, Illinois;
PhD., 1962, Minnesota. (1965)
Alvin W. Urquhart, Professor (cultural geography,
geographic landscapes, environmental alteration),
B,A., 1953, MA, 1958, PhD" 1962, California,
Berkeley. (1963)
Ronald Wixman, Associate Professor (Soviet Union,
eastern Europe, cultural geography). BA, 1968,
Hunter; MA, 1972, Columbia; PhD" 1978, Chicago.
(1975)
Emeriti
Samuel N. Dicken, Professor Emeritus (coastal
geomorphology, cultural geography, Oregon), BA,
1924, Marietta; Ph.D" 1930, California, Berkeley.
(1947)
Clyde P, Patton, Professor Emeritus (climatology,
western Europe, cultural geography), AB., 1948, MA,
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,
Calitornia, Berkeley, (1963)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Undergraduate Studies
Undergraduate students in the Department of
Geography develop an awareness of the
landscapes of several regions of the world and
investigate the physical and cultural processes
that form landscapes. Any lower-division
course is open to any student at the University;
none have prerequisites or require particular
high school background. For students transfer-
ring to the University in their third year, prepara-
tion in introductory college geography courses
is desirable,
An undergraduate major in Geography may
follow a broadly based general degree program
or a more specialized curriculum that em-
phasizes environmental studies, social science
teaching, or urban studies. Both bachelor of arts
(B.A.) 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. Beginning fall 1988 a grade point
average (GPA) of 2.25 or better in graded
Geography courses will be required for majors.
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). The B.S. degree, which requires
completion of three selected Mathematics
courses, is recommended for students planning
a physical geography or environmental studies
option. The BA degree, which requires two
years of foreign language training, is recom-
mended for students planning a cultural
geography option. For students planning
graduate studies in 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
Policiel'; section of this bulletin.
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: [Term Subject]
(GEOG 482), Geography of Water Resources
(GEOG 483), Hydrology (GEOG 484), Geog-
raphy of Soils (GEOG 485), World Regional
Climatology (GEOG 487), Advanced Biogeog-
raphy (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), Historical and Con-
temporary Views of the Environment (GEOG
455)
Regional Geography. Three courses must be
selected from: Geography of Europe (GEOG
201), Geographyof 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 seminar for undergraduate majors.
One Seminar (GEOG 407)
Electives in Geography. A minimum of 6
additionai credits of courses, seminars, reading
and conference, or research
Environmental Studies or
Urban Studies Option
Geography majors who want either an environ-
mental studies or an urban studies option must
arrange a study program, in consultation with a
faculty adviser, that modifies the requirements
of the general geography program. A written
record ofthis special program becomes part of
the student's departmental 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 the staff in the
Teacher Education Office of Student Services.
Geography 79
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 ieading to both the master of
arts (MA) 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 heart of advanced geographic
training.
Admission
To apply for admission, send to the University
Office of Admissions and Records 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
bulletin.
The Department of Geography should receive:
1. The four carbon copies of the admission
application
2. Official transcripts of all undergraduate and
graduate college work
3. Three letters of reference
4. A score from the Graduate Record Examina-
tions (GRE) General Test
5. A statement concerning interests to be
pursued at the University; for applicants to
the PhD. program, the statement of interests
must indicate specific research directions or
possible dissertation topics ofthe applicant.
6. If appropriate, the application for a graduate
assistantship or fellowship award
7. All international applicants must submit a
score from the Test of English as a Foreign
Language (TOEFL)
Applicants whose application materials are
received by March 1 are given preference for
fall admission
Master's Degree Program
The MA 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. The program must
include the following:
80 Geography
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, Historical and Contemporary Views of the
Environment (GEOG 455), Cultural Geog-
raphy (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, Course
and seminar requirements parallel those forthe
M.A. 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 option in
Environmental Studies is offered through the
Graduate School's Interdisciplinary Studies:
Individualized Program, Graduate courses in
Geography; Planning, Public Policy and Man-
agement; Biology; and Law (among others)
comprise the program,
Address inquiries to John H, Baldwin, Director,
Environmental Studies Program, 104 Condon
Hall, University of Oregon, Eugene OR 97403,
See also the Environmental Studies and
Graduate School sections of this bulletin,
Doctoral Program
The Ph.D, 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 Ph.D,
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 faculty before
applying for admission,
Ph.D. Requirements
1, Completion of an MA degree in Geography
or equivalent study that includes courses
required for the M.A. 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 M.A. 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 at the third-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 that cover methods
and techniques useful in geographic
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 a term and are assigned duties limited to
eight 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 a week and a rate
from $3,75 to $5,75 an hour, For work-study
certification and for applications for loans or
grants, a separate requestfor forms should be
made to the Office of Student Financial Aid, 260
Oregon Hall, University of Oregon, Eugene OR
97403,
Geography Courses
(GEOG)
Lower Division
101 The Natural Environment (3) Physical geography
01 the earth with special emphasis on vegetation,
landforms, climate, and soils, Bartlein, Johannessen,
Loy,
103 Landscape, Environment, and Culture (3)
Focuses on the ways in which various cultures have
evaluated, used, and modified the landscapes and
environmenls they have occupied, Murphy, Urquhart,
Wixman,
105 Urban Environment (3) The character of cities
and ways of life in urban locations around the world,
Smith, Urquhart.
180 Reading and Interpretation of Maps (3) Physical
and cultural features on maps, Critical analysis of
cartographic styles employed by atlas and map
makers,
199 Special Studies: [Term SUbject) (1-3R)
200 Innovative Education: [Term SUbject) (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, Not offered
1988-89,
203 Geography of Asia (3) The major physical and
cultural realms of Asia, excluding Soviet Asia, Wixman,
204 Geography of the Soviet Union (3) Natural
regions, major population groups, and the economic
development of the USSR, Wixman, Not offered
1988-89
205 Geography of Africa (3) Physical and cultural
processes that have shaped the rural and urban
landscapes of Africa, Not offered 1988-89,
206 Geography of Oregon (3) The nature of Oregon:
its natural and human resources, changing patterns of
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, Smith,
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, Not offered 1988-89,
Upper Division
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 at the surface of the earth, atmospheric
processes that affect climate, factors of climatic
change, GEOG 101 recommended, Bartlein,
303 Biogeography (3) Relation of piants and animals
to the environment, distribution of individual species,
historical changes in plant distribution, aerial photo
interpretation, and domestication of biota, GEOG 101
recommended,
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. Bartlein.
370 Environmental Alteration (3) Human alteration of
the world's major ecological systems. Consequences
of human activity at differenttimes and places 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 1988-89.
400 Innovative Education: [Term Subject] (1-3R)
401 Research (Arr,R)
405 Reading and Conference: [Term Subject]
(Arr,R)
406 Field Studies (Arr,R)
407 (G) Seminar: [Term Subject] (3R) The following
seminar topics are offered in 1988-89: Cultural
Diffusion (Johannessen), Ethnic Geography ot Europe
(Murphy and Wixman), Oregon Landscapes (Searl),
and Problems in Urban Geography (Smith).
408 Workshop (Arr,R)
409 Supervised Tutoring: [Term Subject] (Arr,R)
PIN only
410 (G) Experimental Course: [Term Subject]
(Arr,R) Current topics are Advanced Climatology
(Bartlein), Geography, Law, and the Environment
(Murphy), Geography of Canada (Smith), Geography
of Eastern Europe (Wixman), Historical Geography of
the United States (Murphy), and Quaternary Environ-
ments.
411 (G) Advanced Cartography (3) Map construction,
preparation of graphs and diagrams, and a final
individual project. Loy.
433 (G) Political Geography (3) Spatial perspectives
on global political patterns and processes. Political
territories and their relationship to resources, ethnic
patterns, and ideological communities. Impact of
political arrangements on the landscape. Murphy.
434 (G) Economic Geography (3) Description and
analysis of economic locations in different parts of the
world. Smith
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 1988-89.
437 (G) Geographic Landscapes (3) Concepts and
examples ofthe 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
1988-89.
455 (G) Historical and Contemporary Views of the
Environment (3) Ways in which humans have thought
about their place in nature. A study of major environ-
mental ideas from Classical times to the present.
UrqUhart.
463 (M) Geography of Middle America (3) Physical,
historical, and cultural processes that have shaped the
landscapes of Mexico, Centrai 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
iandscapes of Western Europe. Murphy.
467 (M) Eastern North America (3) Growth of major
regions from Atlantic colonies. Agricuiture, industry,
popUlation, and metropolitan centers. Not offered
1988-89.
468 (M) Western North America (3) Areas of attraction
and aversion; their development into modern regions.
Not offered 1988-89.
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 1988-89.
470 (M) Cultural Geography of the Soviet East (3)
Demographic, social, cultural, and political situation of
ethnic groups in the Islamic regions of the USSR.
Wixrnan. Not offered 1988-89.
482 (G) Advanced Geomorphology: [Term Subject]
(3R) Study of one of the principal landforming
processes, its characteristics in time and space, and
the resulting landforms, R when topic changes. Prereq:
GEOG 301 or instructor's consent. McDowell. Not
offered 1988-89.
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 tee. Prereq: GEOG 101 or equivalent.
McDowell. Not offered 1988-89.
484 (G) Hydrology (4) Processes operating in the
hydrologic cycle, methods of hydrolic analysis;
emphasis on surface water. Prereq: GEOG 101 or 201,
and MTH 101, 102. McDowell. Not offered 1988-89,
485 (G) Geography of Soils (3) Morphology and
genesis of soils, soil profile description, soil classifica-
tion, environmental influences on soils, applications of
sOil information. Field trips. Special fee. Prereq: GEOG
101 orGEOL201 orBI 122,141,160, or 203. McDowell.
Not offered 1988-89.
487 (G) World Regional Climatology (3) Problems in
climatic classification. Distribution of climates on the
surface of the earth. Prereq: GEOG 302. Not offered
1988-89,
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 animals. Prereq: GEOG 303. Johannessen. Field
trip fee.
Graduate
501 Research (Arr,R) PIN only
502 Supervised College Teaching (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term SUbject]
(Arr,R)
506 Field Studies (Arr,R)
507 Seminar: [Term Subject] (Arr,R) The following
graduate seminar topic was offered in 1987-88:
Introduction to Geographic Research. Murphy,
Wixman.
508 Workshop (Arr,R)
509 Supervised Tutoring: [Term SUbject] (Arr,R)
510 Experimental Course: [Term Subject] (Arr,R)
523 Cultural Geography (3) Basic literature and
current developments in cultural geography. Research
paper prepared for publication. Not offered 1988-89.
555 History of Geographic Thought (3) Developrnent
of concepts of the earth and of human relation to It;
ends and means of geographic study. Not offered
1988-89.
Geological Sciences 81
Geological
Sciences
144 Geology Building
Telephone (503) 686·4573
Jack M. Rice, Department Head
Faculty
Sam Boggs, Professor (sedimentation, sedimentary
petrology). B.S., 1956, Kentucky; PhD., 1964,
Colorado, (1965)
M. Darby Dyar, Assistant Professor (mineralogy-
spectroscopy, petrology, geochemistry). BA, 1980,
Weliesley; PhD., 1985, Massachusetts Institute of
Technology. (1986)
Gordon G. Goles, Professor (geochemistry). AB.,
1956, Harvard; Ph.D., 1961, Chicago. (1967)
Eugene D. Humphreys, Assistant Professor (seismoi-
ogy, regional tectonics). B.S., 1974, M.S., 1978,
California, Riverside; PhD., 1985, California Institute
ofTechnology. (1985)
A Dana Johnston, Assistant Professor (experimental
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). B,A., 1956, Southern Illinois; MA, 1958,
PhD, 1960, Washington (St. Louis). (1961)
Alexander R. McBirney, Professor (igneous petrology,
voicanoiogy). B,S., 1946, United States Military
Academy, West Point; PhD., 1961, California,
Berkeley. (1965)
William N. Orr, Professor (micropaleontology, bio-
stratigraphy). B.S., 1961, Oklahoma; M.A., 1963,
California, Riverside and Los Angeles; Ph.D" 1967,
Michigan State. (1967)
Mark H. Reed, Associate Professor (mineral deposits,
hydrothermal geochemistry). BA, 1971, Carleton;
M.S., 1974, Ph.D., 1977, California, Berkeley. On leave
1988-89. (1978)
Gregory J. Retallack, Associate Professor
(paieobotany, paleosols). B.A., 1973, Macquarie;
Ph.D., 1978, New England University, Australia, (1981)
Jack M. Rice, Professor (geochemistry, petrology).
AB., 1970, Dartmouth; M.S., 1972, Ph.D., 1975,
Washington (Seattle). (1977)
Mark A. Richards, Assistant Professor(geodynamlcs).
B.S., 1977, Texas at Austin; MS, 1978, PhD, 1986,
California Institute of Technololgy. (1985)
Norman M. Savage, Professor (Paleozoic paleontol-
ogy, stratigraphy). B.Sc, 1959, BristOl; PhD" 1968,
Sydney. (1971)
Harve S. Waif, Professor (tectonophysics, electro-
magnetic depth sounding). BS., 1962, William and
Mary: M.S., 1966, PhD., 1970, Oregon. (1978)
Ray J. Weldon, Assistant Professor (structurai geology,
neotectonics; Quaternary geology). BA, 1977,
Pomona; Ph.D., 1986, California Institute of Technol-
ogy. (1988).
Courtesy
Arthur J. Boucot, Courtesy Professor (paleontology,
evolution). AB., 1948, AM., 1949, Ph.D" 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)
David Morgan, Courtesy Assistant Professor (hydrol-
ogy). B.S., 1976, Oregon; M.S, 1979, Stanford. (1986)
Special Staff
Eiise Mezger, Research Associate (Quaternary
geology, geomorphology). BA 1982, Pomona; M.S.,
1986, Southern California. (1988)
MichaelB. Shaffer, Research Assistant (electron beam
microanalysis). B.S., 1978, Oregon, (1978)
82 Geological Sciences
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 Institute ofTechnol-
ogy: Ph.D., 1950, Columbia. (1970)
Lloyd W. Staples, Professor Emeritus (mineralogy,
economic and engineering geology). A.B., 1929,
Columbia; M.S., 1930, Michigan; Ph.D., 1935, Stanford.
(1939)
Note: The date in parentheses atthe end of each entry is
the first year at the University of Oregon.
Undergraduate Studies
The undergraduate program of the Department
of Geological Sciences is designed to provide
an understanding 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).
Students transferring to the Department of
Geological Sciences fol\owing 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
laboratory is also recommended. In addition,
such students should have completed as many
as possible of the University requirements for
undergraduates.
Careers. Career opportunities for geologists
are best for students holding advanced de-
grees. A 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 and geophysicists with doctor of
philosophy degrees have further opportunities
in university and col\ege 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 or geophysicists.
Ge;Dlogy Curriculum
In the Geology program of study, 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: The Earth's Dynamic
Interior, The Face of the Earth, Earth History(GEOL 101,102,103) with General Geology
Laboratory (GEOL 104, 105, 106) ... 12-15
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 fol\owing 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, chosen 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 Geological Sciences.
The recommended courses for three common
options are listed below.
Stratigraphy-Sedimentology-Paleontology
Option
Geological Sciences. Petrology and Petrog-
raphy (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)
Geography. Geomorphology (GEOG 301)
Mathematics. Elements of Statistical Methods
(MTH 425)
Biology. 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 up to
15 in Biology.
Geophysics-Structure-Tectonics
Option
Geological Sciences. Experimental Course:
Neotectonics and Quaternary Geology (GEOL
41 OG), Petrology and Petrography (GEOL 414,
415), Tectonics (GEOL 462), General
Geophysics (GEOL 463), Exploration
Geophysics (GEOL 464)
Computer and Information Science. Introduc-
tion to Numerical Computation (CIS 133)
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
Option
Geological Sciences. Petrology and Petrog-
raphy (GEOL 414, 415, 416), Methods of
Petrologic Analysis (GEOL 418), Electron Beam
Analysis in Mineralogy and Petrology (GEOL
419), Activation Analyses in Petrology and
Geochemistry (GEOL 420), Economic Mineral
Deposits (GEOL 423), Thermodynamic
Geochemistry (GEOL 461), Geochemistry
(GEOL 470)
Chemistry. General Chemistry Laboratory (CH
107,108,109), Instrumental Analysis (CH 324),
Organic Chemistry (CH 331, 332, 333), Inor-
ganic 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. Introduc-
tion to Numerical Computation (CIS 133)
Physics. X-ray Crystallography (PH 491)
Note:The United States Geological Survey and
other government agencies require their
geological employees to have a background in
paleontology and geomorphology.
Students who plan to enter graduate school
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 must take for a grade (pass/no
pass not acceptable) all Geology courses
required in their program for graduation.
Required courses taken outside the Geological
Sciences 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; grades of D are not
acceptable.
Minor Requirements
Majors in other disciplines who wantto minor in
Geology must begin with either General Geol-
ogy(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. A grade of C- or better must be
earned in al\ courses. Appropriate courses are
listed below.
Geological Sciences. The Fossil Record
(GEOL 304), Lithology (GEOL 311), Mineral
Resources and the Environment (GEOL 321),
Mineralogy (GEOL 325, 326), Mountains and
Glaciers (GEOL 350), Volcanoes and Earth-
quakes (GEOL 351), Geology of Oregon and
the Pacific Northwest (GEOL 352), Oceanog-
raphy (GEOL 353), Geology of the Moon and
Planets (GEOL354), Structural Geology (GEOL
391), Stratigraphy and Sedimentation (GEOL
392), Petrology and Petrography (GEOL 414,
415,416), Electron BeamAnalysis in Mineralogy
and Petrology (GEOL419), Petroleum Geology
(GEOL 422), Economic Mineral Deposits
(GEOL 423), Materials and Processes of
Ceramics (GEOL 428), Paleontology (GEOL
431, 432, 433), Paleopedology (GEOL 435),
Pacific Coast Geology (GEOL 451), Thermo-
dynamic Geochemistry (GEOL 461), Tectonics
(GEOL462), General Geophysics (GEOL 463),
Exploration Geophysics (GEOL 464),
Geochemistry (GEOL 470)
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
GEOL326, students with an interest in inorganic
chemistry may want to choose two additional
courses from GEOL 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
appropriate courses that 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, 352, 353, 354,
380,391,392,414,415,416,422,428,431,
432,433,435,451,473, and BI 435.
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 bulletin 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
that 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 Geological Sciences offers work
leading toward an Oregon teaching endorse-
ment in specified science fields at the Basic
and Standard certification levels, as determined
by the Teacher Standards and Practices
Commission. For specific information regarding
certification or endorsement requirements for
Integrated Science (earth science and general
science), students should consult the staff in
the Teacher Education Office of Student
Services.
Graduate Studies
The Department of Geological Sciences 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, geochemistry, volcanology, paleon-
tology, stratigraphy, sedimentary petrology,
geophysics, structural geology, and economic
geology. The master's degree program requires
two years or more for completion.
Admission to the graduate program is competi-
tive and based on earlier academic records,
scores on the Graduate Record Examinations
(GRE), and letters of recommendation. Interna-
tional students must also submit scores on the
Test of English as a Foreign Language (TOEFL)
and the Test of Spoken English (TSE). Applica-
tions are welcome from students who are
interested in using their background in related
fields, such as physics, chemistry, and
biology, to solve geologic or geophysical
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 required for the bachelor's
degree in Geology at the University of Oregon,
as indicated in this bulletin. Deficiencies are
determined by the student's guidance commit-
tee, which also assists in designing a course of
study appropriate to his or her needs and
interests. Course work taken to correct deficien-
cies 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 bulletin. 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 Geological
Sciences for details.
Programs
Graduate study in Geology may be pursued in
one or more of four broad areas: mineralogy-
petrology-geochemistry, stratigraphy-
sedimentary petrology-paleontology, structural
geology-geophysics, and economic geology
(mineral deposits). 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 Geological Sciences faculty for
comment.
Mineralogy-Petrology-Geochemistry. The
Department has good analytical and other
research facilities for petrologic and geochem-
ical studies, and the volcanic and metamorphic
terranes of the Northwest 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 asthenosphere.
Stratigraphy-Sedimentary Petrology-
Paleontology. The research interests of the
faculty members 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
Geological Sciences 83
Tertiary sedimentary rocks of Oregon; regional
stratigraphy of the Pacific Northwest; Paleozoic
brachiopod and conodont biostratigraphy of
Australia, western North America, and northwest
Europe; evolution of major kinds of soils and
terrestrial ecosystems through geological time;
Cretaceous and Cenozoic foraminifera; and
Cenozoic diatoms and silicoflagellates. Oppor-
tunities for research in palynology are also
available through cooperation with the Depart-
ment of Biology.
Structural Geology-Geophysics. Graduate
work inthe structural geology-geophysics area
involves the study of Earth's dynamic processes
on all scales. Laboratory and theoretical studies
address both the microscopic and macroscopic
nature of partial melting in the upper mantle.
Complementary field studies using elec-
tromagnetic soundings probe deep lithospheric
structure as well as the location of magma
bodies and geothermal sources in the Oregon
Cascades and other regions of the West.
Seismic imaging techniques using regional
arrays (e.g., tomography) provide powerful
tools in understanding regional tectonics.
Studies of upper mantle and lithospheric
structure in and around the Basin and Range
province in California and the Pacific Northwest
subduction zone are resulting in essential
constraints, unavailable from surface geology,
for detailed dynamical models of plate-
lithospheric deformation. The more general
study of mantlewide convection, particularly the
large-scale role of subduction, is a rapidly
developing field. Geophysical observations
including long-wavelength gravity, seismic
studies of large-scale mantle heterogeneity,
and plate tectonic reconstructions are being
combined with theoretical fluid mechanics to
map roughly the global pattern of convection
and plate motions.
Structural geology focuses on applying modern
field and analytical techniques to solving
problems in the Cenozoic tectonics of the
western United States. Detailed field mapping,
trench logging, and geomorphic analysis are
combined with seismic array data, land and
space-based geodetic data, electromagnetic
imaging, and theoretical modeling to address
problems including Oregon coastal deforma-
tion, active tectonics of the San Andreas fault
system, the dynamics of the Basin and Range
province, and seismic risk along the Pacific
margin of the United States
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 members who are interested in promot-
ing research in the fields of igneous processes
and volcanic geology. Oregon and the Pacific
84 Geological Sciences
Northwest provide exceptional opportunities for
field study of volcanic rocks and structures.
The Condon Museum of Geology, adjacent to
the Geological Sciences Department, contains
an extensive collection of vertebrate fossils,
paleobotanical specimens, and recent verte-
brates, 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, X-ray
diffraction, atomic absorption and emission,
and wet-chemical analysis. Two piston-cylinder
apparatuses with pressure-temperature capa-
bility to 60 kilobars and 1500°C are available
for studying crystalline, partially molten, and
molten silicates under mantlelike conditions.
Other equipment measures transport properties
and viscosity in melts and rocks at high temper-
atures.
An experimental petrology laboratory covers a
wide range of crustal temperatures and pres-
sures and includes equipment for doing
experiments in controlled atmospheres.
Computers are used for much of the research
in the Department including acquisition of
analytical and magnetotelluric data, processing
of seismic and gravity data, and numerical
modelling of geophysical processes and
geochemical reactions. Two geochemistry
laboratories are equipped with various sophisti-
cated computer programs for thermodynamic
calculations of gas-liquid-solid equilibria and
reaction processes important in metamorphic,
hydrothermal, and diagenetic systems. The
Department houses a MassComp, a Microvax
II coupled to a Tektronix 4129 high-resolution
color-graphics workstation, and an Ethernet
connection to a Convex 64 bit array processor.
In addition, it has four LSI-11/73s, an AT, and
numerous terminals that are hardwired to
University mainframe computers.
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 members
whose research is supported by grant funds.
Current sponsors of grant-funded research
include the American Chemical Society, ARCO,
National Aeronautics and Space Administration,
National Science Foundation, the Oregon State
Department of Geology and Mineral Industries,
and the Western Mining Corporation, Australia.
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.
Geology Courses (GEOL)
Lower Division
101 General Geology: The Earth's Dynamic Interior
(4) Earth's intemal processes: volcanism, earthquakes,
gravity, magnetism, the earth's intemal structure,
mountain building, plutonism, metamorphism, plate
tectonics. Concurrent enrollment in GEOL 104
recommended. Waff.
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.
Johnston.
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. Dyar, Orr.
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: [Term Subject] (1-3R) Studies
of special geologic topics that combine background
lectures with guided field trips to areas of particular
geologic interest.
201, 202, 203 (H) 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,
Richards, 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 omamental stones; economically important rocks
and minerals. For nonmajors. Prereq: high school
chemistry. Kays. Not offered 1988-89.
Upper Division
304 The Fossil Record (3) Origin of life in Precam-
brian; evolution of plants and invertebrate animals;
evolution of early chordates. fish, amphibians, reptiles,
dinosaurs, birds, and mammals; speciation and
extinction. Intended for junior and senior nonmajors
but also open to Geology majors. Savage.
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)
Origin 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.
Reed.
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, silicate
minerals in hand specimens and under the polarizing
microscope. 327: special topics. Prereq: CH 104,105,
106;GEOL201,202,or101, 102, 104, 105; highschool
trigonometry or MTH 102 or MTH 115. Dyar, Holser.
GEOL 327 not offered 1988-90.
350 Mountains and Glaciers (3) The nature and
origins of Alpine and Andean mountain ranges; types
of glaciers that shape their topography. McBimey.
351 Volcanoes and Earthquakes (3) The mechanisms
that cause earthquakes and volcanoes, relation to
plate tectonics, associated hazards, geothermal
resources, examples in Oregon. Humphreys.
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.
Goles.
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.
Orr.
354 Geology ofthe 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) Not offered 1988-90.
391 Structural Geology (4) Description, analysis, and
origin of geologic structures; solution of problems by
orthographic and stereographic projections; collection
and interpretation offield and map data. Prereq: GEOL
101, 102, 104, 105 or GEOL 201, 202. Weldon.
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.
401 Research (Arr,R) PIN only
405 Reading and Conference: [Term SUbJect]
(Arr,R) PIN only
407 (G) Seminar: [Term SUbject] (Arr,R)
408 (M) Workshop (Arr,R)
409 Practicum: [Term Subject] (1-3R)
410 (G) Experimental Course: [Term Subject]
(Arr,R) Recent topics include Geodynamics and
Geochemistry of Natural Waters; Neotectonics and
Quatemary Geology is planned for 1988-89.
412 Written and Spoken Exposition of Geology (1)
Not offered 1988-89.
414,415, 416 (G) Petrology and Petrography (5,5,5)
Origin, 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. Johnston, Kays, Boggs.
418 (G) Methods of Petrologic Analysis (4) Conven-
tional laboratory techniques with emphasis on optical
and X-ray methods. Prereq: GEOL 414,415. McBimey.
419 (G) Electron Beam Analysis in Mineralogy and
Petrology (4) Electron probe microanalysis and
scanning electron microscopy for analyzing minerals
and rocks. Instrumental functions and beam-sample
interactions. Correction procedures for quantitative
X-ray analysis. Prereq: GEOL 325, 326, and first-year
physics or instructor's consent. Rice.
420 (G) Activation Analyses in Petrology and
Geochemistry (3) Not offered 1988-90.
422 (G) Petroleum Geology (3) Petroleum as an
energy source: occurrence, distribution, reserves,
chemical and physical properties; geologic framework
of petroleum entrapment and accumulation; origin and
migration; exploration and drilling techniques;
petroleum and global tectonics. Prereq: GEOL 391,
392. Boggs.
423 (G) Economic Mineral 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, and chemistry of ore
deposition. Prereq: GEOL 325, 326; pre- or coreq:
GEOL 311. Reed.
425 (G) Properties of Crystals (3 ) Not offered
1988-90.
428 (M) MaterialS and Processes of Ceramics (3)
Not offered 1988-90.
431, 432, 433 (G) Paleontology (3,3,3) Biostratig-
raphy, evolution, and paleoecology of life on earth.
431: archaic (Paleozoic and some Mesozoic) marine
invertebrates. 432: modem (Mesozoic and Cenozoic)
marine invertebrates. 433: nonmarine fossils. Lectures
and laboratory exercises on fossil specimens. Prereq:
GEOL 203 or 103, 106. Savage, Orr, Retallack.
435 (G) Paleopedology (4) Soil formation; mapping
and naming fossil soils; features of soils in hand
specimens and petrographic thin sections; interpreta-
tions of ancient environments from features of fossil
soils. Prereq: GEOL 326. Retallack.
BI 435 (G) Methods of Pollen Analysis (5) See
description under Biology.
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.
455 (M) Studies In Physical Geology (3) Earth
materials, geologic processes, and landform develop-
ment. Prereq: upper-division standing. Offered
infrequently. Not offered 1988-90.
456 (M) Regional Geology of North America (3) A
regional approach to the study of North American
geology, rock units, structures, landforms, and
geologic history Field trips. Prereq: upper-division
standing. Offered infrequently, summer session only.
Not offered 1988-90.
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) Processes of continental
orogeny, sea-floor spreading, and plate tectonics with
emphasis on current research. Prereq; GEOL 391,392,
or instructor's consent.
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, Richards.
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. Humphreys.
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) Not offered 1988-90. An
experimental 41 OG course, Neotectonics and Quater-
nary Geology, replaces it. Includes some photo
interpretation of active structures and surfaces.
Prereq:GEOL201,202,or101, 102, 104, 105;GEOL
391, 392. Weldon.
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.
Kays.
BI 491 (G) Paleoecology (3) See description under
Biology.
Graduate
501 Research (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term Subject]
(Arr,R)
506 Field Studies (Arr,R) Geologic fieldwork princi-
pally in connection with graduate thesis. Emphasis on
individual problems. Prereq; graduatestanding, thesis
adviser's consent.
507 Seminar: [Term SUbject] (Arr,R)
509 Practicum: [Term SUbject] (1-3R)
510 Experimental Course: [Term Subject] (Arr,R)
511 Advanced Microscopy and Instrumentation (4)
Advanced optical mineralogy including universal
stage, immersion methods, and ore microscopy; X-ray
diffraction Prereq: GEOL 414, 415, 416. McBirney.
514 Advanced Metamorphic Petrology (4) The
petrology of the main parts of Cordilleran oceanic
melange terranes of the Northwest including high PIT
and high TIP metamorphic belts. Selected rock suites
examined microscopically. Prereq: GEOL415, 461 or
equivalent. 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: GEOL 414,461 or equivalents. McBirney.
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: GEOL 414,461 or equivalents. Johnston.
519 Metamorphic Field Geology (4) Field observa-
tions of metamorphic rocks. Recognition of fabrics,
facies, and structures that 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.
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.
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.-
525 Stratigraphy of North America (3) Not offered
1988-90.
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 paleontology, principles of taxonomy.
Problems and theory of biostratigraphy. Collection,
preparation, and scientific illustration ot fossil speci-
mens. Palaeoenvironments. Savage.
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.
541 Archaeological Geology (3) Principles of
mineralogy, petrology, and stratigraphy; materials of
stone-tool industries, stratigraphy, and geochronology;
palaeoenvironment and palaeodiet. For Anthropology
majors specializing in archaeology. Prereq: graduate
standing, 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 conserit. Goles.
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: GEOL 414,415
or instructor's consent.
563 Advanced Geochemistry III: Low-Temperature
Geochemistry (3) Not offered 1988-90.
564 Advanced Geochemistry IV: Metamorphic
Geochemistry (3) Thermodynamics of rock-forming
solid solutions; excess mixing functions; silicate
minerals and metamorphic fluids; subsolidusgeother-
mometry and geobarometry; dehydration and mixed-
volatile equilibria. Prereq: GEOL415, 461 or instructor's
consent. Rice.
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.
Geological Sciences 85
Prereq: CH 442, GEOL 414 or 461, or instructor's
consent. Goles.
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 seismol-
ogy, magnetolellurics, heat and mass transfer, and
dynamics of the mantle. Prereq: instructor's consent.
Waff, Richards, Humphreys.
591 Advanced Structural Geology (3) Application of
structural analysis to field-oriented problems in active
tectonics of Oregon; projects include field mapping,
analysis of current stress orientations, and paleoseis-
micity. Prereq: GEOL 391. Weldon.
592 Volcanology (2) The products and processes of
volcanism, origin of magmas, eruptive mechanisms,
and relation of volcanism to orogeny and tectonic
processes. McBirney.
86 Germanic Languages and Literatures
3
3
15 credits
4
3
16-18 credits
4-6
3
2. Nine upper-division courses distributed as
follows:
a. Three courses of at least 3 credits each
in upper-division German literature
b. Three courses of at least 3 credits each
in upper-division German culture and
civilization
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 Era of Total
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
(PHL 429, 430)
Political Science. Political Systems of
Postwar Germany (PS 336)
Other appropriate courses may be used
to fulfill this requirement, subject to the
approval of the undergraduate adviser.
3. Of these courses, at least three must be
400-level GER courses
Sample German Program
Entering freshmen considering amajor in German may
want to enroll in the following courses during theirfirst
year at the University.
Fall term
First-Year German (GER 101)
Comparative English and German Grammar
~ffi1~.. 3
Special Studies: Advising Conference (GER 199). 1
English Composition (WR 121) 3
History of Western Civilization (HST 101) or,
for students with Advanced Placement
credit in European history, Europe since
1789 (HST 301) .... . . . . . . . . . . . .. .... 3
International folk dancing, ballroom dancing, or
other elective .. . . . . . . . . . . . . . . .. 1
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 students with Advanced
Placement credit in European history,
Europe since 1789 (HST 302) .
English Composition (WR 122) .
Concepts of Computing: Computers and
Computation (CIS 121) or other
course from science group
Spring term
First-Year German (GER 103 or 105)
Structure of English Words (LING 150) .
History of Western Civilization (HST 103)
or, for students with Advanced
Placement credit in European history,
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 lan-
guage or literature
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 departmental 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 to help 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), Innovative Education (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
cou rses of at least 3 credits each (18 total
credits)
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)
3. Of these 15 courses, at least three must be
400-level GER courses
German Area Studies Option
1. Six upper-division German language
courses of at least 3 credits each (18 total
credits)
Germanic
Languages and
Literatures
202 Friendly Hall
Telephone (503) 686-4051
Jean M. Woods, Department Head
Faculty
Susan C. Anderson, Assistant Professor (20th-century
literature, literary theory, pedagogy). BA, 1978, MA,
1981, PhD., 1985, North Carolina, Chapel Hill. (1986)
Kenneth S. Calhoon, Assistant Professor (enlighten-
ment, romanticism, literary theory). BA, 1979,
Louisville; MA, 1981, PhD., 1984, California, Irvine(1987)
Peter B. Gontrum, Protessor (20th-century literature,
poetry). AB., 1954, Haverford; M.A., 1956, Princeton;
PhD., 1958, Munich. (1961)
Walther L. Hahn, Professor (romanticism, 19th-century
novel and Novelle). Dip., Teachers College, Berlin,
1949; MA, 1954, Rice; Ph.D., 1956, Texas at Austin.(1961)
Helmut R. Plant, Associate Professor (Germanic
philology, paleography). BA, 1957, Fairmont; MA,
1961, Ph.D., 1964, Cincinnati. (1967)
Karla L. Schultz, Assistant Professor (literary theory,
20th-century literature, German film). BA, 1967, Alma;
M.A., 1968, Washington (Seattle); M.A., 1980, Ph.D.,
1984, Oregon. (1987)
Ingrid A Weatherhead, Senior Instructor (Norwegian
language, literature). BA, 1950, MA, 1951, Puget
Sound. (1962)
Jean M. Woods, Professor (16th-century, baroque, and
18th-century literature). BA, 1948, Wellesley; MA,
1965, PhD., 1968, Oregon. (1967)
Virpi Zuck, Associate Professor (Scandinavian
literature). BA, 1964, MA, 1965, University of
Helsinki; PhD., 1977, Wisconsin, Madison. (1974)
Emeriti
Edmund P. Kremer, Professor Emeritus. J.UD., 1924,
Frankfurt am Main. (1928)
Wolfgang A Leppmann, Professor Emeritus (Goethe,
18th-century literature). BA, 1948, MA, 1949, McGill;
PhD., 1952, Princeton. (1969)
Beth E. Maveety, Associate Professor Emerita (teacher
training, German literature). BA, 1937, MA, 1966,
San Jose State; Ph.D., 1969, Oregon. (1970)
James R. McWilliams, Associate Professor Emeritus
(19th- and 20th-century literature). BA, 1951, MA,
1957, PhD., 1963, California, Berkeley. (1960)
Roger A Nicholls, Professor Emeritus (drama,
19th-century literature). BA, 1949, Oxford; Ph.D.,
1953, California, Berkeley. (1963)
Astrid M. Williams, Professor Emerita. B.S., 1921, MA,
1932, Oregon; Ph.D., 1934, Marburg. (1935)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
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.
Germanic Languages and Literatures 87
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), Innovative Education (GER
200,400), Reading and Conference (GER 405),
Special Problems (GER 406), Workshop (GER
408), Practicum: Tutoring (GER 409).
German Minor. The German minor correlates
especially well with areas involving international
or European concentration. It is particularly
useful for students of international studies,
international business, European history,
sociology, political science, journalism, linguis-
tics, 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, at the
upper-division level. These may include courses
in language, literature, and culture and civiliza-
tion. No courses from other departments count
toward the minor in German. Grades of at least
C- or P (pass) must be earned in all courses
used to satisfy requirements for the minor.
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 ad-
dressed 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 of international business,
European history, sociology, political science,
theater, art history, and similar fields.
Twenty-four credits in Scandinavian are re-
quired, 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
encourages students in German to spend a
year at the German StUdy Center in Stuttgart-
TObingen, 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 opportu-
nity 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-
TObingen program before beginning their year
abroad. Special Studies: Study in Germany
(GER 399) is also recommended in preparation
for the German university language-qualifying
examination 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
WOrttemberg program. (See International
Services in the Services for Students section of
this bulletin.) 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 that 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 Foreign Language endorsement in
German, students should consult the endorse-
ment adviser in Germanic Languages and
Literatures and the staff in the Teacher Educa-
tion Office of Student Services.
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 satisfy the require-
ments for 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 consultthe graduate adviser
for information about University and departmen-
tal 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 of present-
ing classroom material. lt also fulfills the Oregon
requirements for Standard secondary teacher
certification.
German Courses (GER)
Note: Because not every course listed here can be offered
every year, students are advised to consult the most recent
Time Schedule of Classes.
Lower Division
101, 102, 103 First·Year German (4,4,4S) 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 (6,6S) A two-term
sequence covering the work of GER 101, 102, 103.
For students who want to begin German winter term.
109 Comparative Engliah and German Grammar(3)
Aspects of Eng[ish grammar that are especially
significant f~r students of German .. Concepts and
terminology Important In German; 1[lustratlons from
earlier forms of English. Plant.
199 Special Studies: [Term Subject] (1-3R)
200 Innovative Education: [Term Subject] (1-3R)
201,202,203 Second·Year German (4,4,4S)
Grammar and composition; reading of selections from
representative authors; conversation. Prereq: GER
103, GER 105, or the equivalent.
204,205 Intensive Second·Year German (6,6S)
Covers in two terms the work of GER 201, 202, 203.
Prereq: one year of college German or equivalent or
instructor's consent. Plant.
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 1988-89.
240 Contemporary Germany (3) The cultura[ and
historical heritage influencing contemporary [Ife In the
German-speaking countries with emphasis on
developments in the arts. A[[ lectures in Eng[ish. Not
offered 1988-90.
250 Goethe and His Contemporaries In Translation
(3) Readings in German literature in Eng[ish translation.
Works from the classica[ 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
translation: emphasis on their short fiction. No
knowledge of German required. Not offered 1988-89.
252 Brecht and Modern German Drama in Transla·
tion (3) Works by Be.rtolt Brecht andother important
dramatists such as Durrenmatt 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 we[1 as the Song of the
Nibefungs. No knowledge of German required.
257 Contemporary German Fiction In Translation
(3) Recent German fiction in English translation. The
novels and short prose of such authors as Grass, Bo[[,
Handke, Lenz, Walser, and Johnson. No knowledge of
German required.
Upper Division
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
(3,3,3S) Intensive practice in grammar; reading of texts
in the student's primary fleid. Prlnclpa[ly for graduate
students.
88 Germanic Languages and Literatures
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.
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 IntensiveGerman 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 deveiopments.
Conducted in German. Prereq: two years of college
German or instructor's consent.
399 Special Studies: [Term SUbject] (1-4R) New
topics or approaches appropriate for third-year
German proficiency level. Content varies; focus may
be on different aspects of Germah language, literature,
or culture and civilization. R when topic changes.
400 Innovative Education: [Term SUbject] (1-3R)
401 Research (1-16R)
403 Thesis (1-16R)
405 Reading and Conference: [Term SUbject]
(1-16R)
406 Special Problems (1-16R)
407 (G) Seminar: [Term Subject] (1-16R) Recent
topics include Advanced Composition and Conversa-
tion, Comedy and Tragicomedy, Enzensberger, Kleist
and BOchner, 19th-Century Drama, and Schnitzler.
408 (G) Workshop (1-16R)
409 Practicum: [Term Subject] (1-3R)
410 (G) Experimental Course: [Term Subject]
(1-16R) Recent topics include Literature into Film and
Topics in Business German.
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.
412 (G) Age of Classicism (3) Readings in the Age
of Goethe, ca. 1770-1830. Prereq: GER 324, 325, 326
or instructor's consent.
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.
414 (G) Beginning of the German Novelle (3)
Goethe's contribution, Unterhaftungen deutscher
Ausgewanderten, to the wide range of narrative
possibilities as exemplified in romantic Novellen and
those by Kleist and his early successors. Conducted
in German. Prereq: GER 324, 325, 326 or instructor's
conSEmt. Not offered 1988-89.
415 (G) German Novellen: The Art of Fiction (3)
Readings from Gotthelf to Fontane with emphasis on
narrative structure and technique. Conducted in
German. Prereq: GER 324, 325, 326 or instructor's
consent.
416 (G) 19th-Century German Literature and Reality
(3) Readings from the wealth of Novellendisplaying a
reflection of and concern with contemporary condi-
tions; the concept and role of the Novelle 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.
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
1988-89.
429 (G) Advanced German Writing (3) Writing of
originai compositions; special probiems in German
grammar and usage. Analysis of texts. 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.
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.
433 (G) Literature after 1945 (3) The dramas of Frisch
and DOrrenmatt 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.
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 1988-89.
437 (G) Advanced Speaking Practice In German (3)
Practice in expressive reading including papers
prepared for other courses. Anaiysis 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 1988-89.
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.
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 of the foilowing 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 when topic changes.
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.
Graduate
501 Research (1-16R) PIN only
503 Thesis (1-16R) PIN only
505 Reading and Conference: [Term Subject]
(1-16R)
507 seminar: [Term SUbject] (1-16R) Recent topics
include Contemporary German Prose, Critical Theory
and Kafka, Novels of GOnter Grass, Rilke, Theodor
Storm, Thomas Mann and Or. Faustus, and Tragedy
and the Tragic.
508 Workshop (1-16R)
509 Supervised Tutoring Practicum: [Term SUbject]
(1·3R)
510 Experimental Course: [Term SUbJect] (1-16R)
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.
514 Introduction to Middle High German (4) Middle
High German grammar; emphasis on a nonhistorical
description of the language of manuscripts.
515 Readings In Middle High German Literature (4)
Study of facsimile editions. Reading of manuscripts
and some manuscript copying. Selections from the
Manesse Codex and the Carmina Burana. Conducted
in German. Prereq: instructor's consent.
517, 518 German Romanticism (4,4) Readings in
Tieck, Friedrich Schiegel, Navalis, Hoffmann, Morike,
and Eichendorff. The concept and underlying philoso-
phy of romantic poetry. Romanticists' contributions to
literary criticism. Hahn.
520 Research Methods in German (3) Bibliography
and methods of research in German language and
literature as an introduction to graduate study.
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; typicai VolksbUcher. Not
offered 1988-89.
526 German Literature 1700-1750 (4) The German
Eniightenment and its relation to the Enlightenment in
England and France. Readings in Gottsched,
Klopstock, Wieland, and other typical figures of the
period.
527, 528 Goethe (4,4) Goethe's works, including
Faust, and Goethe's aesthetic and critical views.
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 1988-89.
532 Introduction to Gothic (4) Gothic grammar and
script. Readings in the Gothic Bible; 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 1988-89.
536 Lessing (4) Lessing's dramas, his theoretical and
philosophical writings, and his contribution to German
classicism. Not offered 1988-89.
537 Sturm und Drang (4) The dramatic works of the
"Storm and Stress" writers and their contribution to a
new understanding of literature.
538 Schiller(4)Schiller as a dramatist and poet, with
partiCUlar consideration also of his important critical
essays. Nicholls.
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 1988-89.
540, 541 German Drama of the 19th Century (4,4)
The dramas of Kleist, BOchner, Grabbe, Griilparzer,
and Hebbel; emphasis on dramatic technique and on
the individual contributions of these writers to the
genre.
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.
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 1988-89.
550,551,552 Modern German Drama (4,4,4)
Dramatic works and new dramatic techniques. 550:
Gerhart Hauptmann, Arthur Schnitzier. 551: Wedekind
and the Expressionists. 552: Brecht, DOrrenmatt,
Frisch. Gontrum.
558 German Lyric ofthe 17th Century (4) Poetry by
Weckherlin, Opitz, Spee, Dach, Gryphius, and
Hofmannswaldau. Poetic theory of Opitz, Harsdorffer,
and other 17th-century theoreticians. Not offered
1988-89.
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 1988-89.
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.
Scandinavian
Courses (SCAN)
Lower Division
111,112,113 First-Year Norwegian (3,3,3S)
Thorough grammatical foundation in idiomatic
Norwegian with emphasis on both reading and
speaking the language. Weatherhead.
121,122,123 First-Yesr Swedish (3,3,3S) Thorough
grammatical foundation in idiomatic Swedish with
emphasis on both reading and speaking. Zuck.
131,132,133 First-Year Danish (3,3,3S) Thorough
grammatical foundation in idiomatic Danish with
emphasis on both reading and speaking the language.
199 Special Studies: [Term Subject] (1-3R)
200 Innovative Education: [Term Subject] (1-3R)
204,205,206 Second-Year Norwegian (3,3,3S)
Review of grammar; composition, conversation,
current newspapers; selections from representative
authors. Weatherhead.
207,208,209 Second-Year Swedish (3,3,3S) Review
of grammar; composition, conversation; selections
from contemporary fiction, essays, and newspapers.
luck.
214,215,216 Second-Year Danish (3,3,3S) Review
of grammar; composition; conversation; selections
from representative texts in Danish. Prereq: SCAN 131,
132, 133 or instructor's consent.
Upper Division
351 Ibsen to Hsmsun in Translation (3) Outstanding
Danish and Norwegian authors in the context of
Scandinavian intellectual history. Readings and
lectures in English. Zuck.
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 Translstlon: 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. luck.
354,355, 356 Third-Year Norwegian (3,3,3S)
Introduction 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 (3,3,3S) Historical
survey of the language; rnodern idiomatic Swedish with
practice in oral cornmunication and written composi-
tion. Conducted in Swedish. Prereq: two years of
college Swedish or equivalent. luck.
400 Innovative Education: [Term Subject] (1-3R)
401 Research (Arr,R)
403 Thesis (Arr,R)
405 Reading and Conference: [Term SUbject]
(Arr,R)
406 Special Problems (Arr,R)
407 seminar: [Term SUbJect] (Arr,R)
408 Workshop (Arr,R)
409 Practicum: [Term SUbject] (1-3R)
410 Experimental Course: [Term SUbject] (Arr,R)
History
175 Prince Lucien Campbell Hall
Telephone (503) 686·4802
Mavis Howe Mate, Department Head
Faculty
Raymond Birn, Professor (Europe: 1600-1815). AB.,
1956, New York; MA, 1957, PhD., 1961, Illinois.
(1961)
Thomas A Brady, Professor (Renaissance and
Reformation). BA, 1959, Notre Dame; MA, 1963,
Columbia; PhD., 1968, Chicago. On leave 1988-89.
(1967)
Howard Brick, Assistant Professor (20th-century
America). BA, 1975, MA, 1976, Ph.D., 1983,
Michigan. (1987)
Cynthia J. Brokaw, Assistant Professor (premodern
China). BA, 1972, Wellesley; MA, 1974, PhD., 1984,
Harvard. (1987)
Richard Maxwell Brown, Beekman Professor of
Northwest and Pacific History (American West). BA,
1952, Reed; AM., 1955, Ph.D., 1959, Harvard. On
leave 1988-89. (1977)
Roger P. Chickering, Professor (20th-century Ger-
many). B.A., 1964, Cornell; MA, 1965, PhD., 1968,
Stanford. (1968)
Matthew Dennis, Assistant Professor (early America).
B.A., 1977, California, Irvine; M.A., 1979, Ph.D., 1986,
California, Berkeley. (1988)
Joseph W. Esherick, Professor (China). BA, 1964,
Harvard; M.A., 1966, PhD., 1971, California, Berkeley.
On leave 1988-89. (1971)
G. Ralph Faiconeri, Associate Professor (Japan,
modern China). B.A., 1949, Nevada; MA, 1958, PhD.,
1967, Michigan. (1963)
Robert S. Haskett, Assistant Professor (Latin America).
BA, 1975, California, Long Beach; MA, 1978, Ph.D.,
1985, California, Los Angeles. (1988)
Paul S. Holbo, Professor (American foreign relations);
Vice-Provost, Academic Affairs. B.A., 1951, Yale; MA,
1955, Ph.D., 1961, Chicago. (1959)
R. Alan Kimball, Associate Professor (modern Russia).
B.A., 1961, Kansas; MA, 1963, PhD., 1967,
Washington (Seattle). (1967)
Robert G. Lang, Associate Professor (Tudor and Stuart
England). A.B., 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, women). B.A.,
1956, M.A., 1961, Oxford; PhD., 1967, Ohio State.
(1974)
Glenn A. May, Associate Professor (American foreign
relations, Southeast Asia). B.A., 1966, M.Phil., 1971,
Ph.D., 1975, Yale. (1983)
Randall E. McGowen, Assistant Professor (modern
Britain, India). B.A., 1970, American; MA, 1971, PhD.,
1979, Illinois. (1982)
John Nicols, Associate Professor (ancient). A.B., 1966,
California, Berkeley, M.A., 1968, PhD., 1974, Califor-
nia, Los Angeles. On leave 1988-89. (1980)
Stanley A. Pierson, Professor (CUltural and intellectual
European). BA, 1950, Oregon; A.M., 1951, Ph.D.,
1957, Harvard. (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, Ph.D., 1978, Yale. (1976)
John Theibault, Assistant Professor (early Germany).
B.A., California, Santa Cruz; M.A., 1981, PhD., 1986,
Johns Hopkins. (1988)
Louise Carroll Wade, Professor(U.S. social, urban, and
labor). B.A., 1948, Wellesley; PhD., 1954, Rochester.
(1975)
Emeriti
Gustave Alef, Professor Emeritus (medieval Russia).
B.A., 1949, M.A., 1950, Rutgers; M.A., 1952, Ph.D.,
1956, Princeton. (1956)
History 89
Edwin R. Bingham, Professor Emeritus (American
cultural, Pacific Northwest). B.A., 1941, M.A., 1942,
Occidental; PhD., 1951, California, Los Angeles.
(1965)
LeSlie Decker, Professor Emeritus (American
economic). BA, 1951, Maine; MA, 1952, Oklahoma
State; PhD., 1961, Cornell. (1969)
William S. Hanna, Professor Emeritus (Colonial
America). AB.. 1949, M.A., 1954, PhD.. 1959,
California, Berkeley. (1965)
Earl Pomeroy, Beekman Professor Emeritus of
Northwest and Pacific History (20th-century American).
B.A., 1936, San Jose State; MA, 1937, Ph.D., 1940,
California, Berkeley. (1949)
Robert W. Smith, Professor Emeritus (modern Britain).
BA, 1937, Chicago; M.A., 1940, PhD., 1942,
Caiifornia, Los Angeles. (1947)
Lloyd Sorenson, Professor Emeritus (history of
ciVilization). B.A., 1938, North Dakota; M.A., 1945,
PhD., 1947, Illinois. (1947)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
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 in
many of these fields.
The History Major
Upon deciding to major in History, the student
is assigned a faculty adviser from whom
approval of a program of courses must be
obtained. The faculty adviser is available for
periodic review of the program and of progress
in the major. Undergraduate peer advisers are
also available to help History majors and
prospective majors. The Department of History
major requirements are sufficiently structured
to guide the student yet flexible enough to
encourage the development of individual
interests.
Major Requirements
History courses that satisfy departmental major
requirements must be taken on a graded basis.
15 upper-division credits, including three
courses numbered 410-499 and all courses
taken to fulfill the research paper requirement,
must be taken at the University. Specific
requirements follow.
5
... 6
37
90 History
1. Satisfaction of the University requirements
forthe bachelor of arts (BA) orthe bachelor
of science (B.S.) degree. To ensure compe-
tence in a foreign language, students
declaring a History major after the end of
summer session 1989 must satisfy the
University's bachelor of arts degree require-
ments in order to graduate with a bachelor's
degree in History. University degree require-
ments, including the SA requirements, are
given in the Registration and Academic
Policies section of this bulletin, in the Time
Schedule of Classes, and in The Green
Book: Your Guide to Graduation Require-
ments, which is available from the Office of
Academic Advising and Student Services.
History majors may still choose to earn a
bachelor of science in History, but in that
case they must fulfill requirements for both
the BA and the B.S. degrees.
2. 45 graded credits in History courses, of
which 27 must be upper division and 18 must
be in courses numbered 400-499
3. 6 upper-division graded credits in each of
three fields selected from the following four:
a. European history before 1600
b. European history after 1600
c. United States history
d. Asian or Latin American or African history
(all 6 credits must be taken in the same
geographical area). Questions about
which category a course satisfies should
be directed to a faculty or peer adviser
4. 6 graded credits, at any level, in European
history before 1800
5. All students declaring a History major after
the end of summer session 1987 must fulfill
one additional requirement-completion of
Study of History (HST 315)-before enrolling
in Seminar (HST 407) or Reading and
Conference (HST 405) when HST 407 or HST
405 is taken to fulfill the research paper
requirement (see requirement 6, below)
6. A research paper written in a Seminar (HST
407). In exceptional circumstances, and with
the approval of the departmental under-
graduate studies committee, a term paper
written in a Colloquium (HST 408) or In a
400-levellecture course (HST 41 0-499) may
be expanded into a research paper. Stu-
dents expanding a term paper are to enroll
in Reading and Conference (HST 405) for 2
credits. A grade of C- or better is required
in Seminar (HST 407) or Reading and
Conference (HST 405) when taken to fulfill
the research paper requirement. The
research paper must be written at the
University of Oregon
7. A grade point average (GPA) of 2.25 or
better in graded History courses
Note: The University offers a five-year program
combining an undergraduate departmental
major and a master of business a~ministration
(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 toa SA degree In History. The gUidance
of this sample program should be supplemented by
regular consultation with faculty and peer adVisers.
Freshman Year 42·51 credits
History of Western Civilization (HST 101, 102.
103) or World History (HST 110, 111. 112) . 9
English Composition (WR 121) 3
Personal Health (HES 250) 3
Science cluster .. 9-12
First-year foreign language sequence .... 12-15
Electives. .. . . . . . . . 6-9
Sophomore Year 48·51 credits
History of the United States (HST 201, .20.2, .
203) or Foundations of East ASian CiVilization
(HST 290), China, Past and Present (HST 291),
Japan, Past and Present (HST 292) or Afro-
American History (HST 221, 222, 223) .... 9
English Composition (WR 122 or 123) 3
Arts and letters cluster. . . . 9
Sociai science cluster 9
Second-year foreign language sequence. . .. 12-15
Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 6
Junior Year 48·51 credits
300-level History courses, including HST 315 9
400-level History courses . . . . . . . . . .. 9
Science group courses 9-12
Language and literature course to fulfill 6
SA requirement .
Electives . . . . . . . . . . . . 15
Senior Year 48 credits
Seminar (HST 407) and other 400-level History
courses .
Social science group courses .
Electives .
Secondary School Teaching
The Department of History offers courses that
may lead to certification to teach social studies
in Oregon public secondary schools. Certifica-
tion as a secondary teacher with the Social
Studies endorsement requires satisfactory
completion of a program that includes profes-
sional courses in education and subject matter
courses in the social sciences, as well as the
recommendation of the institution in which
preparation is completed. The professional
courses include 42 to 48 credits in courses to
be taken in the College of Education. For
information on the specific professional courses
required and the sequence in which they should
be taken, consult the staff in the Teacher
Education Office of Student Services. The
History departmental adviser for teacher
education, also called the endorsement adviser,
gives subject matter endorsement for certifica-
tion to teach social studies. For the endorsement
for the Basic certificate, History majors are
required to satisfy all of the requirements set
out under Major Requirernents, 1 through 7
above, and the additional requirements that
follow.
1. 36 credits, including 12 upper-division
credits, of planned study in other social
sciences chosen from at least three of the
following: Anthropology, Geography, Politi-
cal Science, Psychology, and Sociology.
At least 15 credits, including the 12 upper-
division credits, must be graded
2. 6 credits in Economics, including principles
and workings of the United States economy.
Two terms of American Economic History
(HST 487,488,489) fulfills this requirement.
Consult the History adviser for teacher
education on the courses in Economics that
satisfy this requirement
3. 12 credits in United States history. Credits
in United States history that fulfill require-
ments 2 or 3 under Major Requirements,
above, may be counted
4. 6 credits in courses emphasizing state and
local government. Consult the History
adviser for teacher education on the Political
Science courses that satisfy this require-
ment. These courses may be counted
toward fulfillment of the requirement under 1
5. 6 credits in courses concerning contempo-
rary social, international, and intercultural
issues or problems. Consult the History
endorsement adviser for secondary educa-
tion on the courses that satisfy this require-
ment. These courses may be chosen to
count toward fulfillment of the requirement
under 1
6. 6 credits in Geography. These courses may
also be chosen to fulfill the requirements
under 5 and to count toward fulfillment of the
requirements under 1
7. AGPAof 2.75 or better in History and social
science courses
To complete in four years (12 terms) the
University requirements forthe bachelor of arts
degree, departmental requirements for the
History major, and the additional social science
courses and professional courses needed for
secondary teaching endorsement demands
very careful planning. Consultation with advis-
ers in the College of Education and the Depart-
ment of History is essential.
Minor ReqUirements
A History minor requires 26 credits in History,
of which 20 must be upper division and 11 must
be at the 400 level. The upper-division credits
must include at least 3 in history before 1800 in
any field. Students must complete The Study of
History (HST 315), a Seminar (HST 407), and
two other 400-level courses at the University of
Oregon. Generally, the latter three courses fulfill
the 400-level course requirement. Grades ofC-
or better must be earned in all courses applied
toward the minor. Students may choose one of
two options to meet the minor requirements.
General Option
This option is for students who want a broad
minor in History. Students must take The Study
of History (HST 315), a Seminar(HST 407), and
at least five other graded upper-division
courses including work in each olthe following
fields: (a) European history, (b) United States
history, and (c) Asian or Latin American or
African history.
Supporting Option
This option is designed for students who want
a minor program in History composed of
courses closely related to and supportive of
their majors. Students must take The Study of
History (HST 315), a Seminar (HST 407), and
five University of Oregon courses in one of the
following areas: (a) European history, (b) United
States history, (c) Asian or Latin American or
African history, and (d) another field defined in
consultation with the History Department
undergraduate advising coordinator.
Students should inquire at the Department
about the acceptability of transfer courses and
the procedure for declaring a History minor.
History Honors Program
The honors program in History provides an
opportunity for capable and highly motivated
History majors to develop their interests in
historical research through writing a thesis in
the senior year.
To be eligible for admission to the program,
students must have completed at least 27
credits in History, of which at least 18 must have
been taken at the University of Oregon. The
18 credits must include The Study of History
(HST 315) and 9 other upper-division credits.
The grade point average in all History courses
must be 3.50 or better,
Those who satisfactorily complete the thesis
and related work and fulfill the requirements of
the History major are eligible for a bachelor's
degree with honors in History.
Further information about the honors program
may be obtained from the History Department.
Graduate Studies
The Department offers graduate instruction
leading to the degrees of master of arts (MA)
and doctor of philosophy (Ph.D.) 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
3, Three letters of recommendation
4. Scores on the Verbal and Quantitative
sections of the Graduate Record Examina-
tions (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 historical 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 bulletin 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 primary field
and at least one secondary field in history, The
third field may be another secondary field in
history or it may be in a discipline other than
history.
Upon satisfactory completion of an oral exami-
nation in the primary field and a written exami-
nation in the secondary history field, a doctoral
candidate must write a dissertation showing
evidence of originality and ability in independent
investigation. Students holding graduate
teaching fellowships (GTFs) who have been
advanced to candidacy offer a Special Studies
(HST 199) course of their own design or teach
a section of a survey course.
History 91
History Courses (HST)
Note: Because not every course listed here can be offered
every year, students are advised to consult the most recent
Time Schedule of Classes.
Lower Division
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 (H) 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.
199 Special Studies: [Term SUbject] (1-3R) Problem-
oriented course designed for students interested in
history who mayor may not become majors,
200 Innovative Education: [Term SUbject] (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,
249 U.S.A.-USSR Shared History (3) U.S.A.-USSR
shared historical experiences extend far beyond
diplomacy. trade, and international adversity or
alliance. They include frontier expansion, revolution,
industrialization, imperialism, and ways of seeing the
world, Kimball.
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
301,302,303 Europe since 1789 (3,3,3) Political,
social, economic, and cultural trends from the French
Revolutiontothe present. 301: 1789\0 1870, 302: 1870
to 1918. 303: 1918 to the present. Pierson.
304, 305, 306 English History (3,3,3) British history
from Roman times to the 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 centu ry 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, slave revolts, abolitionism,
utopian communities, 308: Populism, Marxist groups,
labor organizing, New Left, and counterculture. Pope.
92 History
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 Islam and Christendom 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 Hapsburg 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. Birn.
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.
315 The Study of History (3) Introduction to historical
reasoning and research methods.
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, 284-61 0.325: the Byzantine
Apogee, 610-1071.326: Byzantium and the Slavs. Aiel
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 Europefrom
1750 to the Present (3) Methods used by women to
improve their position in society: participation in
revolution, voting, etc. Reasons for 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, political, and cultural trends and con-
tinuities. 350: Pre-Columbian and Iberian history, the
colonial period up to 1700. 351: transition from late
colonial mercantilism to political independence and
national definition, 1700-1880.352: era of political and
economic consolidation and adjustment after 1880
and the later turn to repression. Sophomore standing
recommended. 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.
365,366 History of India (3,3) 365: from ancient times
to 1800, including the development of Hinduism, the
Gupta and Mughal empires, and India in the world
system. 366: the British in India, the struggle for
independence, and India in the nuclear age.
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 and 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: [Term Subject] (1-4R) New
fields in or approaches to history. Content varies from
term to term. Topics include Science and Culture in
the Ancient World, History and Drama. R when topic
changes.
400 Innovative Education: [Term Subject] (1-3R)
401 Research (1-6R) PIN only
403 Thesis (1-6R)
405 Reading and Conference: [Term SUbject] (1-6R)
407 (G) Seminar: [Term Subject] (5R) Recent topics
include American Biography, Pacific War, 19th-
Century France, and American West.
408 (G) Colloquium (1-6R) Recent topics include
English Reformation, Anti-Semitism in European
History, Recent American Radicalism, and French
Enlightenment.
409 Supervised Tutoring Practicum: [Term SUbject]
(1-3R)
410(G) Experimental Course: [Term Subject] (1-6R)
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 Republic.
413: the period of the Empire. Nicols.
415 (G) History of South Africa (3) The development
of the modern South African state, beginning with the
indigenous popUlations and concluding with the
evolution of the 20th-century apartheid state.
421,422,423 (G) Middle Ages (3,3,3) Social, political,
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
English 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 intellectual life, 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: Reforma-
tion. Prereq: HST 101, 102 or equivalents.
430 (G) Renaissance Italy (3) Renaissance culture
and its social foundations from ca 1350 to ca. 1530.
Humanism from Petrarch to Machiavelli. Brady.
432 (G) Problems in the German Reformation (3)
The German Reformation as a religious 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 Thermidorian Reaction, Directory,
international revolutionary ideology; Napoleonic
Empire, Waterloo, and reconstruction of Europe in
1815. Prereq: HST 102 or 105 or equivalent. Birn.
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 fall 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.
440 (G) Cultural History from Nietzsche to Freud (3)
Major issues in the cultural and intellectual life of
Europe, 1870-1920. Pierson.
441,442,443 (G) History of France (3,3,3) 441: the
Middle Ages tothe French Revolution-establishment
of centralized monarchy; society in I'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 RepUblic; the Dreyfus affair;
popular front, fall of France and Resistance; Algeria,
de Gaulle, the 1968 student movement. Birn, Sheridan.
444 (G) Europe inthe "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.
445 (G) Europe In the Era of Total War, 1914-1929
(3) The Great War and its impact on society and
politics; revolution in Russia and central Europe;
temporary stabilization in the 1920s. Prereq: HST 103
or 303 or equivalent. Chickering.
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.
447, 448, 449 (G) History of Russia (3,3,3) 447: the
Kievan state and the emergence of Muscovy. 448:
creation of the Russian Empire, political, social, and
economic developments. 449: revolutionary Russia,
1861 to the present. Aiel, 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.
455, 456 (G) Economic History of Modern Europe
(3,3) 455: 1500-1830-economies in preindustrial
Europe; growth of trade, overseas discoveries, and
their impact on mercantilism, capitalism, and religion;
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. Sheridan.
457 (G) The Era of Jacksonian Democracy (3) United
States politics and society from the Warof 1812to the
Mexican War, focusing on the rise of Jacksonian
democracy and of sectionalism. Maddex.
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) Origins 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.
461, 462 (G) History of Modern American Thought
and Culture (3,3) 461: 1828-1898-Jacksonian
society; Manifest Destiny; Transcendentalism 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 society; arts and values in wartime; countercul-
tures; civil rights; ecology. Bingham.
463 (G) History of Brazil, 1500-1964 (3) The socio-
economic history of the colonial period; emphasis on
political conflicts of the 19th and 20th centuries. HST
350, 351, 352 and sophomore standing or above
recommended.
464 (G) History of Mexico (3) Mexican history from
1810 to 1946. Special attention to nationhood,
economic development, church-state relations, the
Mexican identity: and the Revolution of 1910.
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.
466 (G) Tudor England (3) The political, social,
economic, and intellectual development of England
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.
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, 1870-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.
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. 4n: 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 the 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
acontinental 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; growth 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 the 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 I-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
501 Research (1-6R) PIN only
502 Supervised College Teaching (1-6R)
503 Thesis (1-12R) PIN only
505 Reading and Conference: [Term Subject] (1-6R)
507 Seminar: [Term SUbject] (1-6R) Topics vary from
year to year, depending on interests and needs of
students and availability of faculty.
508 Colloquium (1-6R) Topics vary from year to year,
depending upon interests and needs of students and
availability of faculty.
509 Supervised Tutoring Practicum: [Term SUbject]
(1-3R)
510 Experimental Course: [Term Subject] (1-6R)
512,513 Historical Methods and Writings (3,3S)
Exploration ofthe historiography, bibliographical aids,
research tools, and methods of professional historians.
Honors College 93
Honors College
320 Chapman Hall
Telephone (503) 686-5414
Richard C. Stevenson, Director
Faculty
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, Associate Professor (Victorian,
19th-century literature). B.A., 1969, M.A. 1970, PhD.,
1981, Oregon. (1981)
Joseph G. Fracchia, Assistant Professor (European
intellectual history). B.A., 1972, California, Davis; M.A.,
1975, California, Santa Barbara; Ph.D., 1985, Califor-
nia, Davis (1986)
Dennis Todd, Adjunct Assistant Professor (ecology,
evolution). B.S., 1969, Oregon; M.S., 1971, Scripps;
Ph.D., 1984, Oregon. (1984)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
Participating
William E. Bradshaw, Biology
FranQoise Calin, Romance Languages
Roger P. Chickering, History
Micheal N. Dyer, Mathematics
Gordon G. Goles, Geological Sciences
Terrance A Goode, Architecture
Micha Grudin, English
Richard J. Hill, Sociology
Jeffrey M. Hurwit, Art History and Classics
Esther Jacobson, Art History
Benton Johnson, Religious Studies
and Sociology
Ellen Kittell, History
Mary E. Kuntz, Classics
Dominic A LaRusso, Speech
James W. Long, Chemistry
Steven Lowenstam, Classics
Robert Mauro, Psychology
Robert M. Mazo, Chemistry
John Nicols, Classics and History
Kenneth R. O'Connell, Fine and Applied Arts
John M. Orbell, Political Science
William N. Orr, Geological Sciences
Stanley A Pierson, History
Geraldine Richmond, Chemistry
Cheyney C. Ryan, Philosophy
Edward C. Sargent, M.D., Honors College
George J. Sheridan, Jr., History
Marjorie Taylor, Psychology
Mark A Thoma, Economics
John J. Whalen, Sociology
W. Ed Whitelaw, Economics
Robert L. Zimmerman, Physics
Arnulf Zweig, Philosophy
Departmental Advisers
Anthropology: Vernon R. Dorjahn
Architecture: Arthur W. Hawn
Art History: Esther Jacobson
Arts and Letters: Steven Lowenstam
Asian Studies: William S. Ayres
Biology: Dennis Todd
Business Administration: Donald E. Lytle
Chemistry: John F. W. Keana
Classics: Steven Lowenstam
Comparative Literature: Irving N. Wohlfarth
Computer and Information Science: Alan L. Eliason
East Asian Languages and Literatures: Stephen
W. Kohl
Economics: Mark A Thoma
Education: Leonora Cohen
English: Richard L. Stein
Fine and Applied Arts: Kenneth R. O'Connell
General Science: Dennis Todd
94 Honors College
Geography: Carl L. Johannessen
Geological Sciences: Gordon G. Goles
Germanic Languages and Literatures: Peter
B. Gontrum
History: Stanley A. Pierson
International Studies: Gerald W. Fry
Journalism: Kenneth T. Metzler
Linguistics: Derry Maisch
Mathematics: Richard M. Koch
Music: Edward W. Kammerer
Philosophy: Cheyney C. Ryan
Physics: Kwangjai Park
Political Science: John M. Orbell
Psychology: Marjorie Taylor
Religious Studies: Hee-Jin Kim
Romance Languages. French: Richard H. Desroches,
Italian: Emmanuel S. Hatzantonis, Spanish:
Robert M. Jackson
Russian and East European Studies: Albert Leong
Sociology: John J. Whalen
Speech. Rhetoric and Communication: Charley A.
Leistner and Dominic A. LaRusso, Telecommunica-
tion and Film: Ronald E. Sherrills, Theater Arts:
Grant F. McKemie
Predentistry: James A. Weston
Prelaw: Marilyn M. Bradetich
Premedicine: William E. Bradshaw
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 members in a challenging and
supportive academic program. Carefully
designed small classes, a collegial environ-
ment, and close advising prepare students for
advanced study in the University departments
or professional schools of thei r choice. Reach-
ing beyond professional or specialized 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 members from other
campus departments. 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. It 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 learning 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 allover 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, or the 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
Main Library and the UO Bookstore.
The Honors College center consists of a
classroom, a seminar room, faculty and ad-
ministrative offices, the Honors College Student
Activities Board office, a kitchen, a library with
study tables and quiet nooks, and a computer
laboratory.
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 and Records.
Honors College application materials are
contained in a brochure that 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 the applicant's education to date
and explains, in terms of this evaluation,
what heor she feels the Honors College can
offer
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; (b) have
faculty sponsorship in the form of two good
letters of recommendation from professors who
can speak pointedly tothe 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
Academic ReqUirements
Requirements forthe bachelor of arts degree in
the Honors College are a substitute for the
various group requirements that other University
of Oregon students must meet for graduation.
Although carefully structured, Honors College
requirements have inherent flexibility and may
be adjusted appropriately to suit individual
needs and backgrounds. In consultation with
advisers, students take full responsibility for
understanding and shaping their study pro-
grams 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 107,108,1 09H) 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, 103H): a study of
literature and the nature of literary experience
through the reading of great works drawn from
English and world literatures
Arts and Letters. Honors College Arts and
Letters (HC 311, 312, 313): for example,
selected topics dealing with major writers,
artists, and composers.
Mathematics. Topics in Modern Mathematics
(Honors College) (MTH 190, 191, 192H): a
course in such topics as logic and set theory,
topology, game theory, theory of numbers,
probability, nonstandard geometry, and com-
puters; orcalculus(MTH 201,202, 203H or MTH
207, 208, 209); or approved courses such as
Elementary Functions (MTH 102), Preparation
for Calculus (MTH 115), or Computer and
Information Science courses numbered CIS
210 and higher
Science. Three approved courses. For exam-
ple, General Chemistry (CH 204, 205, 206H):
first-year college chemistry for selected stu-
dents with excellent backgrounds in high
school chemistry, mathematics, and physics; or
Introduction to Experimental Psychology
(Honors College)(PSY 217, 218H): some of the
major concepts and areas of research in
modern psychology; orHonors College Science
(HC 207, 208, 209H): a challenging sequence
of courses on the origins of the universe, the
chemical origins of life, and evolution taught by
representatives from several science depart-
ments; or other approved courses
Social Science. Approved courses. For
example, Honors College Social Science (HC
304,305,306): a treatment of the socialscience
disciplines-economics, political science,
sociology, philosophy, and psychology-in an
integrated fashion; or Microeconomics and
Macroeconomics (Honors) (EC 204, 205H); 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 and should
be outside the student's major. Recent topics
include American women writers, comedy and
tragedy, the history of sexuality, medical
frontiers, new religions, 19th-century American
literature and architecture, nuclear issues, and
revolutions in human thought and technology.
Senior seminar. Coordinated with major
departments. Senior Seminar (HC 407H) 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 Honors College Litera-
ture (HC 101, 102, 103H), History (Honors
College) (HST 107,108, 109H), and the Senior
Seminar (HC 407H). 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 composition requirements.
The general University requirements for a
bachelor of arts (B.A.) degree are the equivalent
of second-year competence in a foreign
language (by completing at least the third term,
second year of a foreign language course
taught in the language or by a waiver examina-
tion), 36 credits in literature and language, and
basic knowledge of health (one course or a
waiver examination).
Before graduating, Honors College students
must also meet the particular requirements,
listed elsewhere in this bulletin, of their major
department or professional school, and they
must have a 3.00 or better cumulative grade
point average (GPA) at graduation.
Honors College
Courses (HC)
Lower Division
101,102,103 (H) 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 (H) History (Honors College)
(3,3,3) See description under History.
MTH 190, 191,192 (H) Topics in Modern Mathemat-
ics (Honors College) (4,4,4) See description under
Mathematics.
199(H) Special Studies: [Term SUbject] (1-3R)
Topics of current interest.
200 Innovative Education: [Term SUbject]
GEOL 201,202,203 (H) General Geology (4,4,4) See
description under Geological Sciences.
CH 204, 205, 206 (H) General Chemistry (3,3,3) See
description under Chemistry.
EC 204, 205 (H) Microeconomics and Mac-
roeconomics (Honors) (3,3) See description under
Economics.
207, 208, 209 (H) 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 members and
designated for nonscience students.
PSY 217, 218 (H) Introduction to Experimental
Psychology (Honors College) (4,4) See description
under Psychology.
Upper Division
Note: These courses are usually open to sophomores,
juniors, and seniors.
304,305,306 Honors College Social Science (3,3,3)
The thought, works, and methods of the social
sciences.
311,312,313 Honors College Arts and Letters
(3,3,3R) Intensive study in several areas of arts and
letters; topics and areas change each term.
405 (H) Reading and Conference: [Term SUbject]
(Arr,R)
406 (H) Special Problems (Arr,R)
407 (H) seminar: [Term Subject] (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 (H) Colloquium (Arr,R) Offered in a wide range
of topics.
409 (H) Practicum: [Term Subject] (Arr,R)
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
who want to 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 (HC
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.
Upper Division
HC 402 Independent Study (1-17R) Open only to
students accepted in the Independent Study Program.
Humanities 95
Humanities
122 Chapman Hall
Telephone (503) 686·3934
John J. Stuhr, Oregon Humanities Center
Director
Participating FaCUlty
Paul B. Armstrong, English
Michael D. Bybee, English
William Cadbury, English
James W. Earl, English
Sylvia B. Giustina, Romance Languages
Robert Grudin, English
Emmanuel S. Hatzantonis, Romance Languages
Linda Kintz, English
Wendy Larson, East Asian Languages and Literatures
Kenneth R. O'Connell, Fine and Applied Arts
Karla L. Schultz, Germanic Languages and Literatures
Steven Shankman, Classics and English
General Information
Beginning in fall 1988, the Oregon Humanities
Center will administer a new, nonmajor under-
graduate humanities program. This curriculum
seeks to provide opportunities for intellectual
coherence and integration, self-examination,
awareness of cultural contexts and traditions,
and the connection of humanistic theory to
practice. In order to meet these goals, the
humanities program will be pluralistic and
multicultural in its vision and interdisciplinary in
its approach. This program is designed to
provide essential skills and understanding for
intelligent action in today's global society. As
an added benefit, these courses should provide
effective preparation for a wide range of
careers.
Note: The former major in Humanities has been
renamed Arts and Letters. See that section of
this bulletin for a description of the Arts and
Letters major and its requirements.
Humanities Courses (HUM)
In addition to the existing courses below, many
new lower- and upper-division courses have
been developed. They will be listed in publica-
tions distributed prior to registration. For more
information, interested students should inquire
at the Oregon Humanities Center, which is
described in the Research Institutes section of
this bulletin.
Lower Division
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.
Shankman.
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. Hatzantonis.
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. Cadbury.
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. Not offered 1988-90.
96 Humanities
199 Special Studies (1-3R) Recent topics are Ancient
Science and Culture, Asian Odyssey, and Slavic
Civilization. Not offered 1988-89.
Upper Division
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. Not
offered 1988-89.
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. Not offered
1988-89.
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 toterm. Typical offerings are Contempo-
rary Germany, ShOgun and Modern Japan. R twice
when topic changes. Not offered 1988-89.
403 Thesis (Arr,R) Not offered 1988-90.
405 Reading and Conference: [Term SUbject]
(Arr,R) Not offered 1988-90.
407 (M) Seminar: [Term SUbject] (Arr,R) Recent
topics have been Art and Literature of Ancient Greece:
Russian History and Literature: and Writing, Feminism,
and SUbjective Agency.
410 (M) Experimental Course: [Term Subject]
(Arr,R) Recent topics have been Humanistic Founda-
tions of Education, Reconsidering "The Subject" of the
Humanities, Time and the Human Experience, and
What is Humanism?
D D a a a a a a a p a a a
- . .
International
Studies
837 Prince Lucien Campbell Hall
Telephone (503) 686-5051
Gerald W. Fry, Program Director
Galen R. Martin, Research Associate
University Committee on
International Studies
Gerald S. Albaum,' Marketing (international marketing,
marketing research)
Vernon R. Dorjahn, Anthropology (Africa, political
development, Liberia)
G. Ralph Falconeri, History (Asian studies, Japan)
Michael B. Fishlen, 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)
Michael G. Huelshoff, Political Science (international
political economy, Germany)
Robert M. Jackson, Romance Languages (Latin
American literature, Chile, Mexico)
Jon L. Jacobson: Law (international law, lawofthe sea)
Carl L. Johannessen, Geography (Latin America,
Costa Rica, pre- and postcontact studies)
Stephen W. Kohl, East Asian Languages and litera-
tures (Japanese civilization)
Glenn A. May, History (U.S. foreign policy, Philippines,
Southeast Asian studies)
Thomas Mills, International Services (Scandinavia,
international cultural exchange)
Michael J. Moravcsik: Physics (science in developing
countries)
Geraldine Moreno-Black, Anthropology (human
ecology, nutritional anthropology, Southeast Asia)
Deanna M. Robinson: Speech (communication and
cultural change)
Warren E. Smith: School and Community Health
(Pacific regional health problems, World Health
Organization)
Richard M. Steers, Management (international
business)
Norman D. Sundberg, Psychology (cross-cultural
psychology, India, Australia, Bali)
Clarence E. Thurber: Political Science and Interna-
tional Studies (Latin America, comparative
development)
Anita Weiss, Assistant Professor (South and Southeast
Asia, Islamic studies, women in development). BA,
1975, Rutgers: MA, 1976, Ph.D., 1983, California,
Berkeley. (1987)
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)
Note: The date in parentheses is the first year at the
University of Oregon.
Undergraduate Studies
The undergraduate International Studies
Program offers an interdisciplinary bachelor of
arts (B.A.) degree to students who want a
rigorous education in the basic elements ofthe
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 as
majors in 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 members named above.
Admission. Students must apply for admission
during their sophomore or junior year at the
University. A grade point average (GPA) of 3.00
or better is required. 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. Applications
are accepted at the midpoint of each term.
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. A minimum of 45 credits is required in
these blocks. Courses must be passed with
grades of C- (or P) or better 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
ianguage should coincide with the region
chosen,
Areas of focus may include Asia, Southeast
Asia, the USSR and Eastern Europe, and latin
America, in which the University has programs
with curricular offerings from various depart-
ment. (See Asian Studies, latin American
Studies, and Russian and East European
Studies sections of this bulletin,) 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: Introduction to World
Value Systems (INTl 250), Population and
Global Resources (INTl 251), and Rich Nations
and Poor Nations: Conflict and Cooperation
(INTl 252), After this overview of global per-
spectives 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) population and resources, or
(c) problems of development. 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 Seminar Paper. Graduating seniors
must submit a 20- to 30-page research paper
previously written for a University seminar or
course, The content and format must meet the
approval of the International Studies Program
director, use foreign language sources, and
address an international or cross-cultural topic,
International Studies Honors Thesis. Stu-
dents wanting to graduate with Program honors
are required to write a 30- to 50-page thesis,
An adviser must be selected and the proposal
approved by the Program director two terms
prior to graduation, Students may receive up to
6 credits toward the appropriate block of the 45
credits required for the International Studies
degree, A minimum GPA of 3,50 is required for
honors students,
Language Requirement. Students must
achieve proficiency in a single foreign language
at a level associated with three years of study,
The language should coincide with the regional
area chosen in Block B, Proficiency in the
language may be demonstrated by passing the
third term of a 300-levellanguage sequence or
by an advanced placement examination, A
grade of D does not demonstrate proficiency,
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
International Services section of this bulletin
and index entries under "Overseas study,"
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 should
not be considered comprehensive, The follow-
ing 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 num-
bered 407 and 410-may be selected from
these and other departments,
Block A: International Relations
International Studies. Rich Nations and Poor
Nations: Conflict and Cooperation (INTl 252),
Seminar: Americans and the Third World (INTl
407), Aid to Developing Countries (INTl 422)
Business Administration. International Man-
agement (MGMT 420), International Finance
and Investment (FINl 463), International
Marketing Management (MKTG 475), Interna-
tional Transportation and Distribution Manage-
ment (TAN 453)
Economics. Introduction to International
Economics (EC 340), The Multinational Corpora-
tion (EC 462)
Geography. Political Geography (GEOG 433),
Economic Geography (GEOG 434)
History. War and the Modern World (HST 216),
U,S.A.·USSR Shared History (HST 249), History
of American Foreign Relations since 1941 (HST
321), 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), Geopolitics and
Global Economy (PS 407), International Protec-
tion of Human Rights (PS 419), International
Organization (PS 420), Ireno logy: 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. Systems of War and Peace (SOC
464)
International Studies 97
Speech: Telecommunication and Film.
Seminars: International Communication, Politi-
cal Economy of 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 South Africa
(ANTH 426), Political Anthropology (ANTH 453)
English. Afro-American Prose (ENG 310)
Geography. Geography of Africa (GEOG 205)
History. Afro-American History (HST 221),
History of India (HST 365), History of South
Africa (HST 415)
ASIAN STUDIES, See the Asian Studies section
of this bulletin,
CANADIAN STUDIES, See the Canadian Studies
section of this bulletin,
LATIN AMERICAN STUDIES, See the latin Ameri-
can Studies section of this bulletin,
PACIFIC REGION STUDIES
International Studies. Seminar: Southeast
Asia and the Pacific (INTl 407), The Pacific
Challenge (INTl 440)
Anthropology. Asian and Pacific Archaeology
(ANTH 350), Peoples of the Pacific: Australian
Aborigines (ANTH 423)
Economics. Economics of the Pacific Rim
(EC 453)
RUSSIAN AND EAST EUROPEAN STUDIES. See
the Russian and East European Studies section
of this bulletin,
SOUTHEAST ASIAN STUDIES, See the Asian
Studies section of this bulletin,
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. Special Studies: Becom-
ing International (INTl 199), Introduction to
World Value Systems (INTl 250), Seminar:
Global Perspectives and Issues (INTl 407),
World Value Systems (INTl 430), Cross-Cultural
Communication and Comparative Bureaucracy
(INTl431)
Anthropology. Introduction to Cultural Anthro-
pology (ANTH 120), Ethnology of Hunters and
Gatherers (ANTH 301), Exploring Other Cultures
98 International Studies
(ANTH 31 0), Women and Culture I (ANTH 314),
Race, Culture, and Sociobiology (ANTH 414)
Dance. Cultural Backgrounds of Folk Dance,
Music, and Art (DP 257), Dance Cultures of the
World (DP 452)
Education. Seminar: Multicultural Education
(CI407), Education in Anthropological Perspec-
tive (CI 471), Values and Human Behavior
(CPSY 493), Counseling Nonwhite American
Minorities (CPSY 495), Higher Education in
Developing Countries (EDPM 530)
English. World Literature (ENG 107), Studies in
Mythology (ENG 417)
Geography. Landscape, Environment, and
Culture (GEOG 103), Urban Environment
(GEOG 105) Seminar: Culture and Nation
(GEOG 407), 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), Language, Culture, and Society (LING
295), 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
(PHL 206), 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), Psycholin-
guistics (PSY 440)
Religious Studies. Great Religions of the World
(R 201, 202, 203)
Sociology. Marxist Sociological Theory (SOC
375), Political Economy (SOC 420), Sociology
of Race Relations (SOC 445), Comparative
Class Systems (SOC 452)
Speech: Rhetoric and Communication.
Introduction to Human Communication (RHCM
235), Nonverbal Communication (RHCM 434)
POPULATION AND RESOURCES
International Studies. Population and Global
Resources (INTL 251)
Anthropology. Human Ecology (ANTH 320),
Human Biological Variation (ANTH 322), Food
and Culture (ANTH 333)
Biology. Human Biology: The Environment (BI
108), Ecology (BI 314)
Chemistry. Chemistry, Nutrition, and World
Food (CH 121)
Economics. Issues in Resource Economics
(EC 332), Environmental Economics (EC 433)
Geography. The Natural Environment (GEOG
101), Environmental Alteration (GEOG 370),
Geography of Energy (GEOG 372), Experimen-
tal Course: Geography, Law, and Environment
(GEOG 410), Historical and Contemporary
Views of the Environment (GEOG 455), Geog-
raphy of Water Resources (GEOG 483), World
Regional Climatology (GEOG 487)
Geological Sciences. Mineral Resources and
the Environment (GEOL 321), Oceanography
(GEOL 353)
Law. Environment and Energy (L 576), Law of
the Sea (L 577)
Physics. Physics of Energy and Environment
(PH 114)
Planning, Public Policy and Management.
Introduction to Environmental Studies (PPPM
331), Natural Resource Policy (PPPM 470)
Political Science. Ocean Politics (PS 423),
Environmental Politics (PS 497)
School and Community Health. World Health
Problems (HEP 571)
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),
Seminars: Development and the Muslim World;
Religion, Development, and Social Change;
Science and Development; Women, Develop-
ment, and the Third World (INTL 407), Interna-
tional Community Development (INTL 420),
National Planning and Development (INTL 421),
Aid to Developing Countries (INTL 422)
Anthropology. Seminar: International Develop-
ment: Anthropological Perspectives (ANTH
407), Cultural Dynamics (ANTH 450), Economic
Anthropology (ANTH 454)
Economics. Problems and Issues in the
Developing Economies (EC 357), Comparative
Economic Systems (EC 451), Economic De-
velopment (EC 457)
Educational Policy and Management. Higher
Education in Developing Countries (EDPM 530)
Geography. Urban Geography (GEOG 435)
Political Science. Communist Political Systems
(PS 335), Seminar: Third-World Political Cultures
(PS 407), Marxist Political Theories (PS 433),
Political Development and Revolution (PS 475)
Sociology. Social Change (SOC 349), Urbani-
zation and the City (SOC 442), Sociology of
Developing Areas (SOC 450), Bureaucracy,
Power, and Society (SOC 470)
Graduate Studies
An interdisciplinary master of arts (MA) degree
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. degree 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 his or her adviser, the
student develops a program of study that
combines expertise in a specific professional
area with interdisciplinary training in interna-
tional studies. Areas of professional concentra-
tion include, for example, planning, public
policy and management; journalism; interna-
tional communications; health education and
nutrition; international business; and interna-
tional education. Concentrations in other
professional areas, such as community de-
velopment, can also be arranged.
Graduates olthe International StUdies Program
have served as international technical advisers,
career diplomats, international business and
trade experts, analysts in Third World countries,
educators, community development profession-
als, and administrators of international
programs.
Graduate Curriculum
Of the 63 credits needed to complete the
degree, students are required to take a
minimum of 27 graded credits: 12 in the
interdisciplinary core and 15 in the professional
concentration area. A maximum of 21 credits
may be taken in anyone department 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 satisfy this
requirement. A minimum of one course must be
taken from each competence area.
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 international students into United States
universities, counseling is likely to become an
increasingly important professional concentra-
tion 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 bulletin.) 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
opportunities.
Students interested in a general international
studies 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 international communications and
journalism might also concentrate on this area.
The International Studies Program conducts a
required 1-credit proseminar each fall term in
which students and faculty members explore
the field of international studies.
Geographic Focus. All students take a
minimum of 12 credits in their area of geo-
graphic 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 third-year levei of profi-
ciency in a foreign language relevant to their
professional or geographic focus prior to
completion of the program. 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 Ger-
manic 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, international 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 assists students in locating intern-
ships. 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 require-
ment waived. If granted, such a waiver does
not reduce the 53-credit requirement for the
degree.
Exit Project. To complete requirements, each
student is required to write a thesis or policy
paper or have an article accepted for publica-
tion in an approved reference journal. Nine
credits are awarded for a thesis and 3 to 5
credits for a policy paper or published articie.
International Students. International as well as
Uni1ed States students are encouraged to
apply. Their study programs will be individually
designed to meet their professional needs and
those of the home country.
Interna1'ional Studies
Courses (INTL)
Lower Division
199 Special Studies: [Term SUbject] (1-3R)
200 Innovative Education: [Term SUbject] (1-3R)
250 Introduction to 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
401 Research (1-6R) PIN only. Prereq: instructor's
consent.
403 (M) Thesis (3-6R) Prereq: instructor's consent.
Majors only. R for maximum of 6 credits.
405 (M) Reading and Conference: [Term SUbject]
(1-6R) Prereq: instructor's consent.
406 (M) Field Studies (1-12R) PIN only. Prereq:
instructor's consent. R for maximum of 12 credits.
407 (G) seminar: [Term SUbject] (1-3R) Current
topics include Americans and the Third World; Global
Perspectives and Issues; Development in South and
Southeast Asia; Global Environmental Issues; Interna-
tional Research Methods; Religion, Development, and
Social Change; Science and Development; and
Women, Development, and the Third World.
409(M) Practicum: [Term SUbject] (1-12R) PIN only.
Closely supervised participation in the activities of
public or private organizations, institutes, and commu-
nity service agencies. Prereq: program director's
consent. R for maximum of 12 credits.
410 (G) Experimental Course: [Term SUbject] (1-3R)
420 (G) International Community Development (3)
Introduction to village communities and their develop-
ment. Examines the critical skills necessary for
effective community development work. Emphasis on
values and alternative development strategies.
421 (G) National Planning and Development (3)
Introduction to national development planning.
Explores the planning and development process in
developing nations. Evaluates various theories based
on actual development plans and realities.
422 (G) Aid to Developing Countries (3) Survey of
the origins, growth, and present status of private,
bilateral, and multilateral aid to developing countries.
Discusses ideological issues, absorptive capacity,
and administration problems.
430 (G) World Value Systems (3) Comparison and
contrast of the evolution of major value systems during
the past 100 years, the years of "global civilization."
431 (G) Cross-Cultural Communication and
Comparative Bureaucracy (3) Focuses on practical
cross-cultural skills needed by professionals working
overseas. Discusses issues of cross-cultural manage-
ment and corporate culture. Examines case studies of
successful organization abroad.
440 (G) The Pacific Challenge (3) Introduction to
developments and trends in the dynamic and increas-
ingly interdependent Pacific region. Evaluates
prospects for an emerging Pacific community.
Graduate
501 Research (1-6R) PIN only. Prereq: instructor's
consent.
503 Thesis (3-9R) PIN only. Prereq: exit project
committee's consent. Majors only. R for maximum of
12 credits.
505 Reading and Conference: [Term SUbject] (1-6R)
Prereq: instructor's consent.
506 Field Studies (1-12R) PIN only. Prereq: graduate
standing and exit project committee's consent. R for
maximum of 12 credits.
507 Seminar: [Term SUbject] (1-3R)
509 Practicum: [Term Subject] (1-12R) PIN only.
Closely supervised participation in the activities of
public or private organizations, institutes, and commu-
nity service agencies. Prereq: program director's
consent. R for maximum of 12 credits.
510 Experimental Course: [Term Subject] (1-3R)
Latin American Studies 99
Latin American
Studies
940 Prince Lucien Campbell Hall
Telephone (503) 686-4861
Daniel Goldrich, Committee Chair
Executive Committee
Colette G. Craig, Linguistics
Juan A. Epple, Romance Languages
Robert M. Jackson, Romance Languages
Clarence E. Thurber, Political Science and
International Studies
Philip D. Young, Anthropology
Participating Faculty
C. Melvin Aikens, Anthropology
George Ayora, Romance Languages
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
Robert S. Haskett, History
Robert M. Jackson, Romance Languages
Carl L. Johannessen, Geography
Raymond Mikesell, Economics
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
bulletin.
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:
100 Latin American Studies
1. History of Latin America(HST 350,351,352)
2. The equivalent of two years of college-level
Spanish or Portuguese or both
3. A major in one of the following (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 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 418) and Native South
Americans (ANTH 419)
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 Don E. Dumond and Philip D. Young.
Geography. Students choosing a major 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: Pre-Columbian
Dispersal (GEOG 407), and Geography of
Middle America (GEOG 463)
The adviser for Latin American geography is
Carl L. ,Iohannessen.
History. Students choosing a major in History
must complete a minimum of 36 additional
credits in History, of which 18 must be in
courses numbered 400-499. Specific require-
ments include the following:
History of Western Civilization (HST 101, 102,
103)
Study of History (HST 315) to be completed
before enrolling in HST 407. (This requirement
does not appiy to students who entered the
major before fall term 1987.)
Seminar (HST 407) research paper. In excep-
tional circumstances a term paper written in a
Colloquium (HST 408) or in a.400-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
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)
The adviser for Latin American history is Robert
S. Haskett.
Spanish Literature. Students choosing a major
in Spanish literature must complete a minimum
of 45 upper-division credits, as outlined in the
Romance Languages section of this bulletin
under Literary Option 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:
Seminars: Modern Latin America (ANTH 407),
Pre-Columbian Dispersal (GEOG 407), Interna-
tional Community Development (INTL 407);
Native Central Americans (ANTH 418); Native
South Americans (ANTH 419); Middle American
Prehistory (ANTH 462); South American Prehis-
tory (ANTH 463); Geography of Middle America
(GEOG 463); History of Mexico (HST 464); The
Caribbean and Central America in the Modern
Period (HST 465)
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
Romance 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
Queretaro, Mexico in the Department of Ro-
mance Languages intensive language pro-
gram. See also index entries in this bulletin
under "Overseas study."
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
233 Straub Hall
Telephone (503) 686·3906
Scott Delancey, Department Head
Faculty
Hartmut Burmeister, Assistant Professor (applied
linguistics and second-language acquisition, pidgins
and creoles, psycholinguistics, Old English). B.A"
1972, Hamburg; Ph.D., 1983, Kiel. (1988)
Colette G. Craig, Associate Professor (syntax,
semantics, language typology, language contact and
bilingualism, language and culture, latin American
stUdies: Romance and Amerindian languages).
Licence, 1968, Mailrise, 1969, Universite de Paris-
Nanterre; PhD., 1975, Harvard. On leave 1988-89.
(1974)
Scott Delancey, Associate Professor (phonology,
syntax, semantics; Sino-Tibetan and East Asian
languages), B,A" 1972, Cornell; PhD" 1980, Indiana.
(1982)
T. Giv6n, Professor (syntax, semantics, discourse
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; PhD.,
1971, Wisconsin, Madison. (1971)
Doris l, Payne, Assistant Professor (morphology,
syntax, semantics, discourse; Amerindian languages),
B,S" 1974, Wheaton; M.A., 1976, Texas at Arlington:
PhD" 1985, California, los Angeles. (1987)
Russell S, Tomlin, Associate Professor (discourse
analysis, syntax, semantics, second-language
acquisition, English as a second language, typology
and language universals). B,A., 1973, Knox; M.A.,
1975, Ph.D" 1979, Michigan, (1979)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
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
Morton Ann Gernsbacher, Psychology
Kenneth B, Liberman, Religious Studies
and Sociology
Steven lowenstam, Classics
Helmut R. Plant, Germanic languages and Literatures
Michael I. Posner, Psychology
Patricia Rounds, American English Institute
Theodore Stern, Anthropology
Philip D. Young, Anthropology
General Informat'ion
The Department of Linguistics offers instruction
in Linguistics leading to a bachelor of arts
(BA), a master of arts (MA) in two options-
general linguistics and English as a second
language-and a doctor of philosophy (PhD.)
degree in Linguistics with interdisciplinary
emphasis.
American English Institute
The American English Institute (AEI), directed
by Linguistics Department faculty members,
provides English as a second language (ESL)
instruction to nonnative speakers of English. It
offers teaching, training, and employment
opportunities for graduate Linguistics students
in ESL methodology, second-language acqui-
sition, and curriculum development, as well as
-- ----
research opportunities in the acquisition and
teaching of language and related fields.
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 and
Decision Sciences
Several Linguistics faculty members are
associated with the Institute of Cognitive and
Decision Sciences. Forfurther information, see
that section of this bulletin.
Neuroscience
See the Neuroscience section of this bulletin for
more information about the study of neuro-
science at the University.
Financial Aid
The Department offers several graduate
teaching 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 avail-
able. Qualified applicants for graduate admis-
sion 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 humanity. 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
(LING 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 a graded 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-
Linguistics 101
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
MA 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 com-
pleted such courses, but they are then required
to take and pass (with at least a B-grade) the
following upper-division courses: Introduction
to Phonology (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 MA 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, excluding LING 450,
451, or 452M, chosen either from Linguistics 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 (LING 509)
Advanced 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, 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. No course
with a grade lower than C- can be counted to
satisfy the degree requirements.
M.A. Thesis. Students in good standing in the
program may be invited by the faculty to write
___102__ Linguistics
an MA thesis ratherthan take the written MA
examination. The faculty sitting as a committee
of the 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
MA 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 interdisciplinary 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 must
have an MA in Linguistics or its equivalent.
Applicants without an MA may be admitted
conditionally and must complete all prerequisite
M.A.-level Linguistics courses before they
receive unconditional graduate status. Each
applicant is required to submit, along with the
graduate application, a sample graduate
research paper (or MA 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 Ph.D. 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
MA can count toward PhD. course
requirements.
Doctoral Adviser. The Department head
appoints a doctoral adviser for each student
upon admission into the PhD. 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 Linguisticsfaculty 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
dissertation.
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.
Linguistics
Courses (LING)
English as a Second Language
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)
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
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: [Term SUbject] (1.3R) Survey
of various topics in linguistics. Recent topics are Coptic
and Writing Systems.
211 Articulatory Phonetics (4) Transcription and
production of the sounds of natural language. Offered
only at Summer Institute of Linguistics.
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. Students
maynot receive credit for both LING290 andLING 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
311 Languages of the World (3) A survey of the
variability and distribution of the languagesof the world
in terms of linguistic typology, genetic relationships,
and geographic location. Prereq: LING 290 or 421.
350 Analytical Methods in Phonology (4) Methods
for determining the phonological pattern of a language.
Offered only at Summer Institute of Linguistics.
351 Analytical Methods in Morphology and Syntax
(4) Methods of determining the morphological and
syntactic patterns of natural language data. Prereq:
LING 290 or 421.
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: [Term SUbject]
(Arr,R) Individual reading and bibliographic work
supervised by a faculty member. Prereq: instructor's
consent.
407 (G) Prosemlnar: [Term Subject] (Arr,R) Topics
include history of linguistics, language contact,
morphology, discourse pragmatics, conversational
analysis, acoustic phonetics, psycholinguistics,
language acquisition, and applied linguistics. Prereq:
LING 451, 452.
410 Experimental Course: [Term Subject] (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. Primarily for
nonmajors. Students may not receive credit for both
LING 290 and LING 421.
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 of field 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 lexical meaning, proposi-
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, rnorphology, and syntax;
language farnilies and protolanguages. Prereq: LING
450, 451.
470 (G) Empirical Methods in Linguistics (4)
Ernpirical, quantified methods of data collection and
analysis; statistical evaluation of results. Data derived
from discourse, conversation, psycholinguistics, first-
and second-language 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
501 Research (Arr,R) PIN only. Individual research
on a specific topic supervised by a faculty member.
Prereq: instructor's consent.
503 Thesis (Arr,R) PIN only. Individual research on
M.A. thesis or Ph.D. dissertation, supervised by a
faculty member. Prereq: instructor's consent.
505 Reading and Conference: [Term Subject]
(Arr,R) Individual reading and bibliographic work
supervised by a faCUlty member. Prereq: instructor's
consent.
507 seminar: [Term Subject] (Arr,R) Topics include
syntax, semantics, discourse pragmatics, stylistics,
psycholinguistics, neurollnguistics, language contact,
pidgins and creoles, first- or second-language
acquisition, language and culture. Prereq: LING 450,
451, 452 or instructor's consent.
509 Teachi~ English as a second Language:
Practlcum: [Term Subject] (3) Supervised practicum
in teaching English as a second language (TESL)
either to adults orto children. Prereq: LING 444, 445.
510 Experimental Course: [Term Subject] (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 inciude universals of iexical
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 grammaticai descriptions;
sentence versus text elicitation. Prereq: LI NG 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-language acqui-
sition and teaching as related to teaching English as
a second language (TESL). Prereq: LING 445.
560 Historical Syntax (4) Topics in the study of
syntactic change. Prereq: LING 452, LING 460 or
equivalent.
Mathematics
218 Fenton Hall
Telephone (503) 686-4705
Frank W. Anderson, Department Head
Faculty
Frank W. Anderson, Professor (algebra). B.A., 1951,
M.S., 1952, PhD., 1954, Iowa. (1957)
Bruce A. Barnes, Professor (Banach algebras,
operator theory). B.A., 1960, Dartmouth: PhD., 1964,
Cornell. (1968)
Charles W. Curtis, Professor (algebra). B.A., 1947,
Bowdoin; M.A., 1948, Ph.D., 1951, Yale. (1969)
Micheal N. Dyer, Professor (aigebraic topology). B.A.,
1960, Rice; Ph.D., 1965, California, Los Angeles.
(1967)
Robert S. Freeman, Associate Professor (partial
differential equations, operator theory). B.A.E., 1947,
New York: PhD., 1958, California, Berkeley. (1967)
Mary L. Fulton, Senior Instructor. B.A., 1972, Nebraska
Wesieyan: M.S., 1976, Virginia Commonwealth. (1981)
Peter B. Gilkey, Professor (global analysis, differential
geometry). B.S., 1966, M.A., 1967, Yale; Ph.D., 1972,
Harvard. (1981)
David K. Harrison, Professor (algebra). B.A., 1953,
Williams; PhD., 1956, Princeton. (1963)
James A. Isen berg, Associate Professor (mathematical
physics, differential geometry, nonlinear partial
differential equations). A.B., 1973, Princeton; PhD.,
1979, Maryland. (1982)
Jens C. Jantzen, Visiting Professor (Lie theory and
algebraic groups). PhD., 1973, Bonn. (1988)
William M. Kantor, Professor (finite geometries, finite
groups, combinatorics). B.S., 1964, Brooklyn; M.A.,
1965, Ph.D., 1968, Wisconsin, Madison. (1971)
Richard M. Koch, Professor (differential geometry).
B.A., 1961, Harvard: PhD., 1964, Princeton. (1966)
John V. Leahy, Professor (algebraic and differential
geometry). PhD., 1965, Pennsylvania. (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; M.A.,
1958, Columbia; PhD., 1965, California, Los Angeies.
(1967)
Paul Oium, Professor (algebraic topology); President,
University of Oregon. A.B., 1940, Harvard: M.A., 1942,
Princeton: PhD., 1947, Harvard. (1976)
TheodoreW. Palmer, Professor (anaiysis). B.A., 1958,
M.A., 1958, Johns Hopkins: A.M., 1959, PhD., 1966,
Harvard. (1970)
Kenneth A. Ross, Professor (harmonic analysis). B.S.,
1956, Utah; M.S., 1958, PhD., 1960, Washington
(Seattle). (1965)
Gary M. Seitz, Professor (group theory). A.B., 1964,
M.A., 1965, California, Berkeley: Ph.D., 1968, Oregon.
(1970)
Brad S. Shelton, Assistant Professor (Lie groups,
harmonic analysis, representations). B.A., 1976,
Arizona; M.S., PhD., 1982, Washington (Seattle).
(1985)
Allan J. Sieradski, Professor (algebraic topology,
homotopy theory). B.S., 1962, Dayton; M.S., 1964,
Ph.D., 1967, Michigan. (1967)
J. Nicholas Spaltenstein, Associate Professqr (algebra
and algebraic geometry). Diplome, 1974, Ecole
Polytechnique Federale, Lausanne: M.Sc., 1975,
PhD., 1978, University of Warwick. (1986)
Donald R. Truax, Professor (statistics). B.S., 1951,
M.S., 1953, Washington (Seattle); PhD., 1955,
Stanford. (1959)
James M. Van Buskirk, Professor (topology, knot
theory). B.S., 1954, Wisconsin, Superior: M.S., 1955,
PhD., 1962, Wisconsin, Madison. (1962)
Marie A. Vitulli, Associate Professor (algebraic
geometry). B.A., 1971, Rochest8r; M.A., 1973, PhD.,
1976, Pennsylvania. (1976)
Mathematics -103-
Paul W. Vos, Assistant Professor (statistics). B.A.,
1983, Calvin: M.S., 1986, PhD., 1987, Chicago. (1987)
Marion I. Walter, Professor (mathematics education).
B.A., 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, PhD., 1953, Tulane.
(1959)
Jerry M. Wolfe, Associate Professor (numerical
analysis). B.S., 1966, Oregon State: M.A., 1969, Ph.D.,
1972, Washington (Seattle). (1970)
Charles R. B. Wright, Professor (group theory). BA,
1956, M.A., 1957, Nebraska; PhD., 1959, Wisconsin,
Madison. (1961)
Sergey Yuzvinsky, Professor (representation theory,
combinatorics, multiplication of forms). M.A., 1963,
Ph.D., 1966, Leningrad. (1980)
Emeriti
Fred C. Andrews, Professor Emeritus (statistics). B.S.,
1946, M.S., 1948, Washington (Seattle); PhD., 1953,
California, Berkeley. (1957)
Richard B. Barrar, Professor Emeritus (applied
mathematics, differential equations). B.S., 1947, M.S.,
1948, Ph.D., 1952, Michigan. (1967)
Glenn T. Beelman, Senior Instructor Emeritus. B.S.,
1938, South Dakota State; A.M., 1962, George
Washington. (1966)
Paul Civin, Professor Emeritus (Banach algebras).
B.A., 1939, Buffaio; M.A., 1941, PhD., 1942, Duke.
(1946)
Kenneth S. Ghent, Professor Emeritus (number theory).
B.A., 1932, McMaster; S.M., 1933, Ph.D., 1935,
Chicago. (1935)
Ivan M. Niven, Professor Emeritus (number theory).
B.A., 1934, M.A., 1936, British Columbia; PhD., 1938,
Chicago. (1947)
Peter R. Sherman, Senior Instructor Emeritus (mathe-
matics education). B.S., 1947, M.S., 1949, Oregon;
BD., 1952, Pacific School of Religion, Berkeley. (1960)
Robert F. Tate, Professor Emeritus (statistics). B.A.,
1944, California, Berkeley; M.S., 1949, North Carolina;
PhD., 1952, California, Berkeley. (1965)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
Undergraduate Studies
Courses offered by the University of Oregon
Department of Mathematics are designed to
satisfy the needs of both majors and nonmajors
interested in mathematics primarilyas 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,
including a year of mathematics as a senior.
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 150-157; MTH 201 ,202,203;
MTH 207, 208, 209; and MTH 231, 232, 233.
The courses numbered 150-157 present ideas
from areas of important mathematical activity in
___~OA_Matbematics__
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 ofC-or P(pass) or better.
Courses are not open for credit to students
whose competence in that area exceeds the
scope of the particular course. For example, a
student with credit in Calculus for the Nonphys-
ical Sciences (MTH 207) cannot later receive
credit for MTH 101 or 115. For additional
information about credit restrictions contact a
Mathematics adviser.
The Department offers two calculus sequences
to meetthe different needs of students. Calculus
(MTH 201,202,203) is the standard sequence
recommended to most students in the physical
sciences and mathematics. Calculus for the
Nonphysical Sciences (MTH 207, 208) and
Probability and Statistics with Calculus (MTH
209) form a sequence that is designed to serve
the mathematical needs of students in the
business, managerial, and social sciences. The
choice between these two sequences is an
important one; the choice of MTH 207, 208, 209
effectively closes the door to most advanced
Mathematics courses. Consult a Mathematics
adviser or an adviser in your major field about
which sequence to take.
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 only 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 except those
graduating under option seven, below, must
take Linear Algebra (MTH 412). These courses
are theoretical. In addition to covering specific
results and techniques, they are designed to
teach "mathematical 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 danger of forgetting
the needed linear algebra. The prerequisite for
MTH 412 is MTH 331 or MTH 411; the Depart-
ment recommends 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
uncertain about which course to take should
talk to a Mathematics adviser.
Option One: Graduate Preparatory. Required:
36 upper-division Mathematics credits (exclu-
sive of MTH 425, 426, 427) including MTH 321 ;
MTH 331, 332, 333; 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, 439;
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 321 ;
MTH 331,332,333; 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 21 0, 211, 212, 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 321; MTH 331, 332, 333; 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 (H) or
CH 104, 105, 106; GEOL 201, 202, 203 (H) ;
PH 201, 202, 203 or PH 211, 212, 213. An
upper-division three-term sequence in Chemis-
try or Physics may be substituted for one of
these sequences. Upper-division Geology
sequences must have prior approval.
Recommended: MTH415, 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 321; MTH 331,332,333; MTH
412 or 417; and either MTH 418, 419, 420 or
MTH 428, 429, 430
Also required: MTH 231, 232, 233; 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 321; MTH 331, 332, 333; MTH
412 or 417; MTH 420; 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
Because 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.
Option Six: Biological Science Emphasis.
Required: 28 upper-division Mathematics
credits (exclusive of MTH 425, 426, 427)
including MTH 321; MTH 331, 332, 333; MTH
412 or 417; MTH 441, 442; MTH 461
Also required: CH 104, 105, 106 or CH 204,
205, 206(H); PH 201,202, 2030r PH211, 212,
213; and BI 291,292,293 (with laboratories,
BI 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 133,134,
210,220;BI323;BI426;BI470;BI471;BI472
Option Seven: Secondary Teaching
Emphasis. Required: 30 upper-division Mathe-
matics credits (exclusive of MTH 425, 426, 427)
including MTH 321; MTH 331 or411; MTH 341,
342, 343; MTH 344, 345; MTH 346 or 441
Also required: CIS 1220r 21 0,220 and at least
18 credits in education courses that apply
toward the Oregon Basic teaching certificate
Recommended: MTH 328; MTH 354, 355
Fall, winter, and spring term courses with similar
content and special upper-division and
graduate courses offered during summer
session may be approved by the departmental
teacher education committee as acceptable
substitutes for these courses. Prospective
teachers should plan to do student teaching
during a term that 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 (H); CIS 133 or 134 or 210, 220; PH
201,202,203 or PH 211, 212, 213
Recommended: MTH 431,432; MTH 441,442,
443; PH 324, 325, 326
Minor Requirements
The minor program is intended for any student
with a strong 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, to tailor the 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
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 staff in the
Teacher Education Office of Student Services.
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; MTH437, 438; MTH 447, 448(orMTH447,
454). They must also write a thesis covering
advanced topics assigned by their advisers.
The honors degree is awarded to 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 chair of the
Undergraduate Affairs Committee at the
beginning of fall term.
The E. M. Johnson Memorial Scholarship Fund
has been established to provide one or more
scholarships for undergraduate or graduate
Mathematics majors. Information and applica-
tions are available in the Department of Mathe-
matics office.
Facilities
The Department office and the Mathematics
Library, a branch of the Science Library, are
located in Fenton Hall. A reading and study area
is located in the Moursund Reading Room of
the Mathematics Library.
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 philos-
ophy (PhD.) degrees.
Master's degree programs leading to the M.S.
or MA degree are available to suit the needs
of students with various 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 bulletin.
Transcripts from all undergraduate and
graduate institutions attended and copies of
Graduate Record Examinations (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 Mathe-
matics 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-level courses other than
Mathematics.
Students must complete two 500-level
sequences acceptable for the qualifying
examinations in the Ph.D. 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.
Mathematics 105_
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, 4490rMTH447, 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; MTH447, 448, 4490rMTH447, 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 Ph.D. 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
Ph.D. 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 the course
description for a list of current seminar topics.
Each stUdent, upon entering the graduate
degree program in Mathematics, reviews
previous studies and objectives with the
Graduate Advising Committee. On the basis of
this consultation, conditional admittance to the
master's degree program or the pre-Ph.D.
106 Mathematics
program is 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
atthe 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 commensurate with study toward a Ph .0.,
and satisfactory performance in seminars or
other courses taken as a part of the pre-Ph.D.
or PhD. programs. Students who are not
admitted to the Ph.D. program because of
unsatisfactory performance on the fall term
qualifying examination may retake the qualifying
examination at the beginning of winter term.
Astudent 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 Ph.D. 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
firstthree years in the combined pre-Ph.D. 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.
Mathematics
Courses (MTH)
Remedial
40 Preparatory Mathematics (4) PIN only. For
students whose preparation includes less than one
year of algebra or whose placementexamination.
scores indicate inadequate preparaltOn for entry Into
the college-level mathematics curriculum.
Credit for enrollment (eligibility) but not toward
graduation; satisfies no University or college require-
ment. Additional fee required.
95 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. Credit for enrollment (eligibility) but not toward
graduation: satisfies no University or college require-
ment. Additional fee required.
Lower Division
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 95 or satisfactory placement test 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. Credit cannot be
received for MTH 115 and either MTH 101 or 102.
Prereq: satisfactory placement test score. Offered fall
term only.
121, 122, 123 Mathematics for Elementary Teachers
(3,3,3S) Sequence covering the mathematics needed
to teach 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 95 and high school geometry or
satisfactory placement test score. Prereq for 122 and
123: passing preceding course with a grade of C-or
belter. Prospective elementary school 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 209 or 232. Prereq: MTH 95 or entrance place-
ment for MTH 101.
151 Comblnatorics (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 95 or entrance placement for MTH
101.
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 95
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 95 or entrance placement for MTH 101.
154 Mathematical Milestones (3) Examination of
several 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.
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.tor lower-
division students. Not open to students with credit for
MTH 209. Prereq: MTH 95 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 95 or entrance placement for
MTH 101.
190, 191, 192 (H) 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 95.
199 Special Studies: [Term Subject] (1-3R)
200 Innovative Education: [Term Subject] (1-3R)
201, 202, 203 (H) Calculus (4,4,4S) 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
(4,4S) 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 prog rams 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.
231, 232, 233 Elements of Discrete Mathematics
(4,4,4S) Finite and infinite sets, mathematical logic,
induction, permutations and combinations, relaltOns
and functions, theory of graphs with applications,
Boolean algebra, discrete probability, elementary
theory of groups and rings. An introduction to the
mathematics necessary for the study of computer and
information science. Prereq: MTH 101 or satisfactory
placement test score.
Upper Division
321 Elementary Analysis (4) Rigorous treatment of
certain topics introduced in calculus, including
continuity and differentiation, sequences and series,
uniform convergence and continuity. Prereq: year
sequence in calculus.
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 Vsrlables with
Linear Algebra (4,4,4S) Introduction 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 Abstract Algebra for Teachers (3,3,3S)
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 Geometriesfor Teachers (3,3S) 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.
346 Fundamentals of Statistics (3) Topics in
probability and statistics for prospective secondary
school teachers. Probability and random variables;
binomial and other distributions; tests of hypotheses
and linear estimates. Prereq: year sequence in
calculus or instructor's consent. Last offered 1979.
347 Problem Posing and Problem Solving (3) PIN
only. Techniques for posing and solving mathematical
problems. Critical analysis of student solutions.
Prospective or certified teachers only. Prereq: MTH
344, MTH 341 or 157; 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. Prereq: year sequence in
calculus or instructor's consent.
403 Thesis (1-4R)
405 Reading and Conference: [Term Subject] (1-4R)
407 (G) Seminar: [Term SUbject] (1-4R)
410 (G) Experimental Course: [Term SubJect] (1-4R)
411 (M) Introductory Linear Algebra (3) Computa-
tional vector spaces; systems of linear equations;
107
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
(4,4,4S) Theory of groups, rings, fields, polynomial
rings; linear algebra; theory of a single lineartransfor-
mation; 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-
tation 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 (3,3S)
Complex numbers, linear fractional transformations,
Cauchy-Riemann equations, Cauchy's theorem and
applications, power series, residue theorem, contour
integration, harmonic functions, conformal mapping,
infinite products. Prereq: MTH 332 or instructor's
consent.
425, 426 (M) Elements of Statistical Methods (3,3S)
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 95 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 (3,3,3S) Methods of numerical analysis with
applications. Elementary theory for numerical solutions
of differential equations, splines, and fast Fourier
transform. Prereq: CIS 210, 220; pre- or coreq: MTH
332.
431, 432, 433 (G) Introduction to Analysis (4,4,4S)
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 (4,4,4S)
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 (3,3S)
Elementary theory of probability, sampling distribu-
tions, estimation and testing of hypotheses. Prereq:
year sequence in calculus.
443 (M) Re\lression Analysis and Analysis of
Varlance(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 (4,4S) 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, 451 (G) Statistical Design and Analysis of
Experiments (4,4S) 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 (4,4S) 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
series, 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
differential equations. 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; sUbgeometries 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 1988-90.
498, 499 (M) Analysis (2-4,2-4) Offered infrequently,
summer session only,
Graduate
501 Research (1-9R) PIN only
503 Thesis (1-12R) PIN only
505 Reading and Conference: [Term Subject] (1-5R)
507 Seminar: [Term Subject] (1-5R) Topics include
Algebraic Geometry, Cohomology and Sheaves,
Cohomology of Groups, Functional Analysis, Integral
Quadratic Forms, Morse Theory, Noncommutative
Harmonic Analysis, Representations of Finite Groups,
Semigroups of Operators, and Semisimple Lie
Algebras.
510 Experimental Course: [Term Subject] (1-5R)
511 Mathematical Concepts forthe 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,
4-5,4-5S) Cauchy-Kowalewsky theorem, first-order
systems, classification of second-order equations,
boundary-value problemsforthe Laplaceand Poisson
equations, initial value, and mixed problems. Prereq:
MTH 433 and MTH 331 or 411; MTH 421 recom-
mended.
531,532,533 Linear Analysis in Applied Mathemat-
Ics (4-5,4-5,4-5S) Theory of integral equations,
calculus of variations, partial differential equations,
boundary value problems, linear operators, integral
transforms, spectral theory, distributions, eigenfunc-
tion expansions 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 (4-5,4-5,4-5S)
Analysis of numerical methods for 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 (4-5,4-5,4-5S) Group
theory, fields, Galois theory, algebraic numbers,
matrices, rings, algebras.
547, 548, 549 Differential Geometry (4-5,4-5,4-5S)
Topics include curvature and torsion, Serret-Frenet
formulas, theory of surfaces, differentiable manifolds,
tensors, and forms and integration.
551,552,553 Theory of Functions of a Real Variable
(4-5,4-5,4-5S) Measure and integration, Hilbert and
Banach spaces, and related topics.
554, 555, 556 Theory of Functions of a Complex
Variable (4-5,4-5,4-5S) The theory of Cauchy, power
series, contour integration, analytic continuation, entire
functions, and related topics.
561, 562, 563 Modern Theories in Analysis (4-5,
4-5,4-5S) Measure theory, Banach spaces and
algebras, analysis in topological groups; modern
functional analysis; emphasis on connections with
classical analysis and applications to harmonic
analysis.
571, 572, 573 Topology (4-5,4-5,4-5S) 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 (4-5,4-5,4-5S) Uniformly most powerful
tests; unbiased tests; invariant tests; minimax tests: the
univariate and multivariate general linear hypothesis.
Minimum variance unbiased estimation.
584, 585, 586 Theory of Probability (4-5,4-5,4-5S)
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
(4-5,4-5,4-5S) Topics selected from analysis of
variance and design of experiments; nonparametric
statistics; multivariate analysis; large sample theory;
sequential analysis.
598, 599 Analysis (2-4,2-4) Offered infrequently,
summer session only.
108 Medieval Studies
Medieval Studies
175 Prince Lucien Campbell Hall
Telephone (503) 686-4802
Mavis Howe Mate, Committee Chair
Steering Committee
James L. Boren, English
Thomas A. Brady, History and Religious Studies
Emmanuel S. Hatzantonis, Romance Languages
Mavis Howe Mate, History
A. Dean McKenzie, Art History
Helmut R. Piant, Germanic Languages and Literatures
Richard A. Sundt, Art History
Minor Requirements
A minor in Western Medieval Studies provides
students with an interdisciplinary background
that provides 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, as follows:
Course Requirements 31-36 credits
History of Western Art (ARH 205) .. 3
Chaucer (ENG 428) 3
Middle Ages (HST 421, 422, 423). . . .. . 9
Dante and His Times (ITAL 464) . . ... 4
One art history course selected from the list 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), Middle English Literature (ENG 427),
Troi/us 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: [Term
Subject] (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), Medieval Spanish Literature
(SPAN 312)
Two years of Latin are also recommended.
Students should plan their programs as early
as possible with the aid of a Steering Committee
faculty adviser. With the adviser's consent, a
course numbered 407, 408, or 410 may be
substituted for one of the elective courses.
Grades ofmid-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, contact the
Committee chair.
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 I. Posner, Psychology
William Roberts, Biology
Kent A. Stevens, Computer and Information Science
Terry Takahashi, Biology
Nathan J. TUblitz, Biology
Tadmiri R. Venkatesh, Chemistry
Janis Weeks, Biology
Monte Westerfield, Biology
James A. Weston, Biology
Marjorie Woollacott, Physical Education and
Human Movement Studies
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 developmen-
tal neurobiology, learning and memory, motor
control, neural plasticity, and sensory
neurophysiology.
Curriculum
In order to obtain essential background in
neuroscience, most first-year graduate students
choose to 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 members
and graduate students participate in weekly
informal seminars that feature lively discussion
of research papers in specific areas of neuro-
science. Faculty members and students also
participate in the Neuroscience Seminar, a
weekly series featuring visiting scientists. The
purpose of the Neuroscience Seminar is to keep
both the faculty and students abreast of current
developments within the broad field of neuro-
science.
Research. Students are encouraged to begin
participating in laboratory research at the very
beginning of their graduate training. A labora-
tory rotation program is directed toward this
objective. In the rotation program new students
are invited to participate in the activities of a
different laboratory group during each of the
three terms of the first year. Participation may
include carrying out a research project, joining
in ongoing experiments, 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 Ph.D. 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
bulletin.
Neuroscience Courses
Biology. Vertebrate Endocrinology (BI 411),
Endocrinology Laboratory (BI 412), Compara-
tive Physiology (B 1413), General and Compara-
tive Physiology (B 1.414), 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 (BI421), 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 (CH 461, 462, 463),
Biochemistry Laboratory (CH 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), Advanced Motor Skill
Learning (PEP 534), 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 410), Learning and Memory (PSY
433), Cognition (PSY 435), Human Performance
(PSY 436), Psychology of Perception (PSY 438),
Brain Mechanisms of Behavior (PSY 445), The
Integrative Action of the Nervous System (PSY
448), Sensory Processes (PSY 449), Hormones
and Behavior (PSY 450), Cognitive Develop-
ment (PSY 475), Language Acquisition
(PSY 476)
Peace Studies
338 Prince Lucien Campbell Hall
Telephone (503) 686-5547
Cheyney C. Ryan, Committee Chair
Steering Committee
William Cadbury, Speech
David A. Frank, Speech
Helen Liggett, Planning, Public Policy and
Management
David Milton, Sociology
Robert M. O'Brien, Sociology
Cheyney C. Ryan, Philosophy
The Peace Studies program offers students the
opportunity to study, in systematic fashion, the
problem of peace-what it means and how it is
achieved. Interdisciplinary in its orientation,
Peace Studies encourages students to ap-
proach the problem of peace from a variety of
viewpoints. The focus of the program is
threefold: it addresses the conditions that give
rise to violence, and how to prevent them: the
conditions that constitute the alternative to
violence, and how to promote them; and the
strategies for achieving peace in its various
forms.
The Peace Studies minor is available to all
University undergraduate students; there are no
additonal requirements for admission to the
program.
Minor Requirements
The interdisciplinary minor in Peace Studies
requires a minimum of 27 credits, 15 of which
must be upper division. A grade of mid-C or
better must be earned in each of the nine
courses taken to fulfill requirements for the
Peace Studies minor. Course requirements
consist of three 3-credit core courses and two
3-credit courses selected from each of the three
groups listed below.
Core
Choose three courses for a total of 9 credits:
Social and Political Philosophy (PHL 307)
Seminar: Conflict and Negotiation (RHCM 407G
or 507)
Seminar: Nonviolence and Peacemaking
(TCF 407G)
Irenology: The Study of Peace (PS 421)
Group One: Conditions that
Give Rise to Violence
Choose two courses for a total of 6 credits:
History. War and the Modern World (HST 216),
History of American Foreign Relations since
1941 (HST 321,322), The United States and the
Problems of the Nuclear Age (HST 387), History
of South Africa (HST 415G)
International Studies. Rich Nations and Poor
Nations: Conflict and Cooperation (INTL 252)
Political Science. Crisis in Central America (PS
235), International Political Economy(PS 449G),
National Security Policy (PS 496G)
Psychology. Prejudice (PSY 415M), Social
Psychology I: Attitudes and Social Behavior
(PSY 456G)
Sociology. Race, Class, and Ethnic Groups in
America (SOC 212), Sociology of Race Rela-
tions (SOC 445G), Comparative Class Systems
(SOC 452G), Systems of War and Peace
(SOC 464G)
Group Two: Values and Arrangements
for Transcending Violence
Choose two courses for a total of 6 credits:
International Studies. Introduction to World
Value Systems (INTL 250)
Philosophy. Contemporary Moral Issues (PHL
205), Law and Society (PHL 344)
Planning, Public Policy and Management.
Introduction to Environmental Studies (PPPM
331), Seminar: Community Economic Develop-
ment (PPPM 407G), Community and Regional
Development (PPPM 440G), Citizen Participa-
tion (PPPM 461 G)
Political Science. Political Ideologies (PS 225),
Environmental Politics (PS 497G)
Sociology. Sociology of Developing Areas
(SOC 450G)
Women's Studies. History and Development
of Feminist Theory (WST 412M)
Group Three: Strategies for
Achieving Peace
Choose two courses for a total of 6 credits
History. American Radicalism (HST 307, 308)
Planning, Public Policy and Management.
Community Organization (PPPM 447G)
Political Science. International Protection of
Human Rights (PS 419G), International Organi-
zation (PS 420G), International Law (PS 422G),
Community Politics I (PS 490G)
Sociology. Social Issues and Social Move-
ments (SOC 215)
Speech. Seminars: Conflict and Negotiation
(RHCM 407G)*, Nonviolence and Peacemaking
(TCF 407G)*
*unless used as a core course
Students may take a maximum of 9 credits of
courses in anyone department. With an
adviser's consent, students may substitute a
course numbered 199,407,408, or 41 0 for one
ofthe group courses. To speak with an adviser,
or for further information on Peace Studies,
students should contact the Committee chair.
Philosophy 109_
Philosophy
338 Prince Lucien Campbell Hall
Telephone (503) 686·5547
Cheyney C. Ryan, Department Head
FaCUlty
Henry A. Alexander, Jr., Associate Professor (epis-
temology, history of philosophy). BA, 1947, Princeton;
MA, 1951, Ph.D., 1955, California, Berkeley. (1964)
William E. Davie, Associate Professor (ethics, Wittgen-
stein, history of phiiosophy). B.A., 1964, Washington
(Seattle); PhD., 1969, California, Irvine. (1968)
RobertT. Herbert, Professor (metaphysics, philosophy
of religion). B.A., 1952, MA, 1954, Ph.D., 1962,
Nebraska. (1966)
Don S. Levi, Associate Professor (logic, philosophy 01
mathematics). BA, 1956, Wisconsin, Madison: MA,
1961, PhD., 1962, Harvard. (1964)
Cheyney C. Ryan, Associate Professor (political
philosophy, philosophy of social science, philosophy
of law). M.A., 1973, PhD., 1974, Boston. (1974)
John J. Stuhr, Professor (American philosophy,
contemporary continental philosophy, political
philosophy). BA, 1973, Carleton; MA, 1975, Ph.D.,
1976, Vanderbilt. (1987)
Catherine W. Wilson, Associate Professor (philosophy
of SCience, philosophy of language, aesthetics). B.A.,
1972, Yale: B.Phil., 1974, Oxford; PhD., 1977,
Princeton. (1978)
Arnulf Zweig, Professor (Kant, philosophy of law,
history of philosophy). BA, 1952, Rochester; PhD.,
1960, Stanford. (1956)
Emeritus
John Wisdom, Professor Emeritus (philosophical
methods). BA, 1923, MA, 1934, Cambridge. (1968)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
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
science (B.S.) degree is also available.
Freshmen and transfer students planning to
study philosophy should be prepared to read
rather difficult prose, because 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 Requirements
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) or the 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 is24 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 Philoso-
phy (PHL 301, 302, 303) or the History of
110 __ Pbilosophy
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 atthe end of the junior year; to complete
the program the student must have a GPA of at
least 3.50 in Philosophy courses 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 ofthe45 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. The thesis 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 (M.A.) and the
doctor of philosophy (Ph.D.) 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 another
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 in 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 bulletin), 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
Examinations (GRE) are recommended though
not a formal requirement for admission. Appli-
cants should write to the Department, explaining
their interest in graduate studies at the Univer-
sity and requesting an Application for Graduate
Admission. The first copy and one complete set
of transcripts, together with the $25.00 applica-
tion fee, should be sent to the Office of Admis-
sions and Records, 240 Oregon Hall. The other
four copies of the 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.
Philosophy Courses (PHL)
Lower Division
199 Special Studies: [Term SUbject] (1-3R)
200 Innovative Education: [Term Subject] (1-3R)
201 Introduction to Philosophy: Ethics (3)
Philosophical studyof 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)
Phl.losophical 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.
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 that 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
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.
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 problem of
abstraction; the nature of truth. Prereq: two previous
courses in Philosophy or instructor's consent.
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.
325,326 Philosophy of Language (3,3) Philosophical
theOries of language and meaning; ideals and
methods of clarification; definition analysis; philosophy
asstudyof language. Selected readings. Prereq: one
previous course in Philosophy.
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.
344 .Law and Society (3) Major philosophical and
political issues raised by the institution of law. Topics
include the justification of the legal order, the nature
of legal reasonrng, and the tegitimacy 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.
400 Innovative Education: [Term SUbject] (1-3R)
405 Reading and Conference: [Term SUbject]
(Arr,R)
407 (G) Seminar: [Term SUbject] (Arr,R) Recent
tOPiCS have included Heidegger, History and Philoso-
phy of Science, Omniscience and Freedom, Private
Language, Problems of Knowledge, Rationalism,
Theory of Action, and Theory of KnOWledge.
410 (G) Experimental Course: [Term SUbject] (Arr,R)
411 (G) Plato (3) Analysis of Plato's major dialogues.
Prereq: 9 credits in Philosophy or instructor's consent.
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, .Ian\luage, personal identity, substance,
and .h.ls distinction between primary and secondary
qualities. Prereq: 9 credits rn Philosophy or instructor's
consent.
423 (G) Leibniz (3) Leibniz' writings on logic and
metaphySICS. Prereq: 9 credits in Philosophy or
Instructor's consent.
425 (G) Berkeley (3) Berkeley's major writings on
knowledge and perception. Prereq: 9 credits in
Philosophy or instructor's consent.
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.
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.
436,437 (G) Hegel and Marx (3,3) Central philosophi-
cal and social theories of Hegel and Marx including
conSideration of the relation of their work. Prereq: one
previous course in Philosophy.
438 (G) Kierkegaard (3.l.Examination of Kierkegaard's
major philosophical writings. Prereq: 9 credits in
Philosophy or instructor's consent.
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.
Physics 111
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.
444 (G) Philosophy of Law (3) Theories of law and
jurisprudence; theories of guilt and punishment; law
and morality; the nature of legal reasoning. Prereq: 9
credits in Philosophy or instructor's consent.
447,448 (G) Wiltgenstein (3,3) Study ofWittgenstein'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.
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.
458, 459 (G) Philosophy ot Mind (3,3) Analysis of
some basic concepts 01 psychology such as "mind"
and "behavior"; discussion of the mind-body problem
and of methodological issues in psychology. Prereq:
9 credits in Philosophy or instructor's consent.
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 ot 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.
468 (G) Problems in Philosophy ot 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 oflhe 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, relativity of concepts, and
ethnolinguistics.
Graduate
501 Research (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term Subject]
(Arr,R)
507 Seminar: [Term SUbject] (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.
514,515,516 Ethical Theory (3,3,3) Examination of
contemporary ethical theory. Prereq: 9 credits in
Philosophy or instructor's consent.
517,518 Problems in Philosophy ot Language (3,3)
Analysis of current issues in the Philosophy of
language. Prereq: 9 credits in Philosophy or instructor's
consent.
523, 524 Problems in Philosophy ot Mind (3,3)
Current literature on perception, action, intention,
motives and causes, other minds. Prereq: 9 credits in
Philosophy or instructor's consent.
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
Dietrich Belitz, Assistant Professor (condensed matter
theory). Dip.Phys., 1980, Dr.rer.nat., 1982, Technical
University of Munich. (1987)
James E. Brau, Professor (experimental elementary
particle physics). B.S., 1969, United States Air Force
Academy; M.S., 1970, Ph.D., 1978, Massachusetts
tnstitute of Technology. (1988)
J. David Cohen, Associate Professor (solid state
physics); Director, Materials Science Institute. B.S.,
1968, Washington (Seattle); PhD., 1976, Princeton.
(1981)
Bernd Crasemann, Professor (atomic physics). AB.,
1948, California, Los Angeles; PhD., 1953, California,
Berkeley. (1956)
Paul L. Csonka, Professor (elementary particle theory).
PhD., 1963, Johns Hopkins. On leave 1988-89. (1968)
Nilendra G. Deshpande, Professor (elementary
particle theory); Director, Institute of Theoretical
Science. 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)
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).
MSc., 1960, PhD, 1964, Calcutta. (1968)
Roger Haydock, Professor (solid state theory). 8.A.,
1968, Princeton; M.A., PhD., 1972, Cambridge. On
leave 1988-89. (1982)
Rudolph C. Hwa, Professor (elementary particle
theory). B.S., 1952, M.S., 1953, Ph.D., 1957 (electrical
engineering), Illinois; PhD., 1962, Brown. (1971)
James N. Imamura, Assistant Professor (astrophysics).
B.A., 1974, California, Irvine; M.A., 1978, Ph.D., 1981,
Indiana. (1985)
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; Ph.D., 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)
Stanley J. Micklavzina, Instructor (physics education).
B.S., 1982, M.S, 1985, Oregon. (1985)
Michael J. Moravcsik, Professor (elementary particle
theory). AB., 1951, Harvard; PhD., 1956, Cornell.
(1967)
Gerard F. Moseley, Professor (radio astronomy);
Vice-Provost for Student Affairs. B.S., 1962, Randolph-
Macon; M.S., 1964, PhD., 1969, Yale. (1978)
John T. Moseley, Professor (molecular physics);
Vice-President for Research. B.S., 1964, M.S., 1966,
PhD., 1969, Georgia Institute of Technology. (1979)
Thomas W. Mossberg, Professor (quantum optics).
AB., 1973, Chicago; M.A., 1975, Ph.D., 1978,
Columbia. (1987)
Jack C. Overley, Professor (nuclear physics). B.S.,
1954, Massachusetts Institute of Technology; Ph.D.,
1960, California Institute of Technology. (1968)
Kwangjai Park, Professor (physics of fluids, solid state
physics). B.A., 1958, Harvard; Ph.D., 1965, California,
Berkeley. (1966)
George W. Rayfield, Professor (biophysics, low-
temperature physics). B.S., 1958, Stanford; PhD.,
1964, California, Berkeley. (1967)
Michael G. Raymer, Associate Professor (quantum
optics and chemical physics). B.A., 1974, California,
Santa Cruz; PhD., 1979, Colorado. (1988)
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; Ph.D., 1972, Massachusetts Institute of
Technology. (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; Ph.D., 1963,
Washington (Seattle). (1966)
Special Staff
John Hardwick, Senior Research Associate (moleCUlar
physics). AB., 1966, Princeton; PhD., 1972, Georgia
Institute of Technology. (1985)
Ira G. Nolt, Senior Research Associate (atmospheric
physics, infrared astronomy). B.S., 1960, Franklin and
Marshall; Ph.D., 1967, Cornell. On leave 1988-89.
(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)
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)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
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. 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 and PH
204,205,206) and oneyearof general chemis-
try with laboratory (the equivalent of CH 104,
12
.. 12
30 credits105, 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
graduate degree, leading to a career in either
teaching or research or both at a university, at
a government laboratory, or in industry. 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
bulletin. In addition, for the B.A. 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.
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 rather than laboratory courses.
Only courses graded C- or better 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 400-41 0 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 that
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 bulletin.
Minor Requirements
Students seeking a Physics minor must com-
plete a minimum of 24 credits in Physics, of
which at least 15 must be upper division. These
credits must include one of the following
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 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
Physics Department offers work toward initial,
or Basic, Oregon certification and toward
Standard certification. For specific information
regarding requirements for the Physical Science
endorsement (physics option), students should
consult the Physics Department adviser for
teacher education and the staff in the Teacher
Education Office of Student Services.
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 some graduate schools.
Sample Program
The following sample programis 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 following courses.
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) 12
General Chemistry (CH 104, 105, 106) with
laboratories (CH 107, 108, 109) ..... 15
Junior Year 28 credits
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) 12
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 yearof 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
(MTH 331, 332, 333) ..... 12
Senior Year 16 + credits
Electricity and Magnetism (PH 441, 442) 8
Physics electives at least 8
Additional Mathematics
Graduate Studies
The Department of Physics offers graduate
programs leading to the master of arts (MA),
master of science (M.S.), and doctor of philos-
ophy (PhD.) degrees, with a variety of oppor-
tunities for research. Current research areas
include astronomy and astrophysics, atomic
and molecular physics, biophysics, chemical
physics, condensed matter theory, elementary
particle physics, nuclear physics, quantum
optics, solid state physics, statistical
mechanics, superfluid mechanics, and areas of
applied physics. The interdisciplinary Institute
of Theoretical Science houses theoretical
research in some of the above areas as well as
in areas of overlap between chemistry and
physics.
The Chemical Physics and Materials Science
institutes provide facilities, support, and re-
search 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.
Pine Mountain Observatory
The Department of Physics operates the Pine
Mountain Observatory for research and
advanced instruction in astronomy. The
observatory is located 30 miles southeast of
Bend, Oregon, off Highway 20 near Millican, at
an altitude of 6,300 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
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 Examinations
(GRE), including the Physics Test, is recom-
mended and strongly urged for international
students. 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 copyof 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 Ph.D. students in the form of graduate
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 bulletin for general University
admission and degree requirements. De-
partmental requirements are outlined in a
handbook for incoming students, available in
the Department office, and are summarized
below.
Master of Science or Arts
Course requirements for a Master of Science
(M.S.) in Physics normally include, in addition
to the equivalent of the undergraduate Physics
deg ree, two three-term sequences in Physics-
at least one at the 500 level- and three 400- or
500-level Mathematics courses selected from a
list of approved courses, or others with the
preregistration approval of the director of
graduate studies.
A total of 45 graduate credits must be com-
pleted, including 30 in graded Physics courses.
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 either pass a master's final
examination or submit a written thesis. The
master's examination, given each spring,
covers undergraduate physics (mechanics,
electricity and magnetism, optics, modern
physics, and thermodynamics). The thesis
option requires a minimum of 9 credits in
Research (PH 501) and Thesis (PH 403).
In addition to all the preceding requirements,
candidates for the master of arts (M.A.) 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.
Qualifying Examination. The master's final
examination constitutes part of the qualifying
examination. The remainder is a written exami-
nation given each fall, which covers the
graduate physics core (theoretical mechanics,
statistical mechanics, quantum mechanics,
electromagnetic theory, and methods of
mathematical physics). After rectifying any
deficiencies in undergraduate background in
400-level courses, students usually prepare for
the qualifying examination by taking 500-level
courses in the core areas. Students are encour-
aged to take the examinations as early as
possible. The examinations may be taken
several times but must normally be passed by
the beginning of the fourth year of graduate
study.
Within one year of passing the master's and
qualifying examinations students should secure
a dissertation research adviser.
Before taking the comprehensive examination,
students must round out their personal knowl-
edge of physics, pursue advanced studies in
at least three specialized fields, and present a
lecture in one of the research seminars or a
research group meeting. Normally, the ad-
vanced studies requirement is satisfied by
taking approved course sequences in three of
the following groups:
1. Condensed matter physics
2. Nuclear and particle physics
3. Atomic and molecular physics
4 Astronomy and general relativity
5. Experimental and theoretical techniques
6. Interdisciplinary sciences
Foreign Language Requirement. The Depart-
ment encourages students to have foreign
language proficiency, but it has no foreign
Physics 113
language requirement for the PhD. degree. All
incoming graduate students are expected to be
fluent in English. Deficiencies must be rectified
before the student takes the comprehensive
examination.
Comprehensive Examination. The com-
prehensive examination should be taken within
three years of passing the qualifying examina-
tion. It is usually an oral examination in which a
student presents an hour-long discussion of a
current problem in physics and proposes an
idea for a research project. The student is
expected to understand the background and
fundamental physics of the problem and to
communicate this knowledge to physicists in
other fields.
Dissertation. The dissertation is the most
important PhD. requirement. Every degree
candidate must submit a dissertation 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'sown investigations. It must show a
mastery of the literature on the subject and be
written in creditable prose style. Candidates
must receive approval of the dissertation within
seven years of passing the qualifying
examination.
Physics Courses (PH)
Lower Division
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.
108, 109 Elementary Astronomy (3,3) 108: the solar
system: the sun and individual planets; origin of the
solar system. 109: the stellar sysfem and details ofour
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 1988-90.
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 1988-90.
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 solutions.
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 1988-90.
116 The Sun as a 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
perceived and interpreted. For students interested in
the visuai 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 1988-90.
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.
114
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 1988-90.
199 Special Studies: [Term SUbject] (1-3R)
201, 202, 203 General Physics (4,4,4S) 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
(2,2,2S) 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.
207, 208, 209 Introduction to Astronomy and
Astrophysics (3,3,3S) Motion in the solar system;
evolution and properties of planets. Types of stars;
energy generation in stars; stellar evolution. Evolution
of galaxies and quasars; cosmology. Prereq: MTH 101,
102 or equivalents. Not offered 1988-89.
211,212,213 General Physics with Calculus
(4,4,4S) 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 .tor 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 high school algebra. Not offered
1988-90.
Upper Division
Note: General physics and calculus or instructor's consent
are prerequisites for all upper-division and graduate
courses.
324, 325 Classical Mechanics (4,4S) 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.
351, 352 Thermodynamics and Statistical Physics
(4,4S) Equations of state, laws of thermodynamics,
phase changes, entropy; kinetic theory: collisions,
transport, plasmas; statistical physics: phase space,
entropy and probability, canonical distribution,
quantum statistics. Pre- or coreq: PH 214, 324, 325;
MTH 331,332.
401 Research (Arr,R) PIN only
405 Reading and Conference: [Term SUbject]
(Arr,R) PIN only
407 (G) Seminar: [Term SUbjeGt] (Arr,R)
409 Supervised Tutoring Practicum: [Term Subject]
(1-3R) PIN only
410 (G) Experimental Course: [Term Subject]
(Arr,R) Computational physics is the current topic.
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 1988-89.
422 (M) Nuclei and Particles (4) Accelerators,
interaction of particles 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
1988-89.
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 1988-89.
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.
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 1988-89.
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.
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 1988-89.
441, 442 (G) Electricity and Magnetism (4,4S)
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 (4,4,4S) The Schrodinger 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, calculus, and a
knowledge of complex numbers. Not offered 1988-89.
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; .Qates, 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 at the level of PH 461.
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 language such as FORTRAN or BASIC or
any assembly language. Not offered 1988-89.
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 1988-89.
481 (G) Special Relativity (4) The Lorentz transforma-
tion, relativistic kinematics, 4-vectors, electromagnetic
fields. Not offered 1988-89.
491 (G) X-ray Crystallography (4) Bragg's law, crystal
symmetry, 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
501 Research (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term SUbject]
(Arr,R) PIN only
507 seminar: [Term SUbject] (Arr,R) PIN only. The
follOWing tOPiCS are offered for 1 credit each term:
Astrophysics and Gravitation, Atomic and Chemical
Physics, Condensed Matter, Molecular Biology,
Physics Colloquium, and Theoretical Physics.
509 Supervised Tutoring: [Term SUbject] (1-3R) PIN
only
510 Experimental Course: [Term SUbject] (Arr,R)
511,512,513 Theoretical Mechanics (4,4,4S)
Lagrangian and Hamiltonian mechanics; small
oscillations; rigid bodies; introduction to statistical
mechanics. 513 not offered 1988-89.
521, 52~, 523 Electromagnetic Theory (4,4,4S)
Maxwell s equations; derivation and solution of the
wave equation; relativistic formulation; motion of
charges; propagation and diffraction; radiation'
coupled motion of sources and fields; the elec:
tromagnetic field in dense media.
531,532,533 Quantum Mechanics (4,4,4S)
Schrodinger equation; statistical interpretation;
measurement; uncertainty relations; complementarity;
WKB approximation; scattering symmetries and
conservation laws; identical particles and permutation
symmetry; approximation methods; Dirac equation'
field quantization and radiation theory; recent ad- '
vances. Prereq; PH 451, 452, 453; pre- or coreq: PH
511,512,513 and PH 521, 522, 523.
541,542,543 Statistical Physics (4,4,4S) Thermo-
dynamics, statistical mechanics, kinetic theory;
application to gases, liquids, solids, atoms, molecules,
and the structure of matter. 543 not offered 1988-89.
551,552,553 Nuclear Physics (4,4,4S) Properties of
nuclei; the deuteron; nuclear forces; electromagnetic
tranSitionS, beta decay; single-particle and collective
aspects of nuclear structure; nuclear reactions'
neutron physics. Prereq; PH 451,452,453 or eq~iva­
lents. Offered alternate years; not offered 1988-89.
561, 562, 563.Elementary Particle Phenomenology
(4,4,4S) ClasslflcaliDn of elementary particles.
Elements of group theory, Lorentz group and spin.
Discrete and continuous symmetries. Phenomenology
of weak, electromagnetic, and strong interactions.
Quark model. Prereq: PH 531, 532, 533. Offered
alternate years; not offered 1988-89.
564, 565, 566 Quantum Field Theory (4,4,4S)
Feynman rules for perturbation theory; renormalization.
Gauge theories. Topics may include renormalization
groups, spontaneous symmetry breaking, dispersion
theory, or nonrelativistic many-body physics. Prereq;
PH 531,532,533. Offered 1988-89 and alternate years.
571,572,573 Solid State Physics (4,4,4S) Crystallog-
raphy; thermal, electrical, optical, and magnetic
properties of solids; band theory; metals, semiconduc-
tors, and insulators; defects in solids. Prereq; PH 451,
452, 453.
574,575,576 Theory of Condensed Matter (4,4,4S)
Advanced statlslical mechaniCS and many-particle
quantum mechanics. Emphasis on collective effects
such as. superfluidity, superconductivity, and ferro-
magnelism. Prereq: PH 531, 532, 533; PH 541, 542,
543; PH 571, 572, 573. Offered alternate years; not
offered 1988-89.
581,582,583 Atomic and Molecular Physics (4,4,4S)
AngUlar momentum and multipole theory, atomic
structure, excitation and de-excitation processes,
scattering and reactive atomic collisions, relativistic
and quantum-electrodynamic effects, and spectros-
copy of simple molecules. Offered 1988-89 and
alternate years.
594, 595, 596 General Relativity (4,4,4S) Tensor
analysis and Riemannian geometry; Einstein's field
equations; experimental observations; symmetries
and conservation laws; gravitational radiation; other
theories of gravity; applications to astrophysics and
cosmology. Prereq: PH 511,512. Offered alternate
years; not offered 1988-89.
Political Science
936 Prince Lucien Campbell Hall
Telephone (503) 686-4864
Arthur M. Hanhardt, Jr., Department Head
Faculty
William H. Baugh, Associate Professor (international
relations, research methodology, arms control and
national security). S.B., 1963, Massachusetts Institute
of Technology; M.S., 1965, Rochester; MA, 1971,
Ph.D, 1973, Indiana. (1978)
Deborah Baumgold, Associate Professor (history of
political thought, philosophy of social science). BA,
1971, Oberlin; M.A., 1975, PhD., 1980, Princeton.
(1987)
Irene Diamond, Associate Professor (feminist theory,
U.S. politics). BA, 1968, Douglass; PhD., 1975,
Prince/on. (1987)
John S. Dryzek, Associate Professor (public policy,
political theory, political economy). BA, 1974,
University of Lancaster; M.Sc., 1976, University of
Strathclyde; PhD., 1980, Maryland. (1986)
Joseph R. Fiszman, Professor (comparative politics).
BA, 1948, St. John's, Shanghai: MA, 1956, Emory;
Ph.D., 1964, Michigan State. (1959)
Geraid W. Fry, Associate Professor (Pacific regional
studies, Thailand, development theory): Director,
International Studies. BA, 1964, Stanford; M.PA,
1966, Princeton; Ph.D., 1977, Stanford (1981)
Daniel Goldrich, Professor (American and Third World
political development). BA, 1955, Antioch: MA,
1957, PhD., 1959, North Carolina at Chapel Hill. (1963)
Arthur M. Hanhardt, Jr., Professor (comparative
politics, Europe). B.A., 1953, Rochester; M.A., 1958,
Colgate; Ph.D, 1963, Northwestern. (1963)
Thomas Hovel, Jr., Professor (international law and
organization, irenology, ocean politics). A.B., 1948,
Washington (Seattle); MA, 1949, New York; Ph.D.,
1954, New Zealand. (1965)
Michael G. Huelshoff, Assistant Professor (international
relations and international political economy, compara-
tive politics of advanced industrial societies and
comparative public policy, and methodology). BA,
1979, Oregon; MA, 1981, Ph.D., 1984, Michigan.
(1985)
David Jacobs, Professor (public policy, political
economy, organizations and political sociology). BA,
1968, Georgia; MA, 1972, PhD., 1975, Vanderbilt.(1986)
James R. Klonoski, Professor (American government,
presidency, constitutional law and politics). B.S., 1947,
MA, 1948, Minnesota; PhD., 1958, Michigan. (1961)
Richard C. Kraus, Associate Professor (international
politics, Asian politics and society, social and political
theory). B.A., 1966, Grinnell; Certificate (East Asian
Institute), 1969, M.A., 1969, PhD., 1974, Columbia.
(1983)
Jerry F. Medler, Associate Professor (political theory,
research methods). BA, 1963, Northwestern; MA,
1965, Ph.D., 1966, Oregon (1968)
William C. Mitchell, Professor (democratic institutions,
public policy). BA, 1950, Michigan State; MA, 1951,
Illinois; PhD., 1960, Harvard. (1960)
John M. Orbell, Professor (choice theory). BA, 1957,
MA, 1960, New Zealand; PhD., 1965, North Carolina
at Chapel Hill. (1967)
Priscilla Southwell, Associate Professor (American
politics, political behavior and theory). BA, 1974,
MA, 1977, Colorado; Ph.D., 1983, North Carolina at
Chapel Hill. (1981)
Kenneth K. Wong, Assistant Professor (American
politics, public policy, urban). BA, 1977, MA, 1980,
Ph.D., 1983, Chicago. On leave 1988-89. (1983)
M. George Zaninovich, Professor (political theory,
Eastern Europe). BA, 1953, MA, 1959, PhD., 1964,
Stanford. (1966)
Emeriti
James C. Davies, Professor Emeritus (political
behavior, revolution, fiction). A.B., 1939, Oberlin;
Ph.D., 1952, California, Berkeley. (1963)
Charles Schleicher, Professor Emeritus (international
relations). A.B., 1928, College of Pacific: M.A., 1931,
Hawaii; PhD., 1936, Stanford. (1947)
Clarence E. Thurber, Professor Emeritus (Latin
America, comparative development). A.B., 1943,
PhD., 1961, Stanford. (1966)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
The Department of Political Science at the
University of Oregon offers a variety of ap-
proaches to understanding politics and govern-
ment. Students may study political science with
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 throughout 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 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.
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 bache/or 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
Political Science 115
Department office. At least 30 credits must be
in graded upper-division courses. However, 12
credits in lower-division courses may be taken
on a PIN (passino pass) basis. Work completed
in Seminar(PS 407) may be included within the
42-credit requirement and counted toward the
subfield of concentration. Innovative Education
(PS 200 or 400) courses are available only on
a PIN basis and do not count toward Political
Science major requirements. Also, courses
passed with a D grade may not be used to
satisfy the Political Science major.
A total of no more than 15 credits in Research
(PS 401), Thesis (PS 403), Reading and
Conference (PS 405), Supervised Field Study
(PS 406), Workshop (PS 408), and 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 applied 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.
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 ofThesis (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 should take
the basic introductory political science courses
offered at those institutions. At least 1'8 credits
in upper-division graded Political Science
courses must be completed in residence atthe
University of Oregon to qualifyfor a BA or B.S.
degree in Political Science. Transfer students
must meet the subfield distribution requirement.
Personal Course Programs
The Department of Political Science recognizes
that different career goals may merit different
course programs. The Department places
responsibility on each student to plan carefully
a program that will be most useful to his or her
career goals. The opportunity to take 12
lower-division credits passino 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.
A career goal may well involve not simply
planning a course program in Political Science
18 credits
116_ PoliflcaI 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
course programs. The following sample two-
year program is a guide for students undertak-
ing a general program in Political Science. It is
essential that each student consult a faculty
adviser, preferably before registering, so that
this general program can be tailored to specific
interests and career objectives.
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
PS(~~$I~g~)as.a social.science. . . . 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 BA degree.
Sophomore Year
Fall term
Political Ideologies (PS 225) or
comparable lower-division course. . . .. 3
Appropriate 200-level 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 (PS 202) . . . 3
Appropriate 200-level 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 300-level elective .., 3
Arts and letters elective . . . . . . .. 3
Science elective . . . . . . . . . . . . . .. 3
Elective. . . . . . . . . . . 3
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 p.olitics,
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
endorsement requires satisfactory completion
of a program of teacher preparation that
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 staff in the Teacher Education Office of
Student Services.
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. Innovative Education (PS 200 or 400)
courses are available only on a pass/no pass
basis and do not count toward minor require-
ments.
Graduate Studies
The Department of Political Science offers a
graduate program of studies leading to the
master of arts (M.A.), master of science (M.S.),
and doctor of philosophy (PhD.) degrees. The
program is designed to prepare students for
teaching, research, and governmental or other
public service and enables themto 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
teachers from whom courses have been
taken
3. Scores on the Graduate Record Examina-
tions (GRE): combined Verbal and Quantita-
tive scores of 1000 are required. Students
with degrees from non-English speaking
overseas institutions must also attain ascore
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
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 forthe
master's degree, possibly including under-
graduate courses
Application forms, recommendation forms, and
additional information about the graduate
program may be obtained by visiting orwriting
the Department of Political Science Students
may be admitted to the program at the begin-
ning of each term. Those applying for graduate
teaching fellowships must submit completed
applications to the Department by January 15,
because 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 by the third
term after enrolling, and complete the master's
degree thesis.
In addition, 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 by 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
Political Science 117-
allow the well-prepared student to complete all
course requirements forthe PhD. in two years
of full-time study. Students take comprehensive
examinations at the beginning of their third year,
followed by preparation of a dissertation.
Requirements forthe PhD. in Political Science
include:
1. Completion of 81 credits (18 credits are for
thesis) beyond the bachelor's degree, of
which a maximum of 9 credits may be in PS
501-506 and 508-510 and taken PIN (passl
no pass). PS 507 may not be taken PIN
2. At least 21 credits in Seminar (PS 507)
including:
a. Seminar: State of the Discipline, to be
taken the first time it is offered
b. Five seminars in the three area subfields
in which the student takes the comprehen-
sive examination and in the research
methodology area subfield
c. At least one additional seminar (PS 507)
Students should take the area subfield
seminars as early as possible
3. Demonstrated proficiency in one foreign
language and research methods
4. After completion of course work, passing of
a written and oral comprehensive examina-
tion in three of the following subfields:
a. American government
b. Comparative politics
c. International relations
d. Public administration and public policy
e. Political behavior and political theory
f. Methodology
5. Completion of the 18 credits of Thesis (PS
503), as required by the Graduate School.
These credits must be taken while complet-
ing the PhD. dissertation, which is written
after passing the comprehensive examina-
tion
6. 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, composed 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
Political Science
Courses (PS)
Lower Division
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.
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. atthe Crossroads (2) The Political Science
faculty introduces students to current political prob-
lems in the United States and to the various subfields
and approaches used in political science. Not offered
1988-90.
199 Special Studies: [Term Subject] (1-3R) Topics
to be arranged.
200 Innovative Education: [Term Subject] (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 polilics; the nature of political
experience; the relationship between political knowl-
edge and activity. Baumgold, 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, Diamond, Wong.
204 Introduction to Comparative Politics (3) Major
concepts and approaches in the study of comparative
government and politics. Hanhardt, Huelshoff, Kraus.
205 International Relations (3) Introduction to
intellectual tools for analysis of world politics. Baugh.
Hovet, Huelshoff, 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 Political Ideologies (3) Origins, functions, and
political implications of several ideologies. such as
liberalism, Fascism, Communism, feminism, environ-
mentalism, and nationalism. Dryzek, Kraus,
Zaninovich.
230 Introduction to Urbao 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. Dryzek,
Wong.
280 Introduction to Political Psychology (3) Parallels
between the life span of an individual and the
development of political institutions. Davies.
Upper Division
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, Huelshoff, Kraus, Southwell.
326 Theories of International Politics (3) Basic
features of the international political system, the goals
and objectives of its members, and the strategies
whereby the members of the system seek to obtain
their goals. Baugh, Huelshoff.
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 Lanka since 1947.
Not offered 1988-90.
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 1988-90.
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 1988-90.
341 Problems In American Political Economic
Development (3) American political economic
structure; crucial problems it generates; alternative
approaches to ensure more effective democratic
control and meeting of needs, Goldrich, Jacobs. Not
offered 1988-89.
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, sociai
change, and organization. Kraus.
344 Public Polley and Citi:l:en 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, Wong. Not offered 1988-89.
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 of high
schools upon the political values and styles of
students. Emphasis on links between educational and
political systems, Wong. Not offered 1988-89.
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 related disciplines
cast lighton these practical questions. Medler, Orbell.
Not offered 1988-89.
118 Political Science
355 Orepon 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 1988-89.
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 or instructor's consent. 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. Prereq: PS 360 or Instructor's
consent. Baugh
400 Innovative Education: [Term SUbject] (1-3R)
PIN only
401 Research (Arr,R) PIN only
403 Thesis (Arr,R) PIN only
405 Reading and Conference: [Term SUbject]
(Arr,R)
406 Supervised Field Study (1-5R) R for maximum
of 10 credits.
407 (G) seminar: [Term SUbject] (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 Practlcum: [Term
SUbject] (1-3R) PIN only
410 (G) Experimental Course: [Term SUbject] (Arr,R)
412 (G) Administrative Organization and Behavior
(3) Theories of bureaucratic organization. Organization
theorx including groups, the nature of authority,
cnganlzallonal 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. Not offered 1988-89.
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 ~anous party systems of the world. Emphasis on
VOting systems, recrUitment, party organization,
coalition governments, and one-party versus multiparty
systems. Klonoskl, 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 ot.public sector unions and the public policy
Issues UniOniZation creates. Implications of unioniza-
tion and collective bargaining in public education.
Wong. Not offered 1988-90.
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. Instructor's consent recom-
mended. 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. Hovel.
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. Hovel.
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? Hovel.
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
Internallonal Court of Justice. Hovel.
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. Hovel.
424 (G) Politics of Western Europe I (3) Governmen-
tal institutions and political processes of Great Britain,
France, and the Federal RepublicofGermany. Special
attention to Interest groups, parties, and voting
behavior since World War II. Prereq: PS 204 or
instructor's consenl. Hanhardt, Huelshoff.
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, Huelshoff.
427,428 (G) Government and Politics of the 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, Anstotle and the Greek polis, Cicero and the
universal political community, Augustine, and Aquinas.
Baumgold, 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.
Baumgold, Zaninovich.
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,
cntlqUeS of mass democracy. Baumgold, Dryzek,
Zanlnovich.
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.
Baumgold, Fiszman, Zaninovich.
435 (G) Women and Politics (3) Examines the
treatment of women in the classic works of political
philosophy. Links this body of thought to contemporary
views on women. Diamond, Southwell.
436 (G) Why Government? (3) Why do we have
government? What can justify government and its
extension? How much government is enough? Orbell.
437 (G) Evaluation 01 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 1988-89.
438 (G) Urban Politics (3) Theoretical perspectives;
the dispute about power structures; the political
context; community conflict; political participation;
urban protest movements; new political forms;
community control; black politics in the city. Diamond,
Orbell, Southwell, Wong.
440 (G). Comparative Foreign Policies (3) The
Internallonal behaVior of selected states; systemic and
sOCietal variables influencing their behavior; quality
and content of international behavior. Hovet, Huelshoff.
Not offered 1988-89.
442 (G) Politics of China II (3) Recent trends in the
study of the modern Chinese state. PS 342 or a course
on modern Chinese history or society recommended.
Kraus.
443 (G) Politics ofMulti·Ethnic Societies (3) Politics
of raCially and ethnically plural societies, e.g., Nigeria,
Austro-Hungary, United States, Switzerland, South
Afnca, Yugoslavia, Canada. Effects of different races
and ethnic groups upon domestic political institutions.
Zaninovich. Not offered 1988-89.
444 (G) Theory Construction (3) Introduction to the
art of theory and model construction in social science.
Five brief exercises required. Dryzek, Huelshoff,
Jacobs, Orbell. Not offered 1988-89.
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. Prereq: PS 445G or instructor's consent.
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
political problems. Prereq: PS 445G, 446G or instruc-
tor's consent. Huelshoff, 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 d~velopment. '
Microeconomics recommended. Huelshoff, 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 1988-89.
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. Elementary economics
recommended. 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). PS 456G or
elementary economics recommended. 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
controlsln a democracy. PS 456G, 457G, or elementary
economics recommended. Mitchell.
463 (G) Government and Politics of Latin America
(3) Inter-American political economic history; Cuban
Revolution; national security states; liberation theology
Chnstian base-communities, reaction; case studies: '
Argentina, Chile, Uruguay, Brazil Central America'
futures. Goldrich. ' ,
464 (G) Government and Politics of Latin America
(3) Intensive inquiry into special topics in Latin
American politics. PS 235 or 463 recommended
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, Huelshoff, Jacobs.
466 (G) Government Budgeting (3) Introduction to
the federal budget and the role it plays in national
poliCy makln(j .. Focus on the budgetary process and
Reagan administration budgetary policies. Not offered
t988-90.
467 (G) The American Presidency (3) An ambivalent
view of the PreSidency as the key institution in the
Amencan 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) Behaviorof individuals
as a product of interaction of their innate needs with
socioeconomic and political institutions that inhibit and
facilitate need satisfaction. Davies. Not offered
t988-90.
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 1988-90.
475 (G) Political DevelOllment and Revolution (5)
Examination of theldeologlcal, economic, psycholog-
Ical, and SOCiological onglns and evolution of revolu-
tions.. Examples drawn from the English, French,
Amencan, Russian, and Chinese revolutions. Dryzek.
477 (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.
Dryzek. Not offered t 988-90.
478 (G) Political Fiction (5) Analysis of some novels
and plays that help us understand why people act as
theydo politically. PS 470, 475 strongly recommended.
Davies. Not offered 1988-90.
480 (G). Oregon Legislative Process (3) Examines
major bills before the Legislature and the politics of
enacting them Field trips required. Not offered
1988-90.
481. (G) Oregon Administrative Process (3) Explores
maJor executive agencies and their rule-making and
administratIVe behavior. Not offered t 988-90.
482 (G) Legislative Politics (3) Legislative operations
In vanous governmental settings; their functions and
exercises of power, composition, decision making
and Influence in the political system. Southwell. Not
offered 1988-90.
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. Kionoski.
488 (G) The Politics of Public Policy (3) Political,
instilutional, and economic constraints on policy
making. Emphasis on the setting of domestic priorities,
the politics of regulatory agencies, and program
implementation. Wong. Not offered 1988-89.
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, Huelshoff. Not offered 1988-89.
490 (G) Community Politics I (3) Local politics and
political economic processes, institutions, and
structure; democratic theory context; experiments in
democratization. Goldrich, Medler.
491 (G) Community Politics II (3) Research or fieid
research in community politics. Students develop and
implement their own research projects within a given
problem focus. Prereq; instructor's consent. Goldrich,
Medier. Not offered 1988-89.
492 (G) Political Decision Making (3) Introduces
problems of collective decision making and modern
theories of individual decision making under risk and
uncertainty. Orbell.
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.
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. Diamond, Dryzek,
Goldrich.
Graduate
501 Research (Arr,R) PIN only
502 Supervised College Teaching (Arr,R)
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term SUbJect]
(Arr,R)
506 Field StUdies (Arr,R)
507 Seminar: [Term SUbject] (Arr,R) Prereq for
undergraduates: instructor's consent.
508 Workshop (Arr,R)
509 Practicum: [Term Subject] (1-3R) PIN only
510 Experimental Course: [Term SUbject] (Arr,R)
Psychology
131 Straub Hall
Telephone (503) 686-4921
Myron Rothbart, Department Head
Faculty
Jacob Beck, Professor (perception, computer vision,
psyChophysics). B.A., 1950, Yeshiva; M.A., 1951,
PhD., 1957, Cornell. (1966)
Beverly Fagot, Professor (developmental, early
childhood). BA, 1960, Occidental; PhD., 1967,
Oregon. On leave 1988-89. (1968)
Jennifer J. Freyd, Associate Professor (perception,
cognition). B.A., 1979, Pennsylvania; Ph.D., 1983,
Stanford. (1987)
Deborah Frisch, Assistant Professor (decision making,
probabilistic reasoning). B.S., 1983, Union; M.A., 1984,
PhD., 1988, Pennsylvania. (1988)
Morton Ann Gernsbacher, Associate Professor
(cognition, psycholinguistics). B.S., 1976, North Texas
State; M.S., 1980, Texas, Dallas; Ph.D., 1983, Texas
at Austin. (1983)
Lewis R. Goldberg, Professor (personality assess-
ment). AB., 1953, Harvard; M.A., 1954, PhD., 1958,
Michigan. (1960)
H. Hill Goldsmith, Associate Professor (emotions,
behavioral genetics, psychometrics). B.A., 1972,
Texas at Austin; PhD., 1978, Minnesota. (1985)
Barbara Gordon-Lickey, Professor (sensory physiol-
ogy, visual system development). AB., 1963, Radcliffe;
PhD., 1966, Massachusetts Institute of Technology.
(1969)
Marvin Gordon-Lickey, Professor (physiological,
circadian rhythms, learning). AB., 1959, Oberlin; M.A.,
1962, Ph.D., 1965, Michigan. (1967)
Douglas L. Hintzman, Professor (human learning and
memory, computer simulation of cognitive processes);
Director, Institute of Cognitive and Decision Sciences.
BA, 1963, Northwestern; PhD., 1967, Stanford. (1969)
Ray Hyman, Professor (cognitive processes, thinking,
human error). AB., 1950, Boston; M.A., 1952, PhD.,
1953, Johns Hopkins. (1961)
Jeri Janowski, Assistant Professor (developmental
neuropsychology). B.A., 1978, Reed; PhD., 1985,
Cornell. (1 !il88)
PeterW. Jusczyk, 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. On leave
1988-89. (1968)
Carolin Keutzer, Associate Professor (alternative
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)
Shinobu Kitayama, Assistant Professor (social
judgments, cognitive processes). B.A., 1976, M.A.,
1981, Kyoto; PhD, 1988, Michigan. (1988)
Peter M. Lewinsohn, Professor (clinical, depression,
neuropsychology). B.S., 1951, Allegheny; M.A., 1953,
Ph.D, 1955, Johns Hopkins. (1965)
Edward Lichtenstein, Professor (clinical-community,
smoking cessation and prevention). B.A., 1956, Duke;
M.A., 1957, PhD., 1961, Michigan. (1966)
Richard Marrocco, Professor (visual sensory physiol-
ogy). B.A., 1965, California, Los Angeles; PhD., 1971,
Indiana. (1973)
Robert Mauro, Assistant Professor (social, emotions,
psychology and law). AB., 1979, Stanford; M.S., 1981,
Yale; PhD., 1984, Stanford. (1984)
Michael I. Posner, Professor (cognition, neuropsychol-
ogy of attention). B.S., 1957, M.S., 1959, Washington
(Seattle); PhD., 1962, Michigan. (1965)
Mary K. Rothbart, Professor (social development,
temperament). B.A., 1962, Reed; PhD" 1967,
Stanford. (1970)
Myron Rothbart, Professor (social, cognitive, inter-
group processes). B.A., 1962, Reed; PhD., 1966,
Stanford. (1969)
Psychology
Elizabeth Schaughency, Assistant Professor (clinical-
child psychology, child pSyChopathology, parent
training). B.S., 1981, Pittsburgh; M.A., 1984, Ph.D.,
1986, Georgia. (1986)
Paul Siovic, Professor (judgment, decision making, risk
assessment). B.A., 1959, Stanford; M.A., 1962, PhD.,
1964, Michigan. (1986)
Norman D. Sundberg, Professor (clinical, cross-
cultural, personality assessment). B.A., 1947, Neb-
raska; MA, 1949, PhD., 1952, Minnesota. (1952)
Marjorie Taylor, Assistant Professor(cognitive develop-
ment, perspective taking, children's drawings). B.S.,
1979, M.S., 1981, Acadia; PhD., 1985, Stanford. (1985)
Don M. Tucker, 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, PhD., 1958, State
University of New York, Buffalo. (1967)
Emeriti
Fred Attneave, Professor Emeritus (perception,
learning). B.A., 1942, Mississippi; Ph.D., 1950,
Stanford. (1958)
Robert F. Fagot, Professor Emeritus (measurement
theory, choice theory, psychophysics). B.S., 1946,
MassaChusetts Institute of Technology; PhD., 1956,
Stanford. (1956)
Richard A Littman, Professor Emeritus (experimental,
systematic, developmental). AB., 1943, George
Washington; PhD., 1948, Ohio State. (1948)
Leona Tyler, Professor Emerita (individual differences,
interest development). B.S., 1925, M.S., 1939, PhD.,
1941, Minnesota. (1940)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
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 as a 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 ianguage 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 personai 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 from
the American Psychological Association, 1200
17th Street Northeast, Washington D.C. 20036.
Review of Courses
Among lower-division courses, 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 Psychology
(Honors College) (PSY 217, 218) is also avail-
able.
Students should plan to take not more than three
courses at the lower-division level before
starting upper-division work. The introductory
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. For Psychology courses
approved to fulfill social science or science
group requirements, see Group Requirements:
Plan I in the Registration and Academic Policies
section of this bulletin. See General Bulletins
prior to 1985-86 for Group Requirements: Plan II.
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) orother appropriate methodological
preparation, e.g., Elements of Statistical
Methods (MTH 425 or 426) or Introduction
to Statistical Theory (MTH 441 or 442)
b. Research Methods in Psychology (pSY
303) orother appropriate methodological
preparation
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 (aor b) and
at least one from those giving social science
credit (c, d, or e)
3. At least 24 ofthe 36 credits must be graded
4. A course in which a student receives a D
grade cannot be counted toward the major
requirements (a grade of C- or P or better
is required)
5. Priortotaking PSY 302 and 303, the Psychol-
ogy major must take Psychology as a
Science (PSY 202, 203) or Psychology as a
Social Science (PSY 204, 205) or Introduc-
tion to Experimental Psychology (PSY
217,218)
Note: For Psychology majors, PSY 302 and 303
or other appropriate methodo[ogical 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 education . . . . . . . . . . . . . . . . . . . . . . . .. 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 Sociai Science (PSY 204) 4
Mathematics . 4
Physical education . . 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.
Peer Advising. The Psychology Department
uses 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 a course schedule, and
similar matters-and specific inquiries about
the Department's norms, opportunities,
facilities, and faculty members 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 appoint-
ments with their assigned 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-
mally with a friendly peer adviser who is
knowledgeable about departmental and
University regulations and opportunities.
Liberal Arts Curriculum
Some students are interested in studying
psychology with a view toward understanding
the diversity of human nature; its relation to
literature, science, and the arts; and its contri-
bution to general intellectual cur(ents. They
place less emphasis on technical skills in giving
tests, running experiments, or analyzing data,
and more emphasis on the theories and ideas
that serve as a background for research. It is
difficult to design any single recommended
curriculum for such students. However, the
curriculum 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 prog rams that stress the relation
between psychology and the natural sciences.
For further information 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, or school psychology.
[t is also for those who plan to enter government
or business administration. It stresses a broad
knowledge of psychology as well as experience
in a variety of different settings in which psychol-
ogy is applied. Special emphasis is on statistics,
writing, computer programming, and other skills
that 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-
ing and 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. PSY374, 388, 434, 437, 470, 472,
475, 476, 478, 479, 487, 488, 489
WELFARE-SOCIAL WORK. PSY 383, 388, 411,
427, 456, 457, 470, 473, 479, 487, 488, 489
YOUTH WORK. PSY 374,383,388,421,423,473,
475, 476, 478, 479
MENTAL HEALTH. PSY 383,388,411,413,427,
445, 466, 467, 470, 472, 473, 479, 487, 488,
489; many PSY 407 seminars are also
appropriate
--Psychology- ·121
4
8
8
3-10
Psychology Courses (PSY)
Note: Please go to the Psychology Department office for
evaluation of courses taken at another institution that
might duplicate these courses. Credit is not given for
repeating equivalent courses.
Lower Division
199 Special Studies: [Term SUbJect] (1-3R)
200 Innovative Education: [Term Subject] (1-3R)
PIN only
eight courses: Psychopathology (PSY 520),
Clinical Psychobiology (PSY 521), three assess-
ment courses, two behavior change courses,
and one elective course. In consultation with
their advisers, students may develop specialties
or supporting areas through their choice of
course work, practica, and research. Some
areas of specialization are developmental-
clinical studies, neuropsychology, behavioral
health, and the community.
By the end of the third year, students usually
have completed all course work and a prelimi-
nary examination in psychopathology. The
fourth year is devoted mainly to research for the
PhD. dissertation. In the fifth year, students
typically take a year-long clinical internship
approved by the American Psychological
Association and receive their degrees.
Interdisciplinary Program
in the Neurosciences
Neuroscientists in the Biology, Chemistry,
Computer and Information Science, Physical
Education and Human Movement Studies, and
Psychology departments 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 program of instruction and
research is available to students through any of
the participating departments. For more infor-
mation see the Neuroscience section of this
bulletin.
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-
ment. For further information see the Institute of
Cognitive and Decision Sciences.
Master's Program in Psychology
A special master's degree program not leading
to a PhD. is available in Psychology. The
degree-either a master of arts (MA) or a
master of science (M.S.)-requires 45 credits
in course work. Applicants to the program must
provide signatures of endorsement from three
members of the Psychology Department, grade
transcripts of all undergraduate and graduate
work, and a sample of written work. For fall
admission, completed applications received by
June 15 are given preference. Applications
submitted after August 15 are accepted only in
exceptional circumstances. Application materi-
als and additional information may be obtained
from the Department's graduate secretary.
At least 20 of the 31 credits must be graded and at
least 15 must be upper division.
In addition, a list of 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 Ph.D. program.
The Department maintains a psychology clinic;
specialized facilities for child and social
research; experimental laboratories for human
research, 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 Examinations (GRE) and
three letters of recommendation on special
forms provided by the Department. Detailed
information on admission, including application
forms and information on awards and graduate
teaching fellowships (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 PhD. 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 bulletin.
Clinical Program
A clinical psychologist, in the Department's
view, is both a scientist and a professional. The
graduate program stresses the interaction and
integration of theory, research, and application
in clinical psychology and related community
activities. The program seeks to improve
students' conceptual understanding of clinical
problems and emphasizes a data-oriented
approach to solving problems. It also places
importance on psychological development
throughout the human life span.
The first year of graduate stUdy includes
courses the Department requires of all students:
a year-long sequence surveying all areas of
psychology, a statistics sequence, and a
research project. In addition, clinical students
get an introductory overview of clinical work and
research in the Proseminar in Clinical Psychol-
ogy (PSY 524) and take the first-year Practicum
(PSY 509).
Every year thereafter, clinical students partici-
pate in either the general practicum or special-
ized practica, working with clients under
supervision. Program requirements include
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 prog ram 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 staff in the
Teacher Education Office of Student Services.
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 option requires 31 credits in Psychol-
ogy, 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 core 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
Any two courses in Computer and Information
Science. Computers in Psychology (PSY 305)
may substitute for one of these .
Introduction to Linguistics (LING 290) or
Elements of Linguistics (LING 421) .
Psychology as a Science (PSY 202, 203) or
Introduction to Experimental Psychology
(PSY 217,218) 8
Statistical Methods in Psychology (PSY 302)
and Research Methods in Psychology
(PSY 303) .
Cognition (PSY 435) or two terms of
Advanced Experimental Psychology
(PSY 430, 431, 432) .
-- -122- Psychology--~--~
202,203 Psychology as a Science (4,4S) Application
of expenmental 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 (4,4S)
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 (H) Introduction to Experimental Psychol-
ogy (Honors Colleg.e) (4,4S) 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
302 Stat.lstical 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 95 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 wntten and taped sources, inter-
Views, questionnaires, tests, and experiments. Prereq:
PSY 202, 203 or PSY 204, 205 or PSY 217, 218 or
equivalent.
304 Biological Psychology (4) Relationships between
activit\( of the nervous and endocrine systems and
behav!or. Topics Include sensation, perception,
conSCiousness, sexual behavior, eating and drinking,
sleeping and dreaming, learning, and the human brain.
Prereq: PSY202, 203 or PSY 204, 2050r PSY 217,218
or equivalent.
305 Computers.ln 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.
357 Pseudopsychologles ~3) Astrology, IChing, 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) Development 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 Psychoactive Drugs (3) Physiological and
behaVioral effects of psychoactive drugs such as
alcohol, opiates, barbiturates, and excitants. The
psychology of use and overuse; therapies for correct-
Ing drug problems.
388 Human sexuality (3) The nature of human
sexuality; hormonal, instinctual, and learned factors in
sexuality; psychosexual development; frequency and
Significance of vanous types of sexual behavior; sexual
Inadequacy; homosexuality; sexual deviation.
400 Innovative Education: [Term SUbJect] (1-3R)
401 Research (Arr,R)
403 Thesis (Arr,R)
405 Reading and Conference: [Term Subject]
(Arr,R)
406 Field Studies (Arr,R)
407 (G) seminar: [Term Subject] (Arr,R) Topics vary
from year toyear depending upon interest$ and needs
of students and upon availability of faculty. Topics
Include ACtiVity and Rest, Behavior Modification,
Cognrtlve Development, and Color Vision.
408 Laboratory Projects (1-9R) R for maximum of 20
credits toward bachelor's degree.
409 Practicum: [Term Subject] (1-3R)
410 (G) Experimental Course: [Term Subject] (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 behavlonstlc, psychoanalytiC, and cognitive
theones 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.
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
throughout the life cycle. Prereq: Psychology course
work.
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" person. Prereq: PSY 202, 203 or PSY 204,
205 orPSY 217,218. PSY 302 recommended.
Areas
Note: The prerequisites for 400-1evel courses for Psychol-
ogy majors are PSY 202, 203 or PSY 204, 205 or PSY 217,
218 and PSY 302, 303.
Experimental Area
430,431,432 (G) Advanced Experimental Psychol-
ogy (5,5,5S) Functional operations of the human
nervous system in perceiving, remembering, trans-
formlng,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 learning 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
cognrtlve 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, and somesthesis.
Psychophysiolog ical factors and psychophysical
methodology. Prereq: PSY 302, 303.
439 (el) Psychology of Visual Art (3) Perceptual,
cognrtlve, 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 302, 303; PSY
438 or Instructor's consent.
440 (G) Psychollngulstics (3) Processes and
structures underlying language use. Methods of
studyinQ language processing. Relationship between
psychollngulstlc 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.
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 malors: 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 leading 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 communrcatlon, attraction, friendship, love,
human sexuality; group and indiVidual decision
making, collective behavior. Prereq: PSY 302, 303;
PSY 456 recommended.
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, altruism
self-actualization. From biological control proces~es to
the phenomenology of personal experience. Prereq:
PSY 302, 303; course work in Psychology.
469 (G) Psychopathology (3R) Advanced
psychopathology for Psychology majors and Counsel-
Ing graduate students. Major behavior and personality
disorders, theory and research, assessment, diag-
nOSIS, treatment, special topics. Prereq: PSY 302, 303,
310. R when topic changes.
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) Applied Behavioral Analysis (3) Applied
behaVioral analysis of individuals, small groups,
Institutional settrngs; children and adults' cognitive-
behavioral therapies. Prereq: PSY 302, 303.
473 (G). Marriage (3). Behavioral basis of dyadic
Interactions; adult Intimacy and love relationships.
Clinical-counseling approaches: assessment marital
therapies, and evaluation. Models of marital adjustment
and assessment of Interpersonal relationships. Prereq:
PSY 302, 303.
Developmental Area
475 (G) Cognitive Development (3) Intellectual
devel.opment in children; ciassical and operant
condltlonrng, memory, attention and concept forma-
tion; perceptual, motor, and language development.
Prereq: PSY 302, 303; prror courses in learning or
Instructor's consent.
476 (G) Language Acquisition (3) In-depth study of
an important area of child development covered only
superfiCially In other courses. Semantic and syntactic
development; development of communication skills.
Prereq: PSY 302, 303; prior courses in learning or
developmental psychology or instructor's consent.
478 (G) Child Socialization (3) Socialization process-
es rn Infancy, childhood, adolescence, maturity, and
old age. The development of infants' attachments
identification, conscience and morality, peer groups,
family Interaction, and psychopathology. Prereq: PSY
302,303; prror courses In personality; social, abnormal,
or developmental psychology; or instructor's consent.
479 (G) Emotional Problems of Childhood (3) Origin,
nature,·and treatment of emotional disorders of
childhood from apsychodynamic and developmental
onentatlon. Emotional problems of normal children and
the more severe childhood disorders. Prereq: PSY 302,
Religious Studies 123-
303: courses in personality, abnormal, and develop-
mental psychology or instructor's consent.
General Advanced Courses
485 (G) History and Systems of Psychology (3) The
development of modern psychology, The comprehen-
sive theoretical systems (behaviorism, stimulus-
response, Gestalt, psychoanalysis, and mathematical
models) developed to help deal with methodological
and substantive problems in psychology, Prereq: 12
credits in upper-division Psychology,
487, 488, 489 (G) Advanced Applied Psychology
(3,3,3) Theory and practice in the application of
psychology to problems of individuals, groups, and
organizations, Emphasis on data gathering and
data-based interventions, based broadly on systems
theory, Previous work in experimental, personality, and
social psychology strongly recommended,
490,491,492 Honors(1,1,1) Reading and conference
for honors Psychology majors only,
Graduate
501 Research (Arr,R) PIN only
502 Supervised College Teaching (1-3R)
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term Subject)
(Arr,R) Topics vary from year to year.
507 Seminar: [Term Subject) (Arr,R) Seminars vary
from year to year, depending on faculty interests,
Topics include Altitudes: Cognitive Development;
Community Psychology; Group Dynamics: Human
Performance: Language and Cognition: Memory:
Perception: and Proseminars: Clinical, Developmental,
Experimental, Personality-Social, Physiological.
508 Clinical Work with Children (1-9R) Work with
deviant children and their families, emphasizing the
behavior modification approach, Enrollment for
minimum of three consecutive terms required, Prereq:
course work in learning and behavior modification and
instructor's consent.
509 Practlcum: [Term SUbject) (1-9R) Supervised
work in assessment and treatment coordinated with
didactic clinical core courses, Prereq: instructor's
consent.
510 Experimental Course: [Term Subject) (Arr,R)
511, 512, 513 Statistical and Quantitative Methods
in Psychology (3,3,3) Basic concepts of probability
and statistics, Use of probability theory in psycholog-
ical theory construction; application of multivariate
methods; design of experiments, Prereq: MTH 425 or
equivalent.
514 Learning (3),Learning, storage, retrieval, and
transformation of informafion, Classical and instrumen-
tallearning, skill learning, short- and long-term
memory, classification and rule learning, problem
solving, language behavior, Prereq: basic knowledge
of experimental psychology and instructor's consent.
515 Perception (3) Factual knowledge and theory
concerning sensory function and perceptual informa-
tion processing,
516 Physiological Psychology (3) The fundamental
aspecfs of brain-behavior relationships, Neuron
physiology, sensory systems, nonspecific afferent
systems: emotion, motivation, learning from a
neurophysiological viewpoint.
517 Social Psychology (3) Current theory and
research concerning the individual within a social
context.
518 Life-Span Development (3) Theory, research,
and applications of developmental concepts from birth
to death, LongitUdinal, cross-sectional, and life-history
research methodologies. Topics include emotional
disorders, attachment, sex-role development, and
dominance,
519 Personality (3) Personality theory and research,
520 Psychopathology (3) Definition and measurement
of deviant behavior: critical review of research
literature on etiology, intervention, and outcomes in
psychoses, neuroses, and personality disorders,
Prereq: PSY 427 or instructor's consent.
521 Clinical Psychobiology (3) Physiological
principles in neuroscience applied to clinical problems
and biological therapies in such areas as depression,
schizophrenia, stress, and chronic pain, Prereq:
enrollment in Psychology Ph,D, program or instructor's
consent.
524, 525, 526 Proseminar in Clinical Psychology
(1-3,1-3,1-3) PIN only. Current issues and problems
in clinical psychology with emphasis on application of
relevant research strategies,
528 Assessment I: Assessment Theory (3) Theory
and methods of psychological assessment. Quantita-
tive and inferential issues in designing and interpreting
assessment procedures, Prereq: PSY 512 or
equivalent.
529 Assessment II: Personality Assessment (3)
Theory, methods, and related research in approaches
to personality assessment, including projective and
objective methods, Prereq: PSY 512 orequivalentand
PSY 528,
530 Assessment III: Assessment of Cognitive
Functions (3) Intensive study of selected clinical
decision-making situations requiring information about
cognitive functioning, Includes a practicum with
neurologically damaged individuals, Prereq: PSY 528
and 529 or equivalents,
531 Individual Therapies (3) Research strategies in
psychotherapy and major theoretical rationales of
dyadic unit psychotherapies, Instructor's consent
required for nonsecond-year clinical graduate
students,
532 Marital, Family, and Small-Group Therapies (3)
Current theories and clinical techniques of behavior
change from an interaction perspective, Instructor's
consent required for nonsecond-year clinical graduate
students,
533 Child and Family Therapy (3) Modification of
deviant child behaviors, particularly in the family
setting: emphasis on interpersonal and operant
approaches to child and family therapy, Prereq:
instructor's consent.
535 Advanced Social Psychology (3) Social behavior
in relation to current psychological theory and
research,
537, 538, 539 Advanced Clinical-Research Prac-
ticum (1-9,1-9,1-9) Specialized work with particular
clinical problems (e,g" depression, self-control),
focusing on the development of testable hypotheses
about the phenomena, Students work in small teams
with the clinical staff in an attempt to generate
systematic assessment and treatment approaches,
546 Multivariate Methods in Psychology (3) Theory
and application to psychology of factor analysis and
other multivariate methods, Prereq: PSY 513 or
equivalent.
Religious Studies
223 Chapman Hall
Telephone (503) 686·4971
J. T. Sanders, Department Head
Faculty
Carol M, Bensick, Associate Professor (early American
religious literature), B.A., 1977, Wellesley; M.A., 1980,
PhD" 1982, Cornell, (1985)
Aletta A, Biersack, Assistant Professor (religion in tribal
societies), B.A., 1965, M.A., 1969, 1972, PhD" 1980,
Michigan, On leave 1988-89. (1982)
Thomas A. Brady, Professor (Reformation), B.A., 1959,
Notre Dame; M.A, 1963, Columbia: Ph,D" 1968,
Chicago, On leave 1988-89, (1967)
Robert J, Hauck, Visiting Assistant Professor (history
of Christianity), B.A., 1968, Seattle Pacific: M.A., 1980,
Trinity Evangelical; PhD" 1985, Duke, (1986)
RobertT, Herbert, Professor (metaphysics, philosophy
of religion), B.A., 1952, M.A., 1954, PhD" 1962,
Nebraska, (1966)
Benton Johnson, Professor (sociology of religion),
B.A., 1947, North Carolina: M.A., 1953, PhD" 1954,
Harvard, (1956)
Hee-Jin Kim, Professor (Asian religions), B.A., 1957,
M.A., 1958, California, Berkeley: PhD" 1966, Clare-
mont. (1973)
Kenneth B, Liberman, Assistant Professor (Tibetan
Buddhism), B.A., 1970, State University of New York
at Old Westbury; M.A., 1976, PhD., 1981, California,
San Diego, (1983)
Jack P, Maddex, Professor(religious life in the United
States), B.A., 1963, Princeton; PhD" 1966, North
Carolina, (1966)
J, T, Sanders, Professor(Biblical studies), B.A., 1956,
Texas Wesleyan; M,Div" 1960, Emory; PhD" 1963,
Claremont. (1969)
Leigh E, Schmidt, Assistant Professor (Christianity),
B.A., 1983, California, Riverside: M.A., 1985, PhD"
1987, Princeton, (1988),
Sharon R. Sherman, Associate Professor(myth), Ph,B"
1965, Wayne State: M.A., 1971, California, Los
Angeles: Ph,D" 1978, Indiana, (1976)
Emeritus
G, Douglas Straton, Professor Emeritus (philosophy of
religion and ethics), B.A., 1938, Harvard; B,D" 1941,
Andover Newton: PhD" 1950, Columbia, (1959)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon,
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
background in social science and literature,
----124--Religious Studies
Careers. An undergraduate major in Religious
Studies can lead to graduate work in prepara-
tion forteaching religious studies orto 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.
Major Requirements
The major requirement includes 45 credits in
religious studies courses, not all of which carry
the Rprefix. (See Additional Courses atthe end
of the departmental course listings.) Of those
45 credits, 9 must be in Great Religions of the
World ( R201,202,203) and 27 must be upper
division.
All courses satisfying the major requirement
must be taken on a graded basis. A grade of
D is not normally accepted as a passing grade
in more than one such course.
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 require-
ments for the 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 (M.A. or M.S.) focusing on religious
studies, offered through the Graduate School.
Information is available in the Graduate School
section of this bulletin.
Advanced Degrees
in Other Departments
Another possibility for students interested in
graduate work in religious studies is to fulfill
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 bulletin. Additional information is
available from the listed departments.
Anthropology, Ph.D. (general anthropology
M.A. presupposed) Comparative religions,
religion and symbol in particular cultures.
William S. Ayres, Aletta A. Biersack (Religious
Studies), Richard P. Chaney, Carol W. Silver-
man, 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), Mary
E. Kuntz, Steven Lowenstam, John Nicols
(History), C. Bennett Pascal, J. T. Sanders
(Religious Studies), Steven Shankman (English)
History, M.A., Ph.D. History of Christianity.
Gustav Alef, Thomas A. Brady (Religious
Studies), A. Dean McKenzie (Art History), Jack
P. Maddex (Religious Studies), Mavis Howe
Mate, J. T. Sanders (Religious Studies), Leigh
E. Schmidt (Religious StUdies)
Philosophy, M.A., Ph.D. Philosophy of religion.
Henry A. Alexander, Jr.; William E. Davie;
Robert T. Herbert (Religious Studies); Arnulf
Zweig
Sociology, M.A., Ph.D. Sociology of religion.
Benton Johnson (Religious Studies)
Religious Studies
Courses (R)
Lower Division
111 Introduction to the StUdy of the Bible (3) Content
and organization of the various Jewish and Christian
scriptures, scholarly method in the study of the Bible,
and standard 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: [Term SUbject] (1-3R)
200 Innovative Education: [Term SUbject] (1-3R)
201, 202, 203 Great Religions of the World (3,3,3)
Hinduism, Buddhism, Confucianism, Taoism, Shinto.
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.
Upper Division
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.
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. Not offered 1988-89.
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.
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. Not offered
1988-89.
330,331 Buddhism and Asian Culture (3,3) Beliefs,
symbols, values, and practices of BUddhism. 330:
Theravada Buddhism. 331: Mahayana Buddhism.
Kim. Not offered 1988-89.
399 Special Studies: [Term SUbject] (1-4R)
400 Innovative Education: [Term Subject] (1-3R)
401 Research (1-4R)
403 Thesis (1-4R)
405 (G) Reading and Conference: [Term SUbject]
(1-4R)
406 (M) Special Problems (1-4R)
407 (G) Seminar: [Term SUbject] (1-4R)
408 (M) Colloquium (1-4R)
409 (M) Practlcum: [Term SUbject] (1-4R)
410 (M) Experimental Course: [Term Subject] (1-4R)
430 (G) 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 1988-89.
431 (G) 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 Shabagenza (The Treasury of the True
Dharma Eye). Kim. Not offered 1988-89.
Additional Courses
Note: For descriptionsofthe following courses,
see the listed departmental sections of this
bulletin.
Anthropology. Religion and Magic of Primitives
(ANTH 444), Folklore and Mythology of Primi-
tives (ANTH 445)
English. Studies in Mythology (ENG 417)
History. History of Religious Life in the United
States (HST 374), Problems in the German
Reformation (HST 432)
Philosophy. Introduction to Philosophy of
Religion (PHL 204), Philosophy of Religion
(PHL 439, 440)
Sociology. Sociology of Religion (SOC 461)
Romance Languages 125
18
Romance
Languages
101 Friendly Hall
Telephone (503) 686-4021
Robert M. Jackson, Department Head
Faculty
George Ayora, Associate Professor (Spanish-
American literature). BA, 1962, MA, 1964,
Washington (Seattle); Ph.D., 1969, Vanderbilt. (1970)
Randi M. Birn, Professor (contemporary French
literature). Cand.Philol., 1960, Oslo; PhD" 1965,
IllinOIS. (1965)
FranQoise Calin, Professor (moderl1 French novel and
poetry). Licence, 1963, Dipl6me d'Etudes Superieures,
1964, CAPES, 1966, Sorbonne; PhD" 1972, Stanford,
(1973)
William Calin, Professor (medieval and Renaissance
French literature, French poetry, Occitan). BA, 1957,
PhD" 1960, Yale, (1973)
David J. Curland, Senior Instructor (Spanish); Director,
Foreign Language Resource Center. BA, 1950,
California, Los Angeles; MA, 1963, Oregon, On leave
tall 1988, (1965)
Elizabeth B. Davis, Assistant Professor (Spanish
Golden Age literature). B,A" 1969, Arizona; M,Phil.,
1972, Ph.D" 1975, Yale. (1987)
Richard H. Desroches, Associate Professor (18th-
century French literature). BA, 1947, Clark; PhD.,
1962, Yale. (1957)
Juan A. Epple, Associate Professor(Spanish-American
literature). Licenciate, 1971, Chile; MA, 1977, Ph.D.,
1980, Harvard. (1980)
Sylvia B. Giustina, Senior Instructor (Italian). BA,
1956, Marylhurst; M.A., 1966, Oregon. (1966)
Evlyn Gould, Assistant Professor (19th-century French
literature, theory of the theater). BA, 1975, California,
Irvine; MA, 1977, PhD" 1983, California, Berkeley.
(1983)
Thomas R. Hart, Professor (Spanish and Portuguese,
Middle Ages, Renaissance); Editor, Comparative
Literature. BA, 1948, PhD., 1952, Yale. (1964)
Emmanuel S. Hatzantonis, Professor (Italian language
and literature). BA, 1952, City College, New York;
MA, 1953, Columbia; Ph.D" 1958, California
Berkeley. On leave spring 1989, (1959) ,
Robert M. Jackson, Associate Professor (Spanish
narrative). BA, 1963, Dartmouth; MA, 1964, PhD.,
1968, Harvard. (1969)
Kimberly Jansma, Assistant Professor (applied
linguistics, French). BA, 1975, Pitzer; MA, 1982,
PhD., 1987, Texas at Austin. (1987)
Elisabeth A. Marlow, Associate Professor (French,
17th-cel1tury literature and civilization). Dipl6me, 1953,
Hautes Etudes Commerciales, Paris; MA, 1958,
PhD, 1966, Oregon, (1958)
Barbara Dale May, Associate Professor (modern
Spanish poetry, modern Spanish woman writers). BA,
1972, MA, 1973, PhD., 1975, Utah, (1976)
Steven F, Rendall, Professor (French literature, literary
theory): Codirector, Comparative Literature Program,
BA, 1961, Colorado; Ph.D" 1967, Johns Hopkins.
(1967)
Wolfgang F. Sohlich, Associate Professor (modern
French poetry, theater), BA, 1959, Johns Hopkins;
MA, 1970, PhD., 1971, Emory. (1970)
Emeriti
Chandler B. Beall, Professor Emeritus; Editor Emeritus
Comparative Literature, BA, 1922, PhD., 1930,Johns
Hopkins. (1929)
Carl L. Johnson, Professor Emeritus. BA, 1924, MA,
1925, Iowa: PhD., 1933, Harvard. (1935)
Perry J. Powers, Professor Emeritus, B,A., 1941,
Oregon; Ph.D., 1947, Johns Hopkins. (1946)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
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 (BA) degree in French, Italian,
Spanish, or Romance Languages; the master
of arts (M.A,) 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. Familiaritywith literature in any language that
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 B,A.
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 B.A.
in Romance Languages or who have a second
major in another discipline-Art History, the
Undergraduate School of Business, Economics,
History, International Studies, Journalism,
Music, or Political Science-find positions in
communications media, government foreign
service, international business and law, li-
braries, social work organizations, and travel
and tourist-related agencies, among others.
Undergraduate Studies
Major programs leading to undergraduate
degrees are provided in French, Italian,
Spanish, and Romance Languages (two
languages). Departmental majors concentrate
on Romance languages, literatures, and
cultures. 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. The
Department encourages students to study,
at some point in their undergraduate careers
in a country where their target language is '
spoken.
Major Requirements
Romance Languages. For the B.A, 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, in addition to 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-
tion to French Literature (FR 301, 302, 303). At
least three upper-division French literature
courses beyond the FR 301,302,303 sequence
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.
This major is being reviewed; requirements may
change by fall 1989,
Sample Program
The sample program below shows atypical one-term
course load for first-year students in Romance
Languages.
Fall term 15 credits
Romance language (1st-, 2nd-, or 3rd-year
I~vel, depending on prevIous preparation) 4
Wn Ing , , , .. , , ,.,... 3
Science elective , , 4
Social science elective . 3
Physical Education. . . . . . . . . 1
Other possibilities
Second Romance language 4
English literature ., .... ". , , , 3
Health .. , . . , . , . , .. , , . , 3
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. , , , .
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 (ITAL 307,308,
309) or Introduction to Italian Literature(ITAL 377,378,379) ,., , 9
Italian Composition and Conversation
(ITAL 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 Option in Spanish. Students wanting
to emphasize the study of Spanish and Latin
American literature are reqUired to complete 45
graded credits of work beyond Second-Year
Spanish (SPAN 207, 208, 209 or SPAN 219,
220), distributed as follows:
126 Romance Languages
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
IlIma~m .... 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 Option 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
Introduction to the Reading of Spanish
Literature (SPAN 311) 3
Four of the following upper-division courses in
literature: 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) .. 12
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 Romance languages) by
completing 24graded credits in upper-division
courses in one language 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 equivalent 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 a 3.00 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 staff in
the Teacher Education Office of Student
Services.
Students and teachers working toward the
Standard certificate may want to consider
working for an interdisciplinary Master 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 later in this section, 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 materi-
als 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 Perry J. Powers Scholarship is awarded
annually to an outstanding senior in a Romance
Languages major. The Charles Stickles Endow-
ment 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.
Approval for graduation with departmental
honors will be given to students who (1) earn a
cumulative GPA of 3.50 or better in the major
work beyond the second-year language, and
(2) complete a senior thesis, which is supervised
by a departmental faculty member and judged
by the 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 standard major require-
ments. Transfer work and PIN credits are not
included in determining the GPA.
Study Abroad
Before going abroad students should consult
an appropriate language adviser about the
selection of a program and the courses to be
taken within that program.
Courses taken in which the readings or lectures
or both are in English do not count toward the
major, the minor, Or the BA language require-
ment. With prior approval of the student's
departmental adviser, these courses may be
counted as related area work for either Spanish
option. 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 universities of Poitiers
and Lyon. Although the programs are primarily
intended for undergraduates, some graduate
credit may be obtained if proper arrangements
are made with the Department.
Note: The following COurses are among those
taken most frequently by students at the Oregon
Study Center in Poitiers, France. Course
descriptions are provided under French
Courses. However, since final curricular author-
ity for these courses remains with the University
of Poitiers, their exact content may vary, and
they are subject to change without prior notice.
Intermediate French Grammar (FR 324, 325)
Exercises in French Style (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)
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.
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 (PhD.) 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
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
Examinations (GRE) general and language
scores should be submitted, preferably priOr
to March 1 for fall admission. Application for
a graduate teaching fellowship (GTF),
Romance Languages 127
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, ITAL, or
SPAN 508), required for all beginning GTFs, is
a departmental MA requirement in addition to
45 graded credits. No more than 15 credits may
be taken outside the Department; 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.
Students are encouraged to apply to the
Department by April 15 for fall admission and
appointment priority. The GTF teaches one
language course each term.
Overseas Study and Teaching. Several
opportunities 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 assistant to 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 East
Asian Languages and Literatures, English,
Germanic Languages and Literatures, Ro-
mance Languages, and Russian departments.
It provides opportunity for advanced study of
several literatures in their original languages.
For more information, see the Comparative
Literature section of this bulletin.
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 holdings of learned periodicals
are extensive; the quarterly journal, Compara-
tive Literature, is edited by a member of the
Department.
Master of Arts Program
The M.A. 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 Spanish, 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
1. The completion of 45 graded graduate
credits with grades of mid-B or higher
2. Enrollment in Workshop: Teaching Methods
(FR or SPAN 508)
3. Successful completion of a comprehensive
examination
The written M.A. comprehensive 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. degree
must complete a petition to 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 PhD. degree;
they may not do so unless they pass the
MA comprehensive examination and are
accepted into the PhD. program by the
graduate committee.
Interdisciplinary Master's
Degree Program in French
The Department supervises an interdisciplinary
program designed particularly for the 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
number of 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 for the 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 a comprehensive 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. This program is
being reviewed; changes in its requirements
may be made prior to fall 1989. Applicants will
be informed of such changes.
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 must complete a minimum of 15
graduate courses including at least three
courses in the literature of one or more Romance
languages other than the principal one and two
courses in philology or medieval literature.
Upon completion of required course work, the
candidate takes a comprehensive examination
covering the principal 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 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.
Romance Languages
Courses (RL)
Lower Division
200 Innovative Education: [Term SUbject] (1-3R)
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
400 Innovative Education: [Term Subject] (1-3R)
407 (G) Seminar: [Term Subject] (Arr,R)
410 (G) Experimental Course: [Term Subject] (Arr,A)
Graduate
503 Thesis (Arr,R) PIN only
515 Graduate Study in Romance Languages (4)
Discussion of purposes, problems, and methods of
graduate study in Romance languages. Elements of
critical method, research techniques, and scholarly
writing. Rendall.
516 Modern Criticism (4) Study of selected modern
critics such as Barthes, Genetle, Bakhtin, Foucault,
Derrida, and Benjamin. Rendall.
523,524,525 The Troubadours (4,4,4) See descrip-
tion under Portuguese and ProvenQal Courses.
Frencn_~
French Courses (FR)
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
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. Cannot be taken in any
combination with FR 101, 102, 103 to total more than
12 credits of First-Year French.
199 Special Studies: [Term Subject] (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 language.
RL 230 Introduction to Romance Literature In
Translation (3) See description under Romance
Languages Courses.
Upper Division
301, 302, 303 Introduction to French Literature
(3,3,3) Representative works from the Middle Ages to
the present. 301: Middle Ages and 16th century. 302:
17th and 1Bth 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) Selected
novels from the 17th century to the present. Birn,
F. Calin.
317 French Poetry (3) Poems from the Middle Ages
to the 20th century. Poets include Chretien de Troyes,
Villon, Ronsard, La Ceppede, Saint-Amant, La
Fontaine, Voltaire, Chenier, Hugo, Baudelaire, Aragon.
Literary movements; modern critical analysis. W. Calin,
Desroches.
318 Contemporary French Theater (3) Major trends
and movements in modern French drama. Birn,
Sohlich.
319 Baudelaire, Verlaine, Rimbaud (3) Masterworks
by three creators of the modern spirit in poetry;
introduction to textual analysis. F. Cal in, Sohlich.
320 Sh.ort 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.
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 journalistic 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. Recenttopics include
Sarraute's Portrait d'un inconnu, Malraux's La Condi-
tion humaine, and Baudelaire's Les Fieurs du mal. R
when topic changes. 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 when topic
changes. 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: [Term Subject] (1-4R) Rwhen
topic changes.
403 Thesis (3-6R) Departmental honors students only.
405 Reading and Conference: [Term Subject] (1-6R)
407 (G) Seminar: [Term Subject] (2-6R) Several
seminars offered each term. Recent topics include
Contemporary France, 1Bth-Century French Comedy,
Lyrics of the Troubadours, Mallarme, The New Novel,
Proustto Beckett, Romanticism, Romantic Poetry, The
Theme of Religion, and Voltaire.
409 Practicum: [Term Subject] (1-4R) PIN only
410(G) Experimental Course: [Term Subject] (2-4R)
Recent topics include Flaubertto Proust, Francophone
Literature, LiteraryTranslation, Poetry and Violence in
the 19th Century, Political Aspects of Culture, Rabelais,
Virtual Theater, and Women in 17th-Century Literature.
420 (G) Modern Romance (4) Trends in modern
French fiction not categorized as "realism" or "realistic
novel." Concentration on Romantic narrative (19th
century) and black African literature (20th century).
Modern critical approaches. Prereq: reading knowl-
edge of French. W. Calin.
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.
423 (G) Moliere (4) Intensive study of representative
plays by Moliere with emphasis on modern criticism.
Prereq: FR 301, 302, 303 or equivalents. Marlow,
Rendall.
424 (G) Racine (4) Intensive study of representative
plays by Racine with emphasis on modern criticism.
Prereq: FR 301, 302, 303 or equivalents. Marlow,
Rendall.
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. Birn.
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. Birn.
427 (G) Autobiographical Writings by Women (4)
Autobiographical works, including journals, travel
accounts, and autobiographical fiction, by George
Sand, Colette, Simone de Beauvoir, Marguerite Duras,
and others. Specific works and writers vary. Birn.
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.
436 (G) 18th-Century French Novel (4) Evolution of
the French novel in the 1Bth century and its various
forms: picaresque, epistOlary, autobiographical,
sentimental, and psychological. Prereq: FR 301, 302,
303 or equivalents. Desroches.
437 (G) Les Philosophes(4) Evolution and triumph of
the philosophical movement in 1Bth-century France
through close study of key works of the major
philosophes. Prereq: FR 301, 302, 303 orequivalents.
Desroches.
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 modern 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.
Graduate
501 Research (2-6R) PIN only. Prereq: instructor's
consent.
RL 503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term SUbject] (1-6R)
507 Seminar: [Term Subject] (2-6R) Recent topics
include Baroque in France, Diderot, 1Bth-Century
French Novel, French Poetry from Villon to Ronsard,
French Romantic Drama, and The New Novel in France.
508 Workshop (2-12R) Teaching Methods is offered
annually. Other workshops may be offered.
509 Practlcum: [Term SUbject] (1-4R) PIN only
516 Rabelais (4) Detailed study of Rabelais's major
writing. Rendall.
517, 518 Montaigne (4,4) Montaigne's works with
emphasis on the Essais. Rendall.
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.
531, 532 Medieval French Narrative (4,4) Three
principal medieval narrative genres: epic, romance,
allegory of love. Critical anatysis of chansons de geste,
works by Chretien de Troyes, and Le Roman de la
rose. Prereq: FR 530. W. Calin.
533,534 The Waning of the Middle Ages in France
(4,4) French narrative fiction, poetry, and theaterofthe
14th and 15th centuries. Special attention to Guillaume
de Machaut and Franyois Villon. W. Cal in.
541 French Poetry from Vlllon to Ronsard(4) Lyric
genres and mentalities in the 15th and 16th centuries.
Analysis of works by Charles 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, Sponde, La Ceppede, Saint-Amant, Corneille,
Moliere, La Fontaine. W. Calin.
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.
547 Voltaire (4) Voltaire's satire and historical p'rose.
Desroches.
548 Dlderot (4) Detailed study of Diderot's major
writings: philosophy, art criticism, drama. Desroches.
549 Rousseau (4) Detailed study of Rousseau's major
writings. Desroches.
550,551 Proust (4,4) Detailed study of Ala recherche
du temps perdu. Blrn.
553 Modern French Poetry (4) Study of several major
modern poets. F. Calin, W. Cal in, 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,
Buiiuel. 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.
Spanish 129 _
Italian Courses (ITAL)
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
121,122,123 First-Year Italian (5,5,5S) 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. Cannot be taken in
any combination with ITAL 121,122,123 to total more
than 15 credits of First-Year Italian.
199 Special Studies: [Term SUbject] (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 Romance
Languages Courses.
Upper Division
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.
3n, 378, 379 Introduction to Italian Literature (3,3,3)
3n: analysis of poetic texts. 378: critical readings of
short stories. 379: study of theater. Giustina.
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.
399 Special Studies: [Term Subject] (1-4R) R when
topic changes.
403 Thesis (3-6R) Departmental honors students only.
405 Reading and Conference: [Term SUbject] (1-6R)
407 (G) Seminar: [Term Subject] (2-6R) Recent
topics include Italian Romanticism, The Literature of
the Italian Enlightenment, Lorenzo de' Medici's Poetic
Circle, Modern Italian Poetry, Modern Italian Prose,
Moravia's Fiction in Film, and Petrarch and His
Influence.
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: [Term Subject] (1-4R) PIN only
410 (G) Experimental Course: [Term Subject] (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, novel/a, historical
and political prose, courtesy books, criticism. Italy's
role in the European Renaissance. Hatzantonis.
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.
485 (G) Petrarch's Poetry and Its Influence on
Western Lyric (4) Petrarch's poems: their themes and
formal features; their influence 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.
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.
Graduate
501 Research (2-6R) PIN only. Prereq: instructor's
consent.
RL 503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term Subject] (1-6R)
507 Seminar: [Term Subject] (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: [Term Subject] (1-4R) PIN only
Portuguese (PORT) and
Proven9al Courses
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) Introd uc-
tion to Old Provenc;:al through the reading of easy prose
texts and selected lyrics. Stress on the diversity of
Provenc;:al 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.
Spanish Courses (SPAN)
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
111,112,113 First-Year Spanish (4,4,4)
114,115 First-Year Spanish: Zarabanda(6,6) Covers
in two terms the work of SPAN 116,117,118. Cannot
be taken in any combination with SPAN 116, 117, 118
to total more than 15 credits in First-Year Spanish.
116,117,118 First-Year Spanish: Zarabanda(5,5,5)
Intensive multimedia course in basic Spanish that
employs a film series, Zarabanda, produced by the
BBC in Spain. Text specially developed at the
Universityof 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: [Term SUbject] (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. Cannot be taken
in any combination with SPAN 207, 208, 209 to total
more than 12 credits of Second-Year Spanish.
RL 232 Introduction to Romance Literature in
Translation (3) See description under Romance
Languages Courses.
Upper Division
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 Libro de buen amor, and La Celestina. Topics
include medieval epic, comedy, and parody; courtly
love. Spanish social and intellectual history. Prereq:
SPAN 311. Jackson, May.
313 The Golden Age (3) Lyric poetry, prose, and
theater of the Spanish Renaissance and Baroque.
Works by Garcilaso de la Vega, Fray Luis de Leon,
Cervantes, Lope de Vega, and Calderon. Prereq:
SPAN 311. Davis, Jackson.
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) Novels, essays, dramas,
and poems of Chicano writers in Spanish and English;
their relationship to Hispanic and Anglo-American
tradition. SPAN 311 recommended. Epple, May.
347,348,349 Spanish Composition and Conversa-
tion (3,3,3) Oral and written practice; review of
fundamentals of grammar. Culturai 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.
360 Cervantes (3) Don Ouijote'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 do the reading in Spanish. Prereq
for those who want to do the reading in Spanish: SPAN
311. Davis, Jackson.
361, 362, 363 Hispanic Culture and Civilization
(3,3,3) Intellectual, cultural, and historical backgrounds
of the Spanish-speaking world.
399 Special Studies: [Term SUbject](1-4R) Rwhen
topic changes.
403 Thesis (3-6R)
405 Reading and Conference: [Term SUbject] (1-6R)
407 (G) Seminar: [Term SUbject] (2-6R) Recent
topics include Contemporary Poetry, Cortazar,
Galdos, Latin American Short Story, Mexican litera-
ture, Modern Narrative, Narrative of Carpentier, New
Spanish-American Novel, Pacific Region Writers, and
Spanish Naturalism.
408 Workshop (1-12R) Special activities in Spanish
on campus. Course work in Mexico during summer
session.
409 Practicum: [Term SUbject] (1-4R) PIN only
410 (G) Experimental Cou rse: [Term SUblect](2-4R)
Recent topics inclUde The Essays of Mariano Jose de
Larra and Lidia Falcon, The Spanish-American Novel,
and Spanish-American Theater.
438 (G) Spanish Romantic Poetry (4) 19th-century
lyric poetry. Works by Espronceda, Zorriila, 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.
439 (G) Modern Spanish Short Story (4) Develop-
ment of this literary genre during the present century.
Selections from representative writers inclUding
Francisco Ayala, Ignacio Aldecoa, Alfonso Martinez-
Mena, Juan Benet, and Francisco Garcia Pavon.
Prereq: SPAN 311. May.
440 (G) Spanish Women Writers ofthe20th Century
(4) Developments in literature written by women; the
woman writer in contemporary Spanish society. Works
by Ana Marla Matule, Rosa Chacel, Carmen Conde,
Gloria Fuertes, and Carmen Martin Gaite. May.
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 the needs of the Spanish
program. Prereq: SPAN 315.
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, Rullo.
Prereq: SPAN 315. Curland.
446 (G) Novel of the Mexican Revolution (4) The
Mexican novel, 1910-1930. Readings from works by
Mariano Azuela, Lopez y Fuentes, Martin Guzman,
Ruben Romero, and others. Prereq: SPAN 315.
Curland, Epple.
451 (G) Spanish Prose of the 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. Davis, Powers.
452 (G) Renaissance and Baroque Poetry (4)
Petrarchism of Garcilaso and Herrera; traditional
forms, especially the romance; poetry of Fray Luis de
Leon, San Juan de la Cruz; Santa Teresa; Gongora,
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 Alarcon, and Calderon de la Barca.
Prereq: SPAN 313 or previous work in Spanish
literature. Davis, Powers.
454 (G) History of the Spanish Language (4) The
place of Spanish among the Romance languages from
2-3
.. 9
12
17 credits
...... 5
'130 -Spo[)ish
the Middle Ages to the present, with attention to the
development of a distinctively American form of
Spanish. Hart.
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, Clarin, 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.
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.
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.
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.
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
501 Research (2-6R) PIN only, Prereq: instructor's
consent.
RL 503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term SUbject] (1-6R)
507 Seminar: [Term SUbject] (2-6R) Recent topics
include History of the Spanish Language; Jorge Luis
Borges: Poetry, Short Story, and Essay; La Celestina;
Latin American Naturalism; Lope de Vega; The
19th-Century Spanish Novel; Poetry of the Generation
of 1927; and Spanish-American Short Story.
508 Workshop (2-12R) Teaching Methods is offered
annually, fall term only. Other workshops may be
offered.
509 Practlcum: [Term SUbject] (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
Ouijate. 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 Paema de Mia
Cid, Libra de buen amor, or La Celestina with attention
to recent developments in criticism. Hart.
554 Drama olthe Golden Age(4) Interpretation and
criticism of selected comed/as of Lope de Vega,
Calder6n, Tirso de Molina, Ruiz de Alarc6n, Augustfn
Moreto, and Rojas Zorilla. Powers.
557 The Modernista Movement (4) Interpretation and
criticism of the work of leading Spanish-American
"modernista" writers: Marti, Silva, Julian del Casal,
Gutierrez Najera, Dario, Lugones, and others. Ayora.
561 Spanish-American Novel (4) The novel as a
literary form in Spanish America. Ayora.
Russian
227 Friendly Hall
Telephone (503) 686-4078
Albert Leong, Department Head
Faculty
John Fred Beebe, Associate Professor (language,
linguistics). B.A. 1946, Wabash; M.A., 1954, Indiana
at Bloomington: PhD., 1958, Harvard. (1968)
Albert Leong, Associate Professor (comparative and
Russian literature, culture, film). B.A.. 1961, B.A., 1966,
PhD., 1970, Chicago. (1966)
James L. Rice, Professor (folklore; 18th-, 19th-, and
20th-century literature; comparative literature). A.B.,
1960, Harvard: M.A., 1964, PhD., 1965, Chicago.
(1967)
Fruim Yurevich, Senior Instructor(language, literature,
culture). Diploma, 1959, Astrakhan State Pedagogical
Institute; M.A., 1976, Oregon. (1975)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
Undergraduate Studies
Russian is one of the most important world
languages today. The University of Oregon
Department of Russian offers both major and
minor programs in Russian language, literature,
and culture. Each program enables students to
achieve proficiency in reading, writing, and
speaking the language and to acquire a
fundamental knowledge of the literature and
culture of Russia and the Soviet Union.
The undergraduate program in Russian pre-
pares the student for graduate studies in the
Russian and East European field, as well as for
growing employment opportunities in teaching,
private industry, and government service. UO
students of Russian take part in the Russian
Kruzhok and in the activities of the UO Russian
and East European StUdies Center, which
sponsors scholarly symposia, distinguished
guest lecturers, and other cultural events. As
part of the bachelor's degree program, most
majors in Russian study abroad at Leningrad
State University or at the Pushkin Institute in
Moscow for a summer or a semester. A number
of students who major or minor in Russian also
complete the requirements for an under-
graduate area Certificate in Russian and East
European StUdies to enhance their employment
opportunities.
Preparation. Students considering a major or
minor in Russian should declare their interest
as early as possible in their academic careers
in order to satisfy the requirements within four
years of undergraduate study. A background in
foreign languages, literature, history, and
international or global studies at the high school
or community college level is recommended for
students preparing to major in Russian.
Major Requirements
Candidates for the bachelor of arts (BA)
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 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), Seminar (RUSS 407),
Experimental Course (RUSS 410), Fourth-Year
Russian (RUSS 416,417,418), Pushkin (RUSS
419), Modern Russian Poetry (RUSS 422),
Dostoevsky (RUSS 424), Tolstoy (RUSS 425),
Gogol (RUSS 426), Turgenev (RUSS 427),
Chekhov (RUSS 428), Soviet Russian Literature
(RUSS 429), Samizdat Russian 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 a
3-credit honors project or thesis, approved by
the departmental honors committee.
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)
Geography of the Soviet Union
(GEOG 204) .. . . .. . .. 3
Introduction to Russian Literature (RUSS 204) .... 3
History of Western Civilization (HST 101) . .. 3
English Composition (WR 121) 3
Winter Term 17 credits
First-Year Russian (RUSS 102) . 5
Introduction to Russian Literature (RUSS 205) 3
Science elective. . . . . . . . . . . . . . . . . . . . . . . .. .. 3
History of Western Civilization (HST 102) 3
English Composition (WR 122) . 3
Spring Term 16 credits
First-Year Russian (RUSS 103) 5
Introduction to Russian Literature (RUSS 206) 3
Special Studies: Soviet Life and Culture
(HUM 199) . . . . . .. . 2
History of Western Civilization (HST 103) 3
Great Religions of the World (R 203) 3
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, Marketing: International
Business, History, Art History, Music, Speech:
Theater Arts, Speech: Telecommunication and
Film, Journalism, Arts and Letters, Sociology,
Political Science, and other foreign languages
and literatures.
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)
Third-Year Russian (RUSS 316, 317, 318) ...
Approved departmental lower-division elective
in Russian culture, such as Special
Studies: Soviet Life and Culture (HUM 199)
ar Topics in Russian Culture (RUSS 240,
241,242) ..
Approved departmental upper-division elective
in Russian literature or culture 3
Russian 131-
Courses numbered 400-410, and 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 aCertificate in Russian and
East European Studies. For more information,
see the Russian and East European Studies
section of this bulletin.
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 to the
Russian Department or the Office of Interna-
tional Services, 330 Oregon Hall.
Secondary School Teaching
The Department of Russian offers work toward
both Basic and Standard Oregon certification
as a teacher of Russian in public secondary
schools. For information regarding require-
ments for teacher certification with a Russian
endorsement, students should consult the
Department's adviser for teacher education,
John Fred Beebe, and the staff in the Teacher
Education Office of Student Services.
To be recommended for certification as a
teacher of Russian, students must complete a
minimum of 45 credits in language and literature
or demonstrate proficiency in Russian lan-
guage, literature, and culture. They must also
complete the state-approved professional
education program, including Special Methods
in Secondary School (SEED 495), and the
program's requirement 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 proficiency 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 sufficient for
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 the first term of residence 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 to complete projects-9 credits of
Thesis (RUSS 503) and 6 credits of electives in
Slavic language and culture approved by the
Department faculty. Fifteen credits of approved
departmental electives in Slavic language and
culture are required for students submitting two
acceptable graduate research papers or
projects instead of a thesis. 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 least24 must be taken for
grades, including at least 9 at the 500 level, and
in residence at the University.
Sample Program
The sample program below shows a typical two-year
MA program in Russian.
First Year 27 credits
Old Church Slavonic (RUSS 540), History of
Russian (RUSS 541, 542) . . . 9
Russian literature (three courses) 9
Electives (three courses) . . . 9
Second Year 36 credits
Structure of Russian (RUSS 440, 441, 442) 9
Russian literature (three courses) 9
Electives (three courses) . . 9
Thesis. . 9
Foreign Language. The student must pass a
reading examination in French, German, or
another relevant foreign language before taking
the MA examinations.
Reading List. The student is responsible for all
primary sources on the MA reading list,
available in the Department office. Secondary
materials, which place the primary sources in
historical or literary contexts, are highly
recommended.
Examinations. Based on the MA reading list
and on course work completed by the student,
the MA examinations may be written or oral or
both:
1. Written (four to five hours)
a. Russian literature (three hours)-ques-
tions covering folklore; 11th- through
20th-century literature; and Russian
literary theory, history, and criticism and
b. Linguistics (one to two hours)-questions
covering Old Church Slavonic and the
history and structure of the Russian
language
2. Oral (one and one-half to two and one-half
hours)
a. For students taking the written examina-
tion, the oral examination is one and
one-half hours
b. The written examination is waived for
students electing to complete a master's
degree thesis or project, and the two and
one-half-hour oral examination includes a
thesis or project defense
Requirements for Master of Arts
in Teaching Russian
The master of arts degree in teaching Russian
provides the present or prospective secondary
school teacher an opportunity to achieve
professional competence in speaking, under-
standing, reading, and writing Russian. Degree
candidates study Russian language, literature,
linguistics, and culture at the graduate level and
learn effective teaching strategies for present-
ing classroom material. The MA program in
teaching Russian also fulfills Oregon require-
ments for the Standard secondary teaching
certificate. Promising students with insufficient
preparation may be admitted conditionally.
Candidates for the MA degree in teaching are
expected to have one adviser in the College of
Education and another in the Department of
Russian.
New Students. A combined advisory confer-
ence and qualifying examination is conducted
during the first term of residence for each new
candidate for the MA in teaching Russian.
Before the middle of the firstterm of study, each
new student takes a diagnostic placement
examination 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. A maximum of 15 credits of graduate
transfer credit from another university
program
b. At least 9 credits of 500-level courses in
residence
c. At least 24 graded credits
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 in
Russian language and culture approved by
the Department faculty
3. Maintenance of 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 complete 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 36-42 credits
Structure oj Russian (RUSS 440, 441, 442) .... 9
Russian literature (three to five courses) . . . . .. 9-15
Russian Phonetics (RUSS 324), two electives 9
Thesis (RUSS 503) or three electives 9
---..132- Russian
Foreign Language. The student must pass a
reading examination in French, German, or
another relevant foreign language before taking
the MA examinations.
Reading List. The student is responsible for all
primary sources on the MA reading list,
available in the Department office. Secondary
materials, which place the primary sources in
historical or literary contexts, are highly
recommended.
Examinations. Based on the MA reading list
and on course work completed by the student,
the MA examinations may be written ororal or
both:
1. Written (four to five hours)
a. Russian literature (three hours)-ques-
tions covering folklore; 11th- through
20th-century literature; and Russian
literary theory, history, and criticism and
b. Linguistics (one to two hours)-questions
covering Old Church Slavonic and the
history and structure of the Russian
language
2. Oral (one and one-half to two and one-half
hours)
a. For students taking the written examina-
tion, the oral examination is one and
one-half hours
b. The written examination is waived for
students electing to complete a master's
degree thesis or project, and the two and
one-half-hour oral examination includes a
thesis or project defense
Russian Courses (RUSS)
Lower Division
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 ot RUSS 101, 102, 103.
121, 122, 123 Spoken Russian (1-2,1-2,1-2)
199 Special Studies: [Term Subject] (1-3R) British
Broadcasting Corporation Russian is a current topic.
R when topic changes.
200 Innovative Education: [Term SUbject] (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. Not offered 1988-89.
Upper Division
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. Not offered 1988-90.
399 Special Studies: [Term SUbJect] (1-4R) R when
topic changes.
400 Innovative Education: [Term Subject] (1-3R) R
when topic changes.
401 Research (2-6R) Prereq: instructor's consent.
403 Thesis (3-6R)
405 Reading and Conference: [Term SUbject] (1-6R)
Prereq: Instructor's consent. R when topic changes.
407 (G) Seminar: [Term SUbject] (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: [Term SUbject]
(1-3R) PIN only
410.(G) Experimental Course: [Term Subject] (2-6R)
TopiCS InclUde Literature of the GUlag, Russian
Literature and Film, and Russian Song Poetry. 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) Pushkin (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 1988-90.
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.
422 (G) Modern.Russian Poetry (3) Detailed study of
RUSSian symbolism, acmelsm, futurism, and contem-
porary poetry. All readings in Russian. Beebe, Leong
Rice, Yurevich. Not offered 1989-90. '
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 1988-89.
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, Rice. Not
offered 1988-89.
426 (G) Gogol (3) Comprehensive study of Gogol's
works; criticai 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. Not offered 1988-90.
427 (G) Turgenev (3) Literary development and
context ofTurgenev's art; analysis of the noveis 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. Not offered
1988-90.
428 (G) Chekhov (3) Chekhov's art: structure, style,
and deveiopment of representative prose fiction and
plays including The Seagull, Uncle Vanya, Three
Sisters, The Cherry Orchard. Readings in English.
Leong, Rice. Not offered 1988-89.
429 (G) Soviet Russian Literature (3) Major develop-
ments in Russian literature since 1917; theory and
practice of "socialist reaiism"; representative works by
Gorky, Olesha, Shukshin, Trifonov, Rasputin, and
others. Readings in English. Beebe, Leong, Rice. Not
offered 1988-89.
430 (G) SamizdatRussian Literature (3) Uncensored
underground literature from the Soviet Union, including
works by Solzhenltsyn, Mandel'shtam, Tertz-Siniavskii,
Z,nov'ev, Pasternak, Tsvetaeva, Voinovich, Sokolov,
Akhmatova, and Brodskii, as yet unpublished in the
USSR. Readings and discussions in English. Leong.
Not offered 1988-90.
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 1988-90.
440,441,442 (G) Structure of Russian (3,3,3)
Phonetics, grammatical and syntactic patterns of
standard contemporary Russian. Beebe. Not offered
1988-89.
Graduate
501 Research (2-6R) PIN only. Prereq: instructor's
consent.
503 Thesis (3-6R) PIN only. Prereq: instructor's
consent.
505 Reading and Conference: [Term Subject] (1-6R)
Prereq: instructor's consent.
507 Seminar: [Term SUbject] (Arr,R) A recent topic
is Russian Literary Criticism.
508 Colloquium (2-4R) R when topic changes.
509 Supervised Tutoring Practicum: [Term SUbject]
(1-3R) PIN only
520 Research Methods in Russian (5) Bibliography
and research methods in the graduate stUdy of
Russian literature. Not offered 1988-90.
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 1989-90.
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 1988-90. .
540 Old Church Slavonic (3) History and grammar of
Old Church Slavonic; sound system, morphology, and
elements of syntax; reading of texts. Beebe. Not
offered 1988-90.
541,542 History of Russian (3,3) East Slavic
phonology and morphology from Common Slavic to
the present. Dialectal divergence in Old Russian and
the modern literary languages. Dialects 01 East Slavic.
Reading of Old and Middle Russian texts. Beebe. Not
offered 1988-90.
East European
Courses (SLAV)
Lower Division
199 Special Studies: [Term SUbject] (1-3R) R when
tOPiC changes.
200 Innovative Education: [Term SUbject] (1-3R) R
when tOPiC changes.
Upper Division
399 Special Studies: [Term Subject] (1-4R) R when
tOPiC changes.
401 Research (2-6R) Prereq: instructor's consent.
403 Thesis (3-6R) Prereq: instructor's consent.
405 Readin~ and Conference: [Term Subject] (1-6R)
R when tOPiC changes.
407 (G) Seminar: [Term SUbject] (2-4R) R when topic
changes.
408 (G) Colloquium (2-4R) R when topic changes.
409 Supervised Tutoring Practicum: [Term SUbject]
(1-3R) Prereq: instructor's consent.
410(G) EXj)erimental Course: [Term SUbject](2-6R)
SlaVIC CIVilization IS a current topic. 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
literary texts third term. Offered irregularly.
454, 455, 456 (G) Advanced Romanian (4,4,4)
R~adlnQ of .Romanlan 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-Croatian8rammar, conversation,
reading, and composition. ffered irreguiarly.
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
501 Research (2-6R) PIN only. Prereq: instructor's
consent.
503 Thesis (3-6R) PIN only. Prereq: instructor's
consent.
505 Reading and Conference: [Term Subject] (1-6R)
Prereq: Instructor's consent.
Russian and East European Studies 133
.. 3
.... 3
... 3
3
15 credits
...... 4
3
Russian and East
European Studies
227 Friendly Hall
Telephone (503) 686-4078
Albert Leong, Director
Howard W. Robertson, Associate Director
Norma Comrada, Assistant Director
Participating Faculty
Gustave Alef, History
Lisa Codman Arkin, Dance
John Fred Beebe. Russian
Norma Comrada. Affirmative Action
Steven Deutsch, Sociology
Bernard J. Dobroski, Music
Joseph R. Fiszman, Political Science
John B. Foster, Sociology
Gerald W. Fry, Political Science
Charles C. Griffin, Economics
Arthur M. Hanhardt, Jr., Political Science
Esther Jacobson, Art History
R. Alan Kimball, History
Albert Leong, Russian
Mark Levy, International Services
A. Dean McKenzie, Art History
David Milton, Sociology
James L. Rice, Russian
Howard W. Robertson, University Library
Karla L. Schultz, Germanic Languages
and Literatures
Carol W. Silverman, Anthropology
W. Sherwin Simmons, Art History
Clarence E. Thurber, Political Science
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-
ciplinary study on all levels in the University
community, brings students and faculty mem-
bers with mutual interests together to share their
works-in-progress, and assists individual
students in planning their curricula in language
and area studies. The Center also provides
individual counseling about careers and about
the choice of graduate programs at the Univer-
sity or other major area-studies centers.
The Center maintains close contact with
University graduates in Russian and East
European language and area studies and with
professional colleagues around the country
who supply current news on the job market.
Staff members have extensive experience in
research and study exchange programs
abroad. 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
United States 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 activities with local schools, commu-
nity 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, and political science. An introduction to
the interdisciplinary program in Russian and
East European Studies is the Experimental
Course: Slavic Civilization (SLAV 41 OG).
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 (MA) degrees in Russian and
graduate and undergraduate Russian and East
European Area Studies Certificates. Advanced
degree candidates in arts and letters, social
sciences, sciences, and professional schools
may arrange individual programs with special
emphasis on Russian and East European
topics. Students interested in pursuing special-
ized 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, a collection of Russian
and East European films, and a satellite televis-
ion down link.
Russian and East European Area
Studies Certificate Program
Since Russian and East European Studies is an
area-studies prog ram 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 priorto
the beginning of the 1989-90 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 government service and teaching.
Combining the program certificate with a
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 Romanian
are also offered occasionally. 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): Experimental
Course: Slavic Civilization (SLAV 41 OG), an
introductory course offered each year, and
one Reading and Conference (SLAV 405 or
505), Seminar (SLAV 407 or 507), or Re-
search (SLAV 401 or501), conducted by an
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 olthe Russian
and East European Studies curriculum (e.g.,
anthropology, art history, geography,
history, literature, political science). Such
courses are usually offered by REESC staff
members; other courses may be approved
by the director
Sample Undergraduate Program
New students considering an undergraduate certifi-
cate in Russian and East European StUdies may want
to enroll in the following courses during their first year
at the University:
Fall Term 17 credits
First-Year Russian (RUSS 101) 5
History of Western Civilization (HST 101) 3
English Composition (WR 121) . . . . . . 3
Introduction to Russian Literature (RUSS 204) 3
Geography of the Soviet Union (GEOG 204) 3
Winter Term 17 credits
First-Year Russian (RUSS 102) 5
History of Western Civilization (HST 102) .. 3
Introduction to Russian Literature (RUSS 205) 3
Geography of Eastern Europe (GEOG 208) 3
Experimental Course: Slavic Civilization(SLAV 410G) . . 3
Spring Term 16 credits
First-Year Russian (RUSS 103) . 5
History of Western Civilization (HST 103) 3
English Composition (WR 122) 3
Special StUdies: Soviet Life and Culture(RUSS 199). . 2
Introduction to Russian Literature (RUSS 206) 3
Additional Graduate Certificate
Requirements
In addition to the general requirements for the
Russian and East European Studies Certificate,
graduate certificate students must take the
fourth year of an East European language,
Seminar (RUSS 507) or Colloquium (RUSS 508),
a 3-credit elective, Research (SLAV 501) for 3
credits and, in conjunction with Experimental
Course: Slavic Civilization (SLAV 41 OG),
complete a research paper or project under the
supervision of an REESC faculty member.
Sample Graduate Program
New students considering a graduate certificate in
Russian and East European Studies may want to enroll
in the following courses during their first year of
graduate studies at the University:
Fall Term
Third-Year Russian (RUSS 316)
Modern Russian Poetry (RUSS 422G) .
Literature and Politics of the USSR and
Eastern Europe (PS 418G) 5
History of Russia (HST 447G) ... . 3
Winter Term 16 credits
Third-Year Russian (RUSS 317) 4
Experimental Course: Slavic Civilization(SLAV 410G) . . .
Government and Politics of the
Soviet Union (PS 427G)
History of Russia (HST 448G)
Research (SLAV 501) .
-----134-- Russian and East European Studies
Spring Term 16 credits
Third-Year Russian (RUSS 318) ..... . 4
Experimental Course: Literature of the
Gulag (RUSS 410G) . " . . . . . . .. . . . ... 3
Government and Politics of the Soviet
Union (PS 428G) . . 3
History of Russia (HST 449G) . . 3
Seminar in Russian and East European
Studies (RUSS 507) .. 3
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 credits transferred may not
exceed 15
2. The courses transferred must be relevantlo
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
statementlhat the work was of graduate quality,
can count toward 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,
must be filed within two terms of acceptance
into the graduate Russian and East European
Studies Certificate Program and within two
years of earning the bachelor's degree.
REESC Area Courses
Elective courses may be chosen from, but are
not limited to, the fOllowing:
Anthropology and Folklore. Ethnology of
Peasant Societies (ANTH 303), Experimental
Courses: East European Culture and Society,
Gypsy CUlture, Jewish FOlklore (ANTH 410)
Art History. Seminars: Early Russian Painting,
Medieval Serbian Painting, Russian Avant-
Garde Art (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. US.-USSR Shared History (HST 249),
Byzantium and the Slavs (HST 324, 325, 326),
Seminars: Medieval Russia, Revolutionary
Social Movements (HST 407); Colloquium (HST
408); History of Russia (HST 447,448, 449),The
Russian Revolution (HST 452, 453), Economic
History of Modern Europe (HST 455, 456)
Music. Seminars: 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-, Secondo, 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); Basic Romanian (SLAV 451,452,
453); Advanced Romanian (SLAV 454, 455,
456); First-Year Bulgarian, Serbo-Croatian,
Polish, Czech, and Ukrainian (SLAV 470-472,
480-482, 483-485, 486-488, 490-492); 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
9ulture (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);
Experimental Course: Literature of the Gulag,
Russian Literature and Film, Russian Song
Poetry (RUSS 41 OG); Experimental Course:
Slavic Civilization (SLAV 41 0); Russian Folklore
(RUSS 420)
Sociology
736 Prince Lucien Campbell Hall
Telephone (503) 686·5002
Robert M. O'Brien, Department Head
Faculty
Joan R. Acker, Professor (women, stratification, social
welfare). BA, 1946, Hunter: M.A., 1948, Chicago;
PhD., 1967, Oregon. On leave 1988-89. (1966)
Vallon L. Burris, Associate Professor (theory, political
sociology, stratification). BA, 1969, Rice; Ph.D., 1976,
Princeton. (1977)
Lawrence .R .. Carter, Associate Professor (demog-
raphy, statistical research methods, urban sociology).
B.S., 1958, Howard: MA, 1970, PhD., 1973. Oregon.
On leave 1988-89. (1973)
Steven Deutsch, Professor (sociology of labor,
technology, work environment); Director, Centerforthe
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, gender, new religious movements). A.B.,
1967, California, Berkeley; MA, 1970, Ph.D., 1977,
Chicago. (1973)
Patricia A. Gwartney-Gibbs, Associate Professor
(demography, methods, stratification). A.B., 1973,
California, Berkeley; MA, 1979, PhD., 1981, Michi-
gan. On leave 1988-89. (1981)
Richard J. Hill, Professor (methodology, social
psychology, formal theory). A.B., 1950, MA, 1951,
Stanford; PhD.. 1955, Washington (Seattle). (1970)
Benton Johnson, Professor (sociology of religion,
theory). BA, 1947, North Carolina; MA, 1953, Ph.D.,
1954, Harvard. On leave winter, spring 1989. (1957)
Miriam M. Johnson, Professor (sex and gender, the
family, socialization). BA, 1948, North Carolina; MA,
1953, PhD., 1955, Harvard. On leave 1988-89. (1973)
Kenneth B. Liberman, Assistant Professor (qualitative
methods, race and ethnic relations, ethnomethodol-
ogy). BA, 1970, State University of New York at Old
Westbury; MA, 1976, PhD., 1981, California, San
Diego. (1983)
David Milton, Associate Professor (political sociology,
stratification, comparative social structures). BA,
1963, San Francisco State; MA, 1973, Ph.D., 1980,
California, Berkeley. (1978)
Robert M. O'Brien, Professor (criminology, methodol-
ogy and statistics, stratification). B.S., 1967, Pomona;
M.S., 1970, Ph.D., 1973, Wisconsin. (1981)
Sally S. Simpson, Assistant Professor (criminology,
deviance, gender). B.S., 1976, Oregon State; M.A.,
1978, Washington State; PhD., 1985, Massachusetts-
Amherst. On leave 1988-89. (1986)
Jean Stockard, Professor (sociology of education, sex
roles, methodology). B.A., 1969, MA, 1972, PhD.,
1974, Oregon. On leave 1988-89. (1974)
Donald R. Van Houten, Professor (complex organiza-
tions, work); Dean, Arts and Sciences. BA, 1958
Oberlin; PhD., 1967, Pittsburgh. (1968) ,
John J. Whalen, Assistant Professor (social psychol-
ogy, conversation analysis, social movements). B.A.,
1973, Temple; MA, 1980, Ph.D., 1984, California,
Santa Barbara. (1983)
Emeriti
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 T. Martin, Professor Emeritus (population,
deviance, urban sociology). BA, 1943, MA, 1947,
PhD., 1949, Washington (Seattle). (1947)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
Participating
Paul Goldman, Educational Policy and Management
Judith H. Hibbard, School and Community Health
David Jacobs, Political Science
Anita Weiss, International Studies
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 the
Department of Sociology is intended to provide
a broad understanding 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
requirements.
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
Undergraduatecourses 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 least two
additional courses from the SOC 206, 21 0-217
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 smaller 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), Introduc-
tion to Criminology and Criminal Justice (SOC
340), Theories of Deviance (SOC 439), Criminol-
ogy (SOC 440), Juvenile Delinquency (SOC
441), Social Organization of Criminal Justice
(SOC 471)
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 olthe 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 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),
Political Economy (SOC 420), 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),
Language and Social Interaction (SOC 435),
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 0 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 least21 credits must be
in courses other than SOC 401,403,405, or
406. Of these 21 , at least 12 credits must be
taken at the 'University
4. Completion of the following specific courses:
a. Introduction to Social Research (SOC 325)
b. Quantitative Methods in Sociology
(SOC 326)
c. Development of Sociology (SOC 370)
Sociology 135
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 that
will emphasize those experiences most useful
for the student's educational and career
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 majors may choose from courses that
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 that are useful in the study of any
institutional area. Finally, courses in sociological
theory and methodology provide more general
analytical and research skills that 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 that 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 Psychology, Political
Science, and Human Services departments
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 supplement their programs with
courses in the College of Business Administra-
tion and in the Department of Economics.
-136- Sociology
Students with career goals in governmental
service should include course work covering
the community, urban affairs, population, and
resources; social psychology; organizations
and occupations; and methodology, They might
also want to include related courses in the
Planning, Public Policy and Management;
Political Science; and Economics departments.
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 of these 24 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 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, at least 9 credits must be
taken at the University
4. Completion of the following specific courses:
a. Introduction to Social Research (SOC
325). This requirement may be waived if
the 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
that 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 consult the endorsement
adviser in Sociology and the staff in the Teacher
Education Office of Student Services.
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 term 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 also to any outstanding and highly
motivated student who wants a rewarding
intellectual 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 howto apply, is available in
the Department office.
American Studies
The American Studies Program offers an
undergraduate major and minor for students
who are interested in American culture and
character. For more information contact the
Director, American Studies Program, 404
Prince Lucien Campbell Hall, University of
Oregon, Eugene OR 97403; telephone (503)
686-3963.
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 (Ph.D.) 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
at least two fields of specialization and prepares
for comprehensive examinations in these areas.
Upon passing the comprehensive examina-
tions, the student is advanced to Ph.D. candi-
dacy and 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.
Sociology Courses (SOC)
Note: Because not every course can be offered every year,
students are advised to consult the most recent Time
Sclledule of Classes or inquire at the Department of
Sociology.
Lower Division
199 Special Studies: [Term SUbject] (1-3R)
200 Innovative Education: [Term Subject] (1-3R)
201 Introduction to Sociology (3) The sociological
perspective with emphasis on fundamental concepts,
theories, and methods of research.
206 Introduction to Social Psychology (3) Processes
of interaction, the social origin of psychological
processes, group membership and reference pro-
cesses, analysis 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: alternatives to the traditional
community. Prereq: SOC 201.
211 Social Deviancy and Social Control (3) Concepts
of deviance, theories explaining deviant behavior, and
mechanisms forthe 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 culture 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
schools as institutions of socialization; the relationship
between education and social inequality; the social
functions of higher education; educational alternatives
and social change. Prereq: SOC 201.
215 Social Issues and Social Movements (3)
Contemporary social 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 of the
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. R when topic
changes.
Upper Division
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 population
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.
Sociology 137
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.
340 Introduction to Criminology and Criminal
Justice (3) Study of criminal behavior and organiza-
tions and personnel that constitute the criminal justice
process. Other foci include gender and crime, elite
crime, and decarceration. Prereq: 9 credits in
Sociology or instructor's consent.
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 recu rrent
concepts and issues that continue to challenge
socioiogical 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.
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.
400 Innovative Education: [Term Subject] (1-3R)
401 Research (Arr,R)
403 Thesis for Honors Candidates (Arr,R)
405 Reading and Conference: [Term Subject]
(Arr,R)
406 Supervised Field Study (Arr,R)
407 (G) Seminar: [Term SUbject] (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
Politicai Economics, Political Economy, Sociology of
Imperialism, and Work Life and OSHA.
409 Supervised Tutoring Practlcum: [Term Subject]
(Arr,R) PIN only
410(G) Experimental Course: [Term Subject] (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 of variance,
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.
416 (G) Sociology ofthe 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.
420 (G) Political Economy (3) Survey of the funda-
mentals of political economy. Readings from both the
Marxian and mainstream traditions introduce contem-
porary debates on socioeconomic crisis. Prereq: 9
credits in Sociology or instructor's consent.
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 of family interaction throughout the famiiy 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 socioiogy 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 and 9 credits in Sociology, or
instructor's consent. Whalen.
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.
435 (G) Language and Social Interaction (3) The
ethnography of speaking; microanalysis using
analyzed transcripts of conversations; problems of
communication in intercultural contexts; the relation-
ships between language, thought, and society. Prereq:
9 credits in Sociology or instructor's consent.
439 (G) Theories of Deviance (3) Major sociological
theories about the structu ral causes and effects of
deviance and empirical studies testing those theories.
Prereq: SOC 211.
440 (G) Criminology (3) The nature and extent of
crimes as forms of deviant behavior; theories of
criminal behavior and deterrence. Special topics in
criminology. Prereq: SOC 340.
441 (G) Juvenile Delinquency (3) The nature and
extent of juvenile delinquency; theories of delinquent
behavior; juveniie justice processing. Prereq: SOC 340.
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.
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.
445 (G) Sociology of Race Relations (3) Racial
oppression as a structural and ideological feature in
American life. Prereq: introductory course in Sociology,
Anthropology, or Psychology. Prereq: SOC 212 or
instructor's consent. Liberman.
446 (G) Sociology of Work (3) Work life and change
in the work experience; emphasis on understanding
the effect of work on other aspects of life and experi-
ence. Prereq: SOC 213 or instructor's consent.
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: SOC 213 or instructor's consent.
448 (G) Sociology of Occupations (3) Relationships
of occupation to other aspects of life; the significance
of work for the various forms of social organization;
impact of change on individual occupations and
occupational categories. Prereq: 9 credits in Sociol-
ogy. 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.
Topics include urbanization, industrialization, cultural
change, and world poverty and dependence. Prereq:
9 credits 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.
455 (G) Sociology of Women (3) A sociological
analysis of sex differentiation and sex stratification with
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 bioiogy, 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 of 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 received. Prereq: 9 credits in
Sociology.
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.
471 (G) Social Organization of Criminal Justice (3)
Critical examination of the criminal justice system:
police, courts, and corrections. Historical develop-
ment. structure and organization, and topics of special
interest. Prereq: SOC 340.
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.
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
501 Research (Arr,R) PIN only
502 Supervised College Teaching (Arr,R)
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term SUbject]
(Arr,R)
506 Supervised Field StUdy (Arr,R)
507 Seminar: [Term SUbject] (Arr,R) Offerings vary
from year to year depending on student needs and
faculty interests.
508 Workshop (Arr,R) Topics vary; offered summer
session only.
509 Supervised Tutoring Practlcum: [Term Subject]
(1-3R)
520 Durkheim and Weber (3) Critical examination of
the major works of Emile Durkheim and Max Weber.
B. Johnson.
525 Modern Functionalism (3) Examination of the
works of Talcott Parsons, the major works of those
influenced by him, and the critical reception accorded
them. Prereq: SOC 520. B. Johnson.
530 Classical MarxislTheory (3) Critical overview of
the first century of classical Marxist theory. Emphasis
on the seminal writings of Marx and Engels. Burris,
Foster.
138 Sq~iology
535 Contemporary Marxist Theory (3) Examination
of contemporary developments and debates in Marxist
and neo-Marxist sociologicai theory. Burris, Foster.
545 Interactionist Theory (3) introduction to the
analytic traditions that are commonly grouped under
the rubric of "interactionist theory" in American
sociology: phenomenology, pragmatism, symbolic
interaction, ethnomethodology, and Gottman's
"micro-Durkheimian" perspective. Prereq: SOC 520,
530. Liberman, 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 of field experiments. Evaiuation of
social programs. Prereq: graduate standing and SOC
412 or equivalent or instructor's consent.
565 Survey Methods and Design (3) The logic and
methods of survey design and sampling, question
construction, survey layout and implementation;
codebook construction, coding, and data analysis.
Prereq: graduate standing and SOC 412 or equivalent
or instructor's consent. Gwartney-Gibbs.
569, 570 Field Research Methods and Design I, II
(3,55) Observing events in a natural setting; describing
cultures on their own terms; the discovery of charac-
teristic 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.
580 Historical and Comparative Methods in
Sociology (3) Historical and comparative methods in
sociological research. Theory construction, hypothesis
testing, and the use of quantitative and qualitative
historical sources. M. Goldman.
Speech
216 Villard Hall
Telephone (503) 686-4171
Grant F. McKernie, Department Head
Faculty
Robert Barton, Associate Professor (theater arts). BA,
1967, Western Michigan; MA, 1968, Ph.D., 1977,
Bowling Green State. (1980)
Aiexandra Bonds, Associate Professor (theater arts,
costume designer). B.S., 1972, Syracuse; MA, 1974,
Denver. (1979)
Carl R. Bybee, Associate Professor (communication
theory, research methods); Director, Communication
Research Center. BA, 1973,MA, 1976,PhD., 1978,
Wisconsin, Madison. On leave 1988-89. (1982)
William Cadbury, Professor (film theory and criticism).
BA, 1956, Harvard; M.S., 1957, PhD., 1961, Wiscon-
sin, Madison. (1961)
Carl W. Carmichael, Associate Professor (communica-
tion theory, communication and aging). BA, 1961,
Westminster; MA, 1962, Louisiana State; Ph D., 1965,
Iowa. (1965)
Faber B. DeChaine, Professor (theater arts). B.S.,
1952, Oregon; M.A., 1953, Michigan State; Ph.D.,
1963, Minnesota. (1964)
Sonja K. Foss, Assistant Professor (modern rhetorical
theory, rhetorical criticism, feminist communication);
Director, Fundamentals Instruction. B.A" 1972, M.A.,
1973, Oregon; PhD., 1976, Northwestern. (1986)
David A Frank, Assistant Professor (rhetoric and
communication); Director, Forensics. BA, 1978, MA,
1979, Western Washington; PhD., 1982, Oregon. On
leave 1988-89. (1979)
Robert P. Friedman, Professor (rhetorical criticism,
argumentation, ethics and freedom of speech). BA,
1948, North Carolina; M.A, 1950, PhD., 1954,
Missouri. (1965)
Susan R. Glaser, Associate Professor (speech
education, organizational and interpersonal communi-
cation); Director, Rhetoric and Communication. B.S.,
1970, MA, 1974, PhD., 1976, Pennsylvania State.
(1975)
Elwood A Kretsinger, Professor (research instrumenta-
tion). B.S., 1939, Southeastern Oklahoma State; M.A.,
1941, Oklahoma; PhD., 1951, Southern California. On
leave 1988-90. (1952)
Dominic A LaRusso, Professor (rhetorical theory,
nonverbal communication). BA, 1950, MA, 1952,
Washington (Seattle); Ph.D., 1956, Northwestern. On
leave winter, spring 1989. (1968)
Charley A Leistner, Professor (history and criticism of
public discourse, protest rhetoric). BA, 1949,
Georgetown; MA, 1950, Baylor; Ph.D., 1958, Missouri.
On leave winter, spring 1989. (1962)
Julia Lesage, Assistant Professor (telecommunication
and film). MA, 1962, PhD., 1972, Indiana. (1988)
Grant F. McKernie, Associate Professor (theater arts):
Director, Theater Arts. BA, 1964, Northwestern; M.A.,
1965, PhD., 1972, Ohio State. (1979)
Deanna M. Robinson, Associate Professor (telecom-
munication and film, regulation, international communi-
cation). B.A., 1964, MA, 1972, Ph.D., 1974, Oregon.
(1976)
Janet Rose, Instructor (technical director, lighting
designer). B.FA, 1977, Florida Atlantic; M.FA, 1979,
Ohio. (1987)
Ellen Seiter, Associate Professor (telecommunication
and film, criticism, production). B.A., 1976, California,
Los Angeles; M.FA, 1978, PhD., 1981, Northwestern.
On leave 1988-89. (1981)
Ronald E. Sherriffs, Professor (telecommunication and
fiim, production, criticism). BA, 1955, MA, 1957, San
Jose State; PhD., 1964, Southern California. (1965)
Janet Wasko, Assistant Professor (telecommunication
and film history and economics). B.A., 1973, California
State; MA, 1974, PhD., 1980, Illinois. (1986)
John C. Watson, Assistant Professor (theater arts).
BA, 1964, Lewis and Clark: PhD., 1987, Oregon.
(1987)
Jerry R. Williams, Professor (theater arts); Scenic
Designer, University Theatre. B.F.A., 1964, Carnegie-
Mellon; MA, 1965, Washington (Seattle). On leave fa Ii
1988. (1973)
William B. Willingham, Associate Professor (telecom-
munication and film, production, criticism); Director,
Telecommunication and Film; Media Operations
Manager. AB., 1957, MA, 1963, Indiana. (1965)
Emeriti
Robert D. Clark, Professor Emeritus (rhetoric and
communication); University President Emeritus. AB.,
1931, California, Pasadena; MA, 1935, PhD., 1946,
Southern California; LLD., 1968, California, Santa
Clara. (1969)
Horace W. Robinson, Professor Emeritus (theater).
BA, 1931, Oklahoma City; MA, 1932, Iowa. (1933)
John R. Shepherd, Professor Emeritus (process of
visual communication). BA, 1946, MA, 1947,
Stanford; PhD., 1952, Southern California. (1957)
D. Glenn Starlin, Professor Emeritus (criticism,
international broadcasting). BA, 1938, Idaho; M.A,
1939, PhD., 1951, Iowa. (1947)
Nole:The dale in parenlheses allhe end ofeach entry is
Ihe firsl year al Ihe University of Oregon.
The Department of Speech offers major cur-
ricula leading to the bachelor of arts (B.A.),
bachelor of science (B.S.), master of arts (M.A.),
master of fine arts (M.F.A., in theater arts only),
master of science (M.S.), and doctor of philos-
ophy (PhD.) degrees in speech; rhetoric and
communication, speech: telecommunication
and film, and speech; theater arts. The Depart-
ment also offers course work in film analysis,
speech education, and communication theory
and research.
Courses in Speech are also offered for students
majoring in other disciplines who want to
develop their communication skills and their
ability to appreciate and evaluate what they see
and hear.
Students may gain practical experience in
speech studies through the University Theatre,
the University Symposium, Forensic activities,
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
Iiberai 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 areas;
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 area enables
students to gain competence in, and a knowl-
edge 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 interper-
sonal and public communication. They develop
skills in using the tools of communication
research, learn about the role of public dis-
course in history, and become familiar with
collateral material within and outside the field
of speech communication.
Speech 139
Students should declare Speech: Rhetoric and
Communication 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
Speech: Rhetoric and Communication either
from status as an Arts and Sciences premajor
orfrom another declared major must submit an
application, 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 Speech: Rhetoric and Communica-
tion 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 Communi-
cation 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, Speech: Rhetoric and Communica-
tion majors 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: Rhetoric and
Communication:
1. All of the following: Fundamentals of Public
Speaking (RHCM 122), Fundamentals of
Small-Group Communication (RHCM 123),
Fundamentals of Interpersonal Communica-
tion (RHCM 124), Introduction to Human
Communication (RHCM 235), Theory and
Literature of Rhetoric (RHCM 301,302,303),
The Logic of Argument (RHCM 321)
2. Two of the following: Persuasion (RHCM
322), Group Communication (RHCM 323),
Theory and Literature 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), Public
Address (RHCM 435)
4. History-two of the following: Rhetorical
Theory: 400 B.C.-1 A.D. (RHCM 414),
Rhetorical Theory: 1 A.D.-800 AD. (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:
Seminars: Contemporary Rhetorical Theory,
Intercultural Communication (RHCM 407);
Speech Communication and the Group
Process (RHCM 432); Nonverbal Communi-
cation (RHCM 434); Interpersonal Communi-
cation (RHCM 436); Organizational Com-
munication (RHCM 437)
6 Additional topics-two of the following:
Seminars: Conflict and Communication,
Women and Communication (RHCM 407);
Ethics of Persuasion (RHCM 424); Contem-
porary Protest Rhetoric (RHCM 427); Com-
munication, Media, and Aging (RHCM 433);
Communication Apprehension and Avoid-
ance (RHCM 438)
7. Additional requirements:
a. Majors must take one Computer and
Information Science course. Examples
include CIS 121,131, and 210
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) is 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, structure, and theory of
telecommunication and film. Media aesthetics
and production courses develop the student's
imagination and creativity while encouraging
mastery of the technical and expressive
potentials of video and film production. Courses
in criticism and theory emphasize structure,
theme, and style, and they develop the student's
capacity for and understanding of aesthetic
experience, especially through careful descrip-
tion, interpretation, and evaluation of important
works. Courses in communication systems
focus on the theories of and practices within
communication institutions and their interac-
tions with economic, social, and cultural forces.
Communication systems include television,
film, and video as well as wire, cable, satellite,
optical, and computer technologies and
services.
By choice of electives, students may create
individual programs that emphasize particular
fields, e.g., film studies, television, production
or analysis, institutional analysis. and communi-
cation theory, or any combination. The program
provides preparation for work in media produc-
tion, 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
Speech: Telecommunication and Film. In
addition, prospective transfer students should
note that some production courses may be
completed at a two-year institution and substi-
tuted 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 film, electronic and mass
communication theory, history, regulation,
economics, production, writing, and criticism.
After consulting their advisers, students are
encouraged to supplement their Telecommuni-
cation and Film course work with relevant
courses from other departments. Students may
also enrich their creative experience in all
phases of video and film production.
Students wanting to become Speech: Telecom-
munication 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 ofthis form,
each student is assigned a major adviser.
Area majors must complete a minimum of 49
credits in Telecommunication and Film. All
courses required forthe Speech: Telecommuni-
cation 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 only on a passino pass (PIN)
basis, yet required for the major, grades of P
must be earned.
In addition to all University requirements for the
bachelor's degree, the following must be
completed for the major in Speech: Telecom-
munication and Film:
1. Courses outside Telecommunication and
Film: Fundamentals of Speech Communica-
tion (RHCM 121); Introduction to Theater
Arts Ior II (TA271 or 272); English Compo-
sition (WR 123); two courses in History; a
cluster chosen from the following: Introduc-
tion to the Humanities (HUM 101,102,103),
World History (HST 110,111,112), World
Literature (ENG 107, 108, 109)
2. Required courses in Telecommunication
and Film: Communication, Technology, and
Society (TCF 241,242, 243), History of the
Motion Picture (TCF 255, 256. 257), Media
Aesthetics (TCF 341), Elementary Television
Workshop (TCF 344), Advanced Television
Workshop (TCF 345), and Elementary
Radio-Television Writing (TCF 347)
3. Two courses from each of the following areas
anda total of five courses from at least one
area, which constitutes the Telecommunica-
tion and Film student's area of specialization:
a. Communication Systems. Seminars:
Audience Analysis, Communication
Technology, Comparative Broadcast
Systems, Economicsof Regulated Media,
International Communication, Music as
International Communication, Political
Economics of Communication, Public
Broadcasting, U.S. Film Industry (TCF
407), Radio-Television Programming
(TCF 446), Radio-Television and the
Public (TCF 448), Electronic Media Policy
(TCF 449)
b. Theory and Criticism. Seminars: Film
Board of Canada, Mass Communication
Research, Political Film, Political linguis-
tics, The Politics of Public Access Cable
Television, Theories of the Moving Image,
Using the Mass Media for Social Change
(TCF 407); Freedom of Speech (RHCM
140 Speech
425); Theory and Criticism of Television
Drama (TCF 431); Theory of Mass Com-
munication (TCF 433); and Film Directors
and Genres: [Term Subject] (TCF 495)
c, Media Aesthetics and Production. Ad-
vanced Radio-Television Writing (TCF
348), Seminars: Experimental TV Produc-
tion, Production Styles, Video Fictions
(TCF 407); Concepts in Visual Production
(TCF 444); Television Direction (TCF 445);
Editing Styles (TCF 455); Video Production
Planning (TCF 456); and Super-8 Film
Production (TCF 457)
Note: Course offerings within areas of special-
ization are subject to change.
4. Each student is required to complete a
supporting area of study, defined as at least
18 credits of upper-division work from a
unified conceptual field outside Telecom-
munication and Film. Students are expected
to develop a proposal for their supporting
area of study with their advisers as soon as
they are formally admitted to the Speech:
Telecommunication and Film major. Officially
recognized University minors may be
substituted for the su pporting area of study.
Theater Arts
The Theater Arts area offers a humanistic and
liberal arts education. Some courses, preprofes-
sional in nature, provide vocational competence
in teaching and in some aspects of commercial
theater. Some students seek careers in com-
mercial, educational, and community theaters
as designers, actors, technicians, stage
managers, or theater managers. Many continue
specialized training in master of fine arts
(M.F.A.) 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 stu-
dents combine their programs with ones in
education to become certified teachers.
Faculty. Seven full-time faculty members teach
theater arts: 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 theaters in
Villard Hall. Main Stage (the Robinson Theatre)
has a proscenium stage and seats approxi-
mately 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
volunteers. Those who qualify for work-study
financial aid are hired to assist in the shops,
which are well equipped for instruction in
theaterskills. For example, the Main Stage has
a compwterized lighting board, and the
scene shop contains vacuform and welding
equipment.
Theatre 4:30. Theatre 4:30 is a weekly gathering
of students and faculty members. 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; four or five
budgeted studio productions, which may be
student-directed, are staged, Studio produc-
tions are usually scheduled in the Pocket
Playhouse or the Arena Theatre.
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 degree require-
ments of the University, the following require-
ments 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
Telecommunication and Film). It is recom-
mended that the 9 credits not be concen-
trated 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),
Introduction to Theater Arts I, II (TA 271,
272), Play Direction (TA364), 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,
costume, set design, lighting, or pedagogy
5. Satisfactory completion (grades of mid-C or
better) of all course work for the major
Grading Options. Some courses in Theater
Arts are available on a passino pass (PIN)
basis. Work counts toward fulfillment of the
186-credit requirement for a B,A. or B.S. 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 tothe
following criteria: 24 college-level credits in
Rhetoric and Communication, including Funda-
mentals of Speech Communication (RHCM 121,
3 credits) and 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,
and theater history. All course work forthe minor
must be completed with a mid-C
or better.
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
that 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 staff in the
Teacher Education Office of Student Services.
Honors Program in Speech
The honors program is designed to serve a
select group of students, majoring in the 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
(M.A.), master of science (M.S.), and doctor of
philosophy (PhD.) degrees in Speech: Rhetoric
and Communication.
Graduate study at the 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 newknowledge.
Although each faculty member and graduate
student has individual interests, all are commit-
ted to rhetoric and cort,munication; they per-
ceive a unity, not a dichotomy, in those terms.
Before registration for their first term, all
graduate students are toconsult with a member
of the area faculty and familiarize themselves
with the general University regulations in the
Graduate School section of this bulletin.
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 bulletin.
Rhetoric and Communication 141
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 term they
are on campus. Master's degree students may
include a maximum of 3 credits of this seminar
in their prog ram of study; doctoral students may
include a maximum of 6 credits.
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 graduate courses beyond the
minimal requirement for the degree. Master'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
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
committee
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 a department other than
Speech. 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 for the
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 a 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 area faculty and such other
faculty members as the adviser, in consultation
with the student, stipulates. Students who
choose the nonthesis option write an examina-
tion 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 choosing 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 area 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
master's degree in Speech: Rhetoric and
Communication to a doctorate in the same
major, the burden for the case for continuation
is on the student. Approval by the Rhetoric and
Communication area 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 enroll-
ment 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 rarrge 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. Each doctoral student,
as soon as is convenient and not later than the
end of the third term of study, should have a
meeting with an advisory committee. That
committee
1. Reviews the total program of study proposed
by the student and the student's adviser
2. Makes any needed changes
3. Approves the program of study, research
competencies requirement, and the disser-
tation topic
The doctorate usually represents the equivalent
of three academic years of full-time study
beyond the bachelor's degree. Most graduate
students take a full additional year to complete
their dissertation. Doctoral students who serve
as graduate teaching fellows or graduate
assistants, and hence may carry smaller
academic loads, or who are taking 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 a term; therefore a minimal doctoral
prog ram of study includes 108 credits of course
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
applicable 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 I and II (RHCM 511 and 512) and a
maximum of 6 credits in Seminar: Rhetoric and
Communication (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
142 Rhetoric and Communica1'ion
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 Ph.D. 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.
Foreign language competency may be dem-
onstrated by scoring 550 or above on the
GSFLT, if the test is available forthe approved
language; otherwise, an examination is
arranged 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 requirements and after successfully
completing the research competencies exami-
nations.
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 bulletin.
Doctoral Committees. Each doctoral student
making progress toward the degree has three
different committees:
1. 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.
2. 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 of three
Rhetoric and Communication area faculty
members and one faculty member from
another department who represents the
student's outside area of specialization.
3. 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.
American Studies
Students who are interested in American history
and culture may wantto earn a master's degree
in American Studies through the Interdiscipli-
nary Studies: Individualized Program (IS:IP). A
doctoral program emphasizing American
culture studies is offered by the Department of
Speech. For more information about graduate
degrees in American Studies contact the
Director, American Studies Program, 404
Prince Lucien Campbell Hall, University of
Oregon, Eugene OR 97403; telephone (503)
686-3963
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 MA, M.S., and Ph.D.
degrees in Speech: 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 bulletin.
In addition, applicants must provide transcripts
of all college work; verbal, quantitative, and
analytical scores on the Graduate Record
Examinations (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 offinancial
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
included among the materials supporting
applications for admission.
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), Electronic Media
Policy (TCF 449), Film Directors and Genres:
[Term Subject] (TCF 495), Seminar: Introduc-
tion to Graduate Studies (TCF 507), Elec-
tronic Mass Media: Theory and Criticism
(TCF541)
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 for the 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 MA 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
503), 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 the Telecommunication and
Film area). 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 Ph.D. 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.
Rhetoric and Communication 143
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 additionai courses) may not remain in
the Speech: 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 MA, M.S., M.FA, and PhD. degrees.
Students entering this program should have an
undergraduate major in Speech: Theater Arts
or the equivalent.
Graduate Degree Requirements
Both the MA and the M.S. degrees require 45
credits in graduate courses, and both require
a thesis with an oral examination. The MA also
requires competence in one foreign language.
The MFA. 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.FA program until they have enrolled for 36
credits. A list of specific course requirements
is available from the Department. In addition,
all M.FA students must demonstrate compe-
tence 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 performance. A written report on the
project, previewed by the candidate's report
committee, follows the review.
The Ph.D. 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 oftheir 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. The comprehensive examina-
tion committee may require that all or part of
the examination be retaken with or without
additional courses. Students who fail to pass
this examination by the second try may not
remain in the Speech: Theater Arts Ph.D.
program.
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 the 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 an MA degree in Speech:
Theater Arts must demonstrate their ability to
read a foreign language or research compe-
tence in an alternate research tool appropriate
to the degree. M.S. degree candidates must
demonstrate research competence in an
alternative research tool or collateral field of
study. Students seeking the PhD. 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.
Rhetoric and
Communication
Courses (RHCM)
Lower Division
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.
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: [Term SUbject] (1-3R) Develop-
ing Communication Competence is the current topic.
200 Innovative Education: [Term Subject] (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
301, 302, 303 Theory and Literature of Rhetoric
(3,3,3S) Selected readings on the principles of rhetoric
and public address from Plato to modern times. Frank.
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.
Carmichael.
323 Group Communication (3) Small-group behavior
as it specifically relates to communication. Includes
theory and practice. Foss.
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.
400 Innovative Education: [Term SUbject] (1-3R)
401 Research (Arr,R)
405 Reading and Conference: [Term Subject]
(Arr,R)
406 (G) Special Problems (Arr,R)
407 (G) Seminar: [Term Subject] (Arr,R) Topics
include Conflict and Communication, Conflict and
Negotiation, Contemporary Rhetorical Theory, Intercul-
tural Communication, Teaching Strategies for Speech
and Theater, and Women and Communication.
408 (G) Workshop (Arr,R) Communication in the
Classroom and Communication in Management are
current topics.
409 (G) Practicum: [Term SUbject] (Arr,R) Super-
vised laboratory work on a project, including the
preliminary study, development, and execution of
artistic or pUblic service experiments.
410 (G) Experimental Course: [TermSubjectj(Arr,R)
414 (G) Rhetorical Theory: 400 B,C.-1 A.D. (3) Main
rhetorical works and movements developed during the
Grecian period. Emphasis on the relation of rhetorical
developments and the cultural influences of those '
times. LaRusso.
415(G) Rhetorical Theory: 1 A.D.-800A.D. (3) Main
rhetorical works and movements developed during the
Roman and Carolingian periods. Prereq: RHCM 301,
302,303 or instructor's consent. Not offered 1988-90.
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. Not offered 1988-90.
418 (G) Directing the Forensic Program (3) Content,
procedures, and methods in directing a forensic
program at the high school, college, and university
levels. Not offered 1988-90.
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.
144 Rhetoric and Communication
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.
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; sociai 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. Not offered 1988-90.
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 conversationai 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
501 Research (Arr,R) PIN only
502 Supervised College Teaching (Arr,R)
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term Subject]
(Arr,R)
506 Special Problems (Arr,R)
507 Seminar: [Term Subject] (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)
509 Practicum: [Term Subject] (Arr,R) Supervised
laboratory work on a project, including the preliminary
study, development, and execution of artistic or public
service experiments.
510 Experimental Course: [Term Subject] (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 (31 Descriptive and experimental research
methodo ogies useful in scholarly investigations 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. Foss, Friedman.
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 altitude
formation, change, measurement, and definition.
Prereq: RHCM 512 or instructor's consent. Carmichael.
535 Theories of Human Communication (3) Studyof
important contemporary theories of communication
that have emerged in recent communication research
literature. Carmichael.
Telecommunication
and Film Courses (TCF)
Lower Division
199 Special Studies: [Term Subject] (Arr,R)
200 Innovative Education: [Term Subject] (1-3R)
241,242,243 Communication Technology and
Society (3,3,3S) The development of communication
technology, institutions, and policy within integrated
socioeconomic, political, and theoretical frameworks.
The function of communication in participatory
democracy. 241: pre-1920. 242: 1920-1945. 243:
1945-present.
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 1988-90.
Upper Division
341 Media Aesthetics (3) Conventions of visual
representation in still photography, motion pictures,
and video. Seiter.
342 Elementary Radio Workshop (4) Theory and
practice of radio broadcasting. Prereq: TCF 241,255,
341. Not offered 1988-90.
343 Advanced Radio Workshop (4) Theory and
practice of radio broadcasting. Prereq; TCF 342. Not
offered 1988-90.
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 TCF 241
255,341.
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.
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 1988-90.
400 Innovative Education: [Term SUbject] (1-3R)
401 Research (Arr,R)
405 Reading and Conference: [Term Subject]
(Arr,R)
406 Field Studies (Arr,R) PIN only. Internship
program for outstanding majors; open only to those
with approved applications.
407 (G) seminar: [Term SUbject] (Arr,R) Topics
include Audience Analysis, CommUilication Technol-
ogy, Contemporary Theories of the Moving Image:
Structuralism and Semiology, Fiim Board of Canada,
History of Classic Theories of the Moving Image,
International Communication, Using the Mass Media
for Social Change, Political Economics of Communica-
tion, Political Linguistics, and Public Broadcasting.
408 (G) Workshop (Arr,R)
409 (G) Practicum: [Term SUbJect] (Arr,R) Super-
vised work on a project, inclUding development and
execution of artistic or public service programs.
Prereq: instructor's consent.
410 (G) Experimental Course: [Term Subject] (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
the study of mass communication. Primary attention to
the critical evaluation of contemporary theoretical
trends. Prereq: TCF 243 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. 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. Sherriffs.
446 (G) Radio-Television Programming (3) Values,
trends, and procedures in broadcast programming
schedules; problems in planning program structure to
meet community and pUblic service needs. Prereq:
TCF 243. Not offered 1988-89.
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. Prereq: TCF 243. Sherriffs.
449 (G) Electronic Media Policy (3) The nature,
philosophy, and consequences of legislative, judicial,
and administrative regulation of various communica-
tions technologies in the social context of the U.S.A.
Prereq: TCF 243.
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, Sherriffs.
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 1988-90.
495 (G) Film Directors and Genres: [Term Subject]
(3R) Interpretation of films and analysis of film history
and aesthetics through techniques developed in
modern film criticism. R when topic changes. Cadbury,
Seiter.
Graduate
501 Research (Arr, R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term Subject]
(Arr,R)
507 Seminar: [Term Subject] (Arr,R) Topics include
Current Research in Telecommunication, Film Criti-
cism, Introduction to Graduate Studies. and
Techniques and Problems of Theory Construction.
508 Workshop (Arr,R)
509 Practlcum: [Term Subject] (Arr,R)
510 Experimental Course: [Term SUbject] (Arr,R)
541 Electronic Mass Media: Theory and Crmclsm
(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. Not
offered 1988-89.
Theater Arts Courses (TA)
Lower Division
199 Special Studies: [Term SUbJect] (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. Not
offered 1988-90.
250 Acting I (3) Principles of warm-ups, Stanislavski
System, individual inventory, character analysis, and
rehearsal procedure.
Theater Arts 145
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
teievision performances. Williams.
262 Theater Promotion Workshop (1-3) Development
and application of promotional materials for hypothet-
ical and actual theater productions. Not offered
1988-90.
264 Basic Stagecralt(2-3) Construction, painting, and
handling of scenery and props. Fundamentals of
stagecraft and use of stage equipment. Practical
experience in stage crew work. Rose.
266 Llghtln!,! Workshop (2-3) The use and functions
of stage lighting equipment and the operation ot lights
under performance conditions. Rose.
268 Costume Workshop (3) The art and craft of stage
costuming; practical experience in the design,
construction, and maintenance of theatrical costumes.
Bonds.
271 Introduction to Theater Arts I (3) Play and script
structure, contemporary aesthetic attitUdes, and the
value ot theater arts to society and the individual.
McKemie.
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.
McKemie.
273 Introduction to Theater Arts III (3) Popular
musical theater from a historical and structural
perspective, with emphasis on examples since World
War 1/. Styles and performance practice, individual
composers, directors, and writers analyzed. Prereq:
TA 272. McKemie.
Upper Division
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.
Watson.
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. Watson.
405 (G) Reading and Conference: [Term SUbject]
(Arr,R)
407 (G) Seminar: [Term Subject] (Arr,R) Topics
include Acting Shakespeare, Advanced Acting,
Careers in Theater, Creative Dramatics, Lyric Perform-
ance, Period Costume Patterns, Playwriting, Restora-
tion Theater, Theater Design and Structure, and
Theater Management.
408 (G) Workshop (Arr,R)
409 (G) Practicum: [Term Subject] (Arr,R) Current
topics are Production Projects and Rehearsal and
Performance.
410 (G) Experimental Course: [Term SUbject] (1-3R)
ENG 411, 412, 413 (G) English Drama (3,3,3) See
description under English.
414,415 (G) Costume History I, II (3,3) History ot
clothing and costuming from eariiest records through
the 15th century, from the 16th century to the present.
Bonds. Offered 1988-89 and alternate years.
416 (G) Costume Design (3) Beginning design
concepts and various artistic media as applicable to
costume design and rendering techniques. Bonds.
417 (G) Advanced Costume Design (3) Analysis and
interpretation of scripts for costume design. Continua-
tion of development of rendering techniques. Prereq:
TA 416. Bonds. altered 1988-89 and alternate years.
418 (G) Costume Pattern Dralting (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. Bonds.
ENG 420, 421, 422 (G) Modern Drama (3,3,3) See
description under Engiish.
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 to the present. Prereq: instructor's
consent.
425 (G) Scenery Dralting 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. Rose.
430 (G) Stage Management (3) Duties, respon-
sibilities, and procedures of the stage manager. Stage
managing in community, educational, and professional
theater. The administrative and artistic role of the stage
manager.
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 oniy. Prereq: TA 425,440 or
instructor's consent. Williams.
460 (G) Advanced Play Direction (3) Theory and
practice in direction of plays for pUblic performance.
Prereq: TA 364 or instructor's consent. Watson.
463 (G) Scene Painting (3) Practical experience in
painting stage scenery. Painting of drops; highlighting,
shadowing, texturing, and stenciiing; forced perspec-
tive; paints and painting equipment. Prereq: TA 264 or
instructor's consent. Williams.
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 forthe Stage (3) Functions of stage;
lighting qualities of the light and lighting; technical and
aesthetic problems. Prereq: TA 266 or instructor's
consent. Rose.
468 (G) Advanced Stage Lighting (3) Theories and
methods of lighting stage production. Prereq: TA467
or instructor's consent. Rose.
471,472 Theater and Culture (3,3) Dramatic literature
and historical cultural concepts. Establishes a cultural
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: Baroquethrough Romanticism.
McKemie.
Graduate
501 Research (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term Subject]
(Arr,R)
507 Seminar: [Term Subject] (Arr,R) Romantic
Theater is a current topic.
509 Practicum: [Term SUbject] (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. Watson.
530 Continental Theater (3) Major developments and
experiments in the drama and theater production of
Europe, Great Britain, and Russia from Buchner 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-Norwegian
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; intluence 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.
Wiliiams.
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.
146 Statistics
Statistics
305 Gilbert Hall
Telephone (503) 686·3315
Larry E. Richards, Committee Chair
Stee;;ing 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 be taken 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 toward graduation for more
than one course.
Introductory Statistics
Decision Sciences. Introduction to Business
Statistics (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, II (EPSY 521,
522)*
Mathematics. Probability and Statistics with
Calculus (MTH 209) and Business Statistics
(DSC 330),* Elements of Statistical Methods
(MTH 425M, 426M),* Introduction to Statistical
Theory (MTH 441 M, 442M)*
Physical Education and Human Movement
Studies. Statistical Methods in Physical Educa-
tion (PEP 540)
Political Science. Methods for Politics and
Policy Analysis II (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), Socioiogical 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 Decision Theory
(DSC 425), Decision Analysis for Negotiation
Problems (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. Seminars: Categorical Data
Analysis, 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)
Women's Studies
636 Prince Lucien Campbell Hall
Telephone (503) 686~5529
Barbara Corrado Pope, Program Director
Participating FaCUlty
Joan R. Acker, Sociology
Doris Renshaw Allen, Music
Aletta A. Biersack, Anthropology
and Religious Studies
Randi M. Birn, Romance Languages
Cynthia J. Brokaw, History
Frances B. Cogan, Honors College
Rogena M. Degge. Art Education
Irene Diamond, Political Science
C. H. Edson, Educational Policy and Management
Linda F. Ettinger, Art Education
Beverly Fagot, Psychology
Marilyn Farwell, English
Sonja K. Foss, Speech
Marion Sherman Goldman, Sociology
Leslie Greer, Library
Patricia A. Gwartney-Gibbs, Sociology
Leslie J. Harris, Law
Sandy M. Harvey, School and Community Health
Joni Hersch, Economics
Judith H. Hibbard, School and Community Health
Carol Johansen, Planning, Public Policy
and Management
Miriam M. Johnson, Sociology
Angela Jung, East Asian Languages
and Literatures
Judith Kerr, History
Stephen W. Kohl, East Asian Languages and
Literatures
Marsha E. Mabrey, Music
Elisabeth A. Marlow, Romance Languages
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; Ph.D., 1981.
Columbia. On leave 1988-89.(1976)
Marsha Ritzdorf, Planning, Public Policy
and Management
Mary K. Rothbart, Psychology
Ellen Seiter, Speech
Carol W. Silverman, Anthropology
Sally S. Simpson, Sociology
Priscilla Southwell, Political Science
Jean Stockard, Sociology
Nathaniel Teich, English
Louise Carroll Wade, History
Anita M. Weiss, International Studies
Louise Westling, English
Mary Wood, 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 a committee 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 prereq-
uisites, 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)-comprise a social
science cluster. For more information, see
Group Requirements in the Registration and
Academic Policies section of this bulletin.
The integrative Seminar (WST 407) is designed
for upper-division undergraduates and
graduate students. This course examines
various feminist research issues. It can 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 of women or gender.
Certificate Requirements
A Certificate 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 of Feminist
Theory (WST 412). No more than 6 credits of
Reading and Conference (WST 405) and
Practicum (WST 409) may be counted toward
the certificate. In addition, students must take
at least 6 credits of 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 of the arts and
letters group.
Minor Requirements
The minor in Women's Studies requires 24
credits including at least 12 WST credits and at
least 9 credits chosen from cross-listed upper-
division courses offered by other departments.
(See list under Courses in Other Departments
at right. Other courses may qualify; check with
the Women's Studies Program office for details.)
Introduction to Women's Studies (WST 101) is
required, and candidates for the minor are
strongly urged to take Seminar (WST 407) or
History and Development of Feminist Theory
(WST 412). No more than 6 credits of Reading
and Conference (WST 405) and Practicum
(WST 409) may be counted toward the minor.
No more than 9 credits may be taken on a
passino pass (PIN) basis. Courses applied to
a major may not count for a minor. 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
certificate if they satisfy the requirements
of both.
Students must consult the director well in
advance of graduation for transcript evaluation.
In order to be eligible for the certificate 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 through the
Graduate School by combining existing
graduate-level courses in three departments.
Graduate students may also earn a Certificate
in Women's Studies.
Women's Studies
Courses (WST)
Lower Division
101 Introduction 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: [Term SUbject] (1-3R)
200 Innovative Education: [Term SUbject] (1-3R)
Upper Division
333, 334 History of Women in the United States I,
II (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.
399 Special Studies: [Term Subject] (1-4R)
400 Innovative Education: [Term SUbject] (1-3R)
405 (M) Reading and Conference: [Term SUbject]
(Arr,R)
407 (M) Seminar: [Term SUbject] (Arr,R) A recent
topic is Feminist Research Issues. R When topic
changes
408 (M) Workshop (1-3R)
409 (M) Practicum: [Term SUbject] (Arr,R)
410 (M) Experimental Course: [Term Subject]
(Arr,R)
412 (M) History and Development of Feminist
Theory (3) Theories of oppression and liberation of
women in America and Europe. Emphasis is on
post-1960s theories. Prereq: WST 101 or SOC 216.
Courses in Other Departments
See descriptions under appropriate
departments.
Anthropology. Women and Culture I: Politics,
Production, and Power (ANTH 314), Women
and Culture II: Creativity and Symbols (ANTH
315)
Art Education. Women and Their Art (ARE 412)
Educational Policy and Management. Educa-
tional History of American Women (EDPM 472G)
English. Introduction to Women Writers
(ENG 360), Studies in Women and Literature
(ENG 498G)
Germanic Languages and Literatures:
Scandinavian. Readings in Translation: Scan-
dinavian Literature and Society (SCAN 353)
Women's Studies 147
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)
International Studies. Seminar: Women and
Development (INTL 407G)
Political Science. Women and Politics
(pS 435G)
Psychology. Psychology of Sex Differences
(PSY 425M)
Romance Languages: French. Modern
Women Writers (FR 425G), Autobiographical
Writings by Women (FR 427G)
Romance Languages: Spanish. Spanish
Women Writers of the 20th Century (SPAN
440G)
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), Sociol-
ogy of Women (SOC 455G), Sex and Identity:
Theoretical Perspectives (SOC 456G), Sociol-
ogy of Social Welfare (SOC 467G)
Speech: Telecommunication and Film. Film
Directors and Genres: Women Filmmakers (TCF
495G), Film Directors and Genres: Women and
Melodrama (TCF 495G)
148
Preparatory Programs and Special Studies
Preparatory
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 Services
assists students in the selection of courses, the
timing of graduate admission tests, and other
aspects of the application process.
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 to solve practical
problems by applying physical science princi-
ples and mathematics. While it is sometimes
difficult to define the difference in outlook
between a career in one of the physical sci-
ences, e.g., physics or chemistry, and a career
in engineering, engineering solutions to prob-
lems 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 first two to three years
of course work before admission to a profes-
sional engineering program, and (2) profes-
sional engineering 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 engineering. Engineering graduates may
become licensed professional engineers after
four years of employment in their field of
specialization and successful completion of
state license examinations.
The University of Oregon offers a preengineer-
ing program for students wanting to complete
their firsttwo tothree years of study at a liberal
arts university before transferring to aschool of
engineering. Details are contained in the
Student Guide for Engineering Preparation at
the University of Oregon Including the 3/2
Program with Oregon State University, available
from the preengineering director.
High School Preparation. Students interested
in an engineering career are urged to complete
as much mathematics and science as possible
in high school. If possible, four years of high
school mathematics (including advanced
algebra, trigonometry, and elementary func-
tions) should be completed in order to begin
calculus in the freshman year at the 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
College of Engineering Advising Guide, avail-
able from the College of Engineering, Oregon
State University, Corvallis OR 97331; telephone
(503) 754-2833. While preengineering require-
ments at other engineering schools are similar,
students should obtain similar advising guides
from the schools of their choice.
Preengineering students should be aware that
candidates atOSU must earn a minimum of 204
credits for a bachelor's degree in engineering.
Therefore completion of the degree takes an
average of almost five years.
The University of Oregon does not offer certain
preenginering courses. However, Engineering
Orientation (GE 101), Engineering Graphics
(GE 115), Statics (ENGR 211), Dynamics
(ENGR 212), Strength of Materials (ENGR 213),
and Engineering Fundamentals (ENGR 221,
222) are available from Lane Community
College. Full-time UO preengineering students
may take these courses 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
College of Engineering. Interested students
should consult the preengineering director.
All required preengineering courses must be
completed with a grade of C- or better for
admission to the OSU College of Engineering.
Those courses are marked with an asterisk (')
in the sample programs.
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
(PH211,212,213).......... 12
'Introductory Physics Laboratory
(PH 204. 205, 206) . . . . . . . . . . . . . . . . 6
'English Composition (WR 121) 3
'Introduction to Numerical Computation
with FORTRAN (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
Statistics, Dynamics, and Strengths
of Materials (ENGR 211,212, 213) 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).. 12
'General Chemistry (CH 104, 105, 106) . 9
'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) . . .. .. .. .. 12
'Introductory Physics Laboratory
(PH 204, 205, 206) . . . . . . . . . . . . . . . . . 6
'Introduction to Numerical Computation
with FORTRAN (CIS 133) . . . . . . . . . . . 4
Statistics, Dynamics, and Strengths
of Materials (ENGR 211, 212, 213 . 12
, An Oregon State University requirement.
, For graduation with a bachelor's degree, the OSU
College of Engineering requires 12 credits in
humanities courses (American studies, art history,
English literature, hlStOrx, foreign language-second-
year or higher, motion pictures or cinematography,
musIc history or theory, philosophy, religious studies)
and 12 credits in social sciences (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
Lane Community College courses in Statics (ENGR
211), Dynamics(ENGR 212), and Strength of Materials
(ENGR 213). Because 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 reguired. mathematics (MTH 331, 332, 333). Those
entering With some advanced algebra and trigonom-
etry may take Preparation for Calculus (MTH 115)
instead of MTH 101, 102.
Health Sciences,
Preparatory
164 Oregon Hall
Telephone (503) 686-3211
Marliss G. Strange, 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. Because professional schools
Health Sciences, Preparatory 149
change admission requirements frequently,
students need to consult regularly with advisers.
Staff members in the Office of Academic
Advising and Student Services maintain a
prehealth sciences information area with
catalogs, recent literature about the profession,
and information and assistance on admission
tests and procedures.
Dental Hygiene,
Preparatory
Robert E. Kime, 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: General Biology (BI201, 202, 203) with
laboratories (BI 207, 208, 209), 12 credits
English Composition (WR 121 and either WR
122 or 123)
Introductory Nutrition (HEP 252)
Fundamentals of Public Speaking (RHCM 122)
Arts and letters: two group-satisfying courses
in addition to speech, 6 credits
Cultural Anthropology (ANTH 120)
Psychology as a Social Science (PSY 204)
Introduction to Sociology (SOC 201)
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
John R. Lukacs, Predental Advisory
Committee Chair
Marliss G. Strange, Coordinator
Predental Curriculum
The University offers a predental 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. In the computa-
tion of the overall grade point average (GPA),
the OHSU School of Dentistry counts an N (no
pass) as a failing grade in any course taken
passino pass.
Students who plan to complete the requirements
for a bachelor's degree at the OHSU School of
Dentistry after earning 138 UO credits should
satisfy all major and University requirements
here that cannot be met with course work at the
School of Dentistry. For general University
requirements, see Bachelor's Degree Require-
ments in the Registration and Academic Policies
section of this bulletin.
Although a bachelor's degree is not an admis-
sion requirement, the OHSU School of Dentistry
and most other dental schools recommend that
their students complete an undergraduate
degree.
Science Requirements
The following courses are required at most
American dental schools; however, a fewdo not
require the complete organic chemistry
sequence.
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 OHSU 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
sequence.
Alternatively, some predental students may
take general biology. (BI 201, 202, 203). Al-
though this meets minimum admission require-
ments, the Predental Advisory Committee does
not recommend it as the sole preparation either
for dental school work or for the Dental Admis-
sion Testing Program. This set of courses is
acceptable in the UO 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
courses required for the 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 OHSU School
of Dentistry. The mean grade point average
(GPA) of the entering class of 1987 was 3.01.
If the GPA is below 3.00there is less probability
of acceptance. However, the Admissions
Committee of the School of Dentistry makes
special allowance for those students who start
off poorly but then improve substantially in their
predental course work.
Aptitude tests given by the American Dental
Association should be taken not later than fall
term one year before seeking 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, and providing
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. If
the information is to be of any value to the
Admissions Committee, it is important for
predental students to have references from
teachers who have actually worked with them.
In large classes, a more useful reference may
be obtained from a laboratory teaching assistant
than from the lecturer, who 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 already
described, choose electives that broaden their
cultural background and 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 should
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.
Dental Preceptorship. The University sponsors
a dental preceptorship program that allows
students to observe dental professionals at
work. For more information inquire at the
prehealth sciences information area in 164
Oregon Hall.
Medical Technology,
Preparatory
M. Charlene Larison, Head Adviser
The University offers courses leading to admis-
sion to a bachelor's degree program in medical
technology. The program consists of three
years of work on the UO 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 students who complete their fourth
year 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
recommended.
During the three years on the UO campus, the
student must satisfy two requirements:
1. All general University degree requirements
for majors in professional schools, including
writing, health, and group requirements that
cannot be satisfied with work taken at the
OHSU School of Medicine
150 Health Sciences, Preparatory
2
2
10
2
2
2
.. .. 1
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
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 require-
ments. Transfer students and postbaccalau-
reate students may meet the minimum require-
ments differently; they should consult their
advisers and Medical School Admission
Requirements. More detailed information on
curriculum, application procedures, and the
medical profession is available at the prehealth
sciences information area in 164 Oregon Hall.
Admission
Most medical schools give preference to
students with bachelor's degrees in academic
subjects; premedicine is notan 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 bulletin under depart-
ment and program headings; see also the
General Science section.
A few students are admitted to medical school
at the 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.
Beyond the satisfactory completion of minimum
requirements, selection for admission is based
on many factors including undergraduate
grade point averages, MCAT scores, and letters
of recommendation.
Currently, a 3.50 GPA is the national mean for
accepted applicants, and it is unlikely a
candidate with a GPA below 3.00 would be
accepted at most American medical schools.
Furthermore, courses taken to satisfy the
science requirements must be graded. The
passIno pass option should be used sparingly
and only on nonscience courses.
Nearly all medical schools also require appli-
cants to take the MCAT, given in early spring
and fall each year. Reservations forthis exami-
nation must be made at least one month in
advance of the scheduled date; reservation
blanks are available in 164 Oregon Hall at the
prehealth sciences information area, which also
has a manual that describes the test and
provides practice questions and suggestions
for preparing forthe test. Applicants are urged
to take the test in the spring of the calendar
year immediately preceding the year of admis-
sion 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
Medicine, Preparatory
William R. 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 at
the UO, a physician, and the prehealth sciences
coordinator.
Staff members in the Office of Academic
Advising and Student Services maintain a
prehealth sciences information area with
catalogs, recent literature about the profession,
and information and assistance on admission
tests and procedures.
The varying admission requirements of medical
schools are listed in the publication Medical
School Admission Requirements. Order forms
are available at the prehealth sciences informa-
tion area in 164 Oregon Hall. Because most
students apply to five or six medical schools
besides the OHSU School of Medicine they
should consult this book during their 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 or CH 207, 208, 209). The laboratories fulfill
the quantitative analysis requirement of the
OHSU 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 (BI 294, 295,
296) to meet this requirement. Organic Chemis-
try is a pre- or corequisite
Alternatively, some students may take general
biology (BI201, 202, 203) with laboratories (BI
207, 208, 209). Although this meets minimum
admission requirements, the Premedical
Advisory Committee does not recommend it as
the sole 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 does 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 intro-
ductory course in calculus, 12 credits
Jackson Park Road, Portland OR 97201.
Applications are available during fall term and
are accepted until December 1 forthe following
year's class.
" 10
17 credits
2. The science requirements for admission to
the fourth-year program atthe OHSU 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, including Introduction to
Bacteriology (BI 381) with laboratory (BI 383)
Mathematics, one course, MTH 101 or above
In addition, the following courses are strongly
recommended by the OHSU:
Instrumental Analysis (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, are
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 a professional school or college)
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 that 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 follows:
Fall Term 18 credits
Clinical Microbiology (MT 410) 2
Clinical Biochemistry (MT 415) 2
Hematology (MT 417) 2
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) .,
Clinical Biochemistry (MT 416)
Hematology (MT 418) .
Medical Laboralory Technique and Theory
(MT 423) .
Spring Term
Introduction 10 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 considerat'lon 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
oftheir 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 SW. Sam
Health Sciences, Preparatory 151
and used in the selection process by medical
schools. The importance ofthese 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 for several
years. A letter of recommendation should be
requested at the conclusion of a course while
the student's performance is fresh in the
instructor's mind. Advisers need to see students
frequently to write accurate letters of
recommendation.
The University sponsors an academic 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 organi-
zation sponsors many active programs for its
members and other premedical students.
These include seminars and practica.
Asklepiads provides experienced premedical
students to answer questions at the prehealth
sciences information area in 164 Oregon Hall.
Osteopathic medical schools require basically
the same minimum undergraduate program. A
few schools request letters of recommendation
from practicing osteopaths.
Chiropractic medical schools require most of
the same courses, aithough for some the
biology requirement includes anatomy and
physiulogy.
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 medicai
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
Hilary Gerdes, Head Adviser
The University of Oregon offers courses that
satisfy admission requirements for the Oregon
Health Sciences University (OHSU) Schooi of
Nursing bachelor's degree program in Portland
and the Oregon Institute of Technology (OIT)
Department of Nursing in Klamath Fails. The
programs take a minimum of one year of
preprofessional work and three years of profes-
sional training and lead 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 iaboratories,
or General Chemistry (CH 104, 105, 106) with
laboratories (CH 107, 108, 109)
College Algebra (MTH 101)
Introductory Nutrition (HEP 252)
The remainder of the 45-credit requirement
should consist of courses that are part of the
graduation requirements at the OHSU or OIT,
including Introduction to Cuitural Anthropology
(ANTH 120), English Composition (WR 121 and
WR 122 or 123), Introduction to Sociology (SOC
201), Psychology as a Social Science (PSY 204,
205), 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 psychoiogy) 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.
Interested students who have earned a
bachelor's degree in a discipline other than
nursing may want to investigate acceierated
Bachelor of Science in Nursing and Master of
Science in Nursing programs offered at Case
Western Reserve, Creighton, St. Louis, and Yale
universities.
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. No preference is given
to Oregon residents.
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.
Two years of preprofessional training will lighten
the academic load at the School of Nursing, but
three years of professional training will still be
needed.
Pharmacy, Preparatory
John A. Schellman, 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 curriculum 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
iaboratories (CH 337, 338), 10 credits
Biology: 9 credits. General Biology I, II, III (BI
201, 202, 203) with laboratories (BI 207, 208,
209) or Molecular Biology (BI 291), Cellular
Biochemistry (BI 292), Cellular Physiology (BI
293) with laboratories (BI 294, 295, 296) are
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 Calculus for the Non-
physical Sciences (MTH 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 WR
122 or 123)
Fundamentals of Speech Communication
(RHCM 121) or Fundamentals of Public
Speaking (RHCM 122)
All required courses must be taken for grades
if that option is available.
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.
Arts and letters: 12 credits of group-satisfying
courses, excluding the composition and
speech courses noted above
Physical education: any three activity courses
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 Sandy Houglan, Assistant Dean for
Undergraduate Student Affairs, Oregon Health
Sciences University School of Nursing, 3181
SW. Sam Jackson Park Road, Portland OR
97201.
Veterinary Medicine,
Preparatory
M. Charlene Larison, Head Adviser
The University of Oregon has no program of
studies specifically designed for preveterinary
152 WieHE Programs in the Health Sciences
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,
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 at state institutions in their home
states. Oregon's participation in WICHE enables
qualified resident students to apply for assist-
ance in the programs described below while
attending participating institutions in any of the
13 participating WICHE states.
Assistance under these programs enables a
limited number of 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 acaGlemic year of anticipated
enrollment. WICHE certification 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
Heidi Imhof, Head Adviser
The University offers courses that 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 orthree years of undergraduate
study or enter master's degree programs after
completing their bachelor's degrees. 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. In addition, transfer students may have
to meet specific general education require-
ments for that school.
Practicum experience is strongly recommended
to help students clarify career goals and give
them opportunities to consult with practitioners
who have current information about the profes-
sion. Many schools consider the practicum an
integral part of 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 and,
in addition, a working knowledge of at least
three manual and recreational skills and course
work in drawing and design, music apprecia-
tion, speech, and woodworking. Applicants to
most graduate programs must submit scores
from the Graduate Record Examinations (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, followed by six months of
full-time professional fieldwork.
Individual inquiries are welcomed by the
American Occupational Therapy Association,
1383 Piccard Drive, PO Box 1725, Rockville MD
20850.
Optometry, Preparatory
Marllss G. Strange, Head Adviser
The University offers courses that satisfy
admission requirements for 16 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,
English, and foreign languages.
All applicants must take the Optometry Admis-
sion Test (OAT), usually given in fall and spring.
Applicants must also submit letters of recom-
mendation from science instructors.
Practicum opportunities are available to stu-
dents who want experience observing optome-
trists at work.
Address inquiries to the American Optometric
Association, 243 N. Lindbergh Blvd., St. Louis
MO 63141.
Pacific University in Forest Grove, a private
school; Southern California College
of Optometry; and University of California,
Berkeley, participate in the WICHE program.
Physical Therapy, Preparatory
Heidi Imhof, Head Adviser
The University offers a prephysical therapy
program that satisfies requirements for admis-
sion to most United States schools of physical
therapy. Studeilts 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 entails transferring to a bachelor's degree
program in physical therapy.
Requirements. Students planning to obtain a
bachelor's degree at the University of Oregon
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
programs as long as certain course work is
completed. However, because considerable
physical science background is required for
admission, students usually choose a compati-
ble major.
Students planning to transfer after their sopho-
more 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 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 faculty mem-
bers may also be requested.
Practicum experience is strongly recommended
in order to clarify career goals and consult with
a practitioner who has current information about
the profession. Many schools consider the
practicum an integral part of 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 fall
term a 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
accepted students 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 earlier, the program requires
one computer 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
Marliss G. Strange, Head Adviser
The University offers courses that satisfy
admission requirements for the seven accred-
ited colleges of podiatric medicine in the United
States.
Information on 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.
La~ Preparatory
164 Oregon Hall
Telephone (503) 686-3211
Jack W. Bennett, Advising Coordinator
Prelaw Advising Committee
Jack W. Bennett, Academic Advising
and Student Services
Mariiyn M. Bradetich, School of Law
Frances B. Cogan, Honors College
Robert Grudin, English
Barry N. Siegel, Economics
Wayne T. Westling, School of Law
In general, all major law schools require that
applicants for admission have a bachelor's
degree. They do not, however, require specific
undergraduate majors or prescribe a specific
prelegal curriculum. Law schools suggest that
prospective students choose majors that
provide education in broad cultural fields, which
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),
Expository Writing (WR 216)
Introduction to Economic Analysis: Micro-
economics (EC 201), Introduction to Economic
Analysis: Macroeconomics (EC 202), and
300-level economics courses
History of the United States (HST 201,202,203)
Introduction to Financial Accounting I (ACTG
221) and Introduction to Management Account-
ing (ACTG 260)
Elementary Logic (PHL 221) and Social and
Political Philosophy (PHL 307, 308, 309)
English History (HST 304, 305, 306)
Political Theory (PS 430, 431, 432)
Literature and additional expository writing
courses
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 is given in October, December,
February, and June; registration forms are
available in the Office of Admissions in the Law
Center and in the University Counseling
Center's Testing Office, 238 Student Health
Center (1590 East 13th Avenue), and must be
mailed a month before 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 combined scores. The
Center for Academic Learning Services (108
Library) offers moderately priced review
courses each term.
Each law school has its own admission criteria.
The primary predictors of admission are the
LSATscores and grade point averages. Various
subjective factors are also considered. Students
should use the pass/no pass option with
restraint. They should expectto provide letters
of recommendation 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 informa-
tion area, 164 Oregon Hall, and consult the
admissions director of the School of Law,
University of Oregon.
Staff members in the Office of Academic
Advising and Student Services maintain a
prelaw information area with catalogs, recent
literature on the profession, and information and
assistance on admission tests and procedures.
Each fall and spring workshops are scheduled
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
foundation in computer science.
The state of Oregon participates in a WICHE
contract with six western graduate programs:
the universities of Arizona, Hawaii, Washington,
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 bulletin for the
procedure on WICHE certification.
The Office of Academic Advising and Student
Services, 164 Oregon Hall, maintains catalog
information on the WICHE schools.
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 permittransfer
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
Social Work, Preparatory 15J
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
behavioral sciences are particularly appropriate
fields of study for future managers.
For most graduate schools of bu·siness, signifi-
cant work experience and achievement are
important considerations in evaluating an
application for admission. Certain types of
experience may reflect motivation, exposure to
practical problems, and the ability to apply
these to a business school education. In
evaluating work experience, one of the qualities
business schools look for is leadership potential.
An individuai's response and reaction to a job
experience and the personal growth that may
result are considered more closely than the
actual status of a job. Business schools are also
interested in a student's extracurricular ac-
tivities, internships, and part-time, summer, or
volunteer work.
Staff members in the Office of Academic
Advising and Student Services maintain a
pre-M.B.A. information area with catalogs,
recent literature on the profession, and informa-
tion and assistance on admission tests and
procedures. Informational workshops for
students interested in the MBA are scheduled
each fall and spring term in 164 Oregon Hall.
See the Graduate School of Management
section of this bulletin for information on the
University of Oregon M.BA degree programs.
Social Wor~
Preparatory
Graduate programs in social work usually
require a bachelor's degree but do not specify
a majoror particular course work for admission.
The best preparation begins with broad expo-
sure to the social and behavioral sciences and
an understanding of the behavior of individuals,
groups, and social institutions. University
students recently admitted to training in social
work have found majors in anthropology, human
services, political science, psychology, 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, houses a catalog
library of programs in the western United States.
Staff members can assist students during the
application process, which generally begins
very early in the senior year or even before.
154 Academic Learning SeNices
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
SeNices
Academic Learning
Services Courses (ALS)
101 Introduction to University Study (3) Emphasizes
the critical reading, writing, and research skills
necessary for effective study methods. New study
techniques are applied to this and other courses.
102 College Reading Skills (3) Practice in analysis,
synthesis, and evaluation of a variety of sources
relating to a contemporary issue. Emphasis on writing
abstracts, reviews, and critiques that demonstrate
critical reading ability. Prereq: instructor's consent.
199 Special Studies: (Term Subject] (1-3R) R twice
for maximum of 4 credits.
409 Supervised Tutoring: (Term Subject] (1-4R) R
for maximum of 6 credits.
509 Supervised Tutoring: (Term Subject] (1-4R) R
for maximum of 6 credits.
A maximum of 12 credits in ALS courses may
be counted toward the 186,220, or 231 credits
required for a bachelor's degree.
For more information, write or call:
David Hubin, Director
Center for Academic Learning Services
108 Library
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 bulletin. For
more information, write or call:
Air Force ROTC
308 McAlexander Fieldhouse
Oregon State University
Corvallis OR 97331
Teiephone (503) 754-3291
Army ROTC
See Military Science
Continuing Education
Off Campus
333 Oregon Hall
Telephone (503) 686-4231
In Oregon 1 (800) 524·2404
Curt Lind, Director
Off-Campus Programs, a component of Con-
tinuing Education, offers a wide range of
educational activities to students throughout
Oregon. Off-Campus Programs include the
Paul D. Lintner Center for Advanced Education,
the Off-Campus Teacher Education Program,
and the interdisciplinary degree program in
applied information management.
Paul D. Lintner Center and
the UO Portland Center
The Paul D. Lintner Center for Advanced
Education is a cooperative educational partner-
ship of public and private education and
Oregon's technical industries. Through classes
held at the Rock Creek Campus of Portland
Community College, the Center provides
advanced educational offerings to Portland-
area residents. The University of Oregon offers
upper-division, graduate, and professional
instruction at the Lintner Center in business
computing, computer graphics, and education.
Nondegree certificates of completion are
available in computers in business, computer
graphics, management, computing applica-
tions, and human-computer interface studies.
The Lintner Center also facilitates the interdisci-
plinary master's degree program in applied
information management (AIM) described later
in this section.
UO resources at the Lintner Center include
classrooms, computer laboratories, and tele-
communication resources. University of Oregon
Continuing Education serves Portland-area
residents through the University of Oregon
Portland Center in downtown Portland. UO
resources at the Portland Center include an
on-site coordinator, a support staff, classrooms,
and computer laboratories.
For information on specific University of Oregon
offerings althe Lintner Center and the Portland
Center write or call:
University of Oregon Program Coordinator
UO Portland Center
720 S.w. Second Avenue
Portland OR 97204
Telephone (503) 464-3055
Off-Campus Teacher and
Administrator Education
A special segment of Continuing Education is
its off-campus service to teachers and adminis-
trators throughout the state. Courses are offered
in local areas for both professional self-improve-
ment and credential requirements. Students are
not required to complete formal admission
procedures or to travel to the University of
Oregon campus in Eugene to attend classes.
Courses in teaching skills, supervision skills,
and public school administration are offered in
a variety of areas including art education,
curriculum and instruction, educational policy
and management, counseling and educational
psychology, physical education, and special
education. All courses and instructors are
approved by the UO College of Education, and
the courses apply to a number of graduate and
certification programs.
Registration for these offerings takes place at
the first class meeting. Courses can be ar-
ranged in most communities with a strong
student need; a minimum enrollment of 12 is
necessary to offer a course. Communities such
as Ashland, Bend, Coos Bay, Klamath Falls,
LaGrande, Lebanon, Medford, Myrtle Creek,
Portland, Redmond, Roseburg, and Salem have
actively participated in the Off-Campus Teacher
Education Program. University of Oregon credit
may also be arranged for community-based
educational events. For details on courses and
additional information, or to be placed on a
mailing list, contact:
Off-Campus Teacher Education Program
Coordinator
University of Oregon Continuation Center
333 Oregon Hall
Eugene OR 97403
Telephone (503) 686-4231
In Oregon 1 (800) 524-2404
Applied Information
Management Program
University of Oregon Continuation Center
1553 Moss Street
Eugene OR 97403
Telephone (503) 686·3537
In Oregon 1 (800) 824-2714
Curt Lind, Program Director
Academic Committee
Linda F. Ettinger, Art Education
Paul S. Holbo, Academic Affairs
Curt Lind. Continuation Center
Kenneth D. Ramsing, Graduate School
Edward Weeks, Planning, Public Policy and
Management
The interdisciplinary master's degree program
in applied information management (AIM)
serves Portland-area residents seeking to
continue their education in management,
computing applications, and a variety of
specialized areas in computing or manage-
ment. Developed in association with other
institutions and area industries and managed
through the Continuation Center, the course of
study leads to a master of science (M.S.)
degree with a focus on applied information
management. The interdisciplinary program
has four content areas and is built on the
strengths of three University departments: (1)
management studies, offered by the College of
Business Administration, (2) computing appli-
cations, supported by the Department of
Planning, Public Policy and Management and
the Microcomputer Laboratories Program. (3)
computer graphics, offered by the Department
of Art Education, and (4) human-computer
interface stUdies, also offered by the Depart-
ment of Art Education. Nondegree certificates
of completion are offered in each of the content
areas. Candidates for the M.S. degree complete
the management component, the computing
applications component, and one of the three
professional specialty options.
University faculty members selected to teach in
the program provide the same high-quality
graduate education as is offered at the Eugene
campus. The instructors are primarily research
professors interested in establishing new
contacts with industry and with those who have
practical field experience. In some cases,
adjunct professors provide information about
their experiences with practical applications to
balance the theoretical content of the courses
Curriculum
Most courses are subject to change and
therefore offered under Experimental Course
(410G, 510) and other open-ended numbers
(503, 505, 507, 509). To obtain a Master of
Science in Interdisciplinary Studies: Indi-
vidualized Program: Applied Information
Management, students must complete a
60-credit program, distributed as follows.
Library 155
.1
.3
.3
.. 3
LERC is a member ofthe University and College
Labor Education Association and the Pacific
Northwest Labor History Association.
Most of the Center's courses are offered without
credit. 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's
faculty members 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.
Address inquiries to the Labor Education and
Research Center, 154 Prince Lucien Campbell
Hall, University of Oregon, Eugene OR 97403.
Library
Labor Education and
Research Center
Courses (LERC)
401 (M) Research (Arr,R)
405 (M) Reading and Conference: [Term SUbject]
(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: [Term Subject] (Arr,R) Only a few
seminars can be offered each year; recent topics are
Arbitration, Contemporary Labor Problems, Occupa-
tional Safety and Health Issues, Protective Labor
Legislation, The 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: [Term Subject]
(Arr,R) Topics include Bargaining Simulations,
Techniques of Labor Education, and Unions and
Technology.
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 bulletin.
Library Courses (LIB)
Lower Division
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: [Term SUbject] (1-3R) Introduc-
tion to general library resources and to SUbject-related
library resources. Topics may include Business and
Economics Library Resources and Use of the Science
Library. R when topic changes.
Upper Division
405 (M) Reading and Conference: [Term Subject]
(Arr,R)
407 (M) Seminar: [Term Subject] (Arr,R) Library
resources and bibliography. Topics may include
Library Research for Honors College Students and
Library Resources in Education.
410 (M) Experimental Course: [Term Subject]
(Arr,R)
Marcus Widenor, Assistant Professor. BA, 1974,
Antioch: MA, 1976, Massachusetts. (1983)
Emeritus
Emory F. Via, Professor Emeritus. BA, 1946, Emory;
MA, 1956, Ph.D., 1964, Chicago. (1978)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
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,
seminars, and conferences. These are held
anywhere in the state where there is sufficient
labor organization interest. The subject areas
offered by the Center include basic unionism,
arbitration, labor history, grievance handling,
the American political system, collective
bargaining, 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.
Research to learn about the problems of
working people is an essential part of the role
of LERC. Research programs are shaped in
discussions with unions and workers. Areas of
research include the problems of the economy
as they affect working people, such as employ-
ment, 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
activities.
In 1987 a LERC office was opened in the
University of Oregon's Portland Center. It
provides increased service to the metropolitan
area with both general and specialized pro-
grams. A Portland area committee of labor
leaders consults about program offerings. The
University of Oregon Portland Center is located
at 720 SW. Second Avenue in Portland;
telephone (503) 464-3055.
.. 3
.. 3
... 3
... 6
..... 1
...... 3
...3
.. ..... 3
. ...... 3
16 credits
..3
.. ...... 3
154 Prince Lucien Campbell Hall
Telephone (503) 686-5054
Margaret J. Hallock, Director
Labor Education
and Research Center
Management Core
Marketing Management (BA 510) ...
Management of Technological Organizations(BA 510) . .
International Financial Analysis(BA 510) .
International Business Marketing(BA 510) . . .. . .. . . . . . . . . . . . .. . 3
Electives or Reading and Conference(BA 505) . . . . 4
Computing Applications Core 16 credits
Personal Computing in Management(PPPM 510) .
Data Management and Analysis
(PPPM 510) .
Expert Systems and Their Applications(PPPM 510) . .
Project Management (PPPM 510) ..
Electives or Reading and Conference(PPPM 505) . . . . . . . . . . . . 4
Research 12 credits
Research Methods (ARE 510) . . .. . . . . ... 3
Thesis (1ST 503) or Terminal Project(1ST 509) Theory-Practice Integration 9
Professional Specialty 16 credits
Option 1: Computer Graphics
Survey of Computer Graphics(ARE 510) . . . . .. . 3
Pacific Northwest Computer Graphics
Conference (AAA 41 OG) ...
Design and Computing (ARE 510)
Presentation Graphics (ARE 510) ....
Electives or Reading and Conference(ARE 505) .
Option 2: Human-Computer Interface
The Thinking Machine (ARE 510)
Information Design and Presentation(ARE 510) .
Electronic Technology: Instruction and
Support (ARE 510) .
Human-Computer Interface Seminar(ARE 507) .
Electives or Reading and Conference(ARE 505) . . . .. . . . . . . . .. . ... 6
The admission process is aimed at selecting
students with demonstrated potential to become
responsible, effective managers. No specific
undergraduate major is required for admission,
but previous course work in economics is
recommended. Factors considered for admis-
sion include undergraduate grade point aver-
age (GPA), Graduate Management Admission
Test (GMAT), or Graduate Record Examinations
(GRE) scores, professional experience, letters
of recommendation, and a letter of purpose.
Admission to certificate programs does not
require a bachelor's degree.
For additional details and to request application
materials write or call:
AIM Program Coordinator
University of Oregon Continuation Center
1553 Moss Street
Eugene OR 97403
Telephone (503) 686-3537
In Oregon 1 (800) 824-2714
Faculty
James J. Gallagher, Associate Professor. BA, 1961,
California, Berkeley. (1978)
Margaret J. Hallock, Professor. BA, 1969, Southern
California; MA, 1971, Ph.D., 1974, Claremont (1988)
Steve Hecker, Assistant Professor; Coordinator,
Occupational Safety and Health Project. BA, 1972,
Yale; M.S.P.H., 1981, Washington (Seattle). (1980)
156 Library
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 probiems: 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. Offered 1988-89 and
alternate years.
Graduate Studies
The state of Oregon does not have a program
leading to a master's degree 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. Programs are
offered at the universities of Arizona and
Washington through WICHE. For additional
information, see the Library Science, Prepara-
tory section of this bulletin and inquire at the
Office of Academic Advising and Student
Services, 164 Oregon Hall.
Microcomputer
Laboratories
333 Oregon Hall
Telephone (503) 686-4231
In Oregon 1 (800) 524·2404
Curt Lind, Director
The Microcomputer Laboratories Program, a
division of the Continuation Center, serves the
entire Eugene computing community. The
intensive, interdisciplinary program offers
practical experience on Apple lie, Macintosh,
IBM, and Compaq personal computers as well
as printers, plotters, digitizers, VCRs, and
projectors. Offered at several campus sites,
courses show specific applications of comput-
ers to various areas of study.
In addition to credit courses, the Microcomputer
Laboratories Program offers numerous non-
credit educational activities. These include the
University of Oregon Computer Camp for
students 10to 16 years old, workshops in basic
computer skills for senior citizens, courses for
University faculty and staff members on the use
of the Macintosh and various applications
software, and, for the Eugene business commu-
nity, such courses as General Introduction to
the Macintosh Computer, Desktop Publishing
with the Macintosh Computer, and Using
Hypercard. Courses are also offered in Micro-
soft DOS, Lotus 1-2-3, dBase III Plus, Desktop
Publishing with the IBM PC and Compatibles,
and AutoCAD: Level I and Level II.
The following credit courses are offered through
the Continuation Center Microcomputer
Laboratories Program.
Courses Offered
Lower Division
ACTG 199 Special Studies: [Term SUbject] (1-3R)
Data Management and Analysis is a recent topic. R
when topic changes.
ARE 199 Specisl Studies: [Term SUbject] (1-3R)
Basic Design Computing and Introduction to Computer
Graphics Applications are recent topics. R when topic
changes.
ARTV 199 Special Studies: [Term Subject] (1-3R)
Design with Computers is a recent topic. R when topic
changes.
CI199 Special Studies: [Term Subject] (1-3R)
Recent topics are Orientation to Microcomputers in
Education and Personal Computers for Students. R
when topic changes.
PPPM 199 Special Studies: [Term SUbject] (1-3R)
Recent topics are Integrated Programs and Word-
Processing Applications. R when topic changes.
Upper Division
EDPM 407 (G) Seminar: [Term Subject] (Arr,R)
Management Information Systems and Statistical
Methods are recent topics. R when topic changes.
PPPM 407 (G) Seminar: [Term Subject] (Arr,R)
Recent topics are Journalism Applications on Micro-
computers and Advanced Journalism Applications on
Microcomputers. R when topic changes.
SPED 407 (G) Seminar: [Term SUbject] (Arr,R)
Computers for Handicapped Learners is a recent
topic. R when topic changes.
ARTV 408 Workshop (Arr,R) 3-D Color Computer
Graphics is a recent topic. R when topic changes.
ARCH 410 (G) Experimental Course: [Term Subject]
(Arr,R) Advanced Computer Graphics is a current
topic. R when topic changes.
ARE 410 (G) Experimentsl Course: [Term Subject]
(Arr,R) Recent topics are Computers in Art Education,
History of Computer Graphics, and AutoCAD: Level I
and Level II. R when topic changes.
ARTV 41 0 (G) Experimental Course: [Term SUbject]
(Arr,R) Recent topics are Advanced Macintosh
Graphics Programming for Artists, Communication
Graphics, Computers in Art, and Computers in Art and
Design. R when topic changes.
CI 410 (G) Experlmentsl Course: [Term Subject]
(Arr,R) Recent topics include Applications of Comput-
ers in the Classroom, Computer Applications in
Reading and Writing, Computer-Assisted Instruction,
Computers in Composition, Computers in Elementary
and Middle School Mathematics, Fundamentals of
Computers in Education, Introduction to Appleworks,
Microsoft Works for the Macintosh, and Presentation
Graphics for Educators. R when topic changes.
HEP 410 (G) Experimentsl Course: [Term SUbject]
(Arr, R) Computers in Health Education is a recent
topic. R when topic changes.
PEP 410 (G) Experimental Course: [Term SUbject]
(Arr,R) Recent topics are Basic Computer Program-
ming, Microcomputer Applications in Physical
Education, and Statistical Methods. R when topic
changes. .
PPPM 410(G) Experimental Course: [Term Subject]
(Arr, R) Independent Study on Microcomputers and
Thesis Writing are recent topics. R when topic
changes.
Graduate
EDPM 507 Seminar (Arr,R) Recent topics are
Analytical PrOblem Solving in Education and Micro-
computers and Educational Management. R when
topic changes.
LA 510 Experimentsl Course (Arr,R) Recent topics
are Advanced Computing, Computer Project, and
Land Planning Computer Applications. R when topic
changes.
PPPM 510 Experlmentsl Course (Arr,R) Recent
topics are Computing for Public Administrators:
Macintosh Computer Applications for Planning, Public
Policy and Management: Research Statistics Using the
Macintosh Computer; Using the Macintosh Computer
to Produce Professional Research Reports; and Using
the Macintosh Computer for Statistical Analysis. R
when topic changes.
For more information on the Continuation
Center, see that section of this bulletin.
Military Science
1679 Agate Street
Telephone (503) 686-3103 or -3104
Robert L. Gragg, Department Head
FaCUlty
Richard C. Edwards, Assistant Professor; Captain,
U.S. Army. B.A., 1978, California State, Long Beach.
(1985)
Wayne D. Finnell, Assistant Professor; Captain, U.S.
Army. B.S., 1977, Washington (Seattle); M.B.A., 1981,
Puget Sound. (1985)
Robert L. Gragg, Professor; Lieutenant Colonel, U.S.
Army. B.S., 1964,Oregon;M.A., 1975, Kansas. (1986)
Howard D. Lynn, Assistant Professor: Captain, U.S.
Army. B.A., 1981, Columbia College, Missouri. (1985)
Russel W. Peacock, Assistant Professor; Major, U.S.
Army. B.S., 1973, Nevada, Reno. (1984)
Alison E. Tanaka, Assistant Professor; Captain, U.S.
Army. B.A., 1978, Hawaii. (1987)
Pamela R. Venning, Assistant Professor; Captain, U.S.
Army. B.A., 1972, Midland Lutheran. (1988)
Special Staff
William A. Evans, Commandant of Cadets; Sergeant
Major, U.S. Army. (1987)
Blaine E. Inman, Principal Drill Instructor: Master
Sergeant, U.S. Army. (1988)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
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 admitted students at the
University.
Curriculum
The curriculum is an interdisciplinary course of
study designed to meetthe 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 communication skills
5. To develop practical leadership skills
Lower Division. The lower-division courses are
usually 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 usually 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.
Military Science
Courses (MIL)
Lower Division
121,122,123 Military Science I (1,1,1) Introduction
to the military; land navigation; fundamentals of
leadership; first aid.
199 Special Studies: [Term Subject] (1-3R)
221, 222, 223 Militsry Science II (1,1,1) Role of the
Army; introduction to military structure and organiza-
tion; small-unit leadership and tactics.
Overseas Study 157
Upper Division
321, 322, 323 Military Science III (3,3,3) Applied
leadership experience; applied small-unit tactics and
military communications; advanced land navigation.
405 Reading and Conference: [Term Subject]
(Arr,R) Supervised individualized study covering
portions of MIL 121,122,123; 221,222,223; 321,322,
323; or 411,412,413. Total credit earned in these
sequences and in MIL405 may not exceed 24 credits.
Prereq: instructor's consent.
410 Experimental Course: [Term Subject] (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 a commission, 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;
Lt. Col. Robert L. Gragg
1679 Agate Street
Eugene OR 97403
Telephone (503) 686-3103 or -3104
Overseas Study
Each OCTR-prefix course represents a separate
overseas study program approved and spon-
sored by the University of Oregon. The Office
of International Services uses these course
numbers to register for crE;ldit students who
participate in the programs:'OCTR prefixes and
numbers are removed from each student's
record on completion of the program, and they
are replaced by equivalent UO course prefixes
and numbers.
See also the International Services section of
this bulletin.
Overseas Centers
Courses (OCTR)
411 Oregon Studies Center in Germany (Baden-
WOrtlemberg) (12-21 R)
412 Oregon Studies Center in France (Poitiers)
(12-21 R)
413 Oregon Studies Center in Japan (Waseda)
(12-21R)
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)
(12-21R)
451 Oregon Studies Center in The Netherlands
(Nijenrode) (12-21 R)
452 Oregon Studies Center in Sweden (Linktiping)
(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)
(12-21 R)
457 (G) Oregon Studies Center In China (Fujian)
(12-21 R)
458 (G) Oregon Studies Center in Australia
(Victoria) (12-21 R)
459 Oregon Studies Center in Korea (SeOUl)
(12-21 R)
460 Oregon Studies Center in Hungary (Szeged)
(12-21 R)
461 (G) Oregon Studies in Israel (Jerusalem)
(12-21 R)
462 (G) Oregon Studies in Scotland (Aberdeen)
(12-21 R)
463 (G) Oregon Studies in Mexico (Queretaro)
(12-21 R)
464 (G) Oregon Studies in France (Lyon) (12-21 R)
465 (G) Oregon Studies In Italy (Pavia) (12-21 R)
466 (G) Oregon Studies in Japan (Meiji) (12-21 R)
For more information, write or call;
Paul Primak, Assistant Director,
Overseas Study
Office of International Services
330 Oregon Hall
University of Oregon
Eugene OR 97403
Telephone (503) 686-3206
158
15<L
School of Architecture and Allied 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 9 percent of the students on the Eugene
campus are enrolled in the School's Architec-
ture, Art Education, Art History, Fine and
Applied Arts, Landscape Architecture, and
Planning, Public Policy and Management
departments, and in the graduate Historic
Preservation Program. A special 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 section
of this bulletin.
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.
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 two have
received the Governor's Arts Award. Scholarly
work in art history, art education, planning, and
public affairs has produced significant publica-
tions 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 at the University and in the local
community.
The following topics illustrate the breadth of
research currently engaged in by faculty
members:
Climate-responsive and energy-conscious
design principles, passive heating and cooling,
daylighting, solar and wind energy research
Community economic development and diver-
sification studies
Microcomputer programs for teaching design
in public schools
The application of ethnog raphic methods in art
education research
The development and significance of commu-
nity-based arts programs
The development of company towns in America
in the late 19th and early 20th centu ries
Development of geographic information system
software with land use planning, computer
modeling capabilities
Ecological implications of urban and regional
development
The evolution of Mayan architecture and
urbanization
Housing design and construction methods for
high-quality, affordable housing
Investigations of cultural policies in art at
federal, state, and local levels
Italian velvet weaving traditions and applica-
tions for computer-driven contemporary looms
Japanese folk architecture and its lessons for
contemporary design
Nomadic art traditions of the Scytho-Siberians
Planning and policy formation for rural com-
munities faced with declining resources and
community change
Role of patronage in the Spanish Renaixenca
(Renaissance)
Rural and cultural landscape preservation
Settlement patterns of Oregon's Willamette
Valley
Studies in Chinese art history
Studies in garden theory
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
Timber design technology and its application
to United States and international building
methods
User-assisted design methodologies and
processes including pattern languages
Visual inquiry as a basic mode of human
understanding
Office of Research
and Development
Karen J. Johnson, Director
The Office of Research and Development
provides coordination for research and creative
work in the School of Architecture and Allied
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 Office of Research and
Development assists in identifying funding
sources and writing grant proposals, and it
provides administrative support for grants
received. A bulletin of grant opportunities is
published three times a year. In addition, the
Office maintains correspondence with alumni,
publishes the School of Architecture and Allied
Arts Review newsletter twice a year, and
conducts such events as the annual Architec-
ture and Allied Arts Telefund.
Center for Environmental Design,
Planning, and Visual Arts Research
Karen J. Johnson, Director
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
160 Archjtecture and~llied Arts
interinstitutional projects, and it sometimes
helps find grants for such work.
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.
Energy Studies in Buildings Laboratory. This
research facility is equipped with a boundary
layer wind tunnel, a mirrored-box artificial sky
that simulates an overcast sky, and computers.
Activities of the laboratory include development
of computer software design tools for energy
analysis and design of buildings and research
on the behavior of Iightwells and atria as
daylighting devices in building design. The
laboratory is available for professionals to use.
Computer Graphics Studies
Various departments in the School offer course
work in the emerging area of computer
graphics, focusing on the capability of the
computer to enhance our understanding of
communication through the formation and
manipulation of graphic symbols as well as on
studies of the simultaneous display and rep-
resentation of complex information. The Archi-
tecture, Art Education, Fine and Applied Arts,
and Landscape Architecture departments have
been especially active in developing a School-
wide computer graphics program. Computer
graphics laboratories are located in Condon
School and Lawrence Hall.
Architecture and Allied
Arts Courses (MA)
Schoolwide AM courses are common to all the
disciplines of the School and are taught by
qualified faculty members from any of the
School's departments. They are listed only in
this section of the bulletin,
Lower Division
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 perceptiDns; reflecting Dn their meaning.
199 Special Studies: [Term Subject] (1-3R)
200 Innovative Education: [Term Subject] (1-3R)
Upper Division
405 (G) Reading and Conference: [Term SUbject]
(Arr,R)
406 (G) Special Problems (Arr,R)
407 (G) seminar: [Term SUbject] (Arr,R)
408 (G) Workshop (Arr,R)
410 (G) Experimental Course: [Term Subject] (Arr,R)
Architecture
202 Lawrence Hall
Telephone (503) 686-3656
Donald B. Corner, Department Head
Arthur W, Hawn, Assistant Department Head
Faculty
G. Z, Brown, Professor(design, environmental cDntrDI
systems, effect of energy and material cDnservatiDn
on architectural form), BA, 1964, M,A., 1966,
Michigan State; M.BA, 1971, Akron; M,Arch., 1974,
Yale; Reg. Architect, Oregon. (1977)
Virginia Cartwright, Assistant Professor (design,
environmental control systems, architectural daylight-
ing), B.Arch., 1975, California, Berkeley; M,Arch.,
1981, Oregon. (1986)
Ulker A. Copur, Assistant Professor (design, design
theory and methodology, historic preservation).
B.Arch" 1966, Middle East Technical University;
M.Arch., 1968, Oregon; PhD" 1976, Cornell; Reg,
Architect, Turkey and EurDpe, On leave 1988-89.
(1984)
Donald B. Corner, AssDciate Professor (design,
construction systems, hDusing production). BA,
1970, Dartmouth; M.Arch., 1974, California, Berkeley;
Reg. Architect, Massachusetts. (1979)
Howard Davis, Assistant Professor (design, housing,
vernacular architecture and urban districts). B.S.,
1968, Cooper Union; M,S" 1970, Northwestern;
M.Arch., 1974, California, Berkeley, (1986)
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; W.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 ASSDciation; MA,
1974, Essex; Reg. Architect, NCARB and England
(ARCUK). On leave 1988-89. (1977)
Wilmot G, Gilland, PrDfessDr (design procedure,
creative process, form-cDntext systems); Dean,
Architecture and Allied Arts. A.B., 1955, M,FA, 1960,
Princeton; Reg. Architect, California, Oregon; Member,
American Institute Df 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; I.D.E.C, membership; FIDER Trustee. (1967)
RDsaria FIDres 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, behaviDral,
technological influences in the proximate environ-
ment); Director, Interior Architecture Program, BA,
1957, MA, 1959, CalifDrnia, LDS 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,F,A" 1956, Princeton;
Reg, Architect, Pennsylvania, New York, Oregon.
(1965)
Earl E. MDursund, Professor (design, spatial compo-
sitiDn 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, Associate PrDfessDr (design,
graphics, theory) .. B,Arch., 1969, CalifDrnia, Berkeley;
Reg, Architect, Colorado. (1973)
Donald L. Peting, Associate Professor (design,
structures, historic preservation and technoIDgy),
B.Arch" 1962, Illinois; M.Arch., 1963, California,
Berkeley; Reg, Architect, Oregon, Washington. (1963)
James A. Petlinari, 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, AssDciate Professor (design,
light-space-structure, cultural ecology). B.Arch., 1960,
Pennsylvania; Reg. Architect, Pennsylvania, (1968)
Guntis Plesums, Professor (design, structure systems,
Japanese architecture), B.Arch., 1961, Minnesota;
M.Arch., 1964, Massachusetts Institute ofTechnology;
Reg. Architect, OregDn, New York. (1969)
John S. Reynolds, Professor(design, relating architec-
ture, energy consumption); Director, Solar Energy
Center. B.Arch, 1962, Illinois; M.Arch" 1967, Mas-
sachusetts Institute of Technology; Reg. Architect,
Oregon, Massachusetts, On leave fall 1988. (1967)
Charles W, Rusch, Professor (microcomputer applica-
tions, visual thinking, behavioral factors). A.B., 1956,
Harvard; B.Arch., 1964, M.Arch" 1966, CalifDrnia,
Berkeley. (1978)
Hans-Joachim Schock, Associate Professor (struc-
tures, systems engineering, structural design). Dip!.
Ing., 1967; PhD" 1974, Stuttgart University. (1988)
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, On
leave fall 1989. (1981)
Michael D. Utsey, AssDciate Professor (design, visual
language, graphic projectiDn). B,Arch., 1969, Texas;
M,EvD., 1971, Yale; Reg. Architect, Oregon. On leave
fall 1989. (1967)
R, PeterWilcDx, Assistant Protessor(design, computer
graphics, vernacular architecture). BA, 1970,
Dartmouth; B.Arch" 1979, Cooper Union; M.Arch"
1984, California, Berkeley, On leave 1988-89. (1985)
Adjunct
Daniel M. Herbert, Adjunct Associate Professor.
B.FA, 1951, Colorado; BS., 1954, Arch. Eng., Illinois;
Reg. Architect, Oregon. (1981) ,
Barbara-Jo NDvitski, Research Associate, Adjunct
Assistant Professor (climate and energy considerations
in design, CDmputer graphics). BA, 1970, California,
Santa Cruz; M.Arch" 1978, Oregon, (1980)
OttD PDticha, 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)
Tomoko Sekiguchi, Adjunct Instructor (computer
science, research), B,S" 1982, Arkansas. (1986)
Robert L. Thallon, AdjunctAssistant Professor (design,
media). BA, 1966, CalifDrnia, Berkeley; M.Arch.,
1973, Oregon; Reg. Architect, OregDn. (1974)
Jenny Young, Adjunct Assistant Professor (design,
programming). BA, 1970, Vassar; M.Arch., 1974,
California, Berkeley; Reg. Architect, Oregon. (1982)
Emeriti
George F, Andrews, ProfessDr Emeritus, B.S" 1941,
Michigan; Reg. Architect, Oregon, (1948)
John L. Briscoe, ProfessDr 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, wDrking drawings and specifications).
Architectljre 161
B.Arch., 1947, Washington (Seattle); MArch., 1948,
Massachusetts Institute ofTechnology; Reg. Architect,
Oregon, Washington, California; Member, Construction
Specifications Institute. (1955)
Philip H. Dole, Professor Emeritus (design, settlement
patterns, vernacular); Director, Historic Preservation
Program. BArch., 1949, Harvard; M.S., 1954, Colum-
bia; Reg. Architect, New York. (1956)
Robert R. Ferens, Professor Emeritus. Cert. Arch.,
1941, BArch., 1942, Pratt Institute; MArch., 1948,
Massachusetts Institute ofTechnology; Reg. Architect,
Nigeria; Member, Nigerian Institute of Architects.
(1948)
Brownell Frasier, Associate Professor Emerita. B.A.,
1921, Oregon. (1931)
Philip C. Gilmore, Associate Professor Emeritus..
BArch., 1948, M.F.A., 1956, Oregon; Reg. Architect,
Oregon. (1960)
Wallace Hayden, Professor Emeritus. BArch., 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)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
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 an excellent means of acquiring
both information and experience to make a
sound decision.
Information about the Summer Architecture
Academy may be obtained by calling (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 bulletin). 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 members 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
Students must meet the curriculum require-
ments published in the General Bulletin 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; (a) the promotion of
broad inquiry into the integrative nature of
environmental issues and the development of
design skills, and (b) 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 applica-
tion packets during the fall priorto the fall term
in which they want to enter the program. Later
requests may jeopardize the applicants' ability
to fulfill application requirements by the dead-
line. 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
to submit 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
January 15 (see Application Deadlines in the
Admissions and Records section of this bulletin).
The deadline for completion of the departmental
application is February 1. 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: 18 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
-- --102--AreA iteeh.lre
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.
Overseas 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 international
locations. Studios have been offered in Greece,
Japan, London, and Vancouver, British Colum-
bia, in addition to a regular offering in Rome.
Urban Spring. Each spring, an architectural
studio on urban design and complementary
courses are offered in Portland.
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:
231 credits
A five-year program leads to the B.Arch.
degree. It is highly structured in the first two
years, then it 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: 186 credits.
See Professional Curriculum section.
Minor Requirements
The Department of Architecture offers a minor
in Architecture, subject to the following
restrictions:
1. Students must complete the Department's
minor program application and submit it with
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 anyone
of the eight subject areas 11
Three additional upper-division architectural
history courses from the Department
of Art History. . . . . 9
Graduate Studies
There arethree programs of graduate study in
Architecture: 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. 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). Students holding a B.Arch.
degree should request an Option I packet.
Applications should be postmarked 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 fellowship (GTF) application
forms.
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.Arcn. as a first
professional degree.
Option II and III students must meet the
professional curriculum requirements of 64
credits in design and 80 credits in subject area
courses. For Option II students, up to 24 credits
in architectural design and up to 50 credits in
subject area courses may be transferred. 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 9of which must be at
the 500 level.
Option II can usually be completed in six terms
(two academic years) and Option III in 10 terms
(three and one-third academic years).
Specific requirements forthe Option III program
may be obtained in the Architecture Department
office, 202 Lawrence Hall.
Option II students must complete the following
requirements in addition to design studios:
1. 30 credits of architectural subject area
courses
2. 9 credits in seminars ARCH 507 or IARC 507
3. 6 credits in ARCH 501 research, which may
include independent technical study or
instructor-directed research
4. A departmental terminal project (design or
research)
5. A minimum total of 81 credits
6 Residence requirements in the Design and
Subject Areas (see the earlier Residence
Requirements section)
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.
All graduate students are required to begin their
work in the fall term; the Department does not
have a late admission 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.
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. Architectural education
2. Design process and theory
3. Urban design
4. Energy-conscious design including solar
research
5. Light and lighting design
6. Furniture design
7. Historic preservation
8. Housing
9. Vernacular architecture
10. Interior architecture
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, see the description of the master's
degree with thesis in the Graduate School
section of this bulletin.
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 bulletin 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 design 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 (LA 389,489,589; 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
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: 80 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 38 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
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
, Skills and Content in Design (ARCH 101)
, 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
development, research, and postoccupancy
evaluation,
DESIGN PROCESS, METHODS, AND RESEARCH
(Course numbers ending in 10-15)
Architecture 163
Techniques for gathering and organizing
information, defining problems and oppor-
tunities, and achieving inclusive design
development. This area includes the study of
established research methodologies.
, Fundamentals of Architecture IV
(ARCH 304)
b Design Process and Method (ARCH 311)
b Seminar: Programming (ARCH 407G)
Experimental Course: Design Process and
Synthesis (ARCH 410G)
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.
, Fundamentals of Architecture II (ARCH 302)
Introduction to Design Development
Media (ARCH 224)
b Descriptive Geometry (ARCH 316)
Computer Applications in Architecture
(ARCH 322)
b Media for Design Development (ARCH 324)
Analysis through Recording of Historic
Buildings (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.
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.
, Fundamentals of Architecture III
(ARCH 303)
Understanding Landscapes (LA 260)
b Site Analysis (LA 361)
b Settlement Patterns (ARCH 431 G)
Settlement Patterns (ARCH 432G, 433G)
Ecological Implications in Design
(ARCH 434G)
b History and Theory of Urban Design I, II
(ARCH 436G, 437G)
Climate Analysis for Design (ARCH 438G)
b Architectural Form and Urban Quality
(ARCH 439G)
Contemporary American Landscape
(LA 491G)
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
164 Architecture
The chart below diagrams the major content areas of the Architecture curriculum and their relationships
from the fl(5ttO the fifth year of !he program. Program emphasis shifts from content and skill acquisition
in the early years to emphasis on content for design in the later years.
Construction Communications (ARCH
477G,479G)
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 life-
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)
Electrical Lighting (IARC 492G)
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{jpper-division ARH
courses in architectural history.
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.
Survey of Interior Architecture (IARC 204)
Introduction to Landscape Architecture
(LA 225)
Introduction to Planning and Public Policy
(PPPM 301)
b Context of the Architectural Profession
(ARCH 329)
Practicum (ARCH 409G)
b Architectural Practice (ARCH 429G)
Office Practice, Interiors (IARC 429G)
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
Research (ARCH 401, 501), Reading and
Conference (ARCH 405, 505), and Special
Problems (ARCH 406, 506) in fulfillment of the
subject area requirement
General Electives: 42 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 18 credits in upper-
division general electives in academic subjects
(exclusive of service and performance courses)
outside the School of Architecture and
Allied Arts.
Spalial Ordering
Construction
Structure
Human Activity Support
Media for Design
Development
History and Theory of:
Place-Response
Design Process,
Methods, and Research
Environmental Control
The Profession,
The Construction
Industry. and
Architectural Education
5
Evaluation
Point
43
Evaluation
Point
2
SKILL
CONTENT
CONTEXT
OF THE
PROFESSION
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 Housing in Society (ARCH 445G)
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)
b Architecture as Form (ARCH 455G)
b Spatial Composition and Dynamics
(ARCH 456G)
b Types and Typology (ARCH 458G)
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 Structural Theory (ARCH
365)
b Basic Wood and Steel Systems (ARCH 366)
b Basic Reinforced Concrete Systems
(ARCH 367)
Structure Systems (ARCH 368, 369)
Seismic Study (ARCH 462G)
Advanced Reinforced Concrete Systems
(ARCH 465G)
Advanced Structures (ARCH 466G)
High-Rise and Long-Span Systems
(ARCH 467G)
HISTORY AND THEORY OF CONSTRUCTION
(Course numbers ending in 71-79)
Study of the nature of materials in physical and
expressive terms. The selection of appropriate
materials, systems, and techniques for con-
struction to provide safe, durable, and life-
enhancing environments. Verbal and graphic
communication within the construction industry.
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 Architecture
(IARC 472G, 473G)
Preservation and Restoration Technology
(ARCH 474G)
Preservation Technology: Masonry
(ARCH 475G)
Architecture
Courses (ARCH)
Lower Division
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, Int!3g~at­
ing services and environmental control, establishing
vitality, and achieving clarity. Coreq: ARCH 182,
181,182 Architectural Design (6,6S) PIN onl~...
Design projects and exercises intended to familiarize
the student with fundamental concepts of enVIronmen-
tal design, Students develop techniques of problem
formulation and sound bases for design judgments;
understanding basic design theory is stressed. Majors
only,
199 Special Studies: [Term SUbject] (1-3R) Introduc-
tion to Architecture
200 Innovative Education: [Term SUbject] (1-3R)
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 proposais.
281, 282 Intermediate Architectural Design (6,6S)
PIN only. Studio projects for second:year students,
integration of issues of context, activity support,.
materials' construction, structure, controlled enVIron-
ment Continued development of skills in media,
research, and design process. Schematic concept
formation and subsequent development beyond
diagrammatic understandings. Prereq: ARCH 181,
182. Majors only.
Upper Division
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 xear of
environmental studio courses or mstructor 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 th!3m, conditions of their
existence, and factors to consider m 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 satisfyphysical, psychologi-
cal, and special reqUIrements In spatial settings.
Prereq: ARCH 181,182 orone yearof studio courses
or instructor's consent.
311 Design Process and Method (3) PIN onl.y.
Introduction to concepts of environmental design
strategies and tactics. Relationships between theory
and practice in traditional and emergmg methods of
design decision making, Prereq: ARCH 181, 182.
316 Descriptive Geometry (3) Proof and application
of the theorems of descriptive geometry, includmg
fundamental views of orthographic projection,
intersections, developments, shades and shado~s,
flat and cylindrical picture-plane perspective projec-
tion. Prereq: ARCH 181, 182.
322 Computer Applications in Architecture (3)
Introduction to computer applications m architectural
design, education, and practice, especially those
related to design process and presentation.
324 Media for Design Development (3R) Specific
media types useful in stages of desi.Qn development:
beginnings, contextual analysIs, proJect components,
appropriate organizational structure, testing design
proposals. SUbjects vary from term to term. Prereq:
ARCH 302, instructor's consent
329 Context of the Architectural Profession (3)
Examines ways in which architectural professionals
interact with cultural values, laws, contractors,
consultants, clients,and users of architecture.
365 Introduction to Structural Theory (4) Develop-
ment 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: ARCH 301; PH 201, 202.
366 Basic Wood and Steel Systems (4) Application
of mathematics and mechanics to the design of steel
and wood building structures. Analysis of sim[lle
elements, connections, and systems; the relation of
structural design to architectural design. Prereq:
ARCH 365.
367 Basic Reinforced Concrete Systems (4)
Structural behavior, theory and design of structural
elements and framing systems. Emphasison one-way
systems, basic column, and footing design. 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
(3,3j 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 301, 365.
378 Design Integration and Communication (5) PIN
only. Study of an existing building of architectural
significance; the building's architect and affiliated
school of building; productionof a set of working
drawings describing the bUilding comprehenSively.
Prereq: 24 credits in design; coreq: ARCH 379.
379 Design Integration and Communication
Lecture (2) PIN only. Study of the works of a recog-
nized architect, relating them to his or her common
themes and growth of ideas aswell as scope, depth,
and variety of issues.
380 Architectural Design (6) PIN only. Design
projects requiring comprehensive and inteQrative
study. A wide range of project options. Individual
criticism, group discussions, lectures, and seminars
by visiting specialists, review of prOjects. Prereq:
ARCH 281, 282. 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 bywhlch 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 ARCH391, 392, 393 is offered every
other year. Advanced ECS courses such as climate
analysis and design, daylighting, solar heating, acoustics,
electric lighting, etectricity distribution, and HVAC
systems are offered alternate years.
400 Innovative Education: [Term SUbject] (1-3R)
401 Research (Arr,R)
403 Thesis (Arr,R) PIN only. Student may propose
studies in design or sUbject areas. Faculty approval
required.
405 Reading and Conference: [Term SUbject]
(Arr,R)
406 (G) Special Problems (Arr,R)
407 (G) Seminar: [Term SUbject] (Arr,R) Avariety of
seminars is offered each year, Recent tOPiCS Include
Architectural Programming, Architectural Publication,
Design with Climate, MUltiple and Family Housing,
Preservation Technology, Seismic Studies, Solar ,
Energy, Studies in Architectural Context, and Studies
in Organizational Structure.
408 (G) Workshop (Arr,R)
409 (G) Practicum: [Term Subject] (Arr,R) PIN only.
In-office experience with participating local architec-
tural and engineering firms for selected advanced
students without prior office experience. Include~
discussions on professional practice and field tnps.
Cannot be taken the same term as ARCH 380 or 481.
Practicum also available in University teaching.
Architecture
410 (G) Experimental Course: [Term Subject].
(Arr,R) Topics include Advanced and Intermediate
Computer Graphics; Architectural AnalysIS; BUilding
Codes; Design Process and SyntheSIS; Design
Development; Housing in Society; Light, Color, and
Environment; Preservation and Restoration Technol-
ogy; Settlement Patterns; and Vernacular ArChitecture,
411 (G) Research Methods (3) PIN only. Introduction
to research methodology with special emphasis on
problems in environmental research.
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), PIN onl~. .
Methodologies in architectural education; examination
of existing curricula and new opportunities for
curricular development
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 drawmgs. AnalySIS of hlstonc
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) PIN only. Profes-
sional practice explored through an Investlgallon of
diverse modes of operation together With the relation-
ships between users, clients" designers, contractors,
and regulating agencies, VISits With practitioners.
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 implicatio~ 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,
436,437 (G) History and Theory of Urban Design I,
II (3,3S) Examines the cultural and formal Ideas that
provide the basis of American and European urban
design. Prereq: ARCH 282, 301, 302, 303, 304.
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 Behavior,al Factors in Desi\ln (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.
445 (G) Housing in Society (3) Theory and examples
of housing design with emphasis onthe meanrng of
housing to society, housing economiCS, and housing
form.
451 (G) Essential Considerations In Architecture
and Design Synthesis (3) Actions that underlie the
appropriate structuring and development of bUilt
places for human useandhabitation. Case studies at
different scales and Implications for design process.
455 (G) Architecture as Form (3) Architectural
analysis as a tool forthe architect usin(l historical and
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.
___16LArcbiteJ~ture
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 (G) Advanced Reinforced Concrete Systems (4)
Development of theory and design of reinforced and
prestressed concrete framing systems. Selection of
appropriate systems for buildings and infrastructure.
Prereq: ARCH 367.
466 (G) Advanced Structures (4) Development of
advanced analysis, design, and planning of composite
horizontal and vertical structural systems for buidings.
Prereq: ARCH 367.
467 (G) High-Rise and Long-Span Systems (4)
Development of advanced analysis, design, and
planning of high-rise and long-span systems. Prereq:
ARCH 367.
474 (G) Preservation and Restoration Technology
(3) The materials, structural systems, buildings and
their elements produced by historical technologies
and tools studied in terms of their 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 and minors.
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 (8,8S)
PIN only. 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. 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 naturalcooling
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
501 Research (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term Subject]
(Arr,R)
506 Special Problems (Arr,R)
507 Seminar: [Term Subject] (Arr,R) Recent seminar
topics include Architectural Theory, Computer
Applications, Graduate Structural Planning, Spatial
Ordering, Studies in Preservation Technology, and
Urban Theory.
510 Experimental Course: [Term SUbject] (Arr,R)
581,582 Graduate Architectural Design: Option III
(6,6S) PIN only. 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. Majors only.
585 Graduate Architectural Design: Option II (6R)
PIN only. 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.
Majors only.
592 Dayllghtlng (3) DaylightinQ for buildinQs; 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 F Lawrence Hall
Telephone (503) 686-3639
Rogena M. Degge, Department Head
Faculty
Doug Blandy, Assistant Professor (art and community
service, art and special populations, aesthetic
education). B.S., 1974, Ohio; M.A., 1979, Ph.D., 1983,
Ohio State. (1987)
Paul E. Bolin, Visiting Assistant Protessor (historical
foundations, art history, curriculum development).
B.S., 1976, Seattle Pacific; M.S., 1980, Ph.D., 1986,
Oregon. (1986)
Rogena M. Degge, Associate Professor (curriculum
and research, art in society, cultural policy). B.A., 1964,
Fresno State; M.S., 1972, Ph.D., 1975, Oregon. On
leave winter, spring 1989. (1979)
Linda F. Ettinger, Assistant Professor (arts administra-
tion, computer applications, ethnographic research).
B.F.A., 1970, Southwest Missouri State; M.S., 1973,
Illinois State; Ph.D., 1983, Oregon. (1982)
Beverly J. Jones, Associate Protessor (curriculum and
research, technology, aesthetics). B.S., 1967, Oregon
College of Education; M.S., 1976, Ph.D., 1977,Oregon.
(1975)
Jane C. Maitland-Gholson, Assistant Professor
(elementary and secondary school art, perception,
aesthetics). B.S., 1973, Southern Illinois; M.A., 1980,
Ed.D., 1984, Illinois (1984)
Emeriti
Thomas O. Ballinger, Professor Emeritus (cross-
cultural, Nepalese, and African art). B.A., 1949, M.A.,
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.F.A., 1949, M.F.A., 1951,
Art Institute of Chicago; Ed.D., 1964, Stanford. (1966)
Vincent Lanier, Protessor Emeritus (newer media,
educational theory, art criticism). B.A., M.A., 1948,
Ed.D., 1954, New York University. (1966)
June K. McFee, Professor Emerita (psychosocial
foundations, environmental design). B.A., 1939,
Washington (Seattle); M.Ed., 1954, Central
Washington; Ed.D., 1957, Stanford. (1965)
Note: The date in parentheses at the end of each en try is
the first year at the University of Oregon.
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 qualityof life of both adults and children. It
considers the influence of the fine, popular, and
folk arts; the mass media; the built environment;
industrially designed objects; and the electronic
age. It views these arts as part of a fundamental
symbol system, like language, essential for
individual and societal understanding of reality.
The Department of Art Education 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 cultu res. It assumes that it is essential
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 development,
in addition to historical context, affect the way
the message is formulated, transmitted, and
received. Thus, information derived from
anthropology, 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 anthropolo-
gy, sociology, and psychology in their University
prerequisites. In addition, they should take art
and art history courses. Entering students are
encouraged to consult Department advisers as
soon as possible.
Careers. The Department prepares art
educators to work in school and community
programs. Advanced degrees also prepare
consultants, administrators, and university
faculty members 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 options.
The first option is part of the secondary educa-
tion programat the University and fulfills Basic
endorsement certification requirements for the
teaching of art in the state of Oregon. This option
is designed expressly for teaching art in
elementary, middle, and high schools. A fifth
year of graduate preparation is required for the
Standard teaching certificate; see Graduate
Studies, later in this section.
The second option, in cultural services, pre-
pares 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
Art Education 167
taken until the junior and senior years. Transfer
students may enter at any level. The time
required to complete the program depends on
the extent of previous work completed. Commu-
nity college students in Oregon should refer to
the recommended transfer programs for
University of Oregon art education in the
transfer program booklet at their colleges.
Requirements. The following courses are
required for the endorsement to teach art in
Oregon pUblic schools:
Certification Requirements 109·110 credits
Studio art courses in the Department of Fine
and Applied Arts, including basic design,
drawing, painting, ceramics, sculpture,
printmaking (photography and computer
graphics recommended) 28
<l.rt Education courses, including Introduction
to Art Education (ARE 324), Methods and
Curriculum in Elementary and Secondary
School Art (ARE 326), Seminar: Student
Teaching (ARE 407G), Practicum: Secondary
School Art (ARE 409G), Experimental Course:
Survey of Art and Design Software (ARE 41 OG),
Art for the Exceptional Student (ARE 430G),
and Educational Approaches in Art History(ARE 492G) . . . ..... , ..... 29
~rt theory, including Art in Society (ARE 450G)
and The Role of Art Criticism in Art Education(ARE415G) .. , .. , , 6
~rt History-any combination of courses
numbered ARH 201-209 or ARH 300 9
~rchitecture course .... , 2-3
~ollege of Education courses, inclUding 15
credits in student teaching ..... , , .. , 36
Jndergraduate students must have a 2.75
Jrade point average (GPA) to be admitted or
o continue in the Art endorsement program for
eacher certification. Graduate students work-
ng toward an Art endorsement must maintain
13.00 GPA in accordance with Graduate
3chool requirements. Note: Most courses are
Jraded rather than passino pass (PIN),
~ultural Services Program
rhe Cultural Services Program prepares
;tudents to assume teaching, research, and
ldministrative roles in noncertified positions in
vhich they may work with different age groups,
Jrimarily within the context of the visual arts.
-he curriculum allows the student, with an
ldviser, to create an individualized program. At
he same time it provides a foundation and
mderstanding that will be useful in working in
:ommunity agencies.
~equirements.The following courses are
equired in the Program:
)rogram Requirements 110 credits
itudio 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) . 20
Irt Education courses, inclUding Introduction
to Art Education (ARE 324), 9 credits in
Practicum (ARE 409G), Experimental Course:
Art and Community Service (ARE 41 OG), Women
and Their Art (ARE 412G), The Role of Art
Criticism in Art Education (ARE 415G), Art
for the Exceptional Student (ARE 430G),
Art in Society (ARE 450G), Educational
Approaches in Art History (ARE 492G) , ..... , 36
,rt History-any combination of survey courses . 12
:ourses in the College of Business
Administration; the Department of
Planning, Public Policy and Management;
the Department of Political Science;
and the Department of Architecture ... . 24
'erforming arts, including at least one course
each in music, drama, and dance. , . , 9
,dditional social science courses
beyond University requirements 9
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 (MA) and the master of science
(M.S.) degrees in Art Education:
1. Art education with specialization in public
school teaching, computer applications,
environmental design, or exceptional
students
2. Art education with Standard certification
3. Cultural services
A selection committee of departmental faculty
members determines admission to the appropri-
ate 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 60 minimum
credits of required course work for the M.S. or
MA degree in Art Education, 30 credits must
be completed in residence, 42 in the major area
of Art Education, and 18 in University electives.
Of the 60 minimum credits of required course
work forthe M.S. or MA degree inArt Education
with Standard certification, 30 credits must be
completed in residence, 36 in the major area,
15 in University electives, and 9 in prescribed
courses from the College of Education.
The MA degree requires competence in one
foreign language. The student must complete
all work toward the M,S, or MA 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, federal, and international
levels. Opportunities to develop skills in re-
search, grant writing, administration, analyzing
and developing arts policy, and fund raising are
included.
Of the 60 minimum credits of required course
work for the cultural services option, 33 credits
must be completed in residence, 42-45 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 MA 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 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 essay.
Students electing to write a thesis must take 9
credits in Thesis (ARE 503),3 of which may be
taken in Research (ARE 501), Students electing
to do a project must take 3 credits in Master's
Degree Project (ARE 509) and may take up to
6 additional credits in Research (ARE 501). All
master's degree students must take 3 credits
in master's degree Seminar (ARE 407G),
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
60 credits.
Study Leave
Study leave programs are individually tailored
at the graduate level for elementary and art
teachers as well as community art specialists,
Also, undergraduate and graduate courses are
offered through Continuing Education. These
courses serve teachers and community arts
specialists throughout the state.
Computer Graphics and Human-Computer
Interface Certificates
The Department also provides academic and
administrative leadership for two nondegree
certificate programs offered in Portland: a
Computer Graphics Certificate and a Human-
Computer Interface Certificate. Both programs
are open to designers, artists, engineers,
educators, and others interested in these
topics. Certificates are awarded through
Continuing Education.
Course work for these certificates can be taken
as part of the Applied Information Management
master's degree program fully described under
Continuing Education Off Campus in the Special
Studies section of this bulletin.
Inquiries should be addressed to Linda F.
Ettinger, Certificate Programs, Department of
Art Education.
Doctoral Programs
The doctor of philosophy (Ph.D.) 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 of Teacher 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, arts administration,
and other relevant areas,
Students may develop su pporting 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 Ph.D. 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 (Options 1 and 2) are offered on a
rotating basis so that students may complete a
degree in four consecutive summers.
Art Education
Courses (ARE)
Lower Division
198 Workshop (1-6R)
199 Special Studies: [Term Subject] (1-3R)
Upper Division
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 seeing, making, responding to, analyzing, evalua-
ting, and understanding art. Theories of child develop-
ment in art. Provides foundation for teaching art to
children. Prereq: sophomore 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, art
criticism, and production. 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.
326 Methods and Curriculum In Elementary and
secondary School Art (4) Special methods and
curriculum design in the teaching of art. Examination
of teaching methodology and theory relative to public
school philosophy. Prereq: grade of B- or better in
ARE 320, 324, 409 or instructor's consent.
399 Special Studies (1-4R)
400 Innovative Education: [Term Subject] (1-3R)
401 Research (Arr,R)
405 Reading and Conference: [Term SUbject]
(Arr,R)
406 Special Problems (Arr,R)
407 (G) seminar: [Term Subject] (Arr,R) Recent
topics are Advanced Foundations, Advanced Re-
search Methodology, Master's Degree Proposal,
Student Teaching, and Teaching Environmental
Design.
408 (G) Workshop (Arr,R)
409 (G) Practicum: [Term SUbJect] (Arr,R)
410 (G) Experimental Course: [Term Subject]
(Arr,h) Current topics are Art and Community Service,
Arts Administration, Computer Application~ in Art
Education, Computer Graphics and Society, Cultural
Policy in Art, Literature of Art Education', and Under-
standing 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 forthe Exceptional Student (3) Prepares
Art Education majors to teach art to exceptional
students. Mainstreaming, special programs, and
curricular strategies; development of curriculum
materials.
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) Educational Approaches in Art History (3)
Critical examination of problems in teaching art history.
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 1988-90.
Graduate
501 Research (Arr,R) PIN only
502 Supervised College Teaching (Arr,R)
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term Subject]
(Arr,R)
506 Special Problems (Arr,R)
507 Seminar: [Term Subject] (Arr,R) Recent topics
are Advanced Foundations, Advanced Methods and
Curriculum, Advanced Research Methodology, and
Issues in Art Education.
509 Master's Degree Project: [Term Subject] (Arr,R)
510 Experimental Course: [Term Subject] (Arr,R)
512 Research Methodology in Art Education (3)
Scientific bases of research; classification of research;
methodologies 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.
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
2370 Lawrence Hall
Telephone (503) 686-3675
Leland M. Roth, Department Head
Faculty
Jeffrey M. Hurwit, Associate Professor (ancient art,
Greek and Roman archaeology). A.B., MA, 1971,
Brown; M.A., 1972, Ph.D., 1975, Yale. (1980)
Esther Jacobson, Professor (Asian art, Scytho-Siberian
art). BA, 1962, MA, 1964, Ph.D., 1970, Chicago.
(1966)
Ellen Johnston Laing, Maude I. Kerns Professor
(Chinese and Japanese art). BA, 1954, Missouri;
M.A., 1956, Wisconsin, Madison; Ph.D., 1967,
Michigan. (1979)
Richard G. Mann, Assistant Professor (Renaissance
and Baroque). BA, 1972, Kalamazoo; MA, 1974,
Minnesota at Minneapolis-St. Paul; Ph.D., 1982, New
York. (1987)
A. Dean McKenzie, Professor (medieval, Byzantine,
and Russian art). BA, 1952, San Jose State; MA,
1955, California, Berkeley; PhD., 1965, New York.
(1966)
Kathleen D. Nicholson, Associate Professor (modern,
19th-century art). BA, 1969, Connecticut; MA, 1971,
Ph.D., 1977, Pennsylvania. On leave 1988-89. (1980)
Leland M. Roth, Associate Professor (history of
American and modern architecture). B.Arch., 1966,
Illinois; M.Phil., 1970, Ph.D., 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; M.A., 1973, Ph.D., 1981, Wisconsin, Madison.
(1982)
Emeriti
Marian Card Donnelly, Professor Emerita (history of
architecture, Scandinavian art). BA, 1946, M.A.,
1948, Oberlin; Ph.D., 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)
Nole: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Participating
Arthur W. Hawn, Architecture
Kenneth I. Helphand, Landscape Architecture
The Department of Art History offers students
the opportunity to study the principal art and
architectural 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 environ-
mental design. The curriculum provides courses
to introduce undergraduates to art traditions,
courses focused on specific topics that allow
small classes and discussion format, and
courses intended for upper-division under-
graduates and graduate students. In addition,
the Department 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 equivalent
of the History of Western Art (ARH 204, 205,
206) 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 and University graduate teaching
fellowships (GTFs). Students may also seek
scholarship aid through the School of Architec-
ture 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 (BA) degree, The program for
majors provides a broad perspective for the
understanding of the 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 ., .. ,., . . . 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 eiectives. 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
All upper-division Art History courses must be taken
on a graded basis.
'Fulfills arts and letters group 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
Department, 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
Asian 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 (ARH 311,312,313) 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 (MA) and the
doctor of philosophy (Ph.D.) 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 MA degree
program is the only one of its kind in Oregon
and is 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 MA
degree, and (2) those who want to acquire a
solid foundation in the field before pursuing
studies leading to a Ph.D. 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 for graded credit 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 MA 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.
Art History 169
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 nonthesis option is intended for students
who want to undertake a more general and
broadly based course of study rather than
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
Asian art 9
Bibliography and Methods (ARH 514) ' ... ,.... 3
Museology (ARH 511, 512, 513) or electives, .. 9
Asian Art Option 45 credits
Asian art ." .. ",... , ... , .. , .... , . . . . . 24
W~~~ ,. .,. 9
Bibliography and Methods (ARH 514) , .. , 3
Museology (ARH 511, 512, 513) or electives 9
Nonthesis-option students must take 9 credits
in 500-level courses culminating in a com-
prehensive examination based on the student's
individual course of studies.
At the beginning of fall term each new 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
required to undertake language study and to
repeat the examination at the end of spring
term. In addition, students are encouraged to
undertake the study of other languages perti-
nent 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. Inquire at the Department office for
further information,
Ph.D. ReqUirements
Students in Western art history must have
passed written examinations in both French and
German by the end of the first year; demonstra-
tion of competence in other languages may be
required depending on the field of specializa-
tion. Students in Asian art must demonstrate
proficiency in either Chinese or Japanese
language, depending 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
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 1989-90 must
be received by February 28, 1989.
170 Art History
Art History
Courses (ARH)
Lower Division
199 Special Studies: [Term SUbject] (1-3R)
200 Innovative Education: [Term SUbject] (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). Mann, Nicholson, Roth, Simmons, Sundt.
One limited-enrollment section of 202 offered 1988-89.
204,205,206 History of 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, Mann, Nicholson,
Simmons.
207,208,209 History of Oriental Art (3,3,3) Historical
survey of the visual arts of India, Ct]ina, and Japan, in
which selected works of painting, sculpture, architec-
ture, and other arts are stud'led in relation tothe culture
in which they were produced. 207: India. 208: China.
209: Japan. Jacobson, Laing.
Upper Division
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.
Offered fall term only.
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 1988-90.
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 of the Age of
Pericles. Selected literary texts read in translation.
Hurwit. Not offered 1989-90.
324 Medieval Iconographyand Literary Sources (3)
Significant themes in relatiOn to literary sources,
traditional imagery, and the originality of artists in the
Middle Ages. Prereq: ARH 205. McKenzie. Not offered
1988-90.
325 Medieval Art and Architecture in Germany (3)
The history of medieval art and architecture in
Germany from Carolingian times through the Ottonian,
Romanesque, and Gothic periods. McKenzie. Not
offered 1988-89.
332 The Golden Age of Florence (3) 15th-century
artists such as Masaccio, Donatello, and Botticelli;
artistic style and content; influence of humanism and
antiquity on the art of a society dominated by traditional
religious values. ARH 206 recommended. Not offered
1988-90.
341 History of 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. Not offered 1988-90.
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. Not
offered 1988-90.
361 Nomadic Art and Culture of Eurasian Bronze
Age (3) Art of the Scytho-Siberian nomads and its
relation to the art of Greece, ancient Near East, and
China, 7th to 2nd centuries B.C. Jacobson. Not offered
1988-89.
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. Not offered 1989-90.
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
1988-90.
381 History of 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. Not offered 1988-89.
Note: Art History upper-division courses carrying
graduate credit have different requirements for under-
graduate and graduate sludents.
400 Innovative Education: [Term SUbject] (1-3R)
401 Research (Arr, R)
405 Reading and Conference: [Term SUbject]
(Arr,R)
407 (G) Seminar: [Term SUbject] (Arr,R)
408 (G) Workshop (Arr,R)
409 Practlcum: [Term SUbject] (Arr,R)
410 (G) Experimental Course: [Term Subject]
(Arr,R) Departmental offerings vary from year to year
and reflectthe interests of faculty members. 1988-89
topics include Art of the Pacific Islands and History of
Prints.
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
1988-89 and alternate years with ARH 414, 415, 416.
414,415,416 (G) Greekand 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 1989-90 and alternate years
with.ARH 411, 412, 413.
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 1988-90.
418 (G) Greek Architecture (3) Architecture in the
Aegean during the second millenium B.C. Templesas
the dominant form of monumental architecture in the
Greek world, ca. 900-450 B.C. Prereq: ARH 201,204,
or 311 or instructor's consent. Sundt. Offered 1989-90
and alternate years.
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 1989-90 and
alternate years.
421 (G) Early Byzantine Art (3) Early Christian and
Byzantine art from the second century to AD. 726.
Prereq: ARH 205 or instructor's consent. McKenzie.
Not offered 1989-90.
422 (G) Later Byzantine Art (3) Byzantine art after
Iconoclasm, A.D. 843-1453. Prereq: ARH 205 or
instructor's consent. McKenzie. Not offered 1988-90.
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. Not offered 1988-89.
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.
427 (G) Early Medieval Architecture (3) Architecture
of the Early Christian and Byzantine periods in Europe
and the Near East. Prereq: ARH 201,204,205, or 312
or instructor's consent. Sundt. Not olfered 1988-90.
428 (G) Romanesque Architecture (3) Architecture
in Western Europe ca. 1000-1200 AD. Period of
monasteries, pilgrimages, and Crusades. Developed
basilicaI form in religious architecture. Prereq: ARH
201, 205, or 312 or instructor's consent. Sundt. Not
offered 19S9-90.
429,430 (G) Gothic Architecture I, II (3,3) Architecture
in Western Europe Irom 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. Not offered 19S9-90.
431,432,433 (G) Renaissance Art (3,3,3) Origin and
development of Renaissance and Baroque art in Italy.
Prereq: ARH 205, 206 or instructor's consent. Mann.
Offered 19S9-90 and alternate years with ARH 434,
435,436.
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.
Mann. Offered 1988-89 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 or 313 or instructor's
consent. Roth. Not offered 1988-90.
441,442,443 (G) Early Modern Art (3,3,3) 441:
European painting, painters, and patrons from 1700 to
the French Revolution. Development of the rococo
style, Neoclassicism, and landscape painting. 442: the
Romantic era in European art (1789-1S4S), centering
on Goya, Blake, Turner, and others. 443: Realism
through Impressionism. Major artistic movements of
Europe, 1848-1880. Prereq: ARH 206. Nicholson. Not
offered 1988-89.
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 to the Second 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: ARH 206 or 341. Simmons.
448 (G) 19th-Century Architecture (3) Architecture
from the Industrial ReVOlution toea. 1890. Prereq: ARH
206,313, or 444 or instructor's consent. Roth. Offered
1988-89 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. Not offered
1988-90.
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. Not offered
1988-90.
464, 465, 466 (G) Chinese Art (3,3,3) The major
Chinese arts, inclUding bronzes, sculpture, painting,
and architecture, Irom the Shang through the Ch'ing
dynasties. Prereq: ARH 208 or instructor's consent.
Jacobson, Laing. 465, 466 not offered 1988-89.
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. Not
offered 1988-90.
472 (G) 18th-Century American Architecture (3)
Architecture in America, 1750-1810. Donnelly. Not
offered 1988-90.
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. Not offered
1988-89.
474 (G) 20th-Century American Architecture (3)
Architecture in the United States, 1SS5 tothe present,
with discussion of planning, technology, and histori-
cism. Prereq: ARH 201,206,313, or 473. Roth. Not
offered 19S5-90. .
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-1 Sth to 20th centuries.
Helphand, Ross. Offered 19S8-89 and alternate years.
Graduate
501 Research (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term Subject]
(Arr,R)
506 Special Problems: Internship (Arr,R)
507 Seminar: [Term SUbject] (Arr,R) Departmental
offerings vary from year to year and reflect the
specialized interests of faculty members. 19S7-S8
topics included Art and Power in the 16th century,
Expressionist Architecture, and Montage.
509 Practicum: [Term Subject] (Arr,R)
510 Experimental Course: [Term SUbject] (Arr,R)
511, 512, 513 Museology (3,3,3) Theories and
techniques in the operation of art museums.
514 Bibliography and Methods (3) Bibliography and
methodology of art history. Simmons.
Fine and
Applied Arts
230 Lawrence Hall
Telephone (503) 686·3610
Kenneth R. O'Connell, Department Head
Faculty
Laura J. Alpert, Associate Professor (sculpture). B.A.,
1968, Stanford; M.F.A., 1971, Oregon. On leave fall
1988. (1979)
Paul E. Buckner, Professor (the human and organic
form, sculpture). B.A., 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, Associate Professor (painting). B.F.A.,
1973. Kansas City Art Institute; M.F.A.. 1975, Yale.
(1981)
Craig Hickman, Assistant Professor (visual design).
B.S., 1971, Portland State; M.F.A., 1981, Washington
(Seattle). (1984)
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,
M.F.A., 1961, Alfred (1973)
Kenneth R. O'Connell, Associate Professor (visual
design). M.F.A., 1972, Oregon. (1977)
Frank S. Okada, Professor(painling, draWing). B.F.A.,
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, Associate Professor (weaving). B.S.,
1971, Portland State. (1975)
Dan Powell, Assistant Professor (photography). B.A.,
1973, M.A., 1977, Central Washington; M.F.A., 1980,
Illinois. (1987)
Margaret Prentice, Assistant Professor (printmaking).
B.F.A., 1967, Arizona, Tucson; M.F.A., 1980, Colorado,
Boulder. (1986)
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)
Emeriti
David G. Foster, Professor Emeritus (visual design).
BA, 1951, Institute of Design, Illinois Institute of
Technology; M.F.A.. 1957, Oregon. (1957)
C. Max Nixon, Professor Emeritus (metalcraft. jewelry,
weaving). B.F.A.. 1939, Kansas. (1956)
C. B. Ryan. Professor Emeritus (painting, drawing).
B.S., 1939, M.F.A., 1940, Oregon. (1946)
Andrew M. Vincent, Professor Emeritus. 1929, Art
Institufe of Chicago. (1929)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
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 within the Department are not
separated at the undergraduate level except in
the case of the fifth-year program for a B.FA
degree.
Major 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 BFA degree are as
follows;
1. Completion of a five-year program totaling
220 credits, including satisfaction of general
University requirements for the BA or
B.S. degree
2. Satisfaction of departmental requirements
for a program leading to the B.A. 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.FA 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 BFA. 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 overempha-
sized.
The general lower-division courses, Drawing
(ART 291), Basic Design (ART 295), and
Drawing and Modeling (ART 297), are introduc-
tory courses preparatory to further work in the
Department. For descriptions, see course
listings.
Minor Requirements
The minor in Fine and Applied Arts requires 42
credits. Course work must be taken in at least
two departmental curricular areas, excluding
courses taken to fulfill the Drawing (ART 291)
and Basic Design (ART 295) requirements.
Fine and Applied Arts. 17~
Students are encouraged to declare the minor
at least three terms before graduating. At the
time the minor is declared, a departmental
adviser may be assigned to help the student
develop an individualized program.
Core 18 credits
Art History (ARH) courses 9
Drawing (ART 291) .. 3
Basic Design (ART 295) . . 3
3 credits selected from among the following:
Drawing (ART 291), Basic Design (ART
295), departmental courses, Architecture and
Allied Arts (MA) courses . 3
Studio 24 credits
Studio courses of one's choice; 15 credits must be
upper division, and 12 credits must be taken in
residence.
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, photography, and
computer studies are offered throug h the visual
design area.
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.FA 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 that
ordinarily requires six consecutive regular
terms as a full-time student. It is not the Intent
of the departmental faculty to be preoccupied
with credit requirements, but certain minimum
conditions may be reflected as credit require-
ments or considerations.
The six terms of full-time residence result in a
54-graduate-credit minimum. Other require-
ments are six formal courses in art history, art
theory, or related courses that focus on theoret-
ical or historical issues in the arts. Exceptions
to the six formal courses in art history or art
theory must have the prior approval of the
Department head. Seminars with specific titles,
e.g., Seminar: Experimental Animation (ARTV
407), can be used to satisfy this requirement.
Untitled generic seminars, e.g., Seminar (ARTC
407) and other undefined, open-ended study,
e.g., Research (401), Reading and Conference
(405), and Special Problems (408) do not satisfy
this requirement. Also required is a minimum of
9 credits of Terminal 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, is honored though not re-
viewed for credit.
Most of the first year is spent establishing work
patterns and becoming familiar with departmen-
tal courses of instruction, faculty and staff
members, and facilities.
JZ2__ Fine_ond Applied Arts
Prospective students are expected to have the
equivalent of this department's S.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 an 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 of the 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 G8 (unconditional
admission).
Terminal Project and Adviser. As soon as the
student has been classified G8, the student is
eligible to select a terminal 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
committee meets with the student for a prelimi-
nary statement of project intention (the prelimi-
nary 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, the 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 allowthree
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 University faculty members and graduate
students. 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 tothe nature of the
project and suitable for binding for use in the
Architecture and Allied Arts 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.
Fine and Applied
Arts Courses
Note: Unless specified otherwise, for listings 199, 401,
405,406,407,408,409,410, SOl, 505, 506, and 507, topics
and credits are arranged with the instructor. Subjects vary
according to the interests of both faculty members and
students. Courses include, but are not limited to,
studio-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
Art Courses (ART)
Lower Division
111 The Artist Experience (2) PIN only. The artist
experience is a series at presentations by the resident
faculty members at the Department of Fine and
Applied Arts. Ottered tall term only.
AAA 180 Introduction to Visual Inquiry (3) See
description under Architecture and Allied Arts.
199 Special Studies: [Term Subject] (1-3R)
200 Innovative Education: [Term Subject] (1-3R)
208 Foundation: [Term SUbject] (2-4R) A studio
toundation course focusing on basic skills and
concepts.
291 Drawing (2-4R) Beginning course in Observation,
selection, and recording of significant elements in
various drawing media.
295 Basic Design (2-4R) PIN only. Programming of
information and processes invested in the act of
designing; exercises in understanding the syntax at
problem posing. Alpert, Gates, Pickering, Rose.
297 Drawing and Modeling (2-4R) Study at forms in
space using the two dimensions of drawing and the
three dimensions of modeling. Buckner.
Upper Division
320 Art in the Schools (3) See description under Art
Education.
322 Art in the Elementary School (2) See description
under Art Education.
400 Innovative Education: [Term Subject] (1-3R)
407 (G) Seminar: [Term Subject] (Arr,R)
408 (G) Workshop (Arr,R) Frequent topics are
Bookbinding, Calligraphy, Papermaking, Small Metal
Casting, and Typography; others include Computers
in the Arts, Drawing and Writing on Computers, and
Workshop on Hands and Feet.
410 (G) Experimental Course: [Term SUbject]
(Arr,R) Topics include Art and Creativity, Color Theory,
Drawing and Writing on the Computer, and Theories
in Art.
414 (G) Art and CreatiVity (2-4R) PIN only. Personal
projects and ensemble work involVing imagination-
releasing exercises using clay, drawing, writing, and
storytelling. A studio class with an emphasis on
creativity. R twice tor maximum of 4 credits.
415 (G) The Origins of Mark and Image Making (2-4)
PIN only. Shares some characteristics of a studio
course, but research is undertaken in a nontraditional,
outdoor setting. Unprocessed natural and found
materiai used for individual and group projects that
are reviewed and discussed on site.
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
502 Supervised College Teaching (1-4R)
507 Seminar: [Term SUbject] (Arr,R) Topics include
Archetypal Ancestors of the Artist, Pattern, Making
Ideas Firm, and Visual Poetics.
Ceramics Courses (ARTC)
Lower Division
199 Special Studies: [Term SUbject] (1-3R)
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
401 Research (Arr,R)
405 Reading and Conference: [Term SUbject]
(Arr,R) Prereq: instructor's consent.
406 (G) Special Problems (Arr,R) Prereq: instructor's
consent.
407 (G) Seminar: [Term Subject] (Arr,R) Prereq:
instructor's consent.
408 (G) Workshop (Arr,R) Prereq: instructor's
consent.
410 (G) Experimental Course: [Term Subject] (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.FA degree
candidates only.
Graduate
501 Research (Arr,R) PIN only. Prereq: instructor's
consent.
505 Reading and Conference: [Term Subject]
(Arr,R) Prereq: instructor's consent.
506 Special Problems (Arr,R) Prereq: instructor's
consent.
507 Seminar: [Term Subject] (Arr,R) Prereq:
instructor's consent.
508 Workshop (Arr,R) Prereq: instructor's consent.
509 Terminal Creative Project: [Term Subject]
(Arr,R) Prereq: instructor's consent.
------------------------------------- _.
Visual Design 173
Metalsmithing and
Jewelry Courses (ARTJ)
Lower Division
199 Special Studies: [Term Subject] (1-3R) Prereq:
instructor's consent.
257 Jewelry and Me~lsmithing (2-4R) Introduction
to the handworking 0'1 ferrous and nonferrous metals;
practical information about making small tools and
jewelry and metal objects. Nixon.
Upper Division
401 Research (Arr,R) Prereq: instructor's consent.
405 Reading and Conference: [Term Subject]
(Arr,R) Prereq: instructor's consent.
.406 (G) Special Problems (Arr,R) Prereq: instructor's
consent.
407 (G) Seminar: [Term Subject] (Arr,R) Prereq:
instructor's consent.
408 (G) Workshop (Arr,R)
410 (G) Experimental Course: [Term Subject] (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 1988-89.
498 Terminal Creative Project (Arr,R) BFA. degree
candidates only.
Graduate
501 Research (Arr,R) PIN only. Prereq: instructor's
consent.
505 Reading and Conference: [Term Subject]
(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: [Term Subject]
(Arr,R) Prereq: instructor's consent.
Painting Courses (ARTP)
Lower Division
199 Special Studies: [Term Subject] (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. Graff, Okada.
292 Water Color (2-4R) Basic instruction in the use of
water media, with particular attention totheir limitations
and capabilities. Okada.
Upper Division
381 Water Color (2-4R) Visual and manual under-
standing of the media with emphasis on transparency
and flUidity. Transitory conditions of light and atmo-
sphere. Prereq: ART 291 or ARTP 292. 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. Graff, Okada.
391 Drawing (2-4R) Continued study in observation
related to visual and spatial phenomena. Prereq: 4
credits of ART 291. 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 1987-88.
401 Research (Arr,R) Prereq: instructor's consent.
405 Reading and Conference: [Term Subject]
(Arr,R) Prereq: instructor's consent.
406 (G) Special Problems (Arr,R) Prereq: instructor's
consent.
407 (G) Seminar: [Term Subject] (Arr,R) Prereq:
instructor's consent.
408 (G) Workshop (Arr,R) Prereq: instructor's
consent.
410 (G) Experimental Course: [Term Subject]
(Arr,R)Topics include Drawing, Large-Scale Painting,
and Theories in Painting.
481 Water Color (2-4R) Advanced stUdy in selected
water media. Prereq: ARTP 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. 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.
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.
498 Terminal Creative Project (Arr,R) B.FA degree
candidates only.
Graduate
501 Research (Arr,R) PIN only. Prereq: instructor's
consent.
505 Reading and Conference: [Term SUbject]
(Arr,R) Prereq: instructor's consent.
506 Special Problems (Arr,R) Prereq: instructor's
consent.
507 Seminar: [Term SUbject] (Arr,R) Prereq:
instructor's consent.
508 Workshop (Arr,R) Prereq: instructor's consent.
509 Terminal Creative Project: [Term Subject]
(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.
Printmaking
Courses (ARTR)
Lower Division
199 Special StUdies: [Term SUbject] (1-3R) Prereq:
instructor's consent.
Upper Division
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. Paul, Prentice.
401 Research (Arr,R) Prereq: instructor's consent.
405 Reading and Conference: [Term Subject]
(Arr,R) Prereq: instructor's consent.
406 (G) Special Problems (Arr,R) Prereq: instructor's
consent.
407 (G) Seminar: [Term SUbject] (Arr,R) Printmaking.
Prereq: instructor's consent.
408 (G) Workshop (Arr,R)
410 (G) Experimental Course: [Term Subject]
(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. Prentice.
498 Terminal Creative Project(Arr,R) B.FA degree
candidates only.
Graduate
501 Research (Arr,R) PIN only. Prereq: instructor's
consent.
505 Reading and Conference: [Term SUbject]
(Arr,R) Prereq: instructor's consent.
506 Special Problems (Arr,R) Prereq: instructor's
consent.
507 Seminar: [Term Subject] (Arr,R) Prereq:
instructor's consent.
508 Workshop (Arr,R) Prereq: instructor's consent.
509 Terminal Creative Project: [Term Subject]
(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.
Sculpture Courses (ARTS)
Lower Division
199 Special Studies: [Term Subject] (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.
Upper Division -
393 Intermediate SCUlpture (2-4R) Practice in the
basics of additive, reductive, and constructive
sculpture. Prereq: ARTS 293 or instructor's consent.
Alpert, Buckner.
401 Research (Arr,R) Prereq: instructor's consent.
405 Reading and Conference: [Term SUbject]
(Arr,R) Prereq: instructor's consent.
406 (G) Special Problems (Arr,R) Prereq: instructor's
consent.
407 (G) Seminar: [Term SUbject] (Arr,R) Prereq:
instructor's consent.
408 (G) Workshop (Arr,R)
410 (G) Experimental Course: [Term SUbject] (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 (2-6) 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) BFA degree
candidates only.
Graduate
501 Research (Arr,R) PIN only. Prereq: instructor's
consent.
505 Reading and Conference: [Term Subject]
(Arr,R) Prereq: instructor's consent.
506 Special Problems (Arr,R) Prereq: instructor's
consent.
507 Seminar: [Term Subject] (Arr,R) Prereq:
instructor's consent.
508 Workshop (Arr,R) Prereq: instructor's consent.
509 Terminal Creative Project: [Term Subject]
(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.
Visual Design
Courses (ARTV)
Lower Division
199 Special Studies: [Term SUbject] (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.
174 Visual Design
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. Powell, Warplnskl.
Upper Division .
382 Letter Form (2-4R) Fundamentals of calligraphy;
typography; codification techniques as related to
photo- and electronically generated graphics.
383 The Graphic Symbo.1 (2:4R) Studies in symbolic
communication. Exploration In the graphic evolution of
symbols. Prereq: ARTV 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: ARTV 258
or instructor's consent. Powell, Warprnskl.
401 Research (Arr,R) Prereq: instructor's consent.
405 Reading and Conference: [Term Subject]
(Arr,R) Prereq: instructor's consent.
406 (G) Special Problems (Arr,R) Prereq: instructor's
consent.
407 (G) Seminar: [Term Subject] (Arr,R) Prereq:
instructor's consent.
408 (G) Workshop (Arr,R) Prereq: instructor's
consent.
410 (G) Experimental Course: [Term Subject]
(Arr,R) Topics include Advanced MacGraphlcs,.
Advanced Visual Design, Communication Graphics,
Computers in Art, and Design lor Computers.
484 (G) Advanced Phot0l;lraphy. (2-4R) Previsualiza-
tion of images; manrpulatlon 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. Hickman, Powell, Warplnskl.
493 (G) Visual Continuity. (2:4R) The problems of
image sequence and contrnulty In all graphic media
including photography, Video, and comp,:,ter- ,
generated graphics. Prereq: ART 295 or Instructor s
consent. 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, ARTV 493 or
instructor's consent. Open to nonmaJors.
498 Terminal Creative Project (Arr,R) B.FA degree
candidates only.
Graduate
501 Research (Arr,R) PIN only. Prereq: instructor's
consent.
505 Reading and Conference: [Term SUbject]
(Arr,R) Prereq: instructor's consent.
506 Special Problems (Arr,R) Prereq: instructor's
consent.
507 Seminar: [Term Subject] (Arr,R) Prereq:
instructor's consent.
508 Workshop (Arr,R) Prereq: instructor's consent.
509 Terminal Creative Project: [Term SUbject]
(Arr,R) Prereq: instructor's consent.
Weaving Courses (ARTW)
Lower Division
199 Special Studies: [Term Subject] (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 dimensions
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 textllesof orlgrnal design
on four- and eight-harness looms. Pickett.
Upper Division
401 Research (Arr,R) Prereq: instructor's consent.
405 Reading and Conference: [Term Subject]
(Arr,R) Prereq: instructor's consent.
406 (G) Special Problems (Arr,R) Prereq: instructor's
consent.
407 (G) seminar: [Term Subject] (Arr,R) Prereq:
instructor's consent.
408 (G) Workshop (Arr,R) Prereq: instructor's
consent.
410 (G) Experimental Course: [Term Subject] (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 prlntrng. Silk
screen, block print. Prereq: instructor's consent.
498 Terminal Creative Project(Arr,R) B.FA degree
candidates only.
Graduate
Note: Graduate work in Weaving is offered in conjunction
with the Visual Designarea. Graduates receive an M.F .A.
in Visual Design.
501 Research (Arr,R) PIN only. Prereq: instructor's
consent.
505 Reading and Conference: [Term Subject]
(Arr,R) Prereq: instructor's consent.
506 Special Problems (Arr,R) Prereq: instructor's
consent.
507 Seminar: [Term Subject] (Arr,R) Prereq:
instructor's consent.
508 Workshop (Arr,R) Prereq: instructor's consent.
509 Terminal Creative Project: [Term SUbject]
(Arr,R) Prereq: instructor's consent.
Historic
Preservation
109 Lawrence Hall
Telephone (503) 686-3631
Michael E. Shellenbarger, Program Director
Participating Faculty
Philip H. Dole, Architecture
Arthur W. Hawn, Architecture
Kenneth I. Helphand, Landscape Architecture
Robert Z. Melnick, Landscape Architecture
Donald L. Peting, Architecture
Marsha Ritzdorf, Planning, Public Policy and
Management
Leland M. Roth, Art History
Michael E. Shellenbarger, Architecture
Richard A. Sundt, Art History
Adjunct
Robertson E. Collins, Adjunct Professor. BA, 1946,
Stanlord. (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, Adjunct Assistant Professor.. B.Arch"
1975, Oregon; Diploma in Conservation Studies, 1977,
University of York. (1984)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Undergraduate
Studies
Minor Program
The interdisciplinary minor in Historic Preserva-
tion requires a minimum of 27 credits, 15 of
which must be upper division, distributed as
follows:
1, 9 credits in architectural history, selected
from the following 3-credit courses in the Art
History Department
19th-Century Architecture (ARH 448G),
20th-Century Architecture (ARH 449G),
History of Interior Architecture (ARH 451 G,
452G, 453G), 17th-Century American
Architecture (ARH 471 G), 18th-Century
American Architecture (ARH 472G), .19th-
Century American Architecture (ARH 473G),
20th-Century American Architecture (ARH
474G), History of Landscape Architecture
(ARH 478, 479)
2, 18 credits in Historic PreseNation, selected
from the following 3-credit courses in various
departments, both within and outside the
School of Architecture and Allied Arts:
Cultural Resource Policies and Research
Methods (ANTH 480G, offered by Oregon
State University), Settlement Patterns (ARCH
432G), Preservation and Restoration
Technology (ARCH 474G), Preservation
Technology: Masonry (ARCH 475G), Historic
Preservation (ARH 470G), Landscape
Preservation (LA 480G)
Other Historic Preservation courses
approved by the Historic Preservation
Committee.
Up to 6 credits in courses related to historic
preservation and taught in the following
departments: Anthropology, Architecture,
Art History, Geography, History, and Land-
scape Architecture. These courses are
Interior Architecture 175
42 credits
.. 9
'" 6
. .... 12
.... 12
9
6
9
6
27 credits
Interior
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-
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
Classics.
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
Interior Architecture Program 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 Bulletin of the year of
their admission. Those needing more specific
information should see a program adviser.
477E Lawrence Hall
Telephone (503) 686·3638 or ·3656
Lyman T. Johnson, Program Director
Participating FaCUlty
Gunilla K. Finrow, Architecture
Arthur W. Hawn, Architecture
Wayne J. Jewett, Architecture
Lyman T. Johnson, Architecture
James A. Petlinari, Architecture
R. Peter Wilcox, Architecture
Historic Preservation
Graduate Courses (AMP)
501 Research (Arr,R) National Register Nomination
Application.
503 Thesis (Arr,R)
505 Reading and Conference: [Term Subject]
(Arr,R)
506 Special Problems (Arr,R) Recent topics include
Historic Interior Painted Finishes, Historic Inventory,
and Paint Analysis.
507 Seminar: [Term SUbject] (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: [Term SUbject] (Arr,R)
510 Experimental Course: [Term SUbject] (Arr,R)
511 Terminal Project (Arr,R)
Courses in Other Departments
Note: See descriptions under appropriate
departments.
Architecture. Settlement Patterns (ARCH
432G), Preservation Technology: Masonry
(ARCH 475G)
Art History. History of Interior Architecture
(ARH 451 G, 452G, 453G), Historic Preservation
(ARH 470G), 17th-Century American Architec-
ture (ARH 471 G), 18th-Century American
Architecture (ARH 472G), 19th-Century Ameri-
can Architecture (ARH 473G), 20th-Century
American Architecture (ARH 474G), Museology
(ARH511,512)
Landscape Architecture. Landscape Architec-
ture Research (LA 520)
In addition to the above, several seminar and
experimental courses are offered by the
participating departments. Recent subjects
have included community and neighborhood
revitalization, the National Park Service,
landscape preservation, recording historic
buildings, grant writing, and preservation
technology.
Participation in related course work throughout
the University is encouraged. Topics available
include urban geography, history of American
cities, history of the American West, and cultural
resource management.
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.
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 .
Graduate Studies
subject to the approval of the Historic
Preservation Committee.
The Historic Preservation minor is available to
all University undergraduate students. The
minor program is administered by the director
of the Historic Preservation Program in the
School of Architecture and Allied Arts. Early
consultation with a faculty member on the
Historic Preservation Committee is recom-
mended. Students must give the Committee
written notice of the intentto seek the minor. A
form for this purpose is available in the office
ofthe dean of Architecture and Allied Arts and
must be submitted prior to formal application
for graduation. Course availability is subject to
the instructor's consent and the space available
after obligations to departmental majors have
been met. A mid-C or better must be earned in
graded courses, a P (pass) in pass/no pass
courses. The minor is granted on completion of
the requirements in effect when the notice of
intent to seek the minor was filed.
Admission
In addition to the basic requirements for
admission to graduate study at the University,
students must have a background in architec-
ture or architectural history, normally including
a bachelor's degree in architecture, architec-
tural history, or art history with an emphasis on
architectural history. Students who want to
participate in the program through the Western
Interstate Commission for Higher Education
(WICHE) should inquire at the Graduate School.
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.
176 Interior Architecture
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 bulletin.
Undergraduate Admission
The admission 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 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-400
5. Total SAT-900
The University deadline for undergraduate
applications to the Interior Architecture Program
is January 15 (see Application Deadlines in the
Admissions and Records section of this bulletin).
The deadline for completion of the departmental
application is February 1. All applicants must
meet both deadlines. Students receive notices
concerning their applications by April 15. Early
application is appreciated.
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.
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
Interior Architecture Program director.
Candidates for the 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)
2. Subject Area: Group 1-24 credits; Group
111-9 credits
Leave of Absence. See policy statement in the
Architecture section of this bulletin.
Minor Requirements
Interior Architecture Minor 29 credits
Fundamentals of Architecture
I, II, III, IV (ARCH 301, 302,
303,304) . . 8
Survey of Interior Architecture (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) 3
History of Interior Architecture(ARH 451, 452, 453) 9
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 pass/no pass courses.
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
'!lust 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 obtain a detailed
description of the graduate program and a
graduate application packet bywriting directly
to the Graduate Secretary, Department of
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 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.
Professional Degree
Programs: MJ.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 admission program. Graduate
teaching fellowships (GTFs) are available to
particularly well-qualified graduate students,
especially second-year Option Iand II students.
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, attheir
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.I.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
bulletin.
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 bulletin for courses taught in
other departments.
Students in the Option I program are required
to complete 9 credits in Thesis (IARC 503).
Overseas StUdy
See the Danish International Studies and Studio
Abroad Programs listed in the Architecture
section of this bulletin.
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 1-42 credits, inc1Dding the following:
Skills and Content in Design (ARCH 101)
Essential Considerations in Architecture
(ARCH 102)
Introduction to the Profession (IARC 201)
Survey of Interior Architecture (IARC 204)
Materials of Interior Design (IARC 370, 371)
Fumiture 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-31 credits, selected from the
following list of courses; , indicates courses
recommended by FIDER
Design Process and Method (ARCH 311)
Computer Methods for Interior Architecture
(IARC 312)
Descriptive Geometry (ARCH 316)
Media for Design Development (ARCH 324)
'Color Theory and Application for the Built
Environment (IARC 347)
'Introduction to Structural Theory (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 Pattems (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.
Interior Architecture 177
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 Architecture Department on either
a graded or a passino pass (PIN) basis. The
maximum allowable number of PIN courses is
set by University regulations.
Interior Architecture
Courses (IARC)
Lower Division
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: [Term Subject] (1-3R)
200 Innovative Education: [Term SUbject] (1-3R)
201 Introduction to the Profession (3) PIN only.
Course work, field trips, and lectures proVide an
introduction and background to the profession of
interior architecture and design and to the academic
program.
204 Survey of Interior Architecture (3) Introduction
to the theory of interior architecture. Design criteria
explored through illustrated lectures and a project
involving analysis and redesign of a public space.
Open to nonmajors.
ARCH 224 Introduction to Design Development
Media (3) See description under Architecture.
288 Creative Problems in Interior Architecture (6)
PIN only. The planning processes by which interior
spaces and forms are studied and executed. Prereq:
ARCH 181. 182; IARC 204.
Upper Division
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.
312 ComputerMethods for Interior Architecture (3)
Applications in computer-aided methodology for the
design of interior space. Professional context and
management of computer-aided design (CAD)
systems. Specific methodological focus varies. Not
offered 1988-89.
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 Structural Theory (4) See
description under Architecture.
ARCH 366 Basic Wood and Steel Systems (4) See
description under ArChitecture.
ARCH 367 Basic Reinforced Concrete Systems (4)
See description under Architecture.
370, 371 Materials of Interior Design (3,3) The
properties, manufacture, and appiication of materials
used in construction and interior design; field trips to
supply sources. Open to nonmajors with instructor's
consent. Prereq: ARCH 301.
388 Interior Design (6R) PIN only. Aseries 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. Majors
only.
ARCH 391, 392 Environmental Control Systems
(4,4S) See description under Architecture.
ARCH 393 Environmental Control Systems (4S) See
description under Architecture.
400 Innovative Education: [Term Subject] (1-3R)
401 Research (Arr,R)
178 InteriQr Architecture
405 Reading and Conference: [Term SUbject]
(Arr,R)
406 (G) Special Problems (Arr,R)
407 (G) Seminar: [Term SUbject] (Arr,R) See
description under Architecture.
408 (G) Workshop (Arr,R)
409 (G) Practicum: [Term SUbject] (Arr,R)
410 (G) Experimental Course: [Term Subject]
(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, Interiors (2) Ottice procedure
for the interior designer in private practice; trade
contracts, discounts, interprofessional relations;
sources of materials. Offered alternate years; not
offered 1988-89.
ARCH 431,432,433 (G) Settlement Patterns (3,3,3)
See description under Architecture.
ARCH 434 (G) Ecologicallmplicat!ons in Design (3)
See description under Architecture.
ARCH 439{G) Architectural Form and Urban Quality
(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. Offered alternate years; not offered 1988-89.
472,473 (G) Working Drawings in Interior Architec-
ture (4,4) Preparation of working drawings for projects
in interior architecture. Majors only.
486,487 (G) Custom Cabinet and Furniture Design
(6,6) PIN only. 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.
488, 489 (G) Interior Design Terminal Project (6,6)
PIN only. Student-initiated studies in interior design
for the terminal project. Emphasis on comprehensive
and integrative study. Prereq: 30 credits in IARC 388.
Majors only.
492 (G) Electric Lighting (3) Principles of lighting with
focus on integration of electric illumination and space.
Design for lighting, calculations, and available systems
and sources tested through models and drawings.
Interior Architecture and Architecture majors only.
Prereq: ARCH 303.
Graduate
501 Research (Arr,R) PIN only
503 Thesis (Arr, R) PIN only
505 Reading and Conference: [Term SUbject]
(Arr,R)
506 Special Problems (Arr,R)
507 Seminar: [Term Subject] (Arr,R)
510 Experimental Course: [Term Subject] (Arr,R)
ARCH 581,582 Graduate Architectural Design:
Option III (6,6) See description under Architecture.
588 Advanced Interior Design (1-12R) PIN only.
Studio-based investigation of special aspects of
interior design. Prereq: fifth-year or graduate standing
and instructor's consent. Majors only.
ARCH 592 Daylighting (3) See description under
Architecture.
Landscape
Architecture
216 Lawrence Hall
Telephone (503) 686-3634
Ronald J. Lovinger, Department Head
Faculty
Ann Bettman, Assistant Professor (plants). BA, 1967,
Boston; B.LA, 1978, M.LA, 1979, Oregon. (1977)
Ron Cameron, Assistant Professor (site development).
BA, 1963, Stanford; B.LA, 1967, Oregon; Reg.
Landscape Architect, Oregon. (1973)
Jerome Diethelm, Professor (land planning research,
site planning and design). B.Arch., 1962, Washington
(Seattle); M.LA, 1964, Harvard; Reg. Architect,
Oregon; Reg. Landscape Architect, Oregon. (1970)
Sue Ann Donaldson, Assistant Professor (Canadian
cultural landscape and urban design). BA, 1969,
University of British Columbia; M.L.A., 1980, University
of Guelph. (1987)
Kenneth I. Helphand, Professor (landscape history,
literature, and theory). BA, 1968, Brandeis; M.LA,
1972, Harvard. (1974)
David Hulse, Assistant Professor (land-use planning,
computer applications). B.S.L.A., 1981, Colorado
State; M.L.A., 1984, Harvard. (1985)
Ronald J. Lovinger, Professor (planting design theory,
landscape transformation). B.FA, 1961, Illinois;
M.L.A., 1963, Pennsylvania. (1965)
Robert Z. Melnick, Associate Professor (landscape
preseNation, research). BA, 1970, Bard; M.LA,
1975, State Universityof New York College of Environ-
mental Science and Forestry. (1982)
Joseph D. Meyers, Associate Professor (geoenviron-
mental analysis). B.S., 1949, M.S" 1952, Oregon; Reg.
Professional Geologist, Arizona, Idaho, Oregon; Reg.
Engineering Geologist, Oregon. (1974)
David Vala, Associate Professor (urban design,
graphic communication). B.Arch., 1971, M.L.A., 1972,
Oregon. (1982)
Adjunct
Cynthia Girling, Adjunct Assistant Professor (design
studios). B.E.S., 1975, Manitoba; B.LA, 1978, M.LA,
1980, Oregon. (1987)
Jeff Kern, Adjunct Assistant Professor (suNeying).
B.S., 1967, Farleigh Dickenson; Professional Land
Surveyor, Oregon. (1983)
Emeriti
George S. Jette, Professor Emeritus (recreationai
planning and design). B.L.A" 1940, Oregon. (1941)
Wallace M. Rutt, Professor Emeritus (research,
experimentation, introduction of plants). B.S., 1934,
Florida; M.S., 1950, California, Berkeley. (1952)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
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 of Landscape Architecture is
built upon the 19th-century legacy that land-
scape architecture is both a design and a social
profession, with responsibilities to ourselves,
society, the past, and the future. The program,
in both spirit and content, combines profes-
sional 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
architecture (B. LA). The five-year program
combines 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 is 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
skills and the ability to explore and communicate
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 describing pertinent back-
ground information, interests, goals, and
aspirations
2. A portfolio of creative work
3. Three letters of recommendation from
people able to provide an assessment
of the applicant's strengths and potential
contributions
Please inquire at either the Department of
Landscape Architecture or the Office of Admis-
sions and Records 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)
SEGOND 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 program in
the second year.
Intermediate Architectural Design (ARCH 282)
or Architectural Design (ARCH 380), Workshop:
Design (Summer) (LA 408), and Practicum (LA
409) are possible electives, as are the LA
studios
Subjects. 67 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 Structural
Theory (ARCH 365 and architecture structures
sequence), 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: Explaining Life's Diversity:
Ecology (BI 121), 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-
scape Architecture(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:
Issues and Methods (LA 520), Land and
Landscape (LA 543)
Landscape Architecture 179
MEDIA COURSES, 6 credits
Introduction to Design Development Media
(ARCH 224) or Landscape Media (LA 350)
Optional courses: Media for Design Develop-
ment (ARCH 324), Workshop: Drawing (LA
408), Advanced Design Development Media
(ARCH 424), Advanced Landscape Media
(LA 450)
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 (PPPM)
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
departmental, University, and community
resources. 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 that 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 scales.
LANDSCAPE PLANNING ANALYSIS. Advanced
methods of landscape analysis and planning,
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).
180 Landscape Architecture
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 G)
Landscape Perception (LA 490G)
Contemporary American Landscape (LA491 G)
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: Issues and
Methods (LA 520)
Land and Landscape (LA 543)
Land Planning and Design (LA 589)
Two additional design studios, one of which is
a graduate studio
Most of these requirements can be fulfilled
simultaneously with B.LA requirements by
students receiving a first professional degree.
Additional graduate courses include:
The Garden (LA 432G)
Advanced Landscape Media (LA 450G)
Site Development II (LA 459G)
Site Construction II (LA 460G)
Landscape Preservation (LA 480G)
Reading and Conference (LA 505)
Special Problems (LA 506)
Students entering the program from related
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.LA 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.L.A. degrees
in 12 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.L.A. requirements as
follows: Graduate students begin the program
with 30G-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 bulletin. '!
Landscape
Architecture
Courses (LA)
Lower Division
199 Special Studies: [Term SUbject] (1-3R)
200 Innovative Education: [Term SUbject] (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. Donaldson.
226 Plant Communities and Environments (3)
Understanding of ecologicai processes of natural plant
communities as a basis for learning the role of plants
in the landscape and the implications of human
intervention. Bettman.
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 southern Wiliamette Valley.
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
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 ornamental 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.
350 Landscape Media (3) Development of freehand
drawing and visualization skiils: exercises on line, tone,
texture, and color for plan, section, and perspective
drawings. Vafa.
360 Site Planning (3) Ideas, crafts, methods, and
technologies of site planning: site analysis, design
methods, site development and construction, and
impact assessment.
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, inciuding
sources and costs. Vaia.
389 Landscape Architectural Design (3-8R) Elemen-
tary problems in landscape architecture; design as
process, analysis of site and behaviorai patterns, 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
animal-plant relationships; nutrient cycles. Cooperative
food production and distribution; use of appropriate
technologies. Bettman.
400 Innovative Education: [Term SUbject] (1-3R)
401 Research (Arr,R)
405 Reading and Conference: [Term SUbject]
(Arr,R)
406 (G) Special Problems (Arr,R)
407 (G) Seminar: [Term Subject] (Arr,R)
408 (G) Workshop (Arr,R) Concentrated programs of
stUdy combining instruction on special topics. Regular
offerings include Drawing, Irrigation, and Surveying.
409 (G) Practicum: [Term Subject] (Arr,R) Super-
vised field laboratory work; clinical or in-service
educational experience. Planned programs of
activities and study with assured provisions for
adequate supervision. Diethelm.
410 (G) Experimental Course: [Term Subject]
(Arr,R) Recent 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
cultural expression 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.
450 (G) Advanced Landscape Media (3R) The role
ot media in design inquiry; development of hard-line
drawing skills, diagramming, and principles of graphic
design. Vala.
459 (G) Site Development II (3-6) Compiex 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) Speciai 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 1988-89 and
alternate years.
480 (G) Landscape Preservation (3) Toois and
techniques currently employed in the preservation of
historic, cultural, and vernacular landscapes. Includes
history of landscape preservation, significant legisla-
tion, and case studies. Melnick.
489 Site Planning and Design (3-1 OR) Advanced
problems in landscape architecture; cultural determi-
nants of site planning and design; design development
and natural 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 reiationship as it relates to
landscape perception, landscape archetypes, and the
development of a theoretical base for contemporary
landscape design. Helphand. Offered 1989-90 and
alternate years.
491 (G) Contemporary American Landscape (3)
Evolution of the contemporary American landscape as
an expression of American culture. Helphand. Offered
1989-90 and alternate years.
Graduate
501 Research (Arr,R) PIN only
505 Reading and Conference: [Term SUbject]
(Arr,R)
506 Special Problems (Arr,R)
507 Seminar: [Term Subject] (Arr,R) Recent topics
include Criticism, Design Process, Landscape and the
Contemporary Visual Arts, and Readings in Modern
Landscape History.
508 Workshop (Arr,R) Recent topics include Colum-
bia River Gorge Survey, Cultural Landscape Surveys,
Planning, Public Policy and Management 181
Emerald Waterways System, Landscape Arts, and
Portland Downtown East and Portland METRO.
509 Graduate Terminal Project: [Term SUbject)
(Arr,R) An independent original project. Coreq:
graduate project course for minimum of two terms.
510 Experimental Course: [Term SUbject) (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.
512 Landscape Planning Analysis (3-8) Urban
landscape analysis. Preparation of environmental and
development sieve maps to determine the compatibil-
ity, feasibility, and suitability of various uses and
modifications of cultural landscapes in selected
Oregon cities.
513 Landscape Planning Analysis (3-8) Regional
landscape analysis. Environmental analysis of the
natural and cultural elements determining human
occupancy of a region; current trends in resource use
and linkage systems.
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
JohnH. Baldwin, Department Head
Faculty
John H. Baldwin, Associate Professor of Urban
Planning (environmental sciences, resource manage-
ment). B.A., 1972, State University of New York
College, Buffalo; PhD., 1977, Wisconsin, Madison.
(1980)
Bryan T. Downes, Professor of Public Affairs (commu-
nity politics, management, policy analysis); Director,
Public Affairs Graduate Program. B.S., 1962, M.S.,
1963, Oregon; Ph.D., 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)
Roy Green, Assistant Professor of Public Affairs
(capital finance, housing finance, pUblic financial
management and bUdgeting). B.A., 1972, M.S., 1973,
Pittsburgh State; Ph.D.. 1976, Missouri. (1987) .
Michael Hibbard, Associate Professor of Urban
Planning (public service, planning theory, policy). B.S.,
1968, California Polytechnic; M.S.w., 1971, San Diego
State; Ph.D., 1980, California, Los Angeles. (1980)
Carl J. Hosticka, Associate Professor of Public Affairs
(policy analysis, natural resource policy development).
B.A., 1965, Brown; PhD., 1976, Massachusetts
Institute of Technology. (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)
Helen Liggett, Visiting Assistant Professor (community
economic development. political participation). B.A.,
1968, Catholic University of America; M.A., 1972,
Ph.D., 1979, Hawaii. (1984)
Jeffrey S. Luke, Associate Professor of Public Affairs
(pUblic management, economic development);
Director, Bureau of Governmental Research and
Service. B.A., 1972, M.P.A., 1974, Ph.D., 1982,
Southern California. (1986)
David C. Povey, Associate Professor of Urban Planning
(regional planning, politics and planning, community
research). B.S., 1963, Lewis and Clark; M.U.P., 1969,
Ph.D., 1972, Cornell. (1973)
Marsha Ritzdorf, Assistant Professor of Urban Planning
(housing, neighborhood planning, and planning for
American families). B.A., 1968, Denver; M.U.P., 1971,
Oregon; Ph.D., 1983, Washington (Seattle). (1987)
Edward Weeks, Associate Professor of Public Affairs
(evaluation research, research methods). B.A., 1973,
Ph.D., 1978, California, Irvine. (1978)
Emeritus
Orval Etter, Associate Professor Emeritus (public law,
metropolitan government). B.S., 1937, J.D., 1939,
Oregon. (1967)
Adjunct
Note: The Department regularly employs practitioners to
teach specialized courses. The following people have
adjunct teaching responsibilities in the Department.
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)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Participating
Sandra L. Arp, Bureau of Governmental Research and
Service
Alan Contreras, Bureau of Governmental Research
and Service
Robert E. Keith, Bureau of Governmental Research
and Service
L1uana McCann, Bureau of Governmental Research
and Service -
Karen Seidel, Bureau of Governmental Research and
Service
Kenneth C. Tollenaar, Bureau of Governmental
Research and Service
Peter K. Watt, Bureau of Governmental Research and
Service
A. Mark Westling, Bureau of Governmental Research
and Service
Undergraduate Studies
Planning, public policy and management 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 communities and systems of
governance are examined in order to under-
stand how the latter can be influenced to attain
effectively the public's collective goals. The
curriculum in the Department of Planning,
Public Policy and Management (PPPM) focuses
on how government and other pUblic institutions
adapt to and manage 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 studentto 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 (B.A.) 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, policy, and
management.
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 is given to
applicants 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.
182 Planningl Public Policy and Management
3
3
3
4
3
3
RESOURCE DEVELOPMENT AND
ENVIRONMENTAL 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-
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), Explaining Life's Diversity;
Ecology (BI 121), Natural Resource Policy
(PPPM 470)
Elective courses. A minimum of 9 additional
credits chosen from PPPM and other University
offerings, in consultation with an 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 a week for 10 weeks) or half time
for two consecutive terms (18 hours aweek for
20 weeks). Placements are in local govern-
ments, 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 Theory-Practice Integration
(PPPM 412) concurrently with the field place-
ment. In the case of a half-time placement over
two terms, the student takes PPPM 412 only one
of the two terms.
Senior Research Paper. Each student con-
ducts an individual research project that
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 or
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 context in
which to apply 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 fordeclaring
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 PPPM courses 9
Major Requirements
A totai 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
Core courses must be taken on a graded basis
and passed with a C- or better by PPPM majors.
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 that 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. Managing Public Money
(PPPM 324), Community and Regional Develop-
ment (PPPM 440), Community Organization
(PPPM 447)
Elective courses. A minimum of 9 additional
credits chosen from PPPM and other University
offerings, in consultation with an adviser
PUBLIC POLICY AND MANAGEMENT
This concentration area prepares students to
assume important roies in the development and
implementation of public policy. These roles
require skills in the analysis of policies, the
design of organizational arrangements, sensitiv-
ity to 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), Policy Development and Evalua-
tion (PPPM 458), Cost-Benefit Analysis (PPPM
462)
Elective courses. A minimum of 9 additional
credits chosen from PPPM and other University
offerings, in consultation with an adviser
3-6
16 credits
4
3
9
18 credits
3
15
3
3-4
3
16-19 credits
3
3
3
3
3-4
15-16 credits
15-16 credits
3
Admission Procedures
The Department admits students fall, winter,
and spring terms. Deadlines are available from
the Department office. To be considered for
admission, students must submit the following
materials:
1. A completed application form, available
from the Department office
2. Transcripts from all colleges and universities
attended (these need not be official tran-
scripts)
3. Personal statement describing career goals
and how the major in PPPM will help achieve
those goals. This statement should be
limited to two orthree typed, double-spaced
pages
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: Computers and
Computation (CIS 121)
Sample Program
The two-year sample program shown below is typical
tor PPPM premajors as preparation for admission to
the PPPM program in the junior year.
Freshman Year, fall term
English Composition (WR 121) ....
Fundamentals ot Speech Communication
(RHCM 121) . , .
American Government (PS 201) ..
Introduction to Sociology (SOC 201) .
Science group requirement ...
Winter term
Fundamentals ot Small-Group
Communication (RHCM 123)
State and Local Government (PS 203)
Communities, Population, and Resources
(SOC 210). . .
Science group requirement. . .
Personai Health (HES 250)
Spring term
English Composition (WR 122 or 123)
Fundamentals ot Interpersonal
Communication (RHCM 124) .
Concepts 01 Computing: Computers
and Computation (CIS 121) ...
College Aigebra (MTH 101) .
Electives, especially introduCtory
anthropology, American history, or
other social sciences
Sophomore Year, fall term
Psychology as a Science (PSY 202)
Introduction to Economic Analysis:
Microeconomics (EC 201) ....
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 Soc1al Science (PSY 204) 4
Introduction to Economic Anaiysis:
Macroeconomics (EC 202)
Electives, as above
Spring term
The Natural Environment (GEOG 101)
Eiectives, as above
Planningf Public Policy and Management 183
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 incentive.$qnd 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 a changing
environment. Planning, public policy, and
public management are interdisciplinary 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 Department of Planning, Public Policy and
Management also maintains strong professional
ties with the Bureau of Governmental Research
and Service (BGRS) and the Public Affairs
Library, both located in Hendricks Hall. PPPM
students and faculty members have partici-
pated in a number of BGRS projects, and
several BGRS staff members teach courses in
the Department regularly. This mutually benefi-
cial 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 tuition and 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. Students 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 on a remedial
basis after admission. Work experience,
particularly 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 ad-
vanced 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 a 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 numberof 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
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.
Application Procedures. The graduate plan-
ning program at the University is individually
tailored. Great importance is placed on the
student's preference for and abilityto undertake
self-directed educational actiVity. Because
there are more than 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 Examinations (GRE)
scores are optional. If submitted, they are
considered 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 fall term a year
later. Applications are reviewed beginning
March 15, and applicants are notified of'
admission decisions early in April. Students are
admitted for fall term only. For additional
information, please call or write the departmen-
tal 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 course load of 12 credits a
term. A three-month internship is encouraged
for the summer 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.
184 Planningl Public Policy and Management
'" 6
,3
" 3
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 to the client and the general public,
Examples of recent project topics include:
Tourism and resort development
Opportunities for small-business development
Cost-benefit studies of small-scale 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 expertise and ability
to conduct planning research and to prepare
and present high-quality professional reports,
The pC'oularity of this program with students and
with a growing number of government and
private-sector clients has enabled it also to
provide research support for 10 to 15 students
er ch summer session,
The ,ollowing 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) , ' , , ' , , , ' , , .
Introduction to Urban Planning (PPPM 5(1) ,
Planning Theory (PPPM 515) , , , , , , , , ,
Seminar: Legislative and AdmiJlistrative
Procedures (PPPM 507) or Legal Issues in
Planning and the Environment (PPPM 5(8)
or Planning Legislation (PPPM 522) "," 3-4
Planning Anaiysis 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 leadership positions at
the local, state, and federal levels as adminis-
trators, department heads, planners, program
and policy analysts, finance or personnel
officers, staff members of research and service
organizations, 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 students
are enrolled in the program preparing for entry-
and mid-level policy and management careers
in public service, Approximately 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 prepro-
fessional work experience, Enrollment and
participation by mid-career students is encour-
aged, To accommodate the working student,
most graduate classes are offered in the late
afternoon and evening,
Program Characteristics
Flexibility allows students to design programs,
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 becoming a
budget analyst for state government. Or a
broader area of concentration, such as human
service management, might be chosen,
Problem-oriented courses prepare students for
one of the major responsibilities that public
managers face-making decisions, The pro-
gram emphasizes the development of skill in
diagnosing problems, collecting and analyzing
information, choosing among alternatives,
communicating findings, and managing
change,
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 public policy and manage-
ment.
Interdisciplinary programming offers students
the perspectives of other fields that are essential
to an education in public policy and manage-
ment. The program encourages enrollment in
relevant courses from other University depart-
ments or schools, such as Economics, Political
Science, and Journalism,
Application Procedures
To be eligible for the graduate program in public
affairs, an applicant must hold a bachelor's
degree,
The foilowing 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, two to three pages
each: a clear specification of professional
goals and interests and an explanation of
how the interdisciplinary nature of the public
affairs program will contribute to the attain-
ment 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
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 affairs
experience, and their statements of professional
goals and the relationship of the 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 66 credits are
generally required to receive either degree,
usually accomplished in approximately 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 graduate program in public affairs manage-
ment requires work in a common core, manage-
ment processes, and a concentration area, as
well as an exit project and an internship,
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 processes and policy
development; applied research methods-par-
ticularly 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, personnel manage-
ment and labor relations, and the legal context
of public affairs, Course work is designed to
enhance competence in particular public
management processes,
Concentration Areas. Each student is ex-
pected to develop an area of concentration,
chosen with his or her career goals in mind,
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.
Midprogram Review. All students undergo a
midprogram review, After accumulating 30 to
Planningl Public Policy and Management 185
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
in Supervised Field Study (PPPM 509). Concur-
rently with the internship, a student registers for
a graded 3-credit course, Seminar: Internship
(PPPM 507). The program requires 12 credits
of supervised field internship and 3 credits of
internship seminar.
Students who are working full time in public
service-related organizations are required to
complete the equivalent of a three-month
full-time supervised field internship and intern-
ship seminar. They receive 6 credits for the
internship and 3 credits for the seminar.
In-career students are encouraged to secure
field credit on a contractual basis for new roles
or projects undertaken in their current work
setting.
Supervised Field Study (PPPM 509) is arranged
through PPPM's field coordinator and is offered
PIN only. Seminar: Internship (PPPM 507) is
offered either PIN or graded. Students must be
enrolled for a minimum of 3 credits each term
they are involved in an internship.
Interdisciplinary Program in
Applied Information Management
An interdisciplinary master's degree focusing
on applied information management is available
through the Interdisciplinary Studies: Indi-
vidualized Program in the Graduate School. The
program, coordinated by the UO Continuation
Center, is designed to serve the needs of
Portland-area residents. Address inquiries to
Curt Lind, Applied Information Management
Program, University of Oregon Continuation
Center, 1553 Moss Street, Eugene OR 97403.
The program is fully described under Continuing
Education Off Campus in the Special Studies
section of this bulletin.
Interdisciplinary Program in
Environmental Studies
An interdisciplinary master's degree focusing
on environmental studies is offered through the
Interdisciplinary Studies: Individualized Pro-
gram of the Graduate School. Graduate courses
in Biology; EConomics; Geography; Law:
Leisure Studies and Services; 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
bulletin, Individualized Program: Environmental
Studies.
Planning, Public Policy
and Management
Courses (PPPM)
Lower Division
199 Special Studies: [Term SUbject] (1-3R)
200 Innovative Education: [Term SUbject] (1-3R)
Upper Division
301 Introduction to Planning and Public Polley (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 that deliver services to the public.
Assumes students have completed generai 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.
Assumes students have completed general PPPM
prerequisites.
324 Managing PUblic Money (3) Budgetarydecision
and control processes in pUblic organizations; their
relationship to allocation of pUblic resources: problems
of taxation, 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.
400 Innovative Education: [Term Subject] (1-3R)
401 (M) Research (Arr,R)
403 (M) Thesis (Arr,R)
405 (M) Reading and Conference: [Term Subject]
(Arr,R)
406 Special Problems (Arr,R)
407 (G) Seminar: [Term SUbject] (Arr,R) Recent
topics include Community Economic Development,
Introduction to Housing, Managing Fiscal Austerity,
Managing Nonprofit Organizations, Neighborhood
and Community Revitalization, Planning for the
Changing American Family, Small City Management,
and Women and the Built Environment.
408 (G) Workshop (Arr,R) Recent topics include
Career Management for Women, Personnel and
Affirmative Action, Program Planning, and Public
Sector Marketing.
409 (M) Supervised Field Study: [Term Subject]
(Arr,R) 12 credits maximum per term. Participation in
the activities of public or private community agencies
and organizations, under faculty supervision and with
coordinated instruction. Prereq: instructor's consent.
410 (G) Experimental Course: [Term SUbject]
(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
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
appropriate 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 localleveis of U.S. government. The
gra~t-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
501 Research (Arr,R)
502 Terminal Project (Arr,R)
503 Thesis (Arr,R)
505 Reading and Conference: [Term Subject]
(Arr,R)
506 Special Problems (Arr,R) Department majors
may receive up to 6credits for intern work in approved
planning positions.
507 Seminar: [Term SUbJect] (Arr,R) Recent topics
include Advanced Program Evaluation, Contemporary
Issues in Housing, Economic Diversification, Energy
Policy Planning, Fiscal Impact Analysis, Legislative
and Administrative Procedures in Planning, 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: [Term Subject] (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: [Term SUbJect] (Arr,R)
PIN only. Each term a series 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. R for a total of six short
seminars a year.
186 Planningl Public Policy and Management
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.
512 Law and Legal Methods (3) Federal-state legal
relationships, role of the courts in reviewing public
sector decision making, sources of the law, issues in
land use regulation, and basic legal research skills.
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-
ment of 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
(3) Constitutional law issues (due process, equal
protection), statutory constraints (antitrust, civil rights),
and procedural aspects of planning and land use
regulation. Prereq: PPPM 512 or instructor's consent.
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. Prereq:
PPPM 512 or instructor's consent.
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 environmentai 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 modeis 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
controi; 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; descrip-
tive and multivariate analysis; computer applications;
selected analytic models, population projections.
cost-benefit analysis. Open to nonmajors with instruc-
tor'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 law 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 design,
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. Prereq:
PPPM 512 or instructor's consent.
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 manage-
rial effectiveness.
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 oftourism 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-
cial. 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.
187
College of Business Administration
268 Gilbert Hall
Telephone (503) 686-3300
James E. Reinmuth, Dean
Helen Gernon, Associate Dean
The College of Business Administration(CBA) offers programs of study leading to
bachelor's, master's, and doctoral degrees in
Accounting, Decision Sciences, Finance,
Marketing, and Management, and an interdisci-
plinary 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
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 are in the
Graduate School of Management section of this
bulletin.
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 5
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 upper 20 percent of students receiving
master's degrees.
CBA Computing Facilities
The CBA computing facilities provide students
and faculty members with ongoing support for
their educational needs in the form of profes-
sional 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 Autzen Foundation Instructional
Lab has HP 150 microcomputers, plotters, and
printers; the Wildish Instructional Computing
Lab has Apple Macintosh microcomputers and
printers; and the Hewlett-Packard Vectra
Instructional Lab has personal computers and
printers that are IBM AT-compatible systems.
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, thefacilities
offer several remote terminals with access to
either the College's HP 3000 or the University's
VAX 8800 and IBM 4341 computer systems.
Study Abroad Programs
The College maintains exchange relationships
with several overseas universities that give
students 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 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 program described under Under-
graduate School of Business.
Research
The College of Business Administration faculty's
active interest in research is manifested by the
research centers incorporated in its
organizational structure. The amount of activity
within these centers varies, depending on
available University funds as well as grants and
contracts from foundations, government agen-
cies, 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 bulletin.
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 interdisciplinary 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 bulletin.
Office of External Affairs
264 Gilbert Hall
Telephone (503) 686-3370
Carole L. Daly, 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.
Applied Information
Management Program
An interdisciplinary master's degree focusing
on applied information management is available
through the Interdisciplinary Studies: Indi-
vidualized Program in the Graduate School. The
program, coordinated by the UO Continuation
Center, is designed to serve the needs of
Portland-area residents. Address inquiries to
Curt Lind, Applied Information Management
Program, University of Oregon Continuation
Center, 1553 Moss Street, Eugene OR 97403.
The program is fully described under Continuing
Education Off Campus in the Special Studies
section of this bulletin.
188 Undergraduate School of Business
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 majors offered:
Accounting, Decision Sciences, Finance,
Management, or Marketing; and, except for
Accounting majors and students double
majoring within the College of Business Admin-
istration, complete a secondary subject area.
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.
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 a business premajor
until admission requirements have been met.
Business premajor status, however, does not
guarantee admission as a major in a field of
business.
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 least three of the required
six courses in the University arts and letters
group. 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 the 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.
Preregistration
Students who have been admitted to major or
minor status in the College of Business Admin-
istration may preregister for business courses.
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 other admission
requirements have been met, students should
submit their petitions with their applications for
admission as majors following the procedure
described below. Note: A student cannot be
awarded a degree without having been formally
admitted as a major.
Honors College
Business premajors 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 priorto 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 or be complet-
ing all entry requirements during the term in
which they apply. Final acceptance as a major
is contingent on satisfactory completion of all
admission requirements.
Transfer Students
Transfer students who will have completed all
admission requirements prior to transfer should
apply to the University Office of Admissions and
Records at least one term prior to their intended
term of transfer. When University admission is
confirmed, application must then be made for
admission to the College of Business Adminis-
tration 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 to the
University of Oregon as business premajors
and should apply for major status in accordance
with the application procedure above.
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 Bulletin.
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
and Records. Second-degree candidates must
meetthe same GPA requirement as first-degree
candidates. See Petitions, above, ifoverall GPA
is between 2.50 and 2.74.
Second-degree students must complete the
same upper-division requirements as first-
degree candidates. Students are classified as
business premajors until the business, mathe-
matics, economics, and computer literacy
requirements in the Conceptual Tools Core are
completed or waived by prior course work. A
2.50 GPA is required in these courses. When
this requirement has been met, application can
be made for major status in the same manner
as for first-degree candidates. If a student's
native language is not English, a minimum score
of 550 on the Test of English as a Foreign
Language (TOEFL) examination is required.
The Second Bachelor's Degree section of this
bulletin, under Registration and Academic
Policies, lists University requirements for a
second bachelor's degree; the College advising
office distributes information concerning
College of Business Administration require-
ments.
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. Students should refer
to the Registration and Academic Policies
section of this bulletin for specific requirements
for bachelor's degrees and for general Univer-
sity and group requirements.
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 Financial Accounting I (ACTG
221), Introduction to Management Accounting
(ACTG 260)
Introduction to Law (BE 226)
Introduction to Economic Analysis: Micro-
economics (EC 201) and Introduction to
Economic Analysis: Macroeconomics (EC 202)
Fundamentals of Management (MGMT 201)
Calculus for the Nonphysical Sciences (MTH
207, 208) and Probability and Statistics with
Calculus (MTH 209)
Note: The courses listed above must be taken
for grades, and a 2.50 GPA in these courses is
required for admission as a major.
Undergraduate School of Business 189
Three courses selected from Sociology,
Psychology, and Anthropology courses listed in
the social science group
A fundamental speech course
Introduction to Business-Information Process-
ing (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
computing 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 specifications and com-
patibility with College hardware. Significant
discounts on the purchase of certain microcom-
puters are available to University students.
Upper-Division Core. The following courses
(3 credits each) are required of all majors:
Managerial Economics (FINL 311)
Marketing Systems and Demand Analysis
(MKTG 311)
Financial Management (FINL 316)
Management and Organizational Behavior
(MGMT 321)
Business Statistics (DSC 330)
Concepts of Production and Operations Man-
agement (DSC 335)
A 300-level Economics course (excluding
EC 311)
Business Enterprise and Social Responsibility
(BE 425)
Business Policy and Strategy (MGMT 453)
Residence Requirement. Students must take
48 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
Department of Economics or be approved by
the College. Optional tutorials (e.g., EC 199)
and software-specific computer courses with
College of ~usiness Administration prefixes
(e.g., ACTG 199), taught through Continuing
Education, do not meet this requirement.
Studies in Other Disciplines. Students must
take at least 105 credits in disciplines other than
business and economics.
Majors. Each student must complete a major
as specified by each department. Majors are in
Accounting, Decision Sciences, Finance,
Management, and Marketing. See the appropri-
ate departmental sections of this bulletin 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 410), 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
International Management (MGMT 420) or
International Transportation 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 requir~­
ment 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. No more
than two courses in the upper-division core
may be taken pass/no pass. Business Policy
and Strategy (MGMT 453) must be taken
graded
3. Any transfer business course in which a
grade of D was earned cannot satisfy course
prerequisites
Please see the Registration and Academic
Policies section of this bulletin for an explanation
of the University grading system.
Business Administration
Minor Requirements
The College offers a minor in Business Admin-
istration, 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 upper-division business electives chosen
from regularly offered College of Business
Administration courses. Computer courses
offered through the Continuation Center do not
meet this requirement even if they have a
College of Business Administration prefix
Students intending to pursue a minor in Busi-
ness Administration must declare thei r 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 to upper-division minor
status, 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
For students interested in international busi-
ness, the following program is recommended:
1. Major in oneofthe 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). International 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 B.A.
deg ree in a language relevantto the area of
study
Students majoring in disciplines other than
business should follow this same program and
complete the Business Administration minor.
Elective courses within the minor should be
chosen from the international business second-
ary subject 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 for the Business Administration minor
is available there. A bulletin board outside this
office contains announcements concerning
policy, coming activities, scholarships, and
other information of interest to all business
students and business premajors. 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 and College staff members 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.
190 Graduate School of Management
Graduate School
of Management
272 Gilbert Hall
Telephone (503) 686-3306
Helen Gernon, Associate Dean
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.B.A.), master of science
(M.S.), and master of arts (M.A.) degrees.
Students 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 the two-year Oregon Executive
Masterof Business Administration (O.E.M.B.A.)
Program for employed midlevel executives.
Classes are held in Portland one full day a week
with two week-long summer sessions. In
addition to standard admission criteria, appli-
cants to this program must have substantial
managerial experience and corporate sponsor-
ship. O.E.M.B.A. courses are open only to
students who apply and are admitted to this
program. For further information, write or call:
Executive Director, O.E.M.B.A. Program
19500 N.W. Gibbs Drive, Suite 140
Beaverton OR 97006-6907
Telephone (503) 690-1575
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 the
private sectors. Management education in-
volves training in the general management area
supplemented by opportunities for students to
emphasize given areas of concentration. Most
students select from the following majors:
Accounting (expected to be discontinued in
1989), Decision Sciences (business statistics or
production and operations management),
Finance, Management, Marketing, or Marketing:
International Business. In addition, students
who do not want to specialize in one of these
areas can select the interdisciplinary Manage-
ment: General Business major.
The M.B.A. program focuses on profit-oriented
organizations, although students may explore
certain aspects of nonprofit organizations or
government agencies.
The M.B.A. degree usually takes two years of
full-time study to complete and requires a high
degree of involvement by students.
Sample Program
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:
First-Year Requirements
Fall term 11 credits
Seminar: Communications (BA 507) 1
Seminar: Computers (BA 507) . . . . . . . . . . .. 1
Introduction to Business Statistics (OSC 511) . 3
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 (OSC 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 (OSC 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 the total
number of credits required for the 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 Marketing: International
Business, a major requires completion of four
courses, as specified by the major department.
Students with a Management: General Business
major choose four courses in consultation with
their advisers.
The graduate program of study must be
approved by the student's adviser, department
head in the major, and the associate dean.
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
All students in the two-year M.B.A. 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. Ofthe 30 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
Following are the required courses for the
second year of the M.B.A. degree program,
along with a typical course schedule.
Requirements
Fall term
Corporate Strategy and Planning (BA 524)
One course in the major
Electives
Winter term
Strategy and Policy Implementation (BA 525)
One course in the major
Electives
Spring term
Two courses in the major
Electives
Accelerated Programs
3-2 Program. The 3-2 program offers an
opportunity for superior nonbusiness under-
graduate majors to begin work on an M.B.A. or
M.S. degree during their senior year. Student
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 fift
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.B.A. 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.B.A. degree in fourterms.
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 degre
programs is highly competitive and limited to
those students who have both outstanding
scholastic records and demonstrated potential,
for graduate study. Admission is for summer
session and fall and winter terms.
Specialized Programs
Forest Industries Management. Forest indus-
tries management is offered as a support area
in the M.B.A. 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 under-
graduate degrees in other disciplines may also
find this area of study appropriate. The require-
ments are Problems in Forest Industries Man-
agement (MKTG 570), 3 credits, and forest
industries research or independent study,
3 credits, with a college faculty member. In
addition, in other M.B.A. 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 under thE
Institute of Industrial Relations.
Graduate School of Management 191
nternational Business. The Graduate School
If Management, in cooperation with the Univer-
;ity, offers international business as a special
Hea of concentration in the M.BA program.
[his program requires completion of the M.BA
;ore, advanced course work in international
lusiness, and specialized study in a particular
]eographic region of the world. A foreign
anguage is recommended but not required,
md an accelerated program is available for
iuperior students with undergraduate degrees
n business. Study abroad and business
nternships are also available on an optional
lasis. For further information, write or call:
Director, Il'jternational Business Program
University of Oregon
Eugene OR 97403
Telephone (503) 686-3321
I.D/M.B.A. Program. In cooperation with the
Jniversity of Oregon School of Law, a concur-
ent doctor of jurisprudence/master of business
ldministration (JD.lM.BA) program makes it
lossible to earn both the J.D. and the M.BA
legrees in four years instead of the five that
vould be required ilthe degree programs were
aken separately. The program is designed for
:tudents planning a legal career that requires
n-depth knowledge of business operations.
ltudents entering the program spend their first
'ear in the School of Law and take their
:econd-year courses in the Graduate School of
Aanagement. The third and fourth years are
pent taking advanced courses in both law and
lusiness.
I is a highly selective program; students are
equired to meet the admission requirements of
loth the School of Law and the Graduate School
If Management. Admission to the program is
IIIowed only during fall term. Prospective
tudents should consult both the director of
Idmissions in the School of Law and the
lssociate dean in the Graduate School of
~anagement.
Jlaster of Science
)r Master of Arts
'he program leading tothe M.S. or MA degree
lliows more specialization than the M.BA
lrogram and may be adapted to the particular
leeds of the student. The requirements are as
)lIows:
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 usually 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
associate dean
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, specializa-
tion 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 15 credits in electives. A
maximum of 9 credits of thesis can 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 is deducted
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 associate
dean
b. An approved program of stUdy must be
filed with the associate dean 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 is required. 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 associate dean.
The thesis committee 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 associate
dean before substantial work is under-
taken 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 ofthis requirement
appear under the Undergraduate School of
Business
For the MA degree, competence in a foreign
language is required.
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
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
resourcefulness, creativity, seriousness of
purpose, 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
to 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.
Prior work experience is desirable but not
necessary.
Admission Criteria
More specifically, the admission process is
based on four categories of information:
1. Undergraduate academic performance
2. Graduate Management Admission Test
(GMAT) score
3. Two recommendations are required for
admission. One should describe academic
ability and the other should, but is not
required to, address managerial ability and
potential. Recommendations should be from
people who have worked closely with the
applicant and can comment on his or her
ability, accomplishments, and potential
4. Completion of three essay questions in-
cluded in the application package
The applicant should also provide any other
pertinent information for consideration.
Recent successful applicants have had average
undergraduate GPAs of 3.20 and average
GMAT scores of 575.
Prerequisites. Courses in calculus, micro-
economics, and macroeconomics are prerequi-
sites for students entering the program and
must be taken prior to the first-year course work.
International Students. In addition, applicants
from non-English speaking countries must earn
a minimum score of600 on the Test of English
as a Foreign Language (TOEFL).
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.
Full-time Status. Full-time M.BA students
enrolled in the first year of the two-year program
are required to complete, with a GPAof 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.
Part-time Status. Unless otherwise designated,
all students admitted to the M.BA 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 atthe start of any term. Part-time
192 Graduate School of Management
students may enroll for no more than 6 credits
in a term.
Winter Admission. Students are encouraged
to enter the program fall term. It is recom-
mended 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 associate dean prior
to 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 associate dean may
be filed.
Change of Major. Students may change majors
within the Graduate School of Management
with the approval of the associate dean.
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 of 3.00 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
programs office.
General University Regulations. Please refer
to the Graduate School section of this bulletin
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. A
student interested in this program, which is
approved by the Graduate Council, should
direct inquiries to the program director. The pro-
gram is the only one of its kind at a western
university. Established in 1966, the program has
about 500 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 (MA) degree and
requires 60credits 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 Management Admission Test (GMAT)
scores are required.
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. Seminars: Com-
munications, Computers (BA 507), Manage-
ment and Organizational Behavior (MG MT 511)
or equivalent
Economics. Labor Economics (EC 444G)
Management. Seminar: Industrial Relations
(MGMT 507), Experimental Course: Public
Policy (MGMT 510), Employment Law and
Legislation (MGMT 532), Human Resources
Management (MGMT 534), Recruitment and
Selection (MGMT 535), Compensation Theory
and Administration (MGMT 536), Labor-Man-
agement Relations (MGMT 539). Labor Law I
and II (L559, 560) may be substituted for Public
Policy and forEmployment Law and Legislation
with the Institute director's consent
In addition, students are required to complete
at least three of the following: Experimental
Course: Arbitration (MGMT 510), Motivation and
Quality of Working Life (MGMT 531), Employee
Benefits (MGMT 533), Designing Effective
Organizations (MGMT 541)
Students who do not hold undergraduate or
master's degrees in business are required to
cornplete Accounting Concepts (ACTG 511),
Production Management (DSC 513), and either
Financial Environment (FINL 514) or Financial
Management (FINL 516) as part of their Indus-
trial Relations electives.
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 offe red 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 econornics 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. Managerial Problem Solving
(MGMT 542), International and Comparative
Management (MGMT 547)
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), Advanced Applied
Psychology (PSY 487G, 488G, 489G), Social
Psychology (PSY 517)
Sociology. Sociology of Labor (41 OG), Sociol-
ogy of Work (SOC 446G), Industrial Sociology
(SOC 447G), Sociology of Occupations (SOC
448G), Women and Work (SOC 449G)
In addition to elective course work identified
above, students may complete relevant work in
other departments with the planning assistance
of Institute faculty members.
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
associate dean, assisted by the Graduate
Programs Committee of three business faculty
members and one doctoral student member.
Program of Study
The Ph.D. normally requires four 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
Graduate School of Management 193
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.
PRIMARY AREAS OF CONCENTRATION
Accounting. Focuses on managerial, be-
havioral, and financial accounting, auditing,
cost analysis, and control for public, industrial,
and governmental 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 or operations and production manage-
ment. Related courses are available in computer
science, mathematics, economics, and man-
agement 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 PhD. program
for fall term is the preceding March 1. Inquiries
concerning the program should be addressed
to the associate dean.
Degree Requirements
The student's program must satisfy the require-
ments of the Graduate School of the University
and the following requirements of the College
of Business Administration:
Four 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, by University of Oregon courses, or by
oral or written examination, to be determined by
the student's advisory committee and approved
by the associate dean. 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
orher 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 a 13-month period. Each
comprehensive examination may be scheduled.
for a maximum of eight hours and must be fully
completed in no more than two consecutive
days. The examinations are graded high pass,
pass, or no pass. On examinations given in
separate and predesignated parts, the grade
may apply to each subpart. All grades are
outright; aconditional pass is not permitted. In
the event of failure, a student may retake a
comprehensive examination 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 supporting 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 examina-
tions must be completed within 19 months of
the date of the first examination. Failure to pass
the comprehensive examination or a subpart on
the second attempt results in automatic termina-
tion 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 associate dean.
Competence in a primary area of concentra-
tion. The student is expected to master the
literature and techniques in a primary area of
business administration, to be prepared to write
an acceptable dissertation, and to perform
research of high quality. Competence is
demonstrated by passing a written 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
responsibilityforthe 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 selected as the supporting area, the
level of competence required is that which is
necessary to comprehend literature and
techniques of the area and to teach elementary
courses in the area. Competence is de-
monstrated 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 a written
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 tothe doctoral
program. The examination is written and graded
by members of the department with administra-
tive responsibility for the subject matter. If no
singie department has administrative responsi-
bility, the examination committee is appointed
by the associate dean after consultation with
the student's advisory committee. Supporting
areas include those listed above as primary
areas of concentration in addition to business
economics and real estate. Alternative support-
ing areas inside or outside the Graduate School
of Management may be developed by the
st~dent and the advisory committee.
Competence in statistics and research
methods. Students must compiete four or more
graduate-level courses in statistics beyond the
introductory level, Introduction to Business
Statistics (DSC 511), 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. At least three courses must be completed
at the University after admission to the doctoral
program. Of these, one must be Seminar:
Statistical Foundations for Research (DSC 507),
which must be completed with a grade of Bor
better during the student's first full year in the
program. The examination in statistics and
research methods is written and graded by a
committee including at least two Decision
Sciences faculty members appointed by the
associate dean. If the student elects decision
sciences (applied statistics) as the primary
area, an additional supporting 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 tofinal approval
by the student's advisory committee and the
associate dean. Each course used to meet this
area requirement must be passed with a grade
of B or higher, and at least two courses must
194 Graduate School of Management
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 includes at least three regular faculty
members of the School and at least one
member from outside the School. The chair of
the committee serves as the student's primary
dissertation adviser. Before the dissertation
topic is accepted by the dissertation committee,
the student makes a public oral presentation
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 point average (GPA). The student must
maintain a cumulative GPAof 3.00 or 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 GPA below 3.00 for two
consecutive terms; (c) failure to complete a
dissertation within three years after the student
is advanced to candidacy; or (d) any time a
memberofthe advisory or dissertation commit-
tee requests a vote. The student has the right
to petition the Graduate Programs Committee
to reconsider the termination.
The advisory or dissertation 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.
Business Administration
Courses (BA)
Graduate
505 Aeadin~ and Conference: [Term SUbject] (1-6A)
A when tOPiC changes
507 Seminar: [Term SUbject] (Arr,A) Two current
titles are Computers and Communications.
510 Experimental Course: [Term SUbject] (3-6A) A
when topic changes.
524 Corporate Strategy and Planning (3) How shall
we choose to compete1 Analytical techniques and
planning models applicable to making this fundamen-
tal decision. M.B.A. students only.
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.
M.BA students only.
Professional
605 Aeadlng and Conference: [Term Subject] (1-6A)
A when topic changes. Offered only through the
Oregon Executive M.B.A. Program.
607 Seminar: [Term SUbject] (1-6A) A when topic
changes. Offered only through the Oregon Executive
M.B.A. Program.
608 Workshop (1-6A) A when topic changes. Offered
only through the Oregon Executive MB.A. Program.
610 Experimental Course: [Term SUbject] (3-9A) A
when topic changes. Offeredonly through the Oregon
Executive MB.A. Program.
611 Marketing Management (3) Focuses on the
marketing function at the product-line level, including
basic marketing concepts and philosophies, and brief
exposure to macromarketing strategies. Offered only
through the Oregon Executive MB.A. Program.
612 Financial Accounting and Aeporting (3)
Preparation, interpretation, and use of external
financial statements and reports. Covers basic
accounting principles, recording and reporting
techniques underlying valuation and income determi-
nation. Offered only through the Oregon Executive
M.B.A. Program.
613 Accounting for Managers (3) Development,
presentation, and interpretation of cost information for
management. Stresses the use of accounting data tor
business decisions, performance appraisal, budget-
ing, and control. Offered only through the Oregon
Executive MB.A. Program.
614 Management Processes and Organizational
Behavior (3) Focuses on the systematic relationship
among organizational variables and their implications
for effective management of individuals and groups
within an organization. Offeredonly through the Oregon
Executive M.B,A. Program.
615 Statistical Techniques for Managerial Decisions
(3) Exposure to descriptive statistics, decision
analysis, regression analysis, and forecasting.
Emphasis on when and how to use statistics. Offered
only through the Oregon Executive MB.A. Program.
616 Human Aesource Planning and Development
(3) Examines effective human resource management
systems, including manpower planning, compensation
theory and administration, benefits, career develop-
ment, and human resource management information
systems. Offered only through the Oregon Executive
MB.A. Program.
617 Government Policy and Business Practice (3)
Analysis ot government policy and the legal environ-
ment in which business operates. Integrates the
analysis of public policy and the legal environment with
basic microeconomic principles. Offeredonly through
the Oregon Executive MB.A. Program.
618 Financial Framework (3) Covers micro- and
macroeconomic analyses. Examines the roles of
monetary and fiscal policy, the Federal Reserve
System, and money and capital markets. Offered only
through the Oregon Executive MB.A. Program.
621 Financial Analysis (3) Covers objectives, tools,
methods, and problems of financial management,
including fund acquisitions, dividend policy, capital
acquisitions, taxes, mergers, and investment banking.
Offered only through the Oregon Executive M.B.A.
Program.
622 Corporate Strategy (3) Focuses on how corpora-
tions choose to compete. Covers the analytical
techniques and planning models appropriate for
making this fundamental decision. Offered only
through the Oregon Executive M.B.A. Program.
623 Financial Management (3) Problems and cases
dealing with financial analysis, working capital
management, tunding rapid growth, asset valuation,
and alternative financing strategies. Offered only
through the Oregon Executive MBA Program.
624 Operations Management (3) Covers process
analysis, inventory control, production scheduling,
capacity planning and location analysis, quality
control, and Japanese production techniques. Offered
only through the Oregon Executive MBA Program.
625 Management in Dynamic Industries (3) Covers
planning and strategy under conditions of rapid growth
and change, including marketing of new products,
managing change, and financial problems of rapid
growth. Offered only through the Oregon Executive
M.BA Program.
626 Management Information Systems (3) Covers
the acquisition and management of marketing,
accounting, and production data using both traditional
and computer-based systems. Offered only through
the Oregon Executive MB.A. Program.
627 International Business Strategy (3) Focuses on
the problems of operating across multiple political and
cultural boundaries. Topics include international
perspectives on corporate strategy, marketing
strategy, and finance. Offeredonly through the Oregon
Executive MB.A. Program.
628 Business Policy (3) Focuses on decision making
that cuts across departmental (functional area)
boundaries, emphasizing integration and application
of business knowledge in decision situations. Offered
only through the Oregon Executive MBA Program.
630 Business Plan (9) Created during the final year
of the program, the business plan or project involves
investigating anew venture or project relevant to the
participant's organization. Offered only through the
Oregon Executive MBA Program.
Accounting 195
Accounting
364 Gilbert Hall
Telephone (503) 686-3305
Marinus J. Bouwman, Department Head
Faculty
MarinusJ. Bouwman, Associate Professor. M.S., 1971,
Eindhoven; M.S., 1973, Ph.D., 1978, Carnegie-Mellon.
(1979)
Paul Frishkoff, Professor. B.A., 1960, Swarthmore:
M.B.A., 1962, Chicago; PhD., 1970, Stanford. C.P.A.,
California, Oregon. (1967)
Jennifer J. Gaver, Assistant Professor. B.A., 1978,
William and Mary; M.B.A., 1980, Vanderbilt; PhD.,
1987, Arizona. C.P.A., Montana. (1987)
Helen Gernon, Associate Professor; Associate Dean,
College of Business Administration. B.B.A., 1968,
Georgia; M.B.A., 1972, Florida Atlantic; PhD., 1978,
Pennsylvania State. C.P.A., Florida. (1978)
Raymond D. King, Associate Professor. B.S., 1971,
Montana State: M.B.A., 1974, Montana; PhD., 1980,
Oregon. C.P.A., Montana. (1982)
Chris J. Luneski, Associate Professor. A.B., 1956,
Johns Hopkins; M.A., 1959, PhD., 1965, Minnesota.
(1961)
Terrence B. O'Keefe, Associate Professor. B.A., 1963,
Wittenberg: M.S., 1967, PhD., 1970, Purdue. On leave
1988-89. (1980)
James M. Peters, Assistant Professor. B.S., 1969,
M.B.A., 1975, Washington State. (1987)
Barry Spicer, Associate Professor. B.Com., 1970,
University of Queensland: Ph.D., 1976, Washington
(Seaftle). (1977) .
Emeritus
John W. Soha, Associate Professor Emeritus. B.B.A.,
1936, Puget Sound; M.B.A., 1950, Michigan. C.P.A.,
Washington. (1951)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
The major curriculum in the Department of
Accounting is designed for students who want
to prepare for a career in public, corporate, or
governmental accounting or who want to
embark on a management career with a strong
accounting emphasis.
The Department has faculty advisers who assist
in curricular or career planning. Names of
advisers are available in the Department office
along with a handout on undergraduate advis-
ing that answers commonly asked questions
about the program. The handout should be read
before a student meets with an adviser. All
transfer students should see an accounting
adviser prior to registering in upper-division
course work. It is recommended that all transfer
students take Introduction to Financial Account-
ing II (ACTG 222) at the University of Oregon
prior to registering in Financial Accounting
Theory (ACTG 350) or Cost Accounting (ACTG
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 of Business Administration, the require-
ments for a major in Accounting 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)
Introduction to Income Taxation (ACTG 411)
Accounting Information Systems I (ACTG 420)
Introduction to Auditing (ACTG 440)
Advanced Accounting (ACTG 450)
6 credits in permanently numbered 400-level
elective Accounting courses
6 credits of 400-level course work in Decision
Sciences
Secondary Area
When accounting is selected as a secondary
subject area of concentration, 9 credits are
required, distributed as follows:
Introduction to Financial Accounting II (ACTG
222)
Two upper-division Accounting courses exclud-
ing Professional Accounting Environment
(ACTG 381) and Problems in Professional
Accounting (ACTG 480)
Accounting Courses
(ACTG)
Lower Division
199 Special Studies: [Term Subject) (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 and in reporting liabilities and ownership
interests. 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
307 Accounting Cycle (1) PIN only, A practice set
that involves the full cycle of accounting work.
Recording transactions in the accounting system,
posting, summarization, and reporting in financial
statements. Prereq: ACTG 222, junior standing.
350,351,352 Financial Accounting Theory (3,3,3S)
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 or
instructor's consent.
401 Research (Arr,R)
403 Thesis (Arr,R)
405 Reading and Conference: [Term Subject)
(Arr,R)
407 Seminar: [Term Subject) (Arr,R)
409 Practlcum: [Term Subject) (1-2R) PIN only
410 Experimental Course: [Term SUbject) (Arr,R)
Current topics include Financial Statement Analysis
and International Accounting.
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 ot information in modern organizations: general
systems design considerations; data-base design,
accounting control, and auditing: modern data-proces-
sing 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 elecfronic data-
processing aUditing. Prereq: ACTG 420, instructor's
consent. Not offered 1988-90.
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. Not
offered 1988-90.
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. Not offered 1988-90.
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.
Not offered 1988-90.
Graduate
501 Research (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term Subject)
(Arr,R)
507 Seminar: [Term SUbject) (Arr,R) Recent topics
are Doctoral Serninar, Economic Regulation and
Accounting Policy, and Issues in Accounting
Research.
508 Colloquium (Arr,R)
509 Practicum: [Term SUbject) (1-2R) PIN only
510 Experimental Course: [Term Subject) (Arr,R)
Current topics include Business Expert Systems,
Decision Support Systems, and International
Accounting.
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. Master's or doctoral degree
candidates only.
512 Management Accounting Concepts (3) Princi-
ples and procedures of rnanagerial accounting; study
of cost accounting, budgeting, and control. Master's
or doctoral degree candidates only. Prereq: ACTG 511.
517 Taxation Concepts (4) Basic taxation of individu-
als, property transactions, corporations, partnerships,
estates and trusts. Prereq: ACTG 511 or instructor's
consent.
196 Accounting
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. Nonmajors only. Prereq:
ACTG 511, 512. Not offered 1988-90.
530 Financial Accounting I (4S) Review of accounting
theory, concepts, and principles. In-depth study of
basic financial statements. Appropriate for non-
Accounting majors who want extensive coverage of
financial accounting. Master's or doctoral degree
candidates only. Prereq: ACTG 511 or equivalent.
S with ACTG 531, 532
531 Financial Accounting II (4S) Financial accounting
for assets, liabilities, and equities: emphasis on
technical aspects of financial accounting. Master's or
doctoral degree candidates only. S with ACTG 530,
532.
532 Financial Accounting III (4S) Accounting for
partnerships, business combinations, and the consoli-
dation of financial statements. Extensive coverage of
financial statement analysis. Master's or doctorai
degree candidates only. S with ACTG 530, 531. Not
offered 1988-90.
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 equivaient.
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 or instructor's consent.
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 include a wide range of planning and control
issues in both profit and nonprofit institutions. Prereq:
instructor's consent.
Decision Sciences
300 Gilbert Hall
Telephone (503) 686-3377
Larry E. Richards, Department Head
Faculty
Paul M. Bobrowski, Assistant Professor. B.S., 1972,
United States Air Force Academy; M.S., 1976, Purdue;
Ph.D, 1985, Indiana. (1985)
Robert T. Clemen, Assistant Professor. B.A., 1973,
M.B.A., 1981, Colorado; Ph.D.. 1984, Indiana. (1984)
Sergio Koreisha, Associate Professor. B.S., 1974,
M.Engr., 1975, California, Berkeley; D.B.A., 1980,
Harvard. (1980)
Kenneth D. Ramsing, Professor; Acting Dean,
Graduate School. B.S., 1960, Oregon State; M.B.A.,
1962, PhD., 1965, Oregon. (1965)
James E. Reinmuth, Professor; Dean, Business
Administration. B.A., 1963, Washington (Seattle); M.S.,
1965, Ph.D., 1969, Oregon State. (1967)
Larry E. Richards, Associate Professor. B.A., 1962,
M.B.A.. 1963, Washington (Seattle); PhD., 1969,
California, Los Angeles. (1966)
Emeritus
Arthur E. Mace, Professor Emeritus. B.A., 1938,
Amherst; PhD., 1947, Chicago. (1964)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
The major curriculum in the Department of
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 mathematics through calculus
(equivalent of MTH 201, 202, 2030r 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 a 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
Decision Sciences
Courses (DSC)
Lower Division
199 Special Studies: [Term Subject] (1-3R)
230 Introduction to Business Statistics (3) Statistics
as a tool for making business decisions. Probability,
sampling distributions, estimation theory, confidence
intervals, and hypothesis testing. Prereq: MTH 208.
Not offered 1988-90.
Upper Division
330 Business Statistics (3) Review and applications
of hypothesis testing. Regression analysis, experimen-
tai design, time series, and nonparametrics. Prereq:
MTH 209 or equivalent, junior standing.
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: DSC 330orequivalent,
junior standing
401 Research (Arr, R)
403 Thesis (Arr,R)
405 Reading and Conference: [Term Subject]
(Arr,R)
407 Seminar: [Term Subject] (Arr,R)
409 Practicum: [Term SUbject] (1-2R) PIN only
410 Experimental Course: [Term SUbject] (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 Decision Analysis (3) Systematic study
of decision making under uncertainty. Decision trees,
assessment of subjective probabilities, use of theoret-
ical probability models, single- and multiattribute utility
theory. Applications. 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 muititactor 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 equivaients.
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 ofoptimal-
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.
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 335 or
513.
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
501 Research (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
507 Seminar: [Term SUbject] (Arr,R)
508 Colloquium (Arr,R) PIN only
510 Experimental Course: [Term SUbject] (Arr,R)
511 Introduction to Business Statistics (3) 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
Finance 197
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. Not offered 1988-89.
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 Decision Analysis for Negotiation Problems (3)
Decision analysis basics. Use of decision trees,
probabilities, methods for making decisions under
uncertainty. Analysis of negotiation problems. Distribu-
tive and integrative bargaining. Ethical issues. 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 App'lIed 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
Larry Dann, Department Head
Faculty
Thomas W. Calmus, Associate Professor (managerial
economics, taxation). B.A., 1957, Sacramento State;
Ph.D., 1966, California, Berkeley. (1967)
Alyce Campbell, Assistant Professor (options, futures,
financial markets). B.S., 1973, M.B.A., 1982, Aiberta;
Ph.D., 1987, British Columbia. (1987)
Larry Dann, Associate Professor (financial manage-
ment, investments). B.S., 1967, Northwestern; M.B.A.,
1969, Harvard; PhD., 1980, California, Los Angeles.
(1977)
Jerome J. Dasso, Professor and H. T. Miner Professor
of Real Estate (real estate, urban development). B.S.,
1951, Purdue; M,B.A., 1952, Michigan; M.S., 1960,
Ph.D., 1964, Wisconsin, Madison. (1966)
Michael H. Hopewell, Associate Professor (financial
management, investments). B.A., 1963, M.B.A., 1967,
Ph.D., 1972, Washington (Seattle). (1969)
Christopher James, Associate Professor; John B.
Rogers Professor of Banking and Finance (financial
markets, intermediation theory). AB., 1973, Michigan
State; M.B.A., 1977, PhD., 1978, Michigan. (1978)
Coleman S. Kendall, Assistant Professor (international
finance). B.A., 1978, Swarthmore; M.B.A., 1980,
Chicago. (1985)
Wayne H. Mikkelson, Associate Professor (financial
management, investments). B.A., 1974, Macalester;
M.S., 1978, Ph.D., 1980, Rochester. On leave 1988-89.
(1984)
M. Megan Partch, Associate Professor (financial
management, investments). B.A., 1971, Carleton;
M.B.A., 1976, PhD., 1981, Wisconsin, Madison. On
leave 1988-89. (1981)
George A Racette, Associate Professor (financial
management, investments). B.A., 1966, Stanford;
M.B.A., 1967, Michigan; Ph.D., 1972, Washington
(Seattle). On leave 1988-89. (1974)
Peggy Wier, Associate Professor (financial manage-
ment, investments, regulation). AB., 1959, Vassar;
M.B.A., 1975, M.S., 1976, PhD., 1981, Rochester.
(1982)
Emeritus
Richard W, Lindholm, Professor and Dean Emeritus
(taxation). AB., 1935, Gustavus Adolphus; M.A., 1938,
Minnesota; PhD., 1942, Texas. (1958)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
The Department of Finance offers courses in
finance, real estate, and business economics.
For undergraduate students with majors in the
College of Business Administration, the Depart-
ment offers a major 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
principles 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 major in Finance are urged to take
a secondary subject area in accounting or, at
least, to take Introduction to Financial Account-
ing 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)
Finance Courses (FINL)
Lower Division
199 Special Studies: [Term SUbject) (1-3R)
240 Survey of Real Estate (3) PIN only. Basic buy,
sell, and lease transactions. The law, brokerage,
financing, and administration of real estate. Not open
to College of Business Administration majors or
business premajors with junior standing or above or
students who have taken FINL 341.
281 Personal Economic and Financial Planning (3)
PIN only. 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 majors or business
premajors with junior standing or above. Not offered
1988-89.
283 The Stock Market and Investing (3) PIN only.
Investments and the stock market; securities and
approaches to security selection. Not open to College
of Business Administration majors or business
premajors with junior standing or above or students
who have taken FINL 380.
Upper Division
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. Students maynot receive credit for both EC
376 and FINL 311.
314 The Financial System (3) The financial system of
the United States, emphasizing functions and behavior
of financial markets and institutions. Interest rates and
financial instruments. The Federal Reserve System.
Prereq: EC 202 or equivalent, junior or senior standing.
Students maynot receive credit forboth FINL 314 and
EC 311.
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.
198 Finance
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 individual 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 Innovative Education: [Term SUbJect] (1-3R)
401 Research (Arr,R)
403 Thesis (Arr,R)
405 Reading and Conference: [Term SUbject]
(Arr,R)
407 seminar: [Term SUbJect] (Arr,R)
409 Practicum: [Term Subject] (1-2R) PIN only
410 Experimental Course: [Term SUbject] (Arr,R) A
current topic is Advanced Investments.
446 Real Estate Finance (3) Mortgages, trust deeds,
and land contracts; financing techniques and costsof
borrowing or lending; the importance of real estate
finance in a valuation framework. Prereq: FINL 341 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 regulatory 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: FINL 372, 380, senior standing.
Graduate
501 Research (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
507 seminar: [Term Subject] (Arr,R)
508 Workshop (Arr,R)
510 Experimental Course: [Term SUbject] (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 include funds
acquisition, dividend policy, capital acquisitions, and
mergers. Prereq: one Accounting course, BE 511 or
equivalent.
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 1988-89.
541 Real Estate Economics (3) Economics of use and
reuse of real property in United States institutional
framework; economic base analysis. Prereq: BE 511
or equivalent.
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.
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: FINL 5140r equivalent.
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 1988-89.
567 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: FINL 516 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 i~ investment analysis and administration. Topics
may Include futures and options markets, insider
trading, the impact of institutional investors, and
portfolio performance evaluation. Prereq: FINL 583 or
equivalent.
Management
219 Gilbert Hall
Telephone (503) 686-3339
James R. Terborg, Department Head
Faculty
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. B.A., 1973, Appalachian State; Ph .0.,
1985, South Carolina. (1984)
GreQory S. Hundley, Assistant Professor (industrial
relations, human resource economics wages and
benefits). B.Com., 1972, Western Australia; PhD.,
1981, Minnesota. (1983)
Marianne J. Koch, Assistant Professor (personnel,
human resource management). B.A., 1979, Michigan;
Ph.D., 1988, Columbia. (1988)
Donald E.. Lytle, Senior Instructor (human resources,
small business management); Director, Under-
graduate Programs. B.A., 1953, Washington (Seattle);
M.B.A., 1976, Oregon. (1976)
Alan D. Meyer, Associate Professor (organization
theory and design, organizational behavior). B.A.,
1968, M.B.A., 1970, Washington (Seattle); PhD., 1978,
California, Berkeley. (1984)
Richard T. Mowday, Professor (organizational be-
havior, organization theory). B.S., 1970, San Jose;
M.S., 1972, PhD., 1975, California, Irvine. (1977)
Michael V. Russo, Assistant Professor (corporate
policy and strategy). B.S., 1979, Columbia; M.S., 1980,
Stanford; M.B.A., 1986, PhD., 1989, California,
Berkeley. (1989)
Richard M. Steers, Professor (organization theory
organizational behavior). B.A., 1967, Whittier; M.B.A.,
1968, Southern California; PhD., 1973, Califomia,
Irvine. (1975)
James R. Terborg, Professor (organizational psychol-
ogy, organizational behaVior). B.A., 1970, Calvin; ~~.S.,
1972, Eastern Michigan; PhD., 1975, Purdue. (1980)
Gerardo R. Ungson, Associate Professor (business
policy, organization theory, international manage-
ment). A.B., 1969, Ateneo; M.B.A., 1973, PhD., 1978
Pennsylvania State. (1978) ,
Adjunct
Charles W. Cole, Adjunct Instructor (management,
International management, organizational behavior).
B.S., 1950, Oregon State; B.S., 1955, Naval Post
Graduate; M.A., 1964, George Washington. (1979)
Randy Swangard, Adjunct Instructor (management
small business management). B.B.A., 1969, Oregon;
M.B.A., 1971, Washington (Seattle). (1987)
Emeriti
Catherine M. Jones, Professor Emerita (business
education, office management). B.A., 1937, Iowa State
Teachers; M.S., 1945, Oregon; EdD., 1964, Colorado.
(1946)
Frederick J. SeUbert, Associate Professor Emeritus
(human resource management, business policy). B.A.,
1942, Baldwin-Wallace; B.M.E., 1946, Florida; M.B.A.,
1947, Pennsylvania; Ph.D., 1954, Cornell. (1957)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
The Department of Management offers courses
designed to prepare students for careers
involving managerial responsibility in private
and public sector organizations. A variety of
courses focus on topics such as organizational
behavior, human resource management,
organization design, and international
management.
Management 199
Students majoring in Management must select
one of two options. The human resource
management option requires 15 credits in
upper-division courses including Human
Resources Management (MGMT 322), Experi-
mental Course: Staffing (MGMT 410), Compen-
sation Administration (MGMT 413), Employment
Policies and Practices (MGMT 414), and
Collective Bargaining (MGMT 439). The general
management option also requires 15 credits in
upper-division courses including Human
Resources Management (MGMT 322), Organi-
zation Design and Effectiveness (MGMT 355),
Leadership and Group Processes in Organiza-
tions (MGMT 416), International Management
(MGMT 420), and an upper-division Manage-
ment,elective chosen from a list of designated
courses. A complete description of the Manage-
ment major options is available in the Manage-
ment Department office.
Students selecting management as a second-
ary area are required to complete Human
Resources Management (MGMT 322), Organi-
zation Design and Effectiveness (MGMT 355),
and an upper-division Management elective
chosen from a list of designated courses.
Management
Courses (MGMT)
Lower Division
199 Special Studies: [Term Subject] (1-3R)
201 Fundamentals of 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.
Upper Division
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 equivalent, junior
standing.
340 Small Business Management (3) General
management principles for establishing and maintain-
ing a small business. Adapting business strategies to
a small business environment. Prereq: junior standing.
355 Organization Design and Effectiveness (3)
Examines issues of organization design and effective-
ness as well as managerial processes and organiza-
tion-environment relations. Prereq: MGMT 321 or
equivalent, junior standing.
401 Research (Arr,R)
403 Thesis (Arr,R)
405 Reading and Conference: [Term Subject]
(Arr,R)
407 seminar: [Term Subject] (Arr,R)
409 Practicum: [Term SUbJect] (Arr,R) PIN only
410 Experimental Course: [Term SUbJect] (Arr,R)
Recent topics include Conflict Resolution, Japanese-
American Management, and Staffing.
413 Compensation Administration (3) Salary and
wage policies that 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 equivalent.
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
equivalent.
416 Leadership and Group Processes in Organiza-
tion (3) Leadership roles in the design and manage-
ment of effective work groups: decision making,
norms, conformity, cohesiveness, group formation,
and group performance. Prereq: MGMT 321 or
equivalent.
420 International Management (3) Examines
cross-cultural Influences on the practice of manage-
ment, including communication and control. decision
making. motivation, leadership, design of multinational
firms, and expatriate managers. Prereq: MGMT 321 or
equivalent.
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 equivalent.
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 Polley 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, DSC 335, senior standing, formal
admission to a major in the College of Business
Administration.
Graduate
501 Research (Arr,R)
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term Subject]
(Arr,R)
507 seminar: [Term Subject] (Arr,R)
509 Practicum: [Term Subject] (Arr,R) PIN only
510 Experimental Course: [Term Subject] (Arr,R)
Recent course titles include Arbitration, and Perform-
ance 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 Motivation and Quality of Working Life (3)
Contemporary theories of work motivation, job
performance and satisfaction, reward systems, goal
setting, job design, sociotechnical systems analysis,
and organization change. Prereq: MGMT 511 or
equivaient.
532 Employment Law and Legislation (3) The role
of government policy and regulatory actions in the
employment activities of organizations. Affirmative
action, Occupational Safety and Health Act, age and
sex discrimination, benefits regulation, and collective
bargaining.
533 Employee Benefits (3) Principles of risk manage-
ment; statutory benefits programs, health and medical
expense insurance, pensions and retirement planning,
employee stock ownership, profit sharing, and
employee assistance plans. MGMT 534 recom-
mended.
534 Human Resources Management (3) Policies and
practices for recruitment, selection, performance
appraisal, reward systems, labor-management
relations. Integration of human resource systems with
management functions and corporate strategy.
Prereq: MGMT 511 or equivalent.
535 Recruitment and Selection (3) Techniques for
effective recruitment and selection of employees.
Topics include staffing, interviewing, biographical
data, assessment centers, employee testing, and utility
analysis. Prereq: MGMT 534.
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.
539 Labor-Management Relations (3) Management-
union bargaining relationships in the context of
organizational employment objectives; constraints
imposed by industrial relations systems; contribution
of bargaining theory and industry studies to explana-
tion of bargaining processes.
541 Designing Effective Organizations (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.
542 Managerial Problem Solving (3) Behavioral
foundations that underlie managerial problem solving
and decision making in groups and organizations;
formulation and implementation of programmed and
unprogrammed decisions. Prereq: MGMT 511 or
equivalent.
544 Management and Technological Innovation (3)
The modern technological environment of business
firms. Management of technologically oriented
companies and the process of innovation. Prereq:
MGMT 511 or equivalent.
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. MKTG 575
recommended.
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 acountry of the
firm's choosing. Prereq: MGMT 545.
547 International and Comparative Management (3)
The diverse roles of the manager in multinational
enterprises; international human resource manage-
ment policy. Prereq: MGMT 511 or equivalent.
570 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 Ph.D. and advanced master's
degree students. Prereq: MGMT 511, DSC 511, or
equivalents or instructor's consent.
571 Theory and Research In Organizational
Behavior (3) Behavioral research on organizations
and people at work. Job attitudes and performance,
employee socialization processes, turnover and
absenteeism, leadership and group influence pro-
cesses. For Ph.D. and advanced master's degree
students. Prereq: MGMT 511 or equivalent or instruc-
tor's consent.
572 Theory and Research in Organization and
Management (3) Organization design as it relates to
technological and environmental constraints, manage-
rial 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 instruc-
tor's consent.
573 Theory and Research in Human Resources
Management (3) Topics may include pla'nning and
analysis of human resource management systems;
staffing; performance evaluation; training and develop-
ment; reward systems; collective bargaining; and
industrial relations theory. For Ph.D. and advanced
master's degree students. Prereq: MGMT 534 or
equivalent or instructor's consent.
200 Marketing, Transportation, and Business Environment
Marketing,
Transportation,
and Business
Environment
375 Gilbert Hall
Telephone (503) 686-3345
Del I. Hawkins, Department Head
Faculty
Gerald S, Albaum, Professor (marketing research and
analysis, international marketing), B.A., 1954, M,B.A.,
1958, Washington (Seattle); Ph,D" 1962, Wisconsin,
Madison, (1969)
Roger J, Best, Professor (marketing management,
research and analysis), B,S,E,E" 1968, California State
Polytechnic; M.B.A., 1972, California State, Hayward;
Ph,D" 1975, Oregon, (1980)
David M, Boush, Assistant Professor (marketing
management, consumer behavior), B.A., 1975,
Wisconsin, Madison; M,B.A., 1977, Ph,D" 1988,
Minnesota, Minneapolis, (1987)
John H, Cunningham, Assistant Professor (transporta-
tion and logistics), B,S" 1956, Holy Cross; M.B.A.,
1964, Michigan State; Ph,D" 1981, Oregon, (1977)
Marian Friestad, Assistant Professor (consumer
behavior, communications), B.A., 1981, M.A., 1984,
Ph,D" 1988, Wisconsin, Madison, (1987)
Del I. Hawkins, Professor (marketing management,
research and analysis, consumer behavior), B,B.A.,
1966, M,B.A., 1967, PhD" 1969, Texas, (1970)
Lynn R, Kahle, Associate Professor (consumer
behavior, communications), B.A., 1973, Concordia;
M.A., 1974, Pacific Lutheran; Ph,D" 1977, Nebraska,
(1983)
Mark M, Phelps, Instructor (business law, entre-
preneurship law), B,S" 1972, J,D" 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, entrepre-
neurship), B.A., 1948, M.A., 1959, Aiberta; PhD" 1965,
Michigan State, (1962)
Donald S, Tull, Professor (marketing management,
research and analysis), B,S" 1948, M,B.A., 1949,
PhD" 1956, Chicago, (1967)
Emeriti
w, Dwaine Richins, Associate Professor Emeritus
(business philosophy, ethics, environment), B.A.,
1936, Brigham Young; M.B.A., 1938, Louisiana State;
Ph,D" 1950, Washington (Seattle), (1949)
William J, Robert, Professor Emeritus (general
business law, international law), B.A., 1939, LL.B"
1941, Oregon; LL.M" 1957, New York, (1950)
Lawrence W, Ross, Jr" Associate Professor Emeritus
(legal philosophy,) AB" 1949, M.A., 1949, Syracuse;
J,D" 1952, Chicago, (1971)
Roy J, Sampson, PhD" Professor Emeritus (transpor-
tation and public utility economics, management and
policy), B,S" 1946, Tennessee Technological; M.B.A.,
1948, PhD" 1951, Caiifornia, Berkeley, (1959)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon,
Participating
Robert E, Smith, Economics
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 Marketing program is designed to 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,
Major ReqUirements
In addition to the general business requirements
of the Undergraduate School of Business, 15
credits are required, distributed 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 3-credit elective courses:
Retail Administration (MKTG 365)
Seminar (MKTG 407), with approval of Depart-
ment head
Practicum (MKTG 409), with approval of
Department head
Experimental Course (MKTG 410), with ap-
proval 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)
Marketing Courses (MKTG)
Upper Division
311 Marketing Systems and Demand Analysis (3)
Consumer and industrial markets; market segmenta-
tion; product, price, promotion, and distribution
decisions; marketing channels for goods and services;
nonprofit marketing; management controls, Prereq: EC
201, 202; junior standing,
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; junior standing,
365 Retail Administration (3) Structure and practice
of retailing including direct marketing; efficiency in the
retail sector; management of price and nonprice
competition, Prereq: MKTG 311, 361 or instructor's
consent; junior standing,
401 Research (Arr,R) Prereq: instructor's and
Department head's consent.
403 Thesis (Arr,R) Prereq: instructor's and Depart-
ment heacl's consent.
405 Reading and Conference: [Term Subject]
(Arr,R) Prereq: instructor's and Department head's
consent.
407 Seminar: [Term SUbject] (Arr,R) Prereq:
instructor's and Department head's consent.
409 Practicum: [Term Subject] (Arr,R) PIN only.
Prereq: instructor's and Department head's consent.
410(G) Experimental Course: [Term Subject] (1-3R)
430 Entrepreneurship (3) Types of entrepreneurs find
their effect on company growth rates, Marketing-
management problems in the 9rowth-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 Marketlnlil (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. Not offered 1988-90,
464 Marketing Strategy and Policies (3) Marketing
planning and control: planning, organizing, measuring,
evaluating, and controlling marketing performance,
Prereq: MKTG 361, 460; coreq: MGMT 453,
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
501 Research (Arr,R) PIN only. Prereq: instructor's
and Department head's consent.
503 Thesls(Arr,R) PIN only. Prereq: instructor's and
Department head's consent.
507 seminar (Arr,R) Prereq: instructor's and Depart-
ment head's consent.
509 Practlcum (Arr,R) PIN only. Prereq: instructor's
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, Prereqs: EC 201, 202 or equivalents,
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, Not a
Marketing elective, 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 pf a theory of marketing, Prereq: doctoral
standing or instructor's consent.
565 Marketing PrOblems and Policies (3) Relation-
ship between marketing and other functional areas of
a business, Emphasis on case analysis as a means
Business Environment 201
of acquiring both planning and operational skills.
Prereq: MKTG 560 and one other graduate course in
Marketing.
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.
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.
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:
MKTG511.
Transportation
Courses (TRN)
Upper Division
349 Transportation and Distribution Systems (3)
Modes of transportation; carrier and shipper respon-
sibilities; line-haul and terminal services; legal and
economic bases of rates; freight classifications and
tariffs; location theory; government regulations; traffic
management.
350 Business Logistics (3) Management of the
functions concerned with care and protection of
material in movement and in storage including
transportation, warehousing, inventory control, order
processing and customer service; logistic organiza-
tion, strategy and controls.
401 Research (Arr,R) Prereq: instructor's and
Department head's consent.
403 Thesis (Arr,R) Prereq: instructor's and Depart-
ment head's consent.
405 Reading and Conference: [Term Subject]
(Arr,R) Prereq: instructor's and Department head's
consent.
407 Seminar: [Term Subject] (Arr,R) Prereq:
instructor's and Department head's consent.
:409 Practlcum: [Term Subject] (Arr,R) PIN only.
Prereq: instructor's and Department head's consent.
410 Experimental Course: [Term Subject] (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 1988-90.
453 (G) International Transportation and Distribu-
tion Management (3) International air and ocean
shipping; carrier and shipper responsibilities; trade
barriers; export documentation and procedures; trade
and transport facilitating agencies; government
promotion and regulation; U.S. maritime policy.
Graduate
501 Research (Arr,R) PIN only. Prereq: instructor's
and Department head's consent.
503 Thesis (Arr,R) PIN only. Prereq: instructor's and
Department head's consent.
507 Seminar: [Term Subject] (Arr,R) Prereq:
instructor's and Department head's consent.
509 Practicum: [Term Subject] (Arr,R) PIN only.
Prereq: instructor's and Department head's consent.
510 Experimental Course: [Term SUbject] (Arr,R)
549 Transportation and Logistics (3) Transportation
modes and carriers; physical distribution functions and
cost trade-offs; carrier rates and tariffs; government
promotion, economic and safety regulation; location
theory; traffic management.
Business Environment
Courses (BE)
Lower Division
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: [Term SUbject] (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
326 Law of Business Organization (3) Law of
agency; master-servant relationship including elemen-
tary labor law; lawof business organizations includi~g
corporations, partnerships, and other forms of
business associations; securities regulations. Prereq:
BE 226, junior standing.
401 Research (Arr,R) Prereq: instructor's and
Department head's consent.
403 Thesis (Arr,R) Prereq: instructor's and Depart-
ment head's consent.
405 Reading and Conference: [Term Subject]
(Arr,R) Prereq: instructor's and Department head's
consent.
407 Seminar: [Term Subject] (Arr,R) Prereq:
instructor's and Department head's consent.
409 Practicum: [Term SUbject] (Arr,R) PIN only.
Prereq: instructor's and Department head's consent.
410(G) Experimental Course: [Term Subject] (1-3R)
418 Law of Business Transaction (3) The several
fields of law related to business: negotiable instru-
ments; sales of personal property; security devices 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
501 Research (Arr,R) PIN only. Prereq: instructor's
and Department head's consent.
503 Thesis (Arr,R) PIN only. Prereq: instructor's and
Department head's consent.
507 Seminar: [Term SUbject] (Arr,R) Prereq:
instructor's and Department head's consent.
509 Practlcum: [Term SUbject] (Arr,R) PIN only.
Prereq: instructor's and Department head's consent.
510 Experimental Course: [Term SUbject] (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 conce'rning 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 International Business Transactions (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 512 or
instructor's consent.
202
College of Education
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
Counseling and Educational Psychology, .
Educational Policy and Management. Special
Education and Rehabilitation, and Teacher
Education divisions.
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 Academic
Majors and Minors and Graduate School
sections of this bulletin.
Basic certification programs in teacher educa-
tion are offered in elementary education,
secondary education, speech, reading, and
special education.
Graduate program specializations include
counseling psychology; early childhood educa-
tion, elementary education, secondary educa-
tion curriculum and instructional leadership,
cur;iculum and instruction, educational studies,
computers in education, instructional technol-
ogy, reading and language arts, talented and
gifted; educational policy and management;
educational psychology and school psychol-
ogy; special education including severely
handicapped learner, handicapped learner,
resource consultant, behavior disorders, early
childhood education, rehabilitation, and adult
services; and speech pathology-audiology.
Certification Programs
1. Administrative Certificate: Basic and Stand-
ard endorsements for principal and
superintendent. Basic endorsement for
vice-principal
2. Elementary Education: preprimary through
grade 9, Basic and Standard endorsements
3. School Psychologist: Standard endorsement
4. School Supervisor: Basic and Standard
endorsements
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
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, home
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 ofthis bulletin for undergraduate study
and the Graduate School section for graduate
study. Students transferring to the University
from other institutions must meet University
entrance requirements. Specific programs
within the College of Education may have
additional requirements for admission as well
as limitations on the number of students
admitted. Prospective students are urged to
check admission requirements carefully 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 Basic certification
programs 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, inquire at the Officeof
Teacher Certification. For information regarding
admission to general graduate study or an
advanced degree, inquire at the College
of Education Graduate Student Records
Office, 112 Education Building; telephone
(503) 686-3527.
Glossary of Terms
In addition to the academic terms defined in the
Reader's Guide to the General Bulletin section
of this bulletin, 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
public schools. A Basic certificate and endorse-
ment is the initial license, usually based on a
bachelor's degree and specific preparation in
professional education. A Standard certificate
requires additional preparation.
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 students
with and without handicaps in a regular public
school classroom for at least a portion of their
instructional program.
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 Legislative Assembly to license (certify)
people to teach or administer in Oregon public
schools. Certification and endorsement pro-
grams must be approved by the TSPC.
The TSPC issues the appropriate certificate or
endorsement upon the University's recommen-
dation that the applicant 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.
Counseling and Educational Psychology 203
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 atthe Condon School site located on
the east edge of the University campus. The
programs share a 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
auditorium.
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. Staff
members assist Oregon agencies and schools
involved in occupational counseling and
education by compiling current occupational
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 15 states in which it operates. The national
Clearinghouse forthe Association of Computer-
based Systems for Career Information is
affiliated with the Center. Career Information
System services are available in schools and
agencies throughout the state.
ERIC Clearinghouse on Educational
Management
1787 Agate Street
Telephone (503) 686-5043
Philip K. Piele, Director
Stuart C. Smith, Assistant 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 originai
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 Education 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 monthiy 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. Sixth Avenue
Portland OR 97204
Telephone (503) 295-0203
John A. Bruce, Director, Courtesy Associate
Professor. BA, 1956, Wesleyan; M.Div., 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 FaCUlty
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). BA, 1966, Brown; PhD, 1971, Stanford.
(1975)
Elizabeth L. Holloway, Associate Professor (research
and training in clinical supervision, counseling
process); Coordinator, DeBusk Memorial Center. BA,
1971, Waterloo; MA, 1975, California, Santa Barbara;
PhD., 1979, Wisconsin, Madison. (1985)
Gerald D. Kranzler, Professor (rational ernotive
counseling). B.S., 1956, Jarnestown; M.Ed., 1959,
Ed.D., 1964, North Dakota. (1967)
John W. Loughary, Professor (career development,
learning systerns development). B.S., 1952, Oregon;
MA, 1956, Ph.D., 1958, Iowa (1962)
Rayrnond N. Lowe, Professor (farnily and school
counseling). B.S.Ed., 1940, Massachusetts State,
Fitchburg; MA, 1948, EdD., 1951, Northwestern.
(1955)
Brent S. Mallinckrodt, Assistant Professor (develop-
rnent of client-counselor working relationships). BA
1978, Missouri; MA, 1982, Ph.D., 1986, Maryland at
College Park. (1988)
Carol Lynn Morse, Assistant Professor (farnily educa-
tion and counseling). B.S., 1970, M.S., 1974, PhD.,
1980, Oregon. (1978)
Janet Moursund, Associate Professor (learning,
research design, counseling). BA, 1958. Knox; M.S.,
1961, PhD., 1963, Wisconsin, Madison. (1967)
Ronald J. Rousseve, Professor (developrnental
counseling, social-philosophic foundations,
minorities). B.S., 1953, MA, 1954, Xavier; Ph.D., 1958,
Notre Darne. (1968)
Bruce E. Warnpold, Associate Professor (research
rnethods in counseling psychology, analysis of social
interaction); Coordinator, Counseling Psychology.
BA, 1971, Washington (Seattle); M.Ed., 1976, Hawaii
at Manoa; PhD., 1981, California, Santa Barbara.
(1985)
Adjunct
Leonard Hass, Adjunct Associate Professor (preven-
tion of substance abuse, ethics, personality assess-
rnent). BA, 1970, Boston; MA, 1972, PhD., 1978,
Colorado. (1988)
Courtesy
John A. Bernham, Courtesy Instructor (cornrnunity
college counseling). B.A., 1956. Cascade; M.Ed.,
1960, Oregon. (1981)
A. Stanley Hultgren, Courtesy Assistant Professor
(child guidance, counseling procedures). B.A., 1964,
Oregon; MA, 1969, Arizona State; PhD., 1976,
Oregon (1978)
Ronald J. May, Courtesy Professor (college counseling
and training, men's issues, assessment). B.S., 1973,
Wisconsin-Stevens Point; M.Ed., 1976, Missouri; PhD.,
1980, Michigan State (1987)
Andrew Thornpson, Courtesy Associate Professor
(cognitive restructuring). BA, 1956, MA, 1960, PhD.,
1963, Minnesota. (1965)
Emeriti
Esther E. Matthews, Professor Emerita (human
potentiality, career development). B.S., 1940, Mas-
sachusetts State; M.Ed., 1943, Ed.D., 1960, Harvard.
(1966)
204 Counseling Psychology
Saul Toobert, Professor Emeritus (group and individual
counseling). B.A. 1947, California, Berke[ey; Ph.D.,
1965, Oregon. (1963)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Participating
Richard P. Francisco, Courtesy Associate Professor
Educational Psychology
Faculty
Wesiey C. Becker, Professor (instructiona[ psychology,
behavioral analysis research, measurement). B.A.,
1951, M.A., 1953, Ph.D., 1955, Stanford. (1970)
Henry F. Dizney, Professor (measurement and
research. educational evaluation). B.S., 1954, South-
east Missouri State; M.Ed., 1955, Wayne State; PhD.,
1959, Iowa. (1967)
Ro[and H. Good [[ [, Assistant Professor (school
psychology, psychoeducational assessment, mu[ti-
variate statistics). B.S., 1977, M.S., 1981, Ph.D., 1985,
Pennsylvania State. (1988)
Lloyd L. Lovel[, Professor (human development,
giftedness, philosophy of science). B.A., 1947,
Lawrence; M.S., 1951, Minnesota at Minneapo[is-St.
Paul; Ph.D., 1955, Corne[1. (1959)
Arthur Mittman, Professor (measurement and research,
psychometrics). B.A., 1947, M.S., 1950, PhD., 1958,
Iowa. (1963)
RichardJ. Rankin, Professor (psychometrics, [earning
and motivation, human development); Coordinator,
Educational Psychology. B.A., 1953, M.A., 1954,
Ph.D., 1957, California, Berke[ey. (1966)
Richard A. Schmuck, Professor (social psychology,
group processes, organizational development). B.A.,
1958, M.A., 1959, PhD., 1962, Michigan. (1967)
Mark R. Shinn, Assistant Professor (schoo[ psychology,
assessment, instructional practice and evaluation).
B.A., 1974, Gustavus Adolphus; PhD., 1981, Min-
nesota at Minneapo[ls-St. Paul. (1984)
Gary Stoner, Assistant Professor (schoo[ psychology,
behavior disorders, applied behavior analysis). B.A.,
1979, Kent State; Ph.D., 1986, Rhode Island. (1987)
Adjunct
Abby J. Gottsegen, Adjunct Assistant Professor
(prevention of substance abuse, consultation and
intervention with families). B.A., 1977, Skidmore; M.S.,
1980, PhD., 1984, Yeshiva. (1988)
Alexander C. Granzin, Adjunct Assistant Professor(schoo[ psychology). B.A., 1967, New Orleans; M.A.,
1971, Ph.D, 1975, Oregon. (1981)
Randal[ S. Sprick, Adjunct Assistant Professor
(c[assroom management, remedial instruction). B.S.,
1973, Portland State; M.S., 1974, Ph.D., 1979, Oregon.
(1973)
Courtesy
Hyman Hops, Courtesy Assistant Professor. B.A.,
1959, Sir George Williams; M.A., 1962, Toronto; PhD.,
1971, Oregon. (1984)
Larry K. Irvin, Courtesy Associate Professor (program
evaluation, measurement. mental retardation). B.A.,
1966, California, Davis; M.A., 1970, California State,
Los Angeles; PhD., 1975, Oregon. (1975)
Fred N. Kerlinger, Courtesy Professor (educationa[
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)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Participating
Barbara D. Bateman, Teacher Education
Diane D. Bricker, Special Education and
Rehabi[itation
Doug[as Carnine, Teacher Education
Richard D. Freund, Counseling Psychology
Meredith Gal[, Teacher Education
Mary Gleason, Teacher Education
E[izabeth L. Ho[[oway, Counseling Psychology
Robert H. Horner, Special Education and
Rehabi[itation
Gerald D. Kranz[er, Counseling Psychology
Elizabeth Schaughency, Psychology
George Sugai, Teacher Education
Gera[d Tinda[, Teacher Education
Hil[ M. Walker, Special Education and
Rehabi[itation
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.
The 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.
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 bulletin.
Careers. Atthe 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; vocational rehabilitation agencies,
community mental health centers, employment
service offices, community college counseling
centers, juvenile corrections agencies, human
resources development programs, career
counseling agencies, pastoral counseling
settings, family counseling centers, and busi-
ness 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 and teachers,
researchers, government and industrial re-
search 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. Forthe MA degree, the
candidate must demonstrate proficiency in one
foreign language. Forthe 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 to either the PhD. or the D.Ed. degree in
counseling psychology. In addition to other
requirements, the PhD. requires a dissertation
with a high level 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 Psychology is an
advanced professional degree for practitioners,
and it places primary emphasis on the advance-
ment 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.
The D.Ed. program is currently inactive.
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.
Doctoral students are admitted for fall term only.
An equal number of master's degree students
are admitted fall term and summer session. The
closing date for receipt of completed applica-
tions is February 1 for doctoral program and
February 15 for master's program entry the
following fall term. Notifications of the disposi-
tions of applications are mailed March 15.
Applicants are evaluated on (1) academic
record, (2) letters of recommendation, (3)
previous related work and life experiences, (4)
Graduate Record Examinations (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 recommendation,
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 and
has been granted provisional approval by the
Council for Accreditation of Counseling and
Related Educational Programs. One purpose of
the program is to help students prepare for
counselor certification and licensing. 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.
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 Ph.D. program in Counseling Psychology,
approved by the American Psychological
Association, is designed to ensure that its
graduates are 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 individuals 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
influenced
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
The training program in Counseling Psychology
demands of each student considerable respon-
sibility and autonomy for designing the particu-
lar pattern of educational experiences that
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 Ph.D. degree
in Counseling Psychology typically entails a
minimum of three years of full-time effort beyond
the master's degree. A full year of internship
training must be completed after the first year
of course work taken in residence. Students
applying for admission to the Counseling
Psychology program generally 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. Students who receive a PhD. from
the program are eligible to take the Oregon
licensing examination for psychologists.
Financial Aid
Because grants-in-aid are virtually nonexistent
within the master's degree program, financial
assistance must be sought outside the program.
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
and the Office of Affirmative Action. Students
showing the most potential for work in counsel-
ing psychology are given priority. The Division
also considers the extent to which the work
might benefit the student's program goals.
DeBusk Memorial Center
Elizabeth L. Holloway, Coordinator
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 student
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
Educational Psychology 205
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 typically requires three years.
Doctoral degrees require a minimum of two
years beyond a master's degree.
See the Graduate School section of this bulletin
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. Admission to Educational Psychol-
ogy programs requires admission to the
Graduate School of the University and formal
admission tothe Educational Psychology area.
Admission is competitive, based on (1) Grad-
uate Record Examinations (GRE) scores, (2)
transcripts of undergraduate and graduate
work, (3) letters of recommendation, (4) the
student's own statement of intent and career
goals, and (5) relevant work experience in
education, psychology, research, and related
fields.
Applications from minority group members are
encouraged.
Applications for fall admission to the school
psychology program are due February 15.
Applications for all other Educational Psychol-
ogy programs are due March 15. Requests for
further information on Educational Psychology
programs and admission procedures should be
addressed toAdmissions Secretary, Division of
Counseling and Educational 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 require-
ments includes successful completion of a
series of comprehensive examinations and the
presentation of a dissertation or thesis.
Measurement, Evaluation, and Research.
The measurement and research component of
Educational Psychology covers techniques that
help educators assess the extenttowhich 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.
206 Educational Psychology
Students who want to pursue graduate study in
this area are encouraged to acquire a broad
base in education because they must be
conversant with the problems of all branches of
the educational community. They are expected
to pursue formal study in statistics, measure-
ment, 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 Bruce E. Wampold
or Richard J. Rankin.
School Psychology. The main objective of the
school psychology program is to prepare
problem-solving psychologists who can work
effectively with others to identify, assess, and
remedy social and educational problems of
children and adults. Students are trained to be
scientists and practitioners and, equally impor-
tantly, to produce continuous, data-based
evaluations of the services they provide.
Each student's program of study is indi-
vidualized to allow development of special
strengths and interests. The goal shared by all
students' programs is achieving and dem-
onstrating competence in six basic areas: (1)
psychological foundations, (2) psychometrics
and assessment, (3) school-based intervention,
(4) professional school psychology, (5) applied
research skills, and (6) field experience.
MASTER OF ARTS OR SCIENCE. The gO-credit
master's degree program is designed to
achieve the competencies established by the
National Association of School Psychologists.
Graduates of the program meet State of Oregon
certification requirements. Completion of the
degree typically takes three years. It takes two
years to meet course work and research
requirements and one year to complete the
full-time supervised intemship.
DOCTOR OF PHILOSOPHY. The doctoral program
is designed to achieve the competencies
established by the American Psychological
Association. The program typically requires four
to five years of study beyond the bachelor's
degree. This period includes a one-year
supervised intemship. Students may enter the
program with or without a master's degree. In
addition to the school psychology program's
core requirements, doctoral students are
expected to select and develop an area of
specialization and complete a dissertation.
Students seeking further information should
contact Mark R. Shinn or Gary Stoner.
General Educational Psychology. The general
educational psychology program trains college
teachers and researchers specializing in
educational psychology. The program stresses
human leaming and behavior. Instructional
support comes from many University depart-
ments, but especially Teacher Education,
Psychology, Anthropology, Sociology, and
Special Education and Rehabilitation.
Students who want to pursue graduate studies
in this program should see Henry F. Dizney or
Richard J. Rankin.
Financial Aid
Financial assistance for graduate students is
limited. In the past, however, most students
needing assistance have found part-time
positions at the University or in community
agencies.
Some graduate teaching fellowships (GTFs) are
available. When positions are open, they are
advertised through the College of Education
and the Office of Affirmative Action. Students
showing the most potential for work in Educa-
tional Psychology are given priority. Also
considered is the extent to which the work might
benefit the student's program goals.
Counseling Psychology
Courses (CPSY)
Lower Division
199 Special Studies: [Term SUbject] (1-3R) Career
alternatives. Emphasis on career decisions and
self-awareness, social and psychological characteris-
tics of work, nonwork activities and the importance of
work to life-style.
200 Innovative Education: [Term Subject] (1-3R)
Upper Division
400 Innovative Education: [Term Subject] (1-3R)
405 Reading and Conference: [Term SUbject]
(Arr,R)
406 (G) Special Problems (Arr,R)
407 (G) Seminar: [Term Subject] (Arr,R)
408 (G) Workshop (Arr,R) Personal Development is
a current topic.
409 (G) Practlcum: [Term Subject] (Arr,R) PIN only.
Recent topics are Career Counseling, College
Counseling, Community College Counseling, Counsel-
ing-DeBusk, Elementary School Guidance, Family
Counseling (Parent-Child and Parent-Youth), Field
Placement, Procedures in FamilyCounseling (Parent-
Child and Parent-Youth), and Secondary School
Guidance. Prereq: CPSY 450.
410 (G) Experimental Course: [Term Subject]
(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. Not offered 1988-90.
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
501 Research (Arr,R) PIN only
502 Supervised College Teaching (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term Subject]
~~~ .
506 Special Problems (Arr,R)
507 Seminar: [Term SUbject] (Arr,R)
508 Workshop (Arr,R) PIN only. Adlerian Life-Style
Analysis is a recent topic.
509 Practicum: [Term Subject] (Arr,R) PIN only.
Recent topics are Career Counseling, Cognitive
Behavior, College Counseling, Community College
Counseling, Counseling - DeBusk, Elementary School
Guidance, Family Counseling (Parent-Child and
Parent-Youth), Field Placement, Psychodynamics, and
Rational-Emotive Theory.
510 Experimental Course: [Term SUbject] (Arr,R)
Recent topics are Adlerian Theory, Appraisal, Com-
puter 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. Not offered 1988-90.
532 Existential Themes in Counseling (3) Focal
dimensions oj 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 including
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 416 or equivalent.
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.
Educational Psychology
Courses (EPSY)
Lower Division
200 Innovative Education: [Term Subject] (1-3R)
Upper Division
322 Educational Psychology I (3) Applications of
behavioral and cognitive learning processes to the
Educational Policy and Management 207
design of instruction, teaching procedures, and
classroom management.
323 Educational Psychology II (3) Implications for
teachers of the psychology of intelligence, cognitive
development, cognitive-motivational processes,
personal and social development, group processes,
sex differences, special needs, and assessment
methods, Prereq: EPSY 322,
400 Innovative Education: [Term Subject] (1-3R)
405 Reading and Conference: [Term Subject]
(Arr,R)
407 (G) Seminar: [Term'Subject] (Arr,R)
408 (G) Workshop (Arr,R)
409 (G) Practicum: [Term Subject] (Arr,R) Recent
topics are Field Work in School Psychology, Internship
in School Psychology, Psychological Assessment I
and II, School Psychology-DeBusk, and School
Psychology- Educational Assessment.
410 (G) Experimental Course: [Term SUbject](Arr,R)
415 (G) Ed\lcational 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
equivalent.
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- or coreq: EPSY 415G.
435 (G) Developmental Psychology ofthe 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 development and the
pSYChology of adolescence. Emphasis on educational
and appliedimplications 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
501 Research (Arr,R) PIN only
502 Supervised College Teaching (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term SUbject]
(Arr,R)
507 Seminar: [Term Subject] (Arr,R) Recent topics
are Advanced Computer Methods in Educational
Research, Instructional Consultation, Intermediate
Computer Methods in Educational Research, Multiple
Regression Analysis, Nonparametric Techniques,
Psychological Issues of Educational Computers, and
School Psychology Linkage I.
508 Workshop (Arr,R)
509 Practlcum: [Term Subject] (Arr,R) Computers in
Educational Research and Emotionally Handicapped
Children are recent topics.
510 Experimental Course: [Term Subject] (Arr,R)
516 Research Methods in Education I (3) Not offered
1988-90.
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) PIN
only. Limited to students in school psychology
program for Basic certification endorsement. 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: Instruc-
tional Psychology (3) Examines research and theory
on the design of effective academic instruction with a
goal of bringing an integration to cognitive and
behavioral approaches.
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 alternate years; not offered
1988-89.
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 1988-89.
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
124 Education Building
Telephone (503) 686-5171 or -5064
Gerald K. Bogen, Acting Associate Dean
FaCUlty
Gerald K. Bogen, Professor (human resource manage-
ment, higher education administration, academic
governance). B.A., 1959, Western Washington; M.S.,
1961, DEd" 1963, Oregon. (1961)
Faith E, Crampton, Assistant Professor (economics
and finance of education, educational administration).
AB" 1973, Augustana (Rock Island); M.S.Ed., 1982,
Western Illinois; Ph.D., 1987, Ohio State, (1987)
John E. deJung, Professor (measurement, evaluation
design). B.A" 1951, Montana; MA, 1954, Ed.D" 1957,
Syracuse. (1964)
Diane M, Dunlap, Assistant Professor (work design,
adult education, group processes); Assistant Dean,
College of Education. 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; M.A., 1970,
Oregon: Ph.D" 1979, Stanford, On leave 1988-89.
(1972)
Robert D, Gilberts, Professor (problems of urban
schools, conflict management, general administration);
Dean, College of Education. B.S" 1950, Wisconsin
State; M,S., 1955, Ph.D., 1961, Wisconsin, Madison,
(1970)
Paul Goldman, Associate Professor (organizational
theory, human resource management, sociology of
education). AB., 1966, Stanford; M.A" 1970, Ph.D"
1974, Chicago. (1977)
Steven M. Goldschmidt, Associate Professor (law and
education, collective bargaining, juvenile delin-
quency). B,A., 1966, Oregon; J.D., 1969, California,
Berkeley; M,A" 1972, Oregon, (1969)
Kenneth M. Kempner, Assistant Professor (research
and evaluation methods, sociology of universities and
community colleges, comparative international
education). B,A., 1969, Montana; M.A., 1974, Col-
orado; Ph.D., 1979, Oregon, (1986)
Robert H. Mattson, Professor (educational administra-
tion, special education). B,S., 1949, Montana; M.A"
1950, 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.
B.A., 1957, Washington State; M.S" 1963, Ph.D" 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)
Richard A Schmuck, Professor (social psychology of
education, organizational development, group
processes). BA, 1958, M,A., 1959, Ph.D" 1962,
Michigan. On leave 1988-89, (1967)
Courtesy
Jane Farrand DeGidio, Courtesy Associate Professor
(student personnel, individual and group counseling,
apprenticeship and problems of blue-collar workers);
Director, Student Development. BA, 1968, Minnesota;
M.S., 1974, Ph.D., 1980, Oregon, (1969)
Richard P, Francisco, Courtesy Associate Professor
(equity in education, group and leadership skills,
interpersonal problem solving). B.A., 1971, Colorado;
M,Ed., 1974, Oregon State; PhD., 1976, Oregon.
(1972)
J. David Rowe, Courtesy Professor (community
development, institutional facilities); University
Planner. B.A" 1955, Park College. (1960)
208 Educa"tionalPolicy and Management
Shirley J. Wilson, Courtesy Professor (student person-
nel services); Dean of Students. BA, 1952, Whitman;
MA, 1957, Stanford; D.Ed., 1978, Washington State.
On leave fall 1988, winter 1989. (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; Ph.D" 1976, Minnesota. (1983)
Emeriti
Max G. Abbott, Professor Emeritus (administrative
theory, organization theory, policy and governance).
B.S., 1949, MS, 1951, Utah State; PhD, 1960,
Chicago. (1966)
Werrettw. Charters, Jr., Professor Emeritus (methods
of policy research, social psychology, organizational
theory). BA, 1944, DePauw; PhD., 1952, Michigan.
(1966)
Thomas L. Dahle, Professor Emeritus (adult education).
B.S., 1938, M.S., 1949, Wisconsin; Ph.D., 1954,
Purdue. (1963)
Kenneth A. Erickson, Professor Emeritus (personnel
administration, school surveys, in-service education).
B.S., 1941, Oregon; MA, 1948, EdD., 1953,
Washington State. (1967)
GraceGraham, Professor Emerita (social foundations).
BA, 1933, MA, 1936, South Carolina; EdD., 1952,
Stanford. (1954)
N. Ray Hawk, Professor Emeritus (higher education).
B.S., 1947, M.S., 1948, D.Ed., 1949, Oregon. (1950)
John E. Lallas, Professor Emeritus (higher education);
Executive Dean Erneritus. B.A., 1947, Washington(Seattle); B.A., 1952, Western Washington; Ed.D.,
1956, Stanford. (1957)
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)
Philip J. Runkel, Professor Emeritus (school organiza-
tion and change, organizational development,
research methods). B.S., 1939, Wisconsin, Stevens
Point; MS., 1954, PhD., 1956, Michigan. (1964)
Adolph A. Sandin, Professor Emeritus (elementary
education, curriculum, organization). BA, 1933,
Central Washington; MA, 1938, Washington (Seattle);
Ph.D., 1943, Columbia. (1950)
Hugh B. Wood, Professor Emeritus (international
education). B.S., 1931, Toledo; MA, 1935, Colorado;
Ed.D., 1937, Columbia. (1939)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
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
and doctoral degree programs in Educational
Policy and Management; state-approved
programs for Basic and Standard certification
of building administrators and superintendents:
and dissemination 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, or in educational policy and foundations.
Admission decisions are based on (1) evalua-
tion of all undergraduate and graduate tran-
scripts, (2) a score from the Miller Analogies
Test (MAT), the Graduate Record Examinations
(GRE), or an equivalent test approved in
advance by the Division's associate dean, (3)
a 600-word statement of the applicant's
academic and vocational goals, and (4) three
letters of recommendatiol1.
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 at the 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 associate dean 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
services.
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) or Graduate Record Examinations (GRE)
scores, (4) samples of scholarly work(e.g., term
papers, master's theses), (5) statements 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 the 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
th ree-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 Legislative Assembly,
people employed as administrators (vice-
principals, principals, assistant superinten-
dents, and superintendents) in Oregon public
schools must hold administrative certificates.
Planned programs of study lead to the Basic
and Standard administrative certificates for
Building Administrator 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 the Miller Analogies Test
(MAT), the Test of Standard Written English
(TSWE), or the Graduate Record Examinations
(GRE), and (3) provide three letters of recom-
mendation from previous employers or college
instructors. Information on admission proce-
dures and required courses is available from
the associate dean.
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.
Educational Policy
and Management
Courses (EDPM)
Lower Division
199 Special Studies: [Term Subject) (1-3R)
200 Innovative Education: [Term Subject) (1-3R)
Upper Division
400 Innovative Education: [Term Subject) (1-3R)
405 Reading and Conference: [Term Subject)
(Arr,R)
407 (G) Seminar: [Term Subject) (Arr,R) Seminar
topics offered as student interest and faCUlty availability
warrant.
409 (G) Practicum: [Term Subject) (Arr,R) PIN only
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.
433 Leadership I: Interpersonal Communication (3)
Provides theoretical understanding and practical
strategies for developing interpersonal communication
skills. Aimed toward higher education advisers and
counselors.
440 (G) History of Education (3) Not offered 1988-90.
441 (G) History of American Education (3) Social,
intellectual, and institutionai 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
501 Research (Arr,R) PIN only
502 Supervised College Teaching (Arr,R)
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term SUbject)
(Arr,R)
507 Seminar: [Term Subject) (Arr,R) Recent topics
include Academic Governance; BUdgeting and
Finance in Higher Education; Contract Management;
Educational Leadership; Management and Organiza-
tion Development; Management Information Systems;
Microcomputers for Educational Administrators;
Special Educa1"ion and Rehabilitation 209
Personnel Evaluation; Policy Seminar, and Qualitative
Research Methods,
508 Workshop (Arr,R) PIN only
509 Practlcum: [Term Subject] (Arr,R) PIN only.
Practicum for Interns is a current topic,
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 or instructor's consent.
520 Adult Education (3) Survey of adult education:
purposes, programs, philosophy, methods, materials,
agencies, organization.
522, 523 Policy Research and Analysis I, II (3,3)
Nonstatistical treatment of the basic concepts and
methods of research on educational policy.
524 Law and Schools (3) Analysis of the iegal 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.
528 Teacher 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)
Brief survey of higher education in selected developing
countries; comparison with American higher educa-
tion; relation to economic development, major
problems.
542 Urbanization, the Pupil, and the School (3)
History of urban education and the relation of schoois
to changes in urban politics and socioeconomic
structure Not offered 1988-90,
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) tothe 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 Historiol1raphy of American Education (5)
Examines philosophies of history, historical methods,
and historical 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 1988-90.
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 Buslnes"s Management in Education (2)
Application of systematic procedure to the problems
of acquiring fiscal resources of a school district and
managing its expenditures.
574 Program Evaluation for Educational Managers
(3) A comprehensive survey of formative and summa-
tive evaluations of educational programs at the district,
bUilding, and classroom levels.
575 School Finance (2) Overview of school 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 schooi facilities
inciuding planning, construction, finance, legal
aspects, alternatives to deficit or surplus space
problems or both. Usually offered summer session,
577 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 1988-90,
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, Not otfered 1988-90.
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.
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,
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 Historyof 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.
Special Education
and Rehabilitation
351 Clinical Services Building
Telephone (503) 686-3591
Hill M. Walker, Associate Dean
Special Education and
Rehabilitation Faculty
Richard W. Albin, Assistant Professor (research
design, behavior management). B.A., 1969, Rochester;
M.A., 1973, Illinois; PhD., 1986, Oregon, (1986)
Diane D. Bricker, Professor (early childhood, communi-
cation development and intervention); Coordinator,
Early Childhood Program. B.A., 1959, Ohio State; M,S"
1965, Oregon; PhD" 1970, George Peabody. (1978)
Jay Buckley, Assistant Professor (supported employ-
ment, behavior management, independent living).
B,A., 1971, Saint Peter's College; M.A., 1978, Oregon;
EdD, 1987, Johns Hopkins, (1986)
Dan Close, Associate Professor (psychology of
exceptionality, independent living, curriculum develop-
ment). B.A., 1971, California Lutheran; M.A., 1973,
Idaho State; PhD., 1977, Oregon. (1977)
Debra C, Eisert, Research Associate (pediatric
psychology, applied developmental psychology),
B.A., 1975, Pacific Lutheran; PhD., 1978, Nebraska,
Lincoln, (1984)
R. William English, Professor (counseling, school to
community transitions, supervisory management);
Coordinator, School to Community Transitions
Program. B.A., 1964, M.A., 1967, Southern Illinois;
Ph.D., 1968, Wisconsin, Madison. (1975)
Ted R. Fabre, Assistant Professor (behavioral assess-
ment and intervention, microcomputer applications).
B.A., 1974, M.S., 1976, Eastern Washington; Ph.D"
1985, Oregon. (1985)
Dianne L. Ferguson, Assistant Professor (qualitative
research, social meaning of disability, teacher
training), B.A., 1972, Indiana; M.S" 1979, Southern
Connecticut State; PhD., 1984, Syracuse, (1985)
Philip M, Ferguson, Research Associate (social policy
and history, family studies), B.A., 1972, Indiana; M.A.,
1975, Yale; M.S., 1979, Southern Connecticut State.
(1985)
K. Brigid Flannery, Research Assistant (teacher
training, supervision). B.A., 1975, Marian; M.Ed., 1978,
Illinois, Urbana-Champaign, (1984)
Robert H. Horner, Associate Professor (behavior
management, research design, applied behavior
analysis); Director, Specialized Training Program;
Coordinator, Developmental Disabilities Program.
B.A., 1971, Stanford; M,S., 1975, Washington State;
PhD., 1978, Oregon. (1976)
Dean P. Inman, Assistant Professor (neuromuscular
education and research, behavioral medicine);
Coordinator, Interdisciplinary Special Education and
Rehabilitation Program. B.A., 1970, California State,
Sacramento; M.S., 1973, Utah State; PhD" 1976,
Oregon, (1974)
David M. Mank, Assistant Professor (employment
services, research design, behavior management).
B.A., 1975, Rockhurst; M.S" 1977, Portland State;
PhD" 1985, Oregon. (1985)
Larry E. Rhodes, Research Associate (managing
service organizations, vocational services). B.A., 1971,
M.A., 1973, California State, Sacramento; PhD" 1982,
Oregon. (1980)
Kristine L. Slentz, Assistant Professor(infant develop-
ment, parent involvement, assessment). B.A., 1971,
State University of New York College at Fredonia; M.A.,
1976, PhD., 1986, Oregon. (1986) .
Hill M. Walker, Professor (behavior disorders, behavior
management, social skills); Director, Center on Human
Development. B.A., 1962, Eastern Oregon; M.A., 1964,
Ph.D., 1967, Oregon. (1966)
Richard W. Zeller, Instructor (special education
organization and policy); Director, Western Regional
Resource Center. B.A., 1967, Willamelte; M.A., 1968,
California, Los Angeles. (1972)
210 Special Education and Rehabilita'tion
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.
B.A., 1967, Pennsylvania; M.D., 1972, Pennsylvania
Medical School. (1980)
Emeritus
Robert H. Schwarz, Professor Emeritus. B.S., 1948,
Wisconsin, Madison; MA, 1949, Columbia; Ph.D.,
1966, American. (1971)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
Speech Pathology-
Audiology Faculty
Ned J. Christensen, Professor (educational audiology
and auditory processing); Director, Speech Pathology-
Audiology Program; Coordinator, Undergraduate
Programs. B.A., 1954, MA, 1955, Brigham Young;
Ph.D., 1959, Pennsylvania State. (1962)
Marilyn A. Nippold, Assistant Professor (language
development and disorders in school-age children and
adolescents). BA, 1972, California, Los Angeles;
MA, 1976, California State, Long Beach; Ph.D., 1982,
Purdue. (1982)
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); Coordinator, Graduale
Programs. B.S., 1978, M.S. 1979, Ph.D., 1982, Oregon.
(1984)
Participating
Diane D. Bricker, Special Education and Rehabilitation
Courtesy
Daryl Anderson, Courtesy Associate Professor. B.S.,
t965, M.S., 1969, Portland State; Ph.D., 1973,
Washington (Seattle). (1983)
Ralph Coleman, Courtesy Associate Professor. B.S.,
1954, Oregon State; M.S, 1960, Oregon; Ph.D., 1963,
Northwestern. (1983)
Marilyn A. Kerins, Courtesy Assistant Professor. B.A.,
1970, Western Michigan; MA, 1975, Indiana. (1983)
Note: The date in parentheses at the end of each entry is
the first year at the Universityof Oregon.
Opportunities in
Special Education
and Rehabilitation
Instructional Programs. The Division of
Special Education and Rehabilitation houses
the Center on Human Development and six
program areas: Speech Pathology-Audiology,
Developmental Disabilities, Early Childhood,
School to Community Transitions, Severely
Handicapped Learner Endorsement Program,
and Interdisciplinary Special Education and
Rehabilitation 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 di rectly
and indirectly with handicapped individuals in
preschool, school, and community programs. It
is committed to deemphasizing traditional
categorical designations for exceptional
individuals. Students develop instructional and
management 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
infancy through adulthood. At all levels and in
all programs, training carefully integrates
results of current research and demonstration
of competence.
The special education programs in this division
emphasize severely handicapped learners,
early childhood (special education), and adult
services. 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 bulletin:
Careers. A serious shortage of special educa-
tion professionals and speech-Ianguage-
hearing specialists exists throughoutthe nation.
Graduates of the University's educational
programs find positions in all 50 states. Such
positions typically include teaching at infant,
preschool, school-age, and adult levels;
conducting individual language intervention
programs; habilitating people with handicaps;
managing residential living centers; coordinat-
ing in-service training programs; consulting
with teachers for maintenance of handicapped
children in regular classrooms and school
settings; conducting research; teaching in
college; and working in the administration of
special education prog~ams.
Center on Human Development
The Center on Human Development (CHD) is a
research and service unit within the Division. It
consists of a number of federally funded
research, demonstration, training, and service
activities that are organized within several CHD
project units: Early Intervention Program;
University Affiliated Program; Western Regional
Resource Center; Specialized Training Pro-
gram; Speech-Hearing-Language Center; and
Parent and Child Education Program. CHD
project activities provide diverse practicum
sites for student training. CHD resources are
made available to faculty members and stu-
dents in each academic area, and principal
investigators participate fully in instructional
activities.
Undergraduate Studies
Only the Speech Pathology-Audiology program
offers a formal major at the undergraduate level.
However, many Special Education courses are
available to undergraduates. Students may
enroll in the Severely Handicapped Learner
(SHL) endorsement program as under-
graduates. In addition, students interested in
immediate experiences with handicapped
individuals may earn practicum credit as
volunteers or observers in school and commu-
nity service programs for exceptional citizens.
Endorsement Programs
Basic and Standard endorsements are available
through the Division programs in Developmental
Disabilities, Early Childhood, and Speech
Pathology-Audiology. Students wanting to
apply to an endorsement program should
inquire at the Office of Teacher Certification,
117 Education Building, and consult the
appropriate endorsement adviser.
Graduate Studies
Although each program is responsible for
selecting candidates for its master's or doctoral
course of study, substantial similarity exists
across programs 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 or related experience
3. Recommendations by colleagues, peers,
and supervisors
4. Aptitude for graduate work as indicated by
eitherthe Miller Analogies Test (MAT) orthe
Graduate Record Examinations (GRE) or
both
5. Evidence of writing ability
6. Statement of professional goals
Applicants apply to and are accepted into a
specific Division 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 program should so indicate on
their applications, and their files will be reviewed
by the relevant committees. Applications for
admission, available from the College of
Education Graduate Student Records Office,
112 Education Building, are reviewed periodi-
cally throughout the year. See the Graduate
School section of this bulletin for general
regulations on graduate degree programs.
Financial Assistance
Stipends and Fellowships. Stipends and
fellowships are typically assigned to graduate
students. Both forms of assistance cover most
of the cost of tuition and provide amonthly cash
payment. The number of stipends and fellow-
ships available each year depends upon the
current level of funding. All students who
receive stipend awards enroll in a practicum
each term as part of their professional training.
Employment as a graduate teaching fellow
(GTF) may occur in a variety of Division or
Center on Human Development project settings.
Students interested in applying for a stipend or
fellowship may submit the appropriate form to
the College of Education Graduate Student
Records Office, 112 Education Building, when
submitting the Application for Graduate Admis-
sion. Formal application for financial assistance
should be made before March 1 to receive
maximum consideration for aid the following fall
term.
Loans, Information regarding University and
federal government loans may be obtained from
the Office of Student Financial Aid, 260 Oregon
Hall.
Speech Pathology-
Audiology
Undergraduate Studies
The undergraduate Speech Pathology-Audiol-
ogy (SPA) program offers bachelor of science
(B.S.) and bachelor of arts (B.A.) degrees.
Speech Pathology-Audiology 211
.. .... 3
The Speech Pathology-Audiology program
offers the master of arts (MA), master of
science (M.S.), or master of education (M.Ed.)
degree. The MA requires the equivalent 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 for the master's degree must be filed
in the College of Education Graduate Student
Records Office, 112 Education Building, and in
the Speech Pathology-Audiology office, 351
Clinical Services Building, preferably before
completing 24 credits in the program.
Minimum ReqUirements. A planned program
of at 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 0.1 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 cumulative GPAof 3.00
is required for graduation. A graduate thesis
mayor may not be required, depending on staff
and student considerations.
ASHA-CCC Requirements. The Speech
Pathology-Audiology program offers all the
necessary courses required by students who
want to qualify for the American Speech and
Hearing Association (ASHA) Certificate of
Clinical Competence (CCC) in Speech Pathol-
ogy. Application for ASHA Educational Service
Board accreditation is in progress.
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.
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 (PhD.)
or the doctor of education (O.Ed.) degree.
The doctoral program in Speech Pathology-
Audiology usually requires three years of
full-time study beyond the master's degree
level.
Clinical Practicum Facilities
Speech Pathology-Audiology graduate and
undergraduate students have the opportunity
for supervised clinical experience in several
facilities:
1. The University's Speech-Hearing-Language
Center in the Clinical Services Building
prepares and trains speech pathologists-
audiologists in clinical therapy. The Center
provides consultations, evaluations, and
... 3
Endorsement: Speech Impaired
Basic Endorsement. In order to qualify for the
Basic endorsement, 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
Educational Psychology I (EPSY 322) . . . ... 3
Educational Psychology II (EPSY 323) . . 3
Practicum: September Experience (SPA 409) 3
Final Supervised Field Experience (SPA 425) 1-15
Secondary Educational Media (SEED 436) 3
One of the following:
Modern Philosophy of Education (CI 445)
Education in Anthropological
Perspective (CI 471) . . 3
Social Foundations of Teaching (CI 327) 3
History of American Education (EDPM 441) 3
Registration in Practicum: September Experience(SPA 409) and 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 SPA425. Regardless
of the number of credits astudent enrolls for, SPA 425
requires commitment to afull-time placement-all day,
every day-for the entire term.
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).
Standard Endorsement. The Standard Speech
Impaired endorsement program requires an
additional 24 credits of graduate work, of which
21 must be in specified 500-level SPA courses.
A 3-credit Special Education course in excep-
tional children is required to complete the total
of 24 credits.
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 prerequi-
site. 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 attempt-
ing 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 Program
The master's degree program is designed to
prepare students for employment in agencies
serving the preschool through twelfth-grade
population. A master's degree in audiology
alone is not available.
. .. 3
.. 3
3
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.3
.. .. 3
.3
56 credits
...3
3
.. 4
'" 6
...3
.4
Program Objectives. The goals of the under-
graduate SPA program are to provide students
the opportunities to:
1. Learn about the humanities and sciences
as they relate to aural-oral communication
2. Learn about schools in American society
3. Learn about t~e nature and needs of
exceptional students
4. Learn about speech-language acquisition,
the anatomic-physiological bases of
speech and language, and the physical
nature of the speech signal
5. Learn about the nature of speech-
lar}guage-hearing pathologies of early
childhood through adolescence
6. Acquire and apply knowledge and skills
necessary for successful intervention
with speech- and language-impaired
individuals
7. Gain training in assessment procedures
and intervention strategies specific to
management of speech-language-hearing
disorders
8. Participate in a range of practicum experi-
ences in the public schools and other
community settings
9. Acquire and apply knowledge, skills, and
competencies to work with speech- and
language-impaired individuals of varying
social, cultural, linguistic, and socio-
economic backgrounds
10. Learn and apply interpersonal and profes-
sional skills
The following minimum requirements are
specified for students majoring in Speech
Pathology-Audiology.
Area Requirements
Clinical Phonetics (SPA 370). . .
Acoustics of Speech (SPA 371)
Practicum: Assistance I, /I (SPA 409) . . ...
Practicum: Intervention I, II, 1/1 (SPA 409) ..
Practicum: Observation (SPA 409) ...
Practicum: Public Schools I, II (SPA 409)
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) .
Speech-Language Pathology I (SPA 481)
Speech-Language Pathology /I (SPA 482)
Speech-Language Pathology III (SPA 483)
Fundamentals of Audiology (SPA 487) .
Audiological Assessment (SPA 488) .
Audiological Rehabilitation (SPA 489) ..
One course in behavior management ..
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-
Audiology faculty.
Admission as an Undergraduate Major.
Students must achieve a 2.75 cumulative grade
point average (GPA) for SPA370, 371, 472, and
480. Those who receive a grade of 0 in any of
these courses must repeat the course. They
must also pass the California Basic Educational
Skills Test (CBEST) before being admitted as
Speech Pathology-Audiology majors. Those not
212 Speech Pathology-Audiology
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 an interdisciplinary 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. This type of prac-
ticum 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
p.xperience in selected cases
5. The Veterans Administration Hospital in
Portland sometimes provides practicum
opportunities
6. Other off-campus facilities, such as child
care centers and kindergarten programs,
are occasional placement sites
Developmental
Disabilities
Programs in Developmental Disabilities focus
on services to severely handicapped individuals
and lead to both master's and doctoral degrees
as well as Basic and Standard levels of the
Severely Handicapped Leamer (SHL) endorse-
ment. The Developmental Disabilities area also
coordinates the Consortium on Youth and
Disability Policy, a group of doctoral students
and faculty members from special education,
business, public policy, educational psychol-
ogy, rehabilitation, and other disciplines. The
Consortium focuses on policy issues surround-
ing the transition from school to work and adult
life.
Severely Handicapped Learner
(SHL) Endorsement Program
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 leamers 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 Office of Teacher Certification,
117 Education Building.
Basic Endorsement. The following courses are
typically included in the SHL Basic endorsement
program.
Basic SHL
Endorsement Courses 49 credits
Practicum (SPER 409 or 509)' 10
Final Supervised Field Experience
(SPER 426 or 526) ... . . . . . . . . . . . . . 12
Behavior Management with
Exceplional Individuals (SPER 485) . . .... 3
Curriculum Programming for Students with
Severe Handicaps' (SPER 497) 3
Curriculum Programming for Students with
Severe Handicaps II (SPER 498) . .. . 3
Legal and Organizational Issues (SPER 499) 3
Seminar: Transdisciplinary Approaches
(SPER 507) . . . . . .. 3
Advanced Psychology of Exceptionality
(SPER 562) .. . . . . . . . . . . . . . . . 3
Research Design in Special Education (SPER 567) . 3
Two of the following:
Seminar: Habilitation of the Severely
Handicapped (SPER 407)2, Seminar:
Language Intervention with the Severely
Handicapped (SPER 407)', Issues in
the Early Education of Children with
Handicaps (SPER 490)', Programming for
Secondary Students with Severe Handicaps
(SPER 492)2.3, Reading Instruction for the
Handicapped (SPED 480)', Language Arts
Instruction for the Handicapped (SPED 481)',
Mathematics Instruction for the
Handicapped (SPED 482) ... 6
, Required over two terms, 5 credits each
2 Required for secondary emphasis
3 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
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
emphasizes services to individuals with a range
of severely handicapping conditions, and it
trains students to become effective leaders in
adult services.
The program requires a minimum of four
academic terms (one calendar year), with
approximately 55 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. Supervised field experiences
4. Course work in agency or business
management
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) family support,
(3) curriculum and program development, 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.
Doctoral Degree Program
Developmental Disabilities offers a compe-
tency-based doctoral program that emphasizes
the development of specific skills in teaching,
research, service, program development,
supervision, consultation, and professional
writing. Although doctoral students are encour-
aged to pursue their particular interests, all
doctoral students must complete a standard
core of skills and competencies expected of
highly trained professionals working in the field
of developmental disabilities. The Developmen-
tal Disabilities doctoral program description,
available from the College of Education
Graduate Student Records Office, 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, with
specialization available in school-age severely
handicapped or 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
Speech Pathology-Audiology 213
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
maype 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 Develop-
mental Disabilities. A prog ram advisory commit-
tee, consisting of the student and at least two
faculty members, is appointed by the end of the
first term to heip the student develop a doctoral
plan, to monitor and coordinate the student's
progress toward the degree, and to participate
in an annual review of the student by area
faculty members.
Early Childhood
Severely Handicapped Learner
(SHL) Endorsement
For Basic or Standard SHL endorsement,
students in Early Childhood Education follow
the programs described under Developmental
Disabilities and enroll in those courses specified
for preprimary emphasis.
Master's Degree Program
This master's degree program prepares
professionals to work in early childhood pro-
grams that serve at-risk and handicapped
infants and children and their families. The field
encompasses a target popuiation 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: (1) direct
intervention with infants or young children or
both, and (2) coordination or supervision of
programs for young handicapped and non-
handicapped children. Full-time students can
complete the program in five or six consecutive
terms. Students may combine the program in
Early Childhood Education with the SHL
endorsement program.
Doctoral Degree Program
The primary goal of the early childhood doctoral
program is to prepare students to provide
leadership at the state and national levels in the
area of the at-risk and handicapped birth-to-
three·population. Graduates eam a doctorate
in Special Education: Developmental Dis-
abilities. They are prepared to influence the
evolution of services for handicapped infants
and preschool children and their families.
Program objectives include preparing students
to:
1. Become experts in program development
and impiementation for the birth-to-three
population
2. Conduct applied research in the enhance-
ment of educational services to these
handicapped children and their families
3 Become effective instructors at institutions
of higher education
Both didactic and practicum leaming activities
comprise the program. The didactic activities
include core course work, tool courses, special-
ization courses, foundation courses, elective
courses from outside the College of Education,
and the dissertation. Practicum activities assist
the student in developing competencies
School to Community
Transitions
Doctoral Degree Program
The doctoral program in school to community
transitions leads to a degree in Special Educa-
tion: Rehabilitation. It prepares professionals for
leadership roles in research, teaching, or
administration related tothe delivery of services
to adolescents and adults with disabilities. The
curriculum includes core program seminars
(transition, functional assessment, supervisory
management, and independent living), required
courses in research, courses in an area of
professional specialization (administration,
education, research or program evaluation),
practicum experience and intemship, the
comprehensive qualifying examination, 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 comprehen-
sive qualifying examination and an intemship
are usually taken after the second year. Most
doctoral students receive stipend awards and
enroll in supervised practica, which allow them
to develop further their professional knowledge
and skills.
Interdisciplinary
Special Education
and Rehabilitation
Doctoral Degree Program
The Special Education doctoral degree pro-
gram provides maximum flexibility to accommo-
date students who have professional interests
across related fields. It has a strong clinical
focus and requires demonstration of acceptable
knowledge and performance in such skill areas
as teaching, supervision, research design,
proposai development, and professional
writing. An interdisciplinary program committee
helps students select content specialization
areas and advises them on area and general
program requirements.
The developmental disabilities, early childhood,
school to community transitions, and speech
pathology-audiology programs are highly
specific in their content and focus. The interdis-
ciplinary Special Education 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 Rehabilita-
tion and two related focus or content areas.
Students are expected to participate in a variety
of clinical practica.
Speech Pathology-
Audiology Courses (SPA)
Lower Division
268 Sign Language I (3) Expressive and receptive
skills: linguistic and cultural information relevantto the
deaf community. American Sign Language system.
Upper Division
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.
405 Reading and Conference: [Term SUbject] (1-3R)
Topics to be arranged. R when topic changes.
407 (G) Seminar: [Term SUbject] (1-3R) Current
topics are Behavior Management in Speech Pathology-
Audiology, Listening in the Classroom, and Staffing
Public Schools. R when topic changes.
409 (G) Practicum: [Term Subject] (1-7R) Current
topics are Intervention I, II, III; Observation: Assistance
I, II: Public Schools I, II; and September Experience.
Prereq: staff approval. R when topic changes.
425 (G) Final Supervised Field Experience (1-15R)
PIN only. Diagnostic and treatment experience in the
school setting. Limited to students in speech handi-
capped program for Basic endorsement. Prereq: SPA
370,371,409,472,473,474,480,481,482,483,487,
488,489.
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) Study of anatomy, physiology, and
neurology of speech and language 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
procedures, analysis and criticism of tests. Prereq:
SPA 481, 482.
487 (G) Fundamentals of Audiology (3S) Basic
anatomy of the ear: psychophysics of hearing; causes,
types, and symptomatologies 01 hearing impairments.
Prereq: SPA 370, 371,472. S with SPA 488,489.
488 (G) AUdiological Assessment (3S) Basic pure
tone, air and bone-conduction audiometry; interpreta-
tion of audiograms; introduction to speech audiometry.
S with SPA 487, 489.
489 (G) Audiological Rehabilitation (3S) Rehabilita-
tion of hearing impairments; use of amplification and
auditory training; psychosocial aspects of hearing
impairments. S with 487, 488.
Graduate
501 Research (1-9R) PIN only
502 Supervised College Teaching (1-9R)
503 Thesis (1-15R) PIN only
505 Reading and Conference: [Term SUbject] (1-3R)
R when topic changes.
214 Speech Pathology-Audiology
507 Seminar: [Term Subject] (1-3R) R when topic
changes.
509 Practicum: [Term Subject] (1-9R) Currenttopics
are Adults, Audiology-Aural Rehabilitation, Classroom,
Clinic, Diagnostics, EarlyChildhood, and Supervision.
R when topic changes.
Note: Courses numbered 570 and above may not be
offered every year.
570 Early Language Assessment and Intervention
(3) Speech ana language in relation to learning,
cognition, classroom performance, and other behavior.
571 Educational AUdlology(3) Audiological practices
in the pUblic school setting. Audiological assessment,
followup, and intervention. Prereq: SPA371, 472, 489.
572 Disorders of Articulation (3) Advanced study of
articulation and articulatory problems in children and
adults 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 of phonology,
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.
577 Orofaclal 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.
Special Education
and Rehabilitation
Courses (SPER)
Lower Division
200 Innovative Education: [Term SUbject] (1-3R)
Upper Division
400 Innovative Education: [Term Subject] (1-3R)
405 Reading and Conference: [Term SUbject] (1-6R)
R when topic changes.
407 (G) Seminar: [Term Subject] (1-3R) Recent
topics are Language Intervention for Children With
Severe Handicaps and Psychology of Disability. R
when topic changes.
409 (G) Practicum: [Term SUbject] (1-15R) Recent
topics are Adult Services, Developmental Disabilities,
Experience with Young Children with Handicaps, and
Severely Handicapped Students.
426 Final Supervised Field Experience (1-15R)
Full-time classroom involvement with the severely
handicapped learner. Assessment, determining
instructional Objectives, developing programs, training
staff, designing classroom schedules, and working
with school and service agencies. Prereq: SPER 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 the Early Education of Children
with Handicaps (3) Assessment, program develop-
ment, teaching methodology, and designing learning
environments for infants and young children with
handicaps. Motor, language, self-help, social, and
cognitive development. Early intervention programs.
492 (G) Programming for Secondary Students with
severe Handicaps (3) Programming concerns,
teaching methodology, and curricula for functional
living skills and vocational training skills for adolescents
and adults with severe handicaps.
494 (G) Vocational Habilitation of Individuals with
Severe Handicaps (3) Vocational habilitation of
adolescents and adults with severe handicaps.
Developing, training, and supporting employment
options. The current status of vocational services.
Supported employment alternatives.
497 (G) Curriculum Programming for Students with
Severe Handicaps I (3) Program development and
appropriate curricula for students with severe hand-
icaps in reading, mathematics, and other academic
areas. Emphasis on functional academic skills.
498 (G) Curriculum Programming for Students with
Severe Handicaps II (3) Curriculum development for
students with severe handicaps. Emphasis on
programming longitUdinal skill sequences in self-help,
motor skills, social interaction, mathematics, reading,
language arts, and personal management.
499 (G) Legal and Organizational Issues (3) Effective
organization and management of classrooms serving
students with severe disabilities. The critical
noninstructional aspects of teacher responsibilities
including federal, state, and local laws and regulations.
Graduate
501 Research (1-15R) PIN only. Research with Young
Handicapped Children is a current topic.
502 Supervised College Teaching (1-9R)
503 Thesis (1-15R) PIN only
505 Reading and Conference: [Term Subject] (1-6R)
R when topic changes.
507 Seminar: [Term SUbject] (1-6R) Recent topics
are Assessment and Evaluation of Infants and Young
Children, Counseling Exceptional Youth, Developmen-
tal Curricula for At-Risk and Handicapped Young
Children, Facilitating Mainstreaming, Grant Writing
and Management, Independent Social Skills, Interdis-
ciplinary Approach to Intervention with At-Risk and
Handicapped Infants, Proseminar, Single-SUbject
Research Design, and Transdisciplinary Approaches.
R when topic changes.
509 Practicum: [Term Subject] (1-15R) Current
topics are Adult Services, College Teaching, Experi-
ence with Young Children with Handicaps, Develop-
mental Disabilities, Research, Severely Handicapped
Students, Supervision, and Supervision ofTeachers of
Students with Severe Handicaps.
526 Final Supervised Field Experience (1-15R) See
description under SPER 426.
562 Advanced Psychology of Exceptionality (3)
Psychological, sociological, physiological, and
historical perspectives on identifying and treating
exceptional individuals. Evaluation of educational
service delivery systems for individuals with mild,
moderate, and severe handicaps.
567 Research Design in Special Education (3) Basic
strategies used in applied special education research.
Emphasis on critically analyzing research reports as
consumers and on designing, conducting, and
reporting research.
Teacher
Education
170J Education Building
Telephone (503) 686·3404
Judith K. Grosenick, Associate Dean
Teacher Education
Faculty
Keith A. Acheson, Professor (program development,
supervision). B.S., 1948, M.S., 1951, Lewis and Clark;
EdD., 1964, Stanford. (1967)
Lynne Anderson-Inman, Associate Professor(second-
ary reading). B.A, 1970, Wisconsin, Madison; M.S.,
1974, Wisconsin, Oshkosh; Ph.D., 1978, Oregon.
(1982)
Barbara Blackwell, Instructor; Coordinator, ESCAPE
Program. S.B., Illinois, 1964; M.S., 1972, JD., 1975,
Oregon (1986)
C. A. Bowers, Professor (philosophy of education).
B.S., 1958, Portland State; PhD., 1962, California,
Berkeley. (1967)
Christine Chaille, Associate Professor (early childhood
development, psychology); Director, Graduate
Studies. B.A, 1971, California, Berkeley; M.S., 1973,
San Francisco State; PhD., 1977, California, Los
Angeles. On leave 1988-89. (1980)
Leonora Cohen, Assistant Professor (talented and
gifted). B.A, 1966, M.Ed., 1967, Oregon; EdD., 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, PhD., 1969, Oregon. (1968)
Gary W. Ferrington, Senior Instructor (educational
technology); Coordinator, Instructional Systems
Technology. B.S., 1964, Portland State; M.S, 1967,
Southern California. (1967)
Lawrence Flick, Assistant Professor (science educa-
tion, mathematics, computers). B.S., 1968, Purdue;
MA, 1973, Northwestern; Ph.D., 1985, Indiana. (1985)
David Flinders, Assistant Professor (design and
evaluation of educational programs). BA, Utah, 1978;
MA, 1981, Ph.D, 1986, Stanford. (1986)
Lory Freeman, Instructor. BA, 1972, Sonoma State;
M.A., 1986, Oregon. (1985)
Meredith Gall, Professor (instructional development,
teacher education). BA, 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, PhD.,
1968, Kansas. (1984)
William H. Harris, Associate Professor (social studies,
inquiry, teaching strategies); Director, Certification.
BA, 1949, Willamette; B.S., 1951, M.S., 1953, Eastern
Oregon; D.Ed., 1967, Oregon. (1969)
Ray E. Hull, Associate Professor (science education,
supervisio.n). B.S., 1958, M.S., 1962, Oregon State;
D.Ed., 1969, Oregon. On leave fall 1988. (1970)
Janice A. Jipson, Assistant Professor (early childhood
deveiopment and curriculum). B.S., 1967, M.S., 1969,
PhD., 1974, Wisconsin, Madison. (1987)
William E. Lamon, Associate Professor (mathematics);
Director, Psychological Research Laboratory of
Mathematics Education. B.S., 1964, San Francisco;
M.S., 1965, Californ',a State; Ph.D., 1968, California,
Berkeley. (19.72)
David G. Moursund, Professor (computers in educa-
tion). BA, 1958, Oregon; M.S., 1960, PhD., 1963,
Wisconsin, Madison. (1967)
Dennis Pataniczek, Associate Professor (group
process, middle school education, curriculum);
Director, Student Services. BA, 1969, Michigan State;
MA, 1974, California, Santa Barbara; PhD., 1978,
Michigan State. (1979)
Robert Proudfoot, Assistant Professor; Coordinator,
Resident Teachers Field-Centered Master's Degrees,
and Elementary Education. BA, 1968, Fairfield; M.S.,
1980, PhD., 1984, Oregon State. (1985)
Elementary Teacher Education 215
Kathleen W. Pyfer, Instructor (academic advising).
B.S., 1978, M.S., 1980, Oregon. (1985)
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, Super Summer. B.A., 1974, Reed; M.A.,
1982, Oregon. (1981).
Emeriti
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, Columbia; D.Ed., 1950, Oregon. (1958)
Paul B. Jacobson, Professor Emeritus (current trends,
issues, problems in education); Dean Emeritus,
College of Education. B.A., 1922, Luther; M.A., 1928,
Ph.D., 1931, Iowa. (1947)
Vernice T. Nye, Professor Emerita (elementary
ianguage 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, D.Ed., 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)
Miidred C. Robeck, Professor Emerita (elementary
reading, early childhood, child development). B.A.,
1951, M.Ed., 1954, PhD, 1958, Washington (Seattle).
(1967)
Oscar F. Schaaf, Professor Emeritus (secondary
mathematics). B.A., 1942, Wichita State; M.A., 1946,
Chicago; Ph.D., 1954, Ohio State. (1970)
Clarence W. Schminke, Professor Emeritus (elemen-
tary). B.A., 1950, M.A., 1954, Iowa State Teachers;
Ph.D., 1960, Iowa. (1960)
Guy Shellenbarger, Professor Emeritus (supervision,
secondary education). B.S., 1936, M.Ed., 1953,
Oregon. (1965)
Nonda P. Stone, Senior Instructor Emerita (special
education). B.S., 1945, Oregon College of Education;
M.Ed., 1955, E.Ed., 1972, Oregon. (1965)
John E. Suttle, Professor Emeritus (curriculum,
supervision). B.S., 1948, Texas; M.Ed., 1952, Colorado;
EdD., 1960, Texas. (1970)
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)
Note: The date in parentheses atthe end of each entry is
the first year at the University of Oregon.
Special Education Faculty
Barbara D. Bateman, Professor (special education
law). B.S., 1954, Washington (Seattle); M.A., 1958, San
Francisco State; PhD., 1962, Illinois; JD., 1976,
Oregon. (1966)
Michael R. Benz, Research Associate (mental
retardation, gerontology). B.S., 1974, California
Lutheran; M.A., 1980, Chapman, PhD., 1983, Oregon.
(1980)
Douglas Carnine, Professor (instructional design,
technology, school change). B.S., 1969, Illinois; PhD.,
1974, Utah. (1970)
Siegfried E. Engelmann, Professor (teaching low-
performing learners, instructional design, supervision).
B.A., 1955, Illinois. (1970)
V Knute Espeseth, Associate Professor (student
services, Standard Handicapped Learner endorse-
ment, physically handicapped). B.S., 1955, North
Dakota State Teachers; M.S., 1961, North Dakota;
PhD., 1965, Wisconsin, Madison. (1964)
Russell M. Gersten, Associate Professor (instructional
research, staff development, program evaluation).
B.A., 1967, Brandeis; PhD., 1978, Oregon. (1977)
Mary Gleason, Assistant Professor (teacher training,
supervision); Coordinator, Handicapped Learner
Endorsement Program. B.S., 1973, Minnesota; M.Ed.,
1980, PhD., 1985, Oregon. (1984).
Tracey Hall, Instructor (teacher training, curriculum-
based measurement). B.S., 1977, M.A., 1983, Oregon.
(1982)
Andrew S. Halpern, Professor (mental retardation,
functional assessment, independent living); Coor-
dinator, Secondary Special Education in Mild Dis-
abilities Program. B.A., 1961, Carleton; M.A., 1963,
Yale; PhD., 1966, Wisconsin, Madison. (1970)
Cynthia M. Herr, Assistant Professor (learning dis-
abilities, secondary and postsecondary education,
special education law). B.A., 1972, Gettysburg; M.A.,
1973, PhD., 1979, Oregon. (1985)
George Sheperd, Professor (talented and gifted,
mental retardation); Director, Talented and Gifted
Institute for the Development of Educational Achieve-
ment. B.S., 1955, M.A., 1958, Colorado State; EdD.,
1965, Illinois. (1965)
George Sugai, Assistant Professor (behavior disorders,
behavior management); Coordinator, Special Educa-
tion Programs. 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, PhD., 1982, Minnesota. (1984)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
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 seeks to prepare graduates
who have a broad liberal arts background,
strong subject matter preparation, understand-
ing of theories of human development and the
learning process, proficiency in communication
skills and educational techniques, ability to
meet the needs of handicapped students and
pupils of diverse social and cultural back-
grounds, and understanding of the professional
obligations of a teacher.
Students should inquire at the College of
Education Office of Student Services for
information regarding specific programs and
requirements for initial Oregon teacher certifica-
tion.
The Division prepares reading specialists and
teachers of mildly handicapped learners, and
it offers programs leading to advanced teacher
certification and endorsement as a School
Supervisor with an Oregon Personnel Service
certificate. Students should inquire at the
College of Education Office of Teacher Certifica-
tion for information regarding specific programs
and requirements for advanced and specialist
certification.
Graduate study in the Division is offered in two
broad areas: curriculum and instruction, and
special education. Options for specialization
within each of these areas are described under
Graduate Study in Teacher Education within this
section of this bulletin. Degree programs at the
master's and doctoral levels may be completed
together with planned programs leading to
advanced Oregon certification.
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.
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
Education.
New Teacher Education Programs
Increased interest in strengthening teacher
education in recent years, both in Oregon and
throughout the nation, has prompted the
College of Education to restructure its teacher
education programs and increase preparation
requirements for entry into the elementary and
secondary teaching professions. Prospective
teachers must complete University general
education requirements described in the
Registration and Academic Policies section of
this bulletin. These new programs are designed
to broaden studies of the liberal arts and
sciences, expand subject matter preparation to
include a major and minor outside the College
of Education, and strengthen professional
preparation for teaching through integrated
academic course work and expanded clinical
experiences. The Division's new teacher
education programs will take effect fall 1990.
This transition will affect all students seeking
Basic Oregon certification for teaching in
elementary or secondary schools who entered
the University as freshmen winter term 1988 or
later. As of January 1988, a major in education
is no longer available to incoming freshmen,
who must complete a new teacher education
program leading to Basic Oregon certification.
The new teacher education programs also
affect transfer and postbaccalaureate students
entering the University during or after winter
term 1988, depending on their status relative to
current program requirements at the time they
first enroll at the University of Oregon. To
determine if new program requirements apply
to them, transfer students are strongly encour-
aged to visit the College of Education Office of
Student Support Services immediately upon
enrollment at the University.
Elementary Teacher
Education Program
At present prospective elementary teachers
complete a four-year program of study de-
signed to satisfy the requirements for a
bachelor's degree and 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 Division of Teacher
Education and take course work in several other
University departments to complete require-
ments for both the bachelor's degree and
teacher certification.
Program Application and
Admission
Students applying to the current Elementary
Education program must meet the follOWing
criteria:
216 Elementary Teacher Education
1. Eligibility for application and screening no
later than fall term 1988
2. Completion of all program requirements
other than the elementary professional
education sequence by the end of winter
term 1990
3. Completion of the entire professional pro-
gram by spring term 1991
Students interested in the current Elementary
Education program should apply for admission
to the program two full terms before they enroll
in the first professional sequence. In order to
be considered for admission, students must
pass the California Basic Educational Skills
Test; have a cumulative GPA of 2.75 or better;
and submit satisfactory letters of recommenda-
tion, an autobiography of approximately 500
words, and a completed student questionnaire.
In addition, a schedule for completing all
general education, allied professional, and
preprofessional studies must be presented
before enrolling in the first professional
sequence.
Applicants are interviewed by teams of Elemen-
tary Education faculty members, who submit
recommendations to the Elementary Education
Admission and Retention Committee. Only
students who meet the above criteria are
considered for admission to the program.
Enrollment restrictions and the large number of
applicants make admission to the Elementary
Education program competitive. Applicants are
ranked in four general areas: academic record,
experience related to teaching, oral communi-
cation skills, and written communication skills.
The applicants with the best overall records are
admitted.
Accepted students are conditionally admitted
to the program. Unconditional admission is
granted upon satisfactory completion of the
academic and field experience components of
the first term's professional sequence. Transfer
and postbaccalaureate students seeking
Oregon elementary teacher certification un-
dergo the same Elementary Education applica-
tion and admission proC86S.
Retention in the program depends on maintain-
ing course grades of mid-C or better and on
satisfactory performance in field experiences
required for the Elementary Education major
and certification.
Students denied admission to the program may
reapply. Students who believe that their applica-
tions deserve review may appeal the decision
to deny them admission. Information about
reapplication, other program options, and the
appeals procedure is available in the Division
of Teacher Education Office of Student
Services.
Advising
Priorto program admission, Elementary Educa-
tion applicants should talk to either faculty or
peer advisers in the College of Education Office
of Student Services. The Elementary Education
Advising Seminar (CI 407), in which students
are encouraged to enroll their first term on
campus, provides general program information
and an opportunity to examine elementary
education both as an academic pursuit and as
a professional career. During the transition from
current to new Elementary Education programs,
incoming students will find this seminar useful
for determining their status and planning
appropriate programs of study.
A faculty adviser is assigned to each student
formally admitted to the Elementary Education
program. Student Services advising staff
members can assist students when faculty
advisers are unavailable,
Program of Study
At present, Elementary Education majors work
toward either a bachelor of arts (BA) or a
bachelor of science (B,S,) degree and include
course work leading to Oregon teacher certifica-
tion, The College of Education also offers a
bachelor of education (B.Ed.) degree, which
requires a 36 graded-credit concentration in
professional education courses but does not
lead to certification for teaching. See degree
requirements for all University students under
Bachelor's Degree Requirements in the Regis-
tration and Academic Policies section of this
bulletin.
The current Elementary Education program
includes allied professional course work in art,
health, music, and physical education Prepro-
fessional studies offered in the College of
Education include courses in educational
psychology, social and cultural foundation
courses, and preprofessional practica. The
four-term professional sequence concentrates
on preparation for teaching reading, mathemat-
ics, science, and social studies.. in elementary
and middle schools, Included is substantial
field experience taken concurrently with
academic course work on teaching strategies
and methodology. The professional sequence
culminates in a term offull-time student teaching
in a public school.
See also New Teacher Education Programs
near the beginning of the Teacher Education
section of this bulletin,
Secondary Teacher
Education Program
The preparation of secondary school teachers
(teachers in public, middle, junior, or senior high
schools) is ajoint venture of University colleges,
schools, and departments, Students work with
faculty members who are knowledgeable about
the content and processes that are important
for successful secondary school teaching,
At present, the secondary teacher education
program requires work in one or more teaching
fields and in professional education. To qualify
for a secondary teaching certificate, students
must complete University requirements in
subject matter preparation-typically while
earning a bachelor's degree from an academic
department or professional school or college-
and requirements in professional education,
There is no University of Oregon undergraduate
major in secondary education.
Subject matter teaching endorsements offered
jointly through the Division of Teacher Educa-
tion, College of Education, and the College of
Arts and Sciences include Drama, Foreign
Languages, Speech, Language Arts (English),
Social Studies, Mathematics, and Sciences.
Endorsements offered through other profes-
sional schools and colleges include Art, Health;
Music, Journalism, and Physical Education, The
Division of Special Education and Rehabilitation
in the College of Education provides subject
matter preparation for prospective teachers in
Speech Pathology-Audiology.
See also New Teacher Education Programs
near the beginning of the Teacher Education
section of this bulletin,
Program Application and
Admission
Students applying to the current Secondary
Education program must meet the following
criteria:
1. Eligibility for application and screening
admission no later than fall term 1988
2, Completion of all program requirements
other than the professional education
sequence by the end of spring term 1989
3. Completion of the entire professional pro-
gram by the end of spring term 1990
Advising
Each University school or department offering
a secondary education endorsement program
has a faculty endorsement adviser responsible
for advising prospective teachers. Students
interested in becoming secondary school
teachers should request endorsement advisers
at the College of Education Office of Student
Services or the Office of Teacher Certification.
Postbaccalaureate students seeking Oregon
secondary teacher certification should request
information about subject area requirements
from the College of Education Office of Student
Services or the Office of Teacher Certification.
They also need to consult an endorsement
adviser.
A faculty member is assigned as an adviser to
each student formally admitted to the profes-
sional program, Division of Teacher Education
Student Services advising staff members are
available to assist students if faculty advisers
are unavailable.
Students seeking endorsements in Art, Health,
Music, or Physical Education must consult
endorsement advisers for these specialties in
their respective professional schools and
colleges for application procedures and
admission criteria specific to each discipline.
Students pursuing teaching endorsements
through departments in the College of Arts and
Sciences apply for admission to the Secondary
Education program in the Division of Teacher
Education one or two terms before the term they
plan to begin the professional sequence, In
order to be considered for admission, students
must pass the California Basic Educational
Skills Test: have a cumulative GPA of 2.75 or
better in all prior college and University course
work; submit recommendations from endorse-
ment advisers, a written autobiography, and a
completed self-assessment of basic computer
skills; and successfully complete (or have
waived) the exploratory public school practicum
and concurrent seminar.
Teacher Cerl-ifica1-ion and Endorsement 217
The Secondary Education Admission and
Retention Committee, composed of faculty
members in the Division ofTeacher Education,
reviews all applications for admission to the
Secondary Education program. Enrollment
restrictions and the large number of applicants
make admission to the program competitive.
The selection process may include interviews
to select the most qualified candidates from the
group of applicants meeting admission criteria.
Transfer and postbaccalaureate students
seeking Oregon secondary teacher certification
must follow the same secondary education
application and admission procedures. Stu-
dents who are denied admission, but believe
that their application deserves review, may
appeal the decision. Information about program
application, admission criteria and procedures,
and the appeal process is available in the
Division of Teacher Education Office of Student
Services.
Students admitted to the program must meet
program retention criteria throughout the
three-term professional education sequence.
These criteria include a minimum GPA of 2.75
to 3.00 in teaching endorsement courses
(varies by endorsement), a minimum cumulative
GPA of 2.75, and satisfactory grades of mid-C
or higher in public school practica and profes-
sional education courses.
Program of Study
A student's individual program of study in
general education and the teaching specialty
depends on the requirements prescribed in the
academic department or the professional
school or college awarding the bachelor's
degree. Careful study of the Requirements for
Bachelor of Arts or Bachelor of Science in the
Registration and Academic Policies section of
this bulletin and consultation with an endorse-
ment adviser in the subject matter area are
encouraged.
In general, approximately one-third of the
current undergraduate Secondary Education
program is devoted to general education,
one-third to subject matter preparation, and
one-third to professional education and elec-
tives. The three-term professional education
sequence concentrates on teaching strategies
and methods, including techniques for teaching
reading and writing in all secondary curriculum
areas. The professional sequence includes a
term of full-time student teaching in a public
school. Successful completion of the profes-
sional preparation program leads to University
recommendation for Basic teacher certification
with one or mor.e teaching endorsements. The
University's requirements for both subject
matter endorsement and the professional
education component reflect certification rules
adopted by the Teacher Standards and Prac-
tices Commission and are subject to change.
Teacher Certification
and Endorsement
Upon satisfactory completion of the appropriate
endorsement and certification program, candi-
dates for Oregon teacher certification are
recommended by the University to the Teacher
Standards and Practices Commission. In
addition to the elementary and secondary
certification programs, the Division of Teacher
Education offers other programs leading to
recommendation for Oregon teaching or
personnel service credentials.
Basic Teacher Certification
Upon satisfactory completion of the Elementary
Education program, candidates are recom-
mended for Basic teaching certificates with
endorsements for general elementary teach-
ing-preprimary through grade nine. Students
successfully completing the Art, Foreign
Language, Health, Music, or Physical Education
teacher preparation programs are recom-
mended for a Basic teaching certificate with
subject endorsements for teaching in the
preprimary through twelfth grades. Students
who satisfactorily complete subject matter
preparation in Drama, Journalism, Language
Arts, Speech, Mathematics, Science, or Social
Studies and the professional education program
are recommended for a Basic teaching certifi-
cate with subject area endorsements for
teaching in grades five through twelve.
Standard Teacher Certification
The University recommends candidates for
Standard teaching credentials upon satisfactory
completion of program requirements in ad-
vanced subject matter preparation and profes-
sional education. Toensure adequate prepara-
tion; a planned program for Standard certifica-
tion must be prepared in consultation with
endorsement advisers in the subject matter
department and the Division of Teacher Educa-
tion. The program planning forms may be
obtained and filed in the Office of Teacher
Certification prior to beginning the required
work. This office refers students to an endorse-
ment adviser.
Students seeking Standard teaching creden-
tials may be interested in working toward a
master's degree while completing the advanced
certification program. Completion of work
required for a master's deg ree does not satisfy
requirements for either the Standard teaching
certificate or endorsement unless the degree
work also includes the required preparation in
subject areas and professional education.
Reading Endorsement
The Division offers a Reading endorsement
program that may be added to either elementary
or secondary Basic teaching credentials.
Teachers holding Reading endorsements
diagnose and treat reading problems in indi-
vidual students, advise classroom teachers of
reading instruction, and help school staffs
design, coordinate, and improve reading
programs. A Reading endorsement is valid for
teaching in the preprimary through twelfth
grades.
Students interested in this program should
inquire at the Division of Teacher Education
Office of Student Services or the Office' of
Teacher Certification for information about
requirements and admission procedures and
for referral to a Reading endorsement adviser.
Personnel Service Certification
with School Supervisor
Endorsement
This graduate program leads to Oregon Basic
or Standard Certification as a personnel service
specialist with the School Supervisor endorse-
ment. Students interested in earning a School
Supervisor endorsement should inquire at the
Division of Teacher Education Office of Teacher
Certification for information on specific program
requirements and admission procedures.
Handicapped Learner
(HL) Endorsement
The Handicapped Learner endorsement
program prepares teachers to work with mildly
handicapped children in several settings:
regular classrooms, self-contained special
education classrooms, and special education
resource rooms. the program also enhances the
knowledge and skills of regular classroom
teachers for systematic instruction of
mainstreamed mildly handicapped students.
Completion of the Handicapped Learner
endorsement program qualifies teachers with
elementary or secondary teaching credentials
to work with mildly handicapped students in the
preprimary through twelfth grades.
Curriculum
The endorsement curriculum is built around a
three-term sequence of practica beginning with
small-group instruction and progressing to
classroom organization. Three preparatory
methods courses are taken concurrently with
the practica. These courses are introductions
to systematic instruction in mathematics,
reading, and language arts; they cover assess-
ment, 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 roles in school, family, and
community.
Information on requirements and admission
procedures may be obtained from endorsement
advisers for the Special Education Program,
275 Education Building, or from the Division of
Teacher Education Office of Teacher Certifica-
tion. Students interested in speech pathology-
audiology and in working with severely handi-
capped learners should inquire at the Division
of Special Education and Rehabilitation.
Basic Endorsement. To be eligible for the
Oregon Basic HL Endorsement I, the student
must hold, or be eligible for, an Oregon Basic
elementary or secondary teaching certificate
and have completed 33 credits of program
requirements. Information about HL Endorse-
ments I and II is available in the College of
Education Office of Student Services.
Standard Endorsement. To obtain the Stan-
dard HL endorsement, the student is required
to fulfill requirements for the Basic HL endorse-
ment, complete the Standard HL endorsement
courses, and file a planned program with the
Office of Teacher Certification. With careful
planning, students in the undergraduate
elementary or secondary teacher education
program can take some of the course work
required for this endorsement while completing
their undergraduate degree programs. Teacher
Education students are encouraged to select
courses from this area to enhance their ability
to work with mainstreamed handicapped
students.
See also New Teacher Education Programs
near the beginning of the Teacher Education
section of this bulletin.
218 Teacher Cerl"ifica"l"ion and Endorsement
Waiver of Endorsement or
Certification Requirements
Students in teacher education programs may
have previous course work or experience that
they believe could substitute for one or more
University program requirements. Petition forms
to waive requirements are available at the
Division of Teacher Education Office of Student
Services or the Office of Teacher Certification.
Supporting evidence is required in each case
(e.g., transcripts of prior coliege or university
work or verification of employment from a
supervisor), as is recommendation by the
appropriate endorsement adviser or faculty
member responsible for instruction in the
University of Oregon program. Approval of a
waiver request does not substitute for credits
needed to complete a degree and is not
recorded on the transcript.
Students who believe they have education or
experience that may be applicable toward
program requirements and want to file a petition
for waivershould begin the process shortlyafter
initial enrollmentat the University. It is important
that this be done during the University's
transition from the current four-year program of
teacher education to the extended preparation
program to aliow adjustments to requirements
and ensure progress through the appropriate
program.
Secondary
Special Education
in Mild Disabilities
The Secondary Special Education in Mild
Disabilities program prepares teachers to work
in secondary and postsecondary settings
serving individuals with mild disabilities.
Through a combination of course work and
extensive practicum experience in public
schools and community service agencies,
students develop knowledge and skilis in the
foliowing areas: assessment of students with
mild disabilities; methods of instruction; be-
havior and classroom management; administra-
tion and service coordination; program planning
and evaluation; transition to community and
work life; and educational and legal foundations.
Handicapped Learner (HL)
Endorsement Programs
The program offers the Basic, Standard, and
Alternate levels of the Handicapped Learner
(HL) endorsement as well as a general master's
degree. The Basic HL endorsement requires37
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 prog ram
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 endorse-
ment program that inciudes 48 credits in
Special Education in addition to general
education requirements.
Master's Degree Program
Students entering the 58-credit general master's
degree program must complete the require-
ments for the 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.
Graduate Study in
Teacher Education
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
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
systems technology, reading and language
arts, talented and gifted, resident teacher
master's degree program, and special
education.
Students in the doctoral program pursue
individualiy 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. Specific information about
these degrees is available in the Department of
Art Education in the School of Architecture and
Allied Arts or the Department of Music Education
in the School of Music.
General Information:
Master's Degree Programs
in Curriculum and Instruction
Application and Admission. To be considered
for admission, a prospective student must
submit an Application for Graduate Admission,
curriculum vita, statement of professional goals,
transcripts, and recommendations. Application
deadlines are June 1 for summer session
admission, August 1 for fali 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. Advisers are assigned to
newly admitted students.
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.
Program Planning. See the Graduate School
section of this bulletin for general University
admission requirements for advanced degree
work.
Forthe master's degree, a planned program of
at least 45 credits with a thesis, or 48 credits
without a thesis, is required.
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 of a master's degree program
does not satisfy requirements for Standard
certification unless the certification require-
ments are included as part of the degree
program.
Students interested in graduate study for
advanced certification should inquire at the
Division of Teacher Education Office of Teacher
Certification.
Ali 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 Graduate Student
Records Office, College of Education, University
of Oregon, Eugene OR 97403; telephone (503)
686-3527.
Early Childhood Education. The master's
degree specialization in early childhood
education is designed for students interested
in the education of children from birth through
the primary grades. Graduate programs are
individually planned with an adviser to meetthe
professional goals of the student and the
requirements of the Division of Teacher Educa-
tion. This specialization is for students interested
primarily in the education of preschool children
as well as for public school teachers who want
more training in working with the younger child
(kindergarten through second grade). Pro-
grams of study usually include course work in
developmental theory, research, and curriculum
development. Supervised practicum experi-
ences at the Early Childhood Center, the
laboratory preschool forthe Division ofTeacher
Education, or in public school primary class-
rooms are encouraged.
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 ide'ological 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
generaliy are derived from outside the field of
education, the specialization in educational
studies requires interdisciplinary course work in
the liberal arts as weli as in different divisions
of the College of Education. Students should
consult an adviser in educational studies to plan
programs of study incorporating liberal arts
courses that strengthen understanding of the
conceptual foundations of educational practice
as well as subject areas appropriate to class-
room teaching.
Teacher Education 219
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.
With the cooperation of other divisions of the
University, these programs prepare master
elementary school teachers, supervisors, and
college teachers in the field of elementary
education as well as other specialists with
responsibilities for the education of elementary
school-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 master's degree with a special-
ization in the secondary education program
may be qualified for such positions as cur-
riculum specialist, department chair, or coor-
dinator.
Curriculum and Instructional Leadership.
The master's degree program with a specialty
in curriculum and instructional leadership
provides continued opportunities for profes-
sional personnel in the field. Programs may be
developed leading to positions as supervisors
and curriculum consultants and to a doctoral
degree. Also offered is a special program that
leads to an Oregon Personnel Service Certifi-
cate with the School Supervisor endorsement.
Prog rams of study emphasize theory, research,
and skill development. Observation and field
experiences are available in the public schools,
Instructional Systems Technology. Students
may focus studies in one of the following four
areas:
1. Computers In Education: Teaching and
Leadership provides balanced study in
computer science, computers in education,
and curriculum and instruction. Emphasis is
on computer-assisted learning and on using
the computer as a teaching tool. This is a
leadership-oriented practitioner's program,
designed mainly for classroom teachers,
school computer representatives, and
district computer coordinators
2. Instructional Systems Design prepares
instructional designers to work with all
variables affecting the quality of instruction
being developed. Emphasis is on the
systematic design of instructional prog rams,
supporting SUbsystems, logistics, manage-
ment of instruction, formative field testing,
and summative evaluation. The instructional
systems development process is applicable
in colleges, schools, business, industry, and
other nontraditional education settings
3. Instructional Product Development trains
specialists to work as members of a team to
design educational and training products.
Students develop competencies in both the
design of instructional messages and the
production of print, photographic, video,
motion graphic, interactive video, aUdio, and
computer graphic materials
4. The 1ST General Program is designed for
individuals with limited background experi-
ence in the field of instructional systems
technology, yet who want to prepare for an
entry-level position in that field. A specific
course of study prepares media manage-
ment specialists to work in education,
business, and industry
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-
e.ry 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 prog ram 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 students' ability to imple-
ment curricula and programs 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
members. 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. After successfully 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 the district's full base salary for
beginning teachers-one-third of which covers
the program and district expenses-while
combining graduate study with actual class-
room experience.
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
(CI508)
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
220 Teacher Education
Application. Interested people 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:
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) offull-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 Ph.D. 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
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.
The number of people 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 in the spring.
Interested applicants should request additional
information directly from the Division ofTeacher
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. Loan
applications are made through the University
Office 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
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 bulletin.
Currently, undergraduates may begin taking
Special Education course work as electives in
their bachelor's degree programs.
Graduate study in the Special Education area
may lead to a Handicapped Learner endorse-
ment, a master's degree, or a doctoral degree.
Graduate credits taken toward the Handi-
capped Learner endorsement can be applied
toward the master's degree.
Students being admitted to or beginning study
in the Special Education or Handicapped
Learner endorsement programs after fall 1989
need to get information about either a transi-
tional or a new program. See New Teacher
Education Programs near the beginning of the
Teacher Education section of this bulletin.
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 Special Education area'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 Records Office..
General Master's Degree in Special Educa-
tion, Mildly Handicapped. Students entering
the general master's degree program in Special
Education are encouraged 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 developed in consultation
with the student's adviser. Possible areas of
emphasis include effective methods of teaching
mathematics, reading, and language arts to
mildly handicapped students; instructional
design; resource consultancy; and behavior
disorders.
All master's degree candidates in Special
Education must complete a required set of
courses covering the psychology of the excep-
tional learner, behavior management, instruc-
tional design, and research and professional
writing. In addition, each degree candidate
must complete one of the area options for a
master's degree project or thesis.
Specialization in Resource ConSUltancy. 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. Participants develop
consulting and negotiating skills in order to
become facilitators and resource personnel for
both regular and special school personnel.
All students beginning the resource consultant
sequence should have taken, or should take
concurrently, courses related to (1) diagnosis
and prescription 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.
Specialization in Behavior Disorders. Offered
by the Special Education area, this program is
designed to prepare teachers to work with
behavioral disordered children and youth.
Based on a strong applied and behavioral
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
Special Education area offers a graduate
program leading to master's and doctoral
degrees with emphasis on the talented and
gifted child. The program is designed for
students who want to know more about learner
characteristics, needs, measurement and
evaluation techniques, and 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.
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
Curriculum and Instruc-tion 221
exceptional learners, or fieldwork with excep-
tional populations. Most program offerings
develop skills and competencies applicable to
children of school age.
The doctoral program in Special Education
emphasizes the development of expertise in
service (direct-service delivery to selected
clientele), training (dissemination 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) orthe
Graduate Record Examinations (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 rather than 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.
Admission forms are available in the College of
Education Graduate Student Records Office. 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. Applications are reviewed four times
annually: February 15, May 1, JUly 15, and
October 15.
Curriculum and
Instruction Courses (CI)
Lower Division
199 Special Studies: [Term SUbject] (1-3R)
200 Innovative Education: [Term Subject] (1-3R)
Upper Division
327 Social Foundations ofTeaching (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 Innovative Education: [Term Subject] (1-3R)
405 Reading and Conference: [Term SUbject]
(Arr,R)
407 (G) Seminar: [Term SUbject] (Arr,R) Recent
topics include Direct Instruction Mathematics,
ESCAPE Leadership Training, ESCAPE Public
Volunteer Training, Existentialism and Education,
Ideology and Education, Instructional Design, Interper-
sonal Communication, Interpersonal Influence, and
Social and Educational Ideas of Dewey and Freire.
408 (G) Workshop (Arr,R)
409 (G) Practicum: [Term SUbject] (Arr,R) PIN only.
Current topics include Elementary School, ESCAPE,
ESCAPE Middle Schools. ESCAPE PUblic Schools,
Pre-StudentTeaching, and Teaching Reading I: Early
Childhood Elementary, Primary, Intermediate, or
Secondary.
410 (G) Experimental Course: [Term SUbject]
(Arr,n) Currenttopics include Computer Applications
in Reading and Writing, Computer-Assisted Instruction,
Computer Graphics, Learning and Teaching Styles,
Presentation Media, and Teaching Logo.
414 (G) Educational Media Center (3)
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 1988-89.
420 (G) Developing Student Leadership in the
secondary School (3) Not offered 1988-89.
422 (G) Media for Young Adults (3) Not offered
1988-89.
425 (G) Final Supervised Field Experience (Arr,R)
PIN only. Enrollment limited to students completing
the final field experience for basic certification reading
endorsement. For details consult the Office of Field
Experience Programs.
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 1988-89.
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-quality overhead 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 Kindergar-
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;
educational foundations of communicative
competence.
446 (G) Ideology and Education (3) Examination of
ideological 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 three to seven. Prereq: EPSY 322, 323 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 1988-89.
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 1988-89.
Graduate
501 Research (Arr, R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term SUbject]
(Arr,R)
507 Seminar: [Term Subject] (Arr,R) Recent topics
inclUde AnalysisofTeaching, Beyond School Effective-
ness, 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, Program Evaluation, and Research on
Teaching and Learning.
508 Workshop (Arr,R)
509 Practicum: [Term Subject] (Arr,R) Recent topics
are Reading III, Standard; College Teaching; Early
Childhood Education Evaluation Laboratory; Guided
Field Experience; Instructional Development Projects;
and Internship in Instructional Technology.
510 Experimental Course: [Term SUbject] (Arr,R)
Personal Computers 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) PIN
only. Enrollment limited to students completing the
final field experience for a School Supervisor endorse-
ment on a Basic certificate. For details consult the
Office of Field Experience Programs.
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: graduate 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 activities;
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.
222 Curriculum and Instruction
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 Elementsry 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 maferials.
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: CI541,
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.
566 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, fechniques of unit construction. Not offered
1988-89.
571 Middle School Curriculum (3) Instructional
programs appropriafe 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 class-
room teachers. Coreq: CI 509 Practicum: Clinical
Supervision.
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 fo improve teaching competence.
582 Anthropology and Education I (3) Education as
a cultural process from an anthropological 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
influenced by research and development and by
instructional technology. Emphasis on design and
development of instructional 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 class-
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 Social 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.
Elementary Education
Courses (ELED)
Upper Division
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 role 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 ELED 342 or 343.
339 Teaching Language Arts/Children'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. Not offered 1988-89.
343 Teaching Mathematics in the Intermediate and
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 tour, five, and six.
Prereq ELED 333. Not offered 1988-89.
CI 407 (G) Seminar: [Term Subject] (Arr,R) Student
Teaching isone topic. StudentTeaching coreq: ELED
415.
409 (G) Practicum: [Term Subject] (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
507 Seminar: [Term SUbject] (Arr,R) Student
Teaching: Elementary. Student Teaching coreq: ELED
415.
Secondary Education
Courses (SEED)
Upper Division
310 Exploring Teaching (1) PIN only. Explores
secondary-level teaching as a career. Examines the
nature of schools and secondary-level students, the
roles of the teacher and the curriculum. Coreq: SEED
409 Practicum: Exploring Teaching.
312 Introduction to Teaching (2-3) Explores teaching
asa career. Emphasizes instructional planning, basic
teaching strategies, educational issues, and second-
ary school curriculum. Includes microteaching
experiences. Prereq: admission to secondary teacher
education program; coreq: SEED 436.
314 Teaching Strategies (3) Selection and implemen-
tation of basic and advanced teaching strategies;
adaptation of teaching strategies to meet the needs of
exceptional students; instructional evaluation and
modification. Prereq: admission to secondary teacher
education program, SEED 312, 436, and 460; coreq:
SEED 469, SEED 409 Practicum: Strategies of Reading.
407 Seminar: [Term Subject] (Arr,R) Secondary
Student Teaching is a current topic.
409 Practicum: [Term Subject] (Arr,R) Recentlopics
are ESCAPE: Exploring Teaching and ESCAPE:
Strategies of Reading.
410 Experimental Course: [Term Subject] (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
audio recording, video-tape recording, using heat
process material, overhead transparencies, photo-
graphic slides, and visual displays.
460 (G) Ecology of the Classroom (3) Explores the
social and instructional dynamics of classrooms.
Emphasis on the nature of communication and the role
of language. Analysis of teacher-student interactions.
Applications relate to classroom management. Prereq:
admission to secondary teacher education program or
instructor's consent.
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 (G) Special Methods in Secondary Education
(3R) R when topic changes.
Note: Other speCial methods courses are offered within
respective departments, such as Art Education, School
and Community Health, Journalism, Music, and Physical
Education and Human Movement Studies.
Special Education 223
Special Education
Courses (SPED)
Lower Division
200 Innovative Education: [Term Subject] (1-3R)
Upper Division
400 Innovative Education: [Term SUbject] (Arr,R)
405 Reading and Conference: [Term Subject]
(Arr,R)
407 (G) Seminar: [Term Subject] (Arr,R) Topics
include Career Education for Handicapped Children;
Direct Instruction, Reading; Guidance and Counseling
of Gifted Parents; and Professional Seminar.
408 (G) Workshop (Arr,R)
409 (G) Practicum: [Term SUbject] (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
characteristics.
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. Psycho-
somatic 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 forthe 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 (G) 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, leaching
procedures, and assessment.
Graduate
501 Research (Arr,R) PIN only, A recent topic is
Design of Special Education Research.
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term Subject]
(Arr,R)
507 Seminar: [Term Subject] (Arr,R) Recent topics
include Advanced 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 Instruc-
tional Research I and II.
509 Practicum: [Term Subject] (Arr,R) Topics
include Advanced Special Education, College
Teaching, Research, Role of the Resource Consultant
III, Supervision of Teachers of Handicapped Learners,
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 ofthe Resource Consultant II (3) Develops
concepts introduced in SPED 580; evaluation and
development of media packages and modUles related
to delivery of services to students and school person-
nel.
224
College of 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 offers the required University
health course; courses in Dance, Physical
Education and Human Movement Studies, and
School and Community Health; and both
undergraduate and graduate professional
study in Dance, Human ~ervices, Leisure
Studies and Services, Physical Education and
Human Movement Studies, and School and
Community Health. The College also provides
intramural sports for men and women as well
as open recreation programs. The UO 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 leisure 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 performance, 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 every 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 every College department. Required courses,
including those with an HDEV prefix, are listed
in each department's section of this bulletin.
Human Development and Performance courses
are cross-listed in the departments offering
them.
Human Development
and Performance
Courses (HDEV)
Upper Division
344 Administration of Aquatic Programs (3)
Organization and administration of aquatic programs.
Open to nonmajors with instructor's consent.
392 Principles of Outdoor Leadership (3) Standards
and principles of administration of outdoor pursuits.
Administration and leadership practices.
406 Special Problems (Arr,R)
407 (G) Seminar: [Term Subject] (Arr,R)
408 (G) Workshop (Arr,R)
410 (G) Experimental Course: [Term SUbject]
(Arr,R) Recent topics include Current Problems in
Health, Physical Education, Recreation, and Dance;
Mind-Body Dualism; The Olympic Movement; Reifica-
tion of the Body; and Sport in America.
431 (G) Evaluation Procedures in Health (3)
Introduction to fundamental procedures in collection,
summarization, presentation, a'nd basic analysis of
health data. Includes test construction and techniques
of evaluation.
437 (M) Volunteerlsm (3) Philosophy and historical
perspective of the volunteer movement; practical
aspects of developing and maintaining effective
volunteer programs.
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.
460 (G) Nutrition and Athletic Performance (2) Fuel
metaQolism, fluids, electrolytes, vitamins, minerals,
and ergogenic aids as they relate to optimizing human
performance.
467 (G) Leisure and Retirement (3) Integration of
current theories and attitudes concerning aging,
leisure, and retirement as related to preparation for
and satisfaction with retirement. Emphasis on leisure
education. Halberg.
468 (G) Organization of Senior Leisure Services (3)
Overview of the continuum of services available to
older people. Emphasis on leisure services. Includes
legislative influences, common organizations and
agencies, and programming principles and issues.
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.
Graduate
506 Special Problems (Arr,R)
507 Seminar: [Term Subject] (Arr,R)
510 Experimental Course: [Term Subject] (Arr,R)
Recent topics include Gender in Sport, Human
Well-Being, Movement 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.
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.
Dance 225
Dance
161 Gerlinger Annex
Telephone (503) 686-3386
Janet W. Descutner, Department Head
Faculty
Lisa Codman Arkin, Assistant Professor (folk, ballroom,
history of dance). BA. 1976, California, Los Angeles;
MA, 1978, San Francisco State. (1987)
Jenifer P. Craig, Assistant Professor (modern and jazz
technique, history, dance production); Coordinator,
Graduate Studies. BA, 1971, MA, 1973, Oregon;
PhD" 1982, Southern California. (1986)
Janet W, Descutner, Associate Professor (modern and
tap techniques, composition, dance cultures). BA,
1963, MA, 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). BA,
1973, New York, Binghamton; M.FA, 1977, New York,
(1982)
Jeffrey Stolet, Instructor (music for dancers, accom-
paniment for dance, basic rhythms). B.Mus., 1977,
M.Mus., 1979, New Mexico. (1988)
Susan Zadoff, Senior Instructor (classical ballet,
ballet-vocabulary and staging). Ballet Russe de Monte
Carlo. (1976)
Adjunct
Julie Finnotl, Adjunct Assistant Professor (movement
for theater; modern, tap, and jazz techniques;
administration). B.S.S., 1979, Cornell; MA, 1983,
Oregon; C.MA, 1987, Washington (Seattle). (1988)
Emeritae
M. Frances Dougherty, Professor Emerita (philosophy,
aesthetics, history). BA, 1935, MA, 1940, Northern
Colorado; PhD., 1959, New York. (1959)
Linda S. Hearn, Associate Professor Emerita (folk,
production, curriculum). B,S., 1962, MA, 1965, Texas
Woman's. (1965)
Nole: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
The primary aim of the Departmentof 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
a liberal arts education. Dance majors and
minors experience the rigorous professional
discipline that is inherent in studio (DP) classes
as well. The Department emphasizes modern
dance with a strong supporting area in ballet.
Auditions
Aft majors and minors must audition. Auditions
are conducted in the form of a class, in which
faculty adjUdicators observe and place students
in technique courses according to their knowl-
edge and skill level in that dance style, Students
who want to enroll in Professional Dance (DP)
technique courses must audition each year.
Failure to audition eliminates a student from
registration in DP courses. Auditions are held
spring term and during New Student Week prior
to registration, Dates of the spring and fall
auditions are available in the Department office.
Dance Service Program
An interesting variety of dance experiences is
provided to nonmajors 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 provide inter-
mediate and more advanced instruction. These
courses may each be repeated once for credit.
It is recommended that a student take each
level twice before advancing to the next level.
A total of 12 credits in OS courses may be
applied to the 186, 220, or 231 credits required
for a bachelor's degree.
Facilities
The University provides three dance studios
and one gymnasium for classes and special
activities in dance, Each studio has a piano;
each teaching facility has a complete sound
system. 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
Dance Oregon! A student organization partially
funded by the Associated Students of the
University of Oregon, Dance Oregon! is headed
by a steering committee composed of students
interested in dance. A paid student administra-
tive assistant and faCUlty advisers provide
managerial, artistic, and technical support and
guidance for its production activities. These
include concerts and informal showings
choreographed and directed by students.
Dance Oregon! brings professional guest
artists in modern dance, ballet, folk, and tap
dance to campus each year to give concerts
and teach master classes; it sponsors a film
and video series on dance; and it is active in
student-faculty relations, nominating students
to serve on Department and College
committees.
Concert Dance Theatre. Cosponsored by
Dance Oregon! and the Department of Dance,
Concert Dance Theatre's repertory is primarily
the work of faculty and guest artists.
It offers performing opportunities to advanced
students in modern, ballet, jazz, ethnic, folk,
historical, and tap dance. Membership is open
to all University students by audition and carries
academic credit. On-campus concerts are held
each year, with occasional tours throughout
Oregon and the Northwest. 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.
Additional Dance Opportunities. Advanced
dance students are eligible for practicum credit
in dance choreography and workshop credit for
performance in student choreograpliy. Through
this program, a student may audition a dance
for performance in student concerts or gain
experience in performance, teaching, lighting,
costuming, makeup, management of produc-
tions, or a combination of these.
For students interested in musical theater, other
performance outlets are available. The Jazz
Dance Line, a cooperative project of the School
of Music and the Dance Department, performs
at athletic and recreational events. Musical
theater productions in Robinson Theatre
provide performance opportunities incorporat-
ing acting, singing, and dancing, These
activities also carry academic credit.
Undergraduate Studies
Curricula in Dance leading to the bachelor of
arts (B.A.) or bachelor of 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
fields enable students to specialize in perform-
ance, 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 followirtg
two years of college work elsewhere should
have completed two terms of college biology
with laboratories; such social science courses
as cultural anthropology and great religions;
two terms of college-level English composition;
and courses in acting and basic music.
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 independent study program
combining dance, music, and theater arts may
be arranged with an adviser in one of the three
disciplines.
Admission
Students eligible for admission to the University
are admitted to professional courses in Dance
as Dance premajors. Entering freshmen should
have a basic knOWledge of music as well as
experience in ballet, folk, or modern dance
techniques. Students transferring from two-year
colleges 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
226 Dance
Both master of science (M.S.) and master of
arts (M.A.) degrees in Dance are available.
Candidates generally complete a master's
degree program in two years.
Admission
Students seeking admission to a master's
degree program should obtain an application
form from the Department of Dance. An official
transcript of the student's college record must
be submitted with the application form. Enroll-
ment is open to anyone who has graduated from
an accredited college or university and has a
2.75 cumulative undergraduate GPA. In addi-
tion, all applicants must submit three letters of
recommendation, an up-to-date vita, evidence
of a score of at least 35 on the Miller Analogies
Test (MAT) or 470 on the Verbal portion of the
Graduate Record Examinations (GRE), and a
statement of purpose addressing why they
intend to pursue graduate studies in Dance.
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. Those seeking admission to the
graduate program are required to audition prior
to entering the program.
Adequate undergraduate preparation in dance
theory and technique is a prerequisite for
admission to graduate programs in Dance.
Master's degree candidates who have not
completed the following undergraduate courses
or their equivalents priorto graduate study may
be admitted as postbaccalaureate students
until they are completed, depending upon the
number of deficiencies:
Fundamentals of Rhythm (DP 252)
Dance Production (DP 255)
Honors College Degree in Dance
See the Honors College section of this bulletin
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 30 credits in
technique, studio-theory, theory, and upper-
division electives, distributed as follows. Of the
30, at least 15 credits must be upper division.
All courses must be passed with a minimum
grade of C- except those offered PIN only.
Area I-Technique 6 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
*Admission to DPtechnique classes is by audition only.
Area II-Studio and Theory 6 credits
Basic Rhythms (DP 152) ... ,................ 2
Dance Production (DP 255) , , . , . . . . . . . .. 3
Workshop: Production ..... , .. , . . . . . . . . .. 1:
Area III-Theory 3 credits:
Introduction to Dance (DP 251) . , , . . . . .. 3
An additional 15 credits, to complete the total I
of 30, are to be selected in consultation with the
Dance minor adviser.
Graduate Studies
17-18 credits
2
2
4
3
3
University group requirements for professional
students are three approved courses in each
of the three groups-arts and letters, social
science, science-and three additional courses
from any of the groups. These 12 courses must
include a cluster in each of two different groups.
Requirements forthe B.A. and B.S. degrees are
as follows: B.A., 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 bulletin.
All DP-prefix courses required for a Dance
major or minor must be taken graded when that
option is available. Each graded course must
be passed with a grade of C- or better. A grade
of P must be earned in courses designated
passino pass only. A grade of D in any course
(Dance or other) required for the Dance major
does not constitute a passing grade and the
course must be repeated for an acceptable
grade. The passino pass (PIN) option should
be exercised sparingly by students who plan to
pursue a graduate degree in Dance.
Dance majors must be enrolled in advanced
technique courses the three terms prior to
graduating.
Sample Program
The sample program below prOVides an idea of a
typical course load during the first two 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 mathematics
(for B.S.) ,. 3-4
Winter term 18-19 credits
Dance Laboratory: Modern and Ballet (DP 192) .. 4
Fundamentals of Rhythm (DP 252) ,..... 3
Introduction to Dance (DP 251) , . . . .. 3
Dance elective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Personal Health (HES 250) , ,.... 3
Foreign language or mathematics. , .. , . . . . . .. 3-4
Spring term 17-19 credits
Dance Laboratory: Modern and Ballet (DP 192) .. 4
Group requirements , , .. , , . . .. 6
Foreign language or mathematics , ., 3-4
Introduction to Cultural Anthropology
(ANTH 120) , , , , , . . .. 3
Dance elective , . . . . . . . . . . . . . . . . .. 1-2
Sophomore Year
Fall term 19 credits
Dance Laboratory: Couples (DP 192) . . . . . . . . .. 2
Dance Laboratory: Modern and Ballet (DP 292) .. 4
Dance Production (DP 255) . . . . . . . . . . . . 3
Body Fundamentals (DP 256) , 3
Great Religions of the World (R 201) 3
Foreign language or group requirement. . . . . . .. 4
Winter term 17-18 credits
Dance Laboratory: Modern and Ballet and
Folk (DP 292) ".................. 6
Workshop: Production 1
Acting I (TA 250) 3
Group requirement. . . . . . . . . . . . . . . . . . . . . . .. 3-4
Foreign language or group requirement. . . . . . .. 4
Spring term 16·18 credits
Dance Improvisation (DP 153) 2
Dance Laboratory: Modern and Ballet (DP 292) .. 4
Group requirements .... , ' , . , . , .. , . . .. 6
Foreign language or group requirement. . . . . .. 3-4
Dance elective , . . . . . . . . . . . . . . . .. 1-2
completion of these courses. During the first
year, freshmen and transfer students must pass
either Basic Rhythms (DP 152) or Introduction
to Dance (DP 251) andFundamentals of Rhythm
(DP 252) to become Dance majors and be
eligible to continue in professional technique
courses.
A student is reviewed for continuation as a
Dance major 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 couple dance (all DP 192). If,
upon auditioning, a student is placed above the
DP 192 level of technique in any of these idioms,
DP 192 in that idiom is waived.
Advising. Students admitted as majors or
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.
Department Requirements
Lower Division 32 credits
Basic Rhythms (DP 152) , .. , , 2
Dance Improvisation (DP 153) 2
Ballet Vocabulary (DP 154) .. ,............... 2
Dance Laboratory: Couples (DP 192) 2
Introduction to Dance (DP 251) . . . . . . . . . . . . . .. 3
Fundamentals of Rhythm (DP 252) 3
Dance Production (DP 255) . . . . . . . . . . . . . . . . .. 3
Body Fundamentals (DP 256) , .. 3
Dance Laboratory: Modern (DP 292), three terms. 6
Dance Laboratory: Ballet (DP 292), two terms ... 4
Dance Laboratory: Folk, Tap, or Jazz (DP 292). 2
Upper Division 47-50 credits
Movement Notation (DP 341) ,.. 3
Intermediate Movement Notation (DP 342) . . . . . 3
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 (DP 392) 6-9
Music for Dancers (DP 358) , , 3
Seminar: Dance Films (DP 407), three terms
(with DP 452, 453, 454) , . , , . . . . . . .. 3
Workshop: Production 1
Practicum: Choreography (DP 409) or Group
Choreography (DP 455) , . , . . . . . . . . . . . . . . .. 3
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
Human Biology: Physiology (BI 103),
Cells and Inheritance: Life of the Cell
(BI 113), or Cells and Inheritance:
Physical Basis of Life (BI 114) 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 82-86 credits
Dance Service Courses 227
Movement Notation (DP 341)
Dance Composition II (DP 352)
Dance Accompaniment (DP 353) or Music for
Dancers (DP 358)
These prerequisite requirements may also be
met by (1) passing .proficiency examinations
provided by the Department or (2) presenting
evidence of acceptable practical experience in
all aspects of dance production. Movement
notation must be taken at the first opportunity
after entering the program. A correspondence
course does not meet the requirement
Graduate Awards. A limited number of
graduate teaching fellowships (GTFs) are
available. Applicants must submit a 1/2-inch
VHS video tape demonstrating their skills in
axial and locomotor work in at least two dance
idioms (i.e., modern, folk, ballet, tap, jazz).
Deadline for application is April 1.
Master's Degrees
Three master's degree programs are available:
(1) the general master's degree with thesis,
(2) the general master's degree withoutthesis,
and (3) the master's degree with emphasis in
dance science.
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 demonstrate proficiency in one
foreign language by submitting evidence of two
years of college-level study within the previous
seven years or by taking an examination
prepared by the department offering that
language.
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.
Required Courses and Examinations
Dance as a discipline at the graduate level
requires an understanding of research
methodology and theoretical issues. Two
required courses provide this understanding.
Seminar: Dance Research (DP 507) and
Aesthetic Bases for Dance in Art and Education
(DP 593). Upon completion of the required
courses, all graduate students must take a
written comprehensive qualifying examination.
Successful performance on this examination
qualifies the student to develop the proposal for
the thesis or research project. The examination
is usually given early in the fall term of the
student's second year. A final oral comprehen-
sive examination is administered by the stu-
dent's faculty committee following completion
of the thesis or project.
All graduate students must be enrolled in a
technique class, Workshop: Technique (DP
508), every term during their studies in resi-
dence, with a minimum of three terms at the
intermediate or advanced level. Only 6
technique workshop credits can be applied
toward the degree.
Graduate students are required to take two
terms of Supervised College Teaching (DP
502). This provides an opportunity to develop
mentor relationships with faculty members. A
maximum of 4 credits in DP 502 may count
toward the degree.
Other limitations on degree-satisfying credits
include a maximum of 6 credits in Reading and
Conference (DP 505) and 9 credits in Practicum
(DP 509). Only 2 credits of Workshop: Perform-
ance (DP 408G or 508) may be applied toward
the degree.
General Master's Degree with Thesis
(54 credits). In addition to the requirements
described above, a minimum of 9 credits are
required in Research (DP 501) and Thesis (DP
503). At least 9 credits are required in another
field related to an approved thesis topic.
Selections must be approved by the major
adviser.
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. A minimum of 22
credits must be selected from the following
Dance course work:
Specific Courses and Seminars
Seminar: Dance Films (DP 407G), with DP
452G, 453G, 454G
Experimental Courses: Kinesiology for Dance,
Notation Reconstruction, Scientific Aspects (DP
410G)
Dance Cultures of the World (DP 452G)
Ballet from the Courts to Balanchine (DP 453G)
Evolution of Modern Dance (DP 454G)
Group Choreography (DP 455G)
Teaching Dance (DP 491G)
Administration of Dance in Education (DP 493G)
Seminar (DP 507)
Independent Study Courses
Special Problems (DP 406G)
Research (DP 501)
Supervised College Teaching (DP 502)
Reading and Conference (DP 505)
Special Problems (DP 506)
Practicum (DP 509)
General Master's Degree without Thesis (54
credits). In addition to the general require-
ments, examinations, and limitations on credits
stated earlier, the nonthesis option requires 20
to 22 credits selected from the list of courses
set forth in the thesis option above, a minimum
of 9 credits in another field related to dance,
and 9 credits elected from within or outside the
Department of Dance. All course selections and
field choices must have the approval of the
student's major adviser.
Forthe 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 341)
Dance Composition I (DP 351)
Human Anatomy (BI 391, 392)
Kinesiology (PEP 372)
Physiology of Exercise (PEP 473)
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
video tape 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) kinesiology for
dance-for the dance kinesiologist and
pedagogue; (2) fitness in dance-for the
student interested in aerobic dance; or
(3) movement repatterning-for the student
interested in neuromuscular mechanisms in
dance. The student will work closely with his or
her graduate adviser in selecting appropriate
courses for one of these areas.
A thesis is required for a master's degree with
emphasis in dance science. However, the
requirements and timing of qualifying examina-
tions differ from those in the general thesis
prog ram. The core consists of Seminar: Dance
Research (DP 507), Statistical Methods (PEP
540), and Critique and Interpretation of Re-
search (PEP 544). Other requirements parallel
requirements in the general master's program
with thesis; 19 credits in DP-prefix courses are
to be selected from the elective courses listed
under the thesis option. The qualifying examina-
tion is taken after completion of the core area.
Dance Service
Courses (OS)
Note: Not all courses can be offered every year. A list of
courses offered each term is in the current Time Schedule
of Classes. Each course requires a laboratory fee.
Lower Division (OS)
101·199 Dance Service Courses for Men and
Women I (1 R) 170: Modern I, 171: Improvisation, 172:
Ballet I, 175: Jazz I, 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. R once for maximum
of 2 credits each.
201·299 Dance Service Courses for Men and
Women II (1 R) 270: Modern II, 272: Ballet II, 275: Jazz
11,276: Tap II, 278: International Folk II, 284: Ballroom
II. R once for maximum of 2 credits each.
Upper Division (OS)
301·399 Dance Service Courses for Men and
Women III (1R) 370: Modern III, 372: Ballet III, 375:
Jazz III, 376: Tap III. R once formaximum of 2 credits
each.
228 Dance Professional Courses
Dance Professional
Courses (DP)
Note: Not all courses can be offered every year. A list of
courses offered each term is in the current Time Schedule
of Classes.
Lower Division (DP)
152 Basic Rhythms (2) Music notation and eiementary
musical devices used in the dance.
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 couple
dance, ballet, ballroom, pointe, modern, jazz, and tap.
For Dance majors and minors. Prereq; audition prior
to registration. R for maximum of 6 credits in anyone
idiom.
199 Special Studies: [Term Subject] (1-3R) Recent
topics include Character Dance and The Expressive
Mover.
200 Innovative Education: [Term Subject] (1-3R)
251 Introduction to Dance (3) Overview of dance as
a cultural and artistic experience and its roles and
impact on contemporary society. Descutner.
252 Fundamentals of Rhythm (3) Rhythmic and
metric principles in dance. Identification of dance
forms through their rhythmic structures. Prereq; DP
152. Madrid.
255 Dance Production (3) Production problems of
staging, lighting, and costuming for the dance concert.
Laboratory required. Craig.
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. Meglin.
257 Cultural Backgrounds of Folk Dance, Music,
and Art (3) Investigation of origins and development
of dance culture and related folk arts in selected
European and North American regions and countries.
Arkin.
292 Dance Laboratory (2R) Intermediate dance
technique in ballet, pointe, modern, jazz, and tap. For
Dance majors and minors. Prereq; DP 192 or equiva-
lent; audition prior to registration. R for maximum of 6
credits in anyone idiom.
Upper Division (DP)
341 Movement Notation (3S) Introduction to Labano-
tation, the process of recording movement. Concepts
of spatial and temporal analysis, conversion into
graphic symbols, and reconstruction into movement
from Labanotated scores. Prereq: DP 152 or instruc-
tor's consent. S with DP 342. Descutner, Meglin.
342 Intermediate Movement Notation (3S) Theory
and application of intermediate principles of Labanota-
tion. Introduces Ellort-Shape, a system for describing
dynamic qualities and a performer's use of time,
space, weight, and flow. S with DP 341. Descutner,
Meglin.
351 Dance Composition I (3S) Introduction to creation
of 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. S with DP 352. Craig, Meglin.
352 Dance Composition II (3S) Compositional forms
and styles in dance. Structural forms derived from
music, fine arts, poetry, theater. S with 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.
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. Craig, 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. Descutner, Zadoll. 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.
359 Renaissance Dance (2R) StUdio-theory course 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, modern, jazz, and pointe. For
Dance majors and minors. Prereq: audition prior to
registration.
400 Innovative Education: [Term SUbject] (1-3R)
403 Thesis (Arr,R)
405 Reading and Conference: [Term Subject]
(Arr,R)
406 (G) Special Problems (Arr,R)
407 (G) seminar (Arr,R) Recent topics include
Classical Dances of Asia, Dance Films, Dance in
Literature and the Arts, and Dance Careers. R when
topic changes.
408 (G) Workshop (Arr,R) Topics include rehearsal
and performance of ballet, ethnic, folk, jazz, modern,
and tap dance in repertory companies, musicals and
student choreographies. Prereq; audition for perform-
ance experiences, DP 255 for production.
409 (G) Practlcum (Arr,R) Current topics are Choreog-
raphy and Stage Management.
410 (G) Experimental Course (Arr,R) Current titles
include Notation Reconstruction and Scientific
Aspects of Dance.
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.
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. Arkin.
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. Craig.
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. Craig, 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
major to 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. Craig, 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 and universities. Prereq: DP 491 or
instructor's consent.
Graduate
501 Research (Arr,R) PIN only
502 Supervised College Teaching (Arr,R)
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term SUbject]
(Arr,R)
506 Special Problems (Arr,R) Topics include Solo
Composition and Formal Compositional Structure.
Limited by faculty work load and availability.
507 seminar: [Term SUbject] (Arr,R) Current topics
include Choreographic Analysis and Criticism, Dance
Research, and Movement Pattern Analysis.
508 Workshop (Arr,R) Topics include Technique
(stUdio work in ballet, pointe, modern, ethnic, jazz, folk,
tap), Performance, and Production. R for maximum of
6 credits.
509 Practlcum: [Term Subject] (Arr,R) Current topics
inClude Choreography and Production Management.
510 Experimental Course: [Term Subject] (Arr,R)
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; elements of dance criticism.
Craig.
Gerontology 229
3
1
3
3
3
35 credits
3
12
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 fuli 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 group 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-except
those available passino pass (PIN) only-must
be taken for grades of mid-C or better. A
minimum cumulative grade point average
(GPA) of 2.75 is required.
Ail 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 410M) .
Prepracticum Theory-Practice Integration
(GERO 411) .
Concurrent Theory-Practice Integration
(GERO 412) .
Evaluation Procedures in Health (HDEV 431G)
Health Aspects of Aging (HDEV 471G) .....
Psychological Aspects of Aging (GERO 481 M)
Principles and Practices of Services tor the
Elderly (GERO 482M) . . . 3
Sociological Aspects of Aging (GERO 483M) ... 3
A minimum of 10 elective credits must also be
selected from a Center-approved list of courses
offered in various departments. No course
applied toward the major in Gerontology may
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 they
maintain an overall GPA of 2. 75 or better. lithe
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 wantto participate
in a small liberal arts college within the larger
University. Students fulfill major requirements
for a bachelor's degree from one olthe Univer-
sity's academic departments or professional
schools. Due to its emphasis on lifelong inquiry
session. Brochures listing summer session
Gerontology courses are available the preced-
ing winter term.
The diverse academic backgrounds of gerontol-
ogy students include psychology, sociology,
public affairs, speech pathology-audiology,
health, biology, architecture and landscape
architecture, physical education, leisure
studies, and law. Students vary in age from 18
to 80. Many have previous professional work
experience and some are embarking on second
orthird 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 pro-
grams; and some to do research on aging from
one of several perspectives.
People age 65 or older may audit Gerontology-
and all other-courses atthe University free of
charge on a space-available basis.
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 mid-level 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 while simultaneously completing
Honors College requirements; (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
122 Esslinger Hall
Telephone (503) 686·4207
Christopher R. Bolton, Director
Executive Committee
Michael R. Benz, Special Education
and Rehabilitation
Aletta A. Biersack, Anthropology and Religious Studies
Carl W. Carmichael, Speech
Lawrence R. Carter, Sociology
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 and
Political Science
Saul Toobert, Counseling Psychology
Marjorie Woollacott, Physical Education and Human
Movement Studies
Gerontology
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
Faculty
Cynthia Adams, Assistant Professor (psychology of
aging, life-span cognitive development). BA, 1978,
MA, 1982, California State, Long Beach: Ph.D., 1986,
Wayne State. (1988)
Christopher R. Bolton, Associate Professor(academic
gerontology, older learners, counseling the aged).
B.M.E., 1966, Drake; MA, 1968, Northern Iowa; Ph.D.,
1974, Oklahoma. (1983)
Delpha Camp, Assistant Professor; Director, Widowed
and Family Grief Counseling Program. B.Ed, 1959,
Gonzaga; M.S., 1977, Oregon. (1979)
Starlus Showalter, Research Assistant. B.S., 1953,
MA, 1960, Southern California. (1983)
Courtesy
Gary Glasser, Courtesy Assistant Professor. A.B.,
1971, California, Berkeley; M.D., 1975, California,
Irvine. (1986)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
Emerita
Frances G. Scott, Professor Emerita. B.A., 1953, M.A.,
1954, Texas; Ph.D., 1960, California, Los Angeles.(1962)
Participating
Michael R. Benz, Special Education
and Rehabilitation
Aletta A. Biersack, Anthropology and Religious Studies
Jan Broekhoff, Physical Education and Human
Movement Studies
Carl W. Carmichael, Speech
Lawrence R. Carter, Sociology
Lorraine G. Davis, School and Community Health
Diane M. Dunlap, Education
Jerry V. Finrow, Architecture
Richard P. Francisco, Educational Policy and
Management
Robert M. Hackman, School and Community Health
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 Toobert, Counseling Psychology
Marjorie Wool/acott, Physical Education and Human
Movement Studies
230 Gerontology
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. Non-Gerontology
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 with
a 2.75 or better overall GPA. Students seeking
the Certificate in Gerontology must declare their
intention by making application for admission
to the 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 431 G) 3
Health Aspects of Aging (HDEV 471G) 3
Psychological Aspects of Aging (GERO 481M) 3
Principles and Practices of Services for the
Elderly (GERO 482M) . . . . . . . . . . 3
Sociological Aspects of Aging (GERO 483M) .. 3
In addition, the student must complete 3 credits
in Gerontology electives, chosen with the
approval of his or her assigned faculty adviser.
All Gerontology cou rse 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 to students with junior or senior
standing who maintain a 2.75 or better overall
GPA and have been in residence at the Univer-
sity of Oregon for one or more terms: profes-
sional, 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),
Experimental Course Foundations of Social
Gerontology (GERO 410M), Psychological
Aspects of Aging (GERO 481 M), and Sociolog-
ical 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 before or upon
completion of 9 credits in Gerontology courses,
must be enrolled at the University, and may be
working toward a master's or doctoral degree.
In addition to the required 6 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 18 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) orHealth Aspects of Aging
(HDEV 471G)
Experimental Course: Diagnosis and Interven-
tion in Clinical Gerontology (GERO 410M)
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
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 main-
tain a 2. 75 GPA, take at least 18 graded credits
in Gerontology, and earn grades of mid-B or
better in all courses required forthe 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 ISIP program, no
more than two may be from the same college
or school. An additional 9 credits, chosen from
two or three of the participating departments,
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 comprehensive examinations. Special
Problems: Perspectives in Aging (GERO 506)
and Experimental Course: Foundations of
Social Gerontology (GERO 410M) are the only
prerequisites and must be completed with a
grade of mid-B or better.
Students interested in the IS:IP option should
request application forms and information
about requirements and admission from the
Graduate School, 125 Chapman Hall, University
of Oregon, Eugene OR 97403.
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. Applications should include full
transcripts and a copy of the IS:IP purpose
statement. Further information on requirements
for the IS:IP master's degree with Gerontology
as an area of study may be obtained from the
Center for Gerontology.
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) and Experimental Course:
Foundations of Social Gerontology (GERO
410M) are the prerequisites 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 also sign the student's application
and curriculum plan in Gerontology.
Students must take Psychological Aspects of
Aging (GERO 481 M), Sociological Aspects of
Aging (GERO 483M), Health Aspects of Aging
(HDEV 471G), and 9 credits approved in
advance by the minor adviser. Students
working toward a supporting area in gerontol-
ogy may receive a Certificate in Gerontology at
the graduate level by following the guidelines
provided above for the 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. Details on the
number and content of questions are negotiated
by the student and the minor adviser.
Further information on requirements for a
supporting area in gerontology may be obtained
from the Center for Gerontology.
Gerontology
Courses (GERO)
Lower Division
199 Special Studies: [Term Subject] (1-3R)
200 Innovative Education: [Term Subject] (1-3R)
Upper Division
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.
400 Innovative Education: [Term Subject] (1-3R)
401 Research (Arr,R)
403 Thesis (Arr,R)
405 Reading and Conference: [Term Subject]
(Arr,R)
Human Services 231
406 Special Problems (Arr,R)
407 (M) Seminar: [Term Subject] (Arr,R)
408 (M) Workshop (Arr,R)
409 Practicum: [Term Subject] (Arr,R) Prereq: GERO
411 and instructor's consent; coreq: GERO 412. Bolton.
410 (M) Experimental Course: [Term Subject]
(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.
411 Prepracticum 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 (G) Evaluation Procedures in Health (3)
See description under Human Development and
Performance.
HDEV 467 (G) 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
Performance.
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.
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.
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, Experimental
Course: Foundations of Social Gerontology (GERO
410M). Bolton.
484 (M) Preretirement Education (3) Preretirement
education as an intervention in acrisis period of adult
life; models and strategies of counseling preretirees.
Not offered 1988-89.
485 (M) Contemporary Issues In Death and Dying
(3) Inquiry into various issues in dying, death, and
bereavement: research, theory, relevant social
organization and processes, philosophical and ethical
questions. Camp.
487 (M) Confrontations of Death (3) PIN only.
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. Francisco.
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.
Graduate
501 Research (Arr,R) PIN only
502 Supervised College Teaching (Arr,R)
505 Reading and Conference: [Term Subject]
(Arr,R)
506 Special Problems (Arr,R)
507 Seminar: [Term SUbject] (Arr,R) Current topics
are The Classics in Gerontological Research and
Current Trends in Gerontological Research.
508 Workshop (Arr,R)
510 Experimental Course: [Term SUbject] (Arr,R)
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 avaiilable to decision makers,
service providers, and agency staffs.
Human Services
115 Hendricks Hall
Telephone (503) 686-3803
Sally Fullerton, Department Head
Faculty
Robert Coiner, Associate Professor (special population
service delivery, theory-practice integration, organiza-
tional development). B.S., 1967, M.S., 1969, EdD.,
1975, Oregon. (1974)
Mollie Davidson, Instructor (human service delivery,
organizational development, mental health). B.S.,
1965, Oregon; M.Ed., 1967, Arizona State. (1987)
Sally Fullerton, Associate Professor (human service
delivery, mental health, prevention). B.S., 1956,
Oregon State; M.A., 1960, Cornell; PhD., 1970,
Oregon. (1970)
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,
MS, 1980, Oregon. (1984)
Anita Runyan, Associate Professor (preventive mental
health, human service delivery, field instruction);
Director, University Community Action. B.S., 1956,
Pacific Union; M.S., 1968, Ph.D., 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 (Seattle); Diploma,
1939, New York School of Social Work. (1967)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
The Department of Human Services offers an
interdisciplinary professional education pro-
gram for undergraduates as well as an interdis-
ciplinary studies master's degree program in
corrections. Majors take specified and elective
courses from several professional and liberal
arts disciplines. Assisted by the Human Ser-
vices faculty, they then integrate this knowledge
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 midcareer students to enhance
their competence and credentials; and
(4) provide opportunity 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 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 Human Services
faculty members 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
also 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 service programs.
Settings include child welfare agencies, day-
care programs, group homes for adolescents,
drug and alcohol programs, crisis intervention
programs, programs for former psychiatric
patients, parole and probation offices, commu-
nity 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 for emerging
as well as existing roles.
232 Human Services
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 organizations are
beginning to offer social services,
Admission and Advising
Prior to formal admission as majors, students
may declare themselves Human Services
premajors, 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 may
apply to become a peer adviser, Academic
credit is given forthe 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
personal qualifications, 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 afaculty adviser
whose interests, whenever possibie, 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 as Human Services
majors may earn bachelor's degrees by
completing the requirements in effect at the time
of their admission, If requirements change, a
student may elect to fulfill the new set of
requirements,
Human Services majors are required to com-
plete the following courses or approved
substitutes:
Foundation Area Requirements: 18 credits
Fundamentals of Small-Group Communication
(RHCM 123)
Fundamentals of Interpersonal Communication
(RHCM 124)
American Government (PS 201)
Introduction to Sociology (SOC 201)
Psychology as a Social Science (PSY 204, 205)
Core Requirements: 12 credits
Introduction to Human Services (HS 310)
Experimental Course: Applied Research and
Evaluation (HS 410) . -
Two of the following three courses:
Experimental Course: Mental Health (HS 410)
Child Welfare Services (HS 446)
Juvenile Justice (HS 462)
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
(HS414)
Organizational Intervention (HS 415)
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
The minor program in Juvenile and Criminal
Justice is inactive,
Special Programs
University Community Action Program. The
University Community Action (UCA) program is
central to the undergraduate Human Services
major, It provides students the opportunity to
study important principles of human service
work and to apply these principles in the field
setting. It also provides students opportunity to
apply what they have learned in course work to
their work in the community.
In these field placements, students gain
experience in direct service delivery and also
work to expand services and develop new
programs. The programs in which they work
serve children and youth, senior citizens, and
adult special populations such as the mentally
and emotionally disturbed, the developmentally
disabled, and clients of the correctional system,
The UCA program involves attending the
preservice workshop in September, working in
the field placement 32 hours a week for nine
months, and attending a seminar each week,
The program must be taken in its entirety,
beginning in September and ending in June,
Interviews and placement arrangements are
completed the preceding year, Students
receive a monthly stipend and 38 credits for
participation in UCA.
Admission to the UCA program is open to
upper-division and graduate students. Students
who are not majors in Human Services are
admitted when space is available and may
negotiate some of the credit to be offered
through their own departments, Students
interested in more information or admission
should consult the director, Anita Runyan, or
visit the UCA office in 109 Hendricks Hall;
telephone (503) 686-3813.
Workshops. The Human Services Department
offers a series of workshops for students and
practitioners. The continuing justice series has
examined such topics as Child Abuse, Family
Violence, intervention, Modern Crisis, and
Women and Crime.
Graduate Studies
Interdisciplinary Studies: Corrections is a
professional master's degree program that is
directed by a Human Services faculty member
and managed by an interdisciplinary commit-
tee. 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 descriptions of,
interdisciplinary programs in the Graduate
School section of this bulletin, or consult
Kenneth Viegas, director of the interdisciplinary
master's degree program in corrections, 111
Hendricks Hall; telephone (503) 686-3896.
Human Services
Courses (HS)
Lower Division
199 Special Studies: [Term Subject] (1-3R) IntrodUC-
tion to Administration of Justice is a current topic,
Upper Division
310 Introduction to Human Services (3) Issues,
problems, programs, methods, and trends in human
services. Involves visits to human service agencies.
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 95 or equivalent and
a social science research methods course,
399 Special Studies: [Term Subject] (1-4R)
400 Innovative Education: [Term SUbject] (1-3R)
401 (M) Research (Arr,R)
403 (M) Thesis (Arr,R)
405 (M) Reading and Conference: [Term SUbject]
(Arr,R)
406 (M) Special Problems (Arr,R) ESCAPE Commu-
nity Services is a current topic: coreq for first time
volunteers: Seminar: ESCAPE Volunteer Training
(HS 407). Graduate credit not available for ESCAPE
courses.
407 (M) Seminar: [Term Subject] (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: [Term SUbject]
(Arr,R)
410 (M) Experimental Course: [Term SUbject]
(Arr,R) Current topics are Computer Use in Human
Services and Family Interdependent Systems,
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 Intervantion (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.
Leisure Studies and SeNices 233
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) Not offered
1988-90,
HDEV 437 (M) Volunteerlsm (3) See description
under Human Development and Performance,
440 (M) Social Welfare Institutions (3) Not offered
1988-90,
441 (M) Current Social Welfare Policies (3) Not
offered 1988-90,
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) Not offered 1988-90,
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 1988-89,
450 (M) Burnout and the Professional (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,
475 (M) Supervision in Human Services (3) Examines
a generic model for supervision in the helping
professions and facilitates supervisory skill develop-
ment. Includes case examples, role playing, and video
tape recording,
Leisure Studies
and SeNices
180 Esslinger Hall
Telephone (503) 686-3396
Christopher R. Edginton, Department Head
Faculty
Gaylene Carpenter, Assistant Professor (program-
ming, leadership, social psychology of leisure), BA,
1965, M,S" 1973, California State, Long Beach; EdD"
1979, Temple, (1983)
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)
Dennis R, Howard, Associate Professor (tourism,
private and commercial recreation, administration),
B,S" 1966, Oregon; M,S" 1968, Illinois; Ph,D" 1974,
Oregon State, (1982)
Larry L, Neal, Associate Professor (administration,
Pacific Rim studies, supervision), 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)
Adjunct
Leigh Files, Adjunct instructor(art therapy), BA, 1973,
Oregon; M,Ed" 1980, Rutgers; MA, 1981, New York,
(1985)
Mel Jackson, Adjunct Instructor (outdoor recreation),
B,S" 1975, Oregon, (1987)
Cynthia Wooten, Adjunct Instructor (tourism), (1987)
Courtesy
Kyohei Kawamura, Courtesy Visiting Associate
Professor (outdoor education and recreation), BA,
1976, TOkyo University of Education; M,Ed" 1979,
Tokyo Gakygei University,
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; Ph,D" 1955, Michigan, (1955)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon,
Participating
Michael J, Ellis, Physical Education and Human
Movement Studies
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 of 71
colleges and universities currently accredited
by the National Council on Accreditation
sponsored by the National Recreation and Park
Association/American Association of Leisure
and Recreation,
Institute of Recreation
Research and Service
The Institute of Recreation Research and
Service, a part of the College of Human De-
velopment and Performance, promotes schol-
arly endeavors and community service by
coordinating the diverse human, fiscal, and
physical resources of the Department of Leisure
Studies and Services, The Institute encourages
basic and applied research on the phenomenon
of leisure and the delivery of leisure services, It
publishes a series of technical and research
reports and leisure-related monographs, and it
contributes to community service through
demonstration projects, referrals to consultants,
and information dissemination,
Project TRENDS. Project TRENDS (Therapeu-
tic Recreation for New and Enhanced Delivery
of Services) is federally funded through the
United States Department of Education to
provide preservice education in therapeutic
recreation at the master's degree 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 of 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, especially assess-
ment, record keeping, and referral.
Twelve tuition waivers for master's degree
students and graduate teaching fellowships
(GTFs) for doctoral students are provided each
year, Each graduate application is reviewed
after the student's file is complete,
Pacific Rim Studies in Leisure. Cross-cultural
interaction between students from America,
East Asia, and other Pacific Rim countries forms
the basis for a sequence of courses at the
upper-division and graduate levels, Courses,
special studies, guest lectures, and internships
are included in this program, which is designed
to establish cooperative links between students
from the various Pacific Rim countries,
234 Leisure Studies and Services
Undergraduate Studies
The Department of Leisure Studies and Services
offers major curricula leading to the 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
To be considered for admission as a Leisure
Studies and Services major, all students must
demonstrate a minimum grade point average
(GPA) of 2.30 on all college-level work attempt-
ed. Application to the Department must be
made prior to the term for which admission is
sought. Application deadlines are August 21 for
fall term, December 1 for winter term, and March
1 for spring term.
Students with GPAsof 2.00 to 2.29 may submit
petitions for admission to the Department as
majors. The approval of petitions is not automa-
tic. Admission is granted based on evaluation
of the petition and the availability of space in
the program. Students without the required GPA
for majors may enroll as minors.
Students must complete all of the following
req uirements for admission to the Department:
1. Confer with a peer adviser
2. Fill out an application for admission
3. Formally declare Leisure Studies and
Services as a major
4. Provide up-to-date transcripts of all college-
level work
Major Requirements
Requirements for a bachelor's degree in
Leisure Studies and Services include 64 credits
in approved LSS-prefix courses offered in the
following order:
Preprofessional 7 credits
Professional Foundations of Leisure (LSS 251) .. 3
Programming and Leading Leisure
Services (LSS 270) . . . . . . . . . . . . . . . 4
LSS 251 and 270 are prerequisites for taking other
degree requirements.
Professional Core 24 credits
Leisure and Special Populations (LSS 353) .. 3
Managing Leisure Services (LSS 370) 3
Leisure Behavior (LSS 380) . . . . . . . . . . . . . . 3
Leisure and Natural Resources (LSS 390) ., . 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
LSS 444 must be taken two terms before the
internship
Professional Electives 21 credits
Electives may be taken concurrently with professional
core courses. Electives are 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 481), Facilitation of Leisure Education(LSS 482), and Therapeutic Recreation Processes(LSS 483) 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.
Internship 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.
Students must earn grades of C- or better in
Leisure Studies and Services courses 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, or
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 of Oregon. Transfer
students must have a2.50 grade point average
(GPA) or better.
Minor Requirements
The minor program is intended for those who
want to augment their majors by leisure-oriented
courses germane to their area of study as well
as for those 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:
9·10 credits
Three courses selected from the following:
Professional Foundations of Leisure (LSS 251),
Programming and Leading Leisure Services(LSS 270), Leisure and Special Populations(LSS 353), Leisure and Natural Resources(LSS 390) 9-10
LSS 251 and 270 are prerequisites to other degree
requirements.
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 14-15
Peer Advising
The Department of Leisure Studies and Services
peer advising program helps students inter-
ested 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 (PhD.) 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 bulletin.
The master's degree programs prepare
graduates for professional positions in public,
private, and commercial leisure service organi-
zations. Students may choose to complete a
thesis All master's degree candidates must
take a comprehensive examination.
The doctoral degree programs prepare stu-
dents for research and teaching positions at
universities and colleges and for top-level
executive positions.
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 Examinations (GRE) and
score at least 470 on the Test of English as a
Foreign Language (TOEFL). Students must also
submit three letters of recommendation com-
pleted on appropriate forms A file is started as
soon as an applicant submits a completed
admission form and pays the required applica-
tion fee. This form can be obtained from the
Department
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 5200n the Verbal portion of the GRE
and 520 on the TOEFL.
Master's Degree Programs
Educating for innovation is the central theme of
the master's degree curriculum. The intent of
the academic program is to integrate the
concept of entrepreneurship into all graduate-
level courses. Entrepreneurship is an approach
to the management of organizations, whether
public, private, or commercial, that uses
initiative, creativity, and calculated risk-taking
to generate opportunities for innovation. This
orientation reflects the current need in the
leisure service industry for managers who are
capable of meeting its continually changing
demands. Most students begin fall term. The
deadline for completed applications is May 1.
Degree Requirements. Both the M.S. and the
MA degrees require completion of 58 credits,
of which 34 must be in Leisure Studies and
Services courses. The MA degree requires a
demonstrated proficiency in a foreign language.
A total of 15 credits may be transferred from
other colleges and universities upon approval
of the Graduate School.
Program Structure. A core curriculum of 22
credits is required for all master's degree
candidates. In addition, students must take a
minimum of 9 credits in study emphases, 9
credits in courses offered by another depart·
ment or theme area to be approved by the
student's adviser, and 15-18 credits of electives
Leisure Studies and SeNices 235
area of concentration, the other on the support
area. The student is advanced to candidacy
upon completion of all these reqUirements.
Dissertation
The candidate must complete 18 credits in
Thesis (LSS 503) by writing and successfully
defending a doctoral dissertation.
Foreign Language or Computer Proficiency
Candidates must demonstrate proficiency in a
foreign language, which may be demonstrated
by completion of two years of study in the
language.
Computer proficiency may be substituted for a
foreign language by completing 12 credits in
computer science courses or 9 credits in
advanced statistics and research design.
Course selection is sUbject to approval by the
student's adviser.
Electives
The doctoral program includes 36 credits in
elective courses, usually drawn from courses
completed for the master's degree.
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 and reduced tuition. Graduate teaching
fellowships or fee waivers are available to
students specializing in therapeutic recreation.
This support is provided by Project TRENDS.
Some students with outdoor pursuit leadership
skills may be eligible for graduate teaching
fellowships through the Department of Physical
Education and Human Movement Studies
Outdoor Pursuits Program. Applications may be
obtained from the graduate coordinator,
Department of Leisure Studies and Services.
Leisure Studies and
Services Courses (LSS)
Lower Division
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: [Term Subject] (1-3R)
200 Innovative Education: [Term SUbJect] (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
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.
.. .... 3
15 credits
...3
.. 3
coincide with the applicant's. During the
second term on campus the student, in collab-
oration with a faculty adviser, presents a
program of study for approval by the Depart-
ment's graduate faculty.
The deadline for application to the PhD.
program for fall term is March 1. Early applica-
tion increases the possibility of financial
support.
Program Structure
Doctoral students must complete a minimum of
150 credits beyond the bachelor's degree.
Specific program and credit requirements
follow.
Core
Research (LSS 501) .
Supervised College Teaching (LSS 502)
Philosophical Foundations of Leisure
(LSS 511) 3
Leisure Service Program Development
(LSS 530) or Experimental Course:
Leisure Management: Theory and
Research (LSS 510) .
Leisure Studies in Higher Education
(LSS 555) 3
The Research requirement consists of three l-credit
courses in which students and graduate faculty
members work as teams on research projecls in which
they share areas of interest.
Research and Statistics
Students must complete with grades of S- or
better a minimum of 15 graduate credits, or at
least four courses, in statistics and research
methods Selected with the approval of the
student's faculty adviser, at least two of these
courses must focus on research methods and
two on statistical analysis. Two of the four
courses must be completed at the University
after admission to the doctoral program.
Areas of Concentration
Primary Area. Each student is expected to
master the literature and techniques, and
complete.30 credits, in at least one primary area
of leisure study leisure behavior, leisure
management, or-with approval-an interdisci-
plinary area.
Leisure behavior covers the meaning and
experience of leisure, recreation, and play in
individuals and groups and the development of
leisure experiences for all ages. Leisure
management refers to the provision of leisure
services through program development,
marketing, planning, financial development,
and leadership.
Support Area, Each student must take 21
credits in a support area consisting of three or
four courses outside the Department of Leisure
Studies and Services that are related to the
student's primary area of concentration. The
courses must be taken at the University after
admission to the doctoral program. Typically,
courses in the support area are from one
academic department, but they may be interdis-
ciplinary if organized around a common theme
and approved by the student's academic
adviser.
Advancement to Candidacy
In addition to completing the core, research and
statistics, and primary and support areas, a
student must pass two written comprehensive
examinations-one on the core and the primary
22 credits
3
1
from any department. Candidates who have not
completed an undergraduate degree in recre-
ation and parks or leisure services must take
an additional 15 credits in Leisure Studies and
Services courses prior to or during their
graduate program of study. The Department
offers seven study emphases: management
and program development, therapeutic recre-
ation, tourism, outdoor'recreation, Pacific Rim
studies in leisure, commercial leisure services,
and leisure and human development.
Program Requirements
Core
Seminar: Leisure Professions (LSS 507) .
Workshop: Statistics (HEP 508) . . .
Experimental Course: Innovation and Entrepre-
neurship in Leisure Services (LSS 510) 3
Philosophical Foundations of Leisure (LSS 511) 3
Historical Concepts of the Leisure Profession
(LSS515) . 3
Social Psychology of Leisure (LSS 518) 3
Research Methods in Health and Leisure
(HDEV 521) 3
Fundamentals of Statistics in Health (HEP 531) 3
Study Emphases 9-12 credits
Electives 15-18 credits
Course work in Leisure Studies and Services or another
department
Supporting Area Outside the Department 9 credits
Course work in another University department or theme
area with adviser's approval
Comprehensive Examination
Students may elect to write a 9-credit thesis,
which may be substituted for 9 credits in the
elective area. All candidates must take a
comprehensive examination, consisting of two
four-hour sessions, in which they complete
essays on the historical and philosophical
foundations of leisure, research and statistics,
and study emphases.
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, the comprehensive
examination, and the thesis.
Doctoral Program
The objective of the doctoral program is to
prepare a selected number of qualified students
for careers in university-level teaching and
research and for senior management positions
in leisure industry agencies and businesses.
Program Guidelines
1. Three years of intensive study beyond the
master's degree are normally required
2. Candidates are required to assume primary
responsibility for an undergraduate course
in Leisure Studies and Services sometime
during their program
3. Candidates are required to demonstrate
high-level competence in scholarly research
Admission
For admission to the doctoral program, a
student must:
1. have completed requirements for a master's
degree
2. achieve a minimum score of 50 on the Miller
Analogies Test (MAT) or 520 on the Verbal
portion of the Graduate Record Examinations
(GRE)
To ensure optimum distribution of faculty
support, each application must be endorsed by
a faculty member whose research interests
236 Leisure Studies and Services
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 01 leisure activities;
developing a land ethic, ecological awareness, and
minimum-impact programs.
HDEV 392 Principles of Outdoor Leadership (3) See
description under Human Development and
Performance.
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
organizations.
396 Recreation Programs (3) Development, analysis,
and evaluation of content, public relations, funding,
facilities, and leadership of leisure programs for
municipal, voluntary, private, church, and commercial
agencies.
400 Innovative Education: [Term SUbject] (1-3R)
405 Reading and Conference: [Term Subject]
(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: [Term Subject] (Arr,R) Facilitation
of Leisure Education is a current topic.
408 (G) Workshop (Arr,R)
409 (G) Practlcum: [Term Subject] (Arr,R) Current
topics include Outdoor Education, Recreation Pro-
grams, Therapeutic Recreation, and Youth Agencies.
410 (G) Experimental Course: [Term SUbject]
(Arr,R) Current topics are Adult Leisure Leading and
Programming, Leading and Programming Special
Events and Festivals, Leisure in the Pacific Rim, The
Leisure Market, Microcomputer Applications in Leisure
Services, and Oregon Tourism: Issues and
Opportunities.
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
agreements.
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 \I courses.
HDEV 467 (G) 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.
470 (G) Leisure in the Armed Forces (3) Overview
of military morale, welfare, and recreation services.
Includes history, philosophy (mission statements),
staffing, funding, program management and
objectives.
481 (M) Introduction to Therapeutic Recreation (4)
Introduction to basic historical, philosophical, and
professional foundations of therapeutic recreation and
the nature and etiology of illness and disability. Prereq:
LSS 251, 270, 380, or instructor's consent.
482 (G) Facilitation of Leisure Education (4)
Examination of leisure education and leisure counsel-
ing including models, content, issues, and intervention
strategies; assessment of leisure functioning; and the
relationship of leisure to wellness. Includes laboratory.
Prereq: LSS 380, 481, or instructor's consent.
483 (M) Therspeutic Recreation Processes (4)
Development of therapeutic recreation programs from
a continuum perspective within the context of health
care and human service delivery systems. Prereq:
LSS 481.
484 (G) Mainstreaming and Integration in Leisure
Services (4) In-depth examination of the mainstream-
ing-integration process and the normalization principle
as philosophical bases throughout the therapeutic
recreation continuum. Emphasis on professional roles.
Prereq: LSS 481.
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. Prereq:
LSS 390
496 (G) Recreation Areas and Facilities (3) The
planning, construction, and operation 01 recreation
areas, facilities, and buildings.
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. Not
offered 1988-89.
Graduate
501 Research (Arr,R) PIN only
502 Supervised College Teaching (Arr,R)
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term SUbject]
(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: [Term SUbject] (3R) Recenttopics are
Current Literature in Leisure, Issues in Therapeutic
Recreation, Leisure Education and Counseling,
Leisure Professions, Professional Issues, Program
Design and Evaluation in Therapeutic Recreation, and
Therapeutic Recreation Curriculum.
508 Workshop (Arr,R)
509 Practicum: [Term Subject] (1-12R)
510 Experimental Course: [Term Subject] (Arr,R)
Current topics include Innovation and Entrepreneur-
ship in 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.
518 Social Psychology of Leisure (3) Social
psychological dimensions of human leisure behavior.
Motivational determinants of leisure behavior and
applications to leisure program and service delivery
systems.
HDEV 521 Research Methods in Health and Leisure
(3) See description under Human Development and
Performance.
530 Leisure Service Program Development (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; use of
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.
550 Tourism Research (3) Examines the organization
of the tourism industry and its social and economic
impacts. Emphasis on evaluating and applying current
tourism research.
551 Management of Private and Commercial
Recreation (3) Application of small-business practices
to private recreation enterprises. Examination of
trends, problems, and the operational requirements of
a wide range of recreation businesses.
552 Leisure Service Supervision (3) Supervisory
methods in leisure services. Techniques of supervision,
human relations, interpersonal relations, personnel
management, time management, and coping with
organizational barriers. Training and staff development
strategies.
553 Leisure Service Management (3) Organization
and management of leisure services in the public,
private, and commercial sectors. Organizational
CUlture, history, motivation, organizational structure,
managerial leadership, communications, decision
making, and organizational development.
554 Management of Organized Camps (3) In-depth
examination of management aspects of organized day
and resident camps. Includes professional standards,
marketing, personnel selection and supervision,
program design, current research, and risk
management.
555 Leisure Studies In Higher Education (3) The role
of the educator in leisure studies inclUding current
issues and realities in higher education and curriculum
design and evaluation. Prereq: doctoral standing or
instructor's consent.
Physical Education and Human Movement Studies 237
Physical Education
and Human
Movement Studies
186 Esslinger Hall
Telephone (503) 686-4105 or -4107
Michael J. Ellis, Department Head
Faculty
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)
Toby G. Bedford, Assistant Professor (physiology of
exercise). B.S., 1972, Southwest Missouri State; M.S.,
1976, Eastern Illinois; Ph.D., 1983, Iowa. (1986)
James Blanchard, Senior Instructor (wilderness
pursuits). B.S., 1967, M.S., 1979, Oregon. On leave fall
1988, fall 1989. (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.O.P., 1958, Academy of
Physical Education; M.S., 1963, PhD., 1966, Oregon.
(1973)
Janet Dufek, Assistant Professor (biomechanics). B.S.,
Wisconsin-Superior; M.S., 1982, Illinois State. (1988)
Michael J. Ellis, Professor (research, play). D.L.C.,
1959, Loughborough; M.S., 1965. PhD., 1968, Illinois.
(1978)
Elizabeth G. Glover, Assistant Professor (aquatics,
adapted physical education). B.S., 1959, Tufts; M.S..
1963, EdD., 1974, North Carolina, Greensboro. On
leave 1989-90. (1964)
Kim Graber, Assistant Professor (children's physical
education). B.S., 1979, Iowa; MA. 1981, Columbia;
Ed.D., 1988, Massachusetts. (1988)
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)
Janice Lettunich, Instructor (fitness management):
B.S., 1978. MS., 1985, Oregon. (1986)
Lani Loken-Dahle, Senior Instructor (gymnastics);
DiVision Head, Service Physical Education. B.S., 1971,
Michigan; M.A" 1973, Arizona State. On leavewinter,
spring 1990. (1979)
Edward McAuley, Assistant Professor (social psychol-
ogyof sport). Cert. Ed., 1972, Worcester; M.Ed., 1980.
Virginia; Ph.D., 1982, Iowa. (1986)
Dennis Monroe.lnstructor(aquatics). B.S., 1972, Walla
Walla; M.S., 1975, Dayton. (1988)
Louis R. Osternig, Professor (sports medicine,
exceptional child); Division Head, Graduate Studies.
B.S., 1965, M.S., 1967, California State, Hayward;
PhD., 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); Division Head. Recreation and Intramural
Sports. B.S., 1962, Central Michigan; MA, 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; Ph.D., 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); Division Head, Undergraduate Studies.
BA, 1961, Washington (Seattle); M.S.P.E., 1964,
EdD., 1973, North Carolina, Greensboro. On leave
winter, spring 1989. (1965)
Michael Strong, Instructor (wilderness pursuits).
B.P.E., 1976, Alberta; M.S., 1986. Oregon. (1986)
Richard K. Troxel, Senior 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, MEd, 1954, PhD., 1968,
Illinois. (1958)
Maureen R. Weiss, Associate Professor (social
psychology of sport). BA, 1974, MA, 1976, California,
Santa Barbara; Ph.D., 1981, Michigan State. On leave
1989-90. (1981)
Marjorie Woollacott, Associate Professor (motor
performance and control). BA, 1968. PhD., 1973,
Southern California. (1980)
Lois J. Youngen, Associate Professor (professional
preparation). B.S., 1955, Kent State; MA, 1957.
Michigan State; Ph.D., 1971, Ohio State. (1960)
Adjunct
Stanley L. James. MD., Adjunct Associate Professor
(sports medicine research). B.S., 1953, M.D., 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, M.D., 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 Medical School. (1981)
Emeriti
Jack D. Adler, Associate Professor Emeritus (motor
learning). BA, 1951, M.S., 1960, Washington (Seattle);
D.Ed., 1967, Oregon. (1965)
John W. Borchardt, Professor Emeritus (administration,
philosophy). B.S., 1940, LaCrosse; MA, 1951, Ph.D.,
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)
Betty F. McCue, Professor Emerita (history, philoso-
phy). B.S., 1945, Pittsburgh; M.S., 1948, MacMurray;
PhD., 1952, Iowa. (1968)
Fred N. Miller, MD., Professor Emeritus; Director
Emeritus, Health Service. BA, 1914, MA, 1916,
Lafayette; MD., 1924, Chicago; FAC.P., 1941,
American College of Physicians. (1925)
Marian H. Miller, M.D., 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); PhD.,
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)
Richard J. Smith, Associate Professor Emeritus
(teacher education. coaching). B.S., 1949, M.Ed.,
1953, Springfield; Ph.D., 1968, Oregon.-(1962)
Vernon S. Sprague, Professor Emeritus (professional
preparation). B.S., 1937, Oregon; MA, 1942, Ph.D"
1951. Michigan. (1946)
Janet G. WoodrUff, Professor Emerita (administration,
service programs). B.S., 1926, MA, 1929, Columbia.
(1929)
Edna P. Wooten-Kalan, Professor Emeritus (anatomy).
BS" 1945, MA, 1946, Ph.D., 1961, Ohio State. (1965)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
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 ofthe 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, fitness management, interdisci-
plinary studies, motor learning and motor
control, physiology of exercise, preathletic
training, prephysical therapy, social psychology
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 Intramural
Sports 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
238 Physical Education and Human Movement Studies
facilities for outdoor class instruction and for
intramural and intercollegiate sports. Hayward
Field provides track-and-field facilities for
intercollegiate athletics, classes, and recrea-
tional programs. There are six standard
plexipave tennis courts north of Hayward Field
and nine covered courts east of Leighton Pool.
Autzen Stadium, a 41 ,OOO-seat football stadium,
is located across the Willamette River from the
main campus.
Service Courses and SHAPE
Emphasis in all service courses is on learning
recreational and physical skills while contribut-
ing tothe physicai, mental, and social develop-
ment of the individual. Courses are open to
University of Oregon students and to faculty,
staff, and community members. Most classes
meet two or three times a week for 1 credit.
Several courses in the Outdoor Pursuits Pro-
gram include three-day field sessions in
addition to a few on-campus sessions.
Noncredit enrollment in service courses is
available to students in the NCS (noncredit
student) program and to everyone else in the
SHAPE (Sport, Health, and Personal Excel-
lence) program.
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 and faculty members, 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 aerobics, badminton, basketball,
bowling, cross-country, flag football, fun runs,
golf, handball, racquetball, softball, soccer,
swimming, tennis, track- and field, volleyball,
and wrestling.
Recreation Classes. Recreation classes
provide high-quality but inexpensive instruction
without academic pressure. Available classes
include aerobics, weight workout, water
aerobics, dance, and tae kwon-do. These
noncredit classes are open to all students and
to all members of the faculty and staff.
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 Department and College
operation of a large variety of programs,
services, and facilities. Physical Education
majors and Physical Education premajors 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
agencies in finding qualified students 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.) degree, 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
Physical Education premajors. Transfer stu-
dents must have a 2.50 grade point average
(GPA) for admission as Physical Education
premajors. Enrollment in these courses is
dependent on meeting the prerequisites for
each course.
All students must make formal application for
advancement to major status. In orderto apply,
students must have completed two full terms as
a Physical Education premajor and must have
accumulated 90 credits, including at least 6
credits in professional activity laboratory
courses and 12 credits in professional theory
courses. Advancementto major status requires
a 2.50 grade point average (GPA) in all Univer-
sityof Oregon course work. Selected 400-level
courses require major status as a prerequisite.
Physical Education premajors should consult
their assigned departmental advisers for
additional information regarding major status.
Students transferring to the University as
Physical Education premajors should have
completed course work to meet the University
general requirements including one year of
chemistry or one year of general biology as well
as one year of mathematics, if they plan to earn
a B.S. degree. Course work equivalent to that
listed below under Theory Core and aminimum
of three professional activity laboratories should
also be completed.
Degrees. The degree sought places constraints
on the course work undertaken. Students
seeking BA degrees must satisfy foreign
language, University, and group 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 in social science
or science, one year of mathematics, and the
group requirements to meet other University
regulations. The heavy concentration of science
credits in the major makes this degree a
convenient choice for many students. The
B.P.E. degree does not require foreign lan-
guage, mathematics, or 36 credits in social
science or science, but students must still
satisfy the other University group and de-
partmental requirements.
After spring 1990 the B.P.E. degree will be
available only to students in the disciplinary/
interdisciplinary program. Students must
declare their intent to earn a B.P.E. degree
during their junior year, before they have earned
140 credits, or before they begin their last year
of course work.
The Department confers graduation with honors
upon those students whose cumulative GPA for
all college and university work is 3.50 or above
and who have completed at least 90 credits at
the University of Oregon.
Note: Effective spring 1990 a student must have
a 2.50 cumulative University GPA at the time of
graduation in order to graduate.
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 in a
specific program. A variety of curricula appro-
priate to specific career directions is 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.
The exercise and sport science program is
primarily designed for students who want to
continue their studies in a graduate program.
Listed below are the courses that comprise the
core program.
Theory Core 43-46 credits
General Biology I: How Cells Work (BI 201),
General Biology II: How Organisms
Function (BI202), General Biology III: The
Living World (B\ 203) and laboratory-
discussions (BI207, 208, 209) or General
Chemistry (CH 104, 105, 106) and
laboratones (CH 107, 108, 109) . .. 12-15
Additional science courses: Human
Physiology (BI 321, 322) and Human
Anatomy (BI 391. 392) 12
Social Psychological 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
Physical Education and Human Movement Studies 239
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: Elective (PEP) . , ..... " 1-2
Wilderness Survival (PEOl 285) ., .. , . " 1
Physical Education
Programs of Emphasis
Physical Education majors are required to
select one program of emphasis. They must
complete the courses listed for that specific
program as well as the core of theory and
activity courses. The programs are described
below.
Disciplinary/Interdisciplinary
Program
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 must be 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.
Exercise and Sport Science
The objective of the exercise and sport science
program is to provide students with a broad
background in science courses pertinent to
areas such as adapted physical education,
biomechanics, exercise physiology, athletic
training, sport psychology, physical therapy,
and motor learning and control. These courses
attempt to expose students to the entire
spectrum of scientific inquiry, The exercise and
sport science student should have a strong
interest in pursuing graduate study and a career
as a researcher, teacher in higher education,
sports medicine practitioner, or therapeutic
professional. The required courses listed
below, in combination with the PEP core and
University requirements such as mathematics
and health, provide a rich source of knowledge
in exercise and sport sciences.
Required Courses 57-68 credits
General Biology (201, 202, 203) ..... , .... 9
Psychology as a Social Science (PSY 204, 205)
and Personality and Psychopathology (PSY 310)
or Child Development (PSY 311) . . . . . 12
General Chemistry (CH 104, 105, 106) 9-14
General Physics (PH 201, 202, 203) or General
Physics with Calculus (PH 211, 212, 213) ..... 12
Except for students with credit for CH 101, 102, 103:
General Chemistry laboratory (CH 107, 108, 109) or
Introductory Physics laboratory (PH 204, 205, 206)
or General Biology: laboratory-Discussion (BI 207,
208, 209) . , . , ... , . , . , .. , ... , , , .. , ..... , 3-6
Computer applications (one course selected with
adviser's recommendation) ., " .. , 3
Tests and Measurements in Physical Education (PEP
466) .. , . , . ' .. , .. , . , , ' , , . , " 3
Scientific and Technical Writing (WR 320) .. , ... , 3
Reading and Conference (PEP 405), Special Problems
(PEP 406), or Practicum (PEP 409) .. 3
One of the following:
Fundamentals of Speech Communication
(RHCM 121) , " , ,. 3
Fundamentals of Public Speaking (RHCM 122) ,. 3
Fundamentals of Interpersonal Communication(RHCM 124) ., ... , ..... ' ... " . , , . 3
Physical 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 sciences. The exercise and sport
science program provides excellent prepara-
tion for physical therapy training, It is recom-
mended that students take at least6 credits in
Practicum: Prephysical Therapy (PEP 409).
Athletic Training. Students interested in being
admitted to the Department's graduate program
in Athletic Training should select the exercise
and sport science program. A descriptive
pamphlet entitled Undergraduate Placement
Toward the Graduate Athletic Training Program
is available from the Division of Graduate
Physical Education, Recommended electives
are Introductory Nutrition (HEP 252) or Nutrition
in Health and Disease (HEP 553), Advanced
First Aid (HEP 260), Pathophysiology (HEP
352), Care and Prevention of Injuries (PEP 371),
Physical Education for the Exceptional Student
(PEP 444), and Drugs in Society(HEP 453). The
coeducational clinical work is supervised by
athletic trainers certified by the national Athletic
Trainer Association (NATA).
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
laboratories and local agencies comprise this
program,
Students in this program must take B1201-203
and 207-209 in the theory core.
Effective fall 1989, a 2.75 GPA is required to
register for Practicum: Fitness Management
Internship (PEP 409).
Cardiopulmonary resuscitation (CPR) certifica-
tion is reqUired in addition to the following:
Required Courses 56-70 credits
Physical education. 27-39 credits:
Care and Prevention of Injuries (PEP 371) .. .". 3
Professional Activities: Aerobics (PEP 394) . 1
Sport Management Concepts (PEP 453) 3
Fitness Appraisal and Prescription I (PEP 474) 4
Fitness Appraisal and Prescription II (PEP 475) .. , 4
Corporate and Adult Fitness (PEP 476) ,."., ... 3
Practicum: Fitness Management (PEP 409) .. , 3-6
Practicum: Fitness Management Internship
(PEP 409) 6-15
Human development and performance. 18-19 credits:
Introductory Nutrition (HEP 252) "'"., .. ,"'" 3
Health Promotion: Stress Management (HEP 481) , 3
Health Aspects of Aging (HDEV 471) ... , .. , , . , , 3
Select 9-1 0 credits:
Physicai Education for the Exceptionai
Student (PEP 444) """"""'" .. 3
concurrent with Pract,cum Adaptive (PEP 409) . 1
Intramural and Sport Programming (PEP 454) 3
Tests and Measurements In Physicai Education
(PEP 446) ." , , .. , .. , ,., .. , .. 3
Experimentai Course: Weight Control (HEP 510) ,. 3
Techniques of Relaxation (PEP 524) .. , . , , 3
Nutrition in Health and Disease (HEP 553) 3
Psychology social science cluster. 11-12 credits:
Psychology as a Social Science (PSY 204, 205) .. 8
One of the following: Personality and Psycho-
pathology (PSY 310), Child Development
(PSY 311), Pseudopsychologies (PSY 357) 3-4
Students who completed the undergraduate
fitness management program at the University
of Oregon may use courses required in the
undergraduate program to meet course require-
ments, but not credit reqUirements, in the
graduate program. This includes the three
selected courses from within the College. The
graduate program must include a minimum of
45 credits, Note: Only those 500-level courses
taken during the senior year after the 186 credits
required for a bachelor's degree may count
toward the graduate degree credit reqUirement.
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 and student
teaching in both elementary and secondary
schools. Students 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. In
addition, a minimum 2.75 GPA is required. The
following courses must be completed in
addition to the required core:
ReqUired Courses 81 credits
Physical education. 44 credits:
Professionai Activities: Gymnastics (PEP 294) ... , 2
Professional Activities: Track and Field (PEP 294) , 2
Professional Activities: Volleyball (PEP 294) , .. , .. 1
Care and Prevention of Injuries (PEP 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 PEOl) .,'.', 2
Teaching Human Movement I (PEP 341) '., " 3
Teaching Human Movement II (PEP 342) .. ,.,. 4
Curriculum, Administration, and Evaluation of
Physical Education in Grades K-3 (PEP 441) ". 4
Curriculum, Administration, and Evaluation of
Physical Education in Grades 4-8 (PEP 442) .. , 4
Curriculum, Administration, and Evaluation of
Physical Education in Grades 9-12 (PEP 443) ,. 4
Physical Education for the Exceptional Student
(PEP 444) . , . . . . . . . 3
concurrent with Practicum: Adaptive (PEP 409)
Tests and Measurements in Physical Education
(PEP 446) .. , , . 3
Education. 15 credits:
Educational Psychology I (EPSY 322) , .. , , . 3
Educational Psychology II (EPSY 323) ,... . . 3
Secondary Educational Media (SEED 436) , .. , , , , 3
Teaching Reading and Writing in the Secondary
School (SEED 469) , , , . , . , .. 3
One of the following:
Social Foundations of Teaching (Ci 327), History
of American Education (EDPM 441), Modern
Philosophy of Education (CI 445), Education
in Anthropological Perspective (CI 471) , . 3
Student teaching K-12. 22 credits:
Student Teaching: Elementary K-9
(ElED 415) , . , , . , , . , . , , , 5 or 15
Student Teaching: Secondary (Physical
Education) (SEED 417) """' ... , 5 or 15
Seminar: Student Teaching (PEP 407) ... 2
Certification for Teaching Physical
Education. The Department offers oppor-
tunities for both majors and nonmajors to meet
the Teacher Standards and Practices Commis-
sion (TSPC) certification requirements.
240 Physical Education and Human Movement Studies
.. 3
.2
, , 4-6'
..... 3
...3
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
wantto 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
plan to complete at least half of their fifth-year
program in the Department of Physical Educa-
tion and Human Movement Studies at the
University.
Coaching Minor
The Coaching minor program prepares stu-
dents for responsibilities involving coaching
assignments 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
rninor 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)
Professional Activities: Conditioning(PEP 394) ."", .. " ... " .... , ..
Two coaching practica (PEP 409) .. ,
Athletic Administration (PEP 450)
Psychology of Coaching (PEP 451) ' ....
Appropriate coaching, professional activity
laboratories, and physical education
courses (professional or service) selected in
consultation with adviser 4-6
'If astudent has equivalent experience, he or she may
file a departmental petition to waive one of the
coaching practica or HEP 260 or both. However, a
minimum total of 24 credits is required.
Specializations
The following two areas of specialization require
fewer courses than the pr,ograms of emphasis.
Specific curricular requirements are available
from the Department.
Aquatic Activities. This specialization pre-
pares students for careers as aquatic special-
ists in schools, communities, public and private
agencies, clubs, and institutions. Students are
required to take a core of basic courses and
then complete two areas of of emphasis from
the following: coaching, open water and small
craft, underwater and recreation, swimming
pool and spa facility operation, and adaptive
and water rehabilitation,
Outdoor Pursuits. This specialization provides
a basic background for leading outdoor pursuit
programs in backpacking, climbing, skiing,
rafting, and a wide range of other iand- 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 (Ph.D,) degrees in Physical
Education are available through the Department
of Physical Education and Human Movement
Studies, The Division of Graduate Studies
focuses on the art and science of human
movement. The skills and understanding
necessary for basic research and scholarship
into human movement form the core of all
graduate activity. High-qualityfaculty, research
laboratories, and academic resources support
sophisticated levels oi disciplined inquiry in
applied physiology, 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
integral to the graduate program. Master's and
doctoral degree programs as well as postdoc-
toral 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 Department's
Graduate Division. The Department of Physical
Education and Human Movement Studies
requires a minimum cumulative undergraduate
GPAof2. 750verthe last90term credits, or60
semester credits, A Graduate Record Examina-
tions (GRE) score of at least 470 Verbal, 500
Quantitative, or a combined score of 1000 with
neither portion below 450, is also required.
Program of Study. The master's degree
requires a minimum of 45 graduate credits.
Thesis and nonthesis candidates must com-
plete foundation areas in philosophy and
current issues of physical education and in
research and statistics. In addition, candidates
must complete two areas of concentration,
Areas of concentration:
1. Adapted physical education
2. Athletic training'
3. Biomechanics
4, Fitness and life-style management
5. Growth and development
6. Human anatomy
7. Motor learning and neuromuscular control
8. Physiology of exercise
9. Social psychology of sport and physical
activity
10, Teaching analysis
• 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 the College of Human Development and
Performance or departments in other University
schools or colleges,
Doctoral Degree
The University of Oregon has been designated
by the Western Interstate Commission for
Higher Education (WICHE) as the regional
center fordoctoral study in physical education,
Prospective students from western states
should inquire at the Department's Division of
Graduate Studies office about their eligibility to
pay reduced tuition.
Admission. A GRE score of 520 Verbal and
560 Quantitative, or a combined score of 1100
with neither portion beiow 500, must be submit-
ted, in addition to a typed statement of 500
words or fewer indicating goals and objectives,
two letters of recommendation, and transcripts.
Program Requirements. Doctoral degrees are
granted primarily on the bases of achievement
and proven ability. The Graduate School
requires at least three years of full-time study
beyond the bachelor's degree, of which at leas,t
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 one prior to taking
comprehensive examinations. A minimum of 40
credits in research, master's thesis, and
dissertation are usually expected.
Each of the following options satisfies the
language requirementforthe Ph.D. degree: (a)
a foreign language (as measured on the
Graduate Student Foreign Language Test), (b)
computer science courses (9-12 credits), (c)
advanced statistical design or research or both,
consisting of course work commensurate with
the candidate's program and goals (9 credits),
or (d) a combination of advanced statistical
methods courses and computer science
courses. Selection must be approved by the
student's advisory committee,
Each doctoral candidate must have a minimum
of 30 graduate credits in a primary area of
concentration as well as 21 graduate credits in
a secondary area, The primary areas of concen-
tration offered by the Department include the
following:
1, Biomechanics
2. Human movement studies
focuses:
a. Adapted physical education
b, Curriculum
c. Leadership and management
d. Teaching analysis
3. Motor learning and neuromuscular control
4. Physiology of exercise
5. Social psychology of sport and physical
activity
The secondary area consists of a minimum of
21 credits of graduate course work outside the
Department of Physical Education and Human
Movement Studies or within one of the existing
primary areas. Course work taken outside the
Department must consist of a minimum of 21
graduate credits in one or more departments.
In this case, the doctoral committee member
from outside the Department helps plan a
course of study relevant to the candidate's
anticipated professional endeavors,
Final Examinations. Written, oral, or both
written and oral doctoral comprehensive
examinations in the primary and secondary
areas 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.
Physical Education Service Courses 241
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; $300 was awarded in 1987. The applica-
tion deadline is February 1. Inquiries may be
directed to Evonuk Graduate Fellowship,
Physical Education and Human Movement
Studies, Division of Graduate Studies, 181
Esslinger Hall.
Physical Education
Service Courses
Note: All activity courses in the Division of Service
Physical Education are offered for credit and are open to
any student who meets the prerequisite skill requirements
for the course.
Aerobics Courses (PEAE)
Lower Division
101-199 Service Courses for Men and Women
(Aerobics) (1 R) 111: Stretch and Flex I, 112: Stretch
and Flex II, 113: Stretch and Flex III. R once for
maximum of 2 credits per activity.
201-299 Service Courses for Men and Women
(AerobIcs) (1 R) 221: Aerobics I, 222: Aerobics II, 223:
Aerobics III. R once for maximum of 2 credits per
activity.
Upper Division
301-399 Service Courses for Men and Women
(Aerobics) (1 R) Advanced levels of aerobic activity.
R once for maximum of 2 credits per activity.
Aquatics Courses (PEAQ)
Lower Division
101·199 Service Courses for Men and Women
(Aquatics) (1 R) 101: Swim Rehabilitation, 111: Learn
to Swim, 121: Aqua Aerobics I. R once for maximum
of 2 credits per activity.
201·299 Service Courses for Men and Women
(Aquatics) (1R) 211: Swim Improvement, 221: Swim
Conditioning I, 222: Swim Conditioning II, 231: Water
Polo I, 241: Springboard Diving I, 242: Springboard
Diving II. R once for maximum of 2 credits per activity.
Upper Division
301-399 Service Courses for Men and Women
(Aquatlcs)(1 R) 331: Swim Performance I, 332: Swim
Performance II, 333: Swim Performance III, 341: Basic
Scuba, 342: Basic SCUba Laboratory, 343: Advanced
Scuba, 344: Advanced Scuba Laboratory. R once for
maximum of 2 credits per activity.
Gymnastic Activities
Courses (PEG)
Lower Division
101·199 Service Courses for Men and Women
{Gymnastic ActiVities) (1 R) Beginning levels of
gymnastic activity. R once for maximum of 2 credits
per activity.
201-299 Service Courses for Men and Women
(Gymnastic ActiVities) (1 R) 211: Juggling I, 212:
Juggling II, 231: Tumbling I, 241: Trampoline I, 242:
Trampoline II, 261: Gymnastics I, 262: Gymnastics II.
R once for maximum of 2 credits per activity.
Upper Division
301-399 Service Courses for Men and Women
(Gymnastic Activities) (1 R) Advanced levels of
gymnastic activity. R once for maximum of 2 credits
per activity.
Human Action Studies
Courses (PEHA)
Lower Division
101·199 Service Courses for Men and Women
(Human Action StUdies) (1 R) Beginning levels of
human action studies. R once for maximum of 2 credits
per activity.
201-299 Service Courses for Men and Women
(Human Action Studies)(1 R) 211: Backpack Cuisine,
221: Sport Photography I, 222: Sport Photography I
Laboratory, 223: Sport Photography II, 224: Sport
Photography II Laboratory, 231: Psychologicai
Dimensions of Sport, 232: Psychologicai Dimensions
of Sport Laboratory. R once for maximum of 2 credits
per activity.
Upper Division
301·399 Service Courses for Men and Women
(Human Action Studies) (1 R) Advanced levels of
human action studies. R once for maximum of 2 credits
per activity.
Individual Activities
Courses (PEl)
Lower Division
101·199 Service Courses for Men and Women
(Individual Activities) (1 R) Beginning levels of
individual activities. R once for maximum of 2 credits
per activity.
201-299 Service Courses for Men and Women
(Individual Activities) (1 R) 211: Archery I, 212:
Archery II, 213: Archery III, 221: Billiards I, 222:
Billiards II, 223: Billiards III, 231: Bowling 1,232:
Bowling II, 233: Bowling 111,241: Golf I, 242: Golf II,
243: Golf III. R once for maximum of 2 credits per
activity.
Upper Division
301-399 Service Courses for Men and Women
(Individual Activities) (1 R) 341: GolfTour. R once for
maximum of 2 credits per activity.
Intercollegiate Athletics
Courses (PEIA)
Lower Division
101-199 Service Courses for Men and Women
(Intercollegiate Athletics) (1 R) Beginning levels of
intercollegiate athletic activities. R once for maximum
of 2 credits per activity. Not offered 1988-89.
201-299 Service Courses for Men and Women
(Intercollegiate Athletics) (1 R) Intermediate levels of
intercollegiate athletic activities. R once for maximum
of 2 credits per activity. Not offered 1988-89.
Upper Division
301·399 Service Courses for Men and Women
(Intercollegiate Athletics) (1 R) 311: Golf-Women's
Rules, 312: Golf-Men's Rules, 317: Tennis-Women's
RUles, 318: Tennis-Men's Rules, 323: Cross-
Country-Women's Rules, 324: Cross-Country-Men's
Rules, 329: Track - Women's Rules, 330: Track- Men's
Rules, 336: Wrestling-Men's Rules, 341: Softball-
Women's Rules, 347: Volleyball-Women's Rules, 353:
Basketball-Women's Rules, 354: Basketball-Men's
Rules, 360: Football-Men's Rules. R once for
maximum of 2 credits per activity.
Martial Arts
Courses (PEMA)
Lower Division
101-199 Service Courses for Men and Women
(Martial Arts) (1 R) 111: Personal Defense I, 121:
Aikido I, 122: Aikido II, 123: Aikido III. R once for
maximum of 2 credits per actiVity.
201·299 Service Courses for Men and Women
(Martial Arts) (1 R) 211: Fencing I, 212: Fencing II,
213: Fencing III, 221: Karate I, 222: Karate ii, 223:
Karate III, 224: Karate IV, 231: Bo/Quarterstaff I, 232:
Bo/Quarterstaff II, 241: Judo I, 242: Judo II, 246:
Wrestling I (freestyle and Greco-Roman), 247:
Wrestling II (freestyle and Greco-Roman) 248:
Wrestling III (freestyle and Greco-Roman), 251: Tae
Kwon-Do I, 252: Tae Kwon-Do II, 253: Tae Kwon-Do
III. R once for maximum of 2 credits per activity.
Upper DIVision
301·399 Service Courses for Men and Women
(Martial Arts) (1 R) Advanced levels of martial arts
activities. R once for maximum of 2 credits per activity.
Multisport Activities
Courses (PEMS)
Lower Division
101·199 Service Courses for Men and Women
(Multisport Activities) (1 R) 111: Conditioning I, 112:
Conditioning Ii, 113: Conditioning III. R once for
maximum of 2 credits per actiVity.
201·299 Service Courses for Men and Women
(Multisport Activities) (1 R) 201: Personal Fitness,
211: Multiendurance Conditioning I, 212: Multiendur-
ance Conditioning II, 213: Multiendurance Condition-
ing III, 221: Rock-Climbing Fitness I, 222: Rock-Climb-
ing Fitness II. R once for maximum of 2 credits per
activity.
Upper Division
301·399 Service Courses for Men and Women
(Multisport Activities) (1 R) 311. Biathlon I, 312:
Biathion II, 341: Triathlon I, 342: Triathlon I Laboratory,
343: Triathlon II, 344: Triathlon II Laboratory. R once
for maximum of 2 credits per activity.
Outdoor Pursuits-land-
Courses (PEOl)
Lower Division
101·199 Service Courses for Men and Women
(Outdoor Pursuits-Land) (1 R) 110: Oregon Coast
Waik. R once for maximum of 2 credits per activity.
201-299 Service Courses for Men and Women
(Outdoor PurSUits-Land) (1 R) 201: Fly Casting I,
211: Sky Diving I, 221: Horseback Riding I, 222:
Horseback Riding II, 223: Horseback Riding III, 231:
Bike Touring I, 232: Bike Touring Coast, 241: Mountain
Biking I, 242: Mountain Biking II, 251: Rock-Climbing
1,252: Rock-Climbing Ii, 261: Cross-Country Skiing I,
262: Cross-Country Skiing II, 263: Cross-Country
Skiing Instructor Training, 271: Alpine Skiing I, 272:
AlpineSkiing Ii, 273: Alpine Skiing III, 274: Ski Racing,
277: Nordic Downhill Skiing, 280: Snow Boarding I,
285: Wilderness Survival, 286: Backpacking Prepara-
tion, 288: Mountaineering Preparation, 292: Snow
Camping Preparation, 294: Ski Touring Preparation,
296: Avalanche Safety. R once for maximum of 2
credits per activity.
Upper Division
301·399 Service Courses for Men and Women
(Outdoor Purauits-Land) (1 R) 321: Horseback
Jumping 1,322: HorsebackJumping 11,323: Horseback
Jumping III, 351: Backpacking Outing I, 352: Back-
packing Outing II, 361: MountaineeringOuting 1,362:
Mountaineering Outing II, 364: Mountain Rescue
Techniques, 371: Snow Camping Outing I, 381: Ski
Touring Outing I, 382: Ski Touring Outing II, 391:
Avalanche Outing. R once for maximum of 2 credits
per activity.
Outdoor Pursuits-Water-
Courses (PEOW)
Lower Division
101·199 Service Courses for Men and Women
(Outdoor Pursuits-Water) (1 R) Beginning levels of
outdoor pursuits-water activities. R once for maximum
of 2 credits per activity.
201·299 Service Courses for Men and Women
(Outdoor Pursuits-Water) (1 R) 211: Sailing I, 212:
Sailing II, 213: Sailing III, 221 :Wind Surfing I, 222: Wind
Surfing II, 223: Wind Surfing III, 231: White-water
Rafting I, 232: White-water Rafting 11,233: White-water
Rafting iii, 241: Canoeing, 242: Swift-waterCanoeing,
261: Kayaking I, 262: Kayaking II, 263: Kayaking III. R
once for maximum of 2 credits per activity.
Upper Division
301·399 Service Courses for Men and Women
(Outdoor PurSUits-Water) (1R) 361: River Rescue
Techniques. R once for maximum of 2 credits per
activity.
Racquet Sports Courses (PERS)
Lower Division
101·199 Service Courses for Men and Women
(Racquet Sports) (1 R) Beginning ievels of racquet
sport activities. R once for maximum of 2 cred its per
activity.
201·299 Service Courses for Men and Women
(RacquetSports)(1 R) 211: Table Tennis I, 212: Tabie
Tennis II, 231: Badminton I, 232: Badminton II, 233:
Badminton III, 241: Racquetball I, 242: Racquetball II,
243: Racquetball III, 261: Handball I, 262: Handball II,
271: Tennis I, 272: Tennis II, 273: Tennis III. Rance
for maximum of 2 credits per actiVity.
Upper Division
301·399 Service Courses for Men and Women
(Racquet Sports) (1 R) Advanced levels of racquet
sport activities. R once for maximum of 2 credits per
activity.
242 Physical Education Service Courses
Running Courses (PERU)
Lower Division
101-199 Service Courses for Men and Women
(Running) (1 R) 111: Fiitness Walking I, 112: Trail
Walking I, 131: Jogging-Running. R once for maximum
of 2 credits per activity.
201-299 Service Courses for Men and Women
(Running) (1 R) 231: 10K Road Running. R once for
maximum of 2 credits per activity.
Upper Division
301-399 Service Courses for Men and Women
(Running) (1 R) 331: Half-Marathon Training, 332:
Marathon Training. R once for maximum of 2 credits
per activity.
Team Sports Courses (PETS)
Lower Division
101-199 Service Courses for Men and Women
(Team Sports) (1 R) Beginning levels of team sport
activities. R once for maximum of 2 credits per activity.
201-299 Service Courses for Men and Women
(Team Sports) (1 R) 210: Recreationai Softball, 211:
Softbali I, 212: Softbailll, 213: Softball III, 230: Sand
Volleyball, 231: Volleyball I, 232: Volleyball 11,233:
Volleyball III, 237: Basketbaill-Women's Rules, 238:
Basketball II-Women's Rules, 239: Basketball
III-Women's Rules, 241: Basketball I, 242: Basketball
II, 243: Basketball III, 251: Frisbee, 252: Ultimate
Frisbee, 261: Soccer I, 262: Soccer II, 263: Soccerlll,
264: Indoor Soccer I, 265: Indoor Soccer II. R once for
maximum of 2 credits per activity. .
Upper Division
301-399 Service Courses for Men and Women
(Team Sports) (1 R) Advanced levels of team sport
activities. Ronce for maximum of 2 credits per activity.
Weight Training Courses (PEW)
Lower Division
101-199 Service Courses for Men and Women
(Weight Training) (1 R) Beginning levels of weight
training activities. R once for maximum of 2 credits per
activity.
201-299 Service Courses for Men and Women
(Weight Training) (1 R) 211: Weight Training I, 212:
WeightTraining II, 213: Weight Training ill. R once for
maximum of 2 credits per activity.
Upper Division
301-399 Service Courses for Men and Women
(Weight Training) (1 R) 321: Body Building i, 322:
Body Building 11, 323: Body Building III, 331: Sports
Conditioning. R once for maximum of 2 credits per
activity.
Yoga Courses (PEY)
Lower Division
101-199 Service Courses for Men and Women
(Yoga)(1 R) 111: Qi Gong I, 112: Qi Gong II, 121: Gong
Fu I, 122: Gong Fu II, 131: Tai Chi 1,132: Tai Chi II. R
once for maximum of 2 credits per activity.
201-299 Service Courses for Men and Women
(Yoga) (1 R) 211: Hatha Yoga I, 212: Hatha Yoga II,
231: Kundalini Yoga I, 232: Kundalini Yoga II. R once
lor maximum of 2 credits per activity.
Upper Division
301-399 Service Courses for Men and Women
(Yoga) (1 R) Advanced levels of yoga activities. R once
for maximum of 2 credits per activity.
Physical Education
Professional
Courses (PEP)
Lower Division
194 Professional Activities (1-2R) Basic skilis and
knowledge; fundamental movements; aquatic founda-
tions; dance heritage. For physical education majors
only. R when activity changes.
199 Special Studies: [Term Subject] (Arr,R) Prereq:
Department head's approval.
200 Innovative Education: [Term SUbJect] (1-3R)
291 Lifesaving In Aquatic Programs (2) Basic skills
01 lifesaving in aquatic programs. Leads to American
Red Cross certification in advanced iifesaving. 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
324 Physical Education for Children in Grades K-3
(3S) Values and purposes of basic skills in educational
games, gymnastics, dance, rhythmic activities, and
folk and square dance. Emphasizes teaching
strategies and lesson and unit plans. Swith PEP 325.
325 Physical Education for Children In Grades 4·6
(3S) Lead-up games, educational gymnastics, folk and
square dance, and physical fitness activities. Em-
phasizes teaching strategies and lesson and unit
plans. S with PEP 324.
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 MotorLearnlng (3) Introduction to motor learning
with emphasis on current research and contemporary
theories.
333 Philosophical Dimensions of Physical Activity
(2) Aesthetic, ethical, and personal considerations that
influence the conduct of and participation in physical
activities.
341 Teaching Human Movement I (3S) The context
of human movement teaching. Methods of analyzing
the teaching process. Pre- or.coreq: PEP 442. S with
PEP 342.
342 Teaching Human Movement 11 (4S) Presentation
and application of a variety of effective teaching
strategies in diverse field experiences. Pre- or coreq:
PEP 443 S with PEP 341.
343 Physical and Motor Changes 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 forthe prevention
of injuries. Analysis of types of injuries; emergency
procedures. Prereq: BI 391.
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
Performance.
394 Professional Activities (1-2R) For professional
students. Basic skills and knowledge; aerobics,
badminton, combative activities, field sports, softball,
team court sports, and tennis. R when activity changes.
400 Innovative Education: [Term Subject] (1-3R)
403 Thesis (Arr,R)
405 Reading and Conference: [Term SUbject]
(Arr,R) Reading and assignments in connection with
other courses for extra credit. Honors readings.
Prereq: instructor's consent.
406 (G) Special Problems (Arr,R)
407 (G) Seminar: [Term Subject] (Arr,R) A current
topic is Student Teaching.
408 (G) Workshop (Arr,R) A current topic is Athletic
Training.
409 Practlcum: [Term Subject] (Arr,R) Current topics
include Adaptive, Athletic Training, Coaching,
Exercise Science Laboratories, Fitness Management,
Internship Prephysical Therapy, Sport Management,
and Teaching. Prereq: Department head's or prac-
ticum coordinator's approval.
410 (G) Experimental Course: [Term Subject]
(Arr,R) Current topics are Microcomputer Applications
for Physical Education and Adapted Aquatics.
HDEV 410(G) Experimental Course: [Term Subject]
(Arr,R)
441 Curriculum, Administration, and Evaluation of
Physical Education In Grades K-3 (4S) Defines the
content and procedures for implementing physical
education programs 'In grades K-3. Prereq: PEP 294
(Gymnastics), pre- or coreq: PEP 343. S with PEP 442,
443
442 Curriculum, Administration, and Evaluation of
Physical Education in Grades 4·8 (4S) Defines the
content and procedures lor implementing physical
education programs in grades 4-8. S with PEP 441,
443.
443 Curriculum, Administration, and Evaluation of
Physical Education In Grades 9-12 (48) Emphasizes
program objectives and goals, scope and sequence,
and administrative policies. Prereq: major status. S
with PEP 441,442.
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, major status.
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: major status.
450 Athletic Administration (3) The place of athletics
in the educational setting; responsibilities for adminis-
tration of an interschoiastic athietic program. Program
and policy development, health and safety factors, and
public relations. Prereq: junior standing.
451 Psychology of Coaching (3) Motor development,
motor learning, and sport psychology principles and
applications for coaches of elementary school, high
school, and college athletes. Prereq: junior standing.
453 (G) Sport Management Concepts (3) Practical
application of administrative theory to the fieid of sport
management. Emphasis on understanding the
functions of planning, organizing, staffing, directing,
and controlling. Prereq: junior standing.
454 (G) Intramural and Sport Pro\lrammlng (3)
Intramural and sport programming In a variety of
settings. Emphasis on how personnel, finance,
facilities, planning, evaluation, and public relations
interrelate with recreational programming.
461 Aquatic Sports Coaching (3) Rules, conduct of
competition, coaching techniques, team organization,
and physiological and psychological principles used
to prepare athletes for water polo, swimming, and
springboard diving competition. Offered 1988-89 and
alternate years.
463 Volleyball Coaching (2) Skili analysis, team
strategies, duties, and coaching knowledge of
volleyball. Offered alternate years; not offered 1988-89.
464 Softball Coaching (2) Fundamentals and
advanced skills; emphasis on methods of instruction
and skill analysis; strategy; sport management and
coaching responsibilities. Offered 1988-89 and
alternate years.
465 Football Coaching (3) Systems of play, strategy,
responsibilities of the coach, public relations. Offered
1988-89 and aiternate years.
466 Basketball Coaching (2) Coaching methods.
Fundamentals of team play; comparison of systems,
strategy, training, conditioning; selection of players for
positions. Offered 1988-89 and alternate years.
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 1988-89.
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: B1321, 322,
major status.
474 (G) Fitness Appraisal and Prescription I (4S)
Theory and iaboratory application of standard physical
fitness appraisal techniques for body composition,
strength, and flexibility. Prescription of exercise
programs based on fitness results. Prereq: B1321, 322,
PEP 473. S with PEP 475, 476.
475 (G) Fitness Appraisal and Prescription II (4S)
Theory and laboratory application of standard physical
fitness appraisal techniques for cardiorespiratory
fitness. Prescription of exercise programs based on
fitness results. Prereq: PEP474. Swith PEP474, 476.
476 (G) Corporate and Adult Fitness (3S) Design
and management of adult fitness and health-promotion
Physical Education Professional Courses 243
programs in a variety of settings. Exercise leadership,
certification programs, and special problems. S with
PEP 474,475.
480 (G) Sport Biomechanics (3) Mechanics applied
to the analysis of human movement in sport. Emphasis
on developing abilities to analyze sport skills qualita-
tively. MTH 95, PEP 372 recommended.
494 Pr01essional Activities (1-2R) For professional
students. Basic skills and knowledge, golf, relaxation,
and wrestling. R'when activity changes.
Graduate
501 Research (Arr,R) PIN only
502 Supervised College Teaching (Arr,R)
503 Thesis (Arr,R) PIN only
505 Reading and Con1erence: [Term SUbject]
(Arr,R)
50li Special Problems (Arr,R) Study of selected
problems in the field of physical education.
507 Seminar: [Term Subject] (Arr,R) Seminars
offered on a regular basis in the following areas:
Athletic Training, Biomechanics, Exercise Physiology,
Motor Control, and Social Psychology of Sport. A
1-credit doctoral seminar is also offered.
508 Workshop (Arr,R)
509 Practlcum: [Term Subject] (Arr,R)
510 Experimental Course: [Term Subject] (Arr,R)
Data Analysis in Physical Education is a current topic.
511 Philosophy 01 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 01 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.
518 Ethics In Sport and 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 sociai needs through
physical education activities; case-study techniques,
developmental programs, development of social traits;
administrative problems. Prereq: PEP 444, 446.
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 low back.
524 Techniques 01 Relaxation (3) The common
causes of fatigue and neuromuscular hypertension;
methods of combating them. Theories underlying
techniques of reiaxation; application of these
techniques in daily living and In activities.
527 Social Psychology 01 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 self-concept.
528 Social Psychology 01 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 01 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 1988-89.
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. Not offered
1988-90
535 Theory 01 Motor Control and Learning (3)
Relates learning theory to the learning of motor skills.
Application ot cybernetic, information processing,
open and closed loop, and motor programming theory
to variables controlled by the teacher.
536 Neurological Mechanisms Underlying Human
Movement (3) Vertebrate neurophysiology and its
relationship 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. Not offered 1988-90.
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 01 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 therapeutic exercise equipment and its use in
comprehensive rehabilitation programs.
550 Administration 01 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.
552 Administration 01 Physical Education (3) Tools
and methods for administrative research. Application
of research to resolution of critical administrative
issues in physical education.
554 Administration 01 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.
556 Administration of Buildings 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 ot 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 to the
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 tor 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 college
teachers who give instruction in anatomy, kinesiology,
and physiology of exercise. Application to body
movement, sports medicine, and performance.
Prereq: BI 391, 392 or equivalents.
574 Laboratory Techniques in Stress Physiology
(3) Fundamental laboratory techniques in human
physiology and their significance as measures of
health and general physical fitness. Prereq: instructor's
consent. Not offered 1988-90.
576,577 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.
244 School and Communi1y Health
School and
Community Health
250 Esslinger Hall
Telephone (503) 686·4119
Richard G. Schlaadt, Department Head
Faculty
Lionel K. Chadwick, Assistant Professor (community
health). B.A., 1978, California, Berkeley; M.P.H., 1981,
Yale; PhD., 1987, London School of Economics. (1988)
Lorraine G. Davis, Professor (statistics, curriculum).
B.S., 1965, M.S., 1967, Wisconsin, La Crosse; Ph.D.,
1972, Oregon. (1970)
Robert M. Hackman, Associate Professor (nutrition).
B.A., 1975, Johns Hopkins; M.S., 1977, Pennsylvania
State; Ph.D., 1981, California, Davis. (1981)
Sandy M. Harvey, Assistant Professor (public health,
reproductive health, organization ofhealth care). B.A"
1969, Puget Sound; M.P.H., 1979, California, Los
Angeles; Dr.P.H., 1984, Caiifornia, Los Angeles. (1984)
Wesiey E. Hawkins, Assistant Professor (school health,
mental health). B.S., 1972, Northeast Missouri State;
M.S., 1977, Missouri: Ph.D .. 1986, Southern Illinois.
(1986)
Judith H. Hibbard, Associate Professor (social
epidemiology, health services research, women's
health). B.S., 1974, California State, Northridge;
M.P.H., 1975, California, Los Angeles; Dr.P.H., 1982,
California, Berkeley. (1982)
Robert E. Kime, Professor (sex education, consumer
health). B.S., 1954, MS.. 1958, Wisconsin, La Crosse;
Ph.D., 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)
Clarence Spigner, Assistant Professor (public health).
A.B., 1979, M.P.H., 1982, Dr.P.H., 1987, California,
Berkeley. (1988)
Emeriti
Frankiin B. Haar, Professor Emeritus (pubiic health
administration). B.P.E., 1928, Springfield; M.A., 1933,
PhD., 1946, Pittsburgh. (1949)
Warren E. Smith, Professor Emeritus (world health,
health and aging). B.S., 1941, Oregon; M.A., 1947,
Michigan; EdD., 1957, Stanford. (1963)
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; M.A., 1945, Iowa. (1947)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
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 pass a
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
similar institutions; health researchers and
statisticians; athletic trainers; and coordinators
of commercial wellness programs.
Student Health Organizations
Oregon Student Association for the Ad·
vancement of Health Education (OSAAHE).
An organization for Health Education 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 profes-
sion. Members sponsor peer advising sessions
for incoming health students, conduct health
awareness campaigns and other community
service projects, and help promote high-quality
research by publishing the best research
papers by health students.
Oregon Public Health Student Association
(OPHSA). An organization for students from all
academic majors interested in the public's
health, OPHSA is affiliated with the Oregon
Public Health Association and focuses on
issues affecting our health and quality of life.
Activities include development of a lecture
series, publication of a newsletter, and sponsor-
ship of a variety of special projects.
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.
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 for the 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. In
addition, the Pauline Juda Memorial Fund
supports student research in the area of
nutrition.
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 Departmentof 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 Schooi Health Education (HEP 440);
Elementary Education majors only
Undergraduate Studies
Students majoring in Health Education may
earn either a bachelor of science (B.S.) or a
bachelor of arts (B.A.) 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 Health Education through
the Honors College. See the Honors College
section of this bulletin.
Students in the Department of School and
Community Health are expected to assimilate
information and gain competence in the social
sciences, physical sciences, and communica-
tion. Graduates must often apply their knowl-
edge in practical experiences.
Admission Procedures
and Academic Advising
Upon entering the University, a student may be
classified as a Health Education premajor.
When the required departmental and University
lower-division courses are completed, the
student is eligible to apply to the Department
for major status by filing an application, includ-
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 bulletin), elect appropri-
ate courses in realted areas, and complete
School and Community Health 245
6
3
96·99 credits
174·189 credits
96-99
54
. . . . . . . . .. 24-36
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 anti-
discrimination examinations) for the Second-
ary Teacher Education Program (see that
section of this bulletin 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 pro-
grams. A minimum of 12 credits of course work
must be selected from the graduate offerings
(including HEP 543, Advanced Health Instruc-
tion) of the Department of School and Commu-
nity Health. Courses should be selected from
those designed to further teaching competence.
The remaining course work required for a
Standard teaching certificate in Health Educa-
tion must be selected from the offerings of the
College of Education with the approval of the
secondary education office. For specific
information regarding the requirements for a
Standard teaching endorsement, students
should inquire at the Office of Teacher Certifica-
tion, College of Education.
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, Advanced Health Instruction (HEP
543), should be included in the selection of 12
credits designed to further health teaching
competence.
Comprehensive Health Education
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 program is structured to enhance
the experiences and increase employment
opportunities 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 experience with school-age children, and
student teaching.
To complete the comprehensive health educa-
tion 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 major
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 interdisciplinary 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.
Health Education:
Gerontology 174·190 credits
Core. . . .. . . . . .. . 96-99
Gerontology area . . 36
Electives . . . . . . . . . . . 42-55
Comprehensive Health Education Options
1. Core + School + Community
96-99 + 54 + 54 = 204-207
2. Core + Community + Gerontology
96-99 + 54 + 36 = 186-189
3. Core + School + Gerontology
96-99 + 54 + 36 = 186-189
School Health
The Department of School and Community
Health offers two options to prepare Health
Education: School Health majors 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 at the middle, junior, or senior high
school levels. The latter option is a combined
teaching endorsement with other related fields,
e.g., 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
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 staff in
the Teacher Education Office of Student
Services.
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
teachers of health education in public schools,
kindergarten through twelfth grade. The prepa-
ration includes exposure to the interdisciplinary
nature of health from biological, physical,
emotional, intellectual, and social perspectives.
Upon completion of the program, the student
has teaching competence in the following
areas: personal health including personal
health problems, nutrition, and common dis-
eases; community health including environmen-
tal health, consumer health, and health careers;
mental health including human behavior, family
life, sexuality, and drugs; and safe living
including areas concerned with school and
home safety and fi rst aid.
The following courses are required for a Basic
teaching certificate in Health Education:
Basic Certificate Courses 54 credits
Advanced First Aid (HEP 260) 3
Educational Psychology I (EPSY 322) . . . . 3
Educational Psychology II (EPSY 323) ... . .. 3
'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
Accident Prevention and Safety Programs
(HEP 361) . . . . . . . . . . .. . . . . . . . . . . . . . .. 3
Seminar: Health Student Teaching (HEP 407) 1
'Practicum: Field Experience in Teaching
(HEP 409) , . . . . .. . . . .. . . . 3
Student Teaching: Elementary K-9 (ELED 415)
or Student Teaching: Secondary (SEED 417) .. 15
'Educational Media (CI 435) 3
'Health Instruction (HEP 441) concurrent with
'Seminar: Health Instruction Laboratory
(HEP 407) . . . . .. . . .. .. .. 5
School Health Issues (HEP 442) 3
School Health Coordinator (HEP 443) . . . . 3
Social Health (HEP 451) 3
'Teaching Reading and Writing in the Second-
ary School (SEED 469) . . . . . . . . . . . . . . . . . . . 3
'Must be taken prior to student teaching.
the professional course requirements of the
Department of School and Community Health
in one of the following specialized majors:
Health Education: School Health, Health
Education: Community Health, Health Educa-
tion: Gerontology, Health Education: Com-
prehensive Health Education.
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 Health Education major courses with grades
of C- or better.
Freshman and Sophomore Years. Students
usually complete 15 to 17 credits a term and,
in conference with an adviser, choose courses
from the accompanying list of core
requirements.
Junior and Senior Years. The curriculum is
designed to provide the professional profi-
ciency required by each olthe majors in Health
Education. 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 (96-99 credits).
School and Community Health
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). . . .. .. . . .. 3
Arts and letters cluster " 9
'English Composition (WR 121 and WR 122, 123,
or 343) 6
Fundamentals of Public Speaking (RHCM 122) 3
Social science cluster in Psychology or
SociOlogy 9
Chemistry (elementary or general) .. 12
Science cluster in Biology . . . . . . . . . . . 9-12
Upper Division
Human Physiology I, II (BI 321, 322) .
School and Community Mental Health
(HEP 351) , . .. . . .. . . 3
Pathophysiology (H EP 352) . . . . . . . . . . 3
Community Health Problems (HEP 353). 3
Introduction to Public Health (HEP 371) 3
Human Anatomy (BI 391, 392) 6
Evaluation Procedures in Health (HDEV 431) . . .. 3
Drugs in Society (HEP 453) . . . . . . . . . . . . . . . . .. 3
Environmental Health Science (HEP 454) . . . . . . 3
Consumer Health (HEP 455) or Health Care
Services (HEP 473) .
'Must be taken prior to student teaching.
Candidates for the bachelor of arts must be proficient
in a foreign language: bachelor of science candidates
must fulfill a mathematics proficiency requirement. See
Requirements for Bachelor of Arts and Bachelor of
Science in the Registration and Academic Policies
section of this bulletin.
Each student selects one of the following
specialized majors: Community Health, Geron-
tology, or School Health. Or a student may
select Comprehensive Health Education, which
requi res completion of courses from two areas.
Health Education:
School Health 174-189 credits
Core. . . . . . 96-99
School health area . . . . . . . .. 55
Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 23-35
Health Education:
Community Health
Core .
Community health area
Electives .
246 School and Community Health
6
3
9
9
the Health Education: School Health or the
Health Education: 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 core requirements, students must 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 bulletin.
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 choose 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 majors in
addition to the following courses:
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
Psychophysical 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 for the public
high schools. Those wanting to qualify for the
Driver Education endorsement on their teaching
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 thefollowing
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 Dental Hygiene, Preparatory in the Health
Sciences, Preparatory section of this bulletin.
Medical Technology
See Medical Technology, Preparatory in the
Health Sciences, Preparatory section of this
bulletin.
3
3
5
3
3
3
3
1
3
3
3
3
3
3
3
3
3
3
3
3
3
5
3
3
3
3
33 credits
The School and Community Health student
electing the Health Education: Gerontology
major 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 endorsement) 47 credits
This minor is offered only in combination with arelated
endorsement area such as general science, physical
education, or social science. Supervised teaching is
required in both areas. Each student's program is
subject to departmental approval.
Personal Health (HES 250)
Introductory Nutrition (HEP 252)
Introduction to Health Education Professions
(HEP 253) or equivalent.
Advanced First Aid (HEP 260) ....
School and Community Mental Health
(HEP 351) ...
Pathophysiology (HEP 352) ..
Community Health Problems (HEP 353) or
Introduction to Public Health (HEP 371) ..
Accident Prevention and Safety Programs
(HEP 361) . . ..
Seminar: Health Student Teaching (HEP 407)
Student Teaching: Secondary (Health
Education) (SEED 417) .
Health Instruction (HEP 441), 4 credits,
concurrent with Seminar: Instructional
Strategies (HEP 407), 1 credit .
School Health Issues (HEP 442)
Social Health (HEP 451)
Drugs in Society (HEP 453) ..
Consumer Health (HEP 455) or equivalent.
Community Health Minor
Personal Health and Human Sexuality
(HEP 251) .
Introductory Nutrition (HEP 252)
One other approved 400-level course in
nutrition. . .
Introduction to Health Education Professions
(HEP 253). . .....
Pathophysiology (HEP 352) ...
Community Health Problems (HEP 353)
Introduction to Public Health (HEP 371)
Environmental Health Science (HEP 454) .
Principles of Epidemiology (HEP 470)
Strategies for Change in Community Health
Education (HEP 472) .
Health Care Services (HEP 473) ....
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 option
can become certified athletic trainers by
passing the NATA certification examination
after graduation. This option is available only to
students with a bachelor's degree.
Prephysical Therapy
Students electing to major in Health Education
during their preprofessional work may choose
3
3
3
3
2
3
3
1
3
3-5
.3
.. 3
3
15 credits
36 credits
3
6
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.
Community Health Courses 54 credits
Public Service Management (PPPM 322) or
Management and Organizational Behavior
(MGMT 321) 3
Seminar (HEP 407) 1
Practicum (HEP 409) : 6
Community Organization (PPPM 447) . . 3
Principles of Epidemiology (HEP 470) 3
Strategies for Change in Community
Health Education (HEP 472)
Any three upper-division courses in
Anthropology, Psychology, or Sociology.
One of the following: Group
Communication (RHCM 323), Group Work
Methods (HS 430), Interpersonal
Communicativn (RHCM 436), or Health
Instruction (HEP 441) and Seminar:
Health Instruction Laboratory (HEP 407) .
One of the following: Expository Writing
(WR 216), Grammar for Journalists (J 250),
Scientific and Technical Writing (WR 320),
or Business Communications (WR 321)
The Mass Media and Society (J 224) or
Educational Media (CI 435) ..
Electives
Select 9 additional credits in HEP or HES
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, Public Policy
and Management ...
Gerontology
The Gerontology specialized major is particu-
larly useful to stUdents interested in community
health. fncreasingly, 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:
Gerontology Courses .
Perspectives In Aging (GERO 380) ...
'Practicum: Aging (GERO 409) ..
Experimental Course: Foundations of Social
Gerontology (GERO 410) ....
'Prepracticum Theory-Practice Integration
(G ERO 411) and Concurrent Theory-
Practice Integration (GERO 412)
Health Aspects of Aging (HDEV 471)
Psychological Aspects of Aging (GERO 481) ..
Principles and Practices of Services for
the Elderly (GERO 482) 3
Sociological Aspects of Aging (GERO 483) 3
Electives 10 credits
Select from the following courses:
Community Development (PPPM 320)
Human Resources Management
(MGMT 320) or Public Personnel
Administration (PPPM 460) .. 3
Public Service Management (PPPM 322) 3
Public Service Policies and
Programs (PPPM 323) 3
Group Communication (RHCM 323) 3
Health Economics (EC 439) or Experimental
Course: Grant Writing (PPPM 510)
Epidemiology (HEP 470)
Strategies for Change in Community
Health Education (HEP 472)
Health Care Services (HEP 473) .
Experimental Course: Program
Planning (HEP 510)
'With the approval of the Center for Gerontology's
director, students with practical experience may take
two 3-credit Gerontology courses instead of GERO
409,411, and 412.
School and Community Health 247
4
3
3
3
... 2
3
... 12
School Health Education
This option is available for those who want to
concentrate on school health. The requirements
forthe 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.
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.
Deficiencies may be removed through appropri-
ate undergraduate or graduate course work.
These requirements do not fulfill all Oregon
teacher certification requirements. Following
are the program prerequisites.
SCIENCE. A minimum of 6 credits including
one course in anatomy and one course in
physiology.
SOCIAL SCIENCE. A minimum of 6 credits in two
of the following areas: psychology, sociology,
or anthropology.
HEALTH SCIENCE. A minimum of seven courses,
at least one in each of the following areas:
nutrition, mental health, drugs, social health,
diseases, consumer health, and first aid or
safety.
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) .
Fundamentals of Statistics in Health(HEP 531) . . . .. . .. . . . . . . . . .. . ... . . . . . 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
ALTERNATIVES
(a) Administrative Alternative. Additional credits to be
planned with an adviser from the Division of Educa-
tional Policy and Management, College of Education.
60 credits
Seminar: Personnel Evaluation (EDPM 507) .. . .. 2
Practicum (EDPM 509) 2
Secondary School Curriculum (CI 522) . 3
Advanced Educational Psychology I(EPSY 529) .
Program Evaluation for Educational
Managers (EDPM 574) .
School-Community Relations (EDPM 578)
Policy Development (EDPM 583)
Community health practicum .
Culminating experience: comprehensive
examinations, a project, or a thesis. . . . . 0-9
Electives to lotal at least 60 credits 19-28
(b) Traffic Safety Alternative. An additional 15 credits
should provide background in the following:
13 credits
Driver Education (HEP 467) . . . . . . . . . . . . . . . . .. 4
Psychology of Accident Prevention (HEP 561) . .. 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 01 Driver Education Programs(HEP 562) .
Application deadlines are July 1 for fall term
(April 1 for graduate teaching fellowship
applications), November 1 for winter term,
February 1 for spring term, and May 1 for
summer session. Applicants are notified of their
admission status two weeks after the admission
deadline.
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
Office of Admissions and Records
University of Oregon
PO Box 3237
Eugene OR 97403
Advancement to Candidacy. A student is
admitted unconditionally as a master's degree
candidate (GB 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 option. 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 completing this requirement.
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 that requires the approval
of 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. Examinations
specific to each program are available from
option advisers. No academic credit is earned
for comprehensive examinations.
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
management.
If a student has no deficiencies, it is possible
to complete the 45-credit master's degree
program in one year, or three terms. Most
students take at least four terms, however, and
many attend for two years (six terms).
Admission. If accepted, a student 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(3.000r better in the community
health administration option) for all under-
graduate work
5. A score of at least 35 on the Miller Analogies
Test (MAT) or 470 on the Verbal portion of
the Graduate Record Examinations (GRE):
examinations must have been completed
within five years of the application date. A
student whose native language is not
English and who has been in the United
States for fewer than five years may substi-
tute a Test of English as a Foreign Language
(TOEFL) score of 550 or better for the GRE
Verbal score of 470. Program options in
community health administration and in
health and fitness management have
different admission requirements on MAT,
GMAT, and GRE scores. See Procedures
sections of those options for details.
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
Applicants should c.heck with the Department
secretary prior to the application deadline to
make sure their application files are complete.
248 School and Community Health
3
3
. .. 3
....... 3
18 credits
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, specialized electives
enable students to develop advanced skills in
specific areas of interest Employment oppor-
tunities include health administration of local,
state, and national government programs;
hospitals, clinics, and convalescent centers;
voluntary and private health agencies; and a
variety of business and industry-related careers,
such as Employees Assistance Programs
(EAPs) or Health Maintenance Organizations
(HMOs).
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 along with
the master's degree program.
All community health administration students
must take the health competency examination,
described under Community Health Education
above, except those who have a bachelor's
degree in health education or who are licensed
as health care providers. Students must answer
70 percent of the questions in each area
correctly. However, unlike the commmunity
health education requirement, community
health administration students may retake the
examination until the minimum 70 percent
requirement is fulfilled.
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 (B) 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
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.
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 that 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, dietetics, or athletic training.
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.
Prerequisites. The prerequisites forthis option
are identical with those for the school health
education option.
Option 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
Educational media . 3
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. . . . . . . . . . . . . 9-18
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
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. Newways of delivering
health care to population 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.
Prerequisites. Community health education
option prerequisites include the following:
SCIENCE. A minimum of 6 credits including
one course in anatomy and one course in
physiology.
SOCIAL SCIENCE. A minimum of 6 credits
including courses in two of the following areas:
psychology, sociology, or anthropology.
HEALTH COMPETENCY EXAMINATION. This
examination must be taken by all community
health education students except those who
have a bachelor's degree in health education
or who are licensed as health care providers.
The examination consists of 251 multiple choice
questions covering 11 content areas. In order
of emphasis, these areas are sexuality, drugs,
nutrition, mental health, community health,
environmental health, death and aging, com-
municable diseases, noncommunicable dis-
eases, exercise, and first aid and safety.
Students must answer 70 percent of the
questions in each area correctly. Those who do
not meet the 70 percent minimum requirement
in an area must take one or more courses in
that content area in order to correct the defi-
ciency.
Course Requirements. The degree candidate
completes a minimum of 60 credits, including
the following:
Public Health Core 15 credits
Environmental Health Science (HEP 454G) 3
Principles of Epidemiology (HEP 470G) 3
Health Care Services (HEP 473G) ..... 3
Research Methods in Health and Leisure
(HDEV 521) ..'. 3
Fundamentals of Statistics in Health (HEP 531). 3
Community Health
Education Core
Experimental Course: Community
Organization in Health (HEP 410G)
Group Work Methods (HS 430M) or
Interpersonal Communication (RHCM 436G)
Community Health Planning (HEP 475G)
Seminar: Community Health Education:
Program, Planning, and Evaluation(HEP 507) . . . . . ....
Experimental Course: Behavioral Sciences
in Health (HEP 510) . ' 3
Advanced Public Management (PPPM 554) 3
Electives 15 credits
Practicum 12 credits
Students must complete the 15-credit core of
five courses covering four broad areas of public
health. The core requirements reflect a commit-
mentthat individuals holding graduate degrees
in health sciences should possess, in addition
to special competence in a selected concentra-
tion (e.g., community health administration,
School and Community Health 249
master's degree are generally required, of
which at least one year (three consecutive
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
experience 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 backg round
in general education. The quality and
recency of previous academic work are
considered in evaiuating the candidate's
transcript
If the candidate meets departmental require-
ments, conditional admission (G4 status) is
granted. Unconditional admission (G9 status)
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 forthe 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
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 the highest degree
earned, the top copy of the Application for
Graduate Admission, and a $25.00 fee to:
Director
Office of Admissions and Records
University of Oregon
PO Box 3237
Eugene OR 97403
21-27 credits
3-6
3-6
.. 3
Research (HEP 501) ...
Thesis (HEP 503) ..
Social Psychology (PSY 517)
Administration and Supervision of Safety
Programs (HEP 560) . 3
Psychology of Accident Prevention (HEP 561) .... 3
Administration and Supervision of Driver
Education Programs (HEP 562) 3
Problems in Traffic Safety (HEP 563) . 3
Ph.D. or D.Ed. Degree in
Health Education
Doctor of philosophy (PhD.) and doctor of
education (D.Ed.) degrees are granted
primarily on the bases of attainment and proven
ability. Time and credit requirements are
secondary, but no candidate is recommended
for the degree until the minimum requirements
of residence and study have been satisfied. At
least two years of full-time study beyond the
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
Note: First aid certification and cardiopulmo-
nary resuscitation (CPR) training are highly
recommended prior to or during the program.
Procedures. Applicants must meet the
following 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
. Program Requirements 68-74 credits
Speech Communication and the Group
Process (RHCM 432G) Dr Interpersonal
Communication (RHCM 436G) 3
Drugs in Society (HEP 453G) 3
Health Aspects of Aging (HDEV 471G) .... 3
Physical Fitness and Prescription I (PEP 474G) 4
Physical Fitness and Prescription II
(PEP 475G) . . . . . . . . 4
Corporate and Adult Fitness Programs(PEP 476G) . . . .. 3
Health Promotion: Stress Management(HEP 481G) ....... .. . 3
Financing Leisure Services (LSS 445) Dr
Seminar: Financial Management of Health
Care Institutions (HEP 507) 3
Practicum (HEP or PEP 509) . 6-12
Experimental Course: Weight Control (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
Motivation and Quality of Working Life(MGMT 531) Dr Human Resources
Management (MGMT 534) . . . . 3
Nutrition in Health and Disease (HEP 553) 3
Psychology of Accident Prevention (HEP 561) 3
Applied Physiology (PEP 576, 577) . . . . . . 6
Advanced Physiology of Exercise (PEP 578) 3
Work-site Health Promotion (HEP 581) .. , 3
One of the following: Public Relations Planning
Theory (J 520), Social Psychology of Sport:
Motivation (PEP 528), Individual Therapies
(PSY 531), or an additional Management course
from above 3
Note: All students are required to pass a
comprehensive examination or complete a
master's thesis or project.
Safety and Driver Education
Graduate students in Health Education can
study a supporting area in safety and driver
education. Following are the course
requirements.
Community Health
Administration Curriculum 72 credits
Public Health Core 15 credits
Environmental Health Science (HEP 454G) .. 3
Principles of Epidemiology (HEP 470G) .... . ... 3
Health Care Services (HEP 473G) .... . .. 3
Research Methods in Health and Leisure(HDEV 521) 3
Fundamentals of Statistics in Health (HEP 531) 3
Health Administration Core 15 credits
Experimental Course: Community Organization
for Health (HEP 410G) .. . " 3
Health Economics (EC 439G) or Seminar:
Survey Analysis of Health Care (HEP 507) 3
Community Health Planning (HEP 475G) ... 3
Legal and Ethical Issues in Health Care(HEP 507) . . .. . . . . . . . . . .. 3
Seminar: Health Policy (HEP 507) . . . . . . 3
General Administration Core 15 credits
Experimental Course: Financial Management
of Health Care Institutions (HEP 507) or
Financial Management (FINL 516) Dr Public
Finance Administration (PPPM 528) .. 3
Management and Organizational Behavior(MGMT 511) Dr Human Behavior in
Public Organization (PPPM 544) 3
Advanced Public Management (PPPM 554)
Dr Designing Effective Organizations(MGMT 541) Dr Administration of Health
Programs (HEP 552) . 3
Two of the following: Seminar: Community Health
Education: Program, Planning, and Evaluation (HEP
507). Accounting Concepts (ACTG 511), Marketing
Management (MKTG 511), Management
Accounting Concepts (ACTG 512), Strategy and
Policy Implementation (BA 525), Public Finance
Administration (PPPM 528), Planning Analysis I(PPPM 530), Human Resources Management(MGMT 534), Public Policy Analysis (PPPM 536),
Social Issues in Planning (PPPM 550) 6
Electives 15 credits
Elective courses proposed by the student
and approved by the adviser 15
Administrative Internship 12 credits
Reality-Based Experiences. This program
embraces the principle of reality-based
experiences. Whenever feasible, course work
uses the case-study and critical-incident
approaches. This experience, arranged to suit
the 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
candidate to participate in a final scholarly
activity. Degree candidates must successfully
complete a thesis, a project, or a comprehen-
sive examination.
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 option is designed to
provide students with the skills to plan,
implement, and evaluate health promotion
programs. Course work in health education,
physical education, and business 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:
250 School and Community Heal"th
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 Health Education take a
departmental examination that 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
90ctoral 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 theirequiva-
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 a supporting area otherthan 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 to the program. Up to 9 credits
may be earned for the 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.
The School and Community Health Department attempts
to offer its courses at night on a three-year rotational basis.
Lower Division
199 Special Studies: [Term Subject] (1-3R) Current
topics are Personal Health and Drugs, Personal Health
and Nutrition, and Personal Health and Stress
Management. R once when topic changes.
200 Innovative Education: [Term Subject] (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 women with emphasis on implica-
tions for family life, mental health, communicable
diseases, degenerative diseases, nutrition.
Upper Division
400 Innovative Education: [Term Subject] (1-3R)
Health Educat'ion
Professional
Courses (HEP)
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.
The School and Community Health Department attempts
to offer its courses at night on a three-year rotational basis.
Lower Division
199 Special Studies: [Term SUbject] (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
eHects of physical health and emotionai well-being on
sexuality. Harvey, Kime.
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 awide 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
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 levels.
Prereq: HES 250. Hibbard.
372 Introduction to Public Health (3) Not oHered
1988-90.
373 Public Health Data Management (3)
Epidemiological applications in the use of public health
data systems.
405 Reading and Conference: [Term Subject]
(Arr,R)
406 (G) Special Problems (Arr,R) Currenttopics are
Economics of Health Care, Mental Health and Aging,
and Psychedelic Drugs.
407 (G) Seminar: [Term Subject] (Arr,R) Current
topics are Applied Health Professions in Contemporary
Society, Health Instruction Laboratory, Health Student
Teaching, Instructional Strategies, and Organization of
Health Care.
408 (G) Workshop (Arr,R)
409 Practicum: [Term Subject] (Arr,R) Preregistration
required.
410 (G) Experimental Course: [Term Subject]
(Arr,R) A current topic is Community Organization for
Health.
HOEV 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.
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).
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
invoived with health services, school environment, and
instruction,
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.
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 gain a solid knowledge of and background
Health Educa-I-ion Professional Courses 251
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
communities.
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 nutntlon
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 Authonzatlon. 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. Offered Irregularly.
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, barner
identification, community resources for health educa-
tion efforts, and evaluation techniques. Hibbard.
473 (G) Health Care Services (3) Structure and
function of Amencan health care services. Compo-
nents include health care facilities, personnel,
financing, and issues and trends in health care
delivery. Harvey.
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.
481 (G) Health Promotion: Stress Management (3)
Overview of stress management strateQles With
emphasis on applications at the work site.
Graduate
501 Research (Arr,R) PIN only
502 Supervised College Teaching (Arr,R)
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term SUbject]
(Arr,R)
506 Special Problems (Arr,R)
507 Seminar: [Term Subject] (Arr,R) Current topies
are Advanced Statistics in Health; Community Health
Education: Program, Planning, and Evaluation;
Financial Management of Health Care Institutions;
Health Facilities Organization andManagement;
Health Grantsmanship; Health PoliCY AnalySIS;
Interpersonal Processes and Community Health .
Education; Instructional Methodology and Matenals In
Community Health Education; Legal and Ethical Issues
in Health Care; and Survey Analysis of Health Care.
508 Workshop (1-9R)
509 Practicum: [Term Subject] (Arr,R) Advanced
registration required. College-Level Health Teaching
and Health Services-Related Agencies are current
topics
510 Experimental Course: [Term SUbject]. (Arr,R)
Recent topics include BehaVioral SCiences In Health,
Family Health, Growth and Development, Health
Policy, Personal Health, Substance Use and Abuse,
and Weight Control.
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 pnnclples
of curriculum organization for health education at the
elementary, secondary, and college levels.
542 Sex Education (3) Designed primarily for
teachers. Curriculum organization, teaching methods,
and materials. Prereq: HEP 451 or equivalent. Klme.
543 Advanced Health Instruction (3) Plannin\J
programs for public and school health education.
Consideration of the organization of in-serVice
programs, determination of priorities, and interpreta-
tion of roles of schoot health coordinators. Schlaadt.
551 Basic Issues in Health Education (3) Current
basic issues and problems in health education; .
economic and social forces affecting health education;
implications 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 and
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
various 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~ An
overview of concepts, methods, and problems In Injury
control. Emphasis on high-risk highway and occupa-
tional accidents. Health and fitness programs. Klme.
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, engineerin\), health
and medical, use of alcohol and drugs by dnvers,
driver licensing.
571 World Health Problems (3) Provides information
on world health problems and international programs,
the World Heatth Organization and its supporting
agencies; intensive study of a regional health problem.
Prereq: senior or graduate standing. Smith.
581 Work-Site Health Promotion (3) Planning,
implementing, and evaluating work-site health
promotion programs.
252
School of Journalism
201 Allen Hall
Telephone (503) 686·3738
Arnold Ismach, Dean
Karl J. Neslvold, Associate Dean
Gregory J. Kerber, Assistant Dean
Faculty
Randal A Beam, Assistant Professor (news-editorial).
B.A., 1974, Nebraska, Lincoln; M.A., 1976, Syracuse;
Ph.D" 1988, Wisconsin, Madison. (1986)
James M, Bernstein, Assistant Professor (broadcast
news). B.A., 1973, Indiana; M.A., 1982, Ph.D" 1985,
Michigan State, (1986)
Thomas H. Bivins, Assistant Professor (pubiic rela-
tions). B.A., 1974, M,F.A., 1976, Alaska, Anchorage;
Ph.D., 1982, Oregon. (1985)
Timothy W. Gleason, Assistant Professor (news-
editorial). B.A., 1980, State University of New York
Empire State College; M.A., 1983, Ph.D" 1986,
Washington (Seattle). (1987)
Arnold Ismach, Professor (communication research,
news-editorial); Dean, Journalism, B.A., 1951, Okla-
homa; M.A., 1970, California, Los Angeles; Ph.D.,
1975, Washington (Seattle). (1985)
Ann C. Keding, Assistant Professor (advertising). BA,
1973, M.A., 1975, California State, Fullerton. (1986)
Gregory J. Kerber, Assistant Professor (news-editorial).
B.A., 1972, Florida; M.A., 1983, Oregon. (1981)
Lauren J. Kessler, Associate Professor (magazine).
B.S.J., 1971, Northwestern; M.S., 1975, Oregon; Ph.D.,
1980, Washington (Seattle). On leave winter, spring,
fall 1989. (1980)
James B. Lemert, Professor (communication research).
AB., 1957, M,J" 1959, California, Berkeley; Ph.D.,
1964, Michigan State. (1967)
Duncan L. G, McDonald, Associate Professor (news-
editorial). B,S., 1966, Ohio; M.S., 1972, Oregon. (1975)
KennethT. 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 at Austin. (1961)
Stephen E. Ponder, Assistant Professor (news-
editoriai). B.A., 1964, Washington (Seattle); M.A.,
1975, George Washington; Ph.D., 1985, Washington
(Seattle). (1985)
Galen R. Rarick, Professor (communication research,
news-editoriai). B.A., 1948, Denver; M.A., 1951, Ph.D.,
1963, Stanford. (1962)
William E. Ryan II, Associate Professor (graphic
design). B.A., 1964, Loras; M.A., 1975, South Dakota.
(1987)
Caroi L. Smith, Assistant Professor (news-editorial,
magazine). BA, 1983, South Florida; M.A., 1985,
Wyoming, (1988)
H. Leslie Steeves, Assistant Professor (public rela-
tions). B.S" 1971, Vermont; M.S" 1974, Ph.D., 1980,
Wisconsin, Madison. (1987)
Willis L. Winter,Jr., Professor (advertising). B.S., 1950,
California, Berkeley; M,S., 1957, Oregon; Ph.D., 1968,
Illinois. (1957)
Emeriti
John W. Crawford, Professor Emeritus (advertising).
B.A., 1935, Northwestern; M.A., 1958, Michigan State.
(1969)
Charles T, Duncan, Professor Emeritus (news-
editorial). AB., 1936, M.A., 1946, Minnesota. (1965)
Jack D. Ewan, Associate Professor Emeritus (advertis-
ing, pUblic relations). B.S.J., 1948, M,S.J" 1964,
Northwestern, (1964)
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), B.A., 1933, Washburn; M.A., 1956, Iowa.
(1957)
Carl C. Webb, Associate Professor Emeritus (news-
editorial), B.S., 1932, M.A., 1950, Oregon. (1943)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
The School of Journalism offers programsleading to bachelor's and master's deg rees
in five areas; advertising, broadcast journalism,
magazine journalism, news-editorial, and
public relations. In the graduate program,
students may also concentrate on communica-
tion research.
The School, which started as a department in
1912 and became a professional school in
1916, remains one of the oldest journalism
schools in the United States and also one of the
most broadly conceived. All programs of the
School are accredited by a national body, the
Accrediting Council on Education in Journalism
and Mass Communications (ACEJMC). The
University of Oregon has one of the few accre-
dited programs in the western United States
with as many as five fields of study.
The Journalism program is based on a premise
that the best professional journalist is broadly
educated. In accordance with national accredit-
ing standards, students must take at least 135
quarter credits in courses outside the School of
Journalism. Of those, 98 credits must be in
courses in the liberal arts and sciences. A
maximum of 51 credits in the normal 186-credit
undergraduate program may be in professional
journalism courses. Students take professional
courses not only to learn the techniques of mass
communication but also its effects. They study
the role of the mass media in society, the history
of journalism, the visual aspects of communica-
tion, the ethics of media practices, the
economics of the media, and the legal and
sociai responsibilities of the media in modern
society.
Faculty members at the Journalism School are
former professionals who combine academic
background with experience in their teaching
fields. Among them are former advertising
agency executives, newspaper reporters and
editors, broadcast journalists, public relations
executives, communication researchers, and
magazine writers. The faculty continues to be
active and influential beyond the confines of the
University campus through numerous text and
trade books in such areas as advertising,
language skills, reporting, interviewing, informa-
tion gathering, communication theory, graphic
arts, public relations writing, and magazine
writing.
Many Journalism students are active in campus
affairs, working for such agencies as the
campus daily newspaper, the University's radio
station, the student advertising agency, or on
alternative publications. The School also
encourages them to participate in journalistic
organizations such as the Ad Club, Peer
Advisers, Public Relations Student Society of
America, Women in Communications, and
Society of Professional Journalists. Internships
are often available at newspapers, magazines,
broadcast stations, advertising agencies, and
public relations offices. .
Preparation. The best high school preparation
for Journalism majors is a broad college
preparatory program with emphasis on lan-
guage skills, English literature, speech, history,
and the social sciences. Depending on their
career interests, prospective Journalism
students can also benefit from the study of
mathematics, statistics, computers, and foreign
language. Students with specific interests in
science and technology are encouraged to
consider journalism because of the many
career opportunities in communicating about
science and technology. Students also should
learn typing or word processing.
Community college students planning to
transfer to the University of Oregon Schooi of
Journalism should concentrate on college
transfer courses, especially literature and social
science courses, that can fulfill University
requirements and the Journalism general
studies requirements. Almost all professional
Journalism courses are taken at the School of
Journalism.
Undergraduate Studies
Journalism Premajor Admission
Students planning to major in Journalism enter·
the University as Journalism premajors and do
not need to meet any special admission
requirements beyond the general University
requirements. Each Journalism premajor is
assigned to a Journalism faculty adviser who
assists in planning the student's course of
study. In fall term these assignments are made
at a meeting of all new undergraduate students
during New Student Orientation. At other times
students may go to the School of Journalism
student services office, 211 B Allen Hall, to
request assignment to an adviser. Students
may request specific faculty members as
advisers or change advisers by applying at the
School of Journalism office.
A University student in another major may
switch to a Journalism premajor by submitting
a Change of Major form, available in the Schooi
of Journalism office. To become a Journalism
premajor, a student must have a minimum
cumulative grade point average (GPA) of 2.50
for all college work attempted including work
transferred from other colleges.
Journalism 253
Premajor Program
Journalism students spend most of their first two
years fulfilling two sets of requirements. The first
is the general studies program required by the
Journalism School and the University. Courses
required by the Journalism School frequently
overlap with the University's group and cluster
requirements. A student who takes Introduction
to Literature (ENG 104, 105, 106), for example,
fulfills one oftwo required clusters, one arts and
letters group, and three of the six literature
courses required by the Journalism School.
Journalism premajors should have completed
most, but not necessarily all, of these courses
before applying for admission as a Journalism
major.
The second set of requirements is the Jour-
nalism School's core curriculum. This consists
of three courses, usually taken late in the
freshman year or during the sophomore year:
The Mass Media and Society (J 224), Writing
for the Mass Media (J 251), and Information
Gathering (J 252). A fourth course, Visual
Communication and Graphics, is currently
being developed to be added to the core
curriculum at a later date.
Journalism premajors must take the core
courseson a graded basis and must pass them
with a 2.50 GPA to be admitted as majors. All
students have the option of retaking one core
course in order to attempt to raise a deficient
core GPA to the 2.50 minimum. The student may
choose which core course to retake. All grades
received in the core courses, including both
grades of a retaken core course, are averaged
to determine the core GPA.
Journalism students usually take another core
course, although it is not required. Grammarfor
Journalists (J 250) prepares students to take
the Language Skills Diagnostic Test (LSDT)
required for admission as a Journalism major.
The LSDT is a comprehensive examination of
spelling, grammar, and word usage. Students
may attempt the LSDT only twice. The Jour-
nalism faculty suggests that students take the
course first.
Journalism premajors may take no more than
two additional Journalism courses before being
admitted to major status. These courses are
selected from the following: Production for
Publication (J 321), Principles of Advertising (J
341), Principles of Public Relations (J 359),
Introduction to Magazines (J 370), and three
courses open to upper-division students only:
Mass Media Law (J 485), History of Mass Media
(J 487), and Journalism and Public Opinion
(J 494).
All of the above courses, including those in the
core curriculum, are open to nonmajorsas well
as Journalism majors and Journalism pre-
majors. Students intending to become majors,
however, are limited to two of the additional
courses before applying for major status. This
limitation has been set by the faculty to ensure
an orderly progression toward a degree in
Journalism.
All Journalism laboratory courses with con-
trolled enrollment are open only to Journalism
majors or to students with instructor's consent.
Students with major status are given priority in
registering for the next term's School of Jour-
nalism classes during a preregistration held
around midterm.
Sample Program
Below are course suggestions for freshmen who intend
to major in Journalism, prepared specifically to meet
Journalism requirements. Journalism premajors
normally concentrate on filling the general studies
requirement during the first year and continue doing
so through the sophomore year. During this time they
also fulfill the Journalism core courses in preparation
for admission as majors. These are suggestions only:
students have a wide variety of options and should
consult with faculty advisers in preparing courses of
study.
Freshman 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
English Composition (WR 121 and 122 or 123) . 6
Health education (HES 199, 211, or 250) . . . .. 3
Three courses in foreign language. mathematics,
science, anthropology, geography, philosophy.
political science, psychology, religion, or
sociology 9-12
9 credits from the following: Fundamentals of
Speech Communication (RHCM 121), Use
of the Library (LIB 127), The Mass Media
and Society (J 224), Grammar for
Journalists (J 250) ... 9
Admission as a Journalism Major
To be eligible for admission as a Journalism
major, the Journalism premajor must have
fulfilled the following requirements:
1. Completed 90 or more credits of course work
2. Made substantial progress toward complet-
ing the general studies requirements of the
University and the Journalism School
3. Attained a cumulative grade point average
(GPA) of at least 2.50 for all college work
attempted
4. Completed the Journalism School's core
curriculum (J 224, 251, and 252) with a GPA
of at least 2.50
5. Received a passing score on the School's
Language Skills Diagnostic Test (LSDT).
This examination is normally offered twice a
term, once during the course registration
period and again during final examination
week. Consult a Journalism office staff
member for the LSDT schedule
Transfer Students
Students transferring to the University of
Oregon Journalism program enter as Jour-
nalism premajors until they have met the
requirements for admission as majors. They
apply to the University Office of Admissions and
Records and are accepted as Journalism
premajors if they meet the University's general
standards for admission. The Journalism
School, however, does not encourage a student
with a college grade point average (GPA) below
2.50 to applyfor Journalism premajor status. To
be admitted to major status, transfer students
must meet the Journalism School's require-
ments for admission, as outlined above.
Transfer Credit. The School of Journalism
accepts journalism credits earned at other
colleges and universities as follows:
1. Credits earned at schools of journalism
accredited by the ACEJMC are accepted
both for journalism credit and to fulfill
specifically required courses
2. Journalism credits are accepted from
unaccredited journalism programs, but they
may not be used to meet specific course
requirements. They do count toward the
51-credit limit set by the national accrediting
standards
3. The school accepts, both for credit and for
meeting specific course requirements,
courses offered under the Community
Education Program (CEP) if the course is
taught by a member of the School of
Journalism faculty or by a teacher approved
by the faculty
4. No matter how manycredits are transferred,
students must take at least 27 credits of
Journalism in residence to earn a degree
from the University of Oregon
5. Students cannot take more than 51 credits
in Journalism courses out of the 186 total
credits required for University graduation.
They may, however, add credits to the
186-credit total to accommodate extra
Journalism credits (e.g., take 190 credits to
accommodate 55 credits in Journalism)
6. The School accepts the equivalent of The
Mass Media and Society (J 224), taught at
other colleges, to meetthe J 224 requirement
for admission as a major, but the grade
earned at another college does not apply in
calculating the 2.50 GPA required for
admission
Transfer students wanting to discuss the
transfer policy may consult with the assistant
dean or the associate dean.
Major Requirements
Journalism majors must· meet the University of
Oregon requirements for the bachelor of arts
(B.A.) or bachelor of science (B.S.) degree. In
addition, they must meet the following require-
ments of the School of Journalism.
1. Satisfactory completion of at least 36 credits
in Journalism, of which at least 27 must be
taken at the University of Oregon School of
Journalism and at least 24 must be upper
division
2. Satisfactory completion of at least 135
credits in academic fields other than jour-
nalism with at least 98 of those credits in
liberal arts courses. A student who graduates
with 186 credits must take no more than 51
credits in Journalism, including transfer
credits
3. Satisfactory completion of at leasttwo writing
courses at the School of Journalism or
transferred from an ACEclMC-accredited
Journalism program. Writing for the Media
(J 251) fulfills one such requirement. Gram-
mar for Journalists (J 250), however, does
not fulfill this requirement
4. Satisfactory completion of at least two of the
following courses: Mass Media Law (J 485),
History of Mass Media (J 487), and Jour-
nalism and Public Opinion (J 494)
5. A cumulative University of Oregon GPA of
2.50 or better
6. In addition to any required course prerequi-
sites, satisfactory completion of at least one
of the following academic program areas in
Journalism:
Advertising. Three of the following: Advertis-
ing Media Planning (J 441), Advertising
Campaigns (J 444), Agency Account
Management (J 445), Advertising Copy
254 Journalism
Writing (J 446), Advertising Layout (J 447).
Note: Students who opt not to take J 446
must take an additional writing course in the
School of Journalism
Broadcast Journalism. Radio-Television
News I (J 331), Radio-Television News II
(J 432), and either Advanced Radio News
(J 433) or Advanced Television News (J 434)
Magazine Journalism. Introduction to
Magazines (J 370), Magazine Article Writing
I (J 468), and Magazine Editing (J 470)
News-Editorial Journalism. Reporting I
(J 361), Reporting II (J 462), and Newspaper
Editing (J 464)
Public Relations. Principles of Public
Relations (J 359), Public Relations Writing
(J 465), and Public Relations Problems
(J 483)
General Studies Courses. The School of
Journalism believes that professional journalists
should be broadly educated. The following
courses must be completed for graduation with
a Journalism major:
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: American studies,
anthropology, art history, computer science,
economics, geography, history, linguistics,
mathematics, philosophy, political science,
psychology, rhetoric and communication,
religion, science, or sociology. When
choosing science, students must choose
three courses in the same department, e.g.,
three courses in Chemistry
Courses numbered 199,200,400-406, or
408-410 may not be used to fulfill these
requirements.
Definitions, Limitations,
and Policies
Literature courses include those taught by the
English and Comparative Literature Depart-
ments as well as literature courses taught in
English translation by the Classics Department
and by foreign language departments.
Internship Workshop. A Journalism major may
earn no more than 3 credits in Workshop:
Internship (J 408).
Grades. Undergrad uate majors may take up to
three Journalism courses on a PIN (passino
pass) basis. This limitation does not apply to
courses offered PIN only. Psignifies satisfactory
(C- or better) work. Grades of D are acceptable
for specific courses intended to meet Jour-
nalism graduation requirements as long as the
2.50 University of Oregon grade point average
is maintained.
Second Bachelor's Degree
Students who already possess a bachelor's
degree and want to earn a second bachelor's
degree in Journalism at the University may
apply for Journalism premajor status through
the University Office of Admissions and
Records. Upon fulfilling the requirements for
admission-including passing the core cur-
riculum with a 2.50 GPA or better, passing the
LSDT, and having a 2.50 or better cumulative
GPA-they may apply for major status. Students
must complete all of the Journalism School's
requirements for graduation including the
general studies requirements. Credits, includ-
ing transfer credits, earned for the first
bachelor's degree may count toward meeting
the requirements as long as they conform to the
transfer credit policy outlined earlier.
General Information
The School of Journalism occupies Eric W. Allen
Hall, named in memory of its first dean. 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. The School receives the regular news-
paper services of the Associated Press. The
Eric W. Allen Seminar Room, furnished by
contributions from friends and alumni, is a
center for group meetings and receptions. The
University of Oregon Library has an extensive
collection of the literature of journalism and
mass communication.
The Oregon Newspaper Publishers Association,
the Portland Advertising Federation, 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 headquar-
ters in 201 Allen Hall.
Scholarships. Scholarships ranging from $250
to $2,000 are available through the School of
Journalism with the support of endowments and
contributions. A brochure describing these
scholarships is available from the Journalism
office.
Student Loans. Interest from a $15,000
endowment fund bequeathed to the University
by the late Mrs. C. W. Jackson, widow of the
founder of the Oregon Journal, provides
short-term loans to Journalism majors. The
Arthur and Marian Rudd Loan Fund, established
by a gift from an alumnus, also provides
emergency loans. A third fund, established by
Zeta chapter of Gamma Alpha Chi, a profes-
sional society for women in advertising, pro-
vides loans for women majoring in Journalism.
For information inquire at the Journalism School
office.
Secondary School Teaching
The School of Journalism offers work toward
preparation to teach journalism in the public
secondary schools. For information regarding
requirements for the Basic or Standard endorse-
ment in Journalism, students should consult the
departmental endorsement adviser for teacher
education and the staff in the Teacher Education
Office of Student Services.
Graduate Studies
The role of the School's undergraduate program
is to provide students with the basic skills and
techniques they need to secure their first
professional media positions.
The professionally oriented master of arts (M.A.)
and master of science (M.S.) programs at the
University of Oregon School of Journalism seek
to expose students to a wide range of ideas
concerning the structure, function, and role of
mass communication in society. The goal is to
educate students to be mass media leaders
and decision makers who actively contribute to
improving the quality of media.
Requests for information and graduate applica-
tions, as well as all completed application
materials, should be sent to:
Director of Graduate Study
School of Journalism
University of Oregon
Eugene OR 97403
Admission Requirements
Admission to the graduate program is granted
for the fall term only. About 50 students partici-
pate in the program, with approximately 25 new
students admitted each fall. Both United States
citizens and international students may apply.
An applicant for admission to the graduate
program must be a graduate of an accredited
four-year college or university. To be considered
for admission to the School of Journalism's
master's degree program, an applicant must
submit all of the following:
1. Official transcripts from all institutions where
undergraduate and graduate work was
completed. The minimum undergraduate
GPA for admission is 3.00. In exceptional
cases, an applicant with a lower score may
be admitted conditionally
2. Official Graduate Record Examinations
(GRE) scores no more than five years old.
The minimum combined score for admission
is 1100. In exceptional cases, an applicant
with a lower score may be admitted
conditionally
3. A 750- to 1,OOO-word essay describing the
applicant's academic and career goals. The
essay should focus on the relationship
between the applicant's past academic and
professional experience and his or her future
plans. Applicants should specifically explain
how the University of Oregon's School of
Journalism program relates to their educa-
tional goals
4. An up-to-date resume
5. A portfolio, stringbook, clips, tapes, or other
evidence of relevant professional work or
evidence of scholarly writing and research
6. Three letters of recommendation, including
two from academic sources
7. In addition to these requirements, all interna-
tional students must submit scores for the
Test of English as a Foreign Language
(TOEFL) and the Test of Spoken English
(TSE). Applicants with TOEFL scores below
575 are not considered for admission. There
is no minimum score on the TSE
To be considered for fall admission, an appli-
cant must submit all of the above materials by
May 1.
Applicants for graduate scholarships or
graduate teaching fellowships mustsubmit their
scholarship or fellowship applications and all
their admission materials by March 31.
Journalism 255
Students may be conditionally admitted for
graduate study if they can offer evidence that
they can be successful in the program. Such
evidence might include exemplary scores on
the GRE, a GPAexceeding 3.00forthe last two
years of undergraduate study, or substantial
experience in journalism.
Students without the appropriate professional
or academic background in the mass media
may be conditionally admitted into the program.
These students are required to take no more
than four undergraduate courses to prepare
them for graduate work. Some of these courses
may be taken at the same time as the graduate
curriculum; others are prerequisites for certain
graduate courses. Courses, to be determined
on an individual basis at the time of admission,
may include Mass Media and Society (J 224),
Writing for the Media (J 251), Information
Gathering (J 252), Radio-Television News I (J
331), Principles of Advertising (J 341), Princi-
ples of Public Relations (J 359), Reporting I (J
361), Introduction to Magazines (J 370),
Experimental Course: Visual Communication (J
410G), Advertising Copywriting (J 446G),
Public Relations Writing (J 465G), Magazine
Article Writing (J 468G), Mass Media Law (J
485G), History of Mass Media (J 487G)
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 46 graduate credits with a cumulative
GPA better than 3,00. Courses that do not carry
graduate credit are not considered in determin-
ing the graduate GPA.
The program concludes with either a thesis or
a professional project. Students generally take
five to six terms to complete the program.
Specific requirements follow:
1, Three graduate-level core courses: Experi-
mental Course: Approaches to Mass Com-
munication Research (J 510), Mass Com-
munication and Society(J 511), Theories of
Mass Communication (J 513)
2, Three additional 500-level courses in the
School of Journalism, which may include
seminars in communication history, com-
munication law, technology, women and the
media, political communication, ethics,
economics of mass media, literary jour-
nalism, evaluation of media, and craft
attitudes
3. At least 6, but no more than 15, graduate
credits outside the School of Journalism. The
courses chosen must be part of a consistent,
related, educationally enhancing plan that
has been approved by the student's adviser
prior to enrollment
4. A graduate thesis (9 credits in J 503) or
professional project (6 credits in J 509)
approved and supervised by a faculty
committee. Each student chooses a faculty
member to supervise the research and
writing of the thesis or terminal project. The
topic must be approved by the adviser
before work is begun. A student should
register for Thesis (J 503) or Practicum:
Terminal Project (J 509) credit during the
terms in which the research and writing are
done
Candidates forthe MA degree. but notthe M,S.
degree, must be proficient in a foreign lan-
guage. Criteria for proficiency are completion,
within the past seven years, of the second year
of the language at the college level orpassing
an examination demonstrating equivalent
competence,
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 at the UO with a GPA better than 3.00. At
least two core courses must make up part of
the 12 credits,
During the term in which the student completes
all other requirements for the degree, he or she
takes an oral examination on the thesis or
terminal project given by that student's thesis
or project 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.
A graduate student in Journalism cannot elect
the passino pass option for a Journalism course
that isto be included in the 46 graduate credits
for a master's degree unless the course is
offered PIN (passino pass) only. For a graduate
student to earn a P in a PIN only course, he or
she must do B- work or better.
Financial Assistance
The School provides a number of graduate
scholarships and graduate teaching fellow-
ships. Scholarships range from $500 to $2,000,
Fellowships include a complete tuition waiver
and a stipend for the academic year. Graduate
teaching fellows assist professors with teaching,
research, and administrative responsibilities.
Admission materials and applications for
scholarships, fellowships, and other financial
assistance must be submitted by March 31.
Applicants may apply for both a scholarship
and a fellowship at the same time.
International Students
International 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.
Applicants 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 th,e
TSE are administered on specific days around
the world. Applicants should arrange to take
these tests well in advance of the application
deadline, The minimum TOEFL score for
admission to the School of Journalism is 575.
There is no minimum TSE score.
A firm mastery of English, including American
mass-communication idiom, is necessary for
success in professional courses at the graduate
level. International students who lack such
mastery are 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
courses is the summer session preceding the
first term in the master's degree program,
Journalism Courses (J)
Lower Division
200 Innovative Education: [Term Subject] (1-3R)
224 The Mass Media and Society (3) The various
media of mass communication and their effects on
society. Beam, Bivins, Kessler, McDonald, Smith.
250 Grammar for Journalists (3) Intensive review of
grammar, word use, spelling, and principles of clear,
concise writing, Introduction to the journalistic style,
251 Writing for the Media (3) Introduction to the
process and practice of writing for the several mass
media channels, Discussion of rights and respon-
sibilities of the public communicator. Prereq: Language
Skills Diagnostic Test. Beam, Kessler, Smith,
252 Information Gathering (3) Survey of methods and
strategies for acquiring information of use to the
various mass media. Examination of records, data
bases and sources, and interview methods, McDonald,
Upper Division
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.
Beam, McDonald, Metzler, Ryan.
331 Radio-Television News I (3) Gathering and
writing news for broadcast media, Emphasis on
broadcast style, basic aspects of radio-television
news. Typing ability required, Majors only. Bernstein,
Nestvold.
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. Majors
only, Gleason, McDonald, Ryan,
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. Keding, Winter.
TCF 344 Elementary Television Workshop (4) See
description under Speech.
TCF 347 Elementary Radio-Television Writing (3)
See description under Speech.
359 Principles of Public Relations (3) Theory and
practice; mass media as publicity channels; the pUblic
relations practitioner: departments and agencies.
Bivins, Steeves,
361 Reporting I (4) Basic training in news gathering.
Extensive writing under time pressure, including a
variety of assignments-straight news, features,
interviews, speeches, Typing ability required. Majors
only. Beam, Gleason, Kessler, Lemert, McDonald,
Ponder, Smith.
370 Introduction to Magazines (3) Function, role,
operation, production, and economics of magazines.
Metzler,
400 Innovative Education: [Term SUbject] (1-3R)
256 Journalism
401 Research (Arr, R)
403 Thesis (Arr,R)
405 Reading and Conference: [Term SUbject]
(An,R) PIN only
406 Special Problems (Arr,R) PIN only
407 (G) Seminar: [Term Subject] (Arr,R) Current
topics are Advanced Reporting, Broadcast News
Issues, Gender and Mass Media, In-depth Broadcast
News, Media Representation, Photo Editing and
Graphic Design, Photo Essay, and Writing the
Nonfiction Book.
408 (G) Workshop: Internship (1-3R) PIN only, Work
experience, under faculty guidance, with an advertis-
ing agency, broadcasting station, magazine, news-
paper, or public relations office. Prereq: instructor's
consent. R for a total of 3 credits.
409 (G) Practlcum: [Term SUbject] (Arr,R)
410 (G) Experimental Course: [Term Subject]
(Arr,R)
421 (G) Newspaper Management (4) Community and
daily newspaper economics; cost and revenue
analyses; production technology: circulation probiems
and developments; basic accounting; administration
and coordination of advertising, editorial, and produc-
tion departments. McDonald.
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 331. Majors only. 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. Majors oniy. 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. Majors only. Bernstein, Nestvold.
441 (G) Advertising Media Planning (4) Objectives
and strategy for determining ellective methods of
reaching a designated target audience. Use of media
measurement tools. Prereq: J 341. Majors only. 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, ranf)ing
from market research through creative and media
strategy formulation to execution. Prereq: J 341, 441,
446, 447; senior standing. Majors only. Winter.
TCF 444 (G) Concepts In Visual Production (3) See
description under Speech.
445 (G) Agency Account Management (3) Advertis-
ing agency structure and procedures; analysis and
consumer research to determine strategic positioning;
role of the account executive within the advertising
agency. Prereq: J 341, 441. Majors only.
TCF 445 (G) Television Direction (3) See description
under Speech.
446 (G) Advertising Copy Writing (4R) R with change
in instructor and instructor's consent. Theory and
practice in writing advertising copy. Study of style and
structure with emphasis on strategy formulation.
Prereq: Language Skills Diagnostic Test, J 341. Majors
only. Ewan, Keding, Winter.
TCF 446 (G) Radio-Television Programming (3) See
description under Speech.
447 (G) Advertising layout (4) Graphic design for
advertising. Work with type and illustrations. Consider-
ation given to all media. Prereq: J 341. Majors only.
Nelson, Ryan.
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, instructor's consent. Majors
only. 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. Keding, Winter.
455 (G) Methods of Teaching Journalism (4) The
teacher's role in guiding student publications in
secondary schools; methods of teaching journalism.
462 (G) Reporting II (5) Advanced newspaper
reporting on public affairs and community news,
including internship assignments at area newspapers.
Prereq: J 361. Majors only. Beam, 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. Majors
only. 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. Majors only.
Beam.
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. Majors only. Prereq: J 359, 361.
Bivins, Ewan, Steeves.
466 (G) Editorial Writing (3) Writing of analysis and
opinion for the media of mass communication;
examination of methods of formulating editorial policy;
operation of editorial pages and editorial sections.
Majors only. Rarick.
468 (G) Magazine Article Writing I (3) Writing
magazine feature articles; study of the problems of
marketing magazine manuscripts. Prereq: J 361 or
instructor's consent. Majors only. Kessler, Metzler,
Nelson, Smith.
469 (G) Magazine Article Writing II (3) Writing and
marketing magazine articles. Individual conferences.
Prereq: J 468. Majors only. Kessler, 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:
J 321. Majors oniy. Kessler, 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.
Majors only. 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 359. Bivins, Ewan,
Steeves.
485 (G) Mass Media Law (3) Legal aspects of the
mass media: constitutional freedom of expression,
news gathering, access to pUblic records and
proceedings, libel, privacy, copyright, advertising,
broadcast reguiation, and antitrust. Prereq: junior
standing. Gleason, 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 Mass Media (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. Prereq: juniorstanding.
Kessler, Ponder.
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. Ponder.
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. Prereq: junior
standing. Beam, Bernstein, Lemert, Steeves.
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.
Bivins, Gleason, Rarick.
Graduate
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: [Term Subject]
(Arr,R)
506 Special Problems (Arr,R) PIN only
507 Seminar: [Term SUbject] (Arr,R) Current topics
are History of Journalism, Legal Research for Jour-
nalists, Literary Journalism, and Technology.
509 Practicum: [Term SUbject] (Arr,R)
510 Experimental Course: [Term SUbject] (Arr,R)
Current tOPiC IS Approaches to Mass Communication
Research.
511 Mass Communication and Society (3) Review of
the literature of mass communication. introduction to
graduate study in journalism and mass communication.
Kessler, Lemert, Ponder.
512 Communication Research Methods (3) Selection
and planning of research studies; class research
project ,:,ith instruction in appropriate methodology
and baSIC statistical analySIS. Beginning course in
graduate research. Beam, Lemert, Rarick, Steeves.
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, Steeves.
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, Steeves.
515 Approaches to Media Evaluation (3) Traditional,
humanistic, "social responsibility" approach compared
With empirical approach to anaiysis 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 adequacy of media perlorm-.
ance. Open to undergraduates with instructor's
consent. Lemert.
520 Public Relations Planning Theory (3) Public
relations management inclUding systems theory and
vanous formulas for program planning and evaluation.
Prereq: J 483 or instructor's consent. Bivins.
275 Law Center
Telephone (503) 686-3852
Maurice J. Holland, Dean
Faculty
Andrew C. Alter, Instructor(legal research and writing).
BA, 1982, Wesleyan; JD., 1985, New York University;
New York bar, 1986. (1987)
Michael D. Axline, Assistant Professor (environmental
law clinic, oil and gas law). BA, 1977, Idaho State;
JD., 1980, Oregon; Idaho bar, 1980. (1982)
John E. Bonine, Professor (environment and pollution,
legislative and administrative processes, natural
resources and issues). AB., 1966, Stanford; LL.B.,
1969, Yale; California bar, 1970; Oregon bar, 1977.
(1978)
Donald W. Brodie, Professor (administrative law, labor
law, office management and computers). BA, 1958,
Washington (Seattle); LL.B., 1961, New York;
Washington bar, 1961; Oregon bar, 1981. (1967)
Nancy J. Brucker, Assistant Professor; Assistant Dean
for Development and Public Affairs. AB., 1983, JD.,
1986, California, Berkeley, California bar, 1986. (1987)
Chapin D. Clark, Professor (legal profession, property,
water resources law); Associate Dean. AB., 1952,
LL.B., 1954, Kansas; LL.M., 1959, Columbia; Kansas
bar, 1954; Oregon bar, 1965. (1962)
Charles L. Finke, Assistant Professor (legal research
and writing); Assistant Dean; Director, Academic
Support Program. B.S., 1975, JD., 1979, Nebraska;
Nebraska bar, 1979; Iowa bar, 1981; New York bar,
1984 (1986)
Caroline Forell, Assistant Professor (family law, torts,
trusts and estates). BA,1973; J.D., 1978, Iowa (Coif);
Oregon bar, 1978. (1978)
Leslie J. Harris, Associate Professor (children and the
law, family law, trusts and estates). BA, 1973, New
Mexico State; JD., 1976, New Mexico (Coif); New
Mexico bar, 1976; District of Columbia bar, 1977.
(1982)
Richard G. Hildreth, Professor (ocean and coastal law,
property, urban land use law). B.S.E., 1965, J.D., 1968,
Michigan (Coif); Diploma in Law, 1969, Oxford;
Diploma in Law, 1973, Stockholm; California bar, 1969.
(1978)
Maurice J. Holland, Professor (administrative law,
conflict of laws, federal jurisdiction); Dean, Law. AB.,
1958, Yale; MA, 1961, JD, 1966, LL.M, 1970, PhD.,
1980, Harvard; Massachusetts bar, 1968; Oregon bar,
1987. (1986)
Dennis R. Hyatt, Associate Protessor; Law Librarian.
BA, 1969, Missouri, Columbia; J.D., 1972, M.L.L.,
1974, Washington (Seattle). (t976)
Jon L. Jacobson, Professor (contracts, international
law, lawofthesea). BA, 1961 ,JD., 1963, Iowa (Coif);
California bar, 1964. (1968)
Laird C. Kirkpatrick, Professor (consumer law,
evidence, nonjUdicial dispute resolution). AB., 1965,
Harvard; J.D., 1968, Oregon (Coif); Oregon bar, 1968.
(1974)
Mary S. Lawrence, Associate Professor (legal research
and writing); Supervisor, Legal Research and Writing
Program. BA, 1960, MA, 1962, Michigan State; J.D,
1977, Oregon; Oregon bar, 1977. (1977)
Mervyn H. Loya, Assistant Professor (legal externship
program); Assistant Dean. BA, 1962, Monmouth;
MA, 1964, Columbia; JD., 1967, Illinois; Oregon bar,
1968. (1986)
Fredric R. Merrill, Professor (civil procedure, federal
courts, legal profession). BA, 1959, J.D., 1961,
Michigan; Oregon bar, 1962. (1970)
Ralph James Mooney, Professor (American legal
biography, American legal history, contracts). BA,
School of Law
1965, Harvard; JD., 1968, Michigan (Coif); California
bar, 1968. (1972)
James M. O'Fallon, Professor (constitutional law, first
amendment, jurisprudence). BA, 1966, Kansas; MA,
J.D., 1972, Stanford (Coif); California bar, 1973. (1981)
Charles R. O'Kelley, Jr., Professor(federal income tax,
partnerships and corporations, tax policy). AB., 1970,
University of the South; JD., 1972, Texas; LL.M., 1977,
Harvard; Georgia bar, 1973. (1982)
George M. Platt, Professor (local government law,
secured land transactions, urban development
problems). B.S., 1948, LL.B., 1956, Illinois; IIlinoisbar,
1956. (1966)
David Schuman, Assistant Professor (constitutional
law, criminal procedure, legislative and administrative
processes). BA, 1966, Stantord; PhD., 1974,
Chicago; J.D., 1984, Oregon (Coif); Oregon bar, 1984.
(1987)
Martha L. Schweitz, Assistant Professor (international
business transactions, international law, partnerships
and corporations). BA, 1976, Stanford; JD., 1981,
New York (Coif); Illinois bar, 1981. (1986)
Nancy E. Shurtz, Professor (estate and gift tax, estate
planning, federal income tax). BA, 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, 1985. (1986)
Dominick R. Vetri, Professor (copyrights, federal
courts, torts). B.S.M.E., 1960, New Jersey Institute of
Technology; J.D., 1964, Pennsylvania (Coif); New
Jersey bar, 1965; Oregon bar, 1977. (1967)
Wayne 1. Westling, Professor (administration of
criminal justice, torts, trial practice laboratory). AB.,
1965, Occidental; JD., 1968, New York; California bar,
1969; United States Supreme Court bar, 1972; Oregon
bar, 1981. (1979)
Emeriti
Lois I. Baker, Law Librarian Emerita; Professor Emerita,
Library Administration. BA, 1927, MA, 1932,
Oregon; Cert., 1935, California. (1935)
FrankJ. Barry, Professor Emeritus (administrative law,
criminal law and procedure, environmental quality).
AB., 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 (Coif). (1931)
Frank R. Lacy, Professor Emeritus (civil procedure,
creditors' rights, Oregon practice and procedure).
AB., 1946, Harvard; J.D., 1948, Iowa (Coif); LL.M.,
1958, J.S.D., 1971, New York; Iowa bar, 1948; Oregon
bar, 1949. (1949)
William D. Randolph, Professor Emeritus (business
planning, corporate reorganization, partnerships and
corporations). B.S., 1948, JD., 1950, Illinois (Coif);
Illinois bar, 1950; California bar, 1962. (1976)
Milton L. Ray, Professor Emeritus (business planning
and advanced taxation, estate planning, accounting).
BA, 1947, Rochester; J.D., 1950, Chicago (Coif);
Illinois bar, 1950; California bar, 1964. (1971)
Eugene F. Scoles, Distinguished Professor Emeritus.
AB., 1943, JD., 1945, Iowa (Coif); LL.M., 1949,
Harvard; J.SD., 1955, Columbia. (1968)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
257
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.
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 215,000 volumes including
80,000 volumes on microfiche, 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 statutory law, and standard legal
digests and encyclopedias. The periodicals
collection includes 800 legal journals. The
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 part of the Law
Library.
The three-story Law Center includes modern
classrooms, seminar rooms, and a courtroom
with video-tape 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 Bulletin. For a free copy write to;
Office of Admissions
School of Law
University of Oregon
Eugene OR 97403-1221
258 Law
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 are granted
the J.D. degree prcJvided that they have met the
following requirements:
1. Enrollment as a full-time Law student at the
School of Law for at least 90 weeks or the
equivalent
2. Fulfillment of other requirements as may be
imposed from time to time
3. SUCcessful completion of Legal Profession
(L 549)
The School of Law reserves the righttb 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 an assistant dean in
the School of Law.
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 and third years in the School,
each student must complete both a basic
writing requirement and a comprehensive
writing requirement. The basic requirement is
designed to improve legal writing skills and the
ability to analyze legal problems. The com-
prehensive requirement is a more intensive
writing experience involving thorough research,
creative thinking, and interaction with a faculty
member in developing and editing a paper. One
requirement must be satisfied each of the last
two years in the Law School, and both must be
completed before a student can be granted a
professional Law degree.
Clinical Experience and
Practice Skills Program
The School of Law offers four 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. Qualified third-year students in the
clinical programs usually are certified under the
Third-Year Student Practice Rule, which has
been adopted by the Oregon Supreme Court.
Civil Clinic. This program provides field
experience at the Legal Aid Service of Lane
County. It enables Law students, under the
supervision of an attorney, to represent clients
eligible for legal assistance and to develop skills
in interviewing, counseling, drafting, negotiat-
ing, discovery, and litigation.
Criminal Defense Clinic. Under the supervision
of an attorney, Law students handle cases of
clients eligible for legal assistance through the
Public Defender Services of Lane County, Inc.
Students develop advocacy skills in the context
of criminal defense representation.
Prosecution Clinic. Students are exposed to
the criminal justice system as prosecuting
attorneys in the trial of criminal cases, under the
supervision of an attorney, through the Lane
County District Attorney's Office. Students
develop 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 in
Civil Practice, Criminal Defense, and Prosecu-
tion Clinics.
Environmental Law Clinic. Participation in
agency proceedings, submission of petitions
requesting government action, techniques of
legal access to government files, interviewing
of experts and clients, interpretation and
presentation of environmental data in legal
proceedings, and litigation on behalf of clients.
Substantial careful written work under close
supervision.
Legislative Issues Workshop. Students are
placed as interns with a legislator or legislative
committee during most regular sessions of the
Oregon Legislative Assembly. They are involved
in legal research and in the preparation of
reports pertaining to issues before the
legislature. -
Trial Practice Laboratory. Students examine
and develop courtroom skills in civil and
criminal cases. Primary emphases are on the
opening statement, direct examination, cross-
examination, objections, 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 number
of 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 may earn up to 8 semester credits in
the Law School. Note: Summer session is not
open to beginning law students.
For complete summer session information,
write to:
Office of the Dean
University of Oregon School of Law
Eugene OR 97403-1221
J.D.lM.B.A. Concurrent
Degrees Program
The School of Law and the Graduate School of
Management offer a program for concurrent
doctor of jurisprudence (.I.D.) and master of
business administration (M.B.A.) degrees. The
program prepares students to apply legal 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
designed to meet the needs of nontraditional
law students. The program is available for
students who are capable of successfully
completing law school but who enter with lower
than average Law School Admission Test
(LSAT) scores or undergraduate grade point
averages (GPAs).
The ASP includes a summer orientation program
and an academic tutorial program designed to
teach the principles that underlie first-year
course work, to develop research and writing
skills, and to demystify the Law School examina-
tion process.
Programs and
Activities
There is a wide variety of student activities and
organizations. Among these are the Journal of
Environmental Lawand Litigation, Land, Air and
Water Student Research Group; Minority Law
Students Association; National Lawyers Guild;
National Moot Court Competitions; Oregon Law
Review; Peer Advising; Student Bar Associa-
tion; Women's Law Forum; 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
preferred. In addition, the importance of
well-developed writing skills is emphasized.
Concentration in courses given primarily as
vocational training reduces a student's chances
for admission,
Applicants also are expected to have under-
taken 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 director of
admissions of the Law SchooL
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 and Records, 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, Enrollment restrictions and the large
volume of applications for admission to the Law
School make it necessary to admit only those
applicants who, in terms of their overall records,
are the most qualified for legal studies,
In addition to the undergraduate GPA and the
LSATscore, other factors considered in admis-
sion decisions include quality of undergraduate
education, work experience, maturity, graduate
work, extracurricular activities, personal state-
ments, and letters of recommendation, For
students in the first-year class entering the
School of Law in fall 1987, the average under-
graduate GPA was approximately 3,20; 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 submitted between
September 1 and April 1, The School of Law
encourages applications from women and
people from disadvantaged backgrounds and
does not 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, All
other applications 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 does 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, as a rule, all attempts
on the LSAT are averaged,
Law School Data Assembly Service
(LSDAS)-Transcripts. Transcripts should be
sent to the LSDAS for forwarding and not mailed
directly to the School of Law, In order for an
applicant to 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 Application Matching Form, which is
found in each applicant's LSAT-LSDAS registra-
tion packet.
If the applicant is currently enrolled in an
undergraduate school, favorable action by the
Committee on Admissions is a conditional
admission, Final admission is granted when
transcripts are received showing that a
bachelor's degree has been conferred,
Information concerning the LSDAS is available
in the School of Law Office of Admissions or
can be obtained from the Law School Admission
Services, PO Box 2000, Newtown PA 18940-
0998,
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, Although
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 at the School only at the beginning
of the fall semester of each academic year, The
School of Law does not offer an evening or
part-time program,
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 unconditionally,
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 eligible 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 are 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
Law 259
as a student at the University of Oregon, the fee
is $20,00, Applications should be filed by
June 1,
Photographs. University of Oregon student
identification cards include a photograph 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, However, forthose 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,
Grade Requirements
Grading Policy
The following grades are available to be
awarded in all graded courses at the 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 order to 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, his or her GPA falls below 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 shall not
graduate
A student who is disqualified with 8 or fewer
credits needed for graduation, and who is
thereafter readmitted, shall not graduate
unless he or she either
a, completes within 12 months of disqualifi-
cation one additional semester-fall,
spring, or summer-of8 ormore 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 stu-
dent's disqualification
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 likely to perform at or
above a 2,00 GPA for the remaining
semester or semesters before the
student becomes eligible to graduate, it
may readmit the student
b, A student denied readmission by the
Committee may appeal that decision to
the faculty, provided the student's
cumulative GPA is 1,50 or higher at the
260 Law
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
GPA falls below the averages set in Rule
5b shall have no further recourse either
before the Committee or the faculty
e. Faculty review of a petition pursuant to
Rule 5b shall be under the standard set
in Rule 5a
6. Astudent who is disqualified a second time
may petition the faculty for readmission
only if the student's cumulativeGPA 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 to the 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 5a
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 D or
F grades were received, limitation of
employment or other extracurricular
activities, course limitations, course re-
quirements, and remaining out of 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 orthe Committee took place after
August 15, 1983.
10. No student may graduate without obtaining
a grade of D 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 D 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 PIN (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 priorto fall semester 1978 shall be
deemed to begin their remaining work with
GPAsof 2.00 or their actual GPA, whichever
is better
Costs and Student
Financial Aid
Law students 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 Univer-
sity for the benefit of students.
Tuition and Fees
For the 1987-88 academic year, tuition was
$2,855.50 for resident students and $4,181.50
for nonresidents. In addition, there is an annual
general deposit fee of $50.00 against breakage
or loss of University property. 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. Details of the rules governing adminis-
tration of nonresident and resident policies are
complex; students are advised to consult the
University's Office of Admissions and Records
for answers to individual questions.
Total Costs
Because student living arrangements and
personal spending habits vary widely, no single
figure represents the cost of attendance at the
University. However, it may be estimated that
total 1988-89 costs for a single resident student
at the School of Law will average approximately
$8,300 (tuition, fees, books, board and room,
and personal expenses). For a nonresident,
these costs will average approximately $9,600.
For a married resident student, costs are likely
to be around $11,300, 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; 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 Student Financial Aid section of this
bulletin for complete information.
Scholarships and Fellowships
Lois I. Baker Scholarship. The Lois I. Baker
scholarship in the amount of approximately
$950 is awarded to two second-year students
in the School of Law on the bases of financial
need and academic achievement. The awards
consist 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 lives and education of several
generations of Law students.
James D. Barnett Scholarships. One or more
scholarships are awarded annually by the
faculty 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 D. 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
S?hool of Law. An endowment established by
gifts from Hope Gibson Dohnal, a 1981 graduate
of thiS school, funds the scholarship. Dohnal'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.
Hugh L. Biggs Merit Scholarship. The Biggs
scholarship is awarded to a student in the
School of Law on the bases of academic
achievement, demonstrated leadership ability,
and professional promise. The award is sup-
ported through income from an endowed fund
established by Hugh L. Biggs, a prominent
Portland, Oregon, attorney and member of the
Class of 1931.
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 underthe will ofthe late Henry
E. Collier, a Portland, Oregon, attorney.
Lorienne Conlee Fowler Law Scholarship.
The Lorrenne Conlee Fowler scholarship, in the
amount of approximately $500, 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.
Herbert B. Galton Labor Relations Law
Scholarship. The Galton scholarship is
awarded to an entering first-year student who
has demonstrated interest in labor relations law
and shows potential for the pursuit of law. The
Galton scholarship is a two-year award of
approximately $1,000 for each year, with
continuation contingent upon satisfactory
academic achievement. During the second
year, the recipient assists a Law professor in
writing a publishable article or book on labor
relations law. The award is supported by the
income of an endowed fund established by the
Law 261
late Herbert B. Galton, a member of the Class
of 1938 and a Portland, Oregon, attorney who
had an abiding interest and long involvement
in labor relations law.
Hershner, Hunter, Miller, Moulton, Andrews
& Neill Scholarship. One scholarship is
awarded each year. The amount awarded pays
resident tuition and fees for a student complet-
ing the second year of law school. 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 hisor 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.
Michael A. Johnston Award. This scholarship
is awarded to a graduating student who has a
disabling disease or handicap and who has
displayed qualities of independence, persever-
ance, gentleness of spirit, and love for all
manner of people and things. It is funded by
the earnings from an endowment established in
memory of Law student Michael A. Johnston by
his family and friends.
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 $1,000 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 ofthe Oregon Supreme Court
from 1953 to 1955.
Ann Louise Litin Memorial Award. This award
is given annually to a second- or third-year Law
student who exemplifies the courage, integrity,
fairness, and concern for other people dem-
onstrated by Ann Louise Litin, Class of 1982.
The award fund was established in memory of
Ms. Litin by her family, friends, colleagues, and
classmates.
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 amount is based on available funds.
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 equal to resident tuition and fees 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
that characterized 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 semestertakes 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.
Law Courses (L)
A complete list of courses with descriptions is in the School
of Law Bulletin. For a free copy, write to: School of Law,
University of Oregon, Eugene OR 97403-1221.
430 (M) Law, Its Processes and Functions (3)
Introduction to the legal system for non-Law students.
Not offered 1988-90.
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
transcri~ts of non-Law 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
Nole: All second- and third-year courses are elective
except LS49, which is required. Most ofthecourses 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 of Law to offer
some courses may be limited by student interest and
faculty resources.
535 Secured Land Transactions (3)
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)
541 Partnerships and Corporations (4)
542 Constitutional Law and Minority Issues (3)
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)
553 Products Liability (3)
554 Insurance (2)
555 Family Law (3)
556 Legislation (2)
557 State and Local Taxation (2)
558 Local Government Law (2)
559 Labor Law I (3)
560 Labor Law II (3)
561 Remedies (3)
562 Jurisprudence (3)
563 Antitrust Law (3)
564 Administrative Law (3)
565 Securities RegUlation (3)
566 Admiralty (3)
567 Copyrights (3)
568 Land Use Law (3)
569 Water Resources Law (3)
570 PUblic Land Law (3)
571 International Law (2-3)
575 Legal Writing (1-3R)
576 Environment and Energy (3)
577 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 Crimirial Procedure II (3)
586 Environment and Pollution (3)
Professional Writing, Research,
and Seminars
501 Research (Arr,R)
503 Thesis (Arr,R)
505 Reading and Conference: [Term SUbject]
(Arr,R)
507 Seminar: [Term SUbject] (Arr,R) Recent topics
include American Legal History, Business Planning,
Children and the Law, Employment Discrimination,
Immigration Law, Intellectual Property, Interntional
Business Transactions, Law Office Management and
Computers, Law and Economics, and Nonjudicial
Dispute Resolution.
Clinical Experience and
Practice Skills Programs
607 Seminar(Arr,R) Recenttopics inclUde Advanced
Appellate Advocacy, International Law Moot Court
Team Workshop, Journal of Environmental Law and
Litigation, Law Review, Legal Externship Program,
Legislative Issues Workshop, Mool Court Board, Moot
Court National Team Workshop, and Trial Practice
Laboratory.
262
150 Music Building
Telephone (503) 686·5662
Bernard J. Dobroski, Dean
Faculty
Doris Renshaw Allen, Associate Professor (class
piano, piano pedagogy). B.A., 1950, Westminster;
M.A., 1976, Goddard. (1978)
R. Wayne Bennett, Associate Professor (wind ensem-
ble, clarinet); Director of Bands. B.M.E., 1968,
Oklahoma State; M.M., 1969, PhD., 1974, North Texas
State. (1978)
Peter Bergquist, Professor (music history, theory,
bassoon). B.S., 1958, Mannes College of Music; M.A.,
1960, PhD., 1964, Columbia. (1964)
Leslie T. Breidenthal, Professor (voice, lyric diction).
B.S., 1948, M.A., 1949, Columbia; AMusDoc., 1965,
Michigan. (1967)
Patrick F. Casey, Instructor (band). B.M., 1982,
Arkansas Tech; M.Mus., 1983, Northwestern. (1987)
Richard G. Clark, Associate Professor (choral conduct-
ing, music education). B.S., 1964, M.A., 1971, Oregon;
D.M.A., 1977, Washington (Seattle). (1982)
Bernard J. Dobroski, Professor (low brass, music
history, music education); Dean, Music. B.F.A., 1968,
Carnegie-Mellon; M.Mus., 1972, Catholic University of
America; Ph.D., 1981, Northwestern. (1986)
David P. Doerksen, Associate Professor (music
education). B.M.E, 1956, Willamette; M.M., 1969,
Southern California; D.M.A., 1972, Oregon. (1983)
Charles Dowd, Professor (timpani, percussion, jazz
studies); Director, University Percussion Ensemble.
B.A., 1970, San Jose State; M.A., 1971, Stanford.
(1974)
Herbert Eckhoff, Assistant Professor (voice). B.A.,
1973, M.Mus., 1975, Colorado. (1988)
J. Robert Hladky, Professor (Violoncello, double bass,
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); 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)
Gary S. Karpinski, Assistant Professor (music theory),
B.Mus., 1979, M.Mus., 1980, Temple. (1987)
Dean F. Kramer, Assistant Professor (piano, music
history, chamber music). B.Mus., 1973, Oberlin
Conservatory of Music; M. Mus., 1976, Texas at Austin.
(1983)
Randi L'Hommedieu, Assistant Professor (music
education). B.Mus.Ed., 1974, Missouri; M.Mus., 1982,
Ph.D., 1987, Northwestern. (1987)
Marsha E. Mabrey, Assistant Professor (orchestral
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. 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)
James A Miller, Professor (voice, chamber choir).
B.A., 1952, Goshen; M.Mus., 1956, AMusDoc., 1963,
Michigan. (1965)
J. Robert Moore, Associate Professor (oboe,
saxophone, woodwind techniques). B.Mus.Ed., 1961,
M.Mus., 1962, Tulsa; D.M.A., 1980, Eastman School of
Music. (1975)
School of Music
Randall S. Moore, Associate Professor (music
education); Chair, Music Education; Director, Univer-
sityChildren'sChoir. B.A., 1963, M.A., 1965, Oregon:
PhD., 1974, Florida State. (1974)
Harold Owen, Professor (composition, music history,
musicianship); Director, University Consort. B.Mus.,
1955, M.Mus., 1957, D.M.A., 1972, Southern California.
(1966)
Stephen W. Owen, Assistant Professor (jazz studies,
music theory). B.Mus.Ed., 1980, North Texas State;
M.Mus., 1975, Miami (Ohio). (1988)
Stephen J. Paul, Assistant Professor (band, music
education); Director, Marching Band: Director,
Symphonic Band. B.A., 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)
H. Royce Saltzman, Professor (choral music); Execu-
tive Director, Oregon Bach Festival. B.A., 1950,
Goshen; M.Mus., 1954, Northwestern; D.M.A., 1964,
Southern California. (1964)
Marian Elizabeth Smith, Assistant Professor (music
history). B.A., 1976, Carleton; B.Mus, 1980, Texas at
Austin; PhD., 1988, Yale. (1988)
Victor Steinhardt, Professor (piano, chamber music).
B.Mus., 1964, MountSt. Mary's; M.A., 1967, California,
Los Angeies. (1968)
Stephen Stone, Associate Professor (Field Instructional
Services, choral music, jazz history). B.S., 1949, M.S.,
1956, D.M.A., 1971, Oregon. (1976)
Leslie Straka, Assistant Professor (viola and violin
studio study). B.M., 1976, M.Mus., 1978, D.M.A., 1987,
Arizona State. (1987)
Anne Tedards, Assistant Professor(studiovoice). AB.
Music, 1970, Sweet Briar; M.M., 1972, North Carolina.
(1987)
Mariene Soriano Thai, Associate Professor (piano,
piano literature, piano pedagogy); Coordinator,
Chamber Ensemble Studies. B.A., 1954, M.L.S., 1962,
M.Mus., 1971, D.M.A., 1978, Washington (Seattle).
(1973)
Richard Trombley, Associate Professor (music history,
flute). B.S., 1961, The Juilliard Schooi; M.Mus., 1962,
Manhattan School of Music: D.M.A., 1977, Stanford.
(1963)
Monte TUbb, Associate Professor (musicianship,
composition). B.A., 1956, Arkansas; M.A., 1960,
Indiana (1966)
Mary Lou Van Rysselberghe, Instructor (general
music-elementary and middle school, early child-
hood, music and special education). B.Mus., 1956,
M.Mus., 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 Assistant Professor (organ
construction). B.S., 1960, Cincinnati; M.S., 1963,
Cornell. (1978)
Adjunct
David E. Gustafson, Adjunct Instructor(pianotechnol-
ogy). (1970)
263
William Hunt, Adjunct Instructor (violin). B.Mus., 1973,
Oregon; M.Mus., 1979, North Texas State. (1985)
Sarah Calkins Maxwell, Adjunct Assistant Professor
(harp). B.A., 1957, Oregon. (1980)
Emeriti
Exine Anderson Bailey, Professor Emerita (voice,
pedagogy). B.S., 1944, Minnesota; M.A., 1945,
Professional Diploma, 1951, Columbia. (1951)
Francis W. Bittner, Professor Emeritus (piano, music
theory). B.Mus., 1936, Cincinnati Conservatory of
Music; M.A., 1943, New York. (1946)
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.M.A., 1966, Southern California. (1959)
George Hopkins, Professor Emeritus (piano).
Teacher's Certificate, 1918, Peabody Conservatory;
B.A., 1921, Oregon. (1925)
Homer T. Keller, Professor Emeritus (composition.
music theory). B.Mus., 1937, M.Mus., 1938, Eastman
School of Music. (1958)
John C. McManus, Professor Emeritus (clarinet, music
education). B.Mus.Ed., 1943, Northwestern: M.A.,
1950, Columbia. (1967)
Robert E. Nye, Professor Emeritus (music education).
B.Ed., 1932, Milwaukee State Teachers; M.A., 1942,
PhD., 1949, Wisconsin. (1950)
Morrette L. Rider, Professor and Dean Emeritus
(chamber music, conducting, pedagogy). M.Mus.,
1942, M.Mus., 1947, Michigan; D.Ed., 1955, Columbia.
(1975)
Robert M. Trotter, Professor Emeritus (analysis and
criticism, musicianship, pedagogy). B.Mus., 1942,
Northwestern; M.A., 1947, Chicago; PhD., 1957,
Southern California. (1963)
Robert S. Vagner, Professor Emeritus (clarinet, music
education, director of bands). B.A., 1935, M.A., 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)
Note: The date in parentheses althe end of each entry is
the first year at the University of Oregon.
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 people: separate band, choir, and or-
chestra rehearsal rooms with support facilities:
264 Music
more than 65 practice rooms; a small recital
hall; studio offices, classrooms, 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,
Germany, a concert instrument unique in
America, and other tracker organs by Flentrop,
Schlicker, and Olympic, Two of the four
harpsichords available for student use are
French doubles by William Dowd, The School
of Music maintaills an electronic music studio
that is available to qualified students, The studio
contains both analog and digital synthesizers,
computer driven MIDI equipment, and multi-
track recording facilities, The University owns
an extensive collection of orchestral and band
instruments and a distinctive collection of ethnic
instruments and reproductions of early 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 (Faculty Artist Series), and advanced
Music students, Other regularly scheduled
concerts include performances by artists of
international fame sponsored by the University
Music Society, the Committee for Musical Arts,
and the Chamber Music Society,
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
18 years, The Festival, under the 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 Men's
Chorus, University Women's Chorus, Chamber
Choir, Oregon Wind Ensemble, University
Percussion Ensemble, Marching Band, Sym-
phonic 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, Renaissance, and baroque
music, using the School's collection of repro-
ductions of Renaissance and baroque instru-
ments. The repertory and activities 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)
Carol Nelson Corbett Scholarship
Eugene Chamber Choir Scholarships
Lawrence Maves Scholarship ($250 for violin
students)
Maud Densmore Memorial Scholarship ($500
for returning Music students)
Max Risinger Memorial Scholarship (for choral
music education)
Mu Phi Epsilon Scholarships (for Music majors)
Paul Clarke Stauffer Scholarships (for Oregon
resident Music majors)
Phi Beta Scholarships (for Music majors)
Presser Foundation Scholarship (for an under-
graduate Music major)
Women's Choral Society Scholarship (for
entering Music majors)
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
that includes subject matter preparation in the
teaching specialty, in professional education,
and recommendation of the 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 the staff in the Teacher Education Office of
Student Services.
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.
Fees (per term)
Studio Instruction
Half-hour lessons , , , , $ 75-150
Hour lessons , $150-275
Note: The number of lessons a term is deter-
mined in consultation with the instructor.
Normally, it is one 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 170 level or above
Music majors, provided the instruction is a
degree requirement as secondary performance
study at the 170 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 , .. , , , . $10.00
Nonmajors' access to practice rooms. $10.00
Rental of University instrument when
enrolled in Performance Studies
(MUP) courses ' , .... $15.00
Summer session rental of instrument
for performance studies $25,00
Instrument rental when enrolled
in ensembles , , $ 5,00
Instrument rental when enrolled in
technique classes ., .... ", $10.00
Percussion studies instrument fee, $10,00
Use of electronic studio .... , . $25.00
Use of organs and harpsichords ... , . $15.00
Use of elementary music education
laboratory $ 5.00
Orientation to Music Education
(MUE 326) , . , , . , , . $1000
Performance Studies
All courses in Performance Studies are listed
with the MUP prefix. These courses are in two
general categories:
Preparatory instruction (MUP 100-162,
231-233). Fee required
Studio instruction (MUP 170-194, 271-294,
341-362,371-394,471-494,511-532,541-562,
570-594, 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
also precede advancement from one level to
another.
Studio instruction carries 2-4 credits a 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,
for the 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 teach'lng loads,
Under such circumstances, priority is given to
continuing Music majors. Forthose who cannot
be initially assigned a faculty teacher, studio
Music 265
2-4
3-6
13 credits
instruction for credit at extra cost can be
arranged with other teachers.
Details concerning levels, repertory, and other
rnatters are available upon request.
Undergraduate Studies
Nonmajors
Courses
The School of Music offers numerous oppor-
tunities for nonmajors to be involved in Music
courses and performance ensembles. See
cou rse Iistings for detai Is. The following cou rses
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)
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), Innovative Educa-
tion (MUS 200), Experimental Course (HUM
410), including such topics as Asiatic and Near
Eastern Music, Folk Guitar, Inside Rock Music,
and History of Rock and Roll.
Ensembles
Collegium Musicum (MUS 191, 391, 591)
Chamber Ensemble: Brass Choir, other ensem-
bles as needed (MUS 194, 394, 594)
Band: Basketball Band, Green Garter 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, Gospel Choir, Univer-
sity Men's Chorus, University Women's Chorus,
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)
Minor Requirements
The School of Music offers two minors: the minor
in Music and the minor in Music Education:
Elementary Education.
Minor in Music. The minor in Music requires
27 credits, of which at least 15 must be upper
division. A minimum of 15 credits, including all
performance study and ensemble require-
ments, must be taken in residence. All courses
applied to the minor must be graded C- or
better. Credits are to be distributed as follows:
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: Rudiments of Music (MUS 126),
Music Theory I (MUS 131,132,133), and
Aural Skills I (MUS 134, 135, 136) 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
Minor in Music Education: Elementary
Education. The minor in Music Education:
Elementary Education requires 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 PIN (passino
pass); grades of D or below cannot be applied
to the minor. At least 18 credits must be taken
at the University of Oregon.
Prerequisites
Introduction to Music and Its Literature(MUS 201, 202, 203) 9
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
Kodtlly Context I (MUE 416G). .... . . 3
Orff-Schulwerk Introduction (MUE 420G) . 3
The General Music Program: Elementary(MUE 426G) 3
Classroom Management in Music (MUE 430G) 3
One term of choral ensemble " 1
Electives 3·6 credits
Choose from the following:
General Music in the Middle School (MUE
415G), Kodtlly Context II (MUE 417G), Orff-
Schulwerk Levell (MUE 421G), Orff-Schufwerk:
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 held in February 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
recording. Applicants in composition must call
or write a member of the composition faculty.
A placement examination is required of Music
majors prior to first-term registration. Eligibility
for enrollment in the core courses Music Theory
I (MUS 131, 132, 133) and Aural Skills I (MUS
134, 135, 136) or prescription of remedial
courses is determined by this examination. A
description of the examination's content is
available in the undergraduate office of the
School of Music.
Program Requirements
Ensemble Requirements
Each degree requires a minimum number of
terms of ensemble. Some degrees require
participation in specific ensembles.
Music majors and minors enrolled in studio
instruction must be concurrently enrolled in a
band, chorus, or orchestra, and they must
audition for ensemble placement before each
fall term registration. Students entering winter
and spring terms audition at the time of en-
trance. In making assignments a faculty
auditioning committee and the performance
instructors give priority to the University Or-
chestra, the University Singers, and the Oregon
Wind Ensemble. Assignments take into account
the student's preference, level of ability, major
performance medium, educational and musical
needs, and the needs of the School's ensem-
bles. Exceptions may be considered by the
Ensemble Performance Studies Committee
after the student completes the following
procedure:
1. Audition for the appropriate ensemble
auditioning committee (choral or
instrumental)
2. Complete the Ensemble Requirement
Petition
3. Return the petition to the School of Music
front desk
Before University registration begins, the
petition will be given to the chair of the Ensemble
Performance Studies Committee and the
student will be notified of the action taken.
Except for keyboard and guitar students,
students enrolled in a chamber ensemble must
be concurrently enrolled in an assigned band,
choir, or orchestra.
General Requirements
In addition to the general University reqUire-
ments for bachelor's degrees (see the Registra-
tion and Academic Policies section of this
bulletin), all undergraduate degrees in Music
require the following:
Core Courses 45 credits
Music Theory I (MUS 131,132,133) . .. .. 6
Aural Skills I (MUS 134, 135, 136) 3
History of Music I (MUS 161, 162, 163) 9
Music Theory II (MUS 231, 232, 233) . . . .. 6
Aural Skills II (MUS 234, 235, 236) 6
History of Music II (MUS 261, 262, 263) . . 6
Analysis (MUS 324, 325, 326) . . . . . . . . . . .. 9
266 Music
Music majors must earn a C- or better in each
of these courses.
Students are subject to the degree requirements
stated in the bulletin 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
combination 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 at the MUP 171
level or above
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, recital, or composition.
If a recital is chosen, three terms of performance study
at the MUP 300 level are required before the project
is presented. Enroll in Reading and Conference (MUS
405); consult adviser for detailS and procedure
All BA degrees in Music 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 at the MUP 171
level or above
Ensemble: at least six terms
Senior project: a scholarly work, recital, or composition.
If a recital is chosen, three terms of performance study
at the MUP 300 level are required before the project
is presented. 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 and competence in mathematics (see
Registration and Academic Policies).
BACHELOR OF MUSIC: MUSIC COMPOSITION
Ensemble: at least nine terms
credits
Composition I, II, III (MUS 240, 241, 242,
340, 341, 342, 440, 441, 442) .. . 27
Seminar: New Music (MUS 407) .. . 2
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 271 level or
proficiency in piano at MUP 171 level and
the 100 level in another instrument or in voice
A total of at least 121 Music (MUS, MUP,
MUE prefixes) credits including
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 IN MUSIC
EDUCATION: CHORAL-GENERAL
credits
Studio instruction . . . . . . . . . . 18
Piano emphasis:
Competence of studio performance studies in piano,
demonstrated by juried acceptance into the MUP 341
level, and completion of three terms of studio voice
(MUP 170)
Voice emphasis:
Competence of studio performance studies in voice,
demonstrated by juried acceptance into the MUP 344
level, and completion of three terms of studio piano
(MUP 141)
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) 3
Teaching Methods (MUE 412,413) 6
Scoring for Voices and Instruments (MUS 439) 3
Choral Materials for Schools (MUE 444) . .. . 2
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
Piano proficiency: six terms of class piano or passing
of piano proficiency examination
Student Teaching: Elementary K-9
(ELED 415) and Student Teaching:
Secondary (Music) (SEED 417), 15 credits,
and student teaching seminar (MUE 407),
1 credit. . . .. 16
Educational Psychology I (EPSY 322),
Educational Psychology II (EPSY 323) 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
Note: Admission to the music education program
requires faculty approval at the end of the sophomore
year
BACHELOR OF MUSIC IN MUSIC EDUCATION:
CHORAL-INSTRUMENTAL
The requirements forthis degree are the same as those
for either the instrumental or the choral-general
program with the following exceptions:
Studio instruction: students must meet
the performance requirements for both
degree options
Ensemble: at least 11 terms including
three in an instrumental ensemble and
three in a choral ensemble
credits
Choose 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
Note: Admission to the music education program
requires faCUlty approval at the end of the sophomore
year
BACHELOR OF MUSIC IN MUSIC
EDUCATION: INSTRUMENTAL
credits
Studio instruction: 18 credits including
6 at the MUP 300 level or above (band or
orchestral instrument only; piano, organ,
recorder, harp, and guitar are not considered
band or orchestral instruments) . 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) 6
Orientation to Music Education (MUE 326) 3
Teaching Methods: Instrumental (MUE 411),
Teaching Methods: Elementary Choral
and General (MUE 412), Instrumental
Teaching Strategies (MUE 414) 8
Scoring for Voices and Instruments (MUS 439) 3
Voice Pedagogy (MUE 391) 1
Instrumental Techniques (MUE 392) . . . . . 8
Practicum (MUE 409) . . . 3
Piano proficiency: six terms of class piano or passing
of piano proficiency examination
Student Teaching: Elementary K-9 (ELED 415)
and Student Teaching: Secondary (Music)
(SEED 417), 15 credits, and 1-credit student
teaching seminar (MUE 407) . . . . . . . . . 16
Educational Psychology I (EPSY 322),
Educational Psychology II (EPSY 323) 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 music education program
requires faCUlty approval at the end of the sophomore
year.
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 to the
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 atthe University. Seniors inthe 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 of the retail music industry. Requirements are
listed below.
credits
Studio instruction at the MUP 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 (MUE, MUP, MUS prefixes) 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), Principles of Public
Relations (J 359), Retail Administration
(MKTG 365), Advertising Layout (J 447) . . 15
BACHELOR OF MUSIC: MUSIC PERFORMANCE
credits
Studio instruction: at least 36 credits including
three terms at the MUP 400 level .. . ..... 36
Ensemble: at least 12 terms
Electives: at least 5 credits in upper-division
MUS courses 5
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
Specialized majors are in Music Performance: Voice,
Keyboard, Instrumental, or Percussion. Additional
requirements for each major follow.
Voice:
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
Music 267
.... 2
.. 4
9
... 3
.. 6
Keyboard:
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)
Prerecital auditions must be approved at least six
weeks before the proposed recital date
Instrumental:
Candidates majoring in Music Performance: Instru-
mental with an emphasis on woodwinds are sUbject to
special requirements; consult studio teacher for details
and procedures
BACHELOR OF MUSIC: MUSIC THEORY
credits
Studio instruction: at least 18 credits
including at least three terms at the MUP 200
level or above . . .. 18
Proficiency in piano at the MUP 271 level or proficiency
at the MUP 171 level in piano and the MUP 100 level
on another instrument or in voice
Ensemble: at leasl nine terms
18th-Century Counterpoint (MUS 433)
Fugue I, II (MUS 434, 435)
Composition I (MUS 240, 241, 242)
Scoring for Voices and Instruments (MUS 439)
Advanced Analysis (MUS 430, 431, 432) ...
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
Atotal of at least 121 Music credits (MUS, MUP, MUE
prefixes) including electives and required courses
Senior lecture-recital: Enroll in Reading and Confer-
ence (MUS 405); consult adviser for details
Final approval of the student's lecture-recital and
generat qualifications
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-Instrumen-
tal programs for the B.Mus. in Music Education. See
also the Handicapped Learner Endorsement Program
in the Teacher Education section of this bulletin.
The Handicapped Learner endorsement can be
completed as part of an undergraduate program in
Teacher Education, as a con1bined undergraduate
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
completed student teaching in music prior to 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.):
Music: 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
Music: 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 bulletin regarding credits,
residence, and transfer of graduate work taken
elsewhere.
Send to the Director of Admissions and Rec-
ords, Graduate Admissions, University of
Oregon, the original copy of an Application for
Graduate Admission, a $25.00 fee, and an
official transcript showing receipt of a bachelor's
degree.
Send the following materials to the Coordinator
of Graduate Studies, School of Music, University
of Oregon, Eugene OR 97403:
1. The four carbon copies of the Application for
Graduate Admission
2. A copy of transcripts of all previous under-
graduate and graduate study
3. Three written recommendations, one from a
primary-area professor
4. A statement of career goals including
purpose and intent in earning a graduate
degree
5. A recent sample of applicant's scholarly
writing, such as a term paper
6. Supporting material related to the primary
area of interest. Performance students: a
tape, a repertoire list, and copies of pro-
grams from solo public performances;
composers: musical scores and tapes, list of
compositions, and copies of programs from
performances of your works; music educa-
tion majors:copies of programs conducted;
other music majors: copies of recent pro-
grams in which you have participated
Following are additional admission require-
ments for each major or area of emphasis:
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
Music: Choral Conducting. Minimum of two
years of successful conducting experience
supported by letters of recommendation, tapes,
and programs; piano proficiency examination
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.
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 and evidence of a senior recital of
the candidate's works. The candidate should
arrange an interview with a member of the
composition faculty, if possible, prior to the first
term of graduate study
Performance and Music Literature. Profi-
ciencytoenter MUP 570-594. Prospective voice
specialists must also have piano proficiency in
sight reading and accompanying.
Any student admitted on the basis of a taped
performance must have a live audition at the
beginning of his or her studies.
Performance in Early Keyboard Instruments.
None
Performance in Woodwind or Brass Instru-
ments. 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
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 of them) are
required to complete prescribed courses by the
end oftheir second term of enrollment. Entering
graduate students in Music Education must
pass a teaching skills examination or complete
courses prescribed by the Music Education
Committee.
Note: Students in the planned fifth-year certifi-
cation program are exempt from these
examinations.
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 a band, chorus, or
orchestra, and they must audition for ensemble
placement before each fall term registration.
Students entering winter and spring terms
audition at the time of entrance. In making
assignments a faculty auditioning committee
and the performance instructors give priority to
the University Orchestra, the University Singers,
and the Oregon Wind Ensemble. Assignments
take into account the student's preference, level
of ability, major performance medium, educa-
tional and musical needs, and the needs of the
School's ensembles. Exceptions may be
considered by the Ensemble Performance
StUdies Committee after the student completes
the following procedure:
1. Audition for the appropriate ensemble
auditioning committee (choral or
instrumental)
2. Complete the Ensemble Requirement
Petition
3. Return the petition to the School of Music
front desk
Before University registration begins, the
petition will be given to the chair ofthe Ensemble
Performance Studies Committee and the
268 Music
3
.. 9
credits
3
.. 3
.. 3
9
2
9
17
12
3
.. 4
credits
12Studio instruction: MUP 570-594 .
Ensemble: at least three terms
Research Methods in Music (MUS 511) 3
Collegium Musicum (MUS 591) . . . .. . . . .. .. 1
Seminars or courses in music history or
literature at the 400G ievel or above
Electives at the 400G level or above and
chosen in consultation with the adviser.
A total of at least 48 graduate credits
A public recital
Completion requirements: a final oral examination with
emphasis on history, literature, and pedagogy of the
primary performance medium
Keyboard: Piano Literature (MUS 464, 465, 466G)
Voice: 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
Piano Accompanying Emphasis
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) 10
A total of at least two courses outside the
School of Music at the 400M level or above .... 4
Music electives, selected in consultation with the
adviser, to complete at least 50 graduate credits
Proficiency in piano at the MUP 271 level or proficiency
at the MUP 171 level in piano and at the MUP 100 level
on another instrument or in vOice
Thesis (MUS 503): a composition of substantial
dimension, composed under the guidance of a
member of the music composition faculty, performed,
and recorded
Public performance of works composed under the
guidance of a member of the composition faculty.
Faculty approval is required for graduation.
Final oral examination reviewing the thesis
MASTER OF MUSIC: MUSIC PERFORMANCE
Music Literature Emphasis
Specialized majors are in Music Performance:
Instrumental, Keyboard, Percussion, or Voice
Options are available in piano, harpsichord, organ,
voice, harp, violin, viola, cello, string bass, oboe, flute,
clarinet, bassoon, trumpet, trombone, horn, tuba,
saxophone, string bass, and percussion.
credits
Research Methods in Music (MUS 511) 3
Music History and Literature (MUS 400G or
above, except MUS 464, 465, 466) . . .... 9
Performance Studies (Studio Instruction): Piano
Accompanying (MUP 570) ...
Performance Studies (Studio Instruction): Piano
(MUP 571). ..
Chamber Ensemble (MUS 594) .
Solo Vocal Music (MUS 467, 468 or 469G),
two terms chosen in consultation with
adviser . . . . . . . . . . . . . 4
Lyric Diction (MUS 455, 456G) 6
Music for Chamber Ensemble (MUS 461, 462, 463G)
or Reading and Conference: Music for
Chamber Ensemble (MUS 505), one term
chosen in consultation with adviser .
Reading and Conference: Music for Chamber
Ensemble Laboratory (MUS 505) .
A total of 9 credits selected from:
Conducted Ensemble (MUS 595, 596, or 597)
Voice Pedagogy (MUE 391)
Advanced Keyboard Harmony (MUS 425G)
Score Reading (MUS 426G, 427G)
Collegium Musicum (MUS 591)
Performance Studies: Harpsichord, at
appropriate level
Opera Workshop (MUS 598) or Reading and
Conference (MUS 505) as appropriate, with
adviser's approval
9
6
3
6
.. 6
7-11
credits
.3Research Methods in Music (MUS 511)
Choose 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
Ciasslcal Period (MUS 563), Music in the
Romantic Era (MUS 564), Music in the
20th Century (MUS 565) ...
A total of at least 6 credits in music history
or theory seminars (MUS 407G, 507) 6
Electives in music theory or history or appropriate area
outside Music: recommended courses are MUS
425-427G, 430-435G, 543, 544, or seminars in Music
Theory or Music History or other topics (MUS 407G,
507)
A total of at least 48 graduate credits
Thesis (MUS 503) .
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 cred its
Completion requirements: defined in consultation with
the adviser: normally an oral examination on the thesis
MASTER OF MUSIC: CONDUCTING
Choral Emphasis
Studio instruction: at least three terms of voice
Ensemble: at least three terms of choral
credits
Advanced Instrumental Conducting (MUS 486) 3
Research Methods in Music (MUS 511) 3
Practicum: Advanced Choral Conducting
(MUS 509) .
Reading and Conference: Choral Literature
(MUS 505) . 9
Advanced Choral Conducting (MUS 485G),
Seminar: Advanced Choral Analysis
(MUS 507), Seminar: Advanced Choral
Performance (MUS 507) .
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 491G), Baroque Performance Practices (MUS
589), Collegium Musicum (MUS 591)
Three consecutive terms in residence, excluding
summer sessions
A total of at least 54 graduate credits
Completion requirements: conduct at leasttwo public
performances of choral ensembles (faculty approval
required), final oral examination
Wind Ensemble Emphasis
credits
MASTER OF ARTS: MUSIC THEORY
Studio instruction: at least three terms
Ensemble: at least three terms
Advanced Composition Studies (MUS 540,
541,542) . 6
Research Methods in Music (MUS 511) 3
Seminar: New Music (MUS 407G), two terms. 4
A total of at least 6 credits in music history
selected from MUS 561, 562, 563, 564, 565 . 6
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 MUP 541
level or above
Music in the 20th Century (MUS 565) .
Wind Ensemble (MUS 595) ..
One additional course in music history at the
500 level or above ... . . . . . . . . . . . . 3
Electives in the area of emphasis, chosen
with adviser, at the 400G level or above 12
Completion requirements: academic year in residence,
final oral examination, juried rehearsal, juried conduct-
ing performance, and research paper dealing with
some aspect of wind ensemble conducting
MASTER OF MUSIC: MUSIC COMPOSITION
Ensemble: at least three terms
Music in School and Society (MUE 532) .
Resources in Music Education (MUE 514)
Research Methods in Music (MUS 511)
Curricular Strategies in Music
Education (MUE 538) .
A total of at least 9 credits in
music history, theory, or composition
at the 400G level or above
A total of at least 12 credits in courses
related to the degree emphasis area at the
400G level or above . . 12
Professional Education courses .... 12
Electives (chosen with adviser) within or outside the
School of Music at the 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 the Graduate School
section of this bulletin
Completion requirements-one of the following:
9 credits in Thesis (MUS 503) and oral examination or
a major project (2-4 credits) and oral examination or
a recital (if studio instruction is MUP 541-562 level
or above) and oral examination
MASTER OF ARTS: MUSIC HISTORY
Studio instruction: at least three terms
Ensemble: at least three terms
student will be notified of the action taken.
Note: Except for keyboard and guitar special-
ists, students enrolled in a chamber ensemble
must be concurrently enrolled in an assigned
conducted ensemble.
Degree Requirements. A minimum of 50
percent of all degree requirements must be
taken in SOD-level courses. In addition to
Graduate School requirements (see the
Graduate School section of this bulletin) for
master's degrees, each degree program listed
below has the following specific requirements:
MASTER OF ARTS OR MASTER OF MUSIC
IN MUSIC EDUCATION
Specialized majors are in Music Education: Choral-
General, Choral-Instrumental, or Instrumental. Candi-
dates are required to establish an area of emphasis
within their specialized majors.
Areas of Emphasis:
Elementary General Music
Instrumental Conducting and Literature
Choral Conducting and Literature
Note: Other areas of emphasis 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
Research Methods.in Music (MUS 511) ... 3
Choose four 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) 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 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
Music 269
3
12
17
12
indicating two years of successful full-time
music teaching. These letters are in addition
to the recommendations required of all
applicants in 3 above
7. For applicants choosing a primary or
supporting area in music history or music
theory: a document exemplifying the appli-
cant's scholarship and research ability. This
document serves as the sample of writing
requested in 4 above
8. For applicants choosing either a primary or
supporting area in music performance: a
personal audition or a recent tape recording
of a performance; a list of repertoire and
copies of recent programs
9. Any other materials the applicant believes
are 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 a band, chorus, or
orchestra, and they must audition for ensemble
placement before each fall registration.
Note: Except for keyboard and guitar special-
ists, students enrolled in a chamber ensemble
must be concurrently enrolled in an assigned
conducted ensemble.
General Degree Requirements
In addition to the Graduate School's require-
ments for doctoral deg rees, the School of Music
has the following general requirements:
credits
Ensemble: at least three terms ... 3-6
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 fWD courses or seminars in
music history or theory, chosen from MUS
407G or the 500 level. 4-6
A total of at least fWD 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) .... 6
Doctoral Degree
Programs
Doctoral Degrees Offered
Doctor of Musical Arts (D.MA)
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 (Ph.D.)
Music Education: Choral-General
Music Education: Choral-Instrumental
Music Education: Instrumental
Primary and supporting areas are offered in
music composition, music education, music
history, music performance, and music theory.
Supporting areas are also offered in choral
conducting and wind ensemble conducting.
Note: All doctoral candidates in music must
complete one primary area and one supporting
area. The D.Ed. and Ph.D. 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
Send to the Office of Admissions and Records,
University of Oregon:
1. The original copy of an Application for
Graduate Admission
2. An official transcript showing receipt of a
bachelor's degree
Send to the Coordinator of Graduate Studies,
School of Music, University of Oregon, Eugene
OR 97403:
1. The four carbon copies of the Application for
Graduate Admission
2. A copy of transcripts of all previous under-
graduate and graduate study
3. Three written recommendations from people
who know the applicant's professional and
personal qualifications
4. A recent sample of scholarly writing, such
as a term paper, and recent copies of
concert or recital programs
5. For applicants choosing either a primary or
a supporting area in composition: a score
and a tape recording of an original composi-
tion
6. For applicants choosing a primary area in
music education: two letters of recommenda-
tion indicating three years of successful
full-time music teaching. For applicants
choosing a supporting area in music educa-
tion: two letters of recommendation
1
3
12
12
.4
.. 8
.. 7
... 3
... 6
.... 9
..... 3
.... 3
credits
.. 3
..... 9
.. ..... 3
... 3
1
........ 3
.. 3
Solo Vocal Music (MUS 467, 468, or 469G),
one term behond those listed above 9
Proficiency in French, Italian, and German is strongly
recommended.
Final Demonstration. Two public recitals, each
consisting of at least 45 minutes ot music. The recitals
must include repertoire for keyboard with voice and
with instruments, chosen in consultation with the
student's adviser (usually the student's keyboard
instructor). One of the recitals must include at least 15
minutes of repertoire for solo piano. Each recital must
be given prior approval by at least three music faculty
members, chosen in consultation with the adviser, at
an audition to be held at least six weeks before the
proposed performance.
Early Keyboard Instruments Emphasis
This option requires specialization in two or more of
the following: clavichord, harpsichord, fortepiano,
organ.
credits
Studio instruction: selected from MUP 572, 573,
593, 594 (as applicable) ...
Secondary instruments selected from MUP 372,
373, 393, 594 or higher (as applicable)
Ensemble: at least three terms
Collegium Musicum (MUS 591)
Research Methods in Music (MUS 511)
Seminars or courses in music history or
literature at the MUS 400G level or above
Electives at the MUS 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
Woodwind or Brass Instruments Emphasis
credits
StudiCJ instruction: MUP 581-590 in primary
instrument
Studio instruction: MUP 521-530 in each
secondary instrument
Ensemble: at least three terms
Collegium Musicum (MUS 591) .
Research Methods in Music (MUS 511)
Wind Instrument Music (MUS 477G) .
Advanced Pedagogy: Woodwind or Brass
(MUE 491G)
Seminars or courses in music history or
literature at the 400G level or above ...
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
Research Methods in Music (MUS 511)
Piano Literature (MUS 464, 465, 466G)
Piano Pedagogy I: Fundamentals of
Teaching (MUE 471G) .
Piano Pedagogy II: Pre-Piano and Beginning
Piano Study (MUE 472G) concurrent with
Practicum (MUE 409G or 509) .
Piano Pedagogy III: Teaching Teenagers
and Adults (MUE 473G) ....
Advanced Pedagogy: Piano (MUE 491G)
A total of at least three terms of Practicum
(MUE 509), 1 credit each term
Seminars or courses in music history
or literature
Electives at the 400G level or above and
chosen in consultation with the adviser.
A total of at ieast 52 graduate credits
Project and short recital (at least 30 minutes performing
time)
Final oral examination
270 Music
credits
Courses in composition, analysis, or
pedagogy of musicianship or of composition,
chosen in consultation with a faculty
adviser 12
Public performance on the University of Oregon
campus of compositions completed during the period
of doctoral study and approved by the music compo-
sition faculty
MUSIC EDUCATION, PRIMARY
The following requirements are the same for
the D.MA, PhD., and D.Ed. degrees:
credits
Advanced Pedagogy: Musicianship (MUE 491G),
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 12
Public performance, usually a graduate composition
recital, on the University of Oregon campus of
compositions completed during the period of doctoral
study and approved by the music composition faculty
MUSIC COMPOSITION, SUPPORTING
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, usually French,
German, or Italian. Students with a primary or support-
ing 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
Choral literature courses to be selected
after consultation with an adviser
Inquire at the School of Music front desk
for a list of recommended elecitives
Two summer workshops held during the Oregon
Bach Festival. Participation at least one
summer as a conductor during the Festival
Piano proficiency. May be demonstrated by
successful completion of Intermediate
Performance Class Piano (MUP 231,232,233)
or by examination . . .. 6
One public choral conducting performance
(faculty approval required)
Diction proficiency in French, German,
Italian, and Latin. May be demonstrated
by successful completion of Lyric
Diction (MUS 455, 456) or by examination ..... 6
Comprehensive examination in choral conducting
WIND ENSEMBLE CONDUCTING, SUPPORTING
credits
Advanced Instrumental Conducting (MUS 486) ... 3
Seminar: Wind Ensemble Conducting (MUS 507) . 3
Seminar: Wind Repertoire from 1500-1850
(MUS 507). . 3
Seminar: Wind Repertoire from 1850-1950
(MUS 507). . . . .. . .. . . 3
Seminar: Repertoire from 1950 to the present
(MUS 507) . . . . . . . . . . . 3
Practicum: Wind Ensemble Conducting (MUE 509) . 3
Band: Wind Ensemble (MUS 595), three terms 6
Electives in subject are chosen by student and adviser.
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 foreign 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 degree pro-
grams. 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. All course work, the
comprehensive examinations, any required
recitals, and the dissertation must be satisfac·
torily completed before the end of the seven-
year period. If this period is exceeded, an
additional year of residence or a new set of
comprehensive examinations, or both, are
required.
.. 6
...9
credits
3
.3
3
3
... 3
. .. 3
credits
credits
3
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) .
MUSIC PERFORMANCE, PRIMARY
Collegium Musicum (MUS 591)
Choose 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) .
A total of at least three terms in music history
and music theory seminars (MUS 407G, 507)
Advanced Analysis (MUS 430, 431, 432G)
Choose 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) . . 1-2
Thesis (MUS 503) . . . . . . . . . . 18
Two public lecture-demonstrations or lecture-recitals
(subject to faCUlty approval) on the University of
Oregon campus
Notation of Medieval and Renaissance
Music (MUS 543, 544) 6
Performance Practices before 1800 (MUS 589) 3
Seminar: Thesis Organization (MUE 507) 1-2
Thesis (MUS 503) 18
Two public lecture-demonstrations or lecture-recitals
(subjectto faculty approval) on the University campus
MUSIC HISTORY, SUPPORTING
At leastthree terms in music history ortheory seminars
(MUS 407G, 507)
Performance Studies (Studio Instruction)
(MUP 671-694), six terms 24
Seminar: Thesis Organization (MUE 507) 1-2
Thesis (MUS 503), focusing on some aspect
of the performance medium. 18
Three public performances on the University of Oregon
campus (SUbject to prerecital approval by a faculty
jury), one of which must be a solo recital
MUSIC 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
MUSIC THEORY, PRIMARY
MUSIC THEORY, SUPPORTING
A total of at least three terms of music theory
and history seminars (MUS 407G, 507)
credits
Advanced Analysis (MUS 430, 431, 432G) ... 6
Choose 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
Choose 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
CHORAL CONDUCTING, SUPPORTING
Vocal Performance Studies (StUdio Instruction)
(MUS 641-661), three terms
Advanced Instrumental Conducting
(MUS 486) . 3
Practicum: Choral Conducting (MUE 509),
one-term minimum. Supervised College Music
Teaching (MUE 502) may be substituted
Seminar: Advanced Choral Conducting
(MUS 507) taken concurrently with MUE 509
3
9
6
18
15
credits
.. 3
credits
... 3
3
3
3
... 3
3
. .. 3
credits
..... 3
.... 3
Research Methods in Music (MUS 513)
Resources in Music Education (MUE 514)
Seminar: Thesis Organization (MUE 507)
Educational Statistics (EPSY 415, 416G)
or equivalents
Studio instruction, three terms
Thesis (MUE 503) .
A total of at least 15 credits in additional
graduate MUE courses ....
MUSIC EDUCATION, SUPPORTING
Research Methods in Music (MUS 513)
Educational Statistics (EPSY 415G)
or equivalent
Studio instruction, three terms
A total of at least 9 credits in additional
graduate MUE courses
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
Collegium Musicum (MUS 591) .
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) ....
A total of at least three terms in music history
or theory seminars (MUS 407G, 507)
Music 271
Final Examination
A final oral examination is required in all degree
programs. 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
Music Courses (MUS)
Lower Division
125 Basic Music (3) Elementary study of terms and
notational symbols; designed to develop elementary
competence in performing from notation and in
notating musical ideas. Nonmajors or premajors.
126 Rudiments of Music (3) Elementary study of
terms and notational symbols: designed to develop
elementary competence in performing from notation
and in notating musical ideas. For music majors and
minors who need preparation to enter MUS 131 and
134.
131,132,133 Music Theory I (2,2,2S) Elementary
study of musical structure, emphasizing the acquisition
of descriptive and analytical capacity. Prereq:
placement examination; coreq: MUS 134,135,136.
134,135,136 Aural Skills I (1,1,1S) Elementary ear
training through sight singing, dictation, and related
activities. Prereq: placement examination; coreq: MUS
131, 132, 133. Karpinski, S. Owen.
161, 162, 163 History of Music I (3,3,3S) Study of the
history and evolution of music, principally of Western
art music to ca. 1BOO. Smith.
191 Collegium Muslcum (1R) Study of music
repertoire of the medieval, Renaissance, and baroque
periods through rehearsals and extensive sight-
reading; vocal and instrumental repertoire. Prereq:
audition. H. Owen.
194 Chamber Ensemble (1 R) Study of music through
small-group rehearsal. For string and wind instrument
players, percussionists, keyboard players, and
singers. Prereq: audition, instructor's consent. R for
maximum of 6 credits.'
195 Band (1-2R) Marching Band, 2 credits; Oregon
Wind Ensembie, 1-2 credits; EOgene-University Wind
Ensemble, 1 credit; University Band, 1 credit; Sym-
phonic Band, 1 credit; Basketball Band, 1 credit;
Green Garter Band, 1 credit. Prereq: audition for
Oregon Wind Ensemble and Eugene-University Wind
Ensemble; interview for Marching Band, Symphonic
Band, and Basketball Band and Green Garter 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,Chamber Choir,
Vocal Jazz Ensemble, 2 credits; University Men's
Chorus, University Women's Chorus, Laboratory
Chorus, 1 credit. Prereq: audition, instructor's consent.
R for maximum of six terms. Clark, Miller, Saltzman,
Stone.
199 Special StUdies: [Term Subject] (1-3R)
200 Innovative Education: [Term Subject) (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.
231, 232, 233 Music Theory II (2,2,2,S) Continuation
of MUS 131, 132, 133. Prereq; MUS 133,136 or
equivalent proficiency; coreq: MUS 234, 235, 236.
234, 235, 236 Aural Skills II (2,2,2S) Continuation of
MUS 134, 135, 136. Prereq: MUS 133,1360requivalent
proficiency; coreq: MUS 231, 232, 233. Karpinski.
240,241,242 Composition I (3,3,3) Introduction to
musical composition. Problems of notation, scoring for
instruments, basic concepts of form; contemporary
techniques; emphasis on student's own beginning
creative work. Prereq: MUS 113, 203 or equivalents
and instructor's consent. Healey, H. Owen, Tubb.
258 Music In World Cultures (3) Survey of music from
Africa, Asia, and the oral traditions of Europe and the
Americas; the styies and functions of music in many
cultures.
261,262,263 History of Music 1I(3,3,3} Continuation
of MUS 161, 162, 163. Intensive study of the history
and evolution of music, principally Western art music.
Prereq: MUS 163 or equivalent proficiency. Smith.
Upper Division
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. R. Moore.
324,325,326 Analysis (3,3,3) Techniques of analyzing
melody, harmony, rhythm, and form in music from
various periods and cultures. Prereq: MUS 233, 236,
263 or equivalent proficiency. Hurwitz, Trombley.
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, H. Owen, Tubb.
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 revoiution 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.
384, 385 Choral Conducting I, II (2,2) Conducting
techniques with emphasis on practical application to
chorai 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: MUS3B5, MUE 392 (one term),
and instructor's consent. Bennett, Mabrey.
387, 388 Instrumental Conducting I, II (2,2) Baton
techniques with emphasis on practicai 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 instrumentai majors. Prereq:
MUS 3BB and instructor's consent. Clark, Saltzman.
391 Collegium Muslcum (1 R) Repertoire of the
medieval, Renaissance, and baroque periods through
rehearsals and extensive sight-reading; vocal and
instrumental repertoire. Prereq: audition. H. 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 (1 R) Large ensembies
performing progressive jazz-rock repertoire. Perform-
ances on campus and at jazz festivals. ImproVisation
as well as repertoire stUdy. Prereq: audition, full-year
commitment. Casey, S. Owen, Williams.
394 Chamber Ensemble (1 R) Study of music through
smali-group rehearsal. For string and wind instrument
players, percussionists, keyboard players, and
singers. Prereq: audition, instructor's consent.
395 Band (1-2R) See MUS 195 for available bands. R
Jar maximum of six terms. Prereq: aUdition, instructor's
consent. Bennett, Casey, 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 repertory for the musical theater through analysis,
rehearsal, and performance of complete and excerp-
ted works; training in stage movement, diction, and
rehearsai techniques. Prereq: instructor's consent.
400 Innovative Education: [Term Subject) (1-3R)
405 Reading and Conference: [Term Subject) (1-4R)
407 (G) Seminar: [Term Subject) (Arr,R) Various
topics at an advanced level, offered periodically
according to student and faculty interest and availabil-
ity. Recent topics are Bart6k, Beethoven, The Classical
Symphony, Haydn, Jazz Improvisation, Mahler,
Mozart, Monteverdi, Schoenberg, Stravinsky, and
Wagner.
408 Workshop (Arr,R) Various topics at a level
beyond that available in regularly scheduled courses.
Prereq: completion of all regularly scheduled courses
related to the topic or equivalents and both instructor's
and dean's consent.
410 (G) Experimental Course: [Term Subject] (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. Dowd.
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. H. 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 anaiytical techniques, especially those
developed by Heinrich Schenker and Felix Salzer,
applied to music of all periods and styles. Prereq: MUS
223, 226. Bergquist. Not offered 19BB-B9.
433 (G) 18th-Century Counterpoint (2) StUdy of
contrapuntal techniques through analysis and
composition. Prereq: MUS 222, 226 or equivalents and
instructor's consent. H. Owen.
434 (G) Fugue I (2S) Contrapuntal techniques of the
1Bth century through analysis and composition.
Prereq: MUS 433 and instructor's consent. S with MUS
435. H. Owen.
435 (G) Fugue II (2S) Continuation of 434; contrapuntal
techniques of the 19th and 20th centuries through
analysis and composition. Prereq: instructor's consent.
S with MUS 434. H. 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. Offered winter term only.
440,441,442 (G) Composition III (3,3,3) Composition
and pUblic performance of works including large or
chamber ensembles. Preparation of works for senior
reoital. Prereq: MUS 342 and instructor's consent.
443 (G}Syntheslzer Techniques (3) Basic principles
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. Fee: $20.00. Prereq: instructor's
consent. H. Owen.
444 (G) Electronic Synthesizer Laboratory (1)
Individual laboratory experience with electronic
synthesizers and related equipment. Fee: $20.00.
Prereq: instructor's consent. H. Owen.
450 (M) Listening with Understanding (3) Introduc-
tion to perceptive listening through experiencing and
analyzing various types of music; collateral reading
and ciass 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. Eckhoff.
457 (G) Sacred Choral Music (3) Choral music based
on liturgical and nonliturgical sacred themes;
272 Music
performance 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. Hladky.
464,465,466 (G) Piano Literature (3,3,3) Solo piano
music from J. S. Bach to the present; original 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.
477 (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.
478 (G) History of the Band (3) The development of
the wind band in Europe and the United States.
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
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: [Term Subject] (1-4R)
Individual study of topics 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: [Term SUbject] (Arr,R) Studies of
various topics at an advanced level, offered periodi-
cally' according to student and faCUlty interest and
availability. A current topic is Composition. For
additional topics see MUS 407.
510 Experimental Course: [Term Subject] (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.
520 Bibliography In Wind Ensemble Conducting (3)
Survey of research in conducting. Discussion of
rehearsal strategies and psychology.
521, 522, 523 Wind Repertoire (3,3,3S) Survey and
analysis of music composed for large wind groups.
521: 1500-1850. 522: 1850-1950. 523: 1950 to the
present.
524 Wind Conducting Laboratory (2R) Study,
preparation, and conducting of works for instrumental
ensembles in rehearsals and performances. R for
maximum of 6 credits.
533, 534 20th-Century Counterpoint (2,2)
Techniques of present-day contrapuntal practice;
application in larger contrapuntal forms. Prereq: MUS
434. Not offered 1988-90.
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, H. 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. Not offered 1989-90.
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. Not offered
1988-89.
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. Not
offered 1989-90.
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. Not
offered 1989-90.
563 Music in the Classical Period (3) Sources of
classical styie and their culmination in the Viennese
high classical style of Haydn, Mozart, and Beethoven.
Dramatic forms and procedures in opera. Bergquist.
Not offered 1988-89.
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. Hurwitz. Not
offered 1989-90.
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, Bart6k; developments in the United States;
implications of recent developments. Hurwitz. Not
offered 1988-89.
589 Performance Practices before 1800 (3) Introduc-
tion to 17th- and 18th-century performance practices;
investigation of primary sources; comparative study of
recorded examples; preparation of a performing
edition, class demonstrations. Trombley. Not offered
1989-90.
591 Collegium Musicum (lR) See MUS 391 for
additional information.
592 Small Jazz Ensembles (1 R) See MUS 392 for
additional information.
593 Jazz Laboratory Band (1 R) See MUS 393 for
additional information.
594 Chamber Ensemble (lR) 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.
Music Education
Courses (MUE)
Lower Division
199 Special Studies: [Term Subject] (1-3R)
200 Innovative Education: [Term Subject] (1-3R)
Upper Division
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. L'Hommedieu.
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. Instrument
rental fee.
400 Innovative Education: [Term SUbject] (1-3R)
405 Reading and Conference: [Term SUbJect] (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: [Term Subject] (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: [Term SUbject] (1-2R) Practical
experience in guiding learning activities. Prereq:
coordinator's consent.
410 (G) Experimental Course: [Term Subject] (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 studentteaching.
Coreq: Practicum: Elementary School Music (MUE
409). Laboratory fee. Van Rysselberghe.
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. Paul.
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. Van Rysselberghe.
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 toOrff-Schulwerk. Speech and rhythm irnprovisa-
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: MUE420, 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. Laboratory
fee. Van Rysselberghe.
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 involving parents and children in a
laboratory setting. Laboratory fee. R for maximum of
9 credits. Van Rysselberghe.
Music 273
429 (G) Music In Special Education (3) Music for
handicapped or gifted learners. Educational 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 planning,
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. Paul.
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 323 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-Piano 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, theory, percussion, string instruments, voice,
woodwinds, R for maximum of 9 credits,
Graduate
501 Research (Arr,R) PIN only. Prereq: instructor's
and dean's consent.
502 Supervised College Music Teaching (Arr,R)
503 Thesis (Arr,R) PIN only. Prereq: instructor's
consent.
505 Reading and Conference: [Term SUbject] (1-2R)
Individual study of topics beyond the availability of
regularly scheduled courses, Prereq: completion of all
regularly scheduled courses related to the topic or
eqUivalents and instructor's consent.
507 Seminar: [Term SUbject] (Arr,R) Recent topics
are General Seminar in Music Education, History of
U.S, Music Education, New Trends in Music Education,
and Thesis Organization,
509 Practicum: [Term SUbject](1-4R) Professionally
related experience 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, coordinator's consent.
510 Experimental Course: [Term Subject] (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, L'Hommedieu,
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,
Paul.
533 Music in the Elementary School (3) Curricula,
materials, and procedures of teaching general music
in the elementary school. Laboratory fee, Van
Rysselberghe,
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, Van
Rysselberghe,
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) Principles
underlying a sound policy in the administration of
school music programs; bUdgets, personnel, cur-
riculum, facilities. Doerksen
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, Doerksen,
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,
Performance Studies
Courses (MUP)
Lower Division
100 Basic Performance Studies (2R) PIN only. Class
piano, Prereq: instructor's consent. Extra fee,
101-107 Basic Performance Studies (2R) PIN only.
101: Voice, 102: Strings, 103: WoodWinds, 104: Brass,
105: Percussion, 106: Guitar, 107: Recorder. Prereq:
instructor's consent. R twice for maximum of 6 credits.
Extra fee,
131,132,133 Basic Performance Class Piano (2,2,2)
First-year sequence for students with little or no 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) PIN
only. 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, 152:0boe, 153: Clarinet, 154: Saxophone, 155:
Bassoon, 156: Trumpet, 157: French Horn, 158:
Trombone, 159: Baritone Horn, 160: Tuba, 161:
Percussion, 162: Recorder. Prereq: audition, instruc-
tor's consent. R twice for maximum of 6 credits, Extra
fee.
170-194 Performance Studies (Studio Instruction)
(2-4R) First ievel 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 Innovative Education: [Term SUbject] (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
341-362 Performance Studies (Studio Instruction)
(2-4R) Upper-division study for qualified degree
candidates speciaiizing in anareaotherthan perform-
ance, 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: Clarinet, 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.
400 Innovative Education: [Term SUbject] (1-3R)
410 Experimental Course: [Term SUbject] (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
510 Experimental Course: [Term Subject] (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: YQice, 545: Vl<?!in,
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,
570 Performance Studies (Studio Instruction):
Piano Accompanying (2-4R) Master's-Ievel piano
accompanying for degree candidates specializing in
performance, Concentration on vocal and instrumental
repertoire, Prereq: instructor's consent and audition to
demonstrate proficiency equivalent to MUP 571.
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 candidateswith
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 ofMUP 571-594,
sufficient talent and experience to justify the undertak-
ing 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 falent and experience to justify the undertak-
ing of performance as a primary area,
274
125 Chapman Hall
Telephone (503) 686-5128
Kenneth D. Ramsing, Acting Dean
Toby J. Deemer, Assistant to the Dean
for Academic Administration
Graduate Council Faculty
Kenneth D. Ramsing, Cochair, ex officiO, and
Linda F. Ettinger, Cochair
FranQoise Calin, Romance Languages
Richard Maxwell Brown, History
Linda F. Ettinger, Art Education
Gunilla K. Finrow, Architecture
Maradel K. Gale, Planning, Public
Policy and Management
James B. Lemert, Journalism
Stoddard Malarkey, English
Norman M. Savage, Geological Sciences
Advanced Degrees
Through the Graduate School, the University of
Oregon offers studies leading to advanced
degrees inthe 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 bulletin; general requirements
of the Graduate School are stated in this section.
College of Arts and Sciences
Anthropology: MA, M.S., PhD.
Archaeology
Cultural Anthropology
Linguistics
Physical Anthropology
Biology: MA, M.S., PhD.
Cell Biology
Developmental Biology
Ecology
Genetics
Marine Biology
Microbiology
Molecular Biology
Morphology
Neurosciences
Physiology (mammal, plant)
Systematics
Chemistry: MA, M.S., PhD.
Biochemistry
Chemical Physics
Molecular Biology
Organic Chemistry
Physical Chemistry
Theoretical Chemistry
Classics: MA
Classics
Greek
Latin
Graduate School
Computer and Information Science:
M.A., M.S., PhD.
Economics: MA, M.S., PhD.
Econometrics
Economic Development
International Economics
Monetary Theory and Policy
Public Finance
Regional and Urban Economics
Resource Economics
English: MA, M.FA, D.A., PhD.
American Literature
Creative Writing: M.FA
English Literature
Geography: MA, M.S., PhD.
Cultural Geography
Physical Geography
Geological Sciences: MA, M.S., Ph.D.
Economic Geology
Geochemistry
Geophysics
Mineralogy-Petrology
Paleontology
Stratigraphy
Volcanology
Germanic Languages and Literatures:
MA, Ph.D.
History: MA, Ph.D.
Ancient History
East Asia
England since 1485
Europe to 1500
Europe 1400-1815
Europe 1780 to Present
Latin America
Russia
United States
Linguistics: MA, PhD.
English as a Second Language
General Linguistics
Mathematics: MA, 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: MA, PhD.
Physics: MA, M.S., PhD.
Applied Physics (including solar energy)
Astronomy, Astrophysics, Cosmology
Atomic and Chemical Physics
Biophysics
Condensed Matter, Experimental and Theory
Elementary Particle Theory
Nuclear Physics
Statistical Mechanics
Political Science: MA, M.S., PhD.
American Government and Politics
Comparative Politics
International Relations
Methodology
Political Behavior and Political Theory
Public Administration and Public Policy
Psychology: MA, M.S., PhD.
Clinical
Developmental, Personality
General Experimental (Cognitive)
Neurosciences
Physiological
Social
Romance Languages: MA, Ph.D.
French Language and Literature: MA
Italian Language and Literature: MA
Spanish Language and Literature: MA
Russian: MA
Sociology: MA, 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: MA,
M.S., PhD.
Speech: Telecommunication and Film: M.A.,
MS., PhD.
Speech: Theater Arts: MA, M.S., M.FA,
PhD.
Interdisciplinary Programs
Asian Studies: MA, M.S.
Chinese
Japanese
Comparative Literature: MA, PhD.
Corrections: MA, M.S.
Individualized Program: MA, M.S.
e.g., Individualized Program: American
Studies, Individualized Program: Applied
Information Management, Individualized
Program: Environmental Studies,
Individualized Program: Folklore,
Individualized Program: Gerontology
Industrial Relations: MA, M.S.
International Studies: MA
Teaching: MA, M.S.
Graduate School 275
Professional Schools
and Colleges
School of Architecture
and Allied Arts
/'Irchitecture: M.Arch.
Interior Architecture: M.I.Arch.
/'Irt Education: M.A., M.S., D.Ed., PhD. (D.Ed.
and PhD. degrees granted by College of
Education)
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: MF.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.B.A. (to be discontinued), 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.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 Resource Manage-
ment: PhD.
Management: Organizational Studies: PhD.
Marketing: M.A., M.S., M.B.A., PhD.
Marketing: International Business: M.A., M.S.,
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.
Instructional Technology, M.A., M.S., M.Ed.
Special Education: Handicapped Learner:
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.
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: 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.
Adapted Physical Education
Athletic Training
Biomechanics
Curriculum
Fitness and Life-Style Management
Growth and Development
Human Anatomy
Human Movement Studies
Leadership and Management
Motor Learning and Neuromuscular Control
Physiology of Exercise
Social Psychology of Sport and Physical
Activity
Teaching Analysis
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
Music: Conducting: M.Mus.
Music Composition: M.Mus., D.M.A.
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, M.Mus., D.M.A.
Music: Piano Pedagogy: M.Mus.
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.
General Information
Students wanting to eam 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 and
Records, University of Oregon, Eugene OR
97403; telephone (503) 686-3201.
Students wanting to eam 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 conditional G8 unconditional
Master's degree
G4 conditional G9 unconditional
Doctoral degree
A student from an unaccredited institution or an
institution 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 creditsof
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
sam~ 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
documents the new department requires
accomplishes this change.
A student not previously enrolled atthe Univer-
sity is required to pay a $25.00 fee when
applying for admission. Applicants should
address inquiries conceming graduate admis-
sion to the department or school in which they
plan to study, nottothe Graduate School or the
Office of Admissions and Records.
276 Graduate School
Application Procedure
Students seeking admission to the Graduate
School must submit an application on an official
University application form. The first copy ofthe
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 and Records
PO Box 3237
University of Oregon
Eugene OR 97403
The remaining copies of the application form
and official transcripts of all previous college
work, both undergraduate and graduate, must
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 Examinations,
Miller Analogies Test), evidence 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
orthe 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 and Rec-
ords, University of Oregon, Eugene OR 97403.
(University of Oregon graduates do not need to
send an official transcript to the Office of
Admissions and Records.) Graduate postbac-
calaureate status is a nondegree classification.
A satisfactory record is a major factor in
determining reenrollment. Credits earned by
postbaccalaureate students are recorded in the
Office of the Registrar. For more information see
Other Graduate Classifications under General
Requirements and Policies.
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
USA
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 Center for Academic Learning
Services, 108 Library: telephone (503) 686-
3226.
International students wanting English training
before beginning their studies at the University
of Oregon or another United States university
may enroll in the American English Institute. For
more 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 credit to nonmajors or may, if ap-
proved, form part of an interdisciplinary master's
program.
401-499 (G)
Upper-division courses that may be offered for
graduate credit.
500-599
Graduate courses (seniors with superior
scholastic achievement may be admitted with
instructor's consent).
501-510, 601-610
Graduate and professional 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 Research or other supervised original work;
502 Supervised College Teaching; 503 Thesis;
505 and 605 Reading and Conference; 506
Field Studies or Special Problems; 507 and 607
Seminar; 508 and 608 Workshop, Special
Topics, or Colloquium; 509 Practicum, Terminal
Project, or Supervised Tutoring; 510 and 610
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 that count
toward a professional degree only, not toward
advanced academic degrees such as an MA,
M.S., or 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 a 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 fewerthan 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 a student receives the
degree, he or she must be registered for at least
3 graduate credits. If the student is completing
a master's degree thesis in this final term,
registration must include 1-3 credits of Thesis
(503). If a doctoral dissertation is being com-
pleted, registration must include no fewer than
3 credits of Thesis (503).
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 for the 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 forthe 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 Members
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 submit a petition to 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, Arizona, Colorado, Hawaii, Idaho,
Montana, Nevada, New Mexico, North Dakota,
Oregon, Utah, Washington, and Wyoming to
apply for admission to selected professional
programs and, if admitted, to be treated as
resident students for tuition purposes.
University of Oregon WICHE programs and
degrees are in molecular biology, PhD. (Aaron
Novick, Institute of Molecular Biology); neuro-
sciences, PhD. (Russell D. Fernald, Institute of
Neuroscience); historic preservation, M.S.
(Wilmot G. Gilland, School of Architecture and
Allied Arts); and physical education, Ph.D.,
D.Ed. (Michael Ellis, Department of Physical
Education and Human Movement Studies).
Graduate Credit by Examination
Currently enrolled graduate students may
submit a petition to the major department to
receive graduate credit by examination for
areas in wh ich they feel qualified by experience
or independent study. These areas must be
directly equivalent to graduate courses listed
by title in the current University of Oregon
General Bulletin. Credit earned in this manner
does not count toward the satisfaction of the
residence requirement forthe 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 $40.00 a course
3. The student must complete arrangements
for the 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 (501), Thesis (503), Reading and
Conference (505), Workshop (508), Prac-
ticum (509), and Experimental Cou rse (510)
6. Students may not receive graduate credit by
examination for (a) courses they have
previously failed at the University or else-
where or (b) courses that would substantially
duplicate credit already received and 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 atanytime during agraduate
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 (GO,G 1,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
more 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 is
within 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 markofY (no basis for a grade) unless the Y
was the result of an administrative error.
Continuous Enrollment
Unless on-leave staus has been approved, a
student enrolled in an advanced degree or
graduate certificate program must attend the
University continuously until all of the program
requirements have been completed. The
student must register for 3 graduate credits
each term, excluding summer sessions, to be
continuously enrolled,
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 that
may not exceed three academic terms, exclud-
ing summer session. 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 faculty 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, Petitions are seldom
granted if the only reason given is to save the
student from inconvenience or expense.
Graduate School 277
Graduate School petition forms are available at
the department, school, and Graduate School
offices.
Student Records Policy
A copy ofthe 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 rightto 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
to 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 ask that
such information not be released, The student
may request the correction of errors in 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
schedule for graduate students each term of
the 1987-88 academic year was as follows:
Credits Resident Nonresident
3 $295.00 $ 442.00
4 $370,00 $ 566.00
5 , $444.00 $ 689,00
6 , , , , $518,00 $ 812.00
7 $592.00 $ 935.00
8 ' , .. , , , , , . , . , $675,00 $1,068.00
9-16 .. ,... $751,50 $1,193,50
Each credit
over 16 $ 70.00 $ 119.00
Every graduate student must make one $50.00
general deposit annually althe 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 and Records.
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. Consullthe University ofOregon Style
and Policy Manual for Theses andDissertations,
available at the Graduate School, for more
information,
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
278 Graduate School
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 potential 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.
Detailsof 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 1987-88 stipends
for a 0.40 standard appointment ranged from
$4,900 to $6,950 for the academic year.
Appointments are at a minimum of a 0.20 FTE
(full-time equivalent) position and a maximum
of a 0.49 FTE position, GTFs must be enrolled
in an advanced degree program and must
register for and complete a minimum of 9
graduate credits a term. Audit hours do not
count. Tuition is paid by the University for up to
16 credits a term. Failure to complete the
minimum of 9 credits a term may disqualify an
appointment. GTFs on nine-month teaching
appointments who are designated for reap-
poii<ltmentthe 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 supervi-
sion of faculty members. 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 Student Financial Aid section of this
bulletin for information on available aid and
application procedures.
International Students. International 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 ex-
pected 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 Services, 330 Oregon Hall, Univer-
sity of Oregon, Eugene OR 97403, USA.
International students are eligible for the
departmental teaching and research fellow-
ships described above,
Master's Degrees
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 of this bulletin 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, G8) 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). By Graduate School general
petition and 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, of which 24 must be
in graded courses, after official admission as a
master's degree candidate in the new major at
the University. (This provision does not apply to
a second master's degree in the Interdiscipli-
nary Studies: Individualized Program [IS:IPJ, as
this is a composite master's degree program,)
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 forthe master's
degree within seven years, including transferred
credits, thesis, the language requirement for an
MA, 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.
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,FA 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 three academic terms) has been approved.
In the term the degree is received, the graduate
student must register for at least 3 graduate
credits, For more information see Course
Registration Requirements and Limits under
General Requirements and Policies.
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 correspon-
dence 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); Workshop,
Special Topics, or Colloquium (508); and
Practicum, Terminal Project, 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 count toward 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.
Graduate School 279
and Individualized Program, Kenneth D.
Ramsing.
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.
For the MA 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 MA 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 depart-
ments 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 ofthe three areas
of concentration; and 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 General Bulletin 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 forthis project is obtained
by registering for Terminal Project (1ST 509);
credit for the thesis is obtained by registering
for Thesis (1ST 503)
4. At least 39 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.
7 years
45 credits
9 credits
3 graduate
credits
MA only
3.00
9 credits*
24 credits
30 cred its**
30 credits
Minimum graded credits
taken in residence
Minimum 500-level
credits in residence
Minimum credits
in major
Minimum credits
in residence.
Department
requirements Specified by
school or
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. (Three credits of 501
Research may apply; the student must submit
a general petition to the Graduate School.)
** Exception: College of Human Development
and Performance, 24 credits for MA and M.S.
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 MA 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 under the following course
numbers.
Interdisciplinary
Studies Courses (1ST)
501 Research (Arr,R) PIN only
503 Thesis (Arr,R) PIN only
505 Reading and Conference: [Term SUbject]
(Arr,R)
506 Special Studies (Arr,R)
507 Seminar: [Term SUbject] (Arr,R) Current topics
are Administration of Justice and Corrections, Asian
Studies, Industrial Relations, and Research in Ameri-
can 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, Sam B. Girgus;
Asian Studies, William S. Ayres; Corrections,
Kenneth Viegas; Environmental Studies, John
H. Baldwin; Folklore, Sharon R. Sherman;
Gerontology, Christopher R. Bolton; Industrial
Relations, Eaton H. Conant; Teacher's Program
Language requirement .
Required minimum GPA
Minimum thesis credits
Time limit for
program completion
Total credit minimum
. Registration
minimum per term .
Other University of Oregon
Transferred Credit
r:.. maximum of 15 graduate credits earned at
the University of Oregon while classified as a
;]raduate postbaccalaureate (G5), community
education (G7), nonprogram summer session
~G7), or a graduate certification student (GO,
G1) may later be counted toward the master's
degree (see Other Graduate Classifications
under General Requirements and Policies),
pending school or department endorsement
and Graduate School approval. This is within
the overall 15-credit maximum for transfer credit
to a 45-credit master's degree program. Grades
earned must be A, B, or P.
Distinction between
M.A. and M.S. Degrees
Students pursuing an MA 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 degree. (See
Requirements for the Bachelor of Arts in the
Registration and Academic Policies section of
this bulletin.) 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 requirementforthe M.S. and profes-
sional advanced degrees unless the depart-
ment so specifies.
Examinations and Thesis
The student's major school or department may
require qualifying, comprehensive, or final
examinations or any combination of these types
of examinations. The content and methods of
conducting such examinations are the respon-
sibility 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. Purchase 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 are accepted)
3. Find out at the Graduate School office the
exact number of copies of the thesis to
submit
4. Submitthree copies of an abstract (150-word
maximum) to the Graduate School
Upon submission of the thesis and the abstract,
the Graduate School assesses a fee for the
mandatory microfilming of the thesis.
Summary of Graduate School
Master's Degree Requirements
The following outline of Graduate School
requirements for master's degrees lists
minimum requirements. Specific departmental
requirements must also be met before the
student is awarded an advanced degree.
280 Graduate School
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
ofthe th ree advisers indicating thei rwi llingness
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.
Laterchanges 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 Kenneth D. Ramsing,
Director, Interdisciplinary Studies: Individ-
ualized Program, Graduate School, University
of Oregon, Eugene OR 97403.
Individualized Program: American StUdies. A
special program of courses leads to an interdis-
ciplinary master's degree focusing on American
Studies. The program is described in the
American Studies section of this bulletin.
Address inquiries to Sam Girgus, Director,
American Studies Program, 404 Prince Lucien
Campbell Hall, University of Oregon, Eugene
OR 97403.
Individualized Program: Applied Information
Management. The interdisciplinary master's
degree focusing on applied information man-
agement is designed as a professional master's
degree serving the needs of Portland-area
residents. Coordinated by the Continuation
Center, the program combines interdisciplinary
work in business management, computing
applications, computer graphics, and com-
puter-human interface studies. For individuals
unable to pursue the degree program, non-
degree certificates of completion are offered in
each of the four content areas. The applied
information management program is fully
described under Continuing Education Off
Campus in the Special Studies section of this
bulletin. Address inquiries to Curt Lind, Applied
Information Management Program, University
of Oregon Continuation Center, 333 Oregon
Hall, Eugene OR 97403.
Individualized Program: Environmental
Studies. Available through the Interdisciplinary
Studies: Individualized Program is a special
program of courses leading to an interdiscipli-
nary master's degree focusing on environmental .
studies. The Program is fully described in the
Environmental Studies section of this bulletin.
Address inquiries to John H. Baldwin, Director,
Environmental Studies Program, 156 Hendricks
Hall, University of Oregon, Eugene OR 97403.
Individualized Program: Folklore. Available
through the Interdisciplinary Studies: Indi-
vidualized Program, this special program of
courses leads to an interdisciplinary master's
degree focusing on folklore studies. The
Program is fully described in the Folklore and
Ethnic Studies section of this bulletin. Address
inquiries to Sharon R. Sherman, Director,
Folklore and Ethnic Studies Program, 466
Prince Lucien Campbell Hall, University of
Oregon, Eugene OR 97403.
Individualized Program: Gerontology.
Address inquiries about this program to Chris-
topher R. Bolton, Director, University of
Oregon Center for Gerontology, 122 Esslinger
Hall, 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
disciplines at the University. Program faculty
members and the student develop an indi-
vidualized program of study with awell-defined
set of goals that allows professional develop-
ment 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
interest for thorough examination through the
entire 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:
Corrections Program, 111 Hendricks Hall,
University of Oregon, Eugene OR 97403.
Interdisciplinary Studies:
Teaching
The University offers an interdisciplinary
master's degree program for secondary
teachers who are also working toward the
Standard teaching certificate. Students must
have a reasonable background of under-
graduate study in education and in the field or
fields in which they propose to work, as evi-
denced by holding a Basic Oregon 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 of a master's degree program may also be
applied toward certification requirements.
Depending on the student's background,
additional courses at the undergraduate orthe
graduate level or both may be required for
certification. Every admitted student must file a
planned program with the Office of Teacher
Certification in the College of Education in order
to meet certification requirements. Inquiries
regarding 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
degree 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 requirements for the master's degre
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
professional schools or in arts and sciences)
are required in accordance with one of the
following options:
One-Subject Emphasis (IS:T: 1SUB). A minimu
of 36 credits in a subject matter field in which
secondary certificates are issued.
Two-Subject Emphasis (IS:T:2SUB). Between
15 and 21 credits in each of two subject matter
fields in which secondary certificates are
issued.
Social Science Emphasis (IS:T:SSCI) or
Science Emphasis (IS:T:SCI). A minimum of 36
credits in the composite field of social studies-
including work in any three of the following:
Anthropology, 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
student 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 under-
graduate. An undergraduate prerequisite of at
least 12 credits of course work in each of the
three chosen subject matter fields is required
of the student electing the social science
emphasis or the science emphasis.
Based on the amount of work in professional
education that the student completed as an
undergraduate, no fewer than 9 credits of
graduate professional education must be
included as part of the master's degree require-
ments. However, additional courses in educa-
tion may be required to satisfy certification
requirements.
Address inquiries about programs under the
one-subject emphasis to the appropriate
departmental adviser for teacher certification.
Address general inquiries about the program
as a whole or about the two-subject emphasis,
the social science emphasis, or the science
emphasis to the 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 bulletin. It is recommended that
a student not take all undergraduate and all
graduate work at the University of Oregon.
Residence and
Credit Requirements
Forthe PhD. 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 of 9 completed
. graduate credits a term. Research (501) and
i 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 in which he or
she works toward a master's degree on the
University campus as long as the doctoral
degree 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
and Graduate School approval, up to 6 of the
18 credits may be in Research (501). Credit for
Thesis and Research is recorded on a PIN
(passino pass) 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 student'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
cover the 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 indepen-
dent 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
candidacy.
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 of
the manual are available at the Graduate School
office and the UO Bookstore. The preparation
olthe 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 cine 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 forthe 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 Schooi at this time.
The time and place of the defense must be
publicly noted. The dissertation committee must
be present althe defense, and the chairolthe
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.
Grqduate School 281
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 completion
of the doctoral dissertation must all be ac-
complished 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 are required. In addition,
some departments may require that the disser-
tation be completed within a certain number of
years after advancement to candidacy (e.g.,
three years), to ensure currency of knowledge.
Students are responsible for informing them-
selves regarding individual departmental
regulations.
Continuous Enrollment
Unless on-leave status has been approved, a
student enrolled in a doctoral program must
attend the University continuously until all
program requirements, including submission of
the dissertation to the Graduate School, have
been met. To be continuously enrolled, the
student must register for 3 graduate credits
each term, excluding summer sessions, Follow-
ing advancement to candidacy, only a single
academic year of leave is allowed. See On-
Leave Status under General Requirements and
Policies.
Beyond this, the doctoral student is permitted
to register in absentia, for a reduced term fee,
when he or she is neither doing any work toward
the degree nor using any University or faculty
services (e.g., no examinations are being taken,
no committee changes are being processed,
and no dissertation chapters are being sent in
for reView). This in absentia registration main-
tains the student's status as a degree candidate
and reserves a place for dissertation supervi-
sion and other academic affairs upon the
student's return to active enrollment within the
seven-year time limit.
Doctor of Educat'ion
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 student interested in the D.Ed. degree in the
College of Human Development and Perform-
ance or in the College of Education must meet
282 Graduate School
-------
the requirements established by the college. In
addition to a primary specialization, the stu-
dent's plan of study should include work in
supporting areas of education, such as founda-
tion areas, a research area, and some nonedu-
cation courses related tothe program. With the
exceptions noted here, the general require-
ments 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 in the 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
for residence, time limit, and continuous
enrollment are the same as those listed for the
Ph.D. degree. See the School of Music section
of this bulletin 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 for
summers, until all program requirements
are completed, unless on-leave status has
been approved. Enrollment minimum is
3 g~aduate credits a term
3. Course work and residence. Student's
advisory committee, appointed by the
department, 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 a term, involv-
ing mainly organized course work) must be
spent on the Eugene campus
4. Foreign languages or other specialized
knowledge. Regulations are set by the
department, school, or college
5. Comprehensive examination, covering the
major discipline, advances the student to
candidacy for the degree. The examination
is taken after the majority of required course
work has been completed and after most
of the requirements 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. The committee is
appointed following advancement to
candidacy and at least six months before
completion of the dissertation. Normally,
the committee consists of at least three
members of the graduate faculty of the
candidate's major department, 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. A minimum
of 18 credits of Thesis (503) are required
after advancement
7. In absentia. Postadvancement doctoral
students are allowed only a single
academic year of leave following advance-
mentto 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
fewer than three weeks before the date of
defense
10. Dissertation publication, arranged through
the Graduate School. Microfilming fee is
required
11. Certificate of completion issued after
approval of dissertation by committee and
Graduate School
12. Granting of degree atend of term 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
Curt Lind and Ron Trebon, Codirectors
Curt Lind, Director, Continuing Education
Ron Trebon, Director, Summer Session
Corinne Hunt, Associate Director,
Community Education Program
Paul Katz, Assistant Director,
Continuing Education
Continuing Education
C ontinuing Education is the program throughwhich the Continuation Centeroffers a wide
range of educational activities in the Eugene
area and throughout Oregon. Activities include
credit and noncredit lectures, conferences,
seminars, workshops, and formal courses.
Topics include such diverse subjects as
microcomputer applications, international
affairs, Oregon history, business computing, art
therapy, and teacher education. Divisions of
Continuing Education are Off-Campus Pro-
grams, the Division of Conferences and Special
Programs, and the Microcomputer Laboratories
Program.
Off-Campus Programs. The Continuation
Center, in cooperation with the Paul D. Lintner
Center for Advanced Education, offers com-
puter classes and nondegree certificates of
completion in computer graphics, human-
computer interface studies, and computers in
business to Portland-an~a residents. The
Off-Campus Teacher Education Program
serves teachers and administrators throughout
Oregon. The interdisciplinary master of science
(M.S.) degree and certificate programs in
applied information management include
course work in business management, comput-
ing applications, computer graphics, and
human-computer interface studies. For a more
detailed description of these programs see
Continuing Education Off Campus in the
Special Studies section of this bulletin.
Division of Conferences and Special Pro-
grams. This division offers major conferences
and noncredit workshops and supports
academic departments and Individual faculty
members in the development of activities for
both UO students and community members. It
sponsors many annual events including the
Pacific Northwest Computer Graphics Confer-
ence, Technology in Education Conference, the
Computers in Business Conference, the Health
and Fitness in the Workplace Conference, the
Men and Masculinity Symposium, and the UO
Computer Camp for students 10 to 16 years of
age. In addition, the Division sponsors
academic society and association regional
meetings, nonacademic community-interest
programs, and telecourses, which offer credit
opportunities for the nontraditional student.
Additional programs for 1988 included a
component of the National Educational Comput-
ing Conference, the Career Information System
15th Anniversary Celebration Conference, and
the 78th Annual Meeting of the Society for the
Advancement of Scandinavian Study. The
Division continually offers new and exciting
programs to provide diverse educational
opportunities to a wide range of participants.
Two special components of the Division of
Conferences and Special Programs are the
Computer-Aided Design Training Program and
the Corporate Training Program. The Computer-
Aided Design Training Program links Continuing
Education to an international network of training
centers specializing in computer-aided design
applications for engineers, architects, and other
design professionals. Areas of study include
computer-aided design (CAD), computer-aided
manufacturing (CAM), and computer-integrated
manufacturing (CIM). A variety of applications
software, including AutoCAD and AutoCAD
AEC, are used. Offerings include regular five-
and 10-week courses and intensive seminars.
The Corporate Training Program is designed to
meet the special needs of local, regional, and
national organizations in business, industry,
public utilities, and education. Individualized
programs provide educational support and staff
development, and instructors develop courses
specifically designed for applications within the
participating organization.
Address written inquiries to Continuing Educa-
tion, 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 bulletin.
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 a term at reduced fees.
A limited number of credits earned through the
Community Education Program may be sub-
sequently transferred to undergraduate or
graduate degree programs.
For further information write or call Community
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. An Intent to
Register card should be filed priorto registration
to enable preparation of a personalized registra-
tion packet. Intent to Register cards are avail-
able in the Summer Session Bulletin and althe
Continuation Center. In Oregon call toll free 1
(800) 524-2404; others call (503) 686-3475.
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 March 1.
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 1989 summer
session are June 19-August 11. Selected
11-week courses begin June 20 and end
September 1. Students may also register the
first day of class.
The dates for the eight-week 1990 summer
session are June 18-August 10. No 11-week
summer session will be held summer 1990.
Registration day will be June 18. Students may
also register the first day of class.
Detailed information about summer session
registration and courses may be obtained from
the Summer Session Bulletin 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 althe University of Oregon.
Condon was one of the first professors to join
the faculty of the University when it was estab-
lished in 1876. When he died in 1907 his
personal and extensive collection of vertebrate
_ 28~_Museums
fossils, which he used for teaching, 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.
The Museum houses approximately 35,550
specimens. Vertebrate fossils make up the 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 with additional information about the
Museum may be obtained by writing to the
Condon Museum of Geology, University of
Oregon, Eugene OR 97403.
Museum of Art
Museum of Art
Telephone (503) 686-3027
Stephen C. McGough, Director
Lawrence Fong, Museum Registrar
Tommy Lee Griffin, Curator of Exhibitions
Michael J. Whitenack, Supervisor of Visual Arts
Resources
The University of Oregon Museum of Art is a
valuable resou rce for the visual arts on campus
and in the Pacific Northwest. Among the
Museum's 14,000 works of art is a large and
renowned collection of Oriental art, which
principally represents the cultures of China and
Japan but includes works from Korea, Cam-
bodia, and Mongolia as well as American and
British works of Oriental influence. The Museum
also has collections of Russian icon paintings:
Chandaran and Indian sculpture: Persian
miniatures and ceramics: Syrian glass: African
art, mostly from Ghanaand Nigeria: and works
from European and American traditions. A
strong collection of paintings and sculpture by
contemporary Northwest artists contains more
than 500 items by Morris Graves.
The Museum building was constructed in 1930
with private funds to house the Murray Warner
Collection of Oriental Art, a gift by Gertrude
Bass Warner. The adjoining courtyard is
dedicated to the memory of Prince Lucien
Campbell, fourth president of the University.
An important teaching resource for faculty
members and students, the Museum brings an
ambitious schedule of temporary exhibitions to
campus each year, often in collaboration with
course offerings in academic departments.
Museum staff members encourage student
involvement at several levels, ranging from
occasional volunteer opportunities to research
on class projects.
Through its traveling exhibition division, Visual
Arts Resources, the Museum offers extensive
outreach programs to communities throughout
the state and the region. In addition to a
wide-ranging selection of exhibitions, Visual
Arts Resources programs include artists'
workshops and museum consultation.
Volunteer docents give guided tours through
the Museum's collections and special exhibi-
tions. Tour appointments may be made by
contacting the Museum of Art office.
The Museum's membership program, the
Friends of the Museum, provides financial
support for a variety of Museum activities,
including exhibitions and the purchase of art for
the collections. Membership is open to the
public, and dues range from $10,00 (student)
to $250 and higher (benefactor), The Friends of
the Museum organizes fund-raising events on
a regular basis forthe Museum, and members
serve as volunteers in Museum activities,
Admission to the Museum is free. A small gift
shop offers unusual items related to the
Museum's collections. Museum hours are noon
to 5:00 p.m., Wednesday through Sunday.
Museum of
Natural History
1680 East 15th Avenue
Telephone (503) 686-3024
Don E. Dumond, Director
Patricia Krier, Program 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 some of 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. Much oithe directfinancial support for
Museum programs is obtained from nonstate
sources. A Department of Energy grant and
private donations financed the building of a
handsome new and expanded Museum in 1987.
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 Native American
Days, a program held in conjunction with local
school districts. Field trips have presented visits
to sites of archaeological and paleontological
interest. Facilities of the Museum of Natural
History are used regularly for programs on
geology, geography, and native peoples of
Oregon, which are presented to elementary
school classes and other groups. Display
facilities are available for use in connection with
University classes in biology, geology, anthro-
pology, folklore, and other appropriate subjects.
Admission to the Museum is free except for
special exhibitions. A small store features
unusual items as well as publications related to
natural history. Museum hours are noon to 5:00
p.m., Wednesday through Sunday.
Oregon State Museum
of Anthropology
1680 E. 15th Avenue
Telephone (503) 686-5120
Don E. Dumond, Director
C. Melvin Aikens, Curator
Pamela Endzweig, Collections Manager
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 mem-
bers and students and contracts archaeology
for state and federal agencies. Facilities for
fieldwork in archaeology are especially com-
plete. The Museum is administered as a division
of the Museum of Natural History.
Research Insti"l·utes 285
University of
Oregon Herbarium
Herbarium, 1811 Garden Avenue
Telephone (503) 686-3033
David H. Wagner, Director and Curator
Georgia Mason, Honorary Curator
The University of Oregon Herbarium is a
systematically arranged collection of pressed,
:Jried, mounted, and carefully labeled plants.
The collections document the flora of Oregon
and the Pacific Northwest. Only a few speci-
mens are from other parts of the world. The
Herbarium was established in 1903 and soon
thereafter became the repository for the original
::ollectionsof most of Oregon's resident pioneer
botanists. A succession of professional
botanists has cared for the Herbarium since that
time, beginning with Albert R. Sweetser and
::ontinued by Louis Henderson, LeRoy E.
Detling, and Georgia Mason. Each contributed
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 120,000 prepared
specimens of lichens, bryophytes, and vascular
plants. The vascular plant Type Collection
contains more than 1,100 nomenclatural types.
The collection is used for research and educa-
tional purposes, mainly by students and
scientists at the University. Several hundred
specimens are sent each year for specialized
study at other botanical institutions throughout
the country and abroad. Current research,
directed mainly toward solving regional
taxonomic problems, includes special projects
involving liverworts, ferns, and rare and en-
dangered plants of Oregon. Educational
activities center around training in systematic
botany. Public services include identification of
native plarits forthe general public, consultation
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
::lpportunities for graduate training and research
in addition to those offered by schools and
departments. Institute staff members hold joint
appointments in related teaching departments.
3 raduate students who intend to do thesis or
dissertation research work in one of the institutes
must also satisfy the graduate degree require-
Tlents 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
::lrograms and available financial aid from the
nstitute directors listed.
Advanced Science and
Technology Institute
110 Johnson Hall
Telephone (503) 686-3189
Robert McQuate, Executive Director
The Advanced Science and Technology
Institute (ASTI) is a joint 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
• Organizes colloquia, workshops, and confer-
ences for industry in various research areas
• Administers the Industrial Associates Program
• Promotes industry-university collaboration on
specific research topics
• Solicits industry support for research
programs
• Facilitates technology 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
Jeffrey S. LUke, Director
FaCUlty
Sandra L. Arp, Senior Research Associate (public law).
B.A., 1972, J.D., 1976, Oregon. (1978)
Alan Contreras, Legal Analyst(public law). B.A., 1982,
J.O, 1985, Oregon. (1986)
Jeffrey S. Luke, Director (state and local government,
public policy and management). B.A., 1972, Ph.D.,
1982, Southern California. (1986)
L1uana McCann, Research Associate (public policy
and program analysis, pUblic management, political
theory). B.A., 1971, University of the Pacific; M.P.A.,
1977, California State, Hayward. (1987)
Karen Seidel, Senior Research Associate (public
finance, data systems). B.A., 1957, Knox. (1963)
Peter K. Watt, Research Associate (land use policy,
mediation, coastal planning). B.A., 1964, Ohio State;
M.U.P. 1971, Oregon. (1985)
Emeriti
Donald N. Johnson, Associate Director Emeritus
(regional planning and governmental systems, state
and local government, economic development). B.A.,
1946, Reed. (1960)
Herman Kehrli, Professor Emeritus (state and local
government) and Director Emeritus. B.A., 1923, Reed;
M.A., 1933, Minnesota. (1933)
Robert E. Keith, Planning ConSUltant Emeritus (urban
and regional planning). B.S., 1944, Kansas State;
MArch., 1950, Oregon. (1963)
Kenneth C. Tollenaar, Director Emeritus (state and
local government, intergovernmental relations). B.A.,
1950, Reed; M.A., 1953, Minnesota. (1953)
A Mark Westling, Planning and Public Works Consul-
tant Emeritus (planning and public works). B,S., 1943,
Washington (Seattle). (1947)
Note: The date in parentheses at the end of each entry is
the first year at the University of Oregon.
The Bureau of Governmental Research and
Service is a University research center, estab-
lished and maintained especially to serve
Oregon state and local governments as well as
citizens, students, scholars, organizations,
news media, and other individuals and agencies
interested or involved in state and local govern-
ment. The Bureau has programs in the areas of
public finance, public law, public administra-
tion, planning, and energy management.
The Bureau conducts and publishes policy
research studies; compiles and disseminates
data and information; provides consultation to
local governments, 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 University courses and provide other
instructional support.
Bureau researchers work closely with faculty
members in the Department of Planning, Public
Policy and Management, other University social
science departments, and the Public Affairs
Library.
Center for Asian and
Pacific Studies
154 Prince Lucien Campbell Hall
Telephone (503) 686-5087
Esther Jacobson, Director
Advisory Board
William S. Ayres, Anthropology
Kathleen Bowman, Research and Sponsored
Programs
Cynthia J, Brokaw, History
Charles W. Cole, Management
Gerald W. Fry, International Studies
Theodore Huters, East Asian Languages and
Literatures
Glenn A May, History
Richard M. Steers, Management
Alan S. Wolfe, East Asian Languages and Literatures
The Center for Asian and Pacific Studies
facilitates the coordination of undergraduate
and graduate academic programs in Asian
Studies, EastAsian Languages and Literatures,
International Business, International Studies,
Pacific Island Studies, and Southeast Asian
Studies. The Center is committed to the de-
velopment of innovative academic programs
relating to Asia and the Pacific, One of its
primary concerns is the support of individual
and group developmental proposals leading to
such programs, The Center's associates
include close to 50 faculty members teaching
and doing research in the humanities, social
sciences, and sciences as well as in the UO
professional schools and colleges, The Center
encourages the active involvement of its
associates in interdisciplinary and cross-
national teaching and research, By sponsoring
visitors, public speakers, and collaborative
efforts with other Oregon institutions, the Center
fosters a broader public awareness and
knowledge of Asian and Pacific languages and
cultural traditions. Through its outreach ac-
tivities, the Center encourages programs in
pUblic school education and provides a knowl-
edge base to Oregon's business community
Center for the Study
of Women in Society
636 Prince Lucien Campbell Hall
Telephone (503) 686-5015
Cheris Kramarae, Acting Director
Executive Committee
Frances B. Cogan, Honors College
Sonja K, Foss, Speech
Marion Sherman Goldman, Sociology
Judith H. Hibbard, School and Community Health
Cheris Kramarae, Sociology
John J. Whalen, Sociology
286 Research Institutes
Advisory Committee
Doris Renshaw Allen, Music
Christine Chaille, Teacher Education
Patricia A. Gwartney-Gibbs, Sociology
Judith H. Hibbard, School and Community Health
Marsha Ritzdorf, Planning, Public
Policy and Management
Mary K. Rothbart, Psychology
John J. Whalen, Sociolo9Y
The Center for the Study of Women in Society
offers grants and services to faculty members,
graduate students, and community researchers
to encourage research on women within a
broadly defined sociological perspective.
Dissertation fellowships are also provided by
the Center. More than 75 scholars from 20
disciplines are affiliated with the Center. Areas
of research include, but are not limited to,
women and social structure, symbolic represen-
tations of gender and sexuality, and gender
differentiation in developmental and life-span
perspectives. The Center fosters collaboration
and interchange among faculty and student
researchers interested in questions about
women, gender, and the new women's scholar-
ship. Visiting scholars, seminars, conferences,
and a lecture series are part ofthe program. A
bequest from William B. Harris in honor of his
wife, Jane Grant, a writer and feminist, to
establish a Fund for the Study of Women,
provides support for the Center program.
Center for the Study
of Work, Economy,
and Community
616 Prince Lucien Campbell Hall
Telephone (503) 686-5002
Steven Deutsch, Director
Participating Faculty
Joan R. Acker, Sociology
Steven Deutsch, Sociology
John B. Foster, Sociology
Paul Goldman, Educational Policy and Management
Daniel Goldrich, Political Science
David Milton, Sociology
Daniel A. Pope, History
George J. Sheridan, Jr., History
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, and 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 United
States economy; changing positions of women
in the United States labor force: the politics of
comparable worth; labor and community
connections in historical and contemporary
perspective; alternative policies for reindustriali-
zation and economic growth in Oregon and the
United States; international comparisons of
worker participation 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) 686-4773
Thomas R. Dyke, Director
Members
Bernd Crasemann, Physics
Thomas R. Dyke, Chemistry
Paul C. Engelking, Chemistry
Marvin D. Girardeau, Physics
John Hardwick, Physics
David R. Herrick, Chemistry
Bruce S. Hudson, Chemistry
Stephen D. Kevan, Physics
John T. Moseley, Physics
Thomas W. Mossberg, Physics
Ira G. Nolt, Physics
Warner L. Peticolas, Chemistry
Geraldine Richmond, Chemistry
Associates
Robert M. Mazo, Chemistry
Richard M. Noyes, Chemistry
The Chemical Physics Institute promotes
fundamental research in atomic and molecular
systems. A combination of concepts and
techniques from traditional chemistry and
physics disciplines offers a unique approach to
this work. The main thrust of the Institute is
research on isolated atomic arid molecular
processes and their relation to condensed
phase and interfacial phenomena. A principal
mode of investigation is the interaction of matter
and light including laser spectroscopy, syn-
chrotron radiation, quantum optics studies, and
traditional spectroscopy.
Problems under active investigation include
high-resolution electronic spectroscopy of
molecular ions and radicals to understand their
structure and chemical dynamics. Fundamental
studies are conducted of transient optical
phenomena and related quantum optics
subjects. Interfacial and surface phenomena
are probed by second-harmonic generation
techniques and high-resolution photoelectron
spectroscopy. The structure and dynamics of
small clusters formed in molecular beams are
studied by microwave, infrared diode laser, and
visible laser spectroscopy. Experimental and
theoretical studies elucidate inner-shell atomic
processes and highly excited states of atoms
in plasmas. Studies of electron correlation in
atomic and molecular systems are conducted
with sophisticated group theoretical methods,
as are studies of large clusters. Larger
molecules are studied with Raman and reso-
nance Raman scattering including the far
ultraviolet. Picosecond laser studies of
dynamics and laser absorption and fluores-
cence techniques are also used forthese large
molecules.
This research environment encourages interdis-
ciplinary exchange of ideas among faculty
members and students. The Chemical Physics
Institute faculty is drawn from the Physics and
Chemistry departments. A student, regardless
of departmental affiliation, may elect to work
with a staff member from either department.
Formal course work and degree requirements
are handled through the cooperating depart-
ments. Facilities, support, and research gui-
dance are provided for qualified under-
graduates, graduate students, and postdoctoral
fellows.
Institute facilities include the UO Shared Lase
Facility, which contains 10 major laser systems
spanning a frequency range from the infrared
to the vacuum ultraviolet and covering a
temporal range from continuous operation to
durations shorter than a picosecond. The
Institute also participates in the Optical Science
Center of Excellence, one of five UO Centers of
Excellence in Advanced Science and Technol-
ogy approved by the 1985 Oregon Legislative
Assembly.
Institute of Cognitive
and Decision Sciences
38 Straub Hall
Telephone (503) 686·4941
Douglas L. Hintzman, Director
Members and Associates
Jacob Beck, Psychology
Marinus J. Bouwman, Accounting
Robert T. Clemen, Decision Sciences
Scott Delancey, Linguislics
Sarah A. Douglas, Computer and
Information Science
John S. Dryzek, Political Science
Jennifer J. Freyd, Psychology
Deborah Frisch, Psychology
Morton Ann Gernsbacher, Psychology
T. Giv6n, Linguistics
Douglas L. Hintzman, Psychology
Ray Hyman, Psychology
Peter W. Jusczyk, Psychology
Steven Keele, Psychology
Kenneth B. Liberman, Religious Studies
and Sociology
John M. Orbell, Political Science
Michael I. Posner, Psychology
Myron Rothbart, Psychology
Paul Siovic, Psychology
Kent A. Stevens, Computer and
Information Science
Marjorie Taylor, Psychology
Russell S. Tomlin, Linguistics
Don M. Tucker, Psychology
The Institute of Cognitive and Decision Sci-
ences, established in 1987, promotes the study
of intelligent systems. The computer revolution
has produced important new approaches to
understanding the nature and functioning of
intelligence as manifested in animals, humans,
social organizations, and machines. University
of Oregon faculty members study questions
ranging from the neural basis of thought
processes through the organization of memory
and language to how individuals and groups
make decisions and manage risks. Common to
the Institute is the use of observational and
experimental methods to formulate and test
theories, Faculty members and students from
several different departments meet weekly to
discuss their research,
Research projects being carried out at Oregon
include work on human-computer interaction,
computer instruction, the perception and
comprehension of language, semantics,
attention, motor skills, visual cognition, memory,
computer models of sensory and cognitive
processes, neuropsychology of cognition and
Research Institutes 287
emotion, linguistic and conceptual develop-
ment, social categories and prejudice, decep-
tion, social dilemmas, negotiations, decision
theory, expert systems, and risk assessment.
Off-campus facilities affiliated with the Institute
include Decision Research, Inc" in Eugene and
the Laboratory of Cognitive Neuropsychology
in Portland,
Courses, seminars, and research projects allow
graduate and undergraduate students to
participate actively in the life of the Institute,
Students wanting to do graduate work in
cognitive and decision sciences should apply
for admission to one of the participating
departments,
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
0, Hayes Griffith, Chemistry
Diane K, Hawley, Chemistry
Bruce S, Hudson, Chemistry
Brian W, Matthews, Physics
Douglas Ry Meeks-Wagner, Biology
Aaron Novick, Biology
Warner L, P.eticolas, 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 R, 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 reiationships in proteins and in
membranes,
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,
The 1985 Oregon Legislative Assembly ap-
proved funding for five Centers of Excellence
at the University of Oregon, Along with the
Institute of Neuroscience and the Department
of Biology's Cell Biology Program, the Institute
of Molecular Biology is part of the Biotechnology
Center of Excellence,
Institute of
Neuroscience
219 Huestis 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
Steven Keele, Psychology
Daniel P, Kimble, Psychology
Charles B, Kimmel, Biology
Gary A. Klug, Physical Education
and Human Movement Studies
Richard Marrocco, Psychology
Peter M, O'Day, Biology
Michael I. Posner, Psychology
William Roberts, Biology
Kent A. Stevens, Computer and
Information Science
Terry Takahashi, Biology
Nathan J, Tublitz, Biology
Tadmiri R, Venkatesh, Chemistry
Janis Weeks, Biology
Monte Westerfield, Biology
James A. Weston, Biology
Marjorie Woollacott, Physical Education and Human
Movement Studies
Associate
Frederick W, Dahlquist, Chemistry
The objective of the interdisciplinary Institute of
Neuroscience is to promote research training in
the field of neuroscience at the University by
providing a formal structure that facilitates
collaboration among individual scientists and
students from the four departments with
Neuroscience faculty members, It fosters the
development of a graduate curriculum in
neuroscience that makes most efficient use of
the participating faculty members,
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, brought about by the
collaboration of scientists from different disci-
plines who have differing viewpoints about
neuroscience, Within the program, a strong
group of developmental neurobiologists is
pursuing questions concerning the establish-
ment of nervous system patterns during growth,
Members of the group from both biology and
psychology are interested in various aspects of
visual neurobiology, Additional research
programs focus on the neuronal and neuroen-
docrine control of behavior, molecular
neurogenetics, and membrane biophysics,
CNS regeneration, and proprioceptive
mechanisms in humans,
The 1985 Oregon Legislative Assembly ap-
proved funding forthe Centers of Excellence at
the University of Oregon, Along with the Institute
of Molecular Biology and the Department of
Biology's Cell Biology Program, the Institute of
Neuroscience is part of the Biotechnology
Center of Excellence,
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 members
associated with the Institute of Neuroscience,
Graduate students 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 bulletin,
Institute of
Theoretical Science
155 Science II
Telephone (503) 686-5204
Nilendra G. Deshpande, 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 N, Imamura, Physics
James A. Isenberg, Mathematics
John V, Leahy, Mathematics
Robert M, Mazo, Chemistry
Joel W, McClure, Jr" 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 do thesis
or dissertation research in the Institute, The
Institute also sponsors postdoctoral research
associateships and visiting professorships,
usually funded by the United States Department
of Energy and the National Science Foundation,
288 Research Institutes
International Institute
for Sport and
Human Performance
1479 Moss Street
Telephone (503) 686-4114
Gwen Steigelman, Administrative
Coordinator
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
205C Science I
Telephone (503) 686-4784
J. David Cohen, Director
Members
Dietrich Belitz, Physics
J. David Cohen, Physics
M. Darby Dyar, Geological Sciences
Roger Haydock, Physics
David C. Johnson, Chemistry
Stephen D. Kevan, Physics
Catherine J. Page, Chemistry
Geraldine Richmond, Chemistry
Martin Wybourne, Physics
Associates
Russell J. Donnelly, Physics
Richard G. Finke, Chemistry
Harlan W. Lefevre, Physics
Thomas W. Mossberg, Physics
Jack C. Overley, Physics
George W. Rayfield, Physics
Stephen J. Remington, Physics
Jack M. Rice, Geological Sciences
David R. Tyler, Chemistry
Harve S. Waif, Geological Sciences
The Materials Science Institute fosters research
and education in the structure and properties
of solids and liquids by encouraging collabora-
tions between scientists in chemistry, geological
sciences, molecular biology, and physics. The
Institute structure facilitates a coordinated
attack on topical problems with ideas,
techniques, and specialized resources. While
the Institute emphasizes the science of materi-
als, applications are often close at hand.
Current research, for example, will influence
future developments in electronic, optoelec-
tronic, solar-cell, and superconductor materials
and devices as well as applications in catalysis
and electrochemistry. Close coodination is also
maintained with materials and device col-
leagues at nearby Oregon State University and
with Oregon's dynamically growing microelec-
tronics industry.
Resources include materials preparation such
as crystal and film growth, electronic, optical,
and defect characterization equipment as well
as X-ray diffraction, transmission electron
microscopy and X-ray microprobing, a 5-MV
Van de Graaf accelerator with a 1 pm scanning
ion microprobe, a Convex C-1/XP minisuper-
computer, electrochemical and ultra high-
vacuum surface equipment, 10 T magnetic
fields, nanometer structure fabrication, trans-
port measurement, and low-temperature (0.3 K)
facilities. The Institute is moving in 1988 into the
new advanced science and technology build-
ing, which includes clean-room and micro-
physics facilities for fine-scale patterning of
electronic and physics devices. Access to the
University's $2 million Shared Laser Facility and
a resident helium liquifier is also available.
Regional collaboration gives Institute scientists
access to molecular beam epitaxy and metal-
organic chemical vapor deposition growth
methods as well as sophisticated semi-
conductor device fabrication facilities.
Current research topics include synthesis and
characterization of novel metastable materials;
characterization of heterostructure and amor-
phous materials, interfaces, and devices;
surfaces, surface-reaction dynamics, and
interface formation; limited dimensionality;
organic conductors and polymer science;
biotechnological materials; and ion-modifica-
tion and ion probes for materials. Prospective
students should apply to a participating
academic department (Biology, Chemistry,
Geological Sciences, or Physics) and mention
specifically an interest in the Institute.
The Institute is one of five University of Oregon
Centers of Excellence funded by the 1985
Oregon Legislative Assembly 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
members. 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, Geraldine Richmond and
Stephen D. Kevan, have received Presidential
Young Investigator awards-five-year career
development grants-won in national competi-
tion. David C. Johnson, another member, has
received an Office of Naval Research Young
Investigator Award, also in national competition.
Oregon Humanities Center
122 Chapman Hall
Telephone (503) 686-3934
John J. Stuhr, Director
Advisory Board
Paul B. Armstrong, English
Kathleen Bowman, Research and Sponsored
Programs
Esther Jacobson, Art History
Mary E. Kuntz, Classics
Wendy Larson, East Asian Languages and
Literatures
James A. Miller, Music
Kathleen D. Nicholson, Art History
James M. O'Fallon, Law
Stanley A. Pierson, History
Cheyney C. Ryan, Philosophy
Karla L. Schultz, Germanic Languages and
Literatures
Steven Shankman, Classics and English
Richard L Stein, English
The Oregon Humanities Center, established by
the Oregon State Board of Higher Education in
1983, seeks to serve and nurture a community
of scholars, educators, and citizens. It is at once
a research institute, a catalyst for educational
innovation and coherence, and a public forum.
Its primary activities may be categorized as
follows:
Research. The Center stimulates, supports,
and disseminates important humanistic re-
search. Its program of Humanities Center
Research Fellowships supports full-time re-
search in residence for University faculty
members. In addition, its Visiting Scholars
Program will bring to campus leading resear-
chers from other institutions. The Humanities
Center also provides other forms of research
support in connection with travel, library needs,
and research publication.
Curriculum. The Center offers an innovative,
nonmajor undergraduate humanities program.
This program seeks to provide opportunities for
intellectual integration, self-examination, aware-
ness of context, and the connection of humanis-
tic theory to practice through courses that are
both multicultural and interdisciplinary. Accord-
ingly, these courses are offered in this new
humanities program rather than by individual
departments. The Center's Humanities Cur-
riculum Development Awards provide faculty
members with the support necessary to develop
these cou rses.
Public Programs. The Center offers a broad
range of public lectures, conferences, sym-
posia, exhibitions, and performances to extend
humanistic understanding. These include a
Distinguished Lecturers Program, a Humanities
LeGture Series, and a Work-in-Progress Pro-
gram as well as activities cosponsored with
other groups.
Throughout these activities, the term humanities
is understood to include literature; philosophy;
history; the study of languages; linguistics;
religion; ethics; jurisprudence; archaeology;
history, theory, and criticism of the arts; and
historical, interpretive, conceptual, and norma-
tive aspects of the social and natural sciences
and the professions. In addition, the Center
seeks to explore the relations of the humanities
to other disciplines and to question traditionally
accepted disciplinary boundaries and self-
understandings.
Oregon Institute
of Marine Biology
Charleston OR 97420
Telephone (503) 888-2581
Robert C. Terwilliger, Acting Director
Faculty
James T. Carlton, Biology
Paul P. Rudy, Biology
Nora B. Terwilliger, Biology
Robert C. Terwilliger, Biology
The Oregon Institute of Marine Biology 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 program of summer study
for Biology majors, a fall program for under-
graduate and graduate Biology students, and,
UniversityComput~ng 289---
in the spring, an interdisciplinary course for
undergraduates entitled People and the Oregon
Coast. Facilities for individual research are
available throughout the year. Courses include
marine ecology, invertebrate zoology, compara-
tive physiology, marine birds and mamma,ls,
algae, and the biology of fishes, 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
Virginia Cartwright, 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
Pat Ryan, Physics
Tomoko Sekiguchi, Architecture
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
lighting, heating, and cooling of buildings; and
for the generation of electricity, Current work
includes expanded collection and improved
monitoring of insolation data in Oregon, evalua-
tion of basic solar cell parameters, and develop-
ment 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 that
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 bulletin, Please consult
the Subject Index for page references,
American English Institute. See Special
Services
Architecture and Allied Arts Research and
Development Office. See School of Architec-
ture and Allied Arts
Career Information System. See College of
Education
Center for Advanced Technology in
Education. See College of Education
Center for Environmental Design, Planning,
and Visual Arts Research. See School of
Architecture and Allied Arts
Center on Human Development. See Special
Education and Rehabilitation
Center for Volcanology. See Geological
Sciences
Crippled Children's Division. See Special
Education and Rehabilitation
DeBusk Memorial Center. See Counseling
and Educational Psychology
Early Intervention Program. See Center on
Human Development
E. C. Brown Foundation. See College of
Education
Energy Studies in Buildings laboratory. See
School of Architecture and Allied Arts
ERIC Clearinghouse on Educational
Management. See College of Education
Foreign language Resource Center. See
Romance Languages
Forest Industries Management Center. See
College of Business Administration
Institute of Recreation Research and
Service. See Leisure Studies and Services
Institute of Industrial Relations. See
College of Business Administration
International Council on Computers in
Education. See College of Education
labor Education and Research Center. See
Special Studies
Malheur Field Station. See Biology
Northwest Regional Consortium for South-
east Asian Studies. See Asian Studies
Ocean and Coastal law Center. See School
of Law
Oregon School Study Council. See College of
Education
Pine Mountain Observatory. See Physics
Project TRENDS. See Leisure Studies and
Services
Regional Daylighting Center. See School of
Architecture and Allied Arts
Russian and East European Studies Center.
See Russian and East European Studies
Slocum Sports Medicine and Fitness Re-
search laboratory See Physical Education and
Human Movement Studies
Specialized Training Program. See Center on
Human Development
Speech-language-Hearing Center. See
Special Education and Rehabilitation
University Affiliated Facility. See Center on
Human Development
University of Oregon Center for Gerontology.
See Gerontology
University of Oregon Portland Center. See
Continuing Education Off Campus, Labor
Education and Research Center, Recreation
and Sports, and UO Bookstore,
Western Regional Resource Center. See
Center on Human Development
University
Computing
250 Computing Center
Telephone (503) 686·4394
Gordon P. Ashby, Director, Computing
Facilities
Joanne R. Hugi, Director, Computing
Services
JQ Johnson, Director, Network Services
University Computing provides computing
facilities and services for the University, serving
instructional, research, and administrative
needs, Central computing facilities include an
IBM 4341 system for batch and interactive
computing and a VAX 8800, primarily for
interactive academic and research applica-
tions, Other facilities include IBM PC and Apple
Macintosh microcomputer laboratories, which
support instructional computing; campus
computing networks; and an NCS 7008 mark!
sense document scanner.
The University Computing staff supports a
sizable collection of programming languages,
applications packages, and other software
systems on its IBM and VAX systems, including
FORTRAN, PU1, Pascal, COBOL, and C
programming languages
IBM 4341 assembler language
• ACCENT R, a data-base management system
• SAS, SPSSX, BMDP, and MINITAB general-
purpose statistics packages
• the VAXTPU, DSR, and SCRIPTtextformatting
programs
• the IMSL mathematics and statistics library
• electronic mail and conferencing systems
• connection to ARPA Internet, BITNET, and
NorthWestNet networks
University Computing's services include
consulting assistance on a wide range of
computing topics related to its large-scale and
microcomputing systems; a microcomputer
discount purchase plan; assistance with office
system decisions; short courses on elementary
and advanced topics on the use of computers;
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 indepen-
dent of the Department of Computer and
Information Science, which is the academic
department offering credit courses toward
bachelor's and advanced degrees, For further
information about that department, see the
Computer and Information Science section of
this bulletin,
290 Universi1ylibrary
University Library
113 Library
Telephone (503) 686-3056
George W. Shipman, University Librarian
Patricia A. Wand. Assistant University
Librarian for Public Services
George E. Synon, Assistant University Librarian
for Administrative Services
Alice J. Allen, Assistant University
Librarian for Technical Services
Faculty
Alice J. Allen, Associate Professor; Assistant University
Librarian for Technical Services. B.A., 1962, Drake;
M.A., 1966, Rice; AM.L.S., 1968, Michigan. (1982)
Judith Andrews, Assistant Professor; Documents
Librarian. B.A., 1973, San Jose State; M.L.S., 1977,
Hawaii at Manoa. (1986)
Jane L. Barnwell, Assistant Professor; Reference
Librarian. B.A., 1979, Michigan State; AM.L.S., 1985,
Michigan. (1985) .
Andrew R. Bonamici, Assistant Professor; Head,
Budget, Personnel, and Planning. B.A., 1983,
Marylhurst; AM.L.S., 1984, Michigan. (1985)
Sara N. Brownmiller, Associate Professor; Reference
Librarian; Coordinator, Information Online Service.
B.A., 1974, Incarnate Word; M.L.S., 1978, Arizona.
(1987)
George E. Bynon, Professor; Assistant University
Librarian for Administrative Services; Director,
Instructional Media Center. B.A., 1973, Willamette;
M.S., 1975, Oregon College of Education; D.Ed., 1980,
Oregon. (1976)
James H. Carmin, Assistant Professor; Architecture
and Allied Arts Librarian. B.A., 1976, M.L.S., 1981, Ball
State. (1983)
Rodney E. Christensen, Professor; Reference Libra-
rian. B.S., 1956, M.S., 1957, Northern Illinois; M.S.,
1967, Southern California. (1968)
Mary E. Clayton, Associate Professor; Associate Law
Librarian. B.A., 1971, Illinois State; M.L.S., 1973,
Oregon; J.D., 1975, Marshall. (1984)
Kathleen M. Connors, Assistant Professor; Reference
Librarian. B.A., 1983, Eastern Illinois; M.L.S., 1985,
Illinois. (1985)
Lawrence N. Crumb, Associate Professor; Reference
Librarian. B.A., 1958, Pomona; M.A., 1967, Wisconsin,
Madison; M.Div., 1961, S.T.M., 1973, Nashotah House.
(1978)
Hilary A Cummings, Assistant Professor; Manuscripts
Curator. B.A., 1973, Southern Illinois; M.A., 1985,
Oregon. (1980)
Karen D. Darling, Associate Professor; Head, Serials
Department. B.A., 1973, St. Olaf; DipI.Lib., 1975,
Polytechnic of North London. (1982)
Kenneth W. Duckett, Professor; Curator of Special
Collections. B.A., 1950, Denver; M.S., 1954, Wisconsin,
Madison. (1979)
Ann C. Fletcher, Assistant Professor; Law Reference
Librarian. B.S., 1982, J.D., 1986, Nebraska at Lincoln;
M.L.L., 1987, Washington (Seattle). (1987)
Paul A Frantz, Assistant Professor; Reference
Librarian; Coordinator, Library Instruction. B.A., 1972,
University of Alberta; M.A., 1977, Portland State;
M.L.S., 1984, Washington (Seattle). (1986)
Richard E. Gates, Assistant Professor; Systems
Librarian. B.A., 1984, M.L.S., 1988, Arizona. (1988)
Leslie K. Greer, Associate Professor; Music Librarian.
B.A., 1971, M.A.. 1977, California State, Long Beach;
M.L.S., 1979, California, Los Angeles. (1983)
Joanne V. Halgren, Associate Professor; Head,
Interlibrary Loan Service, Collection Development
Department. B.A., 1966, George Fox; M.L., 1967,
Washington (Seattle). (1967)
J. Richard Heinzkill, 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.
B.A., 1969, Missouri; J.D., 1972, M.L.L., 1974,
Washington (Seattle). (1976)
Sheila M. Klos, Associate Professor; Head, Architec-
ture and Allied Arts Library. B.A., 1976, State University
of New York College at Brockport; M.L.S., 1977, State
University of New York College at Geneseo; M.A.,
1983, Brown. (1985)
William C. Leonard, Associate Professor; Head,
Graphic Arts Service, Instructional Media Center. A.A.,
1958, San Jose City; B.S., 1965, M.S., 1970, Oregon.
(1968)
Jan C. Maxwell, Associate Professor; Head, Acquisition
Department. B.A., 1979, M.L.S., 1982, Indiana. (1988)
Meryl A Miasek, Associate Professor; Head, Reference
Department. B.A., 1971, M.L.S., 1973, City University
of New York. (1985)
Christine Olson, Associate Professor; Catalog Libra-
rian. B.A., 1971, M.L.S., 1972, Oregon. (1973)
Martha K. Renick, Assistant Professor; Assistant Law
Librarian for Public Services. B.A., 1977, Virginia; J.D.,
1982, Richmond; M.L.S., 1985, Arizona. (1986)
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. B.A., 1970, Oregon;
M.S.L.S., 1975, Southern California; M.A., 1978,
Oregon. (1975)
George W. Shipman, Professor and University
Librarian. B.A., 1963, Albion; M.A., 1965, Western
Michigan; AM.L.S, 1967, Michigan. (1980)
Laura C. Simic, Research Assistant; Coordinator,
Library Development. B.A., 1986, Oregon. (1986)
Terry M. Smith, Assistant Professor; Catalog Librarian.
B.S., 1972, Purdue; M.L.S., 1976, M.S., 1978, Oregon.
(1975)
Ruth E. South, Associate Professor; Reference
Librarian. B.A., 1950, M.L.S., 1972, M.A., 1981,
Oregon. (1973)
Laine Stambaugh, Assistant Professor; Personnel
Librarian. B.A., 1977, M.A., 1986, California State,
Long Beach; M.L.S., 1987, Arizona. (1987)
Peter L. Stark, Associate Professor; Head, Map Library.
AB., 1976, California, Berkeley; M.L., 1978,
Washington (Seattle). (1983)
Thomas A Stave, Associate Professor; Head, Docu-
ments and Public Affairs Service. B.A., 1972, Whit-
worth; M.L., 1974, Washington (Seattle). (1980)
Isabel A Stirling, Professor; Head, Science Library.
B.A., 1970, California, Riverside; M.L.S., 1977, Western
Michigan. (1982)
Christine L. Sundt, Assistant Professor; Slide Curator.
B.A., 1969, Illinois Institute of Technology, Chicago;
M.A., 1972, Wisconsin, Madison. (1985)
Luise E. Walker, Associate Professor; Science
Reference Librarian. AB., 1951, Washington (Seattle);
A.M.L.S., 1955, Michigan; M.S., 1961, State University
of New York College of Environmental Sciences and
Forestry. (1967)
Patricia A. Wand, Professor; Assistant University
Librarian for Public Services. B.A., 1963, Seattle;
M.A.T., 1967, Antioch; AM.L.S., 1972, Michigan.
(1982)
Hsiao-Guang Wang, Assistant Professor; Orientalia
Catalog Librarian. B.A., 1984, M.L.S., 1986, Rutgers.
(1986)
Mark R. Watson, Assistant Professor; Catalog Librarian.
B.A., 1981, Whitworth; M.A., 1983, Washington State;
AM., 1986, Chicago. (1986)
Bradley K. Wycoff, Assistant Professor; Science
Reference Librarian. B.A., 1980, M.L.S., 1987,
Washington (Seattle). (1988)
Emeriti
Eugene B. Barnes, Professor Emeritus; Head Acquisi-
tion Librarian. B.A., 1941, M.A., 1943, Minnesota;
Ph.D., 1947, Chicago. (1947)
Jane B. Durnell, Professor Emerita. B.A., 1938, Iowa;
M.L.S., 1968, Oregon. (1968)
Katherine G. Eaton, Associate Professor Emerita. B.A.,
1944, Minnesota; M.S., 1952, M.S., 1968, Oregon
(1970)
Elizabeth Findly, Professor Emerita of Librarianship.
A.B., 1929, Drake; B.S., 1934, Illinois; AM.L.S., 1945,
Michigan. (1934)
Alfred Heilpern, Senior Instructor Emeritus; Acquisition
Librarian Emeritus. B.A., 1956, M.L., 1957, Washington
(Seattle). (1957)
Carl 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)
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, Iliinois. (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)
RichardJ. 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)
Ciaire 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, Berkeiey. (1967)
Guido A Palandri, Professor Emeritus. B.A., 1949,
Oregon; B.L.S., 1954, California, Berkeley. (1960)
Huibert Paul, Assistant Professor Emeritus. B.A., 1963,
Sophia, Tokyo; M.L.S., 1965, California, Berkeley.
(1965)
Lois M. Schreiner, Assistant Professor Emerita. B.S.,
1968, M.L.S., 1969, Oregon. (1970)
Rose Marie Service, Associate Professor Emerita. AB..
1944, Michigan State Normal, Ypsilanti; M.A., 1950,
M.A., 1955, Minnesota. (1961)
Marcia J. Sigler, Assistant Professor Emerita. B.A.,
1944, Ohio Wesleyan; B.S., 1956, M.L.S., 1958,
California, Berkeley. (1969)
Donald T. Smith, Professor Emeritus. B.A., 1949, M.A.,
1950, Wesleyan; M.S., 1951, Columbia. (1963)
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)
Note: The date in parentheses at the end ofeach entry is
the first year at the University of Oregon.
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 1,700,000 volumes and subscribes to
more than 17,600 journals. In addition to books
and journals. the library has extensive collec-
tions of microforms; slides; maps; compact
discs; phonograph records; films and videos;
and state. federal, and international 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, in
Fenton Hall, is a branch olthe 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 400 data bases, can save
hours of searching in indexes.
Regular tours of the Main 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 bulletin.
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 Library can be obtained. The
Library's Special Collections contain more than
3,800,000 manuscripts and 37,000 rare books.
Oregon Collection contains specialized materi-
als about Oregon and by Oregon authors.
The Library's Instructional Media Center
supports the instructional and research en-
deavors 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 members offer assistance and consulta-
tion for instructional improvement.
The records olthe 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. 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.
For 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 that embellish the
building include the 15 stone heads by Edna
Dunberg and Louise Utter Pritchard, ornamental
memorial gates by O. B. Dawson located in the
entrance hall, carved wooden panels by Arthur
Clough, and two large murals painted by Albert
and Arthur Runquist.
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 sponsors lectures and social and
cultural events that are 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 orderto borrow materials.
Fines. All borrowers are subject tothe following
fines for overdue materials:
General materials: $.25 a day
Reserve material: First hour or portion $1.00;
each additional hour $.25; if material is in
demand $1.00 an hour
Recalled and seven-day material including
periodicals from the Science Library or Mathe-
matics Library: $1.00 a day
Maximum fine: $10.00 an item
Replacement Costs. All borrowers who lose
Library materials or return damaged materials
pay:
• a replacement or repair charge
• a service charge of $6.00 an item
• the 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.
Borrowers who return recalled material late are
charged overdue fines.
The libraries of the Oregon State System of
Higher Education honor each other's faculty
and currently validated student identification
cards for the purpose of borrowing library
materials, subject to the lending library's
circulation policies. Any fines or charges
accrued by faculty members and students from
other state system libraries are submitted to the
librarian of their home institution for routine
billing.
School 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 leading to 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 bulletin.
University Library 291
,)llb
~ t.·
..
Services for Students
364 Oregon Hall
Telephone (503) 686-3105
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, Assistant Dean of Students
and Conduct Coordinator
Under the general direction of the vice-provost for Student Affairs and with the
assistance of the dean of students, the Univer-
sity provides an array of services and programs
to help students benefit more fully from their
educational programs. 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, Hilary Gerdes, Heidi Imhof,
Randy Martin, Bunny Nosier, and
George Wasson, Counselors
Margaret Donahue, Counselor for
Student Athletes
Academic Advising
Advising Services
The Office of Academic Advising and Student
Services advises students who have not
declared an academic major. Classified as Arts
and Sciences premajors, these students are
assigned advisers from the Academic Advising
and Student Services staff or selected faculty
members in the College of Arts and Sciences.
The staff also coordinates advising meetings
between students who have indicated a major
preference and faculty advisers from academic
departments. Students in the prehealth sci-
ences and prelaw receive special advising
assistance in this office.
Workshops, held throughout the year, cover
such topics as How to Apply to Graduate
School, How to Choose a Major, Majoring in
Architecture, Preparing for Law School, and
Redirecting Academic Focus.
Students interested in careers that use interper-
sonal and problem-solving skills are trained by
office staff members to assist other students
who come to the Office of Academic Advising
and Student Services. Students seek help with
a variety of problems such as choosing a major,
making a smooth transition to the University,
cutting red tape, and withdrawing from the
University. Student advisers also make referrals
to other offices.
The opportunity to assist professional coun-
selors gives student advisers valuable skills,
increases their knowledge of the University, and
builds self-confidence. For more information,
consult Jack Bennett in 164 Oregon Hall;
telephone (503) 686-3211.
Professional and student counselors are
available weekdays on a drop-in basis for all
students needing advice about general Univer-
sity requirements and help with personal or
academic problems.
Counselor for Student Athletes
The counselor for student athletes provides
academic advising for student athletes. The
counselor is available to all student athletes
listed on a varsity roster to help them balance
academic responsibilities with athletic activities.
The counselor also assists student athletes with
academic program planning and course
registration issues as well as monitoring their
academic progress. The counselor can provide
information about academic majors and help
student athletes relate academic interests to
potential career opportunities. Located at 1535
Agate Street, the office is open weekdays from
8:30 a.m. to 4:30 p.m. including the noon hour;
telephone (503) 686-5428.
Peer Advising
The Peer Academic Advising Program supple-
ments faculty advising available to under-
graduate students. Specially trained students
assist their peers in using academic advising
appointments to their best advantage. More
than 20 academic departments now participate
in the Program.
Peer advisers have the opportunity to combine
instruction in problem-solving and organiza-
tional and leadership skills with on-the-job
experience. Students seeking advice can talk
over personal concerns about academic and
career goals with trained and empathetic fellow
students.
For more information contact Heidi Imhof in 164
Oregon Hall; telephone (503) 686-3211.
Academic Standing
Academic standing at the University is deter-
mined by the grades and marks a student earns
in University of Oregon courses. Good
academic standing means that the student is
making satisfactory progress toward a degree
each term and may register for as many as 21
credits.
Academic sanctions are explained in the
Registration and Academic Policies section of
this bulletin and in the Time Schedule
of Classes. 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 and
Records helps people who have been away
from high school or college courses for a
number of years and want to resume their
education at the University. These students are
offered preenrollment information and advice,
help in resolving procedural problems, and
general assistance to ease the return to the
classroom. After applying for admission,
students may consult counselors or student
advisers in the Office of Academic Advising and
Student Services. Some counselors have
special interests and training in working with
this population, and trained student advisers
have themselves been adult learners.
Emergencies
The Office of Academic Advising and Student
Services is the University contact point in the
event of an emergency situation involving a
student. Forexample, in the event of a sudden
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 are likely to
meet other students who share similar interests.
Beyond the FIG courses, students plan an
individual schedule in consultation with an
adviser. Social and academic activities are
coordinated by a trained peer, who acts as the
• FIG group leader.
Freshmen who are undecided about their
majors and are not attending the Early Orienta-
tion and Registration Program (EORP) canjoin
a FIG in September if space is available. For
further information, consult Jack Bennett or Lisa
Duba-Biedermann in 164 Oregon Hall; tele-
phone (503) 686-3211.
Students with Disabilities
It is the policy of the University of Oregon that
no man or woman shall, solely by reason of
physical limitation, be subjected to discrimina-
tion or denied the benefit of, or be excluded
from, participation in any University program or
activity.
The Office of Academic Advising and Student
Services is available to assist students with
i----29A-- Academic Advising and Student Services
disabilities in obtaining required accommoda-
tions to enable them to complete their studies.
These accommodations, in compliance with
Section 504 of the Vocational Rehabilitation Act
of 1973, may consist of modification of class-
room techniques and practices to accommo-
date visual or auditory limitations; provision of
lecture notes; auxiliary aids such as readers,
audiovisual materials, and sign language
interpreters; and modification, such as substitu-
tion or waiver of some degree requirements, to
allow accessibility to degree or program
objectives. Assistance is available to plan
schedules, register for classes, and obtain
special services through several University
offices. For more information consult Hilary
Gerdes in 164 Oregon Hall; telephone (503)
686-3211.
Affirmative Action
472 Oregon Hall
Telephone (503) 686-3123
Norma Comrada, Director
AI Okahara, Assistant Compliance Director
Janet Wentworth, Equal Education Specialist
The University of Oregon is committed to equal
opportunity in education and employment for
everyone on campus. Students and employees
have a legally protected right to a working and
learning environment that is free from discrimi-
nation and harassment and free from·retaliation.
Students and employees who feel they have
encountered discrimination or harassment
should inquire althe Office of Affirmative Action
for information on their rights, options, and
resources. The Office of Affirmative Action staff
offers grievance counseling, informal problem
solving, information on formal grievance
procedures, and referrals. Confidentiality is
respected for all parties.
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
prog rams 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 five specialized
branches of student government-the ASUO
Executive, the Incidental Fee Committee (IFC),
the Student Senate, the five-member EMU
Board, and the Associated Students President's
Advisory Council (ASPAC). The ASUO Execu-
tive appoints part of the EMU Board, the
Constitution Court, and the ASUO Health
Insurance Committee. Together these bodies
provide governance, leadership, and represen-
tation 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
85 funded ASUO programs.
Incidental Fee Committee. The incidental fee
is a self-imposed tax by which students finance
student nonacademic activities. The Incidental
Fee Committee (IFC) is a seven-member
committee elected from the student body to
allocate incidental fees. Each year all recipients
of support from incidental fees (the ASUO
student programs, the Department of Intercol-
legiate 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 18 members of the
Student Senate 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 Senate; the other
two-thirds are faculty members. The Student
Senate members are also full voting members
of the University Assembly, the faculty body that
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
members, and EMU staff personnel. It is
responsible for making general policy decisions
and long-range plans for all aspects of the
operation of the Erb Memorial Union (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 students comprise
the majority, also advises staff members in the
management and administration of the EMU.
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.
Associated Students President's Advisory
Council (ASPAC) offers discussion and advice
about matters of student concern in monthiy
meetings with the UO President. The 14-
member council includes representatives from
the ASUO Executive, IFC, Student Senate, EMU
Board, ASUO programs, and two students
elected for one-year terms from the student
body at large.
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 responsibilities
related to the administration of the program.
Student Interests
Advertising Club is a national organization of
professional and student groups whose goal is
to encourage students to enter advertising
careers.
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
seminarson parenting, teacher education, and
child development.
Amazon CommunityTenants representatives
participate in the Amazon Family Housing
Policy Board, which sets all the policies con-
cerning the Amazon Housing Complex.
American Civil Liberties Union's 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 educates
students about interior design and related
issues.
Asian-Pacific American Student Union
serves the University's considerable population
of Asian-Pacific Americans.
ASUO Course Guide is distributed to students
and faculty members free of charge each term.
It contains descriptions of courses offered.
ASUO Legal Services provides a wide range
of nonlitigatory legal services to all admitted and
enrolled University students free of charge.
Avenu is the student newspaper of the School
of ArChitecture and Allied Arts published nine
times a year by the University's student chapter
of the American Institute of Architects.
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.
Campus Information Exchange is a computer
conferencing service available to all UO
students and to faculty and staff members.
Center for Innovative Educational Develop-
ment (formerly SEARCH) is an ASUO program
offering innovative credit and noncredit courses
in all disciplines. Courses are taught by stu-
dents, faculty members, and community
members.
Associated Students ofthe University-ofOregon-29&
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
organizations.
Condon Society is an undergraduate and
graduate student association of the Department
of Geological Sciences.
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; telephone 686-4488. Staff
members can also refer students to other
specialized agencies.
Dance Oregon! offers students the opportunity
to see, perform, and participate in dance
concerts, master classes, and workshops.
Performing membership is obtained through
auditions held each fall.
Division of Educational Policy and Manage-
ment Graduate Student Association is
primarily a support group for Educational Policy
and Management graduate students.
ESCAPE (Every Student Caring About Per-
sonalized Education) is a student-initiated and
student-run accredited practicum that places
student volunteers.
Foreign Student Organization (FSO) is an
umbrella organization for students from nations
around the world. Included are the Arab Student
Club, Indian Student Association, Indonesian
Student Association, Iranian Student Associa-
tion, Japanese Student Association, Kultura
Filipinas, Muslim Student Association, Organi-
zation of Arab Students, and Singapore Student
Association. Under the guidance of the FSO,
these associations of students work to promote
the educational, social, and cultural activities of
international students at the University.
Forensics is the University's debate society
and speech club.
Gay and Lesbian Allfance serves members
who seek relaxed, nonoppressive interaction,
worthwhile activities, and a positive sense of
self.
Graduate Organization for the Creative Arts
is an organization of graduate students from all
disciplines of the creative arts.
Interfraternity Council provides a central
organization for general fraternity activities and
leadership opportunities and promotes campus
involvement.
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-
uled for the best possible benefit to both Jewish
students and the University community.
JournalofEnvironmental Lawand Litigation,
a publication by UO law students, provides a
national forum on reform and litigation in the
natural resources area.
Latin America Support Committee (LASC)
sponsors cultural events and educational
programs on and from Latin America. Programs
include art shows, folk music, concerts, films,
educational speakers, and Latin America
Reports, a weekly publication covering impor-
tant news events from Latin America.
Marching Band is the musical representative
of UO spirit at all home football games and
selected away games. Members also partici-
pate in the Basketball Band and the Green
Garter Band.
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.
Mediation Project is a service provided to
students by the ASUO and the University.
Mediation provides pregrievance problem
resolution for students, student groups, depart-
ments, and administrative agents.
Men Against Rape works to separate the myths
from the realities of sexual assault and domestic
violence. Members lobby for a safer physical
environment for women and children. Educa-
tional programs are being developed for
presentation to student and community groups.
Men of Oregon Glee Club performs at Univer-
sity events and selected UO Alumni Association
activities.
Minority Law Students Association helps
minority law students make the transition to
legal study and supports them in law school.
Muslim Student Association fosters under-
standing of Islamic culture.
Native American Student Union (NASU), an
important part ofthe Native American communi-
ty, is an ethnic student association that works
with students, community organizations, and
Northwest tribes.
Off-Campus Housing is a referral service for
students and community members who want to
locate housing. It provides a rental referral
board and paralegal counseling for landlord-
tenant problems.
Office of Student Advocacy (OSA) is 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
assists students in resolving problems that
might arise out of University life.
Oregon Commentator, a student-run news-
paper, serves as an alternative to the Oregon
Daily Emerald.
Oregon Daily Emerald is 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 influence public policy
decisions. It conducts research on issues
affecting students, lobbies decision makers,
and provides a mechanism for sharing informa-
tion among students.
Oregon Student Public Interest Research
Group (OSPIRG) is a consumer and environ-
mental advocacy organization.
Panhellenic Council consists of representa-
tives from 11 campus sororities. Its members
are sorority leaders who serve as links to the
University administration, the Interfraternity
Council, other sororities, and other student
groups. The Council 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 Eugene campus
and the Oregon Institute of Marine Biology in
Charleston, Oregon.
Philosophy Club stimulates philosophical
thought by sponsoring speakers, papers, and
discussions.
Prehealth Sciences offers seminars, profes-
sional school information, and clinical observa-
tion for premedical and predental students.
Project Saferide is a campus shuttle service
for women, available seven nights a week
during the academic year. Its vans are driven
by women and serve the University and Family
Housing neighborhoods.
Rape Crisis Network seeks to reach all
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; telephone 686-
6700.
Singapore Student Association, a social and
cultural organization, serves approximately 400
students from Singapore.
Sister University Project is a joint program
between the University of Oregon and the
University of El Salvador.
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
livable future.
Student Economics Association provides an
educational forum in the field of economics.
Survival Center is a clearinghouse for students
interested in environmental concerns.
Switchboard's services include a nationwide
Rideshare system free to UO students. Switch-
board is also a clearinghouse for a wide variety
of other information services.
University Song and Dance Troupe provides
a creative outlet for students with interests in
singing, dancing, and acting as well as enter-
tainment for the University community.
University Theatre, the production wing of the
Theater Arts program, is an independent
organization that produces shows from its own
box office.
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
----2-ge---Associetee-Stl:Jeents of the University ofOregon--
Exceptional Friendship Program and the
Outreach Program.
Westmoreland Tenants Council, an elected
body, represents the interests of Westmoreland
Family Housing tenants.
Women in Communications, Inc. is a dynamic
organization that helps communications stu-
dents define their professional goals. Advan-
tages for members include developing a
national network of career contacts, hearing
speakers and attending events on current
issues in communications, and enhancing their
educational experiences by meeting and
working with a variety of creative people.
Women in Transition provides assistance and
support to mature women who are returning to
the University to further their education.
Women's Referral and Resource Service aids
women in their search for the tools, information,
and skills needed to advance themselves.
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
Sarah Davies, 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.
Alumni, currently enrolled students, and those
who have completed 12 or more credits at the
University are invited to use these services.
For more information, see the Academic and
Career Planning section of this bulletin. 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
Ron May, Director
Edel Davenport, Mark Evans, Richard P.
Francisco, Leonard Haas, Carolin Keutzer,
Andrew Thompson, Counselors
The University Counseling Center provides
trained counselors to help students with
personal and relationship problems. Counsel-
ing, testing, and additional resources are
available to assist students in making decisions
and in dealing with academic concerns.
A modest fee is charged for testing. Fees for
other counsel ing services may also be req uired.
Staff members offer outreach presentations,
workshops, and consultation to various student
groups and departments of the University.
Upon request, counselors consult with faculty
members, 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 Examination
Program (CLEP), the College Entrance Exami-
nation Boards (CEEB), the Graduate Record
Examinations (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 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.
Erb Memorial
Union
Thirteenth Avenue at University Street
Telephone (503) 686-3705
Adell McMillan, Director
Frank Geitner, Jr., Associate Director and
University Program Consultant
Susan Racette, Assistant Director and Business
Manager
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 pianning programs. Student
government and activities offices are located
on the ground floor of the EMU.
Also housed in the building are the Oregon Daily
Emeraldeditorial offices, a branch ofthe United
States Post Office, the Campus Copy Center,
Photo I.D. service, an information center, a small
variety store, a ticket outlet, the University
lost-and-found service, a travel desk, two
automatic teller machines, a hair salon, a
computer lounge, and a computer supply store.
Another facility of the EMU, but not housed in
the building, is the Waterworks Canoe Com-
pany, which rents canoes and kayaks for use
on the Millrace and elsewhere.
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 tothe president
of the University regarding the allocation of
incidental fees to the Department of Intercol-
legiate Athletics, the ASUO, and the EMU.
Board of Directors. The EMU Board of Direc-
tors has the responsibility for making general
policy decisiQns and long-range plans for the
Erb Memorial Union. The Board also advises
EMU staff members 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
Dennis Reynolds, Coordinator
Three child care centers are available for use
by University students and, when space is
available, by staff and faculty members.
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.
Computer Lounge
Telephone (503) 686-4353
The Computer Lounge is open to all members
of the University community. The Lounge offers
term passes and hourly rental of personal
computers and printers for desk-top publishing.
Craft Center
Telephone (503) 686-4361
Thomas F. Urban, Coordinator
Open to all 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 entertainment and cultural activities
including films, concerts, art exhibitions,
lectures, and symposia.
Outdoor Program
Telephone (503) 686-4365
Bruce Mason, Coordinator
The Outdoor Program offers activities such as
camping, hiking, mountaineering, ski touring,
International Services 297
canoeing, kayaking, bicycle touring, river
rafting, and an on-campus program of lectures,
slide presentations, and instructional work-
shops.
Student Activities Resource Office
Telephone (503) 686·4000
The Student Activities Resource Office (SARO)
provides resources to students and student
organizations for any type of programming. In
addition, the staff offers consultation to help
meet individual or group goals.
Health Services
First Floor, Student Health Center
Thirteenth Avenue at Agate Street
Telephone (503) 686·4441
James K. Jackson, M.D., Director
Robert R. Petit, Medical Administrator
Ellen M. Hansen, R.N., Nursing Director
The Student Health Center provides a wide
variety of medical and health care services for
currently enrolled University of Oregon stu-
dents. These services are provided by a highly
qualified staff that includes 19 physicians, a
dentist, three nurse practitioners, registered
nurses, laboratory and X-ray technicians,
athletic trainers, physical therapists, pharma-
cists, dental hygienists, health educators,
administrators, and support employees.
Medical and Health Care Services
1. Diagnosis and treatment of student ill-
nesses and injuries
2. Basic preventive dental services and
dental education
3. Specialized medical care for allergies,
internal medicine, psychiatry, and rninor
surgical procedures
4. Allergy skin testing
5. A women's health care clinic with
gynecological services and counseling
6. Medical laboratory services
7. Medical X-ray services
8. Mental health counseling
9. A sports medicine clinic for treatment of
injuries
10. Physical therapy services and rehabilitation
treatment
11. A licensed pharmacy
12. Nutrition counseling
13. Alcohol and chemical dependency
counseling
14. Health education services
Hours of Operation and
Appointments
The Student Health Center is open from 8:00
a.m. to 8:00 p.m., Monday through Saturday,
and from noon to 8:00 p.m. on Sunday, fall
through spring terms. Summer session hours
are 8:00 a.m. to 4:30 p.rn., Monday through
Friday. The Center is closed between terms.
Outpatient Care. Students must make an
appointment for outpatient care. Hours are 8:00
a.m. to 4:30 p.m., Monday through Friday. An
appointment can be made by telephone or in
person during regular outpatient hours. A
current University student identification card is
needed to receive services at the Student
Health Center.
Urgent Care. III or injured students receive care
without an appointment. Hours are 8:00 a.m. to
8:00 p.rn., Monday through Saturday, and noon
to 8:00 p.m. on Sunday.
Charges and Insurance
The Student Health Center charges for labora-
tory tests, X-rays, medications and prescrip-
tions, immunizations and injections, dental
procedures, sports medicine and physical
therapy procedures, and other special services
and supplies. Every effort is made to keep these
charges low.
There is no charge to visit a staff physician,
dentist, psychiatrist, or nurse practitioner; to
obtain basic nursing care; or to use the health
education facilities and services. All these
services are covered by student health fees
paid during registration.
When a student is referred for medical services
not available at the Student Health Center or
seeks medical or health services elsewhere, he
or she is fully responsible for all expenses.
Health Insurance. While all students are
strongly encouraged to have health insurance
coverage, currently registered University
students with or without health insurance are
eligible to use the Student Health Center. Health
insurance can be purchased through the
Associated Students of the University of Oregon
(ASUO). For students with private or family
health insurance coverage, the Student Health
Center can generate a bill to submit to the
insurance company. The Student Health Center
staff can explain how to obtain a bill for insur-
ance purposes.
New Students and
International Students
Each entering student must complete a medical
history form and return it to the Student Health
Center. A diphtheria-tetanus booster within the
past 1Oyears and polio and measles immuniza-
tions are strongly recommended.
Any student born in a country other than the
United States must, within two weeks after
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 that have a recog-
nized low incidence of tuberculosis. The
Student Health Center staff urges all students
to have a tuberculin skin test, which is available
free of charge, for their own protection. Students
with a positive reaction to the tuberculin skin
test must have a 14" x 17" chest X-ray within
six months after admission to the University.
Other General Information
1. All medical care and treatment provided at
the Student Health Center is confidential.
Medical records, patients' bills, and other
patient information are not released, unless
required by law, without the specific written
authorization of the patient
2. Only cu rrently registered University students
who have paid the Student Health Center fee
may use its services
3. Student Health Center services are not
available to University faculty or staff
members
4. The Student Health Center is fully accred-
ited by the Accreditation Association for
Ambulatory Health Care, Inc.
5. For more information about Student Health
Center services, telephone (503) 686-4636
and ask for tape 502, call the Student Health
Center at 686-4441, or pick up an informa"
tional brochure at the Student Health Center
International
Services
330 Oregon Hall
Telephone (503) 686·3206
Thomas Mills, Director
Peter Briggs, Assistant Director
Virginia Stark and Margo Ramsing,
International Student Advisers
Paul Primak, Assistant Director,
Overseas Study
Mark Levy, Overseas Study Adviser
Gail Rainey, Coordinator, Special Projects
The University currently enrolls about 1,630
international students from 70 countries and
sponsors a variety of overseas study prograrns
in Europe, Latin America, and Asia. Through the
Office of International Services, the University
assists United States students who want to
study abroad and international students and
faculty members who are teaching and studying
at the University.
International Student and Faculty
Assistance. Students and faculty members
from other countries are invited to inquire at this
office for information about admission, housing,
United States immigration regulations, employ-
ment opportunities, and scholarship aid. The
Office of International Services also offers
academic and personal counseling, helps
students adjust to life in this country, and
coordinates the Friendship Family Program that
introduces international students to local
families.
This office is the official University liaison for
several international agencies including the
Institute of International Education and the
African-American Institute.
Overseas StUdy Opportunities
Students at the University may broaden their
education by taking part in overseas study
programs that offer University of Oregon credit.
More complete information about each of the
following programs is published in the pamphlet
Overseas Study Opportunities, available in the
Office of International Services. Overseas
Center (OCTR) courses are listed in the Special
Studies section of this bulletin.
Australia, Melbourne. La Trobe University
offers a broad curriculurn for students participat-
ing in this year-long exchange program.
Students attend regular university courses and
follow the Australian academic year that begins
in March and ends the following November.
China, Beijing. This intensive language pro-
gram offers a chance to begin study of Chinese
in China. Students may attend for one semester
or for a full academic year.
China, Fuzhou. Students may spend winter
and spring terms in Fuzhou continuing their
studyof Chinese language and civilization. One
year of college-level Chinese or completion of
298 International Services
the fall Beijing program is required for
participation.
Denmark, Copenhagen. This academic
prog ram at theUniversity of Copenhagen offers
semester and full-year programs in architecture,
international business, and general studies
(liberal arts). Field trips· are integrated into the
academic course work. A summer semester
program is also offered. Courses are taught in
English by Danish professors.
England, Bath. This program emphasizes
history, culture, and the arts. Courses integrate
field excursions into the academic program.
The program calendar permits students to
participate during fall or spring terms. Students
live with British families.
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
balanced educational experience. Students live
with British 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-level French.
France, Lyon. Students with advanced training
in French language may choose the year-long
program in Lyon. Opportunities in a variety of
disciplines are available to University of Oregon
students. Housing is arranged for students.
France, Poitiers. This one-year academic
program is for students who have studied at
least two years of college-level French. Most
students are enrolled in the Institute for Foreign-
ers althe 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-Wiirttemberg. Students in
this year-long program may study at anyone of
the participating universities at Freiburg,
Heidelberg, Hohenheim, Konstanz, Mannheim,
Stuttgart, or TObingen. 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, Tiibingen. Students studying the
German language are eligible for this intensive
language program offered each year from April
to July.
Hungary, Szeged. This program offers an
opportunity to study in an East European
setting. No previous study of Hungarian is
required; students can begin their study of the
language in Szeged.
Israel, Jerusalem. Historic Jerusalem is the site
of this one-year program. Course work focuses
on the social sciences and humanities with
special concentrations in international, urban,
religious, and Middle East studies. Students live
in campus dormitories.
Italy, Perugia. An eight-week summer program
in Italian language and culture is offered at the
Italian University for Foreigners in Perugia.
Italian is offered at all levels.
Italy, Rome. Each summer the University of
Oregon School of ArChitecture and Allied Arts
sponsors a studio in Rome. A faculty member
from the Department of Architecture accom-
panies the Oregon group.
Italy, Siena. Italian language, humanities, and
the social sciences are emphasized in this
program. Students must complete at least one
term of college-level Italian prior to participating
in the program.
Japan, Tokyo. 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. Semester-long programs in
Japanese business and society are offered
through the Council on International Educational
Exchange (CIEE) for summer session and fall
or spring terms. No prior knowledge of
Japanese is required.
Japan, Tokyo. Meiji University offers students
with advanced skills in Japanese an opportunity
to study a wide range of subjects. Students
must complete at least three years of college-
level Japanese prior to participation. This
year-long exchange program follows the
Japanese academic calendar, starting at the
beginning of April and ending in mid-February.
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.
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.
Mexico, Queretaro. Each summer the Univer-
sity of Oregon Department of Romance Lan-
guages sponsors a study program in Spanish
language and culture in Queretaro. Applicants
must have one year of college-level Spanish to
participate in the eight-week session.
The Netherlands, Breukelen. Students par-
ticipating 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.
Scotland, Aberdeen. The University of Aber-
deen is the site of this year-long exchange
program. Students have opportunities to take
course work in a wide range of disciplines with
the guidance of a faculty adviser. Housing is in
University dormitories.
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. Acceptance into the
program requires 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
at least 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.
New Programs
New programs are proposed in various loca-
tions around the world. Information about recent
developments is available from the Office of
International Services.
Grants and Scholarships
for Study Abroad
Grants are available to qualified graduating
seniors and graduate students for advanced
research, university study, and overseas
teaching. Fulbright 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
1319 East 15th Avenue
Telephone (503) 686-5444
Oakley V. 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 bulletin. Visitors may obtain
free temporary parking permits.
Recreation
and Sports
The Department of Physical Education and
Human Movement StUdies sponsors com-
prehensive sports and recreational programs
Special Services 292-
for students and for faculty and staff members
of the University.
Recreation and
Intramural Activities
103 Gerlinger Hall
Telephone (503) 686-4113
Karla S. Rice, Director
The programs provide a wide variety ofoppor-
tunities 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 aerobics,
basketball, 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 avail-
able for open recreation when not otherwise
scheduled. These facilities include the gym-
nasiums, 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 recreation is an outlet for
individuals who want a less structured, nontour-
nament form of participation. Throughout the
year, facilities are regularly set aside for drop-in
activity.
Intercollegiate Athletics
McArthur Court
Telephone (503) 686-4481
Bill Byrne, Director
Herbert S. Yamanaka, Special Assistant
to Director
Christie Voelz, Associate Director
Gary Gray, Academic Coordinator
Head Coaches and Trajners
Dean Adams, Head Trainer
Rich Brooks, Head Football 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, Men's Golf Coach
Renee Mack, Women's 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. Opportunities to participate in
athletics are 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 national cross-country titles in
1983 and 1987 and the outdoor track-and-field
crown in 1985. The men were NCAA champions
in 1962, 1964, 1965, 1970, and 1984.
Success in sports has made Eugene and the
University an attractive site for national
championships. The University has been the
championship host for NCAA and Association
for Intercollegiate Athletics for Women (AIAW)
track and basketball, and 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
women. Men's sports include basketball,
cross-country, football, golf, tennis, track and
field, and wrestling. Women's sports include
basketball, cross-country, golf, softball, tennis,
track and field, and volleyball. Women's
Intercollegiate Athletics, organized in 1973, has
been a part olthe 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.
A new 400-meter track, installed in 1987, helped
the University's successful bid to be the site of
the 1988 NCAA track-and-field championships.
The University also belongs to the Pacific-10
Conference (Pac-1 0). 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.
Duck Athletic Fund
The Duck Athletic Fund is the fundraising arm
of the Department of Intercollegiate Athletics.
Home offices are in Susan Campbell Hall on the
UO campus. There are branch offices in
Medford and at the UO Portland Center. The
Medford branch is at 10 Crater Lake Drive;
telephone (503) 773-5487. The Portland Center
is located at 720 SW. Second Avenue in
Portland; telephone (503) 464-3055.
Special SeNices
Academic Learning Services
108 Library
Telephone (503) 686-3226
David HUbin, Director
Susan J. Lesyk, Associate Director
The Center for Academic Learning Services
(ALS) provides academic support to all Univer-
sity students at various stages in their educa-
tional programs. Through academic courses,
noncredit workshops, individual counseling,
and drop-in mathematics and writing
laboratories, the Center offers training in
study-skill improvement, preparation for stan-
dardized entrance examinations, and tutoring
in many subject areas.
Courses for Credit. 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 Univer-
sity, is particularly helpful for new students.
Academic Learning Services courses are listed
in the Special Studies section of this bulletin.
Noncredit Workshops. Among the noncredit
workshops offered are academic speed
reading, study techniques, grammar, mathe-
matics review, and preparation forthe Graduate
Record Examinations, the Law School Admis-
sion Test, the Graduate Management Admission
Test, and the Medical College Admission Test.
Tutoring. Peer tutors in entry-level under-
graduate courses are available through ALS.
Mathematics and writing assistance is also
provided in the Center's laboratories on a free,
drop-in basis.
Educational Opportunities Program. A
component of ALS, the Educational Oppor-
tunities Program (EOP) offers comprehensive,
free academic assistance and advising to
disadvantaged and traditionally underrepre-
sented students. Eligibility for participation in
EOP courses, workshops, personal counseling,
and academic advising is determined by
federal guidelines from the United States
Department of Education, which provides
funding for this service.
The Center for Academic Learning Services is
open weekdays from 8:00 a.m. to 5:00 p.m.
American English Institute
241 Prince Lucien Campbell Hall
Telephone (503) 686-3945
Russell S. Tomlin, Director
The American English Institute (AEI) offers three
English-language programs for adults who want
to improve their English proficiency in order to
perform effectively in an academic or profes-
sional setting. These are the Intensive English
Program, the Supplementary English Language
Training (SELT) program, and the International
Graduate Teaching Fellow (IGTF) program.
AEI instructors are University faculty members
with specialized training in linguistics, applied
linguistics, or teaching English as a second
language (TESL). Classes begin in September,
January, March, and June.
Intensive English Program. This program
consists of a six-level basic curriculum and a
broad elective 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.
The elective curriculum consists of a set of
optional courses that focus on areas of special
concern or interest to students, including Test
of English as a Foreign Language (TOEFL)
Preparation I and II, Business English, American
Culture, and Conversational English.
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.
Supplementary English Language Training.
Supplementary English Language Training
(SELT) is offered to enrolled undergraduate and
graduate students who need or request addi-
tional ESL training for academic work. Courses
are offered in writing (WR 91,92,93), listening
and note taking (LING 82), oral skills (LING 83),
and reading and vocabulary development
(LING 84). A placement test determines the
area where supplemental work is needed. All
these courses carry credit for enrollment
(eligibility) but not toward graduation: they
satisfy no University or college requirement.
SELT courses may be taken at the same time
as other University course work. Information on
this program is available from either the AEI or
the Office of International Services.
International Graduate Teaching Fellow
Program. English courses are offered to
international graduate teaching fellows who
need or want help to improve their performance
as teachers. Courses are offered to improve
pronunciation, listening and speaking abilities,
and university-level teaching skills. Information
about this program is available from the AEI
office, International Services, or the Graduate
School.
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 AEI's Intensive
English 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, orevidence of a scholarship
4. A nonrefundable application fee of $25.00
If a student is 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.
Additional funds will be needed fortransporta-
tion, living expenses during breaks, and
miscellaneous personal expenses.
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
Jan Oliver, Acting Director
The Council for Minority Education (CME)
provides academic and other support services
to American Indian and Alaskan natives,
Afro-American, Hispanic, Asian American, and
Pacific Island students. Assistance in gaining
admission to the University is only one of the
ways CME offers help.
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 y&ar CME sponsors orientation, cultural,
and oth'3r activities of interest to minority
students in cooperation with the ethnic student
unions. It funds courses in the English and
Mathematics departments in order to provide
smaller classes for better individual instruction.
Grammar workshops, a computer laboratory,
academic support, and other retention services
are also provided by CME.
In certain cases, students may qualify for
admission even if they have doubts about
meeting the requirements. Please call or write
the Council about this. Staff members may also
be able to help with financial problems posed
by deposits and application fees.
An important function of the Council 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.
All students of color are urged to take advantage
of this University-funded program.
Educational Opportunities Program
108 Library
Telephone (503) 686-3226
David Hubin, Director
The Educational Opportunities Program (EOP)
is part of the Center for Academic Learning
Services located in the front of the Main Library.
Funded by a federal grant, EOP provides
comprehensive academic support inclUding
courses, noncredit workshops, tutoring,
academic and personal counseling, and
advocacy and mediation help for disadvan-
taged and traditionally underrepresented
students. EOP offers services to students with
a large variety of problems and skill levels-from
those who are having trouble staying in the
University to those whose plans include
graduate or professional schools,
For more information, see also Academic
Learning Services in the Special Services
section of this bulletin. The Educational Oppor-
tunities Program office is open weekdays from
8:00 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
70 public colleges and universities throughout
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 campuses.
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 Department of Human Services
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
highschool 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-
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, students are provided with tutoring
and counseling services as well as cultural field
tri ps 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 new GI Bill allows students who are not
veterans but are members of the National Guard
or reserve units of the United States Army, Air
Force, or Navy to qualify for educational
benefits.
This 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 Veteran Affairs
prior to the beginning of each term to provide
information about thei r school plans for the term.
Student Conduct
364 Oregon Hall
Telephone (503) 686-3210
Bill Ballester, Assistant Dean of Students
and Student Conduct Coordinator
The University operates under a student
conduct program designed to protect the
health, safety, and well-being of everyone within
the University community and, at the same time,
protect 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 Time
Schedule of Classes, 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 the Office of
Academic Advising and Student Services,
University Housing, and the Associated Stu-
dents of the University of Oregon (ASUO).
Student
Development
364 Oregon Hall
Telephone (503) 686·3216
Jane Farrand DeGidio, Director
The Office of Student Development integrates
special programs that complement the class-
room and enhance the total educational
experience of students. Serving students
individually and in large or small groups, this
office is concerned with their intellectual and
social growth and development. Student
Development sponsors orientation for new
students, advises fraternities and sororities, and
coordinates honoraries and awards, on-campus
internships, and leadership training programs.
It also coordinates University retention efforts
and responds to immediate student issues.
Honors 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 chapterof 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 Delta (sociology)
Alpha Kappa Psi (business)
Alpha Lambda Delta (freshmen)
Alpha Phi Omega (service)
Ancient Order of the Druids (juniors)
Asklepiads (prehealth sciences)
Beta Alpha Psi (accounting)
Beta Gamma Sigma (business administration
juniors, seniors, graduate students)
Circle K International (sf.vice)
Eta Sigma Gamma (health science)
Friars (seniors)
Golden Key (juniors, seniors)
Kappa Tau Alpha (journalism seniors, graduate
students)
Mortar Board (seniors)
Mu Phi Epsilon (music)
Order of the Coif (law)
Phi Beta (music, drama, dance)
Phi Beta Kappa (liberal arts and sciences
seniors)
Phi Delta Kappa (education graduate students
and professionals)
Phi Epsilon Kappa (physical education)
Phi Eta Sigma (freshmen)
Pi AlphaAlpha (public affairs and administration
seniors, graduate students)
Pi Gamma Mu (social science)
Pi Kappa Lambda (music)
Pi Lambda Theta (education undergraduate
and graduate students)
Pi Mu Epsilon (mathematics)
Sigma Xi (all sciences)
Honors College. The Robert Donald Clark
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 bulletin.
Outstanding Students. Awards of merit
traditionally are given to outstanding students
during Parents' Weekend in May. Student-
faculty committees choose 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
Student Development3D~L_
campus and community life, and potential for
future growth.
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 at the University by the award
of the Gerlinger Cup for outstanding junior
woman 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, vice-president emeritus
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, associate
dean emeritus 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 5 percent of eligible
undergraduate majors in the particular school
or college; good academic standing; a minimum
GPA of 3.75; and completion of 15 or more
credits in residence for the term, of which at
least 12 must be graded. Consideration is
based solely upon grades reported to the
registrar during grade-reporting periods. These
periods generally fall within the week
_____ ~02__SJudent Development
immediately following the last day for filing
grades that are to be included in the regular
grade reports, Students who have not been
selected but believe they are eligible may file
petitions at the Office of the Registrar,
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) 686-3216
Roger Morris, Director
Orientation programs for new undergraduate
students 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 are therefore free to
participate in activities available to students
during New Student Orientation,
International Student Orientation. This
program, coordinated by the Office of Interna-
tional Services, assists international students
entering the United States and the University of
Oregon for the first time, The program includes
an introduction to the academic system of the
University and to its social and cultural environ-
ment. 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 members and returning students,
Programs are held throughout the campus to
help entering freshmen and new transfer
students starttheir 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,
Student Orientation Staff. Entering students
who participate in 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 plan
and present social and recreational programs
for new students,
Freshman Seminars
364 Oregon Hall
Telephone (503) 686·3105
Shirley J. Wilson, Coordinator
Freshman Seminars is an exciting program
developed especially for University of Oregon
freshmen and first-term transfer students,
Seminars are small classes of 15 to 20 students,
Unlike the traditional lecture course, the em-
phasis is on active discussion by all participants
and development of a sense of community
among students with similar interests, This
personalized method of instruction gives
students the opportunity to interact with class-
mates and express their ideas and opinions
freely, The seminars offer a great opportunity to
meet new friends, be challenged intellectually
in a relaxed atmosphere, and become better
acquainted with faculty members at the Univer-
sity of Oregon, The Freshman Seminars
brochure lists each term's course offerings,
Brochures are available in the Office of the Dean
of Students, 364 Oregon Hall.
Greek Life Advising
364 Oregon Hall
Telephone (503) 686·3216
Neal Dorow and Patti Warr, Assistants
to the Dean of Students for Greek Life
The Greek life 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 bulletin 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, Student development
leadership classes provide a blend oftheoreti-
cal knowledge and practical experiences
necessary to develop skills in effective com-
munication, leadership, and consulting as well
as program and organization development. For
more information, visit the Office of Student
Development in 364 Oregon Hall or call (503)
686-3216,
On-Campus Internships
364 Oregon Hall
Telephone (503) 686·3216
Mahmoud Saffari, Coordinator
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 fit the 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,
The program is jointly sponsored by the Office
of Student Development and the Division of
Educational Policy and Management. Interested
students should call or write to the program
office,
UO Video Project
364 Oregon Hall
Telephone (503) 686·3216
Mahmoud Saffari, Academic Program
Information Specialist
The UO Video Project makes video tapes of
academic departments available to students to
help them choose majors and select classes,
The tapes describe departmental emphases,
general University and departmental graduation
requirements, special courses, faculty areas of
specialization, research emphases, facilities,
practical experience available to students, and
career options after graduation,
The tapes may be viewed in the Office of
Academic Advising and Student Services, 164
Oregon Hall, from 10:00 a,m, to 4:00 p,m,
weekdays,
Student University
Relations Council
202 Johnson Hall
Telephone (503) 686·5555
Mary Hudzikiewicz, Adviser
Student University Relations Council (SURC) is
an independent, nonprofit organization of
students who volunteer their time and skills
as representatives of the Office of the Vice-
President for University Relations, SURC
seeks to
• Promote and foster the development of a
top-quality education at the University of
Oregon
• Stimulate the interest and participation of the
student body, alumni, and community in the
activities and progress of the University
• Establish programs that directly benefit UO
students
Create avenues of communication among
students, faculty members, administrators,
staff members, parents, alumni, and commu-
nity residents
The group is composed of resourceful students,
with good leadership and organizational skills,
who are interested in and understand the
University, New members are selected each
spring by a committee of senior class members,
In addition to special events, SURC students
help organize annual events such as Homecom-
ing, spring Mayfest, Parents' Weekend events,
blood drives, and fund raising for graduating
class gifts,
Tel-Info
A wide range of information about the University
is provided by Tel-Info, the University's tape-
recorded information system, Telephone (503)
686-4636 and request a tape by number to learn
about registration, housing, admissions, cam-
pus 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,
UO Bookstore 303
Tel·lnfo Tape Numbers
Admissions and Records, 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 withdraw from the University, 147
To get a tuition refund, 148
To correct an error on academic records, 149
Academic probation, 151
Academic Requirements Committee, 153
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
To get an academic adviser, 206
Peer advising, 208
Educational Opportunities Program, 210
Study skills assistance: Center for
Academic Learning Services, 212
Tutors for veterans and dependents, 214
Veterans Administration benefits, 215
Language laboratory, 220
Tests available at University Counseling
Center, 230
Physical education service courses, 240
Using the University Library, 250
Using the Architecture and Allied Arts
Library, 251
Using the Law Library, 252
The Public Affairs Library, 253
Using the Science Library, 254
Using the Mathematics Library, 256
Using the Map Library, 257
Services of the Instructional Media Center, 259
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
The Robert D. Clark Honors College, 281
University Community Action: credit for
community service, 283
ESCAPE: field studies program, 285
The Urban Farm, 290
Pine Mountain Observatory, 291
The Oregon Institute of Marine Biology, 292
Human Resources and Welfare
Financial aid, 302
Work-study jobs, 309
Child care at the UO, 311
Adult learners, 313
Office of Affirmative Action, 316
Services for minority students, 320
Services for students with disabilities, 330
Army ROTC, 334
Veterans' assistance at the UO, 336
Resources for women on campus, 340
Widowed and Family Grief Counseling, 341
Help for unfair treatment, 343
Student Organizations and Government
Student government, 352
Center for Innovative Educational
Development, 359
Legal assistance, 370
Honor societies at the 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
Names, phone numbers of residence hall
personnel, 468
Joining a fraternity or sorority, 470
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
Current career opportunities, 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
Concert calendar, Music School, 640
Special Information
Daily calendar of events, 651
Erb Memorial Union, hours, 652
Joining the UO Alumni Association, 670
Campus catering services, 675
Cashing a check on campus, 678
Campus copying services, 680
Campus Interfaith Ministry, 690
Parking cars, 700
Parking bicycles, 701
UO 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 1920 to serve students and faculty and staff
members 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 5:00 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 architec-
ture supplies. Public restrooms are located at
this level.
The street level offers a variety of merchandise,
including calculators, typewriters, televisions,
and stereos. A compiete 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
other bookstores. 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.
Bookstore staff members also enjoy recom-
mending books to customers.
The course book department is located at the
rear of the 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
at the end of each academic 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 $5 million
to its members 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, a free campus
telephone, public restrooms, and bicycle
parking and benches outside the store.
EMU Computer Shoppe
The Bookstore sells computers, printers,
computer software, and computer supplies at
the EMU Computer Shoppe, located on the
breezeway level of the Erb Memorial Union. For
the EMU Computer Shoppe's business hours,
call (503) 686-4331.
UO Portland Center
For the convenience of Portland area alumni
and friends of the University, the Bookstore sells
University sportswear and insignia merchandise
at the UO Portland Center. The Center is located
at 720 S.w. Second Avenue in Portland;
telephone (503) 464-3055.
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 members, and civil
service staff members 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 eiections. 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
members in the best manner possible.
The Bookstore continually strives to find new
ways to serve its membership better, and it
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.
304
Living in Oregon
305
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
remarkably beautiful and diverse natural
environment. Eugene, home of the Universityof
Oregon, and the neighboring community of
Springfield are the gateway to several stunning
recreational areas.
The timbered foothills of the Cascade range are
a 1a-minute drive from the University. They rise
from the floor of the valley to above 10,000 feet
in a number of once active volcanic peaks. Vast
areas of designated wilderness are crossed by
a trail system restricted to hikers only. Nature
enthusiasts can experience the solitude of the
primal forest year round through hiking or
cross-country skiing. Outdoor sports predomi-
nate in the mountains and forest of western
Oregon: downhill skiing, camping, river running,
and fly fishing are a part of the experience to
be enjoyed in these nearby mountains.
The Oregon coast, just an hour's drive to the
west, is an equally compelling recreational
attraction: miles of shifting sand dunes; long,
driftwood-strewn beaches; and basaltic head-
lands with numerous tidepools at their margins
provide possibilities for the wilderness
experience.
Eugene is located near the confluence of the
Willamette and the McKenzie rivers. Although
the Eugene-Springfield community is the state's
second largest metropolitan area, it retains
much of the atmosphere of a small town.
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. Performances for
the internationally famous Oregon Bach Festival
take place at the Hult Center downtown and at
Beall Concert Hall on campus. The long-stand-
ing Oregon Shakespearean Festival is located
in Ashland, about three hours south of Eugene.
Eugene is the center for county government 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
commissions.
Main shopping areas are the downtown Mall
and Valley River Center, with smaller shopping
areas near campus and in outlying
neighborhoods.
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 mall
including small shops and major department
stores, cafes and restaurants. The University
business district just west of the campus is a
charming mix of bookstores, restaurants, street
vendors' carts, banks, and specialty shops. The
Fifth Street Public Market and Fifth Pearl
Building house many popular eating and
shopping establishments. Good restaurants
and cafes exist throughout the city in all price
ranges and with many styles of cuisine.
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.
306
Faculty Index
Note: Names of University adminis-
trative officers appear on the inside
back cover; board members and
administrators of the Oregon State
System of Higher Education are
listed on the inside front cover.
Abbott, Max G. 208
Acheson, Keith A 214
Acker, Joan R. 134, 146, 286
Acker, Martin H. 203
Adams, Cynthia 229
Adams, Dean 299
Adler, Jack D. 237
Aikens, C. Melvin 39, 43, 99, 285
Albaum, Gerald S. 96, 200
Albin, Richard W. 209
Aiel, Gustave 89, 133
Alex, Tom 22
Alexander, Henry A, Jr. 109
Allen, Alice J. 290
Allen, Doris Renshaw 146, 263, 286
Alley, Henry M. 93
Alpert, Laura J. 171
Alter, Andrew C. 257
Aly, Lucile F. 69
Anderson, Daryl 210
Anderson, Frank W. 103
Anderson, Susan C. 86
Anderson-Inman, Lynn 214
Andrews, Fred C. 103
Andrews, George F. 160
Andrews, Judith 290
Arkin, Lisa Cadman 133,225
Armstrong, Paul B. 69, 95, 288
Arp, Sandra L. 181, 285
Ashby, Gordon P. 289
Attneave, Fred 119
Axline, Michael D. 74, 257
Ayora, George 99, 125
Ayres, William S. 43, 93
Baase, Walter 52
Babcock, Fred 28
Bailey, Exine ;;'nderson 263
Bajer, Andrew S. 45
Baker, Lois I. 257
Baldwin, Ewart M. 82
Baldwin, Joh~ H. 51,74,181,289
Ballester, Bill 293, 301
Ballinger, Thomas O. 166
Barmettler, Peter 52
Barnes, Bruce A 103
Barnes, Eugene B. 290
Barnhard, Ralph J. 52, 77
Barnwell, Jane L. 290
Barrar, Richard B. 103
Barry, Fra"k J. 257
Bartel, Roland 69
Bartleln, Patrick J. 78
Barton, Robert 138
Bateman, Barb.ara D. 204,214
Bates, Barry T. 237
Baugh, William H. 115
Baumgold, Debcrah 115
Baxter, Z. Dia~e 237
Beall, Chandler B. 125
Beam, Randal A. 252
Beck, Jacob 119,286
Becker, Wesley C. 146, 203, 204
Becktel, Wayne J. 52
Bedford, Toby G. 237
Beebe, John Fred 130, 133
Beelman, Gle~n T. 103
Belitz, Dietrich 111, 288
Bennett, Jack W. 45, 153, 293
Bennett, R. Wayne 263
Bensick, Carol M. 69, 123
Benson, Jo~n 263
Benz, Michael R. 215, 229
Bergquist. Peter 263
Bernham, John A 203
Bernhard, Sidney A 52, 287
Bernstein, James M. 252
Best, Roger J. 200
Bettman, Ann 178
Bickford, Elizabeth 22
Biersack, Aletta A 39, 123, 146, 229
Bingham, Edwin R. 89
Birn, Randi M. 59, 125, 146
Birn, Raymond 89
Birrell, Bruce 52
Bittner, Francis W. 263
Bivins, Thomas H. 252
Blackwell, Barbara 214
Blanchard, James 237
Blandy, Doug 166
Bobrowski, Paul M. 196
Boekelheide, Virgil C. 52
Bogen, Gerald K. 207
Boggs,Sam 82
Bolin, Paul E. 166
Bolton, Christopher R. 229,274
Bonamici, Andrew R. 290
Bonds, Alexandra 138
Bonine, John E. 257
Bonnett, Howard T., Jr. 45
Borchardt, John W. 237
Bordwell, Constance 69
Boren, James L. 69, 100, 108
Boucot, Arthur J. 82
Boush, David M. 200
Bouwman, Maririus J. 193,286
Bowerman, William J. 237
Bowers, C, A 214
Bowman, Kathleen 288
Bradetich, Marilyn M. 94, 153
Bradshaw, William E. 45,93,94, 108
Brady, Thomas A 89, 108, 123
Branchaud, Bruce P. 52
Brau, James E. 111
Breidenthal, Leslie T. 263
Bressan, Elizabeth S. 237
Brick, Howard 89
Bricker, Diane D. 204,209,210
Briggs, Peter 297
Briscoe, John L. 160
Brodie, Donald W. 257
Broekhoff, Jan 229, 237
Brokaw, Cynthia J. 43, 89, 146
Brombaugh, John 263
Brooks, Rich 299
Brown, G. Z. 160,289
Brown, Richard Maxwell 38,89,274
Brown, Warren B. 198
Brownmiller, Sara N. 290
Bruce, John- A 203
Brucker, Nancy J. 257
Brudzynski, Richard 52
Bryan, Stanley W. 160
Buch, James 11
Buckley, Jay 209
Buckner, Paul E. 171
Burmeister, Hartmut 100
Burris, Vallon L. 134
Bybee, Carl R. 95, 138
Bynon, George E. 290
Byrne, Bill 299
Cadbury, William 42,95,109,138
Calhoon, Kenneth C. 58, 86
Cal in, Franyoise 93, 125
Calin, William 42, 125
Calmus, Thomas W. 197
Cameron, lion 178
Camp, Delpha 229
Campbell, A~yce 197
Campbell, Robert 66
Capaldi, Roderick A 45, 287
Carlton, James T. 45, 288
Carmichael, Carl W. 138, 229
Carmin, James H. 290
Carnine, Douglas 204, 215
Carpenter, Gaylene 233
Carroll, George C. 45
Carter, Lawrence R. 134,229, 274
Cartwright, Virginia 160, 289
Casey, PatrickF. 263
Castellani, Michael 52
Castenholz, Richard W. 45
Chadwick, Lionel K. 244
Chaille, Christine 214, 286
Chandler, Vicki ,L. 45, 287
Chaney, Richard P. 39
Charters, Werret! W., Jr. 208
Ch'en, Shang-Yi 111
Chereck, Deborah 296
Chereck, Herbert 13
Chickering, Roger P. 89, 93
Christensen, Ne'd J. 210
Christensen, Rodney E. 290
Civin, Paul . 103
Clancy, Clarence W. 45
Clark, Chapin D. 257
Clark, Richar<:l G. 263
Clark, Robert D. 138
Clarke, H. Harrison 237
Clayton, Mary E. 290
Clemen, Robert T. 196,286
Close, Dan 209
Cogan, Frances B. 93, 146, 153,285
Cohen, J. David 111, 288
Cohen, Leonora 93,214
Coiner, Robert 231
Cole, Charles W. 198
Coleman, Edwin L. II 38, 69, 76
Coleman, Ralph 210
Collins, Robertson E. 174
Combellack, Frederick M. 57
Comrada, Norma 133, 294
Conant, Eaton H. 187,192,198
Conery, John S. 60
Conners, Kathleen M. 290
Contreras, Alan 181,285
Cook, Stanton A. 45, 74
Copur, Ulker A 160
Corner, Donald B. 160
Courtney, Steven P. 45
Cox, David L 45
Craig, Colette G. 99,100
Craig, Jenifer P. 225
Crampton, Faith E. 207
Crasemann, Bernd 111, 286
Crawford, John W. 252
Cressman, Luther S. 39
Crumb, Lawrence N, 290
Csonka, Paul L. 111, 287
Cummings, Hilary A 290
Cunningham, John H. 200
Curland, David J. 99, 125
Curtis, Charles W. 103,287
Dahle, Thomas L. 208
Dahlquist, Frederick W. 52, 108, 287
Dann, Larry 1'97
Dannheim, Joerg 52
Daly, Carole L. 187
Darling, Karen,D. 290
Dasso, Jerome. J. 197
Davenport, Edel 296
Davidson, Mollie 231
Davie, William E. 109
Davies, James C. 115
Davies, Sarah 296
Davis, Elizabeth B. 125
Davis, Howard 160
Davis, Lorraine G. 146, 229, 244
Davis, Peter S. 198
Davis, Richard M. 66
Dayton, Maureen 233
DeBuse, Marjorie 216
DeChaine, Faber B. 138
Decker, Leslie 89
Deemer, TobyJ. 274
Degge, Rogena M. 146, 166
DeGidio, Jane Farrand 207, 301
DeHaven, Edna P. 214
deJung, John E. 207
DeLancey, Scott 43, 100, 286
Dellinger, Bill 299
Dennis, Matthew 89
Descutner, Janet W. 225
Deshpande, Nilendra G. 111, 287
Desroches, Rictiard H. 59, 93, 125
Deutsch, Steven 133, 134, 286
Diamond, Irene 115, 146
Dicken, Samuel N. 78
Diethelm, Jerome 178
Dizney, Henry F. 204
Dobroski, Bernard J. 133, 263
Doerksen, David P. 263
Dolby, Lloyd J 52
Dole. Philip·H. 160,174
Donahue, Margaret 293
Donaldson, Sue Ann 51, 178
Donnelly, Marian Card 168
Donnelly, Russell J. 111, 148,287,288
Dorjahn, Vernon R. 39. 93, 96
Dorow, Neal 302
Dougherty, M. Frances 225
Douglas, Sarah A 60. 100, 286
Dowd, Charles 263
Downes, Bryan T. 51, 181
Dryzek, Joh~ S. 115. 286
Duckett, Kenneth W. 290
Dudley, Gordon A 203
Dufek, Janet 237
Dumond, Don E. 39, 99, 284, 285
Duncan, Charles T. 252
Dunlap, Diane M. 202, 207, 229
Durnell, Jane B. 290
Dyar, M. Darby 82, 288
Dyer, Micheal N. 93, 103
Dyke, Thomas R. 52, 286, 287
Eakin, B. Kelly 66
Earl, James W. 42, 69, 95
Eaton, Katherfne G. 290
Eckhoff, Herbert 263
Edginton, Christopher R. 51, 233
Edson, C. H. 38, 146, 207
Edwards, Richard C. 156
Eisemann, Eric L. 174
Eisen, Judith S. 45, 108, 287
Eisert, Debra C. 209
Eliason, Alan L. 60, 93
Ellis, Christopher J. 66
Ellis, Michael J. 233, 237
Endzweig, Pamela 285
Engelking, Paul C. 52, 286
Engelmann, Siegfried E. 215
English, R. William 209
Epple, Juan A 99, 125
Erickson, Kenneth A. 208
Esherick, Joseph W. 43, 88
Espeseth, V. Knute 215
Etter, Orval 181
Ettinger, Linda F. 146,153,166,274
Evans, Mark 296
Evans, William A. 156
Ewan, Jack D. 252
Fabre, Ted R. 209
Fagot, Beverly 119, 146, 285
Fagot, Robert F. 119
Falconeri, ,G. Ralph 43, 89, 96
Farley, Arthur M. 60,100
Farwell, Marilyn 69, 146
Ferens, Robert R. 161
Ferguson, Dianne L. 209
Ferguson, Philip M. 209
Fernald, Russell D. 45, 108, 287
Ferrington, Gary W. 214
Fialeix, Micheile 52
Fickas, Stephen F. 60
Files, Lei(jh 233
Filloy, Richard A. 69
Findly, Elizat;leth 290
Finke, Charles L. 257
Finke, Richard G. 52, 288
Finley, Ron 299
Finnell, Wayne D. 156
Finnott, Julie 255
Finrow, Gunilla K. 160, 175
Finrow, Jerry V. 160,229
Fishlen, Michael B. 43, 64, 96
Fiszman, Joseph R. 115, 133
Flannery, K. Brigid 209
Fletcher, Ann C. 290
Flick, Lawrence 214
Flinders, David 214
Fong, Lawrence 284
Forell, Caroiine 257
Foss, Sonja K. 38, 138, 146, 285
Foster, David G. 171
Foster, John B. 134, 286
Fracchia, Joseph G. 93
Francisco, Richard P. 204, 207,
229,296 .
Frank, David A. 109, 138
Frank, Peter W. 45
Frantz, Paul A. 290
Frasier, Brownell 161
Freeman, Lory 214
Freeman, Robert S. 103
Freund, Richard D. 203, 204
Freyd, Jennifer 119,286
Friedman, Robert P. 138
Friestad, Marian 200
Frisch, Deborah 119, 286
Frishkoff, Paul 193
Fry, Gerald W. 43, 45, 51, 94, 96,
115,133
Fujii, Noriko 43, 64, 100
FUllerton, Sally 231
Fulton, Mary L. 77, 103
Gage, John 1. 66, 100
Gale, Maradel K. 99,181,274
Gale, Richard P. 74,99,134
Gall, Meredith 204, 214
Gallagher, James J. 155
Gange, John F. 96
Gates, Carol S. 171
Gates, Richard E. 290
Gaver, Jennifer J. 193
Gehring, Jane 166
Geitner, Frank, Jr. 296
Genasci, Donald 160
Gerdes, Hilary 151,293
Gernon, Helen 187, 190, 193
Gernsbacher, Morton Ann 100, 119,
286
Gersten, Russeil M. 215
Ghent, Kenneth S. 103
Gilberts, Robert D. 202, 207
Gilkey, Peter B. 103
Gilland, Wilmot G. 160
Gilmore, Philip C. 161
Gilmour, James 22
Girardeau, Marvin D. 111, 286, 287
Girgus, Sam B. 38, 69
Girling, Cynthia 178
Giustina, Sylvia B. 42, 95, 125
Giv6n, T. 100, 286
Glaser, Susan R. 138
Glasser, Gary 229
Gleason, Mary 204, 215
Gleason, Timothy W. 252
Glenn, Oakley V 298
Glover, Elizabeth G. 237
Goldberg, Lewis R. 119
Goldman, Marion Sherman 38, 134,
146,285
Goldman, Paul 51, 207, 286
Goldrich, Daniel 74, 99, 115, 286
Goldschmidt, Steven M. 207
Goldsmith, H. Hill 119
Goldstein, Henry N. 66
Goles, Gordon G. 82,93,94
Gontrum, Peter B. 59, 86, 94, 96
Good, Roland H. III 204
Goode, Terrance A. 93, 160
Gordon-Lickey, Barbara 108,119,287
Gordon-Lickey, Marvin 108, 119, 287
Goswami, Amit 77, 111, 287
Gottsegan, Abby J. 204
Gould, Evlyn 125
Graber, Kim 237
Graff, Ronald J. 171
Gragg, Robert L. 156
Graham, Daniel 52
Graham, Grace 208
Grant, Philip 45, 108, 287
Granzin, Alexander C. 204
Gray, Gary 299
Gray, Jane 45, 82
Green, Roy 181
Greenfield, Thelma 69
Greer, Leslie K. 146, 290
Gregory, Gerry 299
Griffin, Charles C. 66,133
Griffin, Tommy Lee 284
Griffith, Clark 69
Griffith,O.Hayes 52,287
Griggs, Allan B. 82
Grosenick, Judith K. 214
Grove, Myron A. 66
Grudin, Micha 93
Grudin, Robert 69, 153
Gustafson, David E. 263
Gustafson, John M. 263
Gwartney-Gibbs, Patricia A. 134, 146,
286
Haar, Franklin B. 244
Habliston, Doug 52
Hackman, Robert M. 229,244
Hahn, Walther L. 86
Haislip, John A. 69
Halgren, Joanne V. 290
Hall, Tracey 215
Hallock, Margaret J. 155
Halpern, Andrew S. 215
Hamilton, John 263
Handy, William J. 69
Hanhardt, Arthur M., Jr. 115,133
Hanna, William S. 89
Hansen, Ellen M. 297
Hardwick, John 111, 286
Harris, Danni L. 52
Harris, Leslie J. 146, 257
Harris, Patricia Jean 45
Harris, William H. 214
Harrison, David K. 103
Hart, Thomas R. 59, 125
Harvey, Sandy M. 146, 244
Haskett, Robert S. 89, 99
Hass, Leonard 203, 296
Hatzantonis, Emmanuel S. 42, 59, 94,
95, 96, 108, 125, 274
Hauck, Robert J. 123
Hawk, N. Ray 208
Hawkins, Del I. 200
Hawkins, Wesley E. 244
Hawley, Diane K. 52,287
Hawn, ArthurW. 83,160,168,174,175
Hayden, Wallace 161
Haydock, Roger 111, 287, 288
Haynes, Stephen E. 66, 96
Hearn, Arthur C. 215
Hearn, Linda S. 225
Hecker, Steve 155
Hedberg, Karen K. 52
Heilpern, Alfred 290
Heinonen, Tom 299
Heiny, Elwin 299
Faculty Index
Heinzkiil, J. Richard 290
Heisler, I. Lorraine 45
Helphand, Kenneth I. 38, 168, 174, 178
Hennessy, Michael 60
Herbert, Daniel M. 160
Herbert, Robert T. 109,123
Herr, Cynthia M. 215
Herrick, David R. 52, 286, 287
Hersch, Joni 66, 146
Hess, Evelyn Searie 45
Hibbard, Judith H. 146, 229, 244, 286
Hibbard, Michael 181
Hickman, Craig 171
Hildreth, Richard G. 45, 257
Hill, Pearl M. 300
Hill, Richard J. 93, 134
Hill, Sandra L 148
Hines, Clarence 215
Hintz, Carl W. 290
Hintzman, Douglas L. 119, 286
Hladky, J. Robert 263,274
Hodgdon, Rosaria Flores 160
Hodge, George M., Jr. 160
Holbo, Paul S. 89, 96, 154
Holland, Maurice J. 257
Hollis, Orlando John 257
Holloway, Elizabeth L 203, 204, 205
Holser, William 1. 82
Hopewell, Michael H. 197
Hopkins, George 263
Hops, Hyman 204
Horner, Robert H. 204, 209
Hosticka, Carl J. 181
Hotelling, Katsuko T. 43, 290
Hovet, Thomas, Jr. 96, 115
Howard, Dennis R. 233
Howard, Harrison M. 45
Hsu, Jane Yen-Cheng 290
Hubin, David 299, 300
Hudson, Bruce S. 52, 286, 287
Hudson, Suzanne S. 52
Hudzikiewicz, Mary 302
Huelshoff, Michael G. 96, 115
Hugi, Joanne R. 289
Hull, Ray E. 45,214
Hulse, David 178
Hulteng, John L. 252
Hultgren, A. Stanley 203
Humphrey, Dwight H. 290
Humphreys, Eugene D. 82
Hundley, Gregory S. 45, 198
Hunt, Corinne 283
Hunt, William 263
Hunter, Donald L. 290
Hurwit, Jeffrey M. 57, 93, 168
Hurwitz, Robert I. 263
Huston, Gina 296
Huters, Theodore 42, 64
Hwa, Rudolph C. 111, 287
Hyatt, Dennis R. 257, 290
Hyman, Ray 119, 286
Hynes, Joseph A, Jr. 69
Imamura, James N. 111, 287
Imhof, Heidi 152,293
Inman, Blaine E. 156
Inman, Dean P. 209
~_3_08_ Facult'ilndex
Irvin, Larry" K. 204
Isenberg, James A. 103, 287
Ismach, Arnold 252
Jackson, Jan'les K. 297
Jackson, M'el 233
Jackson, Robert M. 94, 96, 99, 125
Jackson, Ruth F. 69
Jacobs, David 115
Jacobson, Esther 43, 93, 133, 168
288
Jacobson, Jon L. 51, 96, 257
Jacobson, Paul B. 215
Jacobson, Sue 299
James, Christopher 197
James, Robert C. 171
James, Stanley L. 237
Janowski, Jer'l 199
Jansma, Kimberly 125
Jantzen. Jens C. 103
Jeffries, Benjamin 296
Jennings, Jesse D. 39
Jette, George S. 178
Jewett, Wayne J. 160,175
Jipson, Janice A. 214
Johannessen, Carl L. 78, 94, 96, 99
Johannis, Theodore B., Jr. 134
Johansen, Carol 146,181
Johnson, Anita 301
Johnson, Benton 93, 123, 134
Johnson, Carl L. 125
Johnson, David C. 52, 287
Johnson, Donald N. 285
Johnson, Gloria E. 69
Johnson, Ian D. 52
Johnson, JQ 289
Johnson, Karen J. 159
Johnson, Kathryn 13
Johnson, Lyman T. 160, 175
Johnson, Miriam M. 134,146
Johnson, Vi01et 22
Johnston, A. Olana 82
Jones, Beverly J. 166
Jones, Catherine M. 198
Jones, Donald C. 237
Jung, Ang~a 43,64, 146
Jusczyk, Peter W. 119, 286
Kahle, Lynn R. 200
Kammerer, Edward W. 94,263
Kane, Patricia 52
Kantor, William M. 103
Karpinski, Edward W. 263
Katz, Paul 283
Kawamura, Kyohei 233
Kays, M. Allan 82
Keana, John F. W. 52,93
Kedlng, Ann C. 252
Keele, Steven 108, 119, 237, 286,
287
Kehrli, Herman 285
Keith, Robert E. 181, 285
Keller, Homer, T. 263
Kellet, RonaldW. 51,160
Kemp, Edward.c. 290
Kempner, K'8nneth M. 207
Kendall, Coleman S. 197
Kensler, Gordon L. 166
Kerber, Gregory J. 252
Kerins, Marilyn A. 210
Kerlinger, Fred N. 204
Kern, Jeff 178
Kerns, Thomas 237
Kerr, Judith 146
Kessler, Lauren J. 38, 252
Keutzer, Carol'ln 119,296
Kevan, Stephen D. 111, 286, 287
Kezer, James 45
Khang, Chulsoon 66
Kim, Hee-Jin 43, 94, 123
Kimball, R. Alan 89,133
Kimbie, Daniel P. 108, 119, 287
Kime, Robert E. 149, 229, 244
Kimmel, Charles B. 45, 287
King, Raymond D. 193
Kintz, Linda 69, 95
Kirkpatrick, Laird C. 257
Kitayama, Shinobu 119
Kittel, Ellen 93
Kittoe, Edward D. 69
Kitzhaber, Albert A. 69
Kleinsasser, William 160
Kleinsorge, Paul L. 66
Klemm, LeRoy H. 52
Klonoski, James R. 38, 115
Klopfenstein, Charles E. 52
Klos, Sheila M. 290
Kiug, Gary A. 108, 237, 287
Koch, Marianne J. 198
Koch, Richard M. 94, 103
Koenig, Thomas W. 52
Kohl, Stephen W. 43,64,96, 146
Kokis, George 171
Koipin, Van W. 66
Koplin, H,· T. 66
Koreisha, Sergio 196
Koskelo, Aaron C. 52
Kramer, Dean F. 263
Kranzler, Gerald D. 203, 204
Kraus, Richard C. 43, 115
Kremer, Edmund P. 86
Kretsinger, Elwood A. 138
Krieg, Clarice E. 290
Krieger, Scott 299
Krier, Patricia 284
Kuntz, Mary E. 42, 57, 93, 288
Lacy, Frank R. 257
Laing, Ellen Johnston 43, 168
Lallas, John E. 208
Lamon, William E. 214
Lang, Robert G. 89
Lanier, Vincent 166
Larison, M. Charlene 45, 149, 151
Larson, Wendy 43, 59, 64, 95, 288
LaRusso, Dominic A. 93, 94, 138
Lawrence, Mary S. 257
Leahy, John V. 103, 287
Leavitt, Anne 293
Lee, Donald Moon 28
Lefevre, Harlan W. 111, 291
Leistner, Charley A. 94, 138
Lemert, James B. 252
Leonard, William C. 290
Leong, Albert 94, 130, 133
Leppmann, Wolfgang A. 42, 86
Lesage, Julia 138
Lesyk, Susan J. 299
Lettunich, Janice 237
Levi, Don S. 109
Levy, Mark 133, 297
Lewin, Andrew 52
Lewinsohn, Peter M. 119, 229
L'Hommedieu, Randi 263
Liberman, Kenneth B. 45, 100, 123,
134, 286
Libeskind, Shlomo 103
Lichtenstein, Edward 119
Lieuallen, Roy E. 208
Liggett, Helen 109, 181
Lind, Curt 153, 155, 283
Lindholm, Richard W. 197
Lindsey, Duncan 231
Littman, Richard A. 119
Lo, Virginia M. 60
Lobisser, Gregg M. 293
Lockard, Robert R. 290
Lodewick, Robin B. 290
Loeb, Henry L. 103
Loken-Dahle, Lani 237
Long, James W. 52,93
Long, Richard J. 290
Loughary, John W. 203
Love, Glen A. 38,45,51,69,74
Lovell, Lloyd L. 204
Lovinger, Ronald J. 178
Lowe, Raymond N. 203
Lowenstam, Steven 42,57,93, 100
Loy, William G. 78
Loya, Mervyn H. 257
Lukacs, John R. 39, 149
Luke, Jeffrey S 181,285
Luks, Eugene M. 60
Luneski, Chris J. 193
Lynn, Howard D. 156
Lyons, Richard M. 69
Lytle, Donald E. 93, 188, 198
Mabrey, Marsha E. 146, 263
Mace, Arthur E. 196
Mack, Renee 299
Maddex, Jack P. 89, 123
Madrid, Bruno V. 225
Maitiand-GhGllson, Jane C. 166
Malarkey, Stoddard 69, 274
Mallinckroc;lt, Brent S. 203
Maisch, Der.ry 94, 100
Mank, David,M. 209
Mann, Richard G. 168
Markley, Margaret 290
Marlow, Elisabeth A. 125, 146
Marrocco, Richard 108, 119, 287
Martin, Bruce 52
Martin, Galen R. 74, 96
Martin, Gary M. 263
Martin, Randy 293
Martin, Walter 1. 134
Mason, Bruce 296
Mason, Georgia 285
Mate, Mavis Howe 42,89, 108, 146
Matthews, Brian W. 111, 287
Matthews, Esther E. 203
Mattson, Robert H. 207
Mauro, Robert 93, 119
Maveety, Beth E. 86
Maveety, Stanley R. 69
Maves, Lawrence C., Jr. 263
Maxwell, Jan C. 90
Maxwell, Sarah Calkins 263
May, Barbara Dale 125, 146
May, Glenn A. 43, 89, 96
May, Ronald J. 203
Mazo, Robert M. 52, 93, 286, 287
McAuley, EdWard 237
McBirney, Alexander R. 82
McCann, L1uana 181,285
McClain, Yoko M. 43, 64
McClure, Joel W., Jr. 111, 287
McCollough, Robert R. 290
McConnaughey, Bayard H. 46
McCready, Reyburn R. 290
McCue, Betty F. 237
McDaniels, David K. 111, 289
McDonald, Duncan L. G. 252
McDowell, Patricia F. 74,78
McDowell, Sherri C. 20
McFee, June K. 166
McFee, MalcOlm 39
McGough, Stephen C. 284
McGowen, Randall E. 89, 146
McKenzie, A. [Yean 108, 133, 168
McKemie, Grant F. 42, 94, 138
McKinlay, Brucll 203
McManus, John C. 263
McMath, George A. 174
McMillan, Adell 296
McMillen, Daniei P. 66
McNeir, Waldo F. 69
McQuate, Robert 285
McWilliams, James R. 86
Medler, Jerry F. 115
Meeks-Wagner,' Douglas Ry 45, 287
Meglin, Joellen 225
Melnick, Robert Z. 74,174, 178
Merrill, Fredric:: R. 257
Metzler, Kenneth T. 94, 252
Meyer, Alan'D. 198
Meyer, Claire 290
Meyer, Gary 60
Meyers, Joseph D. 178
Mezger, Elise 82
Miasek, Meryl A. 290
Micklauzina, S.tanley J. 111
Mikesell, Raymond 66, 99
Mikkelson, Wayne H. 197
Miller, Fred N. 237
Miller, James' A. 263, 288
Miller, Marian H. 237
Miller, Myra 231
Mills, Thomas 96, 297
Milton, David 43,109,133,134,286
Mitchell, William ·C. 115
Mittman, Arthur 204
Moll, Ernest G .,9
Monroe, Dennis 237
Monson, Don 29~
Mooney, Ralph JaQ'les 257
Moore, Carllsie 69
Moore, Karen E, 52
Moore, J, Robert 263
Moore, Randall S, 263
Moore, Terrance R, 181
Moravcsik, Mchael J, 96, 111, 287
Moreno-Black, Geraldine 39, 96, 146
Morgan, David 82
Morris, Robert W, 46
Morris, Roger 302
Morrison, Perry D, 290
Morse, Carol Lynn 203
Moseley, Gerard F, 111, 293
Moseley, John T, 111, 285, 286
Mossberg, Thomas W, 111, 286, 287
Moursund, David G, 214
Moursund, Eall E, 160
Moursund, Jamet 203, 206
Mowday, RicHard T, 198
Moye, Gary W, 160
Muchmore, David 52
Munson, Corlee 237
Munz, Frederick W, 45
Murphy, Alexander B, 78
Murphy, Gordon J, 45
Neal, Larry L. 51, 229, 233
Nelson, Roy Paul 252
Nestvold, Karl J, 252
Nicholls, Roger A. 59, 86
Nicholson, Kathleen D, 168, 288
Nickel, Robert E, 210
Nicols, John . 57, 86, 93
Nicols, Marianne S, 33
Niemi, Ernest 181
Nippold, Marilyn A. 210
Niven, Ivan M. 103
Nixon, C. Max 171
Nolt, Ira G. 111, 286
Nomiya, Kenji 52
Nosier, Bunny 293
Novick, Aaron 45, 287
Novitski, Barbara-Jo 160, 289
Novitski, Edward 46
Noyes, Richard M. 52, 286
Nye, Robert E. 263
Nye, Vernice 1. 215
O'Brien, Rob'ert M. 109,134,146
O'Connell, Kenneth R. 93,95,171
O'Day, Peter,M, 45, 287
O'Fallon, James M. 257, 288
Okada, Frank S. 171
Okahara, AI 294
O'Keefe, Ter(ence B, 193
O'Kelley, Charles R" Jr, 257
aidham, Garry 231
Oliver, Jan 300
Olson, Christine 290
Olson, Gregg A. 174
alum, Paul 103
Orbell, John M. 93, 94, 115, 286
Orr, William N. 82, 93, 283
Osibov, Henry 215
Osternig, Louis R. 237
Ota, Susan , 289
Overley, Jack C. 111, 288
Owan, Stephen W, 263
Owen, Harold 263
Page, Catherine J. 52, 288
Palandri, Guido A. 290
Palmer, Theodore W. 33, 103
Park, Kwangjai 94, 111
Partch, M. Megan 197
Pascal, C. Bennett 57
Pataniczek,.Dennis 214
Patton, Clyde P. 78
Paul, Huibert 290
Paul, Kenneth H, 45, 171
Paul, Stephen J. 263
Payne, Doris L. 100
Peacock, Russel W. 156
Pease, Michael R, 160
Person, Lois E. 233
Peters, Iris E, 210
Peters, James M, 193
Peticolas, Warner L. 52, 286, 287
Peting, Donald L. 160, 174
Petit, Robert R, 297
Pettinari, James A. 160, 175
Phelps, Mark M, 200
Piccioni, Pasquale M. 160
Pickering, Richard C, 171
Pickett, Barbara 171
PieIe, Philip K. 203, 207
Pierron, lone F, 215
Pierson, Stanley A. 89, 93, 94, 288
Pitts, Martha 11
Plant, Helmut R, 86,100,108
Platt, George M. 257
Plesums, Guntis 160
Pohlig, Gabriele 52
Pomeroy, Earl 89
Ponder, Stephen E, 252
Pope, Barbara Corrado 146
Pope, Daniel A. 38, 89, 286
Posner, Michael I. 100, 108, 119,
286, 287
Postlethwait, John H. 45
Poticha, Otto 160
Povey, David C, 181
Powell, Dan 171
Powell, John L. 111
Powers, Perry J, 59, 125
Prabhu, Vaikunth S, 52
Prentice, Margaret 171
Price, Edward T. 78
Primak, Paul 297
Proskurowski, Andrzej 60
Proudfoot, Robert 214
Puckett, Dave 13
Puckett, Jessie L, 237
Pyfer, Kathleen W. 215
Pyle, Forest 69
Racette, George A. 197
Racette, Susan 296
Radostitz, J, V, 111
Rainey, Gail 297
Rajopadhye, Sanjay 60
Ramey, Marjory A. 28
Ramsing, Ke~neth D. 154, 196,274
Ramsing, Margo 297
Randolph, William D. 257
Rands, Ralph C, 207
Rankifl, Richard J. 204
Rapk'o, Brian 52
Rarick, Galen R, 252
Ray, Milton L. 257
Rayfield, George W. 111, 288
Raymer, Michael G. 111
Recker, George W, 263
Reed, Mark H, 74,77, 82
Reinmuth, James E, 187,196
Reithel, Francis J, 52
Remington, Stephen J, 111, 287, 288
Rendall, Steven F, 59, 125
Renick, Martha K, 290
Retailack, Gregory J, 82
Reuter, Edward R, 237
Reynolds, Dennis 298
Reynolds, John S. 160, 289
Rhoda, William P, 237
Rhodes, Larry E. 209
Rics, Jack M. 82, 288
Rice, James L. 59, 130, 133
Rice, Karla S, 237, 298
Rich, Stuart U. 187,200
Ricbard, E, Carol 22
Richard, K. Keith 290
Rict1ards, Larry E. 146, 196
Richards, Mark A. 82
Richins, W. Dwaine 200
Richmond, Geraldine 52, 93, 286, 288
Rider, Morrette L. 263
Ritchey, Norval J, 224, 237
Rittman, Charles J. 233
Ritzdorf, Marsha 146,174,181,286
Robeck, Mildred C. 215
Robert, William J. 200
Roberts, William 45, 108, 287
Robertson, Howard W. 133, 290
Robertson, Richard N. 237
Robinson, Deanna M, 96, 138
Robinson, Horace W. 138
Robinson, Jeanne M. 52
Rockett, William 69
Rodney, Lynn S, 233
RojlTantalab, Hossein 52
Romm, Richard 28
Romney, Miles E. 208
Rose, Janet 138
Ro~e, Richard 171
Ross, Kenneth A. 103
Ross, Lawrence W" Jr. 200
Ross, Marion D. 168
Roth, Leiand M. 42,168,174
Rothbart, Mary K. 119, 146, 286
Rothbart, Myron 119, 286
Rounds, Patricia 100
Rou,sseve, Ronald J, 203
Rowe, George 69
Rowe, J. David 207
Roy, Steven P. 237
Rudy, PaulP, 45,288
Ruff; Wallace M, 178
Runkel, Philip J. 208
Runyan, Anita 231, 300
Rusch, Charles W. 160
Russo, Michael V. 198
Faculty Index 30L
Ryan, C. B. 171
Ryan, 8heyney C, 93, 109,288
Ryan, Pat 289
Ryan, William E, il 252
Saffari, -Mahmoud 302
Salisbury, Ralph J. 69
Saltzman, H. Royce 263
Sampson, Roy J, 200
Sanders, J, T, 123
Sandin, Adolph A. 208
Sargent, Edward C, 93
Savage, Norman M. 82
Schaaf, Oscar F, 215
Schabtach, Eric 45
Schaughency, Elizabeth 119, 204
Scheer, Bradley T. 46
ScheiEiecker, Jane M, 33
Schellman, John A. 52, 151,287
Schempp, Paul G. 237
Schlaad!, Richard G, 45, 244
Schleicher, Charles 115
Schmidt, Leigh E, 123
Schminke, Clarence W, 215
Schmuck, Richard A. 204, 207
Schock, Hans-Joachim 160
Schreiner, Lois M, 290
Schultz, Karla L. 59, 86, 95, 133, 288
Schuman, David 257
Schwartz, lisa E. 210
Schwarz, Robert H. 210
Schweitz, Martha L, 257
Scoles, Eugene F. 257
Scott, Frances G. 229
Searl, Gary H. 78
Seibert, Lucille 296
Seidel, Karen 181, 285
Seifried, Steven E. 52
Seiter, Ellen 138, 146
Seitz, Gary M. 103
Sekiguchi, Tomoko 160,292
Selker, Eric 44, 287
Selker, Jeanne 45
Senkovich, David P. 52
Sension, Roseanne J. 52
Service, Rose Marie 290
Seubert, Frederick J, 198
Severson, Herbert H, 204
Shaffer, Michael B. 82
Shankman, Steven 42, 57, 59, 69, 95,
288
Shannon, Victoria L, 52
Shasl:1ldar, Mysore 52
Shellenbarger, Guy 215
Shellenbarger, Michael E. 160, 174
Shelto[1, Brad S, 103
Sheperd, George 215
Shepherd, John R, 51, 138
Sheridan, George J., Jr, 89, 93, 286
Sherman, Peter R, 103
Sherman, Sharon R. 38,51,69,76,123
Sherrilfs, Ronald E. 51, 94, 138
Sherwood, John C, 69
Shinn" Mark R. 204
Shipman, George W. 99, 155, 290
Showalter, Starlus 229
Shurtz, Nancy E, 257
Siegel, Barry N. 66, 153
310
SieradSki, Allan J. 103
Sigler, Marcia J. 290
Silverman, Carol W. 39,76, 133, 146
Simic, Laura C. 290
Simmons: W. Sherwin 59, 133, 168
Simonds, Ann G. 39
Simonds, Paul E. 39
Simpson, Charlene 22
Simpson, Paul B. 66
Simpson, Sally S. 134, 146
Simpson, William T. 52
SingeII, Larry D., Jr. 66
Sisley, Becky L. 237
Sistrom, William R. 45, 150,287
Slentz, Kristine L. 209
Siovic, Paul 119, 286
Smith, Carol L. 252
Smith, Donald T. 290
Smith, Everelt G., Jr. 51,78
Smith, Lawrence 296
Smith, Marian Elizabeth 263
Smith, Norman R. 200
Smith, Richard J. 237
Smith, Rob~rt E. 38, 66, 200
Smith, Robert W. 89
Smith, Stuart C. 203
Smith, Terry'M. 290
Smith, Warren E. 96, 229, 244
Soderwall, Arnold L. 46
Soha, John W. 193
Sohlich, Wolfgang F. 59,125
Sokoloff, David R. 77, 111
Soper, Davison E 111, 287
Sorenson, Lloyd 89
Soule, Edmund F. 290
South, Ruth E. 290
Southwell, Priscilla 115, 146
Spaltenstein, J. Nicholas 103
Spicer, Barry 45, 193
Spigner, Cla[ence 244
Sprague, George F., Jr. 45, 287
Sprague, Karen U. 45, 287
Sprague, Vern.on S. 237
Sprick, Randall S. 204
Srivastava, Devl!mdra 52
Stahl, Franklin W. 45, 287
Stambaugh, Laine 290
Staples, Lloyd W. 82
Stark, Virginia 297
Stark, Peter L. 290
Starlin, D. GI~nn 138
Stave, Thomas A. 51, 290
Steers, Richard M. 96, 198
Steeves, H. Leslie 252
Steigelman, Gwen 288
Stein, Richard L. 33, 59, 69, 93, 288
Steinhardt, Victor 263
Stern, Theodqre 39, 100, 285
Stevens, Kent A. 60, 108, 286, 287
Stevens, Tom~H. 52, 287
Stevenson, Richard C. 69
Stewart, Richard 52
Stirling, Isabe! A. 290
Stockard, Jean 134, 146, 285
Stolet, Jeffrey 225
Stone, Joe A. 66
Stone, Nanda P. 215
Stone, Ste~hen 263
Stoner, Gary 204
Strain, Miohael 52
Straka, Le~lie 263
Strange, Marliss G. 148, 149, 150,
152,293
Strange, William C. 69
Straton, G. Douglas 123
Strong, Michael 237
Stuhr, John J. 95, 109, 289
Sugai, George 204, 215
Summers, Emory 299
Sundberg, Norman D. 45,96, 119,229
Sundt, Christine L. 290
Sundt, Richa'rd A. 42, 108, 168, 174
Sur, Sandip K. 52
Suttle, John E. 215
Swan, Peter N. 257
Swangard, Randy 198
Swift, Susan J. 257
Swinehart, Donald F. 52
Sylwester, Robert A. 214
Takahashi, Terry 45, 108, 287
Tanaka, Alisoh E. 156
Tang, StephEin J. Y. 161
Tate, Robert f. 103
Tattersall, James N. 66
Taylor, Donald S. 69
Taylor, Marjor-ie 93, 94, 119, 286
Tedards, An~e 263
Teich, Nathaniel 69, 146
Tendick, Ronald L. 28
Tepfer, Sanford S. 46
Terborg, James R. 198
Terwilliger, Nora B. 45, 288
Terwilliger, Robert C. 45, 288
Thai, Marlene Soriano 263
Thallon, Robert L. 160
Thatcher, Edward P. 290
Theibault, John 89
Thoma, Mark A. 66, 93
Thomas, D. L. 20
Thomas, Gerald A. 52
Thompson, Andrew 203, 296
Thurber, Clarence E. 45, 51, 96, 99,
115, 133, 229
Tindal, Gerald 204,215
Todd, Dennis 93
Tollenaar, KE~.nneth C. 181, 285
Tomlin, Russell S. 100, 286, 299
Toobert, Saul 204, 229
Trebon, Ron 283
Trombley, Richard 263
Trotter, Robert M. 263
Troxel, Richard K. 237
Truax, Donald R. 103, 146
Tubb, Monte 263
Tublitz, Nathan J. 45, 108, 287
Tucker, Don M. 119, 286
Tull, Donald S. 200
Turner, Mark 13
Tyler, David R. 52, 288
Tyler, Leona 119
Udovic, Daniel 45
Ulrich, Cel~ste 224, 237
Ungson, Gerardo R. 198
Urban, Thomas F. 296
Urquhart, Alvin W. 38,74,78
Utsey, Glenda Fravel 160
Utsey, Michael D. 160
Vagner, Rooert S. 263
Vala, David 178
Van BuskirK, James M. 103
Van Houten: Donald R. 33, 134, 286
Van Rossen, Donald P. 237
Van Rysselbyrghe, Mary Lou 263
Van VoorhiS, Frances 244
Vaughn, Sandra 296
Venkatesh, Tadmiri R. 52, 108, 287
Venning, Pamela R. 156
Vetri, Dominick R. 257
Via, Emory F. 155
Viegas, Kenneth 231
Vignola, Fra,nk 111, 289
Vignoul, Edmond 22
Vincent, Andrew M. 171
Vitulli, Marie A. 103
Voelz, Christie 299
Volwerk, Johannes J. 52
von Hippel, Peter H. 52, 287
Vox, Paul W. 103
Wade, Joe 293, 300
Wade, Lo~ise Carroll 89, 146
Waff, Harve S. 82, 288
Wagner, David H. 45, 74, 77, 285
Wales, R. Max 252
Walker, Hill'M. 204, 209
Walker, Luise E. 290
Walter, Ma!ion I. 103
Wampold, Bruce E. 203
Wand, Patricia A. 45, 290
Wang, Hsiao-Guang 290
Ward, Lewis E, Jr. 103
Warpinski, T€rry 171
Warr, Patti 302
Wasko, Janet 51,138
Wasson, George 293
Watson, John C. 138
Watson, Mark R. 290
Watt, Peter K. 181,285
Wattles, Marshall D. 65
Waugh, Ruth 215
Weakley, Timethy 52
Weatherhead, A.. Kingsley 69
Weatherhead, Ingrid A. 86
Webb, Carl C. 252
Weeks, Edward 154, 181
Weeks, Janis 45, 108, 287
Wegelin, Ch(istof A. 68
Weiss, Anita 96, 146
Weiss, Ma~reen R. 237
Weiss, Robert L. 119
Weldon, Ray J. 82
Wentworth, Janet 294
Westerfield, Monte 45,108,287
Westling, A. Mark 181, 285
Westling, Louise 69, 146
Westling, Wayne T. 45, 153, 257
Weston, James A. 45, 94, 108, 287
Whalen, John J. 93,94, 134, 286
Whitelaw, W.,Ed 66, 93
Whitenack, Michael J. 284
Wickes, George 59, 69
Widenor, Marcus 155
Wiegner, Betty 22
Wielesek, Richard A. 52
Wier, Peggy 197
Wiese, Margaret J. 244
Wilcox, R. Peter 160,175
Willard, Oliver M. 69
Williams, Astrid M. 86
Williams, Emmett 296
Williams, James L. 303
Williams, Jeffrey 263
Williams, Jerry, R. 138
Willingham, William B. '138
Wilson, Catherine W. 109
Wilson, Christopher B. 60
Wilson, Shirley J. 208, 293, 302
Wilson, Teresa 299
Wimber, Dona'id E. 45
Winter, Willis L., Jr. 252
Wisdom, John 109
Wisner, Herbert P. 45
Wixman, Rorrald 78, 133
Wohlfarth, Irving 59, 93
Wolcott, Harry F. 214
Wolfe, Alan S. 43, 59, 64
Wolfe, Jerry M. 103
Wolfe, Raymond G., Jr. 52
Wong, Kenneth K. 115
Wood, Hugh B. 208
Wood, Mary E 69, 146
Woodruff, Janet G. 237
Woods, Jean M. 59, 86
Woods, William C. 263
Woollacott, Marjorie 108,229,237,287
Wooten, Cynthia 233
Wooten-Kolan, Edna P. 237
Wright, Charles R. B. 103
Wright, Nancy 28
Wybourne, Martin 111, 288
Wycoff, Bradley K. 290
Yager, Th'omas 52
Yamanaka, Herbert S. 299
Yang, Luoia 43, 64
YOJ.jng, Hilda 293, 300
Young, Jenny 160
Young, Mark C. 52
Young, Philip D. 39, 96, 99, 100
Youngen, Lois J. 237
Yukman, Claudia 69, 145
Yurevich, Fruim 42, 130, 133
Yuzvinsky, Sergey 103
Zadoff, Susan 225
Zaninovich, M. George 96, 115, 133
Zanville, Holly K. 208
Zeller, Ric~ard W. 209
Zigler, Calvin J. 215
Zimmermar, Robert L. 77,93, 111,287
Zonana, Jonathan 210
Zuck, Virpi' 59, 86, 146
Zweig, Arnulf, 93, 109
Subject Index
311
Academic Advising and Student
Services, Office of, 12,30-31,293-94
Academic advising, peer, 293
Academic calendar, 9
Academic disqualification, 19
Academic Learning Services,
Center for, 154, 299
Academic majors, 4-5, 14,30
Academic minors, 4-5, 14,30
Academic planning, 30-31. See
also individual departments
of instruction
Academic policies, 13-20
Academic probation, 19
Academic progress, 25-26
Academic standing, 19,293
Academic support program (law), 258
Academic warning, 19
Accelerated master's program
Biology, 47
Business, 190
Accounting, 195-96
Accreditation, University, 1
Achievement Test in English
Composition (EN), 72
ACT. See American College Test
Acting courses, 144-45
ACTR. See American Council of
Teachers of Russian
Admission, 11-13. See also
requirements listed under
specific departments
Adult learners, 12, 293
Application deadlines, 11
Application procedures, 11-12
Ethnic minority students, 12, 300
Exceptions, 11
Freshman, 11-12
Graduate, 12,275-76
international, 12,276
Nonresident, 13
Postbaccalaureate, 12, 279
Resident, 13
Specialized assistance, 12
Students with disabilities, 12, 295
Transfer, 12
Admission procedures, 11-12,275-76
Admissions and Records, Office of, 11
Adult learners, 12, 293
Adult services for the
developmentally disabled, 212
Advanced degrees, 274-75
Advanced placement, 12,20
Advanced Science and Technology
Institute 285
Advertising Club, 252, 294
Advertising courses, 255-56
Advising, 3D, 293
Affiliated housing, 29
Affirmative Action, 294
Air Force ROTC, 154
Alpha Kappa Delta, 301
Alpha Kappa Psi, 187,294,301
Alpha Lambda Delta, 301
Alpha Phi Omega, 301
Amazon Child Care Center, 294
Amazon Community Tenants, 294
American Civil Liberties Union, 294
American College Test (ACT), 11
American Council of Teachers of
Russian (ACTR), 131
American English Institute, 100,
299-300
American Institute of Architects, 294
American Society of Interior Design,
294
American studies, 38-39
Courses, 38-39
Graduate studies, 39
Undergraduate studies, 38-39
American studies, Individualized
Program, 280
Ancient Order of the Druids, 301
Anthropology, 39-42
Courses, 40-42
Faculty, 39
Graduate studies, 40
Undergraduate studies, 39-40
Anthropology museum. See
Oregon State Museum of
Anthropology
Application (admission)
deadlines, 11
Application (admission)
procedures, 11-12, 276
Application fee, 11-12,21,275
Application for a degree, 14
Applied Information Management
Program 154-55
Applied Information Management,
Individualized Program, 280
Aquatics, 241
Archaeology, 40-42
Architecture, 36, 160-66
Courses, 165-66
Faculty, 160-61
Graduate studies, 162-64
Undergraduate studies, 162
Architecture and Allied Arts,
School of, 36, 159-86
Office of Research and
Development, 159
Archives, University, 291
Arena Theatre, 140
Army ROTC. See Military Science
Art education, 36, 166-68
Courses, 168
Faculty, 166
Graduate studies, 167
Undergraduate studies, 166-67
Art history, 36, 168-70
Courses, 170
Faculty, 168
Graduate studies, 169
Undergraduate studies, 169
Art, Museum of, 1, 284
Arts and lellers, 42-43
Arts and Sciences, College of, 33-147
Asian and Pacific Studies,
Center for, 285
Asian-Pacific American Student Union,
294
Asian studies, 43-44
Asklepiads, 151,301
Associated Students of the
University of Oregon (ASUO),
294-96
Associated StUdents President's
Advisory Council, 294
Association for Intercollegiate
Athletics for Women (AIAW), 299
Association of American Universities,
Astronomy. See Physics
ASUO. See Associated Students
of the University of Oregon
ASUO Course Guide, 294
ASUO Executive, 294
ASUO legal services, 294
Athletic trainer option, 239, 246
Athletics, Intercollegiate, 299
Allendance costs, 22
Auditor fee, 21
Australian studies, 45
Autzen Stadium, 1, 238
Avenu, 294
BA See Bachelor of arts
Bachelor's degree reqUirements,
14-18. See also individual
departments of instruction
Bachelor of architecture, 162
Bachelor of arts, 14-18, 34-37
Bachelor of education, 216
Bachelor of fine arts, 36, 171
Bachelor of interior
architecture, 36, 176
Bachelor of landscape
architecture, 36, 178
Bachelor of music, 265-67
Bachelor of nursing, 151
Bachelor of physical education, 37,
237-38
Bachelor of science, 14-18, 34-37
Second bachelor's degree, 18,188,
229, 254
Bacheior of architecture (B.Arch.), 161
Bachelor of arts (BA). 14-18, 34-37
Bachelor of education (B.Ed.), 216
Bachelor of fine arts (B.FA), 36, 171
Bachelor of interior
architecture (B.I.Arch.), 36, 176
Bachelor of landscape
architecture (BLA.), 36, 178
Bachelor of music (B.Mus.), 265-67
Bachelor of nursing, 151
Bachelor of physical education
(B.P.E.), 37,237-38
Bachelor of science (B.S.), 14-18
34-37
Ballet, 225-28
Beall Concert Hall, 263
B.Ed. See Bachelor of education
Beta Alpha Psi, 187, 301
Beta Gamma Sigma, 187, 301
B.FA See Bachelor of fine arts
B.I.Arch. See Bachelor of interior
architecture
Bicycle registration fee, 21
Biochemistry, 53-54
Biology, 45-51
Courses, 48-51
Faculty, 45-46
Graduate studies, 48
Research institutes, 48
Undergraduate studies, 46-48
Biophysical chemistry, 54-55
BLA. See Bachelor of
landscape architecture
Black Student Union, 294
Bookstore. See University of
Oregon Bookstore
B.P.E. See Bachelor of physical
education
Broadcasting courses, 144, 254, 256
Brown Foundation. See E. C.
Brown Foundation
B.S. See Bachelor of science
Bulletin expiration and requirement
policies 2
Bureau of Governmental Research
and Service, 285
Business Administration, College
of, 35, 187-201
Office of External Affairs, 187
Business Affairs, Office of, 20
Business environment, 201
Business statistics, 196. See also
Decision sciences
Business, Undergraduate School
of, 188-89
Calendar, academic, 9, 261
Campus Information Exchange, 294
Campus map, 318-19
Canadian studies, 51
Career assessment program, 3D, 296
Career Information Center, 3D
Career Information System (CIS), 203
Career opportunities. See
individual departments of
instruction
Career Planning and Placement
Service, 30-31, 296
Cash awards, 25
CATE. See Center for Advanced
Technology in Education
CBA Computing Laboratories, 187
CEEB. See College Entrance
Examination Boards
Cell biology, 54
Center for advanced education.
See Paul D. Lintner Center
for Advanced Education
Center for Advanced Technology
in Education (CATE), 203
Center for Asian and Pacific
Studies, 285
Center for Environmental Design,
Planning, and Visual Arts Research,
159
Center for Gerontology. See University of
Oregon Center for Gerontology
Center for Innovative Educational
Development, 294
Center for the Study of Women in
Society, 285-86
Center for the Study of Work,
Economy, and Community, 286
Center for Volcanology, 83
Center on Human Development, 210
Specialized Training Program, 210
University Affiliated Facility, 210
Centers of Excellence, 286, 287, 288
Ceramics, 172
Certificate in Folklore and Ethnic
Studies, 76
Certificate in Gerontology, 230
Certificate in Russian and East
European Area Studies, 133
Certificate in Women's Studies, 147
Certification, athletic trainer, 246
Certification programs (education)
Art teacher, 166-67
Elementary education, 215-16
Foreign language teaching, 101
Health education, 245
Music education, 264
Personnel service, 217
Physical education, 239-40
School administrator, 208
School psychologist, 206
Secondary education, 216-17
Change of major. 192
Change of program fee, 21
Chemical Physics Institute, 55, 112,
286
Chemistry, 52-59
Courses, 56
Faculty, 52
Graduate studies, 54-55
312 Subject Index
Research areas, 54-55
Undergraduate studies, 52-54
Child care centers, 294, 296
Chinese, 65
Chinese Student Association, 295
CIEE. See Council on International
Educational Exchange
Circle K International, 301
CIS. See Career Information
System and Computer and
information science
Classical archaeology, 58
Classical civilization, 58
Classics, 57-59
Courses, 58-59
Faculty, 57
Graduate studies, 58
Undergraduate studies, 57-58
Classics in English translation, 59
Clearinghouse on Educational
Management. See ERIC
Clearinghouse on Educational
Management
CLEP. See College-Level
Examination Program
Clinical experience programs
(law), 258
Clinical practicum facilities
(education), 211-12
Clinical psychology, 121
Club Sports and Recreation Center,
296
Cluster requirements, 15-18
Coaching, 240
Code of Student Conduct, 19, 301
Cognitive and decision sciences
institute. See Institute of
Cognitive and Decision Sciences
Coif, Order of, 258, 301
College Entrance Examination
Boards (CEEB), 12, 296. See also
requirements of individual
departments of instruction
College-Level Examination
Program (CLEP), 19, 296
College Work-Study Program
(CWSP), 24
Committee for the Musical Arts, 264,
295
Communication Research Center, 138
Community Education Program,
19, 21, 229, 283
Community health, 245-46, 248-49
Comparative literature, 59-60
Courses, 60
Graduate studies, 60
Undergraduate studies, 59
Comparative Literature, 33, 59, 125
Comprehensive health educator, 245
Computer-Aided Design Training
Program, 283
Computer and information
science, 60-64
Courses, 63-64
Faculty, 60
Graduate studies, 61-62
Undergraduate studies, 61-62
Computer facilities, 289
Computer graphics, 167
Computer literacy, 189
Computer Lounge, 296
Computer Shoppe, 303
Computing Center. See
University Computing
Concert Dance Theatre, 225
Concurrent enrollment, 20
Condon Museum of Geology, 84,
283-84
Condon Society, 295
Conduct code, student, 19, 301
Consortium for Youth with Disabilities,
212
Constitution Court, 294
Continuation Center, 283
Continuing education, 154-55, 283
Continuing Education Off
Campus, 154-55
Continuous enrollment, 277, 279
Cooperatives, 29
Corporate Training Program, 283
Corrections, interdisciplinary
master's program, 232,280
Costs of university attendance, 22
Council for Minority Education, 300
Council on International
Educational Exchange (CIEE)
Cooperative Russian Prog ram, 131
Counseling and Educational
Psychology, Division of, 203-7
Courses, 206-7
Faculty, 203-4
Counseling Center. See University
Counseling Center
Course numbering system, 7,276
Course prefixes, 6-7
Craft Center, 296
Cranio-Facial Clinic, 212
Creative writing, 72
Credit by examination, 20, 21, 277
Credit, transfer of, 12, 278-79
Credits, 6
Crippled Children's Division, 212
Crisis Center, 295, 296, 298
Cultural Forum, 296
Cultural services program, 167
Curriculum and instruction, 218-19,
221-22
CWSP. See College Work-Study
Program
DA See Doctor of arts
Dance, 225-28
Courses, 227-28
Faculty, 225
Graduate studies, 226-27
Undergraduate studies, 225-26
Dance Oregon! 225, 295
Danish International Studies
Program, 162
Daylighting center,
reg ional, 160
Dean's list and dean's scholars, 301
DeBusk Memorial Center, 204, 205
Decision sciences, 196
D.Ed. See Doctor of education
Deferred tuition, 21
Definitions, academic, 6
Definitions, College of Education, 202
Degree, Application for a, 14, 280
Degrees offered, 4-5, 274-75
Dental hygiene, preparatory, 149
Dentistry, preparatory, 149
Developmental Delay Clinic, 212
Developmental disabilities, 212-13
Disabled students. See
Students with disabilities
Division of Conferences and Special
Programs. See Continuation Center
Division of Research. See Busi-
ness Administration, College of
D.M.A. See Doctor of musical arts
Doctor of arts (DA), 71-72
Doctor of education (OEd.), 220, 282.
See also Advanced degrees, Graduate
School, 275
Doctor of jurisprudence (J.D.), 191,
257-58
Doctor of musical arts (D.MA),
269-71, 275, 280
Doctor of philosophy (Ph.D.), 220,
280-81. See also individual
departments and schools
Doctorai degree procedures, 282
Doctoral degree requirements,
280-82. See also individual
departments of instruction
Doctoral degrees, 280-82
Doctor of arts, 71-72
Doctor of education, 220, 282
See also Advanced degrees,
Graduate School, 274-75
Doctor of jurisprudence, 191,
257-58
Doctor of musical arts, 269-71, 275,
280
Doctor of philosophy, 220, 280-81
Dormitories, 28
Driver education, 246, 249
Druids, Ancient Order of the, 301
Duck Athletic Fund, 299
Early childhood education, 218
Early childhood education of the
handicapped, 213
Early Intervention Program, 210
Early Orientation and Registration
Program (EORP), 19,302
East Asian languages and
literatures, 64-65
E. C. Brown Foundation, 203
Economics, 66-69
Courses, 67-69
Facuity, 66
Graduate studies, 67
Undergraduate studies, 66-67
Education, College of, 202-23
Educational administration, 208-10
Educational Opportunities
Program, 299, 300
Educational Policy and
Management, Division of, 207-9
Courses, 208-9
Faculty, 207-8
Graduate Student Association, 295
Instructional programs, 208
Educational psychology, 204, 205-6
Elementary teacher education program,
37,215-16
Emerald. See Oregon Daily Emerald
Employment, student, 27
EMU. See Erb Memorial Union
EMU Board, 294
Endorsement programs (education)
Driver education, 246, 249
Handicapped learner, 217,218
Language arts, 70
Reading, 217
School superintendent, 208
School supervisor, 217
Secondary teacher education,
217-18
Severely handicapped learner, 212,
213
Speech-impaired, 211
See also Secondary school teaching
under individual schools and
departments
Engineering, preparatory, 53-54, 112,
148
English, 69-74
Courses, 72-74
Faculty, 69
Graduate studies, 70-72
Undergraduate studies, 70
English as a second language
(ESL), 100, 299-300
Enrollment statistics, 317
Environmental and Natural
Resources Law, 258
Environmental design center. See
Center for Environmental Design,
Planning, and Visual Arts Research
Environmental studies, 74-75
Environmental studies,
interdisciplinary master's
program, 75, 280
Environmental Studies Center, 74
Erb Memorial Union, 296-97
ERIC Clearinghouse on
Educational Management, 203
ESCAPE (Every Student Caring About
Personalized Education), 231, 295
ESL. See English as a second
language
Eta Sigma Gamma, 244, 301
Ethnic minority students, 12, 300
Ethnic studies, 76-77
Exchange students, 300
Executive leadership series, 208
Executive M.B.A. Program,
Oregon, 190
Exercise and sport science, 239
Expository writing, 72
Family housing, 28-29
Fee refunds, 21-22
Fees, 20-21
Fellowships, 277-78
FIGs. See Freshman Interest Groups
Film study, 139-40, 142-43
Finance, 197
Financial aid, 22-27
Application deadlines, 23
Application procedure, 22-23
Eligibility, 23
Graduate, 23-24,277-78
Grants, 23, 24, 25
Loans, 23, 24-25, 26-27
Notification of, 24
Packages, 23-24
Programs, 24-25
Scholarships, 26
Work-study, 24
Fine and applied arts, 36,171-74
Courses, 172-74
Faculty, 171
Graduate studies, 171-72
Undergraduate studies, 171
Fitness management, 239-40
Folklore and ethnic studies, 76-77
Certificate in, 76
Courses, 76-77
Graduate studies, 76, 280
Undergraduate studies, 76
Foreign Language Resource
Center, 126
Subject Index 313---
Foreign Student Organization, 295
Foreign students. See International
students
Foreign study. See Overseas study
opportunities
Forensics, 138, 142
Forensics (debate society), 295
Forest industries management, 190
Forest Industries Management
Center, 187, 190
Fraternities, 29
French, 125, 127, 128
Freshman admission, 11
Freshman Interest Groups (FIGs), 293
Freshman seminars, 302
Friars, 301
Friends of the Library, 291
Friendship Family Program, 297
Fulbright grants, 298
Gay and Lesbian Alliance, 295
GED. See Test of General
Educational Development
General deposit, 21
General deposit refund, 22
General science, 77-78
Geography, 78-81
Courses, 80-81
Faculty, 78
Graduate studies, 79-80
Undergraduate studies, 78-79
Geological Sciences, 81-85
Courses, 84-85
Faculty, 81-82
Graduate studies, 83-84
Undergraduate studies, 82-83
Gerlinger Pool, 237
German, 86-89
German Study Centers, Stuttgart-
TObingen, Portland, 87
Germanic languages and
literatures, 86-89
Courses, 87-89
Faculty, 86
Graduate studies, 87
Undergraduate studies, 86-87
General Education Requirements,
15-18
Gerontology, 229-31, 246
Gerontology, Center for. See
University of Oregon Center for
Gerontology
Gifted. See Talented and gifted
Golden Key, 295
GMAT. See Graduate
Management Admission Test
GPA. See Grade point average
GPI. See Grade point index
Grade point average (GPA), 11,14
Grade point index (GPI), 14
Graded credits, 14
Grading options. See individual
departments of instruction
Grading system (undergraduate),
13-14
Graduate Council, 274
Graduate Management Admission
Test (GMAT), 191, 192
Graduate Organization for the
Creative Arts, 295
Graduate Record Examinations
(GRE), 296. See also
requirements of individual
departments of instruction
Graduate School, 274-82. See also
individual departments of
instruction
Admission, 12, 275-76
Continuous enrollment, 277, 281
Credit by examination, 277
Degrees offered, 274-75
Doctoral degree procedures, 282
Doctorai deg rees, 280-82
Fellowships, 277-78
Financial aid, 277-78
General requirements, 276-77
Grade requirements, 277
Interdisciplinary master's degree
programs, 279-80
International students, 276, 278
Master's degrees, 278-80
On-leave status, 277
Tuition, fees, 21, 277
Graduate School of Management.
190-94
Graduate Student Foreign
Language Test (GSFLT), 282
Graduate studies. See individual
departments of instruction
Graduate teaching fellowships
(GTFs), 277-78. See also individual
departments of instruction
Graduation requirements
(undergraduate), 14-18
Grants, 23, 24, 25
GRE. See Graduate Record
Examinations
Greek, 57, 58
Greek life advising, 302
Greenhouses, 48
Group requirements, 15-18
GSFLT. See Graduate Student
Foreign Language Test
GSL. See Guaranteed Student
Loan
GTFs. See Graduate teaching
fellowships
Guaranteed Student Loan (GSL), 23,
24, 25
Guide to the General Bulletin, 6
Gymnastics, 241
Handicapped learner endorsement
program, 217,218
Hayward Field, 1, 238
Health care practitioners, 248
Health Center. See Student
Health Center
Health education. See School
and community health
Health education, certification, 245
Health education requirement, 245
Health insurance 22, 294, 297
Health sciences, preparatory, 148-52
Health services, 297
Hebrew, 58
Herbarium. See University of Oregon
Herbarium
High school preparation, 11. See also
individual departments of
instruction
Historic preservation, 174-75
History, 89-93
Courses, 91-93
Faculty, 89
Graduate studies, 91
Undergraduate studies, 89-91
History Honors Program, 91
Holiday schedule, 9
Honor societies, 301
Honors, 18, 301. See also
individual departments of
instruction
Honors College. See Robert Donald
Clark Honors College
Honors College Center, 94
Housing, 28-29
Cooperatives, 29
Family, 28-29
Fraternities and sororities, 29
Off-campus, 29, 295
Residence halls, 28
Housing office. See University
Housing
Human Development and
Performance, College of, 224-51
Human development center.
See Center on Human
Development
Human movement studies, 237-43
Human services, 231-33
Courses, 232-33
Facuity, 231
Graduate studies, 232
Undergraduate studies, 231-32
Humanities, 95-96
Humanities Center, Oregon, 288
IFC. See Incidental Fee Committee
and Interfraternity Council
Imaginative writing, 72
Immunization recommendations, 297
Incidental Fee Committee, 294
Incompietes, 14, 277
independent study program, 94
Industrial relations, 190
Industrial Relations, Institute of. See
Institute of industrial Relations
Information and Tour Services, 1
Innovative educational development.
See Center for Innovative
Educational Development
Inorganic chemistry, 55
Institute of Cognitive and
Decision Sciences, 286
Institute of Industrial Relations,
187, 192
Institute of Molecular Bioiogy,
48,54,287
Institute of Neuroscience, 48, 54, 55,
287
Institute of Recreation Research
and Service, 233
Institute of Theoretical Science,
54,55,287
Instructional Media Center, 291
Instructional Systems Technology, 219
Intensive English program, 299
Intercollegiate athletics, 299
Interdisciplinary doctoral degree
program (special education), 213
Interdisciplinary master's degree
programs, 279-80. See also
individual departments of instruction
Interfraternity Council, 295
Interior arChitecture, 36, 175-78
Courses, 177-78
Faculty, 175
Graduate stUdies, 176-77
Undergraduate studies, 176
International business program,
189-191
International Council on Computers
in Education (ICCE), 203
International Graduate Teaching Fellow
Program, 300
International Institute for Sport
and Human Performance, 288
International Services, 297-98·
International Student Orientation, 302
International students, 297, 300, 302
Admission, 12, 276
Financial aid, 278
International studies, 96-99
Courses, 99
FaCUlty, 96
Graduate studies, 98-99
Undergraduate stUdies, 96-98
International study. See Overseas
study opportunities
International Studies Association, 295
Internships, 31, 296, 302
Inter-University Consortium for
Political and Social Research, 116
Intramural sports, 238, 299
Italian, 125, 129
Japanese, 65
Jazz Dance Line, 225
Jewelry and metalsmithing. See
Metalsmithing and Jewelry
Jewish Student Union, 295
Job Location and Development
Program, 27
Joint-campus program (graduate), 276
Journal of Environmental Law and
Litigation, 258, 295
Journalism, School of, 35, 252-56
Courses, 255~56
FaCUlty, 252
Graduate studies, 254-55
Undergraduate studies, 252-54
Juvenile and criminal justice, 232
Kappa Tau Alpha, 301
KWAX-FM, 1
KWBX-FM, 1
Labor Education and Research
Center (LERC), 155
Land, Air and Water Student Research
Group, 258
Landscape architecture, 36, 178-81
Courses, 180-81
Faculty, 178
Graduate studies, 179-80
Undergraduate studies, 178-79
Language Skills Diagnostic Test, 253
Languages
Bulgarian, 132
Chinese, 65
CzeCh, 132
Danish, 89
French, 128
German, 87-88
Greek, 58
Hebrew, 58
Italian, 129
Japanese, 65
Latin, 58
Norwegian, 89
--314--Sttejeet-1Adex· -
Polish, 132
Portuguese, 129
Provenr;:al, 129
Romanian, 132
Russian, 132
Serbo-Croatian, 132
Spanish, 129-30
Swedish, 89
Ukranian, 132
Late registration fee, 21
Latin, 58
Latin honors, 18
Latin American studies, 99-100
Latin America Support Committee, 295
Law Review. See Oregon Law
Review
Law School Admission Test
(LSAT), 153,259,296
Law School Data Assembly Service
(LSDAS), 259
Law, School of, 257-61
Admission, 258-59
Courses, 261
Faculty, 257
Scholarships and fellowships,
260-61
Tuition and fees, 20, 260
Leadership classes, 302
Leighton Pool, 1, 237
Leisure studies and services, 37,
233-36
Courses, 235-36
Faculty, 233
Graduate studies, 234-35
Undergraduate studies, 234
Library courses, 155-56
Library fines, 291
Library science, preparatory, 153
Library, University, 1, 155-56, 290-91
Lintner Center. See Paul D. Lintner
Center for Advanced Education
Linguistics, 100-3
Courses, 102-3
Facuity, 100
Graduate studies, 100-2
Undergraduate studies, 101
Linguistics Colloquium, 102
Living in Oregon, 305
Loans, student, 23, 24-25, 26-27
LSAT. See Law School Admission
Test
LSDAS. See Law School Data
Assembly Service
MA See Master of arts
Magazine journalism, 254
Majors, 4-5, 14, 30
Management, 198-99
Management, Graduate School of,
190-94
Map, 318-19
Marching Band, 264, 295
Marine biology. See
Oregon Institute of Marine
Biology
Marketing, transportation, and
business environment, 200-1
Marks (grading), 14,277
Master of architecture (M.Arch.),
162-63
Master of arts (MA), 278-81. See also
individual departments and
schools
Master of business administration
(M.BA), 190
Master of business administration,
preparatory, 152
Master of education (M.Ed.), 204,
205,211,218-19
Master of fine arts (M.FA),
71,143,171-72
Master of interior architecture,
(M.I.Arch.), 176-77
Master of landscape architecture
(M.L.A.), 179-80
Master of music (M.Mus.), 267,268-69
Master of science (M.S.), 278-81. See
also individual departments and
schools
Master of urban planning (M.U.P.),
181
Master's degree programs, 281-82
Master's degree programs,
interdisciplinary, 282-83
Master's degree requirements,
281-83. See also individual
departments of instruction
Master of architecture, 161-62
Master of arts, 281-83
Master of business
administration, 190-92
Master of education, 205, 206, 212,
219
Master of fine arts, 70, 71, 141·42,
170-71
Master of interior architecture,
175-76
Master of landscape
architecture, 178
Master of music, 267, 268-69
Master of science, 281-83
Master of urban planning, 183-84
Second master's degree, 278
MAT. See Milier Analogies Test
Materials Science Institute, 55, 112,
288
Mathematics, 103-7
Courses, 106-7
Faculty, 103
Graduate studies, 105-6
Undergraduate studies, 103-5
M.B.A. See Master of business
administration
M.BA Association, 295
McArthur Court, 1, 237
MEChA, 295
M.Ed. See Master of education
Mediation Project, 295
Medical College Admission Test
(MCAT), 150
Medical services, 297
Medicine, preparatory, 150-51
Medieval studies, 108
Men Against Rape, 295
Men of Oregon Glee Club, 295
Mentally retarded, education for,
212,213,217,218,219-20. See
also Special education and rehabilitation
Metalsmithing and Jewelry, 173
M.FA See Master of fine arts
Microcomputer Laboratories, 156
Mild disabilities, special education in,
218
Military science, 156-57
Miller Analogies Test (MAT), 276. See
also requirements of individuai
departments of instruction
Minorities, 300
Minority education. See Council
for Minority Education
Minority Law Students Association,
258, 295
Minors, 4-5, 14, 30. See also individuai
departments of instruction
M.LA See Master of landscape
architecture
M.Mus. See Master of music
Molecular biology. 48, 54
Molecular biology institute. See
Institute of Molecular Biology
Moot Court, 258
Mortar Board, 301
Motor learning and neuromuscular
control, 240
M.S. See Master of science
Mu Phi Epsilon, 264, 301
M.U.P. See Master of urban
planning
Museum of Art, 1, 284
Museum of Natural History, 1, 284-85
Museums, 283-85
Condon Museum of Geology, 84,
283-84
Museum of Art, 1, 284
Museum of Natural History, 1,284-85
Oregon State Museum of
Anthropology, 285
University of Oregon Herbarium,
48, 285
Music education, certification
program, 264
Music Education: Elementary
Education, 265
Music ensembles, 264
Music fees, 264
Music performance studies, 2134-65
Music, School of, 263-73
Courses, 271-73
Faculty, 263
Graduate studies, 267-71
Undergraduate studies, 265-67
Muslim Student Association, 295
National Collegiate Athletic
Association (NCAA), 299
National Direct Student Loan
(NDSL). See Carl D.
Perkins Loan
National Merit Scholarships, 26
National Student Exchange (NSE),
300
Native American Student Union.
295
Natural history museum. See
Museum of Natural History
NCAA. See National Collegiate
Athletic Association
NDSL. See Carl D. Perkins Loan
Need grants, 25
Neuroscience, 108
Neuroscience institute. See
Institute of Neuroscience
Neurosciences, interdisciplinary
program in, 108
New Student Orientation, 302
News-editorial courses, 254
NICSA. See Northwest
Interinstitutional Council on
Study Abroad
Noncredit student (NCS), 238
Nonresident student admission, 13
Nonresident tuition and fees, 20
Northwest Association of Schools and
Colleges, 1
Northwest Regional Consortium for
Southeast Asian Studies, 44
Northwest Review, 33
Norwegian, 89
NSE. See National Student
Exchange
Nuclear medical technology,
preparatory, 151
Nurses, registered, 151
Nursing, preparatory, 151
OAT. See Optometry Admission
Test
Observatory. See Pine Mountain
Observatory
Occupational therapy, preparatory,
152
Ocean and Coastal Law, 258
Off-Campus housing, 29, 295
Off-Campus Programs, 154-55, 283
Off-Campus Teacher and Adminis-
trator Education, 154
Office of External Affairs. See
Business Administration,
College 01
Office of Public Safety, 298
Office of Research and Development.
See Architecture and Allied
Arts, School of
Office of Student Advocacy, 295
On-campus internships, 31, 296, 302
On-leave status (graduate), 277
Open recreation, 238, 301
Optometry Admission Test
(OAT), 152
Optometry, preparatory, 152
Order of the Coif, 258, 301
Oregon Bach Festival, 266
Oregon Commentator, 295
Oregon Daily Emerald, 295
Oregon Executive M.BA Program, 190
Oregon Health Education Service,
244
Oregon Humanities Center, 288
Oregon Institute of Marine Biology,
1, 48, 288-89
Oregon Law Review, 257, 258
Oregon Public Health Student
Association, 244
Oregon School Study Council
(OSSC), 203
Oregon State Museum of
Anthropology, 285
Oregon Student Association for the
Advancement of Health
Education, 244
Oregon Student Lobby, 295
Oregon Student Public Interest
Research Group. See OSPIRG
Oregon Studies Centers, 157
Australia, 157
China, 157
Denmark, 157
England, 157
France, 157
Germany, 157
Hungary, 157
Israel, 157
Italy, 157
Japan, 157
Korea, 157
Mexico, 157
Netherlands, 157
Norway, 157
Scotland, 157
Spain, 157
Sweden, 157
Organic chemistry, 55
Organizational studies, 198-99
Organotransition metal
chemistry, 55
Orientation Office, 302
OSPIRG (Oregon Student Public
Interest Research Group), 295
OSSC. See Oregon School Study
Council
Outdoor Program, 299
Outdoor pursuits, 240, 241
Outstanding students, 301
Overseas study opportunities, 45,
87,100,126,131,157,162,
187,297
Australia, 157, 297
Austria, 87
China, 157,297
Costa Rica, 100
Denmark, 157,162,187,298
England, 157,162,298
France, 126,157,298
Germany, 87, 157, 162, 298
Guatemaia, 100
Holland, 187
Hungary, 157, 298
Israel, 157, 298
Italy, 126, 157, 298
Japan, 157, 187, 298
Korea, 157,187,298
Mexico, 100, 126, 298
The Netherlands, 157, 298
Norway, 87, 157, 298
Panama, 100
Scotland, 157, 298
Soviet Union, 131, 298
Spain, 100, 126, 157, 298
Sweden, 87, 157, 298
Pac-10, 299
Painting, 173
Panhellenic Council, 297
Parent Loan for Undergraduate
Students (PLUS), 25
Paul D. Lintner Center for
Advanced Education, 154
Peace studies, 109
Peer advising, 120,234, 293
Pell Grant, 24
People and the Oregon Coast, 295
Performance, music, 264
Perkins Loan, Carl D., 23, 24
Personnel service certification
program, 215
Pharmacy, preparatory, 151
Ph.D. See Doctor of Philosophy
Phi Beta, 264, 301
Phi Beta Kappa, 301
Phi Deita Kappa, 301
Phi Epsilon Kappa, 301
Phi Eta Sigma, 301
Pi Alpha Alpha, 301
Pi Gamma Mu, 301
Pi Kappa Lambda, 264, 301
Pi Lambda Theta, 301
Pi Mu Epsilon, 301
Philosophy, 109-11
Courses, 110-11
Faculty, 109
Graduate studies, 110
Undergraduate studies, 109-10
Philosophy Club, 295
Photography, 173-74
Photojournalism, 254-56
Physical chemistry, 55
Physical education and human
movement studies, 237-43
Courses, 241-43
Faculty, 237
Graduate studies, 240-41
Undergraduate studies, 238-40
Physical education certification prog ram,
239-40
Physical therapy, preparatory, 152
Physics, 111-114
Courses, 113-14
Faculty, 111
Graduate studies, 112-13
Undergraduate studies, 111-12
Pine Mountain Observatory, 1, 112-13
Placement examinations, 11-12.
See also requirements listed
under individual departments
Planning, public policy and
management (PPPM), 36, 181-86
Courses, 185-86
Faculty, 181
Graduate studies, 183-85
Undergraduate studies, 181-82
Plant biology greenhouses, 48
PLUS. See Parent Loan for
Undergraduate Students
Pocket Playhouse, 140
Podiatry, preparatory, 152
Political and social research.
See Inter-University Consortium for
Political and Social Research
Political science, 115-19
Courses, 117-19
Faculty, 115
Graduate studies, 116-117
Undergraduate studies, 115-16
Portland Center, University of
Oregon, 154
Postbaccalaureate admission, 12
Postbaccalaureate study, 12, 276
Postdoctoral fellowships, 278
PPPM. See Planning, pUblic policy and
management
Precollege program (Upward Bound),
300
Predentistry, 149
Preengineering preparation, 53-54,
112,148
Prehealth sciences, 47,78,148-52,295
Prejournalism preparation, 252-53
Prelaw preparation, 153, 258-59
Premajor, Arts and sciences, 33
Premajor status, 12
Premedicine, 150-51
Prenursing, 151
Preparatory programs, 148-153
Engineering, preparatory, 53-54,
112,148
Health sciences, preparatory, 47,78,
148-52, 295
Dental hygiene, preparatory, 149
Dentistry, preparatory, 149
Medical technology, preparatory,
149-50
Medicine, preparatory, 150-51
Nuclear medical technoiogy,
preparatory, 151
Nursing, preparatory, 151
Pharmacy, preparatory, 151
Veterinary medicine, preparatory,
151-52
WICHE programs in the health
sciences, 152
Occupational therapy,
preparatory, 152
Optometry, preparatory, 152
Physical therapy, preparatory,
152
Podiatry, preparatory, 152
Law, preparatory, 153
Library science, preparatory, 153
Master of business administra-
tion, preparatory, 153
Social work, preparatory, 153
Presidential scholarships, 26
Printmaking, 173
Program planning, 30-31, 33-37. See
also individual departments of
instruction
Project Saferide, 295
Project TREN DS (Therapeutic Recreation
for New and Enhanced Delivery of
Services), 233
Psychology, 119-23
Courses, 121-23
Faculty, 119
Graduate studies, 121
Undergraduate studies, 119-21
Psychology Clinic, 121
Public affairs, 184-85
Public Affairs Library, 285, 291
Public policy and management, 181-86
Public policy studies, interdisciplinary,
117
Public relations, 254, 256
Public SafetY,298
Public service, 184-85
Publications, student, 294-95
Radio-television journalism, 254,
255, 256
Rape Crisis Network, 295
Reader's Guide to the General
Bulletin, 6
Reading endorsement, 217, 219
Real estate, 197
Recreation, 233-36
Recreation and Intramural Sports,
Division of, 299
Recreation and sports, 298-99
Recreation facilities, 237-38, 298-99
Recreation research and service.
See Institute of Recreation Research
and Service
Recreational programs, 298-299
Reenrollment, 19
REESe. See Russian and East
European Studies Center
Regional Daylighting Center, 160
Registered nurses, 151
Registrar, Office of the, 13
Registration, 19
Subject Index
Religious studies, 123-24
Courses, 124
Faculty, 123
Graduate studies, 124
Undergradaduate studies, 124
Removal of incompletes, 14,277
Requirements policies, Bulletin
expiration and, 2
Research, 285-89
Research institutes, 285-89
Advanced Science and Technology
Institute, 285
Bureau of Governmental
Research and Service, 285
Center for the Study of Women in
Society, 285-86
Center for the Studyof Work, Economy,
and Community, 286
Chemical Physics Institute, 53, 112,
286
Institute of Cognitive and
Decision Sciences, 286
Institute of Molecular Biology, 48,54,
287
Institute of Neuroscience, 48,54,55,
287
Institute of Theoretical Science,
54,55,287
International Institute for Sport and
Human Performance, 288
Materials Science Institute, 55,
112,288
Oregon Humanities Center, 288
Oregon Institute of Marine Biology,
1, 48, 288-89
Other research facilities, 289
Solar Energy Center, 289
Residence halls, 28
Residency (degree requirements),
12-13
Resident status, 12-13
Resident teacher master's degree,
219-20
Resident tuition and fees, 20
Resource consultant program, 220
Rhetoric and communication, 138-39,
140-42, 143-44
Robert Donald Clark Honors College,
18,93-95
Admission, 94
Courses offered, 95
Faculty, 93-94
Independent Study Program, 95
Requirements, 94-95
Robinson Theatre, 140
Romance languages, 125-130
Courses, 127-30
Facuity, 125
Graduate studies, 126-27
Undergraduate studies, 125-126
ROTC, Army. See Miiitary Science. See
also Air Force ROTC
Russian, 130-32
Courses, 132
Faculty, 130
Graduate studies, 131-32
Undergraduate studies, 130-31
Russian and East European studies,
133-34
Russian and East European Studies
Center (REESC), 133
_3j6_SubjecLlndex----
Safety education, 246, 249
Sample course listings, 6
Sample programs, 34-37. See also
individual departments of instruction
SAT. See Scholastic Aptitude Test
Scandinavian, 89
Scholarships, 26. See also
individual departments of instruction
Scholastic Aptitude Test (SAT), 11.
See also requirements of individual
departments of instruction
School administrator certification, 208
School and community health, 244-51
Courses, 250-51
Faculty, 244
Graduate studies, 247-50
Undergraduate studies, 244-46
School health, 245, 246, 247
School of Architecture and Allied
Arts Review, 159
School psychology, 206
School supervisor endorsement, 217
School to community
transitions, 213
Science, general, 77-78
Sculpture, 173
Second bachelor's degree, 18, 188,
299
Second master's degree, 278
Secondary school teachers,
interdisciplinary master's program,
279-80
Secondary teacher education program,
216-17. See also individual
departments of instruction
SEOG. See Supplemental Educational
Opportunity Grant
Service Physical Education, Division
of, 238, 241-42
Severely handicapped learner
endorsement program, 212
SHAPE. See Sport, Health, and Personal
Excellence
Short-term loans, 26
Sigma Xi, 301
Singapore Student Association, 295
Sister University Project, 295
Slavic studies, 132
Slocum Sports Medicine and Fitness
Research Laboratory, 238
Social psychology of sport, 240
Social service, 135
Social work, preparatory, 153
Sociology, 134-38
Courses, 136-38
FaCUlty, 134-35
Graduate studies, 136
Undergraduate studies, 135-36
Solar Energy Center, 289
Sororities, 29
Soviet Union, 131
Spanish, 125-26, 127, 129-30
Special Education and
Rehabilitation, Division of, 209-14
Courses, 213-14
Faculty, 209-10
Special education endorsements,
218
Special education, 220-21
Special fees, 21
Special services, 299-300
Special studies, 154-57
Specialized admission assistance, 12
Specialized Training Program. See
Center on Human Development
Speech, 138-45
Courses, 143-45
Faculty, 138
Graduate studies, 140-43
Undergraduate studies, 138-40
Speech-impaired endorsement, 211
Speech-language-Hearing Center,
211
Speech pathology-audiology, 210-12,
213-14
Sport, Health, and Personal Excellence
(SHAPE), 238
Sport management. See Fitness
management
Sports, intramural, 238, 299
Staff fee, 21
Standard teaching certificate,
elementary, 217
Standard teaching certificate,
secondary, 217
State of Oregon cash awards, need
grants, 25-26
Statistics, 146
Student Activities Resource
Office, 297
Student Advocacy, Office of, 295
Student Bar Association, 258, 295
Student Campaign for Disarmament,
295
Student conduct code, 19, 301
Student conduct program, 301
Student development leadership
classes, 302
Student Development, Office of, 301
Student Economics Association,
295
Student Employment Office, 27
Student exchange program. See
Western Interstate Commission
for Higher Education (WICHE)
Student family housing, 28-29
Student Financial Aid, Office of, 22
Student government, 294
Student Handbook, Time Schedule
of Classes and, 19
Student Health Center, 297
Student housing, 28-29
Student loans, 23, 24-25, 26-27
Student lobby. See Oregon Student
Lobby
Student organizations, 294-96
Student publications, 294-95
Student records policy, 19, 277
Student Senate, 294
Student services office. See
Academic Advising and Student
Services, Office of
Student union. See Erb Memorial Union
Student University Relations
Council, 302
Students with disabilities, 12, 293-94
Studio Abroad Program, 162
Study abroad. See Overseas study
opportunities
Style and Policy Manual for
Theses and Dissertations, 279, 281
Summer Architecture Academy, 160
Summer session, 19, 283
Supplemental Educational Opportunity
Grant (SEOG), 23, 24
Supplementary English Language
Training, 300
Supplemental Loan for Students, 25
Survival Center, 295
Swedish, 89
Switchboard, 295
Talented and gifted, 219, 220
Teacher certification, 217. See
also individual departments
of instruction
Teacher Education, Division of, 214-23
Courses, 221-23
Faculty, 214-15
Graduate studies, 218-21
Undergraduate studies, 215-18
Teacher Standards and Practices
Commission (TSPC), 217
Teaching English as a second
language, 100, 299-300
TEEM. See Training Elementary
Educators for Mainstreaming
Telecommunication and film, 139-40,
142-43
Tel-Info, 302-3
Television journalism, 256-57
Test of English as a Foreign Language
(TOEFL), 12, 276. See also require-
ments of individual departments of
instruction
Test of General Educational
Development (GED), 11
Test of Standard Written English (TSWE),
11, 72, 208. See also requirements of
individual departments of instruction
Testing service, 296
Theater arts, 140,143,144-45
Theatre 4:30, 140
Theoretical chemistry, 55
Theoretical science institute. See
Institute of Theoretical Science
Time Schedule of Classes and
Student Handbook, 19
TOEFL. See Test of English as a
Foreign Language
Transcript fee, 21
Transcripts, 19
Transfer of credit, 12,278-79
Transfer students, 12, 278-79.
See also individual departments
of instruction
Transportation, 200-1
TRENDS. See Project TRENDS
TSPC. See Teacher Standards and
Practices Commission
TSWE. See Test of Standard Written
English
Tuition and fees, 20-22, 280-81
Deferred tuition, 21
General deposit, 21
Graduate, 21, 277
Law school, 21, 26
Nonresident tuition, 20-21
Refunds, 21-22
Resident tuition, 20-21
Senior citizens, 21
Staff, 21
Undergraduate tuition, 20
Tutorial services, 299
Undergraduate admission, 11-12
Undergraduate School of Business,
188-89
Undergraduate transfers, 12
Undergraduate tuition, 20
University Affiliated Program, 210
University Committee on International
Studies, 96
University Community Action Program,
232, 300
University Computing, 289
University Counseling Center, 296
University Forum, 1
University Housing, 28-29
University Library, 1, 155-56, 290-91.
See also Library
University iong-term loans, 26-27
University Music Society, 264
University of Oregon Bookstore, 8,
303
University of Oregon Center for
Gerontology, 229, 230
University of Oregon Herbarium, 48,
285
University of Oregon Portland
Center, 154
University short-term loans, 26
University Singers, 264
University Song and Dance
Troupe, 295
University Symposium, 138
University Theatre, 295
University Women in Transition, 295
UO YMCA, 295
UO YWCA, 295
Upward Bound, 300
Urban and regional planning, 183-84
Urban Summer, 162
Veteran Affairs, Office of, 300
Veterinary medicine, preparatory,
152-53
Video Project, UO, 300
Visual Arts Resources, 284
Visual design, 173-74
Volcanology. See Center for
Volcanoiogy
Weaving, 174
Western Interstate Commission for
Higher Education (WICHE), 1
Western Interstate Commission for
Higher Education (WICHE) Student
Exchange Program, 152
Western Regional Resource Center,
210
Westmoreland Tenants Council, 296
WICHE. See Western Interstate
Commission for Higher Education
WICHE library program, 152
WICHE programs in the health sciences,
152
WiCHE regional graduate programs,
276
William Lowell Putnam Examination,
105
Women in Communications, Inc. 296
Women in society. See Center for
the Study of Women in Society
Women in Transition, 296
Women's Referral and Resource Service,
296
Women's studies, 146-47
Work, economy, and community. See
Center for the Study of Work,
Economy, and Community
Work-Study Program. See College
Work-Study Program
Writing, 72, 73
Enrollment Statistics 317
Enrollment by Major and Classification 1987-88 Academic Year
Postbaccalaureate Nonmatriculated
College of Arts and Sciences Freshmen Sophomores Juniors Seniors Nongraduates Graduates Undergrads Graduates Totals
American Studies .... 3 8 2 15 1 0 0 0 29
Anthropology ................. 11 15 32 53 2 87 0 0 200
Arts and Sciences Premajors ....... 866 639 258 68 107 0 0 0 1,938
Asian Studies .... 8 8 11 29 2 11 0 0 69
Biology. " ............... 59 101 88 159 18 102 0 0 527
Chemistry ... ......................... 18 22 23 55 2 90 0 0 210
Chinese ........ 0 1 2 5 0 0 0 0 8
Classics 0 4 2 3 0 4 0 0 13
Comparative Literature ...... 2 2 4 4 0 38 0 0 50
Computer and Information Science . 39 48 50 137 28 83 0 0 385
Creative Writing .... 0 0 0 0 0 33 0 0 33
Economics. 19 28 57 125 8 63 0 0 300
English 61 86 134 288 6 115 0 0 690
French ...... 6 9 15 36 1 5 0 0 72
General Science 9 13 25 89 4 0 0 0 140
Geography 1 11 32 47 3 37 0 0 131
Geology ... 6 8 13 20 5 33 0 0 85
German ....... 3 9 20 28 3 25 0 0 88
History 23 51 79 177 6 47 0 0 383
Humanities 9 6 3 16 0 0 0 0 34
International Studies '" ..... ......... ". 1 24 39 71 3 59 0 0 197
Italian ........ .................. 0 0 2 2 1 0 0 0 5
Japanese ... ..................... 5 4 4 10 1 0 0 0 24
Latin. ........................ 0 0 0 1 1 0 0 0 2
Linguistics 1 6 9 22 3 31 0 0 72
Mathematics 23 29 29 70 18 68 0 0 237
Philosophy .......... ................... 5 4 13 21 0 30 0 0 73
Physics ........... 16 23 18 34 5 159 0 0 255
Political Science 69 109 150 243 5 41 0 0 617
Preengineering 30 22 15 8 1 0 0 0 76
Psychology ........... ................... 139 192 218 372 12 69 0 0 1,002
Religious Studies ................. 0 2 3 12 2 0 0 0 19
Romance Languages .. 5 14 8 35 2 59 0 0 123
Russian. 4 4 7 17 0 7 0 0 39
Sociology ........... 14 43 76 170 8 48 0 0 359
Spanish ..... .................. 5 5 6 31 3 17 0 0 67
Speech: Rhetoric and Communication ... 7 53 96 128 0 54 0 0 338
Speech: Telecommunication and Film ..... 48 70 121 202 2 34 0 0 477
Speech: Theater Arts ....... ................... 15 37 32 38 1 27 0 0 150
Total ...................... 1,530 1,710 1,696 2,841 264 1,476 0 0 9,517
Professional Schools
Architecture and Allied Arts . ................. . 129 206 228 624 39 476 0 0 1,702
Business Administration 559 602 683 997 48 366 0 0 3,255
Education. 62 86 162 302 276 1,489 0 0 2,377
Human Development and Performance .. 60 144 277 472 22 321 0 0 1,296
Journalism 206 260 271 446 14 38 0 0 1,235
Law , ........................... 0 0 0 0 0 476 0 0 476
Music. 34 43 36 126 25 180 0 0 444
Total ...... ....................... 1,050 1,341 1,657 2,967 424 3,346 0 0 10,785
Other
Community Education Program . 0 0 0 0 0 0 465 1,081 1,546
Interdisciplinary Studies .... 0 0 0 0 0 249 0 0 249
Unaffiliated .... ................. 0 0 0 0 0 0 71 0 71
Unclassified .. .................. ........................ 0 0 0 0 0 148 634 3,058 3,840
Total All Majors ......... 2,580 3,051 3,353 5,808 688 5,219 1,170 4,139 26,008
Summary of Degrees Granted: Summer 1987 through Spring 1988
Bachelor's Deg rees Male Female Total Advanced Degrees Male Female Total
Bachelor of Arts ....... 300 580 880 Master of Arts .................. 69 91 160
Bachelor of Science ........................ 789 640 1,429 Master of Science .... 172 172 344
Bachelor of Architecture 59 13 72 Master of Architecture 20 11 31
Bachelor of Education. 0 9 9 Master of Business Administration 65 31 96
Bachelor of Fine Arts 10 18 28 Master of Education ........ 26 54 80
BaChelor of Interior Architecture ... ................... 1 11 12 Master of Fine Arts 18 11 29
Bachelor of Landscape Architecture ...... 14 10 24 Master of Interior Architecture 2 2 4
Bachelor of Music ....................... 15 16 31 Master of Landscape Architecture 5 4 9
Bachelor of Physical Education ....... 1 0 1 Master of Music 12 13 25
Total ........ .................. .. 1,189 1,297 2,486 Master of Urban Planning ..... 8 2 10
Doctor of Philosophy ............. 80 50 138
Doctor of Education ..... 12 12 24
Doctor of Musical Arts ........ 2 3 5
Doctor of Jurisprudence ........ 88 58 146
Total ,,' ................... .................. 579 522 1,101
Total Degrees ............. ........................ 1,768 1,819 3,587
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 inciudes a statement on the retention of students at the University. The following data are presented
in support of this requirement.
1983-84 1984-85 1985-86 1986-87 1987-88
Final Enrollment Fall Term . .................. 15,569 15,905 16,430 17,157 17,703
Enrollment Spring Term for Fall Term Enrollees ................. ..................... , 12,715 12,846 13,408 14,119 14,617
Degrees Awarded Fall and Winter Terms .. " ........................ 1,044 960 928 971 996
Total Spring Term Enrollment and Other Degrees Awarded .. 13,759 13,806 14,336 15,090 15,613
Percentage Retained or Graduated for the Year ...................... 88% 87% 87% 88% 88%
318 CaQJPus Map .._.
----
University of Oregon
5
Library, University
Knight Library, F3
Archives, Fenton, D3
Architecture and Allied Arts, Lawrence, B2
Law, Law Center, C1
Map, Condon Hall, E2
Mathematics, Fenton, 03
Public Affairs, Hendricks, D3
Science, Science I, B3
Linguistics, Straub, C4
Mathematics, Fenton, D3
Medieval Studies, PLC, F3
Military Science, 1679 Agate Street, C4
Minority Education, Council for, Oregon, A4
Music, School of, Music Building, G4
Neuroscience, Huestis, B3
Old Oregon, Chapman, D3
Oregon Daily Emerald, EMU, C3
Oregon State System of Higher
Education, Susan Campbell, E3
Buildings
Allen Hall, C3
Architecture and Allied Arts Ouonsets,
1309 Franklin Blvd.
Architecture Graduate Shelter,
1403 Franklin Blvd,
Beall Concert Hall, G3
Bookstore, E2
Chapman Hall, D3
Chiles Business Center, E2
Clinical Services Building, H3
Collier House, C3
Computing Center, D1
Condon Hall, E2
Condon School, D5
Counseling and Educational
Psychology Buildings, H3
Deady Hall, C2
Education Building, G3
Erb Memorial Union (EMU), C3
Esslinger Hall, D4
Fenton Hall, D3
Friendly Hall, C3
Gerlinger Hall, E3
Gerlinger Annex, E3
Geology Building, C3
Gilbert Hall, D2
Hendricks Hall, D3
Herbarium, 1811 Garden Avenue
Huestis Hall, B3
Johnson Hall, D3
Knight Library, F3
Law Center, C1
Lawrence Hall, B2
McArthur Court, E4
Museum of Art, E3
Museum of Natural History, C4
Music Building, G4
Oregon Hall, A4
Physicai Plant, 1295 Franklin Blvd,
Prince Lucien Campbell Hall (PLC), F3
Robinson Theatre, C2
Science I, B3
Science II, 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
Riley Hall, 650 E, 11th Avenue
University Inn, 1000 Patterson Street
Walton Complex, C4
Offices and Services
Academic Advising and Student Services,
Oregon, A4
Academic Affairs, Johnson, D3
Academic Learning Services, Knight Library, F3
Administration, Johnson, D3
Admissions and Records, Oregon, A4
Affirmative Action, Oregon, A4
American English Institute, PLC, F3
American Studies, PLC, F3
Anthropology, Condon Hall, E2
Architecture and Allied Arts, School of,
Lawrence, B2
Arts and Letters, PLC, F3
Arts and Sciences, College of, Friendly, C3
Asian Studies, Condon Hall, E2
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 Avenue, E2
Business Administration, College of, Gilbert, D2
Business Affairs, Oregon, A4
Canadian Studies, Hendricks, D3
Career Planning and Placement, Hendricks, D3
Center for Advanced Technology in
Education (CATE), Condon School, D5
Chemistry, Science II, B3
Classics, Condon Hall, E2
Comparative Literature, Friendly, C3
Computer and Information Science, PLC, F3
Continuation Center, Oregon, A4
Counseling Center, University, Student Health
Center, B4
Counseling and Educational Psychology,
1761 Alder Street, H3
East Asian Languages and Literatures,
Friendly, C3
Economics, PLC, F3
Education, College of, Education Building, G3
English, PLC, F3
Environmental Studies, Condon Hall, E2
Faculty Club, Collier, C3
Financial Aid, Student, Oregon, A4
Folklore and Ethnic Studies, PLC, F3
General Science, Science II, B3
Geography, Condon Hall, E2
Geological Sciences, Geology Building, C3
Germanic Languages and Literatures,
Friendly, C3
Graduate School, Chapman, D3
Health Center, Student Health Center, B4
High School Equivalency Program,
1685 E. 17th Avenue, see C5
History, PLC, F3
Honors College, Chapman, D3
Housing, University, Walton, C4
Human Development, Center on, Clinical
Services Building, H4
Human Development and Performance, College
of, Esslinger, D4
Human Resources, Oregon, A4
Humanities Center, Chapman, D3
Information and Tour Services, Oregon, A4
Instructional Media Center, Knight Library, F3
International Services, Oregon, A4
International Studies, PLC, F3
Job ServicelWork Study, 1511 Agate St., C4
Journalism, School of, Allen, C3
KWAX Radio Station, 2365 Bonny View Drive
Labor Education and Research Center, PLC, F3
Latin American Studies, PLC, F3
Law, School of, Law Center, C1
Leighton Pool, Esslinger, E4
3
2
1
A
VILLARD~
B
~arnp1JS rYLap_._~19
Fc o E
University of Oregon
Eugene . Oregon
G H
Orientation Office, Oregon, A4
Parking Permits (Public Safety), Straub,
C4
Peace Studies, PLC, F3
Philosophy, PLC, F3
Physics, Science I, B3
Political Science, PLC, F3
Post Office, EMU, C3
President, Johnson, D3
Provost, Johnson, D3
Psychology, Straub, C4
Public Affairs and Development,
Johnson, D3
Public Safety, Straub, C4
Registrar, Oregon, A4
Religious Studies, Chapman, D3
Research, Johnson, D3
Research and Sponsored Programs,
Chapman, D3
Romance Languages, Friendly, C3
Russian, Friendly, C3
Russian and East European Studies,
Friendly, C3
Sociology, PLC, F3
Speech, Villard, B2
Statistics, Gilbert, D2
Student Affairs, Oregon, A4
Summer Session, Oregon, A4
University News Bureau, Johnson, D3
University Printing, Allen, C3
University Publications, Chapman, D3
UO Alumni Association, Johnson, D3
UO Foundation, Johnson, D3
Upward Bound, 1859 E. 15th Avenue,
see A5
Women's Studies, PLC, F3
For those buildings north of campus
across the Millrace, please see the
detailed campus map available at
Information and Tour Services in
Oregon Hall.
Amazon and Westmoreland Family
Housing are southwest of the campus.
Amazon is on East 24th Avenue and
Patterson Street (three-fourths mile).
Westmoreland is on West 18th Avenue
and Garfield Street (three miles).

University Administration
To call anyof/he offices listed, first dial686, General
Universily telephone Informalion is 3111. The Univer-
sity's area code IS 503. Address for all Umversity
offices Is Universify of Oregon, Eugene OR 97403.
OffIce of the PreSident
Myles Brand, PresIdent
110 Johnson Hall (3036)
Alison W. Baker. Executive Assistant to the President
(3036)
Christine E, leonald. Assistant to the President
Peter N. Swan, Assistant to the President for legal
Affairs (3843)
Director, Office of Affirmative Action (3123)
Ralph C, Sunderland, Directol, Management and
Budget (3044)
Emeriti
Robert D. Clark, PreSident Emeritus
Paul Glum, President Emeritus
John E. Lallas, Executive Dean Emeritus
Office of the Vice-President for Academic
Affairs and Provost
Nonnan K. Wessells, Vice-President and Provost
t03 Johnson Hall (3081)
A. Lawrence Fincher, Vice-Provost for Information
Resources and S€rvices (3050)
Paul S. Holoo, Vice-Provost for Academic Anairs(3083)
Joseph A. Hynes. Vice-Provost for Academic Perscm-
1181 (3062)
Pamela H. Daener, Acting Associate Provost for
Academic Affairs (5539)
Nancie P, Fadeley, Assistant to the Provost (3013)
Wilmot G. Gilland, Dean, School of Architecture and
Allied Arts (3631)
Donafd R. Van Houten, Dean, College 01 Arts and
ScierlCes (39(2)
James E. Reinmuth. Dean, College of Business
Administration (3300)
Robert D. Gilberts. Dean. College of Education (3405)
Celeste Ulrich, Dean, College of Human Development
and PerformarlCe (4103)
Arnold Ismach, Dean, School of Journalism (3738)
Maurice J, ~Iand. Dean, SctXXll of law (3852)
Bernard J, Dobroski, Dean, SctXXll of Music (5662)
Kenneth D. Ramsing, Acting Dean, Graduate School
(5128)
George W. Shipman, University Librarian (3056)
Curt lind and Ron Trebon, Codirectors, Continuation
Center (3475)
Jan Oliver. Director, Council for Minority Education
(3479)
Margaret J, Hallock, Director, Laoor Education and
Research Center (5054)
Richard C, Stevenson, Director. Robert Donald Clark
Honors College (5414)
Gordon P. Ashby. Director of Computing Facilities:
Joanne R. Hugi. Director of Compulil1\l Services:
JQ Johnson, Director of Network S€rvices: University
Computing (4394)
Office of StUdent Affairs
GerardF, Moseley. Vice-Provost for Academic Support
and Student Services (3105)
Shirley J. Wilson, Dean of Students (3216)
Joe Wade. Director, Academic Advising and Student
Services (3211)
James R. Such. Director, Admissions and Records
(4091)
Lawre<lce H, Smilh, Director, Career Planning and
Placement S€rvice (3235)
Aden McMillan, Director, Erb Memorial Union (3705)
Thomas Mills, Director. Intemational Services (3206)
Roger Morris, Director. Orientation (3218)
Mary Hudzikiewicz. Director, Parent Relations (3216)
Herbert R. Chereck, RelJistrar (3195)
Jane Farrand DeGidio. Director, Student Developrnenl
(3216)
Edmond Vignoul, Director. Student RnarlCial Aid (3205)
Ronald J. May, Director, University Counseling Center
(3227)
Emeriti
Vernon L. Barkhurst, Associate Dean Emeritus of
Studenls
J, Spencer Carlson, Registrar Emeritus
Clifford J. Constance, Registrar Emeritus
Donald M, DuShane. Dean Emeritus of Students
Kenneth S, Ghent, Director Emeritus, International
S€rvices
Wanda M, Johnson, Registrar Emerita
Office of the Vice-President
for Administration
Daniel A. Williams, Vlce-Presiclent
202 Johnson Hall (3003)
Muriel K. Jackson, Assislanl Vice·President (3002)
Sherri C, McDowell, Director. Business Affairs (3165)
linda L. King. Director, Human Resources (3159)
Bill Byrne, Director, Inlercollegiate Athletics (5464)
Buford I. Roach, Acting Director, Physical Plant(5251}
Oakley V, Glenn, Director, Public Safety (5444)
James K. Jackson. M.D.. Director, Student Health
Center (4447)
Marjory A. Ramey, Director, University Kousing(4277)
J. David Rowe, University Planner (5562)
EmerItus
W N, Mclaughlin, DireclorEmeritus, BusinessAffairs
Office of the Vice-President
for Public Affairs and Development
larry 0, large, Vice-PresIdent
203 Johnson Hall (5555)
Barbara Edwards, Associate Vice-President (5555)
Dan Rooriguez, Assistant Vice-President for AlurTl/1i:
Executive Direclor. University of Oregon Alumni
Association (5656)
Eloise Dunn Stuhr. Assistant Vice-President for
Development: Executive Director, University of Oregon
Foundalion (3016)
L. Gaye Vandermyn. Assistant Vice-President for
UniversityComrnunications: Director, University News
Bureau (3134)
Paul Bjomstad, General Manager, KWAX-FM (4238)
Margie Sherman, Coordinator, legislative and
Community Relations (5020)
StephenC, McGough. Director. Museum 01 Art(3027)
Tom Hager, Editor, Old Oregon (5047)
George Beltran, Director, University Publications
(53%)
Emeriti
George N. Belknap. University Editor Emeritus
Catherine lauris, Catalog Editor Emerita
Josephine Stofiel Moore. Directol Emerita, News
Bureau
Office of the Vice-President
for Research
John T. Moseley, Vice-PresIdent
110 Johnson Hall (3186)
Kathleoo Bowman, Associale Vice·President for
Research: Director, Office of Research and Sponsored
PrOlJrams (5131)
Robert McQuale, Execulive Director, Advanced
ScierlCe and Technology Institule (3189)
Jeffrey S, luke, Director, Bureau of Governmental
Research and S€rvice (5232)
Esther Jacobson. Director, Center for Asian and Pacific
Studies (5087)
Cheris Kramarae. Acting Director. Center forthe Study
of Womoo in Society (S015)
Donald B. Corner, Director, Center for Housing
Innovation (3656)
Steven Deutsch, Director, Center for the Sfudy of Work.
Economy, and Community (5002)
Thomas R, Dyke, Direcfor, Chemical Physics Institute
(4773)
Michael L Posner. Director, Instilute of COIJnifive and'
Decision Sciences (4941)
Aaron NOVick, Direclor, Institute of Molecular Biology
(5151)
Russell D. Fernald. Director. Institute of Neuroscience
(4556)
Nilendra Oeshpande, Director, Institute 01 Theoretical
Science (5204)
Gwen Steigelman, Administrative Cooldinalor,
Inlernational Institute for Sport and Human Perform-
ance (41 14)
J. David Cohen, Director, Materials ScierlCe Institule
(4784)
John J. Stuhr, Director, Oregon Humanities Center
(3934)
James T. Carlton, Acting Direcfor, Oregon Institute 01
Marine Biology (888·2581)
John S. Reynolds. Director. Soiar Energy Center (3656)
EmerIti
Herman Kehrli, Director Emeritus, Bureau 01 Gov-
ernmental Research and S€rvice
Kenneth C, Tollenaar. Director Emeritus, Bureau of
Governmenfal Research and S€rvice
University of Oregon General Bulletin
(USPS 363·910) Eugene OR 97403
For application for admission,
write or call
Office of Admissions and Records
240 Oregon Hall
University of Oregon
Eugene OR 97403
Telephone (503) 686-3201
In Oregon 1 (800) 232-3825
RIChARD KAROL KEITH
AiHrlI JES
50
Second-Class
Postage Paid
at Eugene OR
97403
UniversitJ£
afOREGON
)