University of Oregon
Dave Frohnmayer, president. B.A.,
1962, Harvard; B.A., 1%4, M.A.,
1971, Oxford; ).0.,1%7, California,
Berkeley. (1970)
John T. Moseley, vice president for
academic affairs and provost. B.5.,
1964, M.s., 1966, Ph.D., 1969, Georgia
Institute ofTechnology. (1979)
Daniel A. Williams, vice president for
administration. B.S" 1962, Oregon;
M.P.A., 1980, San Francisco. (1980)
Brodie Remington, vice president
for public affairs and development.
B.A., 1970. Rochester; M.A., 1974,
Pennsylvania. (1990)
The date in parentht!SeS at the end oj
each entry is the first year on the Uni-
versity oj Oregon faculty. See inside
back rover for other university officers
ofadmin/Slmlion.
While eve!)' 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 buUetin is not a contract
between the University of Oregon and
rurrent or prospective students.
Front cover photograph:
The Family Group, a stone sculpture
by Jonn Geise, stands on the lawn
southeast of the UO Museum of
Art. In 1974 Mr. and Mrs.
William Haseltine donated the
sculpture to the university in honor
of Karl Onthank.
Back cover photograph:
Since 1992 the Tree ofKnowledge,
one of three bronze tree sculptures,
has illuminated the garden south
of the Knight Library both literally
and aesthetically. It is a lighting
fixture, and each NpetaiNof the
whimsical book fruits is a text re-
lating to the joys and rewards of
reading. Sculptor Wayne Chabre
earlier created twelve copper
gargoyles for the UO's science
complex and heads of a salmon,
a raven, and a bear for the UO
Museum of Natural History.
I'hot(,gnph. "" Jock Liu.
Mission Statement
The University of Oregon is a comprehensive research
university that serves its students and the people of
Oregon, the nation, and the world thrOUgh the cre-
ation and transfer of knowledge in the llberal arts, the
natural and social sciences, and the professions. The
university is a,community of scholars dedicated to the
highest standards of academic inquiry, learning. and
service. Recognizing that knowledge is the fundamen-
tal wealth of civilization, the university strives to en-
rich the public that sustains it through
• a commitment to undergTaduate education, with a
goal of helping the individual learn to question criti-
cally, think logically, communicate clearly, act cre-
atively, and live ethically
• a commitment to graduate education to develop
creators and innovators who will generate new
knowledge and shape experience for the benefit of
humanity
• a recognition that both basic and applied research
are essential to the intellectual health of the univer-
sity, as well as to the enrichment of the lives of Or-
egonians, by energizing the state's economic, cul-
tural, and political structure
• the establishment of a framework for lifelong learn-
ing that leads to productive careers and to the en-
dUring joy of inquiry
• the integration of teaching. research, and service as
mutually enriching enterprises that together accom-
plish the university's mission and support its spirit of
community
• the acceptance of the challenge of an evolving social,
political, and technological environment by inviting
and guiding change rather than reacting to it
• a dedication to the principles of equality of opportu-
, nity and freedom from unfair discrimination for all
members of the university community and an accep-
tance of true diversity as an affirmation of individual
f, identity within a welcoming community
.' a commitment to international awareness and un-
derstanding and to the development of a faculty and
student body that are capable of participating effec-
tively in a global society
• the conviction that freedom of thought and expres-
sion is the bedrock principle on which all university
activity is based
• the cultivation of an attitude toward citizenship that
fosters a caring. supportive atmosphere on campus
and the wise exercise of civic responsibilities and in-
dividual judgment throughout life
• a continuing commitment to affordable public higher
. education
Policy Statement on Equal Opportunity
The University of Oregon affirms and actively pro-
motes the right of all individuals to equal opportunity
in education and employment at this institution with-
out regard to race, color, sex, national origin, age, reli-
gion, marital status, disability, veteran status, sexual
orientation, or any other extraneous consideration not
directly and substantively related to effective perfor-
mance. This policy implements all applicable federal,
slate, and local laws, regulations, and executive orders.
Direct related inquiries to the Office of Affirmative Ac-
tion and Equal Opportunity, 474 Oregon Hall, 5221
University of Oregon, Eugene OR 97403-5221; tele-
phone (503) 346-3123, TOD (503) 346-1021.
This publication will be made available in accessible
formats upon request. Call the Office of University
Publications at (503) 346-5396.
The University of Oregon Home Page on the World
Wide Web has links to academic, administrative, and
campus information: http://www.uoregon.edul
Oregon State System of Higher Education
The Oregon State System of Higher Education (OSSHE) is
governed by the State Board of Higher Education, whose
members are appointed by the governor with confirmation
by the Oregon Senate. Board members serve four-year
terms, except for student members (.), who serve two-year
terms. The names of the members follow; expiration date
for each term is June 30 of the year shown.
Executive Committee
Les M. Swanson Jr., Portland, 1997
president
Herbert Aschkenasy, Albany, 1997
vice president
Robert L. R. Bailey, The Dalles, 1996
Rob Miller, Salem, 1996
Janice J. Wilson, Portland, 1995
Members
Diane Christopher, Medford, 1995
Bobby Lee! Eugene, 1995
Esther Puentes, Beaverton, 1996
Ronda Trotman Reese,· Portland, 1996
George E. Richardson Jr., Portland, 1994
Jim Willis, Salem, 1997
Administrative Staff
Joseph W. Cox, chancellor, (503) 346-5700, Eugene
Weldon E. Ihtig. vice chancellor for finance and adminis-
tration, (503) 346-5731, Eugene
Shirley M. Clark, vice chancellor for academic affairs,
(503) 346-5n1, Eugene
Vice chancellor for corporate and public affairs, (503) 725-
5700, Portland
John Owen, vice chancellor for the Oregon Center for
Advanced Technology Education (OCATE), (503) 737-
4525, Corvallis
Virginia L. Thompson, secretary to the hoard, (503) 346-
5796, Eugene
The OSSHE, organized in 1932,. provides educational op-
portunities to people throughout the state. Member insti-
tutions are independent elements of an integrated sys-
tem. Opportunities for general education are distributed
as Widely as possible throughout the state. Specialized,
professional, and technical programs are centered at spe-
cific institutions.
Member Institutions
Eastern Oregon State College, La Grande
David E. Gilbert, president
Oregon Health Sciences University, Portland
Peter O. Kohler, president
Oregon Institute ofTechnology, Klamath Falls
Lawrence J. Wolf, president
Oregon State University, Corvallis
John V. Byrne, president
Portland State University, Portland
Judith A. Ramaley, president
Southern Oregon State College, Ashland
Stephen J. Reno, president
University of Oregon, Eugene
Dave Frohnrnayer, president
Western Oregon State College,.Monmouth
Betty J. Youngblood, president
1995-96
University
. ofOregon
u mtuate
.. and Graduate
Bulletin
2Bulletin Expiration
and Requirements Policies
The University ofOregon Undergraduate and
Graduate Bulletin lists requirements for all de-
grees offered by the university.
Each undergraduate and graduate 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.
Candidates for all bachelor of arts and bachelor
of science degrees conferred fall 1995 and there-
after must satisfy the general university require-
ments that went into effect fall 1993 or after. See
the Bachelor's Degree Requirements section of
this bulletin for more information.
Requests for exceptions to bachelor's degree
requirements must be submitted in writing to the
Office of the Registrar prior to graduation.
Advisers and other university employees are
available to help, but students have final respon-
sibility for satisfying degree requirements for
graduation.
© 1995 University of Oregon
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 undergraduate and graduate
bulletin in effect when the student was first
admitted and enrolled at the University of
Oregon
or
b. any subsequent undergraduate and gradu-
ate bulletin that has not yet expired
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.
Graduate Students
1. To receive a graduate degree, a continuously
enrolled student must have completed, at the
time of graduation, all requirements described
in the department and Graduate School sec-
tions of the undergraduate and graduate bulle-
tin in effect when the student was first admitted
and enrolled at the University of Oregon
2. A student who has not maintained continuous
enrollment is subject to the requirements
described in the department and Graduate
School sections of the undergraduate and
graduate bulletin in effect the first term the
student was readmitted by the Graduate
School and reenrolled at the University of
Oregon
Requests for exceptions to graduate degree re-
quirements must be submitted in writing to the
Graduate School prior to graduation.
Sixth Series
University of Oregon Bulletin
Number 17
July 1995
(USPS 363-910)
Issued quarterly each year: July, August, Septem-
ber, and March.
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. Copies of this publication are avail-
able for $5.00. Make checks payable to University
of Oregon. Send mail orders to:
Undergraduate and Graduate Bulletin
University Publications
1282 University of Oregon
Eugene OR 97403-1282
ZIP code must be included in the return address.
Copies are sold on campus at the University of
Oregon Bookstore and Erb Memorial Union.
The 1996-97 UO Undergraduate and Graduate
Bulletin will be published in July 1996. The 1995-
96 UO School ofLaw Bulletin will be published in
August 1995. Address requests to the School of
Law, 1221 University of Oregon, Eugene OR
97403-1221. The third publication in the
university's bulletin series, the 1995-96 UO
Graduate Admission Bulletin, will be published in
September 1995. The 1996 UO Summer Session
Bulletin, fourth in the series, will be published in
March 1996. Address requests to Summer Ses-
sion, 1279 University of Oregon, Eugene OR
97403-1279. The law bulletin and the summer
session bulletin are available at no charge.
The following people in the Office of University Publications contributed
to the production of this bulletin:
George BeHran, Nan Coppock-Biand, Frances Milligan, Barbara Oppliger.
Address letters or inquiries to Nan Coppock- Bland, Office of University
Publications, 1282 University of Oregon, Eugene OR 97403-1282, or send
electronic mail to pubnan@oregon.uoregon.edu
3Wlcometa
the University
afOregon
Learning and Research
Five generations of outstanding
leaders and citizens have studied at
the University of Oregon since it
opened in 1876. Today's students,
like the 350,000 who came before
them, have access to the most cur-
rent knowledge in classes, laborato-
ries, and seminars conducted by ac-
tive researchers. In turn, by sharing
their research through teaching,
faculty members are better able to
articulate their findings and to inte-
grate 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 departments and programs in
the College of Arts and Sciences
and from several professional
schools and colleges. More than 700
full-time faculty members, nearly
430 part-time faculty members, and
close to 1,200 graduate teaching
and research assistants serve as
mentors, colleagues, and friends to
the 16,700 undergraduate and
graduate students currently en-
rolled at the university.
Although most students are from
Oregon, about 35 percent are from
other states and 11 percent from
other countries. The mix of back-
grounds 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 re-
search programs have brought the
university almost $43 million in
research grants, primarily from fed-
eral agencies. UO science depart-
ments receive national attention for
their work in such areas as com-
puter science, genetics, materials,
optics, and neuroscience. Seven UO
professors belong to the prestigious
American Academy of Arts and Sci-
ences. The College of Arts and Sci-
ences has, with the help of several
major grants, increased its efforts to
provide solid humanities education
to more students.
The Campus
The university's 250-acre campus is
an arboretum of more than 2,000
varieties of trees. Campus buildings
date from 1876, when Deady Hall
opened, to 1990, when a four-
building science complex was com-
pleted. The Museum of Natural
History is located at 15th Avenue
and Columbia Street. Across cam-
pus the Museum of Art, a member
of the American Association of Mu-
seums' is noted for its collections of
Oriental and Northwest art. The
two-million volume VO Library
System, a member of the Associa-
tion of Research Libraries, is an im-
portant research facility for scholars
throughout the Northwest.
Campus athletic facilities include
the 41,000-seat Autzen Stadium,
the Casanova Athletic Center,
McArthur Court, Leighton Pool,
Esslinger Hall's gymnasiums and
courts, the Harry Jerome Weight
Center, Gerlinger Annex's gymna-
siums and dance studios, Hayward
Field's all-weather track, the
Bowerman Family Building, and
open-air and covered tennis courts.
Student-guided tours of the univer-
sity are offered by ConDUCKtours,
Monday through Friday. Tours may
be arranged by calling (503) 346-
3014. In addition, ConDVCKtours
distributes campus maps and a vari-
ety of pamphlets describing univer-
sity programs, answers questions
about services and office locations,
and offers general information
about the university.
Public Service
The sharing of knowledge and the
love of learning do not stop at the
campus borders. Public service is
also important to the university.
Members of the UO faculty share
their experience and knowledge in
numerous community activities in-
cluding service in local and state
governments. They also serve as
professional consultants for busi-
nesses, industries, school districts,
and government agencies. Students
work as interns in a variety of edu-
cation programs in the community
and volunteer their help in service
activities.
University programs that are de-
signed specifically to serve the pub-
lic include the Continuation Center,
which sponsors credit and non-
credit activities throughout the
state, and the VO's classical-music
radio station, KWAX-FM, an affili-
ate of the Beethoven Satellite Net-
work. In 1987 KWAX was one of
the ten most listened-to public ra-
dio stations in the country. KWAX
programs are rebroadcast on trans-
lators in several coastal and central
Oregon communities. The stations
and translators reach more than
30,800 listeners weekly.
The university's presence is also
evident at its off-campus facilities-
Pine Mountain Observatory in cen-
tral Oregon near Bend, the coastal
Oregon Institute of Marine Biology
at Charleston, and the UO Portland
Center.
In addition to attracting major re-
search funding to Oregon, the uni-
versity is one of Lane County's larg-
est employers, with an annual
payroll of about $123 million to
about 8,500 faculty, staff, and stu-
dent employees.
Accreditation
The University of Oregon was
elected to membership in the Asso-
ciation of American Universities in
1969. The university has full ac-
creditation from the Northwest As-
sociation of Schools and Colleges
and the Western Interstate Com-
mission for Higher Education. Indi-
vidual programs in the university's
professional schools and colleges
are accredited by the following
organizations:
Accrediting Council on Education
in Journalism and Mass
Communications
American Assembly of Collegiate
Schools of Business
American Bar Association
American Chemical Society
American Psychological Association
American Society of Landscape
Architects
American Speech-Language-
Hearing Association
Association ofAmerican Law Schools
Council for Accreditation of Coun-
seling and Related Educational
Programs
Council on Accreditation, National
Recreation and Park
Association/American Association
for Leisure and Recreation
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
Planning Accreditation Board
Teacher Standards and Practices
Commission
4Contents
GENERAL INFORMATION
Degrees, Majors, Minors and
Certificates 6
Reader's Guide to the Bulletin 8
1995-96 Academic Calendar 11
Honors and Awards 13
Entering the University 16
Admissions 16
Registration and Academic Policies 20
Tuition and Fees 28
Student Financial Aid 29
Employment Services 35
Student Housing 35
Academic and Career Planning 38
Graduate School 41
Advanced Degrees 41
General Information 42
General Requirements and Policies 43
Graduate Tuition, Fees, and Financial Aid 45
Master's Degrees 45
Doctoral Degrees 47
LIBERAL ARTS AND SCIENCES
College of Arts and Sciences 51
Anthropology 52
Asian Studies 56
Australian Studies 58
Biology 59
Canadian Studies 66
Chemistry 66
Classics 71
Greek, Latin
Comparative Literature 74
Computer and Information Science 75
Creative Writing 80
East Asian Languages and Literatures 81
Chinese, Japanese
Economics 84
English 88
Expository Writing
Environmental Studies 93
Ethnic Studies 96
Exercise and Movement Science 97
Folklore 100
General Science 101
Geography 102
Geological Sciences 106
Germanic Languages and Literatures 110
German, Scandinavian, Danish, Finnish,
Norwegian, Swedish
History 114
Honors College 118
Independent Study
Humanities 120
International College 121
International Studies 121
Latin American Studies 125
Linguistics 126
Indonesian, Thai
Mathematics 130
Medieval Studies 134
Neuroscience 136
Pacific Islands Studies 136
Peace Studies 137
Philosophy 138
Physics 140
Political Science 144
Psychology 148
Religious Studies 152
Romance Languages 153
French, Italian, Spanish
Russian 159
Russian and East European Studies 162
Scandinavian Studies 163
Sociology 164
Southeast Asian Studies 168
Statistics 169
Theater Arts 170
Women's Studies 172
Preparatory Programs and Special
Studies 175
Preparatory Programs 175
Engineering, Preparatory 175
Health Sciences, Preparatory 176
Law, Preparatory 180
Library Science, Preparatory 180
Master of Business Administration,
Preparatory 180
Social Work, Preparatory 180
Teacher Education, Preparatory 181
Special Studies 181
Academic Learning Services 181
Air Force ROTC 181
Army ROTC 182
Labor Education and Research Center 182
Library 183
Military Science 183
Overseas Study 184
Physical Activity and Recreation Services 185
Substance Abuse Prevention Program 187
PROFESSIONAL SCHOOLS
School of Architecture and Allied Arts
189
Architecture 191
Art History 197
Arts and Administration 200
Fine and Applied Arts 202
Historic Preservation 207
Interior Architecture 209
Landscape Architecture 213
Leisure Studies and Services 216
Planning, Public Policy and Management 216
Charles H. Lundquist College
of Business 223
Undergraduate School of Business 224
Graduate School of Management 226
Accounting 231
Decision Sciences 233
Finance 234
Management 235
Marketing 236
College of Education 239
Undergraduate Studies 242
Communication Disorders and Sciences 246
Counseling Psychology 248
Early Intervention 250
Educational Policy and Management 252
Foreign-Language Teaching License 255
Interdisciplinary Special Education and
Rehabilitation 256
School Psychology 256
Special-Education Developmental Disabilities
258
Special-Education Exceptional Learner 260
School of Journalism and
Communication 263
Telecommunication and Film 270
School of Law 271
School of Music 277
Dance277
Music 282
RESOURCES AND STUDENT SERVICES
Campus and Community Resources 297
Computing 297
Continuation Center 297
Community Education 297
Continuing Education 297
Summer Session 298
International Education and Exchange 299
Library 300
Museums 302
Condon Museum of Geology 302
Museum of Art 302
Museum of Natural History 303
Oregon State Museum of Anthropology 303
Portland Center 303
Research Institutes and Centers 303
Advanced Science and Technology Institute 303
Center for Asian and Pacific Studies 304
Center for Housing Innovation 304
Center for the Study of Women in Society 304
Center for the Study of Work, Economy, and
Community 304
Chemical Physics Institute 304
Computational Intelligence Research
Laboratory 305
Humanities Center 305
Institute of Cognitive and Decision
Sciences 305
Institute of Molecular Biology 306
Institute of Neuroscience 306
Institute for a Sustainable Environment 307
Institute of Theoretical Science 307
Materials Science Institute 307
Oregon Institute of Marine Biology 307
Oregon Survey Research Laboratory 308
Solar Energy Center 308
Other Research Facilities 308
Services for Students 309
Academic Advising and Student Services 309
Affirmative Action and Equal
Opportunity 310
Associated Students of the University
of Oregon 310
Bookstore 312
Career Center 313
Child and Family Services 313
Counseling and Testing 313
Dean of Students 314
Erb Memorial Union 315
Health Services 315
Intercollegiate Athletics 316
Physical Activity and Recreation Services 316
Public Safety 316
Special Services 317
Student University Relations Council 318
REFERENCES
Enrollment Statistics 320
Living in Eugene 321
Faculty Index 325
Subject Index 333
Campus Map 343
5
6Degrees, Majors,
Minors,
and Certificates
Colleges and Schools
AAA School of Architecture and Allied Arts
CAS College of Arts and Sciences
ED College of Education
GRAD Graduate School
J&C School of Journalism and Communication
LAW School of Law
LCB Charles H. Lundquist College of Business
MUS School of Music
UNDERGRADUATE MAJORS
Accounting (LCB) B.A., B.S.
Anthropology (CAS) B.A., B.S.
Architecture (AAA) B.Arch.
Art history (AAA) B.A.
Asian studies (CAS) B.A.
Biology (CAS) B.A., B.S.
Business administration (LCB) B.A., B.S.
Ceramics (AAA) B.F.A.
Chemistry (CAS) B.A., B.S
Chinese (CAS) B.A.
Classical civilization (CAS) B.A.
Classics (CAS) B.A.
Communication disorders and sciences (ED)
B.A., B.S.
Comparative literature (CAS) B.A.
Computer and information science (CAS)
B.A., B.S.
Dance (MUS) B.A., B.S.
Economics (CAS) B.A., B.S.
Educational studies (ED) B.A., B.S., B.Ed.
English (CAS) B.A.
Environmental studies (CAS) B.A., B.S.
Exercise and movement science (CAS) B.A., B.S.
Fibers (AAA) B.F.A.
Fine and applied arts (AAA) B.A., B.S., B.F.A.
French (CAS) B.A.
General science (CAS) B.A., B.S.
Geography (CAS) B.A., B.S.
Geological sciences (CAS) B.A., B.S.
German (CAS) B.A.
Greek (CAS) B.A.
History (CAS) B.A., B.S.
Humanities (CAS) B.A.
Independent study (CAS) B.A., B.S.
Interior architecture (AAA) B.I.Arch.
International studies (CAS) B.A.
Italian (CAS) B.A.
Japanese (CAS) B.A.
Jazz studies (MUS) B.Mus.
Journalism G&c) B.A., B.S.
Journalism: advertising G&c) B.A., B.S.
Journalism: communication studies G&c) B.A., B.S.
Journalism: electronic media production G&c)
B.A., B.S.
Journalism: magazine G&C) B.A., B.S.
Journalism: news-editorial G&c) B.A., B.S.
Journalism: public relations G&C) B.A., B.S.
Landscape architecture (AAA) B.L.A.
Latin (CAS) B.A.
Leisure studies and services (AAA) B.A., B.S.
no admission 1995-96
Linguistics (CAS) B.A.
Mathematics (CAS) B.A., B.S.
Metalsmithing and jewelry (AAA) B.F.A.
Music (MUS) B.A., B.S.
Music composition (MUS) B.Mus.
Music education (MUS) B.Mus.
Music performance (MUS) B.Mus.
Music theory (MUS) B.Mus.
Painting (AAA) B.F.A.
Philosophy (CAS) B.A., B.S.
Physics (CAS) B.A., B.S.
Planning, public policy and management (AAA)
B.A., B.S.
Political science (CAS) B.A., B.S.
Printmaking (AAA) B.F.A.
Psychology (CAS) B.A., B.S.
Religious studies (CAS) B.A., B.S.
Romance languages (CAS) B.A.
Russian (CAS) B.A.
Sculpture (AAA) B.F.A.
Sociology (CAS) B.A., B.S.
Spanish (CAS) B.A.
Theater arts (CAS) B.A., B.S.
Visual design (AAA) B.F.A.
UNDERGRADUATE MINORS
Anthropology (CAS)
Architecture (AAA)
Art history (AAA)
Biology (CAS)
Business administration (LCB)
Chemistry (CAS)
Chinese (CAS)
Community arts (AAA)
Computer and information science (CAS)
Dance (MUS)
Economics (CAS)
English (CAS) inactive
Environmental studies (CAS)
Ethnic studies (CAS)
Fine and applied arts (AAA)
French (CAS)
Geography (CAS)
Geological sciences (CAS)
German (CAS)
German area studies (CAS)
Greek (CAS)
Historic preservation (AAA)
History (CAS)
Interior architecture (AAA)
Italian (CAS)
Japanese (CAS)
Latin (CAS)
Linguistics (CAS)
Mass media studies G&C)
Mathematics (CAS)
Medieval studies (CAS)
Music (MUS)
Music education: elementary education (MUS)
Peace studies (CAS)
Philosophy (CAS)
Physics (CAS)
Planning, public policy and management (AAA)
Political science (CAS)
Psychology (CAS)
Religious studies (CAS)
Russian (CAS)
Scandinavian (CAS)
Sociology (CAS) inactive
Spanish (CAS)
Special education (ED)
Theater arts (CAS)
Women's studies (CAS)
GRADUATE MAJORS
Accounting (LCB) Ph.D.
Anthropology (CAS) M.A., M.S., Ph.D.
Applied information management.
See Interdisciplinary studies: individualized
program
Architecture (AAA) M.Arch.
Art history (AAA) M.A., Ph.D.
Arts management (AAA) M.A., M.S.
Asian studies (CAS) M.A., M.S.
Biology (CAS) M.A., M.S., Ph.D.
Ceramics (AAA) M.F.A.
Chemistry (CAS) M.A., M.S., Ph.D.
Classics (CAS) M.A.
Communication and society O"&C) Ph.D.
Communication disorders and sciences (ED)
M.A., M.S., M.Ed., D.Ed., Ph.D.
Community and regional planning (AAA)
M.C.R.P.
Comparative literature (CAS) M.A., Ph.D.
Computer and information science (CAS)
M.A., M.S., Ph.D.
Counseling (ED) M.A., M.S., M.Ed.
Counseling psychology (ED) D.Ed., Ph.D.
Creative writing (CAS) M.F.A.
Dance (MUS) M.A., M.S.
Decision sciences (LCB) M.A., M.S.
Decision sciences: business statistics (LCB)
M.A., M.S., Ph.D.
Decision sciences: production and operations
management (LCB) M.A., M.S., Ph.D.
East Asian languages and literatures (CAS) M.A.
Economics (CAS) M.A., M.S., Ph.D.
Educational policy and management (ED)
M.S., D.Ed., Ph.D.
English (CAS) M.A., Ph.D.
Environmental studies. See Interdisciplinary
studies: individualized program
Exercise and movement science (CAS)
M.S., Ph.D.
Fibers (AAA) M.F.A.
Finance (LCB) M.A., M.S., Ph.D.
Fine and applied arts (AAA) M.F.A.
Folklore. See Interdisciplinary studies: individual-
ized program
Foreign-language teaching. See Teaching
French (CAS) M.A.
Geography (CAS) M.A., M.S., Ph.D.
Geological sciences (CAS) M.A., M.S., Ph.D.
German (CAS) M.A., Ph.D.
Historic preservation (AAA) M.S.
History (CAS) M.A., Ph.D.
Industrial relations (LCB) M.A., M.S.
Interdisciplinary studies: individualized program
(GRAD) M.A., M.S. (e.g., applied information
management, environmental studies, folklore)
International studies (CAS) M.A.
Interior architecture (AAA) M.I.Arch.
Italian (CAS) M.A.
Journalism O"&C) M.A., M.S.
Journalism: advertising O"&c) M.A., M.S.
Journalism: electronic media production O"&C)
M.A., M.S.
Journalism: magazine O"&c) M.A., M.S.
Journalism: news-editorial O"&c) M.A., M.S.
Journalism: public relations O"&c) M.A., M.S.
Landscape architecture (AAA) M.L.A.
Law (LAW) J.D.
Leisure studies and services (AAA) M.A., M.S.,
D.Ed., Ph.D. no admission 1995-96
Linguistics (CAS) M.A., Ph.D.
Management (LCB) M.A., M.S.
Management: corporate strategy and policy (LCB)
PhD.
Management: general business (LCB) M.B.A.
Management: human resource management (LCB)
Ph.D.
Management: organizational studies (LCB) Ph.D.
Marketing (LCB) M.A., M.S., Ph.D.
Mathematics (CAS) M.A., M.S., Ph.D.
Metalsmithing and jewelry (AAA) M.F.A.
Music composition (MUS) M.Mus., D.M.A., Ph.D.
Music: conducting (MUS) M.Mus.
Music education (MUS) M.Mus., D.M.A., Ph.D.
Music history (MUS) M.A., M.Mus., Ph.D.
Music performance (MUS) M.Mus., D.M.A.
Music: piano pedagogy (MUS) M.Mus.
Music theory (MUS) M.A., M.Mus., Ph.D.
Painting (AAA) M.F.A.
Philosophy (CAS) M.A., Ph.D.
Physics (CAS) M.A., M.S., Ph.D.
Political science (CAS) M.A., M.S., Ph.D.
Printmaking (AAA) M.F.A.
7
Psychology (CAS) M.A., M.S., Ph.D.
Public affairs (AAA) M.A., M.S.
Religious studies. See Interdisciplinary studies:
individualized program
Romance languages (CAS) M.A., Ph.D.
Russian (CAS) M.A.
School psychology (ED) M.A., M.S., M.Ed., Ph.D.
Sculpture (AAA) M.F.A.
Sociology (CAS) M.A., M.S., Ph.D.
Spanish (CAS) M.A.
Special education (ED)
M.A., M.S., M.Ed., D.Ed., Ph.D.
Special education: developmental disabilities (ED)
M.A., M.S., M.Ed., D.Ed., PhD.
Special education: early intervention (ED)
M.A., M.S., M.Ed., Ph.D.
Special education: exceptional learner (ED)
M.A., M.S., M.Ed., D.Ed., PhD.
Special education: rehabilitation (ED)
D.Ed., Ph.D.
Teaching (ED) M.A. (French, German,
Japanese, Latin, Russian, Spanish)
Telecommunication and film O"&c)
M.A., M.S., Ph.D. no admission 1995-96
Theater arts (CAS) M.A., M.S., M.F.A., Ph.D.
Visual design (AAA) M.F.A.
CERTIFICATES
Ethnic studies (CAS) undergraduate
Folklore (CAS) undergraduate
Russian and East European studies (CAS)
undergraduate, graduate
Women's studies (CAS) graduate
MAJORS, MINORS, OPTIONS
All University of Oregon undergraduate students
must complete an academic major to graduate;
they may also complete additional majors, mi-
nors, or both. Options within majors or minors
are additional ways of focusing academic inter-
ests, but they do not appear on grade transcripts.
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.
Technically, there are no minors in graduate de-
gree and certificate programs. Graduate stu-
dents, like undergraduates, may pursue options
within their major disciplines.
8Reader's
Guide to the
Bulletin
ORGANIZATION
The University of Oregon's largest
academic units are its colleges and
professional schools. Each consists
of smaller units called departments,
programs, or divisions. The aca-
demic 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 the
academic calendar, honors and
awards, admission, registration, tu-
ition and fees, financial aid, em-
ployment, housing, and academic
and career planning. Next is the
curriculum section, which describes
all the university's academic pro-
grams in detail: faculty members,
degree and nondegree programs,
and course listings. This section is
organized by colleges and schools,
beginning with the Graduate
School. Next comes College of Arts
and Sciences, its departments and
programs arranged alphabetically.
The six professional schools and
colleges follow in alphabetical or-
der. The last two sections cover aca-
demic and student services.
STILL CAN'T FIND IT?
In addition to the Contents, the
Faculty and Subject Indexes at the
back are invaluable for locating a
person or topic quickly. Cross-
references within the text refer to
listings in the Subject Index; the
cross-references in bold type indi-
cate major headings.
Addresses. Following is a key to
abbreviations used under Addresses
in this bulletin:
E-mail: electronic mail
Fax: facsimile
USPS: United States Postal Service
DEFINITIONS
The academic terms defined below
are used throughout this bulletin.
Competency. A specific skill in a
specific area
Corequisite. A course or other
educational requirement that must
be completed simultaneously with
another course
Course. A subject, or an instruc-
tional subdivision of a subject, of-
fered through a single term. Each
course offered by the university is
assigned a course level. Courses
numbered 100-499 are undergradu-
ate courses; 100-299 are lower
division, and 300-499 are upper di-
vision. Courses numbered 500 and
above are either graduate or profes-
sional
1 Credit. Represents approximately
three hours of the student's time
each week for one term. This fre-
quently means one hour in the lec-
ture hall or laboratory in addition to
two hours spent in outside prepara-
tion. The number of lecture, recita-
tion, laboratory, or other periods
required each week for any course
is in the schedule of classes pub-
lished each term
Curriculum. An organized pro-
gram 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
Generic Courses. Courses num-
bered 196-199, 399-410, 503-510,
601-610, and 704-710-for which
credit is variable and which may be
repeated for credit. Instructor's per-
mission is often required
Grade Point Average (GPA).
The CPA is determined by dividing
the total points for all letter
grades-A, B, CD, F-by the total
credits
Group-Satisfying Course. A course
that counts toward partial fulfillment
of bachelor's degree requirements in
one of the three general-education
groups: arts and letters, social
science, science
Interdisciplinary or
Multidisciplinary. A course of
study from two or more academic
disciplines
Major. A primary undergraduate
or graduate field of specialized
study
Minor. A secondary undergraduate
field of specialized study
Option. A subarea of specialized
study within an undergraduate or
graduate major or undergraduate
minor
Preparatory Programs. Under-
graduate courses of study taken in
preparation for professional or
graduate degrees
9Prerequisite. A course or other educational Subject Codes 1ST Interdisciplinary Studies
requirement that must be completed prior to The following subject codes are used at the ITAL Italian
another course or before proceeding to more University of Oregon and other Oregon State J Journalism
advanced study System of Higher Education schools. They JPN Japanese
Reading and Conference. A particular selection appear in all University of Oregon bulletins and LA Landscape Architecture
of material to be read by an individual student in the class schedules.
and discussed in conference with a faculty AAA Architecture and Allied Arts LAT Latin
member AAAP Architecture and Allied Arts:
LAW Law
Repeatable for Credit. Only course numbers Historic Preservation LERC Labor Education and Research Center
designated R may be repeated for credit. The cir- AAD Arts and Administration LIB Library
cumstances under which a course may be ACTG Accounting LING Linguistics
repeated for credit are usually restricted ALS Academic Learning Services LSS Leisure Studies and Services
Residence Credit. Academic work completed ANTH Anthropology MATH Mathematics
while the student is formally admitted and offi-
ARCH Architecture MGMT Managementcially registered at the University of Oregon
ARH Art History MIL Military ScienceSemester. One-half the academic year,
ART Fine and Applied Arts MKTG Marketingapplicable only to the UO School of Law MUE Music Education
1 Semester Credit. Indicates one semester ARTC Art: Ceramics
credit, which equals one and one-half quarter ARTF Art: Fibers MUJ Jazz Studies
credits ARTM Art: Metalsmithing and Jewelry MUP Music Performance
Seminar. A small group of students studying a ARTP Art: Painting MUS Music
subject under a faculty member. Although prac- ARTR Art: Printmaking NORW Norwegian
tices vary, students may do original research and ARTS Art: Sculpture OACT Overseas Studies: American Council
exchange results through informal lectures, ARTV Art: Visual Design of Teachers of Russian [Russia]
reports, and discussions ARTX Art: Multidisciplinary OAGU Overseas Studies: Tokyo, Aoyama
Sequence. Two or three closely related courses Gakuin University [Japan]
that typically must be taken in a specified order ASTR Astronomy OAVI Overseas Studies: Avignon, NICSA
Specialized Major. A major in a specific area of BA Business Administration Program [France]
a larger discipline. An example is decision BE Business Environment OBEI Overseas Studies: Beijing, Central
sciences: business statistics BI Biology Institute for Nationalities [China]
Term. Approximately one-third of the academic CDS Communication Disorders and OBER Overseas Studies: Bergen, University
year, either fall, winter, or spring Sciences of Bergen [Norway]
To Waive. To set aside without credit certain re- CH Chemistry OBRT Overseas Studies: London [England]
quirements for a degree or major CHN Chinese OBWU Overseas Studies: Baden-
COURSES CIS Computer and Information Science
Wiirttemberg, Universities in Baden-
CLAS Classics Wiirttemberg [Germany]
Abbreviations COLT Comparative Literature OCHA Overseas Studies: Prague, Charles
The following abbreviations are used in course CPSY Counseling Psychology
University [Czech Republic]
descriptions. OCOL Cologne, NICSA Program [Germany]
Coreq: corequisite CRWR Creative Writing OCUR Overseas Studies: Curtin University
H: honors college DAN Professional Dance [Australia]
PIN: passIno pass DANC Introductory Dance oms Overseas Studies: Copenhagen,
Prereq: prerequisite
DANE Danish Denmark's International Study
DSC Decision Sciences Program
R: repeatable for credit EALL East Asian Languages and Literatures OHAN Overseas Studies: Hanoi, HanoiSample Course Listings EC Economics University [Vietnam]
The following examples are from Interior EDPM Educational Policy and Management OHUJ Overseas Studies: Jerusalem, HebrewArchitecture (IARC):
EDUC Education University of Jerusalem [Israel]288 [fARC sophomore-level course number] Creative
EMS Exercise and Movement Science OJAU Overseas Studies: Szeged, JozsephProblems in Interior Architecture [course title] (6) Attila University [Hungary][course credits] PIN only. [grading option] The plan- ENG English
ning processes by which interior spaces and forms OJSB Overseas Studies: Tokyo, CIEE Japan
are studied and executed. [course description] ENVS Environmental Studies Summer Business and Society
Prereq: ARCH 182. [prerequisite] ES Ethnic Studies Program
ARCH [other-department subject code] 424/524 FINL Finance OKEI Overseas Studies: Tokyo, Keio
[senior/graduate course numbers] Advanced Design- FINN Finnish University [Japan]
Development Media [title] (3) [credits] See Archi- FLR Folklore OKKU Overseas Studies: Khon Kaen, Khontecture. [cross-reference] Kaen University [Thailand]
471/571,472/572 [fARC senior/graduate course num- FR French
GEOG Geography OLAT Overseas Studies: La Trobe Universitybers] Materials of Interior Design I,ll [title] (3,3) [Australia][credits per course] The properties, manufacture, and GEOL Geological Sciences
application of materials used in construction and OLNK Overseas Studies: Linkbping,
interior design; field trips to supply sources. [de- GER German University of Linkbping [Sweden]
scription] Undergraduate prereq: ARCH 181, 182. GRK Greek OLON Overseas Studies: London, NICSA
[prerequisite] Omen to nonmajors with instructor's HC Honors College Program [England]
consent. [enrol ment limitation] HDEV Human Development OLYO Overseas Studies: Lyon, Universities
688 [fARC graduate-only course number] Advanced HIST History in Lyon (I,II,III and Catholic Faculties)Interior Design [course title] (1-12R) [credit range;
repeatable for credit] PIN only. [grading option] Stu- HUM Humanities [France]
dio-based investigation of special aspects of inte- IARC Interior Architecture OMAC Overseas Studies: Glasgow, University
rior design. [description] Prereq: Option I or gradu- ICOL International College of Glasgow Charles Rennieate standing in interior architecture and instructor's Mackintosh School of Architecture
consent. [prerequisites] INDO Indonesian [Scotland]
INTL International Studies
10
OMAL Overseas Studies: Malang, Institut PEOL Physical Education Outdoor Generic Courses
Keguran Dan Ilmu Pendidikan Pursuits-Land Certain numbers are reserved for generic courses
[Indonesia] PEOW Physical Education Outdoor that may be repeated for credit (R) under the
OMEI Overseas Studies: Tokyo, Meiji Pursuits-Water same number. Credit is assigned according to the
University [Japan] PEPE Physical Education Professional work load in a particular course. Credit ranges
ONIJ Overseas Studies: Breukelen, Experience indicate minimum and maximum credits avail-
Netherlands School of Business PERS Physical Education Racquet Sports able in a single course. Departments determine
(Nijenrode) PERU Physical Education Running credit ranges unless specified below. Except in
OPAV Overseas Studies: Pavia, University of PETS Physical Education Team Sports the School of Law, courses numbered 503, 601,Pavia [Italy]
PEW Physical Education Weight Training and 603 are offered passIno pass only.OPER Overseas Studies: Perugia, Italian
PEY Physical Education Yoga Training 196 Field Studies: [Topic] (1-2R)University for Foreigners 198 Workshop: [Topic] or Laboratory
OPOI Overseas Studies: Poitiers, University PHIL Philosophy Projects: [Topic] or Colloquium:
of Poitiers Universities in Lyon PHYS PhysicS [Topic] (1-2R)
[France] PPPM Planning, Public Policy and 199 Special Studies: [Topic] (1-5R)
OQUE Overseas Studies: Queretaro, Summer Management 399 Special Studies: [Topic] (1-5R)Study in Mexico PS Political Science
OQUI Overseas Studies: Quito, Catholic PSY Psychology 401 Research: [Topic]
University of Ecuador REES Russian and East European Studies 402 Supervised College Teaching
OROM Overseas Studies: Rome, Summer REL Religious Studies 403 Thesis
Architecture Studio [Italy] RL Romance Languages 404 Internship: [Topic]
OSEV Overseas Studies: Seville, Study in RUSS Russian 405 Reading and Conference: [Topic]Spain
SCAN Scandinavian 406 Field Studies: [Topic] or SpecialOSIE Overseas Studies: NICSA Program Problems: [Topic][Italy] SOC Sociology
OSIP Overseas Studies: Baden- SPAN Spanish 407/507 Seminar: [Topic]
Wiirttemberg, Spring Intensive SPED Special Education: Exceptional 408/508 Workshop: [Topic] or Laboratory
Program [Germany] Learner Projects: [Topic] or Colloquium:
OSTP Overseas Studies: Russia SPEI Special Education: Early Intervention [Topic]
OSVL Overseas Studies: Seville, University of SPER Special Education and Rehabilitation 409 Practicum: [Topic] or Supervised
Seville [Spain] SPSY School Psychology Tutoring
OTAM Overseas Studies: Tampere, University SWED Swedish 410/510 Experimental Course: [Topic]
of Tampere [Finland] TA Theater Arts 503 Thesis
OUAB Overseas Studies: Aberdeen, TCF Telecommunication and Film 601 Research: [Topic]University of Aberdeen [Scotland]
THAI Thai 602 Supervised College TeachingOUAC Overseas Studies: Cholula,
WR Expository Writing 603 DissertationUniversidad de las Americas [Mexico]
OUEA Overseas Studies: Norwich, University WST Women's Studies 604 Internship: [Topic]
of East Anglia [England] Course Numbering System 605 Reading and Conference: [Topic]
OUPP Overseas Studies: Uppsala, University Except at the 500- and 600-levels, courses in 606 Field Studies: [Topic] or Special
ofUppsala [Sweden] University of Oregon bulletins are numbered in Problems: [Topic]
OWAR Overseas Studies: Warsaw, Central accordance with the course-numbering plan of 607 Seminar: [Topic]
Institute of Planning and Statistics the schools in the Oregon State System of 608 Workshop: [Topic] or Special Topics:
[Poland] Higher Education. Institutions vary in their treat- [Topic] or Colloquium: [Topic]
OWAS Overseas Studies: Tokyo, Waseda ment of 500- and 600-level courses. 609 Practicum: [Topic] or SupervisedUniversity [Japan] 1-99 Tutoring or Terminal Project
OXAF Overseas Experimental Program: Remedial, terminal, semiprofessional, or non- 610 Experimental Course: [Topic]Africa credit courses that do not apply toward degree
OXAO Overseas Experimental Program: Asia requirements 704 Internship: [Topic]
and Oceania 100-299 705 Reading and Conference: [Topic]
OXEU Overseas Experimental Program: Lower-division (freshman- and sophomore- 706 Field Studies: [Topic] or Special
Europe level) courses Problems: [Topic]
OXLA Overseas Experimental Program: Latin 300-499 707 Seminar: [Topic]
American Upper-division(junior- and senior-level) courses 708 Workshop: [Topic] or Special Topics:
OXME Overseas Experimental Program: 500-599 [Topic] or Colloquium: [Topic]
Middle East Courses that offer graduate-level work in classes 709 Practicum: [Topic] or Supervised
OYON Overseas Studies: Seoul, Yonsei that include undergraduate students Tutoring or Terminal Project
University [Korea] 600-699 710 Experimental Course: [Topic]
PEAE Physical Education Aerobics Courses for graduate students only
PEAQ Physical Education AquaticS 700-799
PEG Physical Education Gymnastics Except in the School of Music, professional or
PEl Physical Education Individual technical courses that apply toward professional
Activities degrees but not toward advanced academic
PEIA Physical Education Intercollegiate degrees such as the M.A., M.S., or Ph.D. Both
Athletics 600 and 700 numbers in the School of Music in-
PEMA Physical Education Martial Arts dicate graduate courses only.
PEMS Physical Education Multi-Sport
Activities
1995-96Academic
Calendar
11
Fall Term 1995 Last day to drop courses without 1995
Reenrollment applications due recorded "W" September June
Friday, April 28 Monday, April 8 S M T W T F S S M T W T F S
New Student Orientation Last day to add courses 1 2 1
Wednesday to Monday, September 20-25 Wednesday, April 10 3 4 5 6 7 8 9 2 3 4 5 6 7 810 11 12 13 14 15 16 9 10 11 12 13 14 15
Advance Registration Memorial Day holiday 17 18 19 20 21 22 23 16 17 18 19 20 21 22
Continuing students: May 15 to June 30 Monday, May 27 24 25 26 27 28 29 30 23 24 25 26 27 28 2930New students: July 3-28 Spring-term final examinations October
Registration by telephone Monday to Friday, June 10-14 S M T W T F S July
August 1 to October 5 Alumni Day 1 2 3 ~ 5 6 7 5 M T W T F 5
Saturday, June 15 8 9 10 Ps' 12 13 14 1 2 3 4 5 6Classes begin 15 16 17 19 20 21 7 8 9 10 11 12 13
Tuesday, September 26 Commencement Day 22 23 24 25 26 27 28 14 15 16 17 18 19 20
Sunday, June 16 29 30 31 21 22 23 24 25 26 27Last day to register without penalty 28 29 30 31
Thursday, September 28 Summer Session 1996 November
Last day to drop courses without Registration by telephone 5 M T W T F S
August
1 2 3 4 5 M T W T F 5
recorded "W" May 6 to September 6 5 6 7 @ 9 10 11 1 2 3
Tuesday, October 3 Classes begin 12 13 14 15 16 17 18 4 5 6 7 8 9 10
19 20 21 22 23 24 25 11 12 13 14 15 16 17Last day to add courses Monday, June 24 26 27 28 29 30 18 19 20 21 22 23 24
Thursday, October 5 Last day to register without penalty 25 26 27 28 29 30 31December
Thanksgiving vacation Wednesday, June 26 5 M T W T F 5 September
Thursday to Sunday, November 23-26 Independence Day holiday 1 2 S M T W T F S
Fall-term final examinations Thursday, July 4 3 4 5 (§) 7 8 9 1 2 3 4 5 6 7
Monday to Friday, December 4-8 Eight-week session ends 10 11 12 13 14 15 16 8 9
10 11 12 13 14
17 18 19 20 21 22 23 15 16 17 18 19 20 21
Winter vacation Friday, August 16 24 25 26 27 28 29 30 22 23 24 25 26 27 28
December 9 to January 7 Summer-session graduation convocation 31 29 30
Winter Term 1996 Saturday, August 17 1996 October5 M T W T F SReenrollment applications due Eleven-week session ends January 1 2 3 4 5Friday, October 27,1995 Friday, September 6 5 M T W T F 5 6 7 8 9 10 11 12
Registration by telephone Labor Day holiday 1 2 3 4 5 6 13 14 15 16 17 18 19
7 8 9 10 11 12 13 20 21 22 23 24 25 26November 13, 1995, to January 18,1996 Monday, September 2 14 15 16 17 18 19 20 27 28 29 30 31
Classes begin Fall Term 1996 21 22 23 24 25 26 2728 29 30 31 NovemberMonday, January 8 Advance registration S M T W T F 5
Last day to register without penalty May2D-31 February 1 2
Wednesday, January 10 Registration by telephone 5 M T W T F S 3 4 5 6 7 8 91 2 3 10 11 12 13 14 15 16Martin Luther King Jr. Day holiday August 1 to October 2 4 5 6 7 8 9 10 17 18 19 20 21 22 23
Monday, January 15 Reenrollment applications due 11 12 13 14 15 16 17 24 25 26 27 28 29 3018 19 20 21 22 23 24Last day to drop courses without Friday, April 26 25 26 27 28 29 December
recorded "W" New Student Orientation 5 M T W T F S
Tuesday, January 16 March 1 2 3 4 5 6 7Wednesday to Sunday, September 25-29 S M T W T F 5 8 9 10 11 12 13 14Last day to add courses Classes begin 1 2 15 16 17 18 19 20 21
Thursday, January 18 Monday, September 30 3 4 5 6 7 8 9 22 23 24 25 26 27 28
10 11 12 13 14 15 16 29 30 31Winter-term final examinations Last day to register without penalty 17 18 19 20 21 22 23
Monday to Friday, March 18-22 Wednesday, October 2 24 25 26 27 28 29 30 1997
Spring vacation Last day to add courses 31 January
March 23-31 Wednesday, October 9 April 5 M T W T F S
Spring Term 1996 Last day to drop courses without 5 M T W T F S 1 2 3 41 2 3 4 5 6 5 6 7 8 9 10 11Reenrollment applications due recorded "W" 7 8 9 10 11 12 13 12 13 14 15 16 17 18
Friday, February 2 Monday, October 7 14 15 16 17 18 19 20 19 20 21 22 23 24 25
Registration by telephone Thanksgiving vacation 21 22 23 24 25 26 27 26 27 28 29 30 3128 29 30 FebruaryFebruary 26 to April 10 Thursday to Sunday, November 28 to
Classes begin December 1
May 5 M T W T F 5
5 M T W T F 5 1Monday, April 1 Fall-term final examinations 1 2 3 4 2 3 4 5 6 7 8
Last day to register without penalty Monday to Friday, December 9-13 5 6 7 8 9 10 11 9 10 11 12 13 14 15
Wednesday, April 3 Winter vacation 12 13 14 15 16 17 18 16 17 18 19 20 21 2219 20 21 22 23 24 25 23 24 25 26 27 28
December 14,1996, to January 5,1997 26 27 28 29 30 31
12
13
Honors
andAwards
364 Oregon Hall
Telephone (503) 346-3216
Mary Hudzikiewicz,
Coordinator
HONORARY
SOCIETIES
One means of recognizing out-
standing students at the University
of Oregon is through election to
membership in a chapter of a local,
national, or international honorary
society. Criteria for membership
and the scope of activities vary
widely. Some focus primarily on
scholastic achievement; others
consider grades along with other
factors such as community service
and leadership. Some honorary so-
cieties select members by invita-
tion only; for others, students must
submit applications.
Initiation Fees. Many, but not all,
honorary societies charge initiation
fees. The Olwen William Harris En-
dowment Fund has been estab-
lished to help students who cannot
afford to pay initiation fees. To re-
ceive money from this fund,
students must complete a request
form, available from the coordinator
of honors and awards. An advisory
committee reviews all requests and
dispenses the awards.
HONORARIES BASED
ON SCHOLARSHIP
(membership by invitation)
Alpha Lambda Delta
Lynn Black, Adviser
(503) 346-0696
One of two national honorary soci-
eties for freshmen, Alpha Lambda
Delta is for students whose cumula-
tive GPA is 3.50 or better, for a
minimum of 12 graded credits a
term, after winter or spring term of
their freshman year. Students who
accept the invitation to join are ini-
tiated in May. Members participate
in activities during their sophomore
year. Initiation fee: $15 to $30
Golden Key
Hilda Yee Young, Adviser
(503) 346·3211
Golden Key national honorary soci-
ety recognizes scholastic achieve-
ment in all undergraduate fields of
study. Eligibility is limited to the top
15 percent of juniors and seniors.
Students must have a 3.50 GPA and
a minimum of 45 credits at the uni-
versity to be invited to membership.
A membership reception is held in
the fall, and two scholarships are
awarded annually to outstanding
junior and senior initiates. Initiation
fee: $40
Phi Beta Kappa Society
Nan Coppock-Bland, Adviser
(503) 346-2221
Founded in 1776, the Phi Beta
Kappa Society is the oldest and
most prestigious honorary society
in the nation. The Alpha of Oregon
chapter has a younger sibling at
Reed College; these are the only
two chapters in the state. The soci-
ety honors students whose under-
graduate academic records fulfill
the objectives of a liberal-arts
education. Besides electing new
members each spring, the chapter
brings to campus national scholars
to give free public lectures and con-
verse with students. Recent Phi
Beta Kappa Visiting Scholars are
Stan Brakhage, Elaine Showalter,
and Marjorie Perloff. A cash prize is
offered each spring to the under-
graduate winner of the Stanley B.
Greenfield Phi Beta Kappa Essay
Prize contest; the 1994 prize was
$300.
Selection for Phi Beta Kappa is not
automatic, but students do not have
to apply or be nominated for con-
sideration. A membership commit-
tee of faculty and staff members
screens academic records to deter-
mine whether they fulfill the mini-
mum requirements for membership
in the society and makes recommen-
dations to the membership at large.
Following an election meeting in
late May, elected students are in-
vited to join the society. Also
elected are the Oregon Six, six stu-
dents voted the most outstanding of
those elected to membership that
year. Students who accept the invi-
tation to join are initiated the morn-
ing of the spring commencement
ceremony. Initiation fee: $35
Below is a summary of the mini-
mum requirements for election to
the Phi Beta Kappa Society; they
take effect with the spring 1996
election.
1.164 credits completed by the be-
ginning of the spring term of the
election
2. Cumulative UO grade-point av-
erage (GPA) of 3.70, or 3.50 if the
last five terms' GPA is at least
3.80. In computing the last-five-
term GPA, any term is counted in
which a student has earned 9
credits or more of A, B, C, D, or F
grades
3. Five terms and 80 credits com-
pleted at the UO before the term
in which the election is held
4. Either 123 UO credits or 75 per-
cent of the credits earned at the
UO in courses considered liberal
in character
5.32 upper-division liberal credits
in UO courses of at least 3 credits
each. No more than 8 of these 32
credits shall be elective passino
pass (PIN), i.e., P without an as-
terisk; at least two breadth
courses outside the major subject
code must be taken for letter
grades. Liberal courses that are
outside the College of Arts and
Sciences (CAS) and share the
same subject code are assigned to
one of the three groups. CAS
courses with the same subject
code can be applied only to a
single group, even if some of the
courses fall into one group and
others into a different group
6. Breadth requirement-distribu-
tion among these 32 credits in
one of the following three ways:
a. at least three courses in each of
two groups that correspond to
the three undergraduate gen-
eral-education groups (arts and
letters, social science, science)
or
b. at least three courses in one of
these groups and two courses
in each of the other two or
c. at least three courses in each of
two departments in one group
and two courses in a third de-
partment in any group
7. No evidence of academic miscon-
duct or poor character
Fulfillment of the minimum require-
ments does not guarantee election to
the Phi Beta Kappa Society.
Phi Eta Sigma
Lynn Black, Adviser
(503) 346-0696
UO freshmen who have a cumula-
tive GPA of 3.50 and at least 12
graded credits a term after winter or
spring term are invited to join Phi
Eta Sigma. New members are initi-
ated in the spring and are active the
following year. Initiation fee: $15 to
$30
HONORARIES BASED
ON SCHOLARSHIP,
LEADERSHIP, AND
SERVICE
(membership by invitation and
application)
Ancient Order of the
Druids
Tracy Lampman, Adviser
(503) 346-3201
Druids is an honorary society for
juniors who exhibit outstanding
scholarship, leadership, service,
character, and participation in stu-
dent activities. It is open to anyone
with a 3.20 GPA or better who will
have completed 90 credits by the
following faIl term. Availability of
applications is announced each
spring in the Oregon Daily Emerald.
Membership is limited to
14
approximately twenty-five students.
Newmembersareelectedbyunanimousvoteoftheactive
members.
Friars
Mary Hudzikiewicz, Adviser
(503) 346-3216
Established in 1910, Friars is the oldest honorary
on the UO campus. Membership is composed of
faculty members and of students who have com-
pleted at least three years of study. Criteria are
contributions to the university, potential for
community leadership, and commitment to the
university as alumni. No application is required.
Prospective members are nominated from within
the active membership. New members are se-
lected each spring.
Mortar Board
Lawrence H. Smith, Adviser
(503) 346-3235
A national honorary society for seniors, Mortar
Board emphasizes leadership, scholarship, and
service. To be eligible for membership, students
must have at least a 3.20 GPA and be entering
their senior year the term following initiation.
Selection and initiation of qualified candidates
takes place spring term. Initiation fee: $55
PROFESSIONAL
ORGANIZAnONS
Alpha Kappa Delta
Richard P. GaIe;Adviser
(503) 346-3984
An international sociological honorary society,
Alpha Kappa Delta is open to students who meet
the following criteria: a cumulative GPA of at
least 3.00, a cumulative GPA in sociology courses
of at least 3.00, and completion of at least four
sociology courses. Members investigate socio-
logical issues and social problems through social
and intellectual activities that lead to improve-
ment of the human condition. Initiation fee: $20
Asklepiads
MarIiss G. Strange, Adviser
(503) 346-3211
Asklepiads is a scholastic honorary society for
students taking courses in the prehealth sciences.
Activities include dispensing prehealth sciences
literature, maintaining information files on medi-
cal schools, supervising preceptorships in health
fields, and arranging tours of the Oregon Health
Sciences University in Portland. Potential mem-
bers must have earned a high GPA in science
courses, completed at least one term of organic
chemistry, and participated in extracurricular ac-
tivities. Applications are available in 164 Oregon
Hall. Initiation fee: $20
Beta Alpha Psi
Craig E. Lefanowicz, Adviser
(503) 346-5091
The primary objective of Beta Alpha Psi, a national
scholastic and professional accounting fraternity,
is to encourage and recognize excellence in the
accounting field. A cumulative GPA of at least
3.00 is required for membership. The fraternity
provides members and practicing accountants
with opportunities for self-development and
encourages a sense of ethical, social, and public
responsibility. Initiation fee: $40
Beta Gamma Sigma
Donald E. Lytle, Adviser
(503) 346-3329
Beta Gamma Sigma, a national scholastic
honorary society in business administration, pro-
motes "the advancement of education in the art
and science of business and fosters integrity in
the conduct of business operations." To be eli-
gible for membership, a student must rank in the
top 5 percent of the junior class, the top 10 per-
cent of the senior class, the top 20 percent of a
master's degree program, or be a graduating
doctoral candidate. Membership is by invitation
only. Selection is by a faculty committee. Beta
Gamma Sigma is strictly an honorary organiza-
tion with no formal meetings other than the
social functions accompanying initiation.
Initiation fee: $25
Delta Phi Alpha
Susan C. Anderson, Adviser
(503) 346-4051
Chartered in 1936, Delta Phi Alpha is a national
honorary society dedicated to promoting the
study of German language, literature, and civili-
zation; to furthering an interest in and a better
understanding of German-speaking people; and
to fostering a sympathetic appreciation of Ger-
man culture.
Membership is open to graduate and under-
graduate students who have completed two
years of college German. Students must have an
overall GPA of 2.75 and a GPA of 3.20 in their
German courses. Initiation fee: $10
Kappa Tau Alpha
Alan G. Stavitsky, Adviser
(503) 346-5848
Kappa Tau Alpha is a national society that
recognizes and encourages high scholastic and
professional standards among journalism majors.
Potential members must have a bachelor's or
master's degree in journalism with a cumulative
GPA of 3.50 or better and be in the top 10 per-
cent of their graduating class. Faculty members
in the School of Journalism and Communication
select new members. Initiation fee: $12
Mathematics Association
of America
Micheal N. Dyer, Adviser
(503) 346-5621
The student chapter of the Mathematics Associa-
tion of America, a mathematics society, sponsors
films and talks on subjects that are not usually
encountered in the classroom. The talks, by stu-
dents and faculty members, are geared to under-
graduates at all levels. All students are welcome
regardless of whether they choose to join the
chapter.
Mu Phi Epsilon
Sarah E. Maxwell, Adviser
(503) 346-3761
An international music fraternity, Mu Phi Epsilon
enables members to gain experience in public
performances. Music majors or minors who have
reached second-term freshman standing in the
music-major curriculum are eligible for election
on the bases of scholarship, musicianship, char-
acter, and personality. Activities include present-
ing musical programs on and off campus, orga-
nizing receptions at musical events, and hosting
guest artists. Initiation fee: $43
Order of the Coif
Laird C. Kirkpatrick, Adviser
(503) 346-3854
Chartered at the UO in 1934, Order of the Coif is
a national law-school honorary society that rec-
ognizes superior scholarship and promotes the
ethical standards of the legal profession. The
School of Law faculty selects members from the
top 10 percent of each graduating class. Initiation
fee: $25
Phi Alpha Theta
Glenn A. May, Adviser
(503) 346-4320
Phi Alpha Theta was organized for the purpose
of recognizing excellence in the study of history.
An undergraduate must have completed at least
12 credits with a grade point average of 3.10 or
better. Initiation fee.
Phi Beta
Janet W. Descutner, Adviser
(503) 346-3386
Phi Beta is a professional fraternity for students
of music, speech, drama, dance, or art. Its
primary aims are to encourage high professional
standards and support for the creative and per-
forming arts. Membership criteria are based on
scholarship and intellectual achievement, career
development, and the use of students' talents to
serve other students, schools, and communities.
Initiation fee: $25
Pi Alpha Alpha
Bryan T. Downes, Adviser
(503) 346-3817
The purposes of Pi Alpha Alpha, a national hon-
orary society, are to promote scholarship and
recognition among students and professionals in
public affairs and administration and to foster
integrity and creative performance in govern-
ment and related public service. To become
members, past or present students or teachers
must display high academic achievement or
outstanding public service in public-affairs or
public-administration programs of universities
that belong to the National Association of
Schools of Public Affairs and Administration. Ini-
tiation fee: $30
Pi GammaMu
Hilda Yee Young, Adviser
(503) 346-3211
Pi Gamma Mu is an international society for jun-
iors' seniors, or graduate students in the social
sciences. Eligibility criteria are 45 credits at the
VO, membership in the top 35 percent of their
class, a cumulative GPA of 3.30 or higher, and at
least 30 credits in history, economics, geography,
social psychology, international studies, and eth-
nic studies. Interested students may submit an
application accompanied by an academic tran-
script. Invitations to join are mailed each spring.
Initiation fee: $45
Psi Chi
Robert Mauro, Adviser
(503) 346-4917
The purpose of the national Psi Chi society is to
encourage, stimulate, and maintain scholarship
among psychology undergraduate and graduate
students. Potential members must be in the top
35 percent of their class and have at least 12
credits in psychology. A 3.00 GPA is required of
graduate students. Selection by application takes
place throughout the year. Initiation fee: $30
Sigma Xi
Charlotte Schellman, Adviser
(503) 346-5229
Sigma Xi encourages both pure and applied
scientific research through five major activities:
recognition of individual research promise and
achievement, publication in American Scientist of
research in progress, lecture programs, grants-in-
aid research, and a science-and-society program.
Membership, by invitation only, is based on re-
search aptitude and achievement rather than on
grades or degrees. Initiation fee: $35
SERVICE ORGANIZATIONS
Alpha Phi Omega
Mary Hudzikiewicz, Adviser
(503) 346-3216
A service honorary organization for both under-
graduate and graduate students, Alpha Phi
Omega develops leadership skills and promotes
friendship by serving the local community.
Applications are accepted year round in 364
Oregon Hall. Initiation fee: $15
Circle K International
Mary Hudzikiewicz, Coordinator
(503) 346-3216
Sponsored by the Emerald Empire Kiwanis Club,
the campus chapter of Circle K is part of the
world's largest collegiate service organization.
Membership is open to all students interested in
working on campus and community service
projects. Activities include sponsoring speakers,
maintaining campus fountains, carving pumpkins
for nursing homes, and raising funds for charities.
UNDERGRADUATE ACADEMIC
HONORS
Clark Honors College
Students may augment their majors by fulfilling
requirements in the Clark Honors College, a
small liberal-arts college within the larger
College of Arts and Sciences. For details, see the
Honors College section of this bulletin.
Dean's List
The Dean's List is announced after each fall,
winter, and spring term. To qualify, a student
must be an admitted undergraduate and com-
plete at least 12 graded credits with a GPA of
3.75 or better. Students who are on the Dean's
List all three terms of an academic year are
named Dean's Scholars.
Departmental Honors
Some departments offer bachelor's degrees with
honors. For more information, see the Registra-
tion and Academic Policies and departmental
sections of this bulletin.
Junior Scholars
Undergraduates with 90 to 134 credits, the last 45
at the UO, and GPAs of 3.75 or higher are named
Junior Scholars by the Mortar Board honorary
society during winter term.
Latin Honors
Graduating seniors are considered for cum laude,
magna cum laude, and summa cum laude honors
based on percentile rankings in their graduating
classes. For more information, see the Registra-
tion and Academic Policies section of this
bulletin.
AWARDS AND PRIZES
Individual and Organization
Awards
Listed are major university awards presented
during Parents' Weekend in May. Selection
criteria are available from the honors and awards
coordinator in the Office of the Dean of Stu-
dents.
American Association of University Women Se-
nior Recognition Award
(senior woman)
Bess Templeton Cristman Award
(junior woman)
Burt Brown Barker Vice Presidential Cups (men's
and women's living organizations)
Centurian Awards
(undergraduate students)
Dean's Award for Service
(senior)
Doyle Higdon Memorial Trophy
(sophomore student-athlete)
Emerald Athletic Award
(senior student-athlete)
Friendship Foundation Awards
(international student)
Gerlinger Cup
(junior woman)
Global Citizen Award
(any student)
Golda Parker Wickham Scholarship
(any student)
Graduate Service Awards
(master's or doctoral students)
Jackson Athletic Trophy
(senior woman athlete)
Jewel Hairston Bell Award
(person of color)
KoylCup
(junior man)
Maurice Harold Hunter Leadership Scholarship
(junior man from Oregon)
Mother's Club Scholarships
(any student)
Ola Love Fellowship, American Association of
University Women
(graduate student)
Outstanding International Student Awards
(any student)
Ray Hawk Award
(senior)
Theresa Kelly Janes Award
(any student)
15
Vernon Barkhurst Award
(sophomore)
Wilson Cup
(senior)
Fellowships and Scholarships
For information about fellowships and scholar-
ships besides the ones mentioned here, see the
Student Financial Aid and departmental sections
of this bulletin.
Neil D. Blackman Memorial Scholarship
(undergraduate and graduate students in humani-
ties or political philosophy relevant to human
rights and the responsibilities of individuals to
democratic institutions)
Thomas Condon Fellowship in Paleontology
(graduate student of paleontology)
Eric Englund Scholarship
(senior or first-year graduate student in English or
history)
Alice Henson Ernst Scholarship
(first-year graduate student in English)
Fulbright Grants for Overseas Study
(graduate students)
Fulbright-Hays Dissertation Research Abroad
Program
(doctoral candidates)
German Academic Exchange Service Study Grant
Walter Kidd Writing Prizes
(undergraduate students)
Marshall Scholarship
Outstanding Graduate Teaching Fellow Award
(graduate teaching fellow in geological sciences)
Rhodes Scholarship
Rotary International Scholarship
Stanley Maveety Scholarship
(first-year graduate student in English)
Lloyd Staples Fellowship
(undergraduate and graduate students in
geological sciences)
Truman Scholarship
(junior-year undergraduate student)
James C. Stovall Fellowship Fund
(awards to undergraduate students of geological
sciences)
Prizes
Several cash prizes are awarded for student essays
and other competitions. The Phi Beta Kappa Society
offers $300 to the undergraduate winner of the
Stanley B. Greenfield Essay Prize. Last year the
Women's Studies Program awarded $100 for the
best undergraduate essay in lesbian and gay studies.
The Department of Mathematics administers the
William Lowell Putnam examination, a national
competition offering prizes to top finishers.
The George W. Cherry Speech Award is a scholar-
ship given to the best public speaker in the foren-
sics program.
The Department of Philosophy oversees the
George Rebec Essay Contest. Prizes of $200 each
are awarded for the best undergraduate and gradu-
ate essays on any area of philosophy.
Students should inquire at their home departments
about additional contests or competitions for ex-
pository or creative writing or other student
projects.
16
Entering the
University
Application Deadline
for Winter 1996 Enrollment
ADMISSIONS
240 Oregon Hall
Telephone (503) 346-3201
James R. Bueh, Director
Admission requirements apply to all students seeking to enroll at the Univer-
sity of Oregon. Undergraduate international students are admitted fall term only.
APPLICAnON DEADLINES
Student
Classification
All classifications except
international undergraduates October 13, 1995
Reenrollment or reregistration October 27,1995
for Spring 1996 Enrollment
All classifications except
international undergraduates January 19, 1996
Reenrollment or reregistration February 2, 1996
for Summer 1996 Enrollment
Freshman March 1, 1996
Transfer , April 12, 1996
Postbaccalaureate nongraduate or graduate April 12, 1996
Reenrollment or reregistration April 26, 1996
Graduate April 12, 1996
for Fall 1996 Enrollment
Freshman March 1, 1996
International undergraduate April 15, 1996
Transfer May 15, 1995
Postbaccalaureate nongraduate or graduate May 15, 1996
Graduate July 5,1996
Reenrollment or reregistration April 26, 1996
Late applications are considered; qualified people who apply late are admit-
ted if space is available.
Several professional schools, departments, and programs have additional
admission requirements. Students who plan to enter the university as ma-
jors in architecture, fine and applied arts, interior architecture, landscape
architecture, or music-or who hope to enroll in the Clark Honors Col-
lege-should be aware of the special admission requirements and applica-
tion deadlines. Some deadlines are given below. Details are in the depart-
mental sections of this bulletin.
Fall Term 1996 Application Deadline
Architecture , December 1, 1995
Fine and Applied Arts (transfer students) March 1,1996
Interior Architecture December 1, 1995
Landscape Architecture March 1,1996
Music majors audition for placement and take a musicianship examination
scheduled on several dates throughout the spring.
The university is concerned with an applicant's mental and emotional capaci-
ties to participate in the learning experiences of college life. This is taken into
consideration in reviewing applications for admission.
FRESHMAN
ADMISSION
Freshman Application
Procedures
Freshman applicants are required to
submit the following to the Office
of Admissions:
1. A completed application for ad-
mission and a nonrefundable $50
application fee
2. At the time of application, a tran-
script shOWing at least six semes-
ters of the applicant's high school
record
3. The results of either the Scholas-
tic Assessment Test I (SAT I) or
the American College Test (ACT)
4. 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. University of Oregon
application forms are available from
the Office of Admissions.
Freshman Admission
Prerequisites
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 alternatives outlined below.
Fourteen total units (one unit equals
one year) of college preparatory
course work are required. Specific
subject requirements include the fol-
lowing:
English-four years. All four years
should be in preparatory composi-
tion and literature with emphasis
on and frequent practice in writing
expository prose.
Mathematics-three years. Study
must include first-year algebra and
two additional years of college pre-
paratory mathematics such as ge-
ometry, advanced algebra, trigo-
nometry, analytical geometry,
calculus, finite mathematics, ad-
vanced applications, probability and
statistics, or courses that integrate
topics from two or more of these
areas. It is recommended that an
advanced mathematics course be
taken in the senior year. Regardless
of the pattern of mathematics
courses or the number of years of
mathematics taken, the mathemat-
ics course work must culminate at
the Algebra II (or equivalent) level
or higher.
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 labora-
tory science recommended).
Social studies-three years. Study
must include one year of United
States history, one year of global
studies (for example, world history
or geography), and one year of a
social studies elective (American
government strongly recom-
mended).
Other college preparatory course
work-two years. It is highly rec-
ommended that these years be in
foreign language study. Computer
science, fine and performing arts, or
other college preparatory electives
may satisfy this requirement.
Effective fall 1997, students will be
expected to have completed two
years of study in one foreign lan-
guage.
Freshman Admission
Requirements
1. To be admitted to the University
of Oregon, students must have
a. Graduated from a standard or
accredited high school and
b. Completed the subject re-
quirements outlined above
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 to-
ward graduation or
b. A predicted first-term GPA of
2.00 or better, based on a com-
bination of high school GPA
and SAT I or ACT scores
Students who have not graduated from high
school may be considered for admission on the
basis of the Test of General Educational Devel-
opment (GED). Students who have graduated
from a nonstandard or unaccredited high school
or were home schooled must complete either the
SAT lor the ACT and take the SAT II in English,
Mathematics I or II, and a third test of the
student's choice. Inquire at the Office of Admis-
sions for more details.
Computing Admission
Grade Point Averages
A numerical point value is assigned to all graded
work as follows: A=4 points per credit, B=3
points per credit, C=2 points per credit, D=l
point per credit, For N=O 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 re-
quirements. A request for admission as an excep-
tion is reviewed by the Admissions Committee.
For information about this option, write or visit
the Office of Admissions.
TRANSFER ADMISSION
Students who have attempted between 12 and 35
term credits of college work must meet both the
freshman requirements outlined above and the
transfer requirements described here. Students
who have attempted 36 or more credits of college
work, 24 of which must be graded, are considered
for admission based on a review of only the col-
lege-level study. A minimum grade point average
of 2.25 (2.50 for nonresidents) is required. Stu-
dents must have successfully completed one
course each in college-level writing and math-
ematics with grades of C- or better and must be
eligible to return to the last college attended.
Meeting these minimum standards does not guar-
antee admission. Priority consideration is given to
students who have earned an associate of arts de-
gree from an Oregon community college.
Transfer students who apply to one of the
professional schools may be expected to show
proficiency beyond the minimum requirement
for transfer admission. See departmental sections
of this bulletin for details.
A student may be placed on probation if his or her
prior college record includes a significant number
of no-pass marks. The student's academic record
is automatically reviewed by the Scholastic Review
Committee at the end of the first term's enroll-
ment. The university academic standing regula-
tions are explained in the Registration and Aca-
demic Policies section of this bulletin.
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 re-
quirements of the University of Oregon. Records
from institutions fully accredited by appropriate
accrediting associations are evaluated before ad-
mission is granted. Up to 108 credits from ac-
credited community or junior colleges may be
applied to the bachelor's degree.
Usually, no advanced standing is granted at en-
trance for work done in nonaccredited schools.
However, such credit may be transferred or vali-
dated for transfer by examination or by petition.
Credit is allowed only for courses substantially
equivalent to University of Oregon courses.
See Group Requirements under Registration
and Academic Policies for requirements apply-
ing to all new undergraduates.
Transfer Application Procedures
Transfer applicants are required to submit the
following to the Office of Admissions:
1. A completed application for admission and a
nonrefundable $50 application fee
2. An official transcript from each college and uni-
versity attended (an official transcript is one
sent directly to the Office of Admissions by the
college or university attended)
Transfer students may submit their applications up
to one year before they plan to enroll at the UO.
Applications and official transcripts should be re-
ceived by the university by the deadlines listed
above to allow time for a complete evaluation of the
transferred credits.
Premajor Status
The departments listed below admit new stu-
dents 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 ma-
jor. Each ofthese departments then screens en-
rolled 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 re-
quirements are the Lundquist College of Business;
ADMISSIONS 17
School of Journalism and Communication; inter-
national studies; planning, public policy and
management; and psychology departments.
In the College of Arts and Sciences, the
Department of Computer and Information
Science has 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.
INTERNATIONAL ADMISSION
Applicants who are not United States citizens or
immigrants are considered for admission to the
university as international students.
Undergraduate applicants from countries other
than the United States are admitted fall term
only. The admission deadline is April 15. Late
applications may not be processed in time for the
term of first preference. Proficiency in the En-
glish 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 Lan-
guage (TOEFL) as part of the application process.
A score of at least 500 is required to be consid-
ered for undergraduate or graduate admission.
The TOEFL is given worldwide. For more infor-
mation write to TOEFL, PO Box 899, Princeton
NJ 08540, USA.
For undergraduates, a GPA of 2.50 is required to
transfer from an American university or college.
To obtain graduate application forms, applicants
should write directly to the departments or
schools in which they plan to study. Each school
or department determines its specific require-
ments and application deadlines for graduate
admission.
18 ENTERING THE UNIVERSITY
International Application
Procedure
International applicants are required to submit
the following to the Office of Admissions:
1. A completed application for admission and a
nonrefundable $50 application fee
2. Official transcripts of all schoolwork taken be-
yond the eighth year of school (e.g., the
equivalent of the American secondary school
grades nine, ten, eleven, and twelve, and for
any college or university work). An official
transcript is an original or a certified copy
3. The results of the Test of English as a Foreign
Language (TOEFL)
4. A completed Supplementary Application and
Financial Statement for Foreign Students
(provided by the Office of Admissions)
5. A statement issued by a bank that indicates
an amount covering one year's expenses
SPECIALIZED ADMISSION
ASSISTANCE
Specialized admission assistance is available to
adult learners, ethnic minority students, and stu-
dents with disabilities.
Adult Learners. Inquire at the Office of Aca-
demic Advising and Student Services, 164 Or-
egon Hall; telephone (503) 346-3211, or the Of-
fice of Admissions, 240 Oregon Hall; telephone
(503) 346-3201. See also the Academic Advising
and Student Services section of this bulletin.
Ethnic Minority Students. Inquire at the Office
of Multicultural Affairs, 314 Oregon Hall, tele-
phone (503) 346-3479; or the Office of Admis-
sions, 240 Oregon Hall, telephone (503) 346-
3201. 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) 346-3211; or the
Office of Admissions, 240 Oregon Hall, tele-
phone (503) 346-3201. 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 require-
ments and application deadlines for graduate ad-
mission. 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 de-
gree, or take additional work without entering a
formal degree or certification program, may be
admitted with postbaccalaureate nongraduate
status. These students pay appropriate under-
graduate fees. Applications and information are
available from the Office of Admissions.
NOTICE TO NONRESIDENTS OF
THE STATE OF OREGON
Residence Classification Policy and
Procedures
On November 20, 1992, the Oregon Board ofHigher
Education adopted amendments to its administrative
rules regarding residency, effective November 1, 1993.
The rules, as amended, appear below.
Residence Policy
In Oregon, as in all other states, instruction fees at
publicly supported four-year colleges and universities
are higher for nonresident students than for resident
students. Currently, nonresident students are as-
sessed instruction fees that approximate the full cost
of instruction.
The current rules and amendments effective Novem-
ber 1, 1993, used in determining residmcy seek to
ensure that only bona fide Oregon residents are as-
sessed the resident fee. Those rules-Oregon Admin-
istrative Rules, Chapter 580, Division 10, Board of
Higher Education-appear below.
Only duly authorized admissions officers have
authority to apply and interpret these rules and pro-
cedures. No other indication or determination of resi-
dency by any other institutional office, department,
program, or staff represents the official institutional
determination ofresidency.
Summary of Key Considerations in
Determining Classification as a
Resident:
1. Establishment ofa domicile in Oregon for a period
of 12 months or more prior to the beginning of the
term for which residency is sought.
2. Financial dependence on an Oregon resident or
financial independence.
3. Primary purpose for being in Oregon other than to
obtain an education.
4. Nature and source offinancial resources.
5. Various other indicia ofresidency, e.g., ownership
of Oregon living quarters, permanent Oregon em-
ployment, payment ofOregon income taxes.
OREGON BOARD OF HIGHER
EDUCATION ADMINISTRATIVE
RULES
Residence Classification
Definitions 580-10-029 For the purpose ofrules
580-10-030 through 580-10-045, the following
words and phrases mean:
(l) "Domicile" denotes a person's true, fixed, and per-
manent home and place of habitation. It is the place
where a person intends to remain and to which the
person expects to retum when the person leaves with-
out intending to establish a new domicile elsewhere.
(2) "Financially independent" denotes a person who has
not been and will not be claimed as an exemption and
has not received and will not receive financial assis-
tance in cash or in kind ofan amount equal to orgreater
than that which would qualify him or her to be claimed
as an exemption for federal income tax purposes by an-
other person except his or her spouse for the current cal-
endar year and for the calendar year immediately prior
to the year in which application is made.
(3) A "dependent" is a person who is not financially
independent.
(4) The effective date of this rule is November 1,1993.
Determination of Residence
580-10-030 (l) For purposes ofadmission and in-
struction fee assessment, OSSHE institutions shall
classify a student as Oregon resident or nonresident.
In determining resident or nonresident classification,
the primary issue is one of intent. If a person is in Or-
egon primarily for the purpose ofobtaining an educa-
tion, that person will be considered a nonresident. For
example, it may be possible for an individual to
qualify as a resident of Oregon for purposes ofvoting
or obtaining an Oregon driver's license and not meet
the residency requirements established by these rules.
(2) An Oregon resident is a financially independent
person who, immediately prior to the term for which
Oregon resident classification is requested:
(a) Has established and maintained a domicile in Or-
egon ofnot less than 12 consecutive months; and
(b) Is primarily engaged in activities other than those
of being a college student. (i) A student may be con-
sidered primarily engaged in educational activities
regardless of the number of hours for which the stu-
dent is enrolled. However, a student who is enrolled
for more than seven hours per semester or quarter
shall be presumed to be in Oregon for primarily edu-
cational purposes. (ii) Such period ofenrollment shall
not be counted toward the establishment ofa bona
fide domicile ofone year in this state unless the stu-
dent proves, in fad, establishment ofa bona fide do-
micile in this state primarily for purposes other than
educational.
(3) An Oregon resident is also a person who is depen-
dent on a parent or legal custodian who meets the Or-
egon residency requirements of these rules.
(4) The criteria for determining Oregon resident clas-
sification shall also be used to detemline whether a
person who has moved from Oregon has established a
non-Oregon residence.
(5) If institution records show that the residence ofa
person or the person's legal custodian upon whom the
person is dependent is outside ofOregon, the person
shall continue to be classified as a nonresident until
entitlement to resident classification is shown. The
burden ofshowing that the residence classification
should be changed is on the person requesting the
change.
(6) The effective date of this rule in November 1, 1993.
Residency Consideration Factors
580-10-031 (l) The following factors, although not nec-
essarily conclusive or exclusive, have probative value in
support ofa claim for Oregon resident classification:
(a) Be primarily engaged in activities other than those
of a student and reside in Oregon for 12 consecutive
months immediately prior to the beginning of the
term for which resident classification is sought;
(b) Reliance upon Oregon resources for financial
support;
(c) Domicile in Oregon of persons legally responsible
for the student;
(d) Acceptance ofan offer of permanent employment
in Oregon; and
(e) Ownership by the person ofhis or her living quar-
ters in Oregon.
(2) The following factors, standing alone, do not con-
stitute sufficien t evidence to effect classification as an
Oregon resident:
(a) Voting or registration to vote;
(b) Employment in any position normally filled by a
student;
(c) The lease ofliving quarters;
(d) Admission to a licensed practicing profession in
Oregon;
(e) Automobile registration;
(j) Public records, for example, birth and marriage
records, Oregon driver's license;
(g) Continuous presence in Oregon during periods
when not enrolled in school;
(h) Ownership ofproperty in Oregon, or the payment
of Oregon income or other Oregon taxes; or
(i) Domicile in Oregon of the student's spouse;
(3) Reliance upon non-Oregon resources for financial
support is an inference of residency in another state,
(4) The resident classification ofa dependent person
shall be that ofhis or her parents oflegal custodians,
or, in case ofdivorce or other similar circumstances,
the parent or legal custodian upon whom the person
is financially dependent, unless the dependent has
been in Oregon with the other parent or a legal custo-
dian and established Oregon residency under these
rules 12 months prior to the term for which Oregon
resident classification is requested,
(5) The effective date ofthis rule is November 1, 1993,
Evidence of Financial Dependency
580-10-033 (l) In determining whether a student is
financially dependent and whether his or her parent,
or legal custodian has maintained a bona fide domi-
cile in Oregon for one year, a student must provide:
(a) Legal proofofcustodianship;
(b) Evidence ofestablished domicile ofparent or legal
custodian;
(c) The identification ofthe student as a dependent
on the federal income tax return of the parents, or
legal custodian,
Additional documentation to substantiate dependency
during the cun-ent calendar year may be required at a
later time ifdeemed necessary by the institution,
(2) A student who provides evidence that he or she is
a dependent ofa parent or legal custodian who has
maintained a one-year domicile in Oregon shall not
be required to establish a one-year domicile prior to
classification ofresident status, provided such a stu-
dent may not be classified as a resident while receiv-
ing financial assistance from another state or state
agency for educational purposes,
(3) The effective date ofthis rule in November 1, 1993,
Residence Classification of Armed
Forces Personnel
580-10-035 (l) For purposes of this rule, armed ser-
vices means officers and enlisted personnel ofthe
United States Army, Navy, Air Force, Marine Corps,
and Coast Guard,
(2) Notwithstanding OAR 580-10-030, members of
the armed services and their spouses and dependent
children who reside in this state while assigned to
duty at any base, station, shore establishment, or
other facility in this state, or while serving as mem-
bers of the crew ofa ship that has an Oregon port of
shore establishment as its home port or permanent
station, shall be considered residen ts for purposes of
the instruction fee,
(3) An Oregon resident entering the armed services
retains Oregon residence classification until it is vol-
untarily relinquished,
(4) An Oregon resident who has been in the armed
services and assigned on duty outside ofOregon must
return to Oregon within 60 days after completing ser-
vice to retain classification as an Oregon resident,
(5) A person who continues to reside in Oregon after
separation from the armed services may count the
time spent in the state while in the armed services to
support a claim for classification as an Oregon resi-
dent,
(6) The dependent child and spouse ofa person who is
a resident under section (2) ofthis rule shall be consid-
ered an Oregon resident, "Dependent child" includes
any child ofa member of the armed forces who:
(a) Is under 18 years ofage and not married, other-
wise emancipated, or self-supporting; or
(b) Is under 23 years ofage, unmarried, enrolled in a
full-time course ofstudy in an institution ofhigher
learning, and dependent on the member for over one-
halfofhisiher support,
Residence Classification of Aliens
580-10-040 (l) An alien holding an immigrant visa
or an A, E, G, I, or K visa, or granted refugee or po-
litical asylum status, Family Unity or Voluntary De-
parture in lieu ofFamily Unity status, or otherwise
admitted for permanent residence in the United
States is eligible to be considered an Oregon resident
ifOAR 580-10-030 is otherwise satisfied, The date
ofreceipt of the immigrant visa, the date ofapproval
ofpolitical asylum or refugee status, or the date of
approval of lawful permanent residence, whichever is
earlier, shall be the date upon which the 12 months
and other residency requirements under OAR 580-
10-030 shall begin to accrue,
(2) Notwithstanding any other rule, an alien possess-
ing a nonimmigrant or temporary, i,e" B, C, D, F, J,
or M visa cannot be classified as a resident,
Changes in Residence
Classification
580-10-041 (1) Ifan Oregon resident student enrolls
in an institution outside ofOregon and later seeks to
re-enroll in an OSSHE institution, the residence clas-
sification of that student shall be reexamined and de-
termined on the same basis as for any other person,
(2) A person whose nonresident legal custodian es-
tablishes a permanent Oregon residence as defined in
OAR 580-10-030 during a term when the dependent
is enrolled at an OSSHE institution, may register as
a resident at the beginning of the next term,
(3) Once established, classification as a resident contin-
ues so long as the student remains in continuous aca-
demic year enrollment in the classifying institution,
(4) A person who seeks classification as a resident
under these rules shall complete and submit a nota-
rized Residence Information Affidavit, The affidavit
and all required supportive documents and materials
must be submitted by the last day to register for the
term in which resident status is sought,
(5) No OSSHE institution is bound by any determi-
nation ofresidency except by duly authorized officials
under procedures prescribed by these rules including
timely submittal of the notarized affidavit,
Review of Residence Classification
Decisions by IRC
580-10-045 (l) An interinstitutional residency com-
mittee (IRC) is established consisting ofthe officers
determining student residence classification at De-
partment institutions and a member of the
Chancellor's staffappointed by the Chancellor, The
member of the Chancellor's staff, shall serve as
chairperson, A majority ofthe members of the Com-
mittee shall constitute a quorum, A majority ofa
quorum may make decisions,
ADMISSIONS 19·
(2) Residence cases ofunusual complexity, especially
where there may be conflict ofrules, may be referred
by an institution residence classification office to the
IRC for decision,
(3) Any person who is aggrieved by the institution
residence classification may, within ten (10) days of
the date ofmailing or other service ofclassification
decision, appeal the classification to the IRe. An ag-
grieved person may supply written statements to the
IRC for consideration in reviewing the case and may
also make an oral presentation to the IRe. The deci-
sion of the IRC shall be final unless appealed,
(4) A person dissatisfied with the IRC decision may,
within ten (10) days ofthe date of the mailing or other
service ofthe IRC decision, appeal the IRC decision to
the Vice Chancellor for Academic Affairs ofdesignee,
An appeal to the vice chancellor shall be in writing
only, The vice chancellor's decision shall be final,
(5) A person granted a meritorious hardship excep-
tion to residency under this rule prior to July 1, 1990,
shall not lose the exception solely because of the re-
peal of the exception authorization,
Residents Under WICHE
580-10-047 A certification officer, designated by the
Board, shall determine the residence classification of
any person seeking certification as an Oregon resi-
dent, pursuant to the terms of the WICHE Compact.
Any person dissatisfied with the decision of the certi-
fication officer may appeal to the IRe. The decision
of the IRC shall be final unless further appeal is
made to the Vice Chancellor for Academic Affairs
pursuant to OAR 580-10-045(4),
Residence Classification
Procedures
To be considered for classification as a resident, cer-
tain procedures and materials must be submitted to
the institutional residency officer in a complete and
timely manner,
(l) Obtain and complete the "Residence Information
Affidavit", which is available from the institutional
residency officer,
(2) Consult with the residency officer on the provi-
sion ofall the required supportive documents and
materials,
(3) Submit the affidavit and all other required mate-
rials and documents by the last day to register for the
term in which resident status is sought,
Residency Classification Appeals
Any person may appeal an institutional residency
classification decision within 10 days ofthe date of
mailing or other notification ofthe decision. The ap-
peal may be made to the State System's Interinstitu-
tional Residency Committee (IRC) in writing or in
person by notifying the institutional residency officer,
The decision ofthe IRC may be appealed to the Vice
Chancellor ofAcademic Affairs in writing within ten
days ofnotification ofthe IRC decision, The decision
ofthe vice chancellor is final. .
More information or assistance with residency
classification may be obtained from Larry
Waddell, Office of Admissions, 1217 University
of Oregon, Eugene OR 97403-1217; telephone
(503) 346-3201, In Oregon call toll free 1 (800)
232-3825.
Students who knowingly submit altered transcripts
or applications jeopardize their admission status and
could have their registration canceled, All records
submitted, filed, and accumulated in the Office of
Admissions become the property ofthe university.
REGISTRATION AND
ACADEMIC POLICIES
220 Oregon Hall
Telephone (503) 346-3243
Herbert R. Chereck, Registrar
ACADEMIC YEAR
The university divides the academic year into
three terms of approximately eleven weeks each
(except for the School of Law, which uses a se-
mester calendar).
The summer session supplements the work of the
fall, winter, and spring terms; a special bulletin
and announcements are issued for that session.
Students may enter the university at the begin-
ning of any term, with the exception of architec-
ture students, who should see Application Dead-
lines under Admissions. For freshmen and
transfer students who enter fall term, the univer-
sity has an annual New Student Orientation and
recommends that all new students attend. See the
Academic Calendar detailed list of this and other
important dates 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 aca-
demic regulations are included each term in the
separately published UO Schedule ofClasses, which
may be purchased for 25~ at the UO Bookstore and
the Erb Memorial Union main desk store.
This publication, the 1995-96 University ofOr-
egon Undergraduate and Graduate Bulletin, is a
statement of university rules, regulations, and
calendars that go into effect at the opening of fall
term 1995. A student who is admitted and enrolls
at the university during any academic year may
graduate under the general requirement provi-
sions of the bulletin in effect that year, provided
the bulletin has not expired. A student may
choose to graduate under the general require-
ments of a subsequent bulletin, provided he or
she completes all of those requirements. Major
requirements are determined by the academic
departments and programs; requirements are
subject to change for students who are not con-
tinuously enrolled. See Bulletin Expiration and
Requirements Policies, in the Contents section
of this bulletin, for more information.
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 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 either for a letter
grade or passino pass (PIN). Letter-graded work
is deSignated A, B, C, D, or F. Passino pass work
is designated P or N. An asterisk after the P or N
indicates that the course is offered PIN only. See
Bachelor's Degree Requirements for regulations
on graded credits.
Each department, school, or special program es-
tablishes regulations on passino pass courses for
its majors. Before exercising the PIN option, stu-
dents 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 aca-
demic calendar in the schedule of classes.
Graded
Student work is graded as follows: A, excellent; B,
good; C, satisfactory; D, inferior; F, unsatisfactory
(no credit awarded). Instructors may affix + or - to
the grades A, B, C, and D.
Pass/No Pass
Courses that are offered passino pass (PIN) only
are assigned P* or N* grades. Courses offered for
letter grades or passino pass use P or N grades
without an asterisk.
Student work may be graded as follows: P (pass),
satisfactory performance (C- or better for under-
graduate course work, B- or better for graduate
course work), or N (no pass), unsatisfactory per-
formance, no credit awarded (D+ or worse for un-
dergraduate course work, C+ or worse for gradu-
ate course work). This bulletin and the schedule of
classes designate courses that are available only
passino pass. Passing credits are also awarded for
advanced placement and CLEP work and for work
taken at another collegiate institution if the direc-
tor of admissions cannot equate the quality of the
work to the UO grading system.
Marks
AU (audit). A student-initiated mark. Audit en-
rollments are recorded on the student's academic
record, but no credit is earned by audit. Audited
classes do not satisfy degree requirements; nor
do they count toward the Graduate School's con-
tinuous enrollment requirement.
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 completed
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 ear-
lier date as the instructor, dean, or department
head specifies. Applicants for graduation should
see special limitations under Application for a De-
gree. Graduate students should refer to the
Graduate School section of this bulletin for time
limits on the removal of incompletes.
W (withdrawal). A student-initiated mark. Stu-
dents may withdraw from a course by using tele-
phone registration. See the 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 nobasis for evaluating the
student's performance.
Grade Point Average
The grade point average (GPA) is computed only
for work done at the University of Oregon. Four
points are assigned for each credit of A, three
points for each credit of B, two points for each
credit of C, one point for each credit of D, and
zero points for each credit of F.
111e plus sign increases the points assigned the
letter grade by 0.30 per credit, and the minus sign
decreases the points assigned the letter grade by
0.30 per credit. Marks of AU, 1, W, X, Y, and the
grades of P and N are disregarded in the compu-
tation of the grade point average. The grade
point average is calculated by dividing total
points by total credits of A, B, C, D, and F.
APPLICAnON FOR AN
UNDERGRADUATE DEGREE
Students who plan to receive a bachelor's degree
from the University of Oregon must file an appli-
cation in the Office of the Registrar by the second
week of classes in the term preceding the term of
anticipated graduation.
Advance notice to the Office of the Registrar of the
intent to graduate permits timely review of degree
requirements and notification of deficiencies in
general-education requirements, allowing students
to plan or change their final term's course schedule
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 are made only during the thirty days fol-
lowing the granting of the degree.
Applications for graduate degrees are available
from the Graduate School.
BACHELOR'S DEGREE
REQUIREMENTS
Candidates for bachelor's degrees conferredfall 1995 and
thereafter must satisfy the general university require-
ments that went into effectfall 1993 or subsequently.
To earn a University of Oregon bachelor's
degree, students must satisfy the following
requirements.
University Requirements Credits
A total of 180 credits with passing grades are re-
quired for the bachelor of arts, bachelor of sci-
ence' bachelor of education, and bachelor of mu-
sic. A total of 220 credits are required for the
bachelor of fine arts and the bachelor of land-
scape architecture. A total of 225 credits are re-
quired for the bachelor of interior architecture,
and a total of 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 individual
departments.
Concurrent Degrees. Although the University
of Oregon does not award concurrent degrees
(e.g., B.A. and B.S.), a student may be awarded a
bachelor's degree with more than one major by
completing all general university degree require-
ments for the designated majors and degree and
all requirements in each major as specified by the
major 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 department headings.
A minor may be awarded only at the time a
bachelor's degree is conferred.
Upper-Division Work
A minimum of 62 credits in upper-division
courses (300 level or higher) are required.
Residency
After completing 120 of the 180 required credits,
160 of the 220 required credits, 165 of the 225 re-
quired credits, or 171 of the 231 required credits,
each student must complete at least 45 credits at
the university as a formally admitted student.
Total Credits of A, B, C, D, p*
Students must earn 168 transfer or University of
Oregon credits with grades of A, B, C D, or P*.
Credits earned in courses offered only passino
pass use the P* designation.
UO Credits of A, B, C, D
A minimum of 45 credits graded A, B, C or D
must be earned at the University of Oregon as a
formally admitted student. Courses required in
the major and designated PIN only in the sched-
ule of classes may be counted toward the 45-credit
requirement only if the 168-credit requirement
has been satisfied.
Satisfactory Work
Graduation from the university requires a mini-
mum UO cumulative grade point average of 2.00.
Basic Courses
The following basic courses are required for all
undergraduate degrees:
Written English. Two courses (WR 121 and ei-
ther WR 122 or 123 or equivalents) with grades of
C- or better. For placement, prerequisites, or ex-
emption, see policies in the English section of
this bulletin.
Requirements for Bachelor of Arts
and Bachelor of Science
Students must choose to graduate with a specific
degree and major (for example, bachelor of arts
in chemistry or bachelor of science in chemistry).
See degrees listed in the Academic Majors and
Minors section of this bulletin.
Bachelor of Arts (B.A.) Requirements
The B.A. degree requires proficiency in a foreign
language. The foreign language requirement may
be met in one of the following ways:
1. 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
2. Satisfactory completion of an examination ad-
ministered by the appropriate language de-
partment, showing language proficiency
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
3. For students whose native language is not En-
glish: providing high school or college tran-
scripts as evidence of formal training in the na-
tive language and satisfactory completion of
WR 121 and either WR 122 or 123
Bachelor of Science (B.S.) Requirements
Students admitted to the university fall 1990 and
thereafter must demonstrate proficiency in
mathematics or computer and information sci-
ence or a combination of the two. The
requirement may be satisfied in one of the
following ways, depending on the student's
mathematics experience. Courses must be com-
pleted with grades of C-, P, or better.
1. Students with a limited background in math-
ematics can complete the requirement with
any of the combinations of three courses listed
below. InqUire at the Office of Academic Ad-
vising and Student Services, 164 Oregon Hall,
for other possible combinations.
MATH 105, 106, 107, 111 (any three)
MATH 105, 111, 243
MATH 111, 425, 426
2. Students who placed above the MATH 111
level on the mathematics placement test may
complete the requirement with any two
courses chosen from the following:
MATH 112, 231, 241, 243 or 425
CIS 121, 122, 133, 134, 210
3. Students who have MATH 111 skills and an
additional prerequisite course or appropriate
skills may complete the requirement with one
course chosen from the following:
MATH 232, 233, 242,251, 252, 253, 271, 272
CIS 211, 212, 234
4. Students planning to transfer to a fifth-year
elementary-education program at another
school may complete the following:
MATH 111 or 112; MATH 211,212,213
Group Requirements
To promote educational breadth all bachelor's de-
gree candidates are required to complete work in
each of three groups representing comprehensive
fields of knowledge: arts and letters, social sci-
ence' and science. Approved group-satisfying
courses must be at least 3 credits each.
Group-satisfying requirements are determined
according to the degree to be earned.
Only the departments and courses listed below
may be used to satisfy group requirements.
Courses refer to the current year only. For prior
years, consult earlier UO bulletins.
Group Requirements: Fall 1995
Fall 1995 requirements apply to all new students
who have been formally admitted and enrolled at
the university.
BACHELOR OF ARTS, FINE ARTS, OR SCIENCE
Students must complete a minimum of 48 credits
including 16 credits in approved group-satisfying
courses in each of three general-education groups:
arts and letters, social science, and science. Each
group must include (1) at least two courses with
the same subject code and (2) at least one course
with a different subject code. No more than three
courses with the same subject code may be taken
to fulfill the total 48-credit requirement.
BACHELOR OF ARCHITECTURE,
EDUCATION, INTERIOR ARCHITECTURE,
LANDSCAPE ARCHITECTURE, OR MUSIC
Students must complete a minimum of 36 credits
including 12 credits in approved group-satisfying
courses in each of three general-education groups:
arts and letters, social science, and science. Each
group must include at least two courses with dif-
ferent subject codes. Two groups must each
include at least two courses with the same sub-
ject code. No more than three courses with the
same subject code may be taken to fulfill the total
36-credit requirement.
Group I: Arts and Letters
Architecture and Allied Arts
See AAA 180, 181 under Fine and Applied Arts
Art History (ARH)
204,205,206 History of Western Art I,Il,III
207 History of Indian Art
208 History of Chinese Art
209 History of Japanese Art
314, 315 History of Western Architecture I,Il
322 Art of Ancient Greece
323 Art of Ancient Rome
349 History of Prints
35119th-Century Art
352 20th-Century Art
359 History of Photography
Arts and Administration (AAD)
250 Art and Human Values
251 The Arts and Visual Literacy
252 Art and Gender
Classics in English Translation (CLAS)
201 Greek Life and Culture
202 Roman Life and Culture
301 Greek and Roman EpiC
302 Greek and Roman Tragedy
303 Classical Greek Philosophers
304 Classical Comedy
305 Latin Literature
314 Gender and Sexuality in AntiqUity
321 Classic Myths
322 Ancient Historiography
323 Ancient Rhetoric and Oratory
Classics: Greek (GRK)
301, 302, 303 Authors: [Topic]
Classics: Latin (LAT)
301, 302, 303 Authors: [Topic]
Comparative Literature (COLT)
101 Literature, Language, Culture
201, 202, 203 Genres in Cultural Perspective
301 Approaches to Comparative Literature
Dance (DAN)
251 Looking at Dance
301 Dance and Folk Culture
302 Dance in Asia
East Asian Languages and Literatures (EALL)
210 China: A Cultural Odyssey
211 Japan: A Cultural Odyssey
East Asian Languages and Literatures:
Chinese (CHN)
150 Introduction to the Chinese Novel
151 Introduction to Chinese Film
152 Introduction to Chinese Popular Culture
201,202,203 Second-Year Chinese
301, 302, 303 Third-Year Chinese
305,306, 307 Introduction to Chinese Literature
350 Women, Gender, and Chinese Literature
22 ENTERING THEUNIVERSITY
East Asian Languages and Literatures:
Japanese OPN)
106 Accelerated Japanese
201,202,203 Second-Year Japanese
301,302,303 Third-Year Japanese
305, 306,307 Introduction to Japanese Literature
English (ENG)
103 Introduction to Literature: Drama and Poetry
104 Introduction to Literature: Fiction
107, 108, 109 World Literature
151 Introduction to African-American Literature
207, 208 Shakespeare
210, 211 Survey of English Literature
215, 216 Survey of American Literature
240 Introduction to Native American Literature
250 Introduction to Folklore
265, 266 History of the Motion Picture
308 Studies in Genre: Epic and Romance
309 Studies in Genre: Tragedy and Comedy
310 African American Prose
311 African American Poetry
312 African American Drama
321, 322, 323 English Novel
391,392 American Novel
394, 395 20th -Century Literature
Environmental Studies (ENVS)
203 Introduction to Environmental Studies:
Humanities
Fine and Applied Arts (MA)
180, 181 Introduction to Visual Inquiry I,II
Germanic Languages and Literatures:
German (GER)
201,202,203 Second-Year German
204,205 Intensive Second-Year German
311,312,313 Intermediate Language Training
340,341 Introduction to German Culture
and Society
350 Genres in German Literature
351 Constructions of Identity in German Culture
352 Authors in German Literature
354 German Gender Studies
360, 361, 362 Introduction to German Literature
366,367, 368 Themes in German Literature
Germanic Languages and Literatures:
Scandinavian (SCAN)
350 Introduction to Scandinavian Culture and
Society
351 Periods in Scandinavian Literature
352 Topics in Scandinavian Literature
353 Scandinavian Women Writers
354 Genres in Scandinavian Literature
Germanic Languages and Literatures:
Danish (DANE)
201,202,203 Second-Year Danish
Germanic Languages and Literatures:
Norwegian (NORW)
201, 202, 203 Second-Year Norwegian
301,302,303 Third-Year Norwegian
Germanic Languages and Literatures:
Swedish (SWED)
201,202,203 Second-Year Swedish
301,302,303 Third-Year Swedish
Humanities (HUM)
101, 102, 103 Introduction to the Humanities I,IT,III
Linguistics (LING)
150 Structure of English Words
Linguistics: Indonesian (INDO)
201, 202, 203 Second-Year Indonesian
301,302,303 Third-Year Indonesian
Linguistics: Thai (THAI)
201, 202, 203 Second-Year Thai
301, 302, 303 Third-Year Thai
Music (MUS)
125 Basic Music
207,208 Introduction to Music and Its Literature
267,268,269 Survey of Music History
351 The Music of Bach and Handel
352 The Classic Symphony and Sonata
353 Survey of Opera
354 Introduction to 20th-Century Music
358 Music in World Cultures
359 Music of the Americas
380 Film: Drama, Photography, Music
Music: Jazz Studies (MUJj
350 HistOlY of Jazz
Philosophy (PHIL)
101 Philosophical Problems
102 Ethics
103 Critical Reasoning
211 Existentialism
213 Eastern Philosophy
301, 302, 303 History of Philosophy: Ancient to
Renaissance
304,305,306 HistOlY of Modern Philosophy
322 Philosophy of the Arts
360 Philosophy in the 20th Century
Religious Studies (REL)
111 Introduction to the Study of the Bible
Romance Languages: French (FR)
201,202,203 Second-Year French
301 Reading French
303 Writing French
317,318,319 Survey of French Literature
330 French Poetry
331 French Theater
333 French Narrative
Romance Languages: Italian (ITAL)
201, 202, 203 Second-Year Italian
301 Reading Italian
303 Writing Italian
317,318,319 Survey of Italian Literature
341, 342 Italian Literature in Translation
Romance Languages: Spanish (SPAN)
201,202,203 Second-Year Spanish
301 Reading Spanish
303 Writing Spanish
316, 317 Survey of Peninsular Spanish Literature
318,319 Survey of Spanish-American Literature
328 Hispanic Literature in the United States
330 Introduction to Spanish Poetry
331 Introduction to Spanish Theater
333 Introduction to Spanish Narrative
Russian (RUSS)
201, 202, 203 Second-Year Russian
204, 205, 206 Introduction to Russian Literature
301, 302, 303 Readings in Russian Literature
316,317,318 Third-Year Russian
Theater Arts (TA)
271,272 Introduction to Theater Arts I,IT
367, 368, 369 History of the Theater I,II,III
Women's Studies (WST)
351,352 Women's Literature, Art, and Society
Students should inquire at the department about
possible substitution of a minor or second major in
linguistics, philosophy, or religious studies for the
arts and letters group requirement. A minor or sec-
ond major in any other department listed under the
arts and letters group may be substituted for the
arts and letters requirement with the completion of
at least one course in another subject. A minor or
second major containing courses from two groups
may be substituted for only one group.
Group II: Social Science
Anthropology (ANTH)
110 Introduction to Cultural Anthropology
150 Introduction to Archaeology
180 Introduction to Language and Culture
220 Introduction to Japanese Society and Culture
301 Ethnology of Hunters and Gatherers
302 Ethnology of Tribal Societies
303 Ethnology of Peasant Societies
314 Women and Culture I: Politics, Production,
and Power
315 Women and Culture II: Creativity and Symbols
320 Native North Americans
323 Pacific Basin: Polynesia and Micronesia
324 Pacific Basin: Melanesia and Australia
341 Asian Archaeology
342 Northeast Asia Prehistory
343 Pacific Islands Archaeology
Economics (EC)
201 Introduction to Economic Analysis:
Microeconomics
202 Introduction to Economic Analysis:
Macroeconomics
330 Urban and Regional Economic Problems
340 Issues in Public Economics
350 Labor Market Issues
360 Issues in Industrial Organization
370 Money and Banking
380 International Economic Issues
390 Problems and Issues in the Developing
Economies
Educational Studies (EDUC)
111 Educational Issues and Problems
211 Historical Foundations of Education
212 Foundations of Learning and Intervention
Environmental Studies (ENVS)
201 Introduction to Environmental Studies:
Social Sciences
Ethnic Studies (ES)
101 Introduction to Ethnicity
102 Ethnic Groups in Contemporary America
103 Ethnic America: Cultural Voices
REGISTRATIQN:ANI>1{<1l\IJEMICPOLICIES
Geography (GEOG)
103 Cultural Geography
104 Geography and Environment
201 World Regional Geography
202 Geography of European-American Regions
203 Geography of Non-European-American Regions
History (HIST)
101,102 Western Civilization
120,121 World History to 1700
122, 123 World History since 1700
220,221 United States
240 War and the Modern World
245 U.S.A.-USSR Shared History
250, 251 African American History
253 African Americans in the West
290 Foundations of East Asian Civilization
291 China, Past and Present
292 Japan, Past and Present
301,302,303 Europe since 1789
308,309 History of Women in the United States I,II
310 Perceptions and Roles of Women from the
Greeks through the 17th Century
311 Women and Social Movements in Europe
from 1750 to the Present
325, 326 Africa
331, 332, 333 England
353, 354 American Foreign Relations since 1933
359 ReligiOUS Life in the United States
380, 381, 382 Latin America
International Studies (INTL)
250 Value Systems in Cross-Cultural Perspective
251 Cooperation, Conflict, and Global Resources
Journalism (J)
201 The Mass Media and Society
385 Communication Law
386 Communication Economics
387 Communication History
388 Communication Theory and Criticism
394 Journalism and Public Opinion
Linguistics (LING)
290 Introduction to Linguistics
295 Language, Culture, and Society
296 Language and Cognition
311 Languages ofthe World
Philosophy (PHIL)
215 Philosophy and Feminism
307, 308 Social and Political Philosophy
339 Introduction to Philosophy of Science
Political Science (PS)
101 Modern World Governments
104 Problems in United States Politics
201 United States Politics
203 State and Local Government
204 Introduction to Comparative Politics
205 International Relations
207 Introduction to Contemporary Political Theory
208 Introduction to the Tradition of Political
Theory
225 Political Ideologies
230 Introduction to Urban Politics
235 Crisis in Central America
240 Introduction to Public Policy and Administration
280 Introduction to Political Psychology
301 Art and the State
321 Introduction to Political Economy
326 United States Foreign Policy I
344 Public Policy and Citizen Action
347 Political Power, Influence, and Control
349 Mass Media and American Politics
Psychology (PSY)
202 Mind and Society
330 Thinking
375 Development
Religious Studies (REL)
201,202 Great Religions of the World
302 Chinese Religions
303 Japanese Religions
314 Greek and Roman Religions
315 Early Judaism
316 Beginnings of Christianity
321, 322, 323 History of Christianity
324, 325 History of Eastern Christianity
Sociology (SOC)
204 Introduction to Sociology
207 Social Inequality
301 American Society
303 World Population and Social Structure
304 Community, Environment, and Society
305 America's Peoples
313 Social Issues and Movements
317 SOCiology of the Mass Media
328 Introduction to Social Psychology
335 Interaction and Social Order
345 Race, Class, and Ethnic Groups
346 Work and Occupations
355 SOciology of Women
380 Introduction: Deviance, Control, and Crime
Women's Studies (WST)
101 Introduction to Women's Studies
A minor or second major in the following may be
substituted for the social science group require-
ment with the completion of at least one course
in another subject: economics, environmental
studies (major only), ethnic studies, history,
peace studies, political science, religiOUS studies,
sociology, women's studies. Students should in-
quire at the anthropology, geography, linguistics,
philosophy, and psychology departments about
possible substitution of a minor or second major
in these disciplines for the social science require-
ment. A minor or second major containing
courses from two groups may be substituted for
only one group.
Group III: Science
Anthropology (ANTH)
170 Introduction to Human Evolution
171 Evolution of Monkeys and Apes
172 Evolution of Human Adaptation
173 Evolution of Human Sexuality
361 Human Evolution
362 Human Biological Variation
367 Human Adaptation
Biology (BI)
101 General Biology I: Cells
102 General Biology II: Organisms
103 General Biology III: Populations
105 Explorations in General Biology I: Cells
106 Explorations in General Biology II:
Organisms
107 Explorations in General Biology III:
Populations
120 Reproduction and Development
121 Introduction to Human Physiology
122 Human Genetics
123 Biology of Cancer
124 Global Ecology
130 Introduction to Ecology
131 Introduction to Evolution
132 Animal Behavior
156 Natural History of Birds
220 Genetics and Evolution
307 Forest Biology
308 Freshwater Biology
309 Marine Biology
Chemistry (CH)
101, 102 Science and Society
211,212,213 Introductory General Chemistry
221, 222, 223 General Chemistry
224,225,226 (H) Honors General Chemistry
Computer and Information Science (CIS)
120 Concepts of Computing: Information
Processing
121 Concepts of Computing: Computers and
Computation
122 Concepts of Computing: Algorithms and
Programming
133 Introduction to Numerical Computation with
FORTRAN
134 Problem Solving in Pascal
210,211, 212 Computer Science I,Il,III
Environmental Studies (ENVS)
202 Introduction to Environment Studies: Natu-
ral Sciences
Exercise and Movement Science (EMS)
101 Exercise as Medicine
102 Exercise and Wellness across the Life Span
103 Exercise and Performance
Geography (GEOG)
101 The Natural Environment
102 Global Environmental Change
321 Climatology
322 Geomorphology
323 Biogeography
Geological Sciences (GEOL)
101 Introduction to Geology: The Dynamic Earth
102 Introduction to Geology: The Face of the Earth
103 Introduction to Geology: The Evolving Earth
201 General Geology: Earth's Interior Heat and
Dynamics
202 General Geology: Earth's Surface Processes
and Morphology
203 General Geology: Evolution of the Earth
EN.TER.ING TH.EUN.·•. twRSI'W····
. .' - . . .
304 The Fossil Record
306 Volcanoes and Earthquakes
307 Oceanography
308 Geology of Oregon and the Pacific Northwest
310 Earth Resources and the Environment
Mathematics (MATH)
105, 106, 107 University Mathematics I,Il,III
211, 212, 213 Fundamentals of Elementary
Mathematics I,Il,III
231, 232, 233 Elements of Discrete
Mathematics I,Il,III
241, 242 Calculus for Business and Social Science I,Il
243 Introduction to Methods of Probability and
Statistics
251, 252, 253 Calculus I,Il,III
271, 272, Mathematical Structures I,Il
Physics (pHYS)
101, 102, 103 Essentials of Physics
151 Waves, Sound, and Light
152 Physics of Sound and Music
153 Physics of Light and Color
154 Lasers
161 Physics of Energy and Environment
162 Solar Energy
163 Electric Power Generation
201, 202, 203 General Physics
211,212,213 General Physics with Calculus
301, 302, 303 Physicists' View of Nature
Physics: Astronomy (ASTR)
121, 122, 123 Elementary Astronomy
207, 208, 209 Introduction to Astronomy and
Astrophysics
Psychology (PSY)
201 Mind and Brain
304 Biopsychology
A minor or second major in the following may be
substituted for the science group requirement
with the completion of at least one course in an-
other subject: biology, chemistry, computer and
information science, environmental studies (mi-
nor only), general science, geological sciences,
mathematics, physics. Students should inquire at
the anthropology, geography, linguistics, phi-
losophy, and psychology departments about pos-
sible substitute of a minor or second major in
these disciplines for the science group require-
ment. A minor or second major containing
courses from two groups may be substituted for
only one group.
Multicultural Requirement
Bachelor's degree candidates who enter the uni-
versity fall 1995 or after, including those with as-
sociate of arts degrees, must complete one course
in two of the following categories: A: American
Cultures; B: Identity, Pluralism, and Tolerance; C:
International Cultures. A minimum of 6 credits in
approved courses must be earned.
The multicultural requirement replaces the race,
gender, non-European-American requirement.
Students admitted to the university before fall
1995 and who graduate before the year 2000
must complete one approved course from any of
the three multicultural categories.
Category A: American Cultures. The goal is to
focus on race and ethnicity in the United States
by considering racial and ethnic groups from his-
torical and comparative perspectives. Five racial
or ethnic groups are identified: African Ameri-
can, Chicano or Latino, Native American, Asian
American, European American. Approved
courses deal with at least two of these groups in a
comparative manner. They do not necessarily
deal specifically with discrimination or prejudice,
although many do.
Anthropology (ANTH)
213 Oregon Native Americans
320 Native North Americans
Comparative Literature (COLT)
474 Culture and Identity in the Americas
English (ENG)
151 Introduction to African American Literature
240 Introduction to Native American Literature
310 African American Prose
311 African American Poetry
312 African American Drama
489 Tribal American Literatures: [Topic]
Ethnic Studies (ES)
101 Introduction to Ethnicity
102 Ethnic Groups in Contemporary America
103 Ethnic America: Cultural Voices
310 Black Political Ideology
315 Introduction to the Asian American
Experience
320 Problems and Issues in the Native American
Community
330 Minority Women: Issues and Concerns
415 Issues in Bilingual and Multicultural
Education
416 History of Chicano Education
417 Mass Media and Minorities
418 Interracial Relations
419 Native American Contemporary Voices
Folklore (FLR)
486 African American Folklore
History (HIST)
250, 251 African American History
253 African Americans in the West
360 The American City: [Topic]
455 Colonial American History
470 American Social History: [Topic]
Music (MUS)
264, 265 History of Rock Music I,ll
359 Music of the Americas
450 History of Gospel Music
Music: Jazz Studies (MUJ)
350 History of Jazz
Political Science (PS)
230 Introduction to Urban Politics
Romance Languages: Spanish (SPAN)
328 Hispanic Literature in the United States
Sociology (SOC)
305 America's Peoples
345 Race, Class, and Ethnic Groups
445 Sociology of Race Relations
Theater Arts (TA)
472 Multicultural Theater: [Topic]
Category B: Identity, Pluralism, and Toler-
ance. The goal is to gain scholarly insight into
the construction of collective identities, the
emergence of representative voices from varying
social and cultural standpoints, and the effects of
prejudice, intolerance, and discrimination. The
identities at issue may include ethnicities as in
Category A, as well as classes, genders, religions,
sexual orientations, or other groups whose expe-
riences contribute to cultural pluralism. This cat-
egory includes courses that analyze the general
principles underlying tolerance, or the lack of it.
Anthropology (ANTH)
173 Evolution of Human Sexuality
314 Women and Culture I: Politics, Production,
and Power
315 Women and Culture II: Creativity and Sym-
bols
368 Scientific Racism: An AnthropolOgical His-
tory
418 Anthropology of Religion
421 Anthropology of Gender
439 Feminism and Ethnography
443 North American Prehistory
444 Middle American Prehistory
445 South American Prehistory
468 Race, Culture, and Sociobiology
493 Racial and Ethnic Dimensions in Health
Arts and Administration (AAD)
250 Art and Human Values
251 The Arts and Visual Literacy
252 Art and Gender
452 Women and Their Art
Classics in English Translation (CLAS)
314 Gender and Sexuality in Antiquity
Comparative Literature (COLT)
101 Literature, Language, Culture
301 Approaches to Comparative Literature
473 New World Poetics
477 Nation and Resistance
East Asian Languages and Literatures: Chinese
(CHN)
350 Women, Gender, and Chinese Literature
Economics (EC)
330 Urban and Regional Economic Problems
430 Urban and Regional Economics
431 Issues in Urban and Regional Economics
English (ENG)
315 Women Writers' Cultures: [Topic]
316 Women Writers' Forms: [Topic]
488 Race and Representation in Film
496 Feminist Film Criticism: [Topic]
497 Feminist Literary Theory
498 Studies in Women and Literature: [Topic]
Folklore (FLR)
483 Folklore and Mythology of the British Isles
Geography (GEOG)
441 Political Geography
444 Geography of Languages
445 Culture, Ethnicity, and Nationalism
- l.:: ... H;;)·
25
Germanic Languages and Literatures: German
(GER)
351 Constructions of Identity in German Culture
354 German Gender Studies
Germanic Languages and Literatures:
Scandinavian (SCAN)
353 Scandinavian Women Writers
History (HIST)
308,309 History of Women in the United
States I,Il
310 Perceptions and Roles of Women from the
Greeks through the 17th Century
311 Women and Social Movements in Europe
from 1750 to the Present
350, 351 American Radicalism
359 Religious Life in the United States
386 India
388 Vietnam and the United States
469 American Indian History
Honors College (HC)
315 (H) Women Writers: [Topic]
412 (H) Gender Studies: [Topic]
International Studies (INTL)
421 Gender and International Development
Journalism and Communication (J)
320 Women, Minorities, and Media
Music (MUS)
460 Music and Gender
Philosophy (PHIL)
215 Philosophy and Feminism
Political Science (PS)
348 Women and Politics
483 Feminist Theory
Romance Languages: Italian (ITAL)
498 Italian Women's Writing
Romance Languages: Spanish (SPAN)
497 Spanish Women Writers
Sociology (SOC)
207 Social Inequality
355 Sociology of Women
455 Issues in Sociology of Gender: [Topic]
456 Feminist Theory
Women's Studies (WST)
101 Introduction to Women's Studies
351,352 Women's Literature, Art, and Society
412 History and Development of Feminist
Theory
Category C: International Cultures. The goal is
to study world cultures in critical perspective. Ap-
proved courses either treat an international cul-
ture in view of the issues raised in Categories A
and B-namely, race and ethnicity, pluralism and
monoculturalism, and/or prejudice and toler-
ance-or explicitly describe and analyze a world-
view-Le., a system of knowledge, feeling, and
belief-that is substantially different from those
prevalent in the 20th-century United States.
Anthropology (ANTH)
110 Introduction to Cultural Anthropology
220 Introduction to Japanese Society and Culture
301 Ethnology of Hunters and Gatherers
302 Ethnology of Tribal Societies
303 Ethnology of Peasant Societies
321 Peoples of India
323 Pacific Basin: Polynesia and Micronesia
324 Pacific Basin: Melanesia and Australia
341 Asian Archaeology
342 Northeast Asia Prehistory
343 Pacific Islands Archaeology
425 Topics in Pacific Ethnology: [Topic]
426 Peoples of South Africa
427 Peoples of Central and East Africa
428 Peoples of West Africa and the Sahara
431 Peoples of East Asia
433 Native Central Americans
434 Native South Americans
436 Cultures of Island Southeast Asia
437 Cultures of Mainland Southeast Asia
438 Minority Cultures of Southeast Asia
Art History (ARH)
207 History of Indian Art
208 History of Chinese Art
209 History of Japanese Art
381 Nomadic Art of Eurasia
384,385, 386 Chinese Art I,Il,III
387 Chinese Buddhist Art
389 Art and Politics in 20th-Century China
391, 392 Art of the Pacific Islands I,Il
394, 395, 396 Japanese Art I,II,III
397 Japanese Buddhist Art
484 Problems in Chinese Art: [Topic]
488 Japanese Prints
490 Islamic Art and Architecture
494 Problems in Japanese Art: [Topic]
Comparative Literature (COLT)
478 Suicide and Literature East and West
Dance (DAN)
301 Dance and Folk Culture
302 Dance in Asia
452 Tribal Dance Cultures
East Asian Languages and Literatures (EALL)
210 China: A Cultural Odyssey
211 Japan: A Cultural Odyssey
East Asian Languages and Literatures: Chinese
(CHN)
150 Introduction to the Chinese Novel
151 Introduction to Chinese Film
152 Introduction to Chinese Popular Culture
305,306,307 Introduction to Chinese Literature
423 Issues in Early Chinese Literature
424 Issues in Medieval Chinese Literature
425 Issues in Modern Chinese Literature
451 Post-Mao Fiction and Debate
452 Chinese Film and Theory
454 Early Chinese Poetry: Scholar's Lament
455 The Han-Tang Poetic Tradition
456 Traditional Chinese Law and Literature
461 The Confucian Canon
462 The Beginnings of Chinese Narrative
East Asian Languages and Literatures:
Japanese (JPN)
305, 306, 307 Introduction to Japanese Literature
424 Premodern Japanese Literature: [Topic]
425 Modern Japanese Literature: [Topic]
426 Major Japanese Writers: [Topic]
437,438,439 Classical Japanese Literary Lan-
guage
471 Japanese Cinema
472 Japanese Film and Literature
Economics (Ee)
390 Problems and Issues in the Developing
Economies
490 Economic Growth and Development
Folklore (FLR)
411 Folklore and Religion
412 Folklore of Subcultures
Geography (GEOG)
201 World Regional Geography
203 Geography of Non-European-American
Regions
446 Geography of Religion
475 Advanced Geography of Non-European-
American Regions: [Topic]
History (HIST)
120,121 World History to 1700
122, 123 World History since 1700
290 Foundations of East Asian Civilization
291 China, Past and Present
292 Japan, Past and Present
325,326 Africa
380, 381, 382 Latin America
385 India
390, 391, 392 East Asia in Modern Times
480 Mexico
481 The Caribbean and Central America
482 Latin America's Indian Peoples
483 Topics in Latin American History: [Topic]
484 Philippines
485, 486 Thought and Society in East Asia
487,488,489 China
490,491, 492 Japan
493 The Chinese Revolution
495 Modern Southeast Asian History
498 Topics in Asian History
Honors College (HC)
415 (H) World Perspectives: [Topic]
International Studies (INTL)
250 Value Systems in Cross-Cultural Perspective
251 Cooperation, Conflict, and Global Resources
423 Development and the Muslim World
430 World Value Systems
431 Cross-Cultural Communication
440 The Pacific Challenge
441 Southeast Asian Political Novels and Films:
Changing Images
442 South Asia: Development and Social Change
443 Postwar Vietnam-United States Relations
Journalism and Communication (J)
455 Third World Development Communication
Linguistics (LING)
295 Language, Culture, and Society
311 Languages of the World
ENTERINGTHEUNlyERSITY·
Music (MUS)
358 Music in World Cultures
451 Introduction to Ethnomusicology
452 Musical Instruments of the World
453 Folk Music of the Balkans
454 Music ofIndia
Philosophy (PHIL)
213 Eastern Philosophy
Political Science (PS)
235 Crisis in Central America
338 Southeast Asia in Modern Times
342 Politics of China I
442 Politics of China II
459 Chinese Foreign Policy
463, 464 Government and Politics of Latin
America I,ll
Religious Studies (REL)
201 Great Religions of the World
302 Chinese Religions
303 Japanese Religions
330,331 Buddhism and Asian Culture
440 Readings in Buddhist Scriptures
Romance Languages: Spanish (SPAN)
318, 319 Survey of Spanish-American Literature
Sociology (SOC)
303 World Population and Social Structure
450 SOciology of Developing Areas
GENERAL LIMITATIONS
1. A maximum of 108 credits may be transferred
from an accredited junior or community 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
the following areas (a, b, and c) with not
more than 12 in anyone area:
a. Lower-division vocational technical
courses
b. Physical education and dance activity
courses
c. Studio instruction in music, except for ma-
jors 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 B.A. or B.S. degree
6. A maximum of 12 credits in ALS (academic
learning services) courses may be counted
toward the 180, 220, 225, or 231 credits re-
quired for a bachelor's degree
7. Grade changes, removal of incompletes, or
transfer work essential to completion of de-
gree 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 thirty days after the granting
of a degree
8. Undergraduate credits earned by credit by
examination (course challenge), advanced
placement (Advanced Placement Program),
and the College-Level Examination Program
(CLEP) are counted toward the satisfaction of
bachelor's degree requirements except resi-
dency and the 45 UO credits graded A. B, C,
D. The university grants pass credit for suc-
cessful completion of advanced placement
and CLEP examinations
9. Courses cannot be repeated for credit unless
designated as repeatable (R) by the University
Committee on the Curriculum; therefore credit
for duplicate courses is deducted prior to the
granting of the degree
10. No courses are available 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 aca-
demic adviser and a petition approved by the
Academic Requirements Committee
11. Students may not receive credit for courses
that are prerequisites for courses in which
they are currently enrolled
12. Students may not receive credit for courses
that are prerequisites for courses for which
they have already received credit
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 com-
plete all departmental, schooL or college require-
ments for the second degree. Of these require-
ments, 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 stu-
dent 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. A minimum cumulative UO GPA of 2.00 is re-
quired for the second bachelor's degree
3. 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
4. At least 75 percent of all course work required
in the major for the second degree must be
completed after the conferral of the first degree
5. The bachelor of arts degree requires profi-
ciency in a foreign language. Students whose
native language is not English satisfy this re-
quirement by providing high school transcripts
as evidence of formal training in the native
language and satisfactorily completing WR 121
and either WR 122 or 123. The bachelor of sci-
ence degree requires proficiency in mathemat-
ics and/or computer and information science
BACHELOR'S DEGREES WITH
HONORS
Departmental Honors. Departments in the Col-
lege of Arts and Sciences that offer a bachelor's
degree with honors include anthropology, Chi-
nese, comparative literature, computer and infor-
mation science, economics, English, Germanic
languages and literatures, history, international
studies, Japanese, mathematics, philosophy,
physics, political science, psychology, Romance
languages (French, Italian, Spanish), Russian, so-
ciology, and theater arts. All departments in the
professional schools and colleges award
bachelor's degrees with honors. For specific re-
quirements, see the departmental sections.
Honors College. The Robert Donald Clark Hon-
ors College offers a four-year program of study
leading to a bachelor of arts (B.A.) degree in a
departmental major. For more information, see
the Honors College section of this bulletin.
Latin Honors. Graduating seniors who have
earned at least 90 credits in residence at the Uni-
versity of Oregon and have successfully com-
pleted all other university degree requirements
are eligible for university graduation with hon-
ors. 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 about the
Dean's List, Phi Beta Kappa, and other honor so-
cieties, see the Honors and Awards section of
this bulletin. Fellowship and scholarship infor-
mation is in the Student Financial Aid and de-
partmental sections of this bulletin.
ACADEMIC STANDING
When there is evidence of lack of satisfactory
progress toward meeting graduation require-
ments, the Scholastic Review Committee may
place students on academic probation or
disqualify them from attendance at the
university. For information and assistance, stu-
dents should inquire at the Office of Academic
Advising and Student Services, 164 Oregon HalL
After grades are processed at the end of each term,
term and cumulative UO GPAs are calculated for
each undergraduate student, admitted or
nonadmitted. A student's academic standing is
based on term and cumulative UO GPAs.
If a grade change affects the student's term and
cumulative UO GPAs and his or her academic
standing, the student should request the instruc-
tor to record the grade change with the
registrar's office immediately and notify the Of-
fice of Academic Advising and Student Services
as soon as the grade change has been officially
recorded. Retroactive changes to a term's aca-
demic standing are made only if grade changes
are recorded by the last day to register and add
classes for the following term. If grade changes
that affect GPAs and academic standing are sub-
mitted later than this, the student's previous-
term academic standing is not amended.
Academic Warning. When the term GPA is
lower than 2.00 but the cumulative UO GPA is
2.00 or higher, the notation"Academic Warning"
is recorded on a student's grade report. This no-
tation is not recorded on the student's academic
transcript.
Academic warning is given as a courtesy to ad-
vise a student of potential academic difficulty.
Subsequent action does not depend on the stu-
dent receiving a warning notice, nor does the
warning become part of the permanent academic
record.
REGISTRATION AND ACADEMIC POLICIES 27
Academic Probation. Academic probation is
earned and recorded on the student's permanent
record whenever the following conditions exist.
When the cumulative UO GPA is lower than 2.00,
the notation"Academic Probation" is recorded on
the student's grade report and academic tran-
script. If the student has earned 45 or more cumu-
lative credits, that student is subject to disqualifi-
cation at the end of the first term on probation.
Students (who have earned 44 or fewer cumula-
tive credits) are allowed two terms of probation
before they are subject to disqualification.
Students on academic probation are limited to a
study load of 15 credits or fewer. A student with
probationary status who has a cumulative UO
GPA lower than 2.00 and a term GPA of 2.00 or
higher remains on academic probation for the
following term.
Incoming students may be admitted on academic
probation. Students are notified when such ac-
tion has been taken.
Academic Disqualification
A student on academic probation may be
academically disqualified when the next term's
cumulative UO GPA is lower than 2.00. The no-
tation "Academic Disqualification" is recorded
on the student's grade report and academic tran-
script. The student may enroll again only if the
Scholastic Review Committee allows the student
to continue on probationary status.
Students may apply for reinstatement after dis-
qualification by contacting the Office of Aca-
demic AdVising and Student Services. Petitions
are reviewed to determine the probability that a
student can satisfactorily complete the require-
ments of a degree program.
Exceptions to Academic
Regulations
1. Two standing university committees review
requests in writing for exceptions to university
rules, regulations, deadlines, policies, and re-
quirements: the Academic Requirements
Committee and the Scholastic Review Com-
mittee. For information about how to submit a
petition to one of these committees, inquire at
the Office of the Registrar, 220 Oregon Hall;
telephone (503) 346-2931
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) 346-3211
SCHEDULE OF CLASSES
The UO Schedule ofClasses is published shortly
before registration each term. Copies may be
purchased for 25~ at the UO Bookstore and the
Erb Memorial Union main desk store.
The schedule displays all classes currently offered
for the term; it also describes registration proce-
dures. The booklet includes important dates,
deadlines, and explanations of various academic
regulations and financial aid procedures, current
figures for tuition, fees, and other charges.
The schedule also offers other information useful
for students attending the university, including
abbreviated versions of the Student Conduct
Code, the Student Records Policy, grievance pro-
cedures, 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 ad-
vance. Students are not officially registered and
not entitled to attend classes until they have com-
pleted the prescribed registration procedures.
Once registered, students are academically and
financially responsible for their course enroll-
ments until they officially withdraw. Withdrawal
after the term begins results in some financial
liability. Appropriate withdrawal procedures are
explained in the UO Schedule of Classes.
Freshman Preregistration
Entering freshmen with 44 credits or fewer
qualify for IntroDUCKtion, offered in mid- to
late July. After being notified of admission to the
University of Oregon for fall term, freshmen re-
ceive information regarding this preregistration
program. Space is limited, and the sign-up dead-
line is in June.
Reenrollment
Students planning to register in a term of the
fall-through-spring academic year after an
absence of one or more terms must notify the
Office of Admissions by filing a reenrollment
form several weeks before registration to allow
time for the preparation of registration materials.
Deadlines for reenrollment applications are
shown below.
Deadline Term of Reenrollment
October 27,1995 winter 1996
February 2, 1996 spring 1996
April 26, 1996 summer session 1996
April 26, 1996 fall 1996
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, a Registration Eligibil-
ity form, which is provided in the summer session
bulletin. It is also available from the Continuation
Center and the Office of Admissions. Students
who were enrolled the preceding spring term do
not need to submit this form.
Transcripts
All students are required to file official transcripts
of any academic work taken at other institutions.
A student's official record must be kept complete
at all times. Exceptions are made only for special
and provisional students who are formally admit-
ted under individual arrangements, and for sum-
mer transient and community education students
who are not formally admitted. Failure to file all
required records can result in the cancellation of
admission, registration, and credits.
Concurrent Enrollment
University of Oregon students paying full-time tu-
ition may enroll for courses through other colleges
and universities of the Oregon State System of
Higher Education up to overtime levels at no addi-
tional cost. Complete details of policies and proce-
dures 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 re-
quired for the required for the standard four
years of undergraduate study. Brief descriptions
of these programs appear below. Additional
information is available from the Office of Ad-
missions and from the Office of Academic Advis-
ing and Student Services.
Advanced Placement
Students who receive satisfactory grades in ad-
vanced placement examinations administered by
the College Board may, on admission to the uni-
versity, be granted credit toward a bachelor's de-
gree in comparable university courses. The fields
included in the advanced placement program are
American history, art history, biology, chemistry,
computer and information science, economics,
English language and composition, English lit-
erature and composition, European history,
French, German, government and politics, Latin,
mathematics, music, physics, psychology, and
Spanish. Information about advanced placement
is available in the Office of Admissions.
College-Level Examination
Program
For some courses, departments have authorized
the use of subject examinations prepared by the
College-Level Examination Program (CLEP). Ex-
aminations are available, for example, in Ameri-
can 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 humani-
ties, 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 accepts as transfer credit, upon
admission to the university, the successful
completion of CLEP subject and general
examinations by students.
Community Education Program
Individuals who want to enroll for 8 credits or
fewer in university courses without formally ap-
plying 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. More information about regulations
governing enrollment and credit is available at
the Continuation Center, 333 Oregon Hall; tele-
phone (503) 346-5614.
Credit by Examination
A formally admitted student may challenge un-
dergraduate university courses by examination
without formally registering in the courses.
1. The student's petition to the Academic
Requirements Committee (available at 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 ex-
amination date
TUITION AND FEES
First Floor, Oregon Hall
Telephone (503) 346·3170
Sherri C McDowell, Director
Office of Business Affairs
TUITION
Tuition is a basic charge paid by all students en-
rolled at the University of Oregon. It includes in-
struction costs, health service fees, incidental fees,
technology fee, and building fees. Except in the
School of Law, for a full-time student in 1994-95,
the health service fee was $68, the incidental fee
was $119.50, the technology fee was $50, and the
building fee was $18.50. Each law student paid a
$102 health service fee, a $179 incidental fee, a $75
technology fee, and a $27 building fee. The fees are
subject to change for 1995-96.
Payment of tuition entitles students to many ser-
vices 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 students are
registered; use of various microcomputer labora-
tories; medical attention at the Student Health
Center at reduced rates; and use of gymnasium
equipment, suits, and laundry service for physical
activity courses. Additional fees may be required
for some services and courses.
No reduction is made for students who do not
want to use some of these services.
The tuition figures listed below are for 1994-95.
Increases proposed for 1995-96 had not been
confirmed at publication.
Tuition Schedule
3. The student must pay, in advance, a special ex-
amination fee of $40 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 re-
corded as a pass (P) or graded A, B, C, D, con-
sistent with options listed in the UO Schedule of
Classes
6. Credit by examination may not be counted to-
ward the satisfaction of the residency require-
ment or the requirement of 45 credits graded A,
B, C, D at the University of Oregon. The grading
option for credit by examination is based on the
course listing in the 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 exami-
nation may not be earned for Field Studies (196),
Workshop, Laboratory Projects, or Colloquium
(198), Special Studies (199); courses numbered
50-99,200, or 399-410; or for first-year foreign
languages
8. A student may not receive credit by examina-
tion in courses that
a. 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 regis-
tered for classes during the term in which the
examination is administered
International Baccalaureate
Students receiving satisfactory grades in
international baccalaureate examinations may, on
admission to the university, be granted credit in
comparable university courses toward a
bachelor's degree. Credit can be earned in Ameri-
can history, art, biology, chemistry, East Asian
history, economics, European history, foreign
languages, geography, mathematics, physics,
psychology, and social anthropology. A complete
list of university courses satisfied by international
baccalaureate examinations is available from the
Office of Admissions.
Military Credit
The university generally grants credit for military
education experiences as recommended by the
American Council on Education's Guide to the
Evaluation ofEducational Experiences in the Anned
Services, and in accordance with University of Or-
egon State System of Higher Education policies
regarding transfer credits. Students may request
evaluation of credits earned through the Commu-
nity College of the Air Force, Defense Language
Institute, or military education. Students must
submit official copies of college transcripts or a
Certificate of Completion from the Defense Lan-
guage Institute. An official copy of the student's
DD 214, DD 295, or an AARTS transcript is re-
quired for military education and occupational
credits.
Undergraduate
Tuition Resident
Full-time registration (one term):
12-18 credits $1,086
Part-time registration:
1 credit 226
2 credits 304
3 credits 382
4 credits 460
5 credits 538
6 credits 616
7 credits 694
8 credits 772
9 credits 850
10 credits 928
11 credits 1,006
Each additional credit
beyond 18 69
Graduate
Tuition Resident
Full-time registration (one term):
9-16 credits $1,645
Part-time registration:
1 credit 330
2 credits 494
3 credits 658
4 credits 822
5 credits 986
6 credits 1,150
7 credits 1,314
8 credits 1,478
Each additional credit
beyond 16 154
Graduate assistant
(9-16 credits) 256
Nonresident
$3,590
435
722
1,009
1,296
1,583
1,870
2,157
2,444
2,731
3,018
3,305
278
Nonresident
$2,620
439
712
985
1,258
1,531
1,804
2,077
2,350
263
256
Tuition for resident and nonresident law stu-
dents is listed in the School of Law bulletin,
available free from the University of Oregon
School of Law. Health services and some inci-
dental fee benefits are not available to students
enrolled in the Community Education Program.
Tuition is paid by all students under the standard
conditions of undergraduate or graduate study,
and it is payable as specified in the schedule of
classes or other official notices during registra-
tion each term. Special fees are paid under the
conditions noted. The university's policies on
student charges and refunds follow the guide-
lines recommended by the American Council on
Education. Details of the policies are available at
the Office of Business Affairs on the first floor of
Oregon Hall.
In the 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-semester system).
The summer session operates on a separate tu-
ition schedule that includes course self-support
fees. For more information, see the Continuation
Center section of this bulletin.
The State Board of Higher Education reserves the
right to make changes in the tuition schedule.
Tuition Billing
Tuition may be paid in monthly installments.
Unpaid balances are assessed a $5 billing fee and
are charged 9 percent annual interest. Tuition
billings are mailed to students; payments are due
on the first of each month.
Community Education Program
Tuition for Community Education Program stu-
dents enrolling for 7 or fewer credits is deter-
mined 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.
SPECIAL FEES
Special fees, fines, penalties, service charges, and
other additional charges for specific classes, ser-
vices, or supplies not covered in the tuition fee
are set forth on a list available in many depart-
mental offices 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 stu-
dents under the special conditions noted:
Application Fee: $50. Required of students not
previously enrolled at the University of Oregon
and payable when the application for admission
is submitted. The fee is not refundable.
Application for Graduation Fee: $25
Bicycle Registration. 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 continues
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 at 1319 East 15th Avenue.
Change of Program: $10. Required for each course
withdrawal in a student's official program.
Credit by Examination: $40 per course. As-
sessed for taking an examination for advanced
STUDENT
FINANCIAL AID
Tuition for resident and nonresident law stu-
dents is listed in the School of Law bulletin,
available free from the University of Oregon
School of Law.
The expenses in the following tables are used by
the Office of Student Financial Nd to estimate a
260 Oregon Hall
Telephone (503) 346-3221 or 1 (800) 760-6953
Edmond Vignoul, Director
Financial aid in the form of scholarships, grants,
loans, and employment is available at the Uni-
versity of Oregon to eligible students who need
assistance to attend school. The Office of Student
Financial Pcid provides counseling and informa-
tion services to students and parents, and it ad-
ministers a comprehensive program of financial
assistance. Financial aid counselors are available
to see students who drop in. Office hours are
8:00 A.M. to 5:00 P.M., Monday through Friday.
Federal and state regulations are subject to
change and may affect current policies, proce-
dures, and programs.
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 expense except for tuition and
fees. Some students have higher costs in one cat-
egory or another. For example, students in the
School of Nchitecture and Allied Nts, some of
the science departments, and the School of Music
have expenses ranging from $30 to $300 a year for
equipment, supplies, and field trips in addition to
books. Students living alone in an apartment or in
university housing may spend more than the bud-
geted amount for meals and housing.
Residence hall room and board for 1994-95
ranged from $3,727 to $6,013. Cooperative hous-
ing costs were generally less than the minimum
residence hall rate. Sorority and fraternity costs
were somewhat higher.
Health insurance is optional for United States
citizens. International students are required to
purchase health insurance. Coverage by the term
or for a full twelve-month period may be pur-
chased through the UO Student Health Center.
Coverage for dependents of students is also
available.
Personal expenses are governed by individual
preference but may include such items as travel;
theater, movie, and athletic-event tickets and
other entertainment; and such incidentals as
laundry, gifts, and dining out.
The figures in the following table are the tuition
and fees for a full-time student in 1994-95. Tu-
ition and fee schedules are subject to revision by
the Oregon State Board of Higher Education. See
the Tuition and Fees section of this bulletin.
10,770
4,935
7,860
768
Three Terms
$3,258
Student Classification One Term
Undergraduate resident .. $1,086
Undergraduate
nonresident 3,590
Graduate resident 1,645
Graduate nonresident 2,620
Graduate assistant 256
Eugene OR 97403-
5257; Telephone (503)
346-3266.
The university reserves
the right to withhold
transcripts of students
who have unpaid fi-
nancial obligations to
the institution. Debt-
ors who are contesting
their accounts should
contact the collections
department for coun-
seling and written ap-
peal instruction. The
collections department
is located in the Office
of Business Mfairs on
the first floor of Or-
egon Hall. The mailing
address is Collections
Department, Office of
Business Mfairs, PO
Box 3237, University
of Oregon, Eugene
OR 97403-0237; tele-
phone (503) 346-3215.
TUITION AND FEE REFUNDS
In the event of complete withdrawal from the uni-
versity or a reduction in course load, refunds may
be granted to students in accordance with the re-
fund schedule on file in the Office of Business M-
fairs, Oregon Hall. Refunds may take from four to
six weeks to process. All refunds are subject to the
following regulations:
1. Refunds are calculated from the date the stu-
dent 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 student's control
2. No refunds are made for any amount less than
$3 unless a written request is made
3. Refunds of incidental fees and health service
fees are subject to removal of the term sticker
on the photo LD. card
4. In case of complete withdrawal, students who
received financial aid are responsible for re-
payment of that aid in accordance with the
university's financial aid repayment policy and
schedule. See the UO Schedule ofelasses for
details
For complete withdrawal, obtain withdrawal
forms from the Office of Pccademic Pcdvising and
Student Services, 164 Oregon Hall.
The university has an appeal process for students
or parents contending that individual circum-
stances warrant exceptions to published policy if
circumstances of withdrawal or course-load re-
duction are beyond the student's control. Peti-
tions for exception to the refund policy may be
obtained from the Office of the Registrar on the
second floor of Oregon Hall or from the Office of
Pccademic Pcdvising and Student Services.
credit. The fee applies
to each special exami-
nation regardless of
the number of credits
sought.
Exceptions to Proce-
dures: $10-25. Pcp-
proved exceptions to
procedural deadlines
are subject to this fee.
Late Registration: $50.
Pc $50 late registration
fee is assessed from the
fourth through the
eighth day of classes. Pc
$100 fee is charged
thereafter.
Parking Permits. Pc
minimal amount of
parking space is avail-
able near residence
halls and on city
streets. Students using
university parking lots
must purchase and dis-
play proper parking
permits. One-year stu-
dent parking permits
are $60 for automobiles and $45 for motorcycles.
Student permits are $20 for summer session only.
All parking fees are subject to change.
Parking permits may be purchased from the Of-
fice of Public Safety, 1319 East 15th Pcvenue.
Parking regulations are enforced at all times.
Pc city bus system connects the university with
most community areas. For the past five years,
student fees have bought each student a pass
that allows unlimited free rides.
Reenrollment Fee: $15. Pcssessed for each
Reenrollment Pcpplication (undergraduate) or
Permission to Reregister (graduate).
Replacement of Photo LD. Sticker: $10
Returned Check: $10. Charge billed to the
writer of any check that is returned to the univer-
sity by the bank. Exceptions are bank or univer-
sity errors. If not paid within thirty days, a re-
turned check may be subject to a fine of
$100-$500.
Senior Citizens. There is no charge to Oregon
residents 65 years of age and older. Oregon sen-
ior citizens who are neither seeking academic
credit nor working toward a degree are autho-
rized to attend classes if space is available.
Charges may be made for any special materials.
Incidental fee services are not provided.
Staff: $15 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.
Testing: $3-50
Transcripts: $5. The first official copy of a
student's university academic record is $5. Each
additional copy furnished at the same time is $1.
Unofficial transcripts are $2 for the first copy and
$1 for each additional copy furnished at the same
time. Requests must be made in writing, signed
by the student, and accompanied by the fee. The
mailing address is Transcripts Department, Of-
fice of the Registrar, 5257 University of Oregon,
30 ENTERING THE UNIVERSITY
$600
650
Three Terms
student's educational costs for the 1995-96 aca-
demic year.
Meals and Housing One Term Three Terms
Student commuter
living with parents $600 $1,800
Student living in university
residence hall 1,316 3,948
Student living off campus 1,590 4,770
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 twelve years of age who is living
with a student and attending day care paid for by
the student.
Books and Supplies One Term
Graduates and
undergraduates $200
Law (semester) 325
Miscellaneous Personal
Expenses
Graduates and
undergraduates $525 $1,575
A transportation allowance is added to the bud-
get of a nonresident student or a participant in
the National Student Exchange.
APPLYING FOR FINANCIAL AID
Undergraduate Students
1. Complete the Free Application for Federal Stu-
dent Aid or the Renewal Application and mail
it to the processor
2. List the University of Oregon, code number
003223, as a school to receive the application
information
3. Provide financial aid transcripts from all other
postsecondary schools attended. The appropri-
ate forms are available at any financial aid of-
fice and may be requested by telephone. These
forms must be completed by the student and
sent to each postsecondary institution the stu-
dent has attended. The transcript is completed
in that school's financial aid office and re-
turned to the University of Oregon
4. Apply for admission to the UO
Graduate and Law Students
The procedure is identical to that for under-
graduate students.
Deadlines
To be given priority consideration for the Federal
Perkins Loan, Federal Work-Study Program, and
Federal Supplemental Educational Opportunity
Grant for all or part of any given academic year,
the application information from an approved
processor must be received by the Office of Stu-
dent Financial Aid on or before March 1 prior to
the academic year for which the student is apply-
ing. To meet this deadline, mail the Free Applica-
tion for Federal Student Aid or the Renewal Ap-
plication to the appropriate processor in early
February.
ELIGIBILITY
Financial aid eligibility for any student is the dif-
ference between the cost of education at the Uni-
versity of Oregon and the anticipated financial
contribution of the student's family (a contribu-
tion from the student and parents if the student
is a dependent; a contribution from student and
spouse if the student is married). Students (and
their families if appropriate) are expected to bear
the primary responsibility for meeting educa-
tional costs. However, when a student's re-
sources are less than the cost of education, the
university attempts 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.
Assessing Financial Aid Eligibility
The university uses a method prescribed by the
United States Congress to determine a reason-
able contribution from the student and family
toward the cost of the student's education. This
system ensures that students receive consistent
and equitable treatment. Financial aid counselors
review unique circumstances for individuals.
The various kinds of financial contributions to a
student's educational support are summarized
below.
Student Contribution. The student's antici-
pated contribution for living and educational ex-
penses for the academic year is based on (1) in-
come from the previous calendar year and (2) a
percentage of any assets if applicable. Assets of a
dependent student are not considered if the par-
ents' adjusted gross income is less than $50,000
and neither the parents nor the student will file
or will be required to file a 1040 federal income
tax form. Assets of an independent student are
not considered if the student's (and spouse's if
the student is married) adjusted gross income is
less than $50,000 and the student (and spouse)
will not file or will not be required to file a 1040
federal income tax form. This contribution in-
cludes the following:
1. For dependent students the expected contribu-
tion is a percentage of income minus taxes and
an income protection allowance
2. For independent students with no dependents
(this includes married couples with no chil-
dren), the expected contribution is a percent-
age of income minus taxes, an income protec-
tion allowance, and an employment expense
allowance if the spouse works
3. For independent students with dependents,
the expected contribution is determined after
subtracting taxes, an income protection allow-
ance, and an employment allowance for a
single working parent or working student and
spouse. The contribution is adjusted for the
number of family members who are enrolled in
college at least half time and working toward a
degree or certificate
Parents' Contribution. Parental contributions
for the academic year are based on parents' in-
come for the previous calendar year and assets, if
applicable. Assets are not considered if the par-
ents' adjusted gross income is less than $50,000
and neither the parents nor the student will file
or will be required to file a 1040 federal income
tax form. Taxes, an income protection allowance,
and an employment expense allowance for a
single working parent or two working parents
are subtracted from income to calculate the con-
tribution. The contribution is adjusted for the
number of family members who are enrolled in
college at least half time and working toward a
degree or certificate.
FINANCIAL AID PACKAGES
After the student's financial aid eligibility has been
established, the financial aid counselor determines
the award based on the aid programs for which
the student is eligible. The Office of Student Fi-
nancial Aid attempts to meet each shldent's finan-
cial aid eligibility. When that becomes impossible
because of limited funds, students are advised of
other sources of financial aid.
A student may not receive assistance from the
Federal Pell Grant, Federal Perkins Loan, Federal
Supplemental Educational Opportunity Grant,
Federal Work-Study Program, State Need Grant,
Federal Direct Stafford/Ford Loan, or Federal Di-
rect Parent Loan for Undergraduate Students if:
1. The student is in default on any loan made
from the Federal Perkins or National Direct
Student loan program or on a loan made, in-
sured, or guaranteed under the Guaranteed
Student or Federal Stafford Loan, Supplemen-
tal Loan for Students, or Parent Loan for Un-
dergraduate Students programs for attendance
at any institution
2. The student has borrowed in excess of federal
education (Title IV) loan limits
3. The shldent owes a refund on grants previously
received for attendance at any institution under
Federal Pell Grant, Supplemental Educational
Opportunity Grant, State Need Grant, or Cash
Award programs, or on a Federal Perkins Loan
due to an overpayment
A parent may not borrow from the Federal Direct
Parent Loan for Undergraduate Students if the
parent is in default on any educational loan or
owes a refund on an educational grant as de-
scribed above.
A student may not receive shldent aid unless he
has registered with the Selective Service, if re-
quired by law.
Undergraduates
Federal Pell Grants, university scholarships that
are not from an academic department, and State
Need Grants are considered to be part of the
student's financial aid package, although the Of-
fice of Student Financial Aid does not determine
eligibility for these programs.
If it appears from the financial aid application that
a student is eligible for a Federal Pell Grant, an
estimate of the amount of the Federal Pell Grant is
included in the offer. After review of required
documents, such as federal income tax forms, the
financial aid package is revised to include the ac-
tual amount of the Federal Pell Grant.
The Office of Student Financial Aid determines
the student's eligibility for and the amount of as-
sistance the student may receive from the Federal
Perkins Loan, the Federal Direct Stafford/Ford
Loan, the Federal Supplemental Educational Op-
porhmity Grant, the Federal Work-Study pro-
grams, and the Oregon State System of Higher
Education Supplemental Fee Waiver.
Financial aid offers are made in accordance with
federal regulations and university policies.
Graduate and Law Students
The Office of Student Financial Aid determines
eligibility and the amount of assistance that may
be received from the Federal Perkins Loan, Fed-
eral Direct Stafford/Ford Loan, the Federal
Work-Study programs, and the Oregon State
STUDENT FINANCIAL AID 31
System of Higher Education Supplemental Fee
Waiver. Offers are made in accordance with fed-
eral regulations and university policies.
NOTIFICATION OF FINANCIAL
AID
Notifications of financial aid eligibility are mailed
between April 15 and May 1 to students who
have supplied the necessary information to the
Office of Student Financial Aid and the Office of
Admissions on or before March 1. Notifications
are mailed during the summer to students who
have supplied the necessary information be-
tween March 2and July 31.
"\Then aid is accepted, the student (and spouse if
married), and the student's parents (if applicable)
may be asked to provide the Office of Student Fi-
nancial Aid with documents, such as income tax
forms, to verify the information on the application.
Students should read the Notification of
Financial Aid Eligibility and the instructions
carefully. Acceptance must be returned to the
Office of Student Financial Aid by the date speci-
fied on the document.
An explanation of revision and appeal policies
and procedures is included with the Notification
of Financial Aid Eligibility. A financial aid pack-
age may be revised when a student's eligibility
changes. The student receives a revised notifica-
tion and, if necessary, is advised of any repay-
ment of aid. The federal regulations covering fi-
nancial aid programs, the explanation of the
federal method of determining student and fam-
ily 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 during office hours.
Students may arrange to meet with a counselor
to discuss eligibility and financial aid notification
by calling the Office of Student Financial Aid at
(503) 346-3221 or 1 (800) 760-6953.
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 tempo-
rary purpose and with the intention of becoming
a permanent resident. Under some circum-
stances, students who are citizens of the
Marshall Islands, the Federated States of
Micronesia, or Palau may receive some types of
financial aid from the federal programs listed be-
low. This is an eligibility standard for the Federal
Pell Grant, the Federal Supplemental Educa-
tional Opportunity Grant, the Federal Work-
Study Program, the Federal Perkins Loan, the
Federal Direct Stafford/Ford Loan, the Federal
Direct Parent Loan for Undergraduate Students,
and the State Need Grant, all of which are
described below.
Federal Pell Grant
This program provides grants (funds that do not
require repayment) to eligible undergraduates
who do not have a bachelor's degree.
To be eligible for a Federal Pell Grant, a student
must be admitted to the university in a program
leading to a degree and enrolled in good standing.
The grant is reduced proportionately if the stu-
dent is enrolled less than full time (12 credits a
term).
The Federal Pell Grant program determines eligi-
bility on the basis of the student's and parents'
income and assets, or the student's and spouse's
if applicable. The university disburses the money.
Federal Supplemental Educational
Opportunity Grant (FSEOG)
Federal supplemental grants, which do not need
to be repaid, are for undergraduates with excep-
tional need. To be eligible, a student must be ad-
mitted to the university in a program leading to a
degree and enrolled in good standing at least half
time (6 credits a term). The federal limitations on
an FSEOG are a minimum of $100 and a maxi-
mum of $4,000 an academic year. The amount a
student receives is determined by a financial aid
counselor.
FSEOG funds are granted to the university by the
federal government to award to eligible students.
Federal Work-Study Program (FWSP)
The Federal Work-Study Program provides jobs
for students who qualify for financial aid and are
in good standing in a program leading to a de-
gree or certificate and enrolled at least half time
(6 credits a term).
The amount a student may earn is detennined by a
financial aid counselor. Students earn an hourly
wage based on the kind of work and their skills and
experience. Students may work a maximum of
twenty hours a week while school is in session.
University departments and offices and off-cam-
pus agencies that are nonprofit and perform ser-
vices in the public interest list available jobs with
Employment Services in the Career Center, 244
Hendricks Hall. Funds are deposited with the
university by the federal government to pay a
portion of student wages; the remainder is paid
by the employer.
Federal Perkins Loan
The Federal Perkins Loan Program provides
long-term, low-interest loans to eligible students
who are admitted to a program leading to a de-
gree or certificate, have good academic standing,
and are enrolled at least half time.
The maximums that may be borrowed are $3,000
a year for undergraduates, up to a total of
$15,000; $5,000 a year for graduate students;
$30,000 combined total for both undergraduate
and graduate study. The amount a student re-
ceives is determined by a financial aid counselor.
Repayment of a Federal Perkins Loan begins
nine months after the student ceases to be
enrolled at least half time. The minimum
repayment is $30 a month or $90 a quarter. The
university bills quarterly throughout the year.
The maximum repayment period is ten years.
However, the actual amount of payments and
the length of the repayment period depend upon
the size of the debt. Interest is charged during
the repayment period at the rate of 5 percent a
year on the unpaid balance.
Repayment of a Federal Perkins Loan that is not
delinquent or in default may be deferred if a bor-
rower is enrolled at least half time in an eligible
institution.
A borrower of a Federal Perkins Loan may be eli-
gible for other deferments for periods up to three
years. For information about deferments write or
call the Perkins Loan Office, Office of Business
Affairs, 0237 University of Oregon, Eugene OR
97403-0237; telephone (503) 346-3071.
Repayment of a Federal Perkins Loan is canceled
upon the death or permanent total disability of the
borrower. In addition, repayment of the loan may
be canceled, in full or in part, for public service.
Information about cancellation provisions is avail-
able in the Office of Business Affairs.
Federal bankruptcy law generally prohibits
student-loan borrowers from the routine discharge
of their debts by declaring bankruptcy within seven
years after the repayment period begins.
Money available for Federal Perkins Loans is col-
lected from former university borrowers to lend to
eligible students. Disbursement, repayment, de-
ferment, and cancellation are transacted with the
Office of Business Affairs.
William D. Ford Federal Direct
Loan Program
The University of Oregon participates in direct
lending. Under this program, capital for student
loans is provided by the federal government
through colleges rather than by banks. The Free
Application for Federal Student Aid or Renewal
Application is the direct loan application form.
The university is responsible for providing, col-
lecting, and fonvarding a signed promissory note
to a contracted servicer. W'hen loans are due, bor-
rowers repay them directly to the federal govem-
ment through the servicer. Borrowers are charged
a loan fee of 4 percent of the principal.
Federal Direct Stafford/Ford Loan
Students must demonstrate need to qualify for a
Federal Direct Stafford/Ford Loan. The university
determines the amount the student may borrow.
The federal government has set loan limits: $2,625
for the first academic year of undergraduate study;
$3,500 for the second academic year; and $5,500
an academic year for the remaining years of un-
dergraduate study, up to an aggregate of $23,000.
For graduate students the maximum is $8,500 an
academic year; $65,500 combined total for both
undergraduate and graduate study. Not all stu-
dents are eligible for the maximums.
Student borrowers must be enrolled in good stand-
ing at least half time and have been accepted for
admission to a program leading to a degree or cer-
tificate. Borrowers are charged a variable interest
rate capped at 8.25 percent. The rate is adjusted an-
nually. All Federal Direct Stafford/Ford Loan bor-
rowers are eligible for this rate. The federal govern-
ment pays the interest until repayment begins.
Federal Direct Unsubsidized
Stafford/Ford Loan
This program provides unsubsidized federal direct
loans to students who do not qualify, in whole or
in part, for subsidized Federal Direct Stafford/Ford
Loans. Interest rates are the same as for the Fed-
eral Direct Stafford/Ford Loan; however, the fed-
eral government does not pay interest on behalf of
the student. The student pays interest that accrues
during in-school, grace, and authorized defer-
ment periods. Loan limits for dependent under-
graduate students (which combine totals for both
subsidized and unsubsidized loans) are the same
as for the Federal Direct Stafford/Ford Loan.
Additional Federal Direct Unsubsidized
Stafford/Ford Loan
Independent students a"d dependent students
whose parents are unable to borrow under the
32 ENTERING THE UNIVERSITY
Federal Direct Parent Loan for Undergraduate
Students (Federal Direct PLUS) program may be
eligible for the additional Federal Direct Unsub-
sidized Stafford/Ford Loan. Students in their first
and second undergraduate years may borrow a
maximum of $4,000 a year in additional funds
above the maximum Federal Direct Stafford/Ford
Loan limits. Students in their third, fourth, or
fifth undergraduate years may borrow a maxi-
mum of an additional $5,000 a year; graduate
students, $10,000 a year in addition to the Fed-
eral Direct Stafford/Ford Loan. Not all applicants
qualify for the maximums. The Federal Direct
Unsubsidized Stafford/Ford Loan may be used to
replace expected family contribution, but total
direct loan (subsidized and unsubsidized) bor-
rowing cannot exceed the cost of education.
Federal Direct Parent Loan for
Undergraduate Students (Federal Direct
PLUS)
This program provides loans to parents of de-
pendent undergraduate students. Parents may
borrow up to an annual amount that is equal to
the cost of education minus any estimated finan-
cial assistance the student will receive during the
periods of enrollment. The borrower may use the
amount of the Federal Direct PLUS to replace the
expected family contribution for the loan period.
The Federal Direct PLUS is limited to parents who
do not have an adverse credit history or who have
obtained an endorser who does not have an ad-
verse credit history. A direct loan program servicer,
contracted by the federal government, performs the
required credit check. The interest on the Federal
Direct PLUS is variable, based on the fifty-two-
week Treasury bill plus 3.1 percent, capped at 9
percent. Borrowers are charged a 4 percent fee.
Parents interested in participating in the Federal
Direct PLUS program can obtain application in-
formation from the Office of Student Financial
Aid. The university is responsible for forwarding
the completed application and promissory note
to the servicer. If a parent does not have an ad-
verse credit history, the school completes the
origination of the loan.
Repayment
Repayment of Federal Direct Stafford/Ford Loans
(subsidized and unsubsidized) begins six months
after termination of at least half-time enrollment
or graduation. Repayment of Federal PLUS loans
begins within sixty days of last disbursement.
Borrowers have the right to prepay their loans
without penalty. Furthermore, they have the op-
tion to choose from the following repayment
plans:
• a standard repayment plan with a fixed pay-
ment amount (at least $50 a month) over a
fixed period of time, not to exceed ten years
• an extended repayment plan with a fixed an-
nual repayment of at least $600 ($50 a month)
over a period of twelve to thirty years depend-
ing on the total amount owed
• a graduated repayment schedule consisting of
two or more graduated levels over a fixed or
extended period of time
• an income-contingent repayment plan with
varying annual repayment amounts based
upon the total amount owed and the annual
income of the borrower (and that of the
borrower's spouse, if a joint return is filed) paid
over a period not to exceed twenty-five years.
PLUS borrowers are not eligible for this plan
If the borrower does not select one of these four
plans, the Department of Education assigns one
of the first three listed.
The borrower's liability for repayment is discharged
if the borrower becomes permanently and totally
disabled or dies or if the student for whom a parent
has borrowed dies. Federal Direct Student Loans
are generally not dischargeable in bankruptcy.
Deferring Repayment
Repayment of a Federal Direct Student Loan that
is not in default may be deferred for
• at least half-time study at an eligible school
• an approved graduate fellowship program or
rehabilitation training program for disabled in-
dividuals (except medical internship or resi-
dency program)
• unemployment (up to three years)
• economic hardship (up to three years)
During periods of approved deferment, a Federal
Direct Stafford/Ford Loan borrower does not
need to make payments of principal, and the in-
terest does not accrue. For the Federal Direct
Unsubsidized Stafford/Ford or PLUS borrower,
principal repayment may be deferred, but inter-
est continues to accrue and is capitalized or paid
by the borrower during that time.
Forbearance
A direct loan borrower or endorser may receive
forbearance from the federal government if the
borrower or endorser is willing but unable to
make scheduled loan payments. Forbearance is
the temporary cessation of payments, an exten-
sion of time for making payments, or the tempo-
rary acceptance of smaller payments than previ-
ously scheduled. Forbearanct; is granted to
medical or dental interns or residents for limited
periods of time.
Defennents and forbearance are handled by the
Loan Servicing Center.
Federal Direct Consolidation Loan
Loan consolidation is a way of lowering monthly
payments by combining several loans into one
loan at the time of repayment. Borrowers may
consolidate any amount of eligible loans includ-
ing those borrowed under the Federal Family
Education Loan program, the Federal Perkins
Loan program, and direct lending. The interest
rate is variable, capped at 8.25 percent for a stu-
dent borrower or 9 percent for a parent borrower.
Consolidation loans may extend from ten to
thirty years depending on the repayment plan
selected and the amount borrowed. The result of
a longer repayment term, however, is an increase
in the total cost.
Entrance and Exit Counseling
First-time Federal Direct Stafford/Ford Loan
(subsidized and unsubsidized) borrowers must
receive preloan counseling. First-time borrowers
enrolled in their first year of undergraduate study
receive their first loan funds thirty days after be-
ginning their courses of study.
Shortly before graduating from or terminating en-
rollment at the University of Oregon, borrowers
must receive exit loan counseling. The Office of
Student Financial Aid collects information about
the borrower's permanent address, references,
expected employment, and driver's license num-
ber. This information is forwarded to the servicer of
the student's federal direct loan.
Refunds and Repayment
Students who withdraw from school may be ex-
pected to repay a portion of their financial aid.
According to a formula prescribed by state and
federal regulations, any refundable amount used
to pay tuition and fees or for university housing is
returned to the appropriate financial aid sources.
The refund policy, procedures, and schedule are
published in the schedule of classes each term.
The policy and examples of how it works are
available for review in the Office of Student Fi-
nancial Aid.
Debt Management
and Default Reduction
The University of Oregon is committed to helping
students achieve sound financial planning and
debt management. Information about loans, repay-
ment options, and debt management strategies is
available in the Office of Student Financial Aid.
National and Community Service
Trust Act
This legislation created Americorps, which gives
citizens the opportunity to perform community
service in the United States and, for that service,
receive an education award. This award can be
used to pay for postsecondary education or to re-
pay qualified student loans. Information about
Americorps is available in the Office of Student
Financial Aid.
Private Loans
These loans are privately funded and are not
based on need, so no federal formula is applied to
determine eligibility. However, the amount bor-
rowed cannot exceed the cost of education less
other financial aid. Interest rates and repayment
terms vary but are generally less favorable than
those proVided through the federal direct lending
program. Private loans are used to supplement
the federal programs when the cost of education
minus federal aid still leaves unmet need.
Bank Trust Student Loans
Lending institutions are sometimes named as
trustee for funds that were established by bequest
and that have certain provisions. Amounts, inter-
est rates, and repayment terms vary. Contact the
trustee for application forms.
Oregon State System Supplemental
Fee Waiver
Supplemental fee waivers were provided by the
Oregon State Board of Higher Education to help
offset instructional fees for 1994-95. Limited
funds may be available in 1995-96 for Oregon
residents who demonstrate the greatest financial
need. Students whose instructional fees are paid
or waived by other sources are not eligible to re-
ceive the waiver.
State of Oregon Need Grants
Need Grants are awarded to eligible undergradu-
ate Oregon residents who have also applied for
Pell Grants. Students apply for these grants by
completing the Free Application for Federal Stu-
dent Aid or the Renewal Application. Need
Grants for the 1994-95 academic year were $990.
" F"l
'···s'f't.tOENTFINANCIAL AID 33
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A Need Grant may be renewed for a total of
twelve terms if the student applies each year,
demonstrates financial need, is enrolled full time
(12 credits a term) in a program leading to a de-
gree, satisfactorily completes a minimum of 36
credits per academic year, and does not have a
bachelor's degree. A Need Grant may be trans-
ferred to other eligible institutions in Oregon.
The Oregon State Scholarship Commission deter-
mines eligibility and notifies 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. A full-
time undergraduate student must satisfactorily
complete a minimum of 12 credits a term. A full-
time graduate student must satisfactorily complete
a minimum of 9 credits a term (or a semester, for a
law student).
Students receiving financial aid must complete
their degree programs within a reasonable period
of time as established by the university.
Students may receive financial assistance as
undergraduates only as long as the cumulative
number of credits attained, including any trans-
fer credits, is less than the number required for
the completion of the bachelor's degree (180
credits for four-year programs; 220, 225, 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 pro-
vided to each student who is offered financial as-
sistance 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 an instructional fee waiver and a monthly
salary, are offered to outstanding graduate stu-
dents by many departments. The College of Arts
and Sciences annually solicits and screens appli-
cants for Rhodes, Marshall, and Mellon graduate
fellowships.
Scholarships Awarded through the
Office of Student Financial Aid
This group of university-wide scholarships, not
attached to a particular department or school,
includes Presidential, Laurel, and general univer-
sity scholarships. All of these scholarships re-
quire academic achievement (merit), and some
require financial need. Scholarships adminis-
tered by the Office of Student Financial Aid are
governed by the University Scholarship Commit-
tee, whose members are drawn from the faculty
and from the student body. This committee re-
views and formulates policies and evaluates the
applicant's academic qualifications.
A single application form is used for all the
scholarships in this group. Application and
recommendation forms are available in the Of-
fice of Student Financial Aid. Applicants must
provide copies of academic transcripts from
schools they have attended. The deadline for
submitting a scholarship application and other
necessary documents is February 1 for the fol-
lowing academic year. Prospective students also
must apply for admission to the University of
Oregon by February 1.
In 1983 the university established the Presidential
Scholarship Program to recognize and reward
outstanding Oregon high school graduates. The
University Scholarship Committee selects candi-
dates to receive $2,400 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, recipi-
ents are expected to maintain a high level of aca-
demic performance at the university.
The university's policy when awarding financial
assistance is to refrain from discrimination on the
basis of race, sex, religion, disability, age, na-
tional origin, veteran or marital status, or sexual
orientation.
National Merit Scholarships
The University of Oregon is the only public insti-
tution in Oregon that sponsors the National
Merit Scholarship program. Several four-year
scholarships, ranging from $500 to $2,000 per
academic year, are awarded. Interested high
school students should consult their high school
counselors and arrange to take the Preliminary
Scholastic Assessment Test (PSAT) in their junior
year. This test is usually offered during October.
Target of Opportunity Scholarship
In 1990 the UO Graduate School created the Tar-
get of Opportunity Scholarship to assist students
of color in completing their undergraduate work
and continuing in graduate school. Covering in-
structiopal fees only, these merit-based scholar-
ships are open to full-time UO undergraduate
and graduate students of color who are United
States citizens or permanent residents. Under-
graduates must have junior or senior standing
with a minimum grade point average of 2.75.
Graduate students must have a minimum grade
point average of 3.00.
The application deadline is January 27. For com-
plete eligibility and selection information, call the
Graduate School at (503) 346-5129 or the Office
of Multicultural Affairs at (503) 346-3479.
Underrepresented Minorities
Achievement Scholarship (UMAS)
The Underrepresented Minorities Achievement
Scholarship (UMAS) was created by the Oregon
State System of Higher Education (OSSHE) in
1987 to increase the enrollment of African
American, Chicano or Latino, and Native Ameri-
can college students. These scholarships are re-
served for Oregon-resident, first-time freshmen
who enroll in one of OSSHE's eight four-year
colleges and universities. Recipients must apply
for admission and meet the regular freshman ad-
mission requirements of the college or university
in which they plan to enroll. Awarded on a
competitive basis, the five-year renewable schol-
arships waive tuition and fees.
The application postmark deadline is May 1. For
complete eligibility and selection information, call
the Office of Admissions at (503) 346-3201 or the
Office of Multicultural Affairs at (503) 346-3479.
Underrepresented Minorities
Achievement Scholarship for
College Juniors (UMASJ)
Similar to the UMAS program, the Underrepre-
sented Minorities Achievement Scholarship for
College Juniors (UMASJ) is reserved for Oregon-
resident college students with at least junior
standing (90 credits or more). Eligible students
must also be in one of three ethnic or racial
groups: African American, Alaskan Native-
American Indian, or Chicano or Latino. Awarded
on a competitive basis, the scholarships cover
instructional fees for up to three years or nine
terms.
Graduate and law students are eligible for the
UMASJ. Master's degree students are eligible for
a maximum of two years or six terms; doctoral
students are eligible for one year or three terms;
law students are eligible for three years or six
semesters.
The application postmark deadline is May 1. For
complete eligibility and selection information, call
the Office of Admissions (503) 346-3201 or the
Office of Multicultural Affairs at (503) 346-3479.
UOLOANFUND
The University of Oregon Loan Fund has been
established through donations and bequests for
the purpose of helping University of Oregon stu-
dents continue their education. Information
about available funds and questions about appli-
cations should be directed to the Office of Stu-
dent Financial Aid. Loans are not disbursed be-
tween terms.
Each year the fund grows because of interest on
loans or investments of available cash. The fund
is composed of two basic loan categories, short
term and long term.
Short-Term Loans
Under the short-term loan program, a maximum
of $200 may be borrowed for thirty to ninety days.
A small service charge is assessed on the loans.
To be eligible, borrowers must be enrolled, have
no outstanding short-term loans, and have no
current or past delinquent university accounts.
Long-Term Loans
The long-term loan program provides loans with
graduated borrowing limits: $500 for freshmen
and sophomores, $1,000 for juniors and seniors,
$1,200 for graduate students. Two cosigners with
good credit references are required. University of
Oregon faculty members, staff members, and
students are not eligible to cosign. The maximum
amount borrowed may not exceed $1,200.
Interest accrues at the rate of 9 percent annually
on the unpaid principal balance. Loans are re-
payable in twenty-four equal monthly install-
ments. The initial payment is due the first day of
the fourth month after the borrower ceases to be
enrolled half time at the University of Oregon.
A late charge of $5 is assessed on each install-
ment not paid by the due date. A $25 service
charge is assessed.
Available Loans
Donations and bequests have been made for use
as loans to students. Special restrictions apply in
some instances.
Unrestricted Funds
Unrestricted funds are considered within the
general loan fund and are disbursed according to
the policies described above.
Alice Wrisley and Adelaide Church
A. P. McKinley Student Loan Fund
Associated Women Students
Benjamin Reed Estate
Bruce and Emma Brundage Short-Term Loan
Carson IV 1967-68
Catherine C. Fleming Fund
Charles A. Howard
Charles C. Rikhoff Jr. Student Loan Fund
Class of 1911
Class of 1931
Class of 1932
Class of 1933
Class of 1934
Class of 1940 Endowment
Class of 1941 Endowment Fund
Class of 1942 Endowment Fund
Day Churchman Memorial Student Loan 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
Loran (Moser) Meidinger Fund
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.
American Association of University Women.
Emergency loans to women upon recommenda-
tion of the Office of Academic Advising and Stu-
dent 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.
Arthur and Marian Rudd Journalism Fund.
Regular long-term loans are noninterest bearing
during enrollment and charge 6 percent annual
interest after the borrower leaves 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.
Charles H. Lundquist College of Business. Eu-
ropean 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.
Chemistry Loan Fund. Loans are disbursed
upon recommendation of the head of the Depart-
ment 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 stu-
dents. Interest charged is usually 4 percent; trust-
ees are sole judge of loan terms. Loan eligibility in
accordance with university loan policy.
Coos Bay-North Bend Rotary Scholarship
Fund. General fund available for short- or long-
term loans in priority sequence of (1) 4-H schol-
arship 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.
Dad's 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. Ar-
rangements for repayment must be made within
three months after graduation. First monthly pay-
ment is due on the first day of the eleventh
month after leaving school.
Douglas and Myrtle Chambers Fund. Long- or
short-term loans subject to 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 annual rate of 2 percent.
Eleanor Anderson Loan Fund. Noninterest-
bearing loans approved by the Department of En-
glish and disbursed in accordance with university
loan policy.
Eugene Mineral Club. Loans limited to regis-
tered geological sciences majors, $200 maximum.
Applications must be approved by the head of the
Department of Geological Sciences.
Foreign Student Fund. Loans to be issued to in-
ternational 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 within
four months after the date of issue. After the first
four-month period, the interest rate is 3 percent.
Loans must be approved by the dean of the
School of Architecture and Allied Arts.
Gamma Alpha Chi Fund. Short- or long-term
loans to women majoring in journalism. The ap-
proval of the dean of the School of Journalism and
Communication is required.
Graduate Student Aid Fund. Loans of up to
$200 maximum for graduate students. Applica-
tions are made through the Office of Student Fi-
nancial 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 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 econom-
ics at Harvard University or the University of Cali-
fornia.
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 standard loan
policy.
Leroy Kerns Loan Fund. Loans to students in
the School of Architecture and Allied Arts (AAA).
Applications require approval by the AAA dean.
Interest rate is 2 percent until graduation and 4
percent thereafter.
Lottie Lee Lamb Fund. Loans to be issued to
women in librarianship.
1. S. Cressman Loan Fund. Loans are non-inter-
est bearing and due four months from date issued.
The loans are available to anthropology majors
upon approval by 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. Stan-
dard long-term loan fund for music students pre-
paring 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 only to men.
Minnie A. Morden Loan Fund. Loans to aid
students who have completed their first two
years of premedical study and who intend to spe-
cialize in internal medicine. Loans issued in ac-
cordance 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 stu-
dents who have a GPA of at least 2.50 in the
School of Journalism and Communication. Bor-
rowers are to be recommended by the dean of
the school. No interest charges while enrolled at
the University of Oregon and no interest for two
years after leaving the university. If any portion
of the loan remains unpaid two years after a stu-
dent leaves the university, the loan balance bears
interest at the standard student loan rate of 9
percent.
Oscar Brun Civil Engineering Fund. Long-
term loan funds for preengineering students pro-
gressing toward a civil engineering degree.
Panhellenic Emergency. Emergency loans to
sophomore, junior, or senior women not to
exceed sixty days.
Phi Beta Alumnae Fund. Loans to students ma-
joring in music, or theater arts.
Phi Kappa Psi Gift. Loans for Phi Kappa Psi
members with GPAs of 2.00 or better. Loans are
due September 1 of the follo\oving year. Interest
rate is 6 percent.
Ray Ellickson Memorial Fund. Loans are lim-
ited to physics students, graduate or under-
graduate, to be approved by the head of the De-
partment of Physics. Loans are for smal1
amounts, $25 to $50, 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 annual rate of 2 per-
cent.
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 af-
ter the date of issue.
University of Oregon Orchestra Loan Fund.
Loans for payment of music fees. If no music
fees, the purpose of loan fund is determined by
the dean of the School of Music.
University of Oregon School of Law. Advance
to United Student Aid Fund, which provides ad-
ditional loan funds at the ratio of 12.5 to one. In-
terest rate is 7 percent. Arrangements for repay-
ment must be made within three months after
graduation. First monthly payment is duc on the
first day of the eleventh month after leaving
schoo1.
EMPLOYMENT
SERVICES
244 Hendricks Hall
Telephone (503) 346-3214
Employment Services is part of the UO Career
Center.
A majority of UO students are employed in part-
time work. The following information is intended
to help students who seek employment either on
campus or in the community.
Students who want part-time or temporary em-
ployment should visit this office upon arrival at
the university and after determining class sched-
ules. Openings in the community are usually
available in the areas of child care, general labor,
and office work. Some jobs are continuing; others
are limited to specific projects. University students
enjoy a well-deserved reputation with Eugene-
Springfield employers as reliable, dependable,
hard working, and intelJigent employees.
Federal Work-Study Program. This program is
limited to students who have applied for financial
aid and been awarded work-study certification.
Available work-study jobs are posted in 244
Hendricks Hal1.
LEarn Program. The program's part-time, on-
campus employment opportunites are open to all
students. Participation does not depend on finan-
cial need. Positions are listed in 244 Hendricks
Hal1 and in academic departments.
Summer Employment. Employment Services
runs a Summer Employment Program through
which registrants are notified of career-related
opportunities and campus interviews. Orienta-
tion sessions for the summer program are held
regularly from mid-October to mid-March.
Listed below are additional sources of on-cam-
pus employment for students.
Instruction and Research. Advanced students
who want to be considered for positions as assis-
tants in instruction and research should apply to
the heads of their departments. Positions as
graders are also handled by the departments or
by individual instructors.
Library. Applicants should go to the library
personnel office in Room 1I5B, Knight Library.
Physical Plant. Students who want custodial or
grounds maintenance work should watch for
postings at 244 Hendricks Hal1.
Residence Hall. Food service and resident assis-
tant positions are available. Residence hall students
are given priority for these positions. Students in-
terested in part-time food service positions should
consult residence hall food supervisors upon arrival
on campus.
The resident assistant positions provide room
and board in exchange for residence hall coun-
seling and administrative responsibilities. Ap-
pointments are generally made by the end of
April for the following school year. Interested
students should apply directly to University
Housing, Walton Hal1.
Student Union. Various jobs, including food
service, are available in the Erb Memorial Union.
Inquiries should be sent to the Personnel Clerk,
Erb Memorial Union, 1228 University of Oregon,
Eugene OR 97403-1228.
STUDENT HOUSING 35
STUDENT HOUSING
Walton Hall
Telephone (503) 346-4277
Michael Eyster, Director
Office of University Housing
University of Oregon students may choose their
own living arrangements from a variety of accom-
modations, including those that can be adapted
for students with disabilities, that are provided by
the university and the community. Students living
in the residence halls and other university-owned
housing are expected to adhere to regulations es-
tablished by the Office of University Housing and
the university Code of Student Conduct. In al1liv-
ing 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 responsi-
bility for order that is required of al1 people liVing
in the community.
Adapted facilities are available for students who
identify a need for accomodation on their
applications.
The information that follows describes
university-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 Riley Hal1 are five blocks west
of the campus. Most halls house freshmen and
upper-division students together. Multiple-occu-
pancy rooms are available in all halls. A limited
number of single rooms are available. Some liv-
ing areas in the University Inn are segregated by
sex. Most halls are coeducational and have floors
reserved alternately for men and women. Some
halls are reserved for one sex only. Special-inter-
est hal1s house students interested in academic
pursuit, creative arts, outdoor pursuits, interna-
tional studies, music, cross-cultural programs,
and health and fitness. One of the health and fit-
ness halls prohibits possession of alcohol. Riley
Han is the residential International House.
Residence Hall Facilities and
Services
Residence halls provide nineteen meals a week ex-
cept during vacations. Common areas contain color
television, table tennis, and vending machines. For
recreation there are basketball courts, a sand vol-
leyba11 court, and tennis courts. There are coin-
operated washers, free dryers, and ironing boards
in each hal1. A limited amount of locked storage
space for luggage is available. Rooms are furnished
with telephone service, carpeting, draperies, desk
lamps, study chairs, wastebaskets, and in single
rooms, swivel chairs upon request. A limited num-
ber of refrigerators are available for an extra charge.
Reduced-rate evening and weekend long-distance
telephone service is avaliable from residence hall
rooms through the university telephone system.
Furnishings may vary for leased facilites.
Residence Hall Costs
These charges are payable either in fun at the be-
ginning of the term or in three monthly instan-
ments. Payments become delinquent after ten
ENTERING THE UNIVERSITY
The University Inn, at 1000 Patterson Street, of-
fers additional services and private baths for the
following rates:
calendar days. A late fine of $5 and 9 percent in-
terest is assessed for delinquent payments. If fees
are not paid within fifteen days of the due date,
university eviction and collection procedures
may be initiated.
Residence hall rates* for 1995-96 are listed
below.
Economy Large
Multiple Single Single
Fall $2,221 2,770 2,866
Winter 1,482 1,854 1,911
Spring 1,230 1,539 1,587
Total $4,933 $6,163 $6,364
*Includes an annual $17 social fee for programs
to be determined by the residents in each unit.
Reservations and Contracts
Students receive the Housing Preview booklet
and application after they have applied for ad-
mission to the university. The order in which
room assignments are made is determined by the
dates housing applications are received. The resi-
dence hall application form must be accompa-
nied by a $30 nonrefundable application fee. Ad-
dress inquiries to University Housing, 1220
University of Oregon, Eugene OR 97403-1220.
In mid-April, housing-offer packets are sent to
applicants from the reservations file. To guarantee
a housing assignment, applicants must return-by
the date specified in the offer letter-a signed
contract, the assignment questionnaire that con-
tains information about roommate, residence hall
preference, and a $250 room-and-board prepay-
ment. Applicants who miss the deadline are
placed at the end of the waiting list and are of-
fered housing only if it becomes available.
In late August assignments are mailed to appli-
cants who have a guaranteed housing offer and
have paid or deferred the $250 room-and-board
prepayment.
Cancellations. Cancellations of reservations
must be received in writing at the Office of Uni-
versity Housing.
Contracts. Residents are required to sign a con-
tract-the terms and conditions of occupancy-
that explains rights, privileges, and responsibili-
ties 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 meals in a residence hall throughout
the fall-through-spring school year. (See sum-
mer session 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 a day for the
Fall
Winter
Spring
Total
Multiple Room
and Board
$1,777
1,185
987
$3,949
Single Room
and Board
$2,221
1,482
1,230
$4,933
remaining days in the school year. Students who
withdraw from the university are released from
their contracts; no additional fees are charged.
Refund Policy. Charges for room and meals are
made for a full term. For students who withdraw
from the residence hall and the university up to
ten days before the end of the term, any un-
earned room and meal payments are refunded
according to an established schedule available at
the Office of University Housing. Meal charges
during an absence from Eugene of ten or more
consecutive full days are refunded at the rate of
$5 a day.
Vacations. There is no food service duringvaca-
tion breaks. Students may remain in their rooms
during Thanksgiving vacation at no charge. Stu-
dents who stay on during winter and spring va-
cations may be moved to one central unit and are
charged an additional fee (winter, $150; spring,
$40).
Summer Session. Summer session students
may choose seven- or five-day meal plans. A
contract for both room and meals 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 standard
double room and meal rate for each person. In
addition, housing and food services are available
to workshop and conference groups. Address in-
quiries to University Housing-Summer, 1220
University of Oregon, Eugene OR 97403-1220.
FAMILY HOUSING AND
APARTMENTS
University Apartments
University-owned apartment housing is available
to a parent with legal custody of a child, a gradu-
ate student without children, or an undergraduate
student twenty-one years of age or older without
children.
Westmoreland, three miles from campus, con-
sists of 404 one- and two-bedroom furnished
apartments. Rent is $185 and $215 a month (sub-
ject to change) and includes water and garbage-
hauling service. The apartments have electric
heat and appliances. The grounds are landscaped
and maintained. University students may ride
free on city buses. An elementary school and
shopping areas are nearby.
Amazon, an older complex within walking dis-
tance of campus, is being replaced. Some newly
constructed units should be available by fall
1996.
A short distance from campus, Agate is a new
twenty-unit complex of one-, two-, and three-
bedroom apartments. Rent, starting at $450 a
month (subject to change), includes access to the
university's computer network, water, garbage
and recycling service. Units include stove and
refrigerator but are otherwise unfurnished. Park-
ing at Agate, Amazon, and Westmoreland is lim-
ited to one vehicle per household.
Applications for family housing must be accom-
panied by a $10 nonrefundable application fee. A
$75 security deposit and the first month's rent
are required for Agate, Amazon, and Westmore-
land housing at the time of assignment.
On-site day care is available at Amazon and
Westmoreland.
Eligibility. To be eligible for family housing, stu-
dents must enroll full time at the university and
maintain full-time status.
Assignments are based on financial need, family
status, class level, and the date of application.
Established guidelines ensure that financial
means are taken into account.
Occupancy limits are based on the number of
bedrooms and the number and ages of the chil-
dren. No more than two adults may reside in a
unit.
East Campus Housing
The university also owns more than 100 houses
in a four-block area east of the campus. A lottery
is conducted about six weeks before the begin-
ning of each term in which student families are
assigned to available units from a limited waiting
list maintained by Office of University Housing.
Pets are permitted. Rental rates are specific to
each unit. A $75 security deposit is required.
Moon Court, a small one- and two-story housing
community, consists of six two-bedroom, en- .
ergy-efficient units. Rent starts at $580 a month
and includes water, garbage and recycling ser-
vice. A $75 security deposit is required.
AIl rental rates are subject to change by the
Oregon State Board of Higher Education; the
board reserves the right to increase charges dur-
ing the fiscal year if actual expenses of housing
operations exceed budgeted expenses. Address
inquiries to University Housing, 1220 University
of Oregon, Eugene OR 97403-1220.
AFFILIATED HOUSING
Fraternities and Sororities
Information about fraternities and sororities af-
filiated with the university is available from the
Office of the Dean of Students, 364 Oregon Hall;
telephone (503) 346-3216.
Fraternities and sororities are more than just a
housing option at the University of Oregon. They
are concerned with the cultural, social, and aca-
demic growth of their members, as evidenced by
programs that encourage community service,
campus involvement, and interaction with the
faculty.
The small-group atmosphere encourages coop-
eration 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 pro-
vide a comfortable atmosphere at costs compa-
rable to those charged in university residence
halls. Meals are cooked and served family style.
Quiet sleep and study areas are available along
with living and recreational areas. Room and meal
costs and social fees vary from house to house, but
yearly costs average $3,850. In addition, there are
some one-time fees the first year. Members may
pay monthly or quarterly.
Membership selection is known as "rush," which
includes house visits. Rush takes place during the
week before classes start in the fall. This gives
new students a chance to get acquainted and
.. S'UJ])ENXHOUSING
meet members of each of the fraternities and so-
rorities. 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) 346-
3701 or -3888, or call the Office of the Dean of
Students; telephone (503) 346-3216. Students
who do not participate in fall rush may join a so-
rority or fraternity at other times of the year
through informal rush.
Sororities at the university are Alpha Chi Omega,
Alpha Phi, Chi Omega, Delta Delta Delta, Delta
Gamma, Gamma Phi Beta, Kappa Alpha Theta,
Kappa Delta, Kappa Kappa Gamma, Pi Beta Phi,
and Sigma Kappa.
All sororities at the UO have resident house
directors.
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, Pi Kappa Alpha,
Sigma Alpha Epsilon, Sigma Chi, Sigma Nu,
Sigma Phi Epsilon, and Theta Chi.
Nonuniversity Housing
The Rental Information Office provides a free
service to help students who are interested in
renting off-campus housing. Listings of houses,
duplexes, apartments, studios, quads, rooms and
roommates, and cooperatives are posted on bul-
letin boards outside Suite 5 of the Erb Memorial
Union. In addition to the referral service, the
Rental Information Office provides free model
rental agreements, inventory and condition re-
ports, the Roommate Survival Guide, and a cour-
tesy telephone. Following are a variety of off-
campus housing situations.
Houses and Duplexes. This type of housing is
probably the most difficult to find, especially near
campus. Rents range from $450 to $900, depend-
ing on the number of bedrooms and proximity to
campus.
Apartments. Apartments located close to campus
typically have higher rental rates than those in the
outlying areas of Eugene-Springfield. Following
are average monthly rental rates for area apart-
ments: one-bedroom, $300-500, two-bedroom,
$400-700; and three-bedroom, $550 or more.
Many of these apartments require nine- to
twelve-month leases, refundable cleaning depos-
its or nonrefundable fees, or security deposits.
Many do not allow pets.
Studios and Quads. A studio is a single-room
apartment with private kitchen and bath facilities.
Rents for studio apartments range from $250 to
$400 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 $185 to $295 a
month during the fall-through-spring 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.
Many private homes offer rooms for rent. Shared
housing costs range from $175 to $400 a month.
Apartment availability and rates are subject to
ever-changing market conditions. Students
should contact the Rental Information Office a
few months before they intend to arrive to get
up-to-date information and advice about the
rental situation in Eugene-Springfield.
When to Begin Looking. The best time to find
housing for fall term is at the end of spring term,
especially if a student needs inexpensive housing
or has children or pets. If a student plans to share
housing or live in a quad, it might be possible to
wait until September.
Landlord-Tenant Agreements. The Rental In-
formation Office helps students fill out inventory
and condition reports, which describe the exact
state of the dwelling and contents when the ten-
ant moves both in and out. This report helps en-
sure fair return of the deposit so that neither the
•
tenant nor the landlord feels cheated. Another
reference is a handbook that contains general
information, explanations of the Oregon land-
lord-tenant laws, advice to tenants, and model
forms to start a landlord-tenant relationship.
Inquire at the Rental Information Office for more
advice about 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) 346-
3731, stop by Suite 5 on the ground floor of the
Erb Memorial Union, or write to Rental Informa-
tion Office, 1220 University of Oregon, Eugene
OR 97403-1220.
38 ENTERING·THE UNIVERSI'f¥
ACADEMIC AND
CAREER PLANNING
ADVISING
The University of Oregon offers undergraduate
students a choice of more than 2,000 courses.
Out of these courses individualized programs
emerge, reflecting each student's special inter-
ests, goals, and aspirations. Translating these
goals and interests into courses, majors, and mi-
nors requires careful planning. For this reason,
students are required to seek the assistance of
academic advisers and may not complete their
first term's registration without discussing op-
tions with an adviser. Personal Access Codes
needed for registration are issued by the
student's major adviser.
The importance of program planning cannot be
overemphasized. A sound academic program
usually shows growing intellectual maturity 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 plan-
ning and decision-making can be completed, so
students are strongly urged to consult advisers
regularly. The university considers advising an
extension of teaching and regards it as a primary
responsibility of faculty members, who schedule
time each term especially for advising.
Students who have declared majors are assigned
to faculty advisers in their departments. The Of-
fice of Academic Advising and Student Services
coordinates advising of students who have not
declared majors (classified as undeclared
premajors) and of those interested in law, health
professions, and fifth -year education programs.
The Career Center plays an important role in the
planning process. Career planning is also discussed
in the Student Services section of this bulletin.
General Principles in Program Planning
1. To earn a degree in four years (twelve terms),
students should average 15 credits a term. In
planning a term's studies, students should an-
ticipate that each credit taken requires at least
three hours each week for class meetings or
homework. A IS-credit course load requires a
student to invest about forty-five hours a week
2. Each term's schedule should be planned to in-
clude the university bachelor's degree require-
ments (see the Registration and Academic
Policies section of this bulletin) and require-
ments of the major. Major requirements are
listed in this bulletin under the academic de-
partment headings (see Contents). Students
who have not selected their majors should
spend some time exploring possible majors
3. Students should read the course descriptions
in this bulletin and the notes in the schedule of
classes 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 mathematics. It is also a
bachelor of science degree requirement. Math-
ematics should be started in the freshman year
5. A foreign language, whether required (as for
the bachelor of arts degree) or elective, should
also be started in the freshman year if possible.
Students planning to study abroad on an inter-
national exchange program during the sopho-
more or junior year should achieve compe-
tence 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 Clark Honors
College, and departmental orientation courses.
These courses and programs should be investi-
gated early during the first year. Freshman In-
terest Groups and Freshman Seminars are de-
scribed in the Academic Advising and
Student Services section of this bulletin. For
information about the Clark Honors College,
see the Honors College section of this bulletin
8. It takes 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, compu-
tation' note taking, test taking, and writing
Academic Majors, Minors,
and Careers
University of Oregon undergraduate students
must complete at least one academic major to
graduate. The major is an opportunity to learn a
subject in depth. Faculty advisers in the respec-
tive departments are the best sources of informa-
tion about majors.
Minors are additional ways to focus studies
toward career and interest areas. Inquiries about
minors should be directed to specific departments.
See Degrees, Majors, Minors, and Certificates
at the front of this bulletin for a list of degree and
certificate programs.
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 Center, as well as the entire academic ex-
perience at the university, are directed toward
providing an understanding of these terms and
their relation to educational planning.
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. Assistance in
determining both strengths and interests is avail-
able to students from a variety of sources.
By enrolling in basic, introductory-level courses,
students can learn much about their performance
and interests.
The Career Assessment Program uses tests to clarify
interests, skills, work-related values, and work envi-
ronment preferences. A counselor helps interpret
the results. A fee is assessed.
Special Studies: Career Discovery (CPSY 199)
uses similar tests to help participants make career
and educational decisions. In the course students
learn how to gather career information in a sup-
portive learning environment.
Success Skills (CSPY 408/508), a Workshop
course, helps students clarify and communicate
their strengths and abilities.
Gathering Career Information
Career information resources include the following:
The career library has information on more than
40,000 career areas organized for easy exploration.
College to Career (CPSY 199), a Special Studies
course, discusses resume writing, interview skill
building, information interviewing, and job-
search strategies. Workshops and seminars, of-
fered by the Career Center 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 through-
out the year. Representatives describe their
company's organizational structure, product or
services, entry-level requirements, and the char-
acteristics sought in applicants. These presenta-
tions are listed in the Oregon Daily Emerald
student newspaper.
Mentor Program. The Mentor Program links
juniors and seniors with professional alumni who
have five to twenty-five years of experience in
their careers. Participants initiate and conduct
informational interviews with the alumni about
prospective careers. After the intitial contact, the
alumnus may choose to mentor the student. A
I-credit course, coordinated by the Career Cen-
ter' teaches job-search skills including resume
writing, cover-letter writing, and informational-
interviewing skills. More information is available
from the Kim Sapp, program coordinator, Career
Center, 244 Hendricks Hall.
Testing Career Decisions
Direct involvement in a career-related activity,
part-time job, class project, internship, or practi-
cum can be very useful. These experiences im-
prove skills, provide insights that allow the trans-
lation of theory into practice, and improve
employment potential.
Internships and practica are field-based experi-
ences required of some majors and may be open
to nonmajors as electives. Opportunities should
be discussed with an academic adviser, with coun-
selors at the Career Center, 244 Hendricks Hall.
Student organizations provide opportunities to
develop career-related experiences such as
interpersonal and organizational skills. Two hun-
dred student organizations on the university
campus serve a variety of interests.
Part-time or summer work or volunteer experi-
ences' which provide information about possible
careers, are another way of testing career deci-
sions. Information about summer and part-time
employment is available from the Employment
Services, 244 Hendricks Hall.
Placement Services
To assist students in career planning, the Career
Center offers job listings; workshops on job-
search strategies, resume writing, and interview
skills; Campus Interview Program, directories,
and company literature; and annual reports from
a number of firms.
..:~ '··~~~(:h·;:~/)"')'::·:
~. ~",'.: ,'.' {.. . ·A.tA.VEMIC AND CAREER PLANNING
" ~ ~ . -.
39
Calendar of Academic and Career Planning
Year in School Academic Planning Career Planning
Freshman Complete writing and at least half of group require- Obtain information about careers through career planning
and Sophomore ments. seminars, workshops, career alternatives class, and employer
Years Decide on a major by the middle of the sophomore year; presentations.
Freshman: seek assistance as needed from Office of Academic Ad- Discuss career options with major adviser and other faculty
0-44 credits vising and Student Services. Note that some majors re- members.
Sophomore: quire more than two and one-half years of planned Examine career information related to the major by using ca-
45-89 credits
study. reer information resources at the Career Center.
Consider taking some upper-division (300- and 400- Talk to family and friends about their professions and how
level) course work during sophomore year. they entered them.
Pick up a transcript and progress report, prepared by the Make use of the Career Assessment Program or the Career
Office of the Registrar, in major department (fall term, Discovery Program.
sophomores).
Apply for summer work related to career goals (begin in De-
cember).
Join curricular clubs.
Junior Year Pick up a transcript and progress report, prepared by the Attend group presentations by companies to learn of en-
90-134 credits registrar's office, in major department (fall term). try-level
Consult with department adviser on progress in the ma- positions.
jor (fall term). Attend Career Center workshops or register for Special
Plan to take admission tests if expecting to apply to pro- Studies: College to Career (CPSY 199).
fessional or graduate programs (spring term). Arrange an internship or practicum through major de-
Attend workshops sponsored by the Office of Academic partment, the Career Center, or a professional organiza-
Advising and Student Services on applying to profes- tion.
sional and graduate programs (fall and spring terms). Interview individuals with jobs in anticipated careers and
Consider other postgraduate options such as Fulbright talk with instructors.
grants and Rotary scholarships. Consider completion of Learn job search, resume writing, and interview skills.
an academic minor or a double major. Apply for summer work related to 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 annual Career and Internship Fair.
Senior Year Pick up a transcript and progress report, prepared by the Prepare resume.
135+ credits registrar's office, in major department (fall term). Register for Special Studies: College to Career (CPSY
Consult with department adviser on progress in the ma- 199) (fall or spring term).
jor (fall term). Check with the Career Center for current job listings and
File for graduation during the second week of classes in the campus interview schedule (fall term).
the term preceding the term of anticipated graduation. Arrange interviews with organizations scheduled for Ca-
Attend workshops sponsored by the Office of Academic reer Center visits.
Advising and Student Services on applying to profes- Design and begin job search.
sional and graduate programs (fall and spring terms).
Visit the annual Career and Internship Fair.
40
41
Graduate School
125 Chapman Hall
Telephone (503) 346-5129
Steadman Upham, Vice Provost
and Dean
Graduate Council Faculty
Peter Bergquist, music
Scott DeLancey, linguistics
Marian Friestad, marketing
Judith K. Grosenick, educational
studies
Roger Haydock, physics
James B. Lemert, journalism and
communication
Glenn A. May, history
Robert M. O'Brien, sociology
David Schuman, law (ex officiO)
Louis R. Osternig, exercise and move-
ment science
Richard A. Sundt, art history
Steadman Upham, Graduate School
(ex officio)
Virpi Zuck, Germanic languages and
literatures
ADVANCED DEGREES
Through the Graduate School, the
University of Oregon offers studies
leading to advanced degrees in the
liberal arts and sciences and in the
professional fields of architecture
and allied arts, business administra-
tion, education, journalism and
communication, and music. Pro-
gram 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.
For information about law degrees,
see the School of Law section of
this bulletin.
Specific program requirements for
the majority of these degrees ap-
pear in the departmental sections of
this bulletin; general requirements
of the Graduate School are stated in
this section.
College of Arts and
Sciences
Anthropology: M.A., M.S., Ph.D.
Archaeology
Cultural anthropology
Linguistics
Physical anthropology
Asian studies: M.A., M.S.
China
Japan
Southeast Asia
Biology: M.A., M.S., Ph.D.
Cell biology
Developmental biology
Ecology
Evolution
Genetics
Marine biology
Microbiology
Molecular biology
Neuroscience
Chemistry: M.A., M.S., Ph.D.
Biochemistry
Cell biology
Chemical physics
Materials science
Molecular biology
Neuroscience
Organic-inorganic chemistry
Physical chemistry
Theoretical chemistry
Classics: M.A.
Classics
Greek
Latin
Comparative literature: M.A., Ph.D.
Computer and information science:
M.A., M.S., PhD.
Creative writing: M.F.A.
East Asian languages and litera-
tures: M.A.
Chinese literature
Japanese language and pedagogy
Japanese literature
Economics: M.A., M.S., Ph.D.
Advanced macroeconomics
Applied econometrics
Economic growth and development
Economic theory
Industrial organization
International economics
Labor economics
Public finance
Urban-regional economics
English: M.A., Ph.D.
American literature
English literature
Exercise and movement science:
M.S., Ph.D.
Biomechanics
Motor control
Physiology of exercise
Social psychology of sport and
exercise
Sports medicine
Geography: M.A., M.S., Ph.D.
Biogeography
Climatology
Cultural geography
Environmental studies
Europe
Former Soviet Union
Geomorphology and soils
Global change
North America
Political geography
Quaternary environments
Urban geography
Geological sciences: M.A., M.S.,
Ph.D.
Mineral deposits
Mineralogy-petrology-geochem-
istry
Stratigraphy-sedimentary petrol-
ogy-paleontology
Structural geology-geophysics,
tectonics, volcanology
Germanic languages and litera-
tures: German: M.A., Ph.D.
History: M.A., Ph.D.
Ancient history
Britain and its empire
China and Japan
Europe since 1789
Europe 1400-1815
Latin America
Medieval Europe
Russia
Southeast Asia
United States
International studies: M.A.
Linguistics: M.A., Ph.D.
Applied linguistics
General linguistics
Mathematics: M.A., M.S., Ph.D.
Algebra
Analysis
Combinatorics
Differential and algebraic
geometry
Geometry
Mathematical physics
Numerical analysis
Probability
Statistics
Topology
Philosophy: M.A., Ph.D.
Physics: M.A., M.S., Ph.D.
Astronomy, astrophysics,
cosmology
Atomic, molecular, and optical
physics
Biophysics
Condensed-matter physics
Elementary-particle physics
Fluid and superfluid mechanics
Nuclear physics
Political science: M.A., M.S., Ph.D.
American government
Classical and contemporary politi-
cal theory
Comparative politics
International relations
Research methodology
Psychology: M.A., M.S., Ph.D.
Clinical
Cognitive
Developmental
Physiological-neuroscience
Social and personality
Romance languages: M.A., PhD.
French: M.A.
42 GRADUATE SCHOOL
Italian: M.A.
Spanish: M.A.
Russian: M.A.
Sociology: M.A., M.S., Ph.D.
Environment
Labor, organization, and political economy
Research methods
Sex and gender
Social psychology, language and culture
Theory
Theater arts: M.A., M.S., M.F.A., Ph.D.
Professional Schools and Colleges
School of Architecture and Allied Arts
Architecture: M.Arch.
Interior architecture: M.I.Arch.
Art history: M.A., Ph.D.
Architectural history
Ancient art
Medieval art
Renaissance-baroque art
Modern art
Asian art
Arts and administration
Arts management: M.A., M.S.
Fine and applied arts: M.F.A.
Ceramics: M.F.A.
Fibers: M.F.A.
Metalsmithing and jewelry: M.F.A.
Painting: M.F.A.
Printmaking: M.F.A.
Sculpture: M.F.A.
Visual design: M.F.A.
Historic preservation: M.S.
Landscape architecture: M.L.A.
Leisure studies and services: M.A., M.S., D.Ed.,
Ph.D. (no admission 1994-95)
Planning, public policy and management
Public affairs: M.A., M.S.
Urban and regional planning: M.U.P.
Charles H. Lundquist College of
Business
Accounting: Ph.D.
Decision sciences: M.A., M.S.
Decision sciences: business statistics: M.A.,
M.S., Ph.D.
Decision sciences: production and operations
management: M.A., M.S., Ph.D.
Finance: M.A., M.S., Ph.D.
Industrial relations: M.A., M.S.
Management: M.A., M.S.
Management: corporate strategy and policy:
Ph.D.
Management: general business: M.B.A.
Management: human resource management:
Ph.D.
Management: organizational studies: Ph.D.
Marketing: M.A., M.S., Ph.D.
College of Education
Counseling psychology: D.Ed., Ph.D.
Counseling: M.A., M.S., M.Ed.
Community and other agency settings
Employment and vocational
Individual and family
Educational policy and management: M.S.,
D.Ed., Ph.D.
Special education: M.A., M.S., M.Ed., D.Ed., Ph.D.
Communication disorders and sciences: M.A.,
M.S., M.Ed., D.Ed., Ph.D.
School psychology: M.A., M.S., M.Ed., Ph.D.
Special education: developmental disabilities:
M.A., M.S., M.Ed., D.Ed., Ph.D.
Special education: early intervention: M.A., M.S.,
M.Ed., Ph.D.
Special education: exceptional learner: M.A.,
M.S., M.Ed., D.Ed., Ph.D.
Talented and Gifted
Special education: rehabilitation: D.Ed., Ph.D.
Teaching: M.A.
French
German
Latin
Russian
Spanish
School of Journalism and
Communication
Journalism: M.A., M.S.
Creative nonfiction
Journalism: advertising: M.A., M.S.
Journalism: electronic media production: M.A.,
M.S.
Journalism: magazine: M.A., M.S.
Journalism: news-editorial: M.A., M.S.
Journalism: public relations: M.A., M.S.
Communication and Society: Ph.D.
Telecommunication and Film: M.A., M.S., Ph.D.
(no admission 1995-96)
School of Music
Dance: M.A., M.S.
Music
Music: conducting: M.Mus.
Music composition: M.Mus., D.M.A., Ph.D.
Music history: M.A., M.Mus., Ph.D.
Music performance: M.Mus., D.M.A.
Music: piano pedagogy: M.Mus.
Music theory: M.A., M.Mus., Ph.D.
Music education: M.Mus., D.M.A., Ph.D.
Interdisciplinary Programs
Individualized program: M.A., M.S.
e.g., applied information management,
environmental studies, folklore
GENERAL INFORMATION
Students wanting to earn a second bachelor's
degree should not apply to the Graduate School.
They should request an application for Postbacca-
laureate Nongraduate Student status from the
Office of Admissions, 1217 University of Oregon,
Eugene OR 97403-1217; telephone (503) 346-3201.
Students wanting to earn a graduate degree at
the university are admitted to the Graduate
School in accordance with the procedures
described below.
Graduate Admission
To be admitted to the Graduate School for the
purpose of seeking an advanced degree or
enrolling in a formal nondegree graduate
program, a student must be a graduate of an
accredited four-year college or university and
must be accepted by the professional school or
major department in which he or she proposes to
study.
Graduate Classification
Students seeking advanced degrees or
certificates are classified as follows:
Graduate premaster's
Graduate postmaster's
Graduate postdoctoral
Graduate postbaccalaureate
Graduate conditional master's
Graduate master's
Graduate conditional doctoral
Graduate doctoral
A student from an unaccredited institution, or
one that offers the equivalent of bachelor's
degree instruction but not the degree itself, may
be considered for admission under special proce-
dures. More information is available from 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 ad-
mission after the completion of 36 credits
of graduate course work, the Graduate School
may ask why and recommend that a decision on
the student's status be made as soon as possible.
A former University of Oregon student must be
admitted formally to the Graduate School in the
same way as a student from any other college or
university. A student who has been admitted and
wants to change his or her major is subject to ac-
ceptance by the new department. Filing a
Change of Major form and any official docu-
ments the new department requires accom-
plishes this change.
All students must pay a nonrefundable $50 fee
when applying for admission. Applicants should
address inquiries concerning graduate admission
to the department or school in which they plan to
study, not to the Graduate School or to the Office
of Admissions.
Application Procedure
Students seeking admission to the Graduate
School must submit an application on an official
university application form. The first copy of the
Graduate Admission Application and an official
transcript from the college or university from
which the applicant received a bachelor's degree
must be sent to the Office of Admissions, 1217
University of Oregon, Eugene OR 97403-1217.
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 addi-
tional 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 appli-
cant should ascertain from the school or depart-
ment what additional materials, if any, are ex-
pected. These additional materials are to be sent
directly to the department.
Admission for Graduate Postbaccalaureate
Study. An applicant with a bachelor's degree or
the equivalent from an accredited institution who
wants to take additional graduate work, but not
in pursuit of a specific graduate degree, must
submit the official application form and an offi-
cial 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, 1217 University of Oregon,
Eugene OR 97403-1217. (University of Oregon
graduates do not need to send an official tran-
script to the Office of Admissions.) Graduate
postbaccalaureate status is a nondegree classifica-
tion. A satisfactory record is a major influence in
allowing reenrollment. Credits earned by
postbaccalaureate students are recorded in the
Office of the Registrar. For more information see
Other Graduate Classifications below under Gen-
eral Requirements and Policies.
International Students
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. Stu-
dents 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. Each school or department
determines its own specific TOEFL requirements,
typically scores of 500 or higher, and application
deadlines for graduate admission. The TOEFL is
given worldwide. For more information write to
TOEFL, PO Box 899, Princeton NJ 08540, USA. 1£
a student has been admitted to the university with
a score between 500 and 574, the student must
take an additional English-proficiency test after
arrival on campus. 1£ the score on the English -pro-
ficiency test indicates that additional training is
necessary, the student is required to enroll in spe-
cial English classes. For more information about
the Supplementary English Language Training
program and its cost, write to the SELT Adviser,
Office of International Education and Exchange,
5209 University of Oregon, Eugene OR 97403-
5209, USA.
International students who want 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 the American English
Institute, 5212 University of Oregon, Eugene OR
97403-5212, USA.
International students are required to carry
health and accident insurance for themselves and
their dependent family members living in the
United States. Students' insurance policies must
meet the minimum University of Oregon health
insurance requirements. These requirements
may be met by purchasing the health insurance
sponsored by the Associated Students of the
University of Oregon (ASUO). The ASUO plan
may be purchased during the registration pro-
cess. Questions about the minimum require-
ments should be directed to the International
Student Adviser, Office of International Educa-
tion and Exchange, 5209 University of Oregon,
Eugene OR 97403-5209; telephone (503) 346-
3206.
Course Numbering System
500-599
Courses that offer graduate-level work in classes
that include undergraduate students
600-699
Graduate courses for graduate students only
700-799
Except in the School of Music, courses of a highly
technical nature that count toward a professional
degree only, not toward advanced academic de-
grees such as an M.A., M.S., or Ph.D. Both 600-
and 700-level courses with the MUP prefix de-
note graduate courses that apply toward ad-
vanced academic degrees in the School of Music.
503,500 508,510,601-610,704-710
Graduate and professional courses that may be
repeated for credit under the same number.
Credit ranges indicate minimum and maximum
credit available in a single course during a single
term, and credit is assigned according to the
work load in a particular course. Some depart-
ments have established different credit ranges
from those given below.
The following generic numbers are reserved for
special types of work. Credit ranges vary. Except
in the School of Law, courses numbered 503,
601, 603 are offered pass/no pass only.
503 Thesis
507 Seminar: [Topic]
508 Workshop: [Topic] or Laboratory Projects:
[Topic] or Colloquium: [Topic]
510 Experimental Course: [Topic]
601 Research: [Topic]
602 Supervised College Teaching
603 Dissertation
604 Internship: [Topic]
605 Reading and Conference: [Topic]
606 Field Studies: [Topic] or Special Problems:
[Topic]
607 Seminar: [Topic]
608 Workshop: [Topic] or Colloquium: [Topic]
or Special Topics: [Topic]
609 Practicum: [Topic] or Supervised Tutoring
or Terminal Project
610 Experimental Course: [Topic]
704 Internship: [Topic]
705 Reading and Conference: [Topic]
706 Field Studies: [Topic] or Special Problems:
[Topic]
707 Seminar: [Topic]
708 Workshop: [Topic] or Colloquium: [Topic]
or Special Topics: [Topic]
709 Practicum: [Topic] or Supervised Tutoring
or Terminal Project
710 Experimental Course: [Topic]
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
each term. Registration in excess of this level, up
to a maximum of 18 credits, requires payment of
additional fees for each extra credit. Minimum
registration is 3 graduate credits a term.
Graduate students working toward an advanced
degree must be enrolled continuously until all
requirements for the degree are completed (see
Continuous Enrollment). Furthermore, those us-
ing faculty assistance, services, or facilities must
register each term for at least 3 graduate credits
to compensate for usage. This includes students
who are taking only comprehensive or final ex-
aminations or presenting recitals or terminal
projects.
In the term in which a student receives the de-
gree, he or she must be registered for at least 3
graduate credits. 1£ the student is completing a
master's degree thesis in this final term,
registration must include 1-3 credits of Thesis
(503).1£ a doctoral dissertation is being com-
pleted, registration must include no fewer than 3
credits of Dissertation (603).
Students living elsewhere while writing a thesis
or dissertation and sending chapters to an ad-
viser for criticism must also be registered for a
minimum of 3 graduate credits a term; they may
register for thesis or dissertation credits.
Various on- and off-campus agencies and offices
have their own course-load requirements. For
example, some agencies making student loans
set registration requirements. The Office of the
Registrar can certify a student's registration only
for the credits indicated on an official registration
card. Because the minimum registration require-
ments for the Graduate School may not satisfy
some agency requirements, it is the student's
responsibility to register for the number of cred-
its 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 informa-
tion about 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 de-
partment, they must submit a petition to the
dean of the Graduate School for approval.
Joint-Campus Program
Graduate students at the university may, with ad-
viser and departmental approval, take graduate
courses at any of the other institutions in the Or-
egon State System of Higher Education. A student
registers for these courses with the University of
Oregon registrar, who records each grade on the
academic record under joint-Campus Course (JC
610). The student must be a matriculated UO
graduate student in an advanced degree program
and registered for UO courses the same term the
JC 610 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, South Dakota, Utah, Washington, and
Wyoming to apply for admission to selected pro-
fessional programs and, if admitted, to be treated
as resident students for tuition purposes.
The University of Oregon has graduate WICHE
programs in historic preservation and exercise
and movement science. For information about
the following degree programs, write to the listed
coordinators:
M.S. in historic preservation-Donald L. Peting,
School of Architecture and Allied Arts, 5249 Uni-
versity of Oregon 97403-5249; Ph.D. in exercise
and movement science-Louis R. Osternig, De-
partment of Exercise and Movement Science,
1240 University of Oregon, Eugene OR 97403-
1240.
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 which
they feel qualified by experience or independent
study. These areas must be directly equivalent to
graduate courses listed by title in the current
University ofOregon Undergraduate and Graduate
Bulletin. Credit earned in this manner does not
count toward satisfaction of the residence re-
quirement for the master's degree. Procedures
for credit by examination for graduate students
are as follows:
1. The graduate adviser and the dean or depart-
ment head of the academic unit offering the
course must approve the student's petition
2. The student must pay in advance a special ex-
amination fee of $40 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 schedule of classes as
graded only
5. Credit by examination is not awarded for The-
sis (503); Research (601); Dissertation (603);
Internship (604); Reading and Conference
(605); Field Studies, Special Problems (606);
Workshop, Colloquium, Special Topics (508,
608); Practicum (609); and Experimental
Course (510, 610)
6. Students may not receive graduate credit by
examination for (a) courses they have previ-
0usly failed at the university or elsewhere or
(b) courses that would substantially duplicate
credit already received and applied toward an
advanced degree at the university
Petition forms are available in the Office of the
Registrar.
Grade Requirements
Graduate students must maintain at least a 3.00
grade point average (GPA) in graduate courses
taken in the degree program. Grades of D+ or
lower for graduate courses are not accepted for
graduate credit but are computed in the GPA.
Similarly, the grade of N (no pass) is not ac-
cepted for graduate credit. A grade of pass (P)
must be equal to or better than a B-.
A GPA below 3.00 at any time during a graduate
student's studies or the accumulation of more
than 5 credits of N or F grades-regardless of the
GPA-is considered unsatisfactory. The dean of
the Graduate School, after consultation with the
student's home department, may drop the stu-
dent 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 as follows:
premaster's
postmaster's
postdoctoral
postbaccalaureate
nonadmitted Community Education Program
nonadmitted summer session
All earned credits in these classifications are re-
corded 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 IS-credit maximum of transfer credit to a 45-
credit master's degree program.) Approved cred-
its may be used to meet all relevant university
degree requirements.
I and YMarks
Graduate students must convert a graduate
course incomplete (I) into a passing grade within
one calendar year of the assignment of the in-
complete.
Students may request added time for the removal
of the incomplete by submitting a petition, stat-
ing the course requirements that were not ini-
tially completed and signed by the instructor, to
the dean of the Graduate School for approval.
Requirements for additional time include but are
not limited to enrollment in a current term, ad-
herence to the seven-year time allocation, and a
minimal remaining quantity of work. This policy
does not apply to incompletes aSSigned to Thesis
(503), Research (601), Dissertation (603), and
Terminal Project (609). Thesis and dissertation
credits are automatically converted when the
thesis or dissertation is completed and accepted
by the Graduate School. Research and terminal
project credits should be converted by the in-
structor submitting a supplementary grade report
to the Office of the Registrar. Incompletes re-
maining on the academic record subsequent to
completion of a degree may not be removed.
Graduate students are not permitted to convert a
mark ofY (no basis for a grade) unless the Y was
the result of an administrative error.
Continuous Enrollment
Unless on-leave status has been approved, a stu-
dent enrolled in an advanced-degree or gradu-
ate-certificate program must attend the univer-
sity continuously until all program requirements
have been completed. The student must register
for 3 graduate credits each term, excluding sum-
mer sessions, to be continuously enrolled.
On-Leave Status
A graduate student interrupting a study program
for one or more terms, excluding summer ses-
sion, 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 schedule of classes. On-leave status
is granted for a specified time period that may
not exceed three academic terms, excluding sum-
mer session. Students with on-leave status are
not required to pay fees. However, students must
register and pay fees if they will be using univer-
sity facilities or faculty or staff services during
that term.
A master's degree student who attends the uni-
versity only during summer sessions must obtain
on-leave status for each ensuing school year.
These summer students must still complete all
requirements within the seven-year time limit.
Master's degree candidates, except summer-only
students, may apply for a maximum of three aca-
demic terms of on-leave status during the course
of study for the degree. Doctoral candidates may
apply for a maximum of three academic terms
prior to advancement to candidacy, and they may
apply for a maximum of three academic terms of
registration in absentia after advancement to can-
didacy. See Continuous Enrollment under Doc-
toral Degrees.
Permission to Reregister
A graduate student who fails to maintain con-
tinuous enrollment or obtain on-leave status is
required to file a Permission to Reregister peti-
tion in the Graduate School and pay a fee of $15.
The petition is reviewed by the student's home
department and the Graduate School. This pro-
cedure is equivalent to a new admission, and the
petitioner may be required to meet departmental
admission policies and degree completion re-
quirements that are in effect on the date of
reenrollment.
Review of the reregistration form may result in a
change of residency status from resident to non-
resident. More information is available from the
residency and admission officer in the Office of
Admissions.
When reregistration is approved, a master's can-
didate must register for 3 credits for each term he
or she has stopped out. If the accumulated cred-
its total more than 16, the student may be re-
quired to enroll in more than one term of in-
creased registration. Doctoral candidates must
register for a new year of residency-three con-
secutive terms of at least 9 graduate credits in
each term. They must also retake the compre-
hensive examinations if completed prior to stop-
ping out.
Waiver of Regulations
Graduate students have the right to file a 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 petition forms are available in
department, school, and Graduate School offices.
Student Records Policy
Copies of the policy may be obtained at the Of-
fice of the Dean of Students and the Office of the
Dean of the School of Law. The following is a
summary of that policy.
Students enrolled in the university generally
have the right to inspect records maintained by
the university that directly affect them. The uni-
versity maintains only student records relevant to
the educational or related purposes of the uni-
versity and does not release those records to any-
one other than the student except to university
personnel who have legitimate interests, at the
direction of a court, or in emergency situations.
Upon request the university releases 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.
Application for a Degree
The application for degree must be filed in the
Graduate School by the second week of classes
in the term of graduation. Applicants pay a non-
refundable fee of $25. All grade changes, removal
of incompletes, and transfer work necessary to
complete degree requirements must be filed with
the Graduate School the term prior to the term of
graduation. Corrections to an academic record
can be made only during the thirty days following
the granting of a degree.
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
1995-96 academic year is as follows:
Credits Resident Nonresident
3 $658 $985
4 822 1,258
5 986 1,531
6 1,150 1,804
7 1,314 2,077
8 1,478 2,350
9-16 1,645 2,620
Each credit over 16 154 263
A graduate student pays a nonrefundable $50
application fee and sends it with the application
materials to the Office of Admissions.
Authors of doctoral dissertations and master's
theses are assessed a microfilming fee to cover
reproduction costs. Every doctoral student must
submit the dissertation to University Microfilms
International in Ann Arbor, Michigan. Copy-
righting is optional. Consult the University of
Oregon Style and Policy Manual for Theses and Dis-
sertations, for sale 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 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. Inquire at the department for
specific application deadlines. Fellowship awards
are made on the basis of the student's potential
as a graduate student. Graduate teaching assis-
tants and research assistants are represented by
the Graduate Teaching Fellows Federation
(GTFF), American Federation of Teachers, Local
3544. Recruitment and selection follow estab-
lished published procedures from departments
and the provisions of the GTFF contract. Details
of appointment procedures are available from
the departments of instruction. Reappointment is
subject to departmental policy but is always con-
tingent upon making satisfactory progress to-
ward the degree.
Teaching Fellowships. Nearly all schools and
departments award GTFs. In 1994-95 minimum-
level stipends at 0.49 full-time equivalent (FIE)
ranged from $7,481 to $8,932 for the academic
year. The minimum appointment is a 0.20 FTE
position. GTFs must be enrolled in an advanced
degree program and must register for and com-
plete 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
nullify an appointment.
Nonnative speakers of English who accept GTFs
for teaching-related positions must submit a score
for the Test of Spoken English (TSE) or the Speak-
ing Proficiency English Assessment Kit (SPEAK)
to the Graduate School. Individuals scoring below
230 on either of these tests are required to attend
language support classes (at no additional charge
to the student) and may be limited in the kinds of
activities they carry out as GTFs.
The TSE is available at many Test of English as a
Foreign Language (TOEFL) testing sites. If a TSE
score is not submitted to the Graduate School in
advance of arrival on campus, the student must
take the SPEAK test at the University of Oregon
before the first term of appointment. The test fee
is $35.
Research Fellowships. A number of depart-
ments and schools employ graduate students to
work on research projects under the supervision
of faculty members. Funds come from research
grants and contracts. Stipends and tuition policy
are the same as for graduate students with teach-
ing fellowships.
These fellowships may sometimes be extended
through the summer, thus increasing the total
stipend. In addition, some departments 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. The Graduate Funding
Library, located in the Graduate School, main-
tains a database of sources of funding for gradu-
ate study as well as for dissertation and
postdoctoral research. The library also houses
several publications that describe programs that
fund graduate education. This is a self-service
library. The Graduate Funding Library coordina-
tor is available for consultation by appointment.
More information is available from the Graduate
School.
Postdoctoral Fellowships. The University of
Oregon participates in several postdoctoral fel-
lowship programs and provides facilities for
postdoctoral study under faculty supervision.
More information is available from individual
schools and departments.
Other Financial Assistance. Some forms of fi-
nancial 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 about 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-l) visas are expected to
have sufficient funds for the period of their stud-
ies. Their dependents are not usually allowed to
work. However, if it is necessary for a dependent
to work, students should write for assistance to
the Office of International Education and Ex-
change, 5209 University of Oregon, Eugene OR
97403-5209, USA.
International students are eligible for the depart-
mental teaching and research fellowships de-
scribed above.
MASTER'S DEGREES
Master's degree candidates must fulfill the re-
quirements 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 departmental sec-
tions of this bulletin for such requirements.
To earn a master's degree, students must com-
plete an integrated program of study through ei-
ther a departmental diScipline or a program of in-
terdisciplinary studies totaling no fewer than 45
credits in courses approved for graduate credit.
As noted above, some departments require more
than 45 credits. The credits must be taken after
admission to the master's degree program (con-
ditional or unconditional) or approved by peti-
tion. Of the total, 24 must be in University of Or-
egon graded courses passed with a GPA of 3.00
or better.
A minimum of 30 credits in the major are
ordinarily required for a master's degree with a
departmental major. In addition, at least 9 credits
in courses numbered 600-699 must be taken in
residence. The 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 The-
sis (503). Credit for thesis is given on a pass/no
pass basis.
46 GRADUATE SCHOOL
Second Master's Degree
Students who earned the first master's degree
from the University of Oregon may receive a sec-
ond master's degree in another field by taking at
least 30 graduate credits, of which 24 must be in
courses taken for letter grades, after official ad-
mission 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 In-
terdisciplinary Studies: Individualized Program
[IS:IP].) Although the second master's degree
may be permitted with reduced credits, complete
records of the student's graduate-level study
must reflect the equivalent of all requirements for
completion of the degree as described in the Uni-
versity of Oregon Undergraduate and Graduate Bul-
letin. Schools and departments may require more
than this 30-credit minimum or deny the request.
If the first master's degree is from another insti-
tution, the second master's degree program must
comply with the standard university master's de-
gree requirements (a minimum of 45 credits). A
Concurrent Master's Degree form is available in
the Graduate School.
Time Limit
Students must complete all work for the master's
degree within seven years, including transferred
credits, thesis, the language requirement for an
M.A., and all examinations.
Residence and Enrollment
Requirements
The Graduate School requires for a master's de-
gree a minimum of 30 credits (applicable to degree
requirements) taken at the Eugene campus over a
minimum 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 departments may have additional residence re-
quirements. For example, the master of fine arts
degree in studio arts has a residence requirement
of two academic years (six terms).
In addition, students enrolled in an advanced de-
gree program must attend the university
continuously, except for summers, until all
program requirements have been completed, un-
less on-leave status (maximum time of three aca-
demic terms) has been approved. In the term the
degree is received, the graduate student must reg-
ister for at least 3 graduate credits. For more infor-
mation see Course Registration Requirements and
Limits, Continuous Enrollment, and On-Leave
Status under General Requirements and Policies.
Transferred Credit
Graduate Credit. Graduate credit earned while
a graduate student in another accredited gradu-
ate 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 home department and the
Graduate School must approve the transfer
4. The grades earned must be A+, A, A-, B+, B,
orP
5. The courses have not been used to satisfy the
requirements for another degree
Transferred credit of this kind may not be used to
meet the requirement of 24 credits in University
of Oregon graded graduate courses.
Graduate credit is not allowed for correspon-
dence courses.
Reservation of Graduate Credit: Permission
to Register for Graduate Credit. Since fall term
1991, a University of Oregon senior undergrad-
uate must request permission to register for a
graduate-level course. The student must file a
form with the Graduate School prior to the be-
ginning of the term of registration. He or she
may choose one of two options:
Option 1. Include the course in requirements for
the bachelor's degree (500-level course only)
Option 2. Reserve the course as graduate credit
for consideration by a department after admis-
sion as a graduate student
Registration in a graduate-level course is avail-
able only to senior-level students with at least a
3.00 GPA in the last three terms of work. A stu··
dent may take a maximum of 9 graduate credits
while classified as an undergraduate.
Credits in Research (601); Supervised Teaching
(602); Internship (604); Reading and Conference
(605); Field Studies or Special Problems (606);
Workshop, Special Topics, or Colloquium (508 or
608); and Practicum, Terminal Project, or Super-
vised Tutoring (609) do not qualify.
Transfer of Baccalaureate Credit. Undergt'ad-
uates who have passed graduate-level courses
that have been approved in Option 2 of the Reser-
vation of Graduate Credit process may apply up to
9 credits toward a master's degree (within the
overall IS-credit maximum for transfer credit).
Work in courses taken for letter grades (mid-B or
better) and PIN courses, if accompanied by the
instructor's statement that the passing grade was
equal to a mid-Bor better, are eligible to be con-
sidered. If approved, these courses can count to-
ward meeting all relevant university master's de-
gree requirements. A Transfer of Baccalaureate
Credit form (available at the Graduate School)
must be filed within two terms of acceptance into
a master's degree program and within two years
of earning the bachelor's degree.
Other University of Oregon Transferred
Credit. A maximum of 15 graduate credits
earned at the University of Oregon while
classified as a graduate postbaccalaureate stu-
dent, enrolled in the community education pro-
gram or in summer session as a nonadmitted
graduate student, or graduate-certification stu-
dent may later be counted toward the master's
degree (see Other Graduate Classifications under
General Requirements and Policies), pending
school or department endorsement and Gradu-
ate 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+, A, A-, B+, B, or P.
Distinction between M.A.
and M.S. Degrees
Students pursuing an M.A. degree must demon-
strate competence in one foreign language. The
minimum requirement is the same as that for ful-
filling the foreigtl language requirement 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 de-
gree. There is no language requirement for the
M.S. and professional advanced degrees unless
the department so specifies.
Examinations and Thesis
The student's major school or department may
require qualifying, comprehensive, or final ex-
aminations or any combination of these. The
content and methods of conducting such exami-
nations are the responsibility of the school or de-
partment.
In some fields, all master's degree candidates are
required to submit a thesis; in others the thesis is
optional. A student writing a thesis must com-
plete 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 or the UO
Boookstore a current copy of the University of
Oregon Style and Policy Manual for Theses and
Dissertations (only theses meeting the stan-
dards of style and form discussed in that
manual are accepted)
3. Find out at the Graduate School the exact
number of copies of the thesis to submit
4. Submit three copies of an abstract (ISO-word
maximum) to the Graduate School
Upon submission of the thesis and the abstract,
the Graduate School assesses a fee for the man-
datory microfilming of the thesis.
Research Compliance
University policy requires that students who in-
tend to engage in research that involves human
or animal subjects receive approval of their re-
search procedures before beginning to collect
data. Protocol forms and a detailed explanation
of procedures may be obtained from the Office of
Research Compliance, located in the Riverfront
Research Park.
Summary of Graduate School
Master's Degree Requirements
The following outline of Graduate School re-
quirements for master's degrees lists minimum
requirements. Specific departmental require-
ments must also be met before the student is
awarded an advanced degree. Credit require-
ments listed below must be met with graduate
credits.
Language requirement M.A. only
Minimum GPA 3.00
Minimum thesis credits 9 credits*
Time limit for program
completion seven years
Total credit minimum 45 credits
Registration minimum per term 3 credits
Minimum graded credits taken
in residence 24 credits
Minimum 600-level credits in
residence 9 credits
Minimum credits in major 30 credits
Minimum credits in residence 30 credits
Department requirements specified by
school or department
*The school or department specifies whether a
thesis is mandatory or optional; however, a stu-
dent writing a thesis must register for at least
9 credits ofThesis (503).
Interdisciplinary Master's Degree
Programs
In addition to specialized graduate work in the
traditional fields of learning, the university pro-
vides opportunities for integrated interdisciplinary
studies leading to the MA or the M.S. degree.
These programs are planned according to the in-
dividual student's interests and the established
programs of study organized and administered
through interdepartmental faculty committees.
Graduate students pursuing a program of inter-
disciplinary 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)
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (1-5R)
605 Reading and Conference: [Topic] (1-16R)
606 Field Studies: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R)
608 Workshop: [Topic] or Colloquium: [Topic]
or Special Topics: [Topic] (1-16R)
609 Terminal Project (l-16R)
610 Experimental Course: [Topic] (1-5R)
A student interested in one of the interdiscipli-
nary programs approved by the Graduate Coun-
cil should direct inquiries to the appropriate pro-
gram. Approved programs are applied
information management, Asian studies, envi-
ronmental studies, folklore, individualized pro-
gram, industrial relations, and teaching. Each in-
terdisciplinary program is described below.
The requirements for an M.S. degree in interdis-
ciplinary studies are the same as those for a de-
partmental master's degree, except those re-
quirements relating to primary or secondary
fields. For the M.A. degree, the student must
show a reading knowledge of a foreign language
either by examination (Graduate Student Foreign
Language Test minimum score of 440) or by ad-
equate undergraduate course work (satisfactory
completion of the second-year college sequence).
As with all work for the master's degree, demon-
stration of language competence must be within
the overall seven-year time limit.
Interdisciplinary Studies:
Individualized Program
The individualized program is the university's
most flexible interdisciplinary program leading to
M.A. and M.S. degrees. The program is intended
to meet the needs of students with specific, well-
articulated goals that cannot be reached through
established departmental programs. Although
flexibility is allowed in program design, the pro-
gram must be composed of existing graduate
courses from approved master's degree programs
in three professional schools, in three depart-
ments in the College of Arts and Sciences, or in a
combination of three programs from two
professional schools and the College of Arts and
Sciences.
The Interdisciplinary Studies: Individualized Pro-
gram (IS:IP) requires a total of at least 54 gradu-
ate credits; a minimum of 15 graduate credits in
each of the three areas of concentration; and 9
graduate credits for an integrated terminal
project or thesis determined by the student and
three advisers during the course of study.
Additional guidelines in the IS:IP program in-
c
ude the following:
1. 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
2. The terminal project or thesis consists of tak-
ing 9 credits distributed across at least two ar-
eas. Credit for this project is obtained by regis-
tering for Terminal Project (1ST 609); credit for
the thesis is obtained by registering for Thesis
(1ST 503)
3. At least 39 of the 54 minimum credits for the
degree must be taken after the candidate is ad-
mitted to the IS:IP program
Admission is selective. Acceptance into the pro-
gram is based on background qualifications, the
statement of purpose, and the appropriateness
and availability of courses and advisers within
the university. An applicant who previously has
been denied admission to a departmental gradu-
ate program at the university must have depart-
mental permission in order to use that depart-
ment as a program area.
Consent must be obtained in writing from each
of the three advisers, indicating their willingness
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. Later
changes in the program must be approved by
both the adviser in the area involved and the
IS:IP director. Address inquiries about the indi-
vidualized program to Steadman Upham, Direc-
tor, Interdisciplinary Studies: Individualized Pro-
gram, Graduate School, 1219 University of
Oregon, Eugene OR 97403-1219.
Individualized Program: Applied Information
Management. The interdisciplinary master's de-
gree focusing on applied information manage-
ment is designed as a professional master's de-
gree serving the needs of Portland-area
residents. Coordinated by the Continuation Cen-
ter, the program combines course work in infor-
mation management, business management, in-
formation design, and research methods. For
individuals unable to pursue the degree program,
nondegree certificates of completion are offered
in each of the four content areas. The applied in-
formation management program is described in
the Campus and Community Resources sec-
tion of this bulletin under Continuation Center.
Address inquiries to AIM Program Associate Di-
rector, UO Portland Center, 722 SW 2nd Avenue,
Portland OR 97204-3102.
Individualized Program: Environmental
Studies. This program of courses leads to an in-
terdisciplinary master's degree focusing on envi-
ronmental studies. The program is described in
the Environmental Studies section of this bul-
letin. Address inquiries to Richard P. Gale,
DOCTORAL DEGREES 47
Director, Environmental Studies Program, 5223
University of Oregon, Eugene OR 97403-5223.
Individualized Program: Folklore. Available
through the Interdisciplinary Studies: Individual-
ized Program, this program of courses leads to an
interdisciplinary master's degree focusing on
folklore studies. The program is described in the
Folklore section of this bulletin. Address inquir-
ies to Sharon R. Sherman, Director, Folklore Pro-
.gram, 1287 University of Oregon, Eugene OR
97403-1287.
Interdisciplinary Studies:
Industrial Relations
The industrial relations program provides a pro-
fessional education for individuals who want to
pursue a career in human resource management,
labor relations, and related areas. The program is
described in the Charles H. Lundquist College
of Business section of this bulletin. Address in-
quiries to James R. Terborg, Director, Institute of
Industrial Relations, 1208 University of Oregon,
Eugene OR 97403-1208.
Interdisciplinary Studies: Teaching
This program is designed specifically for students
who want to earn a master's degree following
completion of the basic teaching license program
in foreign -language teacher education. A student
must first be admitted to the basic teaching li-
cense program before applying to the master's
degree program. The languages available for
study are French, German, Latin, Russian, and
Spanish. For more information contact Meredith
"Mark" Gall, Coordinator, InterdisCiplinary
Master's Degree in Teaching, College of Educa-
tion, 1215 University of Oregon, Eugene OR
97403-1215; telephone (503) 346-1474.
DOCTORAL DEGREES
Doctor of Philosophy
The degree of doctor of philosophy (ph.D.) re-
quires distinguished achievement in both scholar-
ship and original research. The degree is granted
chiefly in recognition of the candidate's high at-
tainment and ability in a special field of an aca-
demic discipline, as shown by work on required
examinations and by the preparation of a disserta-
tion. Minimum university and school or depart-
ment requirements of residence and study must
be satisfied. The requirements for all PhD. de-
grees established by the Graduate School are
given below. Individual programs have additional
specific requirements, which are presented in the
departmental sections of this bulletin. It is recom-
mended that a student not take all undergraduate
and all graduate work at the University of Oregon.
Residence and Credit Requirements
For the Ph.D. 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 stu-
dent has been classified as a conditionally or an
unconditionally admitted student in a doctoral
program. One academic year consists of three
consecutive terms of full-time study, with a mini-
mum of 9 completed graduate credits a term. Re-
search (601) may be a part of the 9 credits.
A doctoral candidate may fulfill the residency re-
quirement during the period in which he or she
GRADUATE SCHOOL
works toward a master's degree on the university
campus as long as the student has been officially
awarded the master's degree, the doctoral degree
program immediately follows the master's de-
gree program, and both the master's degree and
the doctoral degree are in the same discipline.
Students working toward a PhD. or professional
doctorate must register for a minimum total of 18
credits in Dissertation (603). Credit for Disserta-
tion is recorded PIN (passIno pass); it can not be
earned until the student is advanced to candidacy.
Language Requirement
Individual schools or departments may require
knowledge of a foreign language or of other spe-
cialized diSciplines, such as computer science or
statistics, as part of a Ph.D. program. For informa-
tion on such requirements, consult the school or
department directly.
Candidates for the doctor of philosophy degree at
the University of Oregon are expected to have
proficiency in at least one language in addition to
English if a substantial, relevant body oflitera-
ture in one or more foreign languages exists in
the candidate's specialized field of dissertation
research. It is the responsibility of the candidate's
adviser or doctoral committee to determine
which languages the candidate is expected to
know before beginning dissertation research.
Guidelines for language proficiency are estab-
lished by the candidate's home department.
Advisory Committee
The advisory committee is appointed by the de-
partment and determines the work to be com-
pleted in light of the student's academic back-
ground and objectives. This committee usually
consists of three or four members, and the
student's adviser is chair.
Examinations and Advancement
to Candidacy
Every student must pass a group of comprehen-
sive examinations (oral, written, or both) that
cover the primary 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 independent study in
his or her field.
Within two weeks after the student has passed
these examinations, the home department and
the student must submit a report to the dean of
the Graduate School recommending advance-
ment to candidacy.
Dissertation
All candidates must submit a dissertation based
on independent and original research. The disser-
tation 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 ofOregon
Style and Policy Manual for Theses and Dissertations.
Copies of the manual are for sale at the Graduate
School office and the UO Bookstore. The prepara-
tion of the dissertation usually requires the greater
part of one academic year.
Research Compliance
University policy requires that students who in-
tend to engage in research that involves human
or animal subjects receive approval of their re-
search procedures before beginning to collect
data. Protocol forms and a detailed explanation
of procedures may be obtained from the Office of
Research Compliance, located in the Riverfront
Research Park.
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 appoints the committee after approving it.
The committee includes at least four instructional
faculty members with the rank of assistant pro-
fessor or higher. Three of the members are from
the department awarding the degree and one is
from outside the department. When appropriate,
some of the home department committee mem-
bers may be from another department, with the
approval of the dean of the Graduate School and
the home department. The committee should be
proposed to the dean within one month after ad-
vancement to candidacy but in no case later than
six months before completion of the dissertation.
A detailed description of the policy on disserta-
tion committees is available in the Graduate
School, 125 Chapman Hall.
Dissertation Registration. The dissertation
committee cannot be appointed formally, nor can
Dissertation (603) credits be earned, 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 Gradu-
ate School.
Tentative approval of the dissertation by the
committee is recommended prior to formal
49
defense. This evaluation is based on copies of the
final manuscript, which the candidate provides
for the dissertation committee at least three
weeks before the formal defense.
Four copies of the dissertation abstract (350-
word maximum) must also be filed with the
Graduate School at this time.
The time and place of the defense must be
publicly noted. The dissertation committee must
be present at the defense, and the chair of the
committee must certify to the Graduate School
within two weeks following the defense that the
defense was held as scheduled.
Completion of Dissertation. Within two weeks
following the defense of the dissertation but be-
fore the dissertation is submitted in duplicate to
the Graduate SchooL each member of the disser-
tation committee must confirm in writing either
approval or disapproval of the final version. Ap-
proval requires a unanimous vote. In the event of
a split vote, the dean of the Graduate School de-
termines the review procedure after consultation
with the student, the department chair (or the
school dean), and the committee.
Following final approval of the dissertation, two
copies must be submitted to the Graduate
School. Committee members should sign ap-
proval of the dissertation only if they have seen
and approved what is substantially a final draft
and 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 examination, another oral ex-
amination must be scheduled for defense of the
dissertation.
Time Limit
The required year of residency to be spent on the
Eugene campus, the passing of the comprehens~ve
examinations required for advancement to candi-
dacy, and the completion of the doctoral disserta-
tion must all be accomplished within a seven-year
period. If this period is exceeded, either a second
year of residency or a new set of comprehensive
examinations or both are required. In addition,
some departments may require that the disserta-
tion be completed within a certain number of
years after advancement to candidacy (e.g., three
years) to ensure currency of knowledge. S~de~ts
are responsible for staying informed about mdl-
vidual departmental regulations.
Continuous Enrollment
Unless on-leave status has been approved, a stu-
dent enrolled in a doctoral program must attend
the university continuously until all program re-
quirements, including submission of the disser-
tation to the Graduate SchooL have been met. To
be continuously enrolled, the student must regis-
ter for 3 graduate credits each term excluding
summer sessions. See On-Leave Status under
General Requirements and Policies.
In Absentia Registration
Following advancement to candidacy, only a
single academic year of registration in absentia is
allowed. When registering in absentia for a re-
duced fee, the doctoral candidate acknowledges
that 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 submitted for
review). This in absentia registration maintains
the student's status as a degree candidate and
reserves a place for dissertation supervision and
other academic affairs upon the student's return
to active enrollment within the seven-year time
limit.
Doctoral candidates must register the term prior
to the term of defense to ensure sufficient time
for evaluation of the dissertation by every com-
mittee member. Students who do not register the
term prior to the defense may be required to reg-
ister retroactively and could incur late fines and
petition fees.
Doctor of Education
The doctor of education (D.Ed.) degree is granted
in recognition of the candidate's mastery of
theory, practice, and research in professional
education.
General Requirements
A student interested in the D.Ed. degree in the
College of Education must meet the requirements
established by the college. In addition to a primary
specialization, the student's plan of study should
include work in supporting areas of education,
such as foundation areas, a research area, and
some noneducation courses related to the pro-
gram. With the exceptions noted here, the general
requirements for residence, dissertation, examina-
tions' time limit, and continuous enrollment are
the same as those listed for the Ph.D. degree
Dissertation
The student should develop the dissertation pro-
posal early in the doctoral program. The disserta-
tion 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 re-
sult 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 rec-
ommendation of a doctoral advisory committee
and demonstrated proficiency in comprehensive
examinations. The student may take these ex-
aminations only after (1) being admitted to the
degree program, (2) substantially completing all
of the planned course work, and (3) receiving the
adviser's permission to take the examinations.
Doctor of Musical Arts
Requirements for the doctor of musical arts
(D.M.A.) degree include formal admission, profi-
ciency and comprehensive examinations, foreign
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
1. Admission
2. Continuous enrollment. Students enrolled in
advanced degree programs must attend the
university continuously (except for summers)
until all program requirements are com-
pleted, unless on -leave status has been ap-
proved. Enrollment minimum is 3 graduate
credits a term
3. Course work and residence. Student's
advisory committee, appointed by the depart-
ment, schooL or college, determines the pro-
gram, which must include three years of ac-
credited, full-time graduate work beyond the
bachelor's degree, of which at least one aca-
demic year (three consecutive terms of full-
time study--minimum of 9 completed gradu-
ate credits a term) 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 can-
didacy 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, regis-
tration for Dissertation (603), and completion of
dissertation. The committee is appointed fol-
lowing advancement to candidacy and at least
six months before completion of the disserta-
tion. Typically, the committee consists of at
least three members of the graduate faculty of
the candidate's home department, schooL or
college as well as a Graduate School represen-
tative who is a graduate faculty member from
outside the candidate's department, schooL or
college. A minimum of 18 credits of Disserta-
tion (603) are required after advancement
7. In absentia. Postadvancement doctoral stu-
dents are allowed only a single academic year
of registration in absentia following advance-
ment to candidacy
8. Application for degree made to the Graduate
School. Deadlines are available from the
Graduate School
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. Granting of degree at end of term in which all
degree requirements are satisfied
12. Diploma, with commencement date, issued
by registrar
50
51
College ofArts
and Sciences
114 Friendly Hall
Telephone (503) 346-3902
Risa I. Palm, Dean
The College of Arts and Sciences is
the central academic division of the
university. It enrolls a majority of
UO students and provides a nucleus
of basic courses in a wide variety of
liberal arts, professional, and
preprofessional programs. Courses
offered in the college include those
designed to satiSfy general-educa-
tion requirements and those at a
more advanced level for majors and
graduate students in speciaiized
fields. The fundamental academic
mission of the college within the
university is to supply a solid and
broad general education: an intro-
duction to social and intellectual his-
tory; basic training in quantitative,
analytic, and communication skills;
and an understanding of the nature
and uses of critical thought. This
strong liberal arts core is essential to
the strength and excellence of the
University of Oregon.
Liberal Education
The increasingly technological na-
ture of our society makes this broad
educational base increasingly impor-
tant. The Chronicle ofHigher Educa-
tion has noted a "growing recogni-
tion 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
fundamental tools developed in such
a general program constitute prepa-
ration for a lifetime of work and
growth, in which the particular de-
mands of specific jobs require con-
stant reeducation in new or chang-
ing fields. Law and medical schools
are placing increasing emphasis on
the broad preparation of their appli-
cants. 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 acquire
skills that will be adaptable to new
professional challenges in the future.
For this reason, students should par-
ticularly seek out courses with
strong emphasis on reading, writing,
and the analysis of various kinds of
ideas and data; courses that stress
computational 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 ar-
eas of university work. It is essential,
then, for a student to enroll in such
courses before entering more ad-
vanced courses that assume mastery
of mathematical and verbal skills as
a prerequisite.
The College of Arts and Sciences
urges students, in consultation with
their advisers, to develop academic
programs that maintain a balance
between general preparation and
specific personal career goals. Care-
ful consideration is required in
choosing courses to satisfy the uni-
versity's general-education group
requirements and in choosing
courses that satisfy the more spe-
cialized requirements of the
student's academic major. A well-
planned program does not meet
those requirements arbitrarily; it
identifies the courses that both sat-
isfy requirements 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, com-
puter and information science, cre-
ative writing, East Asian languages
and literatures, economics, English,
exercise and movement science,
geography, geological sciences,
Germanic languages and litera-
tures, history, linguistics, math-
ematics, philosophy, physics, politi-
cal science, psychology, religious
studies, Romance languages, Rus-
sian, sociology, and theater arts.
The college supports many interdis-
Ciplinary and special programs:
Asian studies, Australian studies,
Canadian studies, comparative lit-
erature, environmental studies, eth-
nic studies, folklore, humanities,
international studies, general sci-
ence, medieval studies,
neuroscience, Pacific Islands stud-
ies' peace studies, Russian and East
European studies, Scandinavian
studies, Southeast Asian studies,
and women's studies.
Preparatory programs for careers in
dental hygiene, dentistry, engineer-
ing, medical technology, medicine,
nuclear medical technology, nurs-
ing, pharmacy, physician assistant,
radiation therapy technology, and
veterinary medicine are available
through the science departments of
the college. For information about
these and other preparatory pro-
grams-in law, library science, so-
cial work, teaching, and for the
master of business administration-
see the Preparatory Programs sec-
tion of this bulletin. Western Inter-
state Commission for Higher
Education (WICHE) preparatory
programs in physical and occupa-
tional therapy, optometry, and po-
diatry are also described in that sec-
tion.
Undergraduate minor programs
have been developed in many areas
within the college. A student might
profit by completing a minor in a
discipline that complements his or
her major; some minor programs
offer a student whose major is in
the College of Arts and Sciences the
opportunity to gain expertise in one
of the professional schools.
Journals
The College of Arts and Sciences
cooperates in the publication of two
journals at the university. Compara-
tive Literature provides a distin-
guished forum for scholars studying
literature from an international
point of view. It has been published
quarterly since 1949.
Northwest Review is devoted to cre-
ative writing, art, criticism, and
commentary. It seeks contributions
of variety and substance from
throughout the country, especially
the Northwest. It has been pub-
lished three times a year for the past
thirty-seven years.
Undeclared Premajors
Students who have declared a ma-
jor, or who consider themselves
premajors within a particular field,
plan their programs with advisers in
those major departments. Majors
should be chosen by the middle of
the sophomore year. A majority of
entering freshmen-and some stu-
dents at more advanced stages-
have not decided on a major or
even the general direction of their
future academic work. Such stu-
dents-called undeclared
premajors-are assigned academic
advisers through the Office of
Academic Advising and Student
Services, which also directs them to
special advisers from various de-
partments in the College of Arts
and Sciences.
Many undergraduate courses at the
University of Oregon have in-
creased from 3 to 4 credits each.
This and other recent changes in
the curriculum affect the number
and types of courses students must
take to fulfill major, minor, and de-
gree requirements. The Registra-
tion and Academic Policies sec-
tion of this bulletin describes
general-education and degree
requirements.
52 COLLEGE OF AR
ANTHROPOLOGY
308 Condon Hall
Telephone (503) 346-5102
C. Melvin Aikens, Department Head
Faculty
c. Melvin Aikens, professor (New World archaeol-
ogy, Japanese prehistory). B.A., 1960, Utah; M.A.,
1962, Ph.D., 1966, Chicago. (1968)
William S. Ayres, professor (Pacific archaeology,
Old World prehistory). B.A., 1966, Wyoming;
Ph.D., 1973, Tulane. (1976)
Aletta Biersack, professor (Pacific Basin cultures,
historical anthropology, gender). B.A, 1965, M.A,
1969,1972, Ph.D" 1980, Michigan. (1982)
Richard P. Chaney, associate professor (cross-
cultural methods, comparative epistemology). B.A,
1963, Ph.D., 1971, Indiana. (1968)
Samuel K. Coleman, assistant professor (cultural
anthropology, cultural materialism, Japan). B.A,
1968, California, Santa Barbara; M.Phil., 1974,
Ph.D., 1978, Columbia. (1989)
Vernon R. Dorjahn, professor (cultural anthropol-
ogy, Africa). B.S., 1950, Northwestern; M.A, 1951,
Wisconsin; Ph.D., 1954, Northwestern. (1956)
Jon M. Erlandson, assistant professor (New World
archaeology, coastal adaptations, California). B.A,
1980, M.A., 1983, Ph.D., 1988, California, Santa
Barbara. (1990)
Robert M. Hackman, associate professor (nutrition).
B.A, 1975, Johns Hopkins; M.S., 1977, Pennsylva-
nia State; Ph.D., 1981, California, Davis. (1981)
S. Marie Harvey, associate professor (public health,
reproductive health, human adaptation). B.A,
1969, Puget Sound; M.P.H., 1979, Dr.P.H., 1984,
California, Los Angeles. (1984)
John R. Lukacs, professor (physical anthropology,
paleoanthropology, dental evolution). AB., 1969,
M.A.,1970, Syracuse; Ph.D., 1977, Cornell. (1976)
Geraldine Moreno, associate professor (physical an-
thropology, nutritional anthropology, human ecol-
ogy), B,A, 1967, State University of New York at
Buffalo; M.A., 1970, Arizona; Ph.D., 1974, Florida.
(1974)
Madonna 1. Moss, assistant professor (New World
archaeology, Northwest coast, zooarchaeology) ..
B.A., 1976, William and Mary; M.A., 1982, Ph.D.,
1989, California, Santa Barbara. (1990)
Carol 1. Silverman, associate professor (folklore,
eastern Europe, gender). B.A., 1972, City College of
New York; M.A, 1974, Ph.D., 1979, Pennsylvania.
(1980)
Ann G. Simonds, assistant professor (ethnology,
North America, ethnohistory). B.A, 1959, Ph.D.,
1964, California, Berkeley, (1970)
Paul E. Simonds, professor (human evolution,
primate behavior). B.A., 1954, M.A., 1959, Ph.D.,
1963, California, Berkeley. (1962)
Clarence Spigner, associate professor (public
health). AB., 1979, M.P.H., 1982, Dr.P.H., 1987,
California, Berkeley. (1988)
Steadman Upham, professor (New World archaeol-
ogy, prehistoric political and economic systems);
vice provost for research and graduate education;
dean, Graduate School. B.A., 1971, Redlands; M.A,
1977, Ph.D., 1980, Arizona State. (1990)
Philip D. Young, professor (social anthropology,
rural development, Latin America). B.A, 1961,
Ph.D., 1968, Illinois. (1966)
Courtesy
Jesse D. Jennings, courtesy professor (archaeology,
anthropology, New World). B.A, 1929, Monte-
zuma College; Ph.D., 1943, Chicago. (1982)
Sandra 1. Morgen, courtesy associate professor
(women and health care, women and work, social
movements). See Sociology
Song Nai Rhee, adjunct courtesy professor (Korean
prehistory and culture). B.Th., 1958, Northwest
Christian; M.A, 1960, Butler; Ph.D., 1973, Dropsie;
Ph.D., 1984, Oregon, (1990)
Emeriti
Don E. Dumond, professor emeritus. B.A, 1949,
New Mexico; M.A, 1957, Mexico City College;
PhD., 1962, Oregon. (1962)
Theodore Stern, professor emeritus. B.A, 1939,
Bowdoin; AM., 1941, Ph.D., 1948, Pennsylvania.
(1948)
Harry F. Wolcott, professor emeritus. B.S., 1951,
California, Berkeley; M.A, 1959, San Francisco
State; Ph.D., 1964, Stanford. (1964)
The date in parentheses at the end of each entry is the
first year on the University of Oregon faculty.
UNDERGRADUATE STUDIES
Anthropology is the study of human develop-
ment and diversity, It includes social or cultural
anthropology, physical anthropology, and pre-
history. 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 for-
eign languages and international studies, anthro-
pology offers broad comparative perspectives on
non-Western cultures.
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. They
should also have a sound background in English.
Students transferring with two years of college
work 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 a
foreign language are helpful.
Careers. Graduates with bachelor's degrees in
anthropology can find employment in all pur-
suits 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 Lundquist College
of Business 3-2 program, which combines an un-
dergraduate departmental major in the College
of Arts and Sciences with a master's degree in
business administration. Early planning is essen-
tial to meet the course requirements of this com-
bined program.
Students seeking work as professional anthro-
pologists should plan for advanced degrees in
anthropology as well. Graduates with master's or
Ph.D. degrees may find work in government,
community colleges, or museums. For university
teaching and research careers, a Ph.D. degree is
necessary.
Bachelor's Degree Requirements
The department offers work leading to the
bachelor of arts (B.A.) and the bachelor of sci-
ence (B.S.) degrees. Major requirements are the
same for both. Differences between the two de-
grees are explained under Requirements for
Bachelor of Arts and Bachelor of Science in the
Registration and Academic Policies section of
this bulletin.
Major Requirements
The major in anthropology requires 44 credits
distributed as follows:
1.8 credits in 100- or 200-level courses
2. 8 credits in physical anthropology at the
300-499 level
3. 8 credits in cultural anthropology at the
300-499 level
4.8 credits in prehistory at the 300-499 level
5.32 upper-division credits of which 16 must be
at the 400 level
Majors must meet with an anthropology adviser
at least once a year.
Of the 44 credits required in anthropology, 36
must be graded. No more than 8 credits with the
grade of D may be counted. To ensure a liberal
education, the department strongly recommends
that students limit their undergraduate work in
anthropology to a maximum of 52 credits. Stu-
dents planning to do graduate work are advised to
complete two years of one or more foreign lan-
guages. Preparation in statistics and computer sci-
ence is also desirable.
Sample Program
Major requirements may be met by the following
schedule:
Freshman Year: Two courses in introductory
anthropology, chosen from ANTH 110, 150,
170-173,180,211,213,220 (in any combination
or order)
Sophomore Year: Begin upper-division anthro-
pology course work
Junior and Senior Years: 8 credits in cultural
anthropology, ANTH 301, 302, 303, or ANTH
310-324,411-438; 8 credits in physical anthropol-
ogy, chosen fromANTH 360-366, 461-469; 8
credits in prehistory, chosen from ANTH 341-343,
440-445 (in any combination or order); 12 credits
in any field of anthropology at the 300-499 level
Honors
Application for graduation with honors must be
made through the student's departmental ad-
viser no later than winter term of the senior year.
Approval for graduation with honors is granted
to a student who
1. Maintains at least a 4.00 grade point average
(GPA) in anthropology and at least a 3.50
overall GPA or
2. Maintains at least a 3.75 GPA in anthropology
and at least a,3.50 overall CPA 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 in another dis-
cipline. Courses used to complete the minor
must be chosen in consultation with an anthro-
pology adviser. The 24 credits required for the
minor must be distributed as follows:
1.4 credits in 100- or 200-level courses
2.16 credits in 300- or 400-level courses of which
8 credits must be at the 400 level
Of the 24 credits required in anthropology, 18
must be graded; no more than 4 credits with the
grade of D may be counted.
Secondary School Teaching
Although the University of Oregon does not offer
professional preparation of social studies teach-
ers, an academic major in anthropology provides
a strong subject-matter background for entry
into a secondary teacher-education program.
Students interested in a teaching career may ob-
tain information about teacher education from
the Office of Academic Advising and Student
Services, 164 Oregon Hall.
GRADUATE STUDIES
Three advanced degrees are offered in anthropol-
ogy: the master of arts (M.A.), the master of sci-
ence (M.S.), and the doctor of philosophy (Ph.D.).
These degrees entail work in the follOWing sub-
fields: archaeology, cultural anthropology, anthro-
pologicallinguistics, 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 Comparative Research Methods
(ANTH 684) or its equivalent 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 32
must be in anthropology, and the successful
completion of special courses, or in some cases a
special examination, in each of the four subfields
of anthropology mentioned above. A master's
degree paper is required, but a thesis is not.
To receive the M.A., the candidate must also
demonstrate competence in one foreign lan-
guage. There is no language requirement for the
M.S., but the candidate for that degree must
demonstrate proficiency in a special skill, such as
statistics or computer science, approved by the
department faculty.
There are no absolute requirements for admis-
sion to the master's degree program. A
bachelor's degree in anthropology is helpful but
by no means required. Admission is limited, and
preference is given to applicants with good over-
all 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 typically 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 core courses.
Those who enter with a master's degree in
another discipline, therefore, take the master's
core courses early in the program.
Formal requirements of time and credit are sec-
ondary, but no candidate is recommended for the
degree until the minimum Graduate School re-
quirements 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 core courses, course work,
and research papers; a comprehensive examina-
tion covering two special fields of concentration
within anthropology; a formal dissertation pro-
spectus; and, finally, the doctoral dissertation.
The dissertation should be based upon original
research, which ordinarily involves fieldwork or
laboratory work, and should be written in a pro-
fessional and publishable style appropriate to the
subfield of specialization.
For information about general requirements, see
theGraduate School section of thisbulletin. More
informationabout programs in anthropology may
be obtained from the department.
ANTHROPOLOGY COURSES
(ANTH)
Not all courses listed are offered each year. For
specific and current information, consult the most
recent VO Schedule of Classes, sold at the Erb
Memorial Union main desk store and the UO
Bookstore, or inquire at the department office.
110 Introduction to Cultural Anthropology (4)
Organization and functioning of society and cul-
ture. Two lectures, one discussion.
150 Introduction to Archaeology (4)
Archaeological evidence for the evolution ofhu-
man culture. Two lectures, one discussion.
170 Introduction to Human Evolution (4)
Homo sapiens as a living organism; biological
evolution and genetics; fossil hominids. Two
lectures, one discussion.
171 Evolution of Monkeys and Apes (4)
Evolutionary biology of the primates: the fossil
record and ecology in the age of mammals, pri-
mate anatomy, locomotor feeding adaptations,
taxonomic relations, and primate ethology.
172 Evolution of Human Adaptation (4) Physi-
ological, anatomical, and behavioral adaptations
of the human species and the evolutionary
events that produced them.
173 Evolution of Human Sexuality (4) Includes
basic genetics, physiology, and behavior. Evolu-
tion of sex, of the sexes, and of the role of sex in
mammal, primate, and human behavior.
180 Introduction to Language and Culture (4)
Language and culture relationships and
methodology.
196 Field Studies: [Topic] (1-2R)
198 Laboratory Projects: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R)
211 Selected Topics in Ethnology: [Topic] (4R)
Content varies from term to term; emphasizes
the comparison of cultures and the anthropologi-
cal understanding of contemporary peoples. R
213 Oregon Native Americans (4) Survey of
native cultures of Oregon based on archaeologi-
cal, ethnohistorical, and ethnological evidence.
Begins with arrival of people in the New World;
concludes with contemporary Native American
issues.
220 Introduction to Japanese Society and Cul-
ture (4) Social relationships between the sexes,
among generations, and toward minorities in
everyday Japanese life at the work place, at
home, and in education.
301 Ethnology of Hunters and Gatherers (4)
Hunting-gathering cultures from different parts
of the world. Emphasis on comparative social or-
ganization and adaptive strategies. Prereq: 3
ANTHROPOLOGY
credits in cultural anthropology or instructor's
consent.
302 Ethnology of Tribal Societies (4) 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 (4) Empha-
sis on comparative social organization of peas-
ants from various parts of the world and the im-
pact of modernization. Prereq: 3 credits in
cultural anthropology or instructor's consent.
310 Exploring Other Cultures: [Topic] (4R)
How anthropologists 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 topic changes.
314 Women and Culture I: Politics, Produc-
tion, and Power (4) Cross-cultural exploration
of women's power in relation to political, eco-
nomic, social, and cultural roles. Case studies
from Africa, Asia, the Middle East, Europe, and
America.
315 Women and Culture II: Creativity and
Symbols (4) 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.
317 Marriage, Family, and Kinship (4) An em-
pirical and theoretical examination of the interre-
lationship of kinship and the structure of society.
320 Native North Americans (4) Indian and Es-
kimo life in North America before white contact;
contemporary life. Prereq: 8 credits in social sci-
ence or instructor's consent.
321 Peoples of India (4) The emergence of tradi-
tionallndian culture and its subsequent transfor-
mation under Islamic and Western influences.
Prereq: 8 credits in social science or instructor's
consent.
322 Euro-American Images of Native North
America (4) Anthropological perspective on the
nature and development of the ideas and beliefs
of the European settlers of North America about
the American Indians.
323 Pacific Basin: Polynesia and Micronesia
(4) General introduction to the indigenous popu-
lations of Australia with special attention to
ritual, social structure, and male-female relation-
ships. Introductory text, ethnographies, films.
324 Pacific Basin: Melanesia and Australia (4)
General introduction to the peoples of Papua
New Guinea: social structure, exchange systems,
ritual, male-female relationships, and processes
ofchange with outside contact.
341 Asian Archaeology (4) Asian archaeology
and prehistory emphasizing developments in
East and Southeast Asian culture. Evidence is
considered from the beginnings of human
culture to the early historic civilizations. Prereq: 3
credits in archaeology or prehistory or
instructor's consent.
342 Northeast Asia Prehistory (4) Cultural his-
tory of North China, Japan, and Korea from Pale-
olithic times to the early imperial civilizations.
Emphasis on functional and adaptive characteris-
tics and ecological factors.
343 Pacific Islands Archaeology (4) Archaeol-
ogy and prehistoric cultural development of
Pacific Island peoples from the earliest settle-
54 COLLEGE OF ARTS AND SCIENCES
ment through early Western contact. Emphasizes
Southeast Asian cultural foundations and eco-
logical adaptations. ANTH 150 recommended.
360 Human Ecology (4) 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.
361 Human Evolution (4) Fossil evidence of hu-
man evolution; Homo sapiens' place among the
primates; variability of populations of fossil
hominids. Prereq: 3 credits in physical anthropol-
ogy or instructor's consent.
362 Human Biological Variation (4) Genetic
and biological structure of human populations;
population dynamics and causes of diversity;
analysis of genetically differentiated human
populations and their geographic distribution.
Prereq: 3 credits in physical anthropology or biol-
ogy or instructor's consent.
364 Evolutionary Biology of Primates (4) Com-
parative biology and anatomy of the nonhuman
primates with special emphasis on evolutionary
trends and adaptive complexes.
365 Food and Culture (4) 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.
366 Human Osteology Laboratory (4) Optional
laboratory for students enrolled in ANTH 360,
361, or 362. Human and nonhuman primate os-
teology and osteometry; fundamentals of dissec-
tion and primate anatomy.
367 Human Adaptation (4) Individual human
biological responses to environmental stresses:
physiological, morphological, and behavioral ad-
aptations to sunlight, heat and cold, high alti-
tude, and nutritional stress. Prereq: ANTH 170 or
BI 120 or instructor's consent.
368 Scientific Racism: An Anthropological
History (4) Discussion of the origin and evolu-
tion of the concept of race. Scientific perspectives
on race from 1800 to the present from an anthro-
pological viewpoint. Prereq: ANTH 362.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-21R) PIN only
403 Thesis (1-21R) PIN only
405 Reading and Conference: [Topic] (1-21R)
PIN only
406 Special Problems: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R)
408/508 Workshop: [Topic] (1-21R)
409 Practicum: [Topic] (1-21R) PIN only
410/510 Experimental Course: [Topic] (1-5R)
411/511 Political Anthropology (4) Govern-
ment in primitive societies; political innovations
under colonial rule and the new nationalistic
administrations in Mrica and Asia. Prereq:
upper-division standing in a social science.
412/512 Economic Anthropology (4) 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 a social science.
413/513 Culture and Personality (4) Interrela-
tion of group and individual conceptual frame-
works in cross-cultural study of human behavior.
Prereq: 3 credits in cultural anthropology or
instructor's consent.
414/514 Contemporary Issues in Anthropol-
ogy (4) Overview of diverse presuppositions that
structure various theories and methods in con-
temporary anthropology. Prereq: 3 credits in cul-
tural anthropology or instructor's consent.
415/515 Cultural Dynamics (4) Approaches to
the problem of cultural changes; invention and
intergroup cultural borrowing; agents and condi-
tions promoting change; mechanics of cultural
growth and application of techniques for induc-
ing change. Prereq: 3 credits in cultural anthro-
pology or instructor's consent.
416/516 History of Anthropology (4)
A nontheoretical study of the beginnings and
specialized developments within the fields of
archaeology, physical anthropology, ethnology,
and linguistics. Prereq: 8 credits in anthropology
or instructor's consent.
417/517 Field Methods in Cultural Anthropol-
ogy (4) Techniques of participant observation,
community definition and extension, nondirec-
tive interviewing, and establishing rapport. Em-
phasizes investigator's ethical responsibilities.
Primarily for students who plan fieldwork but
also provides theoretical perspectives. Prereq: 8
credits of upper-diviSion cultural anthropology
or instructor's consent.
418/518 Anthropology of Religion (4) Religious
and magic systems of non-Western peoples as
reflections of their thought processes; super-
natural systems in the life of humans. Prereq:
3 credits in cultural anthropology or instructor's
consent.
419/519 Anthropology and Folklore (4)
Exploration of the theoretical convergences and
divergences between the two disciplines, mutual
topical foci, and historical connections. Empha-
sizes the period 1965 to present. Prereq: 3 credits
in cultural anthropology or instructor's consent.
421/521 Anthropology of Gender (4) Overview
of the anthropology of gender as an emerging
focus within anthropology: strengths, weaknesses,
promises, possibilities. Prereq: sophomore stand-
ing; 8 credits in social sciences, humanities, andlor
women's studies.
422/522 Anthropology and History (4)
Introduction to points of convergence between
anthropology and history. Special attention paid
to the frameworks already shared and issues
arising from this kind of interdisciplinarity.
425/525 Topics in Pacific Ethnology: [Topic]
(4R) General introduction to the lifestyle of the
Polynesians and Micronesians and to historical
and current theoretical issues. Issue-oriented ar-
ticles, monographs. Prereq: upper-division or
graduate standing; 8 credits in social science.
R when topic changes.
426/526 Peoples of South Africa (4) United
States interests in Mrica; overview of Mrican
prehistory, history, geography, language, and
ethnic groups. Prereq: 8 credits in social science
or instructor's consent.
427/527 Peoples of Central and East Africa (4)
Culture, history, and ethnology of contemporary
Mrican peoples in Central and East Mrica, includ-
ing Ethiopia. Prereq: 8 credits in a social science or
instructor's consent.
428/528 Peoples of West Africa and the
Sahara (4) Societies of the West Mrican coast,
the Sudan, and the Sahara from the 19th century
to the present. Prereq: 8 credits in social science
or instructor's consent.
429/529 Jewish Folklore and Ethnology (4)
Traditional expressive culture of East European
Jews including narrative, proverbs, jokes, folk
beliefs, rituals, holidays, food, customs, music,
sex roles, and immigrant folklore in the United
States.
431/531 Peoples of East Asia (4) Survey of the
Chinese cultural sphere, primarily the institu-
tions of traditional China, with reference to mod-
ern developments. Prereq: 8 credits in social sci-
ence or instructor's consent.
433/533 Native Central Americans (4) Contact
period and contemporary ethnography of native
peoples' ecological adaptation, socioeconomic or-
ganization, and culture change. Prereq: 3 credits
in cultural anthropology or instructor's consent.
434/534 Native South Americans (4) 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.
435/535 Approaches to the Symbolic (4) Sur-
vey of frameworks used within and outside an-
thropology: structuralism, hermeneutics, sym-
bolic interactionism and performance, cultural
Marxism, and the new textualism. Prereq: junior
standing, 8 credits in social science or humanities
or both.
436/536 Cultures of Island Southeast Asia (4)
Peoples and cultures of Indonesia, Malaya, and
the Philippines. Topics include precolonial state
systems; colonialism; gender, kinship, and reli-
gion; local economies and industrialization.
437/537 Cultures of Mainland Southeast Asia
(4) Peoples and cultures of Thailand, Burma,
Vietnam, Laos, and Cambodia. Overview of
precolonial state systems and impact of colonial-
ism. Indigenous gender, kinship, religious, eco-
nomic systems. Prereq: 8 credits of social science
or instructor's consent.
438/538 Minority Cultures of Southeast Asia
(4) Upland and minority cultures of island and
mainland Southeast Asia; tribal cultures, their
relations to lowland states; nationalism and the
role of minority cultures. Prereq: 8 credits of so-
cial science or instructor's consent.
439/539 Feminism and Ethnography (4) Uses
current literature to explore the relationship be-
tween feminism, postmodernism, and ethnogra-
phy. Investigates reflexivity, subjectivity, multiple
voicings, and the politiCS of fieldwork and the
text. Prereq for 439: instructor's consent; prereq
for 539: 8 credits in social science or humanities.
440/540 Topics in Old World Prehistory:
[Topic] (4R) Archaeology of prehistoric cultures
in selected regions of Mrica, the Middle East, or
Southeast Asia, from first evidences of human cul-
ture to the historic periods. Prereq: 3 credits in ar-
chaeology or prehistory or in-structor's consent.
R twice when topic changes for maximum of 12
credits.
443/543 North American Prehistory (4) Survey
of interdisciplinary research applied to prehiS-
toric culture and environment in North America.
Prereq: 3 credits in archaeology or prehistory or
instructor's consent.
444/544 Middle American Prehistory (4) Ar-
chaeology and prehistory of Mexico and Central
America. Prereq: 3 credits in archaeology or pre-
history or instructor's consent.
ANTHROPOLOGY 55
445/545 South American Prehistory (4) Survey
of interdisciplinary research related to prehistoric
culture in South America. Prereq: 3 credits in
archaeology or prehistory or instructor's consent.
446/546 Laboratory in Archaeological Analy-
sis (4) Research methods applied to archaeolo-
gical problems. Includes dating and discovery
techniques; analysis of materials, human re-
mains, diet, and ancient technology; interdisci-
plinary research strategies. Prereq: 3 credits in
archaeology or prehistory or instructor's consent.
447/547 Prehistoric Technology (4) Stone-
flaking techniques; manufacturing of stone arti-
facts; typological analysis of tools. Investigation
of tool usage and microscopic analysis of wear
patterns. Prereq: instructor's consent.
449/549 Cultural Resource Management (4)
Objectives, legal background, operational prob-
lems, ethical and scholarly considerations in the
management of prehistoric and historic cultural
resources. Prereq: graduate standing in anthropol-
ogy, 8 credits of upper-division archaeology or
prehistory or instructor's consent.
450/550 The Anthropology Museum (3) Intro-
duction to the operation of anthropology and
natural history museums; organization, collec-
tion management, exhibit and public programs,
funding.
461/561 Primate Systematics and Taxonomy
(4) Development of taxonomy, methods and
principles of evolutionary classification; numeri-
cal phenetics and taxonomic theory; primate and
hominid classification. Prereq: ANTH 360, 361;
or instructor's consent.
462/562 Paleoprimatology (4) The fossil record
and theoretical implications of the Cenozoic pri-
mates with special reference to their various ad-
aptations; locomotion, special senses, dentition.
Prereq: ANTH 361 or instructor's consent.
463/563 Primate Behavior (4) Ecology and
ethology of free-ranging primates. Classification,
distribution, and ecological relationships of the
living primates; social structure and social orga-
nization of a variety of species. Prereq:
instructor's consent.
466/566 Advanced Laboratory in Physical
Anthropology (4) Techniques for the assess-
ment and analysis of genetic, physiological, and
anthropometric variability in living human popu-
lations. Pre- or coreq: ANTH 362.
467/567 Paleoecology and Human Evolution
(4) The relationship between ecology and com-
parative morphology as a basis for theories of
hominid phylogeny; analysis of methods of pa-
1eoecological inference; current theories of homi-
nid origins. Prereq: ANTH 361 or instructor's
consent.
468/568 Race, Culture, and Sociobiology (4)
Racial classifications and comparisons; the bio-
logical base of culture; attitudes toward race in
human relations. Prereq: 8 credits in anthropol-
ogy or instructor's consent.
469/569 Anthropological Perspectives of
Health and Illness (4) Overview of medical
anthropology: cross-cultural theories of illness
and treatment strategies, cultural roles of patient
and healer, and human adaptations to disease.
Prereq: ANTH 365 or instructor's consent.
485/585 Polythematic World Human Science
(4) Explores the creation of a multi-conceptual
world human science that is based on Western
and non-Western concepts. Prereq: 8 credits in
cultural anthropology or instructor's consent.
486/586 Japanese Society and Culture (4)
Descriptive introduction to contemporary Japan
combined with theoretical perspectives for evalu-
ating popularized depiction of Japanese society.
Prereq for 486: instructor's consent.
487/587 Technology and Culture (4) Sources of
technological innovation from prehistory to
modern times, and relationships between tech-
nology and social organization; cross-cultural
evaluation of technologies. Prereq: junior stand-
ing or above.
490/590 Health Care Services (4) Structure and
function of American health care services. Com-
ponents include health care facilities, personnel,
financing, and issues and trends in health care
delivery.
4911591 Behavioral Sciences in Health (4)
Application of behavioral science theory to un-
derstanding and solving health problems. Exam-
ines theories about how social environmental
factors influence health.
492/592 World Health Problems (4) Provides
information on world health problems and inter-
national programs, the World Health Organiza-
tion, and its supporting agencies; intensive study
of a regional health problem.
493/593 Racial and Ethnic Dimensions in
Health (4) DeSigned to explore, analyze, and
critically discuss the biological, social, economic,
political, and historical factors that put people of
color at risk for poor health.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (1-5R)
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
PIN only
606 Special Problems: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R) Current topics are
California PrehistolY, Great Basin Archaeology,
Paleoanthropology of South Asia, Plateau Ar-
chaeology, and Spatial Archaeology.
608 Workshop: [Topic] (1-16R)
609 Practicum: [Topic] (1-16R) PIN only
610 Experimental Course: [Topic] (1-5R)
680 Basic Graduate Physical Anthropology (5)
Introduction to the major subfields in physical
anthropology; geochronology, primate classifica-
tion' paleoprimatology, paleoanthropology,
human biology and diversity, processes of evolu-
tion, and primate ethology. For graduate stu-
dents with little or no background in physical
anthropology.
681 Archaeology and Anthropology (5) Use by
archaeologists of concepts drawn from anthro-
pology; modifications and additions made neces-
sary by the nature of archaeological data. Prereq:
graduate standing in anthropology or instructor's
consent.
682 Sociocultural Guidance (5) Survey of theo-
retical foundations and approaches, social orga-
nization, economic and political anthropology,
religion, arts, and sociocultural change. Empha-
sis on current issues. Prereq: background in cul-
tural anthropology. For master's degree candi-
dates.
683 Anthropological Linguistics (5) Prereq:
LING 421/521 or eqUivalent, instructor's consent.
Primarily for master's degree candidates in
anthropology.
684 Comparative Research Methods (4) Discus-
sion of basic comparative research tools, particu-
larly explicit inductive, deductive, and retroductive
methods of statistical and conceptual analysis.
Prereq: 3 credits in introductory statistics.
686 Sociocultural Theory (5) Cross-cultural
types, culture area types, modes of thought, cul-
tural dynamics, reality of social structure,
metaanthropology.
689 Contemporary Indians of the United
States (4) Problems of land, economics, politics,
and law; Indian health, education, and welfare;
social legislation, and court decisions. Anthro-
pologists and Indians-current studies, theoreti-
cal and applied. Prereq: graduate standing or
instructor's consent.
691 Comparative Morphology and Human
Evolution (4) 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.
692 Dental Morphology and Human Evolu-
tion (4) Taxonomy, ecology, pathology, and
sexual dimorphism of early hominids; compara-
tive dental morphology. Theoretical models of
dental evolution and disease, Biocultural interac-
tion in hominid dental evolution. Prereq:
instructor's consent.
694 The Beginnings of Civilization (4) The
transition from food-gathering to food-producing
economies and from egalitarian to state-level
societies. Prereq: graduate standing in a social sci-
ence.
695 Cultural Ecology (4) Comparative analysis
of cultural responses to environmental condi-
tions; implications for cultural evolution. Prereq:
graduate standing in anthropology or instructor's
consent.
696 Methods and Perspectives in Human Bi-
ology (4) Biological study of human populations
from the perspective of growth and develop-
ment, genetics, work capacity, climatic tolerance,
nutritional and health status, and demography.
Prereq: ANTH 360 or 361 or instructor's consent.
697 Ethnoarchaeology (4) Examines relation-
ships between archaeology and ethnography to
show how ethnographic data illuminate the past
and how archaeologists can study material cul-
ture behavior in a living context. Prereq:
instructor's consent.
698 Legal and Ethical Issues in Health (4)
Critically examines issues and cases that illus-
trate a number of fundamental legal and ethical
issues in health and medical care. Prereq: gradu-
ate standing or instructor's consent.
,I
J
ASIAN STUDIES
110 Gerlinger Hall
Telephone (503) 346-5082
Richard P. Suttmeier, Program Director
Program Committee Faculty
c. Melvin Aikens, anthropology
William S. Ayres, anthropology
Cynthea J. Bogel, art history
Cynthia J. Brokaw, history
Kathie 1. Carpenter, linguistics
Carolyn 1. Cartier, geography
Scott DeLancey, linguistics
Stephen W. Durrant, East Asian languages and
literatures (Chinese)
Maram Epstein, East Asian languages and
literatures (Chinese)
Robert H. Felsing, library
Michael B. Fishlen, East Asian languages and
literatures (Chinese)
Gerald W. Fry, international studies
Noriko Fujii, East Asian languages and literatures
Gapanese)
Andrew E. Goble, history
Bryna Goodman, history
Jeffrey E. Hanes, history
Esther Jacobson, art history
Ruth Kanagy, East Asian languages and literatures
Gapanese)
Hiroko C. Kataoka, East Asian languages and
literatures Gapanese)
Stephen W. Kohl, East Asian languages and
literatures Gapanese)
Richard Kraus, political science
Charles H. Lachman, art history
Wendy Larson, East Asian languages and literatures
(Chinese)
Glenn A. May, history
Geraldine Moreno, anthropology
Richard P. Suttmeier, political science
Kyoko Tokuno, religious studies
Anita Weiss, international studies
Alan S. Wolfe, East Asian languages and literatures
Gapanese)
UNDERGRADUATE STUDIES
The university offers an interdisciplinary Asian
Studies Program leading to the bachelor of arts
(B.A.) degree. The curriculum includes courses in
anthropology, art history, Chinese language and
literature, dance, economics, geography, history,
Indonesian and Thai languages, international
studies, Japanese language and literature, politi-
cal science, religious studies, and sociology. The
program is administered by the Asian studies
committee, composed of faculty members with
Asian specializations and a student
representative.
Preparation. Students planning a major in Asian
studies should include in their high school cur-
riculum 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 an Asian language.
Transfer students planning to major in Asian
studies should also try to develop backgrounds in
social science and language. In particular, they
should have completed as many courses as pos-
sible that are applicable to the University of
Oregon's general-education requirements for the
B.A. degree.
Careers. Students who major in Asian studies
often complement their course work with a year
or more of residence in Asia. Many students
double major to combine a profession with their
area of expertise. Job possibilities are increasing
in such fields as business, journalism, govern-
ment, and education. Many students go on to do
graduate studies.
Declaring a Major
Acceptance in the Asian studies major program
requires the following:
1. Request acceptance as a major in the Asian
studies office before attaining senior status
2. Submit a one-page statement of purpose de-
signed to show sufficient understanding of
Asian studies to conceptualize an interdiscipli-
nary course of study leading to the B.A. degree
3. Have a minimum cumulative grade point aver-
age of3.00
Major Requirements
Students majoring in Asian studies must
complete three years (39 credits) of an Asian lan-
guage: Chinese and Japanese are taught through
the fifth year at the University of Oregon. The
first three years of Indonesian and Thai are of-
fered through the Department of Linguistics.
Languages must be taken for letter grades, and
no more than one D grade may be counted. Un-
der special circumstances, students may demon-
strate an equivalent competence by examination
or by work in advanced language courses. In ad-
dition' students must complete 40 credits of
course work distributed as set forth below.
Each student's course distribution must include
more than one Asian civilization. Thus, a student
focusing on Japan must take at least 8 credits of
course work about China or about Southeast Asia.
Students intending to pursue graduate work in
Asian studies are advised to complete require-
ments for a B.A. in one of the disciplines repre-
sented in the Asian studies curriculum and to ful-
fill the major requirements for Asian studies.
Course Requirements
The 40 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.) Eight of these credits may be taken
passino pass (PIN). One D grade is considered
serious warning.
Students should consult their advisers in plan-
ning their courses of study.
East Asian Studies Concentration
1.12 credits from one of the principal history
sequences: China (HIST 487,488,489), Japan
(HIST 490,491,492)
2. 16 credits from among the following, or ap-
proved seminars (407) or experimental courses
(410):
Anthropology. Introduction to Japanese Soci-
ety and Culture (ANTH 220), Asian Archaeol-
ogy (ANTH 341), Northeast Asia Prehistory
(ANTH 342), Peoples of East Asia (ANTH
431), Topics in Old World Prehistory: Chinese
Archaeology (ANTH 440), Japanese Society
and Culture (ANTH 486)
Art History. History of Indian Art (ARH 207),
History of Chinese Art (ARH 208), History of
Japanese Art (ARH 209)
Chinese. Introduction to Chinese Literature
(CHN 305,306, 307)
East Asian Languages and Literatures.
China: A Cultural Odyssey (EALL 210), Japan:
A Cultural Odyssey (EALL 211)
Geography. Geography of Non-European-
American Regions (GEOG 203), Advanced
Geography of Non-European-American Re-
gions: Geography of China (GEOG 475)
Japanese. Introduction to Japanese Literature
UPN 305,306)
Religious Studies. Chinese Religions (REL
302), Japanese Religions (REL 303), Readings
in Buddhist Scriptures (REL 440)
3. 12 additional credits from any of the courses in
1 or 2 above or from the following:
Anthropology. Pacific Islands Archaeology
(ANTH 343), Topics in Old World Prehistory:
Southeast Asia (ANTH 440)
Architecture. Settlement Patterns: Japanese
Vernacular I,ll (ARCH 432,433)
Art History. Nomadic Art of Eurasia (ARH 381),
Chinese Art I,II,III (ARH 384,385,386), Chinese
Buddhist Art (ARH 387), Art and Politics in 20th-
Century China (ARH 389), Art of the Pacific
Islands ur (ARH 391,392), Japanese Art I,II,III
(ARH 394,395,396), Japanese Buddhist Art
(ARH 397), Problems in Chinese Art (ARH 484),
Japanese Prints (ARH 488), Problems in Japanese
Art (ARH 494)
Chinese. Women, Gender, a~d Chinese litera-
ture (CHN 350), Fourth-Year Chinese (CHN 411,
412), Modern Chinese Texts (CHN 413), Issues in
Early Chinese Literature (CHN 423), Issues in
Medieval Chinese Literature (CHN 424), Issues
in Modern Chinese Literature (CHN 425), Ad-
vanced Chinese (CHN 431,432,433), Literary
Chinese (CHN 436,437), Literary Chinese Texts
(CHN 438), Structure of the Chinese Language
(CHN 441), Teaching Chinese as a Foreign Lan-
guage ur (CHN 443, 444), Chinese Bibliography
(CHN 450), Post-Mao Fiction and Debate (CHN
451), Chinese Film and Theory (CHN 452), Early
Chinese Poetry: Scholar's Lament (CHN 454),
The Han-Tang Poetic Tradition (CHN 455), Tra-
ditional Chinese Law and Literature (CHN 456),
The Confucian Canon (CHN 461), The Begin-
nings of Chinese Narrative (CHN 462)
Dance. Dance in Asia (DAN 302)
East Asian Languages and Literatures. Teach-
ing East Asian Languages and Literatures at
College Level (EALL 460)
History. Foundations of East Asian Civilization
(HIST 290), China, Past and Present (HIST 291),
Japan, Past and Present (HIST 292), Vietnam and
the United States (HIST 388), Thought and Soci-
ety in East Asia (HIST 485,486), Modern South-
east Asian History (HIST 495), Topics in Asian
History (HIST 498)
International Studies. Gender and Interna-
tional Development (INTL 421), Development
and the Muslim World (INTL423), The Pacific
Challenge (INTL 440), South Asia: Development
and Social Change (INTL 442), Postwar Vietnam
and United States Relations (!NTL 443)
Japanese. Fourth-Year Spoken Japanese aPN
411,412,413), Fourth-Year Reading and Writing
Japanese aPN 414,415,416), Premodern Japa-
nese Literature aPN 424), Modern Japanese Lit-
erature aPN 425), Major Japanese Writers aPN
426), Advanced Spoken Japanese aPN 431,432,
433), Advanced Readings in Japanese Literature
aPN 434,435,436), Classical Japanese Literary
Language aPN 437, 438), Advanced Readings in
Classical Japanese aPN 439), Structure of the
Japanese Language aPN 441), Japanese Dis-
course Structure aPN 442), Teaching Japanese as
a Foreign Language I,ll aPN 443, 444), Japanese
Bibliography aPN 450), Japanese Sociolinguistics
aPN 453), The Japanese Cinema aPN 471), Japa-
nese Film and Literature aPN 472)
Political Science. Southeast Asia in Modern
Times (PS 338), Politics of China tIl (PS 342,
442), Seminar: Science and Technology in Mod-
ern Asia (PS 407), Chinese Foreign Policy (PS
459)
Religious Studies. Buddhism and Asian Culture
(REL 330,331)
Southeast Asian Studies Concentration
The history of the program is described in the
Southeast Asian Studies section of this bulletin.
An interdisciplinary faculty group with field ex-
perience in the Philippines, Thailand, Indonesia,
Myanmar, Vietnam, Laos, and Malaysia has
coordinated the development of the curriculum
for this concentration within the Asian studies
major program.
1. Language Requirement
The equivalent of three years of a Southeast
Asian language is required for all B.A. candi-
dates. Typically this is 39 credits of course
work completed over a two- to three-year pe-
riod. Southeast Asian languages offered at the
UO are Indonesian and Thai. In consultation
with a faculty adviser and with the approval of
the Asian studies committee, equivalent study
of other Southeast Asian languages may be
approved, e.g., through the Northwest Re-
gional Consortium for Southeast Asian Stud-
ies and through summer language programs.
2. Basic Course ReqUirements (40 credits) Besides
the specific courses listed below, approved
Seminars (407) and Experimental Courses (410
are also eligible.
a. Core-Area Courses (28 credits, including 12
credits in history and typically at least one
course from each of the disciplines below)
Anthropology. Cultures of Island South-
east Asia (ANTH 436), Cultures of Main-
land Southeast Asia, (ANTH 437), Minority
Cultures of Southeast Asia (ANTH 438),
Topics in Old World Prehistory: Southeast
Asian Archaeology (ANTH 440)
Art History. History of Indian Art
(ARB 207)
Geography. Geography of Non-European-
American Regions (GEOG 203), Experi-
mental Course: Geography of the Pacific
Rim (GEOG 410), Advanced Geography of
Non-European-American Regions: Geogra-
phy of East and Southeast Asia (GEOG 475)
History. Vietnam and the United States
(HIST 388), Philippines (HIST 484), Modern
Southeast Asian History (HIST 495), Topics
in Asian History (HIST 498)
;.
International Studies. Southeast Asian
Political Novels and Films: Changing Im-
ages (INTL 441)
Political Science. Southeast Asia in Mod-
ern Times (PS 338)
Religious Studies. Buddhism and Asian
Culture (REL 330, 331)
b. Supplementary Courses (12 credits)
Anthropology. Peoples of India
(ANTH 321), Pacific Basin: Polynesia and
Micronesia (ANTH 323), Pacific Basin:
Melanesia and Australia (ANTH 324), Asian
Archaeology (ANTH 341), Pacific Islands
Archaeology (ANTH 343), Topics in Pacific
Ethnology (ANTH 425)
Art History. History of Indian Art (ARB
207), Art of the Pacific Islands I,ll (ARB
391,392)
International Studies. Gender and Inter-
national Development (INTL 421), Devel-
opment and the Muslim World (INTL 423),
The Pacific Challenge (INTL 440), South
Asia: Development and Social Change
(INTL 442)
Linguistics. Analysis of Language
Structure: Thai (LING 426)
Music. Gamelan (MUS 490)
ReligiOUS Studies. Chinese Religions
(REL 302), Readings in Buddhist Scriptures
(REL 440)
c. Second-Area Focus (at least 8 credits
included in the 40-credit total)
A second geographical focus is required to
complement the student's primary concern
with Southeast Asia. This may be satisfied
by taking at least 8 credits of Asian studies
courses on one of the following areas:
China, the Pacific Islands (see the Pacific
Islands Studies section of this bulletin),
South Asia, or Japan
Honors
See the Honors College section of this bulletin.
GRADUATE STUDIES
The university offers an interdisciplinary program
in Asian studies leading to the master of arts
(M.A.) degree. Degree concentrations in East or
Southeast Asia are available. The curriculum in-
cludes courses in anthropology, art history, Chi-
nese language and literature, geography, history,
international studies, Japanese language and lit-
erature, political science, religious studies, and so-
ciology. The program is administered by the Asian
studies committee, composed of faculty members
with Asian specializations and a student represen-
tative.
A bachelor's degree in a specific departmental
discipline is required for admission, and it is ex-
pected 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.
Prior to registration, the Asian studies committee
assigns each student an adviser to help develop
an individual program. At the end of the first
year, the student should request that an Asian
studies graduate committee be formed to provide
guidance through the second year of study and
ASIAN STUDIES 57,!
thesis preparation. Graduate students should
meet with their advisers at least once a term.
Master's Degree Requirements
Students may fulfill their degree requirements by
electing either Option 1, a program with thesis,
or Option 2, a program without thesis.
Students choosing Option 1 must complete 48
credits of graduate study, including 44 credits in
Asia-related courses, of which 9 are thesis cred-
its. All courses used to fulfill the 44-credit re-
quirement in Asia-related courses must be ap-
proved 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. C grades are not acceptable for
credit in the graduate program.
Students choosing Option 2 must (1) complete 54
credits of graduate study, including 44 credits in
Asia-related courses, (2) submit two substantial
research papers on Asian topics developed in
seminars or colloquia, and (3) pass a general Asian
studies field examination.
An M.A. candidate is required to demonstrate
competence in an approved Asian language
equivalent to at least three years of college train-
ing. The language requirement is a critical part of
the program and must be planned from the outset
of graduate work, particularly if the student has no
training in an Asian language. Languages offered
at the University of Oregon include Chinese or
Japanese for the East Asia concentration and In-
donesian or Thai for the Southeast Asia concen-
tration.
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) com-
plete 32 graduate credits in approved Asia-re-
lated courses and (2) demonstrate the language
competence required for the M.A. degree in
Asian studies. A thesis is required that applies
the methodology of the student's discipline to an
Asian subject.
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 stud-
ies and another in the departmental discipline.
Curriculum
Below are the courses approved for inclusion in
the Asian studies graduate curriculum. 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, including Seminars (507 or 607)
and Experimental Courses (510 or 610), that offer
the opportunity to apply a disciplinary method-
ology to Asian topics. For descriptions of listed
courses, see the appropriate departmental sec-
tions of this bulletin.
East Asian Studies Concentration
Anthropology. Peoples of East Asia
(ANTH 531), Cultures of Island Southeast Asia
(ANTH 536), Topics in Old World Prehistory:
Chinese Archaeology (ANTH 540), Topics in Old
:5S· COLLEGE OF ARTS AND SCIENCES
World Prehistory:
Southeast Asia
(ANTH 540), Japanese
Society and Culture
(ANTH586)
Architecture. Settle-
ment Patterns: Japa-
nese Vernacular II
(ARCH 533)
Art History. Prob-
lems in Chinese Art
(ARH 584), Japanese
Prints (ARH 588),
Problems in Japanese
Art (ARH 594)
Asian Studies.
Colloquium: Asian
Studies (1ST 608)
Chinese. Fourth-Year
Chinese (CHN 511,
512), Modern Chinese
Texts (CHN 513), Is-
sues in Early Chinese
Literature (CHN 523),
Issues in Medieval
Chinese Literature
(CHN 524), Issues in
Modern Chinese lit-
erature (CHN 525), Advanced Chinese (CHN
531,532, 533), Literary Chinese (CHN 536,537),
Literary Chinese Texts (CHN 538), Structure of
the Chinese Language (CHN 541), Post-Mao
Fiction and Debate (CHN 551), Chinese Film and
TheOlY (CHN 552), Early Chinese Poetry:
Scholar's Lament (CHN 554), The Han-Tang Po-
etic Tradition (CHN 555), Traditional Chinese
Law and Literature (CHN 556), The Confucian
Canon (CHN 561), The Beginnings of Chinese
Narrative (CHN 562)
East Asian Languages and Literatures. Teach-
ing East Asian Languages and Literatures at Col-
lege Level (EALL 560)
Geography. Experimental Course: Geography of
the Pacific Rim (GEOG 510), Advanced Geogra-
phy of Non-European-American Regions: Geog-
raphy of China (GEOG 575)
History. Thought and Society in East Asia (HIST
585,586), China (HIST 587,588,589), Japan
(HIST 590, 591, 592), Topics in Asian History
(HIST 598)
International Studies. Gender and Interna-
tional Development (INTL 521), Development
and the Muslim World (INTL 523), The Pacific
Challenge (INTL 540)
Japanese. Fourth-Year Spoken Japanese
UPN 511, 512, 513), Fourth-Year Reading and
Writing Japanese UPN 514, 515, 516), Premodern
Japanese Literature UPN 524), Modern Japanese
Literature UPN 525), Major Japanese Writers
UPN 526), Advanced Spoken Japanese UPN 531,
532,533), Advanced Readings in Japanese litera-
ture UPN 534,535,536), Classical Japanese liter-
ary Language UPN 537, 538), Advanced Readings
in Classical Japanese UPN 539),Structure of the
Japanese Language UPN 541), Japanese Discourse
Structure UPN 542), Teaching Japanese as a For-
eign Language l,II UPN 543,544), Japanese
Sociolinguistics UPN 553), The Japanese Cinema
UPN 571), Japanese Film and Literature UPN 572)
Political Science.
Seminar: Science and
Technology in Modern
Asia (pS 507), Politics
of China II (PS 542),
Chinese Foreign Policy
(PS 559)
Religious Studies.
Readings in Buddhist
Scriptures (REL 540)
Sociology. Systems of
War and Peace (SOC
564)
Southeast Asian
Studies
Concentration
It is expected that the
majority of the courses
for this concentration
deal directly with
Southeast Asia. Many
graduate courses in ad-
dition to those listed
below are available to
students through the
Northwest Regional
Consortium for South-
east Asian Studies fac-
ulties at the University of Washington and the
University of British Columbia. The M.A. candi-
date is required to demonstrate competence in a
Southeast Asian language (usually Thai or Indo-
nesian) equivalent to three years of college train-
ing.
Anthropology. Topics in Pacific Ethnology
(ANTH 525), Peoples of East Asia (ANTH 531),
Cultures of Island Southeast Asia (ANTH 536),
Cultures of Mainland Southeast Asia (ANTH
537), Minority Cultures of Southeast Asia (ANTH
538), Topics in Old World Prehistory: Chinese
Archaeology (ANTH 540)
Asian Studies. Seminar: Asian Studies (IST 607),
Colloquium: Asian Studies (IST 608)
History. Philippines (HIST 584), Thought and
Society in East Asia (HIST 585,586), Topics in
Asian HistOlY (HIST 598)
International Studies. Gender and Interna-
tional Development (INTL 521), Development
and the Muslim World (INTL 523), The Pacific
Challenge (INTL 540), Southeast Asian Political
Novels and Films: Changing Images (INTL 541),
South Asia: Development and Social Change
(INTL 542)
Linguistics. Analysis of Language Structure:
Thai (LING 526)
Music. Gamelan (MUS 590)
Political Science. Seminar: Science and Technol-
ogy in Modern Asia (pS 507), Politics of China II
(PS 542), Chinese Foreign Policy (pS 559)
AUSTRALIAN STUDIES
837 Prince Lucien Campbell Hall
Telephone (503) 346-5051 or -1080
Jack W. Bennett, Chair
Steering Committee Faculty
Jack W. Bennett, academic advising and student
services
Aletta Biersack, anthropology
Steven Deutsch, sociology
Caroline Forell, law
Gerald W. Fry, international studies
Andrew E. Goble, history
Kenneth B. Liberman, sociology
Larry 1. Neal, leisure studies and services
Terrence B. O'Keefe, accounting
Deanna M. Robinson, journalism and
communication
Norman D. Sundberg, psychology
Wayne T. Westling, law
ABOUT THE PROGRAM
The University of Oregon does not have a formal
Australian studies program. However, for fifteen
years the Australian studies committee has
served to focus the considerable interest in Aus-
tralia as an influential Pacific Basin country.
Since a student exchange agreement was com-
pleted in 1985-86 between La Trobe University in
Melbourne, Victoria, and the University of
Oregon, UO students have been able to study at
La Trobe. UO students may also apply to study at
Curtin University in Perth, Western Australia. For
more information, see the International Educa-
tion and Exchange section of this bulletin.
Students in all University of Oregon overseas
study programs enroll in courses with subject
codes that are unique to individual programs.
Special course numbers are reserved for overseas
study. See Overseas Study in the Special Stud-
ies section of this bulletin.
The University of Oregon Librmy System's mate-
rials on Australia have been supplemented in
recent years by several substantial gifts from the
Australian government, so that resources are ad-
equate for research in many diSCiplines.
In 1992-93 the UO hosted annual meetings of
the Australian Studies Association of North
America and the American Association for Aus-
tralian Literary Studies.
During 1995-96 the University of Oregon may
offer the follOWing courses that either focus on
Australia or have Australian content.
Anthropology. Ethnology of Hunters and Gath-
erers (ANTH 301), EthnologyofTribal Societies
(ANTH 302), Pacific Basin: Melanesia and Aus-
tralia (ANTH 324)
English. Western American Literature (ENG 326)
Geological Sciences. Topics in Global Stratigra-
phy (GEOL 640)
International Studies. The Pacific Challenge
(INTL 440/540)
Linguistics. Analysis of Language Structure
(LING 426/526)
Management. Problems in International
Business (MGMT 645)
BIOLOGY
77 Klamath Hall
Telephone (503) 346-4502
Roderick A. Capaldi, Department Head
FACULTY
Alice Barkan, assistant professor (molecular genet-
ics). B.S., 1978, Massachusetts Institute of Technol-
ogy; Ph.D., 1983, Wisconsin, Madison. (1991)
Bruce A. Bowerman, assistant professor (develop-
mental genetics, regulation of cell fate). B.A, 1981,
Kansas State; Ph.D., 1989, California, San Francisco.
(1992)
William E. Bradshaw, professor (population biology,
evolution, behavioral biology). B.A., 1964, Princeton;
M.S., 1965, Ph.D., 1969, Michigan. (1971)
Roderick A. Capaldi, professor (bioenergetics). B.S.,
1967, London; Ph.D., 1970, York. (1973)
George C. Carroll, professor (fungal and microbial
ecology, mycology). B.A., 1962, Swarthmore; Ph.D.,
1966, Texas. (1967)
Richard W. Castenholz, professor (algal and micro-
bial ecology, limnology); director, ecology and evo-
lution program. B.S., 1952, Michigan; Ph.D., 1957,
Washington State. (1957)
Vicki L. Chandler, associate professor (molecular
genetics of gene expression and transposable ele-
ments in maize). B.A, 1978, California, Berkeley;
Ph.D., 1983, California, San Francisco. (1985)
Philip J. DeVries, assistant professor (ecology, be-
havior, evolution and tropical biology). B.S., 1975,
Michigan, Ann Arbor; Ph.D., 1987, Texas at Austin.
(1994)
Alan Dickman, senior instructor with title of re-
search assistant professor (plant-fungus interac-
tions, science education). B.A., 1976, California,
Santa Cruz; Ph.D., 1984, Oregon. (1986)
Judith S. Eisen, associate professor (development and
function of the nervous system). B.S., 1973, M.S.,
1977, Utah State; Ph.D., 1982, Brandeis. (1985)
Richard B. Emlet, assistant professor (evolution and
development of marine invertebrates). B.S., 1977,
Duke; Ph.D., 1985, Washington (Seattle). (1992)
Jane Gray, professor (evolution, paleoecology). B.A,
19S1, Harvard; Ph.D., 1958, California, Berkeley.
(1963)
Charles B. Kimmel, professor (developmental biol-
ogy). B.A., 1962, Swarthmore; Ph.D., 1966, Johns
Hopkins. (1969)
Russell S. Lande, professor (evolution of quantita-
tive characters, biological conservation). B.S., 1972,
California, Irvine; Ph.D., 1976, Harvard. (1990)
M. Charlene Larison, senior instructor; director, un-
dergraduate advising. B.S., 1963, Washington
State; M.S., 1967, Oregon. (1967)
Shawn R. Lockery, assistant professor (invertebrate
neurobiology and neural networks). B.A, 1981,
Yale; Ph.D., 1989, California, San Diego. (1993)
V. Patteson Lombardi, senior instructor with title of
research assistant professor (exercise physiology).
B.A., 1977, M.A.T., 1979, North Carolina at Chapel
Hill; Ph.D., 1984, Oregon. (1984)
Michael R.Lynch, professor (evolution, population
biology, quantitative genetics). B.S., 1973, St.
Bonaventure; Ph.D., 1977, Minnesota. (1989)
Emilia P. Martins, assistant professor (animal be-
havior, evolution, communication). B.A, 1987,
California, Berkeley; Ph.D., 1992, Wisconsin, Madi-
son. (1994)
Douglas RyMeeks-Wagner, associate professor
(molecular genetic analysis of floral development).
B.S., 1978, Michigan State; Ph.D, 1985, Washing-
ton (Seattle). (1988)
Peter M. O'Day, senior research associate with title
of associate professor (biophysics of the visual sys-
tem). B.A., 1970, Canisius; M.S., 1972, Maine at
Orono; Ph.D., 1977, State University of New York
at Albany. (1985)
John H. Postlethwait, professor (molecular genetic
regulation of development). B.S., 1966, Purdue;
Ph.D., 1970, Case Western Reserve. (1971)
William Roberts, associate professor (spatial local-
ization of ion channels). B.A, 1970, Harvard; Ph.D.,
1979, California, San Diego. (1989)
Eric Schabtach, senior instructor (development and
application of new techniques in biological ultra-
structural investigations); director, Electron Micro-
scope Facility. B.S., 1963, McGill. (1969)
Eric Selker, associate professor (molecular genetics
of Neurospom cmssa, DNA methylation). B.A, 1975,
Reed; Ph.D., 1980, Stanford. (1985)
Alan Shanks, assistant professor (marine and inter-
tidal ecology, larval biology, animal behavior,
zooplankton). B.A, 1977, California, Santa Cruz;
Ph.D., 1985, California, San Diego. (1993)
Lynda P. Shapiro, professor (biogeography and
ecology of marine phytoplankton); director,
Oregon Institute of Marine Biology. B.A., 1960,
M,S., 1963, Arkansas; Ph.D., 1974, Duke. (1990)
George F. Sprague Jr., professor (genetic regulatory
mechanisms in yeast). B.S., 1969, North Carolina
State; Ph.D., 1977, Yale. (1981)
Karen U. Sprague, professor (control of gene ex-
pression in eukaryotes). B.A., 1964, Bryn Mawr;
Ph.D., 1970, Yale. (1977)
Franklin W. Stahl, American Cancer Society Profes-
sor of Molecular Genetics. AB., 1951, Harvard;
Ph.D., 1956, Rochester. (1959)
Terry Takahashi, associate professor (analysis of
neural circuitry). B.S., 1975, California, Irvine;
Ph.D., 1981, State University of New York, Down-
state Medical Center. (1988)
Nora B. Terwilliger, associate professor (compar-
ative physiology and biochemistry of marine
organisms). B.S., 1963, Vermont; M.S., 1965, Wis-
consin, Madison; Ph.D., 1981, Oregon. (1972)
Nathan J. Tublitz, associate professor (neurophysi-
ology, neuropeptides and neuronal development of
insects). B.A, 1974, Reed; Ph.D., 1983, Washington
(Seattle). (1986)
Daniel Udovic, associate professor (computers in
biology). B.A., 1970, Texas; Ph.D., 1973, Cornell.
(1973)
JaniS c. Weeks, professor (insect neurophysiology,
endocrinology, and development). B.S., 1975, Mas-
sachusetts Institute of Technology; Ph.D., 1980,
California, San Diego. (1989)
Monte Westerfield, professor (development of the
nervous system); director, Institute of Neuroscience.
A.B., 1973, Princeton; Ph.D., 1977, Duke. (1981)
James A Weston, professor (developmental biol-
ogy). B.A., 1958, Cornell; Ph.D., 1963, Yale. (1970)
John H. Willis, assistant professor (plant population
biology, quantitative genetics, evolution of systems
ofreproduction). AB., 1985, Brown; Ph.D., 1991,
Chicago. (1993)
A Michelle Wood, assistant professor (microbial
ecology and evolution). B.A., 1973, Corpus Christi;
Ph.D., 1980, .Georgia. (1990)
Courtesy
PatriCia Jean Harris, courtesy professor (fine struc-
ture'and immunolluorescence studies of the cell
·cycle). B.S., 1954, California, Berkeley; M:S., 1958,
Yale; Ph.D., 1962, California, Berkeley. (1973)
Steven S. Rumrill, courtesy assistant professor; di-
rector of research, South Slough National Estuarine
Reserve. B.A, 1981, M.S., 1983, California, Santa
Cruz; PhD., 1987, Alberta, Edmonton. (1990)
Emeriti
Andrew S. Bajer, professor emeritus. Ph.D., 1950,
D.Se., 1956, Cracow. (1964)
Howard T. Bonnett Jr., professor. B.A, 1958,
Amherst; Ph.D., 1964, Harvard. (1965)
Peter W. Frank, professor emeritus. B.A, 1944,
Earlham; Ph.D., 1951, Chicago. (1957)
Philip Grant, professor emeritus. B.S., 1947, City Col-
lege, New York; M.A., 1949, Ph.D., 1952, Columbia.
(1966)
BIOLOGY 59
James Kezer, professor emeritus. B.A, 1930, Iowa;
M.S., 1937, Ph.D., 1948, Cornell. (1954)
Bayard H. McConnaughey, professor emeritus. B.A,
1938, Pomona; M.A., 1941, Hawaii; Ph.D., 1948,
California, Berkeley. (1948)
Frederick W. Munz, professor emeritus. B.A, 1950,
Pomona; M.A., 1952, Ph.D., 1958, California, Los
Angeles. (1959)
Gordon J. Murphy, senior instructor emeritus. B.S.,
1953, M.S., 1958, Oregon State. (1962)
Aaron Novick, professor emeritus. B.S., 1940, Ph.D.,
1943, Chicago. (1959)
Edward Novitski, professor emeritus. B.S., 1938,
Purdue; Ph.D., 1942, California Institute of Tech-
nology. (1958)
Paul P. Rudy, professor emeritus. B.A, 1955, M.A.,
1959, Ph.D., 1966, California, Davis. (1968)
Bradley T. Scheer, professor emeritus. B.S., 1936,
California Institute of Technology; Ph.D., 1940,
California, Berkeley. (1950)
Arnold 1. Soderwall, professor emeritus. B.A, 1936,
Linfield; M.A., 1938, Illinois; Ph.D., 1941, Brown.
(1941)
Sanford S. Tepfer, professor emeritus. B.S., 1938,
City College, New York; M.S., 1939, Cornell; Ph.D.,
1950, California, Berkeley. (1955)
Norman K. Wessells, professor emeritus; provost
emeritus, academic affairs. B.S., 1954, Ph.D., 1960,
Yale. (1988)
Donald E. Wimber, professor emeritus. B.A, 1952,
San Diego State; M.A., 1954, Ph.D., 1956,
Claremont. (1963)
Herbert P. Wisner, senior instructor emeritus. B.A,
1949, M.A., 1950, Syracuse. (1966)
The date in parentheses at the end of each entnJ is the
first year on the University of Oregon faculty.
UNDERGRADUATE STUDIES
Modern biologists investigate a broad spectrum
of questions about living organisms and life pro-
cesses. Biologists study the physical and chemical
bases of life, how organisms and their compo-
nent parts are structured, how they function,
how they interact with their environment, and
how they have evolved.
Department emphases on teaching and research
offer students the opportunity to learn from and
conduct research with scientists who are making
important contributions in their field. Students
also benefit from departmental research in science
education, the results of which are being used to
improve teaching throughout the university.
Students may enter the program with a high
school education or transfer from a community
college or university. The curriculum includes
.courses oriented toward a degree in biology,
preprofessional courses for no.nbiology majors,
. arid courses intended to serve as important elec
ments in·aliberal education fot.majors in other
areas. The course work for the biology major pro-
vides an exceptional foundation for students who
plan to study at a graduate or professional
school.
Nonmajors
The department offers a number of lower-
division general-interest courses intended pri-
marily for nonmajors. Nonmajors who want an
integrated general knowledge of biology should
take BI 101-103. This sequence is particularly
recommended for students majoring in computer
and information science or psychology. It can
also be a starting point for students considering a
minor in biology.
, .
60 COLLEGE OF ARTS AND SCIENCES
The department also offers courses for non-
majors that focus on environmental biology (BI
130; 131, 132, 307, 308, and 309).
All of these general-interest courses may be used
to satisfy university group requirements. For
more information 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 who intend to transfer as biology ma-
jors from a community college or university
should carefully plan their program of course
work taken prior to transferring. Students who
transfer after one year of college work should
have completed a year of general chemistry with
laboratory, a year of college-level mathematics,
and biology course work to include the material
covered in Genetics and Evolution (BI 220), the
first term of the major's core curriculum. This
may be accomplished with a comparable course
or courses, by taking BI 220 during summer ses-
sion at the UO, or with a year of general biology.
Transfer students may be asked to demonstrate
proficiency in the concepts covered in BI 220
before starting the rest of the major's core.
Students who transfer after two years typically
need to complete at least the last three terms of
the major's core curriculum-Molecular Biology
(BI 221), Cellular Biochemistry (BI 222), and Cel-
lular Physiology (BI 223) and their respective
laboratories-at the University of Oregon. In ad-
dition to completing the course work outlined for
the first year, these students can facilitate
completion of major requirements by taking a
year of general physics for science majors, math-
ematics through two terms of calculus if not
completed previously, and the organic chemistry
required for the major.
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 organizations, private industry,
teaching, or self-employment.
Holders of bachelor's degrees can qualify for po-
sitions involving inspection and testing, produc-
tion and operation work, technical sales and ser-
vice, and administrative duties in connection
with the enforcement of government regulations.
They may also obtain positions as laboratory
technicians and participate in research. Many
students use the biology major to prepare for ad-
vanced study, often in health-related fields.
Biology majors are encouraged to seek career in-
formation at the Career Center. Resources are also
available in the Biology Undergraduate Advising
Center and Student Lounge, 73 Klamath Hall;
telephone (503) 346-4525.
Advising. At the biology advising center stu-
dents may receive advising from trained peer ad-
visers or from the director of undergraduate ad-
vising. Students can also receive help in planning
a program of study. Records for undergraduate
biology majors are kept on file in the advising
center, and students may pick up new progress
reports and transcripts at the beginning of each
fall term.
The advising center provides a variety of resources
including a job file, a file of special study opportuni-
ties, and graduate bulletins from many schools. In
the student lounge, undergraduates may relax be-
tween classes, use the resources available, meet
friends, and talk with peer advisers.
Major Requirements. A major in biology leads
to a bachelor of science (B.S.) or to a bachelor of
arts (B.A.) degree, the latter requiring completion
of a foreign language requirement. Twenty-four
credits of biology that are applied to the major
must be taken in residence at the University of
Oregon. Biology majors must either meet the
major requirements in effect at the time they are
accepted as majors or complete subsequent ma-
jor requirements. Specific courses required for a
major in biology are listed below.
1. Introductory General Chemistry (CH 211,212,
213) or General Chemistry (CH 221, 222, 223)
or Honors General Chemistry (CH 224H,
225H,226H)
2. General Chemistry Laboratory (CH 227, 228,
229) or Advanced General Chemistry Labora-
tory (CH 237) and Quantitative Analysis (CH
238,239)
3. Mathematics, to include Calculus I,1I (MATH
251, 252). Statistical Methods I (Math 425) is
recommended
4. Because of the growing interest in the use of
digital computers in modern biology, at least
an elementary course in computer science is
highly recommended for biology majors
5. General Physics (PHYS 201, 202, 203)
6. Organic chemistry sequence (CH 331,332 or
CH 331,335,336)
7. Genetics and Evolution (BI 220), Molecular Bi-
010gy (BI 221), Cellular Biochemistry (BI 222),
Cellular Physiology (BI 223), and their respec-
tive laboratories
These courses constitute the core curriculum,
which is essential to understanding modern
biology regardless of a student's subsequent
area of specialization
8. Any six of the following courses: Genetics (BI
320), Cell Biology (BI 322), Developmental Bi-
ology (Bl328), Microbiology and laboratory (BI
330,331), Plant Diversity and Physiology (BI
340), Invertebrate Biology (BI 351), Vertebrate
Biology (BI 354), Animal Physiology (BI 356),
Neurobiology (BI 360), Ecology (BI 370), Evo-
lution (BI 380). These courses are prerequisites
for many specialized biology courses and may
lead to particular areas of concentration
9. Three additional terms of formal biology
courses (BI 421-499) of at least 3 credits each.
A substitution may be allowed for one of these
courses from a list of acceptable courses that is
available in the biology undergraduate advis-
ing center. Other substitutions must be ap-
proved in advance by the director of under-
graduate advising
Animal Use in Teaching Laboratories. Students
should be aware that the biology major program
requires students to take courses in which they
may have to perform experiments on a variety of
organisms, including vertebrate animals.
Prospective biology majors who are concerned
about this issue should discuss it with their
advisers before beginning their biology pro-
grams. Students are also encouraged to review
the syllabi for laboratory courses before enroll-
ing. Each syllabus contains a list and brief de-
scription of the laboratory exercises for that
course or sequence. Syllabi are available in the
. biology undergraduate advising center, Room 73,
Klamath Hall.
Department and university policies require that
the use of live vertebrate animals be minimized
in teaching laboratories and be approved by the
curriculum committee of the Department of Biol-
ogy and by the Institutional Animal Care and
Use Committee of the University of Oregon.
Animal use is part of Cellular Physiology Labora-
tory (BI 228), which is required of majors. Stu-
dents with ethical objections to animal use may
submit a petition to substitute alternative course
work for BI 228. Students should consult the di-
rector of undergraduate advising before enrolling
in BI 228. In addition, some instructors may
choose to provide alternative exercises for certain
laboratory experiments in other courses.
Recommended Program. The recommended
program for freshman biology majors begins
with mathematics, general chemistry with labo-
ratories, and Genetics and Evolution (BI 220)
with its laboratory (BI 225).
In the sophomore year, majors take Molecular Bi-
ology (BI 221), Cellular Biochemistry (BI 222), and
Cellular Physiology (BI 223) with their respective
laboratories (BI 226,227, 228), and organic chem-
istry (CH 331, 332 or CH 331, 335, 336).
At the end of the sophomore year, each student is
encouraged to discuss his or her program with a
biology adviser in order to develop a program that
satisfies both the interests of the student and the
major requirements.
The six 300-level biology electives and General
Physics (PHYS 201, 202, 203) are typically taken
by majors during the junior or senior year. The
three 400-level biology electives are typically
taken during the senior year.
Any course required for the biology major may
be taken passino pass (PIN) at the student's op-
tion, within the general university required mini-
mum of 168 graded or P* (mandatory PIN op-
tion) credits for the bachelor's degree. Students
should choose 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. Unless
stated otherwise, biology courses taken to meet
the major requirement must be passed with
grades of C- or P or better. Grades of D, F, or N
are unacceptable, and students with such grades
should consult the director of undergraduate ad-
vising to determine corrective action.
Oregon Institute of Marine Biology. Located in
Charleston on Coos Bay, OIME offers a coordi-
nated program of study for undergraduates. The
fall term program in biology offers upper-divi-
sion courses in Invertebrate Biology (BI 351),
Vertebrate Biology (BI 354), Algae and Photosyn-
thetic Bacteria (BI 431), Marine Biology: Biologi-
cal Oceanography (BI 457), and Marine Ecology
(BI 474). A full seminar program on a variety of
topics is also arranged. During spring term,
DIME's program for undergraduates in biology
combines biology with another discipline
and focuses on subjects in ecology and environ-
mental studies. The term consists of courses in
Ecology (BI 370) and MarineBiology: Adapta-
tions of Marine Organisms (BI 457) comple-
mented by courses from the second discipline. In
1995 geography courses were offered. An inter-
disciplinary seminar that focuses on environ-
mental science and policy is part of the program.
The summer program at OIMB emphasizes field
studies and includes a variety of courses such as
Invertebrate Zoology (BI 451), Marine Birds and
Mammals (BI 455), and Marine Ecology (BI 474).
A seminar and workshop series is also held. De-
tailed information and applications may be ob-
tained from the biology undergraduate advising
center or from the Director, Oregon Institute of
. Marine Biology, Charleston OR 97420. See also
the Researchlnstitutes and Centers section of
this bulletin.
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 44 credits
Elementary Functions (MATH 112) 4
Calculus I,II (MATH 251, 252) 8
General chemistry (CH 211, 212, 213 or CH 221,
222, 223 or CH 224H, 225H, 226H) 12
General Chemistry Laboratory (CH 227,
228, 229) 6
Genetics and Evolution (BI 220) with laboratory
(BI 225) 4
College Composition I (WR 121) and either Col-
lege Composition II or III (WR 122 or 123) 6
Elective 4
Sophomore Year 42-54 credits
Organic chemistry (CH 331, 332 or CH 331,
335, 336) 8-12
Biology Tutorial (BI 210) 3
Molecular Biology (BI 221) with laboratory
(BI 226) : 5
Cellular Biochemistry (BI 222) with laboratory
(BI 227) 5
Cellular Physiology (BI 223) with laboratory
(BI 228) 5
Social science group-satisfying courses 8-12
Arts and letters group-satisfying courses 8-12
Students meet the group requirement in science
by fulfilling the requirements for a major in biol-
ogy. Transfer students should consult their advis-
ers when selecting courses to meet the group re-
quirements in arts and letters and in social
science. For more information see Group Re-
quirements 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 earn-
ing a bachelor's degree in another field. These stu-
dents are admitted as postbaccalaureate
nongraduates. For the second degree all depart-
mental requirements must be met, and a mini-
mum of 20 upper-division biology credits must be
completed in this department after completion of
work for the first degree. A minimum of 10 credits
must be taken for letter grades. In addition to de-
partment requirements, university requirements
must be met. For more information, see Second
Bachelor's Degree in the Registration and Aca-
demic Policies section of this bulletin.
Professional Students. Prehealth students who
want to major in biology need to plan carefully to
complete the biology major requirements and, at
the same time, meet the entrance requirements of
professional schools. These students should con-
suit a biology adviser as well as the adviser for the
professional area of their choice. See the Health
Sciences, Preparatory section of this bulletin for
more information about these requirements.
Although Organic Chemistry Laboratory (CH
337, 338) and Introductory Physics Laboratory
(PHYS 204, 205, 206) are not required for the bi-
010gy major, they are required for programs at
most professional schools, including many pro-
grams at the Oregon Health Sciences University
in Portland.
Honors Program in Biology
Biology majors who have completed the core-BI
220, 221, 222, 223 or their equivalents-and have
biology grade point averages (GPAs) of 3.50 or
better are eligible for admission to the honors
program in biology.
There are two routes to graduation with honors
in biology; one focuses on research and the other
on teaching. Honors candidates must satisfy the
following requirements:
1 Completion of all requirements for a degree
with a major in biology
2. A minimum GPA of 3.50 in all biology courses
applied to the major
3. All upper-division courses used to satisfy biol-
ogy degree requirements must be taken for let-
ter grades
4. Three terms of participation in the I-credit bi-
010gy undergraduate journal club
5. Publication of three articles including a com-
prehensive project report in Biospheres, the un-
dergraduate journal
6. Research. A minimum of 9 credits of Research
(BI 401) distributed over at least three terms.
This should be an Original research project
conducted under the supervision of a faculty
member
Teaching. A minimum of 9 credits of Intern-
ship Practicum (BI 408) distributed over at
least three terms. This should be an original
project conducted under the supervision of a
faculty member. Some majors may substitute
up to 3 credits of Supervised College Teaching
(BI402)
For more information, see an adviser in the biol-
ogy undergraduate advising center.
Special Opportunities
for Biology Undergraduates
Students majoring in biology may take advan-
tage of opportunities to participate in research;
attend department research seminars; contribute
to Biospheres, the undergraduate journal; enroll
in introductory life science seminars; work as a
teaching assistant or a peer adviser; or participate
in other related activities.
Credit may be earned for conducting research
under the supervision of a faculty member by en-
rolling in BI 401, 406, or 408. For more informa-
tion, consult individual faculty members in the
department.
The department's comprehensive undergraduate
research program offers students the chance to
write scientific papers and participate in a journal
BIOLOGY 61.
club to supplement their laboratory research.
Participants who complete this program are rec-
ognized with a certificate of accomplishment
from the department.
Students are invited to attend seminars that fea-
ture visiting as well as local scientists.
Information about seminars is posted on the
department's bulletin boards.
Stipends for undergraduate research and travel
to professional meetings are available. Some sti-
pends' funded by a grant from the Howard
Hughes Medical Institute, provide financial sup-
port for full-time research during the summer.
Applications for Hughes summer stipends are
due early in the spring term each year.
Students majoring in biology may assist in teach-
ing laboratory sections of some biology courses.
Applications may be filed with the department for
the limited number of assistantships available.
Peer advising is another way for students to be-
come involved in the department. Interested stu-
dents are trained during the spring term before
the year they plan to work in the advising center.
Biospheres, the journal of undergraduate research
and teaching is published biannually. An under-
graduate editorial board works with a faculty
mentor to review student submissions. Biospheres
publishes articles ranging from research and
teaching reports to editorials about current issues
in biology.
Introductory life science seminars allow students
to explore current issues in biology in a small-
group setting. These seminars, designed for first-
and second-year students, encourage interest in
life sciences through project-based study.
Students are encouraged to express ideas and
offer suggestions about curriculum and student
relations to the chair of the department's curricu-
lum committee, the director of undergraduate
advising, the chair of the student relations com-
mittee' or the head of the department. Under-
graduate majors in biology are represented on
committees whose work directly affects the un-
dergraduate major program. Students interested
in working on such committees should make
their interest known to the department head.
Students enrolled in many biology courses are
asked to evaluate them and their instructors near
the end of the term. Information thus collected is
made available to instructors soon after the end
of the term and placed on file for possible use in
future promotion and tenure deliberations. Stu-
dent answers to two summary questions are
available in electronic format in the Knight Li-
brary and the Office of Academic Advising and
Student Services.
Ongoing efforts to improve biology education
through student feedback is highlighted by the
Biology Teacher Recognition award. Initiated by
student nominations, the award recognizes fac-
ulty members and teaching assistants who exem-
plify excellence in one or more aspects of effec-
tive teaching.
Minor Requirements
The minor program in biology:
1. Requires at least 24 biology credits, of which
15 must be upper division
62 COLLEGE OF ARTS AND SCIENCES
2. Requires a minimum of 15 biology credits
taken in residence at the University of Oregon
3. Is designed by the student in consultation with
advisers in the biology undergraduate advising
center
4. Is recorded and filed in the department office
All courses applied toward the minor must be
passed with grades of C- or P or better.
Students completing the minor program in biol-
ogy are required to provide the department office
with a copy of a transcript showing any trans-
ferred courses being applied to the minor.
Secondary School Teaching
Although the University of Oregon does not offer
professional preparation of science teachers, an
academic major in biology provides a strong sub-
ject-matter background for entry into a second-
ary teacher-education program. Advice about
appropriate preparation is available from the di-
rector of the biology advising center. Students
interested in a teaching career may obtain infor-
mation about teacher education from the Office
of Academic Advising and Student Services, 164
Oregon Hall.
GRADUATE STUDIES
The department offers graduate work leading to
the doctor of philosophy (Ph.D.) degree and to
the degrees of master of arts (M.A.) and master
of science (M.S.).
Graduate studies are concentrated in four areas of
biology: molecular, cellular, and genetic biology;
neuroscience and development; ecology and evo-
lution; and marine biology. Detailed information
about the graduate program, current research in-
terests of the faculty, and physical facilities is
available in the biology department office. Bro-
chures describing the graduate program are avail-
able from the department's graduate secretary,
Department of Biology, 1210 University of Or-
egon, Eugene OR 97403-1210
The primary emphasis of graduate study is the
Ph.D. program. During the first year, students
take courses in their area of interest and partici-
pate in a laboratory rotation program. The rota-
tions provide direct exposure to research activi-
ties in three different laboratories and are
therefore invaluable in choosing a laboratory in
which to carry out dissertation research. After the
first year in the program, students devote nearly
all their efforts to research. These activities cul-
minate in the public defense of a dissertation.
. Financial support fot graduate students is gener- .
ally available tHrough departmental training
.grants, research grants, and ·teaching assistant-
ships. . .
. It is.also possible to obtain a master's·degree. Two'
tracks lead to the master's degree. One requires a
minimum of 60 credits of course work and the
preparation of a critical essay. The second track
requires 45 credits of course work and the comple-
tion of a research project that is presented as a
thesis. Both tracks typically require two years for
completion.
The master's degree program focuses primarily
on ecology, evolution, or marine biology.
Environmental studies are particularly suitable in
Oregon because of the wide range of relatively
undisturbed habitats, including coniferous for-
ests, high deserts, estuarine sloughs, soft-water
and saline lakes, and hot springs. Degrees earned
on the UOcampus generally emphasize ecology
and evolution and can involve research on ter-
restrial, aquatic, or marine organisms. A two-
year master's degree in marine biology is offered
at the Oregon Institute of Marine Biology
(OIMB) in Charleston. Master's degree students
enrolled in the program at OIMB must be
admitted to the thesis master's track. These pro-
grams provide training for a career in environ-
mental biology or serve as preparation for ad-
vancement to a Ph.D. program. Details about
either program may be obtained from the gradu-
ate secretary in the Department of Biology.
Students may be able to accelerate completion of
a master's degree program by com-pleting
graduate courses while still in the undergraduate
program. For information see Reservation of
Graduate Credit in the Graduate School section
of this bulletin.
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 psychology and chemistry
departments.
Admission
Requirements for admission to the graduate pro-
gram include the following:
1. A completed application for admission form
2. Three letters of recommendation
3. Transcripts of all college work
4. Scores on the quantitive, verbal, and analytical
sections of the Graduate Record Examinations
5. TOEFL score of 600 or better for international
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 refer-
ence should be sent to the department in care of
the graduate secretary. Official transcripts of all
college work must be sent directly to the Office
of Admissions. Deadline for applications is Feb-
ruary 1.
Institute of Molecular Biology
Programs of research and research instruction
are available through the Institute of Molecular
Biology. For more information, see Institute of
Molecular Biology inthe Research Institutes
and Centers section of this bulletin, or send in-
quiries to the directoraf the institute..
Institute of Neuroscience.
Neuroscientists in the biology, chemistry, exercise
and movement science, and psychology depart-
ments have formed an interdisciplinary institute in
the neurosciences. The program focuses on ex-
perimental neuroscience with the goal of under-
standing relationships between behavior and the
chemical, morphological, and physiological
functions of nervous systems. A coordinated
graduate-degree program of instruction and re-
search is available to students through any of the
participating departments. For more information
see the Research Institutes and Centers section
of this bulletin.
Ecology and Evolution
The program in ecology and evolution is particu-
larly strong in the areas of population biology and
evolutionary genetics. Active research programs
emphasize behavioral ecology, life-history evolu-
tion' photoperiodism and seasonal development,
ecological genetics, plant-insect interactions, ge-
netic conservation, evolution of multigene fami-
lies, theoretical ecology, sexual selection, micro-
bial ecology, and evolution and paleoecology.
Most laboratories use several approaches to an-
swer a variety of questions and capitalize on the
wealth of habitats near the Eugene campus.
Developmental Biology Program
A vigorous graduate training program investi-
gates the mechanisms that lead from a fertilized
egg to an adult organism. Various laboratories
emphasize how vertebrate embryos develop their
axes and their brains; how signals program call
fate choice in vertebrates, invertebrates, and
plants; and the ways in which genes are regu-
lated during development.
Oregon Institute of Marine Biology
The Oregon Institute of Marine Biology offers a
full program of study and research for graduate
students. Graduate courses are offered mainly
during summer session and fall term, and re-
search is conducted year round. The marine biol-
ogy graduate program focuses on research in
biological oceanography, phytoplankton and mi-
crobial food webs, invertebrate physiology and
larval ecology and evolution. Direct inquiries to
Director, Oregon Institute of Marine Biology,
Charleston OR 97420. See also the Research In-
stitutes and Centers section of this bulletin.
Malheur Field Station
The University of Oregon is a member of the
Malheur Field Station consortium. Located in
southeastern Oregon in the heart of the Great Ba-
sin desert, the field station provides an excellent
opportunity for students to study a variety of ter-
restrial and aquatic systems. Credits earned in
courses at the field station may be transferred to
the UO and included in the total credits required
for a University of Oregon degree. Detailed course
information and applications may be obtained
from the biology undergraduate advising center.
Interdisciplinary Program
in Environmental Studies
An interdisciplinary master's degree focusing on
.. environmental studies is offered through an indi-
. vidualized program in the Graduate SchooL
Graduate courses,in geography; planning, public
pOlicy and management; biology; economics; ahd
other diSciplines make up the program. .
Address inquiries to Director; Environmental
Studies Program, 104 Condon Hall, 5223 Univer-
sity of Oregon, Eugene OR 97403-5223. See also
Individualized Program: Environmental Studies
in the Graduate School section of this bulletin.
BIOLOGY COURSES (BI)
Lower-division courses in biology are designed pri-
marily to meet general-education requirements in
science. Many courses in this group have no prereq-
uisites. Detailed course descriptions are available in
the biology undergraduate advising center. An extra
fee may be charged for courses in which field trips
are mandatory.
BIOLOGY 63·
101 General Biology I: Cells (4) Integrated in-
vestigation of the living world; how cells carry
out functions of living organisms. How proteins
work. How genes work. Lectures, laboratory.
Survey for nonmajors. Students cannot receive
credit for both BI 101 and 105.
102 General Biology II: Organisms (4) How
activities of different cells are integrated to pro-
duce a functioning organism. Development,
physiology, and human genetics. Lectures, labo-
ratory. Prereq: BI 101 or 105, one year of high
school biology, or equivalent. Survey for nonma-
jors. Students cannot receive credit for both Bl102
and 106.
103 General Biology III: Populations (4) How
organisms interact with their environments and
with each other; ecology, evolution, and behav-
ior. Lectures, laboratory. Prereq: BI 102 or 106 or
equivalents. Survey for nonmajors. Students can-
not receive credit for both BI 103 and 107.
105 Explorations in General Biology I: Cells
(4) Investigative approach to key principles of
genetics and cell biology. Application to current
social and health-related issues. Lectures, labo-
ratory. Nonmajors only. Students cannot receive
credit for both BI 101 and 105.
106 Explorations in General Biology II:
Organisms (4) Investigative approach to how
organisms function. Reproduction, development,
and physiology, and their application to current
social and health-related issues. Lectures, labo-
ratory. Prereq: BI 101 or 105. Nonmajors only.
Students cannot receive credit for both BI 102 and
106. Not offered 1995-96.
107 Explorations in General Biology III: Popu-
lations (4) Investigative approach to key prin-
ciples of ecology and evolution, and their appli-
cation to current social and health-related issues.
Lectures, laboratory. Prereq: BI 102 or 106.
Nonmajors only. Students cannot receive credit for
both BI 103 and 107. Not offered 1995-96.
120 Reproduction and Development (4)
Intended to help nonscientists understand bio-
medical information encountered in daily life.
Human reproduction and development in the
light of modern scientific experience. Lectures,
laboratory. For nonmajors.
121 Introduction to Human Physiology (4)
Study of normal body function at the organ level,
emphasizing basic physiological principles. No
chemistry background required. Lectures, labo-
ratory. For nonmajors.
122 Human Genetics (4) Basic concepts of genet-
ics as they relate to humans. Blood groups, trans-
plantation and immune reaction, prenatal effects,
the biology of twinning, selection in humans, and
sociological implications. For nonmajors. Not of-
fered 1995-96.
123 Biology of Cancer (4) Comparison of cancer
cells with normal cells; causes of cancer, includ-
ingviral and environmental factors; and biologi-
cal basis of therapy. For nonmajors. Not offered
1995-96.
124 Global Ecology (4) Ecological analysis of
human adaptation; factors leading to environ-
mental degradation and possibilities for achiev-
ing balance in the ecosphere. Lectures, discus-
sion. For nonmajors.
130 Introduction to Ecology (4) The concept of
an ecosystem; organismal energetics; biogeo-
chemical cycles; succession; population growth;
species interactions, species diversity; implications
for human ecosystems. Lectures, discussion. For
nonmajors. Not offered 1995-96.
131 Introduction to Evolution (4) Darwinian
evolution; examples from modern ecology, pop-
ulation genetics, the fossil record. Mechanics of
evolution, speciation, and extinction. Lectures,
discussion. For nonmajors. Not offered 1995-96.
132 Animal Behavior (3) Animal behavior, its
evolutionary origins, and its neural mechanisms.
Readings and films illustrate the adaptive nature
of orientation, navigation, communication, and
social behavior. For nonmajors.
156 Natural History of Birds (4) Study of birds
as unique members of living communities; in-
cludes considerations of structure, function, be-
havior, ecological relationships, evolution, and
identification through observation of wild birds.
Not offered 1995-96.
196 Field Studies: [Topic] (1-2R)
198 Laboratory Projects: [Topic] (1-2R)
199 Special Studies: [Topic] (l-5R) Topics in-
clude Introduction to Allied Medical Careers,
Medical Terminology, and a variety of Hughes
and freshamn seminars.
210 Biology Tutorial (IR) Clarifies and explores
more deeply the ideas and arguments from lec-
tures and readings in BI 221,222,223. Coreq: BI
221, 222, 223.
220 Genetics and Evolution (3) Introduction to
genetics and evolution including cell theory, Men-
delian genetics, mitosis, meiosis, evolution, and
classification. Concurrent BI 225 recommended.
221 Molecular Biology (3) Fundamental biologi-
cal processes of reproduction and variation at the
molecular level. Structure of genic material, gene
duplication, mutation, recombination; relation-
ships between genes and proteins. Prereq:
grades of mid-C or better in BI 220 and third
term of general chemistry; pre- or coreq: CH 331.
222 Cellular Biochemistry (3) Ways cells supply
themselves with energy; chemical principles un-
derlying the structure and behavior of proteins,
especially their role as enzymes. Prereq: grades
of C- or better in BI 221; pre- or coreq: CH 332 or
335.
223 Cellular Physiology (3) Cellular organiza-
tion; relationships with the environment, includ-
ing permeability, osmosis, active and passive ion
movement; electrical properties of membranes;
communication between cells; motility; ho-
meostasis; and organismal development. Prereq:
grades of C- or better in BI 222.
225 Genetics and Evolution Laboratory-
Discussion (1) Explores concepts discussed in BI
220. Pre- or coreq: BI 220.
226 Molecular Biology Laboratory (2) Illus-
trates principles discussed in BI 221. Pre- or
coreq: BI 221.
227 Cellular Biochemistry Laboratory (2) Illus-
trates principles discussed in BI 222. Pre- or
coreq: BI 222.
228 Cellular Physiology Laboratory (2)
Illustrates principles discussed in BI 223. Pre- or
coreq: BI 223.
Most 300-level courses have specific prerequi-
sites. Some are designed for nonmajors. An extra
fee may be charged for courses in which field
trips are mandatory.
307 Forest Biology (4) Structure and function of
forested ecosystems emphasizing the Pacific
Northwest. Interactions among trees, micro-
organisms, and animals; disturbance and recov-
ery; forest management. Lectures, laboratory.
Prereq: BI 103, 107, or 130 or instructor's con-
sent. For nonmajors.
308 Freshwater Biology (4) Environments of
lakes and streams. Effects of phYSical and chemi-
cal factors on organisms, biolOgical interactions,
nutrient cycles, results of human activities. Lec-
tures, laboratory. Prereq: BI 103, 107, or 130 or
instructor's consent. For nonmajors.
309 Marine Biology (4) Introduction to mor-
phology, phYSiology, and ecology of marine
plants and animals. Live organisms are studied in
laboratories. Field trip to the rocky intertidal en-
vironment required. Lectures, laboratory. Prereq:
BI 103, 107, or 130 or instructor's consent. For
nonmajors.
311 Human Anatomy I: Bones, Muscles,
Nerves (3) Gross human anatomy; the skeletal,
muscular, and neural systems. Prereq: BI 103, 107
or BI 223, 228. For nonmajors.
312 Human Anatomy II: Systems of the Body
(3) The circulatory, respiratory, digestive, and
urogenital systems. Prereq: BI 311.
313 Human Physiology I: Nerve, Muscle,
Senses (3) Physiological principles as they oper-
ate in normal function. Neuronal resting and ac-
tion potentials, muscle contraction, synaptic
transmission, sensory transduction, special
senses, neural reflexes, and central processing of
information. Lectures, laboratory. Prereq: BI 102
or 106, or one year of college chemistry and one
year of college biology. College anatomy strongly
recommended.
314 Human Physiology II: Homeostatic
Mechanisms (3) Circulatory, respiratory, diges-
tive, metabolic, immune, endocrine, and repro-
ductive physiology. Lectures, laboratory. Prereq:
BI 313. For nonmajors.
318 Bacteriology (5) Basic principles of
bacteriology; role of bacteria and other microor-
ganisms in transformations of organic matter;
public health aspects, principles of epidemiology,
chemotherapy, and immunology. Lectures, labo-
ratory. Prereq: general biology, general chemis-
try. For nonmajors. Offered summer session only.
320 Genetics (4) Molecular mechanisms regulat-
ing control of gene expression. Topics include
chromosome structure, transcription and pro-
cessing of RNA, control of transcription, transla-
tional control and genetic rearrangement. Prereq:
BI 222 or instructor's consent.
322 Cell Biology (4) Chromatin structure, or-
ganelle biogenesis, protein synthesis and target-
ing, secretion and endocytosis, cell surface recep-
tors, cytoskeleton and motility, and extracellular
matrix. Prereq: BI 223 or instructor's consent.
328 Developmental Biology (4) Topics include
genetic regulation, nucleocytoplasmic interac-
tions, organellogenesis, morphogeneSiS, pattern
formation, cell differentiation, and neoplasia.
Prereq: BI 223 or instructor's consent.
330 Microbiology (3) Biology of bacteria: photo-
synthetiC, heterotrophic, and others. Cell struc-
ture and function, metabolism including anaero-
bic and 02-producing photosynthesis, nitrogen
fixation, species interactions, and role in major
geochemical cycles. Prereq: Bl223 or instructor's
consent.
331 Microbiology Laboratory (2) Microbial di-
versity through laboratory projects involving en-
richments, culture isolations, and partial charac-
terizations. One scheduled laboratory per week;
'·64 COLLEGE OF ARTS AND SCIENCES
additional unscheduled time required. Pre- or
coreq: BI 330 or instructor's consent.
340 Plant Diversity and Physiology (4) Struc-
ture, development, and physiology of the impor-
tant plant divisions, including adaptations essen-
tial for colonization and survival in various
aquatic and terrestrial environments. Prereq: BI
222 or instructor's consent.
351 Invertebrate Biology (4) Representative
invertebrate groups, with emphasis on marine
forms, morphology, systematics, life history, and
ecology. Prereq: BI 223 or instructor's consent.
Students cannot receive credit for both BI 351 and
451.
354 Vertebrate Biology (4) Comparative
anatomy, development, and evolution of differ-
ent organ systems of vertebrates and their adap-
tations to various environmental demands. Ele-
ments of physiology, behavior, and natural
history. Prereq: BI 223 or instructor's consent.
356 Animal Physiology (4) Neurophysiology,
endocrinology, muscle contraction, and homeo-
static mechanisms of circulation, respiration, me-
tabolism, ionic regulation, and excretion in mam-
mals; comparison with those in other animals.
Prereq: BI 223 or instruc-tor's consent.
360 Neurobiology (4) Function of the nervous
system from the single neuron to complex neural
networks. Topics range from molecular and cel-
lular neurobiological mech-anisms to systems
and behavioral analyses. Prereq: BI 223 or
instructor's consent.
370 Ecology (4) The relationship of organisms to
their environment in space and time. Factors
controlling the distribution and abundance of
organisms, introductions to community systems,
and paleoecology. Prereq: BI 223 or instructor's
consent. Calculus recommended.
380 Evolution (4) Origin and maintenance of
genetic variability. Historical and geographic pat-
terns of variation. Application of population ge-
netics to understanding evolutionary processes;
modes of speciation. Prereq: college algebra and
BI 221, or instructor's consent.
399 Special Studies: [Topic] (1-5R) R when
topic changes.
The following 400-level courses are primarily for
undergraduate majors in biology. An extra fee
may be charged for courses in which field trips are
mandatory.
401 Research: [Topic] (1-16R) PIN only
402 Supervised College Teaching (1-6R) PIN
only. R for maximum of 9 credits.
403 Thesis (1-16R) PIN only
405 Reading and Conference: [Topic] (1-16R)
PIN only
406 Field Studies: [Topic] (1-16R)
407/507 Seminar: [Topic] (1-2R) PIN only.
Topics vary from year to year.
408/508 Laboratory Projects: [Topic] (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 Practicum: [Topic] (1-3R) PIN only
410/510 Experimental Course: [Topic] (1-16R)
Topics vary from year to year.
412/512 Marine Field Studies: [Topic] (4-8R)
Variable topics include field studies of marine
organisms, marine biology, and coastal ecosys-
tems. Prereq: instructor's consent. R when topic
changes. Offered at Oregon Institute ofMarine
Biology.
415/515 Techniques in Histology (4) Fixation,
dehydration, embedding, sectioning, and stain-
ing methods. Chromosome techniques, autora-
diography, cyto- and histochemistry. Prereq:
instructor's consent. Offered alternate years; not
offered 1995-96.
416/516 Techniques in Light Microscopy (4)
Light microscopy including bright field optics,
dark field, polarization, phase and differential
interference contrast; principles and practices of
scientific photography, photomacrography, and
photomicrography. Prereq: instructor's consent.
Not offered 1995-96.
417/517 Techniques in Electron Microscopy
(5) Techniques in biological electron microscopy,
including fixation, embedding, thin section, posi-
tive and negative staining, shadowing, and mi-
croscope operation. Emphasis on transmission
electron microscopy. Prereq: instructor's consent.
421/521 Eukaryotic Gene Regulation (3) Mo-
lecular mechanisms regulating gene expression
in eukaryotes. Emphasis on genetic and bio-
chemical analysis of transcriptional control.
Prereq: BI 320 or instructor's consent.
424/524 Advanced Molecular Genetics (3)
Topics may include growth, mutation, recombi-
nation, regulation of macromolecular syntheses,
and chromosome structure and function in ph-
age, bacteria, and eukaryotes. Prereq: BI 320 or
instructor's consent. Offered 1995-96 and alter-
nate years.
425/525 Genetic Mechanisms of Evolution:
[Topic] (3R) Molecular mechanisms of recombi-
nation and mutation in the broad sense and the
roles they play in evolution. Inter-pretation of
evolutionary processes from molecular data.
Prereq: BI 320 or instructor's consent. R when
topic changes. Not offered 1995-96.
426/526 Plant Molecular Biology (3) Molecular
constituents and mechanisms in plant cells. Top-
ics include biochemistry of plant cells, gene regu-
1ation' nuclear-cytoplasmic interaction, and mo-
lecular biology of plant diseases. Prereq: BI 340
or instructor's consent. Offered 1995-96 and al-
ternate years.
427/527 Plant Molecular Biology Laboratory
(2) Laboratory analysis of the experimental foun-
dations for plant molecular biology. Pre- or
coreq: BI 426/526. Not offered 1995-96.
428/528 Developmental Genetics (3) Genetic
regulation of development, including investiga-
tions of molecular mechanisms and studies of
developmental mutants. Topics include molecu-
lar biology of eukaryotic chromosomes, genetic
mosaics, and models of gene regulation. Prereq:
BI 320 or 328 or instruc-tor's consent. Offered
alternate years; not offered 1995-96.
429/529 Developmental Patterning and Mor-
phogenesis (3) Investigations and theoretical
aspects of pattern formation in multicellular or-
ganisms. Cell lineage, cell cycle, and morphoge-
netic behaviors during embryo genesis of plants
and animals. Prereq: BI 328 or instructor's con-
sent. Offered 1995-96 and alternate years.
431/531 Algae and Photosynthetic Bacteria (5)
Structure, cytology, life history, and ecology of
representative freshwater and marine algae.
Prereq: Bl223 or instructor's consent. Offered at
Oregon Institute ofMarine Biology. Offered alter-
nate years; not offered 1995-96.
432/532 Mycology (5) Physiology, ecology,
structure, and classification of fungi; emphasis on
structural and physiological adaptations to sa-
prophytic, parasitic, and symbiotic modes of ex-
istence. Prereq: BI 223 or instructor's consent.
Offered 1995-96 and alternate years.
441/541 Bryology (4) Morphology, ecology, evo-
lution, and systematics of the Bryophyta (mosses,
liverworts, and hornworts). Emphasis on re-
gional flora. Prereq: BI 442/542 or instructor's
consent. Not offered 1995-96.
442/542 Systematic Botany (5) Principles of
plant classification with emphasis on flowering
plants, introduction to taxonomic theory and
methods of biosystematics, collection and identi-
fication procedures, recognition of common
families in native flora. Prereq: BI 340 or
instructor's consent. Not offered 1995-96.
448/548 Field Botany (4) Field study and identi-
fication of the higher plant flora of Northwest
Oregon. Recognition of principal families and of
diverse plant communities; utilization of materi-
als for laboratory teaching. Prereq: one year of
biology or instructor's consent. Offered summer
session only.
451/551 Invertebrate Zoology (5-8) Represen-
tative invertebrate groups with emphasis on ma-
rine forms; morphology, systematics, life history,
and ecology. Prereq: instructor's consent. Stu-
dents cannot receive credit for both BI 351 and 451.
Offered at Oregon Institute ofMarine Biology.
452/552 Arthropod Biology (4) Anatomy, physi-
ology, and behavior of insects. Insect societies.
Laboratory work. Prereq: Bl223. Not offered
1995-96.
455/555 Marine Birds and Mammals (4-6)
Principles of morphology, physiology, evolution,
life history, and systematics as demonstrated
through study of birds and mammals of the
Oregon coast. Comparison of the fauna from the
open sea to coastal waters. Prereq: instructor's
consent. Offered at Oregon Institute ofMarine
Biology.
456/556 Comparative Physiology (5-8) Respi-
ration, osmoregulation and excretion, nerve and
muscle physiology of major animal groups.
Prereq: BI 223 and CH 331, or instructor's con-
sent. Offered at Oregon Institute ofMarine Biology.
457/557 Marine Biology: [Topic] (4-8R) Con-
tent varies. Topics include biological oceanogra-
phy' plankton studies, biology of fishes, and
other subjects related to marine biology. Prereq:
instructor's consent. R when topic changes. Of-
fered at Oregon Institute ofMarine Biology.
459/559 Field Ornithology (4) Natural history
and identification of birds. Fieldwork emphasiz-
ing adaptation, behavior, breeding, distribution,
migration, and ecology. Of special value to
teachers. Offered summer session only.
461/561 Systems Neuroscience (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 comparative aspects. Prereq:
BI 360 or instructor's consent. Offered alternate
years; not offered 1995-96.
462/562 Systems Neuroscience Laboratory (3)
Practical experience in selective staining and
tracing methods for neurons, gross anatomy, dis-
section, and microscopic study of representative
vertebrate nervous systems. Pre- or coreq: BI
461/56101' instructor's consent. Offered alternate
years; not offered 1995-96.
CH 461/561, 462/562, 463/563 Biochemistry
(4,4,4) See Chemistry
BIotdcY
463/563 Cellular Neuroscience (3) Physiology
of excitation, conduction, and synaptic transmis-
sion. Prereq: BI 360 or instructor's consent. Of-
fered 1995-96 and alternate years.
464/564 Cellular Neuroscience Laboratory (3)
Stimulation and recording of electrical activity in
nerves and muscles. Intracellular and extracellu-
1ar potentials, synaptic transmission, muscle con-
traction, and sensory systems. Pre- or coreq: BI
463/563. Offered 1995-96 and alternate years.
466/566 Developmental Neurobiology (3)
Mechanisms underlying development of the ner-
vous system. The genesis of nerve cells; differen-
tiation of neurons; synaptogenesis and neuronal
specificity; plasticity, regeneration, and degen-
eration of nervous tissue. Prereq: BI 328 and 356,
or instructor's consent. Offered alternate years;
not offered 1995-96.
467/567 Hormones and the Nervous System
(3) Effects of hormones on neuronal structure
and function in vertebrates and invertebrates,
particularly during development and metamor-
phosis. Relationship between neural and behav-
ioral changes. Prereq: BI 360 or instructor's con-
sent. Offered 1995-96 and alternate years.
CH 467/567 Biochemistry Laboratory (4) See
Chemistry
468/568 Neuroethology (3) The neural mecha-
nisms of naturally occurring behaviors such as
echo location, bird song, navigation, and electro-
reception. Prereq: BI 360 or in-structor's consent.
Offered 1995-96 and alternate years.
469/569 Neurochemistry (3) Biochemistry of the
nervous system; synaptic chemistry; identification
of neurotransmitters; metabolism, storage, release
of known transmitters; postsynaptic events; corre-
lation of chemical events with neuroanatomy and
physiology. Prereq: CH 461, 462 and BI 463, or
equivalents, or instructor's consent. Offered alter-
nate years; not offered 1995-96.
471/571 Population Ecology (4) Growth, struc-
ture, and regulation of natural populations; de-
mographic analysis; theory and measurement of
community structure, diversity, and stability.
Prereq: BI 370 or instructor's consent. Offered al-
ternate years; not offered 1995-96.
472/572 Community Ecology (4) Community
organization, diversity, and stability. Function,
structure, and development of ecosystems includ-
ing energetics and nutrient cycling. Prereq: BI 370
or instructor's consent. Offered 1995-96 and al-
ternate years.
473/573 Quantitative Ecology (4) Quantitative
methods applied to field analyses of pattern,
dominance, community structure, and interac-
tions. Pre- or coreq: BI 370 or instructor's con-
sent. Offered 1995-96 and alternate years.
474/574 Marine Ecology (5-8) Factors that influ-
ence the distribution, abundance, and diversity of
marine organisms. Field emphasis on local inter-
tidal and shallow-water communities. Prereq: BI
370 or instructor's consent; statistics and calculus
desirable. Offered at Oregon Institute ofMarine
Biology.
475/575 Freshwater Ecology (5) Study of fresh-
water environments, particularly lakes; chemical,
physical, and biological interactions. Prereq: BI
370 or instructor's consent. Offered alternate
years; not offered 1995-96.
476/576 Behavioral Ecology (4) Application of
evolutionary game theory to animal behavior.
Analysis of contest, mating, and social behavior.
Prereq: BI 370 and 380 or instructor's consent.
Offered alternate years; not offered 1995-96.
477/577 Microbial Ecology (3) Survey of micro-
organisms; evolution and structure of microbial
communities in relation to habitats; biogeo-
chemical cycling; interaction among microorgan-
isms and multicellular eukaryotes; biotechnology.
Emphasis on terrestrial ecosystems. Prereq: BI
330 or 370 or instructor's consent. Offered alter-
nate years; not offered 1995-96.
478/578 Microbial Ecology Laboratory (2) Con-
tent varies from term to tenn. Coreq: BI 477/577.
Offered alternate years; not offered 1995-96.
479/579 Marine Vertebrate Ecology (8) Feeding
and breeding ecology, population dynamics, and
community structure of marine and estuarine
fishes, sea birds, and marine mammals. Prereq:
HI 370 or instructor's consent. Offered at Oregon
Institute ofMarine Biology.
481/581 Quantitative Genetics (4) Evidence
and theory bearing on mechanisms of evolution;
population and quantitative genetics; mainte-
nance of genetic variation; molecular evolution;
speciation; levels of selection; macroevolution.
Prereq: BI 380 or equivalent or instructor's con-
sent. Not offered 1995-96.
482/582 Population Genetics (4) Natural selec-
tion, levels of selection, life history evolution, co-
evolution, speciation, macroevolution, and phy-
logenetic inference. Prereq: HI 380 or instructor's
consent. Offered 1995-96 and alternate years.
483/583 Conservation Biology (4) Ecological
and genetic principles relevant to the conserva-
tion of biological diversity; preservation of wild
and captive populations of endangered species;
habitat preservation and global ecosystem dy-
namics. Prereq: BI 370 or instruc-tor's consent.
485/585 Paleobiology and Paleoecology (3) Pa-
leoecology (historical ecology) of nonmarine or-
ganisms with emphasis on the Cenozoic. Survey
of the principal approaches and organisms avail-
able to the nonmarine paleoecologist. Topics
vary from year to year. Prereq: BI 370 or
instructor's consent. Offered alternate years; not
offered 1995-96.
487/587 Biological Clocks (3) Physiology of cir-
cadian rhythms. Biochemical, cellular, endocrine,
and neural components are treated. How clocks
are used by living things (e.g., photoperiod, ori-
ented migration, and annual cyclicity). Prereq: BI
223 or instructor's consent. Not offered 1995-96.
489/589 Modeling and Simulation in Biology
(4) Formulation, construction, testing, interpreta-
tion, and evaluation of biological models. Com-
puter simulation modeling using the Pascal Ian-
guage. Prereq: calculus, BI 223, CIS 134 or
equivalent. Not offered 1995-96.
495/595 Methods of Pollen Analysis (5) Theory
and methodology of pollen analysis and its appli-
cation to the resolution of ecological and paleo-
ecological problems. Prereq: instructor's consent.
Offered alternate years; not offered 1995-96.
503 Thesis (l-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (1-5R) PIN
only
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
PIN only
606 Field Studies: [Topic] (1-16R)
607 Seminar: [Topic] (1-3R) PIN only. Topics
may include neurobiology, developmental biol-
ogy, ecology colloquium, genetics, molecular bi-
010gy' and neuroscience.
608 Special Topics: [Topic] (1-5R) Lecture
course devoted to advanced topics. Topics reflect
instructor's current research interests.
609 Practicum: [Topic] (1-3R) PIN only
610 Experimental Course: [Topic] (1-5R)
66
CANADIAN STUDIES
103 Hendricks Hall
Telephone (503) 346-3817
Bryan T. Downes, Committee Chair
Steering Committee
John H. Baldwin, planning, public policy and
management
Doug Blandy, arts and administration
Bryan T. Downes, planning, public policy and
management
C. H. Edson, educational policy and management
Gerald W. Fry, international studies
Paul Goldman, educational policy and management
Steven Hecker, labor education and research
Jon 1. Jacobson, law
Ronald W. Kellett, architecture
Glen A Love, English
Madonna 1. Moss, anthropology
Larry 1. Neal, leisure studies and services
Ronald E. Sherriffs, journalism and communication
Everett G. Smith Jr., geography
Ted D. Smith, library
Janet Wasko, journalism and communication
ABOUT THE PROGRAM
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 research and course work. Through
the auspices of the Canadian Publishing Centre,
the University of Oregon Library System is a se-
lected repository for Canadian federal documents.
Grant programs-available through the Aca-
demic Relations Division of the Canadian Em-
bassy to support new-course development, fac-
ulty 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 that may be offered at
the university 1995-96 are the following:
Anthropology. Ethnology of Hunters and Gath-
erers (ANTH 301), Native North Americans
(ANTH320)
English. Western American Literature (ENG 326)
Geography. Urban Geography (GEOG
442/542), Advanced Geography of European-
American Regions: Canada (GEOG 470/570)
International Studies. The Pacific Challenge
(INTL 440/540)
Law. International Law (LAW 671), Law of the
Sea (LAW 677)
Planning, Public Policy and Management.
Seminars: Canadian-American Environmental
Issues, Community and Regional Development
(PPPM 407/507); City Management (PPPM
471/571)
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 more
information, consult the committee chair.
CHEMISTRY
91 Klamath Hall
Telephone (503) 346-4601
Department Head
FACULTY
Ralph J. Barnhard, senior instructor. B.S., 1959,
Otterbein; M.S., 1965, Oregon. (1966)
Virgil C. Boekelheide, professor (organic). AB.,
1939, Ph.D., 1943, Minnesota. (1960)
Bruce P. Branchaud, professor (organic). B.S., 1976,
Southeastern Massachusetts; M.A, 1981, Ph.D.,
1981, Harvard. (1983)
Carlos J. Bustamante, professor (biophysical). B.S.,
1973, Peruana Cayetano Heredia; M.S., 1975,
Nacional de San Marcos; Ph.D., 1981, California,
Berkeley. (1990)
Frederick W. Dahlquist, professor (biochemistry);
director, Institute of Molecular Biology. B.A, 1964,
Wabash; Ph.D., 1969, California Institute of Tech-
nology. (1971)
Kenneth M. Doxsee, associate professor (organic).
B.S., 1978, M.S., 1979, Stanford; Ph.D., 1983,
California Institute of Technology. (1989)
Thomas R. Dyke, professor (physical); associate
dean, arts and sciences. B.A, 1966, Wooster; Ph.D.,
1972, Harvard. (1974)
Paul C. Engelking, professor (physical). B.S., 1971,
California Institute of Technology; M.Phil., 1974,
Ph.D., 1976, Yale. (1978)
Deborah B. Exton, instructor. B.S., 1987, Metropoli-
tan State College of Denver; Ph.D., 1992, Denver.
(1993)
Gregory C. Flynn, assistant professor (biochemis-
try). BA, 1982, Oakland; Ph.D., 1988, California,
Santa Barbara. (1992)
O. Hayes Griffith, professor (physical, biophysical!.
AB., 1960, California, Riverside; Ph.D., 1964, Cah-
fornia Institute of Technology. (1965)
Julie Haack, adjunct assistant professor. B.S., 1986,
Oregon; Ph.D., 1991, Utah. (1994)
Michael M. Haley, assistant professor (organic).
BA, 1987, Ph.D., 1991, Rice. (1993)
Diane K. Hawley, associate professor (biochemis-
try). BA, 1976, Kansas; Ph.D., 1982, Harvard.
(1986)
David R. Herrick, professor (physical). B.S., 1969,
Rochester; M.S., 1971, Ph.D., 1973, Yale. (1975)
Bruce S. Hudson, professor (physical). B.S., 1967,
M.S., 1969, California Institute of Technology;
Ph.D., 1972, Harvard. (1978)
James E. Hutchison, assistant professor (organic).
B.S., 1986, Oregon; Ph.D., 1991, Stanford. (1994)
David C. Johnson, associate professor (inorganic).
BA, 1978, Rutgers; Ph.D., 1983, Cornell. (1986)
John F. W. Keana, professor (organic). B.A, 1961,
Kalamazoo; Ph.D., 1965, Stanford. (1965)
Michael E. Kellman, professor (physical). B.S., 1971,
California, Berkeley; Ph.D., 1977, Chicago. (1989)
LeRoy H. Klemm, professor (organic). B.S., 1941,
Illinois; M.S., 1943, Ph.D., 1945, Michigan. (1952)
James W. Long, senior instructor. B.S., 1965, Wash-
ington (Seattle); Ph.D., 1969, California, Berkeley.
(1978)
Robert M. Mazo, professor (physical). AB., 1952,
Harvard; M.S., 1953, Ph.D., 1955, Yale. (1962)
Richard M. Noyes, professor (physical). AB., 1939,
Harvard; Ph.D., 1942, California Institute of Tech-
nology. (1958)
Catherine J. Page, assistant professor (inorganic).
BA, 1980, Oberlin; Ph.D., 1984, Cornell. (1986)
Warner 1. Peticolas, professor (physical). B.S., 1950,
Texas Technological; Ph.D., 1954, Northwestern.
(1967)
Geraldine 1. Richmond, professor (physical);
director, Chemical Physics Institute. B.S., 1975,
Kansas State; Ph.D., 1980, California, Berkeley.
(1985)
John A Schellman, professor (physical). AB., 1948,
Temple; MA, 1949, Ph.D., 1951, Princeton. (1958)
Tom H. Stevens, professor (biochemistry). B.A,
1974, M.S., 1976, San Francisco State; PhD., 1980,
California Institute of Technology. (1982)
David R. Tyler, professor (inorganic). B.S., 1975,
Purdue; Ph.D., 1979, California Institute of
Technology. (1985)
Peter H. von Hippe!, professor (physical biochemis-
try). B.S., 1952, M.S., 1953, Ph.D., 1955, Massachu-
setts Institute of Technology. (1967)
Special Staff
Nancy 1. Deans, instructor. B.S., 1982, South Florida;
Ph.D., 1988, California, Santa Barbara. (1992)
John Hardwick, senior research associate. See Physics
Timothy Weakley, research associate. B.S., 1956,
Ph.D., 1959, Oxford University. (1987)
Richard A Wielesek, research associate. B.S., 1964,
Illinois Institute of Technology; Ph.D., 1968,
Oregon. (1973)
Emeriti
Francis J. Reithel, professor emeritus. B.A, 1936,
Reed; MA,1938, Ph.D., 1942, Oregon Medical
School. (1946)
William T. Simpson, professor emeritus. AB., 1943,
Ph.D., 1948, California, Berkeley. (1963)
Raymond G. Wolfe Jr., professor emeritus. AB.,
1942, M.A., 1948, Ph.D., 1955, California, Berkeley.
(1956)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon faculty.
UNDERGRADUATE STUDIES
The Department of Chemistry enjoys a strong
reputation nationally. The National Academy of
Sciences has recognized four current faculty
members by electing them to membership. A re-
cent American Council on Education Survey
identifies the department among the thirty stron-
gest in the nation.
The curriculum in chemistry is designed to pro-
vide broad knowledge of the field as a part of the
liberal education offered by the College of Arts
and Sciences. Chemistry course work also pro-
vides a sound foundation for students interested
in advanced work in chemistry or related sci-
ences, particularly such fields as biochemistry,
chemical physics, molecular biology, and
geochemistry.
A strength of the program in chemistry is the op-
portunity 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 experi-
ence of scientific inquiry. Two to three years of
preparatory course work typically precede the
research experience. The department enrolls
twenty to thirty 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 bio-
chemistry would also profit from biology courses
in high school. High school work in foreign lan-
guages is desirable but not required.
Two-year college students planning to transfer to
the university to major in chemistry should pre-
pare by taking courses equivalent to those out-
lined for the freshman and sophomore years.
The department offers three general-chemistry
sequences-Introductory General Chemistry
(CH 211, 212, 213), General Chemistry (CH 221,
222,223), and Honors General Chemistry (CH
224,225, 226)-all of which lead to organic
chemistry, the second-year sequence in chemis-
try. Each general-chemistry sequence covers the
fundamentals of chemistry but uses a different
approach and a textbook tailored to suit a
student's background in high school chemistry
and mathematics.
Careers. Career opportunities for chemists are
available in education, government, and industry
(see the annual October issue of Chemical and
Engineering News). A bachelor's degree in chem-
istry provides a good background for advanced
study in such fields as biochemistry, molecular
biology, biology, pharmacy, pharmacology,
physiology, medicine, medicinal chemistry, ma-
terials science, metallurgy, neuroscience, geo-
logical sciences, oceanography, geochemistry,
atmospheric science, and environmental sci-
ences. Chemists also find jobs in science writing,
publiC relations, personnel, plant production,
sales, management, safety management, market
research, patent law, and even financial analysis.
Recommended Curriculum
The program below is the recommended cur-
riculum for majors. It includes courses in chem-
istry and related fields. Courses take'n to satisfy
major requirements must be passed with grades
of C- or better. Variations in courses and order
m'ay be worked out in consultation with an ad-
viser. Advisers can also provide lists of substi-
tute courses and courses that are recommended
but not required.
Students are encouraged to participate in
Research (CH 401).
Major Requirements 78-81 credits
Introductory General Chemistry (CH 211, 212,
213) or General Chemistry (CH 221, 222, 223)
or HonorsGeneral Chemistry (CH 224H,
225H, 226H) 12
General Chemistry Laboratory (CH 227,228,
229) or Advanced General Chemistry Labora-
tory (CH 237), Quantitative Analysis
(CH 238, 239) 6
Organic Chemistry I,II,III (CH 331,335,336) 12
Organic Chemistry Laboratory (CH 337,338),
Organic AnalysiS (CH 339) 10
Physical Chemistry (CH 411,412,413) 12
Physical Chemistry Laboratory (CH 417,
418, 419) 12
Advanced chemistry electives (three courses)
or Research (CH 401) 9-12
Instrumental AnalysiS (CH 429) 5
Related Science Requirements 38 credits
Calculus I,I1,III (MATH 251, 252, 253) 12
Introduction to Differential Equations (MATH 256),
Several-Variable Calculus I (MATH 281) 8
General Physics (PHYS 201, 202, 203) or General
Physics with Calculus (PHYS 211, 212, 213) ..... 12
Introductory Physics Laboratory (PHYS 204,
205, 206) 6
Advanced Electives (three courses) 12-13 credits
Research (CH 401) minimum of 6
Mechanics, Electricity, and Magnetism
(PHYS 412, 413) 8
Inorganic Chemistry (CH 431, 432, 433) 12
Advanced Organic-Inorganic Synthesis (CH 438) .. 5
Quantum Chemistry (CH 441) 4
Quantum Chemistry and Spectroscopy
(CH 442, 443) 8
Chemical Thermodynamics (CH 444) 4
Statistical Mechanics (CH 445) 4
Chemical Kinetics (CH 446) 4
BiochemistIy (CH 461, 462, 463) 12
Research Instruments (CH 470) minimum of 4
Introduction to Geochemistry (GEOL 470) or
Thermodynamic Geochemistry (GEOL 471) or
Aqueous Geochemistly (GEOL 472) or
Isotope Geochemistry (GEOL 473) 3-4
Sample Program for Majors
Freshman Year 48-49 credits
Introductory General Chemistry (CH 211, 212,
213) or General Chemistry (CH 221, 222, 223)
or Honors General Chemistry (CH 224H,
225H, 226H) 12
General Chemistry Laboratory (CH 227, 228, 229)
or Advanced General Chemistry (CH 237),
Quantitative Analysis (CH 238, 239) 6
Calculus 1,II, III (MATH 251,252,253) 12
College Composition I,ll or III (WR 121,
WR 122 or 123) 6
Electives 9
Introduction to Numerical Computation with
FORTRAN (CIS 133) or Problem Solving in
Pascal (CIS 134) or elective 3-4
Sophomore Year 49-52 credits
Organic Chemistry I,II,III (CH 331,335, 336) ..... 12
Organic Chemistry Laboratory (CH 337,338),
Organic Analysis (CH 339) 10
General Physics (pHYS 201, 202, 203) or General
Physics with Calculus (PHYS 211, 212, 213) ..... 12
Introductory Physics Laboratory (PHYS 204,
205, 206) 6
Foreign language or elective 9-12
Junior Year 41-44 credits
Physical Chemistry (CH 411, 412, 413) 12
Physical Chemistry Laboratory (CH 417,
418,419) 12
Introduction to Differential Equations
(MATH 256) 4
Several-Variable Calculus I (MATH 281) 4
Foreign language or elective , 9-12
Senior Year 32-36 credits
Advanced electives (three courses) or
Research (CH 401) . 9-13
Instrumental Analysis (CH 429) 5
Electives . 18
Requirements for Degree with American
Chemical Society Certification
The Department of Chemistry also offers a cur-
riculum for majors that is certified by the Ameri-
can Chemical Society. Upon notification by the
Department of Chemistry, the society issues a
certificate recognizing the academic achievement
in course work specified by the society. This cur-
riculum requires the student to complete, in ad-
dition to the requirements for the bachelor of sci-
ence degree, Instrumental Analysis (CH 429),
Inorganic Chemistly (CH 431), Advanced Or-
ganic-Inorganic Synthesis (CH 438), one ad-
vanced elective course, and a minimum of 6
credits in Research (CH 401) including a written
report of the research completed. A foreign lan-
guage is recommended but not required.
Sample ACS-Certified Program
Freshman Year 48-49 credits
General Chemistry (CH 221, 222, 223) or Honors
General Chemistry (CH 224H, 225H, 226H) .... 12
CHEMISTRY 67
Advanced General Chemistry LaboratOlY (CH 237),
Quantitative Analysis (CH 238, 239) 6
Calculus I,I1,III (MATH 251,252, 253) 12
College Composition I,III (WR 121, 123) . ... 6
Electives 9
Introduction to Numerical Computation with
FORTRAN (CIS 133) or elective 3-4
Sophomore Year 52 credits
Organic Chemistry I,II,III (CH 331, 335, 336) ..... 12
Organic Chemistry Laboratory (CH 337, 338),
Organic Analysis (CH 339) 10
Introductory Physics LaboratOlY (pHYS 204,
205, 206) 6
General Physics with Calculus
(PHYS 211, 212, 213) . 12
Foreign language 12
Junior Year 53 credits
PhYSical Chemistry (CH 411, 412, 413) 12
Physical Chemistry Laboratory (CH 417,
418, 419) 12
Introduction to Differential Equations
(MATH 256) 4
Several-Variable Calculus I (MATH 281) 4
Foreign language or elective 12
Electives 9
Senior Year 33-36 credits
Instrumental Analysis (CH 429) 5
Inorganic Chemistry (CH 431) 4
Advanced Organic-Inorganic Synthesis
(CH438) 5
Advanced chemistry elective 4
Research (CH 401) (3 credits a term) with
written report 6-9
Electives 9
Biochemistry Option
Many undergraduate students who are interested
in advanced study using molecular approaches to
biological problems (e.g., biochemistry, molecu-
lar biology, physical biochemistry, neurochemis-
try, 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 Department of Chemistry of-
fers a biochemistry option.
The recommended curriculum for biochemistry-
option chemistry majors includes courses in
chemistry and related fields. Grades of C- or
better must be earned in courses required for
this option.
The advanced elective courses in the senior year
may include research and are otherwise similar
to those listed under the standard chemistIy-
major curriculum; however, attention might be
directed to biology or biochemical courses. Stu-
dents who plan to attend graduate school should
include research in their advanced work. If
chemical research is included as part of the ad-
vanced work, at least 6 credits of Research (CH
401) must be completed.
Students who plan to apply to medical schools
should investigate the need for a physics labora-
tory course that is not included in this curricu-
lum. If they seek American Chemical Society cer-
tification, then Introductory Physics Laboratory
(PHYS 204, 205, 206), Instrumental Analysis (CH
429), Inorganic Chemistry (CH 431), Advanced
Organic-Inorganic Synthesis (CH 438), and
chemical research (CH 401), including a written
report, must be taken in addition to the require-
ments cited.
68 COLLEGE OF ARTS AND SCIENCES·
Biochemistry-Option
Requirements 85-90 credits
Introductory General Chemistry (CH 211, 212, 213)
or General Chemistry (CH 221, 222, 223) 12
General Chemistry Laboratory (CH 227, 228, 229) .,. 6
Organic Chemistry I,II,III (CH 331,335,336) ..... 12
Organic Chemistry Laboratory (CH 337, 338),
Organic Analysis (CH 339) or comparable
lower-division sequence 10
Physical Chemistry (CH 411, 412,413) 12
Physical Chemistry Laboratory (CH 417,
418, 419) (choose two) 8
Biochemistry (CH 461, 462, 463) 12
Biochemistry Laboratory (CH 467) 4
Research (CH 401) or advanced electives or
both (three courses) 9-14
Related Science Requirements 47 credits
Calculus I,II,III (MATH 251, 252, 253) 12
Introduction to Differential Equations
(MATH 256) 4
General Physics (pHYS 201, 202, 203) 12
Genetics and Evolution (BI 220) with
laboratory (BI 225) 4
Molecular Biology, Cellular Biochemistry,
Cellular PhYSiology (BI 221, 222, 223) with
laboratories (BI 226, 227, 228) 15
Advanced Electives (three courses) 10-15 credits
Research (CH 401) minimum of 6
Eukaryotic Gene Regulation (BI 421) 3
Advanced Molecular Genetics (BI 424) 3
X-ray Crystallography (pHYS 427) 4
Instrumental Analysis (CH 429) 5
Inorganic Chemistry (CH 431, 432, 433) 12
Advanced Organic-Inorganic Synthesis (CH 438) .. 5
Chemical Thermodynamics (CH 444) 4
Statistical Mechanics (CH 445) 4
Chemical Kinetics (CH 446) 4
Neurochemistry (BI 469) 3
Research Instruments (CH 470) (two courses) .. 4
Sample Program for Biochemistry Option
Freshman Year 52 credits
Introductory General Chemistry (CH 211, 212,
213) or General Chemistry (CH 221, 222,223)
with laboratories (CH 227, 228, 229) 18
College Composition !,III (WR 121, 123) 6
Genetics and Evolution (BI 220) with
laboratory (BI 225) 4
Calculus I,II,III (MATH 251, 252, 253) 12
Electives 12
Sophomore Year 49 credits
General PhysiCS (pHYS 201, 202, 203) 12
Molecular Biology, Cellular Biochemistry,
Cellular Physiology (BI 221, 222, 223) with
laboratories (BI 226, 227, 228) 15
Organic Chemistry I,II,III (CH 331, 335, 336)
or comparable lower-division sequence ........ 12
Organic Chemistry Laboratory (CH 337,338),
Organic Analysis (CH 339) 10
Junior Year 35 credits
Introduction to Differential Equations
(MATH 256) 4
Physical Chemistry (CH 411, 412,413) 12
Biochemistry (CH 461,462, 463) 12
Biochemistry Laboratory (CH 467) 4
Elective 3
Senior Year 26-38 credits
Research (CH 401) or advanced electives
(three courses) 9-12
Physical Chemistry Laboratory (CH 417,
418,419) (choose two) 8
Electives 9-18
Minor Requirements
A minor in chemistry may be designed from
course work in general chemistry, including the
laboratory sequence, and at least four additional
courses. Six possible options are outlined. Other
options may be submitted for consideration and
approval by the department. University require-
ments for the minor include a total of 24 credits
in chemistry, 15 of which must be in upper-divi-
sion courses and 12 of which must be completed
at the University of Oregon. Credit for Seminar
(CH 407), Reading and Conference (CH 405),
and laboratory problems (CH 409) may not be
applied as required course workfor the,minor.
Biochemistry Option: General chemistry with
laboratories plus CH 331, 335, 461, 462, 463.
Inorganic Chemistry Option: General chemistry
with laboratories plus CH 411,412,413,431.
Organic Chemistry Option: General chemistry
with laboratories plus CH 331, 335, 336, 337, 338.
Organic Chemistry-Biochemistry Option: General
chemistry with laboratories plus CH 331; CH 332
or CH 335; CH 337,338,461.
Physical Chemistry Option: General chemistry
with laboratories plus CH 331, 411, 412, 413.
Analytical-Physical Chemistry Option: General
chemistry with laboratories plus CH 411,412,
413,429.
Academic Minors for Chemistry
Majors
A carefully chosen minor can complement and
enhance undergraduate study in chemistry.
Chemistry majors are encouraged to consider an
academic minor in one of the following disci-
plines: biology, business administration, com-
puter and information science, economics, envi-
ronmental studies, geological sciences,
mathematics, or physics.
Secondary School Teaching
Although the University of Oregon does not offer
professional preparation of science teachers, an
academic major in chemistry provides a strong
subject-matter background for entry into a sec-
ondary teacher-education program. Students in-
terested in a teaching career may obtain informa-
tion about teacher education from the Office of
Academic Advising and Student Selvices, 164
Oregon Hall.
GRADUATE STUDIES
Graduate work in chemistry is a research-oriented
Ph.D. program with options in organic chemistry,
organotransition metal chemistry, inorganic
chemistry, physical chemistry, materials science,
biochemistry, chemical physics, molecular or cell
biology, and neuro-chemistry. Master of science
(M.S.) and master of arts (MA) degrees are also
offered.
A strength of the University of Oregon program is
its interdisciplinary approach to research and
teaching. Many important advances in chemistry
occur at the junctions of classically defined divi-
sions of science. Collaborative interaction of these
divisions is fostered through interdisciplinary re-
search institutes.
The programs of interest to chemically oriented
scientists include the Institute of Molecular Biol-
ogy, the Institute of Theoretical Science, the
Chemical Physics Institute, the Materials Science
Institute, and the programs in cell biology.
First-year students are offered financial assis-
tance 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 ba-
sic research programs in the department. Stu-
dents are selected for these positions on the basis
of their interest in a particular research area and
by mutual agreement of the student and the fac-
ulty member directing the work.
Although subject to variation, stipends for assis-
tants are $13,400, plus tuition waiver, for the cal-
endar year including summer research. During
1994-95, research projects in the Department of
Chemistry were sponsored by Acea Pharmaceu-
ticals, Air Force Office of Scholarly Research,
American Cancer Society, American Chemical
Society, American Heart Association, Childs
Foundation, Damon Runyon Walter Winchell
Cancer Fund, Department of Energy, Eli Lilly &
Co., Fuji Silicia, Hitachi Chemical Co., Howard
Hughes Medical Institute, Lucille P. Markey
Foundation, MacArthur Foundation, Mal-
linckrodt Medical, Inc., Medical Research Foun-
dation of Oregon, Murdock Foundation, Na-
tional Institutes of Health, National Science
Foundation, Office of Naval Research, Research
Corporation, Searle Foundation, and Tektronix,
Inc.
An illustrated publication, University ofOregon
Doctoral Program in Chemistry is available from
the department on request. The booklet presents
complete details on the program, facilities, finan-
cial support, faculty members and their indi-
vidual research interests, course offerings, hous-
ing, and the local environment. People who
request the booklet also receive information
about admission and application forms for ad-
mission 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 function, in-
cluding synthesis of macromolecules, regulation
of gene expression, development, cell movement,
and the structure and function of biological
membranes. Research in these areas has been
fostered by close collaboration among biologists,
chemists, and physicists. The interdisciplinary
nature of these programs has been greatly
strengthened by the Institute of Molecular Biol-
ogy and the programs in cell biology. Eight
members of the chemistry department are affili-
ated with these programs. Entering graduate stu-
dents are in an excellent position to take advan-
tage of the molecular-oriented avenues to the
study of biological problems.
One group is investigating the secretory pathway
in yeast, using mutants to analyze the steps in-
volved in intracellular transport of proteins. Vari-
ous aspects of regulation of transcription in
yeast, plants, and animals are under investiga-
tion in several laboratories. Other groups are
studying the control of cell movement (chemot-
axis) in bacteria and signal transduction mecha-
nisms in yeast and higher organisms. Several col-
laborative research projects, using a variety of
methods including x-ray crystallography and
nuclear magnetic resonance, are being conducted
to investigate the structure, folding dynamics,
and stability of proteins.
Biophysical Chemistry
Biophysical chemistry provides close collabora-
tion and educational interaction among faculty
members and students. Research groups that are
developing and applying physical methods work
closely with molecular and cellular biologists,
neurobiologists, biochemists, and synthetic or-
ganic chemists. Most of the research programs in
biophysical chemistry are interdisciplinary.
Several research groups are active in some areas of
biophysical chemistry. For example, the nature of
the interaction of regulatory, recombination, and
transcription proteins with nucleic acids is cur-
rently of great interest. This work involves crystal-
lographic and computer graphics studies, thermo-
dynamic binding studies, and genetic analysis.
The general problem of the nature of the forces
that determine protein stability is approached
from both structural and thermodynamic points of
view; it includes the use of mutant forms to probe
specific contributions to overall stability.
Another area of general interest is the nature of
the excited electronic states of biopolymer com-
ponents. 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 ex-
cited states.
Materials Science
The discipline of materials science seeks to un-
derstand the structures, properties, and struc-
ture-property relationships of condensed phase
materials. It is by nature interdisciplinary, com-
bining expertise from the basic fields of chemis-
try, physics, geology, and molecular biology.
Nearly all areas of chemistry can make an impor-
tant contribution to materials science in the syn-
thesis and characterization of various materials.
Here the word materials generally means bulk
crystalline solids but also includes low-dimen-
sional materials such as thin solid films or
nanoscopic "wires" as well as amorphous solids
and some aspects of liquids. Much of the excite-
ment of the research in this area derives from the
discovery and the improved understanding of
new materials that have possible technological
applications.
The Materials Science Institute was created to
foster collaboration among the materials-ori-
ented research groups at the University of
Oregon. Members of the institute are active in
the study of the structure, reactivity, and thermo-
dynamics of materials in addition to the charac-
terization oftheir electronic, magnetic, and opti-
cal properties. The chemistry and physics
departments are currently the dominant partici-
pants in the program. A variety of courses and
seminars on the chemistry and physics of materi-
als are available to foster the educational and re-
search aspects of materials science. The list of
active research topics includes the application of
novel synthetic strategies toward the preparation
of metastable phases (including the use of thin-
film superlattice composites, sol-gel synthesis,
self-assembly, and electron beam lithography),
ultra-high vacuum surface science, laser-induced
dynamics at surfaces, nonlinear optics of inter-
faces, characterization of electronic materials and
devices, studies on the properties of amorphous
and glassy materials, quantum size effects and
fundamental limits of microelectronic devices,
scanning force and scanning tunneling micros-
copy of modified surfaces and biological mol-
ecules, and electron transport across protein as-
semblies and biotechnological materials. Sharing
of facilities and expertise among the various re-
search groups is an important and valued aspect
of the Materials Science Institute. Collaboration
between institute members and industrial and
national research laboratories is also an impor-
tant dimension of the program.
Organic, Organotransition Metal,
Inorganic, Materials 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, inorganic, and materials
chemistry. Research and teaching in these tradi-
tionally distinct subareas is unified through a
single, cohesive organic-inorganic area within
the chemistry department.
Undergraduate students, graduate students, and
postdoctoral researchers in organic-inorganic
chemistry enjoy an especially broad education
emphasizing the fundamental aspects of chemical
synthesis, structural characterization, and mecha-
nisms of chemical reactions and processes. Formal
course work is organized around these interdisci-
plinary themes. Many research projects are inter-
disciplinary.
Weekly organic-inorganic seminars cover the
breadth of recent advances in organic, organo-
transition metal, inorganic, and materials re-
search. Of foremost importance is the contiguous
location of all research laboratories. This proxim-
ity results in an open and active atmosphere that
encourages spontaneous 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 state-of-the-art instrumentation in the shared
organic-inorganic instrumentation facility ad-
joining the research laboratories. Most faculty
members in this area have multiple research in-
terests and expertise. Collaboration with re-
searchers working in physics, materials science,
biochemistry, and medicinal chemistry enhances
the program.
Physical Chemistry, Chemical
Physics, Theoretical Chemistry
The thrust of physical chemistry research is to
reach a fundamental understanding of molecular
structure and reactivity. By combining elements
from traditional approaches in chemistry, phys-
ics, and biology, this inquiry becomes strongly
interdisciplinary in nature. The blending of disci-
plines' greatly enhancing the development of
new experimental and theoretical methods, is
achieved in part by the participation of physical
chemists in the Chemical Physics Institute, the
Institute of Theoretical Science, the Materials
Science Institute, and the biophysical chemistry
program discussed earlier.
Using sophisticated experimental and theoretical
techniques, the research areas of this group inves-
tigate the structure and dynamics of molecular
CHEMISTRY
systems and their relation to interfacial and con-
densed phase phenomena. Projects of current in-
terest include theoretical and experimental studies
of molecular clusters and intermolecular forces.
Advanced methods from dynamical systems
theory and high-resolution microwave, infrared
laser, and visible laser spectroscopic experiments
are used in this effort; the laboratory work typi-
cally uses molecular beam technology. Laser
Raman and resonance Raman techniques,
including novel far-ultraviolet development, are
used to attack problems that range from small
molecule to macromolecule vibrational structure
and dynamics. Related picosecond laser fluores-
cence studies supply additional information about
dynamics. New methods developed here for gen-
erating radicals and ions in the 1K environment of
a supersonic molecular beam 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 effects in atoms and mol-
ecules. Nonlinear dynamics techniques are used
for dynamical analysis of highly excited chaotic
molecular systems.
The close interactions of physical chemists in the
Institute of Theoretical Science, the Chemical
Physics Institute, and the Materials Science Insti-
tute provide students and postdoctoral fellows
additional avenues for research with faculty mem-
bers from other departments. Examples include
theoretical studies of Rydberg states of atoms,
particularly in plasmas; theoretical and experi-
mental work on electronic inner-shell processes
of atoms; photoelectron spectroscopy of surfaces;
laser spectroscopy of ions; highly excited vibra-
tional states and energy flow processes in
molecules; and quantum optics research. The
Shared Laser Facility operated by the Chemical
Physics Institute provides a convenient mecha-
nism for sharing and supporting major laser sys-
tems used in much of this work. Another ex-
ample of this cooperative atmosphere is an
undergraduate summer research program, also
sponsored by the Chemical Physics Institute.
CHEMISTRY COURSES (CH)
101, 102 Science and Society (4,4) Applying
chemical concepts to societal aspects of environ-
mental concerns for air and water quality, herbi-
cides' pesticides, metal poisoning, conventional
and nuclear energy sources, and the greenhouse
effect; chemical concepts of acids and bases,
polymers, detergents, and cosmetics; biochemis-
try of food and energy production, nutrition,
drugs and pharmaceuticals, and disease. Lecture,
demonstration. Sequence. Prereq for 102: CH
101 or high school chemistry or one year of col-
lege chemistry.
196 Field Studies: [Topic] (1-2R)
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R) R when
topic changes.
211, 212, 213 Introductory General Chemistry
(4,4,4) First-year university chemistry: atomic and
molecular structure, equilibrium dynamics, physi-
cal properties, and the chemical reactions of the
elements. Pre- or coreq: MATH 95, 111, or 112.
Concurrent CH 227, 228, 229 recommended. For
70 COLLEGE OF ARTS AND SCIENCES
students without extensive chemical or math-
ematics backgrounds. Students can receive credit
for only one of the following sequences: CH 211-213
or 221-223 or 224-226H.
221, 222, 223 General Chemistry (4,4,4) First-
year university chemistry: atomic and molecular
structure, equilibrium, dynamics, physical prop-
erties, and the chemical reactions of the ele-
ments. Prereq: high school chemistry; coreq:
MATH 111,112 or equivalents. Concurrent calcu-
lus recommended. Lectures. Students can receive
credit for only one ofthe following sequences: CH
211-213 or 221-223 or 224-226H.
224, 225, 226 (H) Honors General Chemistry
(4,4,4) First-year university chemistry for stu-
dents with excellent backgrounds in high school
chemistry, physics, and mathematics. Chemical
structure, equilibrium dynamics, reactions, ther-
modynamics, and an introduction to quantum
chemistry. Pre- or coreq: calculus. Coreq: CH
237, 238, 239. Lectures. For science majors and
Clark Honors College students. Students can re-
ceive credit for only one of the following sequences:
CH 211-213 or 221-223 or 224-226H.
227,228,229 General Chemistry Laboratory
(2,2,2) Teaches laboratory skills through chemi-
cal reactions and writing equations, phase dia-
grams, equilibrium constants, acid- base titra-
tions, volumetric analyses, voltaic cells, exercises
in kinetics and inorganic chemistry. Pre-or coreq:
CH 211,212,213 or CH 221, 222, 223 or instruc-
tor's consent. Lecture, laboratory.
237 Advanced General Chemistry Laboratory
(2) Experiments in chemistry with emphasis on
the separation and identification of cations and
anions by semimicro methods. Coreq: CH 224 or
instructor's consent. Laboratories, lecture. Lim-
ited to selected students; primarily for prospec-
tive chemistry and other science majors and for
Clark Honors College students.
238, 239 Quantitative Analysis (2,2) The quanti-
tative estimation of selected molecular and ionic
species by titrimetric, gravimetric, and instrumen-
tal procedures. Coreq for 238: CH 225; coreq for
'239: CH 226; or instructor's consent. Laboratories,
lecture. Primarily for prospective chemistry and
other science majors and for Clark Honors College
students.
331 Organic Chemistry I (4) Structure, proper-
ties, and bonding of organic molecules. Prereq:
CH 213 or 223 or 226H. Concurrent CH 337 rec-
ommended.
332 Organic Chemistry of Biological Mol-
ecules (4) Organic chemistry of the major classes
of biomolecules (carbohydrates, lipids, amino
acids, proteins, nucleic acids) with a focus on
biological aspects. Prereq: CH 331. Concurrent
CH 338 recommended. For biology majors and
students in prehealth sciences, environmental
sciences, and programs that do not require a full-
year sequence in organic chemistry. Students can-
not receive credit for both CH 332 and 336.
335 Organic Chemistry II (4) Reactions and
mechanisms of organic chemistry. Prereq: CH
331. Concurrent CH 338 recommended. For
chemistry majors, premedical and predental stu-
dents.
336 Organic Chemistry III (4) Organic chemis-
try of biomolecules with a focus on chemical as-
pects. Prereq: CH 335. Concurrent CH 339 rec-
ommended. For chemistry majors, premedical
and predental students. Students cannot receive
credit for both CH 332 and 336.
337,338 Organic Chemistry Laboratory (3,3)
Principles and techniques of laboratory practice
in organic chemistry. Prereq: CH 229 or 239; pre-
or coreq: CH 331,332 or CH 331,335. Lecture,
laboratory.
339 Organic AnalysiS (4) Qualitative analysis
and structure determination of unknowns. Pre-
or coreq: CH 337, 338 and CH 331,335, 336 or
equivalents or instructor's consent. Laboratory,
lecture. For chemistry majors and others who re-
quire a year of organic laboratory.
399 Special Studies: [Topic] (l-5R)
401 Research: [Topic] (1-21R) Introduction to
the methods of chemical investigation. For ad-
vanced undergraduates by arrangement with in-
dividual faculty members.
403 Thesis (1-21R) Open to students eligible to
work for the bachelor's degree with honors in
chemistry.
405 Reading and Conference: [Topic] (l-21R)
406 Field Studies: [Topic] (l-21R)
407/507 Seminar: [Topic] (1-5R) PIN only. Bio-
chemistry seminar for undergraduates who have
completed or are enrolled in CH 461,462, 463.
No graduate credit.
408/508 Workshop: [Topic] (1-21R)
409 Special Laboratory Problems (1-21R)
Nonresearch-oriented laboratory instruction;
laboratory work covered in other courses is not
duplicated. Prereq: instructor's consent.
410/510 Experimental Course: [Topic] (l-5R)
411/511,412/512,413/513 Physical Chemistry
(4,4,4) Theoretical aspects of physical-chemical
phenomena; chemical thermodynamics, rate
processes, and quantum chemistry. Prereq: two
years of college chemistry (except for physics ma-
jors), PHYS 211, 212,213 (preferred) or PHYS
201, 202, 203; MATH 253; MATH 256, 281, 282
strongly recommended.
417/517,418/518,419/519 Physical Chemistry
Laboratory (4,4,4) Experiments in thermody-
namics, chemical kinetics, and molecular spec-
troscopy to illustrate theoretical principles. Prereq:
PHYS 204, 205, 206; pre- or coreq: CH 411/511,
412/512,413/513. Laboratories, discussions.
429 Instrumental Analysis (4-5) Use of
instrumental methods for quantitative determi-
nations of unknown chemical samples. Prereq:
CH 417 or instructor's consent. Lecture, labora-
tory.
431/531,432/532,433/533 Inorganic Chemis-
try (4,4,4) 431/531: introduction to chemical
bonding and group theory for molecular sym-
metry. Multielectron approximations, valence
bond and molecular orbital theories, and crystal
field theory of transition metal compounds.
432/532,433/533: syntheses, structures, reac-
tions, and reaction mechanisms of coordination
complexes, solid state materials, and bioinor-
ganic molecules. Prereq: CH 413/513; concur-
rent CH 441/541 recommended.
438/538 Advanced Organic-Inorganic Synthe-
sis (5) Methods of organic and inorganic syn-
thetic chemistry and solid state chemistry from
the perspective of Nobel Prize-winning research.
Prereq: CH 336, 339. Lecture, laboratory.
441/541 Quantum Chemistry (4) The principles
of time-independent quantum mechanics and
their application to model atomic and molecular
systems. Prereq: CH 413/513 or equivalent.
442/542,443/543 Quantum Chemistry and
Spectroscopy (4,4) 442/542: molecular structure
theory, perturbation theory, time-dependent
quantum mechanics, theory of spectra, selection
rules. 443/543: experimental spectra of atomic and
molecular systems and surfaces. Prereq: CH
413/513 or eqUivalent.
444/544 Chemical Thermodynamics (4) The
laws of thermodynamics and their applications,
including those to nonideal chemical systems.
Prereq: CH 413/513 or equivalent.
445/545 Statistical Mechanics (4) The molecular
basis of thermodynamics. Applications to the cal-
culations of the properties of noninteracting and
weakly interacting systems. Prereq: CH 413/513
or equivalent.
446/546 Chemical Kinetics: [Topic] (4R)
Description and interpretation of the time evolu-
tion of chemical systems. Prereq: CH 413/513 or
equivalent.
461/561 Biochemistry (4) Structure and function
of macromolecules. Prereq: CH 332 or 335 or
equivalent. Prior exposure to calculus and physi-
cal chemistry recommended.
462/562 Biochemistry (4) Metabolism and
metabolic control processes. Energy and sensory
transduction mechanisms. Prereq: CH 461/561 or
instructor's consent.
463/563 Biochemistry (4) Mechanisms and
regulation of nucleic acid and protein biosynthe-
sis. Other current topics in biochemical genetics.
Prereq: CH 462/562 or instructor's consent.
467/567 Biochemistry Laboratory (4) Methods
of modern molecular biology and protein purifi-
cation. Two laboratory sessions, two lectures a
week. Prereq: instructor's consent.
470/570 Research Instruments: [Topic] (l-3R)
Advanced experimental and theoretical concepts
and the operation of instrumentation used in
chemical research. Topics include Fourier trans-
form nuclear magnetic resonance (FT-NMR),
Fourier transform infrared spectroscopy (FT-IR),
electron pair magnetic resonance (EPR), and
computers. Prereq: instructor's consent.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching(1-5R)
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
606 Field Studies: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R) Seminars offered in
biochemistry, chemical physics, materials sci-
ence, molecular biology, neuroscience, organic-
inorganic chemistry, and physical chemistry.
608 Workshop: [Topic] (1-16R)
609 Terminal Project (1-16R)
610 Experimental Course: [Topic] (1-5R)
613 Organic-Inorganic Chemistry: [Topic] (1-
4R) Topics include catalysis, surface chemistry,
organometallic chemistry, free radical chemistry,
natural products, alkaloid chemistry, materials
science, photochemistry, bioinorganic-organic
chemistry, synthetic methods, electrochemistry.
R when topic changes.
614 Physical Chemistry: [Topic] (1-4R) Topics
include thermodynamics of nonideal systems,
group theory, rotational spectroscopy, vibrational
spectroscopy, magnetic resonance spectroscopy,
electronic spectroscopy, statistical mechanics,
kinetics of complex systems, solution thermody-
namics, magnetic resonance spectroscopy. R
when topic changes.
CLASSICS 71
616 Biochemistry: [Topicl (1-4R) Topics include
enzyme mechanisms, stability and conformation
of macromolecules, nucleic acids and nucleic acid
protein complexes, conformational analysis of
macromolecules, protein and nucleic acid bio-
synthesis. R when topic changes.
623 Organic-Inorganic Chemistry Journal
Club: [Topicl (lR) Preparation and delivery of
colloquium-style lectures in organic-inorganic
chemistry based on papers from the literature. R
for maximum of 12 credits.
624 Physical Chemistry Journal Club: [Topicl
(lR) Preparation and delivery of colloquium-
style lectures in physical chemistry based on pa-
pers from the literature. R for maximum of 12
credits.
631,632,633 Advanced Organic-Inorganic
Chemistry (4,4,4) 631: principles of organic-in-
organic reaction dynamics; kinetics and mech-
anisms, linear free-energy relationships, isotope
effects, substitution reactions, dynamic behavior
of reactive intermediates, electron transfer chem-
istry. 632: principles and applications of stereo-
chemistry with examples from organic, organo-
metallic, and inorganic chemistry; stereochemical
applications of computer graphics and computa-
tional chemistry; asymmetric synthesis and ca-
talysis. 633: strategies and tactics for the synthe-
sis of complex organic molecules.
634 Physical Methods of NMR Spectroscopy
(4) Principles of pulsed Fourier transform nuclear
magnetic resonance, Bloch equations, density ma-
trix formalism, spin relaxation, one- and multidi-
mensional methods, data analysis, and analysis of
both small and macromolecules. Offered alternate
years with CH 635; not offered 1995-96.
635 Physical Methods of Spectroscopy (4)
Theory and practice of infrared spectroscopy,
electron absorption spectroscopy, electron spin
resonance spectroscopy, magnetism, and mass
spectroscopy with applications to organic, orga-
nometallic' inorganic, and solid state chemistry.
Offered 1995-96 and alternate years with CH
634.
662,663 Advanced Biochemistry (4,4) Detailed
consideration of enzyme mechanisms, macromo-
lecular structure, protein-nucleic acid interac-
tions, biological oxidation neurochemistry, and
selected aspects of biological synthesis. Offered
1995-96 and alternate years with CH 664, 665.
664,665 Physical Biochemistry (4,4) The physi-
cal chemical properties of biological macromol-
ecules. Topics include the forces and interactions
to establish and maintain macromolecular con-
formations and the physical bases of the spectro-
scopic, hydrodynamic, and rapid reaction tech-
niques used to investigate these conformations.
Prereq: calculus and a knowledge of the elements
of thermodynamics. Offered alternate years with
CH 662,663; not offered 1995-96.
CLASSICS
307 Prince Lucien Campbell Hall
Telephone (503) 346-4069
John Nicols, Department Head
FACULTY
P. Lowell Bowditch, assistant professor (Latin litera-
lure, comparative literature, literary theory). B.A.,
1984, California, Berkeley; M.A., 1989, Ph.D., 1992,
Brown. (1993)
Mary K. Jaeger, assistant professor (Latin literature).
B.A., 1982, Gustavus Adolphus; M.A., 1984, Ph.D.,
1990, California, Berkeley. (1990)
Steven Lowenstam, professor (literary criticism, ar-
chaic epic, linguistics). B.A., 1967, Chicago; M.A.,
1969, Ph.D., 1975, Harvard. (1975)
C. Bennett Pascal, professor (Latin and Greek litera-
ture' Roman religion) B.A., 1949, M.A., 1950, Cali-
fornia, Los Angeles; M.A., 1953, Ph.D., 1956,
Harvard. (1960)
Malcolm Wilson, acting assistant professor (ancient
philosophy). B.A., 1985, Western Ontario; M.A.,
1986, Toronto. (1990)
Emeritus
Frederick M. Combellack, professor emeritus. B.A.,
1928, Stanford; Ph.D., 1936, California, Berkeley.
(1937)
The date in parentheses at the end of each entry is the
first year on the University of Oregon faculty.
Participating
Martha J. Bayless, English
Jeffrey M. Hurwit, art histOty
John Nicols, history
Marianne S. Nicols, arts and sciences
Steven Shankman, English
ADDRESSES
E-mail: classics@oregon.uoregon.edu
Fax: (503) 346-5026
USPS: Department of Classics, 1267 University of
Oregon, Eugene OR 97403-1267
Information about faculty members, class sched-
ules, and special events can be found on the
World Wide Web. Follow the pointers from the
University of Oregon Home Page.
UNDERGRADUATE STUDIES
The field of classics embraces all aspects of Greek
and Roman culture from the prehistoric to the
medieval period. The study of the Greek and
Latin languages is essential to the discipline.
The undergraduate's primary aim in studying
classics at the university is to learn Greek or
Latin (or both) well enough to read the ancient
authors in their original languages.
Through the study of classical literature in the
original and in English translation, and through
the study of other areas encompassed by the
classics, such as ancient history, philosophy, art
history, mythology, and rhetoric, a student gains
an understanding of the culture and ideals of the
classical world and their influence on the lan-
guages and institutions of Western civilization.
Students who intend to major in classics begin
the study of one or both of the classical Ian-
guages as early as possible in their undergradu-
ate careers. Those who expect to do graduate
work should take French or German while they
are undergraduates.
Careers. A bachelor's degree in classics prepares
students for entry into graduate programs in
classics, linguistics, comparative literature, an-
cient history, and archaeology, eventually lead-
ing to careers in college teaching, fieldwork, or
the editorial professions.
Many prestigious professional schools look upon
broad and thorough schooling in the humanities
with greater favor than upon narrow preprofes-
sional undergraduate training. Accordingly, stu-
dents graduating from classics departments
throughout the country have had notable success
in schools of law, medicine, and business.
Major Requirements
The department offers the bachelor of arts (B.A.)
degree in four majors. Students may choose to
focus on Latin language and literature (Latin ma-
jor)' Greek language and literature (Greek ma-
jor), or a combination of Greek and Latin (clas-
sics major). Students may also choose to study
the literature and culture of the ancient civiliza-
tions through courses that use secondary sources
and translated texts (classical civilization major).
Greek. In preparation, students must complete one
year of college Greek (GRK 101, 102, 103) or dem-
onstrate proficiency at the introductory level. For
the major, students must complete the following.
Greek Major Requirements 52 credits
Greek courses beyond the first-year level, se-
lected from GRK 301, 302, 303, repeated with
departmental approval; other 300- or 400-level
courses; GRK 411 32
Ancient Greece (HIST 412) 8
Three upper-division Greek or Latin courses be-
yond the first year or courses in translation or
from related departments. A list of approved
courses is available from the department 12
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 one
year of college Latin (LAT 101,102,103) or dem-
onstrate proficiency at the introductory level. For
the major, students must complete the following:
Latin Major Requirements 52 credits
Latin courses beyond the first-year level, selected
from LAT 301,302,303, repeated with depart-
mental approval; other 300- or 400-level
courses; LAT 411 32
Ancient Rome (HIST 414) 8
Three upper-division Latin or Greek courses be-
yond the first year, or courses in translation or
from related departments. A list of approved
courses is available from the department 12
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 complete
one year of college Greek and one year of college
Latin or demonstrate proficiency in both languages
at the introductory level. For the major, students
must complete the following:
Classics Major Requirements 52 credits
Latin and Greek courses beyond the first year
with no fewer than 12 credits devoted to either
language. Courses selected from LAT 301,302,
303 or GRK 301, 302, 303, repeated with depart-
mental approval; other 300- or 400-level
courses in either language except LAT 421;
Latin and Greek prose composition 36
Ancient Greece (HIST 412) and Ancient Rome
(HIST 414) 8
Upper-division Latin or Greek courses, courses
in translation or from related departments, or
Greek or Latin composition. A list of approved
courses is available from the department ........ 8
Majors in classics are encouraged to take elec-
tives in ancient literature in translation and in
ancient art, religion, or mythology.
Classical Civilization. In preparation, students
must demonstrate second-year proficiency in
Greek or Latin. Students whose Greek or Latin
was taken entirely in high school must take one
year of second- or third-year Greek or Latin (301,
302,303, or 411) at the University of Oregon in
works not read in their high school courses.
For the major, students must complete 44 credits,
distributed as follows:
Classical Civilization
Major Requirements 44 credits
Ancient Greece (HIST 412) and Ancient Rome
(HIST 414) 8
Two courses in classical literature in translation,
e.g., CLAS 301,302,303,304 or, with depart-
ment head's consent, HUM 101 8
Two courses in ancient art, selected from ARH
322, 323, 422, 423, 424 8
Chosen in consultation with a classics depart-
ment adviser, electives in Greek (GRK), Latin
(LAT), classics (CLAS), or relevant courses in
art history (ARH), English (ENG), history
(HIST), philosophy (PHIL), religious studies
(REL) 20
Minor Requirements
Greek. The minor in Greek requires 24 credits
distributed as follows:
8 credits in 400-level courses in Greek (GRK)
16 upper-division credits in related courses in
classics (CLAS), history (HIST), Latin (LAT), art
history (ARH), English (ENG), philosophy
(PHIL), religious studies (REL)
Students must have a grade point average of 2.50
or higher in courses applied to the minor. At
least 15 credits must be earned at the University
of Oregon.
Latin. The minor in Latin requires 24 credits dis-
tributed as follows:
8 credits in 400-level courses in Latin
16 upper-division credits in related courses in
classics (CLAS), history (HIST), Greek (GRK), art
history (ARH), English (ENG), philosophy
(PHIL), religious studies (REL)
Students must have a grade point average of 2.50
or higher in courses applied to the minor. At
least 15 credits must be earned at the University
of Oregon.
Secondary School Teaching
The Department of Classics offers work for
preparation to teach Latin in Oregon public sec-
ondary schools. Licensure as a secondary teacher
requires completion of a graduate-level teacher
preparation program. All work for the Latin en-
dorsement should be completed prior to entering
the teacher preparation program. For specific in-
formation about departmental requirements for
the Latin endorsement, students should contact
the departmental adviser for teacher education
and the Office of Academic Advising and Stu-
dent Services, 164 Oregon Hall.
Interdisciplinary Program in
Classical Archaeology
With the existing curricular resources of the uni-
versity' it is possible to arrange an undergraduate
program that provides sound preparation for
graduate study and an eventual career in Greek
and Roman archaeology. A student would most
profitably fulfill major requirements in one of the
three departments contributing to the program,
adding courses selected from the other two de-
partments. The following are the three programs
recommended for a specialization in classical
archaeology. Approved Seminars (407) are also
recommended.
Art History. Departmental major, with an op-
tion in Greek and Roman art, to include Art of
Ancient Greece (ARH 322) or Art of Ancient
Rome (ARH 323), Aegean Art (ARB 422), Ar-
chaic Greek Art (ARH 423), Classical Greek Art
(ARH 424), Greek Architecture (ARH 427), Ro-
man Architecture (ARH 428)
Courses recommended in addition to the major:
Ancient Greece (HIST 412), Ancient Rome (HIST
414), two years of Greek or Latin
Classics. Departmental major in Latin, Greek, or
classics (Latin and Greek) beyond the second
year. Ancient Greece (HIST 412), Ancient Rome
(HIST414)
Courses recommended in addition to the major:
seminar in Greek or Roman art (ARH 407),
Aegean Art (ARH 422) or Art of Ancient Greece
(ARH 322) or Art of Ancient Rome (ARH 323),
Archaic Greek Art (ARH 423), Classical Greek
Art (ARH 424), Greek Architecture (ARH 427),
Roman Architecture (ARH 428)
History. Departmental major, with an option in
the history of Greece and Rome, to include An-
cient Greece (HIST 412), Ancient Rome (HIST
414)
Courses recommended in addition to the major:
Art of Ancient Greece (ARB 322) or Art of An-
cient Rome (ARH 323), Aegean Art (ARB 422),
Archaic Greek Art (ARB 423), Classical Greek
Art (ARB 424), Greek Architecture (ARH 427),
Roman Architecture (ARB 428), 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 classi-
cal languages and a reading knowledge of French
and German.
An interdisciplinary master of arts (M.A.) 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 (M.A.) in classics with an option in Latin,
Greek, or classics (Greek and Latin). The degree
may be earned with thesis or with a comprehen-
sive examination.
The option in Greek or Latin is earned with a
concentration in one of the classical languages,
but students concentrating in one language typi-
cally 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, philosophy,
and English. Ideally, the design of the program is
not random; it should reflect classics in part the
student's specialized interests or helps to prepare
the student for a field of specialization related to
the classics.
Admission
Procedures for admission to do graduate work in
classics include the following:
1. A completed Graduate Admission Application
2. Transcripts of all college work
3. Three letters of recommendation
4. Scores on the verbal and quantitative sections
of the Graduate Record Examinations (GRE)
5. Test of English as a Foreign Language
(TOEFL) scores are required for international
students
6. A sample of written work and a statement of
academic purpose
A number of graduate awards in the form of
graduate teaching fellowships are available each
year for entering graduate students.
Master of Arts Degree
Requirements
1. Complete at least 45 credits of graduate course
work, which must include one Seminar (ARH,
HIST, GRK, LAT, or CLAS 507)
2. Complete surveys of Greek history (HIST 512)
and Roman history (HIST 514). Equivalent
courses taken as an undergraduate may fulfill
this requirement
3. Pass a translation examination in one modern
language, usually French or German. This re-
quirement may be fulfilled with a standardized
examination offered by the university or by the
successful translation of a significant scholarly
text
4. Choose one of two plans for completing the
master of arts degree in classics with special-
ization in Greek, Latin, or both:
Plan 1: Write a thesis in one of the fields men-
tioned above. Up to 9 credits of Thesis 503
may be counted toward the 45-credit mini-
mum
Plan 2: Pass a comprehensive examination in
three parts: translation, textual interpretation,
and culture. The candidate must, in consulta-
tion with his or her advisers, define a reading
list for the translation part of the examination
Additional information may be obtained from
the classics department and is included with any
letter of admission.
Interdisciplinary Program
in Classical Civilization
The Department of Classics administers an in-
terdisciplinary 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
CLASSICS "j§'
graduate level. The candidates must satisfy re-
quirements (1) and (2) required for the master
of arts degree in classics; pass with a grade of
mid-B or better Authors (LAT or GRK 511); and
define, with the help of an advisory committee,
a coherent program of study. More information
may be obtained from the classics department
office.
CLASSICS IN ENGLISH
TRANSLATION (CLAS)
199 Special Studies: [Topic] (1-5R)
201 Greek Life and Culture (4) Uses literary
sources, art, and architecture to examine Greek
civilization from Mycenean times to the conquest
of Rome. Lowenstam.
202 Roman Life and Culture (4) Examines Ro-
man civilization from the founding of Rome in
the 8th century B.C. to the victory of Constantine
and his religion early in the 4th century A.D.
Jaeger.
301 Greek and Roman Epic (4) 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 (4) Examina-
tion of Aeschylus, Sophocles, Euripides, and per-
haps Seneca from the viewpoint of literary criti-
cism and intellectual history. Bowditch.
303 Classical Greek Philosophers (4) Introduc-
tion to the philosophies of Plato and Aristotle
from the viewpoint of Greek intellectual history.
Wilson.
304 Classical Comedy (4) Analysis of Old
Comedy (Aristophanes), Middle Comedy
(Aristophanes), and New Comedy (Menander,
Roman drama) in juxtaposition with Euripidean
satyr drama and "melodrama."
305 Latin Literature (4) Representative selec-
tions from major authors of Republican and Im-
perial Rome: epic, comedy, and satire. Jaeger.
314 Gender and Sexuality in Antiquity (4) In-
troduction to construction of the categories of
norms of Western sexuality through study of
Greek and Roman attitudes toward gender roles,
homo- and heterosexuality, the family, and pri-
vacy. Not offered 1995-96.
321 Classic Myths (4) The major mythological
cycles of the ancient world: Troy, Thebes, and
heroes. Literary and mythographic sources. Pas-
cal.
322 Ancient Historiography (4) Introduction to
the study of history as a discipline and as a genre;
the structure of historical analysis, methods, and
causation.
323 Ancient Rhetoric and Oratory (4) Oratory
and rhetorical theory from 5th-century Athens to
Rome under the emperors. Emphasis on the rule
of persuasive speaking in politics and education.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-21R)
403 Thesis (1-21R)
405 Reading and Conference: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R)
408/508 Colloquium: [Topic] (1-21R)
409 Supervised Tutoring (1-21R)
410/510 Experimental Course: [fopic] (1-5R)
503 Thesis (1-16R) PIN only. Prereq: second-
year proficiency in Greek or Latin.
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (1-5R)
605 Reading and Conference: [Topic] (1-16R)
606 Special Problems: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R)
608 Colloquium: [Topic] (1-16R)
609 Practicum: [Topic] (1-16R)
610 Experimental Course: [Topic] (1-5R)
GREEK COURSES (GRK)
101, 102, 103 Basic Greek (5,5,5) Fundamentals
of the Attic Greek language; readings in Attic
Greek and in kaine.
199 Special Studies: [Topic] (1-5R)
301, 302, 303 Authors: [Topic] (4,4,4R) Second-
year Greek: selections from major Greek authors
with focus on reading and syntax. 301: Plato. 302:
Greek tragedy. 303: Homer. R when reading ma-
terial changes.
347,348,349 Greek Prose Composition (1-3,
1-3,1-3) 347, 348: extensive practice in compos-
ing Attic Greek prose with emphasis on syntax
and idiom. 349: study of Lysias, lsocrates, and
Demosthenes leading to practice in their styles.
Offered alternate years; not offered 1995-96.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-21R)
403 Thesis (1-21R)
405 Reading and Conference: [Topic] (1-21R)
407/507 Greek Seminar: [Topic] (1-5R)
408/508 Colloquium: [Topic] (1-21R)
409 Practicum: [Topic] (1-21R)
410/510 Experimental Course: [Topic] (1-5R)
411/511 Authors: [Topic] (4R) Each term de-
voted to a different author or literary genre:
Euripides, Sophocles, Aeschylus, Plato, Aristotle,
Demosthenes, Herodotus, Aristophanes, lyric
poetry, comedy, pastoral. R when topic changes.
447/547,448/548,449/549 Greek Prose Com-
position: [Topic] (1-3,1-3,1-3R) Composition of
continuous Greek prose based on an intensive
study of stylistic models from classical literature.
Prereq: GRK 347,348,349. R with instructor's
consent. Offered alternate years; not offered
1995-96.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (1-5R)
605 Reading and Conference: [Topic] (l-16R)
606 Special Problems: [Topic] (1-16R)
607 Greek Seminar: [Topic] (1-5R)
608 Colloquium: [Topic] (1-16R)
609 Terminal Project (1-I6R)
610 Experimental Course: [Topic] (1-5R)
LATIN COURSES (LAT)
101, 102, 103 Basic Latin (5,5,5) Fundamentals
of Latin grammar; selected readings from classi-
cal and medieval authors.
199 Special Studies: [Topic] (1-5R)
301,302,303 Authors: [Topic] (4,4,4R) Second-
year Latin: selections from major Roman authors
with focus on reading and syntax. 301: Caesar.
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.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-21R)
403 Thesis (1-21R)
405 Reading and Conference: [fopic] (1-21R)
407/507 Latin Seminar: [fopic] (1-5R)
408/508 Colloquium: [Topic] (1-21R)
409 Supervised Tutoring: [Topic] (1-21R)
410/510 Experimental Course: [Topic] (l-5R)
411/511 Authors: [Topic] (4R) Each term de-
voted to a different author or literary genre:
Catullus, Tacitus, Juvenal, Pliny, Ovid, Lucretius,
comedy, philosophy, elegy, epic, satire.
Bowditch, Jaeger. R when topic changes.
414/514 Readings in Medieval Latin: [Topic]
(1-4R) Representative selections from medieval
authors with analysis of the period and its insti-
tutions. R when topic changes.
447/547, 448/548, 449/549 Latin Prose Compo-
sition: [Topic] (1-3,1-3,1-3R) Composition of
continuous Latin prose based on an intensive
study of stylistic models from classical literature.
Prereq: LAT 347,348,349. R with instructor's
consent.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (1-5R)
605 Reading and Conference: [Topic] (1-16R)
606 Special Problems: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R)
608 Colloquium: [Topic] (1-21R)
609 Terminal Project (1-16R)
610 Experimental Course: [fopic] (1-5R)
74 COLLEGEOF ARTS AND SCIENCES
COMPARATIVE
LITERATURE
351 Villard Hall
Telephone (503) 346-3986
Roland Greene, Director
FACULTY
Roland Greene, professor (early modern European
and American literatures, poetry and poetics). AB.,
1979, Brown; M.A, 1982, Ph.D., 1985, Princeton.
(1993)
Katya E. Hokanson, assistant professor (Russian lit-
erature, travel literature, cultural studies). B.A,
1984, Williams; M.A., 1988, Ph.D., 1994, Stanford.
(1995)
Clare A Lees, assistant professor (medieval studies,
cultural studies, feminism). B.A., 1980, M.A, 1981,
Leeds; Ph.D. 1985, Liverpool. (1994)
Alan S. Wolfe, associate professor Gapanese litera-
ture and film, critical theory and cultural studies).
See East Asian Languages and Literatures
Emeritus
Thomas R. Hart, professor emeritus; editor, Com-
parative Literature. B.A, 1948, Ph.D., 1952, Yale.
(1964)
The date in parentheses at the end of each entry is the
first year on the University of Oregon faculty.
Program Committee
Steven T. Brown, East Asian languages and
literatures
Kenneth S. Calhoon, Germanic languages and
literatures
Linda Kintz, English
Julia Lesage, English
Forest Pyle, English
Gordon M. Sayre, English
Karla 1. Schultz, Germanic languages and literatures
Wolfgang F. Sohlich, Romance languages
Participating
Barbara K. Altmann, Romance languages
Zoe Borovsky, Germanic languages and literatures
P. Lowell Bowditch, classics
Suzanne Clark, English
Jan S. Emerson, Germanic languages and literatures
Maram Epstein, East Asian languages and
literatures
Laura Fair, history
Lisa Freinkel, English
Leonardo Garcia-Pabon, Romance languages
Evlyn Gould, Romance languages
Wendy Larson, East Asian languages and literatures
Massimo Lollint Romance languages
John McCole, history
F. Regina Psaki, Romance languages
James 1. Rice, Russian
Steven Rendall, Romance languages
Jennifer F. Rondeau, history
Kathleen K. Rowe, English
Kathy Saranpa, Germanic languages and literatures
Steven Shankman, English
George J. Sheridan Jr., history
Virpi Zuck, Germanic languages and literatures
ADDRESSES
E-mail: complit@oregon.uoregon.edu
Fax: (503) 346-3240
USPS: 5242 University of Oregon, Eugene OR
97403-5242
ABOUT THE PROGRAM
The University of Oregon offers major programs
in comparative literature leading to the bachelor
of arts (B.A), master of arts (M.A.), and doctor of
philosophy (Ph.D.) degrees.
Comparative literature is perhaps the central dis-
cipline of the humanities, a field of and for our
times. Closely allied with literary and critical
theory, philology, historicism, and cultural stud-
ies, but identical with none of them, comparative
literature creates its own subject matter by the
ways in which it approaches texts. Where the na-
tionalliteratures designate their subjects by lan-
guage or geography, comparative literature al-
lows a pluralistic, speculative approach to any
material that can be considered to be-or to in-
fluence-literature.
Oregon's graduate program, established in 1962,
has an international reputation. It is the home of
the principal journal in the field, Comparative Lit-
erature, and the leading national organization, the
American Comparative Literature Association.
Every year the program invites several distin-
guished scholars to deliver lectures and discuss
their work with faculty members and students.
Recent visitors include Rey Chow, Terry
Eagleton, Jean Franco, Wolfgang Iser, Fredric
Jameson, Hans Robert Jauss, Gregory Jusdanis,
Christopher Norris, Marjorie Perloff, Ramon
Saldivar, Henry M. Sayre, Gayatri Chakravorty
Spivak, Nancy J. Vickers, and Hayden White.
Libraty holdings are strong in all areas of
research in literature. They include an outstand-
ing collection of journals, many of which come to
the library in exchange for Comparative Literature.
UNDERGRADUATE PROGRAM
The undergraduate program offers a unique ma-
jor that cuts across disciplines, teaches critical
skills, and proVides an intellectually challenging
curriculum while preparing students for a broad
range of career possibilities in the media, law,
government, business, or teaching. Students
with a good background in one or more foreign
languages find that the program gives them the
opportunity to study literature and related cul-
tural productions, including canonical and
-emerging writings, in a variety of historical and
theoretical perspectives.
The program provides maximum flexibility for
developing the individual student's major. Work-
ing with the undergraduate coordinator or an ad-
viser, the student works out a plan of study
suited to her or his individual interests within the
broad parameters of the two concentration areas
described below. Two honors options are de-
scribed later in this section.
The undergraduate program has two concentra-
tion areas, either of which may be chosen by a
student at the time he or she declares the major.
Critical theOty and cultural studies offers a theo-
retical approach to literature in its various cul-
tural contexts. Comparative literary studies em-
phasizes the historical study of literature, with a
transnational, cross-cultural focus on authors,
periods, genres, and texts. Students in each con-
centration area become familiar with the funda-
mental methods and issues of the other-a num-
ber of courses may be applied to both-but they
place a clear emphasis on either theoretical or
historical study.
Major Requirements
Majors must satisfy the university language re-
quirement for the B.A. degree and complete the
following courses:
Literature, Language, Culture (COLT 101)
Two terms of Genres in Cultural Perspective
(COLT 201, 202, 203)
Approaches to Comparative Literature (COLT
301)
Concentration Areas
After completing introductory course work, ma-
jors select a concentration area.
Concentration in Critical Theory and Cultural
Studies. Two approved 300- or 400-level courses
that are interpretive studies of documents and/or
traditions of culture.
Concentration in Comparative Literary
Studies. Completion of three years of a foreign
language or the equivalent and two upper-divi-
sion literature courses.
In addition to requirements specific to the con-
centration areas listed above, majors select ap-
propriate courses from the following categories:
Theories and Methods. Two 300- or 400-level
courses-selected from a list approved by the
program-that explore fundamental problems in
critical theOty and methods.
Focus. Two approved, closely related 300- or
400-level courses that concentrate on a particular
literary or cultural form, issue, or problem.
Literature. Two upper--division courses in the
student's designated foreign literature, read in
the original language, or a combination of appro-
priate courses in the foreign literature and com-
parative literature courses that include that lit-
erature. In the case of the latter, arrangements
must be made to do relevant reading in the origi-
nallanguage to the extent possible.
Electives. Two approved upper-division elective
courses.
Upper-Division Courses. At least four upper-
division courses beyond COLT 301 must be
COLT or COLT cross-listed courses.
Honors in Comparative Literature
Majors may request approval to pursue one of
the two honors options.
Second Foreign Literature Honors. Comple-
tion of three upper-division courses in a second
foreign literature, read in the original language.
Senior Thesis Honors. Successful completion
and presentation (by the end of the second term
of the senior year) of an essay written under the
direction of a comparative literature faculty
member and a second faculty reader. Students
choosing this option enroll for two terms of The-
sis (COLT 403).
GRADUATE PROGRAM
The university offers a program of graduate study in
comparative literature leading to the master of arts
(M.A.) and doctor of philosophy (PhD.) degrees.
Candidates for admission typically have an un-
dergraduate major in one literature and compe-
tence in two of the following languages: Chinese,
Danish, French, German, Greek, Italian, Japa-
nese, Latin, Norwegian, Russian, Spanish, Swed-
ish. Under special circumstances arrangements
COMPUTER AND INFORMATION SCIENCE 75
may be made with the program director to study
other literatures.
Master of Arts Degree
Before receiving the M.A. degree, the candidate
must demonstrate competence in two languages,
in addition to English, by completing graduate-
level literature courses in the languages. The
student's course program typically contains five
graduate-level comparative literature courses in-
cluding Graduate Studies in Comparative Litera-
ture (COLT 614). Candidates must qualify in
three fields (periods, genres, or special fields) in-
volving two or three literatures. The M.A. pro-
gram is typically completed within two years.
Doctor of Philosophy Degree
In addition to the requirements for the M.A. de-
gree, doctoral candidates must complete course
work and an examination on three or more lit-
eratures 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 disserta-
tion is typically completed within two years of
advancement to candidacy and must be de-
fended in a final oral presentation.
COMPARATIVE LITERATURE
COURSES (COLT)
101 Literature, Language, Culture (4) Intro-
duction to the international study of literature in
its historicaL linguistic, and cultural contexts of
production and reception. Hokanson
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R)
201, 202, 203 Genres in Cultural Perspective
(4,4,4) A comparative approach to the major
works and genres of Western literature.
301 Approaches to Comparative Literature (4)
Introduction to methods in comparative litera-
ture and practical literary criticism. Wolfe.
350 Comparative Literature: [Topic] (4R) Top-
ics for 1995-96 include Love and Aesthetics in
Antiquity and After; Travel Literature: Occident
and Orient; Literature, Place, and the French
Provinces. Bowditch, Hokanson, Shankman. R
when topic changes.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-21R)
403 Thesis (l-21R)
405 Reading and Conference: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R) Not offered
1995-96.
408/508 Workshop: [Topic] (1-21R)
410/510 Experimental Course: [Topic] (1-5R)
Topics for 1995-96 include Comparative Femi-
nisms, The Making of a Warrior, Modern Hun-
garian Literature in Translation, The Politics of
Style, Women's Literature in the European
Middle Ages. Altmann, Brown, Clark, Lees.
412/512 Medieval Culture: [Topic] (4R) Exam-
ines the relation between cultural studies and
medieval societies. Concentrates on such issues
as belief, aesthetics, gender. Topics vary. Lees. R
when topic changes. Not offered 1995-96.
423/523 Early Modern Prose Fiction (4) Uses
historical and contemporary narrative theory to
chart a critically unarticulated episode in early
modern European literature: the emergence of
vernacular prose fiction before the novel.
Greene.
432/532 Medieval Lyric to Petrarch (4) Exam-
ines, in whole or in significant part, the corpora
of representative poets of the medieval tradition
in several national literatures. Psaki. Offered al-
ternate years; not offered 1995-96.
433/533 Early Modern Lyric (4) Examines Euro-
pean and American poetry after Petrarch, from
1500 to 1700, with attention to generic innova-
tion, differentiation of modes and styles, emerg-
ing theories of lyriC, and social contexts. Greene.
Offered alternate years; not offered 1995-96.
439/539 Lyric Theory and Interpretation (4)
Literary and cultural theory of Western lyric.
Topics include temporality, person, figuration,
materiality, openness and closure, and lyric in
the age of popular music video. Greene. Not of-
fered 1995-96.
472/572 The Body in History (4) Survey of the
subject of the body in late Antique to early Re-
naissance writing in the light of current theories
of gender. Lees. Offered alternate years; not of-
fered 1995-96.
473/573 New World Poetics (4) Sixteenth-
century European discourse about the Americas
and responses to it by the first generations of co-
loniaL erial/a, and mestizo writers. Particular at-
tention to race, institution, and nation. Greene.
Offered alternate years; not offered 1995-96.
474/574 Culture and Identity in the Americas
(4) The formation of American culturaL raciaL
and national identity from Whitman and Marti to
Ginsberg, Tropicdlia, and Anzaldua. Greene. Of-
fered alternate years; not offered 1995-96.
477/577 Nation and Resistance (4) Explores
how people of four continents have used lan-
guage' literature, and film to resist imperialism,
neocolonialism, racism, sexism, and other forms
of group oppression. Wolfe. Not offered 1995-96.
478/578 Suicide and Literature East and West
(4) Investigates the phenomenon of suicide, from
sociology to literature, in the United States, Eu-
rope, and Japan. Includes the warrior's "honor-
able suicide" and the "love suicide" ideals.
Wolfe. Not offered 1995-96.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R) Recent topics in-
clude Adorno, Don Quixote in European Litera-
ture, Mannerism. Not offered 1995-96.
608 Colloquium: [Topic] (1-16R) Recent topics
include Bakhtin, Contemporary Science and Lit-
eraryTheory, The Frankfurt SchooL Global Cul-
tural Studies.
610 Experimental Course: [Topic] (1-5R) Top-
ics for 1995-96 include Amatory Discourses, The
Limits of Culture, Theorizing the Postmodern,
The Uncanny. Calhoon, Pyle, Schultz, Sohlich.
614,615,616 Graduate Studies in Compara-
tive Literature (5,5,5) 614: overview of the state
of the discipline. Treats historical and theoretical
developments in literary studies including philol-
ogy and cultural studies; reconsiders the place of
comparative literature in a globaL pluralistic cur-
riculum. 615: survey of contemporary literary
theory.616: problems and methods in practical
criticism. Greene. 615, 616 not offered 1995-96.
COMPUTER AND
INFORMATION
SCIENCE
120 Deschutes Hall
Telephone (503) 346-4408
Zary Segall, Department Head
FACULTY
Zena M. Ariola, assistant professor (programming
languages). B.S., 1980, University of Pisa (Italy);
Ph.D., 1992, Harvard. (1992)
John S. Conery, associate professor (logic program-
ming, parallel computer architecture, computa-
tional biology). B.A., 1976, California, San Diego;
Ph.D., 1983, California, Irvine. (1983)
Janice Cuny, associate professor (parallel process-
ing, programming environments). B.A., 1973,
Princeton; M.S., 1974, Wisconsin; Ph.D., 1981,
Michigan. (1993)
Sarah A. Douglas, associate professor ( user inter-
faces, artificial intelligence); director, Institute of
Cognitive and Decision Sciences.. A.B., 1966,
California, Berkeley; M.S., 1979, Ph.D., 1983,
Stanford. (1983)
Arthur M. Farley, professor (artificial intelligence,
graph algorithms). B.S., 1968, Rensselaer Polytech-
nic Institute; Ph.D., 1974, Carnegie-Mellon. (1974)
Stephen F. Fickas, associate professor (artificial in-
telligence, expert systems, software engineering).
B.S., 1971, Oregon State; M.S., 1973, Massachu-
setts; Ph.D., 1982, California, Irvine. (1982)
Michael Hennessy, instructor. B.S., 1982, M.S., 1984,
Oregon. (1984)
Virginia M. Lo, associate professor (parallel and dis-
tributed computing). B.A., 1969, Michigan; M.S.,
1977, Pennsylvania State; Ph.D., 1983, Illinois at
Urbana-Champaign. (1984)
Eugene M. Luks, professor (computational complex-
ity, algebraic algorithms). B.S., 1960, City College
(New York); Ph.D., 1966, Massachusetts Institute of
Technology. (1983)
Allen D. Malony, assistant professor (performance
evaluation of parallel and supercomputing systems).
B.S., 1980, M.S., 1982, California, Los Angeles;
PhD., 1990, Illinois at Urbana-Champaign. (1991)
Gary Meyer, associate professor (computer graphics,
color synthesis and reproduction). B.S., 1974,
Michigan; M.S., 1975, Stanford; Ph.D., 1986,
Cornell. (1986)
Andrzej Proskurowski, professor (algorithmic graph
theory, computational complexity). M.S., 1967,
Warsaw Technical University; PhD., 1974, Royal
Institute of Technology, Stockholm. (1975)
Jane M. Ritter, instructor. B.S., 1975, M.E., 1983,
Wisconsin, La Crosse; Ph.D., 1987, Oregon. (1987)
Zary Segall, professor (guaranteed performance and
dependable computing, software systems). M.S.,
1976, Ph.D., 1979, Technion Israel Institute of
Technology. (1993)
Kent A. Stevens, professor (human and machine
vision). B.S., 1969, M.S., 1971, California, Los An-
geles; Ph.D., 1979, Massachusetts Institute of Tech-
nology. (1982)
Evan M. Tick, assistant professor (logic program-
ming' parallel computer architecture). B.S., M.S.,
1982, Massachusetts Institute of Technology;
Ph.D., 1987, Stanford. (1990)
Christopher B. Wilson, associate professor (compu-
tational complexity, models of computation). B.S.,
1978, Oregon; M.S., 1980, Ph.D., 1984, Toronto.
(1984)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon faculty.
.. COLLEGE OF ARTS AND SOENCES
GENERAL INFORMATION
Computer science offers students the challenge
and excitement of a dynamically evolving science
whose discoveries and applications affect every
arena of modern life. Computer science is the
study of the compu-ter as a machine, both con-
crete and abstract; it is the study of the manage-
ment 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 experience
at the undergraduate and graduate levels.
The department offers instruction and opportu-
nities for research in the following areas:
• theoretical computer science (computational
complexity, models of computation, algorithm
design)
• computer architecture
• operating systems, parallel processing, distrib-
uted systems, performance evaluation
• graphics
• software engineering
• database systems
• programming languages and compilers
• artificial intelligence (natural language process-
ing, expert systems, human interfaces, vision)
In addition, the department offers an under-
graduate minor and a selection of service courses
for students who want introductory exposure to
computers and computer applications. The com-
puter science programs at the university are con-
tinually evolving as the discipline matures and as
students' needs change. More information can be
obtained from the department office.
Facilities. The Department of Computer and In-
formation Science is housed in Deschutes Hall.
This three-story, 27,000-square-foot science fa-
cility, which opened in 1989, holds faculty and
graduate student offices and extensive laboratory
space for research and instruction.
Departmental facilities include an instructional
laboratory with Sun SPARC workstations,
Tektronix TekXpress X-terminals, and
Macintoshes. A Real World Interfaces B12 mobile
robot has recently been acquired for student ro-
botics projects. Research laboratories operate a
variety of UNIX workstations (Sun 4s, SGI Indy
workstations, and HP90001735s), Tektronix
TekXpress X-terminals, and Macintoshes. Work-
stations are supported by two 2-processor
SPARC center1000s and several laser printers.
Individual laboratories maintain specialized
equipment. The Knowledge-Based Interface
Laboratory has a concentration of video equip-
ment. The Computational Vision Laboratory has
SGI equipment and additional video and stereo-
scopic displays. The Computer Graphics Labora-
tory uses HP Apollo 720 CTX-24Z, HP Apollo
755 CRX-48Z, and HP Apollo 43s Turbo VRX T2.
The Parallel Processing and Visualization Labo-
ratory has two 8-processor SGI Power Chal-
lenges, 6-Processor SGI Power Onyx, four Indy
workstations, two IBM RS6000s, and 4096 Pro-
cessor Maspar.
The department network is primarily a switched
10-Base-T network, but ATM is also supported at
155Mbps over OC3. The ATM network is part of
the statewide NERO (Network for Education and
Research in Oregon), which connects five insti-
tutions in Oregon with 155Mbps ATM.
Careers. The CIS undergraduate program is de-
signed to prepare students for professional ca-
reers or for graduate study. Students with a B.A.
or a B.S. degree in computer science face an
ever-expanding set of career opportunities. Pos-
sibilities include the development of software
tools; the application of computer science tech-
niques to fields such as medicine, law, and archi-
tecture; or even the design of the next generation
of computers. The CIS program prepares stu-
dents for these challenges by emphasizing the
fundamental concepts needed to be a successful
computer scientist in the face of continuously
evolving technology. Hence, our graduates come
away with confidence that they can specify, de-
sign, 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 mas-
ter of science (M.S.) degree program prepares
students for higher-level positions in the areas
described above as well as for teaching positions
in community colleges. The Ph.D. degree pro-
gram trains students as scientists for advanced
research in a specialized area of computer sci-
ence and for teaching in universities.
UNDERGRADUATE STUDIES
The Department of Computer and Information
Science (OS) offers the bachelor of arts (B.A.)
and bachelor of science (B.S.) degrees. Major and
minor requirements are listed below.
Preparation. High school students planning to
major or take substantial course work in com-
puter and information science should pursue a
strong academic program, including substantial
work in mathematics and science. Students with
a strong high school mathematics background
typically 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-education requirements as
they can before entering the university. In addi-
tion, they should complete at least one year of
mathematics (including the calculus require-
ment) and lower-division courses in a field in
which they intend to fulfill the related concentra-
tion requirement. Students should call or write
the department to determine if computer courses
they have taken can be counted toward CIS ma-
jor requirements.
While it is hoped that students can complete the
major in seven terms, 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 do
this. See the Sample Program for Transfer Stu-
dents later in this section.
Major Requirements
Computer and Information Science. 52 credits,
of which 24 must be completed in residence at
the University of Oregon. The program for ma-
jors begins with Computer Science I,Il,III (OS
210,211,212). These courses and laboratories
introduce students to the principles of com-
putation and the fundamental concepts of hard-
ware and software. In addition, students receive
training in the techniques and tools needed for
advanced courses. The following courses are also
required: Introduction to Data Structures (CIS
313), Computer Organization (CIS 314), Intro-
duction to Algorithms (CIS 315), Operating Sys-
tems (CIS 415), Software Methodology I (OS
422), and Principles of Programming Languages
(CIS 425). The additional 16 upper-division elec-
tive credits allow students to explore areas be-
yond the core courses and to probe into areas of
particular interest.
Mathematics. 30 credits including Elements of
Discrete Mathematics tIl,III (MATH 231,232,
233), Calculus I,II,III (MATH 251, 252, 253), and
6 credits in upper-division mathematics courses
approved by a OS adviser. With the approval of
a CIS adviser, students may substitute Math-
ematical Structures tIl (MATH 271,272) and a
course in probability or statistics for MATH 231,
232,233.
Writing. In addition to the two terms of writing
reqUired of all undergraduate majors, the De-
partment of Computer and Information Science
requires a third course: either Scientific and
Technical Writing (WR 320) or Business Commu-
nications (WR 321).
Science. The requirement is 12 credits selected
from one of the following four options:
1. General PhysicS with Calculus (PHYS 211, 212,
213) or General Physics (PHYS 201, 202, 203).
Although only 12 credits in general physics are
required, students are encouraged to complete
the accompanying laboratory courses as well
2. Introductory General Chemistry (CH 211, 212,
213) or General Chemistry (CH 221, 222, 223)
3. General Biology I: Cells (BI 101), General Biol-
ogy II: Organisms (BI 102), and General Biol-
ogy III: Populations (Bl103)
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 (PSY
430-450)
Related Concentration for CIS Majors. OS
majors are required to complete a 12-credit con-
centration in a field related to computing. More
information is available in the department office.
Major Verification. OS majors must file a Major
Verification Form with the OS department after
completing CIS 212 and before registering for
OS 315. Enrollment in some 400-1evel courses
requires that this form be on file. The student
must consult an adviser at the time the form is
filed.
Program for Majors
A student may meet university and departmental
requirements by taking courses according to the
following sample program. Individual programs
may vary according to each student's prepara-
tion, interests, and needs; students should con-
suit an academic adviser for assistance in design-
ing a program that achieves both breadth and
depth.
Grading Policies. CIS core courses-OS 210-
212,313-315,415,422, and 425-and core
courses in mathematics-Calculus tIl,III (MATH
251,252,253) and Elements of Discrete Math-
ematics (MATH 231,232,233) or Mathematical
~ ",. ,<- .'~
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"L:'-;;;~'
, \':-':- •. :'
,./,,!-, CQMPQTERANDINfORl\1A'fION SCIENCE 77
Structures I,II (MATH 271, 272)-must be passed
with letter grades of C- or better. Other courses
required for the degree and the 16 upper-division
elective credits in CIS courses may be taken for
letter grades or passino pass (PIN). Grades of at
least C- or P must be earned in these courses.
The instructor's consent is required before pre-
requisites for a course may be waived.
Prerequisites for CIS core courses must be com-
pleted with the minimum grades listed above. If
minimum grade requirements are not met, a stu-
dent must submit a petition to the CIS depart-
ment to continue in the major core. The petition
must include support from the instructor who
gave the low grade. Consultation with the
student's adviser is recommended before a peti-
tion is submitted. Students may request excep-
tions to requirements by written petition. Factors
such as faculty recommendations and improved
performance are considered. Petitions are avail-
able in the department office.
Sample Program
Freshman Year 42-48 credits
Calculus I,II,III (MATH 251, 252, 253) 12
Science group-satisfying courses 12
College Composition I,II or III (WR121, WR122
or 123) 6
Social science group-satisfying courses 9-12
Electives 3-6
Entering freshmen with advanced placement
credit and experience with programming may be
interested in an alternate program in which they
take Introduction to Computer Science I,II,III
(CIS 210, 211, 212) as well as Elements of Dis-
crete Mathematics I,II,III (MATH 231, 232, 233)
during their freshman year. More information is
available in the Department of Computer and
Information Science.
Sophomore Year 40-48 credits
Introduction to Computer Science I,II,III (CIS
210,211, 212) 12
Elements of Discrete Mathematics I,II,III (MATH
231, 232, 233) 12
Arts and letters group-satisfying courses 9-12
Lower-division courses in related concentration
.......................................................................... 4-6
Electives 3-6
Junior Year 41-50 credits
Introduction to Data Structures (CIS 313), Com-
puter Organization (CIS 314), Introduction to
Algorithms (CIS 315), Software Methodology I
(CIS 422), Principles of Programming Lan-
guages (CIS 425) 20
Scientific and Technical Writing (WR 320) or
Business Communications (WR 321) 4
Upper-division mathematics elective .. " ".. 3-4
Upper-division courses in related concentration ..
.......................................................................... 6-8
Arts and letters group-satisfying courses 4-7
Social science group-satisfying courses 4-7
Senior Year 31-36 credits
Operating Systems (CIS 415) 4
Upper-division CIS electives 16
Upper-division mathematics elective 3-4
Science group-satisfying course 4
Electives 4-8
The sample program for transfer students and for
students working toward a second bachelor's de-
gree is much more intensive than the program
for beginning freshmen. The following seven-
term program assumes that related concentration
and departmental science requirements have
been satisfied:
Sample Program for Transfer Students
First Year 36 credits
Computer Science I,II,III (CIS 210, 211, 212) .. 12
Elements of Discrete Mathematics I,II,III (MATH
231, 232, 233) 12
Calculus I,II,III (MATH 251, 252, 253) 12
Second Year 34 credits
Introduction to Data Structures (CIS 313), Com-
puter Organization (CIS 314), Introduction to
Algorithms (CIS 315), Operating Systems (CIS
415), Software Methodology I (CIS 422), Prin-
ciples of Programming Languages (CIS 425) 24
Upper-division mathematics electives 6
Scientific and Technical Writing (WR 320) or
Business Communications (WR 321) 4
Third Year 16 credits
Upper-division electives in computer science
............................................................................ 16
Everyone associated with the discipline recog-
nizes the dynamic nature of computer science. It
is likely, then, that occasional curricular modifi-
cations will be necessary. While every effort is
made to avoid disruption of the programs of stu-
dents who are actively pursuing degrees, substi-
tutions and improvements in CIS courses should
be anticipated.
Honors Program
Students with a 3.50 grade point average (GPA)
in computer and information science and a cu-
mulative GPA of 3.00 are encouraged to apply to
the department honors program when they have
completed Introduction to Data Structures (CIS
313), Computer Organization (CIS 314), and In-
troduction to Algorithms (CIS 315). To graduate
with honors a student must write a thesis under
the supervision of a faculty member. 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 24 credits, of which 12
must be in upper-division courses. The following
courses are required: Computer Science I,II,III
(CIS 210, 211, 212), and Introduction to Data
Structures (CIS 313). Courses applied to the mi-
nor must be completed with grades of C- or bet-
ter. CIS 409 may not be used to fulfill require-
ments for the minor.
Students who want a CIS minor should register
their intention on applications available in the
CIS office before enrolling in CIS 313 or other
upper-division CIS courses. This allows the stu-
dents to consult a faculty adviser and prepare a
minor program.
Before graduating, the student must supply the
Department of Computer and Information Sci-
ence with an up-to-date transcript.
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.).
Master's Degree Program
Admission. Admission to the master of science
(M.S.) degree program in computer and informa-
tion science is competitive. It is based on prior
academic performance, Graduate Record Exami-
nations (GRE) scores, and computer science
background. Minimum requirements for admis-
sion with graduate master's status are:
1. Documented knowledge of the follOwing:
a. Principles of computer organization
b. Assembly and structured programming lan-
guages
c. Program development and analysis
d. Data structures and algorithms anaylsis and
design
2. GRE score on the general test is reqUired; the
computer science test is recommended, espe-
cially for PhD. applicants and international
students seeking graduate teaching or research
assistantships
3. A score of at least 600 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 depart-
ment. International applicants for teaching as-
sistantships must also take the Test of Spoken
English (ISE)
Application materials should be submitted by
February 1 for admission fall term.
Admission to the M.S. degree program re-quires
the substantive equivalent of an undergraduate
degree in computer science. A second bachelor's
degree program can be used to gain the required
level of computer science background.
Basic Degree Requirements. The 54-credit
M.S. degree program consists of core-area depth
and breadth requirements (28 credits) and elec-
tives (26 credits).
Core Areas. The graduate curriculum con-tains
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 series 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 ofthese areas.
Electives. Of the 26 elective graduate-level cred-
its, 12 may be taken outside the department in an
area closely related to the student's professional
goals, subject to approval by the student's adviser;
options include courses in linguistics, mathemat-
ics, physics, and psychology. Elective options
within the department include:
1. Up to 8 credits in Reading and Conference
(CIS 605), with prior approval by the adviser
2. Up to 12 credits in Thesis (CIS 503) or Final
Project (CIS 609)
3. Experimental Courses (CIS 610), which are
new courses pending permanent approval
Grade Requirements. All 28 core-area credits
must be passed with grades of B- or better. Up to
12 of the 26 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.
78 COLLEGE OF ARTS AND SCIENCES
M.S. Thesis. The research option requires a writ-
ten thesis and enrollment for 9-12 credits in The-
sis (CIS 503). Thesis research is supervised by a
faculty member, who with other faculty members
constitute the thesis committee. 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 stu-
dents 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 609).
Supervised by a faculty member, the project may
entail a group effort involving several master's
degree students. The project is subject to ap-
proval by the department's graduate affairs
committee.
Accelerated Master of Science
Program
This program is open to students who earn a B.S.
degree in computer and information science at
the University of Oregon and who want to enter
the master's degree program. At the time of
graduation, applicants must have completed
Computer Architecture (CIS 429) and must have
a 3.00 grade point average in upper-division CIS
courses.
Admission procedure. Application to the
master's program should be made by February 1
of the graduation year. If the above criteria, in-
cluding meeting the application deadline, are
met when the B.S. is granted, admission to the
master's program is automatic and the number of
credits required for the master's degree is re-
duced to 45. Candidates for the degree must still
complete the 28-credit core area for breadth and
depth.
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 years of study. It is a degree reserved
for students who demonstrate both a comprehen-
sive understanding of computer science and an
ability to do creative research. Each PhD. student
produces a significant piece of original research,
presented in a written dissertation and defended
in an oral examination.
The Ph.D. program is structured to facilitate the
process of learning how to do research. Students
begin by taking required courses to build a foun-
dation of knowledge that is essential for ad-
vanced research. Early in the program the stu-
dent gains research experience by undertaking a
directed research project under the close
supervision of a faculty member and the scrutiny
of a faculty committee. In the later stages of the
program, students take fewer courses and spend
most of their time exploring their dissertation
area in order to learn how to identify and solve
open problems. The final steps are to propose an
independent research project, do the research,
and write and defend a dissertation.
Admission. Application materials should be
submitted by February 1 for the following fall
term. Materials should include everything that is
required for admission to the master's program
as well as a discussion of the anticipated research
area. All successful applicants are admitted con-
ditionally.
Degree Requirements
1. Breadth Courses. Complete six breadth
courses consisting of two each from the core
groups of (a) computer architecture, (b) theory,
and (c) programming langnages, software en-
gineering' and artificial intelligence. These six
courses must include CIS 621, 624 and 629.
The breadth courses must be passed with
grades of mid-B or better, and the cumulative
GPA for all six courses must be 3.50 or better.
This requirement may be waived for students
who have taken these or equivalent courses in
another program or at another university
2. Directed Research Project. Complete a di-
rected research project, which is supervised by
a faculty member and evaluated by a faculty
committee. The research project comprises (a)
the definition and expected results of the
project in the form of a Directed Research
Project Contract, (b) delivery of the materials
constituting the results of the project and oral
presentation of the results, and (c) a private
oral examination by the committee members
3. Unconditional Status. Successful completion
of the six breadth courses and the directed re-
search project leads to a change in the
student's doctoral status from conditional to
unconditional
4. Secondary Concentration. Complete a
secondary concentration consisting of two ad-
ditional courses from anyone of the three core
groups described in the breadth requirement.
These courses should be outside the student's
research area
5. Advancement to Candidacy. Choose an area
of research and work closely with an adviser to
learn the area in depth by surveying the cur-
rent research and by learning research meth-
ods, significant achievements, and how to pose
and solve problems. The student gradually as-
sumes more of an independent role and pre-
pares for the oral comprehensive examination,
which tests the depth of knowledge in the re-
search area. The graduate education commit-
tee appoints the area examination committee,
typically three members, after considering
nominations from the student and the adviser.
After an examination the area examination
committee decides whether the student is
ready for independent research work; if so, the
student is advanced to candidacy.
6. Dissertation and Defense. Identify a signifi-
cant unsolved research problem and submit a
written dissertation proposal to the disserta-
tion committee. The dissertation committee,
typically comprising three department mem-
bers, is appointed by the graduate education
committee after considering nominations from
the student and the adviser. The dissertation
committee, which gnides and evaluates the
student's progress through completion of the
degree, may request an oral presentation simi-
lar to the candidacy examination to allow
questions and answers about the proposed re-
search. The student then carries out the re-
quired research. The final stage is writing a
dissertation and defending it in a public forum
by presenting the research and answering
questions about the methods and results. The
dissertation committee, augmented by outside
members according to university regnlations,
may accept the dissertation, request small
changes, or require the student to make sub-
stantial changes and schedule another de-
fense.
7. Teaching Requirement. Complete the teach-
ing requirement. This is fulfilled by teaching a
one-term course or by serving as a graduate
teaching fellow (GTF) for two terms
8. Graduate School Requirements. Meet all
requirements set by the Graduate School as
listed in that section of this bulletin
Research Areas. It is important that a Ph.D. stu-
dent be able to work effectively with at least one
dissertation 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 super-
vise the dissertation.
Cognitive Science
By association with the Institute of Cognitive and
Decision Sciences, the department offers gradu-
ate degrees with an option in that area. Specific
research within the department includes visual
perception (in conjunction with the Department
of Psychology) and issues in artificial intelligence
and expert systems. For more information, see
the Institute of Cognitive and Decision Sciences
in the Research Institutes and Centers section
of this bulletin.
COMPUTER AND
INFORMATION SCIENCE
COURSES (CIS)
120 Concepts of Computing: Information
Processing (4) Introduction to the science of in-
formation representation and manipulation.
Types of information, information representation,
storage, analYSiS, simulation, programming lan-
gnages, operating systems, and social issues.
Prereq: MATH 111.
121 Concepts of Computing: Computers and
Computation (4) Introduces several areas of
study in computer science including user inter-
faces, logic and circuitry, programming and pro-
gram translation, and artificial intelligence. Pro-
gramming using HyperCard. CIS 120
recommended. Prereq: MATH 111.
122 Concepts of Computing: Algorithms and
Programming (4) Introduction to algorithm de-
sign and complexity analysis, data structures and
programming. Surveys approximation and sort-
ing algorithms. Introduces techniques for pro-
gram testing. Uses the programming langnage
Pascal. Prereq: CIS 121. Students cannot receive
credit for both CIS 122 and 134.
131 Introduction to Business-Information Pro-
cessing (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: !viATH 111 or two years of high school
algebra.
133 Introduction to Numerical Computation
with FORTRAN (4) Basic concepts of problem
analysis, computation, and solution. Progratnrning
a computer using the langnage FORTRAN. Prereq:
MATH 111 and a CIS course or equivalents.
134 Problem Solving in Pascal (4) Basic con-
cepts of problem analysis and computation; pro-
gramming a computer using the langnage Pascal.
COMPUTER AND INFORMATION SCIENCE 79
Prereq: MATH 111 and a CIS course or equiva-
lents. Students cannot receive credit for both CIS
122 and 134.
196 Field Studies: [Topic] (1-2R)
198 Workshop: [Topic] (1-2R)
199 Special Studies in Computer Science:
[Topic] (1-5) Topics vary with the interests and
needs of students and faculty members. Typical
subjects include programming in various languages
and problem solving with microcomputers.
210,211,212 Computer Science I,I1,III (4,4,4)
Basic concepts of computer science for majors and
others wanting a strong introduction to computer
science fundamentals. 210: algorithms and levels
of abstraction. 211: software modularity, abstract
data types, specification, and implementation.
212: system architecture and design. Sequence.
Prereq: four years of high school mathematics or
MATH 111 or instructor's consent.
313 Introduction to Data Structures (4) Con-
cepts of information organization, methods of
representing information in storage, techniques
for operating upon information structures.
Prereq: CIS 212, MATH 232.
314 Computer Organization (4) Introduction to
computer organization and instruction-set archi-
tecture-digitallogic design, binary arithmetic,
design of central processing unit and memory, mi-
croprogramming' machine-level programming,
virtual memory, and semaphores. Prereq: CIS 212,
MATH 231.
315 Introduction to Algorithms (4) Algorithm
design, worst-case and average-behavior analy-
sis, correctness, computational complexity.
Prereq: CIS 313, MATH 233.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-2lR)
403 Thesis (1-12R) PIN only
405 Reading and Conference: [Topic] (1-12R)
406 Field Studies: [Topic] (l-21R)
407/507 Seminar: [Topic] (1-5R) Opportunity
to study in greater depth specific topics arising
out of other courses.
408/508 Workshop: [Topic] (1-2lR)
409 Supervised Consulting (1-2R) PIN only.
The student assists other students who are en-
rolled in introductory programming classes. For
each four hours of scheduled weekly consulting
the student is awarded 1 credit. Prereq: depart-
mental consent. R for maximum of 4 credits.
410/510 Experimental Course: [Topic] (1-5R)
New courses are offered under this number the
first year or two, before final definition of the
courses and pending permanent approval by the
University Senate and the State Board of Higher
Education.
413/513 Data Structures (4) Second course in
information structures; complex structures, stor-
age management, sorting and searching, hash-
ing, storage of texts, and information compres-
sion. Prereq: CIS 315 or instructor's consent.
415 Operating Systems (4) Memory manage-
ment, scheduling, file systems, protection, syn-
chronization, and concurrency. Prereq: CIS 313,
314.
420/520 Automata Theory (4) Provides a math-
ematical basis for computability and complexity.
Models of computation, formal languages, Tur-
ing machines, solvability. Nondeterminism and
complexity classes. Prereq: CIS 315 or
instructor's consent, MATH 233.
422/522 Software Methodology I (4) Analysis
and structured design specification, system test-
ing. Advanced development environments de-
signed to create awareness of system engineering
concepts and tools. Student teams complete
three analysis, design, and programming
projects. Departmental approval reqUired for
nonmajors. Coreq: CIS 315.
423 Software Methodology II (4) Application of
concepts and methodologies covered in CIS
422/522. Student teams complete a large system
design and programming project. Final system
specification, test plan, user documentation, and
system walk-throughs required. Prereq: CIS
422/522.
425 Principles of Programming Languages (4)
Syntax and semantics. Scope rules,
environments, stores, denoted and expressed
values, procedures, and parameters. Definitional
interpreters. Types, overloading, parametric
polymorphism, and inheritance. Varieties of ab-
straction. Prereq: CIS 313.
429 Computer Architecture (4) RISC (Reduced
Instruction-Set Computer) and CISC (Complex
Instruction-Set Computer) design, high-perfor-
mance processor design, storage hierarchies,
pipelining, vector processing, networks, perfor-
mance analysis. Prereq: CIS 313, 314.
441/541 Computer Graphics (4) Introduction to
the hardware, geometrical transforms, interac-
tion techniques, and shape representation
schemes that are important in interactive com-
puter graphics. Programming assignments using
contemporary graphics hardware and software
systems. Prereq: CIS 313; pre- or coreq: CIS 314.
443/543 User Interfaces (4) Introduction to user
interface software engineering. Emphasis on
theory of interface design, understanding the be-
havior of the user, and implementing programs
on advanced systems. Prereq: CIS 313, 314.
445/545 Modeling and Simulation (4) Theoreti-
cal 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 314, 315.
451/551 Database Processing (4) Introduction
to the theory and application of database man-
agement. File and database organization, struc-
tured programming languages and embedded
database instructions. Relational and entity-rela-
tionship modeling. Prereq: CIS 315.
461/561 Introduction to Compilers (4) Lexical
analysis, parsing, attribution, code generation.
Prereq: CIS 314, 420, 425 or 624.
462/562 Implementation of Programming
Languages (4) Advanced topics in compiler con-
struction, storage management, or programming
environments. Prereq: CIS 461/561.
471 Introduction to Artificial Intelligence (4)
Theory and specific examples of knowledge-
based computer systems. Weak and strong
methods of problem solving. Knowledge repre-
sentations: predicate logic, semantic nets,
frames. Prereq: CIS 315.
Prerequisites to graduate CIS courses are intended
as guidelines. Students who are uncertain about
eligibility for enrollment in a course are encour-
aged to consult the instructor.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (1-5R)
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
606 Field Studies: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R) Seminars vary ac-
cording to the interests and needs of students
and availability of faculty members. Typical sub-
jects include computer graphics, analysis of busi-
ness systems, computer logic design, computers
in education, scene analysis, microprogramming,
artificial intelligence.
608 Colloquium: [Topic] (lR) PIN only
609 Final Project (1-16R) Final project for
master's degree without thesis.
610 Experimental Course: [Topic] (1-5R) New
graduate courses are offered under this number
the first year or two, before final definition of the
courses and pending permanent approval by the
University Senate and the State Board of Higher
Education.
613 Advanced Data Structures (4) Information
structures in various areas of computing such as
graphics, picture processing, simulation, model-
ing; storage problems, linkage between structures,
and automatic implementation of structures.
Prereq: CIS 413.
621 Algorithms and Complexity (4) Design and
analysis of algorithms, strategies for efficient al-
gorithms, introduction to complexity theory in-
cluding NP-completeness. Prereq: CIS 420.
622 Computability and Models of Computa-
tion (4) Properties of algorithmic computation.
Formal models of computation: Turing comput-
ability, recursive functions, computability and
decidability. Prereq: CIS 621.
624 Structure of Programming Languages (4)
Introduction to axiomatic, operational, and
denotational semantics. Environments, stores,
and continuations. Type theory, subtypes, poly-
morphism, and inheritance. Functional and logic
programming.
629 Computer Architecture (4) Advanced read-
ings in computer architecture research. Topics
may include storage hierarchies, input-output
subsystems, instruction- and data-level parallel-
ism, symbolic computation, multiprocessor net-
works and consistency algorithms, performance
modeling. Prereq: CIS 429.
630 Advanced Operating Systems (4) Prin-
ciples of operating systems for multiprocessor
and distributed computer systems: concurrent
programming, synchronization, communication,
process scheduling and migration, reaching
agreement, time. Prereq: CIS 415.
631 Parallel Processing (4) Advanced topics in
parallel processing including massively parallel
computer architecture, supercomputers,
parallelizing compiler technology, performance
evaluation, parallel programming languages,
parallel applications. Prereq: CIS 629.
632 Computer and Information Networks (4)
Basic technology, components, and functioning
of computer and information networks. Topo-
logical considerations, routing and control of in-
formation flow in networks; methods of trans-
mission, error control, and message protocols.
Prereq: CIS 415.
641 Advanced Computer Graphics (4) Com-
puter graphicS techniques for realistic image syn-
thesis: scan conversion, clipping, hidden surface
algorithms, illumination modeling, and color
perception. Prereq: CIS 441/541.
80 COLLEGE Of ARTS ANlJSCIEN(ES
650 Software Engineering (4) Examines recent
models and tools in software engineering includ-
ing modifications to the traditional software life-
cycle model, development environments, and
speculative view of the future role of artificial
intelligence.
651 Database Systems (4) Evaluation of overall
performance of database systems. Design, access
methods, and interfaces between users and data-
base management systems. Fast query response
versus easy updating. Prereq: CIS 451/551.
671 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.
674 Visual Information Processing (4) Com-
puter extraction and identification of objects in
visual scenes. Fundamental techniques, current
topics, and contemporary systems. Prereq: CIS
671 or instructor's consent.
675 Natural Language Processing (4) Technical
and theoretical problems of natural language un-
derstanding and generation. Articulation, repre-
sentation, and utilization of prior knowledge
(conceptual, episodic, lexical), cognitive context,
and discourse assumptions. Prereq: CIS 671.
676 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 ex-
pert system using the Oregon Rule-Based Sys-
tem (ORBS). Prereq: CIS 671.
677 Knowledge-Based Interfaces (4) Examina-
tion of research knowledge-based user interface
with particular attention to cognitive modeling.
Topics include intelligent tutoring systems, natu-
rallanguage interfaces, and expert systems ex-
planation. Prereq: ClS 671.
CREATIVE WRITING
144 Columbia Hall
Telephone (503) 346-3944
Terry R. Hummer, Program Director
FACULTY
Diana G. Abu-Jaber, assistant professor (fiction).
B.A., 1980, State University of New York at
Oswego; M.A., 1982, Windsor; Ph.D., 1986, State
University of New York at Binghamton. (1990)
Garrett K. Hongo, professor (poetry). B.A., 1973,
Pomona; M.F.A., 1980, California, Irvine. (1989)
Terry R. Hummer, professor (poetry). B.A., 1972,
M.A., 1974, Southern Mississippi; Ph.D., 1980,
Utah. (1993)
Dorianne LaUJ<, assistant professor (poetry). B.A.,
1988, Mills. (1994)
Chang-rae Lee, assistant professor (fiction). B.A.,
1989, Yale; M.F.A., 1993, Oregon. (1993)
Robert Hill Long, senior instructor (poetry). B.A.,
1975, Davidson; M.F.A., 1983, Warren Wilson.
(1991)
Richard M. Lyons, professor (fiction). B.A., 1957,
Brooklyn; M.F.A., 1962, Iowa. (1969)
Dwayne Thomas, visiting assistant professor
(fiction). B.A., 1986, Virginia; M.F.A., 1992, Oregon.
(1992)
The date in parentheses at the end of each entry is the
first year on the University of Oregon faculty.
UNDERGRADUATE STUDIES
While there is no undergraduate major in
creative writing, the program does offer
undergraduate-level creative writing courses.
Undergraduate English majors who want to em-
phasize creative writing should complete at least
8 credits of Introduction to Imaginative Writing
(CRWR 241,243). Other students should consult
their major advisers about integrating creative
writing courses into their programs.
GRADUATE STUDIES
Master of Fine Arts Degree
Admission Requirements
1. Bachelor's degree
2. Other materials submitted for admission that
give evidence that the applicant will be able to
complete the prescribed course of study satis-
factorily
Admission Procedures
1. Obtain a Graduate Admission Application
from the director of the Creative Writing
Program
2. Send the first copy to the university Office of
Admissions with a $50 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 Admissions and the other
to the director
4. Submit or have sent to the director:
a. Letters of recommendation from three
people familiar with the applicant's
potential as a writer
b. A sample of the applicant's creative writing
Application materials must be received by Febru-
ary 1 for admission to the program the next fall
term.
Degree Requirements
The candidate for the M.F.A. degree must com-
plete 72 credits of graduate work during six
consecutive terms in residence at the university.
Of the 72 credits, 36 must be in graduate creative
writing (CRWR) courses, 18 in Thesis (CRWR
503) or Writing and Conference (CRWR 605) or
both, and 18 in literature or literature in transla-
tion. The candidate must also pass a written ex-
amination on a reading list of works of fiction or
poetry.
CREATIVE WRITING COURSES
(CRWR)
199 Special Studies: [Topic] (1-5R)
241, 243 Introduction to Imaginative Writing
(4,4) For students interested in the techniques of
writing fiction and poetry and in the develop-
ment of a critical appreciation of the art of writ-
ing. 241: fiction. 243: poetry.
324,325,326 Short Story Writing (4,4,4) Exami-
nation of the basic techniques and structure of the
short story; extensive analyses of student work
and established models. Prereq: CRWR 241 or
instructor's consent. Abu-Jaber, Long, Lyons.
341,342,343 Poetry Writing (4,4,4) Verse writ-
ing; study of various verse forms as media of ex-
pression. Analysis of class work. Prereq: CRWR
243 or instructor's consent. Hongo, Laux, Long,.
401 Research: [Topic] (1-21R)
403 Thesis (1-21R)
405 Writing and Conference: [Topic] (1-21R)
407 Seminar: [Topic] (1-5R)
410 Experimental Course: [Topic] (1-5R)
430,431,432 Senior Creative Writing (4,4,4)
Advanced sequence in short story and poetry.
Prereq: CRWR 324,325,326 or CRWR 341,342,
343 or instructor's consent. Abu-Jaber, Hongo,
Laux, Long, Lyons.
451/551,452/552,453/553 Projects in Writing
(3,3,3R) Advanced instruction and practice in
writing short stories, novels, dramas, or nonfic-
tion. Prereq: instructor's consent. R with instruc-
tor's consent.
503 Thesis (1-16R) PIN only. Prereq: instruc-
tor's consent.
601 Research: [Topic] (1-16R) PIN only
605 Writing and Conference: [Topic] (1-16R)
Prereq: instructor's consent.
607 Seminar: [Topic] (1-5R) Selected seminars
offered each year. Prereq: instructor's consent. R
when topic changes.
630,631,632 Graduate Creative Writing: Po-
etry (6,6,6R) Concentration on student writing in
a workshop setting. Prereq: instructor's consent.
Hongo, Hummer. R once each in a different aca-
demic year. Primarily for M.F.A. candidates but
open to other graduate students with interest
and talent.
J 631 Literature of Literary Journalism (3) See
Journalism and Communication
J 635, 636, 637 Creative Nonfiction I,II,III
(6,6,6) See Journalism and Communication
640, 641, 642 Graduate Creative Writing: Fic-
tion (6,6,6R) Concentration on student writing of
fiction in a workshop setting. Prereq: instructor's
consent. Abu-Jaber, Lyons. R once each in a dif-
ferent academic year. Primarily for M.F.A. candi-
dates but open to other graduate students with
interest and talent.
EAST ASIAN LANGUAGES AND LITERATURES 81
EAST ASIAN
LANGUAGES AND
LITERATURES
308 Friendly Hall
Telephone (503) 346-4005
Alan S. Wolfe, Department Head
FACULTY
Steven T. Brown, assistant professor (classical and
medieval Japanese literature). B.A., 1987, Illinois,
Urbana-Champaign; M.A., 1988, Ph.D., 1994,
Stanford. (1993)
Stephen W. Durrant, professor (classical Chinese
language, early Chinese literature). B.A., 1968,
Brigham Young; Ph.D., 1975, Washington (Seattle).
(1990)
Maram Epstein, assistant professor (Ming-Qingver-
nacular fiction). B.A., 1983, M.A., 1987, Ph.D.,
1994, Princeton. (1994)
Michael B. Fishlen, associate professor (T'ang and
earlier Chinese literature). B.A., 1965, Knox; M.A.,
1968, Ph.D., 1973, Indiana; J.D., 1987, Oregon.
(1970)
Noriko Fujii, associate professor Gapanese language
and linguistics). B.A., 1973, Wakayama University;
M.A., 1978, Ph.D., 1985, Michigan. (1984)
Ruth Kanagy, assistant professor Gapanese lan-
guage, pedagogy, and second-language acquisi-
tion). B.A., 1974, Eastern Mennonite; M.A., 1977,
Michigan; Ph.D., 1991, Pennsylvania. (1994)
Hiroko C. Kataoka, associate professor Gapanese
language and pedagogy). B.A., 1974, Kobe College;
M.A., 1975, Ph.D., 1979, Illinois, Urbana-
Champaign. (1989)
Stephen W. Kohl, associate professor (modern Japa-
nese literature). B.A., 1967, PhD., 1974,
Washington (Seattle). (1972)
Wendy Larson, associate professor (modern Chi-
nese language and literature). B.A., 1974, Oregon;
M.A., 1978, Ph.D., 1984, California, Berkeley.
(1985)
Alan S. Wolfe, associate professor Gapanese and
comparative literature). B.A., 1966, M.A., 1971, Co-
lumbia; Ph.D., 1985, Cornell. (1980)
Emeritae
Angela Jung-Palandri, professor emerita. B.A., 1946,
Catholic University, Peking; M.A., 1949, M.L-S.,
1954, Ph.D., 1955, Washington (Seattle). (1962)
Yoko M. McClain, professor emerita. Diploma, 1950,
Tsuda College; B.A., 1956, M.A., 1967, Oregon.
(1968)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon faculty.
UNDERGRADUATE STUDIES
The Department of East Asian Languages and Lit-
eratures offers undergraduate programs in Chi-
nese and Japanese languages and literatures.
Each program enables students to achieve profi-
ciency in reading, writing, and speaking thelan-
guage and to acquire a fundamental knowledge
of the literature of the country.
Students must receive a grade of mid-Cor better
to advance to the next course in Chinese- or
Japanese-language sequences.
University Language Requirement: Accelerated
Japanese QPN 104,105,106) satisfies the foreign-
language requirement for the B.A. degree.
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 standard four years of
undergraduate study. Background in languages,
literature, or history at the high school or com-
munity 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 hu-
manities' social sciences, and professional
schools and also for careers in business, teaching,
law, journalism, and government agencies. Ca-
reer options for people with knowledge of Chi-
nese or Japanese are steadily increasing.
Major Requirements
Chinese
Culture-Intensive Option. Forty-seven graded
credits are required in courses beyond the sec-
ond-year level, including 19 credits of upper-
division Chinese language courses, Introduction
to Chinese (CHN 305, 306), and 16 credits of
upper-division East Asian languages and litera-
tures courses in Chinese literature or Chinese
culture.
Language-Intensive Option. Forty-seven
graded credits are required in courses beyond the
second-year level, including Third-Year Chinese
(CHN 301, 302, 303), Introduction to Chinese
Literature (CHN 305, 306, 307), Fourth-Year Chi-
nese (CHN 411, 412), Literary Chinese (CHN 436,
437), and either Modern Chinese Texts (CHN
413) or Literary Chinese Texts (CHN 438).
Japanese
Forty-seven graded credits are required in
courses beyond the second-year level, including
Third-Year Japanese QPN 301, 302, 303), Intro-
duction to Japanese Literature QPN 305, 306),
two terms of Fourth-Year Spoken Japanese QPN
411,412), two terms ofFourth-Year Reading and
Writing Japanese QPN 414, 415), and either the
third term of Fourth-Year Spoken Japanese QPN
413) or the third term of Fourth-Year Reading
and Writing Japanese QPN 416). The remaining
credits may be earned in any other upper-
division Japanese language or literature course,
or in a comparative literature course when the
topic is Japanese literature. Students may also
use credits earned in Japanese culture courses in
other diSciplines such as history, religious stud-
ies, and art history.
Any course for which a grade lower than mid-C
is received does not count toward the major.
Honors
Graduation with departmental honors is
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 ma-
jor 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 ad-
dition to meeting the standard major require-
ments. Transfer work and PIN credits are not in-
cluded in determining the GPA.
Minor Requirements
Chinese. The minor in Chinese requires comple-
tion of three years of Chinese language (CHN
101,102, 103; CHN 201, 202, 203; CHN 301, 302,
303) and two courses from Introduction to Chi-
nese Literature (CHN 305,306,307).
Upper-division language courses must be taken
at the University of Oregon or throughan Or-
egon State System of Higher Education program
in China. Lower-division courses must be passed
with grades of P or C- or better; upper-division
courses must be passed with grades of C- or
better.
Japanese. The minor in Japanese requires
completion of three years of Japanese language
QPN 101, 102, 103; JPN 201,202,203; JPN 301,
302,303) and Introduction to Japanese Literature
QPN 305, 306).
Upper-division language courses must be taken
at the University of Oregon or through an Or-
egon State System of Higher Education program
in Japan. Lower-division courses must be passed
with grades of P or C- or better; upper-division
courses must be passed with grades of C- or
better.
Overseas Study
The University of Oregon has one overseas study
program in China and five in Tokyo, Japan. Stu-
dents in all University of Oregon overseas study
programs enroll in courses with subject codes
that are unique to individual programs. Special
course numbers are reserved for overseas study.
See Overseas Study in the Special Studies sec-
tion of this bulletin.
Secondary School Teaching
Students interested in licensure as an Oregon sec-
ondary teacher with a Japanese endorsement may
obtain information from the Department of East
Asian Languages and Literatures.
GRADUATE STUDIES
The Department of East Asian Languages and
Literatures offers programs of study leading to
the degree of master of arts (MA) in East Asian
languages and literatures with a specializations
in Chinese literature, Japanese language and
pedagogy, or Japanese literature..
Admission
An applicant for admission to the M.A. program
should have completed an undergraduate major
in Chinese or Japanese language, literature, or
linguistics, or have equivalent experience. Appli-
cations are accepted only for fall-term admission.
Application Procedure
1. Obtain a Graduate Admission Application
from the graduate secretary, Department of
East Asian Languages and Literatures.
2. Send the first copy to the university Office of
Admissions with a $50 fee, and the remaining
copies to the graduate secretary, Department
of East Asian Languages and Literatures.
3. Submit or have sent to the graduate secretary,
Department of East Asian Languages and Lit-
eratures:
a. Official transcripts of col1ege-level work as
of the date of application
b. A 750-word statement of purpose
describing the applicant's academic experi-
ence to date, reasons for wanting to do
graduate work in the UO Department of
East Asian Languages and Literatures, and
eventual career goals
82 COLLEGE OF ARTS AND SCIENCES
c. Three letters of recommendation from
teachers who can comment personally on
the applicant's language competence and
aptitude for graduate study
d. Test of English as a Foreign Language
(TOEFL) scores of at least 600 for interna-
tional students
e. GRE test scores for native speakers of
English
Priority is given to applicants whose files are
complete by March 1. A departmental faculty
committee reviews the completed file and
notifies the applicant of its decision.
Degree Requirements
Chinese
The M.A. degree with a major in East Asian lan-
guages and literatures and a specialization in
Chinese literature requires successful completion
of a minimum of fifteen graduate-level courses
including the following: Graduate Studies in
Comparative Literature (COLT 614); Issues in
Early Chinese Literature (CHN 523); Issues in
Medieval Chinese Literature (CHN 524); Issues
in Modern Chinese Literature (CHN 525); two
graduate courses in literary theory or another lit-
erature; Chinese Bibliography (CHN 550); one
course in language pedagogy, Asian history, or
another field relevant to the student's career ob-
jectives; and two additional Chinese seminars.
Inquire at the department office about required
courses taught under generic numbers and titles.
Eight credits of Thesis (CHN 503) may be applied
to the master's degree. Students must pass a
comprehensive written examination at the end of
study or write a master of arts thesis.
Japanese
Language and Pedagogy. The M.A. degree with
a major in East Asian languages and literatures
and a specialization in Japanese language and
pedagogy requires 60 graded credits of course
work: 24 credits in Japanese linguistics and peda-
gogy, 8 credits of Japanese culture-related
courses, 4 credits of Practicum UPN 609), 8 cred-
its in linguistics, 8 credits of elective courses, and
either 8 credits of Thesis UPN 503) with a thesis
written on topics related to Japanese linguistics
and/or pedagogy or eight other elective courses
with a comprehensive examination given at the
end of study.
Literature. The M.A degree with a major in East
Asian languages and literatures and a specializa-
tion in Japanese literature requires successful
completion of a minimum of 15 graduate-level
courses including the following: Graduate Stud-
ies in Comparative Literature (COLT 614); Ad-
vanced Readings in Classical Japanese UPN 539);
three topics in Premodern Japanese Literature
UPN 523), Modem Japanese Literature UPN
524), or Major Japanese Writers UPN 525); two
graduate courses in literary theory and criticism
or in another literature; Japanese Bibliography
UPN 550); one course in another field relevant to
the student's career objectives; and three seminar
courses in Japanese literature. Inquire at the de-
partment office about required courses taught
under generic numbers and titles. Students must
pass a two-part comprehensive written examina-
tion at the end of study. In place of one part of
the written examination, a student may choose to
write a master of arts thesis.
Graduate Teaching Fellowships
A number of Graduate Teaching Fellowships
(GTFs) are available each year for new graduate
students in the department. Students are encour-
aged to apply to the department by March 1 for
fall admission and appointment. During each
term of the appointment, graduate teaching fel-
lows must register for and complete at least 9
credits of course work that can be applied to the
degree program.
All GTFs must take Teaching East Asian Lan-
guages and Literatures at College Level (EALL
560) in the fall term of the first and second years
of their fellowship appointment.
EAST ASIAN LANGUAGES AND
LITERATURES COURSES (EALL)
INDO 101, 102,103 First-YearIndonesian
(5,5,5) See Linguistics
THAI 101, 102, 103 First-Year Thai (5,5,5) See
Linguistics
196 Field Studies: [Topic] (1-2R)
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R)
INDO 201, 202, 203 Second-Year Indonesian
(5,5,5) See Linguistics
THAI 201,202,203 Second-Year Thai (5,5,5)
See Linguistics
210 China: A Cultural Odyssey (4) Introduc-
tion to the distinctive features of China's linguis-
tic, literary, artistic, and religio-philosophical
heritage. Includes guest lectures, films.
211 Japan: A Cultural Odyssey (4) Introduction
to distinctive features of Japan's linguistic, liter-
ary, artistic, and religio-philosophical heritage.
Includes guest lectures, films.
INDO 301, 302, 303 Third-Year Indonesian
(3,3,3) See Linguistics
THAI 301, 302, 303 Third-Year Thai (3,3,3) See
Linguistics
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-21R)
405 Reading and Conference: [Topic] (1-21R)
406 Field Studies: [Topic] (1-21R)
407 Seminar: [Topic] (1-5R)
408/508 Workshop: [Topic] (1-21R)
409 Supervised Tutoring (1-3R)
410/510 Experimental Course: [Topic] (1-5R)
Prereq: instructor's consent.
460/560 Teaching East Asian Languages and
Literatures at College Level (2R) Training in
Chinese and Japanese language instruction
through lectures, observations, and teaching
practica. Prereq for non-GTFs: instructor's con-
sent. R for maximum of 8 credits.
CHINESE COURSES (CHN)
Placement examinations are required for new
students who have exposure to Chinese, either
through formal course work or through informal
conversation. Native speakers of Chinese or stu-
dents whose competence in the language already
exceeds the scope of the material may not enroll in
Chinese-language courses.
101,102,103 First-Year Chinese (5,5,5) Pro-
vides thorough grounding in listening compre-
hension, speaking, reading, and writing. Empha-
sis on aural-oral skills. For students with no
background in Mandarin Chinese.
150 Introduction to the Chinese Novel (4)
Introduction to one long or several short novels.
Focuses on plot, character, cultural difference.
No background in Chinese necessary; taught in
English.
151 Introduction to Chinese Film (4) Introduc-
tion to films from China, Taiwan, Hong Kong,
and the United States. Discussion focuses on
family, gender, cultural difference. No back-
ground in Chinese necessary; English subtitles.
152 Introduction to Chinese Popular Culture
(4) Introduction to popular Chinese cultures in
China, Hong Kong, Taiwan, and the United
States. Discussion focuses on religion, literature,
art, and media.
196 Field Studies: [Topic] (1-2R)
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R)
201,202,203 Second-Year Chinese (5,5,5)
Training in aural-oral skills designed to build lis-
tening comprehension and fluency. Develop-
ment of proficiency in written Chinese. Prereq:
one year of Chinese or equivalent.
301,302,303 Third-Year Chinese (5,5,5) Con-
tinued training in listening, speaking, reading,
and writing. Prereq: two years of Chinese or
equivalent.
305,306,307 Introduction to Chinese
Literature (4,4,4) Survey ranging from early
Confucian and Daoist classics through Tang and
Song poetry, short fiction and novels, the 1919
May Fourth Movement writers, and into the con-
temporary period. Readings in English.
350 Women, Gender, and Chinese Literature
(4) Theoretical and literary texts by and about
women with Chinese cultures in various geo-
graphic locales. Special section on Chinese-
American women writers. Readings in English.
399 Special Studies: [Topic] (1-5R) Topic varies
from term to term. R for maximum of 12 credits.
401 Research: [Topic] (l-4R)
403 Thesis (1-6R) Prereq: instructor's consent. R
for maximum of 6 credits. Departmental honors
students only.
405 Reading and Conference: [Topic] (1-21R)
Prereq: instructor's consent.
406 Field Studies: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-4R) Studies and
projects in Chinese literature, linguistics, or
pedagogy. Sources are in Chinese, English, or
both. R when topic changes.
408/508 Workshop: [Topic] (1-21R)
409 Supervised Tutoring (1-4R) PIN only.
Prereq: instructor's consent. R for maximum of
18 credits.
410/510 Experimental Course: [Topic] (1-5R)
Prereq: instructor's consent.
411/511,412/512 Fourth-Year Chinese (4,4R)
Study of contemporary Chinese using written
and spoken forms. Prereq: three years of Chinese
or instructor's consent.
413/513 Modern Chinese Texts: [Topic] (4R)
Readings and discussion in Chinese of Chinese
modern literary and cultural texts. Topics change
yearly. R once, with instructor's consent and
when topic changes, for maximum of 8 credits.
423/523 Issues in Early Chinese Literature (4)
Explores scholarship on and questions raised
about early Chinese literary forms; examines the
EAST ASIAN LANGUAGES AND LITERATURES 83
notions of history and narrative. Prereq: instruc-
tor's consent.
424/524 Issues in Medieval Chinese Literature
(4) Explores scholarship on and questions raised
about Chinese poetry and its characteristics.
Prereq: instructor's consent.
425/525 Issues in Modern Chinese Literature
(4) Explores scholarship on and questions raised
about modern Chinese literature and culture; in-
cludes realism, modernism, gender, and literary
fonn. Prereq: instructor's consent.
431/531,432/532,433/533 Advanced Chinese
(4,4,4) Exclusive use of authentic materials, both
spoken and written. Prereq: four years of Chi-
nese or instructor's consent. Sequence.
436/536,437/537 Literary Chinese (4,4) Read-
ings in various styles and genres of classical Chi-
nese literature; stress on major works of c!ifferent
periods. Preparation for research.
438/538 Literary Chinese Texts: [Topic] (4R)
Focus on a theme in classical Chinese texts. Top-
ics change yearly. R twice with instructor's con-
sent when topic changes.
441/541 Structure of the Chinese Language (4)
Survey of the basic linguistic characteristics of
Chinese including phonology, orthography,
morphology, syntax, dialects, and sociolin-
guistics. Prereq: two years of Chinese, LING 290
or 421/521 or comparable basic linguistic back-
ground.
450/550 Chinese Bibliography (2) Reference
works in Chinese studies covering Western
sinology, major sources in Chinese, and training
in research methods. Prereq: two years of Chi-
nese or instructor's consent.
451/551 Post-Mao Fiction and Debate (4) Cov-
ers major cultural and literary debates of post-
Mao China with emphasis on selected represen-
tative writers. Prereq: instructor's consent.
452/552 Chinese Film and Theory (4) Examines
Chinese film and film theory. Focuses on Chi-
nese film in cultural debate and in the interna-
tional film arena. Prereq: instructor's consent.
454/554 Early Chinese Poetry: Scholar's La-
ment (4) Examines the archetype of the literature
of long suffering. Readings from the Shijing and
Chuci and on questions of thematic and linguistic
transmission. Prereq: instructor's consent.
455/555 The Han-Tang Poetic Tradition (4) Ex-
amines Han interpretations of classic poetry an-
thologies as they were received in the poetry of
the Han, Six Dynasties, and Tang. Prereq:
instructor's consent.
456/556 Traditional Chinese Law and Litera-
ture (4) Considers Chinese law as defined in the
late Zhou and Han periods and as reflected in the
statutes, short fiction, and drama of later dynas-
ties. Prereq: instructor's consent.
461/561 The Confucian Canon (4) Examines
how and why a small group of texts came to
dominate Chinese education for 2,000 years. Pre-
req: instructor's consent.
462/562 The Beginnings of Chinese Narrative
(4) Survey and discussion of the features and
themes of the earliest Chinese historical narra-
tive. Comparison with early Greek and Hebrew
historical writing. Prereq: instructor's consent.
503 Thesis (1-6R) PIN only
601 Research: [Topic] (1-4R) PIN only
603 Dissertation (1-6R) PIN only
605 Reading and Conference: [Topic] (1-16R)
Prereq: instructor's consent. R as student
projects warrant.
606 Field Studies: [Topic] (1-16R) Prereq:
instructor's consent.
609 Practicum: [Topic] (1-4R) Prereq: instruc-
tor's consent. R for maximum of 18 credits.
JAPANESE COURSES UPN)
Placement examinations are required for new
students who have exposure to Japanese, either
through formal course work or through informal
conversation. Native speakers ofJapanese or stu-
dents whose competence in the language already
exceeds the scope of the material may not enroll in
Japanese language courses.
101,102,103 First-Year Japanese (5,5,5) Pro-
vides 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) In-
tensive course in basic Japanese language skills
with stress on acquisition of grammatical pat-
terns and reading proficiency. Prereq: previous
study ofJapanese or instructor's consent.
196 Field Studies: [Topic] (1-2R)
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R)
201,202,203 Second-Year Japanese (5,5,5)
Continuation ofJPN 101, 102, 103. Additional
training in oral-aural skills designed to build lis-
tening comprehension and fluency. Develop-
ment of basic proficiency in reading and writing
Japanese.
301,302,303 Third-Year Japanese (5,5,5) Pro-
vides a solid foundation in listening, speaking,
reading, and writing. Prepares students for ad-
vanced study. Prereq: two years ofJapanese or
equivalent.
305,306,307 Introduction to Japanese Litera-
ture (4,4,4) Historical survey of Japanese litera-
ture 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. Readings in English.
399 Special Studies: [Topic] (1-5R) Prereq:
instructor's consent. R for maximum of 12 credits.
401 Research: [Topic] (1-4R) Prereq: instruc-
tor's consent. R for maximum of 12 credits.
403 Thesis (1-6R) Prereq: instructor's consent. R
for maximum of 6 credits. Departmental honors
students only.
405 Reading and Conference: [Topic] (1-21R)
Prereq: instructor's consent.
406 Field Studies: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-4R) Japanese lit-
erature both in Japanese and in English transla-
tion. Recent topiCS are The Aftermath of War:
Japanese Film and Literature under the U.S. Oc-
cupation, Contemporary Fiction, and Vvomen in
Japanese Literature. R when topic changes.
408/508 Workshop: [Topic] (1-21R)
409 Supervised Tutoring (1-4R) PIN only. Pre-
req: instructor's consent. R for maximum of 18
credits.
410/510 Experimental Course: [Topic] (1-5R)
Prereq: instructor's consent.
411/511,412/512,413/513 Fourth-Year Spoken
Japanese (4,4,4) Development of speaking and
listening skills related to concrete and abstract
topics. Emphasis on sociolinguistic skills. Prereq:
three years of Japanese or instructor's consent.
414/514,415/515,416/516 Fourth-Year Read-
ing and Writing Japanese (4,4,4) Development
of reading skills, vocabulary, and knowledge of
kanji. Writing exercises include message writing,
letter writing, and short essays. Prereq: three
years of Japanese or instructor's consent.
424/524 Premodern Japanese Literature:
[Topic] (4R) Investigates topics in premodern
Japanese literature in relation to their socio-
political contexts of emergence. A recent topic is
sex and power in the Tale ofGenji. Prereq:
instruc-tor's consent. R twice when topic
changes for maximum of 12 credits.
425/525 Modern Japanese Literature: [Topic]
(4R) Investigates topics relevant to Japanese lit-
erary studies in a comparative context. Recent
topics include suicide and literature East and
West, nations and resistance, atomic bomb lit-
erature. Prereq: instructor's consent. R twice
when topic changes for maximum of 12 credits.
426/526 Major Japanese Writers: [Topic] (4R)
Intensive study of one or more major Japanese
authors of the late 19th and 20th centuries. Re-
cent topics include the fiction of Tanizaki
Junichiro, Mishima Yukio and Japanese
postmodernity, the fiction of Inoue Yasushi.
Prereq: instructor's consent. R twice when topic
changes for maximum of 12 credits.
431/531,432/532,433/533 Advanced Spoken
Japanese (4,4,4) Practice in speaking and listen-
ing at different speech levels on a variety of top-
ics. Prereq: JPN 413/513 or instructor's consent.
For students with advanced profiCiency in speak-
ing.
434/534,435/535,436/536 Advanced Readings
in Japanese Literature (4,4,4) Reading modern
Japanese literature in Japanese. Students acquire
profiCiency in reading, writing, and translation as
well as knowledge of literature. Prereq: JPN
416/516 or instructor's consent.
437/537,438/538 Classical Japanese Literary
Language (4,4) Introduction to the basic prin-
ciples and forms of classical Japanese literary lan-
guage (style, syntax, and textuality). Selected
readings of texts in classical Japanese from Nara
through Edo periods. Prereq: JPN 301, 302, 303.
439/539 Advanced Readings in Classical Japa-
nese: [Topic] (4R) Selected advanced texts in
classical Japanese from Nara through Edo peri-
ods. Special attention to poetics, gender, narra-
tive perspective and structure, and the institu-
tiona
mechanisms of transmission and
reception. Prereq: JPN 437/537 or 438/538 or
instructor's consent. R when topic changes.
441/541 Structure of the Japanese Language
(4) General characteristics ofJapanese grammar.
Topics include word order, typolOgical character-
istics, morphology, ellipsis, passives, and
causatives. Prereq: LING 290 or 421/521, three
years of Japanese or instructor's consent.
442/542 Japanese Discourse Structure (4) Ex-
amination of Japanese discourse structure. Topics
include paragraph and thematic structure, cohe-
sion, ellipsis, and sentence styles. Prereq: JPN
441/54101' instructor's consent.
443/543 Teaching Japanese as a Foreign Lan-
guage I (4) Discussion and examination of in-
structiona
materials, techniques, and methods.
Activities include class observation, demonstra-
tions, and writing short papers. Prereq: JPN
84 COLLEGE OF ARTS AND SCIENCES
441/541, LING 444/544, three years of Japanese-
language study.
444/544 Teaching Japanese as a Foreign Lan-
guage II (4) Focus on curriculum development,
materials development, evaluation, and class
management. Prereq: JPN 443/543.
450/550 Japanese Bibliography (2) Bibliography
for Japanese studies: examination of basic refer-
ence works in both Western languages and Japa-
nese; training in research methods. Prereq: two
years 00apanese or instructor's consent.
453/553 Japanese Sociolinguistics (4) The rela-
tionship between Japanese social systems and
values and the use of language. Prereq: LING
290 or 421/521.
4711571 The Japanese Cinema (4) Major film-
makers and works are introduced. Comparative
analysis of Japanese cinema as narrative form
and artists' efforts to grapple with the Japanese
experience of modernity. Readings, films, and
discussions in English.
472/572 Japanese Film and Literature (4) Con-
temporary Japanese culture examined via film
and fiction. Focus on writers' and filmmakers'
efforts to define an autonomous art. Topics vary.
Prereq: JPN 471/571. Readings, films, and discus-
sions in English.
503 Thesis (1-6R) PIN only
601 Research: [Topic] (1-4R) PIN only
603 Dissertation (1-6R) PIN only
605 Reading and Conference: [Topic] (1-16R)
Prereq: instructor's consent. R as approved by
faculty.
609 Practicum: [Topic] (1-4R) Prereq:
instructor's consent. R for maximum of 18
credits.
ECONOMICS
435 Prince Lucien Campbell Hall
Telephone (503) 346-4661 .
Mark A. Thoma, Acting Department Head
FACULTY
Bruce A Blonigen, assistant professor (industrial
organization, international, econometrics). B.A,
1988, Gustavus Adolphus; M.A.,. 1992, Ph.D., 1995,
California, Davis. (1995)
Christopher J. Ellis, associate I?rofessor (economic
theory). B.A., 1978, Essex UniversIty; M.A, 1979,
Ph.D., 1983, Warwick University. (1983)
George W. Evans, John B. Hamacher Professor of
Economics (macroeconomics, econometrics). B.A,
1969, California, Berkeley; B.A., 1971, Oxford;
M.A., 1976, Ph.D., 1980, California, Berkeley.
(1994)
David N. Figlio, acting assistant professor (public,
political economy, urban and regional). B.S., 1991,
George Washington; M.A, 1992, Wisconsin, Madi-
son. (1995)
Henry N. Goldstein, professor (international fi-
nance). B.A., 1950, North Carolina at Chapel Hill;
M.S., 1953, Ph.D., 1967, Johns Hopkins. (1967)
Jo Anna Gray, professor (macroeconomic theory).
B.A., 1971, Rockford; AM., 1973, Ph.D., 1976,
Chicago. On leave 1995-96. (1989)
William T. Harbaugh, acting assistant professor (en-
vironmental, natural resources). B.S., 1983, M.S.,
1986, Montana State. (1995)
Stephen E. Haynes, professor (international finance,
econometrics). B.A, 1968, Ph.D., 1976, California,
Santa Barbara. (1978)
Chulsoon Khang, professor (pure theory of interna-
tional trade). B.A., 1959, Michigan State; M.A.,
1962, Ph.D., 1965, Minnesota. (1966)
Van W. Kolpin, associate professor (game theory,
microeconomic theory). B.A, 1982, Cae; M.S.,
1983, M.A., 1984, Ph.D., 1986, Iowa. (1986)
Cathleen S. Leue, assistant professor Oabor, econo-
metrics); director, Social Science Instructional
Laboratory; director Social Science Data Services
Laboratory. B.A, 1978, California State, Chico;
Ph.D., 1985, Washington State. (1987)
Raymond Mikesell, professor (economic develop-
ment, international economics). B.A, 1935, M.A,
1935, Ph.D., 1939, Ohio State. (1957)
Emilson C. D. Silva, assistant professor (public fi-
nance, development, international trade). B.S.,
1986, Universidade de Brasilia; M.S., 1988, Ph.D.,
1993, Illinois, Urbana-Champaign. (1993)
Larry D. Singell Jr., associate professor Oabor, public
finance). B.A., 1983, M.A., 1984, Ph.D., 1988, Cali-
fornia, Santa Barbara. (1988)
Joe A Stone, W. E. Miner Professor of Economics
Oabor economics, international trade). B.A, 1970,
Texas at El Paso; M.A., 1974, Ph.D., 1977, Michigan
State. (1979)
Mark A Thoma, associate professor (macroeco-
nomics, econometrics). B.A, 1980, California State,
Chico; Ph.D., 1985, Washington State. (1987)
W. Ed Whitelaw, professor (urban economics). B.A,
1963, Montana; Ph.D., 1968, Massachusetts Insti-
tute of Technology. (1967)
Wesley W. Wilson, associate professor (industrial
organization, transportation economics). B.S., B.A.,
1980, North Dakota; M.A., 1984, Ph.D., 1986,
Washington State. (1989)
James Ziliak, assistant professor Oabor, applied
econometrics, public economics). B.A, B.S., 1988,
Purdue; M.A., 1990, Ph.D., 1993, Indiana. (1993)
Emeriti
Robert Campbell, professor emeritus. B.A., 1947,
Califomia, Berkeley; B.S., 1950, U.S. Merchant Ma-
rine Academy; Ph.D., 1953, California, Berkeley.
(1952)
Richard M. Davis, professor emeritus. B.A., 1939,
Colgate; M.A., 1941, Ph.D., 1949, Cornell. (1954)
Myron A. Grove, professor emeritus. B.S., 1957,
M.S., 1959, Oregon; Ph.D., 1964, Northwestern.
(1963) .
BarryN. Siegel, professor emeritus; director of un-
dergraduate studies. B.A., 1951, Ph.D., 1957, Cali-
fornia, Berkeley. (1961)
Paul B. Simpson, professor emeritus. B.A, 1936,
Reed; Ph.D., 1949, Cornell. (1949)
Robert E. Smith, professor emeritus. B.A, 1943,
Southern California; Ph.D., 1963, California, Los
Angeles. (1962)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
UNDERGRADUATE STUDIES
Economics is the social science that studies the
problem of using scarce resources to satisfy
society's unlimited wants. The discipline is di-
vided into two general areas-microeconomics
and macroeconomics. Microeconomics explores
questions about the way society allocates re-
sources; it applies to public policy in such areas
as urban, industrial organization, and labor eco-
nomics. Macroeconomics considers such ques-
tions as the causes of inflation and unemploy-
ment; it applies to such areas as monetary,
development, 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 hon-
ors. The undergraduate courses in economics
provide broad knowledge of the field as a part of
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 professional graduate training in
economics or in careers in business, law, or
government.
For more detailed information students are en-
couraged to inquire at the department office, 435
Prince Lucien Campbell Hall.
Preparation. Suggested preparation for entering
freshmen is four years of high school mathemat-
ics. Prospective majors are strongly urged to sat-
isfy part of their science group requirement with
an introductory calculus sequence, to be taken in
the freshman or sophomore year. Sugge~ted
preparation for two-year college transfers is (1)
the equivalents of Introduction to Economic
Analysis: Microeconomics (EC 201) and Intro-
duction to Economic Analysis: Macroeconomics
(EC 202) and (2) the equivalents of either Calcu-
lus for Business and Social Science I,Il (MATH
241,242) and Introduction to Methods ofProb-
ability and Statistics (MATH 243) or Calculus
I,II,III (MATH 251,252,253).
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 de-
gree in economics provides an excellent back-
ground 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 re-
search organizations.
Undergraduate Resources. The economics de-
partment has recently designated 405-407 Prince
Lucien Campbell Hall the undergraduate re-
source area. This area, which is close to the
department's main office and to faculty and
graduate teaching fellow offices, has facilities for
study-group meetings, research, and consulta-
tion with peer advisers. Its convenient location
can be easily reached between classes or while
waiting to see a faculty member. The under-
graduate study room and peer-advising facility
also houses information on graduate schools,
jobs, and graduation requirements. The resource
room, which contains four Pentium computers
that are networked to university computing fa-
cilities, has another study area.
Major Requirements
1. Introduction to Economic Analysis: Micro-
economics (EC 201) and Introduction to Eco-
nomic Analysis: Macroeconomics (EC 202).
Should be completed by the end of the sopho-
more year
2. Calculus for Business and Social Science I,II
(MATH 241, 242) and Introduction to Methods
of Probability and Statistics (MATH 243) or
Calculus I,II,III (MATH 251, 252, 253). Should
be completed by the end of the sophomore
year
3. Intermediate Microeconomic Theory (EC 311)
and Intermediate Macroeconomic Theory (EC
313) or Advanced Microeconomic Theory I (EC
411) and Advanced Macroeconomic Theory
(EC 413). Should be completed by the end of
the junior year
4. Introduction to Econometrics (EC 420, 421) or
Econometrics (EC 423,424). Should be com-
pleted by the end of the junior year
5.28 additional credits in economics courses
numbered 300 or above, with at least 24 credits
in courses numbered 400 or above. At least 12
of the 28 credits must be taken at the UO
6. Grades of C- or better in all courses taken to
satisfy the major requirements
7. No student who has previously received credit
for a 400-level course can receive credit toward
the economics major for a corresponding 300-
level course. For example, if a student has previ-
ously received credit for one of the 400-level
courses in international economics (BC 480,
481), the student cannot use International Eco-
nomic Issues (BC 380) to satisfy part of the ma-
jor course requirements
Program Suggestions for Majors
1. Majors planning graduate study in economics
and others with an appropriate mathematics
background should satisfy the theory require-
ment with Advanced Microeconomic Theory
I,II (EC 411, 412) and Advanced Macroeco-
nomic Theory (EC 413) instead of Intermediate
Microeconomic Theory (EC 311) and Interme-
diate Macroeconomic Theory (EC 313)
2. The department offers at least ten fields of spe-
cialization including money, urban and re-
gional, public economics, resource and environ-
mental, labor, international, economic
development, and industrial organization. For
many fields, one 300-level introductory course
and two 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
two 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 mas-
ter of business administration. Students
should plan their programs early to meet the
requirements of this combined program. For
more information see Accelerated Programs in
the Graduate School of Management section
of this bulletin, and inquire at the Charles H.
Lundquist College of Business.
Emphasis in Business Economics
The department offers its majors an emphasis in
business economics that complements the liberal
arts curriculum with professional training. Eco-
nomics majors who choose the business eco-
nomics emphasis must
1. Complete a minor in business administration
2. Fulfill five of the seven upper-division courses
required of economics majors by taking
a. Money and Banking (EC 370) or Monetary
Policy (EC 470)
b. Urban and Regional Economics (EC 430), or
Issues in Urban and Regional Economics (EC
431), or Economy of the Pacific Northwest
(BC 432), or Public Economics (EC 440)
c. Labor Economics (EC 450) or Topics in La-
bor Economics (EC 451)
d. Theories of Industrial Organization (EC
460) or Industrial Organization and Public
Policy (BC 461)
e. International Finance (EC 480) or Interna-
tional Trade (EC 481)
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 4 credits
in Research (EC 401). A copy of the completed
paper, approved by the faculty adviser, must
be presented to the department by Friday of
the week before final examinations during the
term the student plans to graduate
Students who intend to satisfy these require-
ments should notify the director of undergradu-
ate studies early in the term in which they plan to
graduate.
Minor Requirements
A minor in economics requires 24 credits distrib-
uted as follows:
24 credits
Introduction to Economic Analysis:
Microeconomics (EC 201) 4
Introduction to Economic Analysis:
Macroeconomics (EC 202) 4
Intermediate Microeconomic Theory (EC 311)
.............................................................................. 4
Intermediate Macroeconomic Theory (EC 313)
.............................................................................. 4
Two additional upper-division 4-credit courses
in economics 8
The two upper-division 4-credit courses must be
taken at the UO. All courses applied toward the
economics minor must be completed with grades
of C- or better.
No student who has previously received credit
for a 400-level course can receive credit toward
ECONOMICS
the economics minor for a corresponding 300-
level course.
Secondary School Teaching
Although the University of Oregon does not offer
professional preparation of social studies teach-
ers' an academic major in economics provides a
strong subject-matter background for entry into
a secondary teacher-education program. Stu-
dents interested in a teaching career may obtain
information about teacher education from the
Office of Academic Advising and Student Ser-
vices, 164 Oregon Hall.
GRADUATE STUDIES
The Department of Economics offers graduate
work leading to the degrees of master of arts
(M.A.), 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 general test of the Graduate
Record Examinations (GRE) sent by the testing
center
2. Three letters of recommendation
3. Complete transcripts of previous work sent by
the issuing institutions
Applicants should have knowledge of math-
ematics eqUivalent to Calculus I,II,III (MATH
251, 252, 253).
Applicants whose native language is not English
and who have not graduated from an American
university must also submit their scores on the
Test of English as a Foreign Language (TOEFL).
Applicants to the Ph.D. program whose native
language is not English must also submit a
Speaking Proficiency English Assessment Kit
(SPEAK) or Test of Spoken English (TSE) score.
Master's Degree
The Department of Economics offers a master's
degree program for students planning to teach in
two-year colleges, seeking research careers in
government or private industry, or pursuing ad-
vanced study in economics prior to additional
graduate studies.
The program requires a minimum of 45 graduate
credits, and students must meet other university
and Graduate School requirements for the master
of arts (M.A.) or the master of science (M.S.) de-
gree. In addition, students must meet the follow-
ing departmental requirements:
1. Econometrics (EC 523,524,525), to be com-
pleted within the first full academic year
2. Advanced Microeconomic Theory I,II (EC
511, 512) and Advanced Macroeconomic
Theory (EC 513), to be completed within the
first full academic year
3. Four elective graduate field courses in
economics, at least two of which must be at
the 600 level. EC 503, 508, 601, 603, 605, and
609 do not count as electives; nor do core EC
607 seminars
4. A minimum of 45 graduate credits, at least 39 of
which must be in economics. Any credits taken
86 COLLEGE OF ARTS AND SCIENCES
outside the economics department must be ap-
proved by the master's degree adviser before
they can be counted toward the 45-credit mini-
mum. No more than 5 credits in EC 503, 508,
601, or 605 may be applied to the 45-credit
minimum
Master's degree candidates must complete either
a thesis or a research paper approved by two de-
partment faculty members on a topic from the
area of economics in which a 600-level field
course has been taken. A prospectus for the the-
sis or research paper, for a minimum of 2 credits
in Research (EC 601), must be approved by the
candidate's committee prior to the term in which
the thesis or research paper is approved. In addi-
tion to the 2 credits for the prospectus, a mini-
mum of 3 credits of EC 601 is required for the re-
search paper or 9 credits of EC 503 for the thesis.
All courses taken to satisfy the master's degree
requirements (except EC 503, 508, 601, and 605)
must be taken for letter grades with at least a
3.00 overall grade point average.
All master's degree requirements must be com-
pleted within a five-year period.
The master's degree typically requires five to six
terms of full-time work. A few well-qualified stu-
dents have completed requirements for the degree
in four terms, including a term 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
(IS:IP) in the Graduate School. The program re-
quires graduate courses in geography; planning,
public policy and management; biology; and eco-
nomics, among others.
Address inquiries to the Director, Environmental
Studies Program, 104 Condon Hall, 5223 Univer-
sity of Oregon, Eugene OR 97403-5223. See also
the Environmental Studies and Graduate
School sections of this bulletin.
Doctor of Philosophy Degree
Graduate students seeking the PhD. degree in
economics at the University of Oregon must
complete the following departmental require-
ments as well as all university requirements. All
economics courses except EC 601, 603, 605, and
609 must be taken for letter grades.
1. Core requirements must be completed in the
first year and must include three terms each of
microeconomic theory, macroeconomic
theory, and econometrics (with at least a 2.67
GPA). At the end of the first year the student
must pass a qualifying examination offered in
early July in micro- and macroeconomic
theory. Students who fail may be permitted to
retake the examination early the next Septem-
ber
2. Students must file an approved program of
study by December 15 following the qualifying
examination
3. Two-term EC 607 sequences in two fields of
economics must be completed with a 3.00
GPA or better. By winter term of the third year,
a research paper for at least 6 credits of Re-
search (EC 601) must be completed in one of
the fields and approved by two members of the
faculty with specialties in that field
4. Five elective EC 607 courses in economics
must be taken outside the two fields
Advancement to candidacy may be requested
after the student has completed the above
requirements and orally defended a prospec-
tus for the dissertation, which must include a
minimum of 6 credits in Research (EC 601).
Students must be enrolled for at least 3 cred-
its during the term of their advancement
5. A Ph.D. dissertation of significant contribution
to the field must be completed in conjunction
with at least 18 credits of Dissertation (EC 603).
A formal, public defense must take place on the
UO campus at a date set by the committee chair
and approved by the Graduate School
Time Limits. The Graduate School's seven-year
time limit for completion of all Ph.D. degree re-
quirements begins with the most recent year of
three consecutive terms of full-time enrollment
in permanently numbered graduate courses. The
economics department requires that every Ph.D.
student in economics complete all degree re-
quirements in eight years, beginning with the
student's first term of enrollment in the econom-
ics doctoral program.
Courses other than those described above or
courses taken at other schools may not be
substituted without the approval of the Ph.D.
program committee and the department head. In
no instance can the qualifying examination be
waived.
The doctorate in economics at the University of
Oregon is designed as a four-year program for
full-time students. Students in the Ph.D. pro-
gram may apply to be awarded a master's degree
upon advancement to candidacy.
More detailed information is given in the depart-
ment's pamphlet, Graduate Studies in Economics.
SUPPORT SERVICES
Social Science Data Services
Laboratory
12 Prince Lucien Campbell Hall
Telephone (503) 346-1335
Cathleen S. Leue, Director
The Data Services Laboratory specializes in data
acquisition, access to online data, and the
archiving of local data. The laboratory's member-
ship in the Inter-University Consortium for Politi-
cal and Social Research entitles the university
community to order data from the largest data
archive in the world. Data available to consortium
members includes panel study of income dynam-
ics, international financial statistics, census data,
national crime statistics, and current population
surveys. The Social Science Data Services Labora-
tory also participates in the National Center for
Health Statistics Public Use Data Tape Program.
The laboratory stores data from the panel study of
income dynamics, international financial statistics,
Citibase, and OECD. Users can easily obtain data
at their desks by using file transfer protocol (FIP).
Laboratory services include locating and ordering
data and creating subsets of those data, training
users to use the basic system and the SAS statis-
tics package, and moving data to the university's
VMSciuster. The laboratory also archives data sets
generated by campus researchers.
Social Science Instructional
Laboratory
72 Prince Lucien Campbell Hall
Telephone (503) 346-2547
Cathleen S. Leue, Director
The Social Science Instructional Laboratory is a
state-of-the-art microcomputer laboratory. It
aids social science instructors teaching computer
applications by scheduling and teaching com-
puter application classes and providing students
with consulting services. The laboratory also sup-
ports social science graduate students conducting
research. Any student may gain access to the
laboratory's facilities.
The laboratory houses twenty-four networked
Windows-based computers and five printers, in-
cluding laser and color printers. Software and
hardware used to teach computer applications
are available. The laboratory offers a variety of
software to analyze statistical data, course-
specific software, and spreadsheet and word-
processing software. In addition, laboratory users
can access the university's VMSciuster through
the UOnet.
ECONOMICS COURSES (EC)
201 Introduction to Economic Analysis:
Microeconomics (4) First term of introductory
sequence in principles of economics. MATH 111
recommended.
202 Introduction to Economic Analysis:
Macroeconomics (4) Second term of introduc-
tory sequence in principles of economics. Prereq:
EC 201.
HC 204 (H) Honors College Introduction to
Microeconomics (4) See Honors College
HC 205 (H) Honors College Introduction to
Macroeconomics (4) See Honors College
311 Intermediate Microeconomic Theory (4)
Consumer and firm behavior, market structures.
General equilibrium theory, welfare economics,
collective choice, rules for evaluating economic
policy. Prereq: EC 201, MATH 111. Students can-
not receive credit for both EC 311 and FINL 311.
313 Intermediate Macroeconomic Theory (4)
Determination of aggregate income,
employment, and unemployment; evaluation of
macroeconomic policies. Prereq: Ee 311.
330 Urban and Regional Economic Prob-Iems
(4) Topics may include urban and metropolitan
growth, land use, race and poverty, education
systems, slums and urban renewal, transporta-
tion, crime, and pollution and environmental
quality. Prereq: EC 201, 202. Whitelaw.
340 Issues in Public Economics (4) Principles
and problems of governmentfinancing. Expendi-
tures, revenues, debt, and financial.administra-
tion. Production by government versusproduc-
tion by the private sector. Tax measures to
control externalities. Prereq: EC 201, 202. Ellis,
Silva, Singell.
350 Labor Market Issues (4) Topics may include
the changing structure of employment, the mini-
mum wage, the dual labor market hypothesis,
collective bargaining, discrimination, and health
and safety regulation. Prereq: EC 201, 202.
Singell, Stone, Ziliak.
360 Issues in Industrial Organization (4) Top-
ics 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. Wilson.
370 Money and Banking (3) Operations of com-
mercial banks, the Federal Reserve System, and
the Treasury that affect the United States mon-
etary system. Prereq: EC 201, 202. Goldstein,
Gray, Siegel. Students cannot receive credit for both
EC 370 and FINL 314.
380 International Economic Issues (4) Ex-
change across international boundaries, theory of
comparative advantage, balance of payments and
adjustments, international financial movements,
exchange rates and international financial insti-
tutions' trade restrictions and policy. Prereq: EC
201,202. Goldstein, Haynes.
390 Problems and Issues in the Developing
Economies (4) Topics may include the role of
central planning, capital formation, population
growth, agriculture, health and education, inter-
action between economic and cultural change,
and the "North-South debate." Prereq: EC 201,
202.
401 Research: [Topic] (1-21R)
405 Reading and Conference: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R) Yearly offer-
ings vary depending on interests and needs of
students and on availability of faculty members.
408/508 Workshop: [Topic] (1-21R)
410/510 Experimental Course: [Topic] (1-5R)
411/511,412/512 Advanced Microeconomic
Theory I,ll (4,4) 411/511: advanced theory of
consumer and firm behavior, market structures.
412/512: advanced general equilibrium theory,
welfare economics, collective choice, rules for
evaluating economic policy. Prereq: calculus.
Ellis, Khang.
413/513 Advanced Macroeconomic Theory (4)
Advanced theory about the determination of ag-
gregate income, employment, unemployment;
evaluation of macroeconomic policies. Prereq:
EC 411/511. Thoma.
420/520, 421/521 Introduction to Econometrics
(4,4) Application of classical statistical techniques
of estimation, hypothesis testing, and regression
to economic models. Sequence. Prereq: MATH
241,242,243 or equivalents. Haynes, Wilson. In-
cludes two-hour laboratory section in Social Sci-
ence Instructional Laboratory.
423/523,424/524,425/525 Econometrics (4,4,4)
Regression problems of autocorrelation,
heteroskedasticity, multicollinearity, and lagged
dependent variables; special single-equation es-
timating 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 es-
timates of stmctural parameters in economic
models containing many equations. Prereq: sta-
tistics. Haynes, Singell, Wilson, Ziliak.
HIST 425/525 Economic History of Modern
Europe (4) See History
429/529 Topics in Mathematical Economics (4)
Mathematical formulations of economic theory.
Linear programming, elementary growth mod-
els, matrices, stability analysis and equilibrium
behavior under uncertainty, production ftmc-
tions, and Slutsky equation analysis of consumer
demand. Prereq: EC 311,313 and elementary cal-
culus. Khang, Kolpin.
430/530 Urban and Regional Economics (4)
Location theory; urbanization and metropolitan
growth; regional analysis; intraurban rent,
location and land use, size distribution of urban
areas; welfare economics, political economy, and
urban problems. Prereq: EC 311.
431/531 Issues in Urban and Regional
Economics (4) Race and poverty; education sys-
tems, de facto segregation; housing, residential
segregation, slums and urban renewal; transpor-
tation, financing local government; crime; environ-
mental quality; urban planning. Prereq: EC 311.
Whitelaw.
432/532 Economy of the Pacific Northwest (4)
Locational factors influencing development of
the region's major industries; recent changes in
income and population; problems and govern-
mental policies in the areas of taxation, environ-
ment, and planning. Prereq: EC 311. Whitelaw.
433/533 Resource and Environmental Eco-
nomics (4) Appropriate time pattern of harvest
for a replenishable resource and appropriate rate
of exhaustion of a nonreplenishable resource.
Issues in natural resource and environmental
policies. Prereq: EC 311. Mikesell, Whitelaw.
440/540 Public Economics (4) Theory of public
goods and their optimal provision. Collective
choice versus private choice and implications for
resource allocation and efficiency. Prereq: EC
311, 313. Ellis, Silva.
441/541 Public Finance (4) Public budgeting,
detailed consideration of the principles of taxa-
tion and expenditure, analysis and comparison of
various forms of taxation, government enter-
prises. Prereq: EC 311, 313. Kolpin.
450/550 Labor Economics (4) Supply and de-
mand for labor wage determination under vari-
ous market structures, low-wage labor markets,
segmentation, the role of trade unions, wage dif-
ferentials, discrimination, and the nature of
work. Prereq: EC 311. Singell, Stone, Ziliak.
451/551 Topics in Labor Economics (4) Theo-
ries of unemployment, alienation, inequality, hu-
man resources, and the impact of unions. Eco-
nomic policy affecting labor markets, particularly
policies and institutions relating to unemploy-
ment. Prereq: EC 311. Singell, Stone, Ziliak.
460/560 Theories of Industrial Organization
(4) Theories, quantitative measures, and institu-
tional descriptions of the structure, conduct, and
results that characterize American industry. Em-
phasis is on the determinants and consequences
of market power. Prereq: EC 311. Wilson.
461/561 Industrial Organization and Public
Policy (4) Major policy instruments that have
been developed to cope with social problems
created by market power. The two principal in-
struments are antitrust and income policies.
Prereq: EC 311. Wilson.
HIST 463/563, 464/564 American Economic
History (4,4) See History.
470/570 Monetary Policy (4) Federal Reserve
System strategies and methods of monetary and
credit control. Effects of federal policies on
prices, output, and employment. Prereq: EC 311,
313. Gray.
471/571 Monetary Theory (4) Monetary theo-
ries of income, employment, and the price level.
Critiques of KeyneSian and classical analysis.
Prereq: EC 311, 313. Gray, Thoma.
480/580 International Finance (4) Foreign ex-
change markets, interaction between spot and
forward markets, speculation and interest
arbitrage, balance-of-payments accounting,
measures of deficits and surpluses, "open-
economy" macroeconomic issues. Prereq: EC
311,313. Goldstein, Haynes.
ECONOMICS 87
481/581 International Trade (4) Theories of in-
ternational trade, direction of trade flows, deter-
mination of prices and volumes in international
trade, tariffs, quotas, customs, unions, free versus
restricted trade. Prereq: EC 311, 313. Goldstein,
Stone.
490/590 Economic Growth and Development
(4) Experience of developed countries and theo-
ries of development. Analysis of specific develop-
ment programs, role of agriculture, sources of
investment, techniques and strategies of invest-
ment planning. Prereq: EC 311,313. Silva.
491/591 Issues in Economic Growth and De-
velopment (4) Economic issues in developing
countries, including use of central planning or
markets, capital formation, agriculture, popula-
tion growth, health and education systems, and
the "North-South debate." Prereq: EC 311,313.
Silva.
493/593 The Evolution of Economic Ideas (4)
Economic thought from the ancient world to the
20th century. Major schools of economic thought
and their relationship to other social ideas of
their times. Prereq: EC 311,313. Siegel.
494/594 Issues in Modern Economic Thought
(4) Contemporary works that have been, or are,
influential in shaping economic policy. Linkages
among current comprehensive social theories
and their relationship to earlier ideas. Prereq: EC
311. Siegel.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (1-5R) PIN
only
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R) Recent topics in-
clude Applied Econometrics, Economic Growth
and Development Industrial Organization, In-
ternational Trade and Finance, Labor Economics,
Macroeconomic Theory, Microeconomic Theory,
and Public Finance.
608 Workshop: [Topic] (1-16R)
609 Practicum: [Topic] (1-3R) PIN only.
Graduate teaching fellows may receive 3 credits a
term; available to other graduate students with
department head's consent.
-',,-;.' , >"'=:;,','-\.> "
<:0(£,
ENGLISH
118 Prince Lucien Campbell Hall
Telephone (503) 346-3911
Louise Westling, Department Head
FACULTY
Paul B. Armstrong, professor (modern fiction, liter-
ary theory). B.A., 1971, Harvard; M.A., 1974, Ph.D.,
1977, Stanford.. (1986)
Martha J. Bayless, associate professor (Middle
English literature). B.A, 1980, Bryn Mawr; M.A.,
1984, Ph.D., 1990, Cambridge. On leave fall 1995,
winter 1996. (1989)
Louise M. Bishop, senior instructor (Old English,
medieval and Renaissance litemture). B.A, 1978,
Fairleigh Dickinson; M.A., 1980, PhD., 1984,
Fordham. (1987)
James 1. Boren, associate professor (Old and Middle
English language and literature); director, under-
graduate studies. B.A, 1965, San Francisco State;
M.A., 1967, Ph.D., 1970, Iowa. (1970)
Suzanne Clark, associate professor (pedagogy,
rhetoric, women writers). B.A, 1961, M.A, 1965,
Oregon; Ph.D., 1980, California, Irvine. (1990)
Edwin 1. Coleman II, professor (African American
literature). B.A, 1961, M.A, 1962, San Francisco
State; Ph.D., 1971, Oregon. (1971)
James R. Crosswhite, associate professor (rhetoric
and composition); director, composition. B.A,
1975, California, Santa Cruz; M.A, 1979, Ph.D.,
1987, California, San Diego. (1989)
Paul C. Dresman, senior instructor (American litera-
ture). B.A., 1968, M.A, 1971, San Francisco State;
Ph.D., 1980, California, San Diego. (1988)
Dianne M. Dugaw, associate professor (18th-
century literature). B.A, 1971, Portland; M.A,
1976, Ph.D., 1982, California, Los Angeles. (1990)
James W. Earl, professor (Anglo-Saxon literature).
B.A., 1967, Bucknell; Ph.D., 1971, Cornell. (1987)
Susan J. Fagan, senior instructor (business and tech-
nical communication, American literature, folk-
lore). B.A., 1968, M.A., 1975, D.A., 1979, Ph.D.,
1982, Oregon. (1986)
Marilyn Farwell, professor (women writers, literary
criticism and theory); director, graduate studies.
AB., 1963, MacMurray; M.A., 1966, Ph.D., 1971, Illi-
nois. (1971)
Karen J. Ford, assistant professor (African American
literature, 20th-century poetry). B.A, 1978, Califor-
nia State, Sacramento; M.A, 1981, California,
Davis; Ph.D., 1989, Illinois, Urbana-Champaign.
(1992)
Lisa Freinkel, assistant professor (Renaissance lit-
erature). B.A., 1987, Harvard; M.A., 1989, Ph.D.,
1993, California, Berkeley. (1995)
John T. Gage, professor (rhetoric, writing, modern
poetry). B.A., 1969, M.A., 1971, Ph.D., 1976,
California, Berkeley. (1980)
Roland Greene, professor. See Comparative
Literature
Robert Grudin, professor (Renaissance literature).
B.A., 1960, Harvard; M.A., 1963, Ph.D., 1969,
California, Berkeley. (1971)
Joseph A Hynes Jr., professor (modern literature
and fiction). AB., 1951, Detroit; AM., 1952, Ph.D.,
1961, Michigan. (1957)
James P. Juba, senior instructor (20th-century
literature, expository writing). B.A, 1969, M.A,
1971, Southern Illinois. (1979)
Linda Kintz, associate professor (20th-century
literature). B.A, 1967, Texas Tech; M.A., 1969,
Southern Methodist; Ph.D., 1982, Oregon. (1988)
Ronald Ladau, senior instructor (expository writing,
English as a second language). B.A, 1973, M.A,
1974, San Francisco State. (1980)
Sidner Larson, assistant professor (Native American
literature). B.S., 1972, Northern Montana; M.A,
1982, South Dakota State; J.D., 1985, Minnesota;
Ph.D., 1994, Arizona. (1995)
Catherine Anne Laskaya, senior instructor
(medieval literature, women writers, composition);
associate director, composition. B.A., 1976,
Lawrence University; B.Mus., Lawrence Conserva-
tory of Music; M.A., 1978, Ph.D., 1989, Rochester.
(1983)
Clare A. Lees, assistant professor. See Comparative
Literature
Julia Lesage, associate professor (telecommunica-
tion and film). M.A., 1962, Ph.D., 1972, Indiana.
(1988)
Ajuan Maria Mance, acting assistant professor (Afri-
can American literature). B.A, 1988, Brown; M.A,
1992, Michigan, Ann Arbor. (1995)
Margaret 1. McBride, senior instructor (business
communications, expository writing, science
fiction). M.A., 1975, Oregon. (1981)
Paul W. Peppis, assistant professor (modern British
literature). B.A., 1984, Williams; M.A., 1987, Ph.D.,
1993, Chicago. (1995)
Forest Pyle, associate professor (Romanticism,
literary theory). B.A., 1980, M.A., 1983, Ph.D., 1988,
Texas at Austin. (1988)
William Rockett, associate professor (Renaissance
literature). B.A., 1961, M.A., 1963, Oklahoma;
Ph.D., 1969, Wisconsin, Madison. On leave fall
1995, spring 1996. (1966)
William J. Rossi, associate professor (19th-century
American literature). B.A., 1972, M.A., 1979,
Missouri; Ph.D., 1986, Minnesota. (1989) On leave
faH 1995.
George Rowe, professor (Renaissance literature).
B.A., 1969, Brandeis; M.A., 1971, Ph.D., 1973, Johns
Hopkins. (1985)
Kathleen K. Rowe, assistant professor (film studies).
B.A, 1969, Connecticut; M.L.A, 1973, Johns
Hopkins; Ph.D., 1992, Oregon. (1994)
Gordon M. Sayre, assistant professor (19th-century
literature). B.A., 1988, Brown; Ph.D., 1993, State
University of New York at Buffalo. (1993)
Steven Shankman, professor (18th-century
literature, the classical tradition, comparative
literature); director, Humanities Center. B.A, 1969,
Texas at Austin; B.A., 1971, M.A, 1976, Cambridge;
Ph.D., 1977, Stanford. (1984)
Sharon R. Sherman, professor (folklore). Ph.B.,
1965, Wayne State; M.A, 1971, California, Los An-
geles; Ph.D., 1978, Indiana. (1976)
Richard 1. Stein, professor (Victorian literature, lit-
erature and the fine arts). B.A, 1965, Amherst;
AM., 1966, Ph.D., 1970, California, Berkeley.
(1976)
Richard C. Stevenson, associate professor (English
novel, Victorian literature); director, English hon-
ors. AB., 1961, AM., 1963, Ph.D., 1969, Harvard.
(1968)
Nathaniel Teich, professor (Romanticism, writing,
criticism). B.S., 1960, Carnegie-MeHan; M.A., 1962,
Columbia; Ph.D., 1970, California, Riverside. (1969)
Carol D. Watt, senior instructor (17th- and 18th-
century literature). B.A, 1966, California, Los
Angeles; M.A., 1969, California State at Long
Beach; Ph.D., 1983, Oregon. On leave faH 1995.
(1984)
Louise Westling, professor (20th-century American
literature). B.A, 1964, Randolph-Macon Woman's;
M.A., 1965, Iowa; Ph.D., 1974, Oregon. On leave
spring 1996. (1985)
John C. Witte, senior instructor (creative writing);
editor, Northwest Review. B.A, 1971, Colby; M.F.A,
1977, Oregon. (1979)
Daniel N. Wojcik, assistant professor (folklore).
B.A, 1978, California, Santa Barbara; M.A., 1986,
Ph.D., 1992, California, Los Angeles. (1991)
Henry B. Wonham, assistant professor (19th-and
20th-century American literature). B.A., 1983,
Princeton; Ph.D., 1991, Virginia.
Mary E. Wood, associate professor (19th-century
American literature). B.A, 1978, Yale; M.A., 1980,
Ph.D., 1987, Stanford. (1987)
Emeriti
Roland Bartel, professor emeritus. B.A, 1947,
Bethel; Ph.D., 1951, Indiana. (1951)
Constance BordweH, associate professor emerita.
B.A, 1931, Oregon; M.A, 1932, Washington State;
diploma in linguistics, 1970, University CoHege,
London. (1947)
William Cadbury, professor emeritus. B.A, 1956,
Harvard; M.S., 1957, Ph.D., 1961, Wisconsin, Madi-
son. (1961)
Thelma Greenfield, professor emerita. B.A, 1944,
M.A, 1947, Oregon; Ph.D., 1952, Wisconsin, Madi-
son. (1963)
Clark Griffith, professor emeritus. AB., 1947, Cen-
tral Missouri State; M.A, 1948, Southern Method-
ist; Ph.D., 1952, Iowa. (1970)
John A Haislip, professor emeritus. B.A., 1950,
Ph.D., 1965, Washington (Seattle). (1966)
Ruth F. Jackson, senior instructor emerita. B.A,
1929, M.A., 1933, Oregon. (1955)
Gloria E. Johnson, professor emerita. B.A, 1944,
Barnard; M.A., 1946, Ph.D., 1954, Columbia. (1959)
Albert A Kitzhaber, professor emeritus. B.A, 1939,
Cae; M.A., 1941, Washington State; Ph.D., 1953,
Washington (Seattle). (1962)
Glen A Love, professor emeritus. B.A, 1954, M.A.,
1959, Ph.D., 1964, Washington (Seattle). (1965)
Carlisle Moore, professor emeritus. B.A., 1933, M.A,
1934, Ph.D., 1940, Princeton. (1946)
Ralph J. Salisbury, professor emeritus. B.A, 1949,
M.F.A., 1951, Iowa. (1961)
Donald S. Taylor, professor emeritus. B.A, 1947,
M.A., 1948, Ph.D., 1950, California, Berkeley.
(1968)
William C. Strange, professor emeritus. B.A, 1952,
Whitman; M.A, 1953, Montana; Ph.D., 1963,
Washington (Seattle). (1960)
A Kingsley Weatherhead, professor emeritus. M.A,
1949, Cambridge; M.A., 1949, Edinburgh; Ph.D.,
1958, Washington (Seattle). (1960)
Christof A Wegelin, professor emeritus. Dip. Tech.,
1933, Winterthur; M.A, 1942, North Carolina;
Ph.D., 1947, Johns Hopkins. (1952)
George Wickes, professor emeritus. B.A, 1944,
Toronto; M.A, 1949, Columbia; Ph.D., 1954,
California, Berkeley. (1970)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon faculty.
Participating
T. Givan, linguistics
RusseH S. Tomlin, linguistics
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 pro-
vide training in writing and introduce the student
to literature as a humanistic discipline. Its upper-
division courses emphasize the humanistic val-
ues that emerge from studying literature and al-
lied disciplines analytically and in depth.
Careers. The study of English opens 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, so-
cial work, community service, and business. In-
deed, the ability to handle the language with
clarity and cogency is the one skill most fre-
quently cited by business professionals as desir-
able. A major in English, with judiciously se-
lected electives, prepares students not only to
find that essential first job but also to possess the
breadth of outlook and depth of perspective that
become increasingly important in subsequent
phases of their careers. A student preparing for
graduate study in English should construct an
appropriate course of undergraduate study in
consultation with a faculty adviser.
The minor in English is inactive.
Major Requirements
The Department of English expects its majors to
acquire knowledge of English and American lit-
erature. In addition, it expects them to gain a
sense of history and a reading knowledge of at
least one foreign language. Majors should con-
struct their programs in consultation with an ad-
viser. The major requirements for the degree of
bachelor of arts (B.A.) in the Department of En-
glish are listed below.
Course work required for the English major, both
lower division and upper division, must be
passed with grades of mid-C or better.
Majors must complete the university foreign-
language requirement for the B.A. degree.
credits
Introduction to the English Major (ENG 220,
221, 222) 12
One Shakespeare course (ENG 207 or 208)
........................................................ minimum of 4
Two lower-division elective courses (excluding
ENG 103, 104, and courses with the WR subject
code) minimum of 6
36 credits in upper-division courses distributed
as follows:
One English literature course, pre-1500
........................................................ minimum of 3
Two literature courses, 1500 to 1789
........................................................ minimum of 6
Two literature courses, 1789 to the present
........................................................ minimum of 6
One literary theory or criticism course
(not limited to ENG 300) miminum of 3
One folklore, ethnic literature, or women's
literature course minimum of 3
Additional upper-division course work in litera-
ture or writing or a combination of both to total
36 credits. No more than 8 credits of ENG 401,
403, 405 or WR 408 or CRWR 405,408 can be
used to fulfill this requirement.
Honors Program in English
This program is designed to provide qualified
undergraduate majors with special educational
opportunities. During the sophomore and junior
years, honors students participate in honors
seminars on 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, under the supervi-
sion of one or two faculty members. The honors
program is fully compatible with courses and re-
quirements in the department.
Honors Program Admission. Students are rec-
ommended by a faculty member for admission to
the honors program during their sophomore
year. However, admission is possible as late as
the junior year. Entry into the program is deter-
mined by the honors program director after a re-
view of the student's achievement in literature
courses and other evidence of superior academic
ability.
Honors Degree Requirements. Two or three
honors seminars should be taken during the
sophomore and junior years.
By the end of the junior year, a prospectus for the
senior honors project should be submitted to the
program director. Honors seniors enroll in Thesis
(ENG 403) during the first two terms of their se-
nior year. The senior honors project consists of a
thirty- to forty-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.
GRADUATE STUDIES
The Department of English offers graduate work
in English and American literature. It offers the
master of arts (MA) and doctor of philosophy
(Ph.D.) degrees in English. A detailed description
of these programs is sent with the Graduate Ad-
mission Application form.
Master of Arts Degrees
The Department of English offers an MA that
focuses on English and American literature for
students who want to study beyond the B.A. but
who do not plan to complete a Ph.D. Students
whose goal is a doctorate specializing in English
and American literature should apply for admis-
sion to the department's doctoral program (de-
scribed below). Students who complete the M.A.
program at the University of Oregon and want to
enter the Ph.D. program must reapply to the de-
partment for admission into that program.
Admission Requirements
1. An undergraduate grade point average (GPA)
of at least 3.30 (B+) or, if the student has 12 or
more credits of graduate work in English, a
3.30 or better graduate GPA
2. A combined recommended Graduate Record
Examinations (GRE) score of 1100 on the ver-
bal section of the general test and the literature
in English test. The quantitative part of the
general test is optional
3, For nonnative speakers: a minimum score of
600 on the Test of English as a Foreign Lan-
guage (TOEFL)
Admission Procedures
1. Obtain a Graduate Admission Application
from the graduate secretary, Department of
English
2. Send the first copy to the university Office of
Admissions with a $50 admission fee and the
remaining copies to the graduate secretary,
Department of English
3. Arrange to have two official copies of graduate
and undergraduate transcripts sent, one to the
university Office of Admissions, the other to
the graduate secretary
4. Submit or have sent to the graduate secretary,
Department of English:
a. An official record of GRE scores
b. Letters of recommendation from three
people familiar with the applicant's aca-
demic background and intellectual abilities
c. A brief statement of background and objec-
tives in pursuing the course of study
d. A copy of a course paper that demonstrates
the applicant's ability in literary studies
ENGLIS.lI 89
The application deadline for fall-term admission
is January 15.
The completed file is reviewed by the depart-
ment's graduate admissions committee, which
notifies the applicant of its decision. All admis-
sions are conditional. After the candidate has
completed four to six courses at the university,
his or her academic record is reviewed for clear-
ance toward the degree.
Degree Requirements
Completion of the degree requires reading
knowledge of a foreign language (a Graduate
Student Foreign Language Test, or GSFLT, score
of 25th percentile or its equivalent). The language
is typically French, German, Russian, Spanish,
Italian, Latin, or Greek, although in special cir-
cumstances another language may be allowed.
Students must take the following:
1. Introduction to Graduate Studies in English
(ENG 690)
2. Fourteen formal courses (excluding Research,
Thesis, and Reading and Conference), at least
five of which must be at the 600 level. Each
student, in consultation with the director of
graduate studies, develops a plan of study
based on the statement of objectives submitted
with that student's application to the M.A.
program
A minimum cumulative GPA of 3.30 in all gradu-
ate course work at the UO is required for comple-
tion of the M.A. degree. At least ten courses must
be taken in residence at the University of Oregon.
Interdisciplinary M.A. For information see the
description of the Interdisciplinary Studies: Indi-
vidualized Program (IS:IP) in the Graduate
School section of this bulletin under Interdiscipli-
nary Master's Degree Programs.
Doctor of Philosophy Degree
All students who want to pursue a Ph.D. at the
University of Oregon should apply directly to the
doctoral program. Students in the doctoral pro-
gram who have not earned an M.A. prior to being
admitted may receive the M.A. at the appropriate
stage of their course of study, typically at the end
of the second year (subject to the fulfillment of
department and university M.A. requirements
listed in the Graduate School section of this bul-
letin.)
The number of places in the Ph.D. program is
limited, and admission is competitive.
Admission Requirements
1. A bachelor of arts (B.A.) or a master of arts
(MA) in English or a related field, with at least
a 3.50 graduate grade point average (GPA)
2. A combined recommended Graduate Record
Examinations (GRE) score of 1250 on the ver-
bal section of the general test and the literature
in English test. The quantitative part of the
general test is optional
3. For nonnative speakers: a minimum score of
600 on the Test of English as a Foreign Lan-
guage (TOEFL)
Admission procedures are the same as for M.A.
degrees. The application deadline for fall term is
January 15.
90 COLLEGE OF ARTS AND SCIENCES
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 enrollment in at least two
formal English graduate courses (excluding 601,
603,605,611-613) 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 re-
quirement must be satisfied during the first year
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 mini-
mum of 9 credits a term for three consecutive
terms to fulfill the doctoral year of residency re-
quirement, and that two courses a term mayor
may not equal this minimum. Note also that al-
though the Graduate School allows the inclusion
of a summer session among these consecutive
terms, the department's regulations speCify a
fall-through-spring academic year.
Degree Requirements
Foreign Language. The candidate must demon-
strate by examination or course work a reading
knowledge of two languages (minimum Gradu-
ate Student Foreign Language Test, or GSFLT
score, of 25th percentile or completion of a sec-
ond-year sequence) or very high competence in
one language (minimum GSFLT score of 70th
percentile or completion of a third-year se-
quence). Typically the languages are French,
German, Greek, Italian, Latin, Russian, or Span-
ish, although in special circumstances another
language may be allowed. Old English I,II,III
(ENG 627, 628, 629) 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 expe-
rience as classroom teachers in the department
before they receive the degree.
Courses. The student must take:
1. Introduction to Graduate Studies in English
(ENG 690) the first term it is available
2. A 600-level seminar in literary theory
3. One of the following: History of the English
Language (ENG 522), English Grammar (ENG
595), or Old English I (ENG 627). Equivalency
may be granted for undergraduate or graduate
work done elsewhere if it was completed
within seven years of entering the Ph.D.
program.
4. Fifteen additional courses in English, at least
nine of which must be at the 600 level (exclud-
ing ENG 611, 612, and 613). With prior ap-
proval from the director of graduate studies,
graduate courses in related departments may
be substituted for some of these courses.
Courses used to meet the first three require-
ments above do not count toward these fifteen
courses. The fifteen courses must be distrib-
uted as follows:
a. Distribution requirements: one course in
each of seven areas listed below; at least
three of the areas must be in groups (1)
through (4)
(1) Literature and language before 1500
(2) Renaissance literature
(3) English literature from 1660 to 1780
(4) English literature from 1780 to 1900
(5) American literature to 1900
(6) Modern British and American literature
(7) Folklore and ethnic literature
(8) Women and literature
(9) History and theory of criticism
(10) Rhetoric and theory of composition
(11) Film
(12) Literature and the environment
b. Specialization requirement: Of the remain-
ing eight courses, six must be in a single
area or in two related areas of specializa-
tion, which must be different from the
seven areas used to fulfill the distribution
requirement
5. A cumulative GPA of 3.30 or better in all
graduate work at the University of Oregon is
the minimum requirement for satisfactory
progress toward the Ph.D.
Formal Review of Progress
The English department faculty evaluates each
student's work after the student has been en-
rolled in the program for an appropriate number
of terms (typically the third term for students
who enter with the M.A., or with nine to twelve
transfer courses, and the sixth term for students
who enter with the B.A.). The review considers
the student's GPA in all English and related
course work at the University of Oregon and fac-
ulty evaluations of the student's potential for un-
dertaking advanced research.
Students whose work at this stage is judged sat-
isfactory may complete remaining course work
during the next three terms and begin preparing
for the Ph.D. oral examination. Those who have
completed fifteen graduate-level English courses
(ten taken at the university), attained reading
knowledge of one foreign language, completed
requirements 1 and 2 above, and maintained a
cumulative GPA of 3.30 or better may apply for
the M.A. degree specializing in English and
American literature.
Students whose work at this stage does not dem-
onstrate sufficient potential for successful
completion of the Ph.D. may not continue in the
graduate program in English. If they have com-
pleted fifteen graduate-level English courses (ten
taken at the university) and attained reading
knowledge of one foreign language, they may
apply for the M.A. degree.
Ph.D. Oral Examination
After students in the Ph.D. program have com-
pleted their course work, they must take a two-
and-a-half-hour oral examination. This examina-
tion tests students' comprehensive knowledge of
a topic and field of their choice as well as their
understanding of the general outline of English
and American literary history. It is divided into
three parts:
1. A prepared presentation by the student on a
topic or problem of the student's choice, fol-
lowed by a discussion of that topic
2. A discussion of a relatively broad field that
provides a context for the topic or problem ex-
amined in part 1
3. A general discussion of representative works
and issues covering the historical development
of English and American literature
The topic and areas covered by parts 1 and 2 are
defined by the student in consultation with an
adviser or advisers and must be approved by the
English department graduate committee. As a
supplement to the Ph.D. oral examination, a stu-
dent may choose to complete a one- to two-hour
written examination on either part 2 or part 3.
The Ph.D. oral examination may be retaken only
once.
Ph.D. Dissertation
After completing all other degree requirements,
the candidate should consult with a faculty ad-
viser willing to work in the area of the student's
interest and submit a dissertation prospectus for
approval by the student's dissertation committee.
Once the prospectus is approved by the commit-
tee and the director of graduate studies, the stu-
dent is advanced to candidacy. A three-year pe-
riod for completion of the dissertation begins
when the Graduate School approves the ad-
vancement to candidacy. The department re-
quires a considerably faster rate of progress to-
ward completion of the degree for students
holding graduate teaching fellowships. See the
English department's Appointment and Reap-
pointment of Graduate Teaching Fellows regula-
tions, available in the office.
The dissertation may be a work of literary or lin-
guistic scholarship or, with the approval of the
committee, a collection of three substantial essays
exhibiting internal coherence though not neces-
sarily treating a single subject. The candidate gives
an oral presentation or defense of the dissertation
when it is completed and found acceptable by the
committee.
EXPOSITORY WRITING
The English department offers required and elec-
tive courses in expository writing for all univer-
sity students to help them improve their ability to
write clearly and effectively. Students must fulfill
the university writing requirement of two com-
position courses or be cleared according to estab-
lished waiver and exemption policies. The re-
quirement is WR 121 and either WR 122 or 123,
or their approved equivalents.
Exemption from the first term of writing is given
to students who score 650 and above on the ver-
bal section of the College Board (CB) Scholastic
Assessment Test (SAT I) or on the achievement
test in English composition (SAT II). Students
should submit 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 CB Advanced Placement (AP) 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 of-
fered regularly at the University Counseling Cen-
ter Testing Office, 238 Student Health Center,
and should be considered by students who are
highly competent writers.
Students for whom English is the native language
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 trans-
fer students who have not satisfied the writing re-
quirement. Students should sign up for the TSWE
ENGLISH 91!
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 place-
ment test, which is administered before registra-
tion. Nonnative speakers should inquire at the
American English Institute, 107 Pacific Hall, for
placement test dates. Depending on TSWE scores
or placement test results, students may be re-
quired to satisfy additional prerequisites for place-
ment in WR 121. These may include WR 40, 49, or
LING 91, 92, 93 (taught in the Department of Lin-
guistics). 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)
Not every course listed here can be offered every
year; students should consult the current DO
Schedule of Classes.
103 Introduction to Literature: Drama and Po-
etry (4) Works representing the principal literary
genres of drama and poetry.
104 Introduction to Literature: Fiction (4)
Works representing the principal literary genre of
fiction.
107,108,109 World Literature (4,4,4) Reading
and analysis of selected works from ancient to
modern. 107: ancient to medieval. 108: Renais-
sance to Neoclassic. 109: 19th and 20th centuries.
Shankman, Teich.
151 Introduction to African American Litera-
ture (4) Reading and critical analysis of African
American fiction, poetry, and drama in historical
and thematic perspective; examination of the
black experience that influenced the literature.
Coleman, Mance.
199 Special Studies: [Topic] (1-5R)
207,208 Shakespeare (4,4) The major plays in
chronological order with emphasis in the first
term on the early and middle plays through
Hamlet and in the second term on the later plays
beginning with Twelfth Night. Bishop, Freinkel,
Grudin, Laskaya, Rockett, G. Rowe.
210,211 Survey of English Literature (4,4) The
principal works of English literature selected to
represent major writers, literary forms, and sig-
nificant currents of thought. 210: to 1789. 211:
1789 to the present. Bishop, Peppis, Pyle, Stein.
215,216 Survey of American Literature (4,4)
American literature from its beginnings to the
present. 215: to 1850. 216: 1850 to the present.
Dresman, Gage, Rossi, Sayre, Westling, Wickes,
Wood.
220,221,222 Introduction to the English Ma-
jor (4,4,4) Chronological study of literary works
in English considered in the context of cultural
histories. 220: beginnings to 17th century. 221:
17th to 19th centuries. 222: 19th century to
present. Earl, Dugaw, Pyle.
240 Introduction to Native American Litera-
ture (4) The nature and function of oral litera-
ture; the traditional literature as background for a
study of contemporary Native American writing.
Larson, Strange.
250 Introduction to Folklore (4) 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, WOjcik.
260 Media Aesthetics (4) Conventions of visual
representation in still photography, motion pic-
tures, and video. Lesage, K. Rowe.
265,266 History of the Motion Picture (4,4)
History of the motion picture as an art form. 265:
beginnings to 1945.266: 1945 to present.
Cadbury, Lesage, K. Rowe.
Sophomore standing or above is a prerequisite for
300-level courses.
300 Introduction to Literary Criticism (4) Vari-
ous techniques and approaches to literary criti-
cism (such as historical, feminist, formalist,
deconstructionist, Freudian, Marxist, Semiotic)
and their applications. Clark, Crosswhite,
Farwell, Pyle.
308 Studies in Genre: Epic and Romance (4)
Examination of the history and nature of the ma-
jor literary genres of epic and romance. Bishop,
Laskaya.
309 Studies in Genre: Tragedy and Comedy
(4) Examination of the history and nature of the
major literary genres of tragedy and comedy.
Stein.
310 African American Prose (4) Forms, themes,
and styles in the fictional and nonfictional prose
of Africa, the West Indies, and African America.
Novels, short stories, essays, autobiographies,
and other narratives. Coleman, Mance.
311 African American Poetry (4) The study of
African, West Indian, and African American po-
etry. Coleman, Mance.
312 African American Drama (4) Major
achievements in African, West Indian, and Afri-
can American drama. Coleman, Mance.
315 Women Writers' Cultures: [Topic] (4R)
Women's writing in a particular cultural matrix
(race, ethnicity, class, sexual orientation, region,
religion) examined in the context of feminist lit-
erary theories. R when topic changes. Dugaw,
Kintz, Laskaya, Westling, Wood.
316 Women Writers' Forms: [Topic] (4R)
Women's writing in a particular genre or form
(prose, fiction, drama, poetry, autobiography,
folksong) examined in the context of current
feminist literary theories. R when topic changes.
Dugaw, Farwell, Ford, Kintz, Westling, Wood.
321,322,323 English Novel (4,4,4) 321: rise of
the novel from Defoe to Austen. 322: Scott to
Hardy. 323: Conrad to the present. Stevenson,
Watt.
325 Literature of the Northwest (4) Survey of
significant Pacific Northwest literature as set
against the principles of literary regionalism.
Love.
326 Western American Literature (4) Major
literary works of the American West from fron-
tier times to the present. Love, Pyle. Not offered
1995-96.
391,392 American Novel (4,4) Development of
the American novel from its beginnings to the
present. 391: beginnings to 1900. 392: 1900 to
present. Dresman, Fagan, Juba, Love, Rossi,
Wickes, Wood.
394,395 20th-Century Literature (4,4) Modern
literature from American, British, and European
cultures. Significant works of poetry, fiction,
drama, and nonfiction in relation to intellectual
and historical developments. 394: 1890 to 1945.
395: 1945 to present. Armstrong, Ford, Hynes,
Juba, Kintz, Stein, Watt.
399 Special Studies: [Topic] (1-5R) R when
topic changes.
Junior standing or above is a prerequisite for 400-
level courses.
401 Research: [Topic] (1-21R)
403 Thesis (1-21R)
405 Reading and Conference: [Topic] (1-21R)
407/507 Seminar: [Topic] (l-5R) Selected semi-
nars offered each year.
408/508 Workshop: [Topic] (1-21R)
410/510 Experimental Course: [Topic] (1-5R)
Selected topics offered each year.
411/511 Dramatic Screenwriting (4) Writing of
dramatic screenplays for film and television.
Prereq: ENG 260 or instructor's consent. Lesage.
414/514 Classical and Medieval Literary
Theory (4) Origins of literary theory beginning
with Plato through Plotinus and the Middle
Ages, with attention to its importance for under-
standing the assumptions of later literary theory
including contemporary. Shankman. Not offered
1995-96.
415/515 Literary Theory and Pedagogy (4) Lit-
erary theory and practices of reading from the
point of view of pedagogy. Examines
professional issues involved with teaching and
learning in literary studies. Clark.
417/517 History of Literary Criticism (4) Stud-
ies in the theory and practice of literary criticism
from Plato and Aristotle through the New Crit-
ics. Armstrong, Clark, Pyle, Shankman.
419/519 Contemporary Literary Theory (4)
Developments in critical thinking after the New
Criticism. Armstrong, Kintz, Pyle.
421/521 The Bible and Literature (4) The Bible,
Old and New Testaments, as a model for and in-
fluence on secular literature. Earl.
422/522 History of the English Language (4)
Origins and development of English from medi-
eval to modern times. Study of syntactic, mor-
phological, and semantic changes in the word
stock. Development of British and American En-
glish. Prereq: LING 290. Bayless.
423 Early Medieval Literature (4) Survey of Old
English literature and its backgrounds, from the
Confessions ofSt. Augustine to the Vikings. Earl.
425 Medieval Romance (4) Study of selected
romances in the context of European intellectual
and social history. May include elementary lin-
guistic introduction to Middle English. Boren.
427 Chaucer (4) Close textual study of selected
Canterbury Tales in Middle English; instruction in
the grammar and pronunciation of Chaucer's
language. Bayless, Boren, Earl, Lees.
431/531 Renaissance Thought (4) Major Conti-
nental and British theorists in aesthetics, meta-
physics, theology, and statecraft such as Petrarch,
Pico della Mirandola, Machiavelli, Castiglione,
Boccaccio, Erasmus, Montaigne, More, and
Francis Bacon. Freinkel, Grudin, G. Rowe.
432/532 16th-Century Poetry and Prose (4)
Development of Tudor poetry and prose from
Wyatt and Surrey to Sir Philip Sidney. Rockett, G.
Rowe. Not offered 1995-96.
434/534 Spenser (4) Examines the works of
Edmund Spenser. Greene, G. Rowe.
436/536 Advanced Shakespeare (4) Detailed
study of selected plays. Freinkel, Grudin,
G.Rowe.
437/537,438/538 English Drama (4,4) Develop-
ment of English drama from its medieval origins
through the 19th century with emphasis on the
growth of genres and connections with cultural
92
history. 437/537: medieval and Tudor. 4381538:
Jacobean. G. Rowe.
440/540 17th-Century Poetry and Prose (4) Po-
etry from the Metaphysicals and Jonson to the
Restoration; prose from Burton and Bacon to
Hobbes and Milton. Rockett, G. Rowe.
442/542 Milton (4) Paradise Lost, Paradise Re-
gained, and Samson Agonistes. Rockett.
446/546,447/547,448/548 Restoration and
18th-Century Literature (4,4,4) 446/546: Resto-
ration period. 447/547: primarily Swift, Gay,
Defoe, and Pope. 448/548: Johnson and his
circle; classic to romantic; relations between En-
gland and the Enlightenment in France. Dugaw,
Shankman.
451155119th-Century Studies: [Topic] (4R)
Comparative studies of selected problems and
figures on both sides of the Atlantic; treating top-
ics in literature, the fine arts, and social history.
Pyle, Stein, Stevenson, Teich. R when topic
changes. Not offered 1995-96.
452/55219th-Century British Fiction: [Topic]
(4R) Close study of selected novels, 1789-1901.
Stevenson. R once when topic changes for maxi-
mum of 8 credits.
454/554, 455/555 English Romantic Writers
(4,4) Romantic thought and expression. 454/554:
the first generation including Blake, Coleridge,
Dorothy and William Wordsworth. 455/555: the
second generation including Byron, Keats, Mary
and Percy Shelley. Pyle, Teich.
457/557,458/558 Victorian Literature and Cul-
ture (4,4) Survey of major works, 1837-1901.
Readings primarily in Victorian poetry and non-
fictional prose; study of selected works of drama,
fiction, and visual arts. Stein.
4611561 American Literature to 1800 (4) Read-
ings in American poetry, nonfiction prose,
drama, and fiction. Rossi, Sayre.
462/562 American Literature 1800-1900 (4)
Readings primarily in American poetry, nonfic-
tion prose, drama, and fiction. Rossi, Wood.
467/567 American Literature 1900-Present (4)
Readings in American poetry, nonfiction prose,
drama, and fiction. Ford, Gage, Love, Westling,
Wickes.
469/569 Literature and the Environment (4)
Relationship between literature and the natural
worlds: "reading" nature from a literary perspec-
tive and literature from an ecological perspective.
Love, Rossi.
4711571 Modern British Literature (4)
Historical survey of dominant British genres,
movements, works, and authors from 1900 to the
present. Gage, Peppis, Wickes.
475/575 Modern Poetry (4) 20th-century British
and American poetry with emphasis on the mod-
ernist period, 1910-45. Representative authors
include Yeats, Stein, Pound, Eliot, H. D., Will-
iams, and Stevens. Ford.
476/576 Modern Fiction (4) Representative
modern fiction writers in English, American, and
Continental literatures, such as Joyce, Woolf,
Faulkner, Stein, Proust, Kafka, and Mann.
Armstrong, Wickes. Not offered 1995-96.
477/577 Modern Drama (4) Growth of the mod-
ern theater in Europe, development of European
and American drama and experimental theater
from an international perspective. Kintz.
479/579 Major Authors: [Topic] (4R) In-depth
study of one to three major authors from
medieval through
modern periods. R
when topic changes.
4811581 Theories of
the Moving Image:
[Topic] (4R) Film,
television, and video
theory and criticism
from formative film
criticism to the
present. Prereq: ENG
260 or instructor's
consent. Cadbury,
Lesage. R when topic
changes.
482/582 Studies in
Mythology (4) Survey
of comparative my-
thologies of many cul-
tures through time,
with attention to
world views, theoreti-
cal schools of inter-
pretation, and myth in
literature. Sherman.
484/584 American
Folklore (4) American
folklore; its connec-
tions in American his-
tory and culture; its
role in the develop-
ment of the writings of selected American au-
thors, e.g., Hawthorne, Melville. Sherman,
Wojcik.
487/587 American Popular Literature and
Culture (4) Surveys cultural aesthetics reflected
in historical romances, dime novels, detective
fiction, westerns, and new journalism as expres-
sions of popular and folk culture and the Ameri-
can experience. Sherman. Not offered 1995-96.
488/588 Race and Representation in Film (4)
Screening, interpretation, and analysis of films
from Latin America and other developing non-
European cultures and by people of color.
Mechanisms of racism in dominant U.S. media.
Prereq: ENG 260. Cadbury, Lesage. Not offered
1995-96.
489/589 Tribal American Literatures: [Topic]
(4R) Study in depth of the literature, traditional
and modern, of one of America's major tribal
peoples. Strange. R when subject changes. Not
offered 1995-96.
490/590 Film Directors and Genres: [Topic]
(4R) Aesthetic, historical, and theoretical analysis
of films, video, and television. Prereq: ENG 260.
Cadbury, Lesage, Pyle, K. Rowe. R when topic
changes.
492/592 History of Rhetoric and Composition
(4) History of rhetoric as related to the theory
and practice of writing, relations between rheto-
ric and poetics, and rhetorical criticism through
the 19th century. Crosswhite, Gage.
493/593 Modern Rhetorical Criticism (4) Issues
in theory addressed by 20th-century rhetorical
critics. Varieties of rhetorical interpretation, from
neo-Aristotelian to reader-response, postmod-
ernist views of metaphor. Clark, Crosswhite,
Gage. Not offered 1995-96.
495/595 English Grammar (4) Survey of gram-
matical, syntactic, and morphological structures
of English in terms of semantic and functional
criteria. Giv6n, Tomlin.
496/596 Feminist
Film Criticism:
[Topic] (4R) Critical
analysis of film and
television texts from a
feminist perspective.
Prereq: ENG 260.
Lesage, K. Rowe. R
when topic changes.
497/597 Feminist Lit-
erary Theory (4)
Current andlor his-
torical schools of liter-
ary theory that de-
pend primarily on
gender analysis.
Clark, Farwell, Kintz,
Wood. Not offered
1995-96.
498/598 Studies in
Women and Litera-
ture: [Topic] (4R)
Topics vary from year
to year. The following
list is representative:
African American
Women Writers, Gen-
der of Modernism,
Lesbian Literature
and Theory,
Renaissance Women,
Women's Autobiography. Clark, Farwell, Ford,
Kintz, Larson, Westling, Wood.
Instructor's consent is required for 600-level courses.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (1-16R) PIN
only
603 Dissertation (1-21R) PIN only. Prereq:
instructor's consent.
605 Reading and Conference: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R) Selected seminars
offered each year.
608 Workshop: [Topic] (1-16R)
610 Experimental Course: [Topic] (1-5R)
611 Composition Graduate Teaching Fellow
Seminar I (1-3) PIN only. Issues in pedagogy
related to the university's writing requirement.
Crosswhite.
612 Composition Graduate Teaching Fellow
Seminar II (1-3) PIN only. Discussions de-
signed to increase the effectiveness of first-year
graduate teaching fellows as teachers of courses
that fulfill the universitys writing requirement.
Crosswhite, Laskaya.
613 Graduate Teaching Fellow Composition
Apprenticeship (1-3) PIN only. Supervised
practical experience in all aspects of teachingWR
121, 122. Prereq: ENG 611 or equivalent or
instructor's consent. Crosswhite, Laskaya.
615 Advanced Studies in Literary Theory:
[Topic] (5R) Intensive study of one to three ma-
jor theorists or a significant theoretical problem.
Am1strong. Clark, Earl, Kintz, Pyle, Shankman. R
when topic changes.
620 Medieval Literature: [Topic] (5R) Recent
offerings include The Canterbury Tales, Old En-
glish Poetry. Bayless, Boren, Earl, Lees. R when
topic changes.
627, 628, 629 Old English I,Il,III (4-5,4-5,4-5)
627: introduction to Old English language. 628:
continued study of Old English language. 629:
ENVIRONMENTAL STUDIES 93
study of Beowulfin Old English. Bayless, Earl,
Lees.
630 Renaissance Literature: [Topic] (5R) Re-
cent offerings include Gender and Renaissance,
Hamlet, Ideas of the Renaissance, Tudor Myth.
Farwell, Freinkel, Grudin, Greene, Rockett, G.
Rowe. R when topic changes.
64518th-Century Literature: [Topic] (5R) In-
tensive study of one to three major authors or
selected topics from the 18th century. Recent of-
ferings include Pope and Swift, John Gay and
Popular Culture. Dugaw, Shankman. R when
topic changes.
650 19th-Century Literature: [Topic] (5R) Re-
cent offerings include Romanticism and Gender,
Victorian Cities. Pyle, Stein, Stevenson, Teich. R
when topic changes.
660 American Literature: [Topic] (5R) Recent
offerings include Thoreau and Scientific Author-
ity, African American Writers, The American
1890s, Southern Women Writers. Coleman, Ford,
Love, Mance, Rossi, Westling, Wickes, Wood. R
when topic changes.
670 Modern Literature: [Topic] (5R) Recent of-
ferings include Contemporary British Fiction,
Politics of Modernism. Armstrong, Hynes, Kintz,
Peppis, Wickes. R when topic changes.
680 Folklore: [Topic] (5R) Intensive study of se-
lected topics in folklore. A recent offering is Film
and Folklore Fieldwork. Coleman, Sherman,
Wojcik. R when topic changes.
690 Introduction to Graduate Studies in En-
glish (5) Examination of selected professional,
methodological, and theoretical issues. Farwell.
691 Composition Theory: [Topic] (5R) Inten-
sive study of topics related to rhetorical theory
and the teaching of writing. Crosswhite, Gage,
Teich. R when topic changes.
696 Women and Literature: [Topic] (5R)
Recent offerings include Hurston and Walker,
Woolf and Welty. Clark, Farwell, Mance,
Westling, Wood. R when topic changes.
EXPOSITORY WRITING
COURSES (WR)
WR 40 and 49 are self-support courses offered
through the Continuation Center, 333 Oregon
Hall. A separate fee that is assessed for all stu-
dents enrolled in these courses must be paid in ad-
dition to regular tuition. These courses carry
credit for enrollment (eligibility) but not toward
graduation; they satisfy no university or college
requirement.
40 Developmental Composition I (3) Basic
writing course that focuses on sentence construc-
tion, grammar, mechanics, and punctuation. De-
pending 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, punctua-
tion, and usage. Not primarily a course in gram-
mar, but students deal with grammatical prob-
lems as they arise within the context of their
writing. Recommended for students with Test
of Standard Written English (TSWE) scores of 30
to 37.
LING 91 Beginning Writing for International
Students (3) See Linguistics
LING 92 Intermediate Writing for Interna-
tional Students (3) See Linguistics
LING 93 Advanced Writing for International
Students (3) See Linguistics
121 College Composition I (3) Written
reasoning as discovery and inquiry. Frequent es-
says explore relationship of thesis to structure
and audience. Strong focus on the process of re-
vising. Regular work on editing. Prereq: Test of
Standard Written English (TSWE) score of 38 or
better, WR 49, or equivalent.
122 College Composition II (3) Written
reasoning as a process of argument. Developing
and supporting theses in response to complex
questions. Attention to critical reading in aca-
demic setting. Continuing focus on revising and
editing. Prereq: WR 121 or equivalent.
123 College Composition III (3) Written rea-
soning in the context of research. Practice in
writing documented essays based on the use of
sources. Continuing focus on revising and edit-
ing. Prereq: WR 121 or equivalent.
198 Independent Writing Project: [Topic]
(1-3R) Supervised writing projects in nonfiction
prose. Prereq: WR 122 or equivalent, composi-
tion director's consent.
199 Special Studies: [Topic] (l-5R)
320 Scientific and Technical Writing (4) Em-
phaSiS on form and style of scientific, profes-
sional, and technical writing; weekly writing
assignments include reports, proposals, instruc-
tions, and correspondence. Use of graphics and
documentation in publication. Prereq: comple-
tion of university writing requirement, upper-
division standing. Fagan.
321 Business Communications (4) Practice in
writing and analyzing internal and external mes-
sages common to business, industry, and profes-
sions. Suggested for business and management
students. Prereq: completion of university writ-
ing requirement, upper-division standing. Fagan,
McBride.
408/508 Independent Writing Projects (1-4R)
Supervised writing projects in nonfiction prose.
Prereq: WR 122 or equivalent, compOSition
director's consent.
423/523 Advanced Composition (4) Emphasis
on critical thinking skills and rhetorical strategies
for advanced written reasoning in different aca-
demic disciplines. Prereq: WR 122 or equivalent,
upper-division standing. Crosswhite, Gage,
Teich.
ENVIRONMENTAL
STUDIES
104 Condon Hall
Telephone (503) 346-5006
Richard P. Gale, Program Director
FACULTY
Robert W. Collin, associate professor (environmen-
tal equity, land use law, civil rights law). B.A., 1978,
Buffalo State; J.D., 1981, Union; M.S.S.W., 1983,
Columbia School of Social Work; M.S.U.P., 1983,
Columbia School of Architecture, Planning, and
Preservation; L.I.M., 1984, Missouri. (1993)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon faculty.
Program Committee
Michael D. Axline, law
John H. Baldwin, planning, public policy and
management
James Blanchard, physical activity and recreation
services
Shawn Boles, special-education developmental
disabilities
Gregory D. Bothun, physics
Carolyn 1. Cartier, geography
Cynthia-Lou Coleman, journalism and
communication
Matthew Dennis, history
Irene Diamond, political science
Alan Dickman, biology
Paul C. Engelking, chemistry
John B. Foster, sociology
Richard P. Gale, sociology
Daniel Goldrich, political science
Russell S. Lande, biology
Glen A. Love, English
Patricia F. McDowell, geography
Gregory McLauchlan, sociology
Raymond Mikesell, economics
Ronald B. Mitchell, political science
Alexander B. Murphy, geography
Jeffrey Ostler, history
Stephen E. Ponder, journalism and communication
Mark H. Reed, geological sciences
Gregory J. Retallack, geological sciences
Robert G. Ribe, landscape architecture
William J. Rossi, English
Charles W. Rusch, architecture
Michael V. Russo, management
Lynda P. Shapiro, biology
Paul Slovic, psychology
Richard P. Suttmeier, political science
Nancy Tuana, philosophy
Terri Warpinski, fine and applied arts
Louise Westling, English
Cathy Whitlock, geography
A. Michelle Wood, biology
Mary C. Wood, law
ABOUT THE PROGRAM
The interdisciplinary field of environmental stud-
ies investigates the relations of humans with
their environment. The Environmental 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 de-
sign. The mission of the program is to explore,
develop, and diffuse ideas and practices that
emphasize the inclusion of humans and their
94 COLLEGEOF ARTS AND SCIENCES
cultural and societal creations in the natural
physical and biological systems of the earth.
The Environmental Studies Program is dedicated
to (1) promoting a rethinking of basic cultural
premises, ways of structuring knowledge, and
the root metaphors of contemporary society; (2)
gaining greater understanding of the natural
world from an ecologic perspective; and (3) de-
vising policies and behaviors that address con-
temporary environmental problems.
The Environmental Studies Program is located in
the Environmental Studies Center, 104 Condon
Hall. The center has a small library of books,
journals, newsletters, and documents related to a
variety of environmental topics. Use of these ma-
terials is available to the public.
UNDERGRADUATE STUDIES
The Environmental Studies Program offers an
interdisciplinary undergraduate major and mi-
nor. The major provides a well-rounded basic
education that prepares students for entry-level
positions in business, government, or nongov-
ernmental organizations. There are substantial
opportunities for students to design a major that
meets environmental interests. Professional en-
vironmental positions often require a graduate
degree. More information is available at the En-
vironmental Studies Center.
Students should plan their programs early in
their undergraduate careers with the aid of an
environmental studies undergraduate adviser.
Environmental studies majors are urged to con-
sider completing a minor in a related field.
Major Requirements
The environmental studies major leads to a bach-
elor of arts or bachelor of science degree. Courses
applied to the major must be graded, with the
following exceptions: ENVS 401, 403, 406, 408,
409, and skills-package courses. Grades of mid-C
or better must be earned in these graded courses.
Courses applied to another major cannot be used
for this major. At least 24 credits must be taken at
the University of Oregon. The major in environ-
mental studies requires 59 credits, distributed as
follows:
Lower Division: 27 credits
Core (12 credits). Introduction to Environmental
Studies: Social Sciences (ENVS 201), Introduc-
tion to Environmental Studies: Natural Sciences
(ENVS 202); Introduction to Environmental
Studies: Humanities (ENVS 203). These courses
can be taken in any order.
From fall 1995 through summer 1997, the follow-
ing alternate courses are approved:
Geography and Environment (GEOG 104) in
place of ENVS 201
Global Environmental Change (GEOG 102) or
Global Ecology (BI 124) in place of ENVS 202
Consult adviser for other possible substitutions.
Natural Science (15 credits). Choose one
course from each group:
Biology. Introduction to Ecology (BI 130) or any
general-biology course (BI 101-107)
Chemistry. Science and Society (CH 101) or any
general chemistry course (CH 211-226)
Geography and Geological Sciences. The Natural
Environment (GEOG 101) or Introduction to
Geology: The Face of the Earth (GEOL 102) or
General Geology: Earth's Surface Processes and
Morphology (GEOL 202)
Physics. Physics of Energy and the Environment
(PHYS 161) or Solar Energy (PHYS 162) or Elec-
tric Power Generation (PHYS 163)
Any upper-division course in biology, chemistry,
physical geography (GEOG 321-323, 421-425,
427,430-431), geological sciences, or physics
may be substituted for the above required
courses in the same department.
Upper Division: 32-36 credits
Core Course (4 credits). After completing
lower-division requirements, majors take Envi-
ronmental Issues (ENVS 411)
Majors choose one option, either courses only or
student-initiated project.
Courses Only Option (28 credits). Choose
seven courses from the approved list of underc
graduate electives including at least three
natural-science courses and at least three social-
science or humanities courses. No more than
three upper-division electives from a single de-
partment may be applied to the major. With prior
approval from the undergraduate adviser, 4 cred-
its of Research (ENVS 401), Thesis (ENVS 403),
Field Studies (ENVS 406), Workshop (ENVS
408), or Practicum (ENVS 409) may be included.
Student-Initiated Project Option (32 credits).
Admission to this limited-enrollment program is
competitive. Students submit a formal proposal
for their project, which must discuss the focus of
the project and the desired distribution of credits.
Admission is based on the quality of the pro-
posal-general focus, integration of activities,
detailed planning-and an evaluation of the
student's academic record.
Courses (20 credits). Choose five courses from the
approved list of undergraduate electives includ-
ing at least two natural-science courses and at
least two social-science or humanities courses.
No more than three upper-division electives
from a single department may be applied to the
major.
Project (12 credits). Credits are earned in Re-
search (ENVS 401), Thesis (ENVS 403), Field
Studies (ENVS 406), Workshop (ENVS 408), or
Practicum (ENVS 409) for work that focuses on
an environmental theme or issue, and leads to a
written product.
Approved Skills Packages. A 12-credit skills
package (typically three 4-credit courses) can be
substituted for one upper-division elective
course.
Business. Choose two: Introduction to Account-
ing I (ACTG 211), Introduction to Business (BE
101), Global, Legal, Social Environment of Busi-
ness (BE 325), Business Economics (FINL 201).
Choose one: Economic Foundations of Competi-
tive Analysis (FINL 311), Marketing Manage-
ment (MKTG 311), Financial Management (FINL
316), Management and Organizational Behavior
(MGMT 321), any ACTG course numbered 350-
360 or 440-471
Computer and Information Science. Three CIS
courses, at least two of them numbered 210 or
higher
Creative Writing. Three CRWR courses, at least
two of them upper-division
Economic Analysis. Three EC courses, at least
one of them upper-division
Expository Writing. Three WR courses numbered
320 or higher
Foreign Language. Completion of a third year of a
foreign language
Geographic Techniques. Choose three: Carto-
graphic Methods (GEOG 311), Geographic Field
Studies (GEOG 313), Geographic Data Analysis
(GEOG 314), Advanced Cartography (GEOG
411), Advanced Geographic Data Analysis
(GEOG 414), Introductory Geographic Informa-
tion Systems (GEOG 416), Advanced Geo-
graphic Information Systems (GEOG 472)
Journalism and Communication. Choose two:
Grammar for Journalists a101), Information
Gathering a202), Writing for the Media a203).
Choose one: Reporting I a361), Communication
Theory and Criticism a388), Journalism and
Public Opinion (J 394), Communication and De-
mocracy (J 418)
Mathematics. Three MATH courses numbered
211 or higher, or two MATH courses numbered
211 or higher and one upper-division statistics
course from any department
Outdoor Pursuits. Choose nine: I-credit courses
numbered PEOL 285-381. Choose one: Adven-
ture Education (PEOL451), Environmental Edu-
cation (pEOL 453), Principles of Outdoor Lead-
ership (PEOL 455)
Minor Requirements
The interdisciplinary minor in environmental
studies includes five required courses and a mini-
mum of 35 credits, of which at least 16 must be
upper division. Excluding the required courses,
no more than two courses may be taken in any
one department. Grades of mid-C or better must
be earned in all courses applied to the minor. At
least 12 credits must be taken at the University of
Oregon. With the adviser's consent, a course
numbered 407, 408, or 410 can be substituted for
one of the elective courses. Students may also
submit a petition to the minor adviser to substi-
tute other courses. For information inquire at the
Environmental Studies Center, 104 Condon Hall.
Required Courses: 19 credits
Choose two courses from the following:
Introduction to Environmental Studies: Social
Sciences (ENVS 201), Introduction to Environ-
mental Studies: Natural Sciences (ENVS 202);
Introduction to Environmental Studies: Humani-
ties (ENVS 203). These courses can be taken in
any order.
Choose three courses from the lower-division
natural-science courses listed under Major
Requirements
Electives: 16 credits
Choose two natural science electives and two so-
cial science or humanities electives from the list
of undergraduate electives.
Undergraduate Electives
Natural Science
Anthropology. Human Ecology (ANTH 360),
Human Evolution (ANTH 361)
Biology. Forest Biology (BI 307), Freshwater Bi-
0logy (BI 308), Marine Ecology (BI 309), Ecology
(BI 370), Marine Field Studies (BI 412), Field
Botany (BI 448), Invertebrate Zoology (BI 451),
Marine Birds and Mammals (BI 455), Marine Bi-
ology (BI 457), Population Ecology (BI 471),
ENVIRONMENTAL STUDIES 95
Community Ecology (BI 472), Quantitative Ecol-
ogy (BI 473), Marine Ecology (BI 474), Freshwa-
ter Ecology (BI 475), Behavioral Ecology (BI 476),
Microbial Ecology (BI 477), Conservation Biology
(BI 483), Paleobiology and Paleoecology (BI 485),
Methods of Pollen Analysis (BI495)
Geography. Climatology (GEOG 321), Geomor-
phology (GEOG 322), Biogeography (GEOG
323), Advanced Climatology (GEOG 421), Ad-
vanced Geomorphology (GEOG 422), Advanced
Biogeography (GEOG 423), Soil Genesis and
Geography (GEOG 424), Hydrology and Water
Resources (GEOG 425), Fluvial Geomorphology
(GEOG 427)
Geological Sciences. The Fossil Record (GEOL
304), Volcanoes and Earthquakes (GEOL 306),
Oceanography (GEOL 307), Geology of Oregon
and the Pacific Northwest (GEOL 308), Earth
Resources and the Environment (GEOL 310),
Sedimentology and Stratigraphy (GEOL 334),
Structural Geology (GEOL 350), Geology of Ore
Deposits (GEOL 425), Ground-Water Hydrology
(GEOL 451), Neotectonics and Quaternary Geol-
ogy (GEOL 452), Exploration Geophysics (GEOL
464), Aqueous Geochemistry (GEOL 472)
Physics. Physicists' View of Nature (PHYS 301,
302,303)
Social Science and Humanities
Architecture. Architectural Form and Urban
Quality (ARCH 439), Environmental Control
Systems I,II (ARCH 491, 492), Solar Heating
(ARCH 493), Passive Cooling (ARCH 494),
Daylighting (ARCH 495)
Economics. Urban and Regional Economics
(EC 430), Issues in Urban and Regional Economics
(EC 431), Resource and Environmental Economics
(EC433)
English. Literature and the Environment
(ENG 469)
Geography. Urban Geography (GEOG 442), En-
vironmental Alteration (GEOG 461), Historical
and Contemporary Views of the Environment
(GEOG 462), Geography, Law, and the Environ-
ment (GEOG 463)
History. American Environmental History
(HIST 473)
International Studies. International Commu-
nity Development (INTL 420), World Value Sys-
tems (INTL 430)
Landscape Architecture. Site Analysis (LA
361), Urban Farm (LA 390), Landscape Planning
(LA 411), Introduction to Landscape Planning
, Analysis (LA 440), Land and Landscape (LA
443), Landscape Preservation (LA 480), Land-
scape Perception (LA 484)
Planning, Public Policy and Management.
Public Service Policies and Programs (PPPM
323), Introduction to Public Law (PPPM 418),
Natural Resource Policy (PPPM 443), Communi-
ties and Regional Development (PPPM 445), En-
vironmental Health Planning (PPPM 459)
Political Science. Politics and Ecology (PS 474),
Feminist Theory (PS 483), Environmental Politics
(PS 497)
Sociology. World Population and Social Struc-
ture (SOC 303), Community, Environment, and
Society (SOC 304), Issues in Sociology of the En-
vironment (SOC 416)
GRADUATE STUDIES
A flexible master's degree focusing on environ-
mental studies can be earned through the Inter-
disciplinary Studies: Individualized Program of
the Graduate SchooL This program allows stu-
dents to choose among the courses offered at the
university to design their own areas of concen-
tration based on their individual goals and back-
grounds,
The two-year interdisciplinary graduate degree
requires completion of 63 credits, To develop
considerable breadth and substance in knowl-
edge, the student must take a minimum of 16
credits in each of the three areas of concentra-
tion' In addition, at least one course must be
taken from each of the following fields of study:
natural systems; resource law, pOliCY' and plan-
ning; environment and society; historical per-
spectives and world views, All of this course
work may be applied to the concentration areas.
Applied project skills are developed through a 3-
credit internship, a 9-credit thesis or terminal
project, and three I-credit research seminars. For
electives, the student may select from more than
fifty university courses related to environmental
studies,
Admission to the interdisciplinary master's de-
gree program in environmental studies is com-
petitive. Once admitted, each student must meet
with his or her adviser each term to evaluate
progress and plan subsequent academic work.
Graduate Courses
Graduate students typically choose courses that
contribute to their individual environmental fo-
cus from the Departments of Anthropology; Ar-
chitecture; Biology; Chemistry; Economics; En-
glish; Geography; Geological Sciences; History;
Landscape Architecture; Philosophy; Physics;
Planning, Public Policy and Management; Politi-
cal Science; and Sociology and from the Interna-
tional Studies Program and the School of Law.
Consult the individual department listings in this
bulletin for course descriptions.
ENVIRONMENTAL STUDIES
COURSES (ENVS)
198 Laboratory Projects: [Topic] (1-2R) PIN
only. R with instructor's consent.
199 Special Studies: [Topic] (I-SR)
201 Introduction to Environmental Studies:
Social Sciences (4) Contributions of the social
sciences to analysis of environmental problems.
Topics include human population; relations be-
tween social institutions and environmental
problems; and appropriate political, policy, and
economic processes.
202 Introduction to Environment Studies:
Natural Sciences (4) Contributions of the natu-
ral sciences to analysis of environmental prob-
lems. Topics include biological processes, eco-
logical principles, chemical cycling, ecosystem
characteristics, and natural system vulnerability
and recovery.
203 Introduction to Environmental Studies:
Humanities (4) Contributions of the humanities
and arts to understandings of the environment.
EmphaSis on the diverse ways of thinking, writ-
ing, creating, and engaging in environmental
discourse.
399 Special Studies: [Topic] (I-SR)
401 Research: [Topic] (I-3R) PIN only. R with
instructor's consent.
403 Thesis (I-6R) PIN only
406 Field Studies: [Topic] (I-SR) PIN only. R
with instructor's consent.
407/507 Seminar: [Topic] (I-SR)
408/508 Workshop: [Topic] (I-SR) PIN only
409 Practicum: [Topic] (1-5R) PIN only. R with
instructor's consent.
410/510 Experimental Course: [Topic] (I-5R)
411/511 Environmental Issues: [Topic] (4R) In-
depth examination of a particular environmental
topic such as global warming, ecosystem restora-
tion, energy alternatives, geothermal develop-
ment, environmental justice, ethics, or environ-
mental literature. R twice when topic changes for
maximum of 12 credits.
503 Thesis (1-9R) PIN only
601 Research: [Topic] (1-9R) PIN only. R with
instructor's consent.
602 Supervised College Teaching (1-5R) PIN
only. R with instructor's consent.
604 Internship: [Topic] (I-SR) PIN only. R for
maximum of 10 credits
605 Reading and Conference: [Topic] (I-SR)
PIN only. R with instructor's consent and faculty
approval,
606 Field Studies: [Topic] (1-5R) PIN only. R
for maximum of 10 credits,
607 Seminar: [Topic] (I-SR)
608 Workshop: [Topic] (I-SR) PIN only
609 Terminal Project (1-9R) PIN only
610 Experimental Course: [Topic] (I-SR)
ETHNIC STUDIES
304M Gerlinger Hall
Telephone (503) 346-9000
Elizabeth C. Ramirez, Program Director
Participating Faculty
Sumi K. Cho, political science
Edwin 1. Coleman II, English
Roland Greene, comparative literature
Robert Proudfoot, international studies
Elizabeth C. Ramirez, theater arts
Mary Romero, sociology
Clarence Spigner, anthropology
Quintard Taylor Jr., history
ABOUT THE PROGRAM
The interdisciplinary Ethnic Studies Program,
through its course offerings, focuses on the his-
tory, literature, culture, and philosophies of ethnic
gmups in the United States. The life experiences of
Native Americans, African Americans, Latinas and
Latinos, and Asian Americans are examined in a
wide range of social institutions, including the
family, education, politics, and the economy.
UNDERGRADUATE STUDIES
Students may earn a certificate in ethnic studies
while completing a degree in another department
or school. A primary goal of the program is to en-
courage students to become more aware of the
ethnic and culture-based dimensions and appli-
cations of their particular major fields. Students
of literature, social sciences, education, urban
planning, art history, humanities, and Asian or
other international studies-to name only a
few-find that related ethnic studies courses can
enrich their degree programs.
See Group Requirements in the Registration
and Academic Policies section of this bulletin
for ethnic studies courses that satisfy university
general-education requirements.
Courses applied to a certificate or minor in ethnic
studies may not be used to satisfy major, minor,
or certificate requirements for other programs.
Certificate in Ethnic Studies
Beginning fall 1994, the certificate in folklore and
ethnic studies was replaced by two separate cer-
tificates-one in ethnic studies, the other in folk-
lore. Students who want to receive the combined
folklore and ethnic studies certificate must com-
plete all requirements by the end of summer ses-
sion 1997.
The certificate in ethnic studies is administered
by the Ethnic Studies Program, which reports to
the College of Arts and Sciences.
Students may satisfy requirements for an ethnic
studies certificate by completing, with grades of
mid-C or better, the ethnic studies core and ap-
proved electives as listed below.
Ethnic Studies Core 12 credits
Intmduction to Ethnicity (ES 101) 4
Ethnic Groups in Contemporary America
(ES 102) 4
Special studies course (ES 199) 4
Approved Electives 27 credits
Either related lower-division courses or
Practicum: Field Experience (ES 409) or field-
based courses 6
Related upper-division courses 21
Students seeking to qualify for an ethnic studies
certificate must consult the ethnic studies direc-
tor two terms before graduation for course work
approval and transcript evaluation and to ar-
range the field experience. Students must com-
plete major requirements for an undergraduate
degree in another department or school of the
university.
Minor in Ethnic Studies
The interdisciplinary minor in ethnic studies re-
quires a minimum of 27 credits, with at least 15
upper-division credits, distributed as follows:
Course Requirements 27 credits
Intmduction to Ethnicity (ES 101) 4
Ethnic Gmups in Contemporary America
(ES 102) 4
Special studies course (ES 199) 4
Related upper-diviSion courses from areas
such as anthropology (ANTH), comparative
literature (COLT), dance (DAN or DANC),
English (ENG), folklore (FLR), geography
(GEOG), history (HIST), international studies
(INTL), political science (PS), religious stud-
ies (REL), sociology (SOC), Spanish (SPAN),
and theater arts (TA) 15
The minor program must be planned in consul-
tation with an ethnic studies adviser at least two
terms before graduation.
With the consent of ethnic studies faculty mem-
bers, students may use appropriate courses num-
bered 405, 406, 407, and 410, taught in participat-
ing departments, as electives. A grade of mid-C or
better must be earned in any course applied to the
minor; at least four of the courses must be taken at
the University of Oregon.
ETHNIC STUDIES COURSES (ES)
101 Introduction to Ethnicity (4) Historical
overview of the origin and impact of ethnicity in
the United States, focusing on Native Americans,
African Americans, Latinas and Latinos, and
Asian Americans.
102 Ethnic Groups in Contemporary America
(4) The role of race and ethnic social movements
in shaping contemporary American culture.
Prereq: ES 101.
103 Ethnic America: Cultural Voices (4) Not
offered 1995-96.
196 Field Studies: [Topic] (1-2R)
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R) By arrange-
ment with instructor and approval of program
director. Prereq: ES 101.
310 Black Political Ideology (4) Addresses his-
torical, social, economic, and cultural factors that
helped shape black political responses to racism.
315 Introduction to the Asian American Expe-
rience (4) Histories of Asian American groups in
the United States: Chinese, Filipino, Japanese,
Korean, and others.
320 Problems and Issues in the Native Ameri-
can Community (4) Explores contemporary and
historic relations among the spectra of native and
immigrant cultures. Identifies contemporary
sociopolitical, economic, educational, spiritual,
legal, and environmental issues facing urban and
reservation native cultures.
330 Minority Women: Issues and Concerns (4)
Contemporary social issues and feminism among
women of color in the United States.
399 Special Studies: [Topic] (1-5R)
400 Innovative Education: [Topic]( 1-5R)
401 Research: [Topic] (1-21R)
405 Reading and Conference: [Topic] (1-21R)
406 Field Studies: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R)
409 Practicum: [Topic] (1-21R)
410/510 Experimental Course: [Topic] (1-5R)
415/515 Issues in Bilingual and Multicultural
Education (4) Examines the historical, political,
and educational influences that have shaped bi-
lingual and multicultural education in the United
States.
416/516 History of Chicano Education (4) Ex-
amines the Chicano experience in American
schools with special emphasis on the states of
Texas, New Mexico, California, and Oregon.
417/517 Mass Media and Minorities (4) Criti-
cally examines the social construction of positive
and negative film imagery in commercial cinema.
Addresses racism and sexism as integral factors.
418/518 Interracial Relations (4) Rigomusly ex-
amines the interdynamics of racial and ethnic
groups in America; emphasizes the historical,
social, economic, and political forces that shape
their reactions to each other.
419/519 Native American Contemporary
Voices (4) Explores Indian country in North
America-the voices, cultures, histories, and re-
lationships of the Native American.
ADDITIONAL COURSES
Other upper-division and graduate courses with
related subject matter may be included in an eth-
nic studies certificate or minor program by ar-
rangement with a course's instructor and the di-
rector of ethnic studies.
EXERCISE AND
MOVEMENT SCIENCE
122C Esslinger Hall
Telephone (503) 346-4107
Barry T. Bates, Department Head
FACULTY
Barry T. Bates, professor (biomechanics). B.S.E.,
1960, Princeton; M.Ed., 1971, East Stroudsburg;
Ph.D., 1973, Indiana. (1974)
Janet S. Dufek, assistant professor (biomechanics).
B.S., 1981, Wisconsin-Superior; M.S., 1982, Illinois
State; Ph.D., 1988, Oregon. (1988)
Jody 1. Jensen, assistant professor (motor control).
B.S., 1973, Drake; M.S., 1978, Massachusetts at
Amherst; Ph.D., 1989, Maryland. (1990)
Gary A. Klug, professor (physiology of exercise).
B.S., 1970, M.S., 1973, Wisconsin State; Ph.D.,
1980, Washington State. (1985)
Louis R. Osternig, professor (sports medicine). B.S.,
1965, M.S., 1967, California State, Hayward; Ph.D.,
1971, Oregon. (1971)
Richard K. Troxel, senior instructor (sports
medicine). B.S., 1975, M.S., 1977, Oregon. (1976)
Maureen R. Weiss, professor (social psychology of
sport and exercise). B.A., 1974, M.A., 1976, Califor-
nia, Santa Barbara; Ph.D., 1981, Michigan State.
(1981)
Marjorie Woollacott, professor (motor control). B.A.,
1968, Ph.D., 1973, Southern California. (1980)
Courtesy
Cynthia Adams, courtesy assistant professor (motor
control). BA, 1978, MA, 1982, California State,
Long Beach; Ph.D., 1986, Wayne State. (1988)
Steven Chatfield, courtesy assistant professor. See
Dance
Vicki Ebbeck, courtesy assistant professor (social
psychology of sport and exercise). Diploma in
Teaching, 1981, Catholic Teachers College, Sydney;
B.Ed.,1984, Catholic College of Education, Sydney;
M.S., 1986, Ph.D., 1990, Oregon. (1993)
Donald C. Jones, courtesy associate professor
(sports medicine). B.S., 1969, Centenary
(Hackettstown); M.D., 1973, Louisiana State.
(1983)
Stanley 1. James, courtesy professor (sports medi-
cine). B.S., 1953, M.D., 1962, Iowa. (1979)
Steven Keele, courtesy professor. See Psychology
Anne Shumway-Cook, courtesy research associate
(motor control). B.S., 1969, Indiana; M.S., 1979,
Ph.D., 1983, Oregon. (1992)
Kenneth M. Singer, courtesy professor (sports medi-
cine). B.S., 1961, Massachusetts Institute ofTech-
nology; M.D., 1965, Columbia University College of
Physicians and Surgeons. (1994)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon faculty.
ABOUT THE DISCIPLINE
The study of exercise and movement science in-
volves the exploration and understanding of the
functional and structural mechanisms that un-
derlie human performance in all of its manifesta-
tions from fundamental motor skills to sustained
and demanding exercise. The analysis of move-
ment and exercise requires the integration of
several subdisciplines, which are rooted in the
fields of biology, chemistry, physics, psychology,
and sociology. Human performance is influenced
by the quality of physiological regulation, sen-
sorimotor control, social factors, and tolerance to
mechanical and psychological stresses.
UNDERGRADUATE STUDIES
The Department of Exercise and Movement Sci-
ence offers a program leading to either a bach-
elor of science (B.S.) or a bachelor of arts (B.A.)
degree. The undergraduate curriculum empha-
sizes depth and breadth in the biological, physi-
cal, and social sciences that are relevant to the
study of exercise and movement science.
Careers. The exercise and movement science
program provides the scientific foundation nec-
essary for postgraduate study in medicine, nurs-
ing, physical therapy, occupational therapy, and
podiatry as well as sports medicine, sport and
exercise psychology, biomechanics, motor con-
trol, and physiology of exercise.
Preparation. High school preparation should
include a strong background in English, math-
ematics, biology, chemistry, psychology, and so-
ciology.
Transfer students. Transfer students should
have completed as many university requirements
and prerequisites to major courses as possible.
Prerequisites 58-65 credits
General Biology I,II,III (BI 101, 102, 103) or Ex-
ploration in General Biology I,II,III (BI 105, 106,
107) or Genetics and Evolution (BI 220), Mo-
lecular Biology (BI 221), Cellular Biochemistry
(BI222), Cellular Physiology (BI 223) with labo-
ratories (BI 225, 226, 227, 228) 12-19
Introductory General Chemistry (CH 211, 212,
213) or General Chemistry (CH 221,222,
223) 12
Calculus for Business and Social Science I
(MATH 241) or Calculus I (MATH 251) 4
General Physics (PHYS 201, 202, 203) 12
General Chemistry Laboratory (CH 227,228,
229) or Introductory Physics Laboratory (PHYS
204, 205, 206) 6
Mind and Brain (PSY 201), Mind and Society
(PSY 202), and either Thinking (PSY 330) or
Development (PSY 375) 12
Major Requirements 45 credits
Human Anatomy I,ll (BI 311, 312) 6
Human Physiology I,II (BI 313,314) 6
Social Psychology of Sport and Exercise
(EMS 321) 4
Physical Growth and Motor Development
(EMS 331) 4
Motor Control (EMS 332) 4
Sports Medicine (EMS 361) 4
Physiology of Exercise (EMS 371) 4
Biomechanics (EMS 381) 4
Special-topics seminars (EMS 407) (minimum of
three in at least two different areas) 9
Prerequisite and major-requirement courses
must be taken for letter grades. Students must
maintain a 2.00 GPA overall in courses required
for the major.
Honors. To be recommended by the faculty for
graduation with honors, a student must com-
plete the exercise and movement studies prereq-
uisites and major requirements with a grade
point average of 3.50 in these courses.
University bachelor's degree requirements are
described in the Registration and Academic
Policies section of this bulletin.
GRADUATE STUDIES
The Department of Exercise and Movement Sci-
ence offers the master of science (M.S.) and the
doctor of philosophy (PhD.) degrees with
specialization in a variety of areas of
concentration including biomechanics, motor
control, physiology of exercise, social psychology
of sport and exercise, and sports medicine. An
integral part of the graduate program is the ex-
change of information and inquiry with other
disciplines throughout the university such as the
biological, physical, and social sciences.
Areas of Concentration
There is a strong emphasiS on broad interdisci-
plinary skills and research among the areas.
Biomechanics. Biomechanics uses the principles
of mechanics to investigate biological systems
with an emphasis on performance and injury
mechanics. More specifically, it is a science that
investigates motion and the effects of both inter-
nal and external forces that occur during the ac-
tions performed by living organisms. The pri-
mary focus of laboratory research is lower
extremity function.
Motor Control. Research in this area examines
motor-skill acquisition and human motor control
across the life span. Emphasis is on the biome-
chanical and neurophysiological mechanisms that
support skill acquisition and the control of posture
and voluntary movement.
Physiology of Exercise. This area's research ex-
amines human and animal model adaptations
elicited by acute and chronic exercise. Study in
biological and chemical sciences is a major em-
phasis. Primary areas of investigation are the
neural control of the cardiovascular system and
muscle fatigue.
Social Psychology of Sport and Exercise. Em-
phasis in this area is on the social and psychologi-
cal factors related to participation patterns and
performance in sport and exercise settings. Spe-
cifically, two categories of questions are addressed
in sport psychology: (1) how does participation in
sport and exercise contribute to the psychological
development of its participants? and (2) how do
psychological factors influence participation and
performance in sport and exercise?
Sports Medicine. Sports medicine focuses on
the health implications of human physical activ-
ity, with special reference to habitual exercise, in
health and disease. Research about musculoskel-
etal tolerance to exercise is a primary emphasis.
Admission
An application for admission to either the
master's or the doctoral degree program can be
obtained from the department's Director of
Graduate Studies, 127 Esslinger Hall, 1240 Uni-
versity of Oregon, Eugene OR 97403-1240; tele-
phone (503) 346-5430.
Graduate Teaching Fellowships
The Department of Exercise and Movement Sci-
ence' in cooperation with Physical Activity and
Recreation Services (PARS), offers graduate
teaching fellowships (GTFs) to qualified stu-
dents. GTFs teach undergraduate laboratories or
assist in research projects in the academic spe-
cialty areas, teach physical-education activity
courses, or assist with the administration or pro-
vision of recreation and intramural programs and
athletic training. Each term a GTF with an ap-
pointment greater than or equal to 0.20 full-time
equivalent (FIE) receives a monetary stipend
based on the level of the appointment and pays
no tuition on the first 16 credits of course work.
Applications are available from the director of
graduate studies.
Master's Degree
The master's degree program requires a mini-
mum of 45 credits of graduate work, 24 of which
must be in Department of Exercise and Move-
ment Science.
Requirements. Applicants to the master's de-
gree program must have:
1. A minimum cumulative undergraduate grade
point average of 2.75 for the last 90 quarter
credits or 60 semester credits
2. Minimum qualifying Graduate Record
Examinations (GRE) scores of 470 verbal, 500
quantitative, or a combined score of 1000 with
neither portion below 450
3. A minimum score of 550 on the Test of English
as a Foreign Language (TOEFL) if the appli-
cant's native language is not English
Prerequisites. Master's degree candidates must
complete all undergraduate major requirements
or their equivalents. These courses may be taken
concurrently with master's degree requirements.
Areas of concentration
1. Biomechanics
2. Motor control
3. Physiology of exercise
4. Social psychology of sport and exercise
5. Sports medicine
Program of study. Each student must complete
a minimum of 12 credits in one area of concen-
tration and a minimum of 18 credits in the sup-
port area of integrated exercise science; a list of
courses in this support area is available in the de-
partment office. At least two 600 -level courses
must be taken in each area of concentration.
Candidates may choose one of the following op-
tions:
1. Three graduate courses in each of two addi-
tional areas of concentration
2. Two graduate courses in each of three addi-
tional areas of concentration
3. Two graduate courses in each of two additional
areas of concentration and two courses in a
related department
All students must satisfactorily complete Statisti-
cal Methods I (EMS 691) and Critique and Inter-
pretation of Research (EMS 693). Students who
are writing a thesis or research paper must also
complete Data Analysis I (PSY 611).
The master's degree requires a thesis, a pub-
lished research paper, a research project, or a
comprehensive examination. The department
decides whether a master's degree student will
write a thesis, publish a research paper, complete
a research project, or take a comprehensive ex-
amination.
Doctoral Degree
The doctoral degree program consists of a mini-
mum of 135 credits beyond the bachelor's de-
gree; at least 60 of these credits must be com-
pleted in exercise and movement science courses.
Requirements. Admission into the doctoral pro-
gram is based on the applicant's academic record
and the following:
1. Favorable recommendation from the area co-
ordinator in the desired area of concentration
and by the department's graduate admissions
committee
2. Minimum qualifying Graduate Record Exami-
nations (GRE) scores of 520 verbal, 560 quanti-
tative, or a combined score (verbal and quanti-
tative) of 1100 with neither portion below 500
3. A minimum score of 550 on the Test of English
as a Foreign Language (TOEFL) if the appli-
cant's native language is not English
4. Candidate's statement of up to 500 words
that indicates goals and objectives for pursu-
ing the doctoral degree and the reason for se-
lecting the prospective area of concentration
5. At least two letters of recommendation from
individuals who can attest to the applicant's
potential for doctoral study
Prerequisites. Doctoral candidates must com-
plete the equivalent of the support area of inte-
grated exercise science that is required for the
master's degree program. These courses may be
taken concurrently with doctoral courses and in-
tegrated into program requirements.
Program of study. Doctoral degrees are granted
primarily for achievement and proven ability.
The Graduate School requires at least three years
of full-time study beyond the bachelor's degree,
of which at least one academic year (three con-
secutive terms) must be spent in continuous resi-
dence on the UO campus. It should be noted,
however, that most students take three to four
years of full-time study beyond the master's de-
gree to complete their doctoral degree. Graduate
courses completed with grades of A, B, or P
(pass) from other approved institutions may be
accepted if they are relevant to the program of
study.
Master's thesis. Before taking doctoral com-
prehensive examinations, candidates who have
not written a master's thesis must complete one
or be first author on a research paper accepted
for publication in a refereed journal. Every candi-
date must also complete a dissertation.
Research-Tools Requirement. Each of the fol-
lowing options satisfies the research-tools re-
quirement for the Ph.D. degree: (1) proficiency in
a foreign language (measured by the Graduate
Student Foreign Language Test), (2) 9 to 12 cred-
its of computer science courses, (3) advanced sta-
tistics or research-design courses, or (4) a combi-
nation of (2) and (3) commensurate with the
candidate's program and goals but equal to 9
credits. Course selection must be approved by
the student's advisory committee.
Areas of Concentration. Each doctoral candi-
date must have a minimum of 30 credits in one
area of concentration and 21 credits in a support
area.
1. Biomechanics
2. Motor control
3. Physiology of exercise
4. Social psychology of sport and exercise
Support Areas. Any of the areas of concentra-
tion and approved topics in other departments
may be selected for the support area.
Other Areas of Study. A minimum of 20 credits
must be earned in graduate courses outside the
department. These credits may be applied to the
area of concentration or the support area.
Final Examinations. Written and oral doctoral
comprehensive examinations in the area of con-
centration and the support area are taken after
completing substantial course work, a master's
thesis or equivalent, and the research-tools re-
quirement. Upon passing these examinations the
student is advanced to candidacy and may enroll
in Dissertation (EMS 603). A final oral defense is
held after completion of the dissertation and af-
ter all other degree requirements have been met.
Eugene Evonuk Memorial Graduate
Fellowship
This award was established to aid promising ad-
vanced doctoral students whose research focus is
applied physiology, particularly environmental or
stress physiology. The amount of the award var-
ies from year to year; $6,000 was awarded in
1994-95. The application deadline is March 1,
and inquiries may be directed to the depart-
ment's Director of Graduate Studies, 127
Esslinger Hall, 1240 University of Oregon, Eu-
gene OR 97403-1240; telephone (503) 346-5430.
INTERNATIONAL INSTITUTE
FOR SPORT AND HUMAN
PERFORMANCE
Bowerman Family Building
Telephone (503) 346-4114
Henriette A. Heiny, Director
The mission of the International Institute for Sport
and Human Performance is to promote and syn-
thesize research and to increase knowledge
through multidisciplinary and cross-cultural in-
quiry. The institute also facilitates the analysiS,
translation, interpretation, and practical application
of knowledge in health and sport sciences.
One of the institute's programs is Microform
Publications. Since 1949 it has provided interna-
tional markets with North American research
information-theses and dissertations from
sport sciences, physical education, health, lei-
sure, and dance.
The institute's objectives complement those of
the Department of Exercise and Movement Sci-
ence. In addition, they address the institute's role
as a global communicator and reflect its central
goal: to reduce universal health problems created
by sedentary lifestyles.
To achieve its goals the institute seeks to:
• encompass a broad spectrum of sport sciences, the
natural and social sciences, and the humanities
• provide a center for the collection and dissemi-
nation of information
• formulate innovative methods for communicat-
ing the value of an active lifestyle to a spectrum
of the population from children to senior citi-
zens' from sedentary people to elite competitors
• provide services for the enrichment and future
development of physical activity and sports
• address the complex issues surrounding athlet-
ics and high-performance sports
• increase understanding between diverse cul-
tures, nationally and internationally, through
the medium of sport and related research
EXERCISE ANDMd~
EXERCISE AND MOVEMENT
SCIENCE COURSES (EMS)
101 Exercise as Medicine (4) The effects of ex-
ercise on health and in the prevention and treat-
ment of disease.
102 Exercise and Wellness across the Life
Span (4) Processes affecting physical activity and
exercise from infancy through elder adulthood.
Topics include psychological, physiological, sen-
sory-motor, and cognitive factors across the life
span.
103 Exercise and Performance (4) Structure
and function of the human body including move-
ment analysis. Topics include training and exer-
cise responses; sport, daily living, and workplace
performance; and injury adaptations.
199 Special Studies: [Topic] (1-4R)
221 Psychological Dimensions of Sport (3)
Theoretical overview of psychological factors in-
fluencing sport performance and how sport in-
fluences athletes psychologically. Emphasis on
psychological skills training and effective coach-
ing behaviors.
321 Social Psychology of Sport and Exercise
(4) Social and psychological factors influencing
participation in physical activity, such as feed-
back, reinforcement, attitudes, motivation, and
self-confidence. Prereq: PSY 201,202.
331 Physical Growth and Motor Development
(4) The development of motor skill: understand-
ing the integration of neurophysiological, mor-
phological, and cognitive function in producing
changes in motor skills across the life span.
332 Motor Control (4) Introduction to the proc-
esses of control and coordination in the perfor-
mance of motor skills. Neurophysiological, me-
chanical, and cognitive bases of motor skill
acquisition.
361 Sports Medicine (4) Analysis of exercise as a
physical stressor and resulting bodily adapta-
tions. Prereq: BI 311, 312.
371 Physiology of Exercise (4) Physiological ef-
fects of muscular exercise, physical conditioning,
and training; significance of those effects for
health and performance in activity programs.
Prereq: BI 313, 314.
381 Biomechanics (4) Mechanics applied to the
analysis of human movement. Emphasis on devel-
oping abilities to analyze human movement
quantitatively. Prereq: MATH 111,112; PHYS 201.
399 Special Studies: [Topic] (l-4R)
401 Research: [Topic] (1-21R)
404 Internship: [Topic] (5-16R) PIN only.
Field experience in an agency, institution, or
business. Emphasizes application of knowledge
from previous courses: planning, organizing, di-
recting, evaluating, and developing professional
competence.
405 Reading and Conference: [Topic] (1-21R)
Reading and assignments in connection with
other courses for extra credit. Honors readings.
Prereq: instructor's consent.
406 Special Problems: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R) Topics are
offered regularly in each of the areas of
concentration.
408/508 Workshop: [Topic] (1-21R)
409 Practicum: [Topic] (1-21R) Current topics
include Preoccupational Therapy and Prephysical
Therapy.
410/510 Experimental Course: [Topic] (1-5R)
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (1-5R)
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
606 Special Problems: [Topic] (1-16R) Study of
selected problems in the field of exercise and
movement science.
607 Seminar: [Topic] (1-5R) Seminars offered
regularly in Biomechanics, Exercise Physiology,
Motor Control, Social Psychology of Sport and
Exercise, and Sports Medicine.
608 Workshop: [Topic] (1-16R)
609 Practicum: [Topic] (1-16R)
610 Experimental Course: [Topic] (1-5R) Cur-
rent topics include Clinical and Functional
Anatomy and Statistical Methods Laboratory.
621 Social Psychology of Sport: Socialization
(3) The emergence of sport psychology as a disci-
pline; topics include socialization, competition,
modeling, feedback and reinforcement, person-
ality, aggression, moral development, and self-
concept.
622 Social Psychology of Sport: Motivation (3)
Motivation influencing individual and group be-
havior in sport and physical activity. Topics in-
clude exercise behavior, participation motivation,
intrinsic and extrinsic motivation, competence
motivation, self-efficacy, and achievement of
goals. Prereq: EMS 621 or instructor's consent.
623 Psychological Skills in Sport (3) Psycho-
logical 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. Prereq: EMS
622 or instructor's consent.
634 Neurological Mechanisms underlying
Human Movement (3) Neurophysiology
underlying the control of human movement.
Prereq: BI 311,312,313,314 or instructor's
consent.
635 Theory of Motor Control and Learning (3)
Exploration of current theories of motor control
from the perspective of neurophysiology, biome-
chanics, and psychology. Prereq: EMS 634 or
instructor's consent.
636 Motor Skill Learning (3) Theoretical bases
of motor skill acquisition. Topics include cogni-
tive representational systems, conditions of prac-
tice, and knowledge of results. Prereq: EMS 332
or equivalent or instructor's consent.
637 Advanced Motor Skill Learning (3) Identi-
fication of variables that influence both the ac-
quisition and retention of motor skill.
638 Motor Development (3) Development of
sensory and motor and higher cognitive func-
tions related to the acquisition of postural, loco-
motor, and eye-hand coordination skills.
663,664,665 Sports Medicine (3,3,3) Health
implications of human physical activity. Se-
quence. Prereq: BI 311,312.
668 Muscle Mechanics and Exercise Analysis
(3) Analysis of exercise and the principles under-
lying exercise prescription; normal and abnormal
muscle control. Prereq: BI 311,312.
671,672,673 Gross Anatomy (3,3,3) Regional
approach to human anatomy: extremities, trunk
and abdomen, head and neck. Application to
body movement, sports medicine, and perfor-
mance. Prereq: BI 311,312 or equivalents. Not
offered 1995-96.
677 Biochemical Principles of Exercise (3)
The physiological and chemical mechanisms un-
derlying the major functions of the body during
exercise.
678,679 Systems of Physiology I,II (3,3) Ad-
vanced analysis of the responses of the cardio-
vascular system and skeletal muscle to acute and
chronic exercise.
681,682,683 Biomechanics (3,3,3) The basic
mechanisms of movement; application of me-
chanical principles and analysis of selected
movement patterns. Sequence. Prereq: EMS 381
or equivalent.
691 Statistical Methods I (3) Statistical tech-
niques applied to research including the normal
probability curve, correlation and regression, and
hypothesis testing techniques (t-test, one- and
two-way analysis of variance). Prereq: PSY 302 or
equivalent; Coreq: Experimental Course: Statisti-
cal Methods Laboratory (EMS 610).
692 Statistical Methods II (3) Not offered 1995-96.
693 Critique and Interpretation of Research (3)
Scientific principles applied to the conduct and
examination of research in health, physical educa-
tion, recreation, gerontology, and dance; applica-
tion of research results to practical situations.
694 Applied Multivariate Statistics (4) Applied
approach to the use of multivariate statistics.
Topics include MANOVA, discriminant analysis,
multivariate regression and canonical correlation,
and factor analysis. Prereq: PSY 611, 612 or
equivalent.
695 Experimental Design (4) Not offered
1995-96.
FOLKLORE
466 Prince Lucien Campbell Hall
Telephone (503) 346-3539
Sharon R. Shennan, Program Director
PARTICIPATING FACULTY
Lisa Codman Arkin, dance
Doug Blandy, arts and administration
Richard P. Chaney, anthropology
Edwin 1. Coleman II, English
Janet W. Descutner, dance
Dianne M. Dugaw, English
Mark Levy, music
Anne Dhu McLucas, music
Donald 1. Peting, architecture
James 1. Rice, Russian
Leland M. Roth, art history
Sharon R. Sherman, English
Carol T. Silverman, anthropology
Ronald Wixman, geography
Daniel N. Wojcik, English
ABOUT THE PROGRAM
The interdisciplinary Folklore Program offers
perspectives on ethnic, regional, occupational,
age, gender, and other traditional identities of
individuals in specific societies and cultures. Stu-
dents in the program study the extent to which
tradition continues to enrich and express the dy-
namics of human behavior throughout the world.
Folklore courses examine the historical, cultural,
social, and psychological dimensions of such ex-
pressive forms of behavior as myth, legend,
folktale, music, folksong, dance, art, and archi-
tecture; delve into specific cultures; and make
cross-cultural comparisons. Theoretical analysis,
research methods, and fieldwork techniques,
with emphasis on film and video documentation
and presentation, are integral parts of the pro-
gram offerings in folklore.
RESOURCES
Film and Folklore
Among its many approaches to the study of folk-
iore, a major strength of the University of Or-
egon Folklore Program is its emphasis on the use
of film and video. Students who want to use fiim
and video in their study of folklore receive the
theoretical and practical training necessary to
document and present folklore visually. Tutorial
training is available in equipment use, fieldwork
methodologies, and editing. The program has
equipment for 16mm bench editing and re-
sources for making videotapes. Although the
program encourages shooting in the field, the
School of Journalism and Communication and
the off-campus Community Cable Access Center
offer studio training.
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 ma-
terials including audiotapes, videotapes, and more
than 7,000 slides. A six-part indexing and cross-
referencing system makes the archive data easily
retrievable. Located in 453 Prince Lucien Campbell
Hall, the archive is open to the public as well as to
the university community.
UNDERGRADUATE STUDIES
Students may earn a certificate in folklore while
completing major and degree requirements in an-
other department or school. A primary goal of the
program is to encourage students to become more
aware of the culture-based dimensions and appli-
cations of their particular major fields. Students of
literature, social sciences, education, urban plan-
ning' art history, humanities, and Asian or other
international studies-to name only a few-find
that related folklore courses can enrich their
degree programs.
Certificate in Folklore
Students may satisfy requirements for a folklore
certificate by completing, with grades of mid-C or
better, the folklore core and approved electives
listed below:
Folklore Core 12 credits
Introduction to Native American Literature
(ENG 240) 4
Introduction to Folklore (ENG 250) 4
Choose one from Introduction to Cultural
Anthropology (ANTH 110), Selected Topics in
Ethnology (ANTH 211), or Oregon Native
Americans (ANTH 213) 4
Approved Electives 27 credits
Practicum: Field Experience (FLR 409) or field-
based courses 6
Related upper-division courses 21
Students seeking to qualify for a folklore
certificate must consult the folklore director two
terms before graduation for course work approval
and transcript evaluation and to arrange the field
experience.
GRADUATE STUDY IN
FOLKLORE
Students may create their own plan of study for a
master's degree through the Interdisciplinary
Studies: Individualized Program (IS:IP) offered by
the Graduate School. With the approval of the a
folklore adviser, students typically select courses
taught by folklorists in the English and anthro-
pology departments as well as the Folklore Pro-
gram and combine these with a third interest area
such as history, dance, or music. A thesis or field-
work project is required for completion of the de-
gree with a folklore option. Students working to-
ward M.A. degrees must also demonstrate
competence in a foreign language.
Folklore may also be chosen as an area of concen-
tration in a master's or doctoral degree program
in the English or anthropology departments.
FOLKLORE COURSES (FLR)
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R)
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-6R)
403 Thesis (1-6R) PIN only
404 Internship: [Topic] (1-6R)
405 Reading and Conference: [Topic] (1-6R)
406 Field Studies: [Topic] (1-6R)
407/507 Seminar: [Topic] (1-5R)
408/508 Workshop: [Topic] (1-5R)
409 Practicum: [Topic] (1-6R)
410/510 Experimental Course: [Topic] (1-5R)
411/511 Folklore and Religion (4) Explores the
role of folklore in people's religious lives with
particular emphasis on narrative, beliefs, rituals,
celebrations, pilgrimage, and ecstatic states.
Wojcik.
412/512 Folklore of Subcultures (4) Examines
recent research on subcultures, especially the re-
lation of folklore to subcultural identity and com-
munication, and the ways folklore may challenge
or reinforce dominant ideologies. Wojcik.
413/513 Folk Art and Material Culture (4) Sur-
vey of the research by folklorists on contempo-
rary folk art, material culture, and the aesthetic
impulse in everyday life. Sherman, Wojcik.
483/583 Folklore and Mythology of the British
Isles (4) Basic folk traditions in the British Isles
(e.g., ballads, folktales, legends, myths) and their
treatment in the written literature of major Brit-
ish authors. Dugaw, Sherman.
485/585 Film and Folklore (4) The developmen-
tal use of film by folklorists. Folklore genres,
theories, and fieldwork methods as related to
filmmakers' techniques. Analysis includes docu-
mentary and ethnodocumentary films. Sherman.
486/586 African American Folklore (4) Analy-
sis of African American customs, language, be-
liefs, sayings, and tales expressed through oral
tradition. Coleman.
503 Thesis (1-6R) PIN only
601 Research: [Topic] (1-6R) PIN only
604 Internship: [Topic] (1-6R)
605 Reading and Conference: [Topic] (1-6R)
606 Field Studies: [Topic] (l--{)R)
607 Seminar: [Topic] (1-6R)
608 Workshop: [Topic] (1-6R)
609 Terminal Project (1-6R)
610 Experimental Course: [Topic] (1-5R)
ADDITIONAL COURSES
Other undergraduate and graduate courses with
related subject matter-including approved
Reading and Conference (405, 605), Seminar
(407/507,607), and Experimental Course (4101
510, 610)-may be applied to folklore certificate
programs by arrangement with the instructors and
the folklore director. For descriptions ofthe fol-
lowing courses, see departmental sections of this
bulletin.
Anthropology. Selected Topics in Ethnology
(ANTH 211), Oregon Native Americans (ANTH
213), Ethnology of Peasant Societies (ANTH
303), Native North Americans (ANTH 320), Cul-
tural Dynamics (ANTH 415/515), Anthropology
of Religion (ANTH 418/518), Anthropology and
Folklore (ANTH 419/519), Topics in Pacific Eth-
nology (ANTH 425/525), Peoples of South Africa
(ANTH 426/526), Peoples of Central and East Af-
rica (ANTH 427/527), Peoples of West Africa and
the Sahara (ANTH 428/528), Jewish Folklore and
Ethnology (ANTH 429/529), Peoples of East Asia
(ANTH 431/531), Native Central Americans
(ANTH 433/533), Native South Americans
(ANTH 434/534), Cultures of Island Southeast
Asia (ANTH 436/536), Race, Culture, and Socio-
biology (ANTH 468/568)
Architecture. Vernacular Building (ARCH 434/534)
Art History. Museology (ARH 411/511), Historic
Preservation (ARH 469/569)
Arts and Administration. Arts in Society (AAD
450/550)
Dance. Dance and Folk Culture (DAN 301),
Dance in Asia (DAN 302), Tribal Dance Cultures
(DAN 452/552)
English. Introduction to African American Lit-
erature (ENG 151), Introduction to Native
American Literature (ENG 240), Introduction to
Folklore (ENG 250), African American Prose
(ENG 310), African American Poetry (ENG 311),
African American Drama (ENG 312), Studies in
Mythology (ENG 482/582), American Folklore
(ENG 484/584), American Popular Literature and
Culture (ENG 487/587), Topics in Folklore (ENG
680)
Geography. Geography of Languages (GEOG
444/544), Culture, Ethnicity, and Nationalism
(GEOG 445/545)
History. African American History (HIST 250,
251), Africa (HIST 325,326), American Indian
History (HIST 469/569)
International Studies. Cross-Cultural Commu-
nication (INTL 431/531)
Music. East European Folk Ensemble (MUS 190,
390), Music in World Cultures (MUS 258), Music
of the Americas (MUS 259), History of Gospel
Music (MUS 450/550), Introduction to Ethno-
musicology (MUS 451/551), Musical Instruments
of the World (MUS 452/552), Folk Music of the
Balkans (MUS 453/553), Music of India (MUS
454/554)
Political Science. Politics of Multi-Ethnic Soci-
eties (PS 443/543)
Religious Studies. Great Religions of the World
(REL 201, 202), Chinese Religions (REL 302),
Japanese Religions (REL 303), History of Eastern
Christianity (REL 324,325), Buddhism and Asian
Culture (REL 330, 331)
Romance Languages. Survey of Spanish-
American Literature (SPAN 318, 319)
Russian. Russian Folklore (RUSS 420/520)
Sociology. Race, Class, and Ethnic Groups (SOC
345), Sociology of Race Relations (SOC 445/545)
Theater Arts. Multicultural Theater (TA 4721572)
GENERAL SCIENCE
441 Willamette Hall
Telephone (503) 346-3288
John V. Leahy, Director
Program Committee Faculty
Ralph J. Barnhard, chemistry
Jacob Beck, psychology
Janet S. Dufek, exercise and movement science
Gordon G. Goles, geological sciences
Arnit Goswami, physics
Richard M. Koch, mathematics
John V. Leahy, mathematics
John R. Lukacs, anthropology
Karen U. Sprague, biology
Cathy Whitlock, geography
Christopher B. Wilson, computer and information
science
Robert 1. Zimmerman, physics
ABOUT THE PROGRAM
The general science curriculum allows students
to design academic programs that satisfy the re-
quirements for a bachelor of science degree and
provide more breadth than traditional science
programs. Many exciting areas of scientific in-
quiry' such as the neurosciences, environmental
sciences, and biophysical sciences, require broad
science backgrounds and encompass several sci-
ence disciplines. Students planning graduate
study or technical careers in one of these areas as
well as students preparing for careers in the
health sciences, in science education, or in a sci-
ence-related business or social service might be
best served by a well-designed multidisciplinary
science program.
One strength of the General Science Program is
its diversity and fleXibility. To exploit that
strength, students need to design their programs
carefully, consulting frequently with the general
science adviser and taking advantage of the ex-
pertise of faculty members who serve on the pro-
gram committee. Course sequences that meet
requirements of professional schools and train-
ing programs should be selected in consultation
with program advisers or committee members.
Students should seek assistance in program
planning when they identify or change career
goals, because successful application to profes-
sional schools and training programs may re-
quire completion of additional courses beyond
those required for the general science major.
Some examples of cross-disciplinary fields, 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 sci-
ence, mathematics
Environmental sciences: biology, chemistry, ge-
ography, geological sciences, physics
Neurosciences: biology, chemistry, psychology
General science majors are encouraged to con-
sult with their advisers during the junior year to
ensure that their remaining course work is struc-
tured to meet all requirements of the major. A
student should notify the General Science Pro-
gram office of their intention to graduate at least
one term before the proposed graduation date.
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. Stu-
dents planning to transfer into the General Sci-
ence Program after two years at a community
college or at another college or university should
complete courses equivalent to the lower-divi-
sion requirements listed below and as many as
possible of the general university graduation re-
quirements for the bachelor's degree. Acceptance
of transfer courses and credits is determined by
evaluators in the Office of Admissions in consul-
tation with general science advisers or committee
members.
Upon admission, transfer students should con-
sult a general science adviser in the General Sci-
ence Program office.
Careers. The General Science Program allows
prehealth science students preparing for careers in
medicine, dentistry, or related fields to meet pro-
fessional school admission requirements while
completing a bachelor's degree. General science,
when combined with a minor or a second major,
can work well for students planning careers in
science-related business, public relations, and hu-
man services.
Graduate Studies. Students interested in gradu-
ate studies in science should choose carefully
courses that will meet admission requirements.
Most graduate programs in science require a year
each of physics and organic chemistry.
Major Requirements
Lower Division
The following lower-division courses must be
completed with grades of C- or P (pass) or bet-
ter. Courses graded N (no pass) or F may be re-
peated for credit.
1. Calculus I,ll (MATH 251, 252)
2. One course in computer science selected from
Introduction to Business-Information Process-
ing (CIS 131), Introduction to Numerical Com-
putation with FORTRAN (CIS 133), Problem
Solving in Pascal (CIS 134), or Computer Sci-
ence I (CIS 210)
3. Three of the sequences or three-term combi-
nations listed below. At least two of the se-
quences must include or be accompanied by
the corresponding laboratory sequences:
Anthropology. Introduction to Human Evolu-
tion (ANTH 170), and two from Evolution of
Monkeys and Apes (ANTH 171), Evolution of
Human Adaptation (ANTH 172), Human Evolu-
tion V\NTH 361), Human Biological Variation
(ANTH362)
Biology. General Biology I: Cells (BI 101), Gen-
eral Biology II: Organisms (BI 102), and General
Biology III: Populations (BI 103) or Explorations
in General Biology I: Cells (BI 105), Explorations
in General Biology II: Organisms (BI 106), Explo-
rations in General Biology III: Populations (BI
107) or three from Genetics and Evolution (BI
220), Molecular Biology (BI 221), Cellular Bio-
chemistry (BI 222), Cellular Physiology (BI 223)
with laboratories (BI 225, 226, 227, 228)
Chemistry. Introductory General Chemistry
(CH 211, 212, 213) with laboratories (CH 227,
228, 229) or General Chemistry (CH 221, 222,
~n.~ .... :COLLEGE OFARl'$AND SCIENCES
223) with laboratories (CH 227, 228, 229) or
Honors General Chemistry (CH 224H, 225H,
226H) with laboratories (CH 237,238,239)
Computer and Information Science. Computer
Science I,Il,III (CIS 210, 211, 212)
Geography. The Natural Environment (GEOG
101), Global Environmental Change (GEOG
102), and one from Climatology (GEOG 321),
Geomorphology (GEOG 322), Biogeography
(GEOG 323)
Geological Sciences. Introduction to Geology:
The Dynamic Earth (GEOL 101), Introduction to
Geology: The Face of the Earth (GEOL 102), In-
troduction to Geology: The Evolving Earth
(GEOL 103) with laboratories (GEOL 104, 105,
106) or General Geology: Earth's Interior Heat
and Dynamics (GEOL 201), General Geology:
Earth's Surface Processes and Morphology
(GEOL 202), General Geology: Evolution of the
Earth (GEOL 203)
Physics. Physics of Energy and Environment
(PHYS 161), Solar Energy (PHYS 162), Electric
Power Generation (PHYS 163) or General Phys-
ics (PHYS 201, 202, 203) or General Physics with
Calculus (PHYS 211, 212, 213) with Introductory
Physics Laboratory (PHYS 204, 205, 206)
Upper Division
1. Complete a minimum of 30 credits in ap-
proved science courses numbered 300 and
above. At least 24 of these credits must be
taken for letter grades and passed with grades
of C- or better. While BI220, 221, 222, 223 do
not count as upper-division credits, students
who complete three of these courses with
grades of mid-C or better need to take only 24
upper-division credits
2. Two areas of emphasis are required: at least 12
upper-division credits must be completed in
one area and at least 9 upper-division credits
in a second area.
3. Tutorials may not be included. Courses num-
bered 400-410,507,508, or 510 may not be in-
cluded unless approved in advance by the gen-
eral science coordinator
4. Upper-division credits used to satisfy mini-
mum requirements of another major may not
be used to satisfy the upper-division require-
ments in general science
Upper-division courses may be selected from:
Anthropology. Courses in human and primate
anatomy and evolution (ANTH 461-463, 466,
467,469)
Biology. BI311-380 and BI415-495
. Chemistry. CH 331-339 and CH 411-470
Computer and Information Science. CIS 313-
342 and CIS 413-471
Exercise and Movement Science. EMS 331,
332,361,371,381
Geography. Physical geography courses (GEOG
421-427,430,431)
Geological Sciences. GEOL 311-350 and GEOL
414-492
Mathematics. MATH 315-352 and MATH 411-
466
Physics. PHYS 351-390 and PHYS 411-490
Psychology. Courses in the experimental and
physiological areas (PSY 302, 430-450)
Honors Program
Students preparing to graduate with honors in
general science should notify the program direc-
tor no later than the first term of their senior year.
Honors in general science centers on a thesis
which is the culmination of research conducted
under the direction of a faculty adviser. The ad-
viser need not be a member of the general science
committee.
To graduate with honors, students must have a
3.50 overall grade point average and a GPA of
3.75 in the sciences. In addition, they must com-
plete 9 credits of Research (401) or Thesis (403) or
both in the appropriate department. These credits
must be distributed over at least two terms and
cannot be used to fulfill emphasis area require-
ments.
Upon approval of the thesis by the adviser, pro-
gram director, and one other committee member,
honors will be awarded.
For guidelines and time schedules, see a general
science adviser.
Program Planning
Information about program planning and de-
tailed sample programs are available in the Gen-
eral Science Program office. Prehealth science
students who choose the general science major
should design their programs to meet the admis-
sion requirements of the professional school of
their choice. See also the Preparatory Programs
section of this bulletin.
Preparation for Teaching
An academic major in general science can pro-
vide a strong background for certain teacher-
education licensure programs. Students inter-
ested in teaching general science in middle
school and junior high school should be aware
that the integrated science endorsement requires
broader preparation than the minimum require-
ments for the general science major. Prospective
teachers may obtain information about require-
ments for entry into teacher education programs
from the Office of Academic Advising and Stu-
dent Services, 164 Oregon Hall.
GEOGRAPHY
107 Condon Hall
Telephone (503) 346-4555
Patricia F. McDowell, Department Head
FACULTY
Patrick J. Bartlein, professor (climatology, quantita-
tive methods, water resources). B.A, 1972, M.S.,
1975, Ph.D., 1978, Wisconsin, Madison. (1982)
Carolyn 1. Cartier, assistant professor (environmen-
tal geography, urban geography, Asia). AB., 1982,
MA, 1985, PhD., 1991, California, Berkeley.
(1994)
David E. Greenland, professor (climatology, climate
and vegetation). B.Sc., 1963, M.Sc., 1965, Birming-
ham, England; Ph.D., Canterbury, New Zealand,
1971. (1991)
William G. Loy, professor (cartography, geographic
education, geographic-name studies); coordinator,
geography and education. B.A., 1958, Minnesota at
Duluth; M.S., 1962, Chicago; Ph.D., 1967, Minne-
sota. On leave fall and winter terms. (1967)
Patricia F. McDowell, professor (geomorphology,
soils, Quaternary environments). B.A, 1971, M.A,
1977, Illinois Institute ofTechnology; Ph.D., 1980,
Wisconsin, Madison. (1982)
James E. Meacham, research assistant. B.A, 1984,
MA, 1992, Oregon. (1994)
Alexander B. Murphy, associate professor (cultural
geography, political geography, law and geogra-
phy). BA, 1977, Yale; J.D., 1981, Columbia; Ph.D.,
1987, Chicago. (1987)
Risa L Palm, professor (urban, housing in American
cities, natural hazards); dean, arts and sciences. B.S.,
1964, MA, 1969, Ph.D., 1972, Minnesota. (1991)
Gary H Searl, adjunct assistant professor (geo-
graphic education, Oregon). B.B.A, 1959, M.S.,
1966, Oregon. (1968)
Cathy Whitlock, professor (biogeography, Quater-
nary paleoecology). BA, 1975, Colorado College;
M.S., 1979, Ph.D., 1983, Washington (Seattle).
(1990)
Ronald Wixman, professor (former Soviet Union,
eastern Europe, cultural geography). B.A, 1968,
Hunter; MA, 1972, Columbia; Ph.D., 1978, Chi-
cago. (1975)
Emeriti
Stanton A Cook, professor emeritus. AB., 1951,
Harvard; Ph.D., 1960, California, Berkeley. (1960)
CarlL. Johannessen, professor emeritus. B.A, 1950,
MA, 1953, PhD., 1959, California, Berkeley.
(1959)
Clyde P. Patton, professor emeritus. AB., 1948,
MA, 1950, Ph.D., 1953, California, Berkeley.
(1958)
Edward T. Price, professor emeritus. B.S., 1937, Cali-
fornia Institute of Technology; Ph.D., 1950, Califor-
nia, Berkeley. (1963)
Everett G. Smith JI., professor emeritus. B.A, 1953,
MA, 1956, Illinois; Ph.D., 1962, Minnesota. (1965)
Alvin W. Urquhart, professor emeritus. B.A, 1953,
MA, 1958, Ph.D., 1962, California, Berkeley.
(1960)
The date in parentheses at the end of each entnj is the
first year on the University of Oregon faculty.
UNDERGRADUATE STUDIES
Undergraduate students in the Department of Ge-
ography develop an awareness of the natural and
cultural landscapes of several regions of the world
and investigate the processes that form them.
Lower-division courses are open to any student at
the university; with the exception of Global Envi-
ronmental Change (GEOG 102), none have pre-
requisites or require particular high school back-
ground. For students transferring to the university
GEGGRAPHY'
in their third year, preparation in introductory col-
lege geography courses is desirable.
An undergraduate major in geography follows a
broadly based general degree program or one
that emphasizes environmental 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 twelve geography courses used to fulfill a
major in geography. A grade point average
(GPA) of 2.25 or better in graded geography
courses is required for majors. At least eight
courses in the major must be taken for letter
grades.
Geography majors must take one of the follow-
ing four sequences to satisfy the bachelor of sci-
ence degree's mathematics requirement:
1. MATH 105,106, 107-emphasizes problem
solving and the interpretation of quantitative
information
2. MATH 111, 425, 426-emphasizes the analysis
of data
3. MATH 241,242 or MATH 251, 252, 253-
calculus sequences that should be taken by
students planning graduate study in geogra-
phy
4. CIS 121 and CIS 133 or 134-introduces com-
puter programming
Geography majors also must demonstrate profi-
ciency in a foreign language either by passing a
second-year university foreign language course
or an examination indicating an equivalent level
of proficiency.
The B.A. degree is recommended for students
planning to emphasize cultural or regional geog-
raphy. The B.S. degree is recommended for stu-
dents planning to emphasize physical geography
or environmental studies.
Although a degree in geography is a liberal arts
degree, many graduates have found related voca-
tional opportunities in government or private
employment, principally in planning, environ-
mental research, cartography, or geographic in-
formation systems.
Group Requirements. All undergraduates must
satisfy group requirements. For details see Group
Requirements in the Registration and Academic
Policies section of this bulletin.
Students majoring in geography should consult
their advisers to determine which group-
satisfying courses will best support their major.
Major Requirements
Twelve courses, of which eight must be upper
division, are reqUired as follows:
Introductory Geography. Four courses includ-
ing The Natural Environment (GEOG 101), Glo-
bal Environmental Change (GEOG 102), Cultural
Geography (GEOG 103), and either Geography
and Environment (GEOG 104) or World Re-
gional Geography (GEOG 201)
Techniques for Geographers. Two courses se-
lected from Cartographic Methods (GEOG 311),
Geographic Field Studies (GEOG 313), Geo-
graphic Data Analysis (GEOG 314), Advanced
Cartography (GEOG 411), Advanced Geographic
Data Analysis (GEOG 414), Introductory Geo-
graphiC Information Systems (GEOG 416),
Advanced Geographic Information Systems
(GEOG 472)
Physical Geography. Two courses selected from
Climatology (GEOG 321), Geomorphology
(GEOG 322), Biogeography (GEOG 323), Ad-
vanced Climatology (GEOG 421), Advanced
Geomorphology (GEOG 422), Advanced Bioge-
ography (GEOG 423), Soil Genesis and Geogra-
phy (GEOG 424), Hydrology and Water Re-
sources (GEOG 425), Fluvial Geomorphology
(GEOG 427), Quaternary Environments (GEOG
430), Quaternary Vegetation History (GEOG
431)
Cultural Geography. Two courses selected from
Special Topics in Human Geography (GEOG
418), Political Geography (GEOG 441), Urban
Geography (GEOG 442), Geography of Lan-
guages (GEOG 444), Culture, Ethnicity, and Na-
tionalism (GEOG 445), Geography of Religion
(GEOG 446), Environmental Alteration (GEOG
461), Historical and Contemporary Views of the
Environment (GEOG 462), Geography, Law, and
the Environment (GEOG 463)
Regional Geography. Two courses selected
from World Regional Geography (GEOG 201),
Geography of European-American Regions
(GEOG 202), Geography of Non-European-
American Regions (GEOG 203), Advanced Ge-
ography of European-American Regions (GEOG
470), Advanced Geography of Non-European-
American Regions (GEOG 475)
Geography Major with an Environmental
Studies Minor. The basic requirements of the
geography major are the following:
The Natural Environment (GEOG 101), Global
Environmental Change (GEOG 102), Cultural
Geography (GEOG 103), Geography and Envi-
ronment (GEOG 104)
Two geographic techniques courses
Three upper-division cultural geography courses
including two from Environmental Alteration
(GEOG 461), Historical and Contemporary
Views of the Environment (GEOG 462), Geogra-
phy, Law, and the Environment (GEOG 463)
Three upper-diviSion physical geography courses
One upper-division physical geography course
or one environmental geography course selected
from GEOG 461-463
Other requirements for the minor outlined by the
Environmental Studies Program
Environmental studies minors should ask their
major advisers to recommend appropriate
courses.
Honors Programs
The Clark Honors College student majoring in ge-
ography must design a course of study in con-
sultation with a major adviser in geography.
The Department of Geography also offers an
honors option for its majors. More information is
available in the department office.
Minor Requirements
Students who minor in geography must com-
plete six geography courses with grades of C-or
better. The six courses must include one regional
geography course, one upper-division physical
geography course, and one upper-division cul-
tural geography course.
Secondary School Teaching
Although the University of Oregon does not offer
professional preparation of social studies teach-
ers, an academic major in geography provides a
strong subject-matter background for entry into
a secondary teacher-education program. Stu-
dents interested in a teaching career may obtain
information about teacher education from the
Office of Academic Advising and Student Ser-
vices, 164 Oregon Hall.
GRADUATE STUDIES
Graduate work leading to both the master of arts
(M.A.) and the doctor of philosophy (Ph.D.) de-
grees is offered. The department also offers a
master of science (M.s.) degree program that
emphasizes geography and education. The
department's graduate programs emphasize cul-
tural geography, physical geography with an em-
phasis on Quaternary studies, and environmen-
tal studies. The master's program may be a more
generalized study of cultural, physical, or envi-
ronmental geography. The Ph.D. program closely
follows the research interests of the geography
faculty. Because of the small size of the faculty,
most students follow an individualized program
that includes courses and seminars in related dis-
ciplines.
Although the department requires knowledge of
the fundamentals of geography, it welcomes stu-
dents whose undergraduate work has been in
other disciplines and who can apply their train-
ing to geographic problems.
Admission
To apply for admission, send to the university
Office of Admissions the original copy of the
Graduate Admission Application form and the
application fee and transcripts as explained in the
Graduate School section of this bulletin. Appli-
cants whose application materials are received by
January 15 are given preference for fall admis-
sion.
The applicant should also send the following ap-
plication materials directly to the Department of
Geography:
1. The four carbon copies of the admission
application
2. Official transcripts of all undergraduate and
graduate college work
3. Three letters of reference from people familiar
with the applicant's academic background or
relevant professional experience
4. A score from the Graduate Record Examina-
tions (GRE) general test
5. A statement about interests to be pursued at
the university. Applicants to the PhD. pro-
gram must include in the statement specific
research directions or possible dissertation
topics
6. If appropriate, the application for a graduate
assistantship or fellowship award
7. International applicants must score at least 550
on the Test of English as a Foreign Language
(TOEFL)
General Requirements
The master's degree program emphasizes gen-
eral education in geography and specialized
seminars and research courses. A special option
in the master's program emphasizing geography
and education is available for students with pub-
lic school teacher licensure. The Ph.D. degree
program requires general preparation in geogra-
phy' physical geography, and environmental
studies. Areas of emphasis in cultural geography
include urban environments, landscape, political
geography, ethnicity, religion, language, nation-
ality' and the diffusion of cultural traits. Areas of
emphasis in physical geography include long-
term climate change, micro- and applied clima-
tology, Quaternary environments, vegetation
history, palynology, plant ecology, geomorphol-
ogy, soils, and geoarchaeology. Environmental
studies in the department focus on the historical,
philosophical, legal, and perceptual dimensions
of human-environment relations. The depart-
ment also offers course work and faculty exper-
tise in North America, Latin America, Europe
(both West and East), and the former Soviet
Union.
To ensure breadth of knowledge in the disci-
pline, the department requires all Ph.D. and
M.A. candidates to complete the following
courses or their equivalents: Cartographic Meth-
ods (GEOG 311); Geographic Data Analysis
(GEOG 314); Climatology (GEOG 321); Geo-
morphology (GEOG 322); Biogeography (GEOG
323); Political Geography (GEOG 541) or Urban
Geography (GEOG 542); Geography of Lan-
guages (GEOG 544), Culture, Ethnicity, and Na-
tionalism (GEOG 545), or Geography of Religion
(GEOG 546); Environmental Alteration (GEOG
561), Historical and Contemporary Views of the
Environment (GEOG 562), or Geography, Law,
and the Environment (GEOG 563). Graduate
students cannot receive graduate credit for 300-
level courses.
Theory and Practice of Geography (GEOG 620)
must be taken during the first fall term the grad-
uate student is in residence. Each graduate stu-
dent must take 1 credit of Workshop (GEOG
608) every winter and spring term that student is
in residence.
For students following the master's degree op-
tion in geography and education, some substitu-
tions for these course requirements may be au-
thorized by the departmental coordinator for that
option.
Master's Degree Program
The general M.A. degree in geography empha-
sizes broad understanding of physical and cul-
tural geography and basic geographic tech-
niques. Students develop specialized research
skills during work on the thesis. Beyond the gen-
eral requirements for all graduate students in ge-
ography, two graduate seminars in geography
(GEOG 607) are required of each M.A. candi-
date.
Students must demonstrate skill in one foreign
language, which may be met either by passing a
second-year university foreign language course
during the seven-year period prior to the receipt
of the master's or doctor's degree or by passing
the Graduate Student Foreign Language Test
(GSFLT) at a level equivalent to a grade of C- or
better.
A committee of two geography faculty members
supervises the research and writing of a master's
thesis that shows evidence of original research
and writing. The student must enroll for 9 credits
of Thesis (GEOG 503), at least 3 of which must
be taken during the term the degree is granted.
Every master's thesis must be presented at a
public lecture.
The geography and education option leads to ei-
ther the M.A. or the M.S. degree. The option is
designed to relate geographic research methods
and perspectives to the teaching of social studies
at all levels. Course and seminar requirements
parallel those for the M.A. program in geogra-
phy, but teacher licensure is deemed to be a sub-
stitute for foreign-language competence. Stu-
dents must take at least one workshop (GEOG
608) that is designed for this option. A final writ-
ten examination administered by a departmental
committee is required. A learning activity project
is substituted for the thesis.
Those interested in this option must have public
school teaching licensure and must indicate their
intent to pursue the option before being admit-
ted to the graduate program. Completion of the
geography and education option by itself does
not lead to additional licensure in the state of
Oregon.
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. While this
program is designed to suit each individual's
background and interests, prospective candidates
should pay particular attention to the systematic
specialization and regional interests of the
department's faculty members before applying
for admission.
The candidate may use the flexibility of Research
(GEOG 601) and Reading and Conference
(GEOG 605) to follow specific interests with in-
dividual members of the faculty. The Ph.D. pro-
gram, planned with faculty committee approval,
is measured by achievement of the stated goals
rather than by any specific number of credits.
Ph.D. Requirements
In addition to completing all Graduate School
requirements and a master's degree in geogra-
phy or equivalent study that includes courses re-
quired for the M.A. degree in geography at the
University of Oregon, the geography Ph.D. pro-
gram requires at least two graduate-only semi-
nars in geography (GEOG 607) and the comple-
tion of a second language or technical skill. The
second language or skill requirement may be met
in any of the following ways:
1. Proficiency in a foreign language at the level
required for the M.A. degree
2. Advanced foreign language training to the
level required to pass a third-year university-
level course in composition and conversation
3. Mastery of a technique or method of
geographic research by passing at least three
approved advanced-level courses from outside
the department
After completing the appropriate course work,
graduate seminars, and language or technical
skills requirement, advancement to candidacy is
achieved by passing comprehensive written ex-
aminations in three areas: a world region, a sys-
tematic field of geography, and geographic
thought and methodology. The student, in con-
sultation with a faculty committee, writes four
questions in each area for the comprehensive ex-
amination. Two or three questions in each area
are then selected by the advisory committee, and
the student prepares written answers to them
during a six-week period.
Within nine months of completing the compre-
hensive examination, the student must present a
dissertation proposal for approval by the student's
dissertation committee. The completed disserta-
tion' the capstone of the doctoral program, pre-
sents the results of substantive and original re-
search on a significant geographic problem. It is
defended in a public oral presentation.
Financial Assistance
A limited number of graduate teaching fellow-
ships (GTFs) are available. Fellows receive a
modest stipend and are exempt from tuition but
must pay a small fee each term. GTFs usually
register for 15 credits of course work a term and
are assigned duties of 87.5 hours a term for each
0.20 full-time equivalency of their fellowship.
Applications for fellowships should be received
by January 15.
The College Work-Study Program (under federal
funding for students from low-income families)
provides an alternative means of financial assis-
tance. The Department of Geography has several
positions under this program. For work-study
certification and to apply for loans or grants, a
separate request for forms should be made to the
Office of Student Financial Aid, 1278 University
of Oregon, Eugene OR 97403-1278.
GEOGRAPHY COURSES (GEOG)
101 The Natural Environment (4) The earth's
physical landscapes, vegetational patterns,
weather, and climate; emphasis on the dynamic
interactions among climate, landforms, vegeta-
tion, and soils. Whitlock. Offered fall term only.
102 Global Environmental Change (4) Natural
and human-induced climatic changes and their
impact on different environmental systems. Em-
phasizes biophysical systems. Prereq: GEOG
101. Bartlein. Offered winter term only.
103 Cultural Geography (4) Ways in which
various cultures have evaluated and used their
environments. Discussion of the changing distri-
butions of major cultural elements. Murphy,
Wixman.
104 Geography and Environment (4) Ways in
which the major physical systems and
ecosystems of the earth have been modified by
human actions. Emphasizes human systems.
Cartier. Offered winter term only.
196 Field Studies: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R)
201 World Regional Geography (4) Introduc-
tion to the world's cultural regions. Study of the
cultural and environmental factors that make dif-
ferent parts of the world distinctive. Smith,
Wixman. Not offered 1995-96.
202 Geography of European-American
Regions (4) Physical and cultural processes that
have shaped the rural and urban landscapes of
selected European-American regions. Murphy,
Searl.
203 Geography of Non-European-American
Regions (4) The physical and cultural processes
that have shaped the rural and urban landscapes
of selected non-European-American regions.
Wixman.
311 Cartographic Methods (4) Theory and
laboratory production of thematic maps; study of
the nature of map data, symbols, design, layout,
and the history of cartography. Loy.
313 Geographic Field Studies (4) Research
techniques in geography applied to local areas
and problems. Field trip fee. Majors only.
314 Geographic Data Analysis (4) Nature of
geographical data sets, description and
summarization of patterns, distributions, and re-
lationships among geographical data. Bartlein.
Majors only. Not offered 1995-96.
321 Climatology (4) Energy and moisture in the
atmosphere, atmospheric circulation, controls of
regional and microclimates, applied climatology,
climatic variations, past and future climates.
Prereq: GEOG 102. Greenland.
322 Geomorphology (4) Landforming processes
with emphasis on mass movements, rivers, eo-
lian, glacial, and coastal processes. Prereq:
GEOG 102 or GEOL 102. McDowell.
323 Biogeography (4) Relation of plants and
animals to the environment, distribution of indi-
vidual species, historical changes in plant distri-
bution. Prereq: GEOG 102. Whitlock.
401 Research: [Topic] (1-21R) PIN only
403 Thesis (1-21R) PIN only
405 Reading and Conference: [Topic] (l-21R)
PIN only
406 Field Studies: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R) Seminars of-
fered 1995-96 are Geographic Imagery, Geo-
graphic Videos, Water Resource Issues.
408/508 Workshop: [Topic] (1-16R)
409 Practicum: [Topic] (1-21R) PIN only
410/510 Experimental Course: [Topic] (1-4R)
Topics offered in 1995-96 are Development and
Environmental Impact, Diet and Agriculture,
Geography of Homosexuality.
411/511 Advanced Cartography (4) Design and
production of maps and graphics using com-
puter-aided techniques with emphasis on geo-
graphic information systems (GIS) output meth-
ods. Prereq: GEOG 311. Meacham.
414/514 Advanced Geographic Data Analysis:
[Topic] (4R) Advanced topics in the analysis of
spatial data. Prereq: GEOG 314. Bartlein. R when
topic changes.
416/516 Introductory Geographic Information
Systems (4) Introduces fundamentals of geo-
graphic information systems (GIS). Covers data
sources, input, manipulation analysis, data out-
put, and product generation. Prereq: GEOG 4111
511 or instructor's consent. Meacham.
418/518 Special Topics in Human Geography:
[Topic] (4R) Special systematic topics in human
geography, such as economic geography, Ameri-
can historical geography, and cultural land-
scapes. Topic for 1995-96 is Exploration and Dis-
covery. Prereq: GEOG 103 or 104 or instructor's
consent. Murphy, Smith. R when topic changes.
421/521 Advanced Climatology: [Topic] (4R)
Topics in climatology, including physical clima-
tology, dynamic and synoptic climatology, and
paleoclimatology. Topic for 1995-96 is Climate of
the Pacific Northwest. Prereq: GEOG 321.
Greenland. R when topic changes.
422/522 Advanced Geomorphology: [Topic]
(4R) Study of one principallandforming process,
its characteristics in time and space, and the re-
sulting landforms. Topic for 1995-96 is Arid
Lands. Special fee. Prereq: GEOG 322.
McDowell. R when topic changes.
423/523 Advanced Biogeography: [Topic] (4R)
Selected topics in biogeography including rela-
tion of plants and animals to their environment,
historical changes in plant distribution, and pa-
lynological analysis. Topic for 1995-96 is Distur··
bance of Quaternary Paleoeology in the Pacific
Northwest. Prereq: GEOG 323. Whitlock. R
when topic changes.
424/524 Soil Genesis and Geography (4) Pedo-
genic processes; description of soil profiles, soil
classification; Quaternary soil stratigraphy and
geomorphology; applications of soil information.
Special fee. Prereq: GEOG 322 or instructor's
consent. McDowell. Required field trips.
425/525 Hydrology and Water Resources (4)
Emphasis on surface water including precipitation,
evapotranspiration, surface runoff, and stream
flow. Understanding and analysis of processes.
Management for water supply and quality. Prereq:
GEOG 321 or 322 and MATH 111, 112 or instruc-
tor's consent. Bartlein.
427/527 Fluvial Geomorphology (4) Hydraulics
and hydrology of stream channels; channel mor-
phology and processes; drainage network devel-
opment; fluvial deposits and landforms; field and
analytical methods. Special fee. Prereq: GEOG
322; MATH 111, 112. McDowell. Required field
trips. Offered alternate years; not offered 1995-
96.
430/530 Quaternary Environments (4)
Evolution of the physical landscape during the
Quaternary period. Elements of paleoclimatol-
ogy, paleoecology, and geomorphology. Special
fee. Prereq: GEOG 321, 322, 323 or instructor's
consent. Whitlock. Required field trips.
431/531 Quaternary Vegetation History (4)
Vegetation change through the Quaternary pe-
riod as it appears in the paleoecological record;
implications for modern ecology and biogeogra-
phy. Special fee. Prereq: GEOG 323 or BI 130 or
370 or instructor's consent. Whitlock.
441/541 Political Geography (4) Spatial per-
spectives on global political patterns and pro-
cesses. Relationship of political territories to re-
sources, ethnic patterns, and ideological
communities. Impact of political arrangements
on landscapes. Prereq: GEOG 103 or instructor's
consent. Murphy.
442/542 Urban Geography (4) Urbanization
throughout the world, the structure of urban
settlements; cities as regional centers, physical
places, and homes for people; geographic prob-
lems in major urban environments. Prereq:
GEOG 103 or instructor's consent. Smith.
444/544 Geography of Languages (4) 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. Prereq:
GEOG 103 or instructor's consent. Wixman. Not
offered 1995-96.
445/545 Culture, Ethnicity, and Nationalism
(4) Relationship of ethnic groups and nationality
to landscapes, perception, and cultural geo-
graphic phenomena. Distribution of ethnic and
national groups. Prereq: GEOG 103 or instruc-
tor's consent. Murphy, Wixman. Not offered
1995-96.
446/546 Geography of Religion (4) Origin and
diffusion of religions; religion, world-view, envi-
ronmental perception and alteration; religion,
territory, the organization of space. Prereq:
GEOG 103 or instructor's consent. Wixman.
461/561 Environmental Alteration (4) Human
alterations of the earth's major ecosystems. Con-
sequences of human activity at different times and
places with respect to soils, atmosphere, vegeta-
tion, landforms, and water. Prereq: GEOG 101,
104 or instructor's consent. Cartier.
462/562 Historical and Contemporary Views
of the Environment (4) Ways in which humans
have thought about their place in nature. Envi-
ronmental ideas that emphasize concepts of
ecology. Prereq: upper-division standing and
instructor's consent. Urquhart. Not offered 1995-
96.
463/563 Geography, Law, and the Environ-
ment (4) Values underlying American legal ap-
proaches to environmental issues; the role of
laws in reflecting and shaping human under-
standing and use of the environment. Prereq:
GEOG 104 or PPPM 331 or instructor's consent.
Murphy. Not offered 1995-96.
470/570 Advanced Geography of European-
American Regions: [Topic] (4R) Examination of
the settlement patterns, regional economies, po-
litical organization, and character of the land-
scapes of selected major regions of the Euro-
pean-American world. Region of study 1995-96
is Canada. Prereq: GEOG 201, another course on
the region of study, or instructor's consent. R
when region changes.
472/572 Advanced Geographic Information
Systems (4) Use of advanced geographic
information system (GIS) software packages for
analytical and cartographic purposes. Prereq:
GEOG 416/516. Meacham.
475/575 Advanced Geography of Non-
European-American Regions: [Topic] (4R) Ex-
amination of the settlement patterns, regional
economies, political organization, and character
of the landscapes of selected major regions of the
non-European and American world. Topic for
1995-96 is Pacific Asia. Prereq: GEOG 201, an-
other course on the region of study, or instruc-
tor's consent. Cartier, Wixman. R when region
changes.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (1-5R)
PIN only
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
PIN only
606 Field Studies: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R) Seminars offered
1995-96 are Climatic Variations; Disturbance and
Recovery in Geomorphic Systems; Ethnicity,
Territorialism, and Conflict; Geography of the
Willamette Valley.
608 Workshop: [Topic] (1-16R) PIN only
609 Practicum: [Topic] (1-16R) PIN only
610 Experimental Course: [Topic] (1-5R)
620 Theory and Practice of Geography (5)
Methods of geographic investigation; theory and
practice of developing geographic theses and
problems. Prereq: graduate standing in geogra-
phy. Greenland, Murphy.
106 COLLEGEOF ARTSAND'SCI'ENCES
GEOLOGICAL
SCIENCES
100 Cascade Hall
Telephone (503) 346-4573
A. Dana Johnston, Department Head
FACULTY
Erick A. Bestland, visiting instructor (stratigraphy,
sedimentology). B.S., 1982, Wisconsin, Madison;
M.S., 1985, Ph.D., 1990, Oregon. (1991)
Sam Boggs, professor (sedimentation, sedimentary
petrology). B.S., 1956, Kentucky; Ph.D., 1964,
Colorado. (1965)
Katharine V. Cashman, associate professor
(volcanology, igneous petrology, crystallization ki-
netics). BA, 1976, Middlebury; M.S., 1979,
Victoria, New Zealand; Ph.D., 1987, Johns
Hopkins. On leave fall 1995. (1991)
Gordon G. Goles, professor (geochemistry). A.B.,
1956, Harvard; Pll.D., 1961, Chicago. (1966)
Eugene D. Humphreys, associate professor
(seismology, regional tectonics). B.S., 1974, M.S.,
1978, California, Riverside; Ph.D., 1985, California
Institute of Technology. (1985)
A. Dana Johnston, associate professor (experimental
petrology, geochemistry). B.S., 1976, Bates; M.S.,
1978, Ph.D., 1983, Minnesota. (1986)
M. Allan Kays, professor (metamorphic and igneous
petrology). B.A., 1956, Southern Illinois; M.A.,
1958, Ph.D., 1960, Washington (St. Louis). (1961)
Michael Manga, assistant professor (fluid mechan-
ics, hydrology). B.S., 1990, McGill; S.M., 1992,
Pll.D., 1994, Harvard. On leave 1995-96. (1995)
William N. Orr, professor (micropaleontology,
biostratigraphy). B.S., 1961, Oklahoma; MA,
1963, California, Riverside and Los Angeles;
Ph.D., 1967, Michigan State. (1967)
Mark H. Reed, professor (mineral deposits). B.A.,
1971, Carleton; M.S., 1974, Ph.D., 1977, California,
Berkeley. (1978)
Gregory J. Retallack, professor (paleobotany,
paleosols). BA, 1973, Macquarie; Ph.D., 1978,
New England University, Australia. (1981)
Jack M. Rice, professor (geocllemistry, petrology).
A.B., 1970, Dartmouth; M.S., 1972, Ph.D., 1975,
Washington (Seattle). (1977)
Norman M. Savage, professor (Paleozoic paleontol-
ogy, stratigraphy). B.Sc., 1959, Bristol; Ph.D., 1968,
Sydney. (1971)
Douglas R. Toomey, assistant professor (seismology,
tectonics, midocean ridges). B.S., 1981, Pennsylva-
nia State; Ph.D., 1987, Massachusetts Institute of
Technology and Woods Hole Oceanographic Insti-
tution. (1990)
Harve S. Waff, professor (tectonophysics, electro-
magnetic depth sounding). B.S., 1962, William and
Mary; M.S., 1966, Ph.D., 1970, Oregon. (1978)
Ray J. Weldon, associate professor (structural geol-
ogy, neotectonics, Quaternary geology). B.A., 1977,
Pomona; Ph.D., 1986, California Institute of Tech-
nology. (1987)
Courtesy
Arthur J. Boucot, courtesy professor (paleontology,
evolution). A.B., 1948, A.M., 1949, Pll.D., 1953,
Harvard. (1989)
Jane Gray, courtesy professor (evolution, paleoecol-
ogy). See Biology
Allan B. Griggs, courtesy professor (regional and
economic geology); research geologist. B.S., 1932,
Oregon; Pll.D., 1952, Stanford. (1980)
David Krinsley, courtesy professor (electron micros-
copy). Ph.B., 1948, S.B., 1950, S.M., 1950, Ph.D.,
1956, Chicago. (1991)
Cathy Whitlock, courtesy associate professor
(biogeography, Quaternary paleoecology). See
Geography
Special Staff
c. Patrick Ryan, senior research assistant (seismic
array). B.S., 1981, M.S., 1985, Oregon. (1982)
Michael B. Shaffer, research assistant (electron
beam microanalysis). B.S., 1978, Oregon. (1978)
Emeriti
Ewart M. Baldwin, professor emeritus. B.S., 1938,
M.S., 1939, Washington State; Ph.D., 1943, Cornell.
(1947)
William T. Holser, professor emeritus. B.S., 1942,
M.S., 1946, California Institute of Technology;
Ph.D., 1950, Columbia. (1970)
Alexander R. McBirney, professor emeritus. B.S.,
1946, United States Military Academy, West Point;
Ph.D., 1961, California, Berkeley. (1965)
Lloyd W. Staples, professor emeritus. A.B., 1929,
Columbia; M.S., 1930, Michigan; Ph.D., 1935,
Stanford. (1939)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
UNDERGRADUATE STUDIES
The Department of Geological Sciences under-
graduate program is designed to provide an un-
derstanding of the minerals that constitute the
earth and the processes that have shaped the
earth from deep in its interior to the surface envi-
ronment. Geology is a science that applies all the
basic sciences-biology, chemistry, mathematics,
and physics--to the understanding of earth pro-
cesses in a historical context of geologic time. It is
a science that explores problems by combining
field investigations with laboratory experiments
and theoretical studies.
Preparation. High school students planning to
major in geological sciences should include in
their high school program algebra, geometry,
trigonometry, geography, and science (physics,
chemistq, biology, earth science, or general sci-
ence).
Students transferring to the DO Department of
Geological Sciences following two years of col-
lege work should have completed a year of gen-
eral 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 recom-
mended. In addition, transfer students should
have completed as many as possible of the uni-
versity requirements for undergraduate degrees.
Careers. Career opportunities for geologists are
best for students holding advanced degrees. A
variety of professional positions are open to stu-
dents with master of science degrees, including
work in applied geology with petroleum and
mining companies, environmental consulting
firms, and state and federal agencies. Geologists
and geophysicists with doctor of philosophy de-
grees have opportunities in university and col-
lege teaching and research positions in federal
agencies and private industry. Students are
therefore advised to obtain a graduate degree for
most professional positions. Graduates with
bachelor's degrees can qualify for positions as
laboratory technicians or field assistants and for
limited professional positions as junior geologists
or geophysicists.
Geological Sciences Curriculum
The Department of Geological Sciences offers
majors a bachelor of science (B.S.) or a bachelor
of arts (B.A.) degree with options in either geol-
ogy or geophysics.
Grade Options and Standards. Geological sci-
ence undergraduates must take for letter grades
(pass/no pass not acceptable) all geological sci-
ence courses required in their program for
graduation. Required courses taken outside the
Department of Geological Sciences (e.g., math-
ematics, chemistly, physics, biology) must also
be taken for letter grades. All required courses
must be completed with grades of C-- or better.
Geology Option
Core Requirements 73-76 credits
Introduction to Geology: The Dynamic Earth,
The Face of the Earth, The Evolving Earth
(GEOL 101, 102, 103) with Introductory Geol-
ogy Laboratory (GEOL 104, 105, 106) or
General Geology: Earth's Interior Heat and
Dynamics, Earth's Surface Processes and
Morphology, Evolution of the Earth (GEOL 201,
202, 203) _ 12-15
General Biology I,II,III: Cells, Organisms,
Populations (BI 101, 102, 103) or General Phys-
ics (PHYS 201, 202, 203) or General Physics
with Calculus (PHYS 211, 212, 213) 12
Introductory General Chemistry (CH 211,
212, 213) or General Chemistry (CH 221,
222,223) 12
Calculus I,II,III (MATH 251, 252, 253) 12
Mineralogy I: Physics and Chemistry of Minerals
(GEOL 311), Mineralogy II: Systematic
Minerology (GEOL 312) 10
General Petrology (GEOL 313) 5
Field Geology (GEOL 450) 10
Set I Requirements 20 credits
The 20 credits of geological sciences must have
course numbers greater than GEOL 313. Generic
courses may not be used to satisfy this require-
ment. No more than 10 credits may be taken in
anyone of the following subdivisions of the field:
Structural Geology-Geophysics. GEOL 350,351,
352,452,453,457,463,464,465,466,467,468
Mineralogy-Petrology-Geochemistry. GEOL
414,415,418,419,425,451,470,471,472,473
Stratigraphy-Sedimentology-Paleontology.
GEOL 334,416,431, 432, 433, 435
Students who want to earn more than 10 credits
in a particular area may apply these additional
credits to Set II requirements.
Set II Requirements 15 credits
Students must take 15 credits of additional course
work in geological sciences or related sciences
(physicS, chemistry, biology, geography, math-
ematics). The geological science courses cannot be
generic. Courses must be selected from the fol-
lowing list:
Biology. Biology courses numbered 221 or above
Chemistry. Quantitative Arlalysis (CH 238, 239),
Organic Chemistry I,II,III (CH 331, 335, 336),
Physical Chemistry (CH 411, 412, 413), Inorganic
Chemistry (CH 432, 433), Chemical Thermody-
namics (CH 444), Statistical Mechanics (CH 445)
Computer and Information Science.
Introduction to Numerical Computation with
FORTRAN (CIS 133), Computer Science I,II,III
(CIS 210, 211, 212), Advanced Numerical Com-
putation (CIS 234), Algorithms (CIS 315)
Geography. Geomorphology (GEOG 322),
Advanced Geomorphology (GEOG 422),
Hydrology and Water Resources (GEOG 425),
Fluvial Geomorphology (GEOG 427)
Geological Sciences. The Fossil Record (GEOL
304), any Set I course not taken to satisfy Set I
107
requirements, and any 400-level course offered
by the Department of Geological Sciences
Mathematics. Introduction to Differential Equa-
tions (MATH 256), Several-Variable Calculus I,II
(MATH 281, 282), Elementary Linear Algebra
(MATH 341, 342), Functions of Complex Vari-
ables I,II (MATH 411,412), Differential Equations
I,II (MATH 420,421), Statistical Methods I,I1
(MATH 425, 426)
Physics. Foundations of Physics II (PHYS 351,
352, 353), Mechanics, Electricity, and Magnetism
(PHYS 411, 412, 413), X-ray Crystallography
(PHYS 427)
Geophysics Option
Core Requirements 72-75 credits
Introduction to Geology: The Dynamic Earth, The
Face of the Earth, The Evolving Earth (GEOL
101, 102, 103) with Introductory Geology Labo-
ratory (GEOL 104, 105, 106) or General Geol-
ogy: Earth's Interior Heat and Dynamics, Earth's
Surface Processes and Morphology, Evolution of
the Earth (GEOL 201, 202, 203) 12-15
Introductory General Chemistry (CH 211, 212, 213)
or General Chemistry (CH 221,222,223) 12
General Physics with Calculus (PHYS 211, 212,
213 or Foundations of Physics I (PHYS 251,
252, 253) 12
Calculus I,I1,III (MATH 251, 252, 253) 12
Introduction to Differential Equations
(MATH 256) 4
Several-Variable Calculus I,ll (MATH 281,282) .. 6
Introduction to Numerical Computation with
FORTRAN (CIS 133) or a higher-numbered
CIS course 4
Mineralogy I: Physics and Chemistry of Minerals
(GEOL 311) 5
Structural Geology (GEOL 350, 351, 352) 5
Set I Requirement 20 credits
The 20 credits of geological sciences must be in
courses numbered higher than GEOL 311. Ge-
neric courses may not be used to satisfy this re-
quirement. No more than 10 credits may be taken
in anyone of the following subdivisions of the
field:
Structural Geology-Geophysics. GEOL 452,
453,457,463,464,465,466,460468
Mineralogy-Petrology-Geochemistry. GEOL
311, 312, 313, 414, 415, 418, 419, 425, 451, 470,
471,472,473
Stratigraphy-Sedimentology-Paleontology.
GEOL 334, 416, 431, 432, 433, 435
Set II Requirement 15 credits
Same as for the geology option, with the under-
standing that physics, computer science, and
mathematics courses required for the core cannot
be used to satisfy this requirement.
Honors in Geological Sciences
Application for graduation with honor in geologi-
cal sciences must be made no later than spring
term of the student's junior year. To be eligible
for graduation with honors, a student must
1. Maintain at least a 3.50 grade point average
(GPA) in science courses
2. Submit and oraBy present an acceptable hon-
ors thesis written under the supervision of a
department faculty member serving on a com-
mittee with two other faculty members. The 6-
credit thesis should be presented no later than
two weeks before final examinations during
the term the student plans to graduate.
Minor Requirements
Students with majors in other departments who
want a minor in geological sciences must begin
with either Introduction to Geology: The Dy-
namic Earth, The Face of the Earth, The Evolving
Earth (GEOL 101, 102, 103) with laboratories
(GEOL 104, 105, 106) or General Geology:
Earth's Interior Heat and Dynamics, Earth's Sur-
face Processes and Morphology, Evolution of the
Earth (GEOL 201,202,203). In addition, a mini-
mum of 15 credits must be earned in other geo-
logical sciences courses numbered 300-499. Any
five 300- or 400-level geological science courses
listed in the UO Undergraduate and Graduate Bul-
letin may be used to meet this requirement, ex-
cept that no more than three courses may be
selected from GEOL 304,307, 308, 310. Possible
choices are suggested below. A grade of C- or
better is required in aB courses.
Suggested Minor Curricula for Science
Majors
Biology majors. General Geology (GEOL 201,
202, 203) plus at least 15 credits of course work
selected from: The Fossil Record (GEOL 304),
Oceanography (GEOL 307), Geology of Oregon
and the Pacific Northwest (GEOL 308), Sedi-
mentology and Stratigraphy (GEOL 334), Pale-
ontology 1,I1,III (GEOL 431, 432, 433)
Chemistry majors. General Geology (GEOL
201, 202, 203) plus at least 15 credits of course
work selected from: Mineralogy I: Physics and
Chemistry of Minerals (GEOL 311), Igneous Pe-
trology (GEOL 414), Metamorphic Petrology
(GEOL 415), Introduction to Geochemistry
(GEOL 470), Thermodynamic Geochemistry
(GEOL 471), Aqueous Geochemistry (GEOL
472), Isotope Geochemistry (GEOL 473)
Physics majors. General Geology (GEOL 201,
202, 203) plus a minimum of 15 credits of course
work selected from Structural Geology (GEOL
350), Neotectonics and Quaternary Geology
(GEOL 452), Tectonics (GEOL 453), Introduction
to Geophysics (GEOL 463), Exploration Geo-
physics (GEOL 464)
Suggested Minor Curricula for
Nonscience Majors
Introduction to Geology (GEOL 101, 102, 103)
with laboratories (GEOL 104, 105, 106) or General
Geology (GEOL 201, 202, 203), and at least 15
credits of course work compatible with the
student's interests. Students with minimal math-
ematics and science backgrounds may want to se-
lect three courses from the following: The Fossil
Record (GEOL 304), Volcanoes and Earthquakes
(GEOL 306), Oceanography (GEOL 307), Geol-
ogy of Oregon and the Pacific Northwest (GEOL
308), Earth Resources and the Environment
(GEOL 310). Two additional geological science
courses must also be chosen. Students with strong
science backgrounds may choose from Mineral-
ogy I,ll (GEOL 311, 312), Sedimentology and
Stratigraphy (GEOL 334), Structural Geology
(GEOL 350), Paleontology I,Il,III (GEOL 431, 432,
433), Paleo-pedology (GEOL 435)
Group Requirements
Eleven geological sciences courses are approved
to satisfy university science group requirements.
See the Group Requirements section of this bulle-
tin under Registration and Academic Policies.
Secondary School Teaching
Although the University of Oregon does not offer
professional preparation of science teachers, an
academic major in geological sciences provides a
strong subject-matter background for entry into
a secondary teacher-education program. Stu-
dents interested in a teaching career may obtain
information about teacher education from the
Office of Academic Advising and Student Ser-
vices, 164 Oregon Hall.
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,
paleontology, stratigraphy, sedimentary petrol-
ogy, 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 academic records, scores on
the Graduate Record Examinations (GRE), and
letters of recommendation. International stu-
dents must also submit scores for the Test of En-
glish as a Foreign Language (TOEFL) and the
Test of Spoken English (TSE). Applications are
welcome from students who are interested in us-
ing 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
Basic university requirements for graduate degrees
are described in the Graduate School section of
this bulletin. The department sets additional ex-
amination, course work, seminar, and thesis re-
quirements. Applicants should write directly to
the Department of Geological Sciences for
details.
Programs
Graduate study in geological sciences may be
pursued in one or more of four broad areas: min-
eralogy-petrology-geochemistry, stratigraphy-
sedimentary petrology-paleontology, structural
geology-geophysics, and economic geology (min-
eral deposits). Students are encouraged to sample
course work from aB of these areas. Independent
thesis research may be pursued in any area with
the consent of a faculty thesis adviser.
MineraIogy-Petrology-Geochemistry. The de-
partment has excellent analytical and other re-
search facilities for petrologic and geochemical
studies. 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 in-
clude field and analytical study of igneous and
metamorphic rocks in the Cascade Mouritains
and various parts of the Cordillera in western
North America; experimental and theoretical
study of igneous silicate systems (e.g., phase
equilibria, trace-element partitioning, and rheo-
logical properties); studies of igneous petrogen-
esis; calculations of multicomponent equilibria in
aqueous systems and volcanic gases; and geo-
chemistry and tectonics of the lithosphere and
the asthenosphere.
Stratigraphy-Sedimentary Petrology-
Paleontology. The research interests of 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 Tertiary sedi-
mentary rocks of Oregon; provenance and di-
agenesis of deep-sea sands from the Japan sea;
regional stratigraphy of the Pacific Northwest;
Paleozoic brachiopod and conodont biostratigra-
phy of Australia, western North America, and
northwest Europe; biochemistry of fossil brachio-
pods and conodonts; evolution of major kinds of
soils and terrestrial ecosystems through geologi-
cal time; Cretaceous and Cenozoic foraminifera;
and Cenozoic diatoms and silicoflagellates. Op-
portunities for research in palynology are also
available through cooperation with the Depart-
ments of Biology and Geography.
Structural Geology-Geophysics. Graduate
work in the structural geology-geophysics area
involves the study of the earth's dynamic pro-
cesses on all scales. Laboratory and theoretical
studies address both the microscopic and macro-
scopic 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 for un-
derstanding 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 re-
sulting in essential constraints, unavailable from
surface geology, for detailed dynamical models of
plate-lithospheric deformation. The more gen-
eral study of mantlewide convection, particularly
the large-scale role of subduction, is a rapidly de-
veloping field. Geophysical observations includ-
ing long wave-length gravity, seismic studies of
large-scale mantle heterogeneity, and plate tec-
tonic 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 prob-
lems in the Cenozoic tectonics of the western
United States. Detailed field mapping, trench log-
ging, and geomorphic analysis are combined with
seismic array data, land-and space-based geo-
detic data, electromagnetic imaging, and theoreti-
cal modeling to address problems including Or-
egon coastal deformation, active tectonics of the
San Andreas fault system, the dynamics of the Ba-
sin and Range province, and seismic risk along the
Pacific margin of the United States.
Geophysical experiments conducted at sea inves-
tigate the nature of sea-floor spreading including
the segregation, transport, and storage of melt;
the rifting of oceanic lithosphere; and the spatial
and temporal connectivity between magmatic,
tectonic, and hydrothermal processes. Seismic
tomography, gravimetric, and magnetic methods
are being used to explore the three-dimensional
structure of the axial magma chamber beneath
the fast-spreading East Pacific Rise as well as
upper-mantle structure. Expeditions to the slow-
spreading Mid-Atlantic Ridge will study seismic-
ity associated with lithospheric rifting.
Mineral Deposits. Current research on ore de-
posits includes studies of porphyry copper depos-
its, epithermal veins, sediment-hosted base metal
deposits, and active geothermal systems. These
research efforts combine field mapping, petrogra-
phy, and chemical analyses with theoretical
chemical modeling of processes of ore fluid gen-
eration, alteration, and mineralization (e.g., red
bed-brine reaction, boiling epithennal solutions,
effects of cooling hydrothermal solutions).
Related Research Activities
The Condon Museum of Geology, administered
by the geological sciences department, contains
an extensive collection of vertebrate fossils, pa-
1eobotanical specimens, and recent vertebrates
that are available to interested researchers for
study.
Research Facilities
Students may use a variety of analytical facilities
and equipment including a three-component
broad-band (0.03-50HZ) seismic array, an elec-
tron microprobe, a scanning electron micro-
scope, x-ray diffraction, atomic absorption and
emission, and wet-chemical analysis. Four pis-
ton-cylinder apparatus with pressure-
temperature capability 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 temperatures.
An experimental petrology laboratory covers a
wide range of crustal temperatures and pressures
and includes equipment for doing experiments in
controlled atmospheres.
Computers are used for much of the research in
the department including acquisition of analyti-
cal and magnetotelluric data, acquisition and
processing of seismic and gravity data, and nu-
merical modeling of geophysical processes and
geochemical reactions. Two geochemistry labo-
ratories are equipped with various sophisticated
computer programs for thermodynamic calcula-
tions of gas-liquid-solid equilibria and reaction
processes important in metamorphic volcanic
gas, hydrothermal, and diagenetic systems. The
department houses a local network of Sun-
SPARC stations and a SPARC server 4/370,
which supports the seismic array, as well as a
Novell network for PCs and Macintosh comput-
ers. The Internet can be accessed through the
UONet fiber-optic link. A student computer fa-
cility, equipped with IBM Model 70 computers,
three Macintosh computers, and two laser prin-
ters, is also connected to the networks.
The sedimentological and paleontologicallabo-
ratories 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 graduate
teaching fellowships. Other students receive re-
search assistantships from individual faculty
members whose research is supported by grant
funds. Sponsors of grant-funded research in-
clude the American Chemical Society, Murdock
Foundation, National Aeronautics and Space
Administration, National Science Foundation,
Office of Naval Research, Oregon State Depart-
ment of Geology and Mineral Industries, United
States Geological Survey, and private mining
companies.
Approximately three-fourths of the department's
graduate students are fully or partially supported
through teaching and research assistantships.
More information about financial assistance and
department policies for awarding and renewing
teaching and research fellowships may be ob-
tained by writing to the department.
GEOLOGICAL SCIENCES
COURSES (GEOL)
101 Introduction to Geology: The Dynamic
Earth (4) Volcanoes, earthquakes, mountain
building, generation of the earth's crust; plate
tectonics. Internal structure and processes
responsible for these phenomena. Comparison
with other planets in the solar system.
102 Introduction to Geology: The Face of the
Earth (4) Surface materials, landforms, and pro-
cesses. Rocks and minerals; weathering, erosion,
sedimentation; groundwater, streams, glaciers,
deserts, oceans, and coastlines.
103 Introduction to Geology: The Evolving
Earth (4) Origin and early history of the earth;
time scales; fossilization; correlation; sedimen-
tary environments; sea-floor spreading; orogen-
esis; stratigraphic history of North America; evo-
lution of plants and animals.
104, 105, 106 Introductory Geology Laboratory
(1,1,1) Properties of minerals and rocks; reading
topographic and geologic maps; use of aerial
photographs; model simulations of geologic pro-
cesses; fossils.
198 Laboratory Projects: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R) Studies of
special geologic topics combine background lec-
tures with guided field trips to areas of particular
geologic interest.
201 General Geology: Earth's Interior Heat
and Dynamics (4) Origin and differentiation of
the earth. Internal processes including heat,
gravity, magnetism, and plate tectonics. Internal
structure, seismology, earthquakes, volcanism,
mountain building, and deformation of the crust.
Includes a weekly two-hour laboratory. Designed
for science majors, Clark Honors College stu-
dents, and students with science backgrounds.
202 General Geology: Earth's Surface
Processes and Morphology (4) Chemical and
physical processes that shape the face of the
earth. Topics include classification of crustal ma-
terials; rocks and minerals; evolution of the crust
through metamorphism and plutonism; weath-
ering. Includes a weekly two-hour laboratory. De-
signed for science majors, Clark Honors College
students, and students with science backgrounds.
109
203 General Geology: Evolution of the Earth
(4) Origin, early history, and physical evolution
of the earth; origin and evolution of plant and
animal life on earth; geologic time scales, devel-
opment of the global stratigraphic section. For
science majors, Clark Honors College students,
and students with science backgrounds.
304 The Fossil Record (4) Origin of life in Pre-
cambrian; evolution of plants and invertebrate
animals; evolution of early chordates, fish, am-
phibians, reptiles, dinosaurs, birds, and mam-
mals; speciation and extinction. Intended for jun-
ior and senior nonmajors but also open to
geological sciences majors.
306 Volcanoes and Earthquakes (4) Mecha-
nisms that cause earthquakes and volcanoes, re-
lation to plate tectonics, associated hazards, ex-
amples in Oregon and the western United States.
307 Oceanography (4) 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.
308 Geology of Oregon and the Pacific North-
west (4) The region's geologic and tectonic his-
tory and the plate tectonic processes responsible
for its evolution.
310 Earth Resources and the Environment (4)
Geology of energy, mineral, and water resources
and environmental issues related to their use.
Topics include fossil fuels, metals, nuclear waste
disposal, and water pollution.
311 Mineralogy I: Physics and Chemistry of
Minerals (5) Basic and compound symmetry,
Miller indices, crystal structure, chemical bond-
ing. Prereq: GEOL 201, 202 or GEOL 101, 102,
104,105; concurrent or previous enrollment in
CH 211, 212, 213, or 221, 222, 223; or instructor's
consent.
312 Mineralogy II: Systematic Mineralogy (5)
Optical mineralogy. Silicates and nonsilicates in
hand samples and under petrographic micro-
scopes. Prereq: GEOL 311 or instructor's consent.
313 General Petrology (5) Introduction to igne-
ous, metamorphic, and sedimentary petrology
with laboratory. Prereq: GEOL 311, 312.
334 Sedimentology and Stratigraphy (4) Sedi-
mentary processes; characteristic properties of
sedimentary rocks and their use in interpreting
depositional environments; principles of litho-
stratigraphy, magnetostratigraphy, seismic
stratigraphy, and chronostratigraphy. Prereq:
GEOL 101-106 or 201-203; GEOL 311, 312, 313.
350 Structural Geology (3) Description, analy-
sis, and origin of geologic structures including
faults, folds, and tectonites. Focus on kinematic
and dynamic analysis of deformation of earth
materials. Prereq: GEOL 101-105 or 201, 202;
GEOL 313 or instructor's consent. Coreq: GEOL
351 or 352.
351 Structural Geology Problems (1) Exercises
in solving structural geology problems using or-
thographic and stereographic projection tech-
niques. Problems emphasize calculating stress
and strain from structural markers. Coreq: GEOL
350.
352 Structural Geology Laboratory and Field
(1) Collection and interpretation of field and map
data for structural analysis. Includes field trips,
map and cross-section generation, and some
computer-based exercises. Coreq: GEOL 350.
401 Research: [Topic] (1-21R) PIN only
405 Reading and Conference: [Topic] (1-21R)
PIN only
406 Field Studies: [Topic] (l-3R)
407/507 Seminar: [Topic] (1-5R)
408/508 Laboratory Projects: [Topic] (1-3R)
409 Practicum: [Topic] (1-3R)
410/510 Experimental Course: [Topic] (1-5R)
Recent topics include Geochemistry of Natural
Waters and Geodynamics.
414/514 Igneous Petrology (5) Origin,
occurrence, and classification of igneous rocks.
Emphasis on the effects of tectonic setting and
physical conditions on the evolution of magmatic
liquidS. Laboratory work in both. Prereq: CH 221,
222, 223; GEOL 311, 312. PHYS 201, 202, 203 rec-
ommended.
415/515 Metamorphic Petrology (5) Origin, oc-
currence, and classification of metamorphic
rocks; emphasizes petrologic principles and as-
semblages of major facies series. Includes labora-
tory microscopic examination of assemblage tex-
tures and fabrics. Prereq: CH 221, 222, 223;
GEOL 311, 312.
416/516 Sedimentary Petrology (5) Petrologic
properties, classification, origin, and occurrence
of sedimentary rocks. Laboratory work empha-
sizes microscopic examination of sandstones and
limestones. Prereq: GEOL 311, 312, 334.
419/519 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 311,
312, and first-year physicS or instructor's consent.
422/522 Accreted Terranes (4) Evolution and
accretion of tectonostratigraphic terranes to form
the Cordilleran Mountain belt of western United
States. Focus on structure, petrology, and stratig-
raphy. Prereq: GEOL 313, 334.
425/525 Geology of Ore Deposits (5) Porphyry
copper-molybdenum, epithermal, massive sul-
fides in volcanic rocks, and base and precious
metals in sedimentary rocks. Geologic setting,
alteration and ore mineral assemblages, and geo-
chemistry of ore formation. Prereq: CH 221, 222,
223; GEOL 311, 312, 313.
431/531 Paleontology I: Paleozoic Marine
Fossils (4) Biostratigraphy, evolution, and paleo-
ecology of life on earth: Paleozoic and some Me-
sozoic marine invertebrates. Lectures and labora-
tory exercises on fossil specimens. Prereq: GEOL
103 or 203, GEOL 106, or instructor's consent.
432/532 Paleontology II: Mesozoic and Ceno-
zoic Marine Fossils (4) Mesozoic and Cenozoic
marine invertebrates. Lectures and laboratory
exercises on fossil specimens. Prereq: GEOL 103
or 203, GEOL 106, or instructor's consent.
433/533 Paleontology III: Nonmarine Fossils
(4) Fossil plants, fish, amphibians, reptiles, and
mammals. Lectures and laboratory exercises on
fossil specimens. Prereq: GEOL 103 or 203,
GEOL 106, or instructor's consent.
435/535 Paleopedology (4) Soil formation; map-
ping and naming fossil soils; features of soils in
hand specimens and petrographic thin sections;
interpretations of ancient environments from
features of fossil soils. Prereq: GEOL 311, 312.
450 Field Geology (10) Geological fieldwork in
selected parts of Oregon; emphasizes mapping at
several scales in sedimentary, igneous, and
metamorphic areas. Mapping on topographic
and air-photo bases. Prereq: GEOL 334, 350. A
course in mineralogy and lithology recom-
mended. Offered summer session only; meets in the
field for six weeks immediately after spring term.
451/551 Ground-Water Hydrology (4) Study of
the origin, motion, and physical and chemical
properties of ground water. Emphasizes quanti-
tative analysis of flow and interaction with over-
all hydrosphere. Prereq: GEOL 101, 102, 103 or
instructor's consent; one year each of calculus,
chemistry, and physics.
452/552 Neotectonics and Quaternary Geol-
ogy (3) Interpretation of active structures from
deformed Quaternary sediments and surfaces
using case histories. Field project uses air photos
and field techniques. Prereq: GEOL 350, GEOL 334
or 463/563.
453/553 Tectonics (3) Tectonic processes and ex-
amples. Global kinematics of plates and the forces
that drive them. Continental deformation in com-
pressional' shear, and extensional settings. Prereq:
GEOL 350 and calculus or instructor's consent.
457/557 Advanced Structural Field Geology:
[Topic] (3R) Structural mapping, analysis, and
field techniques. Focuses on structural analysis of
faults and related deformation. Prereq: GEOL
350, 450 or instructor's consent. R with
instructor's consent for maximum of 9 credits.
463/563 Introduction to Geophysics (4) Origin
and composition of the earth, gravity and
isostasy, geomagnetism, seismic wave propaga-
tion and deep seismic structure, heat flow, and
plate tectonics. Prereq: one year of calculus and
physics or instructor's consent.
464/564 Exploration Geophysics (3) Theory
and methods used in geophysical mapping and
resource exploration; exploration seismology;
gravity and magnetic surveys and their interpre-
tation; electrical and electromagnetic methods.
Prereq: one year of calculus and physics.
465/565 Inverse Theory (4) Introduction to dis-
crete inverse methods and their applications to
data. Includes probability and statistics, method
of least squares, maximum likelihood inversion,
and factor analysis. Prereq: one year of calculus,
one course in differential equations or instruc-
tor's consent.
466/566 Geodynamics (4) Introduction to the
process of the Earth's physical workings. In-
cludes rheology, bending of lithosphere, viscous
flow, and heat transport. Prereq: one course in
differential equations.
467/567 Rock Physics (4) Physical properties
and processes of rocks. Includes interface phys-
ics, seismic, electrical and rheolOgical properties,
fracture, heat transfer, chemical diffusion, and
fluid flow. Prereq: first-year calculus, first-year
physics.
468/568 Introduction to Seismology (4) Intro-
duction to observational, theoretical, and com-
putational seismology. Includes review of earth
structure, source representation, ray theory, and
seismic wave phenomena. Prereq: one course in
differential equations.
470/570 Introduction to Geochemistry (3)
Analytical techniques of geochemistry; distribu-
tions of elements; lunar and planetary geochem-
istry; overview of terrestrial igneous, metamor-
phiC, and sedimentary geochemistry; oceans and
atmosphere. Prereq: GEOL 311, 312 or CH
411/511,412/512, 413/513 or instructor's consent.
110 COLLEGE OF ARTS AND SCIENCES
471/571 Thermodynamic Geochemistry (4)
Introduction to geologic application of classical
chemical thermodynamics. Gibbs free energy
and its temperature, pressure, and composition
derivatives; fugacity, activity, and chemical po-
tential. Solutions, ideal and nonideal. Prereq:
0EOL 311, 312; CH 221,222, 223; MATH 251,
252,253.
472/572 Aqueous Geochemistry (4) Principles
of aqueous chemistry and their application to
natural waters (geothermal, diagenetic, conti-
nental brines). Application of equilibrium calcu-
lations. Prereq: CH 211, 212, 213 or 221, 222, 223;
MATH 251, 252, 253.
473/573 Isotope Geochemistry (3) Introduction
to nuclear physics and isotopic systematics; tech-
niques of isotopic analysis; applications of stable
(nonradiogenic and radiogenic) and radioactive
isotopes in geochronology and as tracers for geo-
logical processes. Prereq: GEOL 470/570 or
equivalent.
BI 485/585 Paleobiology and Paleoecology (3)
See Biology
490/590 Perspective Overview of Geology (2)
Lectures by various department faculty members
on the development and present trends of geo-
logical research. Lectures and reading combined
with preparation of written and oral reports.
Prereq: geological sciences major with upper-
division standing.
BI 495/595 Methods of Pollen Analysis (5)
See Biology
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
606 Field Studies: [Topic] (1-3R) Geologic
fieldwork principally in connection with graduate
thesis or dissertation. Emphasis on individual
problems. Prereq: graduate standing, thesis or
dissertation adviser's consent.
607 Seminar: [Topic] (1-5R)
608 Laboratory Projects: [Topic] (1-3R)
609 Practicum: [Topic] (1-3R)
610 Experimental Course: [Topic] (1-5R)
620 Advanced Igneous Petrology (3) Igneous
rocks of the ocean basins, continental margins,
and stable continental interior including basalts,
calcalkaline series, and granites. Content varies
according to research interests. Prereq: GEOL
414/514,471/571 or equivalents.
621 Advanced Metamorphic Petrology (3) Ad-
vanced topics in metamorphic petrology. Ther-
modynamics of heterogeneous equilibria involv-
ing silicate minerals and fluids. Quantitative
formulation of intensive variables governing
metamorphism. Prereq: GEOL 415/515, 4711571.
626 Advanced Topics in Ore Genesis: [Topic]
(3R) Geologic setting and geochemical condi-
tions of ore formation involving metal source-
transport-trap configurations. Particular ore
types and geologic environments vary. Prereq:
GEOL 425/525,472/572. R when topic changes.
636 Advanced Paleontology I: Topics in Evo-
lution: [Topic] (3R) Examination of recent de-
velopments in paleontology and evolution
theory. Readings of current literature followed by
group discussions. Prereq: GEOL 431/531,
432/532, or 433/533, or instructor's consent. R
when topic changes.
637 Advanced Paleontology II: Topics in Pa-
leoecology: [Topic] (3R) Examination of recent
developments in paleontology and paleoecologi-
cal theory. Readings from current literature fol-
lowed by group discussion. Prereq: GEOL
431/531,432/532, or 433/533, or instructor's con-
sent. R when topic changes.
638 Advanced Paleontology III: Micropale-
ontology (3) Biology, taxonomy, ecology, and
biostratigraphy of important microfossil groups.
Prereq: GEOL 103 or 203; or GEOL 431/531,
432/532, or 433/533; or instructor's consent.
639 Advanced Paleontology N: Topics in the
Fossil Record of Soils: [Topic] (3R) Selected
topics in the geologic history of life and soils on
land; origin of life, advent of land plants, early
forests, appearance of grassla.nds. Student lecture
and term project required. Prereq: instructor's
consent. R when topic changes.
640 Topics in Global Stratigraphy: [Topic] (3R)
Stratigraphic record in different parts of the
world. Global events, major paleontological
changes and evolutionary outbursts, extinctions,
faunal provinces, and migrations. R when topic
changes.
641 Advanced Topics in Clastic Sedimentol-
ogy: [Topic] (3R) Recent developments in study
of the provenance, depositional environments,
and diagenesis of clastic sedimentary rocks. Top-
ics may change from year to year. Prereq: GEOL
334,416/516, or instructor's consent. R when
topic changes.
642 Advanced Topics in Carbonate Sedimen-
tology: [Topic] (3R) Recent developments in
study of the characteristics, depositional environ-
ments' and diagenesis of carbonate sedimentary
rocks. Topics may change from year to year.
Prereq: GEOL 334, 416/516, or instructor's con-
sent. R when topic changes.
650 Advanced Structural Geology: [Topic] (3R)
Quantitative analysis of structures, focusing on
faults and fault-related structures. Problems in-
volve stress and strain inversion from map and
field data. Prereq: calculus, GEOL 350 or instruc-
tor's consent. R twice with instructor's consent
for maximum of 9 credits.
658 Metamorphic Field Geology (4) Field ob-
servations of metamorphic rocks. Recognition of
fabrics, facies, and structures that provide the ba-
sis for understanding chronologies of metamor-
phic terranes. Field project and report.
667 Advanced Seismology (3) Mathematical
treatment of waves in solids; rays, body and sur-
face waves, head waves. Methods discussed in-
clude WKBJ, Kirchoff migration, Caniard-D'Hoop,
tomography, and finite difference wave-field con-
tinuation. Prereq: partial differential equations and
PHYS 211, 212 or instructor's consent.
675 Hydrothermal Geochemistry (3) Calcula-
tion of simultaneous mineral-gas-aqueous equi-
libria. Applications to boiling, water-rock reac-
tions, fluid-fluid mixing, and evaporation in
relation to ore genesis, diagenesis, weathering.
Prereq: GEOL 472/572.
677 Topics in Terrestrial Igneous Geochemis-
try and Tectonics: [Topic] (3R) Distribution of
minor and trace elements among igneous phases;
earth's upper mantle; origins of magmas and
their differentiation and contamination; tectonic
settings of and controls on magmatism. Prereq:
GEOL 470/570 and either GEOL 414/514 or
473/573. R when topic changes.
692 Volcanology (3) Products and processes of
volcanism, origin of magmas, eruptive mecha-
nisms, and relation of volcanism to orogeny and
tectonic processes.
GERMANIC
LANGUAGES AND
LITERATURES
202 Friendly Hall
Telephone (503) 346-4051
Virpi Zuck, Department Head
FACULTY
Susan C. Anderson, associate professor (20th-
century German and Austrian literature, critical
theory, baroque literature). B.A., 1978, North
Carolina, Asheville; M.A., 1981, Ph.D., 1985, North
Carolina, Chapel Hill. (1986)
Zoe Borovsky, assistant professor (Norwegian and
Old Norse literatures, gender theory and cultural
criticism, Scandinavian studies). B.A, 1986, M.A,
1988, Wisconsin, Madison; Ph.D., 1994, California,
Berkeley. (1994)
Kenneth S. Calhoon, associate professor (romanti-
cism, literary theory, film stuclies). B.A., 1979,
Louisville; M.A., 1981, Ph.D., 1984, California,
Irvine. (1987)
Jan S. Emerson, assistant professor (medieval
studies, feminist literature and theory, pedagogy).
B.A., 1971, Indiana; M.A., 1975, Massachusetts;
Ph.D., 1990, Brown. (1990)
Kathy Saranpa, assistant professor (18th- to 20th-
century German literature, Finland-Swedish
literature). B.A, 1977, M.A, 1981, California, Los
Angeles; M.A., 1986, Ph.D., 1992, Yale. (1992)
Karla 1. Schultz, associate professor (20th-century
German and comparative literature, critical theory,
poetry and poetics). B.A., 1967, Alma; M.A., 1968,
Washington (Seattle); M.A., 1980, Ph.D., 1984,
Oregon. (1987)
Virpi Zuck, professor (Scandinavian women writers,
Finland-Swedish literature). B.A., 1964, M.A., 1965,
University of Helsinki; Ph.D., 1977, Wisconsin,
Madison. (1974)
Emeriti
Peter B. Gontrum, professor emeritus. AB., 1954,
Haverford; M.A., 1956, Princeton; Ph.D., 1958,
Munich. (1961)
Walther 1. Hahn, professor emeritus. Dip., Teachers
College, Berlin, 1949; M.A., 1954, Rice; Ph.D., 1956,
Texas at Austin. (1961)
Wolfgang A. Leppmann, professor emeritus. B.A.,
1948, M.A., 1949, McGill; Ph.D., 1952, Princeton.
(1954)
Beth E. Maveety, associate professor emerita. B.A,
1937, M.A., 1966, San Jose State; Ph.D., 1969, Or-
egon. (1970)
James R. McWilliams, associate professor emeritus.
B.A., 1951, M.A., 1957, Ph.D., 1963, California, Ber-
keley. (1960)
Roger A. Nicholls, professor emeritus. B.A, 1949,
Oxford; Ph.D., 1953, California, Berkeley. (1963)
Helmut R. Plant, associate professor emeritus. B.A,
1957, Fairmont; M.A., 1961, Ph.D., 1964, Cincinnati.
(1966)
Ingrid A. Weatherhead, senior instructor emerita.
B.A., 1950, M.A., 1951, Puget Sound. (1962)
Astrid M. Williams, professor emerita. B.S., 1921,
M.A., 1932, Oregon; Ph.D., 1934, Marburg. (1935)
Jean M. Woods, professor emerita. B.A, 1948,
Wellesley; M.A., 1965, Ph.D., 1968, Oregon. (1965)
The date in parentheses at the end ofeach entry is the first
year on the University of Oregon faculty.
UNDERGRADUATE STUDIES
The Department of Germanic Languages and Lit-
eratures offers two options leading to the bach-
elor of arts (B.A.) degree in German: German lan-
guage, literature, and culture; German and
Scandinavian.
111.,DLITERATURES
The department does not accept a grade of C- or
lower in any course used to fulfill requirements
for a major in German.
Preparation. The Department of Germanic Lan-
guages and Literatures has no particular require-
ments for high school students beginning the lan-
guage. 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.
Undergraduate students preparing for graduate
work in German are advised to begin a second
foreign language. They should also take related
courses either in English or in another 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 pro-
grams in German, Scandinavian, linguistics, his-
tory, and comparative literature. Many professional
schools look favorably on a student with a degree
in Germanic languages. Recent graduates of the
department have had considerable success being
admitted to schools of law and business.
Major Requirements
The following courses cannot be applied to the
major: German for Reading Knowledge (GER 327,
328,329), Special Studies (GER 199), Reading and
Conference (GER 405), Special Problems (GER
406), Workshop (GER 408), Practicum (GER 409).
Courses taken outside the Department of Ger-
manic Languages and Literatures may not be
used to satisfy major requirements.
Both options require twelve graded upper-
division courses (48 credits) as listed below. Ma-
jors must be proficient in the German language,
typically demonstrated by satisfactory completion
of at least the third term of Second-Year German
(GER 203) or the second term of Intensive
Second-Year German (GER 205).
German Language, Literature, and
Culture Option
1. Five upper-division German language courses
(20 credits)
2. Seven upper-division German literature and
culture courses (28 credits)
3. Of these twelve courses:
a. Six courses must be taken on the UO
campus
b. At least four must be 400-level GER-subject
code courses, two of which must be taken at
theUO
c. One course may be taken passino pass
d. Only one course from GER 350,351,352,
354 may count toward the major
Students who want to study in Germany should
plan their course work carefully.
German and Scandinavian Option
1. Proficiency in a Scandinavian language, dem-
onstrated either by evaluation by the Scandina-
vian adviser or by successful completion, with
grades of mid-C or better, of either DANE,
NORW, or SWED 203. A Scandinavian adviser
should be consulted about using Finnish to ful-
fill this requirement
2. Four graded upper-division GER courses
(16 credits)
3. Seven upper-division Scandinavian courses
(28 credits) including:
a. Three language courses in one Scandina-
vian language
b. Three Scandinavian literature courses
c. One Scandinavian culture course
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 4 credits
in Thesis (GER 403). More information is avail-
able from departmental undergraduate advisers.
Minor Requirements
The Department of Germanic Languages and
Literatures offers a minor in German, one in
Scandinavian, and one in German area studies.
The following courses do not count toward the
German minor: Special Studies (GER 199), Ger-
man for Reading Knowledge (GER 327,328,
329), Reading and Conference (GER 405), Spe-
cial Problems (GER 406), Workshop (GER 408),
Practicum (GER 409).
German Minor. The German minor correlates
well with areas involving international or Euro-
pean concentration. It is particularly useful for
students of international studies, international
business, European history, medieval studies,
sociology, political science, journalism, linguis-
tics, art history, music history, other foreign lan-
guages' theater, and related fields.
The German minor requires seven courses in
German (28 credits) at the upper-division leveL
These may include courses in language, litera·
ture, and culture and civilization. Only one lit-
erature-in-translation course (GER 350,351,352,
354) may be applied to the minor. No courses
from other departments count toward the minor
in German. Grades of at least mid-C or P (pass)
must be earned in all courses used to satisfy re-
quirements for the minor. One course may be
taken passino pass.
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. Spe-
cific questions should be addressed to depart-
mental undergraduate advisers in German.
German Area Studies Minor. The German area
studies minor requires-in addition to second-
year language proficiency-28 credits distributed
as follows:
28 credits
Three courses selected from Intermediate Lan-
guage Training (GER 311,312,313), Introduc-
tion to German Culture and Society (GER 340,
341), Introduction to German Literature (GER
360,361, 362), Themes in German Literature
(GER 366,367,368), Special Studies (GER 399),
Seminar (GER 407), Experimental Course (GER
410), Advanced Language Training (GER 411,
412,413), Play Performance (GER 425), German
Culture and Society (GER440), German Litera-
ture to the End of Enlightenment (GER 450),
Special Topics in German Literature
(GER 460) 12
Four courses selected from the following, at least
two at the 400 level and no more than two from
the same department: Modern German Art
(ARB 454); Germany (HIST 327,328,329), Ger-
many in the Age of Reformation (HIST 441),
Early Modern German History (HIST 442), Mod-
ern German History (HIST 443); The Music of
Bach and Handel (MUS 351), The Classic Sym-
phony and Sonata (MUS 352); 17th- and 18th-
Century Philosophers (PHIL 433), 19th-Century
Philosophers (PHIL 453)-both on German phi-
losophers only; Political Systems of Postwar
Germany (PS 336), Politics of Western Europe
(PS 424)-with German emphasis; other upper-
division topical courses if approved by adviser16
Three courses must be taken on the UO campus,
at least one of them in the Department of Ger-
manic Languages and Literatures. Grades of at
least mid-C or P (pass) must be earned in all
courses used to satisfy requirements for the mi-
nor. Only one course may be taken passino pass.
To count toward the German area studies minor,
generic courses numbered 399, 407,410 and per-
manently numbered courses with changing topics
are subject to adviser's approval to ensure that the
course has a substantive emphasis on German
studies.
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, and
art history.
The minor requires:
1. Proficiency in a Scandinavian language, dem-
onstrated either by evaluation by the Scandina-
vian adviser or by successful completion, with
grades of mid-C or better, of either DANE,
NORW, or SWED 203. A Scandinavian adviser
should be consulted about using Finnish to ful-
fill this requirement
2. Seven upper-division Scandinavian courses (28
credits) including:
a. Three language courses in one Scandinavian
language
b. Three Scandinavian literature courses
c. One Scandinavian culture course
Specific questions about the Scandinavian minor
should be addressed to departmental under-
graduate advisers in Scandinavian.
Study Abroad
The department encourages students of German
to study in Germany on one of the three Univer-
sity of Oregon-sponsored exchange programs-
the year-long Baden-Wiirttemberg program, the
spring intensive German language program in
Tiibingen, or the spring-term program in Co-
logne. Another opportunity is to study during the
summer at the Deutsche Sommerschule am Pazifik
in Portland.
Students in all University of Oregon overseas
study programs enroll in courses with subject
codes that are unique to individual programs.
Special course numbers are reserved for overseas
study. See Overseas Study in the Special Studies
section of this bulletin.
For more information students should consult de-
partmental representatives and the Office of In-
ternationa
Education and Exchange. Students
majoring or minoring in German must consult
them about their proposed courses of study in the
Baden-Wiirttemberg program before beginning
their year abroad. Study in Germany (GER 317)
is also recommended in preparation for the Ger-
man university language-qualifying examination
and for general orientation.
German majors are required to complete six
courses on the Eugene campus, two of which
must be 400-level courses with the GER subject
code, unless they intend to graduate in absentia
while enrolled through the Baden-Wiirttemberg
program. (See International Education and Ex-
change in the Campus and Community Re-
sources section of this bulletin.) Students work-
ing toward a German major or minor must
consult an undergraduate adviser before begin-
ning any study-abroad program in order to en-
sure that departmental requirements can be met.
Students may submit petitions to the Germanic
languages and literatures department requesting
exceptions to the above.
Norway, Sweden, and Finland. Students in
Scandinavian are strongly encouraged to spend a
year studying in an exchange program at the
University of Bergen in Norway, at the Univer-
sities of Linkbping and Uppsala in Sweden, or at
the University of Tampere in Finland. For more
information consult departmental advisers in
Scandinavian.
Secondary School Teaching
Students interested in licensure as an Oregon
secondary teacher with the German endorse-
ment may obtain information from the Office of
Academic Advising and Student Services, 164
Oregon Hall.
GRADUATE STUDIES
The graduate program in German, which offers
the master of arts (MA) and the doctor of phi-
losophy (Ph.D.) degrees, concentrates on the
analysis of literary and critical discourses, such as
romanticism, idealism, historicism, psychoanaly-
sis, expressionism, and criticism of ideology, that
helped shape the European intellectual tradition.
The purpose of the graduate curriculum is to ac-
quaint students with the history of German let-
ters, to place this history in the European con-
text, and to provide tools for a critical analysis of
the discourses involved. This flexible program
encourages comparative, theoretically oriented
work.
The core curriculum consists of six courses: GER
621, 622, 623, 624,625,626. Students take one
course each term. These courses are grouped ac-
cording to common themes to give the program a
topical and critical coherence. The core courses
are paired with seminars of related or comple-
mentary content, and students are encouraged to
explore connections between courses.
In the first year the core courses are genre ori-
ented (narrative, drama, and lyric), and, while
their content may vary with the instructor, they
are intended to present in general terms the his-
tory of the genre itself and of critical thinking
about that genre. In the second year the core
courses have less traditional themes and present
a broader concept of textuality:
1. Critical and Philosophical Prose (GER 624) ac-
quaints students with important aspects of
German philosophical discourse since Kant
2. Translations-Transformations (GER 625) pre-
sents the theory and practice of translation.
"Transformations" is added to suggest that
translation is not limited to written texts (e.g.,
the sister arts, literature into film)
3. Experimental and Extracanonical Writing
(GER 626) addresses writing that has tradi-
tionally been excluded from the literary
canon, e.g., autobiography, letters, travel-
ogues, diaries, children's literature, and
popular literature
Students should consult an appropriate adviser
in the Germanic languages and literatures de-
partment for information about the M.A. degree
in teaching German.
GERMAN COURSES (GER)
Because every course listed here cannot be offered
every year, students should consult the most re-
cent UO Schedule of Classes.
101,102,103 First-Year German (5,5,5) Pro-
vides a thorough grammatical foundation and an
elementary reading knowledge of German as
well as an understanding of the spoken lan-
guage. Sequence.
104, 105 First-Year German (7,7) Covers the
same work as GER 101, 102, 103. Sequence. For
students who want to begin German winter
term. Sequence. Not offered 1995-96.
196 Field Studies: [Topic] (1-2R)
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R)
201,202,203 Second-Year German (4,4,4)
Grammar and composition, reading selections
from representative authors, conversation.
Sequence. Prereq: GER 103, GER 105, or the
equivalent.
204,205 Intensive Second-Year German (6,6)
Covers the same work as GER 201, 202, 203. Se-
quence. Prereq: one year of college German or
equivalent or instructor's consent. Offered only
during summer session. Not offered 1995-96.
311,312,313 Intermediate Language Training
(4,4,4) Extensive practice in speaking and writing
German; complex grammatical structures in writ-
ing. Prereq: GER 203 or equivalent.
317 Study in Germany (4) Intensive German
grammar review in preparation for PNDS
(Priifung zum Nachweis der deutschen Sprache), a
required test for students in German exchange
programs. Pre- or coreq: GER 203 or equivalent.
327,328,329 German for Reading Knowledge
(4,4,4) Intensive practice in grammar; reading
texts in the student's own field. Sequence. Pri-
marily for graduate students in other disciplines;
recommended for students who want extra train-
ing in translation.
340,341 Introduction to German Culture and
Society (4,4) Writings by such figures as Kant,
Marx, Freud, and Weber. Readings, discussion,
and written assignments in German. 340: the
emergence of Germany as a cultural and political
entity explored through literature, film, and art.
341: the German crisis of modernization. Prereq:
two years of college German or instructor's
consent.
350 Genres in German Literature (4) Studies
on such genres in German literature as Novelle,
20th-century drama, political poetry. No knowl-
edge of German required; readings and discus-
sions in English.
351 Constructions of Identity in German Cul-
ture (4) Examines the social construction of
identity in German literature and culture. Ad-
dresses topics of plural voices and tolerance in
German-speaking cultures. Topics vary.
352 Authors in German Literature (4) Repre-
sentative works by writers such as Lessing,
Schiller, Hoffmann, Brentano, Droste-Hiilshoff,
Kafka, Fleisser, Brecht, and Nietzsche. No
knowledge of German required; readings and
discussions in English.
354 German Gender Studies (4) Student oral
presentations and written papers on such topics
as men and women writers of German romanti-
cism, mothers and daughters in German litera-
ture, comparison of men and women dramatists.
No knowledge of German required; readings and
discussions in English. Not offered 1995-96.
360, 361, 362 Introduction to German Litera-
ture (4,4,4) Introduction to textual analysis-
poetry, plays, and prose from 1800 to the
present-in the context of major literary move-
ments (romanticism, realism, modernism) and
their social determinants. Prereq: two years of
college German or instructor's consent. Recom-
mended for majors. Not offered 1995-96.
366,367,368 Themes in German Literature
(4,4,4) Significant literary texts organized by
theme-crime and society, travels and explora-
tions, nature and technology, relationships be-
tween the sexes, the Nazi past. Prereq: two years
of college German or instructor's consent.
399 Special Studies: [Topic] (1-5R) New topics
or approaches appropriate for third-year German
proficiency level. Content varies; focus may be on
various aspects of German language, literature,
or culture and civilization. R when topic changes.
401 Research: [Topic] (1-16R)
403 Thesis (1-16R)
405 Reading and Conference: [Topic] (1-16R)
406 Special Problems: [Topic] (1-16R)
407/507 Seminar: [Topic] (1-5R) A recent topic
is Finland-Swedish Modernism, an exploration
of Swedish language and literature in Finland.
408/508 Workshop: [Topic] (1-16R)
409 Practicum: [Topic] (1-3R)
410/510 Experimental Course: [Topic] (1-5R)
Recent topics include Adorno, Courtly Epic,
Faust, 19th-Century Narrative, Romanticism.
411,412,413 Advanced Language Training
(4,4,4) Constant practice in speaking and writing
with emphasis on complex syntactic structures as
well as idiomatic nuances in German. 411: gram-
mar, 412: writing, 413: speaking. Prereq: GER
311, 312, 313 or instructor's consent.
420/520 German Philology: [Topic] (4R) Intro-
duction to German language and writings of the
Middle Ages. Topics include Middle High Ger-
man, Old High German and Old Saxon, Gothic,
and history of German. Prereq: fluency in mod-
ern German or instructor's consent. R when
topic changes.
425 Play Performance: [Topic] (4R) Extensive
practice in effective oral communication with
emphasis on correct pronunciation. Reading of
the play and scene rehearsals in class; public per-
formance at end of term. Prereq: two years of
college German or instructor's consent.
440/540 German Culture and Society: [Topic]
(4R) Cultural and sociopolitical aspects of
Germany. Typical topics are the cultural history
of the German forest, the politics of unification,
women and German film, peace movements.
Prereq: GER 340 or 341 or instructor's consent. R
when topic changes.
450/550 German Literature to the End of En-
lightenment (4) German literature from the me-
dieval period, the Reformation, the baroque, and
the Enlightenment. Literary history of these peri-
ods. Prereq: GER 360,361,362 or instructor's
consent.
460/560 Special Topics in German Literature:
[Topic] (4R) Representative writers (e.g., Lessing,
Heine, Kafka, Brecht, Bachmann, or Wolf) or
pervasive themes (e.g., peace movements, art
and illusion, family and society, history and lit-
erature, the political imagination). Prereq: GER
360,361,362 or instructor's consent. R when
topic changes.
498/598 Applied German Phonetics (4) The
articulatory basis of German pronunciation; ana-
lytic comparison of the sounds of German and
English; diagnosis and remedy of common errors
in American pronunciation of German. Prereq:
three years of college German or instructor's
consent.
503 Thesis (l-16R) PIN only
601 Research: [Topic] (l-6R) PIN only
602 Supervised College Teaching (1-SR) PIN
only
603 Dissertation (l-16R) PIN only
605 Reading and Conference: [Topic] (l-16R)
606 Special Problems: [Topic] (1-16R)
607 Seminar: [Topic] (l-SR) Topics include
Philosophical Traditions.
608 Colloquium: [Topic] (l-16R)
609 Practicum: [Topic] (l-16R) PIN only
610 Experimental Course: [Topic] (l-SR)
621 Narrative (4R) Analysis and theory of narra-
tive texts. R when topic changes.
622 Drama (4R) Analysis and theory of dramatic
texts. R when topic changes.
623 Lyric (4R) Analysis and theory of lyric texts.
R when topic changes.
624 Critical and Philosophical Prose (4R) Ex-
amines important aspects of German philosophy.
R when topic changes.
625 Translations-Transformations (4R) Pre-
sents the theory and practice of translation and
other transformation media, e.g., the sister arts,
literature into film. R when topic changes.
626 Experimental and Extracanonical Writing
(4) Examines texts outside the literary canon. R
when topic changes.
660 Theory and Methods of Second-Language
Teaching (4) Comparative introduction to theo-
ries and methodologies of second-language
teaching. Application of various pedagogical ap-
proaches in the classroom.
662 Periods of German Literature: [Topic] (4R)
Generally focuses on a single period in the his-
tory of German literature. Typical topics include
medieval literature, baroque literature, romanti-
cism' and contemporary German literature. Pre-
req: graduate standing or instructor's consent. R
when topic changes.
664 Authors of German Literature: [Topic]
(4R) Generally focuses on one or two significant
authors such as Catharina von Greiffenberg,
Kleist and Biichner, Rilke, Kafka, brothers Mann,
Lasker-Schiller, or Weiss. Prereq: graduate
~< -"
RMANI<;::
standing or instructor's consent. R when topic
changes.
666 Genres of German Literature: [Topic] (4R)
Generally focuses on a single genre such as
drama, poetry, or prose. Further limited by a time
frame or subgenre such as historical drama, bal-
lad, or Novelle. Prereq: graduate standing or
instructor's consent. R when topic changes.
690 Literary Studies: [Topic] (4R) Research
methods, literary theory, history of German lit-
erature, and advanced methodology. Typical top-
ics include contemporary theory, major German
critics, literature and nonliterary forms. Prereq:
graduate standing or instructor's consent. R
when topic changes.
SCANDINAVIAN COURSES
(SCAN)
196 Field Studies: [Topic] (l-2R)
198 Workshop: [Topic] (l-2R)
199 Special Studies: [Topic] (l-SR)
350 Introduction to Scandinavian Culture and
Society (4) Presentation of Scandinavian life and
achievement in art, music, science, architecture,
theater, and film in the context of social and po-
litical developments. Readings and discussions in
English.
351 Periods in Scandinavian Literature (4)
Student discussion, oral presentations, and writ-
ten papers. Possible topics are modern break-
through and modernism in Scandinavian litera-
ture. Readings and discussions in English.
352 Topics in Scandinavian Literature (4) Stu-
dent discussion, oral presentations, and written
papers. Topics include war and peace, folk litera-
ture, film as narrative. Readings and discussions
in English.
353 Scandinavian Women Writers (4) Interac-
tion between literature and society in fiction
written by women. Readings range from 13th-
century Icelandic sagas to works by contempo-
rary authors. Readings and discussions in
English.
354 Genres in Scandinavian Literature (4) Stu-
dent discussion, oral presentations, and written
papers. Recent topics include short narrative fic-
tion and Scandinavian drama. Readings and dis-
cussions in English.
399 Special Studies: [Topic] (l-SR)
401 Research: [Topic] (l-21R)
403 Thesis (l-21R)
405 Reading and Conference: [Topic] (l-21R)
406 Special Problems: [Topic] (l-21R)
407 Seminar: [Topic] (l-SR)
408 Workshop: [Topic] (l-21R)
409 Practicum: [Topic] (l-3R)
410 Experimental Course: [Topic] (l-SR)
605 Reading and Conference: [Topic] (l-16R)
DANISH COURSES (DANE)
101,102,103 First-Year Danish (5,5,5) Thor-
ough grammatical foundation in idiomatic Dan-
ish with emphasis on both reading and speaking
the language. Sequence.
199 Special Studies: [Topic] (l-SR)
201,202,203 Second-Year Danish (4,4,4)
Review of grammar; composition, conversation.
Selections from representative texts in Danish.
Sequence. Prereq for 201: DANE 103 or
instructor's consent.
399 Special Studies: [Topic] (l-SR)
401 Research: [Topic] (l-16R)
403 Thesis (l-16R)
405 Reading and Conference: [Topic] (l-16R)
409 Practicum: [Topic] (l-16R)
FINNISH COURSES (FINN)
199 Special Studies: [Topic] (l-SR)
NORWEGIAN COURSES
(NORW)
101,102,103 First-Year Norwegian (5,5,5)
Thorough grammatical foundation in idiomatic
Norwegian with emphasis on both reading and
speaking the language. Sequence.
199 Special Studies: [Topic] (l-SR)
201,202,203 Second-Year Norwegian (4,4,4)
Review of grammar; composition, conversation.
Readings from various texts in Norwegian. Se-
quence.
301,302,303 Third-Year Norwegian (4,4,4) In-
troduction to the history of the language, reading
of literary texts, spoken and written practice. Se-
quence. Prereq for 301: NORW 203 or instruc-
tor's consent. Conducted in Norwegian.
399 Special Studies: [Topic] (l-SR)
401 Research: [Topic] (l-16R)
403 Thesis (l-16R)
405 Reading and Conference: [Topic] (l-16R)
409 Practicum: [Topic] (l-16R)
SWEDISH COURSES (SWED)
101,102, 103 First-Year Swedish (5,5,5) Thor-
ough grammatical foundation in idiomatic Swed-
ish with emphasis on both reading and speaking.
Sequence.
199 Special Studies: [Topic] (l-SR)
201,202,203 Second-Year Swedish (4,4,4)
Review of grammar; composition, conversation.
Readings from contemporary texts in Swedish.
Sequence.
301,302,303 Third-Year Swedish (4,4,4)
Historical survey of Sweden, reading of modern
Swedish texts, spoken and written practice. Se-
quence. Prereq for 301: SWED 203 or instructor's
consent. Conducted in Swedish.
399 Special Studies: [Topic] (l-SR)
401 Research: [Topic] (l-16R)
403 Thesis (l-16R)
405 Reading and Conference: [Topic] (l-16R)
409 Practicum: [Topic] (l-16R)
COLLEGE OF AR1'S
HISTORY
175 Prince Lucien Campbell Hall
Telephone (503) 346-4802
James c. Mohr, Department Head
FACULTY
Raymond Birn, professor (Europe: 1600-1815). AB.,
1956, New York; M.A., 1957, Ph.D., 1961, Illinois.
(1961)
Howard Brick, associate professor (20th-century
America). B.A., 1975, M.A., 1976, Ph.D., 1983,
Michigan. (1987)
Cynthia J. Brokaw, associate professor (premodern
China). B.A., 1972, Wellesley; M.A., 1974, Ph.D.,
1984, Harvard. (1987)
Matthew Dennis, associate professor (early America).
B.A., 1977, California, Irvine; M.A., 1979, Ph.D.,
1986, California, Berkeley. (1988)
Laura Fair, assistant professor (Africa). B.A, 1985,
Northern Illinois; M.A, 1988, Wisconsin-Madison;
Ph.D., 1994, Minnesota. (1994)
Andrew E. Goble, assistant professor (premodern
Japan, East Asia). B.A., 1975, M.A., 1981,
Queensland; Ph.D., 1987, Stanford. (1990)
Bryna Goodman, associate professor (modern
China). B.A., 1978, Wesleyan; M.A., 1982, Ph.D.,
1990, Stanford. (1991)
Jeffrey E. Hanes, assistant professor (modern Japan).
AB., 1973, Williamstown; M.A., 1978, Ph.D., 1988,
California, Berkeley. (1993)
Robert S. Haskett, associate professor (Latin
America). B.A, 1975, California, Long Beach; M.A.,
1978, Ph.D., 1985, California, Los Angeles. (1988)
Julie M. Hessler, acting assistant professor (modern
Europe). B.A., 1988, Yale; M.A., 1989, Ph.D., 1995,
Chicago. (1995)
R. Alan Kimball, associate professor (modern Russia).
B.A., 1961, Kansas; M.A., 1963, Ph.D., 1967, Wash-
ington (Seattle). (1967)
Jack P. Maddex, professor (Civil War). B.A., 1963,
Princeton; Ph.D., 1966, North Carolina. (1966)
Mavis Howe Mate, professor (medieval, women).
B.A., 1956, M.A., 1961, Oxford; Ph.D., 1967, Ohio
State. (1974)
Glenn A May, professor (American foreign relations,
Southeast Asia). B.A., 1966, M.Phil., 1971, Ph.D.,
1975, Yale. (1983)
John McCole, assistant professor (European intellec-
tual, cultural, and social). B.A, 1975, Brown; M.A,
1982, Ph.D., 1988, Boston. (1994)
Randall E. McGowen, associate professor (modern
Britain, India). B.A., 1970, American; M.A., 1971,
Ph.D., 1979, Illinois. (1982)
James c. Mohr, professor (19th-century United
States). B.A., 1965, Yale; M.A., 1966, Ph.D., 1969,
Stanford. (1992)
John Nicols, professor (ancient Greece and Rome).
AB., 1966, California, Berkeley; M.A., 1968, Ph.D.,
1974, California, Los Angeles. (1980)
Jeffrey Ostler, assistant professor (American West).
B.A., 1979, Utah; M.A., 1984, Ph.D., 1990, Iowa.
(1990)
Daniel A Pope, associate professor (American eco-
nomic). B.A., 1966, Swarthmore; M.A., 1968, Ph.D.,
1973, Columbia. (1975)
Jennifer F. Rondeau, assistant professor (Italian Ren-
aissance, 15th- and 16th-century Europe). B.A,
1979, Ph.D., 1988, Cornell. (1993)
George J. Sheridan Jr., associate professor (France, Eu-
ropean socioeconomic). B.A, 1969, Princeton; M.A,
1974, Ph.D., 1978, Yale. (1976)
Quintard Taylor Jr., professor (African American). B.A.,
1969, St. Augustine; M.A., 1971, PhD., 1977, Minne-
sota, Twin Cities. (1990)
John Theibault, assistant professor (early Germany).
B.A., 1979, California, Santa Cruz; M.A, 1981,
Ph.D., 1986, Johns Hopkins. On leave 1995-96.
(1988)
Barbara Y. Welke, acting assistant professor (U.S.
women). B.A, 1980, Kansas; J.D., 1983, Michigan.
(1995)
Emeriti
Gustave Ale£, professor emeritus. B.A, 1949, M.A,
1950, Rutgers; M.A, 1952, Ph.D., 1956, Princeton.
(1956)
Edwin R. Bingham, professor emeritus. B.A, 1941,
M.A., 1942, Occidental; Ph.D., 1951, California, Los
Angeles. (1949)
Richard Maxwell Brown, professor emeritus. B.A,
1952, Reed; AM., 1955, Ph.D., 1959, Harvard.
(1977)
Leslie Decker, professor emeritus. B.A, 1951,
Maine; M.A., 1952, Oklahoma State; Ph.D., 1961,
Cornell. (1969)
G. Ralph Falconeri, professor emeritus. B.A, 1949,
Nevada; M.A., 1958, Ph.D., 1967, Michigan. (1963)
William S. Hanna, professor emeritus. AB., 1949,
M.A., 1954, Ph.D., 1959, California, Berkeley.
(1965)
Paul S. Holbo, professor emeritus; vice provost
emeritus, academic affairs. B.A, 1951, Yale; M.A,
1955, Ph.D., 1961, Chicago. (1959)
Robert G. Lang, professor emeritus. AB., 1955, Co-
lumbia; D.Phil., 1963, Oxford. (1964)
Stanley A Pierson, professor emeritus. B.A, 1950,
Oregon; AM., 1951, Ph.D., 1957, Harvard. (1957)
Earl Pomeroy, Beekman Professor Emeritus of
Northwest and Pacific History. B.A, 1936, San Jose
State; M.A, 1937, Ph.D., 1940, California, Berkeley.
(1949)
Robert W. Smith, professor emeritus. B.A, 1937,
Chicago; M.A., 1940, Ph.D., 1942, California, Los
Angeles. (1947)
Lloyd Sorenson, professor emeritus. B.A, 1938,
North Dakota; M.A., 1945, Ph.D., 1947, Illinois.
(1947)
Louise Carroll Wade, professor emerita. B.A, 1948,
Wellesley; Ph.D., 1954, Rochester. (1975)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
Participating
Joseph G. Fracchia, honors college
Barbara Corrado Pope, women's studies
UNDERGRADUATE STUDIES
The study of history offers both a framework for
a liberal education and the background that is
essential for understanding the contemporary
world. Through analyzing interpretive studies,
accounts by witnesses to past events, and histori-
cal records, students come to appreciate more
fully the complexity of human experience. By ex-
amining changes in the past, they develop a
broad perspective and the ability to weigh evi-
dence and argument.
Preparation. Students planning to major in his-
tory should include in their high school courses
four years of social studies, four years of English,
and as much preparation as possible in a foreign
language. It is recommended that students trans-
ferring to the university at the end of their
sophomore year should have completed a year of
Western civilization, a year of United States his-
tory, and at least one year of a foreign language.
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. Work beyond the
bachelor's degree is required in many of these
fields.
Advising and Entering the Major. The
Department of History requires students to have
formal advising at the time that they enter the
major. The advising session involves a review of
the departmental requirements and the develop-
ment of a plan that not only directs the course of
study but also ensures timely completion of the
requirements. Students may obtain a checklist
outlining the major in the history office and the
history peer advising office.
The advising coordinator assigns 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. A staff of undergraduate peer advis-
ers is available in the history peer advising office
to help majors and prospective majors at any stage
of their academic careers. They are trained in uni-
versity and history major requirements, and they
serve as a resource on graduate programs in his-
tory, careers in history, and history-related activi-
ties in the university and the community.
Major Requirements
The history major requirements that follow apply
to students entering the history major after the
end of summer session 1994. Students enrolled
as history majors prior to that time may fulfill the
requirements in effect at the time they declared
the major or the present requirements. Specific
information may be obtained from the under-
graduate advising coordinator.
The Department of History offers a bachelor of
arts (B.A) and a baChelor of science (B.S.), but all
history majors must fulfill the foreign language
requirement of the university's baChelor of arts
degree. They must demonstrate proficiency in a
foreign language either by satisfactory comple-
tion (C- or P or better) of at least the third term,
second year of a foreign language or by an ex-
amination, administered by the appropriate de-
partment, showing language competence
equivalent to that attained at the end of two
years of college study. History courses that satisfy
major requirements must be taken for letter
grades. Twenty-one upper-division credits, in-
cluding three courses numbered 410-499, and all
courses taken to fulfill the research paper re-
quirement must be taken at the University of Or-
egon. Specific requirements follow:
1. 45 graded credits in history courses; 29 must
be upper division including 21 at the 400 level.
No more than 6 graded credits of Reading and
Conference (HIST 405) may be used to fulfill
major reqirements
2. 8 upper-division credits in history before 1800
3.8 upper-division credits in two of the following
three fields and 4 credits in the third:
a. European history
b. United States history
c. African, Asian, or Latin American history (if
8 credits, all 8 must be taken in one of the
three areas)
4. A research paper written in a seminar (HIST
407). In exceptional circumstances a term paper
written in a colloquium (HIST 408) or in a 400-
level lecture course may be expanded into a re-
search paper. Students who have secured ap-
proval from the director of undergraduate
studies for this option are to enroll in Reading
and Conference (HIST 405) for 2 graded credits.
HISTORY 115
The arrangement for writing a research paper
based on the term paper is one that requires
not only the approval of the director of under-
graduate studies but also the agreement of the
instructor in the relevant 400-level course to
teach the reading and conference course and
to supervise the writing of the research paper.
This procedure for writing a research paper
does not duplicate the seminar experience. It
should not be used to compensate for a stu-
dent's lack of planning or preparation. It
should be permitted only when there are
strong pedagogical reasons for pursuing it in
particular cases
5. A grade point average (GPA) of 2.50 or higher
in history courses taken at the University of
Oregon. A mid-C or better is required in
courses taken to fulfill the research paper
requirement
History Honors Program
The honors program in history provides an op-
portunity for capable and highly motivated his-
tory majors to develop their interests in historical
research by writing a thesis during the senior
year. To be eligible for admission to the program,
students must have completed at least 28 credits
in history, of which at least 16 upper-division
credits must have been taken at the University of
Oregon. The grade point average in all history
courses must be 3.50 or better. Students who sat-
isfactorily 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. Information about procedures for admis-
sion to the honors program, the course of study,
the nature of the thesis, and the oral examination
on the thesis may be obtained from the history
department staff.
Minor Requirements
The minor requires 25 credits in history taken for
letter grades. Of these credits 21 must be upper
division and include one course in history before
1800 in any field. Thirteen of the upper-division
credits must be in 400-level courses
Twenty-one upper-division history credits, in-
cluding two courses numbered 410-499 and a
seminar (HIST 407), must be taken at the Uni-
versity of Oregon.
Students must have a grade point average (GPA)
of 2.50 or higher earned in history courses taken
at the University of Oregon. A grade of mid-C or
better is required in a seminar taken to fulfill the
minor requirement.
Secondary School Teaching
Although the University of Oregon does not offer
professional preparation of social studies teach-
ers' an academic major in history provides a
strong subject-matter background for entry into
a secondary teacher-education program. Stu-
dents interested in a teaching career may obtain
information about teacher education from the
Office of Academic Advising and Student Ser-
vices, 164 Oregon Hall.
GRADUATE STUDIES
The department offers graduate instruction lead-
ing to the degrees of master of arts (M.A.) and
doctor of philosophy (Ph.D.) specializing in the
United States, European, East and Southeast
Asian, and Latin American history.
Admission
Procedures for admission to do graduate work in
history include the following:
1. A completed Graduate Admission Application
2. Transcripts of all college work
3. Three letters ofrecommendation
4. Scores on the verbal and quantitative sections
of the Graduate Record Examinations (GRE)
5. Test of English as a Foreign Language
(TOEFL) scores are required for international
students
6. A sample of written work and a statement of
academic purpose
A number of graduate awards in the form of
graduate teaching fellowships are available each
year for entering graduate students.
Fields of Study
The primary fields are ancient history, medieval
Europe, Europe 1400-1815, Europe since 1789,
Britain and its empire, Russia, United States, East
Asia, Southeast Asia, and Latin America. The
secondary field may be any of the following:
1. Broad overview of a second primary field
2. Limited but significant aspect of a second pri-
mary field
3. Field encompassing primary fields devised by
the student
4. Work outside the history department related
to the primary field
Master of Arts
Applicants are expected to have completed an un-
dergraduate degree in the liberal arts with empha-
sis on history. The M.A. program is typically com-
pleted in two years of full-time study. Students in
their first year take Historical Methods and Writ-
ings (HIST 612,613,614). They must take at least
5 additional seminar credits (HIST 507 or 607).
Before receiving the degree, they must demon-
strate competence in a foreign language.
Students must write a master's thesis in the pri-
mary field and take at least 9 credits in their sec-
ondary field. They must pass an examination in
their primary field and defend the thesis in an
oral examination.
Doctor of Philosophy
Applicants are expected to have completed a
master's degree in history or a closely allied field.
All first-year doctoral students without equivalent
training must take Historical Methods and Writ-
ings (HIST 612,613,614). They must take two
seminars or colloquia (HIST 507 or 607, HIST 508
or 608). They must pass an oral examination in a
primary field in history and a written examination
in a secondary field in history. A second second-
ary field, in history or in a discipline other than
history, is satisfied by completing at least 9 graded
credits of course work in that field. Before advanc-
ing to candidacy, students must demonstrate
competence in at least one foreign language. Ad-
ditionallanguage requirements may be set by
individual faculty advisers according to the de-
mands of their fields. Upon satisfactory comple-
tion of the field requirements and demonstration
oflanguage competence, the doctoral student ad-
vances to candidacy. The doctoral candidate must
prepare a dissertation prospectus and write a dis-
sertation showing evidence of originality and abil-
ity in independent investigation. The candidate
finally defends the dissertation in a formal, public
session.
HISTORY COURSES (HIST)
101,102 Western Civilization (4,4) 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.
120,121 World History to 1700 (4,4) Survey of
major world cultures and civilizations, and their
interactions, from ancient times to ca. 1700. 120:
Middle East, China, India, Mediterranean
through Islamic emergence; introduction to civi-
lizations of Japan, Sub-Saharan Africa, Meso-
America. 121: interactions of civilizations to ca.
1700, especially missionary religions, "barbarian"
invasions, imperial organization, and trade.
122,123 World History since 1700 (4,4) History
of the world in the modern era; includes political
thought and structures, economic and social re-
lationships, and intellectual and cultural devel-
opments. 122: modern imperialism in a global
context. 123: the present century of world crisis.
199 Special Studies: [Topic] (1-5R) Problem-
oriented course designed for students interested
in history who mayor may not become majors.
220,221 United States (4,4) Economic and social
change in America; the development of political,
diplomatic, and ,cultural traditions; and the rise of
urbanization and industrialization. 220: Native
Americans, settlement, Puritanism, Enlighten-
ment, Revolution, Republic, Jacksonian era, ex-
pansion, slavery, disunion, reconstruction. 221:
Gilded Age, progressivism, the 1920s, New Deal,
world wars and Cold War, social and intellectual
change.
240 War and the Modern World (4) Evolution
of the conduct of war in the 19th and 20th centu-
ries as a reflection of social, political, and techno-
logical developments.
245 U.S.A.-USSR Shared History (4) U.S.A.-
USSR shared historical experiences that extend
far beyond diplomacy, trade, and international
adversity or alliance. Focus includes frontier ex-
pansion, revolution, industrialization, imperial-
ism, ways of seeing the world. Kimball.
250,251 African American History (4,4) 250: the
African background, development of slavery, the
Civil War and Reconstruction. 251: the 20th-
century African American experience. Taylor.
253 African Americans in the West (4) Focuses
exclusively on the African American population
west of the Mississippi with particular reference
to blacks in the Pacific Northwest. Taylor.
290 Foundations of East Asian Civilization (4)
Comparison of traditional Chinese and Japanese
civilizations; contrast of both to the West. Confu-
cian ethics to bureaucratic empire in China, feu-
dalism and roots of modern Japan. Goble.
291 China, Past and Present (4) Introduction to
Chinese culture. Explores meanings of past and
present in 20th-century efforts to modernize
China. Chronological and topical inquiry into
politics, literature, social structure, gender, art,
economy. Goodman.
292 Japan, Past and Present (4) Introduction to
Japanese culture emphasizing persistence and
change in value and social behavior. Topical and
analytical approach stressing interdependence of
Japanese institutions and processes. Hanes.
116
301,302,303 Europe since 1789 (4,4,4) Political,
social, economic, and cultural trends from the
French Revolution to the present. 301: 1789 to
1870.302: 1870 to 1918.303: 1918 to the present.
McCole.
307 The Study of History (4) Introduction to
historical reasoning and research methods.
308,309 History of Women in the United
States I,II (4,4) Survey of the diverse experiences
of American women from colonial times to the
present. 308: 1600 to 1870. 309: 1870 to the
present.
310 Perceptions and Roles of Women from the
Greeks through the 17th Century (4) The ways
in which perceptions about women's role in soci-
ety partially reflected and partially contrasted
with their actual role. Mate.
311 Women and Social Movements in Europe
from 1750 to the Present (4) Methods used by
women to improve their position in society, e.g.,
participation in revolution and voting. Reasons
for success or failure of these methods. Mate.
318,319,320 Europe in the Middle Ages (4,4,4)
Social, political, and economic conditions in
Western Europe from 476 to 1450. 318: 476-
1000-the collapse of the Roman Empire and the
rise of Carolingian Europe. 319: 1000-1250-the
development of the French and English monar-
chies, the growth of towns and trade, and the
flowering of the 12th-century renaissance. 320:
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.
325,326 Africa (4,4) 325: explores the develop-
ment of African history to 1800 and analyzes an-
cient kingdoms, slave trade, and coming of Euro-
peans. 326: European colonial rule and African
reaction; emergence of independent nations past
1960. Fair.
327 The Age of Discoveries (4) European explo-
ration and seaborn empires, 1270-1600. Motives,
technology, and institutions of the Italian and
Iberian empires. Medieval travels to Asia; Vene-
tian and Genoese empires; Spanish conquest of
Mexico. HIST 101, 102 or equivalents recom-
mended. Rondeau.
328 The Crisis of the 17th Century (4)
Seventeenth-century Europe in crisis. Economic
depression, warfare, social dislocation, mid-
century revolutions; the plight of peasants and
townspeople; traditional culture, science and ra-
tionalism. Birn, Theibault.
329 Enlightenment to Revolution: Europe,
1715-1789 (4) Eighteenth-century Europe: the
Golden Age of aristocratic society, the liberal-
bourgeois challenge, the origins of the French
Revolution; the Enlightenment and its effects on
elite and popular culture. HIST 102 recom-
mended. Birn.
331,332, 333 England (4,4,4) British history from
Roman times to the 20th century. 331: institu-
tional, constitutional, and economic develop-
ment of England from the Romano-British pe-
riod to the 16th century. 332: political, religious,
economic, and social change from the Tudor age
to the Industrial Revolution. 333: the Victorian
age and the 20th century with emphasis on the
background of modern Britain's social and
economic problems and position in Europe and
the world. McGowen.
335,336,337 France (4,4,4) 335: the Middle Ages
to the French Revolution-establishment of
centralized monarchy; society in I'ancien regime;
17th-century classicism; collapse of the old order.
336: 1789-1870-French Revolutions of 1789,
1830, and 1848; Napoleonic Empire; monarchy,
republicanism, and dictatorship; society, art, and
religion in post-Revolutionary France. 337: 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.
340, 341, 342 Germany (4,4,4) 340: Germany in
the late Middle Ages and Reformation from 1410
to 1648. 341: Germany in the Old Regime and
Age of Revolution from 1648 to 1848. 342: mod-
ern Germany from 1848 to 1945. Theibault.
345,346,347 Russia and the Soviet Union
(4,4,4) 345: the Kievan state and the emergence
of Muscovy. 346: creation of the Russian Empire;
political, social, and economic developments.
347: revolutionary Russia, 1861 to the present.
Kimball.
350,351 American Radicalism (4,4) Motives,
strategies, successes, and failures of radical
movements and their significance for American
society. 350: American Revolution, slave revolts,
abolitionism, utopian communities. 351: Popu-
lism, workers' movements, Socialism, Commu-
nism, African American freedom struggle, na-
tionalist movements of people of color, women's
rights and feminism, student activism. Brick,
Pope.
353, 354 American Foreign Relations since
1933 (4,4) 353: World War II and background of
the Cold War, 1941-45; military, political, and
diplomatic developments. 354: origins of the
Cold War; diplomacy and politics, 1945-49; and
the Korean War. May.
357 The South (4) Regional history of the South
and of successive Southern ways of life. Evolu-
tion of the South as a slaveholding society, its bid
for independence, and its subsequent redefini-
tions and adaptations to national norms.
Maddex.
359 Religious Life in the United States (4)
Planting, adaptation, development, and social
role of religious groups and traditions in the
United States from the colonial period to the
present. Maddex.
360 The American City: [Topic] (4R) I: To 1990.
Growth of port, river, canal, and railroad towns;
role of city government, bosses versus reformers;
urban economies, cultural leadership, expanding
populations. II: 20th Century. Progressive re-
forms, city planning, urban -federal relations in
the Depression, experience of blacks and immi-
grants in cities, suburban growth and the urban
prospect. Wade. R when topic changes.
363 American Business History (4) American
businesses from their colonial origins to the
present. Focus on interaction between the politi-
cal, social, economic, and ideological environ-
ment and the internal structure and activities of
business enterprises. Pope.
380,381,382 Latin America (4,4,4) Major eco-
nomic, political, and cultural trends and continu-
ities. 380: pre-Columbian and Iberian history, the
colonial period up to 1715. 381: transition from
late colonial mercantilism to political indepen-
dence and national definition, 1750-1910. 382:
reform and revolution in modern Latin American
history, 1910 to the present. Sophomore stand-
ing recommended.
385, 386 India (4,4) 385: history of India from the
Mughal Empire to the establishment of East India
Company rule in the early 19th century. 386: his-
tory of India under British rule, the rise of nation-
alist politics, and the subcontinent in the years
since independence. McGowen.
388 Vietnam and the United States (4) Vietnam-
ese society and history: the First Indochina War,
origins and escalation of United States involve-
ment in Vietnam; de-escalation and defeat. May.
390, 391, 392 East Asia in Modern Times (4,4,4)
Political, social, and diplomatic history of China
and Japan, with some attention to Korea and
Southeast Asia, from 1800 to the present.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-9R) PIN only
403 Thesis (1-9R) PIN only
405 Reading and Conference: [Topic] (l--{jR)
407/507 Seminar: [Topic] (5R) Current topics
include African Americans in the West, Ancient
Slavery, Japan, Machiavelli, and Medicine and
Society in America.
408/508 Colloquium: [Topic] (1-6R) Current
topics include Southeast Asian Historiography.
409 Supervised Tutoring Practicum: [Topic]
(1-3R)
410/510 Experimental Course: [Topic] (1-6R) A
recent topic is Age of Reform.
411/511 Topics in Social History: [Topic] (4R)
Variable topics include popular culture, peasants,
family history, elites, popular uprisings, and
popular movements. R when topic changes.
412/512 Ancient Greece: [Topic] (4R) Political,
cultural, and intellectual history of ancient
Greece. I: Classical Greece, II: Hellenistic World,
III: Greek Science. Nicols. R when topic changes.
414/514 Ancient Rome: [Topic] (4R) Political,
social, cultural, and intellectual history of ancient
Rome from its foundation to late antiquity. I: Ro-
man Republic, II: Roman Empire, III: Roman
Society. Nicols. R when topic changes.
418/518 Social and Economic History of Medi-
eval England, 1050-1530 (4) Detailed studies of
selected topics such as towns, women and family,
demography, and impact of war on society. Pre-
req: HIST 319,320 or instructor's consent. Mate.
425/525 Economic History of Modern Europe
(4) Industrial revolution and comparative indus-
trialization in Europe, especially Britain, France,
Germany, and Russia, 1750-1914; economic cri-
sis, growth, and institutional change in Europe,
1914-present. Sheridan.
426/526, 427/527 Modern European Thought
and Culture (4,4) Major issues in the cultural and
intellectual life of Europe. 426/526: 1790-1850.
427/527:1870-1920.
428/528 Europe in the 20th Century: [Topic]
(4R) War, revolution, social change, political
transformation, and related intellectual and cul-
tural developments in Europe from the Great War
of 1914-1918 through the present. Prereq: HIST
302 or 303 or equivalent. R when chronological or
thematic topic changes.
4311531 Early Modern England: [Topic] (4R)
Political, social, economic, and intellectual devel-
opment of England from 1485 to 1714. I: Tudor
England, II: Stuart England, III: Social and Eco-
nomic History. R when topic changes.
434/534 Topics in Modern British History:
[Topic] (4R) Selected topics in modern British
history from 1700 to the present. Emphasis varies.
R when topic changes.
435/535 The French Revolution and Era of Na-
poleon (4) The crisis of l'ancien regime, the revolu-
tion of 1789-92; radicalism and terror; the
Thennidorian Reaction, Directory, international
revolutionary ideology; Napoleonic Empire,
Waterloo, and reconstruction of Europe in 1815.
Prereq: HIST 102 or equivalent. Birn.
436/536 Society and Culture of France: [Topic]
(4R) Variable topics include bourgeois society and
culture of the 18th and 19th centuries, religious
culture and politics, women in culture and soci-
ety. Prereq: HIST 335,336,337 or equivalents.
Birn, Sheridan. R when topic changes.
439/539 Renaissance Italy (4) Renaissance
culture and its social foundations from ca. 1350 to
ca. 1530. Humanism from Petrarch to
Machiavelli. Rondeau.
441/541 Germany in the Age of Reformation
(4) The German Reformation as a religious and
social movement; the revolt of Luther; the Peas-
ants' War; Anabaptism; the urban reform; the rise
of Protestantism. Theibault.
442/542 Topics in Early Modern German His-
tory: [Topic] (4R) Variable topics include peasant
society, the foundations of absolutism, the Ger-
man Enlightenment, protoindustrialization. R
when topic changes.
443/543 Topics in Modern German History:
[Topic] (4R) Variable topics include class
formation, revolutionary movements, the socialist
tradition, the Third Reich. R when topic changes.
446/546 The Russian Revolution: [Topic] (4R)
Transition and instability in prerevolutionary
Russia, the revolution and war, the place of the
1917 revolution in European and world revolu-
tionary traditions. Kimball. R when topic
changes.
450/550 Topics in American History: [Topic]
(4R) Reviews current scholarly literature on
American history. Selected major problems may
include Oregon, California, or New York history
and culture, crime and violence. R when topic
changes.
451/551 American Foreign Relations: [Topic]
(4R) Chronological and thematic topics in Ameri-
can foreign relations. May. R when topic changes.
455/555 Colonial American History (4) Native
Americans; motives, methods, implications of Eu-
ropean colonization; origins of American slavery;
interaction of diverse peoples in shaping colonial
North American societies, economies, polities.
Dennis.
456/556 Revolutionary America (4) Origins,
consequences, meanings of American Revolution;
changing social, economic, and political context;
intellectual, religious, and ideological trends;
Constitution, institutional, and mythic legacy.
Dennis.
457/55719th-Century United States: [Topic]
(4R) Political, social, economic, and cultural his-
tory. I: Jacksonian Era, II: Civil War, III: Recon-
struction, IV: Gilded Age. Maddex. R when topic
changes.
460/560 American Intellectual History: [Topic]
(4R) Leading thinkers and prevalent modes of
thought in American life from European settle-
ment of North America to the present. I: To 1800,
II: 19th Century, III: 20th Century. Brick. R when
topic changes.
463/563,464/564 American Economic History
(4,4) Economic development of the United States.
463/563: European settlement to 1877-colonial
America as preindustrial society; transport and
commercial revolutions; economics of slavery,
Civil War, Reconstruction. 464/564: 1877 to
present-causes, costs, conflicts of industrializa-
tion; regulation; cycles and crises; postwar boom;
race, gender, and economic change; current
problems in perspective. Pope.
466/566,467/567 The American West (4,4) The
American frontier. 466/566: the early American
frontier. 467/567: the Great Plains and the Far
West. Brown, Ostler.
468/568 The Pacific Northwest (4) Regional
history to the mid-20th century. How the Pacific
Northwest mirrors the national experience and
how the region has a distinctive history and cul-
ture. Brown, Ostler.
469/569 American Indian History (4) American
Indian peoples from aboriginal times to the
present; the diversity of native North America;
the impact of European and American colonial-
ism; Indian cultural vitality and adjustment.
Dennis.
470/570 American Social History: [Topic] (4R)
Issues of ethnicity, race, religion, class, and gen-
der. I: To 1900, II: 20th Century, III: Labor His-
tory. Wade. R when topic changes.
473/573 American Environmental History:
[Topic] (4R) Relationship between nature and
culture in North America. I: To 1865, II: Since
1865. Dennis, Ostler. R when topic changes.
476/576 United States in the 20th Century:
[Topic] (4R) Political, social, economic, and cul-
tural history. I: Progressive Era, II: Depression
and World War II, III: Since 1950. Ostler. R when
topic changes.
480/580 Mexico (4) Mexican history from 1810 to
1946. Special attention to nationhood, economic
development, church-state relations, the Mexican
identity, and the Revolution of 1910. Haskett.
481/581 The Caribbean and Central America
(4) The Caribbean and Central America since the
late 18th century, focusing on Cuba, Haiti, and
Nicaragua. Topics include the impact of mo-
noculture, struggles for independence, slavery
and peonage. Sophomore standing and HIST
380,381,382 recommended. Haskett.
482/582 Latin America's Indian Peoples (4)
Impact of Iberian conquest and settlement on the
lives of the indigenous peoples of the Caribbean,
Mexico, Central America, and South America.
Haskett.
483/583 Topics in Latin American History:
[Topic] (4R) Variable topics include the experi-
ence of blacks and Indians; the struggle for land,
reform, and revolution. Haskett. R when topic
changes.
484/584 Philippines (4) Philippine history from
pre-Hispanic times to the present with particular
emphasis on the past hundred years. May.
485/585, 486/586 Thought and Society in East
Asia (4,4) Intellectual life of China or Japan or both
with emphasis on the interaction between ideas
and beliefs and their social, political, and economic
context. 485/585: the premodern period. 486/586:
the modern period.
487/587,488/588,489/589 China (4,4,4)
487/587: from Neolithic times to the Song
dynasty-the development of Confucianism,
Daoism, and Buddhism; the growth of bureau-
cracy and the early imperial state. 488/588: from
the Song through the later imperial period-the
growth of autocracy; neo-Confucianism and
popular culture; Qing dynastic decline and con-
frontation with the West. 489/589: the modern
period-imperialism in China; the revolutions of
the 20th century; contemporary government and
society.
490/590,491/591,492/592 Japan (M,4) 490/590:
early Japan to 1333-origins, formation of
Imperium, growth of higher culture, transition
from aristocratic to warrior rule. 491/591: medi-
eval and early modern to 1800-warrior culture,
Zen institutions, age of the samurai, growth of
urban centers, emergence of common man as
cultural definer, popular arts. 492/592: to the
present-democracy, ultranationalism and the
New Order, World War II disaster, United States
Occupation, and postwar surge to superstate sta-
tus. Goble, Hanes.
493/593 The Chinese Revolution (4) Origins of
the revolution; developmental stages of the revo-
lutionary process; nationalism, class struggle,
and party organization; consequences of revolu-
tion; prototype for other peasant revolutions.
495/595 Modern Southeast Asian History (4)
Social, economic, and political transfonnations
since 1800.
498/598 Topics in Asian History: [Topic] (4R)
Variable topics include elites in society, peasants,
revolution, feudalism, the family, education. R
when topic changes.
503 Thesis (1-12R) PIN only
601 Research: [Topic] (1-9R) PIN only
602 Supervised College Teaching (l-6R) PIN
only
603 Dissertation (1-12R) PIN only
605 Reading and Conference: [Topic] (1-9R)
607 Seminar: [Topic] (5R)
608 Colloquium: [Topic] (1-6R)
609 Supervised Tutoring Practicum: [Topic]
(1-3R) PIN only
610 Experimental Course: [Topic] (l-4R)
612, 613, 614 Historical Methods and Writings
(5,5,5) Exploration of the historiography, biblio-
graphical aids, research tools, and methods of
professional historians. Sequence. History
graduate students only.
118 COLLEGE OF ARTSAND SCIENCES
HONORS COLLEGE
320 Chapman Hall
Telephone (503) 346-5414
David Jacobs, Director
FACULTY
Henry M. Alley, associate 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,
Ph.D., 1981, Oregon. (1981)
Joseph G. Fracchia, associate professor (European
intellectual history). B.A., 1972, California, Davis;
M.A., 1975, California, Santa Barbara; Ph.D., 1985,
California, Davis. (1986)
David A. Frank, associate professor (rhetoric and
communication); director, forensics. B.A., 1978,
M.A., 1979, Western Washington; Ph.D., 1982, Or-
egon. (1979)
Dennis Todd, adjunct assistant professor (ecology,
evolution). B.S., 1969, Oregon; M.S., 1971, Scripps;
Ph.D., 1984, Oregon. (1984)
The date in parentheses at the end ofeach mtn) is the first
year on the University of Oregon faculty.
Participating
Deborah Baumgold, political science
William E. Bradshaw, biology
Stephen W. Durrant, East Asian languages and
literatures
Micheal N. Dyer, mathematics
Deborah Frisch, psychology
Gordon G. Goles, geological sciences
Joseph A. Hynes Jr., English
David Jacobs, political science
Benton Johnson, sociology
M. Allan Kays, geological sciences
Van W. Kolpin, economics
James W. Long, chemistry
Kenneth R. O'Connell, fine and applied arts
John M. Orbell, political science
Barbara Corrado Pope, women's studies
Robert Proudfoot, international studies
F. Regina Psaki, Romance languages
Mary Romero, sociology
Cheyney C. Ryan, philosophy
George J. Sheridan Jr., history
Anne D. Simons, psychology
Richard C. Stevenson, English
Mark A. 111Oma, economics
Robert 1. Zimmerman, physics
ROBERT DONALD CLARK
HONORS COLLEGE
The Robert Donald Clark Honors College is a
small liberal arts college of close to 400 students.
The purpose of the college is to bring together
excellent students and selected faculty members
in a challenging and supportive academic pro-
gram. Carefully designed small classes, a collegial
environment, and close advising prepare students
for advanced study leading to the bachelor of arts
(B.A.) degree in the university departments or
professional schools of their choice. Reaching
beyond professional or specialized training and
beyond the university years, the Clark Honors
College seeks to inspire students to a lifetime of
broad intellectual curiosity and continuing self-
sustained inquiry and personal growth.
Honors college courses are taught by its own fac-
ulty as well as by faculty members from other
campus departments. Two writing specialists are
on the college staff.
Honors college courses provide an alternative to
university group requirements with a balanced
curriculum of humanities, social sciences, and
sciences. Survey courses taken in the first two
years are supplemented with special colloquia
and seminars in the junior and senior years.
Course enrollments rarely exceed twenty-five
students.
Each honors college student selects a major from
the academic departments or professional schools
of the university.
Work in the major begins by the first term of the
junior year. The student's undergraduate educa-
tion 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 special-
ized 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 excellence, and a concern
for the full, harmonious development of the indi-
vidual. Honors college students represent interests
in all the scholarly disciplines and come from all
over the nation and beyond.
Honors college students participate in a wide
range of campus and community activities: stu-
dent and university government and committees;
the student newspaper, the Oregon Daily Emer-
ald; University Theatre; The Honors College Cre-
ative Arts Journal; the Honors College Connec-
tion; School of Music productions; debate; and
intramural and varsity athletics.
Many honors college alumni continue their edu-
cation in 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, and the Peace
Corps.
Facilities
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 Knight Library
and the UO Bookstore.
The honors college facilities consist of a class-
room, a seminar room, faculty and administrative
offices, the Clark Honors College Lounge, a
kitchen, the Robert D. Clark Library, and a com-
puter laboratory.
ENTERING THE HONORS
COLLEGE
High school seniors and students currently en-
rolled in the university or elsewhere are encour-
aged to consider entering the honors college.
Application Procedure
Application must be made to both the university
and the honors college. Information on applying
to the university is available from the university's
Office of Admissions.
Honors college application materials are con-
tained in a brochure that may be obtained from
the 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 250 to 500
words that critically evaluates one important
aspect of the applicant's education to date and
explains, in terms of this evaluation, the impor-
tant ways the honors college might affect his or
her future education
3. Two letters of recommendation from two of
the applicant's current teachers
4. High school grade transcripts and results of
the College Board Scholastic Assessment Test
(SAT 1) or American College Test (ACn
Students who have attended another higher edu-
cation institution, or who are currently enrolled in
the university but not in the honors college, may
apply for admission if they (1) have a sound aca-
demic record; (2) have faculty sponsorship in the
form of two letters of recommendation from fac-
ulty members who can speak pointedly to the
applicant's qualities; and (3) have a strong desire
for a challenging liberal arts education in addition
to specialized work in a major.
Transfer students should forward to the honors
college transcripts of all college work to date.
Applications and questions concerning the hon-
ors college may be addressed to the Director,
Robert D. Clark Honors College, 1293 University
of Oregon, Eugene OR 97403-1293; telephone
(503) 346-5414.
ACADEMIC REQUIREMENTS
Requirements in the honors college substitute for
the group requirements that other University of
Oregon students must meet for graduation. Al-
though carefully structured, honors college re-
quirements 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 programs within the
broad context provided by these requirements.
This process is itself a Significant part ofthe edu-
cation offered at the honors college.
Full-Year Sequences
History. Honors College History (HC 107H,
108H, 109H)
Literature. Honors College Literature (HC
10lH, 102H, l03H)
Additional Courses
Arts and Letters and Social Science
Requirement
Students must take a total of three courses in arts
and letters and social science; at least one course
must be taken in each area.
Arts and Letters. Honors College Arts and
Letters (HC 311H, 312H), Women Writers
(HC 315H)
Social Science. Approved courses. For example,
Honors College Social Science (HC 304H, 305H) or
Honors College Introduction to Microeconomics
(HC 204H) and Honors College Introduction to
Macroeconomics (HC 205H); or approved courses
in one of the social science departments
Mathematics and Science Requirement
Students must take a total of four courses in
mathematics and science; at least one course
must be taken in each area, Courses may be cho-
sen from the list below.
Mathematics. Honors College Topics in Modern
Mathematics (HC 171H, 172H): a course in logic
and set theory, topology, game theory, theory of
numbers, probability, nonstandard geometry,
and computers; or courses chosen from math-
ematics courses numbered MATH 105 and
higher; PSY 302,303; SOC 411, 412, 413; or other
approved courses
Science. Approved courses. For example, Hon-
ors General Chemistry (CH 224H, 225H, 226H)
with laboratories: first-year college chemistry for
selected students with excellent backgrounds in
high school chemistry, mathematics, and phys-
ics; or Honors College Introduction to Experi-
mental Psychology (HC 211H, 212H): some of
the major concepts and areas of research in mod-
ern psychology; or Honors College Science (HC
207H, 20SH, 209H); or other approved courses
Multicultural Requirement
Students must take two approved courses in
two of the three multicultural categories de-
scribed in the Registration and Academic
Policies section of this bulletin. HC 315,412,
and 415 are recommended.
Colloquia. The two required colloquia are gen-
erally taken in the junior or senior year. Variable
topics and fields are designed to be interdiscipli-
nary or intercultural. Recent topics include Afri-
can American Women Writers, Discourses on
Race and Gender, Frontiers of Medicine and Sci-
ence, the History of Sexuality, International Per-
spectives, Life Histories, Literatures of Skepti-
cism' Rivers and Wetlands, and Short Story
Renaissance.
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 requirements,
and electives.
The honors college is especially committed to ex-
cellence in writing. The program integrates in-
struction and practice in fundamental rhetorical
skills-writing, reading, speaking, and listen-
ing-with the subject matter of the core courses,
particularly in Honors College Literature (HC
101H, 102H, 103H), Honors College History (HC
10m, 10SH, 109H), and the Senior Seminar (HC
407H). Students who graduate in the honors col-
lege generally do not take separate required writ-
ing courses. Students who transfer out of the
honors college before completing their degree
work must satisfy the university writing
requirement.
The general university requirements for a bach-
elor of arts (B.A.) degree include demonstration
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 lan-
guage or by a waiver examination.
Before graduating, Clark Honors College stu-
dents must also meet the particular require-
ments, listed elsewhere in this bulletin, of their
major department or professional school. They
must have a 3.00 or better cumulative grade
point average (GPA) at graduation.
HONORS COLLEGE COURSES
(HC)
101, 102, 103 (H) Honors College Literature
(4,4,4) Study of literature and the nature of liter-
ary experience through the reading of great
works drawn from English and world literatures.
107,108,109 (H) Honors College History (4,4,4)
Examination, through close study of secondary
and primary source materials, of institutions and
ideas that have shaped the modern world.
171,172 (H) Honors College Topics in Modern
Mathematics (4,4) Selected topics chosen to il-
lustrate broad streams of mathematical thought,
interwoven with an introduction to a program-
ming language and personal computers. Does
not provide preparation for calculus. Prereq:
MATH 95 or satisfactory placement test score.
Not offered 1995-96.
196 Field Studies: [Topic] (1-2R)
198 Workshop: [Topic] (1-2R)
199 (H) Special Studies: [Topic] (1-5R) Topics
of current interest.
GEOL 201, 202, 203 General Geology: Earth's
Interior Heat and Dynamics, Earth's Surface
Processes and Morphology, Evolution of the
Earth (4,4,4) See Geological Sciences
204 (H) Honors College Introduction to
Microeconomics (4) Principles of micro-
economic analysis; focus is on demand and sup-
ply behavior in a decentralized market economy.
205 (H) Honors College Introduction to
Macroeconomics (4) Principles of macro-
economic analysis; focus is on determination of
unemployment, inflation, and aggregate output.
207, 208, 209 (H) Honors College Science
(4,4,4) Origins of the universe, the chemical ori-
gins of life, and evolution. Taught by science de-
partment faculty members and designated for
nonscience students.
211, 212 (H) Honors College Introduction to
Experimental Psychology (4,4) 211: introduc-
tion to perception, memory, learning, and cogni-
tion. With laboratory. 212: introduction to the
psychological processes affecting social percep-
tion and behavior as well as personality develop-
ment. With discussion. Sequence.
CH 224, 225, 226 (H) Honors General Chemis-
try (4,4,4) See Chemistry
The following courses are open to sophomores, jun-
iors, and seniors.
304,305 (H) Honors College Social Science
(4,4) The thought, works, and methods of the so-
cial sciences.
311,312 (H) Honors College Arts and Letters:
[Topic] (4,4R) Intensive study of major writers,
artists, philosophers, and composers. Topics and
areas change each term. R when topic changes.
315 (H) Women Writers: [Topic] (4R) Topics
and cultural emphases vary but always focus on
writings by women. R three times when topic
changes for maximum of 16 credits.
399 Special Studies: [Topic] (1-5R)
400 Innovative Education: [Topic] (1-5R)
401 Research: [Topic] (1-21R)
402 Independent Study: [Topic] (1-17R) Open
only to students accepted in the Independent
Study Program described below.
403 Thesis (1-21R)
405 (H) Reading and Conference: [Topic]
(1-21R)
406 (H) Special Problems: [Topic] (1-21R)
407 (H) Seminar: [Topic] (1-5R) The 3-credit
Sophomore and Junior Seminar explores basic
research methods and initiates work on the se-
nior thesis or project. The 2-credit Senior Semi-
nar supports early work on the senior thesis or
independent scholar project.
408/508 (H) Colloquium: [Topic] (1-21R)
Offered in a wide range of topics.
409 (H) Practicum: [Topic] (1-21R)
410 Experimental Course: [Topic] (1-5R)
412 (H) Gender Studies: [Topic] (4R) Histori-
cal, cultural, and social scientific explorations of
topics that focus on gender, e.g., sexuality, the
family, and androgyny. Subjects vary. R twice
when topic changes for maximum of 12 credits.
415 (H) World Perspectives: [Topic] (4R) Top-
ics vary but always focus on societies and cul-
tures that are non-European or non-European-
American. R three times when topic changes for
maximum of 16 credits.
INDEPENDENT STUDY
PROGRAM
In addition to the curriculum designed for stu-
dents who have been admitted to the Clark Hon-
ors College, the university has a special program
that is administered by the honors college but
not limited to students enrolled in it. The under-
graduate Independent Study Program is de-
signed 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 (B.A.)
with a major in independent study are usually
juniors or seniors. In addition to Independent
Study (HC 402), these students must complete
basic university B.A. requirements including
group requirements, the multicultural require-
ment, two years of college-level foreign language
study, and writing. They must also have specific,
coherent plans for independent work. A proposal
of these plans demonstrating that this program
of study is not available through any other de-
partment or school must be presented to a fac-
ulty committee. Students must also demonstrate
that there are adequate resources at the DO for
their program's completion. In consultation with
the committee, each student sets individual goals
and designs a schedule of courses and research
that culminates in a senior thesis or project.
Before being considered for the program, appli-
cants must have completed at least two-thirds of
the university's group requirements and main-
tained at least a 3.00 grade point average in
college-level work.
Applications for the Independent Study Program
are available in the Clark Honors College, 320
Chapman Hall; telephone (503) 346-5414.
HUMANITIES
307 Prince Lucien Campbell Hall
Telephone (503) 346-4069
John Nicols, Program Director
Participating Faculty
Catherine Anne Laskaya, English
Steven Lowenstam, classics
Augustine C. A. Thompson, religious studies
John C. Watson, theater arts
Program Committee
James W. Earl, English
Charles H. Lachman, art history
Mavis Howe Mate, history
Grant F. McKemie, theater arts
John Nicols, history
F. Regina Psaki, Romance languages
Forest Pyle, English
Steven Shankman, English
George J. Sheridan Jr., history
Marian Elizabeth Smith, music
GENERAL INFORMATION
The curriculum of the Humanities Program pro-
vides opportunities for the student seeking intel-
lectual coherence and integration, awareness of
cultural contexts and traditions, and the connec-
tion of humanistic theory to practice. To meet
these goals, the humanities program is pluralistic
and multicultural in its vision and interdiscipli-
nary in its approach. The program is designed to
provide essential skills and understanding for in-
telligent action in today's global society. As an
added benefit, these courses provide preparation
for a wide range of careers.
Major Requirements
The humanities major is an interdisciplinary
bachelor of arts (B.A.) degree program.
1. Majors must complete the requirements for a
bachelor of arts degree and the following pro-
gram requirements or the requirements for the
medieval studies program. Any student who
enters the major as a junior must take a mini-
mum of 53 credits; 16 of those credits may be in
lower-division courses.
Introduction to the Humanities I,ll,III (HUM
101, 102, 103) 12
Three sequences (at least six courses), one in
each of the following fields. One sequence may
be lower division.
Arts sequence (including art history, theater
history, music history) 8
Philosophy sequence 8
Classics sequence 8
A list of suggested courses that satisfy these
requirements may be obtained from an adviser
or from the Humanities Program office.
2. No upper-division course may be used to sat-
isfy more than one major requirement
3. Grades of mid-C must be earned in all courses
taken to satisfy major requirements. For gradu-
ation humanities majors must also maintain a
2.50 grade point average (GPA) in required
courses
4. Students are encouraged to complete 407
(Seminar) in any discipline
5. Proficiency in at least one foreign language, a
requirement for the B.A. degree, is central to
the humanities major. Although majors are not
required to do more than meet the B.A. re-
quirement, it is strongly recommended that
they continue language study in upper-
division courses
Honors
The honors program in humanities provides an
opportunity for a student to focus on an area of
concentration in a written thesis. The require-
ments for a bachelor's degree with honors in hu-
manities are as follows:
1. Satisfaction of the requirements for the major
2. A grade point average (GPA) of 3.50 or better
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 from Other Departments
In addition to courses required for the humani-
ties major, students may be interested in the fol-
lowing courses. See home departments for de-
scriptions.
Biology. Global Ecology (BI 124)
Classics. Greek and Roman Epic (CLAS 301),
Greek and Roman Tragedy (CLAS 302), Classical
Greek Philosophers (CLAS 303), Classical Com-
edy (CLAS 304), Latin Literature (CLAS 305),
Classic Myths (CLAS 321), Ancient Historiogra-
phy (CLAS 322), Ancient Rhetoric and Oratory
(CLAS 323)
History. Ancient Greece (HIST 412), Ancient
Rome (RIST 414), Modem European Thought and
Culture (HIST 426, 427)
Landscape Architecture. Landscape Perception
(LA 484), Contemporary American Landscape
(LA 485)
Philosophy. Philosophy in Literature (PHIL
331), Introduction to Philosophy of Science
(PHIL 339)
Theater Arts. Studies in Theater and Culture
(TA471)
HUMANITIES COURSES (HUM)
Introduction to the Humanities I,II,III (HUM 1Ol,
102,103) is offered every year; other humanities
courses may be offered periodically. For current offer-
ings, refer to the UO Schedule of Classes.
101 Introduction to the Humanities I (4) Ideas
and modes of vision Western culture has inher-
ited from the classical period. Readings and dis-
cussions focus on literature, philosophy, history,
the arts, and religion. Wilson.
102 Introduction to the Humanities II (4) Ideas
and modes of vision Western culture has inher-
ited from the medieval to the Renaissance peri-
ods. Readings and discussions focus on litera-
ture' philosophy, history, the arts, and religion.
Thompson.
103 Introduction to the Humanities III (4)
Ideas and modes of vision Western culture has
inherited from the Age of Enlightenment to the
modern period. Readings and discussions focus
on literature, philosophy, the arts, and science.
McKemie.
199 Special Studies: [Topic] (1-5R) Recent top-
ics are Ancient Science and Culture, Asian
Odyssey.
210 Special Topics in the Humanities: [Topic]
(4R) Content varies from term to term; focus may
be on different aspects of a particular culture. A
recent topic is Introduction to Middle Ages.
250 Crossdisciplinary Studies in the
Humanities: [Topic] (4R) Topics vary and may
include problems or ideas that cross traditional
disciplinary boundaries in the humanities. A re-
cent topic is Ethics and the Environment.
350 Multicultural Studies in the Humanities:
[Topic] (4R) Addresses non-European-American
issues that cross cultural boundaries. Current top-
ics include Postmodern Literature of Race.
351 Studies in Medieval Culture: [Topic] (4R)
Interdisciplinary survey of medieval culture with
focus on literature, art and architecture, philoso-
phy, music, and daily life. Geographic areas or
motifs vary. Typical offerings are Medieval His-
tory as Drama, Women's Voices in Medieval Cul-
ture. R twice when topic changes for maximum
of 9 credits.
352 Studies in Renaissance Culture: [Topic]
(4R) Interdisciplinary survey of the Renaissance
with focus on literature, art and architecture, mu-
sic, philosophy, and daily life. Geographic areas or
motifs vary. Typical offerings are Revival of Greek
in Renaissance Florence, Venice, Cultural Anat-
omy, Renaissance Music and Culture. R twice
when topic changes for maximum of 9 credits.
354 Studies in Modern Culture: [Topic] (4R)
Interdisciplinary survey of modern culture with
focus on literature, art and architecture, music,
philosophy, and social problems. Geographic ar-
eas or motifs vary. Typical offerings are Contem-
porary Germany, Culture against Capitalism,
Sho-gun and Modern Japan. R twice when topic
changes for maximum of 9 credits.
399 Special Studies: [TopicJ (1-5R) Problem-
oriented course designed to explore new topics
or approaches to studies in the humanities. Re-
cent topics include Myth, Symbol, and Land-
scape; Relativism and Interpretation.
403 Thesis (1-6R)
405 Reading and Conference: [Topic] (1-6R)
407 Seminar: [Topic] (1-5R) A recent topic is
Medieval Studies.
410 Experimental Course: [Topic] (1-5R) Re-
cent topics are Reconsidering "The Subject" of
the Humanities, Time and the Human Experi-
ence, What is Humanism?
413 Contemporary Issues in the Humanities:
[Topic] (4R) Topics vary and may include the
analysis of current issues and critical methodologies
in humanities study. Recent topics include Fic-
tions and Postmodernism, Madness, Turner and
Ruskin.
INTERNATIONAL
COLLEGE
111 Riley Hall
Telephone (503) 346-6625
George J. Sheridan Jr., Director
The curriculum for the International College has
been discontinued, and the college is not admitting
students for 1995-96. Students who were admitted
to the college for the 1993-94 and 1994-95 pilot
program and who complete all International College
requirements will receive a certificate when they
graduate from the University ofOregon. A list of
requirements is available in the International College
office.
The International College is a University of
Oregon residential learning-living, general-
education program that complements any
undergraduate major in the College of Arts and
Sciences or in one of the professional schools.
The curriculum of general-education courses is
enhanced by a residential experience. Together
they foster an understanding and appreciation of
other cultures and a capacity to articulate and
analyze global issues from a variety of disciplines
and regional perspectives.
INTERNATIONAL COLLEGE
COURSE (lCOL)
201 Advanced International Perspectives (4)
Interdisciplinary study of the arts in a global con-
text. Prereq: ICOL 101, 102, 103 or instructor's
consent.
INTERNATIONAL
STUDIES
837 Prince Luden Campbell Hall
Telephone (503) 346-5051
Gerald W. Fry, Program Director
FACULTY
Gerald W. Fry,* professor (Pacific regional studies,
Thailand, development theory); director, Center for
Asian and Pacific Studies. B.A., 1964, Stanford;
M.P.A., 1966, Princeton; Ph.D., 1977, Stanford.
(1981)
Robert Proudfoot,* associate professor (American
and Southeast Asian cultures, cultural and
environmental survival, cultural foundations of
education). B.A., 1968, Fairfield; M.A., 1980,
Oregon; Ph.D., 1984, Oregon State. (1985)
Anita Weiss,* associate professor (South Asia, com-
parative Muslim societies, women in development).
B.A., 1975, Rutgers; M.A., 1976, Ph.D., 1983, Cali-
fornia, Berkeley. (1987)
Courtesy
Donald A. Messerschmidt, courtesy professor (ap-
plied anthropology and social forestry). B.Ed., 1963,
Alaska; M.A., 1971, Ph.D., 1974, Oregon. (1995)
Robert B. Textor, courtesy professor (Thailand, cul-
tural anthropology, ethnographic futures research).
B.A., 1945, Michigan; Ph.D., 1960, Cornell. (1991)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
University Committee on
International Studies
Gerald S. Albaum, marketing (international
marketing, marketing research)
Samuel K. Coleman, anthropology (cultural
anthropology, Japan)
Colette G. Craig,* linguistics (language and culture,
Latin America)
Vernon R. Dorjahn, anthropology (Africa, political
development, Liberia)
Linda O. Fuller, sociology (political economy of de-
veloping areas, comparative socialism)
Maradel K. Gale, planning, public policy and man-
agement (environmental and resource planning,
Micronesia)
Daniel Goldrich, political science (environment
politics, sustainable development, U.S. and Latin
American politics)
Michael Hibbard,* planning, public policy and man-
agement (community and regional development)
Jon 1. Jacobson, law (intemationallaw, law of the sea)
Kenneth M. Kempner, educational policy and man-
agement (comparative and international education,
Brazil)
R. Alan Kimball,* history (modern Russia)
Glenn A. May, history (U.S. foreign policy,
Philippines, Southeast Asian studies)
Thomas Mills, international education and exchange
(ex officio)
Geraldine Moreno, anthropology (human ecology,
nutritional anthropology, Southeast Asia)
Alexander B. Murphy, geography (cultural and po-
litical geography, Western Europe)
Deanna M. Robinson, journalism and communica-
tion (communication and cultural change)
Carol T. Silverman, * anthropology (folklore and
Eastern Europe)
H. Leslie Steeves, journalism and communication
(public relations, international journalism, East
Africa)
Richard P. Suttmeier, political science (comparative
politics, science policy, China and Japan)
Anne Tedards, music (Western Europe)
Ronald Wixman, geography (cultural geography,
former Soviet Union, Eastern Europe)
Philip D. Young, * anthropology (social anthropol-
ogy, rural development, Latin America)
*Executive Committee
ADDRESSES
E-mail: aheid@oregon.uoregon.edu
Fax: (503) 346-5041
USPS: International Studies Program, 5206 Uni-
versity of Oregon, Eugene OR 97403-5206
ABOUT THE PROGRAM
The International Studies Program offers inter-
disciplinary bachelor of arts (B.A.) and master of
arts (M.A.) degrees. Themes of the program are
cross-cultural communication and understand-
ing, environmental issues, and international de-
velopment. A student's course of study is tailored
to l)1eet career objectives, leading to opportuni··
ties in education, government,law, communica-
tions, business, philanthropic organizations, and
voluntary organizations.
UNDERGRADUATE STUDIES
The interdisciplinary bachelor of arts degree of-
fers students a rigorous education in the basic
elements of the field. The program provides a
sound general education for the student inter-
ested in the complex interrelationships (political,
economic, social, and cultural) that exist among
nations in the interdependent modern world.
Advising. The role of the faculty adviser is cen-
tral to the program. Students admitted as majors
in international studies should consult their ad-
visers at least once each term. Students inter-
ested 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 who want to major in in-
ternational studies must apply for admission
during their sophomore or junior year at the uni-
versity. Premajor advising and help with applica-
tion procedures are available at the international
studies office. Applicants must meet with an un-
dergraduate adviser to review the application be-
fore submitting it for consideration. 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 48 credits, 24 of which must be up-
per division, are required in these blocks.
Courses must be passed with grades of C- or
better to satisfy the major requirements. In addi-
tion' 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 16 credits in each block. All courses taken
for the major, with the exception of the language
requirement and up to 9 credits in INTL 406 or
409, must be graded.
A maximum of 12 credits in courses taken to ful-
fill the university group requirements may be ap-
plied toward the international studies major.
A maximum of 24 credits in courses taken in a
single department may be applied toward the
international studies major, exclusive of the lan-
COLLEGE OF ARTS AND SCIENCES
.~. ,J
guage requirement. This is to permit an appro-
priate degree of specialization as well as to en-
courage double majors.
The program does not offer a minor.
Block A: International Relations. The student
concentrates on the basic features of the inter-
national system including international govern-
mental relations and foreign policy, interna-
tionallaw and organizations, international trade
and finance, economic development and
transna-tional 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 re-
ligious experiences. In satisfying the Block B re-
quirement, students are expected to concentrate
on one regional culture or area. The foreign lan-
guage should be relevant to the region chosen.
Areas of focus may include Asia, Southeast Asia,
Eastern Europe, and Latin America, in which the
university has programs with curricular offerings
from various departments. (See Asian Studies,
Latin American Studies, Russian and East Eu-
ropean Studies, and Southeast Asian Studies
sections of this bulletin.) In developing a program
of study, a student may want to consult committee
members affiliated with these programs.
For Western European studies, Pacific region
studies, or African studies, the student may de-
velop a program of courses by consulting an aca-
demic 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
must take two introductory courses: Value Sys-
tems in Cross-Cultural Perspective (INTL 250),
Cooperation, Conflict, and Global Resources
(INTL 251). After this overview of global per-
spectives and issues, students should take two or
more specialized classes that will enable them to
concentrate on one of the following: (1) world
cultures, (2) population and resources, or (3)
problems of development. Students are encour-
aged 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 twenty- to thirty-page research
paper previously written for a university seminar
or other course. The content and format must
meet the approval of the International Studies
Program director, include a one-page abstract,
use foreign language sources, and address an in-
ternational or cross-cultural topic.
International Studies Honors Thesis. Students
who have a minimum grade point average (GPA)
of 3.50 and want to graduate with program hon-
ors are required to write a thirty- to fifty-page
thesis. An adviser must be selected and a pro-
posal approved by the program director two
terms prior to graduation. Students may receive
up to 6 credits toward the appropriate block of
the 48 credits required for the international stud-
ies major.
The completed thesis must be awarded a grade of
mid-B or better by the adviser (P, or pass, for a
Clark Honors College thesis) and be approved as
meeting thesis guidelines by the director of the
program. This includes using foreign language
sources for all projects including the honors col-
lege thesis.
Language Requirement. Students must achieve
proficiency in a Single foreign language at a level
associated with three years of study. The lan-
guage should be relevant to the regional area
chosen in Block B. Proficiency in the language
may be demonstrated by passing the third term
of a 300-levellanguage sequence with a grade of
mid-C or better or by an advanced placement
examination. The student must be proficient in a
single foreign language in order to satisfy this
requirement.
Overseas Experience. At least one term of study
or work in a foreign country is required of stu-
dents majoring in international studies. The in-
ternational studies internship adviser serves as a
resource for opportunities abroad. For informa-
tion about study abroad see International Educa-
tion and Exchange in the Campus and Commu-
nity Programs section of this bulletin and index
entries under "Overseas study." Advice is avail-
able from the Office of International Education
and Exchange, 330 Oregon Hall.
Internship Option. Students may receive pass-
ing (P) credit for work done as interns. Interested
students should inquire at the International
Studies Program office.
Suggested Core Block Courses
The courses listed below are illustrative only and
should not be considered comprehensive. These
lists usually include only the first term of recom-
mended sequences and generally reflect courses
being offered during the current academic yeilr.
With prior approval from an adviser, other
courses-including Special Studies (199), Semi-
nar (407), and Experimental Course (410)-may
be selected from these and other departments.
Block A: International Relations
International Studies. Cooperation, Conflicts,
and Global Resources (INTL 251), Seminar: Glo-
bal Environmental Change (INTL 407), Aid to
Developing Countries (lNTL 422)
Business. Global, Legal, Social Environment of
Business (BE 325), International Management
(MGMT 420), International Finance (FINL 463),
International Marketing (MKTG 470)
Economics. International Economic Issues (EC
380), Problems and Issues in the Developing
Economies (EC 390), International Finance (EC
480), International Trade (EC 481)
Geography. Political Geography (GEOG 441),
Advanced Geography of European-American
Regions (GEOG 470), Advanced Geography of
Non-European-American Regions (GEOG 475)
History. War and the Modern World (HIST 240),
U.S.A.-USSR Shared History (HIST 245), Ameri-
can Foreign Relations since 1933 (HIST 353),
American Foreign Relations (HIST 451)
Journalism and Communication. International
Journalism a492)
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), United States Foreign Policy I (PS 326), In-
ternational Political Economy (PS 340), Interna-
tional Organization (PS 420), Theories of Inter-
national Politics (PS 455), International
Environmental Politics (PS 477), National Secu-
rity Policy (PS 496)
Sociology. Sociology of Developing Areas (SOC
450), Systems of War and Peace (SOC 464)
Block B: Regional Cultures and Area
Studies
AFRICAN STUDIES
Anthropology. Peoples of South Africa (ANTH
426), Peoples of Central and East Africa (ANTH
427), Peoples of West Africa and the Sahara
(ANTH 428), Topics in Old World Prehistory
(ANTH440)
English. African American Prose (ENG 310)
Folklore. African American Folklore (FLR 486)
History. African American History (HIST 250),
Africa (HIST 325)
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 American Studies section of this
bulletin
PACIFIC REGION STUDIES
International Studies. The Pacific Challenge
(INTL 440)
Anthropology. Pacific Basin: Polynesia and
Micronesia (ANTH 323), Pacific Basin: Melanesia
and Australia (ANTH 324), Pacific Islands Archae-
ology (ANTH 343), Topics in Pacific Ethnology
(ANTH425)
RUSSIAN AND EAST EUROPEAN STUDIES
See the Russian and East European Studies
section of this bulletin
SOUTH ASIAN STUDIES
International Studies. Gender and Interna-
tional Development (lNTL 421), Aid to
Developing Countries (INTL 422), Development
and the Muslim World (INTL 423), South Asia:
Development and Social Change (INTL 442)
Anthropology. Peoples of India (ANTH 321)
Art History. History of Indian Art (ARH 207)
Geography. Geography of Non-European-
American Regions (GEOG 203)
History. History of India (HIST 385, 386)
Music. Music of the Americas (MUS 359), Musi-
cal Instruments of the World (MUS 452), Folk
Music of the Balkans (MUS 453)
Religious Studies. Buddhism and Asian Culture
(REL 330)
SOUTHEAST ASIAN STUDIES
See the Southeast Asian Studies section of this
bulletin
WESTERN EUROPEAN STUDIES
Geography. Geography of European-American
Regions (GEOG 202)
INTERNATIONAL STUDIES 123
History. Europe since 1789 (HIST 301), Eco-
nomic History of Modern Europe (HIST 425),
Modern European Thought and Culture (HIST
426), Europe in the 20th Century (HIST 428)
Political Science. Politics of Western Europe
(PS 424), Politics of the European Community
(PS 425)
Students who want to focus on one Western
European country should see related course of-
ferings in the Economics, Germanic Languages
and Literatures, History, and Romance Lan-
guages sections of this bulletin.
Block C: Global Perspectives and Issues
WORLD CULTURES
International Studies. Value Systems in Cross-
Cultural Perspective (INTL 250), World Value
Systems (INTL 430), Cross-Cultural Communi-
cation (INTL 431)
Anthropology. Introduction to Cultural Anthro-
pology (ANTH 110), Introduction to Language
and Culture (ANTH 180), Selected Topics in Eth-
nology (ANTH 211), Ethnology of Hunters and
Gatherers (ANTH 301), Women and Culture II:
Creativity and Symbols (ANTH 315), Food and
Culture (ANTH 365), Culture and Personality
(ANTH 413), Cultural Dynamics (ANTH 415),
Race, Culture, and Sociobiology (ANTH 468),
Anthropological Perspectives of Health and Ill-
ness (ANTH 469), Polythematic World Human
Science (ANTH 485)
Comparative Literature. Nation and Resistance
(COLT 477)
Dance. Dance and Folk Culture (DAN 301),
Tribal Dance Cultures (DAN 452)
Education. Values and Human Behavior
(CPSY 493)
English. World Literature (ENG 107), Introduc-
tion to Folklore (ENG 250), Studies in Mythology
(ENG 482), Race and Representation in Film
(ENG 488)
Environmental Studies. Introduction to Envi-
ronmental Studies: Social Sciences, Humanities
(ENVS 201, 203), Environmental Issues (ENVS
411)
Geography. Cultural Geography (GEOG 103),
World Regional Geography (GEOG 201), Geog-
raphy of Languages (GEOG 444), Culture,
Ethnicity, and Nationalism (GEOG 445), Geog-
raphy of Religion (GEOG 446)
Humanities. Multicultural Studies in the Hu-
manities (HUM 350)
Journalism and Communication. Communica-
tion Economics (J 386)
Linguistics. Introduction to Linguistics (LING
290), Language, Culture, and Society (LING
295), Language, Mind, and Culture (LING 421)
Music. Music in World Cultures (MUS 358)
Philosophy. Social and Political Philosophy
(PHIL 307), Philosophy of Religion (pHIL 320)
Political Science. Introduction to Contemporary
Political Theory (PS 207), Introduction to the
Tradition of Political Theory (PS 208), Art and
the State (PS 301), Political Theory: Modern and
Contemporary (PS 432), Politics of Multi-Ethnic
Societies (PS 443)
Psychology. Psycholinguistics (pSY 440)
Sociology. America's Peoples (SOC 305), Politi-
cal Economy (SOC 420), Sociology of Race Rela-
tions (SOC 445), Marxist Sociological Theory
(SOC 475), Sociology of Education (SOC 491)
POPULATION AND RESOURCES
International Studies. Cooperation, Conflict,
and Global Resources (INTL 251)
Anthropology. Evolution of Human Adaptation
(ANTH 172), Human Ecology (ANTH 360), Hu-
man Biological Variation (ANTH 362), Food and
Culture (ANTH 365), Human Adaptation (ANTH
367)
Biology. Global Ecology (BI 124), Ecology (BI370)
Economics. Resource and Environmental Eco-
nomics (EC 433)
English. Literature and the Environment
(ENG 469)
Geography. The Natural Environment (GEOG
101), Geography and Environment (GEOG 104),
Environmental Alteration (GEOG 461), Historical
and Contemporary Views of the Environment
(GEOG 462), Geography, Law, and the Environ-
ment (GEOG 463)
Geological Sciences. Oceanography (GEOL 307),
Earth Resources and the Environment (GEOL 310)
Physics. Physics of Energy and Environment
(pHYS 161)
Planning, Public Policy and Management. En-
vironmental Planning (PPPM 426), Natural Re-
source Policy (PPPM 443)
Political Science. Introduction to Environmental
Politics (PS 297), Politics and Ecology (PS 474),
Environmental Politics (PS 497)
Sociology. World Population and Social Struc-
ture (SOC 303), Issues in Sociology of Environ-
ment (SOC 416)
PROBLEMS OF DEVELOPMENT
International Studies. Cooperation, Conflict,
and Global Resources (INTL 251), International
Community Development (INTL 420), Gender
and International Development (INTL 421), Aid
to Developing Countries (INTL 422), Develop-
ment and the Muslim World (INTL 423)
Anthropology. Political Anthropology (ANTH
411), Economic Anthropology (ANTH 412), Cul-
tural Dynamics (ANTH 415), World Health Prob-
lems (ANTH 492)
Economics. Problems and Issues in the Develop-
ing Economies (EC 390), Economic Growth and
Development (EC 490)
Geography. Urban Geography (GEOG 442)
Political Science. Marxist Political Theories (PS
433), Politics and Ecology (PS 474), Political De-
velopment and Revolution (PS 475), International
Environmental Politics (pS 477), Environmental
Politics (pS 497)
Sociology. Urbanization and the City (SOC 442),
Sociology of Developing Areas (SOC 450)
GRADUATE STUDIES
An interdisciplinary master of arts (M.A.) degree
program in international studies is offered for stu-
dents who contemplate careers in foreign affairs,
international organizations, or domestic organiza-
tions with international activities. A minimum of
73 credits must be completed for the degree.
The M.A. degree program in international studies
can be tailored to meet the unique professional
needs of each student, and it provides the flexibil-
ity of interdisciplinary study. In close consultation
with his or her adviser, the student develops a pro-
gram of study that combines expertise in a specific
professional area with interdisciplinary training in
international studies. Areas of professional con-
centration include, for example, planning, public
policy and management; journalism; international
and cross-cultural communication; health educa-
tion and nutrition; international business; interna-
tional education; international community devel-
opment; environment and development;
development and technical assistance. Concentra-
tions in other professional areas, such as commu-
nity development, can be arranged.
Graduates of the International Studies Program
serve as international technical advisers, career
diplomats, international business and trade ex-
perts, analysts in developing countries, interna-
tional educators, community development profes-
sionals, administrators of international programs,
and cross-cultural communication consultants.
Admission. The applicant must be a graduate of
an accredited four-year college or university with
a grade point average (GPA) of 3.30 or better in
all academic work. The application deadline is
February 1 for the following academic year. A
Graduate Record Examinations (GRE) score is not
required. Students whose native language is not
English must verify a score of 575 or better on the
Test of English as a Foreign Language (TOEFL)
unless they have graduated from an accredited
U.S. college or university. Application and recom-
mendation forms and additional information
about the graduate program may be obtained
from the International Studies Program.
Graduate Curriculum
Of the 73 course credits needed to complete the
degree, students are required to take a minimum
of 28 graded credits: 12 in the interdisciplinary
core and 16 in the professional concentration
area. A maximum of 24 credits may be taken in
anyone department in order to permit an appro-
priate degree of specialization.
Interdisciplinary Core. Majors take 16 credits of
interdisciplinary courses in international studies
that form the common core of the curriculum.
The core is composed of three major competence
areas: cross-cultural communication and under-
standing; understanding the dynamics of rela-
tions between the United States and other coun-
tries; understanding major development theories,
approaches, and 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. Majors take a
minimum of 24 credits in their area of profes-
sional concentration. Courses in the concentra-
tion area are chosen in consultation with an ad-
viser from the relevant cooperating department or
professional school. Concentration areas vary ac-
cording to student interests and needs. For ex-
ample, given the rapid influx of international stu-
dents into United States universities, counseling
is likely to become an increasingly important pro-
fessional concentration area. For students inter-
ested in agricultural extension and rural develop-
ment, 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, profes-
sionalconcentration 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 emphasiz-
ing international political, historical, economic,
and cultural factors. Students interested in inter-
national communications and journalism might
also concentrate on this area.
Each term the International Studies Program
conducts a required I-credit proseminar in which
students and faculty members explore the field of
international studies. Fall term this is Proseminar
(INTL 655); winter term, Research and Writing in
International Studies (INTL 656); and spring
term, Ethical Issues in International Research
(INTL 657).
Geographic Focus. Majors take a minimum of 12
credits in their area of geographic specialty (e.g.,
East Asia, Africa, Latin America, the Pacific re-
gion). An area specialty is also possible as a pro-
fessional concentration. American students who
received their undergraduate degrees from insti-
tutions outside the United States may substitute
an additional 12 credits in the professional con-
centration for the 12 credits of geographic focus.
Language Study and Competence. Majors
must demonstrate a third-year level of profi-
ciency in a foreign language relevant to their pro-
fessional or geographic focus prior to completion
of the program. Students who want to improve
their language skills as part of their M.A. pro-
gram may take second- and third-year Chinese,
Japanese, or Russian, or they may take third- and
fourth-year Romance- or Germanic-language
courses in lieu of up to 4 credits in the geo-
graphic focus, 8 credits in the professional con-
centration area, or 12 credits of the field intern-
ship if the language is studied in a country where
it is commonly spoken. No more than 16 total
credits of foreign language study may be applied
toward fulfillment of program requirements.
Through completion of their master's degree re-
quirements, international students whose high
school or university instruction was not in En-
glish demonstrate proficiency in English as a sec-
ond language.
Field Internship. A 12-credit internship is re-
quired. The program staff assists students in lo-
cating internships, both domestic and overseas,
with international organizations. If possible, the
internship experience should be related to the
student's career plans in order to enhance future
job opportunities. International students may do
their internship in the United States. For most
internships all costs must be paid by the student.
Therefore students should budget the cost of an
internship into the cost of their education. In-
ternship costs vary considerably, depending on
transportation costs and cost of living in the
country where the internship is served. To esti-
mate the potential cost, one should add the cost
of one term's tuition, round-trip transportation
to the proposed country, living expenses for
three months (food, lodging, miscellaneous), and
an emergency fund of about $500.
The international studies faculty expects the stu-
dent to gain the following from the internship: (1)
a reasonably in-depth experience in a culture
other than the student's own; (2) greater fluency
in the language of the culture in which the intern-
ship takes place; and (3) knowledge and experi-
ence useful to the career goals of the intern. In
some instances it may not be possible to achieve
all three of these purposes during a single one-
term internship; nevertheless, they represent an
ideal to strive for, both in the selection and the
implementation of the internship.
Exit Project. To complete requirements, each stu-
dent is required to write a thesis or policy paper
or have an article accepted for publication in an
approved refereed journal. Nine credits are
awarded for a thesis and 6 to 9 credits for a policy
paper or published article.
International Students. International as well as
United States students are encouraged to apply.
Their study programs are individually designed to
meet their professional needs and those of the
home country. Approximately half of the program's
graduate students are international students.
INTERNATIONAL STUDIES
COURSES (INTL)
196 Field Studies: [Topic] (1-2R)
198 Colloquium: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R)
250 Value Systems in Cross-Cultural Perspec-
tive (4) Introduction to value systems of various
cultures, focusing on how values relate to reli-
gion, forms of social organization, group affilia-
tion' and patterns of conflict resolution.
Proudfoot.
251 Cooperation, Conflict, and Global Re-
sources (4) Sociocultural, economic, and political
perspectives on resource management strategies
for coping with global imbalances. Focuses on
how people seek to improve their quality of life.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-12R) PIN only.
Prereq: instructor's consent.
403 Thesis (1-12R) Prereq: instructor's consent.
Majors only.
405 Reading and Conference: [Topic] (1-12R)
Prereq: instructor's consent.
406 Field Studies: [Topic] (1-12R) PIN only.
Prereq: instructor's consent.
407/507 Seminar: [Topic] (1-5R) Current topics
include Global Environmental Change, Global
Perspectives and Issues, International Indig-
enous Peoples, Natural Resources and Develop-
ment, Thai Politics. R when topic changes.
408/508 Workshop: [Topic] (1-12R)
409 Practicum: [Topic] (1-12R) PIN only.
Closely supervised participation in the activities
of public or private organizations, institutes, and
community service agencies. Prereq: instructor's
consent.
410/510 Experimental Course: [Topic] (1-5R) A
current topic is Current Issues in Peacemaking.
R when topic changes.
420/520 International Community Develop-
ment (4) Introduction to village communities
and their development. Examines the critical
skills necessary for effective community develop-
ment work. Emphasis on values and alternative
development strategies.
421/521 Gender and International Develop-
ment (4) Analysis of the changing roles, oppor-
tunities, and expectations of Third World women
as their societies undergo social upheavals asso-
ciated with the problematic effects of develop-
ment. Weiss.
422/522 Aid to Developing Countries (4) Ex-
amines the history and current dynamics of in-
ternationa
bilateral and multilateral develop-
ment assistance, the possibilities and constraints
of aid, and other related issues. Weiss.
423/523 Development and the Muslim World
(4) Introduction to discourse on current develop-
ment in various Muslim societies. Focuses on
North Africa, the Middle East, South Asia, and
Southeast Asia. Weiss.
430/530 World Value Systems (4) Compares
and analyzes major belief and value systems. Ex-
amines how societies construct value systems
and the emergence of a global value system.
Weiss.
431/531 Cross-Cultural Communication (4) Fo-
cuses on skills and insights needed by profes-
sionals working in cross-cultural settings. Con-
siders values, development, education, politics,
and environment as central to cross-cultural un-
derstanding. Prereq: INTL 250. Proudfoot.
440/540 The Pacific Challenge (4) Introduction
to developments and trends in the dynamic and
increasingly interdependent Pacific region. Eval-
uates prospects for an emerging Pacific commu-
nity. Fry.
441/541 Southeast Asian Political Novels and
Films: Changing Images (4) Critical review of
political novels and films that have distorted im-
ages of Southeast Asia. Discussion of strategies
for developing genuine understanding of South-
east Asia. Fry.
442/542 South Asia: Development and Social
Change (4) Introduction to the vast social
changes and development issues confronting the
South Asian subcontinent. Weiss.
443/543 Postwar Vietnam and United States
Relations (4) Explores implications of America's
war in Vietnam and postwar activity including
contemporary issues and challenges in Vietnam-
ese-U.S. relationships. Proudfoot.
503 Thesis (l-12R) PIN only. Prereq: exit project
committee's consent. Majors only.
601 Research: [Topic] (l-12R) PIN only.
Prereq: instructor's consent.
602 Supervised College Teaching (1-5R)
605 Reading and Conference: [Topic] (1-12R)
Prereq: instructor's consent.
606 Field Studies: [Topic] (1-12R) PIN only.
Prereq: graduate standing and exit project
committee's consent.
607 Seminar: [Topic] (1-5R)
608 Special Topics: [Topic] (1-12R)
609 Practicum: [Topic] (1-12R) PIN only.
Closely supervised participation in the activities
of public or private organizations, institutes, and
community service agencies. Prereq: program
director's consent.
610 Experimental Course: [Topic] (1-5R)
650 International Research Methods (3) Sur-
vey of quantitative and qualitative research ap-
proaches relevant to international research. Em-
phasis on practical applications and strategies for
linking research to policy in international set-
tings.
655 Proseminar (1) Introduction to the field of
international studies and the international stud-
ies graduate program.
656 Research and Writing in International
Studies (1) PIN only. Focus on conceptualizing
research topics; accessing bibliographic data-
bases; writing grant applications, reports, and
theses. Weiss.
657 Ethical Issues in International Research
(1) PIN only. Focuses on ethical issues and di-
lemmas that may arise in conducting field re-
search in cultural settings outside the United
States.
LATIN AMERICAN
STUDIES
736 Prince Lucien Campbell Hall
Telephone (503) 346-5002
Linda O. Fuller, Coordinator
Participating Faculty
c. Melvin Aikens, anthropology
Jorge R. Ayora, Romance languages
Colette G. Craig: linguistics
Lawrence N. Crumb, library
Don E. Dumond, anthropology
Juan A. Epple, Romance languages
John B. Foster, sociology
Linda O. Fuller,* sociology
Daniel Goldrich,* political science
Roland Greene, comparative literature
Robert S. Haskett, *history
Kenneth M. Kempner, educational policy and
management
Linda Kintz, English
Barbara D. May, Romance languages
Elizabeth C. Ramirez, theater arts
Philip D. Young,* anthropology
*Executive Committee
ABOUT THE PROGRAM
The University of Oregon offers undergraduate
and graduate programs of concentration in Latin
American studies under the auspices of the in-
terdisciplinary Committee on Latin American
Studies. No degree in Latin American studies is
available at the university. An emphasis on Latin
America is available both for bachelor of arts
(B.A.) and for master of arts (M.A.) degrees in
anthropology, history, international studies, and
Spanish. See the Anthropology, History, Inter-
national Studies, and Romance Languages sec-
tions of this bulletin.
Study Abroad
See index entries in this bulletin under"Overseas
study." Contact Barbara D. May to make arrange-
ments to study in Spain.
Students in University of Oregon overseas study
programs enroll in courses with subject codes that
are unique to individual programs. Special course
numbers are reserved for overseas study. See
Overseas Study in the Special Studies section of
this bulletin.
UNDERGRADUATE STUDIES
Preparation. High school students who have
taken courses in political science, economics, his-
tory, or other approaches to international affairs,
or who have participated in extracurricular activi-
ties (such as the Oregon High School Interna-
tional Relations League) may well be interested in
Latin American studies.
Community college students who have taken
courses in international relations may be inter-
ested in specializing in Latin American studies.
Careers. Career opportunities for students com-
pleting Latin American studies are available
through such avenues as the Peace Corps, the
United States Foreign Service (including U.S.
Information Agency), the foreign aid programs
of the American government, the United
Nations, private foundations, international busi-
nesses, and international nongovernmental or-
ganizations (including church and environmen-
tal organizations).
Program Requirements
The undergraduate program in Latin American
studies requires the following course work:
1. Latin An1erica (HIST 380,381, 382)
2. The equivalent of two years of college-level
Spanish or Portuguese or both
3. A major in one of the following: anthropology,
history, or Spanish
4. A minimum of 12 credits in Latin American
area courses (listed below)
Anthropology. Students choosing a major in an-
thropology must complete all requirements for the
major as outlined in the Anthropology section of
this bulletin. They must also complete a minimum
of 12 credits of courses with Latin American con-
tent, chosen from among the following:
126 COLLEGE OF ARTS AND SCIENCES
Research (ANTH 401), Reading and Conference
(ANTH 405), Seminar (ANTH 407), Native Cen-
tral Americans (ANTH 433), Native South
Americans (ANTH 434), Middle American Pre-
history (ANTH 444), South American Prehistory
(ANTH445).
The adviser for Latin American anthropology is
Philip D. Young.
History. Students choosing a major in history
must complete all requirements for the major as
outlined in the History section of this bulletin.
They must also complete Latin America (HIST
380,381,382) and a minimum of 6 additional
credits in courses with Latin American content,
chosen from among the following:
Research (HIST 401), Reading and Conference
(HIST 405), Seminar (HIST 407), Mexico (HIST
480), The Caribbean and Central America (HIST
481), Latin America's Indian Peoples (HIST 482),
Topics in Latin American History (HIST 483)
The adviser for Latin American history is Robert
S. Haskett.
Spanish Literature. Students choosing a major
in Spanish must complete all requirements for
the major as outlined in the Romance Lan-
guages section of this bulletin. Offerings include
Survey of Spanish-American Literature (SPAN
318,319), Hispanic Literature (SPAN 328), Span-
ish-American Short Story (SPAN 435), and Novel
of the Mexican Revolution (SPAN 436)
The Latin American advisers for Spanish is Juan
A. Epple.
Latin American Area Courses. In addition to
courses in a student's major concentration, a
minimum of 12 credits in courses with Latin
American content are required, chosen from the
following:
International Community Development (INTL
420), Native Central Americans (ANTH 433), Na-
tive South Americans (ANTH 434), Middle
American Prehistory (ANTH 444), South Ameri-
can Prehistory (ANTH 445), Advanced Geogra-
phy of European-American Regions (GEOG 470),
Mexico (HIST 480), The Caribbean and Central
America (HIST 481), Crisis in Central America
(PS 235), Government and Politics of Latin
America I,II (PS 463, 464).
GRADUATE STUDIES
Specialization in Latin American studies at the
graduate level is possible in a number of depart-
ments in the College of Arts and Sciences. An-
thropology' economics, history, international
studies, political science, sociology, and Spanish
(in the Romance languages department) have
faculty members who are competent and inter-
ested in the area. It is possible to arrange gradu-
ate degree programs in these departments with a
concentration in Latin American studies.
LINGUISTICS
233 Straub Hall
Telephone (503) 346-3906
Russell S. Tomlin, Department Head
FACULTY
Kathie 1. Carpenter, associate professor (Southeast
Asian linguistics; adult and child language acquisi-
tion; psycholinguistics, language and culture). B.A.,
1975, California, San Diego; M.A., 1983, Ph.D.,
1987, Stanford. (1989)
Colette G. Craig, professor (syntax, semantics, lan-
guage typology, linguistic fieldwork, language en-
dangerment, language preservation; Latin American
studies; Amerindian languages). License, 1968,
Maitrise, 1969, UniversHe de Paris-Nanterre; Ph.D.,
1975, Harvard. (1974)
Scott DeLancey, professor (phonology, syntax, se-
mantics; Sino-Tibetan and East Asian languages).
B.A., 1972, Cornell; Ph.D., 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, Afri-
can, and Sino-Tibetan languages). B.sc., 1959,
Jerusalem; M.S., 1962, M.A., 1966, Ph.D., 1969,
California, Los Angeles. (1981)
Derry Maisch, associate professor (historical and
comparative linguistics, language and culture,
sociolinguistics, phonology; Germanic languages).
B.A., 1965, M.A., 1967, Chicago; Ph.D., 1971,
Wisconsin, Madison. (1971)
Doris 1. Payne, associate professor (morphology, syn-
tactic topology and universals, semantics, discourse
and cognition, language processing, language and
culture; Amerindian and Nilotic languages). B.S.,
1974, Wheaton; M.A., 1976, Texas at Arlington;
Ph.D., 1985, California, Los Angeles. (1987)
Jacquelyn Schachter, professor (second-language
acquisition, applied linguistics). B.A., 1959, M.A.,
1965, Ph.D., 1971, California, Los Angeles. (1991)
Russell S. Tomlin, professor (language and cognition,
discourse analysis, language processing and
psycholinguistics, second-language acquisition, re-
search methods, syntax, semantics, language typol-
ogy and universals). B.A., 1973, Knox; M.A., 1975,
Ph.D., 1979, Michigan. (1979)
The date in parentheses at the end ofeach entry is the first
year on the University of Oregon faculty.
Participating
Dare A. Baldwin, psychology
Robert 1. Davis, Romance languages
Sarah A. Douglas, computer and information science
Carl Falsgraf, OSSHE Japanese-language project
Noriko Fujii, East Asian languages and literatures
Mark Johnson, philosophy
Hiroko C. Kataoka, East Asian languages and
literatures
Sarah Klinghammer, American English Institute
Michael I. Posner, psychology
Patricia Rounds, American English Institute
Theodore Stern, anthropology
Cynthia M. Vakareliyska, Russian
Jack Whalen, sociology
Philip D. Young, anthropology
Minglang Zhou, East Asian languages and literatures
ABOUT THE DEPARTMENT
The Department of Linguistics offers instruction
in linguistics leading to a bachelor of arts (B.A.), a
master of arts (M.A.) in two options-general lin-
guistics and applied linguistics-and a doctor of
philosophy (Ph.D.) degree in linguistics with in-
terdisciplinary emphasis.
UNDERGRADUATE STUDIES
The program offers instruction in the nature of
human language, the structural variety of indi-
vidual languages, and the methodology of con-
ducting 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 lin-
guists may study specific facts of many lan-
guages' they do so to gain insight into the prop-
erties and processes common to all languages.
Such common features may in turn reflect uni-
versals of human cognitive, cultural, and social
organization.
Language occupies a central position in the hu-
man 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 computa-
tional system it relates to computer science and
language-data processing. As a repository of
one's cultural world view, it is a part of anthro-
pology. As an instrument of social intercourse
and a mark of social identity, it interacts with so-
ciology. As a biological subsystem 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 me-
dium it is the crux of literature and rhetoric.
Careers. To gain understanding into the com-
plexities of human language is thus to gain en-
trance into numerous fields of academic investi-
gation and practical use. Indeed, computer
programmers, conflict mediators, cryptologists,
elementary school teachers, language teachers,
lawyers, psychiatrists, speech therapists, and
translators all depend heavily on understanding
the nature and use of language.
The B.A. degree in linguistics provides a solid
foundation for graduate studies in anthropology,
communication, computer-science education,
journalism, linguistics, literature and languages,
philosophy, psychology, sociology, or speech pa-
thology. It is also a strong entry point into the
various practical applied fields listed above.
Advising. Undergraduate students in linguistics
consult the departmental undergraduate adviser
each term about their study program.
Major Requirements
1. Two years of one foreign language and one
year of another
2. The following courses:
31 credits
Introduction to Linguistics (LING 290) ......... 4
Analytical Methods in Morphology and Syntax
(LING 351) 4
Phonetics (LING 411) 4
Introduction to Phonology (LING 450) 4
Syntax and Semantics I,ll (LING 451, 452) 8
Historical and Comparative Linguistics
(LING 460) 4
Sociolinguistics (LING 490) 3
3. At least 12 additional credits selected either
from linguistics courses or from courses in
other departments listed as relevant to linguis-
tics. At least 6 of these must be upper-division
credits, including at least one undergraduate
Proseminar (LING 407)
12i~
4. All courses applied toward the major in lin-
guistics mustbe taken for letter grades. A course in
which a grade of D+ or lower is earned cannot
count toward the major
5. The study program of linguistics undergraduate
majors must be approved by the departmental
undergraduate adviser
Minor Requirements
The Department of Linguistics offers a minor in
linguistics that gives the student a grounding in
the basics of linguistic analysis and the opportu-
nity to pursue areas of special interest. The minor
in linguistics requires a total of at least 28 credits
in linguistics course work. Under special circum-
stances substitutions to the courses listed below
are possible. Students should obtain permission
from the undergraduate adviser to pursue an al-
ternative program of study.
Minor Requirements 28 credits
Introduction to Linguistics (LING 290) or
Language, Mind, and Culture (LING 421) ...... 4
Language, Culture, and Society (LING 295) or
Language and Cognition (LING 296) 4
Languages of the World (LING 311) 4
Phonetics (LING 411) 4
Introduction to Phonology (LING 450) 4
Syntax and Semantics I,ll (LING 451, 452) 8
Foreign Language Teaching
Licensure
Second-Language Acquisition (LING 444/544)
and Second-Language Teaching (LING 445/545)
can be incorporated into a foreign language
teacher education program. Students who take
either course for this purpose must complete their
field research in the targeted language.
GRADUATE STUDIES
Solid preparation in linguistics is an indispens-
able requirement for any specialization at the
graduate level, applied as well as theoretical. Al-
though 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, experimen-
tal, and cross-linguistic approach to the meth-
0dology of linguistic research
3. Interdisciplinary emphasis on the place of hu-
man language in its wider natural context
4. Second-language acquisition, at both the
teaching-methodology and research levels, and
applied linguistics in general
Advising and Review Practices
Graduate students meet each term with the
departmental graduate adviser. In addition, some
students may be assigned a faculty member to ad-
vise them in the areas of their academic interest.
The performance of each graduate student is re-
viewed at the end of each academic term by the
faculty. In case a student falls below what the fac-
ulty considers minimal standards of performance
in the graduate program, a representative of the
faculty notifies the student and suggests appropri-
ate remedial steps.
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 available.
Qualified applicants for graduate admission are
eligible to apply for support.
Master of Arts
The master of arts (M.A.) program in linguistics
offers two options-one in linguistics, the other
in applied linguistics (AL) with emphasis on sec-
ond-language acquisition and teaching (SLAT).
Both options require solid course work in lan-
guage structure, function, and use. Students in
the AL-SLAT option are expected to take most of
their elective courses within the SLAT curricu-
lum; other students may pursue a variety of elec-
tives in both linguistics and related disciplines.
Prerequisites. Students may be required to take
and pass (with grades of B- or better) certain
prerequisite courses, typically Phonetics (LING
511) and Language, Mind, and Culture (LING
521).
Degree Requirements
The 47-credit master's degree requirements
constist of core courses, either the general lin-
guistics option or the applied linguistics option,
and 20 elective credits.
Core Courses 12 credits
Introduction to Phonology (LING 550) 4
Syntax and Semantics I,II (LING 551, 552) 8
General Linguistics Option 15 credits
One approved Proseminar (LING 507) or Semi-
nar (LING 607) 3
Linguistic Theory: Phonology (LING 614) 4
Linguistic Theory: Syntax (LING 615) 4
Linguistic Theory: Semantics (LING 616) 4
Applied Linguistics Option 15 credits
One approved Proseminar (LING 507) or Semi-
nar (LING 607) in applied linguistics 3
Advanced Second-Language Acquisition
(LING 644) 4
Advanced Second-Language Teaching
(LING 645) 4
One lingusitic theory course chosen from
LING 614, 615, 616 4
Electives. Students working toward an M.A. de-
gree must take an additional 20 credits in gradu-
ate-level courses chosen from linguistics or other
relevant, related disciplines. Students are en-
couraged toselect electives in consultation with
the department's graduate adviser and members
of the linguistics department faculty.
Foreign Language Requirement. Candidates
for the M.A. must have completed two years of a
foreign language during the previous seven
years.
M.A. Examination. The M.A. degree in linguis-
tics is granted upon successful completion of re-
quired course work, maintenance of the univer-
sity-prescribed grade point average, and the
passing of a written examination. M.A. examina-
tions are administered twice a year, at the end of
the fall and spring terms. No course with a grade
lower than B- can be counted to satisfy degree
requirements.
M.A. Thesis. Students in good standing in the
program may be invited by the faculty to write an
M.A. thesis rather than take the written M.A. ex-
amination. 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 ad-
viser makes recommendations to the faculty about
the acceptability of the M.A. thesis, and the faculty
either accepts or rejects the thesis.
Doctor of Philosophy
The doctor of philosophy (Ph.D.) program in lin-
guistics is individually tailored to meet the needs
and professional goals of the student, drawing
strong interdisciplinary support from related fields
on the university campus. These may include-
but are not limited to-animal communication,
anthropological linguistics, applied linguistics,
cognitive science, discourse and text analysis, En-
glish linguistics, first- and second-language acqui-
sition, language-data processing, neurolinguistics,
psycholinguistics, sociolinguistics, and speech pa-
thology and speech therapy.
Admission Requirements. Applicants must have
an M.A. in linguistics or its equivalent. Applicants
without an M.A. may be admitted conditionally
and must complete all prerequisite M.A.-level lin-
guistics courses before they receive unconditional
doctoral status. Each applicant is required to sub-
mit, along with the graduate application, a sample
graduate research paper (or M.A. thesis) at least
thirty pages in length.
Residency Requirement. The Graduate School
requires at least three years of full- time work be-
yond the bachelor's degree for the doctorate, with
at least one year spent in continuous residence on
the Eugene campus. The Department of Linguis-
tics interprets the latter requirement to mean that
at least six courses, including seminars, must be
taken in the program while the student is in con-
tinuous residence for three academic terms.
Foreign Language Requirement. Students in the
PhD. program must demonstrate proficiency in
two foreign languages, either by examination or
through course work. These languages are typically
Chinese, French, German, Japanese, Russian, or
Spanish, but the student may submit a petition to
substitute another language for one of the above if
the student's study program or other special cir-
cumstances justify such a substitution.
Required Courses. A student must complete at
least 32 credits of graduate courses in linguistics or
related fields approved by a doctoral adviser.
Courses applied to the M.A. degree cannot count
toward PhD. course requirements.
The 32-credit doctoral program must include (1)
and either (2) or (3):
1. At least two seminars, one of which must be in
syntax, semantics, or pragmatics
2. Field Methods I,ll,III (LING 617, 618, 619) or
3. Applied and experimental linguistics sequence
consisting of a course in statistics approved by
the doctoral adviser, a cognitive science labora-
tory course, and Empirical Methods in Linguis-
tics (LING 621)
Doctoral Adviser. The department head appoints
a doctoral adviser for each student upon admis-
sion to the PhD. program.
Doctoral Examination. Upon completion of all
preceding requirements, the candidate may submit
a petition to the department to take the doctoral
· COLLEGE OF ARTSiNDSCIENCES
examination. The examination consists of three
original research papers of substantial length and
publishable quality on topics approved by the fac-
ulty. At least two of the papers must be in two
separate subfields of linguistics; the third may be
in a related field. The linguistics faculty accepts or
rejects the papers. Upon successful completion of
this examination, the student is advanced to
candidacy.
Doctoral Dissertation. The Ph.D. is granted
upon completion of the preceding requirements,
writing an original dissertation acceptable to the
doctoral committee, and passing an oral exami-
nation on the dissertation. A student may submit
a petition to the department to waive the oral ex-
amination under special circumstances. The doc-
toral committee must include at least three lin-
guistics 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.
American English Institute
The American English Institute (AEI), directed by
a linguistics department faculty member, pro-
vides English as a second language (ESL) in-
struction to nonnative speakers of English. It
offers teaching, training, and employment op-
portunities for graduate linguistics students in
ESL methodology, second-language acquisition,
and curriculum development as well as research
opportunities in the acquisition and teaching of
language and related fields.
Cognitive and Decision Sciences
Several linguistics faculty members are associ-
ated with the Institute of Cognitive and Decision
Sciences. For more information, see that institute
in the Research Institutes and Centers section
of this bulletin.
Neuroscience
See the Neuroscience section of this bulletin for
information about the study of neuroscience at
the university.
Southeast Asian Languages
Three years of Thai and Indonesian languages
are offered, and students can make arrangements
with linguistics faculty members for more ad-
vanced study. The Southeast Asian Languages
Program stresses proficiency in all four basic
skills-listening, speaking, reading, and writ-
ing-through use of dialogues, exercises, com-
munication games, and discussions. Most class
time is spent in communicative interaction with
native speakers. Once a week a linguist specializ-
ing in Southeast Asian languages discusses
grammatical and stylistic points. Classes are of-
fered sequentially beginning fall term. See also
the Southeast Asian Studies section of this
bulletin.
INDONESIAN COURSES (INDO)
101,102,103 First-Year Indonesian (5,5,5) Ba-
sic grammar of Indonesian; practice in conversa-
tion, reading, and writing. Sequence.
201,202,203 Second-Year Indonesian (5,5,5)
Intermediate Indonesian grammar, conversation,
reading, and composition. Sequence. Prereq:
INDO 103 or equivalent.
301,302,303 Third-Year Indonesian (3,3,3)
Emphasis on"advanced-level development of
speaking, listening, reading, and writing through
extensive reading of authentic texts, in-class dis-
cussion of the texts themselves as well as social
and cultural issues raised in the content of those
texts. Sequence. Prereq: INDO 203, Southeast
Asian Studies Summer Institute second-year In-
donesian, or instructor's consent.
THAI COURSES (THAI)
101, 102, 103 First-Year Thai (5,5,5) Provides
essentials of grammar, basic conversational
skills, and a thorough grounding in the writing
system. Sequence.
201,202,203 Second-Year Thai (5,5,5) Addi-
tional grammatical patterns, practice in speaking,
reading, and writing Thai. Sequence. Prereq:
THAI 103 or equivalent.
301,302,303 Third-Year Thai (3,3,3) Emphasis
on advanced-level development of speaking, lis-
tening, reading, and writing through extensive
reading of authentic texts, in-class discussion of
the texts themselves as well as social and cultural
issues raised in the content of those texts. Se-
quence. Prereq: THAI 203, Southeast Asian
Studies Summer Institute second-year Thai, or
instructor's consent.
LINGUISTICS COURSES (LING)
81 English Pronunciation for International
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 International
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 International Stu-
dents (3) Participation in conversation groups
aimed at developing expository and expressive
oral skills; emphasis on improving conversational
skills dealing with academic subject matter.
84 Reading and Vocabulary Development for
International Students (3) Development of
reading and vocabulary skills in academic sub-
jects. Readings selected from areas of student
interest.
91 Beginning Writing for International Stu-
dents (3) Beginning written and spoken English
for students whose native language is not En-
glish. Emphasis is on written English to prepare
students for other writing courses. Placement
based on examination administered by the uni-
versity Testing Office.
92 Intermediate Writing for International Stu-
dents (3) Intermediate written and spoken En-
glish for students whose native language is not
English. Emphasis is on written English to pre-
pare students for other writing courses. Place-
ment based on examination administered by the
university Testing Office.
93 Advanced Writing for International
Students (3) Advanced written and spoken En-
glish for students whose native language is not
English. Emphasis is on written English to pre-
pare students for other writing courses. Place-
ment based on examination administered by the
university Testing Office.
150 Structure of English Words (3) Word struc-
ture and derivation in English Greek- and Latin-
derived vocabulary; Germanic- and Romance-
derived derivational rules. Understanding the
dynamic structure of the English lexicon; pre-
fixes, suffixes, and morphology.
196 Field Studies: [Topic] (1-2R)
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R) Survey of
various topics in linguistics.
211 Articulatory Phonetics (4) Transcription
and production of the sounds of natural Ian-
guage. Offered only at Summer Institute ofLinguis-
tics.
290 Introduction to Linguistics (4) Study of hu-
man language and linguistics as a scientific and
humanistic discipline. Basic concepts of the lexi-
con, phonology, syntax, semantics, and language
change. Students cannot receive credit for both
LING 290 and 421/521.
295 Language, Culture, and Society (4) Ways
in which language reflects culture and in turn de-
termines cultural world view, interaction between
language and social structure, social relations
and interpersonal communication.
296 Language and Cognition (4) How human
thought is coded by language. Topics include
meaning, categorization; linguistic units and
speech behavior; language use and memory.
Lecture, discussion.
311 Languages of the World (4) Survey of the
variability and distribution of the languages of
the world in terms of linguistic typology, genetic
relationships, and geographic location.
350 Analytical Methods in Phonology (4)
Methods for determining the phonological pat-
tern of a language. Offered DIlly at Summer Insti-
tute ofLinguistics.
351 Analytical Methods in Morphology and
Syntax (4) Methods of determining the morpho-
logical and syntactic patterns of natural language
data. Prereq: LING 290 or 421/521.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-21R) Individual re-
search supervised by a faculty member. Prereq:
instructor's consent.
403 Honors Thesis (1-21R)
405 Reading and Conference: [Topic] (1-21R)
Individual reading and bibliographic work super-
vised by a faculty member. Prereq: instructor's
consent.
406 Field Studies: [Topic] (1-21R)
407/507 Proseminar: [Topic] (1-5R) Topics in-
clude history of linguistics, language contact,
morphology, discourse pragmatics, conversa-
tional analysis, acoustic phonetics, psycholin-
guistics, language acquisition, applied linguistics.
408/508 Workshop: [Topic] (1-21R)
409 Supervised Tutoring (1-21R)
410/510 Experimental Course: [Topic] (1-5R)
Recent topics are Classical Tibetan, First-
Language Acquisition, Old Irish.
411/511 Phonetics (4) The articulatory and
acoustic basis for the classification and descrip-
tion of speech sounds; relevance of this phonetic
base to phonological analysis. Pre- or coreq:
LING 290.
421/521 Language, Mind, and Culture (4) Lan-
guage communication, mirror of mind, reflection
of culture. Fundamental concepts: phonology,
morphology, syntax, semantics, pragmatics.
Language change, acquisition, and evolution.
Primarily for advanced nonmajors or graduate
LINGUIS'tICS·
linguistics majors. Students cannot receive credit for
both LING 290 and 421/521.
422/522 Language Planning and Policy (3)
Basic concepts including political, economic, and
sociolinguistic factors in language planning and
policy. Official, standard, symbolic language
roles, language maintenance and development,
development of orthographies and dictionaries.
Prereq: LING 290 or 421/521 or instructor's
consent.
423/523 Fieldwork Methods and Ethics (3)
Qualitative methodology in cross-cultural field-
work from an interdisciplinary perspective. Ethics
and techniques in preparation for the field, field
relations, leaving the field. Prereq: instructor's
consent.
426/526 Analysis of Language Structure:
[Topic] (3R) Structure of individual languages,
language subfamilies, or families. Specific
languages vary, with selection most likely from
Arabic, Austronesian, Bantu, Chinese, Greek, He-
brew, Hindi, Japanese, Latin. Prereq: LING
450/550,451/551, 452/552 or instructor's consent.
R when topic changes.
444/544 Second-Language Acquisition (4) In-
troduction to cognitive and social processes of ac-
quiring second languages. Prereq: LING 290 or
421/521. One extra hour a week of field research;
research paper.
445/545 Second-Language Teaching (4) Ap-
proaches and methods of teaching second lan-
guages. 111eoretical principles of language teach-
ing; pedagogical principles for second-language
abilities in speaking, listening, reading, and com-
position. Prereq: LING 444/544 or instructor's
consent. One extra hour a week of field research;
research paper.
446/546 Second-Language Teaching Practice
(4) Intensive workshop and practice in teaching
instruction. Practical methods for developing
skills in listening, speaking, reading, writing, and
testing foreign languages. Prereq: LING 445/545.
450/550 Introduction to Phonology (4) Study of
sound systems in language. Phonemic contrasts,
allophonic variation, and complementary distri-
bution in relation to lexical coding of words,
sound production, and sound perception. Prereq:
LING 411/511 or equivalent.
451/551 Syntax and Semantics I (4) Syntax
within grammar; its interaction with lexical
meaning, propositional semantics, and discourse
pragmatics; syntactic structure; case roles; word
order; grammatical morphology; tense, aspect,
modality, and negation; definiteness and
referentiality. Prereq: LING 290 or 421/521.
452/552 Syntax and Semantics II (4) Complex
syntactic structures and their discourse function;
embedded, coordinate, and subordinate clauses;
nondeclarative speech acts, topicalization, con-
trast' and focusing; transitivization and
detransitivization. Data from various languages.
Prereq: LING 451/551.
460/560 Historical and Comparative Linguis-
tics (4) Principles of language change and the
methods of comparative and internal reconstruc-
tion; typological change in phonology, morphol-
ogy, and syntax; language families and protolan-
guages. Prereq: LING 450/550, 451/551.
490/590 Sociolinguistics (3) Language in relation
to social and interpersonal interaction. Topics
may include dialect geography, social and ethnic
dialects, language contact, bilingualism and mul-
tilingualism, pidgins and creoles, or conversa-
tional analysis. Prereq: LING 450/550, 452/552.
503 Thesis (l-16R) PIN only. Individual research
on M.A. thesis supervised by a faculty member.
Prereq: instructor's consent.
601 Research: [Topic] (1-16R) PIN only. Indi-
vidual research on a specific topic supervised by a
faculty member. Prereq: instructor's consent.
602 Supervised College Teaching (1-5R)
603 Dissertation (1-16R) PIN only. Individual
work on Ph.D. dissertation supervised by a fac-
ulty member.
605 Reading and Conference: [Topic] (1-16R)
Individual reading and bibliographic work super-
vised by a faculty member. Prereq: instructor's
consent.
606 Field Studies: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R) Topics include syn-
tax, semantics, discourse pragmatics, stylistics,
psycholinguistics, neurolinguistics, language
contact, pidgins and creoles, first- or second-lan-
guage acquisition, language and culture. Prereq:
LING 450/550, 452/552 or instructor's consent.
608 Workshop: [Topic] (1-16R)
609 Teaching English as a Second Language
Practicum: [Topic] (3) Supervised practicum in
teaching English as a second language (TESL)
either to adults or to children. Prereq: LING
444/544,445/545.
610 Experimental Course: [Topic] (1-5R)
614 Linguistic Theory: Phonology (4) Detailed
investigation of issues in phonological theory.
Topics may include sound systems and their ty-
pology, morphophonology, and the acquisition of
phonological structures. Prereq: LING 450/550.
615 Linguistic Theory: Syntax (4) Issues in syn-
tactic theory. Topics may include universals of
semantic, pragmatic, and discourse function and
their relation to syntax, syntactic typology and
universals, formal models in syntactic descrip-
tion. Prereq: LING 452/552.
616 Linguistic Theory: Semantics (4) Detailed
investigation of issues in semantic and pragmatic
theory. Topics may include universals of lexical
semantics and discourse pragmatics and their in-
teraction. Prereq: LING 452/552.
617,618,619 Field Methods I,II,III (5,5,5) Su-
pervised linguistics fieldwork with language in-
formants, 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 gram-
matical descriptions; sentence versus text elicita-
tion. Sequence. Prereq: LING 450/550, 452/552.
621 Empirical Methods in Linguistics (4) Em-
pirical quantified methods of data collection and
analysis; statistical evaluation of results. Data de-
rived from discourse, conversation, psycholing-
uistics, first-and second-language acquisition,
speech pathology, speech and writing deficien-
cies. Prereq: LING 450/550, 452/552 or instruc-
tor's consent.
622 Discourse Analysis (4) Language beyond
the sentence level; elicitation and analysis of oral
and written texts; quantitative text analysis. Infor-
mation structure of discourse, discourse and syn-
tax, conversational analysis, discourse pragmatics,
discourse processing. Prereq: LING 452/552.
644 Advanced Second-Language Acquisition
(4) Characterization of major theoretical frame-
works from which to view second-language-ac-
quisition issues and research paradigms associ-
ated with each framework: universal grammar,
sociolinguistic, psycholinguistic. Prereq: LING
444/544.
645 Advanced Second-Language Teaching (4)
Current issues in and research on theory and
practice. Topics may include curriculum develop-
ment, classroom research, testing, communicative
. language learning, learner-centered approaches
to teaching. Prereq: LING 445/545.
660 Historical Syntax (4) Topics in the study of
syntactic change. Prereq: LING 452/552, LING
460/560 or equivalent.
MATHEMATICS
218 Fenton Hall
Telephone (503) 346-4705
Gary M. Seitz, Department Head
FACULTY
Frank W. Anderson, professor (algebra). B.A, 1951,
M.S., 1952, Ph.D., 1954, Iowa. (1957)
Bruce A Barnes, professor (Banach algebras,
operator theory). B.A., 1960, Dartmouth; Ph.D.,
1964, Cornell. (1966)
Boris Botvinnik, associate professor (algebraic
topology). M.S., 1978, Novosibirsk State; Ph.D.,
1984, USSR Academy of Sciences, Novosibirsk.
(1993)
Micheal N. Dyer, professor (algebraic topology).
B.A., 1960, Rice; Ph.D., 1965, California, Los
Angeles. (1967)
Peter B. Gilkey, professor (global analysis, differen-
tial geometry). B.S., 1966, M.A., 1967, Yale; Ph.D.,
1972, Harvard. (1981)
Elizabeth A Housworth, assistant professor (prob-
ability theory). B.A., 1986, Emory; Ph.D., 1992, Vir-
ginia. (1994)
James A Isenberg, associate professor (mathematical
physics, differential geometry, nonlinear partial dif-
ferential equations). A.B., 1973, Princeton; Ph.D.,
1979, Maryland. (1982)
William M. Kantor, professor (finite geometries, fi-
nite 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; Ph.D., 1964, Princeton. (1966)
John V. Leahy, professor (algebraic and differential
geometry). Ph.D., 1965, Pennsylvania. (1966)
Shlomo Libeskind, professor (mathematics educa-
tion). B.S., 1962, M.S., 1965, Technion-Israel
Institute of Technology; Ph.D., 1971, Wisconsin,
Madison. (1986)
Huaxin Lin, assistant professor (functional analysis).
B.A, 1980, East China Normal University, Shang-
hai; M.S., 1984, Ph.D., 1986, Purdue.
Theodore W. Palmer, professor (analysis). B.A, 1958,
M.A., 1958, Johns Hopkins; AM., 1959, Ph.D., 1966,
Harvard. (1970)
N. Christopher Phillips, associate professor
(functional analysis). AB., 1978, M.A., 1980, Ph.D.,
1984, California, Berkeley. (1990)
Kenneth A Ross, professor (harmonic analysis). B.S.,
1956, Utah; M.S., 1958, Ph.D., 1960, Washington
(Seattle). (1964)
Gary M. Seitz, professor (group theory). AB., 1964,
M.A., 1965, California, Berkeley; Ph.D., 1968, Or-
egon. (1970)
Brad S. Shelton, associate professor (Lie groups, har-
monic analysis, representations). B.A, 1976, Ari-
zona; M.S., Ph.D., 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, professor (algebra and alge-
braic geometry). Diplome, 1974, Ecole
Polytechnique Federale, Lausanne; M.Sc., 1975,
Ph.D., 1978, University of Warwick. (1986)
Stuart Thomas, instructor. AB., 1965, California
State, Long Beach; M.A, 1967, California, Berkeley.
(1990)
Kathleen L. M. Trigueiro, senior instructor. B.A,
1970, Wisconsin, Madison; M.A, 1975, California
State, San Francisco. (1979)
James M. Van Buskirk, professor (topology, knot
theory). B.S., 1954, Wisconsin, Superior; M.S., 1955,
Ph.D., 1962, Wisconsin, Madison. (1962)
Marie A Vitulli, professor (algebraic geometry). B.A,
1971, Rochester; M.A., 1973, Ph.D., 1976, Pennsyl-
vania. (1976)
Jerry M. Wolfe, associate professor (numerical analy-
sis). B.S., 1966, Oregon State; M.A., 1969, Ph.D.,
1972, Washington (Seattle). (1970)
Charles R. B. Wright, professor (group theory). B.A.,
1956, M.A., 1957, Nebraska; Ph.D., 1959,
Wisconsin, Madison. (1961)
Xiaojing Xiang, associate professor (statistics). B.S.,
1982, Nankai University; M.S., 1984, Beijing
Institute of Aeronautics and Astronautics; Ph.D.,
1992, Chicago. (1992)
Darning Xu, associate professor (statistics). B.A,
1965, University of Science and Technology of
China; Ph.D., 1988, Chicago. (1988)
Yuan Xu, assistant professor (numerical analysis).
B.S., 1982, Northwestern University (Xi'an China);
M.S., 1984, Beijing Institute of Aeronautics and
Astronautics; Ph.D., 1988, Temple. (1992)
Sergey Yuzvinsky, professor (representation theory,
combinatorics, multiplication of forms). M.A, 1963,
Ph.D., 1966, Leningrad. (1980)
Emeriti
Fred C. Andrews, professor emeritus. B.S., 1946,
M.S., 1948, Washington (Seattle); Ph.D., 1953, Cali-
fornia, Berkeley. (1957)
Richard B. Barrar, professor emeritus. B.S., 1947,
M.S., 1948, Ph.D., 1952, Michigan. (1967)
Glenn T. Beelman, senior instructor emeritus. B.S.,
1938, South Dakota State; AM., 1962, George
Washington. (1966)
Paul Civin, professor emeritus. B.A, 1939, Buffalo;
M.A., 1941, Ph.D., 1942, Duke. (1946)
Charles W. Curtis, professor emeritus. B.A., 1947,
Bowdoin; M.A., 1948, Ph.D., 1951, Yale. (1963)
Robert S. Freeman, associate professor emeritus.
B.AE., 1947, New York; Ph.D., 1958, California, Ber-
keley. (1967)
Kenneth S. Ghent, professor emeritus. B.A, 1932,
McMaster; S.M., 1933, Ph.D., 1935, Chicago. (1935)
David K. Harrison, professor emeritus. B.A, 1953,
Williams; Ph.D., 1956, Princeton. (1963)
Henry L. Loeb, professor emeritus. B.S., 1949,
Wisconsin, Madison; M.A, 1958, Columbia; Ph.D.,
1965, California, Los Angeles. (1966)
Ivan M. Niven, professor emeritus. B.A, 1934, M.A,
1936, British Columbia; Ph.D., 1938, Chicago.
(1947)
Paul Olum, professor emeritus; president emeritus,
Oregon. AB., 1940, Harvard; M.A, 1942, Princeton;
Ph.D., 1947, Harvard. (1976)
Robert F. Tate, professor emeritus. B.A, 1944, Cali-
fornia, Berkeley; M.S., 1949, North Carolina; Ph.D.,
1952, California, Berkeley. (1965)
Donald R. Truax, professor emeritus. B.S., 1951,
M.S., 1953, Washington (Seattle); Ph.D., 1955,
Stanford. (1959)
Marion 1. Walter, professor emerita. B.A, 1950,
Hunter; M.S., 1954, New York; D.Ed., 1967,
Harvard. (1977)
Lewis E. Ward Jr., professor emeritus. AB., 1949,
California, Berkeley; M.S., 1951, Ph.D., 1953,
Tulane. (1959)
The date in parentheses at the end ofeach entry is the first
year on the University ofOregon faculty.
Facilities
The department office and the Mathematics li-
brary are located in Fenton Hall. A reading and
study area is located in the Moursund Reading
Room of the Mathematics Library. The Hilbert
Space, an undergraduate mathematics center, is
located in Deady Hall.
UNDERGRADUATE STUDIES
Courses offered by the University of Oregon De-
partment of Mathematics are designed to satisfy
the needs of majors and nonmajors interested in
mathematics primarily as part of a broad liberal
education. They provide basic mathematical and
statistical training for students in the social, bio-
logicaL and physical sciences and in the profes-
sional 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 four
years of high school mathematics including a year
of mathematics as a senior. Courses in algebra,
geometry, trigonometry, and more advanced top-
ics 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 years.
Science Group Requirement. The department
offers a variety of courses that satisfy the science
group requirement. These courses are MATH
105, 106, 107; MATH 211,212,213; MATH 231,
232,233; MATH 241,242,243; MATH 251,252,
253; MATH 271, 272. The 100-level courses
present ideas from areas of important math-
ematical activity in an elementary setting, stress-
ing concepts more than computation. They do
not provide preparation for other mathematics
courses but are compatible with further study in
mathematics.
Enrollment in Courses
Beginning and transfer students must take a
placement examination before enrolling in their
first UO mathematics course; the examination is
given during each registration period. Students
who transfer credit for calculus to the university
are excused from the examination.
To enroll in courses that have prerequisites,
students must complete the prerequisite courses
with grades of C- or P or better.
Students cannot receive credit for a course if that
course is a prerequisite to a course they have al-
ready taken. For example, a student with credit in
Calculus for Business and Social Science I (MATH
241) cannot later receive credit for College Algebra
(MATH 111). For more information about credit
restrictions contact a mathematics adviser.
Program Planning
The department offers two calculus sequences.
Calculus I,Il,III (MATH 251, 252, 253) is the stan-
dard sequence recommended to most students in
the physical sciences and mathematics. Calculus
for Business and Social Science I,Il (MATH 241,
242) and Introduction to Methods of Probability
and Statistics (MATH 243) form a sequence that
is designed to serve the mathematical needs of
students in the business, managerial, and social
sciences. The choice between these_twose=-
quences is an important one; choosing MATH
241, 242, 243 effectively closes the door to most
advanced mathematics courses. Students need to
consult an adviser in mathematics or their major
field about which sequence to take.
Mathematics majors usually take calculus in the
freshman year. It is useful to complete the math-
ematical structures requirement as well during
that year, because these courses show another
side of mathematics.
In the sophomore year, majors often take MATH
256,281,282, or MATH 315,341,342. Usually
students interested in a physical science take the
MATHEMATICS 131
first sequence, while students in pure mathemat-
ics or computer and information science find the
second more appropriate. The sequences can be
taken simultaneously, but it is possible to gradu-
ate in four years without taking both at once.
In the junior and senior years, students often
take two mathematics courses a term, finishing
MATH 256, 281, 282 or MATH 341, 342, 315 and
completing the four required upper-division
courses.
Major Requirements
The department offers undergraduate prepara-
tion for positions in government, business, and
industry and for graduate work in mathematics
and statistics. Each student's major program is
individually constructed in consultation with an
adviser.
Upper-division courses used to satisfy major re-
quirements must be taken for letter grades, and
only one D grade (D+ or D or 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.
The following upper-division mathematics
courses cannot be used to satisfy requirements
for a mathematics major: Statistical Methods I,ll
(MATH 425,426), Multivariate Statistical Meth-
ods (MATH 427), Matrix Algebra (MATH 440).
To qualify for a bachelor's degree with a major in
mathematics, a student must satisfy the math-
ematica
 structures requirement and the require-
ments for one of the options listed below.
Mathematical Structures Requirement. Math-
ematics majors must take a course that focuses
primarily on mathematical structures. This re-
quirement is generally met by taking Mathemati-
cal Structures I (MATH 271) as a freshman or
sophomore. Or students can satisfy this require-
ment by taking Elements of Discrete Mathema-
tics I (MATH 231), a prerequisite for many com-
puter and information science courses. Students
may also meet this requirement by taking one of
the following courses: Fundamentals of Abstract
Algebra I (MATH 391), Introduction to Analysis I
(MATH 413), Introduction to Topology (MATH
431), Linear Algebra (MATH 441), Introduction
to Abstract Algebra I (MATH 444).
Option One: Applied Mathematics. Introduc-
tion to Differential Equations (MATH 256), Sev-
eral-Variable Calculus I,ll (MATH 281,282), El-
ementary AnalysiS (MATH 315), Elementary
Linear Algebra (MATH 341, 342), and four
courses selected from: Elementary Numerical
Analysis I,I1 (MATH 351, 352), Functions of a
Complex Variable I,ll (MATH 411,412), Differ-
ential Equations I,ll (MATH 420, 421), Fourier
Series and Orthogonal Functions (MATH 422),
Fourier and Laplace Integrals (MATH 423), In-
troduction to Numerical Analysis I,Il,III (MATH
451, 452, 453), Mathematical Modeling (MATH
455), Networks and Combinatorics (MATH 456),
Discrete Dynamical Systems (MATH 457), Intro-
duction to Mathematical Methods of Statistics I,ll
(MATH 461, 462), Mathematical Methods of Re-
gression Analysis and Analysis of Variance
(MATH 463)
Option Two: Pure Mathematics. Introduction to
Differential Equations (MATH 256), Several-Vari-
able Calculus I,ll (MATH 281, 282), Elementary
Linear Algebra (MATH 341,342), Elementary
Analysis (MATH 315), and four courses selected
from: Fundamentals of Abstract Algebra I,Il,III
(MATH 391, 392, 393), Geometries from an Ad-
vanced Viewpoint I,ll (MATH 394,395), Introduc-
tion to Analysis I,II,III (MATH 413, 414, 415),
Introduction to Topology (MATH 431, 432), Intro-
duction to Differential Geometry (MATH 433),
Linear Algebra (MATH 441), Introduction to Ab-
stract Algebra I,Il,III (MATH 444,445, 446), Math-
ematical Statistics I,I1,III (MATH 464,465,466)
Option Three: Secondary Teaching. Elemen-
tary Analysis (MATH 315), Number Theory
(MATH 346), Elementary Linear Algebra (MATH
341), Fundamentals of Abstract Algebra I,1l,III
(MATH 391, 392, 393), Geometries from an Ad-
vanced Viewpoint I,ll (MATH 394, 395), Intro-
duction to Mathematical Methods of Statistics I
(MATH 461), and Problem Solving in Pascal (CIS
134) or another programming course approved
by an adviser
Option Four: Design-Your-Own. Introduction
to Differential Equations (MATH 256), Several-
Variable Calculus I,I1 (MATH 281, 282), Elemen-
tary Analysis (MATH 315), Elementary Linear
Algebra (MATH 341,342), and four courses cho-
sen in consultation with an adviser from the lists
of courses for the applied or pure mathematics
options above.
It is important to get approval in advance; the
four courses cannot be chosen arbitrarily. In
some cases, upper-division courses can be
substituted for the lower-division courses listed
in the first sentence of this option.
Students are encouraged to explore the possibili-
ties of the design-your-own option with an ad-
viser. For example, physics majors typically fulfill
the applied option. But physics students inter-
ested in the modern theory of elementary par-
ticles should construct an individualized major
program that includes abstract algebra and group
theory. Another example: economics majors
typically take statistics and other courses in the
applied option. But students who plan to do
graduate study in economics should consider the
analysis sequence (MATH 413,414,415) and
construct an individualized program that con-
tains it.
Mathematics Courses Recommended for
Other Areas
Students with an undergraduate mathematics
degree often change fields when enrolling in
graduate school. Common choices for a graduate
career include computer science, economics, en-
gineering, law, medicine, and physics. It is not
unusual for a mathematics major to complete a
second major as well. The following mathematics
courses are recommended for students interested
in other areas:
Biological Sciences. Mathematical Modeling
(MATH 455), Introduction to Mathematical
Methods of Statistics I,I1 (MATH 461, 462)
Computer and Information Science. Elements
of Discrete Mathematics I,Il,III (MATH 231,
232, 233) or Mathematical Structures 01 (MATH
271, 272); Elementary Numerical Analysis !,II
(MATH 351, 352) or Introduction to Numerical
Analysis I,I1,III (MATH 451,452,453) or Intro-
duction to Mathematical Methods of Statistics I,I1
(MATH 461, 462); Networks and Combinatorics
(MATH 456)
Physical Sciences and Engineering. Functions
of a Complex Variable I,I1 (MATH 411,412), Dif-
ferential Equations I,I1 (MATH 420, 421), Fourier
Series and Orthogonal Functions (MATH 422),
Fourier and Laplace Integrals (MATH 423)
Economics, Business, and Social Science.
Mathematical Modeling (MATH 455), Introduc-
tion to Mathematical Methods of Statistics I,I1
(MATH 461, 462)
Actuarial Science. Elementary Numerical
Analysis I,I1 (MATH 351, 352) or Introduction to
Numerical Analysis I,I1,III (MATH 451, 452, 453);
Introduction to Mathematical Methods of Statis-
tics I,I1 (MATH 461,462) and Mathematical
Methods of Regression Analysis and Analysis of
Variance (MATH 463) or Mathematical Statistics
I,I1,III (MATH 464,465,466). Courses in com-
puter science, accounting, and economics are
also recommended. It is possible to take the first
few actuarial examinations (on calculus,
statistics, and numerical analysis) as an under-
graduate student.
Honors Program
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 com-
p
ete two of the following four sets of courses with
at least a rnid-B average (3.00 grade point aver-
age): MATH 413, 414; MATH 431,432; MATH
441, 445 or MATH 445,446; MATH 461, 462 or
MATH 464,465. They must also write a thesis
covering advanced topics assigned by their ad-
viser. The honors degree is awarded to students
whose work is judged tmly exceptional.
Minor Requirements
The minor program is intended for any student,
regardless of major, with a strong interest in
mathematics. While students in such closely al-
lied fields as computer and information science
or physics often complete double majors, stu-
dents with more distantly related majors such as
psychology or history may also find the minor
useful.
To earn a minor in mathematics, a student must
complete at least 30 credits in mathematics at the
200 level or higher, with at least 15 upper-divi-
sion mathematics credits; MATH 425,426,427
cannot be used. A minimum of 15 credits must
be taken at the University of Oregon.
Only one D grade (D+ or D or D-) may be
counted toward fulfilling the upper-division re-
quirement. All upper-division courses must be
taken for letter grades. The flexibility of the math-
ematics minor program allows each student, in
consultation with a mathematics adviser, to tailor
the program to his or her needs.
Awards and Prizes
The William Lowell Putnam examination, a com-
petitive, nationally administered mathematics
examination, is given early each December. It
contains twelve very challenging problems, and
prizes are awarded to the top finishers in the na-
tion. Interested students should consult the chair
of the undergraduate affairs committee at the be-
ginning of fall telm.
The DeCou Prize, which honors former long-time
Department Head E. E. DeCou and his son E. J.
COLLEGE OF .ARTSAND SCIENCES
DeCou, is awarded annually to the outstanding
graduating senior with a mathematics major. The
Wood Scholarship, created in memory of Frank E.
Wood, is awarded each year to the best continuing
student majoring in mathematics. The Stevenson
Prize, funded by Donald W. and Jean Stevenson,
is awarded annually to the outstanding senior
graduating with the precollege teaching option.
Secondary School Teaching
Although the University of Oregon does not offer
professional preparation of mathematics teachers,
an academic major in mathematics provides a
strong subject-matter background for entry into a
secondary teacher-education program. Students
interested in a teaching career may obtain infor-
mation about teacher education from the Office of
Academic Advising and Student Selvices, 164
Oregon Hall.
GRADUATE STUDIES
The university offers graduate study in math-
ematics leading to the master of arts (M.A.),
master of science (M.S.), and doctor of philoso-
phy (ph.D.) degrees.
Master's degree programs are available to suit
the needs of students with various objectives.
There are programs for students who intend to
continue toward the doctorate and for those who
plan to conclude their formal study of pure or ap-
plied mathematics at the master's level.
Admission depends on the student's previous
academic record-both overall academic quality
and adequate mathematical background for the
applicant's proposed degree program. Applica-
tion forms for admission to the Graduate School
may be obtained by writing to the head of the
Department of Mathematics. Prospective appli-
cants should take note of the general university
requirements for graduate admission that 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.
More details can be found in the Department of
Mathematics Graduate Student Handbook, avail-
able in the department office. All mathematics
courses applied to degree requirements, includ-
ing associated reading courses, must be taken for
letter grades. A final written or oral examination
or both is required for master's degrees except
under the pre-Ph.D. option outlined below. This
examination is waived under circumstances out-
lined in the departmental Graduate Student Hand-
book.
Master's Degree Programs
Pre-Ph.D. Master's Degree Program. Of the
required 45 credits, at least 18 must be in 600-
level mathematics courses; at most, 15 may be in
graduate-level courses other than mathematics.
Students must complete two 600-level sequences
acceptable for the qualifying examinations in the
Ph.D. program. In addition, they must complete
either one other 600-level sequence or a combi-
nation of three terms of 600-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 600-level mathemat-
ics courses, excluding MATH 605; at most, 15
may be in graduate-level courses other than
mathematics.
Students must take a minimum of two of the fol-
lowing sequences and one 600-level sequence, or
two 600-level sequences and one of the follow-
ing: MATH 513,514,515; MATH 531,532,533;
MATH 544,545,546; MATH 551, 552, 553;
MATH 564, 565, 566.
Students should also have taken a three-term
upper-division or graduate sequence in statistics,
numerical analysis, computing, or other applied
mathematics.
Doctor of Philosophy
The Ph.D. is a degree of quality not to be con-
ferred 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, ap-
plied mathematics, combinatories, geometry,
mathematical physics, numerical analysis, prob-
ability, statistics, and topology. Advanced gradu-
ate courses in these areas are typically offered in
Seminar (MATH 607). Each student, upon enter-
ing the graduate degree program in mathemat-
ics, reviews previous studies and objectives with
the graduate advising committee. On the basis of
this consultation, conditional admission to the
master's degree program or the pre-Ph.D. pro-
gram is granted. A student in the pre-Ph.D. pro-
gram may also be a candidate for the master's
degree.
Pre-Ph.D. Program. To be admitted to the pre-
Ph.D. program, an entering graduate student
must have completed a course of study equiva-
lent to the graduate preparatory bachelor's de-
gree program described above. Other students
are placed in the master's degree program and
may apply for admission to the pre-PhD. pro-
gram following a year of graduate study. Stu-
dents in the pre-PhD. program must take the
qualifying examination at the beginning of their
second year during the week before classes begin
fall term. The qualifying examination consists of
examinations on two basic 600-level graduate
courses, one each from two of the following
three categories: (1) algebra; (2) analysis; (3) nu-
merical analysis, probability, statistics, topology,
or geometry.
Ph.D. Program. Admission to the Ph.D. pro-
gram is based on the following criteria: satisfac-
tory performance on the qualifying examination,
completion of three courses at a level commen-
surate with study toward a Ph.D., and satisfac-
tory performance in seminars or other courses
taken as a part of the pre-Ph.D. or Ph.D. pro-
gram. Students who are not admitted to the
PhD. program because of unsatisfactory perfor-
mance on the fall-term qualifying examination
may retake the examination at the beginning of
winter term.
A student in the Ph.D. program is advanced to
candidacy after passing two language examina-
tions and the comprehensive examination. To
complete the requirements for the Ph.D.,
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 ex-
pects Ph.D. candidates to be able to read math-
ematical material in two foreign languages
selected from French, German, and Russian.
Other languages are acceptable in certain fi~ds.
Language requirements may be fulfilled by (1)
passing a departmentally administered examina-
tion, (2) satisfactorily completing a second-year
college-level language course, or (3) passing an
Educational Testing Service (ETS) examination.
Comprehensive Examination. This is an oral
examination emphasizing the basic material in
the student's general area of interest. A student is
expected to take this examination during the first
three years in the combined pre-Ph.D. and PhD.
programs. To be eligible to take this examination,
a student must have completed the language ex-
aminations and nearly all the course work needed
for the Ph.D.
Dissertation. Ph.D. candidates in mathematics
must submit a dissertation containing substantial
original work in mathematics. Requirements for
final defense of the thesis are those of the Gradu-
ate School.
MATHEMATICS COURSES
(MATH)
70 Elementary Algebra (4) PIN only. Basics of
algebra, including arithmetic of signed numbers,
order of operations, arithmetic of polynomials,
linear equations, word problems, factoring,
graphing lines, exponents, radicals. Credit for en-
rollment (eligibility) but not toward graduation;
satisfies no university or college requirement. Ad-
ditional fee.
95 Intermediate Algebra (4) Topics include
problem solving, linear equations, systems of
equations, polynomials and factoring techniques,
rational expressions, radicals and exponents, qua-
dratic equations. Credit for enrollment (eligibility)
but not toward graduation; satisfies no university
or college requirement. Additional fee. Prereq:
MATH 70 or satisfactory placement test score.
105 University Mathematics I (4) Variety of
modern mathematical topics based on
contemporary applications. Topics include net-
works with applications to planning and schedul-
ing; linear programming; descriptive statistics,
statistical inference. Prereq: MATH 95 or satisfac-
tory placement test score.
106 University Mathematics II (4) Topics in-
clude decision-making with applications to vot-
ing and apportionment. Game theory; study of
growth with applications to finance, biology. Pat-
terns and symmetry. Prereq: MATH 105.
107 University Mathematics III (4)
Nontechnical introduction to basic concepts and
applications of calculus through use of graphically
presented functions. Applications include optimi-
zation and estimation in a variety of contexts.
Prereq: MATH 105; 106 recommended.
111 College Algebra (4) Algebra needed for cal-
culus including graph sketching, algebra of func-
tions, polynomial functions, rational functions,
exponential and logarithmic functions, linear and
nonlinear functions. Prereq: MATH 95 or satisfac-
tory placement test score; a programmable calcu-
1ator capable of displaying function graphs.
112 Elementary Functions (4) Exponential,
logarithmic, and trigonometric functions; math-
ematica
 induction. Intended as preparation for
MATH 251. Prereq: MATH 111 or satisfactory
placement test score; a programmable calculator
capable of displaying function graphs.
199 Special Studies: [Topic] (1-5R)
211,212,213 Fundamentals of Elementary
Mathematics I,I1,III (3,3,3) Structure of the
number system, logical thinking, topics in geom-
etry, simple functions, and basic statistics and
probability. Calculators, concrete materials, and
problem solving are used when appropriate. Cov-
ers the mathematics needed to teach grades K-8.
Sequence. Prereq for 211: high school algebra
and geometry and satisfactory placement test
score. Prereq for 212: MATH 211 with grade of C-
or better. Prereq for 213: MATH 212 with grade of
C- or better.
231,232,233 Elements of Discrete
Mathematics I,I1,I11 (4,4,4) 231: sets, mathemati-
cal logic, induction, sequences, and functions.
232: relations, theory of graphs and trees with ap-
plications, permutations and combinations. 233:
discrete probability, Boolean algebra, elementary
theory of groups and rings with applications. Se-
quence. Prereq: MATH 111 or satisfactory place-
ment test score. Students cannot receive credit for
both MATH 231 and 271, MATH 232 and 272.
241,242 Calculus for Business and Social Sci-
ence I,ll (4,4) Introduction to topics in differen-
tial and integral calculus including some aspects
of the calculus of several variables. Sequence.
Prereq: MATH 111 or satisfactory placement test
score. For students in the social and managerial
sciences whose programs do not require addi-
tional courses in calculus. Students cannot receive
credit for both MATH 241 and 251, MATH 242 and
252.
243 Introduction to Methods of Probability
and Statistics (4) Discrete and continuous prob-
ability, data description and analYSis, binomial
and other distributions, sampling distributions.
Prereq: MATH 111 or satisfactory placement test
score. Students cannot receive credit for both MATH
243 and 425.
251, 252, 253 Calculus I,I1,III (4,4,4) Standard
sequence for students of physical, biological, and
social sciences and of mathematics. 251: differen-
tial calculus and applications. 252: integral calcu-
Ius. 253: introduction to improper integrals, infi-
nite sequences and series, Taylor series, and
differential equations. Sequence. Prereq for 251:
MATH 112 or satisfactory placement test score.
Students cannot receive credit for both MATH 241
and 251, MATH 242 and 252.
256 Introduction to Differential Equations (4)
Introduction to differential equations and appli-
cations. Linear algebra is introduced as needed.
Prereq: MATH 253 or instructor's consent.
271,272 Mathematical Structures I,ll (4,4) Sur-
vey of structures that pervade modern mathemat-
ics; foundational material in logic, set theory,
number theory, structure of real numbers, dis-
crete probability, group theory, and topology. Se-
quence. Prereq: MATH 251 or instructor's con-
sent. Students may not receive credit for MATH 231
and 271, MATH 232 and 272.
281,282 Several-Variable Calculus I,ll (4,4) In-
troduction to calculus of functions of several vari-
ables including partial differentiation; gradient,
divergence, and curl; line and surface integrals;
Green's and Stokes's theorems. Linear algebra
introduced as needed. Sequence. Prereq for 281:
MATH 256 or instructor's consent.
315 Elementary Analysis (4) Rigorous treat-
ment of certain topics introduced in calculus
including continuity, differentiation and integra-
tion, sequences and series, uniform convergence
and continuity, power series. Prereq: MATH 253
or equivalent.
341,342 Elementary Linear Algebra (4,4) Vec-
tor and matrix algebra; n-dimensional vector
spaces; systems of linear equations; linear inde-
pendence and dimension; linear transformations;
rank and nullity; determinants; eigenvalues; in-
ner product spaces; theory of a single linear
transformation. Sequence. Prereq: MATH 253 or
instructor's consent.
346 Number Theory (3) Topics include congru-
ences, Chinese remainder theorem, Gaussian
reciprocity, basic properties of prime numbers.
Prereq: MATH 253 or instructor's consent.
351,352 Elementary Numerical Analysis I,ll
(4,4) Basic techniques of numerical analysis and
their use on computers. Topics include root ap-
proximation, linear systems, interpolation, inte-
gration, and differential equations. Sequence.
Prereq: MATH 253, CIS 210.
391, 392,393 Fundamentals of Abstract
Algebra I,I1,III (3,3,3) Introduction to algebraic
structures including groups, rings, fields, and
polynomial rings. Prereq: upper-division stand-
ing or instructor's consent.
394 Geometries from an Advanced Viewpoint
I (4) Topics in Euclidean geometry in two and
three dimensions including constructions. Em-
phasizes investigations, proofs, and challenging
problems. Prereq: one year of high school geom-
etry, one year of calculus. For prospective sec-
ondary and middle school teachers.
395 Geometries from an Advanced Viewpoint
II (4) Analysis of problems in Euclidean geom-
etry using coordinates, vectors, and the synthetic
approach. Transformations in the plane and
space and their groups. Introduction to non-
Euclidean geometries. Prereq: grade of C- or
better in MATH 394. For prospective secondary
teachers.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-21R)
403 Thesis (1-4R)
405 Reading and Conference: [Topic] (1-4R)
407/507 Seminar: [Topic] (1-4R)
410/510 Experimental Course: [Topic] (1-4R)
411/511,412/512 Functions of a Complex Vari-
able I,ll (4,4) Complex numbers, linear fractional
transformations, Cauchy-Riemann equations,
Cauchy's theorem and applications, power se-
ries, residue theorem, harmonic functions, con-
tour integration, conformal mapping, infinite
products. Sequence. Prereq: MATH 281 or
instructor's consent.
413/513,414/514,415/515 Introduction to
Analysis I,Il,III (4,4,4) Differentiation and
integration on the real line and in n-dimensional
Euclidean space; normed linear spaces and
metric spaces; vector field theory and differential
forms. Sequence. Prereq: MATH 282, 315 or
instructor's consent.
420/520 Differential Equations I (4) Linear dif-
ferential equations, applications, series solutions
of differential equations. Prereq: MATH 256.
421/521 Differential Equations II (4) Systems of
equations, boundary-value problems, Green's
functions, special functions. Prereq: MATH 256,
420/520.
422/522 Fourier Series and Orthogonal Func-
tions (4) Convergence and summability of Fou-
rier series, Hilbert spaces and orthogonal sets,
Legendre polynomials and Bessel functions, ap-
plications to differential equations. Prereq:
MATH 282.
423/523 Fourier and Laplace Integrals (4) Con-
vergence and summability of Fourier transforms,
Laplace transforms, applications of initial and
boundary value problems, and fundamental solu-
tions. Prereq: MATH 422/522 or instructor's con-
sent.
425/525, 426/526 Statistical Methods I,ll (4,4)
Statistical methods for upper-division and gradu-
ate students anticipating research in nonmath-
ematical disciplines. Presentation of data, sam-
pling distributions, tests of significance,
confidence intervals, linear regression, analysis of
variance, correlation, statistical software. Se-
quence. Prereq: MATH 111 or satisfactory place-
ment test score. Only nonmajors may receive upper-
division or graduate credit. StUdents may not receive
credit for both MATH 243 and 425.
427/527 Multivariate Statistical Methods (4)
Multiple linear regression, analysis of variance,
correlation techniques, applications to problems
and data from various fields, use of statistical
software. Prereq: MATH 426/526. Only nonmajors
may receive upper-division or graduate credit.
4311531,432/532 Introduction to Topology (4,4)
Elementary point-set topology with an introduc-
tion to combinatorial topology and homotopy.
Sequence. Prereq: upper-division mathematics
sequence or instructor's consent.
433/533 Introduction to Differential Geometry
(4) Plane and space curves, Frenet-Serret for-
mula, surfaces. Local differential geometry,
Gauss-Bonnet formula, introduction to mani-
folds. Prereq: MATH 281,341.
440/540 Matrix Algebra (3) Computational as-
pects of matrix algebra. Systems of linear equa-
tions; independence and dimension; linear trans-
formations; determinants; eigenvalues;
applications. Prereq: one term of calculus or
instructor's consent. Offered only during summer
session. Only nonmajors may receive upper-division
or graduate credit.
441151 Linear Algebra (4) Theory of vector
spaces over arbitrary fields, theory of a single lin-
ear transformation, minimal polynomials, Jordan
and rational canonical forms, quadratic forms,
quotient spaces. Prereq: MATH 342.
444/544, 445/545, 446/546 Introduction to Ab-
stract Algebra I,Il,III (4,4,4) Theory of groups,
rings, and fields. Polynomial rings, unique factor-
ization, and Galois theory. Prereq: MATH 342.
4511551,452/552,453/553 Introduction to Nu-
merical Analysis I,Il,III (4,4,4) Methods of nu-
merical analysis with applications. Elementary
theory of numerical solutions of differential equa-
tions' splines, and fast Fourier transform. Prereq:
CIS 210; pre- or coreq: MATH 282.
455/555 Mathematical Modeling (4) Introduc-
tion to discrete and continuous models for vari-
0us problems arising in the application of math-
ematics to other disciplines, e.g., biological and
social sciences. Prereq: MATH 341. MATH 256
recommended.
456/556 Networks and Combinatorics (4) Fun-
damentals of modern combinatorics; graph
theory; networks; trees; enumeration, generating
134 COLLEGE OF ARTS AND SCIENCES
functions, recursion, inclusion and exclusion; or-
dered sets, lattices, Boolean algebras. Prereq:
MATH 231,271, or 346.
457/557 Discrete Dynamical Systems (4) Lin-
ear and nonlinear first-order dynamical systems;
equilibrium, cobwebs, Newton's method. Bifur-
cation and chaos. Introduction to higher-order
systems. Applications to economics, genetics,
ecology. Prereq: MATH 256 or instructor's
consent.
461/561,462/562 Introduction to Mathematical
Methods of Statistics I,II (4,4) Discrete and
continuous probability models; useful distribu-
tions; applications of moment-generating func-
tions; sample theory with applications to tests of
hypotheses, point and confidence interval esti-
mates. Sequence. Prereq: MATH 253.
463/563 Mathematical Methods of Regression
Analysis and Analysis of Variance (4) Multino-
mial distribution and chi-square tests of fit,
simple and multiple linear regression, analysis of
variance and covariance, methods of model se-
lection and evaluation, use of statistical software.
Prereq: MATH 462/562.
464/564,465/565,466/566 Mathematical Statis-
tics I,II,III (4,4,4) Random variables; generating
functions and characteristic functions; weak law
of large numbers and central limit theorem; point
and interval estimation; Neyman-Pearson theory
and likelihood tests; sufficiency and exponential
families; linear regression and analysis of vari-
ance. Sequence. Pre- or coreq: MATH 282, 341,
342.
503 Thesis (1-12R) PIN only
601 Research: [Topic] (1-9R) PIN only
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-5R)
607 Seminar: [Topic] (1-5R) Topics include
Classical Groups, Fields, Functional Analysis,
Graded Commutative Rings, Lie Groups, Low-
Dimensional Topology, Noncommutative Rings,
Nonlinear Approximation Theory.
616,617,618 Real Analysis (4-5,4-5,4-5) Mea-
sure and integration theory, differentiation, and
functional analysis with point-set topology as
needed. Sequence.
619 Complex Analysis (4-5) The theory of
Cauchy, power series, contour integration, entire
functions, and related topics.
634,635,636 Algebraic Topology (4-5,4-5,4-5)
Development of homotopy, homology, and
cohomology with point-set topology as needed.
Sequence.
637,638,639 Differential Geometry (4-5,4-5,4-
5) Topics include curvature and torsion, Serret-
Frenet formulas, theory of surfaces, differentiable
manifolds, tensors, forms and integration. Se-
quence. Offered 1994-95 and alternate years.
647,648,649 Abstract Algebra (4-5,4-5,4-5)
Group theory, fields, Galois theory, algebraic
numbers, matrices, rings, algebras. Sequence.
656,657,658 Numerical Analysis (4-5,4-5,4-5)
Analysis of numerical methods for solving a vari-
ety of mathematical problems including the solu-
tion of linear and nonlinear equations, the com-
putation of eigenvalues and eigenvectors,
interpolation, integration, and the solution of
differential equations. Rates of convergence and
numerical stability. Sequence. Prereq: MATH
413/513,421/521,441/541.
659 Approximation Theory (4-5) Theory of ap-
proximation of a function by members of a given
family of functions. Questions of existence,
uniqueness, and rates of convergence. Prereq:
MATH 342,616,619.
667, 668, 669 Theory of Estimation and Testing
Hypotheses (4-5,4-5,4-5) Point estimation of
parameters including exact (small-sample)
theory and asymptotic (large-sample) theory.
Uniformly most powerful tests, unbiased tests,
theory of invariance as applied to testing hypoth-
eses' univariate and multivariate linear-hypoth-
eses tests. Sequence.
671,672,673 Theory of Probability(4-5,4-5,4-
5) Measure and integration,probability spaces,
laws oflarge numbers, central-limit theory, con-
ditioning' martingales, random walks. Sequence.
681,682, 683 Advanced Topics in Algebra:
[Topic] (4-5,4-5,4-5R) Topics selected from
theory of finite groups, representations of finite
groups, Lie groups, Lie algebras, algebraic
groups, ring theory, algebraic number theory.
684,685,686 Advanced Topics in Analysis:
[Topic] (4-5,4-5,4-5R) Topics selected from Ba-
nach algebras, operator theory, functional analy-
sis, harmonic analysis on topological groups,
theory of distributions.
687,688,689 Advanced Topics in Differential
Equations and Mathematical Physics: [Topic]
(4-5,4-5,4-5R) Topics selected from the theory
of ordinary and partial differential equations;
boundary-value problems; elliptic, parabolic, and
hyperbolic systems; inverse problems; general
relativity and Yang- Mills theory; fluids; quantum
field theory.
690,691,692 Advanced Topics in Geometry
and Topology: [Topic] (4-5,4-5,4-5R) Topics
selected from classical and local differential ge-
ometry; symmetric spaces; low-dimensional to-
pology; differential topology; global analysis; ho-
mology, cohomology, and homotopy; differential
analysis and singularity theory; knot theory.
693,694,695 Advanced Topics in Probability
and Statistics: [Topic] (4-5,4-5,4-5R) Topics
selected from Markov chains, random walks,
martingale theory, analysis of variance and de-
sign of experiments, nonparametric statistics,
multivariate analysis, large-sample theory, se-
quential analysis.
MEDIEVAL STUDIES
307 Prince Lucien Campbell Hall
Telephone (503) 346-4069
James W. Earl and Mavis Howe Mate,
Program Codirectors
Participating Faculty
Alfred Acres, art history
Barbara K. Altmann, Romance languages
Martha J. Bayless, English
Louise M. Bishop, English
Cynthea J. Bogel, art history
James 1. Boren, English
Zoe Borovsky, Germanic languages and literatures
Mary-Lyon Dolezal, art history
James W. Earl, English
Jan S. Emerson, Germanic languages and literatures
Andrew E. Goble, history
Charles H. Lachman, art history
Catherine Anne Laskaya, English
Clare A. Lees, comparative literature
Mavis Howe Mate, history
F. Regina Psaki, Romance languages
Jennifer F. Rondeau, history
Christine 1. Sundt, library
Richard A. Sundt, art history
Augustine C. A. Thompson, religious studies
Kyoko Tokuno, religious studies
Julian Weiss, Romance languages
About the Discipline
Medieval studies, an interdisciplinary under-
graduate program, integrates various
approaches to the Middle Ages by medievalists
in several departments. The program is admin-
istered by the Humanities Program. Students
interested in medieval studies should major in
humanities with a specialization in medieval
studies. Medieval studies provides an excellent
general education or a solid base for graduate
work in a more specialized area. It can be an
area of specialization for students majoring in
any of the related departments. Medieval stud-
ies concentrates on the period from 300 to 1500,
combining courses in art and architecture,
history, religion, philosophy, language, and lit-
erature. Study abroad is strongly encouraged. A
typical course of study includes diverse topics,
such as the Bible, the early Church, Byzantium,
Islam, the Vikings, the Crusades, women in the
Middle Ages, mysticism, romance, the Gothic
cathedral, Chaucer, Dante, and medieval China
and Japan. The program aims to provide a com-
prehensive introduction to the medieval world-
view in Europe and beyond, and the origins of
the modern world.
Humanities Major, Medieval
Specialization
Courses offered for a major in humanities with a
specialization in medieval studies must be
passed with grades of mid-C or better. Varia-
tions in these requirements can be approved by
the program directors and the Medieval Studies
Committee.
Humanities majors who specialize in medieval
studies must complete Special Topics in the Hu-
manities: Introduction to the Middle Ages (HUM
210), the medieval studies seminar (HUM 407),
and ten medieval courses in at least three depart-
ments. Two years of Latin are recommended.
Minor Requirements
A minor in medieval studies must include the
medieval studies seminar (HUM 407) and six
medieval courses in at least two departments.
Two years of Latin are recommended.
Suggested Courses
Art History. History of Western Art II (ARH
205), Japanese Art II (ARH 395), Early Christian
Art (ARH 430), Byzantine Art (ARH 431), Ro-
manesque Sculpture (ARH 432), Gothic Sculp-
ture (ARH 433), Medieval Painting I,II (ARH 434,
435), Romanesque Architecture (ARH 437),
Gothic Architecture (ARH 438,439), Islamic Art
and Architecture (ARB 490)
English. The Bible and Literature (ENG 421),
Early Medieval Literature (ENG 423), Medieval
Romance (ENG 425), Chaucer (ENG 427)
History. Europe in the Middle Ages (HIST 318,
319,320), The Age of Discoveries (HIST 327), So-
cial and Economic HistOlY of Medieval England,
1050-1500 (HIST 418)
Humanities. Studies in Medieval Culture
(HUM 351)
Philosophy. History of Philosophy: Ancient to
Renaissance (PHIL 303)
Religious Studies. History of Christianity (REL
322), History of Eastern Christianity (REL 324),
Medieval Christian Heresy (REL 421), Medieval
Christian Mysticism (REL 422)
Romance Languages. Survey of Peninsular
Spanish Literature (SPAN 316), Introduction to
French Literature (FR 317), Survey ofItalian Lit-
erature (ITAL 317), Boccaccio and His Influence
(ITAL 441), Dante and His Influence (ITAL 444,
445)
Students should plan their programs as early as
possible with the aid of a medieval studies faculty
adviser. With the adviser's consent, courses
numbered 399, 407, 408, or 410 may be substi-
tuted for suggested courses. At least five of the
courses must be taken at the University of Or-
egon. More information is available from the hu-
manities office or from a Medieval Studies Pro-
gram codirector.
MEDIEVAL STUDIES·
136 COLLEGE OF AR1'SANDSCIENCES
NEUROSCIENCE
222 Huestis Hall
Telephone (503) 346-4556
Monte Westerfield, Institute Director
Participating Faculty
Judith S. Eisen, biology
Barbara Gordon-Lickey, psychology
Marvin Gordon-Lickey, psychology
Jody 1. Jensen, exercise and movement science
Steven Keele, psychology
Daniel P. Kimble, psychology
Charles B. Kimmel, biology
Gary A. Klug, exercise and movement science
Shawn R. Lockery, biology
Richard Marrocco, psychology
Peter M. O'Day, biology
Michael 1. Posner, psychology
John H. Postlethwait, biology
William Roberts, biology
Kent A. Stevens, computer and information science
Terry Takahashi, biology
Nathan J. Tublitz, biology
Janis c. Weeks, biology
Monte Westerfield, biology
James A. Weston, biology
Marjorie Woollacott, exercise and movement science
GRADUATE STUDY IN
NEUROSCIENCE
Neuroscience is an interdisciplinary study con-
cerned with neural function, development, and
behavior. At the University of Oregon the gradu-
ate training program in neuroscience is centered
in the Institute of Neuroscience, housed in mod-
ern quarters in the science complex. Participating
faculty members come from the Departments of
Biology, Computer and Information Science, Ex-
ercise and Movement Science, and Psychology.
Curriculum
To obtain essential background in neuroscience,
most first-year graduate students choose to take
a sequence of core courses that are taught coop-
eratively by the faculty. The core consists of a
comprehensive series of lectures and laboratories
in neuroanatomy and cellular neurophysiology.
Most students also take lecture courses in neuro-
chemistry, neuroethology, or developmental
neurobiology. Elective courses are available in a
large variety of subjects (see Neuroscience
Courses below).
Faculty-Student Seminars. Faculty members
and graduate students participate in weekly in-
formal seminars that feature lively discussion of
research papers in specific areas of neuroscience.
Faculty members and students also participate in
the Neuroscience Seminar, a weekly series fea-
turing visiting scientists. The purpose of the Neu-
roscience Seminar is to keep both the faculty and
students abreast of current developments in the
broad field of neuroscience.
Research. Students are encouraged to begin par-
ticipating in laboratory research at the very be-
ginning of their graduate training. A laboratory
rotation program is directed toward this objec-
tive. In the rotation program new students take
part in the activities of a different laboratory
group during each of the three terms of the first
year. Participation may include a research project,
ongoing experiments, or 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 pro-
gram should apply to the Ph.D. program of a par-
ticipating department and indicate their interest
in neuroscience. Such applications are reviewed
by the neuroscience faculty as well as the depart-
mental admission committee. Answers to specific
questions about prerequisites and deadlines may
be obtained by writing directly to one of the par-
ticipating departments, University of Oregon, Eu-
gene OR 97403. Additional information about the
Institute of Neuroscience may be obtained by writ-
ing to the Graduate Secretary, Institute of Neuro-
science, 1254 University of Oregon, Eugene OR
97403-1254. See also the Research Institutes
and Centers section of this bulletin.
NEUROSCIENCE COURSES
Biology. Neurobiology (BI 360), Systems Neuro-
science (HI 461/561), Systems Neuroscience
Laboratory (HI 462/562), Cellular Neuroscience
(BI 463/563), Cellular Neuroscience Laboratory
(BI 464/564), Developmental Neurobiology (BI
466/566), Hormones and the Nervous System (BI
467/567), Neuroethology (HI 468/568),
Neurochemistry (HI 469/569)
Chemistry. Biochemistry (CH 461/561,462/562,
463/563), Biochemistry Laboratory (CH 467/567),
Advanced Biochemistry (CH 662, 663), Physical
Biochemistry (CH 664, 665)
Computer and Information Science. Artificial
Intelligence (CIS 671), Visual Information Pro-
cessing (CIS 674)
Exercise and Movement Science. PhYSical
Growth and Motor Development (EMS 331), Mo-
tor Control (EMS 332), Neurological Mechanisms
underlying Human Movement (EMS 634), Theory
of Motor Control and Learning (EMS 635), Motor
Skill Learning (EMS 636), Advanced Motor Skill
Learning (EMS 637), Motor Development
(EMS 638)
Psychology. Biopsychology (pSY 304), Learning
and Memory (PSY 433/533), Cognition (pSY
435/535), Human Performance (pSY 436/536),
Perception (PSY 438/538), Brain Mechanisms of
Behavior (PSY 445/545), Human
Neuropsychology (pSY 449/549), Hormones and
Behavior (PSY 450/550)
PACIFIC ISLANDS
STUDIES
110 Gerlinger Hall
Telephone (503) 346-5087
William S. Ayres, Chair
Program Committee
William S. Ayres, anthropology
Aletta Biersack, anthropology
Carolyn 1. Cartier, geography
Shirley Ann Coale, education
Gerald W. Fry, international studies
Maradel K. Gale, planning, public policy and
management
Gordon G. Goles, geological sciences
Richard G. Hildreth, law
Stephen M. Johnson, sociology
Larry 1. Neal, leisure studies and services
Kathy Poole, international education and exchange
Robin Paynter, library
Deanna M. Robinson, journalism and
communication
Richard A. Sundt, art history
Mary C. Wood, law
Hilda Yee Young, academic advising and student
services
Richard W. Zeller, special-education developmental
disabilities
ABOUT THE PROGRAM
The Pacific Islands Studies Program, in the Cen-
ter for Asian and Pacific Studies, offers individu-
alized programs of study and research emphasiZ-
ing Pacific island cultures. The University of
Oregon has a long-standing educational and
scholarly interest in the Pacific islands involving
active researchers and teachers in many fields.
The committee began as a formal body in 1987
and has worked since to coordinate instruction,
research, and exchange programs at the univer-
sity that are related to the Pacific islands. Inter-
disciplinary perspectives essential for under-
standing natural and cultural environments,
cultural history and change, and educational and
modern socioeconomic issues in the Pacific are
stressed.
Courses on Pacific subjects cover a wide range of
topics. Students can enroll in undergraduate
courses and advanced degree programs in various
departments and through the Asian Studies Pro-
gram. Students may also work with committee
members from Pacific islands studies toward an
Interdisciplinary Studies: Individualized Program
(IS:IP) master's degree (M.A. or M.S.). Informa-
tion is available in the Graduate School section
of this bulletin.
Pacific islands studies participates in the Asian
studies B.A. and M.A. degree programs by provid-
ing courses that may be used to satisfy degree re-
quirements, e.g., in developing a secondary cul-
tural or geographical area with Southeast Asia.
Undergraduate- and graduate-level courses are
available in anthropology and archaeology, art
history, biology, geological sciences, international
studies, political science, and sociology.
The Pacific Island Archaeological Project,
directed by William S. Ayres, offers students op-
portunities to participate in archaeological and
anthropological study in the Pacific. The
Micronesia and South Pacific Program, directed
by Maradel K. Gale, enables students to visit
Micronesia and to carry out consulting and re-
search projects in a variety of areas.
Training in selected Pacific island languages is
possible through individual study using tutors
and materials developed for use at the Yamada
Language Center. The center now has language-
study modules for Pohnpeian and Kosraen.
COURSES
Anthropology. Pacific Basin: Polynesia and
Micronesia (ANTH 323), Pacific Basin: Melanesia
and Australia (ANTH 324), Asian Archaeology
(ANTH 341), Pacific Islands Archaeology (ANTH
343), Topics in Pacific Ethnology (ANTH
425/525), Cultures of Island Southeast Asia
(ANTH 436/536), Topics in Old World Prehistory
(ANTH 440/540)
Art History. Art of the Pacific Islands I,II (ARB
391,392)
Geological Sciences. Oceanography (GEOL
307), Archaeological Geology (GEOL 681)
International Studies. The Pacific Challenge
(INTL 440/540)
Sociology. Sociology of Developing Areas (SOC
450/550)
Approved Seminars (407/507) and Experimental
Courses (410/510) are additional possibilities in
these and other departments.
PEACE STUDIES
308 Chapman hall
Telephone (503) 346-4198
David A. Frank and Cheyney C. Ryan,
Committee Cochairs
Steering Committee
Irene Diamond, political science
David A. Frank, honors college
Gregory McLauchlan, sociology
Cheyney C. Ryan, philosophy
Diana B. Sheridan, Center for the Study of Women in
Society
ABOUT THE PROGRAM
The peace studies program offers students the op-
portunity to study, systematically, the problem of
peace-what it means and how it is achieved. In-
terdisciplinary in its orientation, peace studies en-
courages students to approach the problem of
peace from a variety of viewpoints. The focus of
the program is threefold: it addresses the condi-
tions that give rise to violence, and how to pre-
vent them; the conditions that constitute alterna-
tives 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
requirements for admission to the program.
Graduate students who want to concentrate on
peace studies should contact a member of the
steering committee. Most 400-level courses,
including courses numbered 407 and 410, are of-
fered for graduate credit under 500-level
numbers.
Minor Requirements
The interdisciplinary minor in peace studies re-
quires a minimum of 28 credits, 15 of which must
be upper division. A grade of mid-C or better
must be earned in each of the eight courses taken
to fulfill requirements for the peace studies minor.
Course requirements consist of three core courses
and five elective courses selected from the three
groups listed below.
Core
Choose three courses for a total of 12 credits:
Value Systems in Cross-Cultural Perspective
(INTL 250) or World Value Systems (INTL 430)
Social and Political Philosophy (PHIL 307)
Systems of War and Peace (SOC 464)
Group I: Conditions that Give Rise to
Violence
Choose two courses for a total of 8 credits:
History. War and the Modern World (HIST 240),
American Foreign Relations since 1933 (HIST 353,
354)
Political Science. Crisis in Central America (PS
235), National Security Policy (pS 496)
Psychology. Attitudes and Social Behavior
(PSY 456)
Sociology. Race, Class, and Ethnic Groups (SOC
345), Sociology of Race Relations (SOC 445),
Systems of War and Peace (SOC 464)
Group II: Values and Arrangements
Necessary to Transcend Violence
Choose one or two courses for a total of 4-8 credits:
Geography. Political Geography (GEOG 441)
International Studies. Value Systems in Cross-
Cultural Perspective (INTL 250), Cooperation,
Conflict, and Global Resources (INTL 251)
Philosophy. Law and Society (PHIL 446)
Planning, Public Policy and Management. In-
troduction to Public Service Management (PPPM
322), Communities and Regional Development
(PPPM 445), Environmental Health Planning
(PPPM 459)
Political Science. Political Ideologies (PS 225),
Feminist Theory (PS 483), Environmental Politics
(PS 497)
Sociology. Sociology of Developing Areas
(SOC 450)
Women's Studies. History and Development of
Feminist Theory (WST 412)
Group III: Strategies for Achieving Peace
Choose one or two courses for a total of 4-8 credits:
Anthropology. Women and Culture I: Politics,
Production, and Power (ANTH 314)
History. American Radicalism (HIST 350, 351)
International Studies. International Community
Development (INTL 420), Gender and Interna-
tional Development (INTL 421), Cross-Cultural
Communication (INTL 431)
Planning, Public Policy and Management. So-
cioeconomic Development Planning (PPPM 446)
Political Science. International Organization
(PS 420)
Sociology. Social Issues and Movements
(SOC 313)
Internships are offered through some of the
departments listed above.
Students may take a maximum of 9 credits of
courses in anyone department. With an adviser's
consent, students may substitute a course num-
bered 199, 407, 408, or 410 for one approved group-
satisfying course for the peace studies minor.
For more information about peace studies, call the
codirector. Or contact the International Studies
Program office, 837 Prince Lucien Campbell Hall,
5206 University of Oregon, Eugene OR 97403-
5206; telephone (503) 346-5051.
138 COLLEGEO:EARTS AND SCIENCES
PHILOSOPHY
338 Prince Lucien Campbell Hall
Telephone (503) 346-5547
Mark Johnson, Department Head
FACULTY
William E. Davie, associate professor (ethics,
Wittgenstein, history of philosophy). B.A., 1964,
Washington (Seattle); Ph.D., 1969, California,
Irvine. (1968)
Mark Johnson, professor (philosophy of language,
aesthetics, recent moral theory). B.A., 1971, Kansas;
M.A., 1972, Ph.D., 1977, Chicago. (1994)
Rebecca Kukla, acting assistant professor (philoso-
phy of mind, social and political philosophy, femi-
nist philosophy). B.A., 1990, Toronto. (1995)
Don S. Levi, associate professor (logic, philosophy of
mathematics). B.A., 1956, Wisconsin, Madison;
M.A., 1961, Ph.D., 1962, Harvard. (1964)
Scott Pratt, acting assistant professor (American phi-
losophy, history of philosophy, epistemology). B.A.,
1981, Beloit. (1995)
Cheyney C. Ryan, professor (political philosophy,
philosophy of social science, philosophy of law).
M.A., 1973, Ph.D., 1974, Boston. (1974)
Nancy Tuana, professor (feminist theory, epistemol-
ogy, philosophy of science). B.A., 1973, M.A., 1977,
Ph.D., 1979, California, Santa Barbara. (1994)
Arnulf Zweig, professor (Kant, philosophy of law,
history of philosophy). B.A., 1952, Rochester; Ph.D.,
1960, Stanford. (1956)
Emeriti
Henry A. Alexander Jr., associate professor emeritus.
B.A., 1947, Princeton; M.A., 1951, Ph.D., 1955, Cali-
fornia, Berkeley. (1964)
Robert T. Herbert, professor emeritus. B.A., 1952,
M.A., 1954, Ph.D., 1962, Nebraska. (1966)
The date in parentheses at the end ofeach entry is the first
year on the University of Oregon faculty.
UNDERGRADUATE STUDIES
The study of philosophy offers students an
opportunity to evaluate human experiences and
institutions critically. Philosophical texts of the
past and present can help students formulate and
revise their own beliefs. Most of the department's
courses use primary sources, and the ability to
write precise, analytical, coherent essays is essen-
tial in most philosophy courses.
The department offers bachelor of arts (B.A.) and
bachelor of science (B.S.) degree programs. Uni-
versity degree requirements are given in the Reg-
istration and Academic Policies section of this
bulletin, in the schedule of classes, and in The
Green Book: Your Guide to Graduation Require-
ments, which is available from the Office of Aca-
demic Advising and Student Services.
Students declaring a philosophy major after the
end ofsummer session 1990 must satisfy the
university's bachelor of arts degree requirements
in order to graduate with a bachelor's degree in
philosophy. These requirements include compe-
tence in a foreign language. Philosophy majors
may still choose to earn a bachelor of science in
philosophy, but in that case they must fulfill re-
quirements for both the B.A. and the B.S. degrees.
Major Requirements
The minimum major requirement is 48 credits of
course work in philosophy with grades of C- or P
(pass) or better, including 40 credits in upper-
division courses. No more than 8 credits may be
taken pass/no pass. The 48 credits must include
three terms of History of Philosophy: Ancient to
Renaissance (PHIL 301,302, 303), one term of
Philosophy of Logic (PHIL 455) or Symbolic Logic
(PHIL 461), and 8 credits in courses on the works
of specific authors, e.g., PHIL 421,433,453, or 463.
The history of philosophy sequence is a prerequi-
site for these courses about philosophers, which
are open only to juniors and seniors. Peer advis-
ing is available.
Honors in Philosophy
Any philosophy major may, by fulfilling the require-
ments described below, graduate with honors.
Grade Point Average. To enter the honors pro-
gram, the student must have a grade point average
(GPA) of at least 3.00 in philosophy courses at the
end of the junior year; to complete the program the
student must have a GPA of at least 3.50 in phi-
losophy courses at the end of the senior year.
Courses. Besides the courses required of all phi-
10sophy majors, a candidate for honors must take
16 of the 48 credits in philosophy at the 400 level.
Senior Thesis. The candidate must write an hon-
01's 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 candidate
is then approved to receive a bachelor's degree
with honors.
Minor Requirements
The minimum requirement for a philosophy minor
is 24 credits in philosophy with grades of C- or P
(pass) or better, including 16 upper-diviSion cred-
its. No more than 8 credits of the required 24 may
be taken pass/no pass. The 16 credits must include
three terms of History of Philosophy: Ancient to
Renaissance (PHIL 301, 302, 303) and 4 creditsin a
course on the work of a specific philosopher.
GRADUATE STUDIES
The department offers a graduate program lead-
ing to the master of arts (M.A.) and the doctor of
philosophy (PhD.) degrees. The program is de-
signed for students preparing for a teaching ca-
reer in philosophy or preparing to do interdisci-
plinary work in a related subject area.
The department's graduate program offers the
possibility of concentration in various areas of phi-
losophy, e.g., ethics, philosophy of mind, meta-
physics, aesthetics, social and political philosophy,
philosophy of language, history of philosophy,
philosophy of science, and philosophy of religion.
Each student designs a program in consultation
with the graduate adviser.
Applicants for admission to graduate studies are
asked to write a brief letter explaining their philo-
sophical background and their specific philo-
sophical interests. This helps the department's
admissions committee decide whether this is the
most appropriate philosophy department for the
applicant's goals. They should also submit a writ-
ing sample, a college transcript, and a notification
of their scores on the Graduate Record Examina-
tions (GRE). International students must provide
proof of competence in English. A score of 600 on
the Test of English as a Foreign Language
(TOEFL) is required of international students un-
less the native language is English.
In addition to general university regulations gov-
erning graduate admission (see the Graduate
School section of this bulletin), the Department of
Philosophy also requires applicants to submit three
confidential report forms completed by teachers
(preferably philosophy teachers) familiar with the
applicant's academic background. Applicants
should write to the department, explaining their
interest in graduate studies at the university and
requesting a Graduate Admission Application. The
first copy and one complete set of transcripts, to-
gether with the $50 application fee, should be sent
to the Office of Admissions, 1217 University of
Oregon, Eugene OR 97403-1217. The otherfour
copies of the application, along with another set of
transcripts, should be forwarded to the Department
of Philosophy, 1295 University of Oregon, Eu-
gene OR 97403-1295. Confidential report forms
should be sent directly to the department by the
faculty members recommending the applicant.
Graduate teaching fellowships (GTFs) are the only
form of financial aid available in the philosophy de-
partment; the application deadline is March 15 for
the follOwing academic year. An application form
is provided upon request. Two or more years are
typically required to complete the master's degree
and four years for the doctorate. Competence in a
foreign language is required for the M.A. and the
PhD. A list of requirements for the M.A. and
Ph.D. degrees is available from the department
office.
PHILOSOPHY COURSES (PHIL)
101 Philosophical Problems (4) Introduction to
philosophy based on classical and modern texts
from Plato through Russell. Sample topics in-
clude free will, the mind-body problem, the ex-
istence of an external world.
102 Ethics (4) Philosophical study of morality,
e.g., ethical relativism; justification of moral
judgments; concepts of duty, right, and wrong.
103 Critical Reasoning (4) Introduction to the
study of reasoning. How to recognize, analyze,
criticize, and construct the main types of argu-
ment and proof.
199 Special Studies: [Topic] (1-5R)
211 Existentialism (4) Basic ideas of the Chris-
tian and atheistic divisions of the existentialist
movement; some attention to the philosophical
situation that generated the existentialist
rebellion.
213 Eastern Philosophy (4) Non-Western and
comparative East-West approaches to some
philosophical problems.
215 Philosophy and Feminism (4) Feminism's
contribution to the philosophical analysis of
problems of justice, equality, and identity.
221 Formal Logic (4) The propositional and
lower predicate calculus. Translation into sym-
bolic notation, derivations, and truth-table tests.
Quantifiers, consistency, and completeness.
301, 302, 303 History of Philosophy: Ancient to
Renaissance (4,4,4) Survey of the history of phi-
losophy from the pre-Socratic through the medi-
eval period, with particular attention to Plato and
Aristotle.
304, 305, 306 History of Modern Philosophy
(4,4,4) Not offered 1995-96.
307,308 Social and Political Philosophy (4,4)
Major social and political theorists from Plato
through Marx. Inquiry into such ideas as justice,
PHILOSOPHY 139
natural law, natural rights, and the social
contract.
314 History and Philosophy of Science (4) Sur-
vey of the development of scientific theory; rela-
tionships between scientific investigation, reli-
gious and cultural beliefs, philosophical
foundations, and the role of experiment and ob-
servation.
320 Philosophy of Religion (4) Philosophical
analysis and justification of religious claims and
concepts, e.g., God, the soul, immortality.
Prereq: one philosophy course.
321 Theory of Knowledge (4) The source, cer-
tainty, and limits of human knowledge; the
ground and nature of belief. Rationalism,
empiricism, and skepticism; theories of percep-
tion; the problem of abstraction; the nature of
truth. Prereq: one philosophy course.
322 Philosophy of the Arts (4) Study of aes-
thetic fact and value and of the relation of aes-
thetic interest to other human interests such as
the moral, the intellectual, and the religious. Pre-
req: one philosophy course.
323 Moral Theory (4) Study of the most impor-
tant traditional ethical theories; modern philo-
sophical analysis of moral terms and statements.
Prereq: one philosophy course.
331 Philosophy in Literature (4) Selective study
of major philosophical ideas and attitudes ex-
pressed in the literature of Europe and America.
Prereq: one philosophy course.
339 Introduction to Philosophy of Science (4)
Analysis of basic concepts of science such as "ex-
planation," "chance," and"causation." The na-
ture of mathematics and its relation to science.
Prereq: one philosophy course.
350 Metaphysics (4) Traditional issues in meta-
physics selected from among such topics as sub-
stance, existence, time, causation, God, the na-
ture of individuals, and the meaningfulness of
metaphysics. Prereq: one philosophy course or
instructor's consent.
360 Philosophy in the 20th Century (4) Main
currents in 20th-century philosophy. May in-
clude pragmatism, logical positivism, ordinary-
language philosophy, existentialism, and phe-
nomenology as represented by Russell, Moore,
Ayer, Wittgenstein, Merleau-Ponty, and Sartre.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-21R)
403 Thesis (1-21R)
405 Reading and Conference: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R) Recent topics
include Feminist Theory, Moral Realism,
Nietzsche and Schopenhauer, Philosophy of
Theater. Prereq: three philosophy courses.
410/510 Experimental Course: [Topic] (1-5R)
415/515 Continental Philosophy (4) The theory
and writings of Heidegger, Husserl, Derrida,
Foucault, and others. Prereq: junior, senior, or
graduate standing.
420/520 American Philosophy (4) Theory and
writings ofJames, Pierce, Dewey, Quine, Rorty,
and others. Prereq: junior, senior, or graduate
standing.
421/521 Ancient Philosophers: [Topic] (4R)
Concentrates on the work of a single philoso-
pher, typically Plato or Aristotle. Prereq for 421:
PHIL 301, 302, or instructor's consent. R when
philosopher changes.
425/525 Philosophy of Language (4) Philo-
sophic theories of language and meaning; ideals
and methods of clarification; definition analysis;
philosophy as study of language. Selected read-
ings. Prereq: junior, senior, or graduate standing.
433/533 17th- and 18th-Century Philosophers:
[Topic] (4R) Concentrates on the work of a
single philosopher, typically Descartes, Locke,
Hume, Leibniz, Berkeley, or Kant. Prereq for 433:
PHIL 301, 302, or instructor's consent. R when
philosopher changes.
439/539 Topics in the Philosophy of Religion
(4) Study of issues such as the nature of faith,
proofs for the existence of God, the nature of di-
vine attributes, the problem of evil, and religious
ethics. Prereq: junior, senior, or graduate stand-
ing.
441/541 Topics in the Philosophy of the Arts
(4) Systematic study of the meaning and value of
aesthetic experience in everyday life and in the
arts: painting, music, literature. Prereq: junior,
senior, or graduate standing.
446/546 Law and Society (4) Major philosophi-
cal and political issues raised by the institution of
law. Topics include the justification of the legal
order, the nature of legal reasoning, and the le-
gitimacy of punishment. Prereq: junior, senior, or
graduate standing.
453/553 19th-Century Philosophers: [Topic]
(4R) Concentrates on the work of a single phi-
losopher, typically Hegel, Nietzsche, Marx, or
Kierkegaard. Prereq for 453: PHIL 303 or
instructor's consent. R when philosopher
changes.
455/555 Philosophy of Logic (4) Writers in the
philosophy oflogic, e.g., Plato, Aristotle, the Sto-
ics, Ockham, Frege, and Strawson. Prereq: jun-
ior, senior, or graduate standing.
458/558 Philosophy of Mind (4) Analysis of
some basic concepts of psychology such as
"mind" and "behavior"; discussion of the mind-
body problem and of methodological issues in
psychology. Prereq: junior, senior, or graduate
standing.
461/561 Symbolic Logic (4) The critical results
of mathematical logic, e.g., the completeness and
undecidability of the predicate calculus, the es-
sential incompleteness of elementary number
theory, set and recursive function theory. Prereq
for 461: PHIL 103 or equivalent.
463/563 20th-Century Philosophers: [Topic]
(4R) Concentrates on the work of a single phi-
losopher, typically Wittgenstein, Moore, Quine,
Murdoch, or Foucault. Prereq: junior or senior
standing or instructor's consent. R when phi-
losopher changes.
468/568 Problems in Philosophy of Science (4)
Concepts important to the development of natu-
ral science including natural law, explanation,
scientific method, reduction, and causation.
Readings from classical and modern sources.
Prereq: junior, senior, or graduate standing.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R)
610 Experimental Course: [Topic] (1-5R)
611 Issues in Epistemology (4) Examination of
attempts at philosophical analysis and justifica-
tions of knowledge; perception, memory, induc-
tion, the self and other selves. Prereq: graduate
standing in philosophy.
614 Issues in Ethics (4) Examination of
contemporary ethical theory. Prereq: graduate
standing in philosophy.
640 Issues in Social and Political Philosophy
(4) Examination of classical and current problems
in social and political philosophy. These include
the nature of justice, legitimacy ofthe state, con-
ditions of war and peace. Prereq: graduate stand-
ing in philosophy.
670 Issues in Metaphysics (4) Discussion of
current controversies in metaphysics, e.g.,
essentialism, identity, future contingency. Pre-
req: graduate standing in philosophy.
680 Issues in History of Philosophy (4)
Discussion of problems of interpretation in
philosophical texts and current controversies.
Prereq: graduate standing in philosophy.
;140 COLLEGE OF ARTS AND$CIENCES
PHYSICS
120 Willamette Hall
Telephone (503) 346-4751
Nilendra G. Deshpande, Department Head
FACULTY
Dietrich Belitz, associate professor (condensed mat-
ter theory). Dip.Phys., 1980, Dr.rer.nat., 1982,
Technical University of Munich. (1987)
Gregory D. Bothun, professor (astronomy). B.S.,
1976, Ph.D., 1981, Washington (Seattle). (1990)
James E. Brau, professor (experimental elementary
particle physics). B.S., 1969, United States Air Force
Academy; M.S., 1970, Ph.D., 1978, Massachusetts
Institute of Technology. (1988)
Howard J. Carmichael, professor (optical sciences).
B.S., 1971, M.S., 1973, University of Auckland;
Ph.D., 1977, University ofWaikato. (1989)
J. David Cohen, professor (solid state physics). B.S.,
1968, Washington (Seattle); Ph.D., 1976, Princeton.
(1981)
PaulL. Csonka, professor (elementary particle
theory). Ph.D., 1963, Johns Hopkins. (1968)
Nilendra G. Deshpande, professor (elementary par-
ticle theory). B.Sc., 1959, M.Sc., 1960, University of
Madras; Ph.D., 1965, Pennsylvania. (1975)
Russell J. Donnelly, professor (physics of fluids, su-
perfluidity, astrophysics). B.Sc., 1951, M.Sc., 1952,
McMaster University; M.S., 1953, Ph.D., 1956, Yale.
(1966)
Raymond E. Frey, associate professor (experimental
elementary particle physics). B.A, 1978, California,
Irvine; M.S., 1981, PhD., 1984, California, River-
side. (1989)
Marvin D. Girardeau, professor (atomic theory,
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 phys-
ics). M.Sc., 1960, Ph.D., 1964, Calcutta. (1968)
Stephen Gregory, associate professor (solid state
physics). B.Sc., 1969, University of Manchester;
M.Sc., 1970, University of Essex; Ph.D., 1975,
University of Waterloo. (1992)
Roger Haydock, professor (solid state theory). B.A.,
1968, Princeton; M.A., Ph.D., 1972, Sc.D., 1989,
Cambridge. On leave 1995-96. (1982)
Jerry D. Hester, instructor (physics education). B.S.,
1990, M.S., 1992, Kansas State. (1993)
Rudolph C. Hwa, professor (elementary particle
theory). B.S., 1952, M.S., 1953, Ph.D., 1957 (electri-
cal engineering), Illinois; Ph.D., 1962, Brown.
(1971)
James N. Imamura, associate professor (astrophys-
ics). BA, 1974, California, Irvine; MA, 1978,
Ph.D., 1981, Indiana. (1985)
Stephen D. Kevan, professor (solid state physics);
director, Materials Science Institute. B.A, 1976,
Wesleyan; Ph.D., 1980, California, Berkeley. (1985)
Harlan W. Lefevre, professor (nuclear physics). B.A,
1951, Reed; M.S., 1957, Idaho; Ph.D., 1961, Wis-
consin, Madison. On leave 1995-96. (1961)
Brian W. Matthews, professor (protein crystallogra-
phy). S.sc., 1959, B.Sc. (Honors, 1st class), 1960,
Ph.D., 1964, University of Adelaide. (1969)
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 educa-
tion). B.S., 1982, M.S., 1985, Oregon. (1985)
Gerard F. Moseley, professor (radio astronomy).
B.S., 1962, Randolph-Macon; M.S., 1964, Ph.D.,
1969, Yale. (1978)
John T. Moseley, professor (molecular physics); pro-
vost and vice president for academic affairs. B.S.,
1964, M.S., 1966, Ph.D., 1969, Georgia Institute of
Technology. (1979)
Thomas W. Mossberg, professor (quantum optics).
AB., 1973, Chicago; M.A., 1975, Ph.D., 1978, Co-
lumbia. (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). BA, 1958, Harvard; Ph.D., 1965,
California, Berkeley. (1966)
George W. Rayfield, professor (biophysics, low
temperature physics). B.S., 1958, Stanford; Ph.D.,
1964, California, Berkeley. (1967)
Michael G. Raymer, professor (quantum optics and
chemical physics). B.A, 1974, California, Santa
Cruz; Ph.D., 1979, Colorado. (1988)
Stephen J. Remington, associate professor (protein
crystallography). B.S., 1971, Oregon State; Ph.D.,
1977, Oregon. (1985)
Peter C. Sercel, assistant professor (solid state phys-
ics). B.S., 1987, Arizona; M.S., 1988, Ph.D., 1992,
California Institute ofTechnology. (1992)
David R. Sokoloff, associate professor (physiCS edu-
cation); associate department head. B.A, 1966, City
University of New York, Queens; Ph.D., 1972, Mas-
sachusetts Institute of Technology. (1978)
Davison E. Soper, professor (elementary particle
theory); director, Institute of Theoretical Science.
BA, 1965, Amherst; Ph.D., 1971, Stanford. (1977)
David M. Strom, assistant professor (experimental
elementary particle physics). BA, 1980, St. Olaf;
Ph.D., 1986, Wisconsin, Madison. (1991)
John J. Toner, associate professor (condensed matter
theory). B.S., 1977, Massachusetts Institute of
Technology; MA, 1979, Ph.D., 1981, Harvard.
(1995)
Martin Wybourne, professor (condensed matter
physics). B.Sc., 1976, Ph.D., 1980, University of
Nottingham. (1987)
Robert 1. Zimmerman, professor (astrophysics, gen-
eral relativity). BA, 1958, Oregon; Ph.D., 1963,
Washington (Seattle). (1966)
Special Staff
John Hardwick, senior research associate (molecular
physics). AB., 1966, Princeton; Ph.D., 1972, Geor-
gia Institute ofTechnology. (1985)
Frank Vignola, senior research associate (solar
energy). BA, 1967, California, Berkeley; M.S.,
1969, Ph.D., 1975, Oregon. (1977)
Emeriti
Shang-Yi Ch'en, professor emeritus. B.S., 1932,
M.S., 1934, Yenching; Ph.D., 1940, California Insti-
tute ofTechnology. (1949)
Bernd Crasemann, professor emeritus. AB., 1948,
California, Los Angeles; Ph.D., 1953, California,
Berkeley. (1953)
Joel W. McClure Jr., professor emeritus. B.S., 1949,
M.S., 1951, Northwestern; Ph.D., 1954, Chicago.
(1954)
John 1. Powell, professor emeritus. B.A., 1943, Reed;
Ph.D., 1948, Wisconsin. (1955)
The date in parentheses at the end of each entry is the
first year on the University of Oregon faculty.
UNDERGRADUATE STUDIES
Physics, the most basic of the natural sciences, is
concerned with the discovery and development
of the laws that describe our physical universe.
Because of its fundamental nature, the study of
physics is essential for work in the natural sci-
ences and for students who want to comprehend
our technological world. In addition to major and
minor programs, the Department of Physics of-
fers a variety of courses for nonmajors as well as
for prehealth science students.
Preparation. Entering freshmen should have
taken as much high school mathematics as pos-
sible in preparation for starting calculus in their
freshman year. High school study of one of the
scientific languages-French, German, or Rus-
sian-is desirable, as is study of physics and
chemistry.
Because of the sequential nature of the physics
curriculum, transfer students from two-year col-
leges should try to transfer to the university as
early in their studies as possible. Those who
transfer after two years should prepare them-
selves for upper-division course work in physics
by taking one year of differential and integral cal-
culus (the equivalent of MATH 251, 252, 253),
one year of general physics with laboratory (the
equivalent of either PIDS 201, 202, 203 or PIDS
211, 212, 213 and PHYS 204, 205, 206), one year
of general chemistry with laboratory (the equiva-
lent of CH 211, 212, 213 or CH 221, 222, 223 and
CH 227, 228, 229), and, if possible, one term of
differential equations and two terms of multivari-
able calculus (the equivalent of MATH 256 and
MATH 281, 282). Transfer students should also
have completed as many as possible of the uni-
versity requirements for the bachelor's degree
(see Bachelor's Degree Requirements under Reg-
istration 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 phys-
ics 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 favorably for admis-
sion 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 Bach-
elor's Degree Requirements in the Registration
and Academic Policies section of this bulletin. In
addition, for the BA degree, the foreign-
language requirement 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:
Foundations of Physics I (PHYS 251,252,253)
Calculus tII,III (MATH 251, 252, 253)
General chemistry with laboratories (CH 211,212,
213 or CH 221,222,223 and CH 227,228,229)
Introduction to Differential Equations (MATH 256)
Several-Variable Calculus tIl (MATH 281, 282)
Complete the following required upper-division
courses or their equivalents:
Foundations of Physics II (PHYS 351, 352, 353)
Mechanics, Electricity, and Magnetism (PIDS
411,412,413)
Quantum Physics (PIDS 414, 415, 416)
PHYSICS 141
Any combination of Intermediate Physics Labo-
ratory (PHYS 390), Modern Optics Laboratory
(PHYS 426), Analog Electronics (PHYS 431),
Digital Electronics (PHYS 432), Physics Instru-
mentation (PHYS 433), Advanced Physics Labo-
ratory (PHYS 490) to total 6 credits
A grade point average of 2.00 or better must be
earned in all required physics courses. Courses
beyond the minimum requirement may be taken
passino pass (PIN). At least 20 of the upper-divi-
sion credits must be completed in residence at
the University of Oregon. Exceptions to these
requirements must be approved by the physics
adVising coordinator.
Sample Program
The following sample program is designed for
students preparing for graduate study in physics
and prepared to take calculus in their freshman
year. Students should consult the physics advis-
ing coordinator for assistance in planning pro-
grams adapted to their individual needs. In addi-
tion to general graduation requirements, and
electives, students should plan to take the fol-
lowing courses:
Freshman Year 42 credits
General Chemistry (CH 221, 222, 223) with
laboratories (CH 227, 228, 229) 18
Foundations of Physics I (PHYS 251, 252, 253) .. 12
Calculus I,II,III (MATH 251, 252, 253) 12
Sophomore Year 27 credits
Foundations of PhysicS II (PHYS 351, 352,
353) 12
Intermediate PhysicS Laboratory (PHYS 390),
three terms 3
Introduction to Differential Equations
(MATH 256) 4
Several-Variable Calculus I,II (MATH 281, 282) .. 8
Junior Year 27 credits
Mechanics, Electricity, and Magnetism
(PHYS 411, 412, 413) 12
Advanced Physics Laboratory (pHYS 490),
three terms 3
Mathematics or physics electives or both 12
Senior Year 31 credits
Quantum Physics (PHYS 414, 415, 416) 12
Advanced PhysicS Laboratory (PHYS 490),
three terms 3
PhysiCS or mathematics electives or both 16
Sample Program for Transfer Students
The following sample program is for transfer stu-
dents who have completed two years of college
work elsewhere including one year of calculus,
one year of general physics with laboratories, one
year of general chemistry with laboratories, and as
many as possible of the university requirements
for the bachelor's degree. In addition to general
graduation requirements for the bachelor's de-
gree, transfer students should plan to take the
follOWing courses:
Junior Year 27 credits
Foundations of Physics II (PHYS 351,
352, 353) 12
Intermediate PhysiCS Laboratory (PHYS 390),
three terms 3
Introduction to Differential Equations
(MATH 256) 4
Several-Variable Calculus I,ll (MATH 281, 282) .. 8
Senior Year 39 credits
Mechanics, Electricity, and Magnetism
(PHYS 411, 412, 413) 12
Quantum Physics (PHYS 414, 415, 416) 12
Advanced Physics Laboratory (PHYS 490),
three terms 3
Physics or mathematics electives or both 12
Honors
To be recommended by the faculty for graduation
with honors, a student must complete at least 46
credits in upper-division physics courses, of
which at least 40 credits must be taken for letter
grades, and earn at least a 3.50 grade point aver-
age in these courses.
Minor Requirements
Students seeking a physics minor must complete a
minimum of 24 credits in physics, of which at least
15 must be upper division. These credits must in-
clude Mechanics, Electricity, and Magnetism
(PHYS 411, 412, 413). All course work must be
completed with grades of C- or P or better. At least
12 of the upper-division credits must be completed
in residence at the University of Oregon.
Foundations of Physics I (PHYS 251, 252, 253),
General Physics (PHYS 201, 202, 203), or General
Physics with Calculus (PHYS 211, 212, 213) is pre-
requisite to all upper-division physics courses and
should constitute part of the minor program. Sub-
stitutions may be made with the permission of the
physicS advising coordinator.
Engineering
Students interested in engineering may complete
preparatory course work at the University of Oregon
before enrolling in a professional engineering pro-
gram at Oregon State University (OSU) or else-
where. The Department of Physics coordinates a
three-plus-two program that allows a student to
earn a bachelor's degree in physics or chemiStry
from the U0 and one in engineering from OSU. For
more information, see the Engineering, Prepara-
tory section of this bulletin.
Secondary School Teaching
Although the University of Oregon does not offer
professional preparation of science teachers, an
academic major in physiCS provides a strong sub-
ject-matter background for entry into a secondary
teacher-education program. Students interested
in a teaching career may obtain information about
teacher education from the Office of Academic
Advising and Student Services, 164 Oregon Hall.
GRADUATE STUDIES
The Department of Physics offers graduate pro-
grams leading to the master of arts (M.A.), master
of science (M.S.), and doctor of philosophy
(Ph.D.) degrees with a variety of opportunities for
research. Current research areas include as-
tronomy and astrophysics, atomic and molecular
physics, biophysics, chemical physics, condensed
matter theory, elementary particle physics,
nuclear physics, quantum optics, solid state phys-
ics, statistical mechanics, superfluid mechanics,
and areas of applied physics.
The interdisciplinary Institute of Theoretical Sci-
ence 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 In-
stitutes provide facilities, support, and research
guidance for graduate students and postdoctoral
fellows in the interdisciplinary application of con-
cepts and techniques from both physics and
chemistry to the understanding 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 thirty miles southeast of
Bend, Oregon, off Highway 20 near Millican, at
an altitude of 6,300 feet above sea level. The ob-
servatory has three telescopes-fifteen inches,
twenty-four inches, and thirty-two inches in di-
ameter-the largest governed by computer. All
are Cassegrain reflectors. The site has an as-
tronomers' 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 de-
gree in physics or a related area is required with a
minimum undergraduate grade point average
(GPA) of 3.00 (B) in advanced physics and math-
ematics courses. Submission of scores on the
Graduate Record Examinations (GRE), including
the physics test, is required. Students from non-
English-speaking countries are required to de~­
onstrate proficiency in English by submitting
scores from the Test of English as a Foreign Lan-
guage (TOEFL). Each applicant must submit to
the Department of Physics one copy of a com-
pleted Graduate Admission Application, one copy
of official transcripts of all prior academic work,
and three letters of reference from individuals
well acquainted with the applicant's ability and
recent work in physics.
Financial aid in the form of graduate teaching or
research fellowships (GTFs) is available on a
competitive basis to Ph.D. students. Both require
approximately eighteen hours of work a week
and provide a stipend and tuition waiver. New
students are normally 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.
To ensure equal consideration for fall term ad-
mission, the deadline for applications for finan-
cial aid is February 15. Late applications for ad-
mission may be considered until July 15.
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 ad-
mission and degree requirements. Departmental
requirements are outlined in a handbook for in-
coming students, available in the department of-
fice, and are summarized below.
142 COLLEGE OF ARTS AND SCIENCES
Master of Science or Arts
Course requirements for a master of science
(M.S.) in physics typically include, in addition to
the equivalent of the undergraduate physics de-
gree, at least one three-term physics sequence
taken at the 600 level and three 500- or 600-level
mathematics courses selected from a list of ap-
proved courses, or others with the preregistration
approval of the director of graduate studies.
A total of 45 graduate credits must be completed,
including 32 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 ex-
amination or submit a written thesis. The
master's examination, given each spring, covers
undergraduate physics (mechanics, electricity
and magnetism, optics, modern physics, thermo-
dynamics). The thesis option requires a mini-
mum of 9 credits in Thesis (PHYS 503) or 3 cred-
its in Research (PHYS 601) and 6 credits in Thesis
(PHYS 503).
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 can be completed
in four terms.
Doctor of Philosophy
The physics department has few course
requirements for the doctor of philosophy
(Ph.D.) degree, relying primarily on demon-
strated competence in the qualifying examina-
tion, comprehensive examination, and doctoral-
dissertation research.
Qualifying Examination. The master's final ex-
amination constitutes part of the Ph.D. qualify-
ing examination. The remainder is a written ex-
amination given each fall; it covers the graduate
physics core (theoretical mechanics, statistical
mechanics, quantum mechanics, electromagnetic
theory, methods of mathematical physics). After
rectifying any deficiencies in undergraduate
background, students typically prepare for the
qualifying examination by taking 600-level
courses in the core areas. Students are encour-
aged to take the examination as early as possible.
The examination 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 lec-
ture in one of the research seminars or a research
group meeting. Typically, the advanced studies
requirement is satisfied by taking eight terms of
course work chosen from a list of courses in three
of the following groups:
1. Condensed matter physics
2. Nuclear and particle physics
3. Atomic, molecular, and optical physics
4. Astronomy and general relativity
5. Experimental and theoretical techniques
6. Other sciences
Foreign-Language Requirement. The depart-
ment encourages students to have foreign-
language proficiency, but it has no foreign-
language requirement for the Ph.D. degree. All
incoming graduate students are expected to be
fluent in English. Deficiencies must be rectified
before the student takes the comprehensive ex-
amination.
Comprehensive Examination. The comprehen-
sive examination should be taken within three
years of passing the qualifying examination. 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 re-
search project. The student is expected to under-
stand 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 Ph.D. requirement. Every degree can-
didate must submit a dissertation embodying the
results of research and showing evidence of origi-
nality and ability in independent investigation.
The dissertation must be a real contribution to
knowledge, based on the candidate's own investi-
gations. 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.
ASTRONOMY COURSES (ASTR)
121,122,123 Elementary Astronomy (4,4,4)
121: naked-eye astronomy, development of astro-
nomical concepts, and the solar system. 122: the
structure and evolution of stars. 123: galaxies and
the universe. Primarily for nonscience majors.
207, 208,209 Introduction to Astronomy and
Astrophysics (3,3,3) 207: structure and evolution
of stars, including the endpoints of stellar evolu-
tion-white dwarfs, neutron stars, black holes.
208: stellar systems. 209: large-scale structure of
the universe, the origin and evolution of the uni-
verse and the solar system. Sequence. Prereq:
MATH 111,112 or equivalents.
PHYSICS COURSES (pHYS)
101,102,103 Essentials of Physics (3,3,3) Funda-
mental physical principles. 101: mechanics. 102:
heat, waves, and sound; electricity and magnetism.
103: modern physics. For nonscience majors.
151 Waves, Sound, and Light (3) Nature of vi-
brations and waves. Descriptions of various
waves in our surroundings; mechanical, water,
sound, and electromagnetic waves. Primarily for
nonscience majors.
152 Physics of Sound and Music (3) Introduc-
tion to the wave nature of sound; hearing; musi-
cal instruments and scales; auditorium acoustics;
and the transmission, storage, and reproduction
of sound. Prereq: PHYS 151. Primarily for
nonscience majors.
153 Physics of Light and Color (3) Light and
color, their nature, how they are produced, and
how they are perceived and interpreted. Prereq:
PHYS 151. Primarily for nonscience majors.
154 Lasers (3) Physics and technology of lasers.
General concepts of waves, optics, and atomic
physics. Lasers as devices, and present and
planned applications of lasers. Prereq: PHYS 151.
Primarily for nonscience majors. Not offered
1995-96.
161 Physics of Energy and Environment (3)
Physical aspects of human energy use and ac-
companying environmental changes. Present
and future needs and sources of energy, pollu-
tion problems. Primarily for nonscience majors.
162 Solar Energy (3) Introduction to current
topics in solar energy applications; solar radia-
tion, passive solar buildings, and hot water heat-
ing. Primarily for nonscience majors.
163 Electric Power Generation (3) Introduction
to methods of electric power generation. Reviews
basic principles of thermodynamics. Covers coal-
and oil-fired plants, nuclear power, photovoltaic
and solar thermal. Primarily for nonscience ma-
jors. Not offered 1995-96.
196 Field Studies: [Topic] (1-2R)
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R)
201,202,203 General Physics (4,4,4) Introduc-
tory sequence. 201: mechanics and fluids. 202:
thermodynamics, waves, optics. 203: electricity,
magnetism, modern physics. Sequence. Prereq:
MATH 111, 112 or equivalent. For science, pre-
health, and architecture students.
204,205,206 Introductory Physics Laboratory
(2,2,2) Practical exploration of the principles
studied in general-physics lecture. Measurement
and analysiS methods applied to experiments in
mechanics, waves, sound, thermodynamics, elec-
tricity and magnetism, optics, and modern phys-
ics. Sequence. Pre- or coreq: PHYS 201, 202, 203
or PHYS 211, 212, 213 or instructor's consent.
211,212,213 General Physics with Calculus
(4,4,4) Introductory sequence covers roughly the
same topics as PHYS 201, 202, 203 but in greater
mathematical depth. Sequence. Coreq: MATH
251, 252, 253 or equivalent. For science majors
and preengineering and prehealth science stu-
dents.
251,252,253 Foundations of Physics I (4,4,4)
251: mechanics and special relativity. 252: elec-
tricity and magnetism. 253: quantum phenom-
ena. Sequence. Prereq: major status or instruc-
tor's consent; coreq: MATH 251,252,253 or
equivalent. Lectures and associated laboratory.
301,302,303 Physicists' View of Nature (3,3,3)
Physics concepts illustrated by the work of
prominent physicists. 301: the classical view-
mechanics, electrical science. 302: thermal phys-
ics and the transition to the modern view. 303:
the 20th-century view-relativity, cosmology,
and quantum physics. Sequence. Prereq: junior
or senior standing. Goswami. Primarily for
nonscience majors.
351,352,353 Foundations of Physics II (4,4,4)
The study of wave motion in diverse branches of
physics, including mechanical, electrical, optical,
and quantum systems. Equations of state, laws of
thermodynamics, phase changes, entropy, ki-
netic theory, collisions, transport, statistical
physics. Sequence. Prereq: major status or in-
structor's consent; coreq: MATH 256,281, 282.
390 Intermediate Physics Laboratory: [Topic]
(1-2R) Project modules demonstrate phenomena,
instrumentation, and experimental technique.
Coreq: PHYS 351, 352, 353.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-16R) PIN only
403 Thesis (1-21R)
PHYSICS 143
405 Reading and Conference: [Topic] (1-16R)
PIN only
406 Field Studies: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-4R)
408/508 Workshop: [Topic] (1-21R)
409 Supervised Tutoring (1-3R) PIN only
410/510 Experimental Course: [Topic] (I-4R)
411,412/512,413/513 Mechanics, Electricity,
and Magnetism (4,4,4) Fundamental principles
of Newtonian mechanics, conservation laws,
small oscillations, planetary motion, systems of
particles. Electromagnetic phenomena. Se-
quence. Prereq: MATH 256,281, 282. Only non-
majors may eam graduate credit.
414/514,415/515,416/516 Quantum Physics
(4,4,4) Planck's and de Broglie's postulates, the
uncertainty principle, Bohr's model of the atom,
the Schroedinger equation in one dimension, the
harmonic oscillator, the hydrogen atom, mol-
ecules and solids, nuclei and elementary par-
ticles. Sequence. Pre- or coreq: PHYS 411, 4121
512,413/513. Only nomnajors may eam graduate
credit.
421/521 Topics in Mechanics (4) Rigid bodies,
orbit problems, coupled oscillators, perturbation
techniques. Prereq: PHYS 411.
422/522 Electromagnetism (4) Study of electro-
magnetic waves. Topics include Maxwell's equa-
tions, wave equation, plane waves, guided
waves, antennas, and other related phenomena.
Prereq: PHYS 412/512, 4131513.
423/523 Introduction to Statistical Physics (4)
Development of statistical techniques to describe
physical systems with applications to classical
and quantum ideal gases, nonideal gases, phase
transitions, photon gas, and transport. Prereq:
PHYS 353.
424/524 Classical Optics (4) Geometrical optics,
polarization, interference, Frauen-hofer and
Fresnel diffraction. Prereq: PHYS 412/512,
413/513.
425/525 Modern Optics (4) Special topics in
modern applied optics such as Fourier optics, co-
herence theory, resonators and lasers, hologra-
phy' and image processing. Prereq: PHYS
424/524 or equivalent.
4261526 Modern Optics Laboratory (4) A series
of experiments with a variety of lasers and mod-
ern electro-optical instrumentation. Prereq:
PHYS 425/525.
427/527 X-ray Crystallography (4) X-ray
diffraction, Bragg's law, crystal symmetry, the
reciprocal lattice, structure factors and Fourier
syntheses, the phase problem, small and
macromolecular crystal structures. Prereq:
instructor's consent. Includes laboratory work.
Not offered 1995-96.
431/531 Analog Electronics (4) Passive and ac-
tive discrete components and circuits. General
circuit concepts and theorems. Equivalent cir-
cuits and black box models. Integrated circuit op-
erational amplifiers. Prereq: general physics or
equivalent; knowledge of complex numbers;
MATH 251, 252, 253, 256.
432/532 Digital Electronics (4) Digital electron-
ics including digital logic, measurement, signal
processing and control. Introduction to computer
interfacing. Prereq: general physics or equivalent;
MATH 251, 252, 253.
433/533 Physics Instrumentation (4) Basic
components of a personal computer and inter-
face implementations. Applications to scientific
instrumentation. Prereq: PHYS 432/532.
490/590 Advanced Physics Laboratory: [Topic]
(1-2R) Project modules demonstrate phenom-
ena, instrumentation, and experimental tech-
nique. Prereq: instructor's consent.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
PIN only
606 Field Studies: [Topic] (1-16R)
607 Seminar: [Topic] (I-4R) PIN only. Recent
topics include Astrophysics and Gravitation,
Condensed Matter, High Energy Physics, Physics
Colloquium, Theoretical Physics.
608 Workshop: [Topic] (1-16R)
609 Supervised Tutoring (1-3R) PIN only
610 Experimental Course: [Topic] (I-4R) Su-
perfluidity and Superconductivity.
611,612 Theoretical Mechanics (4,2)
Lagrangian and Hamiltonian mechanics, small
oscillations, rigid bodies.
613,614 Statistical Physics (2,4) Thermody-
namics, statistical mechanics, kinetic theory, ap-
plication to gases, liquids, solids, atoms, mol-
ecules, and the structure of matter.
621,622,623 Electromagnetic Theory (4,4,4)
Microscopic form of Maxwell's equations, deriva-
tion and solution of the wave equation, Lorentz
covariant formulation, motion of charges in
given fields, propagation and diffraction, radia-
tion by given sources, coupled motion of sources
and fields, the electromagnetic field in dense me-
dia.
631, 632, 633 Quantum Mechanics I,I1,III
(4,4,4) 631: formulation of wave mechanics, cen-
tral force problems, hydrogen atom, harmonic
oscillator. 632: matrix mechanics and spin, ap-
proximation methods, scattering theory, time-
dependent perturbation. 633: group theory in
quantum mechanics, rotation symmetry and
spin, identical particles, second quantization,
Dirac theory of the electron. Sequence.
651,652,653 Nuclear Physics (4,4,4) Properties
of nuclei, the deuteron, nuclear forces, electro-
magnetic transitions, beta decay, single-particle
and collective aspects of nuclear structure,
nuclear reactions, neutron physics. Sequence.
Prereq: PHYS 414,415,416 or equivalents. Not
offered 1995-96.
661,662,663 Elementary Particle Phenom-
enology (4,4,4) Classification and quantum
numbers of elementary particles; elements of
group theory, Lorentz group and spin; discrete
and continuous symmetries; phenomenology of
weak, electromagnetic, and strong interactions;
quark model of hadron structure. Sequence. Pre-
req: PHYS 631, 632, 633. Offered 1995-96 and
alternate years.
664,665,666 Quantum Field Theory (4,4,4)
Quantum field theory and its application to ele-
mentary particle physics. Feynman rules for per-
turbation theory, renormalization, gauge theories
of the strong and electro-weak interactions. De-
pending on interest, such topics as renormaliza-
tion group, spontaneous symmetry breaking, dis-
persion theory, or nonrelativistic many-body
physics may be covered. Sequence. Prereq: PHYS
631, 632, 633. Offered alternate years; not offered
1995-96..
671,672,673 Solid State Physics (4,4,4) Crystal-
lography; thermal, electrical, optical, and mag-
netic properties of solids; band theory; metals,
semiconductors, and insulators; defects in solids.
Sequence. Prereq: PHYS 631, 632, 633.
674,675,676 Theory of Condensed Matter
(4,4,4) Advanced quantum and statistical me-
chanics. Emphasis on electronic structure, el-
ementary excitations, and critical phenomena.
Sequence. Prereq: PHYS 671, 672, 673. For both
experimental and theoretical students. Offered
1995-96 and alternate years.
681, 682, 683 Atomic and Molecular Physics
(4,4,4) Survey of atomic and molecular physics
including angular momentum and multiplet
theory, atomic collisions, relativistic and quan-
tum-electrodynamic effects, the spectroscopy and
structure of simple molecules, and selected ap-
plied topics. Sequence. Offered 1995-95 and al-
ternate years.
684, 685, 686 Quantum Optics and Laser Phys-
ics (4,4,4) Nonlinear optical processes and quan-
tum statistical properties of light produced by
such processes, laser theory, wave mixing pro-
cesses, optical Bloch equations, field quantiza-
tion, photon statistics, cooperative emissions.
Sequence. Prereq for 684: undergraduate quan-
tum mechanics; coreq for 685, 686: PHYS 631,
632. Offered alternate years; not offered 1995-96.
694, 695, 696 General Relativity (4,4,4) Tensor
analysis and Riemannian geometry, Einstein's
field equations, experimental observations, sym-
metries and conservation laws, gravitational ra-
diation, other theories of gravity, applications to
astrophysics and cosmology. Sequence. Prereq:
PHYS 611, 612.
144 COLLEGE OF ARTS AND SCIENCES
POLITICAL SCIENCE
936 Prince Lucien Campbell Hall
Telephone (503) 346-4864
Deborah Baumgold, Department Head
FACULTY
William H. Baugh, associate professor (international
relations, research methodology, arms control and
national security). S.B., 1963, Massachusetts Insti-
tute of Technology; M.S., 1965, Rochester; M.A,
1971, Ph.D., 1973, Indiana. (1978)
Deborah Baumgold, associate professor (history of
political thought). B.A., 1971, Oberlin; M.A., 1975,
Ph.D., 1980, Princeton. (1987)
Gerald Berk, assistant professor (American politics,
political economy, social movements). B.A., 1977,
Clark; Ph.D., 1987, Massachusetts Institute of
Technology. (1994)
Sumi K. Cho, assistant professor (ethnic urban poli-
tics, U.S. politics, race and law). B.A, 1984, J.D.,
1990, Ph.D., 1992, California, Berkeley. (1992)
Irene Diamond, associate professor (feminist theory,
U.S. politics). B.A., 1968, Douglass; Ph.D., 1975,
Princeton. (1987)
Gerald W. Fry, professor (Pacific regional studies,
Thailand, development theory); director, interna-
tional studies. See International Studies
Daniel Goldrich, professor (environmental politics,
politics of inter-American economic integration).
B.A., 1955, Antioch; M.A., 1957, Ph.D., 1959, North
Carolina at Chapel Hill. (1963)
David Jacobs, professor (public policy, political
economy, organizations); director, honors college.
B.A., 1968, Georgia; M.A., 1972, Ph.D., 1975,
Vanderbilt. (1986)
Richard Kraus, professor (comparative politics, Chi-
nese politics, politics of culture). B.A., 1966,
Grinnell; certificate (East Asian Institute), 1969,
M.A., 1969, Ph.D., 1974, Columbia. (1983)
Jerry F. Medler, associate professor (political theory,
research methods, environmental policy). B.A,
1963, Northwestern; M.A., 1965, Ph.D., 1966,
Oregon. (1968)
Ronald B. Mitchell, assistant professor (international
relations, foreign policy, environmental politics).
B.A., 1981, Stanford; M.P.P., 1985, Ph.D., 1992,
Harvard. (1993)
John M. Orbell, professor (decision-making, roots of
political behavior, ethics). B.A., 1957, M.A., 1960,
New Zealand; Ph.D., 1965, North Carolina at
Chapel Hill. (1967)
Lars Skalnes, visiting assistant professor (interna-
tional relations, international political economy).
Cando mag., 1984, University of Bergen, Norway;
M.A., 1989, Ph.D., 1993, California, Los Angeles.
(1992)
Priscilla Southwell, associate professor (U.S. and
European politics, political behavior). B.A, 1974,
M.A, 1977, Colorado; Ph.D., 1983, North Carolina
at Chapel Hill. (1981)
Richard P. Suttmeier, professor (comparative
politics; Chinese and Japanese politics; science,
technology, and public policy). AB., 1963,
Dartmouth; Ph.D., 1969, Indiana. (1990)
Courtesy
Ke1U1eth F. Lehrman III, courtesy associate profes-
sor (constitutional law, civil rights); director, affir-
mative action and equal opportuntity. B.A, 1970,
M.A., 1972, Oklahoma; Ph.D., 1983, J.D., 1993,
Oregon. (1990)
Emeriti
James c. Davies, professor emeritus. AB., 1939,
Oberlin; Ph.D., 1952, California, Berkeley. (1963)
Joseph R. Fiszman, professor emeritus. B.A., 1948,
St. John's, Shanghai; M.A., 1956, Emory; Ph.D.,
1964, Michigan State. (1959)
Arthur M. Hanhardt Jr., professor emeritus. B.A,
1953, Rochester; M.A, 1958, Colgate; Ph.D, 1963,
Northwestern. (1963)
James R. Klonoski, professor emeritus. B.S., 1947,
M.A., 1948, Minnesota; Ph.D., 1958, Michigan.
(1961)
William C. Mitchell, professor emeritus. B.A, 1950,
Michigan State; M.A., 1951, Illinois; Ph.D., 1960,
Harvard. (1960)
Charles Schleicher, professor emeritus. AB., 1928,
College of Pacific; M.A., 1931, Hawaii; Ph.D., 1936,
Stanford. (1947)
M. George Zaninovich, professor emeritus. B.A,
1953, M.A., 1959, Ph.D., 1964, Stanford. (1966)
The date in parentheses at the end of each entry is the
first year on the University ofOregon faculty.
ABOUT THE DEPARTMENT
The Department of Political Science at the Uni-
versity of Oregon offers a variety of approaches
to understanding politics and government. Stu-
dents may study political science with an empha-
sis on the history of political thought, contempo-
rary critical approaches, public policy, public
choice, behavioral analysis, or political economy.
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, po-
litical 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 than majors without
such experience to obtain governmental employ-
ment after receiving their degrees.
UNDERGRADUATE STUDIES
The undergraduate program in political science is
designed (1) to provide a systematic understand-
ing 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
Courses at the 100 and 200 levels in the depart-
ment are introductory, basic to building a major
in political science. Courses at the 300 level in-
troduce 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 8
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
48 credits in undergraduate political science
courses leading to a bachelor of arts (B.A.) or a
bachelor of science (B.S.) degree. At least 32
credits must be upper division; 16 credits may be
lower division. All 48 credits must be taken for
letter grades and passed with grades of C- or
better. Of the 48 credits, 8 must be taken in each
of three subfields chosen from the following six
subfields: classical and contemporary political
theory, comparative politics, international rela-
tions, public policy, research methodology,
United States government and politics. A com-
plete list of courses in each of the subfields is
available in the political science department of-
fice. Work completed in Seminar (PS 407) may be
included in the 48-credit requirement and
counted toward the subfield of concentration.
A total of no more than 16 credits in Research (PS
401), Thesis (PS 403), Reading and Conference
(PS 405), Field Studies (PS 406), Workshop (PS
408), and Practicum (PS 409) may be applied to-
ward the 48 credits for a political science degree.
No more than 10 credits ofField Studies (PS 406)
may be applied toward the 48 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
to earn credit.
Graduating with Honors. In order to 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 cred-
its of Thesis (PS 403) under supervision of a fac-
ulty member. The thesis must be completed at
least one term before the term of graduation. An
honors committee reviews the student's perfor-
mance on the thesis and on courses taken during
the senior year before making a final decision
about granting the honors distinction.
Freshmen and Transfer Students. There are no
departmental requirements for entering fresh-
men. Students planning to transfer to the univer-
sity from two-year colleges should take the basic
introductory political science courses offered at
those institutions. At least 18 credits in upper-
division graded political science courses must be
completed in residence at the University of Or-
egon to qualify for a B.A. or B.S. degree in politi-
cal science. Transfer students must meet the sub-
field distribution requirement.
Personal Course Programs
The Department of Political Science recognizes
that different career goals may merit different
course programs. The department places responsi-
bility on each student to plan carefully a program
that is most useful to his or her career goals. A ca-
reer goal may well involve incorporating relevant
courses from other university departments into a
program in political science. Because the courses
students choose affect their career opportunities, it
is extremely important that decisions about a cur-
ricular 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 undertaking a
general program in political science. It is essential
that each student consult a faculty adviser, prefer-
ably before registering, so that this general pro-
gram can be tailored to specific interests and ca-
reer 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. Mathematics is required for the B.S.
degree, foreign language for the B.A. degree.
Freshman Year
Fall Term 15 credits
United States Politics (PS 201) or equivalent .... 4
POLITICAL SCIENCE 145·
Arts and letters elective 4
College Composition I (WR 121) 3
University Mathematics I (MATH 105) or
foreign language 4
Winter Term 16 credits
International Relations (PS 205) or equivalent. 4
Introduction to Sociology (SOC 204) 4
Science elective 4
College Algebra (MATH 111) or foreign
language 4
Spring Term 16 credits
Introduction to Contemporary Political Theory
(PS 207) or equivalent 4
Social science elective 4
Elective 4
Introduction to Methods of Probability and
Statistics (MATH 243) or foreign language ..... 4
Sophomore Year
Fall Term 15 credits
Political Ideologies (PS 225) or equivalent 4
Arts and letters elective 4
College Composition II or III (WR 122 or 123) .. 3
Introduction to Economic Analysis:
Microeconomics (EC 201) 4
Winter Term 16 credits
Political science 300-level elective or
equivalent lower-division course 4
Appropriate 200-level course 4
Science elective 4
Elective 4
Spring Term 16 credits
Political science 300-level elective or
comparable lower-division course 4
Arts and letters elective 4
Science elective 4
Elective 4
Second Bachelor's Degree. For the student
wanting to obtain a second bachelor's degree in
political science, 48 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 oppor-
tunities. They may use the twenty-four micro-
computers and associated equipment in the
department's social science laboratory.
Students may learn to use computers to analyze
a variety of data sets on American politics that
the university receives from the Inter-University
Consortium for Political and Social Research at
the University of Michigan.
Minor Requirements
The minor in political science requires 24 credits
including 16 upper-division graded credits. All
24 credits must be taken for letter grades and
passed with grades of C- or better. Only 6 of
these credits may be in Research (PS 401), Thesis
(PS 403), Reading and Conference (PS 405), Field
Studies (PS 406), Workshop (PS 408), or Practi-
cum (PS 409). Up to 8 credits may be transferred
from another institution. Students must submit a
minor declaration form to the department office.
At that time they must also provide an academic
transcript and an Advanced Standing Report if
transfer credit is used to complete the minor.
GRADUATE STUDIES
The Department of Political Science offers a
grad-uate program of studies leading to the mas-
ter of arts (M.A.), master of science (M.S.), and
doctor of philosophy (Ph.D.) degrees. The pro-
gram is designed to prepare students for teach-
ing' research, and governmental or other public
service and enables them to understand and par-
ticipate in public affairs.
Regular members of the department and occa-
sional visiting faculty members offer advanced
courses and seminars in most fields of political
science. Joint faculty-student studies, interde-
partmental research projects, and individual re-
search are being conducted in such diverse areas
as controlling arms races, environmental politics,
failure of public programs, international political
econo-my, laboratory study of rational choice,
north-north and north-south issues in economic
and political development, political parties, po-
litical change in East and Southeast Asia, 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 3.00 or
higher for undergraduate and graduate studies
2. Recommendations from at least three teachers
from whom courses have been taken
3. Scores on the Graduate Record Examinations
(GRE): combined verbal and quantitative
scores of 1100 are required. Students with de-
grees from overseas institutions where English
is not spoken must also attain a score of at
least 550 on the Test of English as a Foreign
Language (TOEFL)
4. A statement of career plans prepared by the
student
5. Other evidence that may be helpful in reach-
ing a decision. Although an undergraduate
major in political science is not a prerequisite
for admission, the committee takes into con-
sideration previous academic work in political
science. Students with less than the equivalent
of an undergraduate political science major
typically need to take more than the minimum
48 credits required for the master's degree,
possibly including undergraduate courses for
which they can receive no academic credit
Application forms, recommendation forms, and
additional information about the graduate pro-
gram and graduate teaching fellowships may be
obtained by visiting or writing the Department of
Political Science. The deadline for applications is
February 15.
Master's Degree Programs
Students may choose from two options for a
master's degree in political science.
The standard 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 and
complete the master's degree thesis. Each student
must demonstrate competence in social science
methodology. Two years is a typical period for
completing the standard master's degree pro-
gram.
The department also offers a master's degree in
political science with emphasis on public policy.
This two-year program prepares students for
professional careers as policy analysts in federal,
state, and local government and in other policy
research institutes. The program has the follow-
ing requirements:
1. Completion of 48 credits of graduate course
work
2. Completion of seven reqUired courses as speci-
fied by the department
3. Completion of a field research project or in-
ternship under the supervision of one or more
faculty members
4. Preparation and defense of a policy paper pre-
senting the results of the student's field re-
search project or internship
See the Graduate School section of this bulletin
for the distinction between M.S. and M.A. degree
requirements.
Doctoral Program
Students who have earned a bachelor's degree in
political science may be admitted to the doctoral
program. This program is designed to allow the
well-prepared student to complete all course re-
quirements for the Ph.D. in two years of full-time
study. Students take comprehensive examina-
tions at the beginning of their third year, followed
by preparation of a dissertation. Requirements for
the Ph.D. in political science include:
1. Completion of 81 credits (18 credits are for dis-
sertation) beyond the bachelor's degree. PS
601, 605, 606, 608, 609, and 610 may be taken
pass/no pass, but no more than 8 credits may
be counted toward the 81. PS 607 must be
taken for a letter grade
2. Completion of four Seminars (PS 607):
a. Seminar: State of the DiScipline, to be taken
the first time it is offered
b. Three seminars in the three area fields in
which the student takes the comprehensive
examination. Students should take the area
subfield seminars as early as pOSSible
3. Demonstrated proficiency in quantitative and
research methods
4. After completion of course work, passing a
comprehensive examination in one primary
field and two secondary fields selected from:
a. Classical and contemporary political theory
b. Comparative politics
c. International relations
d. Public policy
e. Research methodology
f. United States government
Each field comprises several themes from
which the student must choose a subset
5. An oral and a written examination taken on
material from the primary field. The examina-
tion for one secondary field may be satisfied by
a research paper and an oral examination; a
written examination covers material from the
other secondary field
6. Students may use a customized subfield as one
of the two subfields. The content of this sub-
field is decided by consensus of the student and
at least three faculty members
7. Completion of the 18 credits of Dissertation
(PS 603), as required by the Graduate School.
These credits must be taken while completing
the Ph.D. dissertation, which is written after
passing the comprehensive examination
8. Defense of the written dissertation in an oral
examination
146 COLLEGE OF ARTSAND SCIENCES
A complete description of graduate require-
ments, including an explanation of themes and
field requirements, is available in the department
office.
POLITICAL SCIENCE COURSES
(PS)
Because not every course listed here can be offered
every year, students should consult the most re-
cent VO Schedule of Classes or inquire at the
department office.
101 Modern World Governments (4) Introduc-
tion to the political systems, practices, and insti-
tutions of leading contemporary nations includ-
ing Britain, France, Russia, China, and selected
nations within Africa and Latin America.
Hanhardt.
104 Problems in United States Politics (4) Cur-
rent policy issues in American politics, e.g, un-
employment, education, crime. Jacobs, Medler.
105 Crisis and Response in International Poli-
tics (4) International crises examined in terms of
the collective responses made by nation-states
and international organizations. Hanhardt. Open
only to freshmen, sophomores.
199 Special Studies: [Topic] (1-5R)
201 United States Politics (4) Theoretical intro-
duction to American institutions, political doc-
trines, and ideology as these affect the course of
politics and public policy in the United States.
Berk, Southwell.
203 State and Local Government (4) Linkage
between elites and masses with attention to val-
ues, beliefs, participation, and process. Topics
include mass participation, state and community
elites, violence, public policy. Diamond.
204 Introduction to Comparative Politics (4)
Major concepts and approaches in the study of
comparative government and politics. Kraus.
205 International Relations (4) Introduction to
intellectual tools for analysis of world politics.
Baugh, Kraus, R. Mitchell, Skalnes.
207 Introduction to Contemporary Political
Theory (4) Theories of collective action, power,
conflict of interest in the context of political insti-
tutions. Orbell, Southwell.
208 Introduction to the Tradition of Political
Theory (4) Selected issues in political theory
such as political obligation, rationality, diversity,
and relativism. Covers comtemporary and classi-
cal theories. Baumgold, Zaninovich.
225 Political Ideologies (4) Origins, functions,
and political implications of several ideologies
such as liberalism, fascism, communism, femi-
nism, environmentalism, and nationalism.
Zaninovich.
230 Introduction to Urban Politics (4) Conflict
in cities; power structures; protest movements
and political participation; urban political institu-
tions; critiques of urban politics; black politics.
Diamond.
235 Crisis in Central America (4) Provides
basis for understanding current political crisis.
Emphasizes Guatemala, Nicaragua, EI Salvador.
Focus on contemporary struggles in post-World
War II historical context. Goldrich.
240 Introduction to Public Policy and Admin-
istration (4) Alternative means of explaining the
process of policymaking and alternative strate-
gies of decision-making in the policy process ap-
plied to contemporary issues.
280 Introduction to Political Psychology (4)
Contemporary cognitive theories applied to po-
litical behavior, individual and collective pro-
cesses. Orbell.
297 Introduction to Environmental Politics (4)
Growth-driven modern economy and environ-
mental limits in Western, East European, and
Third World countries; United States environ-
mental policy; alternative environmental political
futures. Diamond, Goldrich.
301 Art and the State (4) Comparative analysis
of issues raised by state intervention in produc-
tion and distribution of art: censorship, artistic
freedom, ideological domination, regulation of
artistic marketplace, cultural imperialism. Kraus.
308 United States Political Thought (4)
Development of United States political thought
from the Revolution through the 20th century.
Includes writings of Jefferson, Paine, Madison,
Tocqueville.
321 Introduction to Political Economy (4) Sys-
tematic comparison of markets and political pro-
cesses and their outcomes. Baugh, Southwell.
326 United States Foreign Policy I (4) Basic
concepts underlying the formulation and imple-
mentation of United States foreign policy; rela-
tionships between American society and foreign
policy; the relationship of the U.S. to its interna-
tional environment. Baugh, Kraus, R. Mitchell,
Southwell.
336 Political Systems of Postwar Germany (4)
Domestic and international politics of German
occupation, division, and unification since 1945.
Hanhardt.
338 Southeast Asia in Modern Times (4) His-
torical background, contemporary political sys-
tems, and major problems of Burma, Thailand,
Malaysia, Singapore, Laos, Cambodia, Vietnam,
the Philippines, and Indonesia.
340 International Political Economy (4) Links
between economics and politics in the interna-
tional system. Basic concepts include power,
dependence, inequality, imperialism, and devel-
opment. Micro- and macroeconomics recom-
mended.
342 Politics of China I (4) Survey of the politics
of the People's Republic of China. Emphasis on
political sociology and group conflict: elites, ide-
ology, social change, and organization. Kraus.
344 Public Policy and Citizen Action (4) Ways
interest groups affect the formation and execu-
tion of public policy. Emphasis on theories of
pressure groups, lobbying, and the rise of public-
interest activities. Jacobs.
347 Political Power, Influence, and Control (4)
Sutvey of the use of the concept of power in the
social sciences, stressing diverse theoretical per-
spectives and empirical studies of political insti-
tutions. Baumgold, Medler.
348 Women and Politics (4) Examines the treat-
ment of women in the classic works of political
philosophy. Links this body of thought to con-
temporary views on women. Diamond,
Southwell.
349 Mass Media and American Politics (4) The
role of the mass media in contemporary Ameri-
can politics; the effect of the media on such insti-
tutions as political parties, elections, and the
presidency. Medler.
353 Campaigning (4) Strategic issues for politi-
cians and others interested in winning votes.
Theoretical materials from political science and
related disciplines cast light on these practical
questions. Medler.
355 Oregon Government and Politics (4) Cur-
rent political issues in Oregon with particular at-
tention to political races and ballot measures be-
fore the Oregon electorate as well as the state's
major political institutions.
360 Introduction to Political Science Research
(4) Formulating explanations for phenomena as
process models; drawing conclusions to test the
models; revising and refining models. Applica-
tions from many sociopolitical processes. Prereq:
MATH 111 or equivalent or instructor's consent.
Baugh.
401 Research: [Topic] (1-15R)
403 Thesis (1-15R) PIN only
405 Reading and Conference: [Topic] (1-15R)
406 Field Studies: [Topic] (1-5R) R for maxi-
mum of 10 credits.
407/507 Seminar: [Topic] (l-4R) Offerings vary
from year to year, depending on student needs
and faculty interests.
408/508 Workshop: [Topic] (1-21R)
409 Practicum: [Topic] (1-3R) PIN only
410/510 Experimental Course: [Topic] (l-4R)
Offerings vary from year to year, depending on
student needs and faculty interests.
412/512 Administrative Organization and Be-
havior (4) Theories of bureaucratic organization,
including groups, the nature of authority, organi-
zational control, and decision-making. Research
findings from several social sciences. Jacobs.
414/514 Political Parties and Elections (4) The
primary function of parties in the United States
as compared with other systems: socialization
and recruitment, political identification, voting
behavior, and party organization. Southwell.
420/520 International Organization (4) The or-
ganization of interaction among nations in insti-
tutional arrangements. R. Mitchell, Skalnes.
424/524 Politics of Western Europe (4) Gov-
ernmental institutions and political processes of
Great Britain, France, and the Federal Republic of
Germany. Special attention to interest groups,
parties, and voting behavior. Prereq: PS 204 or
instructor's consent. Hanhardt, Southwell.
425/525 Politics of the European Community
(4) Governmental institutions and political pro-
cesses of the smaller Western European democ-
racies: Italy, Belgium, the Netherlands, and the
Scandinavian countries. Hanhardt, Southwell.
426/526 United States Foreign Policy II (4)
Processes by which United States foreign policy
is made and executed; problems leading to sub-
optimal results; predicting future policy problems
and outcomes. Prereq: PS 326 or instructor's
consent. Baugh.
430/530 Political Theory: Ancient and Medi-
eval (4) Greek, Roman, and medieval political
thought covering Socrates, Plato, Aristotle,
Cicero, Augustine, and Aquinas. Baumgold.
431/531 Political Theory: Renaissance, Refor-
mation, and Early Modern (4) Development of
political theory. Primary figures are Machiavelli,
Hobbes, Locke, and Rousseau. Baumgold.
432/532 Political Theory: Modern and Con-
temporary (4) Political theory during the 19th
and 20th centuries including utilitarianism and
radical, revolutionary, and liberal democratic tra-
ditions. Baumgold.
POLITICAL SCIENCE 147
433/533 Marxist Political Theories (4) Varia-
tions in Marxist theorizing. Survey of different
schools. How Marxist theoretical expression and
adaptation in one environment might compare to
that in another. Zaninovich.
436/536 Why Government? (4) Why do we
have government? What can justify government
and its extension? How much government is
enough? OrbelL
438/538 Urban Politics (4) Theoretical perspec-
tives, the dispute about power structures, the po-
litical context, community conflict, political par-
ticipation, urban protest movements, new
political forms, community control, black politics
in the city. Diamond.
442/542 Politics of China II (4) Recent trends in
the study of the modern Chinese state. PS 342 or
a course in modern Chinese history or society
recommended. Kraus.
443/543 Politics of Multi-Ethnic Societies (4)
Politics of racially and ethnically plural societies,
e.g., Nigeria, Austro-Hungary, United States,
Switzerland, South Africa, the former Yugoslavia,
Canada. Effects of different races and ethnic
groups on domestic political institutions.
Zaninovich.
444/544 Methods and Theory Construction (4)
Introduction to the art of theory and model con-
struction in social science. Jacobs, OrbelL
445/545 Methods for Politics and Policy
Analysis I (4) Introduction to quantitative analy-
sis, concepts and methods of empirical research,
applied statistical data analysis in political sci-
ence. Methods include descriptive statistics, bi-
variate correlation, and regression techniques.
Baugh, Medler, SouthwelL
446/546 Methods for Politics and Policy
Analysis II (4) Survey of multivariate model
building for political analysis. Multiple regres-
sion, discrete-variable techniques, recursive sys-
tems, and cross-level analysis. Application of
these techniques to concrete political problems.
Baugh, Medler, SouthwelL
453/553 Geopolitics of Empire (4) Geopolitical
nature of expanding-territorial or imperial state
systems as a prevalent feature of international
politics and political economy in the contempo-
rary world setting. Zaninovich.
455/555 Theories of International Politics (4)
Conflicting views of the international political
system, the strategies whereby members of the
system seek to obtain their goals, and the means
of testing those views. Baugh, R.MitchelL
456/556 Democratic Processes (4) Application
of formal rational models to democratic institu-
tions and processes with particular reference to
voters, voting, interest groups, and elections. El-
ementary economics recommended.
457/557 Democratic Processes (4) Application
of formal rational models to democratic institu-
tions and processes with particular reference to
politicians (elections, campaigns, policy choices)
and bureaucrats (budgets, wages, political
power). PS 456/556 or elementary economics
recommended.
458/558 Democracy and Public Policy (4) Cri-
teria for the assessment of policy involving re-
source allocation, distribution of benefits and
costs, and the design of controls in a democracy.
PS 456/556, 457/557, or elementary economics
recommended.
459/559 Chinese Foreign Policy (4) Examines
the sources and consequences of China's foreign
policies since 1949. Kraus.
463/563 Government and Politics of Latin
America I (4) Inter-American political-economic
history; Cuban revolution; national security
states; new social movements; case studies:
Chile, Brazil, Mexico. Goldrich.
464/564 Government and Politics of Latin
America II (4) Intensive inquiry into special top-
ics in Latin American politics. PS 463/563 or 497/
597 recommended. Goldrich.
465/565 Government and the Economy (4) The
relationship between government and market
economy. The politics of fiscal and monetary
policy, government budgeting, international
policy, and the regulation of economic activity.
Jacobs.
467/567 The United States Presidency (4) An
ambivalent view of the presidency as the key in-
stitution in the United States political system:
source of great good but also of great harm.
468/568 Congress (4) The study of Congress as
an institution: congressional elections, the com-
mittee system and the internal distribution of in-
fluence' relations with the President and the Su-
preme Court. SouthwelL
472/572 Inequality and Public Policy (4) Sur-
veys the literature on inequality and vertical mo-
bility and its relevance to political science. Jacobs.
473/573 Criminal Justice (4) Surveys the litera-
ture on criminology and the available policy op-
tions that can be used to alleviate problems in
criminal justice. Jacobs.
474/574 Politics and Ecology (4) Examines the
"fit" of different kinds of political systems with
ecological problems; explores how each system
copes with ecological problems. Strengths and
weaknesses associated with each system.
475/575 Political Development and Revolu-
tion (4) Examination of the origins and evolution
of revolutions and their relationship to broader
processes of political development. Examples
drawn from the French, Russian, Chinese, and
other revolutions.
476/576 Interest Groups (4) Analysis of interest
groups in democracies, done from the perspec-
tive of economics.
477/577 International Environmental Politics
(4) How nations solve international environmen..
tal problems. Explores problem identification;
solution development; treaty negotiation, imple-
mentation, and compliance. Evaluates effective-
ness of existing treaties through case studies. R.
MitchelL
483/583 Feminist Theory (4) Overview of cen-
tral concepts and issues in 20th-century feminist
thought with particular emphasiS on the treat-
ment of reason, autonomy, difference, and na-
ture. Diamond.
484/584 United States Supreme Court (4) The
Supreme Court as a political body; the judicial
role in the context of the economic, political, so-
cial, and psychological factors that influence the
court's decisions.
485/585 Civil Rights and Civil Liberties (4) The
Supreme Court's rulings on civil liberties and
civil rights, freedom and equality, especially un-
der Chief Justices Warren and Burger.
486/586 United States Social Movements and
Political Change (4) Causes and consequences
of American social movements. Considers theo-
retical perspectives; explores agrarian populism,
the civil rights movement, and the women's
movement. Berk.
487/587 Topics in American Political Develop-
ment (4) Historical study of American excep-
tionalism, state building, political culture, class
formation, and political economy from new insti-
tutionalist' new constitutionalist, and possible-
worlds perspectives. Prereq: graduate standing or
instructor's consent. Berk.
489/589 Comparative Public Policies (4) Com-
parison of public policies in cross-national set-
tings with special attention to the rise and re-
trenchment of the active state.
492/592 Decision-Making I (4) Introduces prob-
lems of collective decision-making and modern
theories of individual decision-making under risk
and uncertainty. OrbelL
493/593 Decision-Making II (4) Fundamental
principles, implications, and limitations of the
theory of rational choice for individual, interac-
tive, and collective decision-making. OrbelL
496/596 National Security Policy (4) Factors in
the development of national security policy, with
emphasis on decision-making, and the implica-
tions and consequences of such policies, nation-
ally and abroad. Baugh.
497/597 Environmental Politics (4) The
international political economy's impact on the
world environment. Alternative, environmentally
sustainable political economies, especially the
decentralizing of responsibility and power for
environmental citizenship. Emphasis on politics
of transition. Diamond, Goldrich.
503 Thesis (l-15R) PIN only
601 Research: [Topic] (1-15R) PIN only
603 Dissertation (l-15R) PIN only
605 Reading and Conference: [Topic] (1-15R)
606 Field Studies: [Topic] (1-15R)
607 Seminar: [Topic] (l-4R)
608 Workshop: [Topic] (l-16R)
609 Practicum: [Topic] (1-3R) PIN only
610 Experimental Course: [Topic] (l-3R)
148 COLLEGE OF ARTS AND SCIENCES
PSYCHOLOGY
131 Straub Hall
Telephone (503) 346-4921
Department Head
FACULTY
Michael C. Anderson, assistant professor (memory,
attention, behavioral neuroscience). B.A, 1986,
Rochester; M.A, 1990, Ph.D., 1994, California, Los
Angeles. (1994)
Dare A Baldwin, associate professor (language ac-
quisition, semantic development, cognitive devel-
opment). BA, 1982, California, Berkeley; M.Sc.,
1984, California, Santa Cruz; Ph.D., 1989, Stanford.
(1993)
Jacob Beck, professor (perception, computer vision,
psychophysics). B.A., 1950, Yeshiva; M.A., 1951,
Ph.D., 1957, Cornell. (1966)
Paul F. Collins, assistant professor (neurobehavioral
systems of emotion and development, psychopa-
thology). AB., 1984, Harvard; Ph.D., 1994, Minne-
sota. (1994)
Beverly Fagot, professor (developmental, early
childhood). B.A., 1960, Occidental; Ph.D., 1967,
Oregon. (1965)
Jennifer J. Freyd, professor (perception, cognition).
B.A, 1979, Pennsylvania; Ph.D., 1983, Stanford.
(1987)
Deborah Frisch, assistant professor (decision-mak-
ing, probabilistic reasoning). B.S., 1983, Union;
M.A., 1984, Ph.D., 1988, Pennsylvania. (1988)
Lewis R. Goldberg, professor (personality assess-
ment). AB., 1953, Harvard; M.A., 1954, Ph.D.,
1958, Michigan. (1960)
Barbara Gordon-Lickey, professor (sensory physiol-
ogy, visual system development). AB., 1963,
Radcliffe; Ph.D., 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 1. Hintzman, professor (human learning
and memory, computer simulation of cognitive
processes). B.A, 1963, Northwestern; Ph.D., 1967,
Stanford. (1969)
Ray Hyman, professor (cognitive processes, thinking,
human error). AB., 1950, Boston University; M.A.,
1952, Ph.D., 1953, Johns Hopkins. (1961)
Steven Keele, professor (human learning, human
performance, motor skills). B.S., 1962, Oregon; M.S.,
1965, Ph.D., 1966, Wisconsin, Madison. (1968)
Carolin Keutzer, associate professor (alternative
paradigms of scientific research, transpersonal psy-
chology 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)
Bertram F. Malle, assistant professor (social percep-
tion, the self, judgment and decision processes).
B.A., 1987, B.S., 1989, University of Graz (Austria);
Ph.D., 1994, Stanford. (1994)
Richard Marrocco, professor (visual sensory physiol-
ogy). B.A., 1965, California, Los Angeles; Ph.D.,
1971, Indiana. (1973)
Robert Mauro, associate professor (social, emotions,
psychology and law). AB., 1979, Stanford; M.S.,
1981, Yale; Ph.D., 1984, Stanford. (1984)
Scott M. Monroe, professor (psychopathology, affec-
tive disorders, stress measurement). B.A, 1972,
Saint Olaf; M.A., 1975, Southern Illinois; Ph.D.,
1979, State University of New York at Buffalo. (1989)
Louis J. Moses, assistant professor (social and
cognitive development). B.A, 1983, University of
Western Australia; Ph.D., 1991, Stanford. (1993)
Michael I. Posner, professor (cognition, neuropsy-
chology of attention). B.S., 1957, M.S., 1959, Wash-
ington (Seattle); Ph.D., 1962, Michigan. On leave
1995-96. (1965)
Mary K. Rothbart, professor (social development,
temperament). B.A., 1962, Reed; Ph.D., 1967,
Stanford. (1969)
Myron Rothbart, professor (social, cognitive,
intergroup processes). B.A, 1962, Reed; Ph.D.,
1966, Stanford. (1969)
Margaret E. Sereno, assistant professor (cognition,
neural network modeling and connectionism). B.A,
1983, Northern Illinois; Ph.D., 1989, Brown. (1991)
Anne D. Simons, associate professor (affective
disorders, psychotherapy, cognitive processes in
depression). B.A., 1974, Stanford; Ph.D., 1982,
Washington (St. Louis). (1989)
Paul Slovic, professor (judgment, decision-making,
risk assessment). B.A., 1959, Stanford; M.A, 1962,
Ph.D., 1964, Michigan. (1986)
Marjorie Taylor, associate professor (cognitive
development, perspective taking, children's
drawings). B.S., 1979, M.S., 1981, Acadia; Ph.D.,
1985, Stanford. (1985)
Don M. Tucker, professor (emotion, cognition,
neuropsychology). B.A, 1969, Colorado; M.S.,
1972, Ph.D., 1974, Pennsylvania State. (1984)
Robert 1. Weiss, professor (clinical, marital and
family therapy research). B.A., 1952, Ph.D., 1958,
State University of New York at Buffalo. (1966)
Richard Zinbarg, assistant professor (anxiety
disorders, adult temperament). B.A, 1982,
Pennsylvania; Ph.D., 1989, Northwestern. (1992)
Emeriti
Robert F. Fagot, professor emeritus. B.S., 1946, Mas-
sachusetts Institute of Technology; Ph.D., 1956,
Stanford. (1956)
Peter M. Lewinsohn, professor emeritus. B.S., 1951,
Allegheny; M.A., 1953, Ph.D., 1955, Johns Hopkins.
(1965)
Edward Lichtenstein, professor emeritus. B.A, 1956,
Duke; M.A., 1957, Ph.D., 1961, Michigan. (1966)
Richard A Littman, professor emeritus. AB., 1943,
George Washington; Ph.D., 1948, Ohio State. (1948)
Norman D. Sundberg, professor emeritus. B.A, 1947,
Nebraska; M.A., 1949, Ph.D., 1952, Minnesota. (1952)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon faculty.
UNDERGRADUATE STUDIES
Undergraduate courses in psychology at the uni-
versity provide a sound basis for later profes-
sional or graduate training in psychology. They
also satisfy the needs of students, majors and
nonmajors, who are interested in psychology pri-
marily as a part of a broad liberal education. In
addition, they provide a background in psycho-
logical principles and techniques as intellectual
tools for work in other social and biological sci-
ences and in such professional fields as educa-
tion, business, law, and journalism.
Preparation. High school preparation should
include courses in social sciences as well as the
natural sciences (physics, biology, chemistry).
Both language and mathematical skills are also
highly desirable. In general, the broad liberal-
arts training that prepares students for college
studies is appropriate for majoring in psychology
at the university.
Careers. Some students major in psychology to
prepare for graduate training and careers in re-
lated fields such as personnel relations, voca-
tional and personal counseling, medicine and
dentistry, social and case work, marketing, ad-
ministration, the legal profession, or counseling
in the public schools. Others prepare for careers
as academic psychologists (teaching and re-
search), clinical psychologists (mental health
centers, institutions, and private practice), indus-
trial and organizational psychologists, and gov-
ernment psychologists (testing, research, and ad-
ministration) .
Additional career information is available from
the American Psychological Association, 1200
17th Street Northeast, Washington DC 20036.
Review of Courses
Among lower-division courses, PSY 201 and 304
offer instruction in psychology as a natural sci-
ence. PSY 202,330, and 375 introduce
psychology as a social science. Honors College
Introduction to Experimental Psychology (HC
211H, 212H) is also available.
Transfer students should plan to take not more
than two courses at the lower-division level be-
fore starting upper-division work. The introduc-
tory courses should be chosen with an eye to-
ward prerequisites for upper-diviSion courses
and toward providing a broad background 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-level courses and courses numbered 400
to 429 are of broad interest to many different
majors throughout the university as well as to
psychology majors
3. Area courses, numbered 430 to 487, are
designed for psychology majors but are also
open to other students who fulfill the
prerequisites
Curricular planning aids are more fully explained
in the Psychology Undergraduate Handbook avail-
able 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 in the
Registration and Academic Policies section of
this bulletin.
Premajor Requirements
Before being formally admitted as a psychology
major, students must fulfill the premajor require-
ments. Students intending to major in psychol-
0gy are considered psychology premajors until
these requirements are satisfied. After establish-
ing a file in the psychology main office, a
premajor is assigned an adviser.
Premajor requirements or their equivalents must
be taken for letter grades and passed with grades
of C- or better. Set I requirements should be
completed by the end of the sophomore year and
Set II by the end of the junior year. Delays could
postpone graduation.
Set I 12 credits
Mind and Brain (PSY 201) 4
Mind and Society (PSY 202) 4
College Algebra (MATH 111) 4
Set II 8 credits
Statistical Methods in Psychology (PSY 302) 4
Research Methods in Psychology (PSY 302) 4
If MATH 243,425, 426, 461 or 462 is substituted
for PSY 302, the mathematics course may be
counted toward the minimum of 40 psychology
credits.
After completing premajor requirements, the
student must fill out a Change of Major form in
the psychology main office.
PSYCHOLOGY 149
Major Requirements
Premajor and major required courses must total a
minimum of 40 credits in psychology-at least 32
upper division (excluding PSY 406 and 409) and at
least 12 taken at the University of Oregon. Re-
quired courses must be taken for letter grades and
passed with grades of C- or better. Elective psy-
chology courses may be taken pass/no pass.
1. 16 credits in psychology courses numbered
430-487
a. At least 8 of the 16 credits must be in courses
numbered 430-450
b. At least 8 of these 16 credits must be in
courses numbered 451-487
2. One year of college-level biology, chemistry, or
physics
Planning a Program
Besides attending lecture courses, students may
participate in seminars, reading and conference
courses, laboratory work, fieldwork, and other
means of gaining experience. With the aid of ad-
visers, students design programs directed toward
one of three options: liberal arts, professional, or
honors.
Sample Program
The sample program below provides an idea of a
typical course load during the freshman year.
Fall Term 13-15 credits
Arts and letters elective 3-4
College Composition I (WR 121) 3
Mathematics 4
Science elective 3-4
Winter Term 16-19 credits
Arts and letters elective 3-4
College Composition II or III (WR 122 or 123) .. 3
Mathematics 4
Science elective 3-4
Social science elective 3-4
Spring Term 17-20 credits
Arts and letters elective 3-4
Mind and Brain (PSY 201) or Mind and Society
(PSY 202) 4
Mathematics 4
Science elective 3-4
Social science elective 3-4
The departmental requirements for a psychology
major are designed to maximize individual cur-
riculum 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 aca-
demic advising more effective, humane, and effi-
cient. 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 about any aspect of the university
system-how to read the schedule of classes,
grading procedures, where to seek financial assis-
tance, how to 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
appointments 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 psychol-
ogy students are invited to use the facilities (a
small library, test file, journals, and graduate
school brochures) and to talk informally 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 lit-
erature, science, and the arts; and its contribution
to general intellectual currents. They place less
emphasis on technical skills in giving tests, run-
ning 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 com-
bine psychology with a strong emphasis on work
in the humanities in addition to courses in sci-
ence that stress the relation of psychology to phi-
10sophy and human concerns. Different courses
would, of course, be advisable in programs that
stress the relation between psychology and the
natural sciences.
Professional Curriculum
The professional curriculum is designed for stu-
dents not planning to do graduate work in psy-
chology but who might want to work in counsel-
ing, social work, or school psychology. It is also
for students who plan to enter government or
business administration. It stresses a broad
knowledge of psychology as well as experience in
a variety of settings in which psychology is ap-
plied. 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 employment is begun.
Of special importance are opportunities to work
on applied psychological projects or papers.
These opportunities may be gained through spe-
cial courses in Research (PSY 401), Reading and
Conference (PSY 405), or Seminar (PSY 407). By
the time of graduation, the student should have
prepared a number of papers applying psychol-
ogy in real settings. The exact curriculum de-
signed depends upon the setting or the depart-
ment in which advanced study is sought.
Preparation for Graduate Study
A bachelor's degree is seldom sufficient qualifi-
cation for professional work in psychology; at
least a master's degree is required for most
positions. Students should not undertake gradu-
ate work unless their grades in undergraduate
psychology and related courses have averaged
mid-Bor 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
anwthropology, biology, computer science,
chemistry, mathematics, physics, and sociology.
Strong preparation in quantitative methods is
advisable and might include mathematical statis-
tics. A reading knowledge of at least one foreign
language appropriate to psychology (German,
French, Japanese, Russian) may be useful.
Honors Curriculum
Students with good records who plan to pursue a
career in psychology may consider applying to the
departmental honors program at the end of their
sophomore year. The honors program centers
around an independent research project, which
the student develops and carries out under the
supervision of a departmental committee. Infor-
mation about admission criteria and how to apply
is available from the department.
Minor Requirements
The Department of Psychology offers a psychol-
ogy minor in two options: psychology or psychol-
ogy with cognitive science emphasis. All courses
must be passed with grades of C- or P or better.
Special Studies (PSY 199) does not count toward
the minor. The psychology option requires 28
credits in psychology; the cognitive science option
requires 37 credits in psychology, to be distrib-
uted as follows:
Psychology Option 28-30 credits
Mind and Brain (PSY 201) and Mind and Society .
(PSY 202) or Honors College Introduction to
Experimental Psychology (HC 211H, 212H) ... 8
Statistical Methods in Psychology (PSY 302) and
Research Methods in Psychology (PSY 303) or
equivalents from other departments 8
Three courses chosen from PSY 430-487, at
least one from PSY 430-450 and one from
PSY 451- 487 12-14
At least 16 of the 28 credits must be taken for let-
ter grades, and at least 16 must be upper division.
Cognitive Science Option 37-41 credits
Any two 4-credit courses in computer and infor-
mation science 8
Introduction to Linguistics (LING 290) or
Language, Mind, and Culture (LING 421) ...... 4
Mind and Brain (PSY 201) or Honors College
Introduction to Experimental Psychology
(HC 211H, 212H) 4-8
Statistical Methods in Psychology (PSY 302) and
Research Methods in Psychology (PSY 303) 8
Cognitive Science with Laboratory (PSY 430) 5
Brain Mechanisms of Behavior (PSY 445) or
Human Neuropsychology (PSY 449) 4
One additional course from PSY 451-487 4
At least 20 of the 37 credits must be taken for let-
ter grades, and at least 15 must be upper division.
A list of recommended electives is available in the
department office.
Secondary School Teaching
Although the University of Oregon does not offer
professional preparation of social studies teach-
ers, an academic major in psychology provides a
strong subject-matter background for entry into a
secondary teacher-education program. Students
interested in a teaching career may obtain infor-
mation about teacher education from the Office of
Academic Advising and Student Services, 164 Or-
egon Hall.
GRADUATE STUDIES
The department emphasizes graduate work at the
doctoral level and at a specialized master's level.
The five chief Ph.D. programs are cognitive;
physiological psychology, which emphasizes an
150· COLLEGE OF ARTS AND SCIENCES
interdisciplinary neuroscience program with bi-
ology and chemistry; clinical; developmental;
and social-personality.
A master of arts (M.A.) 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, in-
cluding a variety of large and small computers for
on-line experimental control; and well-equipped
animal laboratories.
All students applying for admission to a Ph.D.
program in psychology must take the aptitude
test and submit the score from the Graduate
Record Examinations (GRE) and provide three
letters of recommendation on special forms pro-
vided by the department. Detailed information
on admission, including application forms and
information about 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 back-
ground, current interests, and future goals. Re-
search experience and a dissertation are required
of all Ph.D. candidates; teaching experience is
recommended, and opportunities to teach are
made available. For general regulations govern-
ing 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 gradu-
ate program emphasizes the interaction and in-
tegration of theory, research, and application in
clinical psychology and related community ac-
tivities. The program seeks to improve students'
conceptual understanding of clinical problems
and advocates a data-oriented approach to solv-
ing problems. It also places importance on psy-
chological 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
first-year Practicum (PSY 609).
Program requirements include eight courses:
Psychopathology (PSY 620), Clinical Psychobiol-
ogy (PSY 621), three assessment courses, two be-
havior-change courses, and one elective. In con-
sultation with their advisers, students may
develop specialties or supporting areas through
their choice of course work, practica, and re-
search. Some areas of specialization are develop-
mental-clinical studies, neuropsychology, behav-
ioral health, and the community.
By the end of the third year, the typical student
has completed all course work and a preliminary
examination in psychopathology. The fourth year
is devoted mainly to research for the Ph.D. dis-
sertation. In the fifth year, students typically take
a year-long clinical internship approved by the
American Psychological Association and receive
their degrees.
Neurosciences
Neuroscientists in the biology, chemistry, com-
puter and information science, exercise and
movement science, and psychology departments
have formed an interdisciplinary program in the
neurosciences. The focus of the program is on ex-
perimental neuroscience with the goal of under-
standing relationships between behavior and the
chemical, morphological, and physiological func-
tions of nervous systems. A coordinated graduate
degree-granting program of instruction and re-
search is available to students through any of the
participating departments. For more information
see the Neuroscience section of this bulletin.
Cognitive Science
Cognitive science is an interdisciplinary field con-
cerned with the study of natural and artificial in-
telligence' culture, and communication.
Psychology faculty members in cognitive psychol-
ogy have joined with those in other departments
to offer work in this field. Psychology under-
graduate and graduate students can receive train-
ing in cognitive science while pursuing studies in
the psychology department. For more informa-
tion see the Institute of Cognitive and Decision
Sciences in the Research Institutes and Centers
section of this bulletin.
Master's Program in Psychology
A special master's degree program that does not
lead to a PhD. is available in psychology. The de-
gree-either a master of arts (M.A.) or a master of
science (M.S.)-requires 45 credits of course work.
Application materials and information may be ob-
tained from the department's graduate secretary.
PSYCHOLOGY COURSES (PSY)
Transfer students should go to the psychology de-
partment office for evaluation ofcourses taken at
another institution that might duplicate these
courses. Credit is not given for repeating equiva-
lent courses.
199 Special Studies: [Topic] (1-5R)
201 Mind and Brain (4) Introduction to
perception, memory, learning, and cognition.
With laboratory.
202 Mind and Society (4) Introduction to topics
in personality, social, and developmental psy-
chology.With discussion.
HC 211, 212 (H) Honors College Introduction
to Experimental Psychology (4,4) See Honors
College
302Statistical Methods in Psychology (4) Prob-
ability and statistics applied in psychological re-
search. Topics include descriptive statistics, hy-
pothesis testing, correlation, regression, and
design of experiments. Prereq: MATH 111, PSY
201, 202. With laboratory.
303 Research Methods in Psychology (4) Use of
library and bibliographic methods, handling of
survey d;Ha, coding, interviews, standardized
tests, and experiments. Pre- or coreq: PSY 302.
304 Biopsychology (4) Relationships between
brain and endocrine activity and behavior. Topics
include sensation, perception, sexual behavior,
drug effects, eating, drinking, sleeping, dreaming,
and learning.
330 Thinking (4) Psychological methods involved
in problem solving, complex learning, and various
forms of rational and irrational reasoning and be-
lief systems.
375 Development (4) Survey of social, intellec-
tual, and personality development.
383 Psychoactive Drugs (4) Physiological and
behavioral effects of psychoactive drugs such as
alcohol, opiates, barbiturates, and excitants. The
psychology of use and overuse; therapies for cor-
recting drug problems.
388 Human Sexuality (4) The nature of human
sexuality; hormonal, instinctual, and learned fac-
tors in sexuality; psychosexual development; fre-
quency and significance of various types of sexual
behavior; sexual inadequacy; homosexuality;
sexual deviation.
401 Research: [Topic] (1-21R) PIN only
403 Thesis (1-21R)
405 Reading and Conference: [Topic] (l-21R)
406 Field Studies: [Topic] (1-21R) PIN only
407/507 Seminar: [Topic] (1-5R)
408 Laboratory Projects: [Topic] (l-9R)
PIN only
409 Practicum: [Topic] (l-9R) PIN only
410/510 Experimental Course: [Topic] (l-5R)
411/511 Theories of Personality (4) Main phe-
nomena of personality; critical comparison of the
outstanding conceptual systems developed to
account for these phenomena. Not available for
credit to psychology Ph.D. candidates.
413/513 Humanistic Psychology (4) Philosophy
and theories of personality of the "Third Force"
school of psychology; what distinguishes hu-
manistic psychology from behavioristic, psycho-
analytic, and cognitive theories of personality.
Prereq: PSY 411/511 or instructor's consent. Not
available for credit to psychology PhD. candidates.
420/520 Psychology and Law (4) Introduction to
topics of concern to both psychology and the law.
Includes eyewitness identification, legal decision-
making, criminal defenses, profiling, polygraphy,
and mental-health law. Prereq: PSY 302,303 or
instructor's consent. Not available for credit to psy-
chology Ph.D. candidates.
421/521 Psychology of Visual Art (4) Percep-
tual, cognitive, and affective bases of pictorial art.
Topics include perception of space, color, form;
the function of images; effects of learning; an-
amorphic painting; cartoons and caricatures.
Prereq: PSY 438/538 or instructor's consent. Not
available for credit to psychology Ph.D. candidates.
427/527 Abnormal Psychology (4) Unusual be-
havior including anxiety states, hysteria, hyp-
notic phenomena, and psychoses. Normal mo-
tives and adjustments considered in their
exaggerations in the "neurotic" person. Prereq:
PSY 201 or 202 or HC 211, 212. PSY 302 recom-
mended. Psychology majors may not receive credit
for both PSY 427/527 and 469/569. Not available for
credit to psychology Ph.D. candidates.
430/530 Cognitive Science with Laboratory (5)
Psychological approaches to topics in mental
representation, language, and other mental pro-
cesses. Taught in a laboratory environment; in-
cludes experiments and simulations of human
information processing. Sequence. Prereq: PSY
302,303.
433/533 Learning and Memory (4) Processes
underlying learning and memory, including evo-
lution. Topics range from simple forms of behav-
ior change to the acquisition, retention, forget-
ting, and retrieval of symbolic information.
Prereq: PSY 302,303.
·PSYCHOLOGY 151
435/535 Cognition (4) Issues of memory; coding
for storage, control processes for storage; atten-
tion and cognitive control; analysis of more com-
plex cognitive tasks; approaches to problem solv-
ing. Prereq: PSY 302,303.
436/536 Human Performance (4) Motor and in-
tellectual capacities; analysis of the flow of infor-
mation within the nervous system; applications of
performance principles to human-machine sys-
tems. Prereq: PSY 302,303.
438/538 Perception (4) Topics covered are color,
size, shape, depth, distance, and movement. Ex-
amines the relationships between stimuli and
perception, stimuli and the neural response, and
the neural response and perception. Prereq: PSY
302, 303 or instructor's consent.
440/540 Psycholinguistics (4) Processes and
structures underlying language use. Methods of
studying language processing. Relationships be-
tween psycholinguistic data and observations
from linguistics and neurophysiology. Prereq:
PSY 302, 303.
445/545 Brain Mechanisms of Behavior (4) Or-
ganization of the mammalian brain. Structure
and function of the neuronal systems underlying
vision, perception, motivation, coordinated
movement, learning and memory, sleep-
wakefulness, and affective disorders. Prereq for
majors: PSY 302,303,304.
449/549 Human Neuropsychology (4) Inte-
grative neural mechanisms of normal and abnor-
mal processes in systems, e.g., selective attention,
language, memory, object recognition, and emo-
tion. Prereq for majors: PSY 302, 303.
450/550 Hormones and Behavior (4) Relation-
ships among the brain, endocrine systems, and
behavior. Developmental effects of hormones on
the brain, puberty, sexuality, aggression, stress.
Prereq for majors: PSY 302,303.
456/556 Attitudes and Social Behavior (4) The
origins and maintenance of social beliefs and atti-
tudes; the role of attitudes and situational forces
in human altruism and aggression. Prereq: PSY
302,303.
457/557 Group Processes (4) Topics in inter-
group and intragroup relations with emphasis on
intergroup hostility and social conflict. Prereq:
PSY 302, 303.
458/558 Decision-Making (4) Psychological pro-
cesses involved in judgment and decision-
making. Normative theories of ideal behavior
contrasted with descriptive analysis of actual be-
havior. Prereq: PSY 302,303.
459/559 Cultural Psychology (4) Examination of
the interdependence between mind and culture
in various substantive domains such as social in-
ference, motivation, emotion, and psychopathol-
ogy. Prereq: PSY 302, 303.
468/568 Motivation and Emotion (4) Adaptive
human behavior; considers biological processes
involved in emotions, how emotions interact with
cognition, and social influences. Prereq: PSY 302,
303.
469/569 Psychopathology (4) Major descriptive
and theoretical approaches to etiological, devel-
opmental, and social factors in emotion and per-
sonality disorders. Includes assessment, diagno-
sis, treatment, and special topics. Prereq: PSY
302,303. Majors may not receive credit for both PSY
427/527 and 469/569.
470/570 Psychological Assessment (4) Applica-
tion of psychological methods to the study of the
individual; rationale of test construction and in-
terpretation; problems in the prediction of human
behavior; psychological assessment techniques.
Prereq: PSY 302,303.
471/571 Personality (4) Theory and methods for
studying human traits, including personality
measures and tests; studies of age, gender, and
culture. Current research in personality. Prereq:
PSY 302,303.
473/573 Marital and Family Therapies (4) Be-
havioral basis of dyadic interactions; adult inti-
macy and love relationships. Clinical-counseling
approaches: assessment, marital therapies, and
evaluation. Models of marital adjustment and as-
sessment of interpersonal relationships. Prereq:
PSY 302, 303.
475/575 Cognitive Development (4) Intellectual
development in children from infancy to adoles-
cence with a focus on early childhood. Topics
covered include perception, attention, memory,
reasoning, conceptual structure, social cognition.
Prereq: PSY 302, 303.
476/576 Language Acquisition (4) How children
acquire language from the earliest speech sounds
to full sentences. Topics include babbling, first
words, word combinations, the relationship be-
tween cognition and language development. Pre-
req: PSY 302, 303.
478/578 Social Development (4) Theoretical is-
sues and empirical studies of social-emotional
development. Topics may include attachment,
temperament, moral development, family inter-
action, self-image, aggression, and sex-role de-
velopment. Prereq: PSY 302, 303.
490,491,492 Honors in Psychology (1,1,IR)
Reading and conference. R twice for maximum of
3 credits each. Honors psychology majors only.
495 History of Psychology (4) The development
of modern psychology. Comprehensive theoreti-
cal systems (behaviorism, stimulus-response, Ge-
stalt, psychoanalysis, and mathematical models)
developed to help deal with methodological and
substantive problems in psychology. Prereq: 12
upper-division credits in psychology.
503 Thesis (1-21R) PIN only
601 Research: [Topic] (1-21R) PIN only
602 Supervised College Teaching (1-5R)
PIN only
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-21R)
PIN only
607 Seminar: [Topic] (1-5R)
609 Practicum: [Topic] (1-9R)
610 Experimental Course: [Topic] (1-21R)
611 Data Analysis I (4) Introduction to probabil-
ity, hypothesis testing, and analysis of variance
with applications. Includes training in the statisti-
cal analysis of data by computer. Prereq: graduate
standing in psychology or instructor's consent.
With laboratory.
612 Data Analysis II (4) Multiple regression and
advanced topics in analysis of variance. Includes
training in the statistical analysis of data by com-
puter. Prereq: PSY 611, graduate standing in psy-
chology or instructor's consent. With laboratory.
613 Data Analysis III (4) Multivariate techniques
including MANOVA, factor analysis, principal
components. Includes training in the statistical
analysis of data by computer. Prereq: PSY 612,
graduate standing in psychology or instructor's
consent. With laboratory.
614 Issues in Biology and Cognition (5) Exami-
nation of major issues in the psychological study
of cognitive and physiological processes. Theory,
research, and application discussed and placed in
historical perspective. Prereq: graduate standing
in psychology or instructor's consent.
615 Issues in Personality and Social Founda-
tions (5) Examination of major issues in the psy-
chological study of personality and social pro-
cesses. Theory, research, and application
discussed and placed in historical perspective.
Prereq: graduate standing in psychology or
instructor's consent.
616 Issues in Development (5) Examination of
major issues in the psychological study of devel-
opment. Theory and research discussed and
placed in historical perspective. Prereq: graduate
standing in psychology or instructor's consent.
620 Psychopathology (3) Definition, measure-
ment, and diagnosis of deviant behavior; includes
critical reviews of research on the etiology, inter-
vention, and outcome of major mental disorders.
Prereq: graduate standing in psychology or
instructor's consent.
621 Cliniqal Psychobiology (3) Research and
theory from the neurosciences applied to clinical
problems and biological therapies. Prereq: gradu-
ate standing in psychology or instructor's
consent.
622 Psychometrics (3) Quantitative and
inferential issues in designing and interpreting
assessment procedures. Prereq: PSY 612 or
equivalent, graduate standing in psychology or
instructor's consent.
623 Personality Assessment (3) Theory, meth-
ods, and related research in approaches to per-
sonality assessment; includes projective and ob-
jective techniques. Prereq: graduate standing in
clinical psychology or instructor's consent.
624 Neuropsychological Assessment (3)
Theory, methods, and related research in neuro-
psychological assessment of mental disorders.
Prereq: graduate standing in clinical psychology
or instructor's consent.
625 Individual Psychotherapy (3) Research and
major theoretical perspectives in dyadic psycho-
therapy. Ethics of individual psychotherapy. Pre-
req: graduate standing in clinical psychology or
instructor's consent.
626 Marital and Group Therapy (3) Theory and
research in behavior change from an
interpersonal interaction perspective. Ethics of
interpersonal therapy. Prereq: graduate standing
in clinical psychology or instructor's consent.
627 Child and Family Therapy (3) Modification
of deviant child behaviors, particularly in the fam-
ily setting. Ethics of child and family therapy. Pre-
req: graduate standing in clinical psychology or
instructor's consent.
RELIGIOUS STUDIES
223 Chapman Hall
Telephone (503) 346-4971
Benton Johnson, Department Head
FACULTY
J. T. Sanders, professor (biblical studies). B.A., 1956,
Texas Wesleyan; M.Div., 1960, Emory; Ph.D., 1963,
Claremont. (1969)
Augustine C. A. Thompson, assistant professor (his-
tory of Christianity). B.A., 1976, M.A., 1976, Johns
Hopkins; B.A., 1980, M.Div., 1985, Dominican
School of Philosophy and Theology; Ph.D., 1988,
California, Berkeley. (1990)
Kyoko Tokuno, assistant professor (East Asian reli-
gions). B.A., 1977, B.A., 1979, M.A., 1983, Ph.D.,
1994, California, Berkeley. (1992)
Emeriti
Hee-Jin Kim, professor emeritus. B.A., 1957, M.A.,
1958, California, Berkeley; Ph.D., 1966, Claremont.
(1973)
G. Douglas Straton, professor emeritus. B.A., 1938,
Harvard; B.D., 1941, Andover Newton; Ph.D., 1950;
Columbia. (1959)
The date in parentheses at the end of each entry is the first
year on the University of Oregon faculty.
Participating
Aletta Biersack, anthropology
Andrew E. Goble, history
Marion Sherman Goldman, sociology
Benton Johnson, sociology
Kenneth B. Liberman, sociology
Jack P. Maddex, history
Jennifer F. Rondeau, history
Sharon R. Sherman, English
Anita Weiss, international studies
Daniel N. Wojcik, English
ABOUT THE DEPARTMENT
The Department of ReligiOUS Studies offers
courses concerning the teachings 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 un-
derstanding of the nature and role of religion in
the world's many cultures, present and past, for
students in all fields, as well as integrated pro-
grams 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 community
college preparation for an undergraduate program
in religious studies is a good general background
in social science and literature.
Careers. An undergraduate major in religious
studies can lead to graduate work in preparation
for teaching religiOUS studies or to religious educa-
tion at a seminary in preparation for a career as a
religious leader. Social service organizations such
as the YMCA, YWCA, Red Cross, community ser-
vices, and international relief agencies provide
additional career possibilities. A major in religious
studies provides broad training and enrichment
for any of the humanitarian professions.
UNDERGRADUATE STUDIES
Major Requirements
The major requires 44 credits in religious studies
courses, not all of which carry the REL subject
code. (See Additional Courses listed at the end of
the religious studies courses.) Of the 44 credits, 8
must be in Great Religions of the World (REL
201, 202) and 28 must be upper division.
All courses satisfying the major requirement
must be taken for letter grades. A grade of D+ or
lower is not accepted as a passing grade in more
than one course.
Honors in Religious Studies
Requirements for a degree with honors in reli-
gious 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 typically registers for
4 credits of Research (REL 401) winter term of
the senior year, in order to prepare for writing
the thesis, and for 4 credits of Thesis (REL 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
Minor Requirements
The minor in religious studies requires 24 credits,
including 8 in Great Religions of the World (REL
201,202) and 16 upper-division credits in reli-
gious studies. All courses must be taken for letter
grades. Grade requirements for the minor are the
same as those for the major.
GRADUATE STUDIES
The University of Oregon does not offer formal
graduate degrees through the Department of Re-
ligious 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 Gradu-
ate 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 re-
quirements for an advanced degree in another
university department or program. Mter each
department below are listed the available de-
grees in a relevant study area and names of par-
ticipating faculty members (in the given depart-
ment, unless specified otherwise). Each faculty
member's areas of specialization are provided in
his or her home department's section of this bul-
letin. Additional information is available from
the listed departments.
Anthropology, Ph.D. (general anthropology
M.A. presupposed). Comparative religions, reli-
gion and symbol in particular cultures. William S.
Ayres, Aletta Biersack, Richard P. Chaney, Carol
T. Silverman, Paul E. Simonds, Theodore Stern
Art History, M.A., Ph.D. Medieval Christian art.
Richard A. Sundt
Asian Studies, M.A. East Asian religions. Kyoko
Tokuno (religiOUS studies)
Classics, M.A. Classical civilization. Ancient re-
ligions in or related to ancient Greece and Rome.
Jeffrey M. Hurwit (art history), Steven
Lowenstam, John Nicols (history), C. Bennett
Pascal, J. T. Sanders (religious studies), Steven
Shankman (English)
History, M.A., Ph.D. History of Christianity.
Jack P. Maddex, Mavis Howe Mate, J. T. Sanders
(religious studies), Augustine C. A. Thompson
(religiOUS studies)
Philosophy, M.A., Ph.D. Philosophy of religion.
Robert T. Herbert
Sociology, M.A., Ph.D. Sociology of religion.
Marion Sherman Goldman, Benton Johnson
RELIGIOUS STUDIES COURSES
(REL)
111 Introduction to the Study of the Bible (4)
Content and organization of the various Jewish
and Christian scriptures; scholarly method and
standard research tools used in the study of the
Bible. Sanders. Primarily for freshmen and
sophomores; seniors may be required to meet a
higher grade standard than other students.
199 Special Studies: [Topic] (1-5R)
201,202 Great Religions of the World (4,4)
Hinduism, Buddhism, Confucianism, Taoism,
Shinto; Judaism, Christianity, and Islam. Exami-
nation of their beliefs, practices, and institutions
in history and culture.
302 Chinese Religions (4) Prehistoric roots of
Chinese ,religion, Confucius and his followers,
philosophical Taoism, Han Confucianism, reli-
gious Taoism, Chinese Buddhism, Neo-
Confucianism, religion in China today. Tokuno.
Not offered 1995-96.
303 Japanese Religions (4) Early Shinto and its
developments, Japanese Buddhism, transforma-
tion of Taoism and Confucianism, medieval
Shinto, religion in the Tokugawa period, Nation-
alistic Shinto, folk religion, new religions.
Tokuno.
314 Greek and Roman Religions (4) Ancient
Greek and Roman religions (Greece, Italy, Ori-
ental religions in Roman paganism). Sanders.
315 Early Judaism (4) Development of the Jew-
ish religion from its earliest existence until the
Christian era. Sanders
316 Beginnings of Christianity (4) History of
Christianity from the time of Jesus until 200 C.E.
Sanders.
321,322,323 History of Christianity (4,4,4) The
course of Christian history in East and West; the
relations between spirituality, doctrine, and insti-
tutiona
 forms. 321: the ancient period, from the
Apostolic Fathers to Charlemagne's empire (90-
850).322: the medieval period, from the Investi-
ture Conflict to the Western Schism (850-1450).
323: the modern period, from the Reformation to
contemporary Christianity (1450 to the present).
Thompson.
324,325 History of Eastern Christianity (4,4)
324: Byzantine Christianity from the founding of
the Christian Roman Empire to the Fall of Con-
stantinop
ein the 15th century. 325: the Eastern
churches from the 15th century to the present.
ROMANCE LANGUAGES 153
Prereq: REL 321 or equivalent. Thompson. Not
offered 1995-96.
330,331 Buddhism and Asian Culture (4,4)
History, doctrine, and practices of Buddhism.
330: introduction to Buddhism. Basic teachings of
the Buddha and their subsequent development
and systematization in India. Not offered 1995-
96.331: Buddhism in East Asia. Continuity and
change in Buddhist traditions of China, Korea,
and Japan. Interaction between indigenous reli-
gions and Buddhism. Tokuno.
399 Special Studies: [Topic] (1-5R)
401 Researoh: [Topic] (1-4R)
403 Thesis (1-4R)
405 Reading and Conference: [Topic] (1-4R)
407/507 Seminar: [Topic] (l-4R)
408/508 Colloquium:[Topic] (1-4R)
409 Supervised Tutoring (l-4R)
410/510 Experimental Course: [Topic] (1-4R)
421/521 Medieval Christian Heresy (4) Read-
ings in translation from medieval religious
dissenters and their opponents. Cathars,
Waldensians, Free Spirit, Fraticelli, Lollards, and
the appearance of witchcraft in the 15th century.
Thompson. Not offered 1995-96.
422/522 Medieval Christian Mysticism (4)
Readings in translation from 12th- to 16th-cen-
tury Christian mystics including Bernard of
Clarvaux, Hildegard of Bingen, Gregory of
Palamas, Meister Eckhart, Julian of Norwich.
Thompson. Not offered 1995-96.
440/540 Readings in Buddhist Scriptures (4)
Readings in representative scriptures in English
translation. Selection based on their import in
development of Indian Buddhist philosophy and
their impact on evolution of East Asian forms of
Buddhism. Tokuno.
605 Reading and Conference: [Topic] (1-16R)
608 Colloquium: [Topic] (1-16R)
609 Supervised Tutoring (1-16R)
Additional Courses
For descriptions of the following courses, see the
listed departmental sections of this bulletin.
Anthropology. Anthropology of Religion
(ANTH 418), Anthropology and Folklore (ANTH
419), Jewish Folklore and Ethnology (ANTH 4291
529)
English. Studies in Mythology (ENG 482)
Geography. Geography of Religion (GEOG 446)
History. Religious Life in the United States
(HIST 359), Germany in the Age of Reformation
(HIST 441)
International Studies. World Value Systems
(INTL 430)
Philosophy. Philosophy of Religion (PHIL 320),
. Topics in the Philosophy of Religion (PHIL 439)
Sociology. Sociology of Religion (SOC 461)
ROMANCE
LANGUAGES
101 Friendly Hall
Telephone (503) 346-4021
Fran~oiseG. Calin, Department Head
FACULTY
Alexandre Albert-Galtier, associate professor (17th-
century French theater, art and literature). Licence,
1981, D.EA, 1983, Ph.D., 1988, Lyon II. (1994)
Barbara K. Altmann, assistant professor (Old French
literature and language). B.A., 1978, Alberta; M.A.,
1982, Ph.D., 1988, Toronto. (1989)
Jorge R. Ayora, associate professor (Spanish Ameri-
can literature). B.A., 1962, M.A., 1964, Washmgton
(Seattle); Ph.D., 1969, Vanderbilt. (1970)
Randi M. Brox, professor (contemporary French lit-
erature). Cando Philo!., 1960, Oslo; Ph.D., 1965,
Illinois. (1965)
Fran,oise G. Calin, professor (modern F~ench novel
and poetry). Licence, 1963, Dipl6me d'Etudes
Superieures, 1964, CAPES, 1966, Sorbonne; Ph.D.,
1972, Stanford. (1973)
Jacqueline Cruz, assistant professor (modern Penin-
sular and Latin American literature). B.S., 1985,
M.A., 1987, Ph.D., 1993, California, Los Angeles.
(1995)
David J. Curland, senior instructor (Spanish);
director, Foreign Language Resource Center. B.A.,
1950, California, Los Angeles; MA, 1963, Oregon.
(1966)
Robert L. Davis, assistant professor (second-
language acquisition). B.A., 1983, Southern
Mississippi; MA, 1987, Ph.D., 1991, North
Carolina at Chapel Hill. (1991)
Juan A. Epple, associate professor (Spanish Ameri-
can literature). Licenciate, 1971, Chile; M.A., 1977,
Ph.D., 1980, Harvard. (1980)
Leonardo Garcia-Pabon, assistant professor (colo-
nial Spanish American literature). B.S., 1980,
Universidad Mayor de San Andres; MA, 1981,
Universite Catholique de Louvain; Ph.D., 1990,
Minnesota, Twin Cities. (1990)
Sylvia B. Giustina, senior instructor (Italian). B.A.,
1956, Marylhurst; MA, 1966, Oregon. (1968)
Amalia Gladhart, assistant professor (20th-century
Spanish American literature, theater). B.A., 1989,
Michigan State; Ph.D., 1995, Cornell. (1995)
Evlyn Gould, associate professor (19th-century
French literature, theory of the theater). B.A., 1975,
California, Irvine; MA, 1977, Ph.D., 1983,
California, Berkeley. (1983)
Massimo Lollini, assistant professor (baroque and
modern Italian literature, comparative modern lit-
erature). Laurea, 1978, University of Bologna;
Ph.D., 1992, Yale. (1992)
Elisabeth A. Marlow, associate professor (French
17th-century literature and civilization). Dipl6me,
1953, Hautes Etudes Commerciales, Paris; M.A.,
1958, Ph.D., 1966, Oregon. (1958)
Barbara D. May, associate professor (modern Span-
ish poetry, modern Spanish woman writers). B.A.,
1972, M.A., 1973, Ph.D., 1975, Utah. (1976)
F. Regina Psaki, associate professor (Italian litera-
ture, medieval literature). B.A., 1980, Dickinson;
M.A., 1986, Ph.D., 1989, Cornell. (1989)
Steven Rendall, professor (French literature, literary
theory); editor, Comparative Literature. BA, 1961,
Colorado; Ph.D., 1967, Johns Hopkins. (1967)
Wolfgang F. Sohlich, associate professor (modern
French poetry, theater). B.A., 1959, Johns Hopkins;
M.A., 1970, Ph.D., 1971, Emory. (1970)
Monica Szurmuk, assistant professor (Latin Ameri-
can literature and gender studies). B.A., 1982,
Instituto Nacional del Profesorado, Buenos Aires;
M.A, 1989, PhD., 1994, California, San Diego.
(1995)
Luis F. Verano, senior instructor (Spanish Golden-
Age literature). BA, 1971, Portland State; M.A.,
1974, Ph.D., 1982, Oregon. (1983)
Julian Weiss, associate professor (medieval and early
modern Spanish literature). B.A., 1978, Westfield
College, London; Ph.D., 1984, Oxford. (1994)
Catherine Wiebe, senior instructor. Dipl6me, 1978,
Ecole Superieure des Arts Appliquees, Paris; MA,
1982, Oregon. (1985)
Emeriti
Richard H. Desroches, associate professor emeritus
(18th-century French literature). BA, 1947, Clark;
Ph.D., 1962, Yale. (1957)
Perry J. Powers, professor emeritus. B.A., 1941,
Oregon; Ph.D., 1947, Johns Hopkins. (1946)
The date ill parentheses at the end of each entry is the
first year 011 the Ulliversity of Oregon faculty.
ABOUT THE DEPARTMENT
The Department of Romance Languages offers
an extensive range of courses and degree pro-
grams, from instruction in beginning languages
through the study of the literature and cultures of
French-, Italian-, and Spanish-speaking coun-
tries. Students can earn a bachelor of arts (B.A.)
degree in French, Italian, Spanish, or Romance
languages; the master of arts (M.A.) is also avail-
able in these areas. The doctor of philosophy
(Ph.D.) is awarded in Romance languages, en-
compassing a primary language and literature
and a supporting area. Romance languages is a
liberal arts major, providing a solid background
for students interested in professional graduate
work, teaching, and, increasingly, other profes-
sional 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 two Romance
languages (French, Italian, Spanish)
2. Knowledge of European or Latin American
history and geography
3. 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 re-
quired
4. Experience in literary studies
Careers. Students who graduate with a B.A. de-
gree 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. Stu-
dents who have a B.A. in Romance languages or
who have a second major in another discipliri.e-
art history, economics, finance, history, interna-
tional studies, journalism, management, market-
ing, music, or political science-find positions in
communications media, government foreign ser-
vice, international business and law, libraries,
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). Majors
concentrate on Romance languages, literatures,
and cultures. Attention is given to developing the
skills of understanding, speaking, and writing the
modern idiom. The Yamada Language Center, in
154 COLLEGE OF ARTS ANDSdi~NqE~'.' ;;
121 Pacific Hall, provides a valuable complement
to classroom exercises.
Students who intend to do graduate work in Ro-
mance languages are advised to begin a second
Romance language early in their studies. Courses
in English and other literatures are also recom-
mended. 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
The department requires that majors take a mini-
mum of three literature courses (12 credits) on
the Eugene campus-at least two of them (8
credits) at the 400 level.
Specific requirements for each major are listed
below. Students are urged to consult their
advisers to create balanced programs.
Romance Languages. Forty-eight credits in two
Romance languages-passed with grades of C-
or better-are required beyond the second-year
language sequence, distributed as follows:
First Romance Language 32 credits
Language courses 12
Survey of literature sequence (FR 317,318,319
or ITAL 317, 318,319 or three from SPAN 316,
317,318,319) 12
Additional literature courses 8
Second Romance Language 16 credits
Language courses 8
Literature courses 8
French. Forty-eight credits in French-passed
with grades of C- or better-are required beyond
second-year French, distributed as follows:
48 credits
Reading French (FR 301) 4
Writing French (FR 303) 4
Survey of French Literature (FR 317,318,319)
or the equivalent 12
French literature courses numbered 330
or above 12
French electives (e.g., literature, history of
French literature, phonetics) 12
,r[vanced Writing in French (FR 416) 4
rtdditional work in related fields is recommended
(e.g., another Romance language, English, lin-
guistics, art history, philosophy, history).
Italian. Forty-eight credits in Italian-passed
with grades of C- or better-are required beyond
second-year Italian, distributed as follows:
48 credits
Reading Italian (ITAL 301) 4
Writing Italian (ITAL 303) 4
Oral Skills (ITAL 307), two terms 4
Survey of Italian Literature (ITAL 317, 318,
319) 12
Italian literature 12
Italian electives (e.g., literature, film, culture) .12
Additional work in related fields is recommended
(e.g., another Romance language, English, lin-
guistics, art history, philosophy, history).
Spanish. Forty-eight credits in courses-passed
with grades of C- or better-are required beyond
second-year Spanish, distributed as follows:
48 credits
Reading Spanish (SPAN 301) 4
Writing Spanish (SPAN 303) 4
Three courses chosen from Survey of Peninsular
Spanish Literature (SPAN 316,317), Survey of
Spanish American Literature (SPAN 318,
319) 12
Spanish literature courses numbered 328 or
above 12
Spanish electives (e.g., literature,
phonetics, history of Spanish literature) 12
Advanced Writing in Spanish (SPAN 416) 4
Additional work in related fields is recommended
(e.g., another Romance language, English, lin-
guistics, art history, philosophy, history).
Honors
Application for graduation with honors must be
made through the student's department adviser
no later than the end of the term before the term
of graduation.
Approval for graduation with honors is granted
to a student who:
1. Maintains at least a 4.00 grade point average
(GPA) in all upper-division department course
work and at least a 3.50 GPA overall or
2. Maintains at least a 3.75 GPA in all upper-divi-
sion department course work and at least a
3.50 GPA overall and submits an honors thesis
written under the guidance of a Romance lan-
guages faculty thesis adviser. The thesis ad-
viser determines whether the thesis is accept-
able and may require the student to register for
up to 6 passino pass (PIN) credits in Thesis
(FR, ITAL, SPAN 403)
Transfer credits and overseas work used to fulfill
major graduation requirements are typically in-
cluded in determining the major GPA.
Minor Requirements
Students may earn a minor in French, Italian, or
Spanish (not in Romance languages) by complet-
ing 28 credits in upper-division courses, passed
with grades of C- or better, in one language area.
At least 12 credits must be in language studies
and 12 in literature. A minimum of three litera-
ture courses (12 credits) must be taken on the
Eugene campus, at least two of which (8 credits)
must be at the 400 level. Readings in courses
taken for the minor must be in the original Ian-
guage.
Foreign Language Resource Center
Serving as a source of information on the latest
methods of teaching foreign languages, the For-
eign Language Resource Center provides a focal
point for innovations and current developments
including the use of film and video materials,
computerized instruction, and flexible course or-
ganization. The center also coordinates the de-
velopment of printed materials used in teaching
foreign languages with film and video-a field in
which the university is nationally recognized. Fi-
nally, the center serves as a liaison between uni-
versity language departments and Oregon public
school systems. Additional information is avail-
able from the director in 209 Friendly Hall.
Scholarships
The department administers scholarships for un-
dergraduate students of foreign languages. The
Perry J. Powers Scholarship is awarded annually
to an outstanding Romance languages major. The
Charles Stickles Endowment Scholarship is usu-
ally awarded to a number of selected participants
in the Mexican study programs. The Leona M. Kail
Scholarship is awarded every other year to an out-
standing student with financial need. The Helen Fe
Jones Spanish Student Fellowship supports study
abroad. The Emmanuel Hatzantonis Scholarship
is awarded every year to a Romance languages
major or minor student who is studying in Italy
with the university's overseas study program. The
James T. Wetzel Memorial Scholarship is awarded
every year to an outstanding graduate student in
the Department of Romance Languages. Addi-
tional information may be obtained in the
department office.
Study Abroad
Students are encouraged to study abroad during
their tenure at the university. 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 ma-
jor, the minor, or the B.A. foreign language re-
quirement.
Students in all University of Oregon overseas
study programs enroll in courses with subject
codes that are unique to individual programs.
Special course numbers are reserved for overseas
study. See Overseas Study in the Special Studies
section of this bulletin.
France. The Oregon State System of Higher Edu-
cation 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 ob-
tained if proper arrangements are made with the
department.
In Poitiers, students with two years of college
French take courses at the Oregon Study Center.
More advanced students may also attend a few
classes at the University of Poitiers. Not all
courses taken at Poitiers satisfy major require-
ments. Students should consult a major adviser
before leaving for Poitiers.
In Lyon, students with two years of college French
take intensive courses in French language, litera-
ture, and history in an institute for foreigners. In
addition, they attend regular classes at the Univer-
sities of Lyon. Students who have three years of
college French and have passed an entrance ex-
amination take all their courses from the standard
curriculum of the Lyon universities alongside na-
tive students.
The University of Oregon provides the opportu-
nity to spend winter term at the University of Le
Mans. Participants must have completed at least
First-Year French (FR 103) or the equivalent.
Italy. Since 1970 the university has had a summer
program from early July to mid-August in Italy, at
the Universita Italiana per Stranieri, Perugia, it is
open to both undergraduate and graduate stu-
dents. No previous knowledge of Italian is re-
quired, but participants with one or more years of
instruction in the language have a wider choice of
courses because, with the exception of one of-
fered in English by the director, all others are
taught in Italian by faculty members of the host
university. All participants must take at least 12
credits. Applications received before February 15
receive priority consideration.
The university participates in a consortium pro-
gram in Siena, Italy. Students may enroll for one
ROMANCE LANGUAGES 155
or more terms during the fall-through-spring
academic year. The curriculum includes work at
all levels in intensive Italian language and courses
taught in English on Italian art history, culture,
literature, politics, history, and other subjects.
Mexico. The department runs intensive language
programs in Mexico in which students may com-
plete an entire year's work in one term. There is
also a summer program offering courses in Mexi-
can literature and civilization as well as language
training at second-, third-, and fourth-year levels.
Spain. A two-term program in Seville winter and
spring terms offers courses in Spanish history, art,
and literature as well as language work. The pro-
gram is designed for students who have studied
at the 300 level.
Secondary School Teaching
Students interested in licensure as an Oregon
secondary teacher with the French or Spanish en-
dorsement may obtain information from the Of-
fice of Academic Advising and Student Services,
164 Oregon Hall.
GRADUATE STUDIES
The Department of Romance Languages offers
programs of study leading to the degree of master
of arts (M.A.) in Romance languages, French, Ital-
ian, or Spanish and to the degree of doctor of phi-
losophy (PhD.) in Romance languages.
The master's degree program encourages broad
research in each ofthe language areas. The Ph.D.
program allows students to focus on a specific
field of interest.
The resources of the UO Library system for re-
search in French, Italian, and Spanish are fully
adequate for the department's graduate pro-
grams; in some fields they are outstanding. The
library's holdings of learned periodicals are
extensive.
Admission
An applicant for admission to the master of arts
(M.A.) program should typically have completed
an undergraduate major in a Romance language
and literature or its equivalent (e.g., licence, laurea,
licenciatura). Students with a degree in another
discipline may apply, provided they have a good
knowledge of at least one Romance language and
are familiar with one Romance literature.
An applicant for admission to the Ph.D. program
should typically have completed a master of arts
degree in a Romance language and literature or
its equivalent (e.g., rnaftrise). Students should
have at least a reading knowledge of a second
language upon entering the Ph.D. program.
Admission Procedure
1. Obtain a Graduate Admission Application from
the graduate secretary, Department of Ro-
mance Languages
2. Send the first copy to the university Office of
Admissions with a $50 fee and the remaining
copies to the graduate secretary, Department of
Romance Languages
3. Submit or have sent to the graduate secretary,
Department of Romance Languages:
a. An official transcript showing college-level
work as of the date of application
b. A 750-word statement of purpose describing
academic experience, the reasons for want-
ing to do graduate work in the UO Depart-
ment of Romance Languages, and eventual
career goals. Students applying to the PhD.
program must also specify their research
interests
c. Three letters of recommendation from fac-
ulty members who can directly comment on
the applicant's language competence and
aptitude for graduate studies in literature.
One letter may refer to 'potential teaching
ability
d. An official record of verbal and quantitative
Graduate Record Examinations (GRE)
scores for native English speakers. Interna-
tiona
 students must demonstrate profi-
ciency in English with a score of at least 500
on the Test of English as a Foreign Lan-
guage (TOEFL)
4. Students applying to the Ph.D. program must
submit a substantial writing sample (e.g.,
master's thesis, graduate seminar paper, or
undergraduate research paper on a relevant
topic)
Priority is given to applicants whose files are
complete by February 15. The department's
graduate admissions committee reviews the
completed file and notifies the applicant of its
decision. New students are typically admitted to
the program for the fall term.
Graduate Teaching Fellowships
A number of graduate teaching fellowshipss are
available each year for new graduate students in
the department. Students should apply to the de-
partment by February 15 for fall admission and
appointment priority.
During each term of the appointment, graduate
teaching fellows must register for and complete
at least 9 credits of course work that can be ap-
plied to the degree program.
All graduate teaching fellows must take Work-
shop: Teaching Methods (FR, ITAL, or SPAN
608) in the fall term of the first year of graduate
studies. Students who do not hold GTF appoint-
ments are also encouraged to take the workshop.
Master of Arts Program
Students entering the master of arts program
may major in French, Italian, or Spanish, or com-
bine two of these languages for a major in Ro-
mance languages. The degree program is typi-
cally completed in two years.
Degree Requirements
The M.A. degree in French, Italian, or Spanish
requires 48 credits of course work. The degree in
Romance languages requires that the 48 credits
include 32 credits in courses in the primary lan-
guage and at least 16 in the secondary language.
Course work applied to the degree must be taken
for letter grades, and a grade point average
(GPA) of 3.00 or better must be maintained.
Students whose knowledge of their major lan-
guage (French, Italian, or Spanish) is found to be
deficient must take remedial work in that area.
Students who enter the master's program with
no knowledge of a second Romance language are
encouraged to start learning one as soon as pos-
sible during their graduate studies. Remedial for-
eign-language course work may not be applied
to the 48 credits required for the M.A. degree.
The master of arts degree has four components:
course work, two written examinations, and an
essay. For the Spanish major, two of the four
components must address Latin American litera-
ture and two must address Peninsular literature.
In Romance languages at least one of the four
components must be in the secondary language.
Course Work. As part of the 48 credits required
for the M.A., students must complete one course
in each of the six literary periods and a two-
course concentration in one literary period or in
linguistics. This concentration may not duplicate
periods covered by the examination questions or
the essay.
Examinations. M.A. candidates take two four-
hour written examinations over a two-day pe-
riod-one examination each day-typically dur-
ing the seventh week of the spring term of the
second year. Students who fail one or both ex-
aminations have one chance to take all or part of
it again.
1. Students use a departmental reading list as a
resource in constructing individualized reading
lists of at least thirty-Six works from which ex-
amination questions are drawn. Students who
are combining two Romance languages for the
M.A. should construct a reading list that in-
cludes twenty-four works for the primary lan-
guage and twelve for the secondary language
2. One examination question covers historical
perspectives and the other explores a theme, a
critical problem, or an intellectual issue. One
of the questions must be answered in the pri-
mary language, the other one in English. Stu-
dents whose major is Spanish must address
Peninsular literature in one examination ques-
tion and Spanish American literature in the
other
3. Literary periods are distributed as follows for
each language:
a. French-Middle Ages, 16th century, 17th
century, 18th century, 19th century, 20th
century
b. Italian-Middle Ages, Renaissance, ba-
roque, 18th and 19th centuries, 20th
century
c. Spanish
(1) Peninsular literature: Middle Ages and
Golden Age, 18th and 19th centuries,
20th century
(2) Spanish American literature: colonial,
19th century, 20th century
Master of Arts Essay. The final component of
the master's degree is an essay of twenty-five to
thirty pages, which is a revised paper originally
written for a graduate seminar. This essay should
be written in formal academic prose, present an
interpretation, construct an argument, document
sources and references, and include honed per-
suasive strategies. If the essay is deemed unsatis-
factory, it may be replaced by an examination
question on the same topic.
Overseas Study and Teaching
Several opportunities for study and teaching
abroad are available each year. One position is
graduate assistant to the director of the Oregon
Study Center at the University of Lyon, France,
concurrent with studies at the University of
Lyon. Another is an assistantship to teach En-
glish in a French secondary institution while pur-
suing studies at a French university, whenever
the appointment location allows.
156 COLLEGE OF ARTS AND SCIENCES
Doctor of Philosophy
The Ph.D. program in Romance languages is de-
signed to provide students with: (1) thorough
familiarity with several fields, e.g., a movement,
a genre, a period, or a literary problem; (2) the
opportunity to situate the student's special inter-
ests in the wider context of Romance languages
and literatures as well as in the context of trends
inside and outside Western European culture; (3)
the tools necessary to engage literary issues at a
high level; and (4) the ability to examine new and
challenging literary or theoretical perspectives.
The Ph.D. program has five components: course
work, comprehensive examination, dissertation
prospectus, original dissertation, and final oral
defense.
Course Work. The Ph.D. degree requires a total
of 80 graduate-level credits-32 credits in addi-
tion to the 48 required for the master's degree.
Of these 80 credits:
1. 12 credits must be taken in a second Romance
language
2. Up to 12 credits may be taken outside of the
department with the adviser's consent
3. Only 4 credits of Reading and Conference (FR,
ITAL, SPAN 605) may be applied to the Ph.D.
degree
Students with an M.A. in French, Italian, Span-
ish, or Romance languages from the University
of Oregon may count a maximum of two gradu-
ate courses completed during the M.A. program
toward Ph.D. course requirements, provided that
these courses were not used to fulfill the M.A. re-
quirements.
Graduate students with an M.A. in French, Ital-
ian, Spanish, or Romance languages from an-
other institution must take a minimum of 40
credits in the Department of Romance Lan-
guages. The department's graduate committee
evaluates previous graduate course work and de-
termines whether additional work is necessary to
fill any gaps in a student's preparation. This may
result in a student having to take more than 40
credits at the UO-up to a maximum of 68 cred-
its. If the candidate is found to be seriously defi-
cient or if the master's degree is in a field other
than Romance languages, the graduate commit-
tee may choose to admit the student into the
master's program. If this is the case, the student
may submit a petition to the committee to trans-
fer a maximum of three courses toward the
twelve courses reqUired for the M.A. This peti-
tion may be submitted after the student has
completed four graduate-level courses with
grades of mid -B or better in the Romance lan-
guages master's program.
Comprehensive Examination. Students enter-
ing the Ph.D. program should develop, as soon
as possible but no later than the third term of
work beyond the master's degree, a field of inter-
est for the Ph.D. comprehensive examination
and ideally for the dissertation. This field of in-
terest usually emerges from the selected courses
and shapes the subfields represented on the
comprehensive examination.
The comprehensive examination comprises an
oral and two written examinations, each of which
covers a subfield that pertains to the student's
field of interest. The student creates a reading list
for each of the subfields, which must bear directly
on the field of interest. The subfield reading lists
should be defined and prepared with three mem-
bers of the Romance languages faculty who con-
stitute the Ph.D. examination committee. One of
these faculty members should represent the
student's second Romance language. A fourth
member may be added from another department.
The written examinations take the form of essays
that respond to two questions formulated by two
members of the PhD. examination committee.
Each written examination covers one or more of
the subfields and can be up to twenty double-
spaced, typed pages in length. The student has
two weeks to write each of the essays.
Two weeks after the successful completion of the
written essays, the student takes an oral exami-
nation. The oral examination attempts to inte-
grate the subfields addressed in the written ex-
aminations with the other facets of the student's
declared field of interest. In a two-hour conver-
sation, the candidate and the committee mem-
bers examine and elaborate on ways in which the
written essays and other subfields relate to the
student's field of interest.
Typically undertaken during the fifth term of
study following the master's degree, the compre-
hensive examination should result in clarification
of the subject matter of the dissertation and pos-
sible approaches to it. At the least the oral exami-
nation should produce a tentative dissertation
topic.
It is the student's responSibility to schedule both
the written and oral portions of the comprehen-
sive examination.
Dissertation Prospectus. The prospectus, typi-
cally completed during the sixth term of study
following the master's degree, defines the scope
of the dissertation and demonstrates the origi-
nality of the project. The student submits a five-
to eight-page prospectus and a bibliography of
primary and secondary material to the faculty
members on the dissertation committee.
Dissertation. The dissertation constitutes an
original and valuable contribution to scholarship
in the student's field of interest. It should be
characterized by mature literary interpretation,
informed and reasoned argument, and an aware-
ness of the means and goals of research.
It is the student's responsibility to ascertain the
rules and deadlines of the Graduate School for
proper filing of the dissertation.
Final Oral Defense. When the dissertation com-
mittee members have approved the dissertation,
a public oral defense of the work is held. The dis-
sertation committee, other faculty members, and
the general public may question the candidate
about the dissertation's implications and its use
to the field.
Funding
Work for the Ph.D. beyond the master'sdegree-
including the dissertation-is typically com-
pleted in three to four years of study. Students
who enter the Ph.D. program with a master's de-
gree from the UO are typically eligible for a
maximum of three years of funding. Students en-
tering the Ph.D. program with a master's degree
from another institution are typically eligible for
a maximum of four years of funding.
Ph.D. students who are making satisfactory
progress toward the degree are eligible for grad-
uate teaching fellowships. Graduate teaching fel-
lowships include stipends for teaching and tu-
ition waivers. "Satisfactory progress" entails
completion of courses taken for credit with
grades of mid-B or better, passing the Ph.D.
comprehensive examination, timely submission
of an acceptable dissertation prospectus, and
regular and timely progress on the dissertation
itself. See also Graduate Teaching Fellowships
earlier in this section of the bulletin.
Comparative Literature
Some faculty members from the Department of
Romance Languages participate in the Compara-
tive Literature Program. For more information,
see the Comparative Literature section of this
bulletin.
ROMANCE LANGUAGES
COURSES (RL)
407/507 Seminar: [Topic] (1-5R)
410/510 Experimental Course: [Topic] (1-5R)
503 Thesis (1-16R) PIN only
603 Dissertation (1-16R) PIN only
607 Seminar: [Topic] (2-6R) R when topic
changes.
620 Graduate Study in Romance Languages
(4) Discussion of purposes, problems, and meth-
ods of graduate study in Romance languages. El-
ements of critical method, research techniques,
and scholarly writing. Psaki, Rendall.
627 Literature and Ideology (4R) Introduction
to literary theories that inscribe texts into the
contexts of cultural power structures. Readings
selected from Marx, Lukacs, Adorno, Foucault,
Barthes, Habermas, and others. Sohlich. R when
topic changes.
641,642 Medieval Lyric Poetry (4,4) Introduc-
tion to Old Proven~al through the reading of
easy prose texts and selected lyricS. Stress on the
diversity of Proven~al poetry and its contribution
to Renaissance and later conceptions of relation-
ships between men and women. Prereq: reading
knowledge of French, Italian, or Spanish.
Altmann, Psaki.
FRENCH COURSES (FR)
Native speakers ofFrench or students whose com-
petence in the language already exceeds the scope
of the course may not enroll in any lower-division
course.
101,102,103 First-Year French (5,5,5) Introduc-
tion to French stressing the development of lis-
tening, speaking, reading, and writing skills
through a communicative approach. Sequence.
Conducted in French.
199 Special Studies: [Topic] (1-5R)
201,202,203 Second-Year French (4,4,4) Devel-
opment of reading, writing, and speaking skills;
study of short literary and cultural texts; consider-
able attention paid to oral use of the language. Se-
quence.
301 Reading French (4) Language skills with
emphasis on strategies for reading different types
of text in French, e.g., current press, short stories,
poetry; vocabulary enrichment activities. Prereq:
FR 203 or equivalent.
303 Writing French (4) Language skills with
emphasis on writing strategies for different
genres, grammar review. Prereq: FR 203 or
equivalent.
307 Oral Skills (2R) practice in improving listen-
ing, comprehension, and oral skills in French.
Communicative activities in class in addition to
ROMAN-tiLAN-GUAGES····· ;.,;: ""<-'.":.({i157;
language laboratory work. Prereq: FR 203 or
equivalent. R once for maximum of 4 credits.
309 Literary Skills (4) Acquisition of critical vo-
cabulary and concepts through readings in major
genres and multiple writing assignments. Prereq:
FR 203 or equivalent or instructor's consent. De-
signed for students with limited exposure to
literature.
315 French Pronunciation and Phonetics (4)
Introduction to French phonetics designed to
help develop better pronunciation and to intro-
duce the French sound system. Special attention
to individual difficulties.
317,318,319 Survey of French Literature (4,4,4)
Literary movements and representative works
from the Middle Ages to the present. 317: Middle
Ages, 16th century. 318: 17th, 18th centuries. 319:
19th, 20th centuries. Prereq: FR 301, 303.
330 French Poetry (4) Poems from the Middle
Ages to the 20th century, literary movements,
introduction to textual analysis and modern criti-
cal approaches. Prereq: two years of college
French or equivalent. Calin, Desroches, Gould,
Sohlich.
331 French Theater (4) Explores important as-
pects of French theater. Reading plays from dif-
ferent periods. Emphasizes formal aspects and
critical reading. Prereq: FR 301,303. Brox, Gould,
Sohlich.
333 French Narrative (4) Covers important as-
pects of French narrative. Reading texts from dif-
ferent periods. Emphasis on formal aspects and
critical reading. Prereq: FR 301,303. Brox, Calin,
Gould, Rendall.
399 Special Studies: [Topic] (1-5R) R when
topic changes.
403 Thesis (3-6R) Departmental honors stu-
dents only.
405 Reading and Conference: [Topic] (1-6R)
407/507 Seminar: [Topic] (2-6R)
409 Practicum: [Topic] (1-4R) PIN only
410/510 Experimental Course: [Topic] (2-4R)
415/515 French Culture and Civilization (4)
Political and social backgrounds of French litera-
ture; introduction to French music and art. Pre-
req: FR 301,303 or FR 317, 318,319 or equiva-
lents. Marlow, Sohlich.
416/516 Advanced Writing in French (4) Ex-
tended written production, writing for specific
purposes and audiences. Advanced grammar
review and composition; study of specialized
vocabulary. Prereq: FR 301,303; FR 307
recommended.
417/517 Advanced Oral Skills (2R) Advanced-
level practice in improving listening, comprehen-
sion, and oral skills in French. Communicative
activities in class in addition to language labora-
tory work. Prereq: FR 301,303; FR 307 recom-
mended. R once for maximum of 4 credits.
420/520 Topics in French Linguistics: [Topic]
(4R) Variable topics in French linguistics. Recent
topics include French Phonology, History of the
French Language. FR 315 recommended. R once
when topic changes for maximum of 8 credits.
435/535 Autobiographical Writings by
Women (4) Autobiographical works by authors
such as George Sand, Colette, Simone de
Beauvoir, Marguerite Duras, and Nathalie
Sarraute. Specific works and writers vary. Brox.
438/538 Novel and History (4) Flaubert, Zola,
Gracq. Studies of themes and structures. Empha-
sis on textual and contextual analysis. Calin.
450/550 17th-Century Literature: [Topic] (4R)
Changing topics concerning either trends or par-
ticular authors representative of 17th-century
French literature. Prereq: FR 317,318,319 or
equivalent. Marlow, Sohlich. R when topic
changes.
452/552 Moliere (4) Intensive study of represen-
tative plays by Moliere with emphasis on modern
criticism. Prereq: FR 317, 318, 319 or equivalent.
Marlow.
455/555 Racine (4) Intensive study of representa-
tive plays by Racine with emphasis on modern
criticism. Prereq: FR 317,318,319 or equivalent.
Marlow, Rendall.
460/560 18th-Century Literature: [Topic] (4R)
Changing topics concerning either trends or par-
ticular authors representative of 18th-century
French literature. Prereq: FR 317, 318, 319 or
equivalent. Desroches. R when topic changes.
480/580 19th-Century Literature: [Topic] (4R)
Changing topics concerning either trends or par-
ticular authors representative of 19th-century
French literature. Recent topics include Deca-
dence, Poetry and Violence, and The Romantic
Hero in a Realist World. Gould. R when topic
changes.
490/590 20th-Century Literature: [Topic] (4R)
Changing topics concerning either trends or par-
ticular authors representative of 20th-century
French literature. Brox, Calin, Sohlich. R when
topic changes.
RL 503 Thesis (1-16R) PIN only
601 Research: [Topic] (2-6R) PIN only. Prereq:
instructor's consent.
605 Reading and Conference: [Topic] (l-{;R)
607 Seminar: [Topic] (2-6R)
608 Workshop: [Topic] (2-12R) Teaching Meth-
ods is offered annually. Other workshops may be
offered.
609 Practicum: [Topic] (1-4R) PIN only
633 Topics in Modern French Drama (4) Topics
may include dramatic theory, modes of critical
inquiry, and trends in contemporary theater such
as the avant-garde, metatheater, or political the-
ater. Sohlich.
637, 638 Narrative Technique (4,4) The novel
questioning itself. Emphasis on narratology; nar-
rators, focalization, reflexivity, intertextuality.
Writers include Gide, Alain-Fournier, Gracq,
Faulkner, Robbe-Grillet, Sarraute, and Modiano.
Calin.
639 Modern Women Writers (4) Analysis of
works by a variety of French women writers of
the 20th century; emphasis on the interrelation-
ship between theory and text. Prereq: reading
knowledge of French. Brox.
640 Introduction to Medieval French
Literature (4) Initiation to reading texts in Old
French. Study of works representing a range of
genres including lyric poetry, chansons de geste,
romance, and theater. Altmann.
641 Medieval French Narrative (4) Emphasis
on medieval narrative genres. Critical analysis of
several major works including examples of ro-
mance, epic, allegory, and the dit. Prereq: FR 640
or instructor's consent. Altmann.
643 Rabelais (4) The great Renaissance writer's
comic masterpiece generally known as Gargantua
et Pantagruel studied in the context of modern
criticism. Rendall.
645 Montaigne (4) Intensive study of selected
essays by one of the most influential French writ-
ers. Emphasis on structural features of essayistic
discourse, problems of self-representation,
intertextuality, and interpretation. Rendall.
64616th- and 17th-Century Narrative (4)
Study of French narrative fiction from Marguerite
de Navarre to Mme. de Lafayette. Rendall.
650 Topics in 17th-Century Literature: [Topic]
(4R) Selected topics in 17th-century French lit-
erature. Marlow. R when topic changes.
660 Topics in 18th-Century Literature: [Topic]
(4R) Selected topics in 18th-century French lit-
erature. Desroches. R when topic changes.
680 Topics in 19th-Century Literature: [Topic]
(4R) Changing topics in 19th-century French lit-
erature complemented by essays in critical
theory. Recent topics include Baudelaire and
Rimbaud, the Birth of Realism, and Virtual The-
ater. Gould. R when topic changes.
683 Mallarme (4) Study of Mallarme's poetry,
prose, and critical essays; his position on the
threshold of modernism; and his influence on
modern critical theorists including Sartre,
Barthes, and Derrida. Gould.
690 Topics in 20th-Century Literature: [Topic]
(4R) Selected topics in 20th-century French lit-
erature. Brox, Calin, Sohlich. R when topic
changes.
693,694 Surrealism (4,4) Development of the
surrealistic movement in art and literature.
Analysis of works-prose, poetry, paintings,
films-by Apollinaire, Breton, Aragon, Desnos,
Eluard, Gracq, Dali, and Bufi.uel. Prereq: gradu-
ate standing or instructor's consent. Calin.
ITALIAN COURSES (lTAL)
Native speakers ofItalian or students whose com-
petence in the language already exceeds the scope
of the course may not enroll in any lower-division
course.
101,102,103 First-Year Italian (5,5,5) Introduc-
tion to Italian stressing speaking, reading, writ-
ing, and comprehension skills. Sequence.
104, 105 Intensive First-Year Italian (6,6) Cov-
ers in two terms the work of !TAL 101, 102, 103.
Sequence. Cannot be taken in any combination with
ITAL 101, 102, 103 to total more than 15 credits of
first-year Italian.
199 Special Studies: [Topic] (1-5R)
201,202,203 Second-Year Italian (4,4,4) Re-
view of grammar, reading of short literary and
cultural texts, development of speaking and writ-
ing skills. Sequence. Conducted in Italian.
301 Reading Italian (4) Language skills with
emphasis on strategies for reading different types
of text in Italian, e.g., current press, short stories,
poetry; vocabulary enrichment activities. Prereq:
!TAL 203 or equivalent. Giustina, Psaki.
303 Writing Italian (4) Language skills with em-
phasis on writing strategies for different genres,
grammar review. Prereq: !TAL 203 or equivalent.
Giustina, Lollini, Psaki.
307 Oral Skills (2R) Practice in improving listen-
ing' comprehension, and oral skills in Italian.
Communicative activities in class in addition to
language laboratory work. Prereq: !TAL 203 or
equivalent. Giustina, Psaki. R twice for maximum
of 6 credits.
309 Literary Skills (4) Acquisition of critical vo-
cabulary and concepts through readings in major
genres and multiple writing assignments. Prereq:
!TAL 203. Giustina, Lollini, Psaki. Designed for
students with limited exposure to literature.
158 COLLEGE OF ARTS AND SCIENCES
310 Basic Italian for Reading (4) Italian for stu-
dents or scholars in other disciplines who need
to be able to read Italian texts in their field. Gius-
tina, Psaki. Conducted in English.
317,318,319 Survey of Italian Literature
(4,4,4) Representative literary works from the
Middle Ages to the present with attention to lit-
erary analysis and literary history. Prereq: two
years of college Italian or equivalent. Lollini,
Psaki. Conducted in Italian.
341, 342 Italian Literature in Translation (4,4)
Examines Italian literature from the sublime to
the merely curious. Endeavors to illustrate the
massive influence of this literature. Lollini, Psaki.
Conducted in English.
399 Special Studies: [Topic] (1-5R) R when
topic changes.
403 Thesis (3-6R) Departmental honors stu-
dents only.
405 Reading and Conference: [Topic] (1-6R)
Guided reading.
407/507 Seminar: [Topic] (2-6R) Recent topics
include The Decameron, Fascism in Fiction and
Film, Italian Poetry, Literature of the Italian En-
lightenment, Pirandello.
408 Workshop: [Topic] (2-12R) Special group
activities such as production of Italian plays.
Prereq: two years of college Italian or instructor's
consent.
409 Practicum: [Topic] (1-4R) PIN only
410/510 Experimental Course: [Topic] (2-4R)
431/531 Baroque and Neo-Baroque in Italian
Literature (4) Explores major cultural, historical,
aesthetic, and religious problems in 17th-century
Italy and the emergence of the neo-baroque in
the 19th and 20th centuries. Prereq: reading
knowledge of Italian. Lollini.
441/541 Boccaccio and His Influence (4) Fo-
cuses on The Decameron; also covers familiar ad-
aptations by Marguerite de Navarre, Chaucer,
Voznesenskaya, Pasolini. Psaki.
444/544,445/545 Dante and His Influence (4,4)
Dante's Divine Comedy and minor works; Dante's
influence on later art, literature, and criticism.
Psaki. Conducted in English.
447/547 Petrarch and Petrarchism (4) Themes
and formal features of Petrarch's Rime sparse; in-
fluence on Western European lyric; theory of
lyric. Prereq: previous work in literature,
instructor's consent. Psaki.
449/549 Humanism and the Renaissance (4)
Covers authors who exemplify learning, aesthet-
ics, and ideology of Renaissance Italy, e.g.,
Castiglione, Machiavelli, Leonardo,
Michelangelo, Ariosto, Tasso. Includes essays in
criticism and theory. Prereq: work in literature.
Psaki.
461/561 Vico and the Settecento (4) Focuses on
Giambattista Vico's New Science and Arttobiogra-
phy in the context of the philosophical and aes-
thetic debates of the 18th century. Prereq: read-
ing knowledge of Italian. Lollini.
481/581 Topics in 19th-Century Literature:
[Topic] (4R) Topics concerning issues or authors
in 19th-century Italian literature, e.g., Irony and
Novel, Leopardi and Italian Romanticism.
Prereq: previous work in literature. Lollini. R
when topic changes.
491/591 Topics in 20th-Century Literature:
[Topic] (4R) Topics concerning issues or figures
in 20th -century Italian literature, e.g., Symbol
and Allegory in Modern Literature, Modern Lyric
Poetry. Prereq: previous work in literature.
Lollini. R when topic changes.
493/593 Literature of Testimony in Italy (4)
Examines literature written in extreme situations,
e.g., the Fascist jail, the lager, or describing the
marginal and violent life in a modern metropolis.
Prereq: reading knowledge of Italian. Lollini.
498/598 Italian Women's Writing (4) Women's
polemical engagement with established genres of
poetry and fiction from Gaspara Stampa to Dacia
Maraini. Psaki.
RL 503 Thesis (1-16R) PIN only
601 Research: [Topic] (2-6R) PIN only. Prereq:
instructor's consent.
RL 603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-6R)
607 Seminar: [Topic] (2-6R) Recent topics in-
clude Dante, Petrarch, and Boccaccio; The Italian
Lyric; Verga's Narrative.
608 Workshop: [Topic] (2-12R) Teaching Meth-
ods is offered each fall term.
609 Practicum: [Topic] (1-4R) PIN only
SPANISH COURSES (SPAN)
Native speakers ofSpanish or students whose
competence in the language already exceeds the
scope of the course may not enroll in any lower-
division course.
101,102,103 First-Year Spanish (5,5,5) Empha-
sis on the development of listening, speaking,
reading, and writing skills using a communica-
tive approach. Sequence. Conducted in Spanish.
199 Special Studies: [Topic] (1-5R)
201, 202, 203 Second-Year Spanish (4,4,4) Oral
and written exercises designed to help the student
acquire correct and fluent use of Spanish. Selec-
tions from representative authors. Sequence.
301 Reading Spanish (4) Language skills with
emphasis on strategies for reading different types
of text in Spanish, e.g., current press, short sto-
ries, poetry; vocabulary enrichment activities.
Prereq: SPAN 203 or equivalent.
303 Writing Spanish (4) Language skills with
emphasis on writing strategies for different
genres, grammar review. Prereq: SPAN 203 or
equivalent.
307 Oral Skills (2R) Practice in improving listen-
ing, comprehension, and oral skills in Spanish.
Communicative activities in class in addition to
language laboratory work. Prereq: SPAN 203 or
equivalent. R once for maximum of 4 credits: if
taken fall term, can repeat once either winter or
spring.
309 Literary Skills (4) Acquisition of critical vo-
cabulary and concepts through readings in major
genres and multiple writing assignments. Prereq:
SPAN 203 or equivalent or instructor's consent.
Designed for students with limited exposure to
literature.
315 Spanish Pronunciation and Phonetics (4)
Scientific study of Spanish sounds, rhythms, and
intonation. Supervised practice with individual
use of recording equipment. Prereq: instructor's
consent. Davis.
316 Survey of Peninsular Spanish Literature
(4) Introduction to major themes and ideas from
the medieval period to 1800 through the reading
of representative texts. Prereq: SPAN 301,303.
Verano, \iv'eiss.
317 Survey of Peninsular Spanish Literature
(4) Introduction to major themes and ideas from
1800 to the present through the reading of repre-
sentative texts. Prereq: SPAN 301,303. Ayora,
Cruz, May, Weiss.
318 Survey of Spanish American Literature (4)
Introduction to main currents and literary works
in the colonial Spanish American period from a
historical perspective. Critical readings of se-
lected texts from colonial times. Prereq: SPAN
301,303. Epple, Garda-Pabon.
319 Survey of Spanish American Literature (4)
Introduction to basic currents and movements in
contemporary Spanish American literature from
a historical perspective. Critical readings of se-
lected poems, short fiction, and plays. Prereq:
SPAN 301,303. Ayora, Epple, Garda-Pabon.
328 Hispanic Literature in the United States
(4) Introduction to Hispanic literature written in
the United States. Close reading and discussion
of selected texts by Hispanic authors. Emphasis
on literary trends and themes. Prereq: SPAN 301,
303. Epple, May.
330 Introduction to Spanish Poetry (4) Ex-
plores important aspects of Spanish poetry.
Reading poems from different periods of Spanish
and Spanish American literature. Emphasizes
formal aspects and critical reading. Prereq: SPAN
301,303. Ayora, May.
331 Introduction to Spanish Theater (4) Ex-
plores important aspects of Spanish theater.
Reading plays from different periods of Spanish
and Spanish American literature. Emphasizes
formal aspects and critical reading. Prereq: SPAN
301,303. Garda-Pabon, May.
333 Introduction to Spanish Narrative (4) Ex-
plores important aspects of Spanish narrative.
Reading texts from different periods of Spanish
and Spanish American literature. Emphasizes
formal aspects and critical reading. Prereq: SPAN
301,303. Ayora.
361,362,363 Hispanic Culture and Civiliza-
tion (4,4,4) IntellectuaL cultural, and historical
backgrounds of the Spanish-speaking world.
361: Spain. 362: Mexico. 363: Latin America.
399 Special Studies: [Topic] (1-5R) R when
topic changes.
403 Thesis (3-6R)
405 Reading and Conference: [Topic] (I~R)
407/507 Seminar: [Topic] (2-6R) Recent topics
include Central American Literature, Contempo-
rary Poetry, Galdos, Love in the Golden Age,
Mexican Literature, Modern Narrative, New
Spanish American Novel, Pacific Region Writers,
Spanish Naturalism.
408 Workshop: [Topic] (l-12R) Special on-
campus activities in Spanish.
409 Practicum: [Topic] (I-4R)P/N only
410/510 Experimental Course: [Topic] (2-4R)
Recent topics include Creative Writing in Span-
ish, The Essays of Mariano Jose de Larra and
Lidia Falcon, Spanish American Novel, Spanish
American Theater.
416/516 Advanced Writing in Spanish (4) Ex-
tended written production; writing for specific
purposes and audiences. Advanced grammar re-
view and composition; study of specialized vo-
cabulary. Prereq: SPAN 301,303; SPAN 307 rec-
ommended. Verano.
417/517 Advanced Oral Skills (2R) Advanced-
level practice in improving listening, comprehen-
sion, and oral skills in Spanish. Prereq: SPAN
301,303; SPAN 307 recommended. Verano. R
once for maximum of 4 credits. Communicative
activities in class and language laboratory work.
RUSSIAN 159
420/520 Topics in Spanish Linguistics: [Topic]
(4R) Variable topics in Spanish linguistics. Re-
cent topics include Spanish Phonology, History
of the Spanish Language. SPAN 315 recom-
mended. Davis. R when topic changes.
435/535 Spanish American Short Story (4) The
short story in Latin American literature. Read-
ings from major Spanish American authors such
as Quiroga, Borges, Cortazar, Donoso, Garcia
Marquez, Arreola, Rulfo. Prereq: SPAN 318,319.
Ayora, Epple, Garcia-Pabon.
436/536 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 318,319. Ayora, Epple, Garcia-
Pab6n.
438/538 Spanish Romantic Poetry (4) Major
poets and movements from Romanticism to the
present. Prereq: SPAN 316,317. May.
452/552 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 316,317. Weiss.
460 Don Quixote (4) Careful reading of Don
Quixote along with discussion of major critical
topics and of its place and importance in literary
history. Prereq for majors: three of SPAN 316,
317,318,319 or equivalent; prereq for nonma-
jors: equivalent background in literature. Verano.
481/581 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.
Galdos, Clarfn, Valera, Pardo, Bazan. Prereq:
work in Spanish literature.
497/597,498/598,499/599 Spanish Women
Writers (4,4,4) Developments in literature writ-
ten by women; the woman writer in Spanish so-
ciety. Poetry, drama, and narrative fiction. Liter-
ary foremothers and contemporary writers.
Prereq: work in Spanish literature. May.
RL 503 Thesis (1-16R) PIN only
601 Research: [Topic] (2-6R) PIN only. Prereq:
instructor's consent.
RL 603 Dissertation (1-16R) PIN only
605 Reading and Conference: [fopic] (l-6R)
607 Seminar: [Topic] (2-6R) Recent topics in-
clude La Celestina; Garcia Marquez, Neruda,
Latin American Naturalism, Lope de Vega, Po-
etry of the Generation of 1927, Testimonial Lit-
erature, and Quevedo.
608 Workshop: [Topic] (2-12R) Teaching Meth-
ods is offered fall term only. Other workshops
may be offered. Davis.
609 Practicum: [Topic] (1-4R) PIN only
RUSSIAN
227 Friendly Hall
Telephone (503) 346-4078
R. Alan Kimball, Department Head
FACULTY
Tatyana Gorokhovskaya, instructor (Russian lan-
guage). MA, Oregon. (1991)
R. Alan Kimball, associate professor. See History
Albert Leong, professor (19- and 20th-century Rus-
sian literature, culture, film). AB., 1961, AM.,
1966, Ph.D., 1970, Chicago. (1966)
Lev Loseff, Marjorie Lindholm Professor of Russian
Language, Literature, and Culture (Russian litera-
ture). M.A, 1959, Leningrad State University;
Ph.D., 1981, Michigan. (1995)
James 1. Rice, professor (folklore; 18th-, 19th-, and
20th-century literature; comparative literature).
AB., 1960, Harvard; MA, 1964, Ph.D., 1965,
Chicago. (1967)
Cynthia M. Vakareliyska, assistant professor (Slavic
linguistics). BA, 1973, Princeton; J.D., 1976, Co-
lumbia; Ph.D., 1990, Harvard. (1994)
Liudmila Zagorskaya, instructor (language, culture);
American Council of Teachers of Russian (ACTR)
RUSSian-language consultant. M.A, Moscow State
University, 1965. (1993)
Courtesy
Richard A Morris, courtesy assistant professor
(Russian folk culture). B.A, 1955, Rhode Island;
MA, 1975, Western Washington; Ph.D., 1981,
Oregon. (1987)
Nathan Rosen, courtesy professor (19th-century lit-
erature). BA, Brooklyn, 1941; M.A., 1948, Ph.D.,
1961, Columbia. (1992)
Emeritus
John Fred Beebe, associate professor emeritus. B.A,
1946, Wabash; MA, 1954, Indiana at Bloomington;
Ph.D., 1958, Harvard. (1968)
Fruim Yurevich, senior instructor emeritus. Di-
ploma, 1959, Astrakhan State Pedagogical Institute;
MA, 1976, Oregon. (1975)
The date in parentheses at the end of each entry is the
first year on the University of Oregon faculty.
UNDERGRADUATE STUDIES
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 read-
ing' writing, and speaking the language and to
acquire a fundamental knowledge of the litera-
ture and culture of Russia and the newly Inde-
pendent States of the former Soviet Union The
department also offers Bulgarian and Polish lan-
guages' literatures, and cultures.
The undergraduate program in Russian prepares
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 Eu-
ropean Studies Center, which sponsors scholarly
symposia, distinguished guest lecturers, art ex-
hibits, concerts, films, and other cultural events.
As part of the bachelor's degree program, many
majors in Russian study abroad at St. Petersburg
University or at the Pushkin Institute in Moscow
for a summer or a semester. A number of stu-
dents who major or minor in Russian also com-
plete the requirements for an undergraduate cer-
tificate in Russian and East European studies to
enhance their employment opportunities.
Oregon Russian Summer is an intensive eight-
week institute that offers students the equivalent
of a full year of first-, secondo, third-, or fourth-
year Russian complemented by a contemporary
Russian -culture course, cultural activities, and a
Russian-language dormitory.
Facilities at the Yamada Language Center, in 121
Pacific Hall, enhance the learning of Slavic and
East European languages. For more information
see Yamada Language Center in the Services for
Students section of this bulletin.
The department has hosted nine Russian-
language teachers from Russia since 1987. Recent
holders of the Marjorie Lindholm Professorship
of Russian Language, Literature, and Culture are
Tatyana Tolstaya, Andrei Sinyavskii, Ruth
Zernova, Ilya Serman, and Efim Etkind. Students
and faculty members actively participate in the
Eugene-Irkutsk Sister City Committee and its
programs.
Preparation. Students considering a major or
minor in Russian should declare their interest as
early as possible in their academic careers in or-
der 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 commu-
nity college level is recommended for students
preparing to major in Russian.
Major Requirements
Candidates for the bachelor of arts (B.A.) degree
in Russian are required to take 48 credits of
course 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)
Russia and the Soviet Union (HIST 345,346,347)
In addition, 12 credits or more must be taken
from department offerings in Russian literature,
linguistics, and culture.
Courses applied to the Russian major must be
completed with grades of mid-C or better.
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.
Sample Program
New students considering a major in Russian
may want to enroll in the following courses dur-
ing their first year at the university:
Fall Term 16 credits
First-Year Russian (RUSS 101) 5
Introduction to Russian Literature (RUSS 204)
.............................................................................. 4
Social science group-satisfying course 4
College Composition I (WR 121) 3
Winter Term 17 credits
First-Year Russian (RUSS 102) 5
Introduction to Russian Literature (RUSS 205) . 4
Science group-satisfying course 4
Social science group-satisfying course 4
Spring Term 17credits
First-Year Russian (RUSS 103) 5
Introduction to Russian Literature (RUSS 206) .. 4
Social science group-satisfying course 4
Science group-satisfying course 4
160 COLLEGE OF ARTS AND SCIENCES
Honors in Russian
To earn a bachelor of arts with honors in Russian,
a student must maintain a 3.50 grade point aver-
age (GPA) and submit a 3-credit honors project
or thesis approved by the department's honors
committee.
Minor Requirements
The Russian department offers a minor in Rus-
sian for students who want to combine Russian
studies with another major. The Russian minor is
particularly useful for students majoring in inter-
national studies, marketing, history, art history,
music, theater arts, journalism, humanities, soci-
010gy' political science, and other foreign lan-
guages and literatures.
The minor in Russian requires 32 credits (16 of
which must be upper division) in Russian lan-
guage, literature, and culture, distributed as
follows:
Core Courses 32 credits
Introduction to Russian Literature (RUSS 204,
205, 206) 12
Third-Year Russian (RUSS 316,317,318) 12
Two approved electives 8
First- and second-year Russian may not be ap-
plied to 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.
Russian and East European Studies Certifi-
cate. A Russian major or minor fulfills many of
the requirements for a certificate in Russian and
East European studies. For more information, see
the Russian and East European Studies sec-
tion of this bulletin.
Study Abroad in the Commonwealth of Inde-
pendent States and Eastern Europe. Qualified
students of Russian have the opportunity to
spend a summer, semester, or academic year in
the Commonwealth of Independent States
(CIS)-either in the Council on International
Educational Exchange (CIEE) Cooperative Rus-
sian Language Program, of which the University
of Oregon is an affiliate; at Gornyi Institute, St.
Petersburg University, or Novosibirsk State Uni-
versity; in the Russian program at Moscow's
Pushkin Institute, sponsored by the American
Council of Teachers of Russian (ACTR), or in an
individual program at one of approximately
eighty universities and institutes throughout the
former Soviet Union through the American Col-
legiate Consortium for East-West Cultural and
Academic Exchange. Opportunities also exist for
study in the Czech Republic, Hungary, and Po-
land; limited fellowship aid is available for these
programs.
Students in all University of Oregon overseas
study programs enroll in courses with subject
codes that are unique to individual programs.
Special course numbers are reserved for overseas
study. See Overseas Study in the Special Stud-
ies section of this bulletin. Students interested in
study in the CIS or in Eastern Europe should
write or call the Overseas Program Coordinator,
Office of International Education and Exchange,
5209 University of Oregon, Eugene OR 97403-
5209; telephone (503) 346-3206.
Secondary School Teaching
The Department of Russian offers work toward
Oregon licensure as a teacher of Russian in pub-
lic schools. For information about current re-
quirements for teacher licensure with a Russian
endorsement, students should consult the
department's adviser for teacher education.
GRADUATE STUDIES
Master of Arts Requirements
The master of arts (M.A.) degree program in
Russian provides substantive training and expe-
rience in Slavic language, literature, and linguis-
tics 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 admis-
sion. Promising students with insufficient prepa-
ration in either Russian language or literature
may be admitted conditionally.
New Students. A combined advisory conference
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 diagnos-
tic placement examination in written and spoken
Russian.
Course Requirements
At least 49 credits beyond the bachelor's degree,
of which at least 16 must be in Russian literature,
16 in Slavic linguistics, and-for students elect-
ing to write a master's degree thesis or to com-
plete projects-9 credits of Thesis (RUSS 503)
and 8 credits of electives in Slavic language and
culture approved by the department faculty. Six-
teen credits of approved departmental electives
in Slavic language and culture are required for
students submitting two acceptable graduate re-
search 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 49 credits, at least 24 must be taken for
letter grades, including at least 8 at the 600 level,
and in residence at the university.
Sample Program
The sample program below shows a typical two-
year M.A. program in Russian.
First Year 28 credits
Structure of Russian (RUSS 540, 541) 8
Russian literature (three courses) 12
Electives (two courses) 8
Second Year 25 credits
Old Church Slavonic (RUSS 640), History of
Russian (RUSS 641) 8
Russian literature (two courses) . 8
Thesis 9
Foreign Language. The student must pass a
reading examination in French, German, or an-
other relevant foreign language before taking the
M.A. examinations.
Reading List. The student is responsible for all
primary sources on the M.A. reading list, avail-
able in the department office. Secondary materi-
als, which place the primary sources in historical
or literary contexts, are highly recommended.
Examinations. Based on the M.A. reading list
and on course work completed by the student,
the M.A. examinations are written and oral:
1. Written (four to five hours)
a. Russian literature (three hours)-questions
covering folklore; 11th- through 20th-cen-
tury literature; and Russian literary theory,
history, and criticism and
b. Linguistics (one to two hours)-questions
covering Old Church Slavonic and the his-
tory and structure of the Russian language
2. Oral (one and one-half to two and one-half
hours)
a. Defense of M;A. thesis, project, or seminar
papers
b. Discussion of written examination, course
work, and related matters
RUSSIAN COURSES (RUSS)
101, 102, 103 First-Year Russian (5,5,5) Elemen-
tary Russian grammar, reading, conversation,
and composition. Gorokhovskaya.
104, 105 Intensive Elementary Russian (8,8) Cov-
ers in two terms the work of RUSS 101, 102, 103.
Not offered 1995-96.
121 Spoken Russian: [Topic] (1-2R) R twice for
maximum of 6 credits.
196 Field Studies: [Topic] (1-2R)
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R) Contempo-
rary Russian Film, Russian on Computers, and
the Second Russian Revolution are current top-
ics. R when topic changes.
201,202,203 Second-Year Russian (5,5,5) In-
termediate Russian grammar, reading, conversa-
tion, and composition. Study of representative
literary works. Zagorskaya.
204,205,206 Introduction to Russian Litera-
ture (4,4,4) Survey of Russian literature from its
origins to the present; emphasis on Pushkin,
Gogol, Turgenev, Dostoevsky, Tolstoy, Chekhov,
and contemporary works. Leong. Readings, lec-
tures, and discussions in English.
221 Spoken Russian (1-2R) R twice for maxi-
mum of 6 credits.
240 Topics in Russian Culture (4) Comparative
aesthetics and development of art, film, architec-
ture, music, and literature within the context of
Russian intellectual history. Readings, lectures,
and discussions in English. Leong.
301,302,303 Readings in Russian Literature
(4,4,4) Readings, lectures, and discussion of fun-
damentalliterary works. Prereq: second-year
Russian or equivalent. Conducted in Russian.
316,317,318 Third-Year Russian (4,4,4) Inten-
sive study of literary works by representative
19th- and 20th-century writers; extensive prac-
tice in speaking, writing, and comprehension.
Prereq: two years of college Russian or equiva-
lent. Conducted in Russian.
399 Special Studies: [Topic] (1-5R) R when
topic changes.
401 Research: [Topic] (2-6R) Prereq:
instructor's consent.
403 Thesis (3-6R)
405 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent. R when topic
changes.
406 Field Studies: [Topic] (1-21R) Prereq:
instructor's consent. R when topic changes.
RUSSIAN 161
407/507 Seminar: [Topic] (2-4R) A topic for
1995-96 is The Petersburg Myth and Its Texts,
Prereq: instructor's consent. R when topic
changes,
408/508 Workshop: [Topic](I-12R) Special on-
campus activities, R when topic changes. Con-
ducted in Russian.
409 Practicum: [Topic] (1-5R) PIN only
410/510 Experimental Course: [Topic] (2-6R) A
topic for 1995-96 is Utopia and Dystopia in Rus-
sian Literature. R when topic changes.
4111511,412/512 Russian Culture and Civili-
zation (4,4) Readings, lectures, and texts in 10th-
to 19th-century Russian culture and civilization.
Emphasizes topics other than literature. Leong.
416/516,417/517,418/518 Fourth-Year Russian
(4,4,4) Stylistic analysis of advanced Russian lit-
erary texts with extensive practice in conversa-
tion' composition, and comprehension. Prereq:
RUSS 316, 317, 318 or equivalent.
419/519 Pushkin (4) Pushkin's narrative and
lyric poetry, dramas, prose fiction, folk styliza-
tions, 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.
420/520 Russian Folklore (4) Russian folklore in
its social and aesthetic functions. The paradig-
matic 18th-century collection attributed to
Kirsha Danilov and various literary adaptations
of folklore forms.
4211521 Old Russian Literature (3) Introduc-
tion to three fields of Russian verbal art before
Pushkin: early manuscript culture, folklore, and
18th-century literature. Translation and discus-
sion of texts. Prereq: two years of college Rus-
sian.
422/522 Modern Russian Poetry (4) Detailed
study of Russian symbolism, acmeism, futurism,
and contemporary poetry. Rice. Readings in Rus-
sian.
424/524 Dostoevsky (4) Dostoevsky's intellec-
tual and artistic development; context and struc-
ture of The House ofthe Dead, Notes from the Un-
derground, Crime and Punishment, The Idiot, The
Brothers Karamazov, and other works, Readings
in English.
425/525 Tolstoy (4) Development and context of
Tolstoy's art; analysis of War and Peace, Anna
Karenina, representative short novels, stories,
plays, and essays. Readings in English.
426/526 Gogol (4) Comprehensive study of
Gogol's works; critical analysis of Evenings on a
Farm near Dikanka, Mirgorod, Petersburg Tales,
The Inspector General, Dead Souls, and other
works. Leong, Rice. Readings in English.
427/527 Turgenev (4) Literary development and
context of Turgenev's art; analysis of the novels
Rudin, A Nest ofGentlefolk, On the Eve, Fathers and
Sons, Smoke, Virgin Soil as well as stories, plays,
and critical essays. Rice. Readings in English.
428/528 Chekhov (4) Chekhov's art: structure,
style, and development of representative prose
fiction and plays including The Seagull, Uncle
Vanya, Three Sisters, The Cherry Orchard. Read-
ings in English.
429/529 20th-Century Russian Literature (4)
Major developments in Russian literature since
1917; theory and practice of "socialist realism";
representative works by Babel, Gorky, Olesha,
Shukshin, Trifonov, Rasputin, Zamiatin, and oth-
ers, Readings in English. Rice.
430/530 Contemporary Russian Literature (4)
Discussion of works by Solzhenitsyn,
Mandel'shtam, Tertz-Siniavskii, Zinov'ev,
Pasternak, Tsvetaeva, Voinovich, Sokolov,
Akhmatova, and Brodskii. Rice. Readings in En-
glish.
4311531 Vladimir Nabokov (4) Nabokov's cre-
ative work; special emphasis on the Russian
roots of his prose fiction, literary criticism, mem-
0irs' poetry, and translations. Readings in En-
glish. Not offered 1995-96.
440/540,4411541 Structure of Russian (4,4)
440/540: Russian phonology and morphology
(sound system and word formation). 441/541:
issues in Russian syntax (generative and non-
generative models), semantics (grammatical
case), and pragmatics (discourse analysis, gender
linguistics), Prereq: second-year Russian or
LING 290 or 421/521 or equivalent. Vakareliyska.
443/543 Russian Phonetics (4) Scientific study
of Russian sounds, rhythms, and intonation; su-
pervised individual practice. Prereq: two years of
college Russian or equivalent.
503 Thesis (3-6R) PIN only. Prereq: instructor's
consent.
601 Research: [Topic] (2-6R) PIN only. Prereq:
instructor's consent.
602 Supervised College Teaching (1-5R)
605 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent.
606 Field Studies: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R)
608 Colloquium: [Topic] (2-4R) R when topic
changes.
609 Practicum: [Topic] (1-5R) PIN only
610 Experimental Course: [Topic] (1-5R)
640 Old Church Slavonic (4) Sound system and
grammar of Old Church Slavonic; its role as a
primary source of evidence on the development
of the Slavic languages. Readings from Old
Church Slavonic texts. Prereq: second-year Rus-
sian or LING 290 or 421/521 or equivalent.
Vakareliyska. Not offered 1995-96.
641 History of Russian (4) Development of Rus-
sian language from Indo-European to the pre-
sent. Focus is Early East Slavic or Old Russian.
Medieval and early modern ecclesiastical and
historical texts (11th to 19th centuries). Prereq:
second-year Russian or LING 290 or 421/521 or
eqUivalent. Vakareliyska. Not offered 1995-96.
RUSSIAN AND EAST
EUROPEAN STUDIES COURSES
(REES)
196 Field Studies: [Topic] (1-2R)
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R) R when
topic changes.
399 Special Studies: [Topic] (1-5R) R when
topic changes.
401 Research: [Topic] (2-6R) Prereq: instruc-
tor's consent.
403 Thesis (3-6R) Prereq: instructor's consent.
405 Reading and Conference: [Topic] (1-6R) R
when topic changes.
406 Field Studies: [Topic] (1-21R)
407/507 Seminar: [Topic] (2-4R) R when topic
changes.
408/508 Colloquium: [Topic] (2-4R) R when
topic changes.
409 Supervised Tutoring Practicum: [Topic]
(1-3R) Prereq: instructor's consent.
410/510 Experimental Course: [Topic] (2-6R) A
topic for 1995-96 is Introduction to the Slavic
Languages. R when topic changes.
4511551,452/552,453/553 Basic Romanian
(4,4,4) Elementary Romanian grammar, conver-
sation, reading, and composition. Emphasis on
pronunciation. Reading of literary texts third
term. Offered irregularly.
420/520 Slavic Civilization (4) See Russian and
East European Studies
454/554,455/555,456/556 Advanced Romanian
(4,4,4) Reading of Romanian literary texts; compo-
sition and discussion in Romanian. Active devel-
opment of vocabulary. Prereq: SLAV 453/553 or
equivalent. Offered irregularly.
470/570,471/571,472/572 First-Year Bulgarian
(4,4,4) Elementary grammar, conversation, and
reading in areas of students' interests.
Vakareliyska.
480/580,481/581,482/582 First-Year Serbo-
Croatian (4,4,4) Elementary Serbo-Croatian
grammar, conversation, reading, and composi-
tion. Offered irregularly.
483/583, 484/584, 4851585 First-Year Polish (4,4,4)
Elementary Polish grammar, conversation, read-
ing' and composition. Offered irregularly.
486/586,487/587,488/588 First-Year Czech
(4,4,4) Czech grammar, conversation, reading,
and composition. Offered irregularly.
490/590,491/591,492/592 First-Year Ukrainian
(4,4,4) Elementary Ukrainian grammar, conversa-
tion' reading, and composition. Offered irregu-
larly.
503 Thesis (3-6R) PIN only. Prereq: instructor's
consent.
601 Research: [Topic] (2-6R) PIN only. Prereq:
instructor's consent.
605 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent.
606 Field Studies: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R)
608 Colloquium: [Topic] (1-16R)
609 Terminal Project (1-16R)
610 Experimental Course: [Topic] (1-5R)
162 COLLEGEOF ARTS AND SCIENCES
RUSSIAN AND EAST
EUROPEAN STUDIES
227 Friendly Hall
Telephone (503) 346-4078
Carol T. Silvennan, Program Director
Participating Faculty
Lisa Cadman Arkin, dance
John Fred Beebe, Russian
Mieczyslaw "Micha" E. Buczkowski, library
Theodore P. Gerber, sociology
Tatyana Gorokhovskaya, Russian
Julie M. Hessler, history
Katya E. Hokanson, comparative literature
Esther Jacobson, art history
Jeffery Julum, Yamada Language Center
R. Alan Kimball, history
Albert Leong, Russian
Mark Levy, music
James 1. Rice, Russian
Nathan Rosen, Russian
Patricia Rounds, American English Institute
Carol T. Silverman, anthropology
Cynthia M. Vakareliyska, Russian
Ronald Wixman, geography
Fruim Yurevich, Russian
M. George Zaninovich, political science
ABOUT THE PROGRAM
Eastern Europe, Russia, and the rest of the states
of the former Soviet Union form one of the most
dynamic and important world regions today. This
region extends across half the world's time zones
and is inhabited by more than 350 million people.
The undergraduate and graduate certificate pro-
grams in Russian and East European studies pre-
pare students for significant careers in teaching,
research, consulting, private industry, and gov-
ernment selVice.
Russian and East European Studies
Center
The Russian and East European Studies Center
(REESq brings together specialists from depart-
ments and professional schools who are engaged
in the study of the cultures, history, languages,
and contemporary problems of the region.
The center supports basic training and interdisci-
plinary study on all levels, brings students and
faculty members with mutual interests together to
share their works-in-progress, and helps students
plan their curricula in language and area studies.
Visiting Faculty Members. The center sponsors
extended stays by visiting Fulbright and Interna-
tional Research and Exchange Board (IREX)
scholars from Russia and East Europe.
Career Counseling. The center maintains close
contact with university graduates in Russian and
East European language and area studies. The
center also provides individual counseling about
careers and about the choice of graduate pro-
grams at the university or other major area-
studies centers.
Overseas Study. Students are encouraged to
study in the region. All the newly Independent
States of the former Scoiet Union have programs
associated with the University of Oregon as do
Warsaw, Poland; Prague, the Czech Republic; and
Szeged, Hungary. Some programs have language
prerequisites. More information is available in
the Office of International Education and
Exchange.
Cultural Programs. The REESC program spon-
sors lectures, panel discussions, symposia, films,
exhibitions, concerts, and festivals. These presen-
tations involve scholars from other institutions in
the United States and Europe as well as specialists
at the university. In addition, the REESC faculty
engages in outreach activities with local schools,
community groups, and organizations such as the
Eugene-Irkutsk Sister City Committee.
Resources. The University of Oregon Library
contains more than 100,000 volumes in the Rus-
sian language; a growing collection of Serbo-
Croatian, Polish, and other Slavic-language ma-
terials; an extensive collection of Western titles
relating to Russia and East Europe; a large collec-
tion of Russian and East European films; and a
satellite television downlink.
State-of-the-art facilities at the Yamada Lan-
guage Center enhance the learning of Slavic and
East European languages. For more information
see Yamada Language Center in the Services for
Students section of this bulletin.
Programs of Study. The university offers bach-
elor of arts (B.A.) and master of arts (M.A)
degrees in Russian and undergraduate and
graduate Russian and East European studies cer-
tificates. 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 assis-
tance from the REESC staff.
Russian and East European Studies
Certificate Program
The undergraduate and graduate certificates in
Russian and East European studies supplement
departmental degree programs. The certificate
program encourages the integration of course
material and degree requirements from various
departments, and the certificates give formal rec-
ognition of the interdisciplinary work accom-
plished. Upon successful completion of the pro-
gram, the student receives a certificate that
supplements a degree program in another disci-
pline. The majority of certificate recipients con-
tinue their education after completing their de-
grees in preparation for careers in government
selVice and teaching. Combining the program
certificate with a departmental major signifi-
cantly enhances the opportunity for employment
in those fields and others, such as international
trade, tourism, translation, and research.
Undergraduate Certificate Requirements
1. Language: three years of college study (or
equivalent) in languages of the region. Russian
is offered regularly; East European languages
are offered occasionally
a. Option 1: three years of one language
b. Option 2: two years of one language and
one year of another language; German may
not be used except by petition
2. Core (two courses)
a. Slavic Civilization (REES 420)
b. At least 3 credits, in a course taught by an
REESC faculty member, in Research (401),
Thesis (403), Reading and Conference
(405), or Seminar (407)
3. Electives (15 credits): including seminars and
courses in substantive Russian and East Euro-
pean studies and covering at least three non-
language disciplines of the Russian and East
European studies curriculum (e.g., anthropol-
ogy, art history, geography, history, literature,
political science). No more than two electives
may be taken in anyone department. Such
courses are usually offered by REESC faculty
members; other courses may be approved by
the director
Graduate Certificate Requirements
1. Language: four years of college study (or the
equivalent) in languages of the region. Russian
is offered regularly; East European languages
are offered occasionally
a. Option 1: four years of one language
b. Option 2: two or three years of one
language and one or two years of another
language to total four years; German may
not be used except by petition
2. Core program (three courses)
a. Slavic Civilization (REES 520) taken in con-
junction with 3 credits of Research (601),
resulting in a research paper or project that
is supervised by an REESC faculty member
b. At least 3 credits, in a course taught by an
REESC faculty member, in Seminar (507 or
607) or Colloquium (508 or 608)
3. Electives (five courses): including seminars and
courses in substantive Russian and East Euro-
pean area studies and covering at least three
nonlanguage disciplines of the Russian and East
European studies curriculum (e.g., anthropol-
ogy, art history, geography, history, literature,
political science). No more than two electives
may be taken in anyone department. Such
courses are usually offered by REESC faculty
members; other courses may be approved by
the director
Elective Courses
Undergraduate and graduate electives may be
chosen from, but are not limited to, the follOwing.
Seminars (407/507), and Experimental Courses
(410/510), and substitutions may be authorized by
the director.
Anthropology and Folklore. Ethnology of Peas-
ant Societies (ANTH 303), Jewish Folklore and
Ethnology (ANTH 429/529)
Art History. Nomadic Art of Eurasia (ARH 381),
Byzantine Art (ARH 431/531)
Dance. International (DANC 178), Balkans and
Eastern European (DANC 179), Character Ballet
I,n (DANC 273, 373), Dance and Folk Culture
(DAN 301)
Geography, Georgraphy of the Soviet Union
(GEOG 204).. Culture, Ethnicity, and National-
ism (GEOG 445/545)
History. U.S.A. -USSR Shared History (HIST 245),
Russia and the Soviet Union (HIST 345,346,347),
Economic History of Modern Europe (HIST 425/
525), The Russian Revolution (HIST 446/546)
Music. East European Folk Ensemble (MUS 190,
390, 690), Folk Music of the Balkans (MUS 453/
553)
SCANDINAVIAN STUDIES 163
Political Science. Marxist Political Theories (PS
433/533), Politics of Multi-Ethnic Societies (PS
443/543)
Religious Studies. History of Christianity (REL
321,322,323), History of Eastern Christianity
(REL 324, 325)
Russian and East European Language,
Literature, and Culture
LANGUAGE. First-, Second-, Third-, and Fourth-
Year Russian (RUSS 101-103 or 104-105, 201-203,
316-318,416/516-418/518); Structure of Russian
(RUSS 440/540, 441/541); Russian Phonetics
(RUSS 443/543); Old Church Slavonic (RUSS
640); History of Russian (RUSS 641). Romanian,
Hungarian, Bulgarian, Serbo-Croatian, Polish,
Czech, and Ukrainian are offered irregularly
LITERATURE. Introduction to Russian Literature
(RUSS 204,205,206), Readings in Russian Litera-
ture (RUSS 301, 302, 303), Pushkin (RUSS 4191
519), Modern Russian Poetry (RUSS 422/522),
Dostoevsky (RUSS424/524), Tolstoy (RUSS 4251
525), Gogol (RUSS 426/526), Turgenev (RUSS
427/527), Chekhov (RUSS 428/528), 20th-Century
Russian Literature (RUSS 429/529), Contempo-
rary Russian Literature (RUSS 430/530), Vladimir
Nabokov (RUSS 431/531)
CULTURE. Topics in Russian Culture (RUSS 240),
Russian Culture and Civilization (RUSS 411/511,
412/512), Russian Folklore (RUSS 420/520)
Sociology. Classical Marxist Theory (SOC 630),
Contemporary Marxist Theory (SOC 635)
Baccalaureate Transfer Credit. Undergradu-
ates who have passed graduate-level courses
during their senior year at the University of
Oregon-beyond all bachelor's degree require-
ments-may apply up to 9 credits toward the
graduate certificate in Russian and East Euro-
pean studies (within the 15-credit maximum for
transfer credit). Credits in Thesis (RUSS 503),
Research (RUSS 601), Reading and Conference
(RUSS 605), Colloquium (RUSS 608), and Practi-
cum (RUSS 609) do not qualify.
Work in courses graded B- or better, and PIN
courses accompanied by the instructor's state-
ment that 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.
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 conditions:
1. The total credits transferred may not exceed 15
2. The courses transferred must be relevant to the
certificate program as a whole
3. The courses must be approved by the student's
home department and by the director of the
Russian and East European Studies Center
4. The grades earned must be P (pass), B-, or
better
5. Transferred credit does not count toward the
requirement of 24 credits in University of
Oregon graded graduate courses
RUSSIAN AND EAST
EUROPEAN STUDIES
COURSES (REES)
The Russian and East European Studies Center of-
fers the following course. For additional courses with
the REES subject code, see the Russian section of this
bulletin.
420/520 Slavic Civilization (4) Introduction to
the cultures and civilizations of Russia, the newly
Independent States of the former Soviet Union,
and East Europe and their contributions to world
culture. Silverman.
SCANDINAVIAN
STUDIES
402 Friendly Hall
Telephone (503) 346-4086
Richard A. Sundt, Committee Chair
Steering Committee Faculty
Marian Card Donnelly, art history
James W. Earl, English
Paul S. Holbo, history
Thomas Mills, international education and exchange
(ex officio)
Kenneth D. Ramsing, decision sciences
Richard A. Sundt, art history
Bruce Harwood Tabb, library
Virpi Zuck, Germanic languages and literatures
UNDERGRADUATE STUDIES
The Scandinavian Studies Committee endeavors
to stimulate interest in Scandinavian culture, soci-
ety, languages, and history. The committee is a
focal point for faculty members and students who
want to teach or take courses related to Scan-
dinavia or to do research on Scandinavian coun-
tries. Students can get a minor in Scandinavian or
a major in German with a German and Scandina-
vian option. See the Germanic Languages and
Literatures section of this bulletin for
information about both academic programs.
Overseas Study
Students in all University of Oregon overseas
study programs enroll in courses with subject
codes that are unique to individual programs.
Special course numbers are reserved for overseas
study. See Overseas Study in the Special Studies
section of this bulletin.
The university has student exchange programs
with the University of Copenhagen in Denmark,
the University of Tampere in Finland, the Univer-
sity of Bergen in Norway, and the University of
Uppsala in Sweden. Area-studies courses that are
not offered by the University of Oregon can often
· 164 cotLEG.EOF.A.ltr~,AND SCIENCES
be taken at one of the Nordic universities. The
courses count toward a Scandinavian minor or
the German and Scandinavian option for the
German major at the University of Oregon.
Faculty members associated with Scandinavian
studies have close ties to the information services
of Nordic governments. As a result, the Scandi-
navian Studies Committee regularly receives
books, periodicals, and newspapers from Nordic
countries.
The University of Oregon Friends of Scandina-
vian Studies, a community-based support group,
annually awards scholarship assistance to stu-
dents who are seriously engaged in some aspect
of Scandinavian studies.
SOCIOLOGY
736 Prince Lucien Campbell Hall
Telephone (503) 346-5002
Robert M. O'Brien, Department Head
FACULTY
Joan R. Acker, professor (women and feminist theory,
stratification and work, the welfare state). B.A., 1946,
Hunter; M.A., 1948, Chicago; Ph.D., 1967, Oregon.
(1964)
Vallon 1. Burris, professor (theory, political sociology,
stratification). B.A., 1969, Rice; Ph.D., 1976,
Princeton. (1977)
Lawrence R. Carter, associate professor (demography,
statistical research methods, urban sociology). B.S.,
1958, Howard; M.A., 1970, PhD., 1973, Oregon.
(1973)
John P. Clark, professor (formal organizations, crimi-
nology and deviance, comparative social organiza-
tion). B.A., 1949, M.A., 1957, Ph.D., 1960, Ohio
State. (1990)
Steven Deutsch, professor (sociology of labor, tech-
nology, work environment); director, Center for the
Study of Work, Economy, and Community. B.A.,
1958, Oberlin; M.A., 1959, PhD., 1964, Michigan
State. (1966)
John B. Foster, associate professor (environment,
Marxism, political economy). B.A., 1975, Evergreen
State; M.A., 1977, Ph.D., 1984, York. (1985)
Curriculum
Courses appropriate for Scandinavian studies have
been offered in anthropology, comparative litera-
ture, English, Germanic languages and literatures,
political science, sociology, and other depart-
ments. The Department of Germanic Languages
and Literatures offers language instruction in
Danish, Finnish, Norwegian, and Swedish. For
descriptions of the following courses, see the
German Languages and Literatures section of
this bulletin.
Introduction to Scandinavian Culture and Soci-
ety (SCAN 350), Periods in Scandinavian Litera-
ture (SCAN 351), Topics in Scandinavian Litera-
ture (SCAN 352), Scandinavian Women Writers
(SCAN 353), Genres in Scandinavian Literature
(SCAN 354)
SOCIOLOGY 165
Linda O. Fuller, associate professor (comparative so-
cialism, work, development and social change). B.A.,
1966, M.A., 1977, Ph.D., 1985, California, Berkeley.
(1989)
Richard P. Gale, professor (environmental sociol-
ogy, natural resources, community); director,
environmental studies. B.A, 1960, Reed; M.A,
1962, Washington State; Ph.D., 1968, Michigan
State. (1967)
Theodore P. Gerber, acting assistant professor (po-
litical sociology, comparative and historical re-
search, social stratification). B.A., 1987, Michigan,
Ann Arbor; M.A., 1991, California, Berkeley. (1995)
Marion Sherman Goldman, associate professor (de-
viance, gender, new religious movements). AB.,
1967, California, Berkeley; M.A., 1970, Ph.D., 1977,
Chicago. (1973)
Patricia A Gwartney, associate professor (social
demography, methods, stratification). AB., 1973,
California, Berkeley; M.A., 1979, Ph.D., 1981,
Michigan. (1981)
Benton Johnson, professor (sociology ofreligion,
theory); head, religious studies. B.A., 1947, North
Carolina; M.A., 1953, Ph.D., 1954, Harvard. (1957)
Kenneth B. Liberman, associate professor (ethno-
methodology, race and ethnic relations, phenom-
enology and postmodernism). B.A, 1970, State
University of New York at Old Westbury; M.A,
1976, Ph.D., 1981, California, San Diego. (1983)
Eric Margolis, assistant professor (qualitative
research methods, sociology of education, visual
sociology). B.A., 1969, State University of New
York at New Paltz; Ph.D., 1978, Colorado. (1990).
Gregory McLauchlan, assistant professor (political
sociology, peace and war, science and technology).
B.A., 1974, M.A., 1978, Ph.D., 1988, California,
Berkeley. (1989)
Sandra L. Morgen, associate professor (women and
health care, women and work, social movements);
director, Center for the Study of Women in Society.
B.A., 1972, Texas at Austin; M.A., 1975, Ph.D.,
1982, North Carolina. (1991)
Robert M. O'Brien, professor (criminology, method-
ology and statistics, stratification). B.S., 1967,
Pomona; M.S., 1970, Ph.D., 1973, Wisconsin.
(1981)
Mary Romero, associate professor (race, class, and
gender; women and work). B.A, 1974, RegiS;
Ph.D., 1980, Colorado at Boulder. (1990)
Arlene Stein, assistant professor (gender, culture and
mass media, social movements). B.A., 1980,
Amherst; M.A., 1985, Ph.D., 1993, California, Berke-
ley. (1994)
Jean Stockard, professor (sociology of education,
sociology of gender, methodology). B.A., 1969,
M.A., 1972, Ph.D., 1974, Oregon. (1974)
Donald R. Van Houten, professor (complex organi-
zations, work). B.A., 1958, Oberlin; Ph.D., 1967,
Pittsburgh. (1968)
Jack Whalen, associate professor (social psychology,
ethnomethodology and conversation analysis, so-
cial movements). B.A, 1973, Temple; M.A, 1980,
Ph.D.,1984, California, Santa Barbara. (1983)
Marilyn Whalen, assistant professor ~social psychol-
ogy, socialization, language and SOCIal mteractlOn).
B.A., 1977, Franconia; M.A., 1982, 1985, Ph.D.,
1990, California, Santa Barbara. (1991)
Emeriti
Theodore B. Johannis Ir., professor emeritus. B.A,
1948, M.A., 1948, Washington State; Ph.D., 1955,
Florida State. (1953)
Miriam M. Johnson, professor emerita. B.A., 1948,
North Carolina; M.A., 1953, Ph.D., 1955, Harvard.
(1959)
Walter 1. Martin, professor emeritus. B.A, 1943,
M.A., 1947, Ph.D., 1949, Washington (Seattle).
(1947)
David Milton, professor emeritus. B.A, 1963,.San.
Francisco State; M.A, 1973, Ph.D., 1980, Cahfor11la,
Berkeley. (1978)
The date in parentheses at the end of each entry is the
first year on the University of Oregon faculty.
Participating
Paul Goldman, educational policy and management
Judith H. Hibbard, planning, public policy and
management
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 stu-
dents 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 math-
ematics, English composition, and foreign lan-
guages is also desirable. Two-year transfer stu-
dents 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
traditionally open to liberal-arts graduates-
especially beginning positions in social work,
personnel work, and recreation. Some graduates
get additional training in graduate professional
schools of social work, business administration,
and law. A bachelor's degree alone is seldom suf-
ficient 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.
Curriculum
Undergraduate courses in sociology are given on
three levels. Courses at the 200 level provide an
introduction to the field. The basic course is the
one-term Introduction to Sociology (SOC 204).
Students should take SOC 204 and Social In-
equality (SOC 207) before moving on to upper-
division courses.
Courses at the 300 level extend the student's
knowledge of subjects covered in the 200-level
courses and provide an introduction to social re-
search methods and social theory. It is strongly
recommended that SOC 310,311, and 312 be
completed before taking 400-level courses.
Courses at the 400 level are advanced and spe-
cialized. 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 12 credits in sociol-
ogy before taking 400-level courses.
Interest Areas
The Community, Urban Affairs, Population,
and Resources. World Population and Social
Structure (SOC 303), Community, Environment,
and Society (SOC 304), America's Peoples (SOC
305), Social Demography (SOC 415), Issues in
Sociology of Environment (SOC 416), Urbaniza-
tion and the City (SOC 442), SOciology of Devel-
oping Areas (SOC 450)
Criminology and Delinquency. Introduction:
Deviance, Control, and Crime (SOC 380), Crime
and Social Control (SOC 480), Issues in Devi-
ance, Control, and Crime (SOC 484)
Methodology. Introduction to Social Research
(SOC 311), Quantitative Methods in Sociology
(SOC 312), Sociological Research Methods
(SOC 411, 412, 413)
Organizations and Occupations. Work and
Occupations (SOC 346), Complex Organizations
(SOC 347), Issues in Sociology of Work (SOC
446), Issues in Sociology of Organizations (SOC
447), Social Stratification (SOC 451)
Social Institutions. Sociology of the Family (SOC
330), Issues in Family Sociology (SOC 425), Soci-
ology of Religion (SOC 461), Political Sociology
(SOC 465), Sociology of Education (SOC 491)
Social Issues and Movements. Social Inequality
(SOC 207), American Society (SOC 301), Social
Issues and Movements (SOC 313), Race, Class,
and Ethnic Groups (SOC 345), Political Economy
(SOC 420), Sociology of Race Relations (SOC
445), Social Stratification (SOC 451), Issues in
Sociology of Gender (SOC 455), Systems of War
and Peace (SOC 464)
Social Psychology. Introduction to Social Psy-
chology (SOC 328), Advanced Topics in Social
Psychology (SOC 428), Ethnomethodology and
Conversation Analysis (SOC 435)
Social Theory. Development of Sociology (SOC
310), Marxist Sociological Theory (SOC 475)
Major Requirements
1. A minimum of 44 credits in undergraduate so-
ciology courses
2. At least 36 of the 44 credits must be upper divi-
sion and 16 of the 36 must be numbered 407 or
410-491; 12 of the 16 400-level courses must
be taken at the University of Oregon
3. No more than 8 credits in courses numbered
401-406 and 408---409 may be applied to the
major
4. Courses used to satisfy major requirements
must be taken for letter grades and pased with
grades of C- or better; at least a 2.00 grade
point average (GPA) must be achieved in these
courses. SOC 204, 207, and courses numbered
401-406 and 408-409 may be taken passino
pass (PIN); P grades must be earned to apply
them to the major
5. Completion of the following courses:
a. Development of Sociology (SOC 310)
b. Introduction to Social Research (SOC 311)
c. Quantitative Methods in Sociology (SOC
312)Inquire at the department office about
the pOSSibility of substituting other specific
courses in statistics for SOC 312
Planning a Program
An adviser is assigned to each student at the time
the major is declared. The department also main-
tains an active peer advising program. Under-
graduate students can receive a variety of advis-
ing 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 emphasizes
those experiences most useful for the student's
166 COLLEGE OF ARTS A.ND SCIENCES
educational and career objectives. Several sug-
gested model programs are listed below. It is
essential, however, that students consult their
advisers concerning the selection of courses. Stu-
dents with specific career plans may also consult
the Career Center, 244 Hendricks Hall, for advice
on suitable course programs.
General Sociology. Students who want a broad
liberal-arts education should begin with SOC
204 and 207. These lower-division courses pro-
vide an introduction to the discipline with em-
phasis on how sociology can be applied to con-
temporary social issues.
Students specializing in general sociology may
then 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 to-
gether by prOViding perspectives that are useful
in the study of any institutional area. Finally,
courses in sociological theory and methodology
provide general analytical and research skills that
are 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 in-
clude social work, counseling, community rela-
tions' housing, labor relations, and human re-
sources. 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 psy-
chology, and several courses dealing with social
issues and problems.
Students may also supplement their programs
with courses in the psychology and political sci-
ence departments and in the College of Educa-
tion. Many of these occupations require graduate
or field training. Students can get more detailed
information from the Career Center.
Business or Government Service. Many sociol-
ogy majors find employment with business or
government organizations. These organizations
typically require general human-relations skills,
some awareness of organizations and the sur-
rounding social environment, and an ability to
analyze and understand basic social data. Stu-
dents interested in possible employment with
such organizations should include in their pro-
grams courses in methodology, social psychology,
and organizations and occupations.
They may also supplement their programs with
courses in the Lundquist College of Business and
in the Department of Economics.
Students with career goals in governmental ser-
vice should include course work covering the
community, urban affairs, population, and re-
sources; 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.
Honors in Sociology
The honors program in sociology provides quali-
fied 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 students enrolled in the university's Clark
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 ad-
vanced training in sociology, it may also be of
interest to qualified students who eventually plan
to enter other professional fields.
More information about the honors program, in-
cluding how to apply, is available in the depart-
ment office.
Minor
The minor in sociology is inactive.
Students who declared a minor in sociology be-
fore fall 1994 may complete the minor if space is
available in required courses.
Preparing for Graduate Study
Students planning to do graduate work in sociol-
ogy should have a strong background in socio-
logical theory and social research methods well
beyond the required courses. Besides taking ad-
vanced courses in areas of special interest to
them, students planning graduate study 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 consider-
ing graduate school should talk to their faculty
advisers about programs at various schools, ex-
periences to increase the chances of admission,
and requirements for students in graduate pro-
grams in sociology.
Secondary School Teaching
Although the University of Oregon does not offer
professional preparation of social studies teach-
ers, an academic major in sociology provides a
strong subject-matter background for entry into
a secondary teacher-education program. Stu-
dents interested in a teaching career may obtain
information about teacher education from the
Office of Academic Advising and Student Ser-
vices, 164 Oregon Hall.
GRADUATE STUDIES
The graduate program of the Department of So-
ciology is intended primarily to lead to the doctor
of philosophy (Ph.D.) degree.
Students seeking an advanced degree in sociol-
ogy should have achieved a grade point average
(GPA) of 3.00 or better in their undergraduate
work in the social sciences. Admission is not re-
stricted to students with undergraduate majors in
sociology, although the chance of admission is
considerably reduced for someone 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 taken for let-
ter grades except work in Research (SOC 601),
Dissertation (SOC 603), Reading and Conference
(SOC 605), or Supervised Field Study (SOC 606).
Students should be able to complete the 54-
credit requirement in their first six terms of en-
rollment. Those maintaining a GPA of 3.00 or
better are awarded either a master of arts (M.A.)
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. Next, the
student defines at least two fields of specializa-
tion and prepares for comprehensive examina-
tions in these areas. Upon passing the compre-
hensive examinations, the student is advanced to
Ph.D. candidacy and begins work on the doctoral
dissertation, 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 de-
fining the general topic to be covered in the dis-
sertation research.
Many students receive some type of financial as-
sistance. 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 graduate program, specifies the materials
needed to apply for admission, lists specific
course requirements, and includes a current list
of faculty members and their research interests.
Students applying for graduate admission should
submit all necessary materials by February 1.
SOCIOLOGY COURSES (SOC)
Because not every course can be offered every
year, students should consult the most recent DO
Schedule of Classes or inquire at the department
office.
196 Field Studies: [Topic] (1-2R)
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R)
204 Introduction to Sociology (4) The sociologi-
cal perspective with emphasis on fundamental
concepts, theories, and methods of research.
207 Social Inequality (4) Overview of social in-
equality, cross-culturally and within the United
States. Examines relationship of social inequality
based on social class, race, and gender to social
change, social institutions, and self-identity.
Prereq: SOC 204.
217 Special Topics in Sociology: [Topic] (4R) A
selection of topics applying the concepts and
skills developed in SOC 204 to current major so-
ciological issues and problems. Prereq: SOC 204.
R when topic changes.
301 American Society (4) Selected aspects of
American culture and institutions and the ways in
which they are changing. Prereq: SOC 204.
303 World Population and Social Structure (4)
Introduction to population studies. Comparative
analysis of historical, contemporary, and antici-
pated demographic change. Emphasis on demo-
graphic transitions between and within devel-
oped and underdeveloped countries. Prereq:
SOC 204.
304 Community, Environment, and Society (4)
Interrelationship of social and environmental
factors in human communities, processes of
community change, impact of environmental
change on human communities. Prereq: SOC
204.
SOCIOLOGY 167
305 America's Peoples (4) Examines how the
size, composition, and distribution of America's
ethnic and racial subpopulations have shaped
social structure, social culture, and social change
in the United States. Prereq: SOC 204.
310 Development of Sociology (4) Analysis of
the major writers and ideas that have shaped
contemporary sociology. Focus on recurrent con-
cepts and issues that continue to challenge socio-
logical inquiry. Prereq: SOC 204 or instructor's
consent.
311 Introduction to Social Research (4) The de-
velopment of social research; the nature of scien-
tific inquiry and basic methods and techniques;
examination of representative sociological studies
from the standpoint of methodology. Prereq: SOC
204.
312 Quantitative Methods in Sociology (4)
Construction and interpretation of tables and
graphs, descriptive statistics, measures of asso-
ciation and contingency relationships, basic ideas
of probability, and elementary statistical infer-
ence applied to nonexperimental research.
Prereq: MATH 95 or equivalent, SOC 204, 311.
313 Social Issues and Movements (4) Contem-
porary social issues viewed in relation to the so-
cial structure of American society. Social move-
ments and ideologies related to these issues.
Prereq: SOC 204, 311.
317 Sociology of the Mass Media (4) AnalysiS
of media events: advertisements, news broad-
casts, documentaries, popular music, and televi-
sion. Perspectives include content analysis,
semiotics, functionalist and structuralist para-
digms' and power system analysis. Prereq: SOC
204,310.
328 Introduction to Social Psychology (4) How
the thought, feeling, and behavior of individuals
are influenced by the actual, imagined, or im-
plied presence of others. Prereq: SOC 204.
330 Sociology of the Family (4) The family in
historical perspective. Introduction to the family
as a social institution and small-group associa-
tion. Prereq: SOC 204.
335 Interaction and Social Order (4) Introduc-
tion to ethnomethodology, which is the study of
methods by which humans order their activities,
and conversation analYSiS, which focuses on
methods organizing talk-in-interaction. Prereq:
SOC 204.
345 Race, Class, and Ethnic Groups (4) Major
class, racial, and ethnic groups in the United States
with special attention to the culture and experience
of minority groups. Prereq: SOC 207.
346 Work and Occupations (4) Characteristics
of work and occupational careers in modern soci-
eties; relationships of those to family, the
economy, bureaucracy, technology, and alien-
ation. Prereq: SOC 207.
347 Complex Organizations (4) Nature of orga-
nizations in modern societies, e.g., specialization,
impersonality, formalization, authority and
power; relationship of organizations to work and
careers, stratification, democracy, discrimination,
and deviance. Prereq: SOC 204.
355 Sociology of Women (4) Position of women
in contemporary society; women and work, poli-
tics, families, the economy; intersection of gen-
der' race, and class; women's movements. Pre-
req: SOC 207.
380 Introduction: Deviance, Control, and
Crime (4) Origins of rules and laws, patterns of
reactions to their violation, emphasis on causal
theories of deviance and of crime, data sources
for study of crime. Prereq: SOC 204.
399 Special Studies: [Topic] (1-5R) Prereq:
SOC 204.
401 Research: [Topic] (1-21R)
403 Thesis for Honors Candidates (1-21R)
404 Internship: [Topic] (1-6R)
405 Reading and Conference: [Topic] (1-21R)
406 Supervised Field Study: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R) Offerings vary
from year to year depending on student needs
and faculty interests. Recent topics include Occu-
pational Health and Safety, Social Thought and
the Environment, Sociology of Labor.
408/508 Workshop: [Topic] (1-21R)
409 Supervised Tutoring Practicum: [Topic]
(1-21R) PIN only
410/510 Experimental Course: [Topic] (I-5R)
411/511,412/512,413/513 Sociological Re-
search Methods (4,4,4) 411/511: investigates
strengths and weaknesses of various research
methods for testing sociological theories and de-
scribing social facts. Prereq: SOC 311 or equiva-
lent. 412/512: intermediate-level descriptive and
inferential statistics. Prereq: SOC 311, 312 or
equivalent. 413/513: multiple regression and
other advanced statistical techniques. Sequence.
Prereq: SOC 412/512.
415/515 Social Demography (4) Causes and con-
sequences of demographiC change in racial or eth-
nic groups in the United States. Techniques of de-
mographic analysis. Prereq: SOC 303 or
equivalent or 12 credits in sociology.
416/516 Issues in Sociology of the Environ-
ment: [Topic] (4) AnalysiS of selected topics in
environmental sociology. Topics include envi-
ronmental movement, impacts of technological
change, environmental policy and the state, en-
vironmental values, attitudes, and behaviors.
Prereq: 12 credits in sociology or instructor's
consent. R twice when topic changes for maxi-
mum of 12 credits.
420/520 Political Economy (4) Survey of the
fundamentals of political economy. Readings
from both Marxian and mainstream traditions
introduce contemporary debates on socioeco-
nomic crisis. Prereq: 12 credits in sociology or
instructor'sconsent.
425/525 Issues in Family Sociology (4) Analysis
of selected topics in the sociology of the family.
Topics include the sociology of parenthood,
feminist perspectives on the family, and the fam-
ily in cross-cultural perspective. Prereq: SOC 330
or equivalent.
428/528 Advanced Topics in Social
Psychology: [Topic] (4R) Topics may include
altruism and helping behavior, communication
and language, socialization, prejudice, confor-
mity, collective behavior, aggression, or other
basic areas of social psychological research.
Prereq: SOC 328 or instructor's consent. R twice
when topic changes for maximum of 12 credits.
435/535 Ethnomethodology and Conversation
Analysis (4) Advanced study of the common-
sense sources, methods, and practices through
which members of a culture construct and make
sense of social activities, especially conversation.
Prereq: SOC 310,335 or instructor's consent.
442/542 Urbanization and the City (4) Determi-
nants and consequences of urbanization under
different conditions; the city as a social and eco-
logical system. Prereq: 12 credits in sociology.
445/545 Sociology of Race Relations (4) Racial
oppression as a structural and ideological feature
in American life. Prereq: introductory course in
sociology, anthropology, or psychology; ES 103;
SOC 345 or instructor's consent.
446/546 Issues in Sociology of Work: [Topic]
(4R) Selected topics in the sociology of work: oc-
cupational structures and careers, industrial de-
mocracy; technological change and work reform,
polities of work. Prereq: SOC 346 or instructor's
consent. R twice when topic changes for maxi-
mum of 12 credits.
447/547 Issues in Sociology of Organizations:
[Topic] (4R) Analysis of selected topics in the
sociology of organizations. Topics include indus-
trial sociology, organizational change; organiza-
tional democracy; corporate deviance; bureau-
cracy' power, and society. Prereq: SOC 347 or
instructor's consent. R twice when topic changes
for maximum of 12 credits.
450/550 Sociology of Developing Areas (4) So-
cial and economic structures and processes pro-
moting or inhibiting change within developing
nations in Africa, Asia, Latin America. Topics in-
clude urbanization, industrialization, cultural
change, world poverty and dependence. Prereq:
12 credits in sociology.
451/551 Social Stratification (4) The interrela-
tions among class, race, and sex. Historical origins
and development of class and class systems in-
cluding slavery. Prereq: 12 credits in sociology.
455/555 Issues in Sociology of Gender: [Topic]
(4R) Advanced analysiS of gender and social rela-
tions of power in contemporary society. Variable
topics include Class, Gender, and Race; Women
and Health; Women and Work. Prereq: SOC 355
or WST 101 or instructor's consent. R twice when
topic changes for maximum of 12 credits.
456/556 Feminist Theory (4) Examines major
sociological theories that elucidate the position
of women and gender as part of the configura-
tion of social relations of power in contemporary
societies. Prereq: SOC 355 or 455/555, or upper-
division course on gender in another depart-
ment, or instructor's consent.
457/557 Sex and Society (4) Examines alterna-
tive sociological perspectives on sexual behavior,
the social construction and regulation of sexual-
ity, contemporary social and political issues per-
taining to sexuality. Prereq: 12 credits in sociol-
ogy or instructor's consent.
461/561 Sociology of Religion (4) Sociological
analysiS of religious belief and behavior; special
attention to the relation between religious insti-
tutions and the larger societies of which they are
a part. Prereq: 12 credits in sociology or instruc-
tor's consent.
464/564 Systems of War and Peace (4) 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: 12 cred-
its in sociology.
465/565 Political Sociology (4) Analysis of po-
litical theory and behavior, social bases of power
and policy determination, institutional interrela-
tionships' intellectuals and ideologies, political
trends and change, political participation and
membership. Prereq: 12 credits in sociology.
-------------_._---_ ... _ ..._-_..
168 COLLEGE OF ARTS A.NbstIJ~:NC~S
474/574 Contemporary Sociological Perspec-
tives: [Topic] (4R) Major contemporary theoreti-
cal perspectives including critical issues being
debated. May focus on a Single contemporary
perspective or on a variety of contemporary per-
spectives. Prereq: SOC 310 or instructor's con-
sent. R twice for maximum of 12 credits.
475 Marxist Sociological Theory (4) Basic con-
cepts, theory, and social analysis in the works of
Marx and Engels. Topics include dialectical and
historical materialism, class, historical develop-
ment, political economy, and imperialism.
Prereq: SOC 310 or instructor's consent.
480/580 Crime and Social Control (4) Empha-
sizes major substantive areas of crime and con-
trol in the United States and developing societ-
ies, especially in Pacific Rim areas. Prereq: SOC
380 or instructor's consent.
484/584 Issues in Deviance, Control, and
Crime: [Topic] (4R) Topics vary. Examples are
modern policing, hate crimes, cross-national re-
search in crime. Prereq: SOC 380 or instructor's
consent. R twice when topic changes for maxi-
mum of 12 credits.
491/591 Sociology of Education (4) The rela-
tionship between education and other social in-
stitutions, the school and the community, the
school as a social system, social change and edu-
cation. Prereq: 12 credits in sociology.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (l-5R)
603 Dissertation (1-16R) PIN only
604 Internship: [Topic] (1-6R)
605 Reading and Conference: [Topic] (1-16R)
606 Supervised Field Study: [Topic] (1-16R)
607 Seminar: [Topic] (I-5R) Offerings vary
from year to year depending on student needs
and faculty interests. Recent topics include Femi-
nist Sociological Theory; The Philosophy and
Epistemology of Social Science; Time-Series
Analysis.
608 Workshop: [Topic] (1-16R) Topics vary.
609 Supervised Tutoring Practicum: [Topic]
(1-3R)
610 Experimental Course: [Topic] (1-5R)
620 Durkheim and Weber (3) Critical exam-
ination of the major works of Emile Durkheim
and Max Weber.
625 Modern Functionalism (3) Examination of
the works of Talcott Parsons, the major works of
those influenced by him, and the critical recep-
tion accorded them. Prereq: SOC 620.
630 Classical Marxist Theory (3) Critical over-
view of the first century of classical Marxist
theory. Emphasis on th'e seminal writings of
Marx and Engels.
635 Contemporary Marxist Theory (3)Exami-
nation of contemporary developments and de-
bates in Marxist and neo-Marxist sociological
theory.
640 Issues in Sociological Theory (3) Major so-
ciological theories, perspectives, and issues not
covered in detail in SOC 620 or 630.
645 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, ethno-
methodology, and Goffman's "micro-
Durkheimian" perspective. Prereq: SOC 620,
630.
660 Experimental Methods and Design (3) The
logic and design of experimentation in nonlab-
oratory social settings. Field approximations to
experimental research; quasi-experimental de-
signs. Factors affecting the validity of field ex-
periments. Evaluation of social programs. Prereq:
graduate standing, SOC 412/512 or equivalent or
instructor's consent.
665 Survey Methods and Design (3) The logiC
and methods of survey design and sampling,
question construction, survey layout and imple-
mentation; codebook construction, coding, and
data analysis. Prereq: graduate standing, SOC
412/512 or equivalent or instructor's consent.
669,670 Field Research Methods and Design
I,ll (3,5) Observing events in a natural setting;
describing cultures on their own terms; the dis-
covery of characteristic ways in which people cat-
egorize, code, and define their own experience.
Sequence.
675 Demographic Methods (3) Demographic
techniques as tools; censuses as data sources for
research in social phenomena. Understanding
the nature and uses of censuses; employing de-
mographic methods in research.
680 Historical and Comparative Methods in
Sociology (3) Historical and comparative meth-
ods in sociological research. Theory construction,
hypothesis testing, and the use of quantitative
and qualitative historical sources.
681 Comparative-Historical Sociology (3) In-
troduction to comparative-historical methods in
analyzing macrosociological structures and proc-
esses. Discussion of theory construction, research
process, problems of verification or falsification.
SOUTHEAST ASIAN
STUDIES
110 Gerlinger Hall
Telephone (503) 346-4816
Scott DeLancey, Program Director
Program Committee
Tiffin Arboleda, Southeast Asian studies (Filipino
language)
William S. Ayres, anthropology (Thailand)
Aletta Biersack, anthropology (New Guinea)
Kathie 1. Carpenter, linguistics (Thai language)
Carolyn 1. Cartier, geography (Malaysia, Burma,
Singapore)
Scott DeLancey, linguistics (Sino-Tibetan
languages)
Janet W. Descutner, dance (Southeast Asian dance)
Philip J. DeVries, biology (tropical biology)
Gerald W. Fry, international studies (Thailand,
Laos)
Robert Kyr, music (Indonesia)
Glenn A. May, history (Philippines)
Geraldine Moreno, anthropology (Thailand,
Indonesia)
Robin Paynter, library (Southeast Asian bibliography)
Robert Proudfoot, international studies (Laos,
Vietnam)
Kenneth D. Ramsing, decision sciences (Thailand)
Clifford Sather, Center for Asian and Pacific Studies
(Malaysia)
Theodore Stem, anthropology (Thailand)
Norman D. Sundberg, psychology (cross-cultural
psychology)
Robert B. Textor, international studies (Thailand)
Anita Weiss, international studies (Muslim societies)
Harry F. Wolcott, anthropology (education and
Thailand)
ABOUT THE PROGRAM
In fall 1986 the University of Oregon launched
the Southeast Asian Studies Project to enrich the
breadth of its Asian studies offerings. To facilitate
exchange among their students and faculty
members, the Universities of Washington and
British Columbia joined the University of Oregon
in establishing the Northwest Regional Consor-
STATISTICS 169
tium for Southeast Asian Studies. The consor-
tium sponsors a biennial conference that ad-
dresses timely issues; sponsors presentations by
Southeast Asian scholars; and conducts outreach
activities for Northwest institutions, schools, and
businesses.
Grants from the United States Department of
Education, the United States Information
Agency, the Ford Foundation, the Luce Founda-
tion, the Sasakawa Peace Foundation, and the
UO Humanities Center have fostered the devel-
opment of several new courses on Southeast Asia
as well as overseas research opportunities and
fellowships.
A list of Southeast Asian studies courses is in-
cluded in the Asian Studies section of this bulle-
tin. Examples of courses about Southeast Asia
are Cooperation, Conflict, and Global Resources
(INTL 251), Cultures of Island Southeast Asia
(ANTH 436/536), Cultures of Mainland South-
east Asia (ANTH 437/537), The Pacific Challenge
(INTL 440/540), Southeast Asian Political Novels
and Films: Changing Images (INTL 441/541),
Gamelan (MUS 490/590). An interdisciplinary
faculty with field experience in the Philippines,
Thailand, Indonesia, Laos, Malaysia, Myanmar
(Burma), and Vietnam has coordinated develop-
ment of the curriculum. Language study in Thai,
Indonesian, Vietnamese, and Filipino is offered.
Several foreign language area-studies fellow-
ships are available for graduate students taking
Southeast Asian language courses. Overseas
travel funds are available for research and coop-
erative international projects. A singular interna-
tional cooperative education program brings to-
gether UO faculty members and students and
their counterparts from Thailand, Japan, Laos,
Vietnam, and Cambodia for research projects in
Southeast Asia.
Students can enhance degree programs in an-
thropology, art history, Asian studies, business,
comparative literature, economics, geography,
history, international studies, linguistics, phi-
10sophy' political science, psychology, religious
studies, and sociology with a specialization in
Southeast Asian studies.
STATISTICS
305 Gilbert Hall
Telephone (503) 346-3315
Larry E. Richards, Committee Chair
Steering Committee
Lorraine G. Davis, academic affairs
Stephen E. Haynes, economics
Robert M. O'Brien, sociology
Larry E. Richards, decision sciences
Maureen R. Weiss, exercise and movement science
Darning Xu, mathematics
ABOUT THE CURRICULUM
The University of Oregon does not have a formal
department or faculty of statistics. However,
there are numerous course offerings that are ei-
ther exclusively or primarily courses in statistics.
Over the past several decades statistical tech-
niques have become a primary tool of empirical
research. As such, a variety of functional areas
and disciplines teach applied statistical tech-
niques. This is particularly true at the graduate
level, where research plays an important role.
Listed below are courses in statistics offered at
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 Lundquist
College of Business or through the Department of
Mathematics in the College of Arts and Sciences.
Interested students should inquire at the appro-
priate department for specific requirements.
Courses Offered
Statistics courses are offered in seven depart-
ments and the follOWing nine areas. Both stu-
dents 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 may not be granted credit
toward graduation for more than one of the
courses.
Introductory Statistics
Decision Sciences. Introduction to Business
Statistics (DSC 611)
Economics. Introduction to Econometrics (EC
420/520, 421/521), Econometrics (EC 423/523)
Exercise and Movement Science. Statistical
Methods I (EMS 691)
Mathematics. Introduction to Methods of Prob-
ability and Statistics (MATH 243) and Business
Statistics (DSC 330), Statistical Methods I,ll
(MATH 425/525,426/526), Introduction to Math-
ematical Methods of Statistics I,ll (MATH
461/561,462/562)
Political Science. Methods for Politics and
Policy Analysis II (PS 446/546)
Psychology. Statistical Methods in Psychology
(PSY 302), Data Analysis I (PSY 611)
Sociology. Quantitative Methods in SOciology
(SOC 312), Sociological Research Methods (SOC
412/512)
ANOVA and Experimental Design
Decision Sciences. Applied Analysis of Variance
(DSC 630)
Psychology. Data Analysis II (PSY 612)
Decision Theory
Decision Sciences. Applied Decision Analysis
(DSC 425/525), Decision Analysis for Negotiation
Problems (DSC 626)
Multivariate Statistics
Decision Sciences. Applied Multivariate Analy-
sis (DSC 643)
Exercise and Movement Science. Applied Mul-
tivariate Statistics (EMS 694)
Nonparametric Statistics
Decision Sciences. Applied Nonparametric Sta-
tistics (DSC 633)
Regression
Decision Sciences. Applied Regression Analysis
(DSC 435, 635)
Economics. Introduction to Econometrics (EC
421/521), Econometrics (EC 424/524,425/525)
Mathematics. Multivariate Statistical Methods
(MATH 427/527), Mathematical Methods ofRe-
gression Analysis and Analysis of Variance
(MATH 463/563)
Psychology. Data Analysis III (PSY 613)
Sociology. Sociological Research Methods (SOC
413/513)
Sampling Techniques
Decision Sciences. Applied Sampling Tech-
niques (DSC 620)
Theory of Probability and
Statistics
Mathematics. Mathematical Statistics I,II,III
(MATH 464/564,465/565,466/566), Theory of Es-
timation and Testing Hypotheses (MATH 667,
668, 669), Theory of Probability (MATH 671, 672,
673), Advanced Topics in Probability and Statis-
tics (MATH 693, 694, 695)
Time Series
Decision Sciences. Applied Time Series Analysis
for Forecasting (DSC 640)
170 COLLEGE OF ARTS AND SCIENCES
THEATER ARTS
216 Villard Hall
Telephone (503) 346-4171
John C. Watson, Department Head
FACULTY
Robert Barton, professor (acting); undergraduate
coordinator. B.A, 1967, Western Michigan; M.A,
1968, Ph.D., 1977, Bowling Green State. (1980)
Alexandra Bonds, professor (costume designer).
B.S., 1972, Syracuse; M.A, 1974, Denver. On leave
1995-96. (1979)
Grant F. McKemie, professor (dramatic literature
and criticism). B.A, 1964, Northwestern; M.A.,
1965, Ph.D., 1972, Ohio State. (1979)
Elizabeth C. Ramirez, assistant professor (theory,
multicultural theater, dramaturgy); graduate
coordinator. B.A, 1971, St. Mary's; M.A, 1974,
California, Los Angeles; Ph.D., 1982, Texas at
Austin. (1992)
Janet Rose, senior instructor (technical director,
lighting designer). B.F.A., 1977, Florida Atlantic;
M.F.A., 1979, Ohio. (1987)
John C. Watson, associate professor (history and
directing). B.A, 1964, Lewis and Clark; Ph.D.,
1987, Oregon. (1987)
Jerry R. Williams, professor (scene designer). B.F.A,
1964, Carnegie-Mellon; M.A., 1965, Washington
(Seattle). (1973)
Emeriti
Robert D. Clark, professor emeritus; university
president emeritus. AB., 1931, California, Pasa-
dena; M.A, 1935, Ph.D., 1946, Southern California;
LL.D., 1968, California, Santa Clara. (1969)
Faber B. DeChaine, professor emeritus. B.S., 1952,
Oregon; M.A., 1953, Michigan State; Ph.D., 1963,
Minnesota. (1964)
Robert P. Friedman, professor emeritus. B.A, 1948,
North Carolina; M.A, 1950, Ph.D., 1954, Missouri.
(1965)
Dominic A LaRusso, professor emeritus. B.A, 1950,
M.A., 1952, Washington (Seattle); Ph.D., 1956,
Northwestern. (1968)
Horace W. Robinson, professor emeritus. B.A, 1931,
Oklahoma City; M.A., 1932, Iowa. (1933)
John R. Shepherd, professor emeritus. B.A, 1946,
M.A., 1947, Stanford; Ph.D., 1952, Southern Cali-
fornia. (1957)
D. Glenn Starlin, professor emeritus. B.A, 1938,
Idaho; M.A., 1939, Ph.D., 1951, Iowa. (1947)
The date in parentheses at the end of each entry is the
first year on the University of Oregon faculty.
ABOUT THE DEPARTMENT
The Department of Theater Arts offers major cur-
ricula leading to the bachelor of arts (B.A.), bach-
elor of science (B.S.), master of arts (M.A), mas-
ter of science (M.S.), master of fine arts (M.F.A.),
and doctor of philosophy (Ph.D.) degrees.
Courses in theater arts are available for students
majoring in other disciplines who want to de-
velop their communication skills and their ability
to appreciate and evaluate what they see and
hear.
The theater arts department offers a humanistic
and liberal-arts education. Some courses, pre-
professional in nature, provide vocational com-
petence in teaching and in some aspects of com-
mercial theater. Some students seek careers in
commercial, educational, and community the-
aters as designers, actors, technicians, stage
managers, or theater managers. Many continue
specialized training in M.F.A. degree programs
or nondegree professional training schools.
Some students use their liberal-arts background
to pursue vocational opportunities that require
good skills in communication and organization.
Students may gain practical experience in theater
studies through Second Season and University
Theatre productions in the Robinson Theatre.
Theatrical Plant. There are three theaters in
Villard Hall. Main Stage (the Robinson Theatre)
has a proscenium stage and seats approximately
400 people. The Pocket Playhouse is a small
proscenium stage that seats about eighty. The
Arena Theatre provides a flexible open space for
about 100 people.
Technical Facilities. The scene shop and cos-
tume and lighting facilities are open daily. Stu-
dents are encouraged to sign up for production
workshop classes or to practice their crafts as
volunteers. Those who qualify for work-study
financial aid are hired to assist in the shops,
which are well equipped for instruction in the-
ater skills.
Pocket Playhouse. Pocket Playhouse is the site
for a weekly gathering of students and faculty
members. Students may sign up for time to pro-
duce a low-cost show. This weekly event is orga-
nized and run by an elected student board with a
small budget at its disposal. Workshops and
speakers are also scheduled in response to stu-
dent 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 productions
are usually scheduled in the Pocket Playhouse or
the Arena Theatre.
UNDERGRADUATE STUDIES
For its undergraduate major program, the De-
partment of Theater Arts has three principal
objectives:
1. The attainment, by all of its majors, of a broad
liberal-arts education
2. Sufficient instruction in the several fields of
theater to provide an appreciation of the dif-
ferent areas of theater
3. Direct experience in several aspects of theater
production
Major Requirements
Students study acting, directing, design,
costume, lighting, stagecraft, history, dramatic
literature, and theory. Courses in these fields are
available to both majors and nonmajors.
In addition to the B.A. or B.S. degree require-
ments of the university, the following require-
ments are specified for students with a major in
theater arts:
1. All of the following: Introduction to Design (TA
210); Theater Production I,II (TA 211(212); Act-
ing I (fA 250); Introduction to Theater Arts I,ll
(TA 271, 272); Play Direction (fA 364); History
of the Theater I,II,I1I (fA 367, 36S, 369); one
advanced upper-diviSion course in design or
technology; one advanced upper-division
course in theory, history, or criticism; and two
additional upper-division courses in theater arts
2. Three of the following: Scenery Production
(fA 321), Costume Production (TA 322),
Lighting Production (fA 323), Production (TA
324), Performance (TA 325)
3. Satisfactory completion (letter grades of mid-C
or better) of all course work for the major
Grading Options. Some courses in theater arts
are offered passino pass (PIN) only. Work counts
toward fulfillment of the ISO-credit requirement
for a B.A. or B.S. only if satisfactorily completed.
Honors in Theater Arts
The honors program is designed to serve a select
group of students who have demonstrated un-
usual ability and uncommon commitment. The
program is administered by a special honors
committee. For more information, interested stu-
dents should consult their academic advisers
three terms before graduation.
Minor Requirements
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 fol-
lowing areas must be included: literature and
criticism, performance, technical theater, and
theater history. All course work for the minor
must be completed with letter grades of mid-C or
better.
GRADUATE STUDIES
The theater arts department offers graduate work
in acting, directing, playwriting, design, history,
and theory leading to the M.A., M.S., M.F.A.,
and Ph.D. degrees. Students entering this pro-
gram should have an undergraduate major in
theater arts or the equivalent.
Graduate Degree Requirements
Both the M.A. and the M.S. degrees require 45
credits in graduate courses, and both require a
thesis with an oral examination. The M.A. also
requires competence in one foreign language.
The M.F.A. is typically a three-year program re-
quiring a minimum of 54 credits. Areas of spe-
cialization are directing, acting, set design,
playwriting, lighting design, and costume design.
Students may not apply for admission to the
M.F.A. program until they have enrolled for 36
credits in courses appropriate for the M.A. de-
gree. A list of specific course requirements is
available from the department. Typically, course
work is 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 fol-
lowing 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 re-
quirement. However, most theater arts students
take approximately 130 credits beyond the
bachelor's degree. After candidates have com-
pleted most of their course work, they write a
comprehensive examination and take an oral ex-
amination. A dissertation with an oral defense is
reqUired. The dissertation must be completed
within three years after the student is advanced
to candidacy, which happens after passing the
comprehensive examination. The comprehensive
examination committee may require that all or
part of the examination be retaken with or with-
out additional courses. Students who fail to pass
THEATER ARTS 171
this examination by the second try may not re-
main in the theater arts Ph.D. program.
General Requirements. The only course re-
quired of all theater-arts graduate students is Re-
search Methods (fA 611). Ph.D. candidates are
expected to complete 45 to 60 credits beyond the
master's degree in history, theory, and literature
of the theater.
All candidates for graduate degrees are required
to take a written or oral examination during the
first term of residence. This examination is diag-
nostic, and it is used to determine a study pro-
gram for the student. Each student's study pro-
gram is planned in consultation with an adviser
and a diagnostic committee. This program con-
stitutes a contract that must be fulfilled by the
student unless it is amended in consultation with
the diagnostic committee.
The graduate student is expected to show ability
in both academic and production areas. During
residence at the university, each student is ex-
pected to make a significant contribution in three
areas out of the following seven: acting, direct-
ing, technical, management, playwriting, teach-
ing, design.
Candidates for an M.A. degree in theater arts
must demonstrate their ability to read a foreign
language. Students seeking the Ph.D. degree
must acquire two research tools, one of which
must be the knowledge of a foreign language.
The other may be another foreign language or 9
credits of graduate-level study outside the de-
partment in a field related to the student's re-
search intent.
For additional requirements and information,
contact the graduate coordinator.
THEATER ARTS COURSES (TA)
121 Scenery and Lighting Laboratory (1-2R)
PIN only. Building and painting scenery, hang-
ing lights for productions. R three times for
maximum of 8 credits.
122 Costume Laboratory (1-2R) PIN only.
Building costumes for productions. R three times
for maximum of 8 credits.
124 Production (1-2R) PIN only. Working
backstage for productions. R three times for
maximum of 8 credits.
196 Field Studies: [Topic] (1-2R)
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R) Stage crew:
lighting, scene, costume.
210 Introduction to Design (4) Introduction to
the principles of design as applied to the arts of
theater design, scenery, costumes, and lighting.
Creative projects to develop concepts of visual
imagery. Bonds, Rose, Williams. Includes labora-
tory.
211,212 Theater Production I,ll (4,4) Introduc-
tion to the mechanics of mounting a theatrical
production including basic construction of scen-
ery props and costumes, use of shop and lighting
equipment, and shop and crew organization.
Bonds, Rose, Williams. Includes laboratory.
250 Acting I (4) Principles of warm-ups, Stan-
islavski system, individual inventory, character
analYSiS, and rehearsal procedure.
251 Acting II (4) Continuation of performance
principles for contemporary realistic theater with
addition of comic technique and director-actor
relationship. Prereq: TA 250, instructor's con-
sent.
252 Acting III (4) Development of audition and
improvisational skills while establishing a work-
ing file of monologue material. Prereq: TA 251,
instructor's consent.
271 Introduction to Theater Arts I (4) Play and
script structure, contemporary aesthetic atti-
tudes, and the value of theater arts to society and
the individual. McKernie.
272 Introduction to Theater Arts II (4) Recent
theater including drama since World War II and
new trends and developments in theater practice.
Prereq: TA 271. McKernie.
321 Scenery Production (1-4R) PIN only.
Production or performance crew head for scen-
ery. R three times for maximum of 16 credits.
322 Costume Production (1-4R) PIN only.
Production or performance crew head for cos-
tumes. R three times for maximum of 16 credits.
323 Lighting Production (1-4R) PIN only.
Production or performance crew head for light-
ing. R three times for maximum of 16 credits.
324 Production (1-4R) PIN only. Stage man-
ager, assistant director, or dramaturgy position.
R three times for maximum of 16 credits.
325 Performance (1-4R) PIN only. Preparation,
rehearsal, and performance of an acting role. R
three times for maximum of 16 credits.
351 Techniques: Acting IV (4) Problems in the
use of voice in dramatic roles. Prereq: instructor's
consent.
352 Styles: Acting V (4) Problems in the analysis
and presentation of characters from nonrealistic,
noncontemporary theater. Prereq: instructor's
consent.
364 Play Direction (4) Sources of dramatic ma-
terial, choice of plays, casting and rehearsal of
players, production organization. Prereq: TA250
or equivalent or instructor's consent. Watson.
367,368,369 History of the Theater I,II,III
(4,4,4) Development of the theater from its ori-
gins to the present. Emphasizes the history of
dramatic literature, criticism, theater architec-
ture, design, and performance. Watson.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-21R)
405 Reading and Conference: [Topic] (1-21R)
406 Field Studies: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R)
408/508 Workshop: [Topic] (1-21R)
409 Practicum: [Topic] (1-21R) Rehearsal and
Performance is a current topic.
410/510 Experimental Course: [Topic] (1-4R)
411/511,412/512,413/513 Costume History
I,ll, III (4,4,4) History of Western clothing in cul-
tural context. 411/511: Egyptian to Renaissance.
412/512: mid-Renaissance to romanticism.
413/513: Victorian to the present. Bonds. Offered
alternate years; not offered 1995-96.
416/516 Costume Design (4) Beginning design
concepts and various artistic media as applicable
to costume design and rendering techniques.
Bonds. Not offered 1995-96.
417/517 Advanced Costume Design (4) Analy-
sis and interpretation of scripts for costume de-
sign. Continuation of development of rendering
techniques. Prereq: TA 416/516. Bonds. Not of-
fered 1995-96.
418/518 Costume Pattern Drafting (4) Design-
ing patterns through flat patterning and draping
techniques. Practical experience in pattern devel-
opment and execution. Bonds. Not offered 1995-
96.
419/519 Costume Construction (4) Practical
problems encountered in building and decorat-
ing costumes for the stage. Bonds. Not offered
1995-96.
423/523 Theater Arts Pedagogy: [Topic] (4R)
Practical experience as teaching assistant includ-
ing research, presentation, coaching, and written
reports. Available in a variety of disciplines.
Prereq: instructor's consent. R three times when
topic changes for maximum of 16 credits. Barton.
425/525 Scenery Drafting Techniques (4)
Drafting techniques for the scenic artist. Plan
views; isometric, orthographic, and section views
of scenery details. Conventions of stage and
scenery plans. Drafting equipment. Williams.
Not offered 1995-96.
ENG 437/537, 4381538 English Drama (4,4) See
English
440/540 Principles of Design in the Theater (4)
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 210,
211, 212 or instructor's consent. Williams.
441/541 Scene Design I (4) Elements of scene
design; the scene designer's role. Creating a
ground plan, measured perspective techniques,
elevations, design styles. Design process and
procedures related to the proscenium stage only.
Williams.
442/542 Scene Design II (4) Selected problems
in the design of dramatic productions. Prereq: TA
441/541, instructor's consent. Williams.
444/544 The Mask (4) Explores mask design in
different world cultures and mask fabrication in
various materials. Williams.
445/545 Advanced Projects in Theater Tech-
nology: [Topic] (4R) Specialized areas of theater
technology, one topic per term. Topics include
scene painting, projections, draping, makeup,
puppetry, stage management, props, and special
effects. Bonds, Rose, Williams. R seven times
when topic changes for maximum of 32 credits.
452/552 Advanced Acting: [Topic] (4R) Topics
in the performance of a specific genre or authors,
or in specific elements of performance skills in--
cluding voice, movement, and musical skills.
Barton. R when topic changes.
460/560 Advanced Play Direction (4) Theory
and practice in direction of plays for public per-
formance. Prereq: TA 364 or instructor's consent.
Watson.
461/561 Dramaturgy (4) Examines the process
and practice of dramaturgy. Training in critical
analysis of theater, informed by a thorough
grounding in theater history and criticism.
Ramirez.
462 Advanced Script Analysis: [Topic] (4R)
Topics in theater literature including recent Eu-
ropean drama, recent American drama, recent
British drama, and American musical theater.
DeChaine, McKemie, Watson. R three times
when topic changes for maximum of 16 credits.
467/567 Lighting for the Stage (4) Designing
lighting for the stage; technical and aesthetic
problems. Prereq: TA 111 or instructor's consent.
Rose.
COLLEGE OF ARTS AND SCIENCES
<.",3; )::;'i ..
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471/571 Studies in Theater and Culture:
[Topic] (4R) Dramatic literature and historical
cultural concepts. Establishes a cultural context
for periods of drama, using arts materials and so-
cioeconomic factors to clarify aesthetic attitudes
and practices of theater. McKernie. R three times
when topic changes for maximum of 16 credits.
472/572 Multicultural Theater: [Topic] (4R)
Origins and development of contributions in
theater and drama by various cultures including
Latino and Latina, Chicano and Chicana, African
American, Asian American, and Native Ameri-
can. Ramirez. R four times when topic changes
for maximum of 20 credits.
475/575 Teaching Theater (4) Methods of in-
struction, construction of syllabi, selecting texts
and reference materials, classroom presentation.
Prereq: instructor's consent.
ENG 477/577 Modern Drama (4) See English
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
606 Field Studies: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R)
608 Workshop: [Topic] (1-16R)
609 Practicum: [Topic] (1-16R) Rehearsal and
Performance is a current topic.
610 Experimental Course: [Topic] (1-5R)
611 Research Methods (3) Research methodol-
ogy; experimental, historical, descriptive, and de-
velopmental research methods; style and format
in scholarly presentation of research. Ramirez.
631 Avant-Garde Theater (3) New forms,
styles, treatments of mood, and expressions of
ideas and emotions as manifested in literary, dra-
matic' and theatrical elements and conditions of
production. Prereq: instructor's consent.
651,652,653 Theory of Dramatic Production
(3,3,3) 651: theory of acting. 652: theory of dra-
matic direction. 653: theory of dramatic structure.
Ramirez.
664 Special Problems in History of Theater:
[Topic] (3R) Components of the theater during
the golden ages of dramatic art: the ancients,
European Renaissance, Asiatic, 18th- and 19th-
century European. Watson.
WOMEN'S STUDIES
315 Hendricks Hall
Telephone (503) 346-5529
Program Director
FACULTY
Barbara Corrado Pope, associate professor. B.A.,
1964, Hiram; M.A., 1966, Iowa; Ph.D., 1981,
Columbia. On leave winter and spring 1996. (1976)
Martha A. Ravits, assistant professor (20th-century
literature). B.A., 1972, Stanford; M.A., 1974, Ph.D.,
1978, Yale. (1981)
The date in parentheses at the end of each entry is the
first year on the University of Oregon faculhf
Participating
Laura J. Alpert, architecture
Barbara K. Altmann, Romance languages
Lisa Codman Arkin, dance
Aletta Biersack, anthropology
Pamela Birrell, psychology
Cynthia J. Brokaw, history
Sara N. Brownmiller, library
Randi M. Brox, Romance languages
Gaylene Carpenter, planning, public policy and
management
Suzanne Clark, English
Frances B. Cogan, honors college
Cynthia-Lou Coleman, journalism and
communication
Irene Diamond, political science
Dianne M. Dugaw, English
C. H. Edson, educational policy and management
Jan S. Emerson, Germanic languages and literatures
Linda F. Ettinger, arts and administration
Beverly Fagot, psychology
Laura Fair, history
Marilyn Farwell, English
Caroline Forell, law
Jennifer J. Freyd, psychology
Linda O. Fuller, sociology
Marion Sherman Goldman, sociology
Patricia A. Gwartney, sociology
Leslie J. Harris, law
S. Marie Harvey, anthropology
Judith H. Hibbard, planning, public policy and
management
Lauren J. Kessler, journalism and communication
Linda Kintz, English
Lisa A. K1oppenberg, law
Julia Lesage, English
Elisabeth A. Marlow, Romance languages
Mavis Howe Mate, history
Barbara D. May, Romance languages
Randall E. McGowen, history
Debra 1. Merskin, journalism and communication
Geraldine Moreno, anthropology
Sandra 1. Morgen, sociology
F. Regina Psaki, Romance languages
Madonna 1. Moss, anthropology
Amanda Powell, Romance languages
Mary Romero, sociology
Mary K. Rothbart. psychology
Kathleen K. Rowe, English
Kathy Saranpa, Germanic languages and literatures
Karla 1. Schultz, Germanic languages and
literatures
Nancy E. Shurtz, law
Carol 1. Silverman, anthropology
Priscilla Southwell, political science
H. Leslie Steeves, journalism and communication
Arlene Stein, sociology
Jean Stockard, sociology
Nathaniel Teich, English
Nancy Tuana, philosophy
Louise Carroll Wade, history
Anita M. Weiss, international studies
Mary C. "Polly" Welch, architecture
Barbara Y. Welke, history
Louise Westling, English
Alan S. Wolfe, East Asian languages and literatures
Mary E. 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 members and students appointed by the
dean of the College of Arts and Sciences. The pro-
gram is interdisciplinary, and courses are taught in
many areas of study: anthropology, art, counsel-
ing, education, English, health, history, interna-
tional studies, journalism, literature, philosophy,
planning and public policy, political science, psy-
chology, and sociology among others.
Any student may take women's studies courses.
Some students take only a few courses in order
to complement the core curriculum of their ma-
jors. Others choose to fulfill the 24-credit re-
quirement for a minor in women's studies. Most
women's studies courses do not have prerequi-
sites. Introduction to Women's Studies (WST
101) is an approved social-science group-
satisfying course and may be used as one of two
required multicultural courses. For more infor-
mation, see Group Requirements and Multicul-
tural Requirement in the Registration and Aca-
demic Policies section of this bulletin.
The integrative Seminar: Feminist Research Is-
sues (WST 407/507) is designed for upper-
division undergraduates and graduate students.
It can be taken only once for credit.
Preparation. No specific high school preparation
is necessary. Students who transfer to the uni-
versity from other colleges may apply up to 9
credits of women's studies courses to the minor
program.
Careers. Since women comprise more than half
of the world's population, an understanding of
their experiences, abilities, and needs is an asset
to careers in such fields as education, social ser-
vice, government, business, law, the ministry,
journalism, counseling, health, and child care. In
addition, a women's studies background can be
used as a basis for entering a growing number of
graduate programs that emphasize the study of
women or gender.
Minor Requirements
The minor in women's studies requires 24 credits
including at least 12 WST creclits and at least 8
credits chosen from cross-listed upper-clivision
courses offered by other departments. (See Courses
in Other Departments below.) The remaining 4 cred-
its may be in either women's studies or cross-listed
upper-division courses. Introduction to Women's
Studies (WST 101) is required, and candidates for
the minor are strongly urged to take Seminar :
WOMEN'S STUDIES 173
Feminist Research Issues (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 8 credits
may be taken pass/no pass. Courses applied to any
major may not count for the women's studies mi-
nor. At least 16 credits must be taken at the Univer-
sity of Oregon.
Students must apply for the minor in the
women's studies office well in advance of gradu-
ation for transcript evaluation. In order to be eli-
gible for the minor, students must complete all
degree requirements and a major in another
department.
GRADUATE STUDIES
The graduate certificate in women's studies re-
quires 24 credits in courses approved by the
Women's Studies Committee. At least 12 of
these credits must be in core courses in the
Women's Studies Program. These include but are
not limited to Seminar (WST 507 or 607), History
and Development of Feminist Theory (WST 512),
Reading and Conference (WST 605), Practicum
(WST 609). No more than 4 credits of Reading
and Conference (WST 605) and Practicum (WST
609) can be applied to the certificate. At least 12
credits must be taken in approved graduate
courses offered by other departments. No
courses used to fulfill the undergraduate minor
in women's studies can be counted toward
completion of the graduate certificate. Introduc-
tion to Women's Studies (WST 101) or its equi-
valent is a prerequisite to the graduate certificate
and does not count as part of the 24 total credits.
Students who do not have this course may com-
plete the prerequisite by enrolling in Practicum
(WST 609) to facilitate discussion groups for In-
troduction to Women's Studies (WST 101).
Students who are unconditionally admitted to
the Graduate School may earn the women's
studies certificate as an unclassified graduate stu-
dent, as a complement to an individually de-
signed interdisciplinary master's degree with a
focus on women's studies, or as an enhancement
to a master's degree in another discipline. For
more information see the Graduate School sec-
tion of this bulletin.
Application materials are available in the
women's studies office.
WOMEN'S STUDIES COURSES
(WSn
101 Introduction to Women's Studies (4) In-
terdisciplinary investigation of the status and
contribution of women connects the pUblic is-
sues raised by the feminist movement with the
personal experiences of women.
198 Colloquium: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R)
351,352 Women's Literature, Art, and Society
(4,4) Interdisciplinary examination of women's
literary, artistic, and intellectual contributions to
women's culture and to dominant cultures.
Focuses primarily on 19th and 20th centuries.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-16R)
405 Reading and Conference: [Topic] (1-5R)
407/507 Seminar: [Topic] (1-5R) A currenttopic is
Feminist Research Issues. R when topic changes.
408/508 Workshop: [Topic] (1-16R)
409 Practicum: [Topic] (1-5R)
410/510 Experimental Course: [Topic] (l-4R)
412/512 History and Development of Feminist
Theory (4) Theories of oppression and liberation
of women in America and Europe. Emphasis is
on post-1960s theories. Prereq: WST 101 or SOC
355.
601 Research: [Topic] (1-16R) PIN only
605 Reading and Conference: [Topic] (l-5R)
607 Seminar: [Topic] (1-5R)
608 Workshop: [Topic] (1-16R)
609 Practicum: [Topic] (1-5R)
610 Experimental Course: [Topic] (l-4R)
Courses in Other Departments
See descriptions under named departments. Other
courses may qualify; inquire at the Women's Studies
Program office.
Anthropology. Women and Culture I: Politics,
Production, and Power (ANTH 314), Women
and Culture II: Creativity and Symbols (ANTH
315), Anthropology of Gender (ANTH 4211521),
Feminism and Ethnography (ANTH 439/539)
Arts and Administration. Women and Their
Art (AAD 452/552)
Classics. Gender and Sexuality in Antiquity
(CLAS 314)
Comparative Literature. The Body in History
East Asian Languages and Literatures:
Chinese. Women, Gender, and Chinese
Literature (CHN 350)
English. Women Writers' Cultures (ENG 315),
Women Writers' Forms (ENG 316), Film Direc-
tors and Genres: Women and Melodrama,
Women Filmmakers (ENG 490/590), Feminist
Film Criticism (ENG 496/596), Feminist Literary
Theory (ENG 497/597), Studies in Women and
Literature (ENG 498/598), Topics in Women and
Literature (ENG 696)
Ethnic Studies. Minority Women: Issues and
Concerns (ES 330)
Germanic Languages and Literatures: Ger-
man. German Gender Studies (GER 354)
Germanic Languages and Literatures: Scandi-
navian. Scandinavian Women Writers (SCAN 353)
History. History of Women in the United States
I,II (HIST 308,309), Perceptions and Roles of
Women from the Greeks through the 17th Century
(HIST 310), Women and Social Movements in Eu-
rope from 1750 to the Present (HIST 311)
International Studies. Gender and Interna-
tional Development (INTL 421/521)
Journalism and Communication. Women, Mi-
norities, and Media (] 320)
Educational Policy and Management. Educa-
tional History of American Women (EDPM
472/572)
Philosophy. Philosophy and Feminism (PHIL 215)
Political Science. Women and Politics (PS 348),
Feminist Theory (PS 483/583)
Romance Languages: French. Autobiographi-
cal Writings by Women (FR 435/535), Modern
Women Writers (FR 639)
Romance Languages: Italian. Italian Women's
Writing (!TAL 498/598)
Romance Languages: Spanish. Spanish
Women Writers (SPAN 497/597,498/598)
Sociology. Sociology of the Family (SOC 330),
Sociology of Women (SOC 355), Issues in Family
Sociology (SOC 425/525), Issues in Sociology of
Gender (SOC 455/555), Feminist Theory (SOC
456/556)
174
175
Preparatory
Programs
and Special Studies
Sample Program
The following sample program is for students prepared to begin calculus in
their freshman year.
Freshman Year 45 credits
*Calculus UUIl (MATH 251,252,253) 12
*General Physics with Calculus (PHYS 211, 212, 213) 12
*Introductory Physics Laboratory (PHYS 204, 205, 206) 6
College Composition I (WR 121) 3
*Introduction to Numerical Computation with FORTRAN (CIS 133) 4
Humanities and social science 8
Sophomore Year 50 credits
*Introduction to Differential Equations (MATH 256) 4
*Several-Variable Calculus I,Il (MATH 281, 282) 8
*General Chemistry (CH 221,222, 223) 12
*General Chemistry Laboratory (CH 227, 228, 229) 6
*Foundations of PhysicS II (PHYS 351) 4
Statics, Dynamics, Strength of Materials (ENGR 211, 212, 213) 12
Humanities or social science 4
Sample Program
The following sample program is for students not prepared to begin calculus
in their freshman year.
Freshman Year 45 credits
*College Algebra (MATH 111), Elementary Functions (MATH 112),
Calculus I (MATH 251) 12
*General Chemistry (CH 221,222, 223) 12
*General Chemistry Laboratory (CH 227, 228, 229) 6
*College Composition I (WR 121) 3
Humanities and social science 12
Sophomore Year 46 credits
*Calculus lUll (MATH 252,253), *Introduction to Differential Equations
(MATH 256) 12
*General Physics with Calculus (PHYS 211, 212, 213) 12
*Introductory Physics Laboratory (PHYS 204, 205, 206) 6
*Introduction to Numerical Computation with FORTRAN (CIS 133) 4
Statics, Dynamics, Strength of Materials (ENGR 211, 212,213) 12
PREPARATORY
PROGRAMS
Students may begin preparation for
the following professional or gradu-
ate programs at the University of
Oregon. Some of the programs sim-
ply require a bachelor's degree for
admission, while others require
specific undergraduate courses and
field experience. In all cases, inter-
ested students 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
418 Willamette Hall
Telephone (503) 346-6108
David M. Strom, Preengineering
Director
Graduates with bachelor's degrees
in engineering are in great demand
to solve practical problems by ap-
plying physical-science principles
and mathematics. While it is some-
times difficult to define the differ-
ence in outlook between a career in
one of the physical sciences, e.g.,
physics or chemistry, and a career
in engineering, engineering solu-
tions to problems are usually much
more influenced by practical and
economic considerations.
There are two academic phases in
earning a bachelor's degree in an
engineering field: (1) preengineer-
ing is the first two to three years of
course work before admission to a
professional engineering program,
and (2) professional 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
preengineering program for stu-
dents wanting to complete their
first two to three years of study at a
liberal-arts university before trans-
ferring to a school of engineering.
Details are contained in the Student
Guide for Engineering Preparation at
the University ofOregon including the
3/2 Program with Oregon State Uni-
versity, available in the Department
of Physics office.
High School Preparation. Stu-
dents interested in an engineering
career should complete as much
mathematics and science as pos-
sible in high school. If possible, four
years of high school mathematics
(including advanced algebra, trigo-
nometry, and elementary functions)
should be completed in order to be-
gin calculus in the first year at the
university. Science courses in phys-
ics and chemistry are strongly rec-
ommended.
Preengineering
Requirements
The following requirements are de-
signed for students planning to
transfer into the Oregon State Uni-
versity (OSU) College of Engineer-
ing. Detailed requirements are
specified in the OSU College of En-
gineering Advising Guide, available
from the College of Engineering,
Oregon State University, Corvallis
OR 97331; telephone (503) 737-
5236. While preengineering re-
quirements at other engineering
schools are similar, students should
obtain advising guides from the
schools of their choice.
Preengineering students should be
aware that candidates at OSU must
earn a minimum of 204 credits for a
bachelor's degree in engineering.
Therefore completion of the degree
takes an average of almost five
years.
The University of Oregon does not
offer certain preengineering
courses. However, Engineering
Graphics (GE 115), Statics (ENGR
211), Dynamics (ENGR 212),
Strength of Materials (ENGR 213),
and Electrical Fundamentals 1
(ENGR 221) are available from the
Science Department at Lane Com-
munity College. Full-time UO
preengineering students may take
these courses at no additional
charge. ENGR 211, 212, 213 must
be taken in sequence. Details of
registration for these courses, in-
cluding pre- and corequisites, are
available from the preengineering
director.
The Department of Physics also of-
fers a three-plus-two program. It
allows a student to earn a bachelor's
degree in physics from the Univer-
Sity of Oregon and a bachelor's
degree in engineering physics from
Oregon State University by com-
pleting 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 grades of
C- or better for admission to the
OSU College of Engineering. Those
courses are marked with an asterisk
(*) in the sample programs below.
--------------------------------------------------------
176 PREPARATORY PROGRAMS
Additional Requirements
Oregon State University also requires Lifetime
Fitness for Health (HHP 231), a 3-credit course
offered at OSU.
In addition to WR 121 two communication
courses and an upper-division writing-intensive
course in the major are required.
Consult the preengineering director about these
and other bachelor's degree requirements for the
OSU School of Engineering.
HEALTH SCIENCES,
PREPARATORY
164 Oregon Hall
Telephone (503) 346-3211
Marliss G. Strange, Coordinator
The Office of Academic Advising and Student Ser-
vices supervises the following preprofessional
health science programs. Information on other
health-career programs is available from the coor-
dinator. Because professional schools change ad-
mission requirements frequently, students need to
consult regularly with UO advisers.
The Office of Academic Advising and Student
Services has a prehealth sciences information
area with catalogs, recent literature about the
profession, and information and assistance on
admission tests and procedures.
DENTAL HYGIENE,
PREPARATORY
Telephone (503) 346-3211
Hilda Yee Young, Head Adviser
The University of Oregon offers courses that sat-
isfy admission requirements for the Oregon
Health Sciences University (OHSU) Dental Hy-
giene Program in Portland.
Completion of a two-year program (90-credit
minimum) is required prior to registration in the
Dental Hygiene Program. The following courses
satisfy basic requirements:
Introductory General Chemistry (CH 211, 212,
213), or General Chemistry (CH 221, 222, 223)
with laboratories (CH 227, 228, 229)
Organic Chemistry I (CH 331) with laboratory
(CH337)
General Biology LIIJII (BI 101, 102, 103)
College Composition I (WR 121) and either Col-
lege Composition II or III (WR 122 or 123)
One course in nutrition, which may be completed
after admission to the dental hygiene program
One course in speech
Arts and letters: two group-satisfying courses
Introduction to Cultural Anthropology (AN1H 110)
Mind and Brain (PSY 201), Mind and Society
(PSY 202)
Introduction to Sociology (SOC 204)
Applications are available from the Office of the
Registrar, Oregon Health Sciences University
School of Dentistry, 611 SW Campus Drive,
Portland OR 97201. Deadline for fall term appli-
cations is March 1.
Because entrance requirements for dental hygiene
programs may vary, it is recommended that stu-
dents write to the schools they are interested in for
specific admission information. Completion of the
preprofessional program does not guarantee ad-
mission to a dental hygiene program.
All courses required for admission must be taken
for letter grades.
DENTISTRY, PREPARATORY
Telephone (503) 346-5112
John R. Lukacs, Director
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 taken for letter
grades. In the computation of the overall grade
point average (GPA), the OHSU School of Den-
tistry counts an N (no pass) as a failing grade.
Students who plan to complete the requirements
for a bachelor's degree at the OHSU School of
Dentistry after earning 132 UO credits should
satisfy all major and university requirements at
the UO 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 Poli-
cies section of this bulletin.
Although a bachelor's degree is not an admission
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 dental
schools in the United States:
Mathematics (MATH 111 and above), 12 credits
One-year general chemistry sequence with
laboratories
Organic chemistry (CH 331,332 or CH 331, 335,
336) with laboratories (CH 337, 338). Although
the OHSU School of Dentistry accepts CH 331,
332, some dental schools require a full year of
organic chemistry
Genetics and Evolution (BI 220), Molecular Biology
(BI 221), Cellular Biochemistry (BI 222) with labora-
tories (BI 225, 226, 227) is the recommended biol-
ogy sequence. Cellular Physiology (BI 223) with
laboratory (BI 228) is also recommended
Alternatively, some predental students may take
General Biology I,II,III (BI 101, 102, 103) or Ex-
plorations in General Biology I,II,III (BI 105, 106,
107). Although these courses meet minimum
admission requirements, they are not recom-
mended as the sole preparation either for dental
school work or for the Dental Admission Test.
These sequences are acceptable for the UO gen-
eral science major and prepare students for some
upper-division work in biology. They do not,
however, substitute for the BI 220-228 core
courses required for the biology major. Other
students should consult their advisers on the
suitability of these alternatives
General Physics (PHYS 201, 202, 203) or General
Physics with Calculus (PHYS 211, 212, 213) with
laboratories (PHYS 204, 205, 206)
Admission
Admission to the OHSU School of Dentistry is
competitive. The mean grade point average
(GPA) of the entering class of 1994 was 3.30. If the
GPA is below 3.00 there is little probability of
acceptance. However, the Admissions Committee
of the School of Dentistry makes special allow-
ance for students who start poorly but improve
substantially in their predental course work.
The Dental Admission Test should be taken no
later than fall term one year before admission.
Application for 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 infor-
mation 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 admis-
sions 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 lec-
turer, who may not deal personally with the stu-
dent. The evaluation should be obtained imme-
diately following the conclusion of a term's work.
Evaluation forms are available from the UO Ca-
reer Center, 244 Hendricks Hall.
Recommended Electives. Dental schools rec-
ommend that predental students, in addition to
completing the basic requirements already de-
scribed, choose electives that broaden their cul-
tural background and strengthen their scientific
training. Courses in the following fields are sug-
gested: developmental biology, microbiology,
genetics, physical chemistry, mathematics, for-
eign language (completion of a second-year
course), philosophy, public speaking, music and
art appreciation, history, economics, sociology,
literature, anthropology, and personnel manage-
ment. Students should explore their own inter-
ests and obtain the best possible general cultural
education. The guidance of predental advisers in
course planning is indispensable, and their coun-
sel should be sought regularly.
MEDICAL TECHNOLOGY,
PREPARATORY
Telephone (503) 346-4525
M. Charlene Larison, Head Adviser
The university offers course work that satisfies
the minimum requirements for admission to the
Oregon Health Sciences University (OHSU)
Medical Technology Program in Portland.
Two options are available. The first option, re-
quiring of three years of work on the UO campus
and one year at the OHSU, culminates in a bach-
elor of science (B.s.) in medical technology
awarded by the OHSU. Shldents who choose the
other option complete a bachelor's degree at the
UO before entering a medical technology certifi-
cation program. This second option prepares stu-
dents to apply to programs that do not offer
bachelor's degree.
Requirements
The first three years of undergraduate work (135
credits) must include the following:
H:EALTH SCIENCES, PREPARATORY 177
General-education courses. Selection depends on
whether the student chooses to enter the OHSU
program from the UO after three years or four.
See the head adviser for specifics.
24 credits of biology including Bacteriology
(BI 318). Genetics, physiology, and anatomy are
recommended
24 credits of chemistry lecture and laboratory work
that includes general inorganic chemistry, organic
chemistry, or biochemistry. Quantitative analysis
and physical chemistry are recommended
One course in college-level mathematics, MATH
111 or higher. Additional mathematics courses
are recommended, as are courses in statistics
In addition, the OHSU strongly recommends In-
strumental Analysis (CH 429) and General Phys-
ics (PHYS 201, 202, 203) with laboratories (PHYS
204, 205, 206)
Admission
An application for admission may be obtained
from the Director of Admissions, Oregon Health
Sciences University School of Medicine, 3181
S.W. Sam Jackson Park Road, Portland OR 97201.
Applications ae available fall term and are ac-
cepted until December 1 for the following year's
class.
MEDICINE, PREPARATORY
Telephone (503) 346-3211
Marliss G. Strange, Head Adviser
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 Office of Academic Advising and Student Ser-
vices has a prehealth sciences information area
with catalogs, recent literature about the profes-
sion, and information and assistance on tests and
procedures for admission and application.
The varying admission requirements of medical
schools are listed in Medical School Admission
Requirements. Order forms are available at the
prehealth sciences information area in 164
Oregon Hall. Because most students apply to
eight to ten medical schools, they should consult
this book during their junior year.
Minimum Requirements
The minimum requirements for admission to the
OHSU School of Medicine and many others can
be met with the following course work:
Introductory General Chemistry (CH 211, 212,
213) or General Chemistry (CH 221,222,223)
with laboratories (CH 227, 228, 229) or Honors
General Chemistry (CH 224H, 225H, 226H) with
laboratories (CH 237,238, 239)
Organic Chemistry I,II,III (CH 331, 335, 336) with
laboratories (CH 337, 338)
Three terms of biology covering basic concepts of
cell structure and function, developmental biol-
ogy (embryology), and genetics. Premedical stu-
dents may take Genetics and Evolution (BI 220),
Molecular Biology (BI 221), Cellular Biochemistry
(BI 222) with laboratories (BI 225,226,227) to
meet this requirement. Cellular Physiology (BI
223) with laboratory (BI 228) is recommended
Alternatively, some students may take General
Biology I,II,III (BI 101, 102, 103) or Explorations in
General Biology I,II,III (BI 105,106,107). Al-
though these courses meet minimum admission
requirements, they are not recommended as the
sole preparation either for medical school work
or for the Medical College Admission Test
(MCAT). These sequences are acceptable in the
general science major program and prepare stu-
dents for some upper-division work in biology.
The sequence does not, however, substitute for
the BI 220-228 core courses required for the biol-
ogy major and for admission to most upper-divi-
sion course work in biology.
One college-level mathematics course. Many
schools require a course in calculus
General Physics (PHYS 201, 202, 203) or General
Physics with Calculus (PHYS 211, 212, 213) with
laboratories (PHYS 204, 205, 206)
One year of English including a composition
course
One year of arts and letters courses
One year of work in the social sciences
Specific courses are recommendations only; in
some instances alternative courses may be
acceptable or preferred to meet major require-
ments. Transfer students and postbaccalaureate
students may meet the minimum requirements
in other ways; they should consult their advisers
and Medical School Admission Requirements.
Admission
The OHSU School of Medicine requires appli-
cants to have a bachelor's degree prior to admis-
sion. Most other medical schools give preference
to students with bachelor's degrees in academic
subjects; premedicine is not an academic major.
Any major is acceptable to medical schools, and
recent research has demonstrated that there is no
bias against the non-science major in the selec-
tion process. Nor is there any significant differ-
ence between the science and the nonscience
major in medical school performance or in even-
tual selection of residency. Specific requirements
for various majors are found in this bulletin un-
der department and program headings; see also
the General Science section.
A few medical schools accept students at the end
of their junior year on the assumption that sci-
ence credits earned in medical school may be
transferred back to the undergraduate institution
to satisfy bachelor's degree requirements. Stu-
dents planning to enter medical school at the end
of their junior year should consult advisers regu-
1arly to ensure that general university and de-
partmental major requirements are met. These
students must have completed 132 credits at the
University of Oregon or have met the university
residence requirement of 45 UO credits after
completing 126 credits.
Beyond the satisfactory completion of minimum
requirements, selection for admission is based on
many factors including undergraduate grade
point averages, MCAT scores, letters of recom-
mendation, and awareness of and experiences in
health-related fields.
Currently, a 3.50 GPA is the national mean for
accepted applicants, and it is unlikely that a can-
didate with a GPA below 3.00 would be accepted
at most United States medical schools. Further-
more, courses taken to satisfy science require-
ments must be taken for letter grades.
Nearly all medical schools require applicants to
take the MCAT, given in early spring and late sum-
mer each year. Reservations for this examination
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 infor-
mation area, which also has a manual that de-
scribes the test and provides practice questions
and suggestions about preparing for the test. Ap-
plicants are urged to take the test at least one full
year before anticipated admission.
Three to five letters of recommendation from col-
lege or university instructors are generally re-
quired. Most schools request that two of these
letters come from science instructors. The impor-
tance of these letters cannot be overemphasized.
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.
The university sponsors an academic and service
society, the Asklepiads. For more information, see
the Honors and Awards section of this bulletin.
Osteopathic medical schools require basically the
same minimum undergraduate program. A few
schools request letters of recommendation from
practicing osteopaths.
Chiropractic medical schools require many of the
same courses, although some require anatomy
and physiology.
Naturopathic medical schools require many of the
same science courses.
NUCLEAR MEDICAL
TECHNOLOGY, PREPARATORY
Telephone (503) 346-3211
Marliss G. Strange, Head Adviser
Nuclear medical technology is a paramedical spe-
cialty in the use of radioactive materials for diag-
nostic and therapeutic purposes. The Veterans
Administration Medical Center in Portland is af-
filiated with the Oregon Health Sciences Univer-
sity for purposes of providing training for this
rapidly growing profession. To be admitted to the
twelve-month program, applicants must have
completed a bachelor's degree with a major in
biology, chemistry, or physics. General science
majors are considered if they have completed
prerequisite science courses. Certified medical
technologists, radiologic technologists, and
nurses with four-year degrees are also admissible.
The Office of Academic Advising and Student
Services, in 164 Oregon Hall, has additional
information.
NURSING, PREPARATORY
Telephone (503) 346-3211
Hilda Yee Young, Head Adviser
The University of Oregon offers most of the
courses required for admission at the Oregon
Health Sciences University School of Nursing and
its associated programs. Students can begin at the
UO with required courses in chemistry and math-
ematics and then either transfer to another insti-
tution or supplement course work at the UO with
courses at Lane Community College.
Shldents can complete transfer requirements at
the UO for other programs in the state. Some out-
of-state accelerated programs admit students after
they have completed a bachelor's degree in any
subject and taken specified science courses.
178 PREPARATORY PROGRAMS
Prior to registration students should contact the
head adviser, who can provide information about
the above options and assist in course selection.
PHARMACY, PREPARATORY
Telephone (503) 346-2924
James W. Long, Head Adviser
The University of Oregon offers a program that
fulfills admission requirements to the Oregon
State University (OSU) College of Pharmacy as
well as to many other accredited pharmacy
schools. Pharmacy Schools Admission Requirements
is available for review in the Office of Academic
Advising and Student Services, 164 Oregon Hall.
The prepharmacy curriculum for the OSU College
of Pharmacy requires 90-96 credits including:
Introductory General Chemistry (CH 211,212,
213) or General Chemistry (CH 221, 222, 223)
with laboratories (CH 227, 228, 229), or Honors
General Chemistry (CH 224H, 225H, 226H) with
laboratories (CH 237,238,239)
Organic Chemistry I,II,III (CH 331, 335, 336)
with laboratories (CH 337,338)
Genetics and Evolution (BI 220), Molecular Biol-
ogy (BI 221), Cellular Biochemistry (BI 222) with
laboratories (BI 225, 226, 227)
Bacteriology (BI 318) or Microbiology (BI 330)
Calculus I (MATH 251) or Calculus for Business
and Social Science I (MATH 241)
Mind and Society (PSY 202)
Introduction to Economic Analysis: Microeco-
nomics (EC 201)
Two of the following: Introduction to Economic
Analysis: Macroeconomics (EC 202), Thinking
(pSY 330) or Development (PSY 375), Introduc-
tion to Sociology (SOC 204)
College Composition I (WR 121) and either Col-
lege Composition II or III (WR 122 or 123)
One course in communication taken at Lane
Community College
Required courses must be taken for letter grades
whenever that option is available.
Prepharmacy students can pick up a list of OSU
general-education requirements in 164 Oregon
Hall. Students may complete these requirements
before admission or while enrolled in the phar-
macy program.
In addition to the required courses, students must
submit scores from the Pharmacy Admission Test
and letters of recommendation from the teaching
faculty and from a pharmacist.
Applications are available in September from the
Oregon State University College of Pharmacy,
Corvallis OR 97331-3507; telephone (503) 737-
5794. Generally, the application deadline for the
following fall term is late January.
PHYSICIAN ASSISTANT,
PREPARATORY
Telephone (503) 346-3211
Marliss G. Strange, Head Adviser
The University of Oregon offers the courses
required for admission to the Oregon Health
Sciences University School of medicine pro-
gram to prepare physician assistants. Comple-
tion of the two-year program earns a bachelor
of science degree. The required courses also
meet requirements for many programs else-
where in the United States.
Applicants to the program must have completed
the equivalent of two years of college (90 credits)
including
College Composition I (WR 121) and either Col-
lege Composition II or III (WR 122 or 123)
9 credits of group-satisfying arts and letters courses
9 credits of group-satisfying social sciences courses
College mathematics through Elementary Func-
tions (MATH 112)
Mind and Society (PSY 202)
24 credits of biology that includes a minimum of
two terms of General Biology I,II,III (BI 101, 102,
103) or Explorations in General Biology I,II,III (BI
105, 106, 107) or Genetics and Evolution (BI220),
Molecular Biology (BI 221) and Cellular Bio-
chemistry (BI 222) with accompanying laborato-
ries; Human Anatomy I,II (BI 311, 312); and Hu-
man Physiology I,II (BI 313,314)
24 credits of chemistry that includes a minimum
of two terms of General Chemistry (CH 221, 222,
223) with laboratories (CH 227, 228, 229)
Recommended science electives including Mi-
crobiology (BI 330), Organic Chemistry (CH
331), and general statistics
Required courses should be taken for letter grades
In addition to academic requirements, experience
in a responsible position in a health-care setting
is expected of applicants. Preference is given to
applicants who have experience that reqUired a
period of training and/or responsibilities in direct
patient care. Students are responsible for gaining
the appropriate experiences.
The applications are available in the fall from
Oregon Health Sciences University Physician
Assistant Program, 31811 S. W. Sam Jackson
Park Road, Portland, Oregon, 97201-3098.
RADIAnON THERAPY
TECHNOLOGY, PREPARATORY
Telephone (503) 346-3211
Marliss G. Strange, Head Adviser
Radiation therapy technology is a highly special-
ized branch of medicine that uses ionizing radia-
tion in the treatment of disease, especially cancer.
Radiation therapy may be used alone or in combi-
nation with surgery and/or chemotherapy. The
aim of therapy may be to cure the disease or to
alleviate symptoms such as pain.
The University of Oregon offers the prerequisite
courses to prepare students for admission to the
Oregon Health Sciences University School of
Medicine program. The OHSU offers the final
two years of the program leading to a bachelor of
science in radiation therapy.
Admission Requirements
General Biology I,II,III (BI 101, 102, 103) or
equivalent higher-level biology sequence
Introductory General Chemistry (CH 211, 212,
213) or General Chemistry (CH 221, 222, 223)
with laboratories (CH 227, 228, 229) or Honors
General Chemistry (CH 224, 225, 226) with labo-
ratories (CH 237,238,239)
General Physics (PHYS 201) or General Physics
with Calculus (PHYS 211) with laboratory (PHYS
204)
College Algebra (MATH 111), Elementary Func-
tions (MATH 112) or higher-level mathematics
9 credits of group-satisfying arts and letters courses
9 credits of group-satisfying social science courses
College Composition I (WR 121) and either Col-
lege Composition II or III (WR 122 or 123)
In addition to taking the required courses, which
should be taken for letter grades, students are ex-
pected to observe professional radiation therapists
at work. The program director at OHSU can assist
interested students in contacting appropriate
professionals in the Eugene area; telephone (503)
494-6708.
REGISTERED NURSES,
BACHELOR'S DEGREE FOR
Telephone (503) 494-4493
The University of Oregon offers most prerequisite
nonnursing courses for registered nurses who seek
admission to the bachelor's degree program at the
Oregon Health Sciences University (OHSU).
For information about admission requirements
and nursing courses at the OHSU, consult the as-
sistant dean for undergraduate student affairs,
Oregon Health Sciences University School of
Nursing, 3181 SW Sam Jackson Park Road, Port-
land OR 97201.
VETERINARY MEDICINE,
PREPARATORY
Telephone (503) 346-4524
M. Charlene Larison, Head Adviser
The University of Oregon offers course work that
prepares students for admission to the Tri-State
Program in Veterinary Medicine (offered jointly by
Oregon State University, Washington State Uni-
versity, and the University ofIdaho) and for most
United States schools of veterinary medicine.
University of Oregon course work that meets the
requirements for the tristate program is listed be-
low. For other schools' requirements consult the
Veterinary Medicine School Admission Requirements
in the United States and Canada, which is available
in the biology advising center, 73 Klamath Hall.
Many veterinary schools request scores from the
Veterinary College Admission Test or Graduate
Record Examinations as well as veterinary medical
exposure and animal experience. Requirements
should be studied early so that they can be ful-
filled prior to admission.
Requirements
Introductory General Chemistry (CH 211, 212,
213) or General Chemistry (CH 221, 222, 223)
with laboratories (CH 227, 228, 229) or Honors
General Chemistry (CH 224H, 225H, 226H) with
laboratories (CH 227, 228, 229)
Organic chemistry sequence (CH 331, 332) or (CH
331, 335, 336) with laboratories (CH 337, 338)
One upper-diviSion biochemistry course. Cellular
Biochemistry (BI 222) meets this requirement; see
adviser for letter to accompany application
College Algebra (MATH 111), Elementary Func-
tions (MATH 112)
Genetics and Evolution (BI 220), Molecular Biology
(BI221), Cellular Biochemistry (BI 222) with labo-
ratories (BI 225,226,227,228). BI 220,221 satisfy
the requirement for one semester or term of genet-
ics; see adviser for letter to accompany application
HEALTH SCIENCES, PREPARATORY 179
General Physics (PHYS 201). Most veterinary
schools require more than one course with
laboratories
Students may be admitted to veterinary school
before completing the bachelor's degree. How-
ever, the bachelor's degree must be completed
before the doctor of veterinary medicine (D.v.M.)
degree can be granted. With careful planning,
credits earned at the professional school can be
transferred to the undergraduate institution to
satisfy the remaining requirements for the
bachelor's degree. UO students must complete
132 credits at the University of Oregon or have
satisfied university residence requirements. Stu-
dents planning on early entry into veterinary
school should consult regularly with advisers to
ensure that general university requirements as
well as major requirements are met.
WICHE PROGRAMS IN THE
HEALTH SCIENCES
The Western Interstate Commission for Higher
Education (WICHE) Student Exchange Programs
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 resi-
dent students to apply for assistance in the
programs described below while attending par-
ticipating institutions in any of the thirteen par-
ticipating WICHE states.
Assistance under these programs enables a lim-
ited number of students to pay reduced tuition
and fees at state-supported and independent in-
stitutions. Students must make application and
obtain certification as Oregon residents prior to
October 15 of the year preceding the academic
year of anticipated enrollment. WICHE certifica-
tion does not guarantee admission. Additional
information and forms for application and certifi-
cation may be obtained from the Certifying Offi-
cer' WICHE, PO Box 3175, Eugene OR 97403, or
in 111 Susan Campbell Hall on the UO campus;
telephone (503) 346-5722.
Additional information about the WICHE pro-
grams described below is available from the Office
of Academic Advising and Student Services, 5217
University of Oregon, Eugene OR 97403-5217.
Occupational Therapy, Preparatory
Telephone (503) 346-3211
Hilda Yee Young, Head Adviser
The university offers courses that satisfy the re-
quirements for admission to United States schools
of occupational therapy. Students may either ap-
ply to transfer into bachelor's degree programs
after two or three 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.
Communication with the school proposed for
transfer is also recommended. Bachelor's degree
programs usually require undergraduate work in
the biological and physical sciences, English,
psychology, and sociology. Most require at least
three manual or recreational skills and course
work in drawing and design, speech, music ap-
preciation, and woodworking. In addition, trans-
fer students may have to meet specific general-
education requirements for that school.
Practicum experience is required to help students
clarify career goals and use opportunities to con-
suit practitioners who have current information
about the profession. Many schools require 100
to 200 hours of observation with therapists.
Practicum credit in the Department of Exercise
Movement Science is arranged through the Of-
fice 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. Applicants
to most graduate programs must submit scores
from the Graduate Record Examinations (GRE)
general test.
The only occupational therapy program in the
state of Oregon is at Pacific University. The pro-
gram requires twenty-four months of study lead-
ing to a bachelor of science degree in occupa-
tional therapy, followed by six months of
full-time professional fieldwork.
Individual inquiries are welcomed by the Ameri-
can Occupational Therapy Association, 1383
Piccard Drive, PO Box 1725, Rockville MD 20850;
telephone (800) 366-9799. .
Optometry, Preparatory
Telephone (503) 346-3211
Marliss G. Strange, Head Adviser
The university offers courses that satisfy
admission requirements for sixteen United States
schools and colleges of optometry. Although
specific requirements vary, all schools emphasize
mathematics, general physics, general chemistry,
and biology. Some require additional courses in
organic chemistry, psychology, social science,
literature, philosophy, statistics, English, and for-
eign 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 students
who want experience observing optometrists at
work.
Address inquiries to the American Optometric
Association, 243 N Lindbergh, St Louis MO
63141.
Pacific University, a private school; Southern
California College of Optometry; and University
of California, Berkeley, participate in the WICHE
program.
Physical Therapy, Preparatory
Telephone (503) 346-3211
Hilda Yee Young, Head Adviser
The university offers a prephysical therapy pro-
gram that satisfies requirements for admission to
most United States schools of physical therapy.
Students may choose either to (1) obtain a
bachelor's degree, simultaneously fulfilling re-
quirements for entrance into a physical therapy
certificate or master's degree program, or (2)
transfer to a school offering a bachelor's degree
program in physical therapy after completion of
physical therapy prerequisites at the University
of Oregon.
Requirements. Students planning to obtain a
bachelor's degree at the UO 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 cer-
tain course work is completed. However, because
considerable physical science background is re-
quired for admission, students usually choose a
compatible major, such as biology, general sci-
ence, or exercise and movement science.
Students planning to transfer after their sopho-
more year must fulfill virtually all of the physical
therapy requirements in their lower-division
work. They must also meet lower-division gradu-
ation requirements of the school to which they
apply for admission. Approximately 60 percent of
the students who apply for bachelor of science
degree programs in physical therapy already
have bachelor's degrees in other fields.
Most schools require a year-long sequence each
of general biology, general chemistry, and gen-
eral physics and 6 credits each of human
anatomy and human physiology (including labo-
ratories in all science courses). In addition, many
schools require course work in abnormal psy-
chology, developmental psychology, and statis-
tics. Letters of recommendation from faculty
members may also be requested.
Practicum experience is required to help students
clarify career goals and use opportunities to con-
sult practitioners who have current information
about the profession. Most schools require 100 to
200 hours of observation with therapists.
Practicum credit in the Department of Exercise
and Movement Science is arranged through the
Office of Academic Advising and Student Ser-
vices, 164 Oregon Hall.
Applying for Admission. Applications to physi-
cal therapy programs are made during fall term a
year in advance of expected enrollment. Most
application deadlines are in early winter; selec-
tions are made in March and April for the follow-
ing fall. Application for WICHE certification must
be completed by October 15 of the year preced-
ing admission.
Most schools of physical therapy do not accept
students with grade point averages below 3.00.
Moreover, recent competition for admission has
caused the mean grade point average for ac-
cepted students to rise above this level.
Currently, the only physical therapy program in
the state of Oregon is a master's degree program
at Pacific University. In addition to the subjects
named earlier, this program requires one com-
puter science course and 8 credits in organic
chemistry.
For more information on physical therapy, stu-
dents may write to the American Physical
Therapy Association, 1111 N Fairfax Street, Alex-
andria VA 22314; telephone (800) 999-2782.
Podiatry, Preparatory
Telephone (503) 346-3211
Marliss G. Strange, Head Adviser
The universi ty offers courses that satisfy admis-
sion requirements for the seven accredited col-
leges of podiatric medicine in the United States.
Information on specific requirements, on the
Medical College Admission Test (MCAT), and on
careers in podiatly is available in the Office of
Academic Advising and Student Services, 164
Oregon Hall. For more information, students may
180 PREPARATORY PROGRAMS
Q;-
write to the American Podiatry Association, 20
Chevy Chase Circle NW, Washington DC 20015.
The California College of Podiatric Medicine par-
ticipates in the WICHE program; telephone (800)
334-2276.
LAW, PREPARATORY
164 Oregon Hall
Telephone (503) 346-3211
Jack W. Bennett, Head Adviser
In general, all major law schools require that ap-
plicants for admission have a bachelor's degree.
They do not, however, require specific under-
graduate 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 le-
gal system has developed.
Whatever the undergraduate major, prelaw stu-
dents should place considerable emphasis on the
development of skills in English composition 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 concen-
tration of courses in vocational training.
The University of Oregon School of Law recom-
mends the following courses for student consid-
eration. They are not required for admission, nor
do they substitute for a broad, well-developed
educational background.
College Composition UUII (WR 121, 122, 123)
Introduction to Economic Analysis: Microeco-
nomics (EC 201), Introduction to Economic
Analysis: Macroeconomics (EC 202)
United States (HIST 220,221)
Introduction to Accounting I (ACTG 211), Intro-
duction to Accounting II (ACTG 213)
Critical Reasoning (PHIL 103), Social and Politi-
cal Philosophy (PHIL 307,308), Law and Society
(PHIL 446)
England (HIST 331,332, 333)
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 exami-
nation is given in October, December, February,
and June. Registration forms are available in the
prelaw advising area, 164 Oregon Hall; the
School of Law admissions office; and the Univer-
sity Counseling Center's Testing Office, 238
Student Health Center (1590 East 13th Avenue).
Completed forms must be mailed a month before
the testing date. For those planning to attend law
school immediately upon graduation, it is recom-
mended 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, 68
Prince Lucien Campbell Hall, offers moderately
priced review courses each term.
Each law school has its own admission criteria.
The primary predictors of admission are LSAT
scores and grade point averages. Various subjec-
tive factors are also considered. Students should
use the pass/no pass option with restraint. They
should expect to provide letters of recommenda-
tion and statements of purpose.
Additional information about prelegal study and
law school admission is contained in the Official
Guide to U.S. Law Schools, available at the Office
of Academic Advising and Student Services, the
School of Law admissions office, and campus
bookstores. Students who want more informa-
tion or assistance should inquire at the prelaw
information area, 164 Oregon Hall, and consult
the admissions director of the University of
Oregon School of Law.
Staff members in the Office of Academic Advis-
ing and Student Services supply the prelaw in-
formation 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 in-
terested in preparing for law school.
LIBRARY SCIENCE,
PREPARATORY
The best preparation for graduate training in li-
brary science is a liberal arts undergraduate edu-
cation 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 foun-
dation in computer science.
The state of Oregon participates in a WICHE
contract with six western graduate programs at
the Universities of Arizona; Hawaii, Manoa;
Washington; California, Berkeley; California, Los
Angeles; and at San Jose State University. See
the WICHE Programs in the Health Sciences,
Preparatory section of this bulletin for the
WICHE certification procedure.
The Office of Academic Advising and Student
Services, 164 Oregon Hall, has catalog informa-
tion on the WICHE schools.
MASTER OF BUSINESS
ADMINISTRATION,
PREPARATORY
164 Oregon Hall
Telephone (503) 346-3211
Jack W. Bennett, Head Adviser
The master of business administration program
trains graduates for high-level management po-
sitions. Two models of preparation currently ex-
ist. The first model is to complete an under-
graduate major in the Lundquist College of
Business and then enter a master's degree pro-
gram. Some schools permit transfer credit earned
in undergraduate course work to count toward
the graduate degree; many of the more competi-
tive programs, however, require two years of
residency and allow no transfer credit.
The second model is to complete an undergradu-
ate major and degree outside the Lundquist
College of Business before entering an M.B.A.
program. Many schools look for diversity of
background in their applicants, and a broad lib-
eral arts education is considered an excellent
foundation. Students should develop analytic
skills through course work in calculus, computer
programming, and economics; and communica-
tion skills through course work in business En-
glish' scientific and technical writing, advanced
composition, and literature. Studies in the be-
havioral sciences are particularly suitable for fu-
ture managers.
For most graduate schools of business, signifi-
cant work experience and achievement are im-
portant considerations in evaluating an applica-
tion for admission. Certain types of experience
may reflect motivation, exposure to practical
problems, and the ability to apply these to a busi-
ness school education. In the evaluation of work
experience, one of the qualities business schools
look for is leadership potential. An individual'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. Busi-
ness schools are also interested in a student's ex-
tracurricular activities, internships, and part-
time, summer, or volunteer work.
The Office of Academic Advising and Student
Services has a pre-M.B.A. information area with
catalogs, recent literature on the profession, and
information and assistance on admission tests and
procedures. Informational workshops for students
interested in earning an M.B.A. are scheduled fall
and spring terms in 164 Oregon Hall.
See the Graduate School of Management sec-
tion of this bulletin for information on University
of Oregon M.B.A. degree programs.
SOCIAL WORK,
PREPARATORY
164 Oregon Hall
Telephone (503) 346-3211
Bob Fletcher, Head Adviser
Graduate programs in social work usually require
a bachelor's degree but not a specific major or
particular course work for admission. The best
preparation begins with broad exposure to the
social and behavioral sciences and an under-
standing of the behavior of individuals, groups,
and social institutions. University students re-
cently admitted to professional programs in
social work have found majors in anthropology,
political science, psychology, and sociology espe-
cially useful 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. Profes-
sional social workers not only provide direct ser-
vices to clients in a wide variety of settings but
also become administrators, supervisors, and
consultants.
Practical experience in service-related activities
or employment can help the prospective social
worker understand the opportunities, dimen-
sions, and responsibilities of the profession.
The Office of Academic Advising and Student
Services, 164 Oregon Hall, houses a catalog li-
brary of graduate programs in social work. The
application process generally begins very early in
the senior year or even before.
ACADEMIC LEARNING SERVICES
TEACHER EDUCATION,
PREPARATORY
164 Oregon Hall
Telephone (503) 346-3211
Bob Fletcher, Head Adviser
Several routes are available to UO students who
are interested in teaching careers: attend a four-
year school that offers a bachelor's degree in
education, complete the educational-studies
integrated-licensure program offered by the Col-
lege of Education, or complete a fifth-year
teacher-education program.
Four-year undergraduate teaching programs are
offered at Western Oregon State College, Eastern
Oregon State College, and several private
schools. The four-year programs are appropriate
for students interested in elementary education.
Most University of Oregon students prepare for a
fifth-year program. These graduate programs
take one year to complete, and they emphasize
field work, teaching methods, and pedagogy.
With the completion of additional work, a
master's degree can be earned. Admission to
fifth-year programs is competitive, requiring a
strong academic record. Applicants are expected
to have tested their interest in teaching through
various experiences with young people.
Fifth-year programs are available at the Univer-
sity of Oregon in foreign languages (Spanish,
French, Japanese, Latin, Russian, German), mu-
sic education, and various areas of special educa-
tion. Other schools that offer fifth-year programs
include Eastern Oregon State College, Oregon
State University, Portland State University,
Southern Oregon State College, and some pri-
vate schools.
It is important for prospective candidates to make
early and regular contact with the schools of their
choice in order to keep abreast of application
timetables and course and test requirements.
The Office of Academic Advising and Student
Services maintains a library of pertinent informa-
tion on state and regional schools. Each term it
offers workshops on careers in teaching.
SPECIAL STUDIES
Most tenured faculty members are listed under
academic departments and programs within
sponsoring colleges or schools. The following
people are assigned to administrative units.
FACULTY
Christopher R. Bolton, associate professor (gerontol-
ogy). B.M.E., 1966, Drake; M.A., 1968, Northern
Iowa; Ph.D., 1974, Oklahoma. (1982)
Lorraine G. Davis, professor (health education); vice
provost for academic affairs. B.S., 1965, M.S., 1967,
Wisconsin, La Crosse; Ph.D., 1972, Oregon. (1972)
William E. Lamon, associate professor (mathematics
education). B.S., 1964, San Francisco; M.S., 1965,
California State; Ph.D., 1968, California, Berkeley.
(1972)
Richard G. Schlaadt, professor (school health
instruction, drug education, student teaching);
director, substance abuse prevention. B.S., 1957,
Lewis and Clark; M.S., 1958, Illinois; Ed.D., 1966,
Oregon State. (1967)
Emeriti
Jack D. Adler, associate professor emeritus. B.A.,
1951, M,S., 1960, Washington (Seattle); D.Ed., 1967,
Oregon. (1965)
John W. Borchardt, associate professor emeritus. B.S.,
1940, LaCrosse; M.A., 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. B.S., 1925,
Springfield; M.S., 1931, Ed.D., 1940, Syracuse. (1953)
Robert E. Kime, professor emeritus. B,S., 1954, M.S.,
1958, Wisconsin, La Crosse; Ph.D., 1963, Ohio
State. (1963)
Betty F. McCue, professor emerita. B.S., 1945,
Pittsburgh; M.S., 1948, MacMurray; Ph.D., 1952,
Iowa. (1968)
Marian H. Miller, professor emerita; assistant uni-
versity physician emerita. B.A., 1925, M.D., 1930,
Oregon. (1931)
Myra Miller, associate professor emerita. B.A., 1937,
Washington (Seattle); diploma, 1939, New York
School of Social Work. (1967)
Corlee Munson, associate professor emerita. B.A.,
1948, Northern Colorado; M.S., 1956, Washington
(Seattle); PhD., 1966, Iowa. (1959)
Jessie 1. Puckett, professor emerita. B.S., 1931, M.S.,
1937, Oregon. (1952)
William P. Rhoda, professor emeritus. B.S., 1939,
Pennsylvania; M.S., 1947, D.Ed., 1951, Oregon.
(1948)
Norval J. Ritchey, professor emeritus. B.S., 1953,
M.S., 1956, Oregon. (1956)
Frances G. Scott, professor emerita. B.A" 1953, M.A.,
1954, Texas; Ph.D., 1960, California, Los Angeles.
(1962)
Karen Seidel, director emerita, Bureau of Governmen-
tal Research and Service. B.A., 1957, Knox. (1963)
Richard J. Smith, associate professor emeritus. B.S.,
1949, M.Ed., 1953, Springfield; Ph.D., 1968, Oregon.
(1962)
Warren E. Smith, professor emeritus. B.S., 1941,
Oregon; M.A., 1941, Michigan; Ed.D., 1957,
Stanford. (1963)
Vernon S. Sprague, professor emeritus. B.S., 1937,
Oregon; M.A., 1942, Ph.D., 1951, Michigan. (1946)
Celeste Ulrich, professor emerita. B.S., 1946, M.A.,
1947, North Carolina; Ph.D., 1956, Southern Cali-
fornia. (1979)
Donald P. Van Rossen, associate professor emeritus.
B.S., 1953, M.Ed., 1954, Ph.D" 1968, Illinois. (1958)
Frances VanVoorhis, assistant professor emerita of
home economics. B.S., 1932, Minnesota; M.S., 1949,
Iowa State. (1944)
Margaret J. Wiese, associate professor emerita of
home economics. B.S., 1941, Iowa State; M.A.,
1945, Iowa. (1947)
Janet G. Woodruff, professor emerita. B.S., 1926,
M.A., 1929, Columbia. (1929)
Edna P. Wooten, professor emerita. B.S., 1945, M.A.,
1946, Ph.D., 1961, Ohio State. (1965)
The date in parentheses at the end of each entry is the
first year at the University of Oregon.
In addition to the curriculum described under the
university's academic units, additional courses
are available in the areas listed below.
HUMAN DEVELOPMENT
COURSES (HDEV)
199 Special Studies: [Topic] (1-5R)
22S Nutrition (3) The relationship of food to
health with emphasis on the young adult. In-
troduction to nutrients, their functions,
sources, and requirements. Current dietary
trends and their implications for health.
40S Reading and Conference: [Topic] (1-6R)
407/507 Seminar: [Topic] (l-SR)
409 Practicum: [Topic] (1-6R)
410/S10 Experimental Course: [Topic] (l-SR)
60S Reading and Conference: [Topic] (1-6R)
609 Practicum: [Topic] (1-6R)
610 Experimental Course: [Topic] (l-SR)
ACADEMIC LEARNING
SERVICES
68 Prince Lucien Campbell Hall
Telephone (503) 346-3226
Susan Lesyk, Director
The Center for Academic Learning Services of-
fers the following courses.
ACADEMIC LEARNING
SERVICES COURSES (ALS)
101 Introduction to University Study (3) Em-
phasizes the critical reading, writing, and re-
search skills necessary for effective study meth-
ods. 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. Em-
phasis on writing abstracts, reviews, and cri-
tiques that demonstrate critical reading ability.
Prereq: instructor's consent.
199 Special Studies: [Topic] (l-SR) Each topic
R twice for maximum of 6 credits.
399 Special Studies: [Topic] (l-SR)
408/508 Workshop: [Topic] (1-4R)
409 Supervised Tutoring (1-4R) R for maximum
of 6 credits.
608 Workshop: [Topic] (1-4R)
609 Supervised Tutoring (1-4R) R for maximum
of 6 credits.
A maximum of 12 credits in ALS courses may be
counted toward the total credits required for a
bachelor's degree.
AIR FORCE ROTC
Students interested in obtaining an officer's
commission in the Air Force upon graduation
may join the Air Force Reserve Officers Training
182 SPECIAL STUDIES
Corps (ROTC) program offered through the De-
partment of Air Force Studies at Oregon State
University. Undergraduate credits earned in this
program may be transferred to the UO as elective
credits. Students may complete a degree in any
field while in the program. There is no cost to the
student (other than travel expenses to OSU for
classes and activities), and classes are available to
fit into individual schedules. See the statement on
Concurrent Enrollment in the Registra-tion and
Academic Policies section of this bulletin.
Four-Year Program. Freshmen or sophomores
may enroll in the General Military Course without
obligation. The course consists of a weekly one-
hour lecture and one-hour leadership laboratory
each term of the freshman year, and a weekly
two-hour lecture and one-hour leadership labo-
ratory each term of the sophomore'year. Students
with military experience may be able to waive all
or pait of the general course. Before completion of
the second year of the course, sophomores may
apply to enter the Professional Officer Course.
Four-year program cadets who want to enter the
professional course must attend a four-week
summer field-training encampment at govern-
ment expense before the junior year.
Two-Year Program. Sophomores interested in a
two-year program may apply during the fall term
of the sophomore year. Those selected attend a
six-week summer field-training encampment at
government expense before their junior year.
Professional Officer Course. After successfully
completing a four- or six-week field training en-
campment, cadets enter the Professional Officer
Course at the beginning of the junior year. Partici-
pants attend a weekly three-hour lecture and a one-
hour leadership laboratory each term during their
junior and senior years. Every professional course
member receives a $150 monthly tax-free stipend.
Scholarships
National Competition Scholarships. Air Force
ROTC offers two-, three-, and four-year national-
competition merit scholarships. Scholarships pay
tuition, fees, textbooks, and a monthly tax-free
stipend of $150 a month for the duration of the
scholarship. Three- and four-year scholarships
are awarded to high school seniors; two- and
three-year scholarships are available to college
freshmen and sophomores and to juniors in five-
year majors. High school students interested in
applying should consult their school counselors
or call the air force studies department at the end
of the junior year or early in the senior year. Other
students may obtain information from the air
force studies department.
Special Scholarships. Special scholarship
opportunities are available to students majoring
in nursing, mathematics, physics (subject to
change), and to members of minority groups in all
majors. Each scholarship pays tuition, fees, text-
books, and a monthly tax-free stipend of $150.
More information is available from the air force
studies department.
Professional Officer Course Scholarships. Air
Force ROTC cadets who are not awarded merit or
special scholarships may qualify for $2,000 a year
toward books and tuition in the junior and senior
years.
For more information about Air Force ROTC op-
portunities and details about scholarships, write
or call the Air Force ROTC Detachment, 308
McAlexander Fieldhouse, Oregon State Univer-
sity, Corvallis OR 97331-4902; telephone (503)
737-3291.
ARMY ROTC
See Military Science
LABOR EDUCATION AND
RESEARCH CENTER
1675 Agate Street
Telephone (503) 346-5054
Margaret J. Hallock, Director
FACULTY
Steven Deutsch, professor. See Sociology
Barbara Byrd, instructor. B.A., 1971, Rice; M.S., 1978,
Massachusetts at Amherst; Ph.D., 1988, Texas at
Austin. (1994)
Lynn M. Feekin, adjunct instructor. B.A., 1972,
Northern Iowa. (1994)
Margaret J. Hallock, professor. BA, 1969, Southern
California; M.A., 1971, Ph.D., 1974, Claremont.
(1988)
Steven Hecker, associate professor (occupational
safety and health). B.A., 1972, Yale; M.S.P.H., 1981,
Washington (Seattle). (1980)
Jill K. Kriesky, assistant professor. B.A., 1978,
Grinnell; M.S., 1980, Wisconsin, Madison; Ph.D.,
1988, New Hampshire. (1993)
Marcus Widenor, associate professor. B.A., 1974,
Antioch; M.A., 1976, Massachusetts at Amherst.
(1983)
Emeritus
James J. Gallagher, associate professor emeritus.
B.A., 1961, California, Berkeley. (1978)
Emory F. Via, professor emeritus. B.A., 1946, Emory;
M.A., 1956, Ph.D., 1964, Chicago. (1978)
The date in parentheses at the end of each entry is the first
year on the University of Oregon faculty.
ABOUT THE CENTER
The Labor Education and Research Center
(LERC) was established at the University of Or-
egon in 1977 by the Oregon Legislative Assembly
on the recommendation of the State Board of
Higher Education. LERC was founded to serve
the educational and research needs of Oregon
workers and their organizations.
LERC serves as a liaison between members of
Oregon's labor community and the state system
of higher education. Research and educational
programs provide a catalyst for interaction among
labor leaders, public officials, arbitrators, labor
relations specialists, and members of the aca-
demic community.
LERC produces educational programs including
seminars, conferences, and short courses on cam-
pus and throughout the state. It offers training and
education to unionists in grievance handling, arbi-
tration, collective bargaining, health and safety,
and issues of concern in today's complex and rap-
idly changing economy. LERC also cooperates
with national, regional, and state labor organiza-
tions to provide intensive training and educational
opportunities for union members, officers, and
staff members in week-long residential programs.
The broader labor relations community of
arbitrators, mediators, and labor relations
professionals is served through LERCs confer-
ences and programs on public- and private-sector
labor law, worker participation, and labor-man-
agement cooperation.
LERC faculty members are engaged in research on
current and emerging issues in labor relations and
working life. Areas of research include the global
economy and the effects of technological change
on work, the changing environment and structure
of collective bargaining, dispute resolution, work
and family issues, and issues concerning the
changing work force. LERC publishes a regular
monograph series and occasional working papers.
A workplace health and safety program produces
research, publications, and programs on occupa-
tional health and safety, work practices, hazard
identification and training, and new technology.
LERC is advised by a committee of representatives
from state and national labor organizations.
LERC in Portland. In 1987 a LERC office was
opened in the University of Oregon Portland
Center, which is described in the Campus and
Community Resources section of this bulletin.
It provides increased service to the metropolitan
area through both general and specialized pro-
grams. A Portland-area committee of labor lead-
ers provides consultation about program offer-
ings. The University of Oregon Portland Center
is located at 722 SW 2nd Avenue in Portland;
telephone (503) 725-3055.
LERC is a member of the University and College
Labor Education Association and the Pacific
Northwest Labor History Association.
Most of the center's courses are offered without
credit. However, workers participating in LERC
programs can arrange for academic credit when
certain conditions are met.
Full-time shldents at the university may be eli-
gible for one or more of the courses available
directly through the center. These courses are lim-
ited to students who have made acceptable ar-
rangements for study with individual center fac-
ulty members; they are subject to the approval of
the director. The center's faculty members work
with. a student to determine how a LERC course
fits into his or her academic program. LERC fac-
ulty members are available to smdents for consul-
tation related to the center's interest areas.
Address inquiries to the Labor Education and
Research Center, 1289 University of Oregon, Eu-
gene OR 97403-1289.
LABOR EDUCAnON AND
RESEARCH CENTER COURSES
(LERC)
401 Research: [Topic] (1-21R)
405 Reading and Conference: [Topic] (1-21R)
406 Supervised Field Study: [Topic] (1-21R)
Supervised activity related to areas such as labor
education, local union administration, and job
safety and health.
407/507 Seminar: [Topic] (1-5R) Only a few
seminars can be offered each year. Recent topics
are Arbitration, Contemporary Labor Problems,
Occupational Safety and Health Issues, The Role
of Unions in the U.S., Selected Issues in Public
Employment Relations, Unions and Workforce
Development, and Workers' Compensation.
408/508 Workshop: [Topic] (1-21R)
410/510 Experimental Course: [Topic] (1-5R)
Topics include Bargaining Simulations, Techniques
of Labor Education, and Unions and Technology.
MILITARY SCIENCE 183
601 Research: [Topic] (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
606 Supervised Field Studies (1-16R)
608 Workshop: [Topic] (1-16R)
LIBRARY
Office of the Librarian
Knight Library
Telephone (503) 346-3056
George W. Shipman, University Librarian
For information on University of Oregon Library
services and faculty members, see the Library
section of this bulletin under Campus and Com-
munity Resources.
LIBRARY COURSES (LIB)
101 Introduction to the Library (1) Introduction
to using the fundamental resources of a library: its
catalogs, periodical indexes, electronic resources,
and special collections. Students may not receive
credit for both LIB 101 and 127.
127 Use of the Library (3) Initial training in ef-
fective use of library materials such as catalogs
and subject headings, indexes, abstracts, encyclo-
pedias, electronic resources, and bibliographies.
Not offered 1995-96.
199 Special Studies: [Topic] (1-5R) Introduc-
tion to general library resources and to subject-
related library resources. R when topic changes.
230 Business and Economics Research
Sources (3) Introduction to the library's business
and economics materials including company in-
formation and investment analysis. Development
of financial research techniques. Not offered
1995-96.
240 Legal Research (3) Attempts to provide a ba-
sic understanding of the legal system and process.
Introduction to legal research tools and use of the
Kenneth Lucas Fenton Memorial Law Library.
405 Reading and Conference: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R) Library re-
sources and bibliography.
410/510 Experimental Course: [Topic] (1-5R)
441/541 History of the Book (3) Development of
the book from earliest times to the present: 'al-
phabet and scripts, manuscript books, printing,
production and distribution, relation to social
conditions. Offered 1995-96 as Experimental
Course: The Book in History (HIST 410/510).
605 Reading and Conference: [Topic] (1-16R)
MILITARY SCIENCE
1679 Agate Street
Telephone (503) 346-3102
Javan B. Ridge Jr., Department Head
COURTESY FACULTY
Thomas Burgess III, courtesy assistant professor;
captain, U.S. Army. B.S., 1989, Longwood. (1995)
Robert Rhen, courtesy assistant professor; major,
National Guard. B.A., 1972, Oregon; M.A., 1974,
Lewis and Clark. (1995)
Javan B. Ridge Jr., courtesy professor; lieutenant
colonel, U.S. Army. B.A., 1975, Colorado; M.S.,
1980, Troy State. (1995)
Thomas U. Washington, courtesy assistant profes-
sor; captain, U.S. Army. B.S., 1986, James Madison.
(1994)
Special Staff
Donald Fulton, courtesy senior instructor; master
sergeant, U.S. Army. (1995)
Curtis Terrell, courtesy instructor, primary drill in-
structor; master sergeant, U.S. Army. (1994)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon faculty.
ABOUT THE DEPARTMENT
The Department of Military Science is an instruc-
tional division that reports to the vice provost for
academic affairs. 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 meet the following objectives:
1. Provide opportunities to learn and practice
leadership styles, dimensions, and techniques
2. Provide an understanding of the historical role
of the army and how that role supports the
goals and objectives of national policy
3. Develop and improve communication skills
using practical oral and written exercises
4. Develop an understanding of the professional
military ethic
i:18~t .. SPECIAL STUDIES
5. Provide general
knowledge of the
structure of the
army, its organiza-
tion' and how its
various components
work together
Lower Division.
Lower-division (100-
and 200-level) courses
are 1 or 2 credits each.
They provide the basic
framework of knowl-
edge and emphasize
basic military terms,
leadership, organiza-
tion' and military his-
tory. Students write
one or two papers
during the academic
year.
Upper Division. Up-
per-division (300- and
400-level) courses are
primarily 3 credits
each. They provide the
advanced leadership,
communication, eth-
ics, and tactical educa-
tion to prepare the student to become a commis-
sioned officer in the U.S. Army. Students
complete one written project each term.
Extracurricular Activities
The department supports a variety of events in-
cluding ranger challenge (club sport), rifle and
pistol teams, color guard, and rock climbing and
rappelling exercises.
MILITARY SCIENCE COURSES
(MIL)
121, 122, 123 Military Science I (2,2,2) 121: mili-
tary organization and the impact it has on social
and political events. 122: military history and ba-
sic map reading. 123: basic principles of leader-
ship including motivation, ethics, communica-
tion, and teamwork.
191 Leadership Laboratory (IR) Learning labo-
ratory for practical experience. Assesses cadet
leadership potential, physical fitness. One field-
training exercise a term. Prereq: enrolled in mili-
tary science. R twice for maximum of 3 credits.
199 Special Studies: [Topic] (1-5R)
221, 222, 223 Military Science II (2,2,2) 221:
military structure, organization, and units. Intro-
duction to sixteen leadership dimensions. 222:
the role of the U.S. military in war and in na-
tional policy. 223: applied small-unit leadership,
tactics, and military first aid; basic life-saving
techniques; how to operate in the field.
321,322,323 Military Science III (3,3,3) 321:
applied leadership techniqes and principles to
develop a leadership style. 322: applied small-
unit tactics, leadership, and land navigation to
develop field skills. 323: practical and applied
leadership techniques; historical solutions to
problems in leadership.
405 Reading and Conference: [Topic] (1-3R)
410 Experimental Course: [Topic] (I-4R)
411,412, 413 Military Science IV (3,3,3) Appli-
cation of staff functions to the cadet battalion.
411: army training management program,
principles of military
instruction, and of-
ficer evaluations. 412:
military justice system
and law of warfare;
army logistics and
supply operations at
the battalion level.
413: ethical roles of
officers in the mili-
tary. Transition to
officership as army
second lieutenants.
The U.S. Army sup-
ports Reserve Officers
Training Corps
(ROTC) programs at
colleges and universi-
ties throughout the
country. Students
who take military sci-
ence courses may also
participate, by con-
tractual arrangement
with the Department
of the Army, in the
process that leads to a
commission as a sec-
ond lieutenant in the
U.S. Army. During the period of enrollment in
the advanced phase of training leading to a com-
mission, each cadet must take, in addition to
military science courses, a course in each of the
following subjects: military history, written com-
munication' mathematical reasoning, human
behavior, and computer literacy. Some of these
courses count toward general-education 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 com-
mission. Anyone interested in pursuing a com-
mission or scholarship or both should write or
call the Department of Military Science, 1297
University of Oregon, Eugene OR 97403-1297;
telephone (503) 346-3102.
OVERSEAS STUDY
Office of International Education and
Exchange
330 Oregon Hall
Telephone (503) 346-3206
Thomas Mills, Director
The Office ofInternational Education and Ex-
change, which reports to the Office of
International Affairs, 221 Johnson Hall, is
responsible for University of Oregon overseas
study and exchange programs. Each subject code
below is unique to a single overseas study pro-
gram; the X88 numbers signify overseas study
courses. As in other UO courses, course level is
indicated by the first digit in the course number:
l=freshman
2=sophomore
3=junior
4=senior
6=graduate
Participating students register in courses with the
subject codes, numbers, titles, and credit ranges
shown below. After UO course equivalents are
determined, the generic overseas-study informa-
tion is replaced with appropriate course-level
designations, titles, and credits. For example, a
junior-levelS-credit course in the history of 19th-
century Australia that was taken at La Trobe Uni-
versity appears on the student's permanent UO
academic record as OLAT 388 HIST: Australia
in the 19th Century 5 [credits].
NCSA is the Northwest Council on Study
Abroad. CIEE is the Council on International
Educational Exchange. ACTR is the American
Council of Teachers of Russian.
See also International Education and Exchange
in the Campus and Community Resources
section of this bulletin.
OVERSEAS STUDY COURSES
Australia
OCUR 188, 288, 388, 488, 688 Overseas
Studies: Curtin University (1-12R)
OLAT 188,288,388,488,688 Overseas Stud-
ies: La Trobe University (1-12R)
China
OBEI 188, 288, 388, 488, 688 Overseas Studies:
Beijing, Central Institute for Nationalities
(1-12R)
The Czech Republic
OCHA 188, 288, 388, 488, 688 Overseas Stud-
ies: Prague, Charles University (CIEE) (1-12R)
Denmark
ODIS 188, 288, 388, 488, 688 Overseas Studies:
Copenhagen, Denmark's International Study
Program (1-12R)
Ecuador
OQUI 188, 288, 388, 488, 688 Overseas Stud-
ies: Quito, Catholic University of Ecuador (1-
12R) .
England
OBRT 188, 288, 388, 488, 688 Overseas Stud-
ies: London (1-12R)
OLON 188, 288, 388, 488 Overseas Studies:
London, NCSA Program (1-12R)
OUEA 188, 288, 388, 488, 688 Overseas Studies:
Norwich, University of East Anglia (1-12R)
Finland
OTAM 188, 288, 388, 488, 688 Overseas Stud-
ies: Tampere, University ofTampere (1-12R)
France
OAVI 188, 288, 388, 488 Overseas Studies:
Avignon, NCSA Program (1-12R)
OLYO 188,288,388, 488, 688 Overseas
Studies: Lyon, Universities in Lyon (I,II,III
and Catholic Faculties) (1-12R)
OMAI 188, 288, 388, 488 Overseas Studies: Le
Mans, Universite du Maine (1-12R) Not of-
fered 1995-96.
OPOI 188, 288, 388, 488, 688 Overseas Studies:
Poitiers, University of Poitiers Universities in
Lyon (1-12R)
Germany
OBWU 188, 288, 388, 488, 688 Overseas
Studies: Baden-Wiirttemberg, Universities in
Baden-Wiirttemberg (1-12R)
PHYSICAL ACTIVITY AND RECREATION SERVICES 185
OCOL 188, 288,388,488 Overseas Studies:
Cologne, NCSA Program (1-12R)
OSIP 188, 288, 388, 488 Overseas Studies: Baden-
Wiirttemberg, Spring Intensive Program (1-12R)
Hungary
OJAU 188, 288, 388, 488, 688 Overseas Studies:
Szeged, Jozseph Attila University (l-12R)
Indonesia
OMAL 188, 288, 388, 488 Overseas Studies:
Malang, Institut Keguran Dan Ilmu
Pendidikan (CIEE) (1-12R)
Israel
OHUJ 188, 288, 388, 488, 688 Overseas Studies:
Jerusalem, Hebrew University of Jerusalem
(1-12R)
Italy
OPAV 188, 288, 388, 488, 688 Overseas
Studies: Pavia, University of Pavia (1-12R)
OPER 188, 288, 388, 488, 688 Overseas Studies:
Perugia, Italian University for Foreigners
(1-12R)
OROM 188, 288, 388, 488, 688 Overseas Studies:
Rome, Summer Architecture Studio (1-12R)
OSIE 188, 288, 388, 488 Overseas Studies:
Siena, NCSA Program (1-12R)
Japan
OAGU 188, 288, 388, 488, 688 Overseas Studies:
Tokyo, Aoyama Gakuin University (1-12R)
OJBS 188, 288, 388, 488, 688 Overseas Studies:
Tokyo, CIEE Summer Japan Business and
Society Program (1-12R)
OKEI 188, 288, 388, 488, 688 Overseas Studies:
Tokyo, Keio University (1-12R)
OMEI 188, 288, 388, 488, 688 Overseas Studies:
Tokyo, Meiji University (1-12R)
OWAS 188,288, 388, 488, 688 Overseas
Studies: Tokyo, Waseda University (1-12R)
Korea
OYON 188, 288, 388, 488, 688 Overseas
Studies: Seoul, Yonsei University (1-12R)
Mexico
OQUE 188, 288, 388, 488 Overseas Studies:
Queretaro, Summer Study in Mexico (1-12R)
OUAC 188, 288, 388, 488 Overseas Studies:
Cholula, Universidad de las Americas (1-12R)
The Netherlands
ONIJ 188, 288, 388, 488, 688 Overseas Studies:
Breukelen, Netherlands School of Business
(Nijenrode) (1-12R)
Norway
OBER 188, 288, 388, 488, 688 Overseas Studies:
Bergen, University of Bergen (1-12R)
Poland
OWAR 188, 288, 388, 488 Overseas Studies:
Warsaw, Central Institute of Planning and
Statistics (CIEE) (1-12R)
Russia
OACT 188,288,388,488, 688 Overseas Stud-
ies: American Council of Teachers of Russian
(l-12R)
OSTP 188, 288, 388, 488, 688 Overseas Studies:
Russia (CIEE) (1-12R)
Scotland
OMAC 188, 288, 388, 488, 688 Overseas Stud-
ies: Glasgow, University of Glasgow Charles
Rennie Mackintosh School of Architecture
(1-12R)
OUAB 188, 288,388,488, 688 Overseas Studies:
Aberdeen, University of Aberdeen (1-12R)
Spain
OSEV 188, 288, 388, 488, 688 Overseas Studies:
Seville, Study in Spain (1-12R)
OSVL 188, 288, 388, 488, 688 Overseas Studies:
Seville, University of Seville (CIEE) (1-12R)
Sweden
OLNK 188, 288, 388, 488, 688 Overseas Stud-
ies: Link6ping, University of Link6ping
(1-12R) Not offered 1995-96.
OUPP 188, 288, 388, 488, 688 Overseas Studies:
Uppsala, Uppsala University (1-12R)
Thailand
OKKU 188, 288, 388, 488 Overseas Studies:
Khon Kaen, Khon Kaen University (CIEE) (1-
12R)
Vietnam
OHAN 188, 288, 388, 488, 688 Overseas Studies:
Hanoi, Hanoi University (CIEE) (1-12R)
Experimental Programs
Africa
OXAF 188, 288, 388, 488, 688 Overseas Experi-
mental Program: Africa (1-12R)
Asia and Oceania
OXAO 188, 288, 388, 488, 688 Overseas Experi-
mental Program: Asia and Oceania (1-12R)
Europe
OXEU 188, 288, 388, 488, 688 Overseas
Experimental Program: Europe (1-12R)
Latin America
OXLA 188, 288, 388, 488, 688 Overseas
Experimental Program: Latin America (1-12R)
Middle East
OXME 188, 288, 388, 488, 688 Overseas
Experimental Program: Middle East (l-12R)
For more information, write or call the Associate
Director, Overseas Study, Office ofInternational
Education and Exchange, 5209 University of
Oregon, Eugene OR 97403-5209; telephone
(503) 346-3207.
PHYSICAL ACTIVITY AND
RECREATION SERVICES
181 Esslinger Hall
Telephone (503) 346-4105
LoisJ. Youngen, Director
FACULTY
James Blanchard, senior instructor (outdoor
pursuits). B.S., 1967, M.S., 1979, Oregon. (1979)
Brent Harrison, instructor (recreation); coordinator,
recreation and intramurals. B.S., 1988, M.S., 1991,
Bemidji State. (1993)
Nancy A. Heapes, instructor (aquatics). B.A., 1979,
Adams State; M.Mus., 1987, Oregon. (1992)
Lani Loken-Dahle, senior instructor (aquatics, rac-
quetball). B.S., 1971, Michigan; M.A., 1973, Arizona
State. (1979)
Janice Radcliffe, instructor (fitness managment).
B.S., 1978, M.S., 1985, Oregon; Ph.D., 1994, Texas
at Austin. (1986)
Karla S. Rice, senior instructor (recreational pro-
grams). B.S., 1962, Central Michigan; M.A., 1965,
Michigan State. (1967)
Becky 1. Sisley, professor (coaching); athletic liai-
son, academic advising and student services. B.A.,
1961, Washington (Seattle); M.S.P.E., 1964, Ed.D.,
1973, North Carolina, Greensboro. (1965)
Lois J. Youngen, associate professor (professional
preparation). B.S., 1955, Kent State; M.A., 1957,
Michigan State; Ph.D., 1971, Ohio State. (1960)
The date in parentheses at the end of each entry is the
first year on the University of Oregon faculty.
ABOUT PARS
Physical Activity and Recreation Services (PARS)
enhances the lives of UO students and staff and
faculty members by providing physical-activity
programs and services that promote health and
fitness, active recreation, and participation in
sports. PARS comprises Physical Education, Rec-
reation and lntramurals, and Equipment and Fa-
cilities Management Services.
Employment. Students who are interested in
physical activity and sport are good candidates
for the many part-time jobs generated by the
large variety of programs and services offered by
PARS and in the operation of facilities. Students
may apply for any of the more than 150 positions
as lifeguards, sports officials, office workers,
weight-room supervisors, faCility supervisors,
and equipment-room attendants. Lifeguards
must have current certification; training is pro-
vided for other positions.
PHYSICAL EDUCATION
The Physical Education (PE) program offers
physical-activity courses for university students
and faculty and staff members as well as mem-
bers of the Eugene-Springfield community. PE
courses emphasize the development of physical
skills, improvement in physical-fitness levels,
and the acquisition of knowledge that contribute
to a healthy lifestyle.
More than 130 instruction courses are offered
each term in a variety of activity areas-aerobics,
aquatics, gymnastics, individual activities, martial
arts, outdoor pursuits, racquet sports, running,
team sports, weight training, and yoga. This
ever-changing array of courses is taught by an
international staff of faculty members, coaches,
graduate teaching fellows, and contract employ-
ees who share their expertise and experiences.
PE enrolls more than 3,000 participants each
term. Most classes meet two or three times a
week for 1 credit. Several outdoor-pursuit
courses include three-day field trips in addition
to on-campus sessions. Up to 12 credits in physi-
cal education may be applied to the bachelor's
degree. Each term's offerings are listed in the
schedule of classes. Students may register for
credit-earning courses through DUCK CALL,
which is explained in the Registration and Aca-
demic Policies section of this bulletin.
Students and members of the staff, faculty, and
community are welcome and encouraged to en-
roll in physical education courses as noncredit
participants. Noncredit participants pay only the
PE course fee and register in person at the PE of-
fice at the start of DUCK CALL each term.
Opportunities are also available for people who
186 SPECIAL STUDIES "",,~,k/":".
have disabilities or who need special accommo-
dations in order to participate in physical educa-
tion courses. More information is available from
the PE office, 181 Esslinger Hall; telephone (503)
346-4105. The office is open from 8:00 A.M. to
5:00 P.M., Monday through Friday.
Fees
Fees for PE courses are:
Course Dollars
Activity (1 credit) 37
Activity (2 credits) 64
Aquatics (1 credit) 39
Aquatics (2 credits) 69
Outdoor-pursuits preparation (1 credit) 33
Outdoor-pursuits outing (1 credit) 44-49
Practicum (1-3 credits) 10-37
Some courses require additional fees to pay for
equipment, transportation, and certification. Fees
and fee-refund schedules are printed in each
term's schedule of classes.
RECREATION AND
INTRAMURALS
Recreation and Intramural (RIM) programs pro-
vide opportunities for members of the university
community and their families to enjoy competitive
sports and informal, relaxing recreational activi-
ties. These opportunities include all-campus tour-
naments, intramurals, and special events. Some of
the most popular RIM activities are badminton,
basketball, cross-countly, flag football, fun runs,
golf, indoor soccer, racquetball, softball, soccer,
swimming, tennis, track and field, ultimate
frisbee, volleyball, and wrestling.
Recreation Workouts. Recreation workouts
provide high-quality and inexpensive exercise
experiences without academic pressure. Activi-
ties include aerobics, weights and bench, low im-
pact, and body sculpting.
Open Recreation. University sports facilities
may be used for open recreation when they are
not scheduled for class use. Students must show
a current UO identification card to use the facili-
ties. A pass must be purchased to use the weight
room during open recreation hours. Faculty,
staff, and community members may purchase a
user's pass valid for a single term or for a full
year. Passes are sold in the RIM office, 102
Esslinger Hall.
EQUIPMENT AND FACILITIES
MANAGEMENT SERVICES
This component of Physical Activity and Recre-
ation Services is responsible for maintaining and
providing service to the men's and women's
locker rooms. Staff members issue lockers, cloth-
ing, and towels to student, staff, faculty, and
community users.
Facilities. University buildings and playing fields
that are devoted to physical education activities
occupy a forty-two acre tract at the southeast
corner of the campus. Esslinger Hall houses
gymnasiums and court facilities, men's and
women's locker rooms, and the main offices for
Physical Activity and Recreation Services. The
building also meets instructional and recreational
needs of the university community. Gerlinger
Hall holds the Janet G. Woodruff Gymnasium
and men's and women's locker rooms. Gerlinger
Annex's well-equipped gymnasiums and dance
studios are used for instruction and recreation.
Leighton Pool, a competition pool attached to
Esslinger Hall, and Gerlinger Pool, in Gerlinger
Hall, are used for instruction and recreation.
Playing fields located east and south of Esslinger
Hall and on the south bank of the Willamette
River provide excellent facilities for outdoor in-
struction' intramural, and club sports. Hayward
Field accommodates track-and-field facilities for
intercollegiate athletics, classes, and recreational
programs. There are six standard plexipave ten-
nis courts north of Hayward Field and nine cov-
ered courts east of Leighton Pool.
PHYSICAL EDUCATION
COURSES
These courses are open to anyone. Most courses are
coeducational. Gender-specific classes are indicated
in the Notes column in the UO Schedule of Classes.
Because not rwery course listed here can be offered
rwery year, students should consult the most recent
class schedule.
Aerobics (PEAE)
101-198 Aerobics: [Topic] (1-2R) 111: Stretch
and Flex I, 131: Body Sculpting I. R once for
maximum of 2 credits per activity.
199 Special Studies: [Topic] (1-2R)
201-299 Aerobics: [Topic] (1-2R) 211: Less-
Impact Aerobics 1, 221: Aerobics 1, 222: Aerobics
II, 231: Aerobic Bench 1, 232: Aerobic Bench II,
241: Aerobic Funk 1, 242: Aerobic Funk n. R once
for maximum of 2 credits per activity.
301-398 Aerobics: [Topic] (1-2R) 321: Aerobic
Power 1, 331: Aerobic Bench Power 1, 332: Aero-
bic Bench Power II. R once for maximum of 2
credits per activity.
399 Special Studies: [Topic] (1-2R)
Aquatics (PEAQ)
101-198 Aquatics: [Topic] (1-2R) 101: Rehabili-
tative Swimming, 111: Learn to Swim, 121: Aqua
Aerobics 1, 122: Aqua Aerobics II. R once for
maximum of 2 credits per activity.
199 Special Studies: [Topic] (1-2R)
201-299 Aquatics: [Topic] (1-2R) 211: Swim
Stroke Improvement, 213: Learn to Lap Swim,
221: Swim Conditioning 1, 222: Swim Condition-
ing II, 231: Water Polo I, 232: Water Polo II, 241:
Springboard Diving 1, 242: Springboard Diving II.
R once for maximum of 2 credits per activity.
301-398 Aquatics: [Topic] (1-2R) 311: Swim
Training 1, 331: Swim Performance 1, 341: Scuba
(Basic), 345: Scuba (Advanced), 346: Scuba (Rescue
Diver), 351: Lifeguard Certification, 361: Lifeguard
Instructor, 366: Water-Safety Instructor (American
Red Cross), 371: Scuba (Underwater Navigator),
372: Scuba (Altitude Diver), 373: Scuba (Search and
Recovery), 374: Scuba (Multilevel Diver-Drift
Diver), 375: Scuba (Deep Diver), 376: Scuba (Night
Diver-Underwater Naturalist), 381: Scuba (Dive
Master 1),382: Scuba (Dive Master m, 383: Scuba
(Professional Association of Diving Instructors In-
structor-Development Course). R once for maxi-
mum of 2 credits per activity.
399 Special Studies: [Topic] (1-2R)
Gymnastic Activities (PEG)
101-198 Gymnastic Activities: [Topic] (1-2R) R
once for maximum of 2 credits per activity. Not
offered 1995-96.
199 Special Studies: [Topic] (1-2R)
201-299 Gymnastic Activities: [Topic] (1-2R)
211: Juggling 1,212: Juggling II, 241: Trampoline
I, 242: Trampoline II. R once for maximum of 2
credits per activity.
301-398 Gymnastic Activities: [Topic] (1-2R) R
once for maximum of 2 credits per activity. Not
offered 1995-96.
399 Special Studies: [Topic] (1-2R)
Individual Activities (PEl)
101-198 Individual Activities: [Topic] (1-2R)
Beginning levels of individual activities. R once
for maximum of 2 credits per activity.
199 Special Studies: [Topic] (1-2R)
201-299 Individual Activities: [Topic] (1-2R)
221: Billiards 1, 222: Billiards II, 231: Bowling 1,
232: Bowling II, 241: Golf 1, 242: Golf II, 243: Golf
III, 251: Ice Skating 1, 252: Ice Skating II. R once
for maximum of 2 credits per activity.
301-398 Individual Activities: [Topic] (1-2R)
341: Golf Tour. R once for maximum of 2 credits
per activity.
399 Special Studies: [Topic] (1-2R)
Intercollegiate Athletics (PEIA)
101-198 Intercollegiate Athletics: [Topic]
(1-2R) Beginning levels of intercollegiate athletic
activities. R once for maximum of 2 credits per
activity.
199 Special Studies: [Topic] (1-2R)
201-299 Intercollegiate Athletics: [Topic]
(1-2R) Intermediate levels of intercollegiate ath-
1etic activities. R once for maximum of 2 credits
per activity.
301-398 Intercollegiate Athletics: [Topic]
(1-2R) 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: Foot-
ball (Men's Rules). R once for maximum of 2
credits per activity.
399 Special Studies: [Topic] (1-2R)
Martial Arts (PEMA)
101-198 Martial Arts: [Topic] (1-2R) 115: Self-
Defense, 121: Aikido 1, 122: Aikido II, 123: Aikido
III. R once for maximum of 2 credits per activity.
199 Special Studies: [Topic] (1-2R)
201-299 Martial Arts: [Topic] (1-2R) 211:
Fencing I, 212: Fencing II, 221: Karate 1, 222:
Karate II, 223: Karate III, 224: Karate N, 231: Bo-
Quarterstaff 1, 232: Bo-QuarterstaffII, 241: Judo 1,
242: Judo II, 251: Tae Kwon Do I, 252: Tae Kwon
Do II, 253: Tae Kwon Do III. R once for maxi-
mum of 2 credits per activity.
301-398 Martial Arts: [Topic] (1-2R) Advanced
levels of martial arts activities. R once for maxi-
mum of 2 credits per activity
399 Special Studies: [Topic] (1-2R)
Multisport Activities (PEMS)
101-198 Multisport Activities: [Topic] (1-2R)
111: Conditioning 1, 112: Conditioning II, 113:
Conditioning III. R once for maximum of 2 cred-
its per activity.
199 Special Studies: [Topic] (1-2R)
201-299 Multisport Activities: [Topic] (1-2R)
201: Personal Fitness. R once for maximum of 2
credits per activity.
SUBSTANCE ABUSE PREVENTION PROGRAM 187':
301-398 Multisport
Activities: [Topic] (1-
2R) 341: Triathlon I. R
once for maximum of 2
credits per activity.
399 Special Studies:
[Topic] (1-2R)
Outdoor
Pursuits-Land
(PEOL)
101-198 Outdoor
Pursuits-Land:
[Topic]
(1-2R) R once for
maximum of 2 credits
per activity.
199 Special Studies:
[Topic] (1-2R)
201-299 Outdoor
Pursuits-Land:
[Topic]
(1-2R) 241: Mountain
Bike I, 242: Mountain
Bike II, 251: Rock
Climbing 1,255: Intro-
duction to Sport Climbing, 261: Cross-Country
Skiing I, 271: Alpine Skiing I, 272: Alpine Skiing
II, 273: Alpine Skiing III, 274: Ski Racing, 280:
Snowboarding 1, 281: Snowboarding II, 282:
Snowboarding III, 285: Wilderness Survival, 286:
Backpacking Preparation, 287: Ice Climbing
Preparation, 288: Mountaineering Preparation,
289: Glacier School Preparation, 290: Mountain
Rescue Preparation, 292: Snow Camping Prepa-
ration, 294: Ski Touring Preparation. R once for
maximum of 2 credits per activity.
301-398 Outdoor Pursuits-Land: [Topic]
(1-2R) 351: Backpacking Outing 1, 352: Back-
packing Outing II, 353: Canyoneering Outing,
361: Mountaineering Outing I, 363: Ice Climbing
I, 364: Mountain Rescue Outing, 365: Glacier
School, 371: Snow Camping Outing 1, 381: Ski
Touring Outing I. R once for maximum of 2 cred-
its per activity.
399 Special Studies: [Topic] (1-2R)
451 Adventure Education (3) Graded only. Fo-
cuses on principles and practices of adventure
education using experiential education methods.
How to facilitate outdoor adventure experiences.
Prereq: PEOL 285. •
453 Environmental Education (3) Graded
only. Introduces students to the natural history
of the area. Emphasizes how to teach effectively
in the outdoor environment. Prereq: PEOL 285.
455 Principles of Outdoor Leadership (4)
Graded only. Preparation for organizing, ad-
ministering, and leading safe and environmen-
tally responsible outdoor pursuits programs.
Prereq: PEOL 285, 286, 351.
493 First Aid in Outdoor Emergencies (3)
Meets special needs of hikers, climbers, skiers,
and others who spend time away from profes-
sional assistance and medical facilities.
Outdoor Pursuits-Water (PEOW)
101-198 Outdoor Pursuits-Water: [Topic]
(1-2R) Beginning levels of outdoor pursuits-
water activities. R once for maximum of 2 credits
per activity.
199 Special Studies: [Topic] (1-2R)
201-299 Outdoor Pur-
suits-Water: [Topic]
(1-2R) 205: Fly Fishing
I, 206: Fly Fishing II,
207: Fly Tying, 211:
Sailing 1, 212: Sailing II;
213: Sailing III, 221:
Windsurfing 1, 222:
Windsurfing II, 223:
Windsurfing III, 231:
White-Water Rafting 1,
232: White-Water Raft-
ing II, 233: White-Wa-
ter Rafting III, 242:
Swift-Water Canoeing,
243: White-Water Ca-
noe, 261: Kayaking I,
262: Kayaking II, 263:
Kayaking III. R once for
maximum of 2 credits
per activity.
301-398 Outdoor Pur-
suits-Water: [Topic]
(1-2R) 361: River Res-
cue Techniques. R once
for maximum of 2 cred-
its per activity.
399 Special Studies: [Topic] (1-2R)
Physical Education Professional
Experience (PEPE)
199 Special Studies: [Topic] (1-2R)
241 First Aid-Cardiopulmonary Resuscitation
(American Red Cross) (2R) Provides certified
training, knowledge, and skills needed in an
emergency to sustain life and provide care until
professional help arrives. Certification optional.
294 Physical Fitness (2) Basic skills and knowl-
edge of weight training, aerobics, aqua aerobics,
and conditioning.
399 Special Studies: [Topic] (1-2R)
408 Workshop: [Topic] (1-5R) Professional top-
ics in physical education.
409 Practicum: [Topic] (1-6R) Practical experi-
ences in aerobics, aquatics, gymnastics, indi-
vidual activities, martial arts, multisports, out-
door pursuits, racquet sports, running, team
sports, weight training, and yoga.
Racquet Sports (PERS)
101-198 Racquet Sports: [Topic] (1-2R) Begin-
ning levels of racquet sport activities. R once for
maximum of 2 credits per activity.
199 Special Studies: [Topic] (1-2R)
201-299 Racquet Sports: [Topic] (1-2R) 211:
Table Tennis 1,212: Table Tennis II, 231: Badmin-
ton 1,232: Badminton II, 233: Badminton III, 241:
Racquetball 1, 242: Racquetball II, 243: Racquet-
ball III, 271: Tennis I, 272: Tennis II, 273: Tennis
III. R once for maximum of 2 credits per activity.
301-398 Racquet Sports: [Topic] (1-2R) Ad-
vanced levels of racquet sport activities. R once
for maximum of 2 credits per activity.
399 Special Studies: [Topic] (1-2R)
Running (PERU)
101-198 Running: [Topic] (1-2R) 111: Walking
Fitness 1, 113: Race Walking, 131: Jogging-
Running. R once for maximum of 2 credits per
activity.
199 Special Studies: [Topic] (1-2R)
201-299 Running: [Topic] (1-2R) 231: 10K Road
Running. R once for maximum of 2 credits per
activity.
301-398 Running: [Topic] (1-2R) R once for
maximum of 2 credits per activity.
399 Special Studies: [Topic] (1-2R)
Team Sports (PETS)
101-198 Team Sports: [Topic] (1-2R) Beginning
levels of team sport activities. R once for maxi-
mum of 2 credits per activity.
199 Special Studies: [Topic] (1-2R)
201-299 Team Sports: [Topic] (1-2R) 210: Rec-
reational Softball, 211: Softball 1, 212: Softball II,
213: Softball III, 231: Volleyball I, 232: Volleyball
II, 233: Volleyball III, 241: Basketball 1,242: Bas-
ketball II, 243: Basketball III, 252: Ultimate
Frisbee I, 253: Ultimate Frisbee II, 261: Soccer I,
262: Soccer II, 263: Soccer III, 264: Indoor Soccer
I, 265: Indoor Soccer II. R once for maximum of 2
credits per activity.
301-398 Team Sports: [Topic] (1-2R) Advanced
levels of team sport activities. R once for maxi-
mum of 2 credits per activity.
399 Special Studies: [Topic] (1-2R)
Weight Training (PEW)
101-198 Weight Training: [Topic] (1-2R)
Beginning levels of weight training activities. R
once for maximum of 2 credits per activity.
199 Special Studies: [Topic] (1-2R)
201-299 Weight Training: [Topic] (1-2R) 211:
Weight Training 1,212: Weight Training II, 221:
Circuit Weight Training I. R once for maximum
of 2 credits per activity.
301-398 Weight Training: [Topic] (1-2R) 321:
Body Building 1,323: Body Building III, 331:
Sports Conditioning, 341: Strength Training. R
once for maximum of 2 credits per activity.
399 Special Studies: [Topic] (1-2R)
Yoga Courses (PEY)
101-198 Yoga Training: [Topic] (1-2R) 101:
Meditation I, 102: Meditation II, 131: Tai Chi I,
132: Tai Chi II. R once for maximum of 2 credits
per activity.
199 Special Studies: [Topic] (1-2R)
201-299 Yoga Training: [Topic] (1-2R) 211:
Hatha Yoga 1, 212: Hatha Yoga II, 231: Kundalini
Yoga 1, 232: Kundalini Yoga II. R once for maxi-
mum of 2 credits per activity.
301-398 Yoga Training: [Topic] (1-2R) Ad-
vanced levels of yoga activities. R once for maxi-
mum of 2 credits per activity.
399 Special Studies: [Topic] (1-2R)
SUBSTANCE ABUSE
PREVENTION PROGRAM
The UO Substance Abuse Prevention Program
offers a series of courses, conferences, work-
shops, and practicum experiences in the preven-
tion of substance abuse. For more information
call Director Richard G. Schlaadt or Program Co-
ordinator Miki Mace at (503) 346-3397.
188
189
School of
Architecture
and Allied Arts
105 Lawrence Hall
Telephone (503) 346-3631
Robert Z. Melnick, Interim Dean
ABOUT THE SCHOOL
The School of Architecture and Al-
lied Arts offers professional educa-
tion in architecture, interior archi-
tecture, landscape architecture, and
community planning and public
policy as well as opportunities for
study in the history, theory, admin-
istration, and practice of the visual
arts. Approximately 9 percent of the
students on the Eugene campus are
enrolled in the school's architec-
ture; art history; fine and applied
arts; landscape architecture; and
planning, public policy and man-
agement departments and in pro-
grams in arts and administration,
historic preservation, and interior
architecture. A program in recre-
ation, tourism management, and
design is being planned.
A special aspect of the school is the
extensive involvement of students
in studio settings in the arts and in
environmental design. This oppor-
tunity promotes the direct explora-
tion of ideas and development of
speculative thinking through visual
means. The school also has a long
tradition of expecting independent
student initiative and responsibility
in seeking a significant university
education.
Admission, major requirements, and
course offerings are described in de-
tail in the departmental sections that
follow. Freshmen and transfer stu-
dents must meet University of
Oregon requirements for admission
to the School of Architecture 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.
Undeclared 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 de-
mand. Nonmajors should consult
the UO Schedule olClasses issued
each term and inquire at the offices
of departments offering the courses
in which they want to enroll.
All departments offer studies lead-
ing to graduate degrees. Specific
information about these programs
is found under departmental head-
ings and in the Graduate School
section of this bulletin.
The school is a member of the
Cascadia Alliance, a group of
schools of environmental design in
the Cascadia Region of the Pacific
Northwest that meet to develop
joint programs and share special-
ized educational resources. Other
members of the alliance include the
Universities of British Columbia
and Washington and Portland State
University. The alliance publishes
Cascadia Forum, which addresses
important regional issues in envi-
ronmental design.
FACILITIES
The School of Architecture and Al-
lied Arts is housed principally in
Lawrence Hall and Pacific Hall. Fa-
cilities include a branch of the UO
Library, administrative and depart-
mental offices, and most of the fac-
ulty offices and studio spaces. The
north site, located north of the Mill-
race, is an eight-building complex
containing faculty offices, advanced
studios in the arts, and environ-
mental design research laboratories
and workshops. Planning, public
policy and management is located
in Hendricks Hall.
The Urban Architecture Center in
Portland is maintained for students
who participate in that program.
Pallazzio Pio is the home of the De-
partment of Architecture's summer
program in Rome.
For studio courses, the school pro-
vides desks, easels, and other major
equipment not normally available
to individuals. Students supply
their own instruments and course
materials. Student work may be-
come the property of the school
unless other arrangements are
approved by the instructor.
RESEARCH,
SCHOLARSHIP, AND
CREATIVE WORK
The diversity of programs in the
school leads to a similarly wide
range of scholarly activity and cre-
ative endeavor on the part of its
faculty. Those teaching in the envi-
ronmental design and planning
fields are encouraged to be active in
professional practices, to engage in
design competitions, and to de-
velop theoretical studies. Faculty
members in the arts participate in
invited gallery shows and exhibi-
tions at regional and national lev-
els. Scholarly work in art history,
arts administration, planning, and
public affairs has produced
significant publications and en-
hanced human understanding in
those fields. Research and creative
work bring together people in dif-
ferent disciplines of the school.
They also provide links with schol-
ars elsewhere at the university and
in the local community.
Faculty members in the school par-
ticipate in a number of interdiscipli-
nary research centers and institutes
including the Solar Energy Center,
the Center for Housing Innovation,
the Center for Asian and Pacific
Studies, the Community Planning
Workshop, the Institute for a Sus-
tainable Environment, the Institute
for Community Arts Studies, and
the Institute of Recreation Research
and Service.
The following topics illustrate the
breadth of research currently en-
gaged in by faculty members:
Analysis of aesthetic perception of
forest landscapes by recreational
groups and related forest-manage-
ment needs and requirements
Climate-responsive and energy-
conscious design principles, passive
heating and cooling, daylighting,
solar and wind energy research
Community economic development
and diversification studies
Development and significance of
community-based arts programs
Development of geographic infor-
mation-system software with land
190 SCH()OL.OfAll.ClDTECTUll.EANDALLIED All.TS
use planning, computer-modeling capabilities
Evolution of Mayan architecture and
urbanization
Housing design and construction methods for
high-quality, affordable housing
Investigations of federal, state, and local cultural
policies in art
Italian-velvet weaving traditions and applications
for computer-driven contemporary looms
Japanese folk architecture and its lessons for con-
temporary design
Microcomputer programs for teaching art and
design
Nomadic art traditions of the Scytho-Siberians
Planning and policy formation for rural commu-
nities faced with declining resources and com-
munity change
Production of large-format papers to create ar-
chitecturally scaled forms and prints
Rural and cultural landscape preservation
Settlement patterns of Oregon's Willamette Valley
Studies in Chinese art history
Studies in planting design and theory
Studies in visual continuity, motion graphics, and
sequential imagery in film
Studies in 20th-century building materials, 1900-
1950
Studies of the development of Constructivist
painting and sculpture in Europe in the 1920s
Theoretical principles of spatial composition and
ordering in architecture
User-assisted design methodologies and
processes including pattern languages
Visual inquiry as a basic mode of human
understanding
Office of Research and
Development
125 Lawrence Hall
Telephone (503) 346-3697
Karen J. Johnson, Director
The Office of Research and Development serves
as a center for external relations, alumni contact,
and fundraising for school programs and activi-
ties. It assists faculty members and graduate stu-
dents in identifying funding sources and writing
grant proposals. A bulletin of grant opportunities
is published twice a year, as is the School of Ar-
chitecture and Allied Arts newsletter, Review.
The school is a member of the Architectural Re-
search Centers Consortium (ARCC), which was
organized by United States architectural and
planning schools to arrange contracts for re-
search by member schools and to furnish re-
search and advisory services to governmental
agencies and others. ARCC is, in turn, a member
of the National Institute of Building Sciences and
the International Council for Building Research
Studies and Documentation. The school is thus
able to participate regionally in research and re-
lated activities while obtaining up-to-date re-
search and technological information from a
broader community.
Regional Daylighting Center. The Daylighting
Network of North America has designated the
University of Oregon one of fifteen centers for
daylighting research because of significant re-
search by its faculty in the areas of energy-
conscious design and analysis.
Energy Studies in Buildings Laboratory. The
laboratory's facilities include a computer simula-
tion laboratory, artificial sky, and boundary-layer
wind tunnel. Research projects seek to under-
stand the way buildings and their related trans-
portation and land use systems determine energy
use; develop new materials, components, assem-
blies, whole buildings, and communities with
improved performance; and develop new com-
puter software design tools that enable profes-
sionals to design more efficient communities and
buildings. Laboratory members conduct a
design-assistance program for architects, spon-
sored by utilities, which uses the artificial sky and
computer simulations to recommend proposed
building design changes.
Computer Graphics Studies. Various depart-
ments 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 representation of complex information. The
architecture, fine and applied arts, and landscape
architecture departments have been especially
active in developing a schoolwide computer
graphics program. The Computer Graphics
Laboratory is located in 281 Lawrence Hall. Re-
lated instructional and research laboratories are
housed in Pacific Hall and the north-site
complex.
Center for Housing Innovation
260 Onyx Bridge
Telephone (503) 346-4064
Donald B. Comer, Director
The Center for Housing Innovation is a non-
profit, multidisciplinary research center offering
expertise in the design, construction, and manu-
facture of housing in North America. Issues
range from the development of energy-efficient
housing to the innovative use of wood products.
For more information see the Research Insti-
tutes and Centers section of this bulletin.
Institute for a Sustainable
Environment
130 Hendricks Hall
Telephone (503) 346-0675
John H. Baldwin, Director
The Institute for a Sustainable Environment ex-
plores issues related to the long-term
sustainability of the earth's major environmental
systems. The institute's programs draw from the
natural sciences, social sciences, humanities, and
professional fields to foster applied cross-disci-
plinary environmental research, education, and
public service. The institute offers students and
members of the faculty and staff many opportuni-
ties for employment and program participation.
Institute for Community Arts
Studies
251E Lawrence Hall
Telephone (503) 346-3639
Linda F. Ettinger, Director
In 1965 a founding gift from Lila A. Wallace es-
tablished the Institute for Community Arts Stud-
ies as a research and public service orga~ization
in the School of Architecture and Allied Arts. The
institute renewed its focus in 1995 in collabora-
tion with the newly formed arts management
master's degree in the Arts and Administration
Program. The goal of the institute continues to
be the promotion and implementation of re-
search, professional education, and community
service programs that cultivate a public under-
standing of the arts in a broad context. The insti-
tute draws its participating faculty from the Arts
and Administration Program and its associates
from UO museums and the School of Music.
Institute of Recreation Research
and Service
The Institute of Recreation Research and Service
promotes scholarly endeavors and community
service by coordinating the diverse human, fiscal,
and physical resources of the Leisure Studies and
Services Program. The institute encourages basic
and applied research on the phenomenon of lei-
sure and the delivery of programs and services
that enhance opportunities in recreation and
tourism. It publishes technical and research
reports and monographs on topics in leisure, rec-
reation, and tourism, and it contributes to com-
munity service through demonstration projects,
referrals to consultants, and information dis-
semination.
ARCHITECTURE AND ALLIED
ARTS COURSES (AAA)
Schoolwide AAA courses are common to all the
disciplines of the school and are taught by quali-
fied faculty members from any of the school's
departments. They are described only in this sec-
tion of the bulletin.
180 Introduction to Visual Inquiry I (3) Studio
seminar increases awareness of the meaning and
value of visual experience. Basic visualization
processes; giving form to ideas and perceptions;
reflecting on their meaning.
181 Introduction to Visual Inquiry II (3) Explo-
ration of drawing and thinking skills as applied
to a number of subject areas. Study of graphic
systems used by artists and designers.
196 Field Studies: [Topic] (1-2R)
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-21R)
405 Reading and Conference: [Topic] (1-21R)
406 Special Problems: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R)
408/508 Workshop: [Topic] (1-21R)
409 Supervised Tutoring (1-21R)
410/510 Experimental Course: [Topic] (1-5R)
440/540 Criticism in Art and Design (4) Pre-
sents theories, principles, and methods of art
criticism. Faculty members from art history, fine
and applied arts, architecture, and arts and ad-
ministration analyze issues of criticism from vari-
ous disciplinary perspectives.
605 Reading and Conference: [Topic] (1-16R)
606 Special Problems: [Topic] (1-16R)
608 Workshop: [Topic] (1-16R)
ARCHITECTtJRE 191
ARCHITECTURE
210 Lawrence Hall
Telephone (503) 346-3656
Michael D. Utsey, Department Head
FACULTY
Jill E. Bambury, assistant professor (spatial ordering,
contemporary theory, design); B.A, 1978,
Dalhousie; B.Arch., 1982, Technical University of
Nova Scotia; M.Ph., 1988, Cambridge; member,
Royal Architectural Institute of Canada. (1993)
G. Z. Brown, professor (design, environmental con-
trol systems, effect of energy and material
conservation on architectural form). B.A, 1964,
M.A., 1966, Michigan State; M.B.A., 1971, Akron;
M.Arch, 1974, Yale; reg. architect, Oregon;
member, American Institute of Architects. (1977)
Virginia Cartwright, associate professor (design, en-
Vlronmental control systems, architectural day-
lighting). AB., 1975, California, Berkeley; M.Arch.,
1981, Oregon. (1986)
John Cava, adjunct assistant professor (design, his-
tory, theory). B.Arch., 1979, Oregon; M.Arch., 1987,
Columbia; reg. architect, Oregon; member, Ameri-
can Institute of Architects. (1988)
Brad Cloepfil, adjunct assistant professor (design, ma-
terials and methods). B.Arch., 1980, Oregon; M.Arch.,
1985, Columbia; reg. architect, New York. (1988)
Donald B. Corner, associate professor (design, con-
struction systems, housing production); director,
Center for Housing Innovation. B.A, 1970,
Dartmouth; M.Arch., 1974, California, Berkeley;
reg. architect, Massachusetts. (1979)
Howard Davis, professor (design, housing, vernacu-
lar architecture and urban districts). B.S., 1968,
Cooper Union; M.S., 1970, Northwestern; M.Arch.,
1974, California, Berkeley. (1986)
Lynne Dearborn-Karan, adjunct assistant professor
(design, social and behavioral factors in housing,
vernacular housing). B.A, 1983, B.Arch., 1983,
Rensselaer; M.Arch., 1994, Oregon; reg. architect,
Maine, Oregon; NCARB certificate; member,
American Institute of Architects. (1991)
Stephen F. Duff, assistant professor (structures, tim-
ber design, design-build). B.A., 1985, Washington
(Seattle); M.Arch., 1988, M.S., 1993, Ph.D., 1994,
California, Berkeley. (1994)
Richard F. Garfield, adjunct associate professor (de-
sign, professional context, construction). B.A, 1964,
M.Arch., 1967, Pennsylvania; reg. architect, Arizona,
California, Massachusetts, Montana, Oregon, Penn-
sylvania, Washington; NCARB certificate; member,
American Institute of Architects. (1993)
W. Gerald Gast, associate professor (urban design
and process). B.Arch., 1967, M.Arch., 1969, Illinois;
reg. architect, California; member, American Insti-
tute of Architects. (1994)
Donald Genasci, professor (history and theory,
urban design). B.Arch., 1963, Oregon; Dip!. in
Urban Design, 1965, Architecture Association;
M.A, 1974, Essex; reg. architect, NCARB and
England (ARCUK). (1977)
Wilmot G. Gilland, professor (design procedure,
creative process, form-context systems). AB., 1955,
M.F.A, 1960, Princeton; reg. architect, California,
Oregon; fellow, American Institute of Architects.
(1969)
James W. Givens, adjunct assistant professor (de-
sign, design theory and process). B.Arch., 1985,
M.Arch., 1989, Oregon. (1986)
Arthur W. Hawn, professor (design, preservation,
history offurniture). B.A., 1961, M.A., 1964, Wash-
ington State; F.I.D.E.C. membership. (1967)
Daniel M. Herbert, adjunct professor (graphic think-
ing, study drawings). B.F.A., 1951, Colorado; B.S.,
1954, Arch. Eng., Illinois; reg. architect, Oregon;
member emeritus, American Institute of Architects.
(1981)
:;uenn Ho, assistant professor (vernacular building,
spatial ordering, design media). B.A, 1985, Will-
iams; M.Arch., Columbia, 1988. (1993)
Wayne J. Jewett, senior instructor (furniture design
and construction, sculpture). B.S., 1970, M.F.A,
1972, Wisconsin, Madison. (1974)
Lyman T. Johnson, professor (design, behavioral,
technological influences in the proximate environ-
ment). B.A., 1957, M.A., 1959, California, Los
Angeles; F.I.D.E.C. membership. (1966)
Ronald W. Kellett, associate professor (design, media,
deSign process and methods); associate vice provost,
research. B.E.S., 1975, Manitoba; M.Arch., 1979,
Oregon; reg. architect, British Columbia. (1985)
Peter A Keyes, assistant professor (design, housing
research and production, architectural history).
AB., 1978, Harvard; M.Arch., 1983, Columbia; reg.
architect, New York. (1990)
Chris H. Luebkeman, assistant professor (structures,
structural design and systems). B.Eng., 1983,
Vanderbilt; M.S., 1985, Cornell; Dr.Sc., 1991, Swiss
Federal Institute of Technology. (1992)
Donald H. Lutes, adjunct associate professor
(design, architectural practice, urban design).
B.Arch., 1950, Oregon; reg. architect; fellow,
American Institute of Architects. (1989)
Kevin M. Matthews, assistant professor (computer-
mtegrated deSign). B.A, 1983, California, Santa
Cruz; M.Arch., 1988, California, Berkeley. (1989)
GaryW. Moye, associate professor (design, theory,
historical analysis). B.Arch., 1967, Oregon;
M.Arch., 1968, Pennsylvania; reg. architect,
Pennsylvania, New York, Oregon. (1976)
Robert B. Peria, assistant professor (design, technol-
ogy). B.S., 1981, Colorado at Boulder; M.Arch.,
1987, California, Berkeley. (1992)
Donald L. Peting, associate professor (design, struc-
tures, historic preservation and technology); associ-
ate dean, architecture and allied arts. B.Arch., 1962,
Illinois; M.Arch., 1963, California, Berkeley; reg.
architect, Oregon, Washington. (1963)
James A Pettinari, professor (design, historical
analysis, renovation and preservation). B.Arch.,
1966: Minnesota; M.Arch., 1970, Pennsylvania; reg.
architect, Mmnesota; NCARB certificate. (1975)
Guntis Plesums, professor (design, structure
systems, Japanese architecture). B.Arch., 1961,
Minnesota; M.Arch., 1964, Massachusetts Institute
of Technology; reg. architect, Oregon, New York.
On leave 1995-96. (1969)
Otto Poticha, adjunct associate professor (design,
architectural practice, community involvement in
phYSical change). B.S., 1958, Cincinnati; reg. archi-
tect, Indiana, Oregon; NCARB certificate; member,
American Institute of Architects. (1981)
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 1995-96. (1967)
John S. Rowell, adjunct assistant professor (design,
construction). B.S., 1984, British Columbia; M.Arch,
1990, Oregon. (1991)
Charles W. Rusch, professor (microcomputer
applications, visual thinking, behavioral factors).
AB., 1956, Harvard; B.Arch., 1964, M.Arch., 1966,
California, Berkeley. (1978)
William G. Sturges, adjunct assistant professor (de-
sign-build, construction). B.Arch., 1988, Auburn;
M.Arch., 1991, Oregon; reg. architect, California;
NCARB certificate. (1992)
Michelle A Sullivan, adjunct assistant professor (de-
sign, design process and media). B.A., 1986, Rice;
M.Arch., 1993, Oregon; reg. architect, California.
(1993)
Robert L. Thallon, assistant professor (design,
media). B.A, 1966, California, Berkeley; M.Arch.,
1973, Oregon; reg. architect, Oregon. (1979)
James T. Tice, associate professor (design, theory).
B.Arch., 1968, M.Arch., 1970, Cornell; reg. archi-
tect, California. (1990)
Glenda Fravel Utsey, associate professor (design,
site-speCific process and skill development, settle-
ment patterns). B.Arch., 1971, M.L.A., 1977,
Oregon. (1981)
Michael D. Utsey, associate professor (design, visual
language, graphic projection). B.Arch., 1967, Texas;
M.Ev.D., 1971, Yale; reg. architect, Oregon. (1967)
Mary C. "Polly" Welch, associate professor (design,
housing policy, applied research). B.A, 1971,
Bennington; M.Arch; 1976, Harvard; reg. architect,
Massachusetts; member, American Institute of Ar-
chitects; member, Environmental Design Research
Association. (1992)
Jenny Young, assistant professor (design, program-
mmg). B.A, 1970, Vassar; M.Arch., 1974, Califor-
nia, Berkeley; reg. architect, Oregon. (1982)
Linda K. Zimmer, assistant professor (design, media,
behavioral factors). B.I.Arch., 1982, Kansas State;
M.I.Arch., 1990, Oregon; NCIDQ certification;
member, Institute of Business Designers. (1990)
Emeriti
GeorgeF. Andrews, professor emeritus. B.S., 1941,
Michigan; reg. architect, Oregon. (1948)
John L. Briscoe, professor emeritus. B.Arch., Eng.,
1950, Oklah?~a State; reg. architect, Oregon;
NCARB certificate; member, American Institute of
Architects. (1953)
StanleyW. Bryan, professor emeritus. B.Arch., 1947,
Washington (Seattle); M.Arch., 1948, Massachu-
setts Institute of Technology; reg. architect, Or-
egon, Washington, California; member, Construc-
tion Specifications Institute. (1955)
Philip H. Dole, professor emeritus. B.Arch., 1949,
Harvard; M.S., 1954, Columbia; reg. architect, New
York. (1956)
Robert R. Ferens, professor emeritus. Cert. Arch.,
1941, B.Arch., 1942, Pratt Institute; M.Arch., 1948,
Massachusetts Institute of Technology; reg. archi-
tect, Nigeria; member, Nigerian Institute of Archi-
tects. (1948)
Philip C. Gilmore, associate professor emeritus.
B.Arch., 1948, M.F.A, 1956, Oregon; reg. architect,
Oregon. (1960)
Wallace Hayden, professor emeritus. B.Arch., 1928,
Oregon; reg. architect, Oregon. (1930)
Rosaria Flores Hodgdon, associate professor
emerita. Arch. Dip!', 1946, University of Naples;
reg. architect, Massachusetts. (1972)
George M. Hodge Jr., professor emeritus. B.S., 1949,
M.S., 1950, Arch. Eng., Illinois; reg. structural engi-
neer, Texas. (1964)
William Kleinsasser, professor emeritus. AB., 1951,
M.F.A, 1956, Princeton; reg. architect,Pennsylva-
nia, New York, Oregon. (1965)
Earl E. Moursund, professor emeritus. B.S., 1949,
Texas; M.Arch., 1951, Cranbrook Academy of Art;
reg. architect, Texas. (1955)
Pasquale M. Piccioni, associate professor emeritus.
B.Arch., 1960, Pennsylvania; reg. architect, Penn-
sylvania. (1968)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon faculty.
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 coun-
try and the world each year. The program in-
cludes the Pietro Belluschi Distinguished Visiting
Professor in Architectural Design and the
Frederick Charles Baker Chair and lectures on
light and lighting in architecture.
THE STUDY OF ARCHITECTURE
Architectural Education. The purpose of study-
ing architecture is to learn how to make physical
changes to our surroundings that enhance the
quality ofthe built environment and our experi-
ence of life. Within this broad purpose, architec-
tural study and practice include the tasks of pro-
viding shelter and environmental protection,
providing appropriate settings for human activi-
ties, creating forms that are aesthetically pleasing
192 SCHOOL OF ARCHITECTURE AND ALLIED ARTS
and supportive of social well-being in the com-
munity and society.
The Department of Architecture includes the In-
terior Architecture Program (see that section of
this bulletin) and maintains close ties with other
departments in the School of Architecture and
Allied Arts. Architecture faculty members believe
that the interdisciplinary cooperation of environ-
mentally concerned fields is important to the
study of architecture and continually seek new
ways to learn from one another.
A central part of architectural education is the
design studio, in which students learn by doing
through experience with the design of buildings.
This mode of learning is demanding, and stu-
dents are expected to be committed and able to
work independently and responsibly toward pro-
gram and course objectives. In the design studio,
continuous evaluation and response are the basic
learning modes.
The department has set high standards for stu-
dent performance. Advanced students often
work together in courses and as collaborators
with faculty members in research investigations
through independent-study courses.
Preparation. Architecture is an inclusive art,
bringing together many different disciplines.
Students should prepare themselves in the
following fields:
1. Social sciences
2. Natural sciences
3. Humanities
4. Fine arts
Students are also encouraged to travel in order to
experience firsthand important landscapes, cities,
buildings, and other elements of the structured
environment.
Careers. Although most students prepare for
professional registration and apprenticeship with
practicing architects, others go into such areas as
building construction, teaching, governmental
agencies concerned with environmental policy,
community and neighborhood planning, urban
planning, and architectural programming.
Internship and Licensure. In the United States,
the title"architect" is legally restricted to individu-
als licensed by each state. Individual state govern-
ments use guidelines established by the National
Council of Architectural Registration Boards
(NCARB) to license architects. 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 with a
registered architect. Some states, including
Oregon, require registration with the Intern De-
velopment Program in preparing for licensure.
Off-Campus Study
Portland Urban Architecture Program. The
department maintains studios, a classroom, and
a library in Portland. These studios focus on ur-
ban topics, as do many of the support courses
offered. Students may elect to spend from one to
three terms in this program. At least one breadth
course is offered each term, and other courses are
available through Portland State University.
Portland Joint Program in Architecture. The
University of Oregon and Portland State Univer-
sity offer a joint professional degree program in
Portland. Through the preprofessional program at
Portland State University and the UO M.Arch.
(Option II) program, students can complete a
four-plus-two professional degree in Portland.
The UO urban architecture studios, the PSU pre-
professional program, and the joint program are
housed in Shattuck Hall on the Portland State
University campus. More information about this
option is available in the department office.
Rome Program. The Department of Architec-
ture's annual summer program in Rome includes
studio and subject-area courses. Walking tours of
Rome and field trips to nearby architectural sites
complement the program. The program is housed
in the historic center of Rome. Students live in
apartments within a fifteen-minute walk of the
facility.
Exchange Programs. Each year a small number
of Oregon students exchange places with stu-
dents in the architecture programs at universities
in Glasgow, Scotland, and Stuttgart, Germany.
Undergraduate students in their third or fourth
year and professional-degree graduate students
who will have a full year of studyremaining after
the exchange year are eligible.
Danish International Studies Program. Each
year approximately ten architecture and several
interior architecture students travel to
Copenhagen to participate in the program. Sum-
mer, fall, and academic-year options are offered.
Credits are automatically transferred, and finan-
cial aid is available.
Registering for Overseas Courses. Students in
University of Oregon overseas study programs en-
roll in courses with subject codes that are unique to
individual programs. Special course numbers are
reserved for overseas study. See Overseas Study in
the Special Studies section of this bulletin.
Summer Architecture Academy. The
department's Summer Architecture Academy of-
fers prospective students a chance to learn about
the discipline in an intensive six-week experience.
Workshops, lectures, demonstrations, and field
trips complement daily studio work.
Information about the Summer Architecture
Academy may be obtained by calling (503) 346-
3656 or by writing to the Summer Architecture
Academy, Department of Architecture, 1206 Uni-
versity of Oregon, Eugene OR 97403-1206.
CURRICULUM FOR THE STUDY
OF ARCHITECTURE
The professional curriculum in architecture has
two principal objectives: (1) the promotion of
broad inquiry into the integrative nature of envi-
ronmental issues and design and (2) a detailed
professional education in architectural design.
Graduates of the program in architecture must
have comprehensive skills in the understanding
and design of environments ranging from urban
design to intimate personal space.
Students must meet the curriculum requirements
published in the undergraduate and graduate
bulletin and in the department's Advising Hand-
book, which includes sample programs, grading
policies, an explanation of how students' progress
is monitored through the program, and other ad-
vising information. Each student is assigned to a
faculty adviser and is encouraged to consult that
adviser for more specific information.
Residence Requirements
For transfer students to receive the bachelor of ar-
chitecture (B.Arch.) or master of architecture
(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 485/585, 486/586
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
University Policy. Graduate students should see
the Continuous Enrollment statement in the
Graduate School section of this bulletin. Under-
graduate students should contact the UO admis-
sions office how withdrawal from the university
affects residency status.
Departmental Policy. Both undergraduate and
graduate students may interrupt their courses of
study for various reasons. In order for the depart-
ment to plan for maximum use of resources, stu-
dents should notify the department of any leave of
absence and the expected date of return. Return-
ing students must notify the department at least
one term before their expected date of return in
order to be guaranteed access to design studio
during the academic year of their return. Students
may renew their leave-of-absence status, accumu-
lating 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. Students wanting to return after a
three-year period must reapply for admission to
the program. Graduate students wanting a leave
of absence must submit both a Graduate School
leave-of-absence form and a Department of Ar-
chitecture form. Both forms are available in the
architecture department office. Undergraduate
students must submit a department leave-of-
absence form; they must also submit a
reenrollment card to the Office of the Registrar.
Accreditation
Both the bachelor of architecture (BArch.) and
the master of architecture (M.Arch. first profes-
sional degree Options II and III) programs are
accredited by the National Architectural Accred-
iting Board (NAAB).
Most states require that an individual intending
to become an architect hold an accredited de-
gree. Two types of degrees are accredited by the
NAAB: (1) the bachelor of architecture, which
requires a minimum of five years of study, and
(2) the master of architecture, which requires a
minimum of three years of study following an
unrelated bachelor's degree or two years follow-
ing a related preprofeSSional bachelor's degree.
These professional degrees are structured to edu-
cate those who aspire to registration and licen-
sure as architects.
The four-year preprofessional degree, where of-
fered, is not accredited by NAAB. The preprofes-
sional degree is useful for those wanting a foun-
dation in the field of architecture, as preparation
for either continued education in a professional
degree program, or for employment options in
areas related to architecture.
ARCHITECTURE 193
UNDERGRADUATE STUDIES
The undergraduate five -year professional degree
program leads to a bachelor of architecture
(B.Arch.) degree. It is highly structured the first
two years and more flexible the last three. This
flexibility allows each student to establish a study
sequence according to individual interests and
needs and to take advantage of the diverse op-
portunities of the profession. Transfer students
should be aware that an accelerated program is
normally possible only for students who transfer
from an accredited architecture program.
Prospective applicants who have a prior four-
year undergraduate degree in any field must ap-
ply to the graduate program (see Graduate Ad-
mission below). Undergraduate programs include
the bachelor of architecture program and a minor
in architecture.
Bachelor of Architecture: 231 credits
In addition to the professional curriculum listed
below, the bachelor's degree program includes
requirements for a liberal education. Besides the
university general-education requirements for
professional-school majors, students must com-
plete upper-division course work outside the ma-
jor as part of the general-elective requirement.
University General-Education Requirements:
42 credits. Group requirements in arts and let-
ters, social science, and science (36 credits); the
multicultural requirement (6 credits); college
composition (6 credits). Architecture majors are
required to take General Physics (PHYS 201,
202), which are science group-satisfying courses.
Major Program Requirements: 189 credits.
See Professional Curriculum section.
Minor Requirements
The Department of Architecture offers a minor in
architecture, subject to the following:
1. Students must complete the department's mi-
nor program application and submit it with the
required academic records to the Department
of Architecture, 210 Lawrence Hall. Applicants
are notified when their applications have been
approved. The application form includes a cur-
riculum work sheet 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 re-
quired courses if space is available after the
needs of majors have been met
3. Enrollment in each minor program is limited. If
the department is unable to accommodate ad-
ditional students, it may suspend admittance 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 courses
taken for letter grades, a P in pass/no pass
courses
Course Requirements 34 credits
Introduction to Architecture (ARCH 201) 4
Design Arts (ARCH 307) 3
Courses in architectural subject areas 12
History of Western Architecture 1,II (ARH 314,
315) and one additional upper-division
architectural history course from the
Department of Art History ... 11
Building skills course 4
Undergraduate Admission
Interest in the program exceeds the capacity of
the department. Approximately equal numbers
of first-year and transfer (including change-of-
major) applicants are admitted to the first year of
the bachelor of architecture program each year. A
smaller number of applicants from other NAAB-
accredited or -recognized feeder programs are
admitted as advanced transfer students. Prospec-
tive students should request application packets
during the fall and prior to application deadlines.
The university deadline for undergraduate appli-
cation to the architecture major program is De-
cember 1 (see Application Deadlines in the Ad-
missions section of this bulletin). The deadline
for completion of the departmental application is
January 1. Applicants must meet both deadlines.
Applications are reviewed and accepted only
once each year. Students receive admission no-
tices by April 1.
The admission review focuses on (1) creative ca-
pability' (2) academic capability, and (3) potential
program contribution through diversity of back-
ground, experience, maturity, or breadth of gen-
eral knowledge. Students are expected to submit
specific materials supporting each of these at-
tributes (academic records, essays, recommenda-
tions, and a portfolio of creative work). Prospec-
tive applicants should write to Architecture
Admissions, Department of Architecture, 1206
University of Oregon, Eugene OR 97403-1206.
Applicants are not required to have course work
in building design but are encouraged to seek a
broad foundation in the visual arts (e.g., draWing,
painting, sculpture, graphic design). Experience
with crafts and construction may also demonstrate
evidence of creative capability.
All accepted applicants must be academically se-
cure. To be considered, first-year applicants must
have grades and scores that meet at least three of
the following four indices:
1. High school grade point average (GPA)-3.00
2. Verbal Scholastic Assessment Test (SAT 1)-530
3. Mathematical SAT 1-520
4. Total SAT 1--1100
In addition, students whose first language is not
English must score at least 575 on the Test of
English as a Foreign Language (TOEFL).
Transfer applicants must have a minimum col-
lege or university grade point average of 2.50 and
meet the other criteria listed above for first-year
applicants.
GRADUATE STUDIES
There are three programs of graduate study in
the Department of Architecture: Options 1, II,
and III. In all three programs, students must take
a minimum of 45 graduate credits, of which 30
must be in the major and 9 must be at the 600
level. These programs do not have a graded-
credit requirement. Additional requirements for
each program are listed below.
The Option I program leads to the master of ar-
chitecture (MArch.) as a postprofessional de-
gree. Applicants must already have a profes-
sional degree in architecture. Students in this
program write a mandatory thesis. The program
can usually be completed in four to six terms.
Approximately five new students are admitted
into the program each year.
The Option II and III programs lead to the
M.Arch. as a first professional degree. The Op-
tion II program, which can usually be completed
in six terms, is for applicants who have a four-
year nonprofessional degree in architecture or a
related design discipline. Students in this pro-
gram complete a mandatory terminal research
project. The Option III program can usually be
completed in ten terms, and applicants must
have a B.S. or B.A. degree. Approximately fifteen
new students are admitted into the Option II
program and thirty-five into the Option III pro-
gram each year.
Professional Degree Program
Requirements
Option III students must complete the 64 credits
of architectural design studio, 80 credits of profes-
sional subject-area courses described in the Pro-
fessional Curriculum section below, and 6 credits
in Seminar (ARCH 507 or 607). A minimum of ten
terms in residence is required for this option.
Option II students must fulfill the professional
curriculum requirements of the Option III pro-
gram but are admitted with advanced standing in
studio and subject-area courses. The extent of this
advanced standing is determined in consultation
with the student's academic adviser before begin-
ning the course of studies. This preliminary evalu-
ation of transfer credit is provisional, pending sat-
isfactory completion of three terms in residence.
Option II students may transfer, up to 36 credits
of design--excluding ARCH 585, 586--and up to
50 credits of subject-area courses. Option II stu-
dents must complete a minimum of six terms and
the following 81 credits in residence:
40 credits in architectural design studios
30 credits in professional subject-area courses
including 9 credits in Seminar (ARCH 507 or
607) and 6 credits in Research (ARCH 601) and
completion of a terminal research project
11 credits in ARCH electives
For more information, see the Study of Architec-
ture section above.
Postprofessional Degree Program
Requirements
The Option I program provides an opportunity
for advanced study and contribution to knowl-
edge within the field through the M.Arch. thesis.
Option I students must complete a minimum of
four terms in residence. Students in this program
are expected to develop an individual research
topic within one of the following areas of faClllty
research:
1. Computer-assisted design
2. Design process and theory
3. Energy-conscious design
4. Environment and behavior
5. Housing
6. Interior components and furniture
7. Lighting, light design, and color
8. Proxemic design and ergonomics
9. Urban design
10. Vernacular architecture
194 SCHOOL OF:ARCHITECTUREAND ALLIED ARTS
".""
The Option I thesis draws on individual research,
professional and general university courses, and
consultation with the student's thesis committee.
For more information about the thesis, see the
Graduate School section of this bulletin.
Graduate Admission
Prospective applicants may request a description
of the graduate program and an application
packet by writing directly to the Admissions
Adviser, Department of Architecture, 1206 Uni-
versity of Oregon, Eugene OR 97403-1206.
Applicants must submit Graduate Record Ex-
aminations (GRE) scores. Students whose first
language is not English must also submit scores
of at least 575 on the Test of English as a Foreign
Language (TOEFL). Applications must be post-
marked by January 1 for applicants to be consid-
ered for admission to the subsequent fall terms,
except for Option III students, who begin the
program during summer session. Notifications of
results are mailed by April 1. The Department of
Architecture typically does not accept late appli-
cations, although it may review some late appli-
cations to the joint program in Portland.
Students enrolled in a graduate program must
attend the university continuously (except sum-
mers) until all program requirements have been
completed, unless a leave of absence has been
approved. For departmental policy regarding
leave of absence, see the Curriculum for the
Study of Architecture section above.
A number of graduate teaching fellowships (GTFs)
are available to particularly well-qualified graduate
students. Applicants with previous architectural
education (Option lor II) may want to request GTF
application forms with their packets. Option III stu-
dents generally qualify for GTF awards in the sec-
ond or third year of their programs.
PROFESSIONAL CURRICULUM
The professional curriculum in architecture is
composed of three elements: architectural design,
architectural subjects, and general electives.
Architectural Design: 64 credits
The architectural design studio and its activities
are the heart and focus of the professional cur-
riculum. The design studio is a social and interac-
tive work place. Students are encouraged and
expected to work cooperatively and to draw upon
the knowledge, skills, and criticism of colleagues.
Through studio projects, students learn to solve
design problems and respond to design situa-
tions with architectural intent, meaning, and
knowledge. Introductory studios emphasize
ideas, skills, and critical thinking fundamental to
the design process. Intermediate studios empha-
size integration of subject-area skills and content
with design. Advanced studios emphasize com-
prehensive integration of subject-area knowl-
edge with design skill.
Design credit can only be earned through parti-
cipation in design studio. Six credits earned in
either Site Planning and Design (LA 489/589) or
Interior Design (lARC 484/584) studios may be
applied to this 64-credit requirement.
Introductory Architectural Design Studios
Introductory Architectural Design I,II (ARCH
181, 182), two-term studio for undergraduate
majors only
Graduate Architectural Design I,II: Option III
(ARCH 681, 682), two-term studio for Option III
graduate students only
Graduate Architectural Design: Option II (ARCH
683), for Option II graduate students only
Intermediate Architectural Design Studios
Intermediate Architectural Design I,ll (ARCH
281, 282), two-term studio for undergraduate
students only
Architectural Design (ARCH 484/584), repeatable
studio for all professional-degree students.
Twenty-four credits required for undergraduate
students. Thirty-six credits required for Option III
graduate students. Eighteen credits required for
Option II students
Advanced Architectural Design Studios
Advanced Architectural Design I,II (ARCH
485/585,486/586), two-term studio for all
professional-degree students
Architectural Subjects: 80 credits
Architectural subject courses introduce and de-
velop theory, knowledge, and skills in architec-
ture and related disciplines. Emphasis is placed
on learning architectural subject areas in a con-
text of design. The content and focus of these
courses is closely coordinated with offerings and
expectations in the architectural design area.
A core curriculum is required for all professional
degree students. Fundamental courses introduce
knowledge, concepts, and skills basic to further
study in several subject areas. Breadth courses
instill competence with knowledge, concepts,
skills, and methodologies representative of a par-
ticular subject area and prepare students for ad-
vanced courses.
Architectural subject courses fall into four subar-
eas: (1) architectural design skills, (2) architec-
tural design content, (3) context of the architec-
tural profession, and (4) architectural history.
Introductory studios have corequisite courses in-
cluding seven technology courses, three design-
arts core courses, and architectural history-four
courses for undergraduates and three courses for
graduate students. In the following list, required
courses are indicated r and breadth courses are
indicated b.
Architectural Design Skills
Architectural design requires proficiency in a
range of skills and techniques. These include de-
sign process skills in techniques of observation,
analysis, synthesis, evaluation, and communica-
tion and design media skills in techniques of
drawing, model making, and computer applica-
tions. Subjects and courses in the architectural
design -skills subarea are:
Design Skills (ARCH 202)
Design Process, Methods, and Research.
Strategies, processes, and techniques for design
and design research. Principles of problem
analysis and definition, information gathering
and organization, concept and form generation,
and evaluation.
Research Methods (ARCH 411/511)
Structural Planning (ARCH 412/512)
Design Synthesis (ARCH 425/525)
Media for Design Development. Theory and
application of visual media for design process.
Principles and skills of diagramming, drawing,
and model making to support design thinking
and communication.
Introduction to Architectural Computer
Graphics (ARCH 222)
Analysis through Recording of Historic
Buildings (ARCH 421/521)
Computer Applications in Architecture
(ARCH 422/522)
b Media for Design Development
(ARCH 423/523)
Advanced Design-Development Media
(ARCH 424/524)
b Descriptive Geometry and Perspective
(ARCH 426/526)
Architectural Design Content
The discipline of architecture is predicated on
integration of knowledge in history, theory, and
application in a range of content areas. Subjects
and courses in this subarea introduce general
knowledge in the field and include courses about
responding to place, human activity support,
spatial ordering, structure, construction, and en-
vironmental control.
Introduction to Architecture (ARCH 201)
History and Theory of Place Response. The
physical, cultural, and ecological context for archi-
tecture. Principles and skills for critical analysis of
specific places and appropriate design responses.
Design Arts (ARCH 307)
b Settlement Patterns (ARCH 431/531)
Settlement Patterns: Japanese Vernacular I,ll
(ARCH 432/532,433/533)
b Vernacular Building (ARCH 434/534)
b Theory of Urban Design I (ARCH436/536)
Theory of Urban Design II (ARCH 437/537)
Climate Analysis for Design (ARCH 438/538)
b Architectural Form and Urban Quality
(ARCH 439/539)
Understanding Landscapes (LA 260)
b Site Analysis (LA 361)
Contemporary American Landscape
(LA 485/585)
History and Theory of Human Activity Sup-
port. Design implications of activities and rela-
tionships implied by the building program and
expressed as the needs and desires of the first
occupants. Principles of deriving design re-
sponses that remain useful over time.
Design Arts (ARCH 307)
b Social and Behavioral Factors in Design
(ARCH 443/543)
b Housing in Society (ARCH 445/545)
Light and Color in the Environment
(ARCH 447/547)
b Architectural Programming (ARCH 449/549)
Furniture and Accessories (lARC 444/544)
Color Theory and Application for the Built
Environment (lARC 447/547)
History and Theory of Spatial Ordering. Prin-
ciples of form and composition in the making of
architectural space. The study of past and present
ARCHITECTURE 195
ideas and principles through which building ele-
ments are given order and meaning.
Design Arts (ARCH 307)
b Spatial Composition and Dynamics
(ARCH 456/556)
b Types and Typology (ARCH 458/558)
History and Theory of Structure. The role of
structural form and behavior in creating safe and
satisfying environments. Methods for selection
and refinement of systems of structure based on
general principles and detailed calculation.
Building Skills (ARCH 270)
r Structural Behavior (ARCH 461/561)
r Wood and Steel Building Systems
(ARCH 462/562)
r Reinforced Concrete Building Systems
(ARCH 463/563)
Advanced Reinforced Concrete Systems
(ARCH 464/564)
Advanced Structures (ARCH 465/565)
High-Rise and Long-Span Systems
(ARCH 466/566)
Structure Systems I,II
(ARCH 467/567,468/568)
Seismic Study (ARCH 469/569)
History and Theory of Construction. Study of
the physical properties and manufacture of
building materials and their behavior in place
over time. Materials and construction processes,
their influence on decisions in design, and their
impact on the form and expression of the built
environment.
Building Skills (ARCH 270)
r Building Enclosure (ARCH 471/571)
Materials and Processes of Construction
(ARCH 472/572)
Design Integration and Communication
(ARCH 473/573)
Preservation and Restoration Technology
(ARCH 474/574)
Preservation Technology: Masonry
(ARCH 475/575)
Design Integration and Communication
Lecture (ARCH 476/576)
Architectural Working Drawings
(ARCH 478/578)
Materials of Interior Design tIl
(IARC 471/571,472/572)
Working Drawings in Interior Architecture
(lARC 473/573)
History and Theory of Environmental Con-
trol. Study of the effects of climate on people and
the need for tempered enclosure and life support
systems in buildings. Systems of heating, cool-
ing, lighting, water and air supply, waste re-
moval, and power as organizational elements in
building design.
Building Skills (ARCH 270)
r Environmental Control Systems I
(ARCH 491/591)
r Environmental Control Systems II
(ARCH 492/592)
Solar Heating (ARCH 493/593)
Passive Cooling (ARCH 494/594)
Daylighting (ARCH 495/595)
Electric Lighting (lARC 492/592)
Context of the Architectural Profession
The discipline and practice of architecture exists
within a broad societal context. Courses in this
area consider professional practice in contexts of
ethics, law, business, and the construction
industry.
Practicum (ARCH 409)
Project Management (ARCH 416/516)
b Context of the Architectural Profession
(ARCH 417/517)
Building Design Regulation (ARCH 418/518)
Context of the Interior Architecture Profes-
sion (lARC 417/517)
Architectural History
The study of architecture and its evolution
through time. Majors are expected to acquire an
overview of architectural history, from prehistory
to the present, augmented with in-depth knowl-
edge of one or more periods.
b Three 400- or 500-level courses in architec-
tural history taught by the Department of Art
History. Undergraduate majors are required
to take History of Western Architecture I or II
(ARH 314 or 315) as an arts and letters
group-satisfying course; if both 314 and 315
are completed, only two 400-level architec-
tural history courses are required
Special Courses
In addition to permanently numbered courses,
generic courses (ARCH 196-199, 401-410, 503,
507,508,510,601-610) may be offered and ap-
proved to satisfy subject or elective credit re-
quirements. Independent study is limited to a
total of 9 credits, selected from Research (ARCH
401,601), Reading and Conference (ARCH 405,
605), and Special Problems (ARCH 406, 606), to
fulfill subject-area requirements.
General Electives: 42 credits
The general-elective component of the
profeSSional curriculum enables undergraduate
majors to study general subjects beyond univer-
sity group requirements. To encourage profes-
sional-degree students to continue liberal studies
beyond introductory courses, B.Arch. students
are required to earn 18 credits of upper-division
general electives in academic subjects outside the
School of Architecture and Allied Arts (exclusive
of activity and performance courses).
ARCHITECTURE COURSES
(ARCH)
181, 182 Introductory Architectural Design I,ll
(6,6) PIN only. Design studio projects and
exercises introducing fundamental concepts and
considerations in environmental design. Teaches
knowledge and skills needed in subsequent stu-
dios and professional course work. Sequence.
Majors only.
196 Field Studies: [Topic] (1-3R)
198 Workshop: [Topic] (1-3R)
199 Special Studies: [Topic] (1-5R)
201 Introduction to Architecture (4) Offers a
structure of principles for making places for
people. Examines places, design procedures, and
the use of architectural principles in general.
Open to nonmajors.
202 Design Skills (3) Introduction to basic de-
sign processes, methods, and media. Coreq:
ARCH 181.
222 Introduction to Architectural Computer
Graphics (4) Introduces basic skills and literacy
with the Macintosh computer for architectural
illustration, drafting, and design.
270 Building Skills (4) Introduction to the rela-
tionships between material properties, structural
principles, construction process, and architectural
form. Emphasizes wood and masonry systems.
281, 282 Intermediate Architectural Design
I,ll (6,6) PIN only. Studio projects for second-
year undergraduates. Integration of issues of
context, activity support, spatial order,
construction, structure, and environmental con-
trol. Emphasis on schematic concept formation
and subsequent architectural development. Se-
quence. Prereq: ARCH 182.
305 Design Technology (3) Knowledge, con-
cepts, and skills fundamental to structure, con-
struction, and environmental control subareas.
Prereq: ARCH 182,201.
307 Design Arts (3) Knowledge, concepts, and
skills fundamental to place response, human ac-
tivity support, and spatial ordering subareas. Pre-
req: ARCH 182, 201.
401 Research: [Topic] (1-6R) Majors only.
403 Thesis (1-9R) PIN only. Majors only.
405 Reading and Conference: [Topic] (1-6R)
Majors only.
406 Special Problems: [Topic] (l-6R) Majors only.
407/507 Seminar: [Topic] (1-6R)
408/508 Workshop: [Topic] (1-6R)
409 Practicum: [Topic] (1-6R) PIN only
410/510 Experimental Course: [Topic] (1-6R)
411/511 Research Methods (3) PIN only. Intro-
duction to research methodologies with special
emphasis on environmental design research.
412/512 Structural Planning (3) Introduction to
structural planning, design, and comprehensive
evaluation of building design through consider-
ation of related disciplines. Study of operations-
research techniques. Prereq: ARCH 461/561,
462/562,463/563.
413/513 Professional Office Experience (3) Su-
pervised work experience at selected professional
firms for majors without comparable experience.
Instructor-led discussion and review sessions.
Written application required. Undergraduate
prereq: ARCH 282; graduate prereq: ARCH 682
or 683, instructor's consent. Cannot be taken
concurrently with studio.
416/516 Project Management (3) Methods and
techniques of project management including
preparation of contract documents, cost estimat-
ing, and construction contract administration.
Undergraduate prereq: ARCH 282.
417/517 Context of the Architectural Profes-
sion (3) Introduction to the professional practice
of architecture and related careers. Examines the
professional, legal, and regulatory environment;
firm organization and management; marketing;
contractual issues; and the construction process.
Undergraduate prereq: ARCH 282.
418/518 Building Design Regulation (3) His-
tory, theory, and practice of the regulatory envi-
ronment of building design. Includes land use,
zoning ordinances, and building codes. Under-
graduate prereq: ARCH 282.
196 SCHOOL OFARCHI':t$~W~EA·
. ..
421/521 Analysis through Recording of His-
toric Buildings (3) Field and laboratory tech-
niques of graphic and written recording and
analysis of buildings. Analysis of historic draw-
ings, photography, and descriptions. Prereq:
ARCH 423/523, 462/562; undergraduate prereq:
ARCH 282; graduate prereq: ARCH 682 or 683.
Open to historic preservation graduate students.
422/522 Computer Applications in Architec-
ture (3) Introduction to computer applications in
architectural design, education, and practice, es-
pecially those related to design process and pre-
sentation. Undergraduate prereq: ARCH 202.
423/523 Media for Design Development:
[Topic] (3R) Instruction in media for design proc-
ess. Techniques for problem and context analysis,
generating concepts, developing form and testing
proposals. Subject emphasis varies with instruc-
tor. Undergraduate prereq: ARCH 202.
424/524 Advanced Design-Development Me-
dia: [Topic] (3R) Advanced instruction in spe-
cific media techniques for architectural analysis
and design. Subject emphasis varies with instruc-
tor. Prereq: ARCH 423/523.
425/525 Design Synthesis (3) A structure of
principles for the design of places for people
(useful, linking, varied, variable, evocative, in-
spiring, and whole). Illustrated lectures, read-
ings, discussions, and projects. Undergraduate
prereq: ARCH 201.
426/526 Descriptive Geometry and Perspec-
tive (3) Proof and application of theorems of de-
scriptive geometry. Orthographic projection, in-
tersections, developments, shades and shadows,
perspective projection. Prereq: ARCH 202.
431/531 Settlement Patterns (3) Settlements
and cities as three-dimensional responses to
physical context, culture, and change. Implica-
tions of ideal models and utopian concepts and
realization of place in the vernacular. Undergrad-
uate prereq: ARCH 307.
432/532,433/533 Settlement Patterns: Japa-
nese Vernacular I,ll (3,3) Japanese concepts of
space and time, aesthetic and symbolic meaning,
origins of form, and village structure. 432/532:
space structuring principles in Japanese houses,
the role of gardens; 433/533: village organization,
principles of place making. Individual projects.
Undergraduate prereq: ARCH 282, 307; graduate
prereq: ARCH 682 or 683.
434/534 Vernacular Building (3) Survey and
theory of everyday houses, public buildings, and
settlements built in cultures worldwide. Empha-
sis on building types, construction, human use,
and building process.
436/536,437/537 Theory of Urban Design tIl
(3,3) Examines the cultural and formal ideas that
underlie American and European urban deSign.
436/536: Ancient Greek to 1700. 437/537: 1700 to
the present. Sequence. Undergraduate prereq:
ARCH 282,307.
438/538 Climate Analysis for Design (3) Lec-
tures and problems in climate analysis related to
buildings and to comfort. Prereq: ARCH 491/591,
492/592.
439/539 Architectural Form and Urban Qual-
ity (3) Critical investigation of architecture as an
aesthetic activity with public responsibility cru-
cial to civilized urban life. Living tradition, inten-
tionality, manners and civility, N following a rule, N
and sense of detail.
4431543 Social and Behavioral Factors in De-
sign (3) Patterns of human interaction with the
physical settings of everyday activities. Applica-
tion of social science paradigms and research to
architectural programs, design, and evaluation
processes. Undergraduate prereq: ARCH 182.
445/545 Housing in Society (3) History, theory,
and practice of housing design with emphasis on
social policy and emerging ideas in the architec-
ture of housing. Undergraduate prereq: ARCH
282; graduate prereq: ARCH 682 or 683.
447/547 Light and Color in the Environment
(3) Understanding and modeling the interaction
of light and body color. Includes the spectral dis-
tribution of light sources and the influence of cli-
mate and context. Prereq: ARCH 423/523.
4491549 Architectural Programming (3) Theory
and methods for uncovering and defining require-
ments for an architectural project including philo-
sophic, sociological, operational, economic, and
contextual issues. Prereq: ARCH 484/584 eligibility.
456/556 Spatial Composition and Dynamics (3)
Architectural space as a means by which people
measure their existence and expand their aware-
ness. Methods for analyzing and generating spa-
tial organization. Undergraduate prereq: ARCH
282, 307; graduate prereq: ARCH 682 or 683.
458/558 Types and Typology (3) Critical intro-
duction to theory of typology that categorizes
urban and architectural forms by formal charac-
teristics and cultural meaning. Lectures cover ba-
sic concepts, historical development, and case
studies. Undergraduate prereq: ARCH 282, 307;
graduate prereq: ARCH 682 or 683.
461/561 Structural Behavior (4) Developing ba-
sic understanding of structural systems or ele-
ments and their implications for architectural
form. Lectures, laboratories, and case studies in-
vestigate structure in historical and contempo-
rary buildings. Undergraduate prereq: ARCH
305, PHYS 201, 202.
462/562 Wood and Steel Building Systems (4)
Historical development of materials. Analyzes
elements, connections, and systems of wood and
steel structures from the perspective of construc-
tion process, spatial and structural design. Pre-
req: ARCH 461/561.
4631563 Reinforced Concrete Building Sys-
tems (4) Historical development of material.
Lectures and laboratories investigate the con-
struction process, structural behavior, and design
of element and framing systems. Emphasizes
material's influence on spatial design. Prereq:
ARCH 462/562.
464/564 Advanced Reinforced Concrete Sys-
tems (4) Development of theory and design of
reinforced and prestressed concrete framing sys-
tems. Selection of appropriate systems for build-
ings and infrastructure. Prereq: ARCH 463/563.
465/565 Advanced Structures (4) Development
of advanced analysis, design, and planning of
composite horizontal and vertical structural sys-
tems for buildings and infrastructure. Prereq:
ARCH 463/563.
466/566 High-Rise and Long-Span Systems
(4) Development of advanced analysis, design,
and planning of high-rise and long-span sys-
tems. Prereq: ARCH 463/563.
467/567,468/568 Structure Systems I,ll (3,3)
Behavior and influence of structure systems in
architecture. Nonmathematical, creative explora-
tion of structural concepts through model con-
struction and observation of natural and built ex-
amples. 467/567: cable, tent, pneumatic, arched,
folded-surface, and shell systems. 468/568: truss
systems and bending-resistant and vertical struc-
tures. Prereq: ARCH 461/561.
469/569 Seismic Study (3) Interaction of earth-
quakes and buildings, how loads are applied and
distributed through a structure, influence of
building configuration on response to earth-
quake loads. Prereq: ARCH 463/563.
4711571 Building Enclosure (4) Selection, de-
sign, detailing, and performance evaluation of
building envelopes: wood, metals, glass, con-
crete, and masonry veneers and roofing. Prereq:
ARCH 463/563.
4721572 Materials and Processes of Construc-
tion (3) Building materials and processes. Influ-
ence of construction on design decisions; historic
and contemporary examples; properties of mate-
rials. Prereq: ARCH 471/571.
473/573 Design Integration and Communica-
tion (3) PIN only. Detailed analysis and descrip-
tion of an existing building of architectural sig-
nificance, the building architect, and affiliated
school of building. Production of a comprehen-
sive set of working drawings describing the
building. Prereq: ARCH 282; coreq: ARCH
476/576.
474/574 Preservation and Restoration Tech-
nology (3) Materials, structure systems, build-
ings, and elements produced by historical tech-
nologies and tools studied in terms of their
evolution; chronological and stylistic context; de-
terioration and repair.
475/575 Preservation Technology: Masonry (3)
History and preservation of traditional masonry
construction. Emphasis on the 19th and early
20th centuries.
476/576 Design Integration and Communica-
tion Lecture (2) PIN only. Study of the works of
a significant architect, relating them to common
themes and issues. Coreq: ARCH 473/573.
478/578 Architectural Working Drawings (4)
Information required for communication of con-
struction processes. Methods and techniques of
working drawings. Undergraduate prereq: ARCH
282; ARCH 471/571,472/572 recommended.
480/580 Supervised Design Teaching (1-3R)
Supervised assistance with desk critiques and
tasks related to studio teaching. Written applica-
tion required. Undergraduate prereq: ARCH 282;
graduate prereq: ARCH 682 or 683, instructor's
consent. R for maximum of 3 credits.
484/584 Architectural Design (6R) PIN only.
Design projects requiring comprehensive and
integrative study over a wide range of project op-
tions. Individual criticism, group discussions, lec-
tures and seminars by visiting specialists, public
review of projects. Undergraduate prereq: ARCH
282; graduate prereq: ARCH 682 or 683.
485/585, 486/586 Advanced Architectural De-
sign I,II (8,8) PIN only. In-depth work on com-
plex design projects and design development be-
yond that normally possible in intermediate
studios. Sequence. Undergraduate prereq: 24
credits in ARCH 484; graduate prereq: 36 credits
in ARCH 584.
491/591,492/592 Environmental Control Sys-
tems I,ll (4,4) Influence of energy source, cli-
mate, heating, cooling, lighting, acoustics, and
water and waste systems on design of buildings
and sites. 491/591: architectural and mechanical
means to manipulate thermal environment.
492/592: implications of lighting, acoustics, and
water and waste for architectural design. Se-
quence. Open to nonmajors.
493/593 Solar Heating (3) A continuation of so-
lar energy topics from 491/591, 492/592 with ad-
vanced calculation procedures. Design implica-
tions and performance predictions for passive
approaches to solar heating. Prereq: ARCH
491/591, 492/592, instructor's consent.
494/594 Passive Cooling (3) Passive or natural
cooling for buildings emphasizing design impli-
cations. Theory, application, and special prob-
lems in ventilation and storage mass, radiation,
evaporation, earth contact, and shading. Prereq:
ARCH 491/591, 492/592, instructor's consent.
495/595 Daylighting (3) Daylighting as an ele-
ment of architectural design. Emphasis on mod-
els and photography to study behavior of light.
Case studies and prediction techniques. Prereq:
ARCH 491/591, 492/592, instructor's consent.
503 Thesis (1-9R) PIN only
601 Research: [Topic] (1-6R) PIN only
602 Supervised College Teaching (1-6R)
PIN only
605 Reading and Conference: [Topic] (1-6R)
606 Special Problems: [Topic] (1-6R)
607 Seminar: [Topic] (1-6R)
608 Workshop: [Topic] (1-6R)
609 Practicum: [Topic] (1-6R)
610 Experimental Course: [Topic] (1-6R)
611 Graduate Design Process (3) Foundation
knowledge, concepts, and skills fundamental to
design process and media subject areas.
612 Graduate Design Technology (3) Founda-
tion knowledge, concepts, and skills fundamen-
tal to structure, construction, and environmental
control subject areas.
613 Graduate Design Arts (3) Foundation
knowledge and concepts fundamental to place
response, human activity support, and spatial
ordering subject areas.
619 Terminal Project (1-9R) PIN only
681,682 Graduate Architectural Design I,ll:
Option III (6,6) PIN only. Design projects and
exercises intended to familiarize the student with
fundamental concepts of environmental design.
Emphasis on developing graphic skills and the
capability for visual thinking essential to ad-
vanced studios. Sequence.
683 Graduate Architectural Design: Option II
(6R) PIN only. Design to expand perception and
response to issues in architectural design. Design
as exploration of fundamental theoretical ideas.
Studio projects require comprehensiveness and
integrative study.
ART HISTORY
237C Lawrence Hall
Telephone (503) 346-3675
Kathleen D. Nicholson, Department Head
FACULTY
Alfred Acres, assistant professor (Renaissance and
baroque art). B.A., 1984, Michigan; M.A., 1986,
Ph.D" 1992, Pennsylvania. (1992)
Cynthea J. Bogel, assistant professor (Asian art).
B.A., 1980, Smith; AM., 1986, Ph.D., 1995, Harvard.
(1992)
Mary-Lyon Dolezal, assistant professor (medieval,
Byzantine art). AB., 1977, Oberlin; M.A., 1979,
Ph.D., 1991, Chicago. (1990)
Jeffrey M. Hurwit, professor (ancient art, Greek and
Roman archaeology). AB., M.A, 1971, Brown;
M.A., 1972, Ph.D" 1975, Yale. (1980)
Esther Jacobson, Maude 1. Kerns Professor of
Oriental Art (Asian art, art of inner Asia during the
Bronze and Iron Ages). B.A., 1962, M.A., 1964,
Ph.D" 1970, Chicago. (1966)
Charles H. Lachman, associate professor (Asian art).
A.B., 1971, Temple; M.A., 1974, McMaster; Ph.D.,
1985, Toronto. (1992)
Ellen Johnston Laing, professor (Chinese and
Japanese art). B.A, 1954, Missouri; M.A, 1956,
Wisconsin, Madison; Ph.D., 1967, Michigan. On
leave 1995-96. (1979)
Andrew Morrogh, assistant professor (Renaissance-
baroque architectural history). B.A., 1966, Jesus Col-
lege, Oxford; M.A., 1973, Ph.D., 1983, Courtauld
Institute, University of London. (1993)
Kathleen D. Nicholson, associate professor (modern,
19th-century art). B.A., 1969, Connecticut; M.A.,
1971, Ph.D" 1977, Pennsylvania. (1980)
Leland M. Roth, Marion Dean Ross Distinguished
Chair in Architectural History (history of American
and modern architecture). B.Arch., 1966, Illinois;
M.Phil., 1970, Ph.D., 1973, Yale. (1978)
Sherwin Simmons, associate professor (modern,
20th-century art). B.A., 1967, Yale; M.A., 1975,
Ph.D., 1979, Johns Hopkins. (1973)
Richard A Sundt, associate professor (history of an-
dent and medieval architecture). B.A, 1967,
Indiana; M.A., 1973, Ph.D., 1981, Wisconsin,
Madison, (1982)
Emeriti
Marian Card Donnelly, professor emerita. B.A, 1946,
M.A., 1948, Oberlin; Ph.D., 1956, Yale. (1966)
A Dean McKenzie, professor emeritus. B.A., 1952,
San Jose State; M.A, 1955, California, Berkeley;
Ph.D., 1965, New York. (1966)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon faculty.
Participating
Arthur W. Hawn, architecture
Kenneth 1. Helphand, landscape architecture
ABOUT THE DEPARTMENT
The Department of Art History offers students
the opportunity to study the principal art and ar-
chitectural traditions of Europe, the United
States, and Asia. The courses are particularly ap-
propriate for students interested in history, art,
and the larger cultural context of society. They are
also suitable for students intending to concen-
trate on the practice of art or environmental de-
sign. The curriculum provides courses to intro-
duce undergraduates to art traditions, courses
focused on specific topics that allow small classes
and discussion format, and courses intended for
upper-division undergraduates and graduate stu-
dents. In addition, the department offers both
ART HISTORY
undergraduate majors and graduate students
special seminars on critical 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 I,II,III (ARB 204,205,
206) and two years of an approved foreign lan-
guage (see General Requirements below). They
should also complete as many of the university
general-education requirements as possible.
Careers. The undergraduate program in art his-
tory leads to opportunities in the business world,
art museums, and galleries. Students with gradu-
ate degrees in art history are also eligible for op-
portunities in teaching at all levels. The depart-
ment provides career adVising; information on
career, internship, and fellowship opportunities;
and regularly updated information on graduate
programs.
Financial Assistance
For undergraduate and graduate students in art
history, the department offers a number of schol-
arships and teaching and research fellowships,
including the Mr. and Mrs. Eric G. Clarke Schol-
arship in Oriental Art and university graduate
teaching fellowships (GTFs). Students may also
seek scholarship aid through the School of Ar-
chitecture and Allied Arts and the university's
Office of Student Financial Aid. In addition, sup-
port for travel or research may be available
through the Maude I. Kerns Endowment in Ori-
ental Art and the Marion Dean Ross Endowment
in Architectural History.
UNDERGRADUATE STUDIES
The major program combines art historical study
with liberal and fine arts and leads to the bachelor
of arts (B.A.) degree. The program for majors pro-
vides a broad perspective for understanding the
art of the past and present and a basis for critical
judgment of individual works. The department
offers courses in the follOWing seven areas or tra-
ditions: ancient (Greek and Roman), medieval,
Renaissance-baroque, modern (including Ameri-
can), East Asian (Chinese and Japanese), other
non-Western, and architectural history.
Major Requirements
Art history majors must complete 88 credits of
course work including 52 credits in art history
courses. Majors are strongly encouraged to struc-
ture their programs in consultation with their de-
partmental advisers. Majors should meet with
their advisers every term in order to discuss
progress toward the degree; they must consult
with their advisers at least once each year, prefer-
ably at the beginning of fall term.
Majors are required to take all art history courses
for letter grades and pass them with grades of C-
or better. Nonmajors, subject to general univer-
sity requirements, may take any department
course either for a letter grade or pass/no pass
(PIN).
General Requirements 52 credits
Studio art (e.g., drawing, painting, sculpture,
or design) 4
Two years of a foreign language approved by the
department (e.g., French, German, Italian,
Chinese, Japanese) 24
Electives in related areas (e.g., history, philoso-
phy, literature, or advanced language) 8
Lower-division art history surveys 16
1'1.98 SCHOOL OF ARCHITECTURE AND ALLIED ARTS
Majors specializing in Western art history take
the introductory sequence History of Western
Art I,Il,III (ARH 204, 205, 206) and at least one
course from the introductory sequence in Asian
art (ARH 207, 208, 209).
Majors specializing in Asian art history take His-
tory of Indian Art (ARH 207), History of Chinese
Art (ARH 208), History of Japanese Art (ARH
209), and one course from the introductory se-
quence in Western art (ARH 204,205,206).
Advanced Requirements 36 credits
Critical Approaches to Art Historical Study
(ARH 300) 4
Eight courses-two in each of four of the
following six areas or traditions: ancient,
medieval, Renaissance-baroque, modern,
East Asian, and other non-Western 32
Four of these eight courses must be at the 400
level. Students with an interest in the history of
architecture may fulfill their four areas with
appropriate 400-level courses in architectural
history.
Students who want to pursue graduate study in
art history are encouraged to take more than two
courses in areas of particular interest.
Detailed descriptions of art history major require-
ments are available from the department office.
Minor Requirements
Students wanting 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.
Western Art Option 28 credits
History of Western Art 1, II, III (ARH 204,
205, 206) 12
Four upper-division art history courses selected
from the ancient, medieval, Renaissance-
baroque, or modern areas 16
Asian or Other Non-Western
Art Option 28 credits
History of Indian Art (ARH 207) 4
History of Chinese Art (ARH 208) 4
History of Japanese Art (ARH 209) 4
Four upper-division art history courses selected
from the Asian or other non-Western areas ... 16
Architectural History Option 24 credits
History of Western Architecture 1,1l
(ARH 314, 315) 8
One course selected from the History of Western
Art I,Il,III (ARH 204, 205, 206) or History
of Indian Art (ARH 207) or History of Chinese
Art (ARH 208) or History of Japanese Art
(ARH209) 4
Four upper-division courses in architectural
history 12
Of the four upper-division electives in architec-
tural history, no more than two may come from
the History ofInterior Architecture I,Il,III (ARH
474, 475, 476) or the History of Landscape Archi-
tecture 1,1l,III (ARH 477,478,479).
GRADUATE STUDIES
The Department of Art History offers programs
leading to the master of arts (M.A.) and the doc-
tor of philosophy (Ph.D.) degrees in art history
with specialization in architectural history, an-
dent, medieval, Renaissance-baroque, modern,
and Asian art. The department's M.A. degree
program is the only one of its kind in Oregon and
is uncommon 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 im-
mediately upon completion of the M.A. degree,
and (2) those who want to acquire a solid founda-
tion in the field before pursuing studies leading to
a Ph.D. degree.
Applications to the graduate program are consid-
ered once a year in late winter and early spring.
For the 1996-97 academic year, applications and
supporting documents, including Graduate
Record Examinations scores, must be received by
February 15, 1996.
Master of Arts Requirements
Students who have successfully completed
undergraduate programs in art history, history, or
languages and literature are particularly encour-
aged to consider graduate studies in art history.
Entering graduate students are required to com-
plete Bibliography and Methods (ARH 611) for a
letter grade. Graduate students emphasizing
Western art must take at least 3 or 4 graduate
credits in each of the main areas of study: ancient,
Renaissance-baroque, medieval, and modern (in-
cluding American).
Two M.A. program options are available: (1) a
program culminating in a written thesis, and (2) a
program culminating in a comprehensive written
examination. The student should select one of
these programs by the end of the second term of
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.
Thesis Option. The thesis option is intended for
students who want to specialize or who plan to
continue in a doctoral program. Thesis-option
students mllst complete at least 9 to 12 credits in
graduate research seminars. They must also earn
9 credits in Thesis (ARH 503) resulting in the pre-
sentation of a written thesis. Candidates conclude
their programs by publicly presenting the results
of their research. More detailed information is
available from the Department of Art History.
Examination Option. The comprehensive-
examination 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 pro-
grams should be based on one of the following
models:
Western Art Examination Option 48 credits
Seven courses in Westem art-at least one in
each of the following areas: ancient, medieval,
Renaissance-baroque, and modern (including
American) 28
Two courses in Asian or other non-Western art 8
Bibliography and Methods (ARB 611) 4
Museology (ARH 511) and Reading and
Conference (ARH 605) 8
Asian Art Examination Option 48 credits
Five courses in an Asian or other non-Western
area of emphasis 20
Two courses in an Asian or other non-Western
secondary area 8
Western art (one or two areas) 8
Bibliography and Methods (ARH 611) 4
Museology (ARH 511) and Reading and
Conference (ARH 605) 8
Comprehensive examination-option students
must take three graduate-level seminars. The
program culminates in a comprehensive examina-
tion based on the student's individual course of
study.
Foreign-Language Requirement. Each new stu-
dent in Western art history must demonstrate
reading competency in either French or German
at the beginning of the first fall term by either (1)
passing the foreign-language examination given
by the department, or (2) by presenting, before
the beginning of fall term, satisfactory passing
results on the standardized, national Graduate
School Foreign Language Test (GSFLT).
Proficiency in a foreign language is crucial for the
student's academic program. In the event that a
student has not met the initial foreign -language
requirement, then he or she is expected to under-
take course work or other appropriate study in that
language and to pass either the department's for-
eign-language examination or the GSFLT by the
end of spring term the first year. Shldents who
have not passed one of these examinations by the
end of the first year are not allowed to register for
art history courses, nor are they eligible for a
graduate teaching fellowship (GTF) until the re-
quirement is met.
Students in Asian art must demonstrate
competence in either Chinese or Japanese lan-
guage. The means for determining competence
depends on the background and preparation of
the individual student. For more information, in-
quire at the Department of Art History.
Doctor of Philosophy Requirements
Students are not usually admitted to the Ph.D.
program unless they have successfully completed
a master's degree in art history or a closely related
field. Course work for the degree consists of 48
post-M.A. credits, selected with the advice and
consent of the student's adviser.
Foreign-Language Requirement. Students in
Western art history must meet the foreign-lan-
guage requirement by passing examinations in
both French and German. Proficiency in one of
the two languages must be demonstrated no later
than the end of the first year, either by success-
fully passing the department's fall-term examina-
tion (or, if necessary, the spring examination), or
by presenting satisfactory results on the GSFLT.
The second foreign-language requirement must
be passed by the end of the second year of study.
In the event the student is unable to pass either
requirement within the stated time, he or she is
not allowed to continue art history course work
toward the degree, nor is the student eligible for a
GTF until the foreign-language requirement is
successfully met.
Doctoral students in Asian art must demonstrate
proficiency in either Chinese or Japanese lan-
guage, depending on their field of study. They
must also pass a reading examination in an ap-
propriate European language and commence
study of a second Far Eastern language if it is ger-
mane to the course of study.
Advancement to Candidacy. Students are
officially advanced to candidacy in the Ph.D. pro-
gram upon completion of comprehensive exami-
nations in three areas of art history: two related
ART HISTORY 199
areas, in one of which the dissertation is written,
and a third unrelated area. These areas are se-
lected from an established list in the department.
The comprehensive examinations should be
taken before completion of the 48 credits beyond
the M.A. More information is available from the
Department of Art History.
ART HISTORY COURSES (ARH)
199 Special Studies: [Topic] (1-5R)
204,205,206 History of Western Art I,II,III
(4,4,4) Historical survey of the visual arts. Select-
ed works of painting, sculpture, architecture, and
other arts studied in relation to the cultures pro-
ducing them. 204: ancient. 205: medieval to early
Renaissance. 206: Renaissance to modern. Acres,
Dolezal, Hurwit, Nicholson, Simmons.
207 History of Indian Art (4) Historical survey
of the visual arts of India. Selected works of
painting, sculpture, architecture, and other arts
studied in relation to the culture in which they
were produced. Jacobson, Lachman.
208 History of Chinese Art (4) Historical survey
of the visual arts of China. Selected works of
painting, sculpture, architecture, and other arts
studied in relation to the culture in which they
were produced. Jacobson, Lachman.
209 History ofJapanese Art (4) Historical sur-
vey of the visual arts of Japan. Selected works of
painting, sculpture, architecture, and other arts
studied in relation to the culture in which they
were produced. Bogel, Lachman.
300 Critical Approaches to Art Historical
Study (4) Introduction to methodologies used to
study art history (historic, iconographic, formal).
Materials drawn from Asian and Western artistic
traditions; bibliography, oral presentations, and
papers. Prereq: junior or senior major status.
Acres, Jacobson.
314,315 History of Western Architecture I,ll
(4,4) Survey of architectural developments in the
West from prehistory to the present. 314: prehis-
tory through Gothic. 315: Renaissance to the
present. Morrogh, Roth, Sundt.
322 Art of Ancient Greece (4) Introduction to
major traditions, functions, and styles of Greek
art from the Bronze Age through the Archaic to
the Classical and Hellenistic periods. Hurwit.
323 Art of Ancient Rome (4) Introduction to
major traditions, functions, and styles of the art
of ancient Italy and the Roman Empire, from the
Etruscans through the Republic to the art of
Constantine the Great. Hurwit.
324 Art and Politics in the Ancient World (4)
Use of art and architecture by leading figures and
states to shape and express the political environ-
ment and ideologies of the ancient world. Propa-
gandistic art from Egypt to Rome. Hurwit.
326 The Acropolis of Athens (4) The principal
architectural and sculptural monuments of the
Athenian Acropolis. Emphasis on works from the
Age of Pericles. Selected literary texts read in
translation. Hurwit.
341 Italian Art 1400-1560 (4) Painting and
sculpture of the Renaissance and mannerist peri-
ods analyzed in terms of style, iconography,
theory, patronage, and social context. Acres.
342 Italian Art 1560-1700 (4) Italian and Span-
ish art of the late 16th and the 17th centuries. Fo-
cus on Caravaggio, Carracci, Bernini, Velazquez,
other leading artists. Acres.
343 European Renaissance Art (4) Painting and
graphic arts in the Netherlands, Germany, and
France in the 15th and 16th centuries. Van Eyck,
Durer, Holbein, other leading artists. Acres.
344 European Baroque Art (4) Baroque art out-
side Italy. Development of distinctive national
schools. Special emphasis on the flourishing of
Dutch painting and French classicism. Acres.
349 History of Prints (4) Western printmaking,
from the 15th century to the present, focused on
major artists (Durer, Rembrandt, Goya, Johns).
Development of print media; changing goals of
printmakers. Acres.
35119th-Century Art (4) Introduction to artistic
movements in Europe from 1780 to the 1880s in-
cluding neoclassicism, romanticism, realism, and
impressionism. Nicholson, Simmons.
352 20th-Century Art (4) Introduction to artistic
movements in painting, sculpture, and graphics
from postimpressionism to the present. Nicholson,
Simmons.
359 History of Photography (4) Photography
from the early 19th century to the present, aes-
thetics of the medium, its relationship to painting
and the graphic arts, and its social role. Nicholson.
381 Nomadic Art of Eurasia (4) Art of the
Scytho-Siberian nomads and its relation to the
art of Greece, the ancient Near East, and China,
7th to 2nd centuries B.C. Jacobson.
384,385,386 Chinese Art I,II,III (4,4,4) The ma-
jor Chinese arts, including bronzes, sculpture,
painting, and architecture, from the Shang
through the Ch'ingdynasties. Jacobson,
Lachman. Offered alternate years; not offered
1995-96.
387 Chinese Buddhist Art (4) Graded only. In-
troduction to selective aspects of the history of
Buddhist art in China. Emphasis on sculpture
and painting. Lachman. Offered alternate years;
not offered 1995-96.
389 Art and Politics in 20th-Century China (4)
Introduction to changing political situations and
the effect of politics and ideology on art from
1900 to ca. 1982. Lachman. Not offered 1995-96.
391,392 Art of the Pacific Islands I,ll (4,4) Art
and architecture of the Pacific Islands considered
in terms of style and as vehicles of social and reli-
gious expression. 391: Melanesia. 392: Polynesia
and Micronesia. Sundt.
394,395,396 Japanese Art I,II,III (4,4,4) Major
Japanese arts, Jomon through Edo periods. In-
cludes sculpture, ceramics, painting, architecture,
gardens, and calligraphy. 394: Paleolithic to 10th
century. 395: 10th to 16th centuries. 396: 16th to
20th centuries. ARH 209 recommended. Bogel.
397 Japanese Buddhist Art (4) Major types and
periods of Buddhist art and architecture in Japan.
Includes painting, sculpture, gardens, monastic
buildings and plans, ritual implements, and cal-
ligraphy. Emphasizes form and function. Bogel.
Offered alternate years; not offered 1995-96.
399 Special Studies: [Topic] (1-5R) Depart-
mental offerings vary from year to year and re-
flect the interests of faculty members.
401 Research: [Topic) (1-5R)
405 Reading and Conference: [Topic] (1-5R)
406 Field Studies: [Topic] (1-5R)
407/507 Seminar: [Topic) (1-5R)
408/508 Workshop: [Topic) (l-5R)
409 Practicum: [Topic) (l-9R)
410/510 Experimental Course: [Topic) (1-5R)
Departmental offerings vary from year to year
and reflect the interests of faculty members.
411/511 Museology (4) Theories and techniques
in the operation of art museums. Prereq: instruc-
tor's consent.
422/522 Aegean Art (4) Major artistic traditions
of the Aegean Bronze Age: Minoan, Theran, and
Mycenaean. Topics include the function and
meaning of palatial frescoes, development of vase
painting, and Bronze Age iconography. Prereq:
ARH 204 or 322 or instructor's consent. Hurwit.
423/523 Archaic Greek Art (4) Development of
Greek art in the Geometric and Archaic periods
(900-480 B.C.). Focuses on such issues as the ori-
gin and tactics of mythological narrative art.
Prereq: ARH 204 or 322 or instructor's consent.
Hurwit.
424/524 Classical Greek Art (4) Greek art in the
5th and 4th centuries B.C. Emphasizes major ar-
tistic programs of Olympia and Athens and clas-
sical attitudes toward the representation of the
human form. Prereq: ARH 204 or 322 or
instructor's consent. Hurwit.
427/527 Greek Architecture (3) Origins of the
Greek Orders and temple architecture from ca.
900 to 400 B.C. Prereq: ARH 204 or 314 or
instructor's consent. Sundt. Not offered 1995-96.
428/528 Roman Architecture (3) Architecture
and building technology during the republican
and imperial periods. Prereq: ARH 204 or 314 or
instructor's consent. Sundt.
430/530 Early Christian Art (4) Early Christian
art from the 3rd century to Iconoclasm. Prereq:
ARH 205 or instructor's consent. Dolezal.
431/531 Byzantine Art (4) Byzantine art after
iconoclasm, A.D. 843-1453. Prereq: ARH 205 or
instructor's consent. Dolezal.
432/532 Romanesque Sculpture (4) Develop-
ment and function of monumental sculpture in
the 11th and 12th centuries. Focuses primarily on
various regions of France with some attention to
Spain, Italy, and England. Prereq: ARH 205 or
instructor's consent. Dolezal.
433/533 Gothic Sculpture (4) Examination of
European sculpture, ca. 1140 to ca.1400. Empha-
sizes the function of sculpture in various contexts
and the changing role of the patron and artist in
its production. Prereq: ARH 205 or instructor's
consent. Dolezal.
434/534,435/535 Medieval Painting I,ll (4,4)
Medieval painting with emphasis on book illumi-
nation. 434/534: 600-1200. 435/535: Gothic,
1200-1500. Prereq: ARH 205 or instructor's con-
sent. Dolezal.
437/537 Romanesque Architecture (3)
Architecture in Western Europe ca. A.D. 1000 to
1200. The period of monasteries, pilgrimages,
and Crusades. Prereq: ARH 205 or 314 or
instructor's consent. Sundt. Not offered 1995-96.
438/538,439/539 Gothic Architecture I,ll (3,3)
Architecture in Western Europe from ca. 1130 to
ca. 1500. 438/538: emphasis on northern France.
439/539: emphasis on England, Germany, and
the area outside northern France. Prereq: ARH
205 or 314 or instructor's consent. Sundt. Not
offered 1995-96.
441/541 Renaissance and Baroque Problems:
[fopic) (4R) In-depth examination of careers of
major artists or issues relevant to art of the period.
Topics vary. Prereq: ARH 341 or 342 or 343 or 344
or instructor's consent. R twice when topic changes
for maximum of 8 credits. Acres, Morrogh.
448/548 Renaissance Architecture (3)
Examination of the significant developments in
architecture in Italy and the rest of Europe, 1400-
·200 SCHOOL OF ARCHITECTURE AND ALLIED ARTS
1585. Prereq: ARB 206 or 315 or instructor's con-
sent. Morrogh.
449/549 Baroque Architecture (3) Examination
of the significant developments in architecture in
Italy and the rest of Europe, 1585-1750. Prereq:
ARB 206 or 315 or instructor's consent. Morrogh.
450/550 18th-Century Art (4) European painting,
painters, and patrons from 1700 to the French
Revolution. Development of the rococo style,
landscape painting, and neoclassicism. Prereq:
ARB 206 or instructor's consent. Nicholson.
451/551 Romanticism (4) The romantic era in
European art, 1789-1848, centering on Goya,
Blake, Turner, and others. Prereq: ARB 351 or
instructor's consent. Nicholson.
452/552 19th-Century Problems: [Topic] (4R)
Changing topics in the areas of realism through
impressionism. Major artistic movements in Eu-
rope, 1848-1880. Prereq: ARB 351 or instructor's
consent. Nicholson. R twice when topic changes
for maximum of 8 credits.
453/553 20th-Century Problems: [Topic] (4R)
Changing topics in European art, 1880-1940.
Prereq: ARH 352 or instructor's consent.
Simmons. R twice when topic changes for maxi-
mum of 8 credits.
454/554 Modern German Art (4) Development
of modernism in German art from the founding
of the secession to national socialism. Prereq:
ARB 352 or instructor's consent. Simmons.
Offered alternate years; not offered 1995-96.
455/555 Contemporary Art (4) Major artistic
movements and critical theory in Europe and the
United States from 1940 to the present. Prereq:
ARB 352 or instructor's consent. Simmons.
458/558,459/559 American Art I,ll (4,4) Inten-
sive survey of major developments in American
painting and sculpture. 458/558: 1585-1860,
landscape and genre topics. 459/559: 1860-1940,
academic art and regionalism in the 1920s and
1930s. Prereq: ARB 206 or instructor's consent.
Nicholson. Not offered 1995-96.
460/560 18th-Century Architecture (3) Exam-
ines the development of modern architecture in-
cluding the rise of archaeology, the impact of
new technologies, and the appearance of the
professional architect. Prereq: ARB 206 or 315 or
449. Roth. Offered 1995-96 and alternate years.
461/56119th-Century Architecture (3) Major
developments in architecture in Europe, 1800-
1900. Special emphasis on such topics as the im-
pact of eclecticism, industrialization, and urban
growth. Prereq: ARH 206 or 315 or instructor's
consent. Roth. Offered 1995-96 and alternate
years.
462/562 20th-Century Architecture (3) Major
developments in architecture in Europe, 1890 to
the present. Topics include the theory of interna-
tional modernism and the rise of ethnic tradi-
tions. Prereq: ARH 206 or 315 or instructor's
consent. Roth. Offered 1995-96 and alternate
years.
464/564,465/565,466/566 American Architec-
ture I,I1,III (3,3,3) Major developments in
American architecture. 464/564: 1600-1800; in-
cludes vernacular traditions, late baroque trans-
plantations, and the effort to create national
symbols. 465/565: 1800-1900; includes the redis-
covery of national symbols, the impact of indus-
try, and the national focus on the Single-family
residence. 466/566: 1885 to the present; empha-
sizes academicism, the impact of international
modernism, and the rediscovery of eclectic sym-
bolism. Prereq: ARH 206 or 315 or instructor's
consent. Roth. Offered alternate years; not
offered 1995-96.
467/567 Chicago Architecture (3) Examines the
development of architecture in this especially
American city, focusing on the invention of the
skyscraper and the suburban family home.
Prereq: ARH 313 or 465 or 466 or instructor's
consent. Roth. Offered alternate years; not
offered 1995-96.
469/569 Historic Preservation (3) Theory and
history of historic preservation in the United
States and Europe; legislation and procedures.
474/574,475/575,476/576 History of Interior
Architecture 1,11,111 (3,3,3) Interior architecture
as artistic expression. Includes the study of fur-
nishings, textiles, and other interior traditions.
Hawn.
477/577,478/578,479/579 History of Land-
scape Architecture 1,11,111 (4,4,4) History of
landscape architecture focusing on the garden
and public open spaces. 477/577: development of
the garden from its origins until the 17th century.
478/578: Landscape design of the 18th and 19th
centuries, emphasizing the design of public open
spaces and the Anglo-American tradition.
479/579: American and 20th-century landscape
architecture. Offered alternate years; not offered
1995-96. Helphand.
484/584 Problems in Chinese Art: [Topic] (4R)
Topics vary from year to year. Prereq: ARH 208,
ARH 384 or 385 or 386 or instructor's consent.
Lachman. R twice when topic changes for maxi-
mum of 8 credits.
488/588 Japanese Prints (4) The woodblock
print in Japan as part of the cultural, social, and
political conditions. Prereq: ARH 209 or instruc-
tor's consent. Bogel.
490/590 Islamic Art and Architecture (4) Ex-
amines the formation of Islamic art and its devel-
opment from the 7th century to the mid-13th
century (Mongol Conquest). Prereq: ARH 205 or
instructor's consent. Dolezal.
494/594 Problems in Japanese Art: [Topic]
(4R) Topics vary from year to year. Prereq: ARH
209 or 394 or 395 or 396 or instructor's consent.
Bogel. R once when topic changes for maximum
of 8 credits. Offered alternate years; not offered
1995-96.
503 Thesis (1-9R) PIN only
601 Research: [Topic] (1-5R) PIN only
603 Dissertation (1-9R) PIN only
605 Reading and Conference: [Topic] (1-5R)
606 Field Studies: [Topic] (1-5R)
607 Seminar: [Topic] (1-5R) Departmental of-
ferings vary from year to year and reflect the spe-
cialized interests of faculty members.
608 Workshop: [Topic] (I-SR)
609 Pradicum: [Topic] (1-9R)
610 Experimental Course: [Topic] (l-SR)
611 Bibliography and Methods (4) Introduction
to bibliographic resources, research methodol-
ogy, and critical issues in art history. Prereq:
graduate standing in art history. Acres, Nichol-
son, Simmons.
ARTS AND
ADMINISTRATION
251F Lawrence Hall
Telephone (503) 346-3639
Linda F. Ettinger, Program Director
FACULTY
Doug Blandy, associate professor (art and commu-
nity service, art and special populations). B.S., 1974,
Ohio; M.A., 1979, Ph.D., 1983, Ohio State. (1987)
Rogena M. Degge, associate professor (art in
society, cultural policy, museum education). B.A.,
1964, Fresno State; M.S., 1972, Ph.D., 1975,
Oregon. (1979)
Linda F. Ettinger, associate professor (arts adminis-
tration, art criticism, ethnographic research).
B.F.A., 1970, Southwest Missouri State; M.S., 1973,
Illinois State; Ph.D., 1983, Oregon. (1982)
Beverly J. Jones, associate professor (curriculum and
research, technology, aesthetics). B.S., 1967,
Oregon College of Education; M.S., 1976, Ph.D.,
1977, Oregon. (1977)
Jane c. Maitland-Gholson, associate professor
(evaluation, perception, aesthetics). B.S., 1973,
Southern Illinois; M.A., 1980, Ed.D., 1984, Illinois.
(1984)
Eric Schiff, adjunct instructor (information technol-
ogy). B.A., 1977, M.A. 1981, Oregon. (1988)
Courtesy
Alice Cames, courtesy assistant professor (exhibit
development, nonprofit management). B.A., 1964,
Rochester; M.A.T., 1965, Harvard; Ph.D., 1972,
Chicago. (1988)
Diana Lauterbach, courtesy assistant professor (in-
formation and electronic resources). B.A., 1989,
College of SI. Catherine; M.L.S., 1992, Syracuse.
(1993)
Emeriti
Thomas O. Ballinger, professor emeritus. B.A., 1949,
M.A., 1951, New Mexico. (1952)
Jane Gehring, associate professor emerita. B.S.,
1940, Michigan State Teachers; M.S., 1960, Oregon.
(1958)
Gordon 1. Kensler, professor emeritus. B.F.A., 1949,
M.F.A., 1951, Art Institute of Chicago; Ed.D., 1964,
Stanford. (1966)
Vincent Lanier, professor emeritus. B.A., M.A., 1948,
Ed.D., 1954, New York. (1966)
June K. McFee, professor emerita. B.A., 1939, Wash-
ington (Seattle); M.Ed., 1954, Central Washington;
Ed.D., 1957, Stanford. (1965)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon faculty.
Participating
Laura Aaron, Museum of Art
Bryan T. Downes, planning, public policy and
management
Don E. Dumond, anthropology
Lawrence W. Fong, Museum of Art
Patricia Krier, Museum of Natural History
Mark Levy, music
Anne Dhu McLucas, music
Neill Archer Roan, music
William Simonsen, planning, public policy and
management
ADDRESSES
Fax: (503) 346-3626
USPS: Arts and Administration Program, 5230
University of Oregon, Eugene OR 97403-5230
ARTS AND ADMINISTRATION 201
ABOUT THE PROGRAM
The Arts and Administration Program-the only
one of its kind in the Pacific Northwest-com-
bines knowledge in the visual and performing
arts with social, culturaL manageriaL and educa-
tional concerns that pertain to administering
both nonprofit and for-profit arts organizations,
institutions, and programs. A field of specializa-
tion is arts management. It is a multidisciplinary
field, dedicated to increasing opportunities in
arts and culture for individuals and society. A
growing group of scholars critically examines is-
sues in the arts and society from community to
international-policy levels. Study of these issues
is vital to effective arts management for cultural
preservation and advancement in the United
States and abroad.
The program offers an undergraduate minor in
community arts and master of arts (M.A.) or mas-
ter of science (M.S.) degrees in arts management.
UNDERGRADUATE STUDIES
Undergraduate courses, which include several
that are approved for the arts and letters group,
are listed under group requirements in the Reg-
istration and Academic Policies section of this
bulletin. Other courses offered by the arts and
administration faculty that are appropriate for
undergraduates, particularly students in the
School of Architecture and Allied Arts, are
Children's Art Laboratory (AAD 425), Art in So-
ciety (AAD 450), Art and Community Service
(AAD 451), Women and Their Art (AAD 452),
Art and Therapeutic Strategies (AAD 470).
Minor Requirements
The Arts and Administration Program oversees
the community arts minor, which requires 30
credits, distributed as follows:
30 credits
Art and Human Values (AAD 250) 4
The Arts and Visual Literacy (AAD 251) 4
Art and Gender (AAD 252) 4
Art in Society (AAD 450) 4
Art and Community Service (AAD 451) 4
Approved upper-division electives 10
At least 6 elective credits must be in AAD
courses. AAD credits must be earned in graded
courses taken at the University of Oregon.
Grades of C+ or better must be earned in all let-
ter-graded courses.
GRADUATE STUDIES
The design of the master's degree program in
arts management is based on the underlying be-
lief that professional arts managers must be fa-
miliar with the sociaL culturaL and ethical con-
texts of the arts in general.
The program's objectives are to
1. Prepare students for professional leadership
positions in various internationaL nationaL
and regional public and private arts organiza-
tions including museums and galleries, com-
munity nonprofit organizations, and private
settings such as arts foundations
2. Provide professional experience in regional
arts agencies by incorporating a field -based
internship component that enhances students'
ability to move into professional positions in
arts organizations
3. Facilitate the development of individual re-
search projects that contribute to the body of
knowledge on the theory and practice of arts
policy, administration, and management in an
era of dynamic sociocultural change
4. Provide opportunities for current professionals
to enhance their knowledge and skills or de-
velop new careers in the arts
Careers
The master's degree in arts management,
depending on the chosen concentration, offers
preparation for students who seek administrative
careers in the visual arts, perfoming arts, or com-
munity arts in either the public or the private
sectors.
Admission
Admission to study at the graduate level requires
previous study in visual or performing arts and
the humanities. Although an undergraduate de-
gree in an arts area is not required, related course
work or eqUivalent professional experience is
standard. Applicants from the business, manage-
ment, and social science fields are encouraged to
apply. Applicants are asked to indicate interest in
a particular concentration area when they apply.
Application materials are reviewed with this in-
terest in mind, and appropriate entry require-
ments are examined.
Students planning graduate study should request
information and application forms by writing to
the Arts and Administration Program.
Admission is determined by the arts manage-
ment master's degree admissions committee,
which consists of faculty members of the Arts
and Administration Program, representatives of
the arts management master's degree adVisory
board, and faculty representatives from concen-
tration areas when appropriate.
Master's Degree Requirements
The master of arts (M.A.) degree requires compe-
tence in one foreign language. Students must
complete all work toward a master of science
(M.S.) or M.A. degree within seven years.
Study in the master's degree program consists of
three components: (1) core courses, (2) a concen-
tration area, and (3) research and practice, in-
cluding an internship.
Students learn techniques needed for analysis
and development of arts policy and skills in grant
and research report writing and review. In addi-
tion to course work and an internship, students
are reqUired to complete a master's degree
project or thesis that demonstrates in-depth
knowledge of practical or theoretical issues of
utmost importance to professionals in public and
private arts organizations from diverse social and
cultural settings. Projects focus on issues exam-
ined during the student's internship.
The two-year arts management master's degree
program requires at least 74 credits of course
work distributed among the three components.
Core Component: 42 credits
Core courses address the study and management
of the arts in social and cultural contexts with a
focus on arts policy and information manage-
ment. Nonprofit and for-profit organizations and
issues are addressed.
The core component includes Seminar (AAD
507,607), two Experimental Courses (AAD 510),
Art in Society (AAD 550), Art and Community
Service (AAD 551), Arts Administration (AAD
560), Cultural Policy in Art (AAD 562), Managing
Nonprofit Organizations (PPPM 580), Public
Budget Administration (PPPM 629), and elec-
tives in arts and administration chosen in consul-
tation with an adviser.
Area of Concentration Component: 16-
17 credits
Concentration areas focus on various cultural re-
sources and management areas. Each area con-
sists of elective course work from supporting aca-
demic units. Selection of a concentration area
allows students to pursue study that contributes
to specific professional goals. A curricular plan is
developed with an adviser during the first term
of graduate study. Three concentration areas are
available:
• community arts management
• museum management
• performing arts management
Research and Practice Component: 16-19
credits
Master's-degree candidates write either a project
paper-one addressing a critical topic studied
during the internship-or a thesis. In both cases,
a reqUired course in research methodology pre-
pares students for the internship and for writing
the thesis or project.
Courses required for this component include Re-
search Methodology (AAD 630), Internship
(AAD 604), and either Thesis (AAD 503) or
Master's Degree Project (AAD 611).
NONDEGREEPROGRAM
Applied Information Management
This program is described in the Continuation
Center section of this bulletin. See also, in the
Graduate Studies section, Individualized
Program: Applied Information Management.
The Arts and Administration Program contrib-
utes the information-design curriculum to the
AIM Program.
ARTS AND ADMINISTRATION
COURSES (AAD)
198 Workshop: [Topic] (1-5R)
199 Special Studies: [Topic) (1-5R)
250 Art and Human Values (4) Addresses fun-
damental aesthetic theory and practice questions
resulting from viewing art as a powerful commu-
nicator of social and cultural values. Values,
rights, and responsibilities of the contemporary
visual environment. Blandy.
251 The Arts and Visual Literacy (4) Explores
ways in which physical, perceptual, affective, and
cognitive modes of learning interact when view-
ing, interpreting, and assessing designed visual
information within sociocultural contexts.
Maitland-Gholson.
252 Art and Gender (4) Addresses sociocultural
factors influencing roles of women and men in
arts disciplines. Examines underlying social
structures that affect how we define art and art-
ists. Degge.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-18R)
404 Internship: [Topic] (1-I8R)
405 Reading and Conference: [Topic] (1-18R)
406 Special Problems: [Topic] (1-I8R)
407/507 Seminar:
[Topic] (1-5R)
408/508 Workshop:
[Topic] (1-18R)
409 Practicum:
[Topic] (1-18R)
410/510 Experimental
Course: [Topic] (1-5R)
425/525 Children's
Art Laboratory (4)
Work with children in
a supervised art labo-
ratory, Appropriate for
students preparing to
teach art to children
and adolescents in
public schools and al-
ternative settings,
Maitland-Gholson,
429/529 Museum
Education (4) Exam-
ines theory and prac-
tice of museum educa-
tion, Analyzes
program-development
approaches for univer-
sity and community
audiences; cre"tes educational materials for cam-
pus "nd 10c,,1 museums, Degge,
AAA 440/540 Criticism in Art and Design (4)
See Architecture and Allied Arts,
450/550 Art in Society (4) Concepts derived from
anthropology, philosophy, sociology, and art e,du-
cation are used to ex"mine fine, popular, folk, m-
dustrial, and environmental art forms in contem-
porary society, Degge,
451/551 Art and Community Service (4) Over-
view of services that art and art educators perform
in the community, Explores settings, constituen-
cies, philosophical approaches, methodologies,
planning, and funding of community art pro-
grams, Blandy,
452/552 Women and Their Art (4) Contribu-
tions by women in art from the Middle Ages
through the 20th century, Focuses on existing so-
ci"l, political, and aesthetic conditions for women,
Ettinger.
460/560 Arts Administration (4) Considers the
arts administrative role in museums, g"lleries, "rt
centers, community "nd university a.rt progr"ms,
state and local education divisions, art councils,
and performing arts organizations, Ettinger.
462/562 Cultural Policy in Art (4) Examines im-
pact of cultural policies and institutions on oppor-
tunities of the artistic community, on what art
forms are made accessible, and on the general
aesthetic welfare of the public, Degge.
470/570 Art and Therapeutic Strategies (4)
Preparation to teach art to students with disa,bili-
ties. Mainstreaming, special programs, tea.chmg
strategies, and development of curricul"r
materi"ls. Blandy.
483/583 Information Design and Presentation
(3) Design and presentation of electronica.l1y pro-
cessed information. Uses concepts from aesthet-
ics and graphic design; computer, behavioral, and
social sciences. Practical applications in various
contexts. Schiff.
503 Thesis (l-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (1-5R)
604 Internship:
[Topic] (1-16R)
605 Reading and
Conference: [Topic]
(1-16R)
606 Special Prob-
lems: [Topic] (1-
16R)
607 Seminar: [Topic]
(l-5R) A recent topic
is Master's Degree
Proposal.
608 Workshop:
[Topic] (1-16R)
609 Practicum:
[Topic] (1-16R)
610 Experimental
Course: [Topic] (1-
5R)
611 Master's Degree
Project: [Topic] (1-
16R)
627 Youth Art Pro-
gram Management
(4) Opportunity to
learn youth art pro-
gram management in
a laboratory situation. Responsibility for manag-
ing a youth art program under faculty supervi-
sion. Maitland-Gholson.
630 Research Methodology (4) Scientific bases
and classification of research; methodologies
used in descriptive, analytical, and experimental
research. Development of research proposals and
critique of research reports. Jones.
646 Aesthetic Inquiry (4) Reviews contempo-
rary research in aesthetics from a multidiscipli-
nary perspective. Considers quantitative and
qualitative studies from psychology,
anthropology, sociology, computer science via
traditiona,l "nd contemporary aesthetic theory.
Jones.
685 Design and Computing (3) Examines how
computing is changing the problems, processes,
and theories of design. Devotes attention to fine
art, industria,l design, graphic design, and infor-
mation systems. Offered at UO Portland Center.
687 The Thinking Machine (3) Reviews the
computer a,s an aid to thinking, augmenting, or
replacing information processing aids. Considers
computer development as an intelligent agent.
Offered at UO Portland Center.
689 Design and Management of Effective
Training Programs (3) Examines how to iden-
tify performance problems, establish goals, and
design effective programs. Shows how to evalu-
a,te the effectiveness of chosen interventions and
to present solutions to managers. Offered at UO
Portland Center.
FINE AND APPLIED
ARTS
198 Lawrence Hall
Telephone (503) 346·3610
Kenneth R. O'Connell, Department Head
FACULTY
Laura J. Alpert, associate professor (sculpture). B.A.,
1968, Stanford; M.F.A., 1971, Oregon. (1979)
Paul E. Buckner, professor (the human and organic
form, sculpture). B.A., 1959, Washington (Seattle);
M.F.A., 1961, Claremont. (1962)
Margaret Coe-Clark, adjunct assistant professor
(basic design, watercolor). B.A., 1963, M.F.A., 1978,
Oregon. (1979)
Ronald J. Graff, associate professor (painting).
B.F.A., 1973, Kansas City Art Institute; M.F.A.,
1975, Yale. (1981)
R. Craig Hickman, associate professor (visual
design). B.S., 1971, Portland State; M.F.A., 1981,
Washington (Seattle). On leave 1995-96. (1984)
J. Michael Holcomb, assistant professor (visual de-
sign). B.A., 1967, Central Washington; M.F.A.,
1988, Oregon. (1986)
Leon B. Johnson, assistant professor (visual design)
M.A., 1993, M.F.A., 1994, Iowa. (1994)
Miriam Kley, visiting assistant professor (basic
design, color theory, three-dimensional graphic
illustration). B.A., 1951, Brooklyn; M.F.A., 1967,
Chicago. (1990)
George Kokis, professor (ceramics). B.F.A., 1955,
M.F.A., 1961, Alfred. (1973)
Sana Krusoe, assistant professor (ceramics). B.A.,
1968, Occidental; M.F.A., 1987, Claremont Gradu-
ate. (1990)
Kenneth R. O'Connell, professor (visual design).
B.S., 1966, M.F.A., 1972, Oregon. (1977)
Frank S. Okada, professor (painting, drawing).
B.F.A., 1957, Cranbrook Academy of Art. (1969)
Kenneth H. Paul, associate professor (printmaking.
painting). B.A., 1961, M.A., 1965, Wyoming. (197C
Barbara Pickett, associate professor (fibers). B.S.,
1971, Portland State. (1975)
Dan Powell, associate professor (photography).
B.A., 1973, M.A., 1977, Central Washington;
M.F.A., 1980, Illinois. (1987)
Margaret Prentice, associate professor (printmak-
ing). B.F.A., 1967, Arizona, Tl.!cson; M.F.A., 1980,
Colorado, Boulder. (1986)
Marilyn Reaves, visiting assistant professor (basic
design, calligraphy). B.A., 1966, Lawrence; M.F.A.
1990, Oregon. (1990)
Mary Sillman, assistant professor (visual design).
B.A., 1978, Sarah Lawrence; M.F.A., 1984, Cran-
brook Academy of Art. On leave 1995-96. (1991)
Thomas F. Urban, associate professor (sculpture,
woodworking, photography); coordinator, EMU
Craft Center. B.S., 1970, M.F.A., 1973, Wisconsin.
(1973)
Kathleen E. Wagle, associate professor (metal-
smithing, jewelry). B.S., 1975, Portland State;
M.F.A., 1981, Arizona State. (1994)
Terri Warpinski, associate professor (photography)
B.A., 1979, Wisconsin, Green Bay; M.F.A., 1983,
Iowa. (1984)
Robert S. Wenger, visiting assistant professor (basi
design, visual inquiry). B.S., 1970, 1979, M.F.A.,
1986, Oregon. (1986)
Courtesy
Shinichi Mine, courtesy instructor (computers in
art). B.A., 1974, Kobe Gapan); M.A., 1992, Oregon
(1994)
Takuma Takahara, courtesy instructor. B.S., 1977,
Oregon. (1994)
Kazutaka Uchida, courtesy professor (sculpture).
(1944)
FINE'ANt)APPLIED ARTS 203
Richard C. Pickering, courtesy senior instructor.
BA, 1964, Arizona State; M.FA, 1970, Oregon.
(1970)
Emeriti
David G. Foster, professoremeritus.l:l.A., 1951, In-
stitute of Design, Illinois Institute of Technology;
M.FA, 1957, Oregon. (1957)
Robert C. James, professor emeritus. B.A., 1952,
California, Los Angeles; M.F.A., 1955, Cranbrook
Academy of Art. (1955)
C. Max Nixon, professor emeritus. B.F.A., 1939,
Kansas. (1956)
C. B. Ryan, professor emeritus.l:l.S., 1939, M.F.A.,
1940, Oregon. (1946)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon faculty.
ABOUT THE DEPARTMENT
The Department of Fine and Applied Arts has
courses in ceramics, drawing, fibers, metalsmith-
ing and jewelry, multidisciplinary a,rts, painting,
photography, printmaking, sculpture, and visual
design (including computer graphics). Lower-
division courses serve students doing their major
work in the department and nonmajors seeking
studio work as part of a liberal educ<\tion.
UNDERGRADUATE STUDIES
Students must apply directly to the Department
of Fine and Applied Arts for admission as majors.
Write or call the department for an application
form and deadlines. Admission screening takes
place each term for admission the next term (ex-
cluding summer session).
Three bachelor's degrees a,re offered by the de-
partment: a four-year program leads to the bach-
elor of arts (B.A.) or bachelor of science (B.S.) de-
gree, and a five-year program leads to the
bachelor of fine arts (B.F.A.) 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.F.A. degree.
Major Requirements
General departmental requirements for the B.A.
and B.S. degrees are 66 credits, including two
courses in drawing, two courses in Basic Design
(ART 116), and three courses-<\t least 9 cred-
its-in art history. Twenty-four of the 66 credits
must be upper-division studio work.
Requirements for the B.F.A. degree follow:
1. Completion of a five-year program totaling
220 credits, including satisfaction of gener<\l
university requirements for the B.A. or B.S.
degree
2. Satisf<\ction of departmental requirements for
a program leading to the B.A. or B.S. degree
and, in the fifth year, 29 credits of studio work,
three courses-at least 9 credits-in art his-
tory, and 4 credits of Terminal Creative Project
B.F.A. (ART, ARTC, ARTF, ARTM, ARTP,
ARTR, ARTS, AR1V or ARTX 409)
Students who have completed a compar<\ble
four-year curriculum in art at another institution
may be admitted to the fifth-year B.F.A. pro-
gram. Such B.F.A. candidates must, however,
satisfy the university's residence requirement of
45 credits for all undergraduate degrees. for
transfer students completing an undergraduate
degree here, the department requires at least 24
credits of studio work in residence, of which at
least 12 must be upper division.
Admission to the B.F.A. program is subject to a
portfolio review of the student's work, usually
during the fourth year. The B.F.A. candidate se-
lects a faculty sponsor, who agrees to initiate the
portfolio review <\nd supervise the terminal cre-
ative project.
Program Planning. The department stresses in-
terdisciplinary progr<\ms <\S well as concentrated
study. Each student is encouraged to select a fac-
ulty adviser during the first year. It is critical to
the development of a, worthwhile program of
study that the selected adviser be familiar with
and sympathetic to the student's direction and
capabilities. The importance of program planning
cannot be overemphasized.
The general lower-division courses Basic Design
(ART 116), Drawing (ART 233), and Drawing and
Modeling (ART 297) are prerequisites for most
additional work in the department.
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 Basic Design (ART
116) and Drawing (ART 233) requirements.
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 a,ssigned to help the student develop an
individua,lized program.
Core 20-21 credits
Art history (ARH), three courses 9-12
Basic Design (ART 116) 4
Drawing (ART 233) 4
One course selected from a,mong the following:
Basic Design (ART 116), Drawing (ART 233),
Introduction to Visual Inquiry I,Il (AAA 180,
181), general depa,rtmental (ART) courses .. 3-4
Studio 22 credits
Studio courses of one's choice; 15 credits must be
upper division, and 12 credits must be taken in
residence
GRADUATE STUDIES
The dep'lrtment offers the master of fine arts
(M.F.A.) degree in several majors: ceramics, fibers,
metalsmithing and jewelry, painting, printmaking,
sculpture, and visual design. Graduate studies in
photography and computer studies are offered
through the visual design major.
The M.F.A. program is intended to promote ma-
ture and independent creative work based on
collegiality among members of the studio com-
munity. The f'lculty, with this in mind, prefers to
rely more heavily on advising than on fonn<\1
prescription.
The M.F.A. is the termin<\l degree in the studio
arts. As such, it is designed to transcend the
credit and course requirements tradition'llly as-
sociated with b'lchelor's and master's degrees.
The st<\ndard two-year M.F.A. program requires
six consecutive fall-through-springterms as a
full-time student.
The six terms of full-time enrollment, not
including summer session, is the minimum resi-
dence requirement. At le<\st 54 graduate credits
must be accumulated in these six terms. Other
requirements <\re six form'll courses in 'lrt history,
art theory, or related courses that focus on theo-
retical or historical issues in the arts. Exceptions
to the six formal courses in art history or art
theory must have the prior approva,l of the de-
partment head. Seminars with specific titles, e.g.,
Seminar: Experimental Animation (AR1V 507),
can be used to s<\tisfy this requirement. Untitled
generic semina,rs, e.g., Seminar (ARTC 507) and
other undefined generic courses, e.g., unsubtitled
Research (601), Reading and Conference (605),
and Workshop (508), do not satisfy this require-
ment. Also required is a minimum of 9 credits in
Terminal Creative Project M.F.A. (ART, ARTC,
ARTF, ARTM, ARTP, ARTR, ARTS, AR1V, or
ARTX609).
Graduate students in this department may elect
to take all their work on a passino pass (PIN) ba-
sis. Because the principal requirements here are
those of residence, which may not be waived,
there is no policy for the acceptance of trans-
ferred graduate credit. All work done elsewhere,
both privately and in other schools and founda-
tions, is honored though not reviewed for credit.
Most of the first year is spent establishing work
p<\tterns and becoming famili<\r with
department'll courses of instruction, faculty and
staff members, and fa,cilities.
Prospective students <\Ie expected to have the
equivalent of this dep<\rtment's B.F.A. degree;
applicants accepted without this experience are
expected to make up background deficiencies be-
fore being admitted to the two-year program.
It is assumed that prospective graduate students
have some knowledge of the department's offer-
ings 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 more rewarding to those who
visit the department before applying.
Formal Procedures
Conditional Admission. Applicants must make
specific inquiry based on discipline and commit-
ment, submitting an application, transcripts, vita,
portfolio, and letters of recommendation ~s
requested. All applicants accepted by the Gradu
ate School are given conditional admission to
study for the M.F.A. in the fine and applied arts
depa.rtment.
Until or unless an entering student has <\ specific
request for ~ graduate adviser, the faculty mem-
ber so designated customarily serves as the ad-
viser to conditionally admitted students. Duririg
this time, the student's enrollment consists of
course work and special studies in his or her dis..
cipline and in other instructional areas to ensure
broader acquaintance with the department ~nd
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 ad-
viser for conditionally admitted graduate students.
The committee consists of no fewer than four de-
partmental faculty members, two of whom should
be from the candidate's major discipline. At least
one member of the committee must be from an-
other discipline of the department. When 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
, ,
SCHOOL OF ARCHITECTURE AND ALLIED ARTS
recommend advancement to candidacy with a
change of student classification to graduate
master's.
Terminal Project and Adviser. As soon as the
student h"s achieved graduate master's classifi-
c"tion, 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, which consists
of the adviser as chair, three other departmental
faculty members, and-usual1y-a faculty mem-
ber 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 pro-
posal is organized by the candidate, a meeting of
the committee is arranged for a preliminary
review of the proposed project. A short written
description of the proposal should be delivered
by the candidate to each committee member
prior to the meeting. The purpose of the prelimi-
nary review is to acquaint all parties with the
conceptual and technical particulars of the pro-
posal and to discuss the merit of the project and
its appropriateness to the terminal degree. The
committee also reviews the student's overal1
suitability for pursuit of the M.F.A. degree. If se-
rious "nd irreconcil"ble differences of opinion
arise, the committee should be reconstituted to
begin again. If a second committee "Iso has seri-
ous a,nd irreconcilable differences, the student
ma,y be terminated as an M.F.A. degree candi-
date "fter review by the department head.
Although the preliminary review is not a public
meeting, the departmental faculty should receive
the courtesy of notification. It is understood that
guests a.re not to compromise the purpose of the
meeting. The preliminary review is usual1y timed
to "llow three subsequent terms to complete the
terminal project.
During the course of work on the terminal
project, the candidate schedules individual con-
ferences with committee members and arranges,
through the adviser, at least two committee
meetings for progress reports. At each progress
report meeting, the committee determines
whether sufficient progress ha.s been made,
whether work is of appropria,te quality for con-
tinuation of the project, and whether the
student's performance in the M.F.A. program
continues to be acceptable.
At least two weeks prior to the terminal review,
e"ch 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 an-
nounced 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 aU university
faculty members and graduate students. The ex-
hibition is open to the public.
The M.F.A. degree is officiaUy granted a.fter the
candid"te has fulfiUed all requirements, includ-
ing submission to the department of" project
report in a. form appropriate to the na,ture of the
project "nd suitable for binding for use in the Ar-
chitecture and Allied Arts Library. This bound
copy of the terminal report must be signed by the
terminal project adviser. A second copy of the
report may be made available to the major disci-
p
ine for its use. The student may also request an
addition'll bound copy.
FINE AND APPLIED ARTS
COURSES
Unless specified otherwise, for generic courses
numbered 199, 401, 404, 405, 406, 4071507,
4081508, 409, 4101510, 601, 604, 605, 606, 607,
608, and 609, topics and credits are arranged
with the instructor. Topics vary according to the
interests ofboth faculty members and students.
Courses include, but are not limited to, studio-
related exploration. Students are encouraged to
discuss these possibilities with their advisers.
General Departmental Art Courses
(ART)
111 The Artist Experience (3) PIN only. The
artist experience is a series of presentations by
the resident faculty members of the Department
of Fine a.nd Applied Arts. Offered fal1 term only.
116 Basic Design (4R) PIN only. Programming
of information and processes invested in the act
of designing: exercises in understanding the syn-
tax of problem posing. Alpert, Wenger.
AAA 180, 181 Introduction to Visual Inquiry
I,ll (3,3) See Architecture and AUied Arts.
199 Special Studies: [Topic] (1-5R) Prereq:
instructor's consent.
208 Foundation: [Topic] (3-4R) A studio founda-
tion course focusing on basic skills and concepts.
233 Drawing (4R) Beginning course in observa-
tion, selection, and recording of significant ele-
ments in various drawingmedia.
297 Drawing and Modeling (4R) Study of forms
in space using the two dimensions of drawing
'lnd the three dimensions of modeling. Buckner.
350 Color Theory (3-4R) Examines the physical,
psycholOgical, and physiological aspects of color
and light. Designed to improve the understand-
ing of color interaction. Prereq: ART 116, instruc-
tor's consent.
404 Internship: [Topic] (1-12R) Prereq: instruc-
tor's consent.
406 Special Problems: [Topic] (1-8R) Prereq:
instructor's consent.
407/507 Seminar: [Topic] (1-3R) Frequent top-
ics are Contemporary Issues in Art, Feminist Art
Criticism and Theory.
408/508 Workshop: [Topic] (l-6R) Frequent
topics are Bookbinding, Calligraphy, Paperrnak-
ing, SmaU Metal Casting, Typography; others in-
clude Computers in the Arts, Hands and Feet.
409 Terminal Creative Project B.F.A. (1-12R)
Prereq: instructor's consent.
410/510 Experimental Course: [Topic] (1-6R)
Topics include Drawing and Writing on the
Computer, Theories in Art.
414/514 Art and Creativity (3-4R) PIN only.
Personal projects and ensemble work involving
im<\gination-releasing exercises using clay, draw-
ing, writing, a,nd storytelling. Studio emphasizes
creativity. Prereq: instructor's consent. R once.
415/515 The Origins of Mark and Image Mak-
ing (3-4) PIN only. Shares some characteristics
of a studio course but undert<\kes research in <\
nontraditional outdoor setting. Unprocessed
natural and found material used for projects re-
viewed and discussed on site. Prereq: instructor's
consent.
474/574 Experimental Animators (3R) Historical
survey of artists working in independent and ex-
perimental <\nimation. Viewing, discussing, and
writing about American and international anima-
tions. Exploration of theoretical, conceptual, and
technical issues. Prereq: upper-division standing.
R three times for maximum of 12 credits.
482/582 Anatomy for Artists (3-4) Principles
and formation of the skeletal and muscular struc-
ture of the human figure. Prereq: ARTP 281 or
AlZT 233 or 297, instructor's consent.
485/585 Artist's Books (3-4R) Creating books as
an expression of fine art. E'lch aspect of the book's
structure 'lnd form is designed to express the
artist's ideas and content. Prereq: foundation
course.
483/583 Installation (4R) Covers the practice of
critical 'lpproaches to art installation. Creation of
an individual inst<\l1ation; participation in a final
group-installation exhibit. Prereq: instructor's
consent. R three times for maximum of 16
credits.
492/592 The Artist's Survival (2-3) PIN only.
Reviews the direct application and presentation
of an artist's work in the world of business and
education.
601 Research: [Topic] (1-12R) PIN only.
Prereq: instructor's consent.
602 Supervised College Teaching (1-4R)
Prereq: instructor's consent.
604 Internship: [Topic] (1-12R) Prereq: instruc-
tor's consent.
605 Reading and Conference: [Topic] (1-6R)
Prercq: instructor's consent.
607 Seminar: [Topic] (l-4R)
608 Colloquium: [Topic] (l-8R)
609 Terminal Creative Project M.F.A. (1-12R)
Prereq: instructor's consent.
Ceramics Courses (ARTC)
199 Special Studies: [Topic] (1-5R) Prereq:
instructor's consent.
255 Ceramics (3-4R) Both instructor-directed
and self-directed opportunities. Instruction avail-
able in many aspects of the study of ceramic pro-
cesses. Kokis, Krusoe.
401 Research: [Topic] (1-12R) Prereq: instruc-
tor's consent.
404 Internship: [Topic] (1-12R) Prereq: instruc-
tor's consent.
405 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent.
406 Special Problems: [Topic] (1-8R) Prereq:
instructor's consent.
407/507 Seminar: [Topic] (1-4R) Prereq:
instructor's consent.
408/508 Workshop: [Topic] (1-6R) Prereq:
instructor's consent.
409 Terminal Creative Project B.F.A. (1-12R)
Prereq: instructor's consent.
410/510 Experimental Course: [Topic] (l-6R)
450/550 Ceramic Theory and Chemistry (3-4R)
Theory and practice in glaze and clay calculation
and formulation. Prereq: instructor's consent,
ARTC255.
455/555 Advanced Ceramics (3-4R) Intensive
study opportunities for those who seek the inte-
gration of skills, theory, and practice with the de-
velopment of personal meanings. Kokis, Krusoe.
465/565 Kiln Firing (3-4R) Loa,Jing and firing
electric, gas, and propane kilns. Covers low-fire,
205
low-salt, high -salt, cone 6 and 10 reduction, and
specialty firings. Kiln maintenance and repair.
Prereq: instructor's consent. R three times for
maximum of 16 credits.
466/566 Wood Fire (3--4R) Covers theory and
practice of wood-fire ceramics. Involves wood
preparation, lo"ding, firing, and unlo"ding of
wood fires; maintenance and kiln building.
Prereq: instructor's consent. R three times for
maximum of 16 credits.
467/567 Glaze Laboratory (3R) Basic glilze
chemistry, glaze mixing, alteration, and ildjust-
ment. Weekly glaze mixing and testing. Adilpting
recycled glazes for reuse. Glaze experiment"tion.
Prereq: instructor's consent. R three times for
maximum of 12 credits.
601 Research: [Topic] (l-12R) PIN only.
Prereq: instructor's consent.
604 Internship: [Topic] (1-12R) Prereq: instruc-
tor's consent.
605 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent.
606 Special Problems: [Topic] (1-12R) Prereq:
instructor's consent.
607 Seminar: [Topic] (l--4R) Prereq: instructor's
consent.
608 Colloquium: [Topic] (1-8R) Prereq: instruc-
tor's consent.
609 Terminal Creative Project M.F.A. (1-12R)
Prereq: instructor's consent.
Fibers Courses (ARTF)
199 Special Studies: [Topic] (l-5R) Prereq:
instructor's consent.
253 Off-Loom Textiles (3--4R) Introduction to
fibers by exploring fiber construction, e.g., bas-
ketry, crochet, netting; or f"bric piecing and em-
bellishment' e.g., patchwork, applique, stitching.
Subject varies by term. R three times for maxi-
mum of 16 credits.
267 Weaving (3-4R) Introduction to weaving on
four-shaft floor looms. Experimentation with a
wide variety of fibers, pattern weave, and tapes-
try. Subject varies by term. Pickett. R three times
for maximum of 16 credits.
358 Dyeing (3-4R) Dyeing fibers and fabrics us-
ing natural and synthetic dyes. Includes such
techniques as stitch resist, paste resist, stencil
printing, ikat, marbling. Focus on surface design.
R three times for maximum of 16 credits.
401 Research: [Topic] (1-12R) Prereq: instruc-
tor's consent.
404 Internship: [Topic] (l-12R) Prereq: instruc-
tor's consent.
405 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent.
406 Special Problems: [Topic] (1-8R) Prereq:
instructor's consent.
407/507 Seminar: [Topic] (1-4R) Prereq: instruc-
tor's consent.
408/508 Workshop: [Topic] (1-6R) Prereq:
instructor's consent.
409 Terminal Creative Project B.F.A. (1-12R)
Prereq: instructor's consent.
410/510 Experimental Course: [Topic] (l-6R)
456/556 Advanced Fibers (3-4R) Weaving on
multisha£t looms including the computer loom;
fiber sculpture, environments, textile history,
contemporary issues, fabric analysis. Prereq:
instructor's consent, three terms of ARTF 253 or
267 recommended. Pickett. R three times for
maximum of 16 credits.
458/558 Textile Printing (3--4R) Dyeing tech-
niques-stenciling, paste resist, shibori-that
allow exploration of pattern design and symme-
try on cloth. Subject varies by term. ARTF 358
recommended. Prereq: instructor's consent. R
three times for maximum of 16 credits.
601 Research: [Topic] (l-12R) PIN only.
Prereq: instructor's consent.
604 Internship: [Topic] (1-12R) Prereq: instruc-
tor's consent.
605 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent.
606 Special Problems: [Topic] (1-12R) Prereq:
instructor's consent.
607 Seminar: [Topic] (1-4R) Prereq: instructor's
consent.
608 Colloquium: [Topic] (1-8R) Prereq: instruc-
tor's consent.
609 Terminal Creative Project M.F.A. (1-12R)
Prereq: instructor's consent.
Metalsmithing and Jewelry
Courses (ARTM)
199 Special Studies: [Topic] (l-5R) Prereq:
instructor's consent.
257 Metalsmithing and Jewelry (3--4R)
Introduction to the handworking of ferrous and
nonferrous metals; practical information about
making small tools, jewelry, and metal objects.
401 Research: [Topic] (1-12R) Prereq: instruc-
tor's consent.
404 Internship: [Topic] (1-12R) Prereq: instruc-
tor's consent.
405 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent.
406 Special Problems: [Topic] (1-8R) Prereq:
instructor's consent.
407/507 Seminar: [Topic] (l--4R) Prereq: instruc-
tor's consent.
408/508 Workshop: [Topic] (1-6R)
409 Terminal Creative Project B.F.A. (1-12R)
Prereq: instructor's consent.
410/510 Experimental Course: [Topic] (1-6R)
457/557 Intermediate and Advanced
Metalsmithing and Jewelry (3-5R) Emphasis
on creative work. Advanced problems in forging,
raising, centrifuge, casting, enameling, etching,
stone setting.
601 Research: [Topic] (1-12R) PIN only. Prereq:
instructor's consent.
604 Internship: [Topic] (1-12R) Prereq: instruc-
tor's consent.
605 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent.
606 Special Problems: [Topic] (1-12R) Prereq:
instructor's consent.
607 Seminar: [Topic] (1-4R) Prereq: instructor's
consent.
608 Colloquium: [Topic] (1-8R) Prereq: instruc-
tor's consent.
609 Terminal Creative Project M.F.A. (1-12R)
Prereq: instructor's consent.
Multidisciplinary Arts
Courses (ARTX)
199 Special Studies: [Topic] (1-5R) Prereq:
instructor's consent.
401 Research: [Topic] (1-12R) Prereq: instruc-
tor's consent.
404 Internship: [Topic] (l-12R) Prereq: instruc-
tor's consent.
405 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent.
406 Special Problems: [Topic] (1-8R) Prereq:
instructor's consent.
407/507 Seminar: [Topic] (l--4R) Prereq: instruc-
tor's consent.
408/508 Workshop: [Topic] (1-6R) Prereq:
instructor's consent.
409 Terminal Creative Project B.F.A. (1-12R)
Prereq: instructor's consent.
601 Research: [Topic] (l-12R) PIN only. Prereq:
instmctor's consent.
604 Internship: [Topic] (1-12R) Prereq: instruc-
tor's consent.
605 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent.
606 Special Problems: [Topic] (1-12R) Prereq:
instructor's consent.
607 Seminar: [Topic] (l--4R) Prereq: instructor's
consent.
608 Colloquium: [Topic] (l-8R) Prereq: instruc-
tor's consent.
609 Terminal Creative Project M.F.A. (1-12R)
Prereq: instructor's consent.
Painting Courses (ARTP)
199 Special Studies: [Topic] (1-5R) Prereq:
instructor's consent.
281 Painting (3--4R) Basic visual elements and
their application to painting as a meilns of ex-
pression. Incorporates traditional subject matter:
still life, landscape, figure. Drawing experience
recommended.
294 Watercolor (3--4R) Basic instruction in the
use of water media with particular attention to
their limitations and capabilities.
381 Watercolor (3-4R) Visual and manual un-
derstanding of the mediil with emphasis on
transparency and fluidity. Transitory conditions
of light and atmosphere. Prereq: ART 233 or
ARTP294.
390 Painting (3-4R) Adv"nced painting concepts
and technical processes. Independent initiative is
encouraged. Prereq: 8 credits of lower-division
painting or equivalent. Gr"ff, Okada.
391 Drawing (3--4R) Continued study in obser-
vation related to visual "nd spatial phenomena.
Prereq: 4 credits in ART 233. Graff, Okada.
392 Composition and Visual Theory (3--4R) Vi-
sual theory and its relation to visual, tactile, ki-
netic, and mnemonic chilrilcterization. Prereq: 4
credits in ART 116 or 233 or instructor's consent.
401 Research: [Topic] (1-12R) Prereq: instruc-
tor's consent.
404 Internship: [Topic] (1-12R) Prereq: instruc-
tor's consent.
405 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent.
406 Special Problems: [Topic] (1-8R) Prereq:
instructor's consent.
407/507 Seminar: [Topic] (l-4R) Prereq: instruc-
tor's consent.
408/508 Workshop: [Topic] (1-6R) Prereq:
instructor's consent.
409 Terminal Creative Project B.F.A. (1-12R)
Prereq: instructor's consent.
206 SCHOOLOFARC
410/510 Experimental Course: [Topic] (1-6R)
481 Watercolor (3-4R) Advanced study in se-
lected water media. Prereq: ARTP 381 or
instructor's consent.
486/586 Large-Scale Painting (8R) Presents a
realistic introduction to a professional commit-
ment to painting. Introduces need for personal
development of a studio discipline appropriate
for independent graduate work. Prereq: ARTP
390, instructor's consent. Okada.
488/588 Theories of Painting (3) Examines the
parallel development of modern painting to the
present and concurrent theory. Includes contem-
porary exhibiting practices: galleries, museums,
publicity, art as business, Okada.
490/590 Advanced Painting (3-4R) Use ofvari-
ous media to characterize observation of a variety
of subjects including stilllifes, landscapes, and
figures. Prereq: 6 credits in ARTP 390 or equiva-
lent. Graff, Okada.
491/591 Advanced Drawing (3-4R) Use of
drawing as a conceptual and technical tool for
revealing information from various sources in-
cluding still life, landscape, and figure. Prereq: 6
credits in ARTP 391. Graff, Okada.
601 Research: [Topic] (1-12R) PIN only. Prereq:
instructor's consent.
604 Internship: [Topic] (1-12R) Prereq: instruc-
tor's consent.
605 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent.
606 Special Problems: [Topic] (1-12R) Prereq:
instructor's consent.
607 Seminar: [Topic] (1-4R) Prereq: instructor's
consent.
608 Colloquium: [Topic] (1-8R) Prereq: instruc-
tor's consent.
609 Terminal Creative Project M.F.A. (1-12R)
Prereq: instructor's consent.
690 Graduate Studies in Painting (1-6R) Ad-
vanced work with problems of color and form,
technique, processes, and visual theories. Prereq:
instructor's consent.
691 Graduate Studies in Drawing (1-6R) Ad-
vanced work with problems of form, technique,
processes, and visual theories. Prereq: instruc-
tor's consent.
Printmaking Courses (ARTR)
199 Special Studies: [Topic] (1-5R) Prereq:
instructor's consent.
346 Introduction to Relief Printing (4) Wood-
cut, linoleum-cut methods, single- or multiple-
color techniques of reduction cut, multiple
blocks, stencils, and registration principles. Em-
phasizes personal imagery development. Prereq:
two terms of drawing or instructor's consent.
Prentice.
347 Introduction to Intaglio (4) Techniques of
etching, drypoint, engraving, aquatint, soft
ground, lift ground, white ground, embossment,
relief plate printing. Emphasizes personal imag-
ery development. Prereq: two terms of drawing
or instructor's consent. Prentice.
348 Introduction to Screen Printing (3R) Tech-
niques of screen printing including film stencil,
liquid blockout stencil, paper stencil, and photo-
sensitive approaches. The medium as a unique
conceptual and expressive tool. Prereq: instruc-
tor's consent. Paul.
349 Introduction to Lithography (3) Basic
methodology of delineation, processing, and
printing of images on stone. Includes crayon,
pen, and tusche work. Printing of small editions.
Prereq: two terms of drawing or instructor's con-
sent. Paul.
401 Research: [Topic] (1-12R) Prereq: instruc-
tor's consent.
404 Internship: [Topic] (1-12R) Prereq: instruc-
tor's consent.
405 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent.
406 Special Problems: [Topic] (1-8R) Prereq:
instructor's consent.
407/507 Seminar: [Topic] (l-4R) Prereq: instruc-
tor's consent.
408/508 Workshop: [Topic] (1-6R)
409 Terminal Creative Project B.F.A. (1-12R)
Prereq: instructor's consent.
410/510 Experimental Course: [Topic] (1-6R)
Exploration of new or combined graphic media
may include monotype, Japanese woodcut, and
wood engraving.
446/546 Intermediate and Advanced Relief
Printing and Intaglio (3-4R) Relief printing em-
phasizes color techniques, chine colle, wood en-
graving, monotype. Intaglio includes color meth-
ods with multiple plates and ala poupee. Focuses
on personal imagery development. Prereq: ARTR
346 or 347 or instructor's consent. Prentice.
448/548 Intermediate and Advanced Screen
Printing (3-4R) Continuing instruction in screen
printing. Emphasizes advanced and experimental
techniques, personal image development, and
technical control. Prereq: ARTR 348 or instruc-
tor's consent. Paul.
449/549 Intermediate and Advanced
Lithography (3-4R) Continuing instruction in
lithography including methods of transfer, color
work, plate lithography, photolithography. Em-
phasizes personal imagery and technical control.
Prereq: ARTR 349 or instructor's consent. Paul.
601 Research: [Topic] (1-12R) PIN only.
Prereq: instructor's consent.
604 Internship: [Topic] (1-12R) Prereq: instruc-
tor's consent.
605 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent.
606 Special Problems: [Topic] (1-12R) Prereq:
instructor's consent.
607 Seminar: [Topic] (l-4R) Prereq: instructor's
consent.
608 Colloquium: [Topic] (1-8R) Prereq: instruc-
tor's consent.
609 Terminal Creative Project M.F.A. (1-12R)
Prereq: instructor's consent.
680 Graduate Studies in Printmaking (1-6R)
Problems in various printmaking techniques:
woodcut, etching, screen printing, wood engrav-
ing, lithography, collograph. Intensive indepen-
dent work combined with regular review and cri-
tique. Prereq: instructor's consent. Paul, Prentice.
Sculpture Courses (ARTS)
199 Special Studies: [Topic] (1-5R) Prereq:
instructor's consent.
291 Elementary Sculpture (3-4R) Introduction
to materials. Consideration of form; technical
and compositional exercises in clay, plaster,
wood, and stone.
393 Intermediate Sculpture (3-4R) Practice in
the basics of additive, reductive, and constructive
sculpture. Prereq: ARTS 291 or instructor's con-
sent. Alpert, Buckner.
401 Research: [Topic] (1-12R) Prereq: instruc-
tor's consent.
404 Internship: [Topic] (1-12R) Prereq: instruc-
tor's consent.
405 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent.
406 Special Problems: [Topic] (1-8R)
Prereq: instructor's consent.
407/507 Seminar: [Topic] (1-4R)Prereq:
instructor's consent.
408/508 Workshop: [Topic] (1-6R)
409 Terminal Creative Project B.F.A. (1-12R)
Prereq: instructor's consent.
410/510 Experimental Course: [Topic] (l-6R)
487/587 Figure Studies (3-4R) The human
structure and its accurate interpretation. Three-
dimensional work from the living model with
supporting study through drawing. Prereq:
instructor's consent. Buckner.
489/589 Metal Casting (3-6R) Basic principles
of nonferrous metal casting in lost wax. Design
and operation of furnaces and ovens. Alpert,
Buckner.
494/594 Advanced Sculpture (3-4R) Intensive
creative work in a wide variety of media. Tr"di-
tional and contemporary sculptural ideas "nd
their relationship to personal expression. Regular
reviews. Prereq: instructor's consent. Alpert,
Buckner.
496/596 Ceramic Sculpture (3-4R) Techniques
in building, modeling, molding, and surfacing
terra cotta. The character of the materials and
their effectiveness as sculptural media. Kokis,
Krusoe.
601 Research: [Topic] (1-12R) PIN only.
Prereq: instructor's consent.
604 Internship: [Topic] (1-12R) Prereq: instruc-
tor's consent.
605 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent.
606 Special Problems: [Topic] (1-12R) Prereq:
instructor's consent.
607 Seminar: [Topic] (l-4R) Prereq: instructor's
consent.
608 Colloquium: [Topic] (1-8R) Prereq: instruc-
tor's consent.
609 Terminal Creative Project M.F.A. (1-12R)
Prereq: instructor's consent.
Visual Design Courses (ARTV)
199 Special Studies: [Topic] (1-5R) Prereq:
instructor's consent.
240 Graphic Tools (3) Introduction to tools and
techniques used in design practice. Focuses on
print processes, materials, and presentation,
260 Computers in Visual Design (3-4R) Intro-
duction to the many ways computers are being
used as design tools. Covers techniques, hard-
ware, software, and design principles.
351 Creative Photography I (4R) Basic black-
and-white photographic processes and tech-
niques; development of camera a,nd darkroom
skills; seeing photographically. Student work re-
viewed often. Powell, Warpinski.
380 Letterform: Calligraphy (3-4R) Fundamen-
tals of calligraphy, its practice and history. Basic
study of the structure of letters. Reaves.
',.. , .... :.': ..'.' ..-.' ,
HISTORICPRESERVATION 207
381 Letterform: Letterpress (4R) Experiments
with lead and wooden type as related to graphic
composition and communication. Holcomb.
382 Letterform: Digital Typography (4R) Fun-
damentals of calligraphy, typography, codifica-
tion techniques as related to photo- and elec-
tronically generated graphics. Holcomb.
383 Graphic Symbol (4R) Studies in symbolic
communication. Exploration in the graphic evo-
lution of symbols. Prereq: ARTV 380 or 381 or
382, instructor's consent. R twice for maximum
of 12 credits.
394 Digital Illustration (3-4) Use of computers
and digital imaging software to create pictures as
graphic communication. Prereq: ART 116 and
233, both twice.
401 Research: [Topic] (1-12R) Prereq: instruc-
tor's consent.
404 Internship: [Topic) (1-12R) Prereq: instruc-
tor's consent.
405 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent.
406 Special Problems: [Topic] (1-8R) Prereq:
instructor's consent.
407/507 Seminar: [Topic] (1-4R) Prereq: instruc-
tor's consent.
408/508 Workshop: [Topic] (1-6R) Prereq:
instructor's consent.
409 Terminal Creative Project B.F.A. (1-12R)
Prereq: instructor's consent.
410/510 Experimental Course: [Topic] (1-6R)
452/552 Creative Photography II (3-4R) Intro-
duction to medium- and large-format cameras
and their aesthetic possibilities. Four-by-five and
eight-by-ten view cameras provided. Processes
include camera use, film and development, print-
ing skills. Prereq: ARTV 351. Powell, Warpinski.
R twice for maximum of 12 credits. Studio class.
453/553 Creative Photography III (4R)
Introduction to techniques and aesthetics of con-
structed imagery and postvisualization. Pro-
cesses include toning, hand coloring, collage,
studio work, polaroid, photocopy. Prereq: ARTV
452/552, instructor's consent. Powell, Warpinski.
R three times for maximum of 16 credits. Studio
class.
454/554 Color Photography (3-4R) B"sic color
photographic process and techniques; issues of
design and color theory; historic and contempo-
rary aesthetic concerns. Prereq: ARTV 351.
Hickm"n. R twice for maximum of 12 credits.
Studio class.
460/560 Computers in Art I (3-4R) Intermedi-
ate and advanced use of computers as an "rtist's
tool. Some programming. Prereq: instructor's
consent. Hickman, Holcomb.
461/561 Computers in Art II (3-4R) Advanced
work in computer graphics. Explores both tech-
nic"l a,nd aesthetic issues. Prereg: instructor's
consent. Hickman, Holcomb.
471/571 Elements of Graphic Design (4R)
Work with the processes and mechanics of
graphic design. Combined experimental-applied
projects. Prereq: ART 116, 233; ARTV 240, 260;
instructor's consent. R three times for maximum
of 16 credits.
475/575 Issues in Visual Design (3-4R) Ad-
vanced overview of theories and practice in
visual design. Selected topics include visualiza-
tion (hand-drawn and computer-facilit"ted),
word-image relationships, design theory, and
cultural history. Prereq: instructor's consent,
ARTV 383. Holcomb. R three times for maxi-
mum of 16 credits.
476/576 Alternative Photographic Processes
(3-4R) Exploration of nontraditional photo-
graphic concepts and techniques. Includes xerog-
raphy, cyanotype, kallitype, and multicolor tech-
niques, historic and contemporary applications.
Prereq: ARTV 452/552, instructor's consent.
Powell, Warpinski. Studio class.
477/577 Advanced Visual Design (3-4R) Ex-
plores visual communications through research,
technical use, problem solving, critiques, "nd
discussion. Emphasizes collecting inform"tion
and refining visual problems. Integration of basic
technical skills through applied problems.
Prereq: instructor's consent. Holcomb.
478/578 Contemporary Photography Issues
(4R) Historical and contemporary movements in
photography, its relationship with other arts, "nd
its influence on society. Focuses on 1940 to the
present. Prereq: instructor's consent. Powell,
Wa,rpinski. R twice for maximum of 12 credits.
484/584 Advanced Photography (3-4R) Weekly
review of individual creative work in progress
leads to a final portfolio. Reading and discussion.
Prereq: ARTV 351, instructor's consent. Powell,
Warpinski. Studio course.
493/593 Visual Continuity (4R) The problems of
image sequence "nd continuity in all graphic me-
dia including photography, video, and computer-
generated graphics. Prereq: ART 116 or
instructor's consent.
495/595 Motion Graphics (3-4R) Movingimag-
ery; both diagr"mmatic and photographic use of
video and computer graphics in visual design.
Includes various animation techniques. Prereq:
ART 116, ARTV 493/593 or instructor's consent.
Holcomb. Open to nonmajors.
601 Research: [Topic] (1-12R) PIN only.
Prereq: instructor's consent.
604 Internship: [Topic] (1-12R) Prereg: instruc-
tor's consent.
605 Reading and Conference: [Topic] (1-6R)
Prereq: instructor's consent.
606 Special Problems: [Topic] (1-12R) Prereq:
instructor's consent.
607 Seminar: [Topic] (I-4R) Prereq: instructor's
consent.
608 Colloquium: [Topic] (1-8R) Prereq: instruc-
tor's consent.
609 Terminal Creative Project M.F.A. (1-12R)
Prereq: instructor's consent.
694 Graduate Studies in Photography (3-5R)
Weekly review of work in all photographically
related processes. Reading and discussion.
Prereq: portfolio, instructor's consent.
HISTORIC
PRESERVATION
105 Lawrence Hall
Telephone (503) 346-2077
Donald L. Peting, Program Director
Faculty
Sally Donovan, adjunct assistant professor (survey,
planning, Register nominations). B.F.A., 1979, Ne-
braska; M.S., 1987, Oregon. (1993)
Eric 1. Eisemann, adjunct assistant professor Oaw).
B.A., 1974, Knox; M.A., 1980, Western Kentucky;
J.D., 1994, Lewis and Clark. (1984)
Mary Gallagher, adjunct assistant professor (historic
archaeology, planning and survey, l~egister nomi-
nation). B.A., 1979, Northern Illinois; M.A., 1984,
Oregon State. (1992)
Kenneth Guzowski, adjunct assistant professor (sur-
vey, planning, historic landscapes). B.A., 1974,
Central Michigan; M.S., 1990, Oregon. (1992)
Sharr Prohaska, adjunct assistant professor (cultural
resource management, tourism, activism). B.S.,
1988, Portland; M.A., 1990, George Washington.
(1993)
The date in parentheses at the end of each entry is the
first year on the University of Oregon faculty.
Participating
Howard Davis, architecture
Philip H. Dole, architecture
Arthur W. Hawn, architecture
Kenneth 1. Helphand, landscape architecture
Michael Hibbard, planning, public policy and
management
Chris H. Luebkeman, architecture
Robert Z. Melnick, landscape architecture
Donald 1. Peting, architecture
Leland M. Roth, art history
Richard A. Sundt, art history
Jenny Young, architecture
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:
Historic Preservation 15 credits
Introduction to Historic Preservation
(AAAP 411) 3
12 credits selected from Workshop: Historic
Woodwork (AAAP 408), Experiment"l Course:
Preservation Planning (AAAP 410), N"tional
Register Nomination (AAAP 431), Legal Issues
in Historic Preservation (AAAP 441), Historic
Survey and Inventory Methodology (AAAP
451), Preservation and Restoration Technology
(ARCH 474), Preservation Technology: Ma-
sonry (ARCH 475), Historic Finishes
(lARC 476) 12
Related Course Work 12 credits
Select courses from ExperimentaJ Courses: Native
American Architecture, Oregon Architecture
(ARH 410); Experimental Course: The Room
(ARCH 410); Landscape Research Methods (LA
420); Analysis Through Recording of Historic
Buildings (ARCH 421); Settlement Patterns
(ARCH 431); Vernacular Building (ARCH 434);
18th-Century Architecture (ARB 460); 19th-
Century Architecture (ARB 461); American Ar-
chitecture I,1l,III (ARB 464, 465, 466); History of
Interior Architecture I,Il,II1 (ARH 474,475,476);
History of Landscape Architecture I,1l,II1
208 SCHOOL OF ARCHITECTURE AND ALLIED ARTS
(ARH 477, 478, 479); Landscape Preservation
(LA 480); National Parks (LA 482); Landscape
Perception (LA 484)
Courses from other university departments may
be substituted with approval of the 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 (AAA). Early con-
su
tationwith a faculty member on the historic
preservation committee is recommended.
Students must give the committee written notice
of the intent to seek the minor. A form for this
purpose is available in the office of the AAA dean
and must be submitted one year prior to formal
application for graduation.
Course availability is subject to the instructor's
consent and the space available after obligations
to AAA departmental majors have been met. A
mid-C or better must be earned in letter-graded
courses, a P (pass) in pass/no pass courses. The
minor is granted upon completion of the require-
ments in effect when the notice of intent to seek
the minor was filed.
GRADUATE STUDIES
A master of science (M.S.) degree in historic
preservation is offered by the School of
Architecture and Allied Arts (AAA). The two-
year course of study is designed to meet the in-
terests of students whose backgrounds are pri-
mari
y in "rchitecture, landscape architecture,
and architectural history. It includes training in
preserv'ltion theory and law, the characteristics
of historic buildings and landsca.pes, historic
building technology, and the procedures for
evaluating and recording historic sites and build-
ings.
The program is administered by the Committee
on Historic Preservation, an interdepartment,,1
committee in the AAA school.
Admission
In addition to the basic requirements for
admission to graduate study at the university,
students must have some background in archi-
tecture or architectural history or both. Applic,,-
tions to the graduate program should contain the
following:
1. A completed application form and fee
2. A biographical summary
3. An educational and professional summary
4. Statement of intent
5. Selected examples of written material and/or
graphic work
6. Official transcripts of all college work
7. Graduate Record Examinations (GRE) scores
8. Three letters of recommendation, preferably
from academic or professional sources
Students whose first l"ngua.ge is not English
must submit Test of English as a Foreign Lan-
guage (TOEFL) scores of 'It least 550.
Students who want to p"rticipate in the program
through the Western Interstate Commission for
Higher Educ"tion (WICHE) should inquire at the
Graduate School.
General university regula.tions about gr"duate
admission are described in the Graduate School
section of this bulletin.
For fall 1996 admission the application deadline is
February 15, 1996. Requests for more information
and application materials should be addressed to
the Committee on Historic Preservation, School of
Architecture and Allied Arts, 5233 University of
Oregon, Eugene OR 97403-5233.
Program Requirements
The M.S. degree in historic preservation requires
70 credits in five course areas: historic preserv,,-
tion core courses, history electives, area of con-
centration, approved electives, and individual-
ized study, which includes thesis or terminal
project, research, and an internship. Students
choose one of three concentration areas in which
to specialize-preservation theory, design, "nd
technology; man"gement of cultural resources;
resource identific"tion and evaluation.
Historic Preservation Core (15 credits)
Core courses include Introduction to Historic
Preservation (MAP 511), National Register
Nomination (AAAP 531), Legal Issues in Historic
Preservation (AAAP 541), Historic Survey and
Inventory Methodology (MAP 551), L"ndsc"pe
Research Methods (LA 520) or Experimental
Course: Architectural Research Methods and De-
sign (ARCH 610)
History Electives (9 credits)
Students choose from an approved list of courses
that cover the history of architecture, landscape
architecture, and interior architecture
Area of Concentration (minimum of 15
credits)
Courses are taken in one area of study. Courses
used to satisfy any of the above requirements
may not be used to satisfy this requirement.
Preservation Theory, Design, and Technol-
ogy. Emphasis is on developing the skills needed
to research, plan, and direct restor"tion of build-
ings, places, "nd landscapes "s well as to deter-
mine the a,ppropriate levels of treatment. Resto-
ration theory, design, building history, and
technology "re explored in this concentration.
Management of Cultural Resources. Embod-
ied in historic preservation is the management of
cultural resources. This concentration provides
the legal, planning, and management skills
individuals need to work in or develop organiza-
tions that support public or private management
of cultural resources.
Resource Identification and Evaluation. This
concentration offers the insights and investiga-
tive tools necessary for "rchiv"l and cultural
resource research to establish the history and
context of buildings, la.ndscapes, and cities that
determine settlement, organization, and sense of
place.
Approved Electives (9 credits)
Students take courses in other concentration ar-
eas, from an approved list of courses, or in other
university departments with approval of the
adviser.
Individualized Study (21 credits)
This part of the master's degree program com-
prises 3 credits in Research (MAP 601), 6 credits
in Practicum: Internship (MAP 609), and 12
credits in Thesis (AAAP 503) or Terminal Project
(MAP 611). Before enrolling in AAAP 503 or
611, the student must develop a project proposal
and have it approved by a committee of three or
more members, at least two of whom must be
University of Oregon faculty members. When the
thesis or terminal project nears completion, the
student must present the results of the project to
faculty members "nd students and gain final ap-
proval of the project's documentation from the
faculty committee.
HISTORIC PRESERVATION
COURSES (AAAP)
407/507 Seminar: [Topic] (1-5R)
408/508 Workshop: [Topic] (1-5R)
410/510 Experimental Course: [Topic] (1-5R)
411/511 Introduction to Historic Preservation
(3) History, evolution, modern concepts, and
profeSSional techniques of historic preservation.
Includes financial incentives, nation,,1 a.nd state
laws, the role of planning, a,nd management.
Donov"n, Prohaska.
431/531 National Register Nomination (4) Pro-
vides information and instruction on "II aspects
of the National Register program and process.
Facilitates completion of registration form.
Gallagher.
INTERIOR ARCHITECTURE 209
441/541 Legal Issues in Historic Preservation
(3) Examines constitutional, statutory, and com-
mon law affecting historic preservation. Covers
First Amendment, eminent domain, due process,
police powers, regulatory "takings," and aes-
thetic zoning. Eisemann.
451/551 Historic Survey and Inventory Meth-
odology (3) Examines how historic inventories
help communities pla.n for wise use of historic
resources. Includes complete reconnaissance a;nd
survey documenta.tion for historic properties '1nd
development of historic context statement.
Guzowski.
503 Thesis (1-12R) PIN only
601 Research: [Topic] (1-6R) PIN only
602 Supervised College Teaching (1-5R)
605 Reading and Conference: [Topic] (1-16R)
PIN only
606 Special Problems: [Topic] (1-16R)
PIN only
607 Seminar: [Topic] (1-5R)
608 Workshop: [Topic] (1-5R)
609 Practicum: [Topic] (1-6R) PIN only
610 Experimental Course: [Topic] (1-5R)
611 Terminal Project (1-6R) PIN only
Courses in Other Departments
See descriptions under home departments.
Architecture. Analysis through Recording of
Historic Buildings (ARCH 521), Settlement Pat-
terns (ARCH 531), Vernacular Building (ARCH
534), Housing in Society (ARCH 545), Seismic
Study (ARCH 569), Preservation and Restoration
Technology '(ARCH 574), Preservation Technol-
ogy: Masonry (ARCH 575), Graduate Design
Process (ARCH 611), Graduate Design Technol-
ogy (ARCH 612), Graduate Design Arts (ARCH
613), Graduate Architectural Design I: Option III
(ARCH 681)
Art History. 18th-Century Architecture (ARH
560), 19th-Century Architecture (ARH 561),
20th-Century Architecture (ARH 562), American
Architecture I,II,III (ARH 564,565,566), History
of Interior Architecture I,II,III (ARH 574,575,
576), History of Landscape Architecture I,II,III
(ARH 577, 578, 579)
Interior Architecture. Historic Finishes
(IARC 576)
Landscape Architecture. Landscape Research
Methods (LA 520), Landscape Preservation (LA
580), National Parks (LA 582), Landscape Percep-
tion (LA 584), Contemporary American Land-
scape (LA 585)
Planning, Public Policy and Management.
Grant Writing (PPPM 522), Neighborhood and
Community Revitalization (PPPM 534), Manag-
ing Nonprofit Organizations (PPPM 580)
Participation in related course work throughout
the university is encouraged. Available courses
include Urban Geography (GEOG 542), Cultura;l
Resource Management (ANTH 549), Cultural
Resources: Policy and Procedures (ANTH 535,
offered at Oregon State University),
The American West (HIST 566,567), and The Pa-
cific Northwest (HIST 568)
INTERIOR
ARCHITECTURE
210 Lawrence Hall
Telephone (503) 346-3656
Lyman T. Johnson, Program Director
Participating Faculty
Arthur W. Hawn, architecture
Wayne J. Jewett, architecture
Lyman T. Johnson, architecture
Linda K. Zimmer, architecture
THE STUDY OF INTERIOR
ARCHITECTURE
Education. In addition to providing a profes-
sional education in interior design, the Interior
Architecture Program promotes inquiry into
theory and design related to the interior environ-
ment and the development of design skills. De-
sign studios offer opportunities for synthesis a.nd
testing of knowledge gained in lecture courses.
The Interior Architecture Program exists within
the Department of Architecture, which allows
students an interdisciplinary context for study.
Course work is sha.red between architecture a.nd
interior architecture, particularly in the first two
years of study. The program includes courses in
interior construction, materials, and systems, a;nd
it provides opportunities for furniture design a.nd
construction in a woodshop. An internship m'ly
be arranged with a participating professiona;l of-
fice during the fourth or fifth year of study.
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, two- and three-dimensional design,
fiber arts, draftsmanship, and the history of the
arts, architecture, furniture, and interior-archi-
tecture design
2. Social sciences such a.s sociology, psychology,
individual and group behavior, cultural an-
thropo
ogy'community studies, and human
environment
3. Sciences: environmental studies, algebra, and
geometry. Trigonometry and college-level
physics are required for anyone who is inter-
ested in studying structures
4. Humanities: literature and writing courses, be-
cause interior architecture students must be
able to read, write, and think clearly about a.b-
stract concepts
To better understand the professional field, pro-
spective students should visit and discuss oppor-
tunities with loca;l interior designers and firms
practicing interior architecture.
Students are encouraged to travel in order to
broaden their experiences related to the proxi-
mate environment.
Careers. Most students prepare for entering pro-
fessional practice with interior architecture and
design firms. Other opportunities exist in related
a.reas 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 Coun-
cil for Interior Design Qualification (NCIDQ).
Successful completion of this examination is re-
quired for professional membership in the
American Society of Interior Designers (ASID)
and the International Interior Design Association
(IIDA).
Overseas Study
Students in all University of Oregon overseas
study programs enroll in courses with subject
codes that are unique to individual programs.
Special course numbers are reserved for overseas
study. See Overseas Study in the Special Stud-
ies section of this bulletin.
See also the Rome Program a.nd the Danish In-
ternationa.l Studies Program listed in the Archi-
tecture section of this bulletin.
Summer Architecture Academy. See descrip-
tion in the Architecture section of this bulletin.
Curriculum for the Study of
Interior Architecture
Students must meet the curriculum requirements
published in the undergraduate and graduate
bulletin and the department's Advising Handbook
the year of their admission to the program. Stu-
dents needing more specific information should
see 'In adviser.
Residence Requirements. For transfer students
to receive the B.I.Arch. or M.I.Arch. degree from
the university, the following minimum course
work must be taken in residence:
1. Design area: 24 credits, including Interior-De-
sign Terminal Project (IARC 488/588,489/589)
2. Subject area: a minimum of 33 credits from at
lea;st six subject a.reas
3. General electives: 12 upper-division credits
selected from courses offered outside the
School of Architecture and Allied Arts
(B.I.Arch. only)
Leave of Absence. See policy st'ltement in the
Architecture section of this bulletin.
Accreditation. Undergradua;te '1nd gra;duate
first-professiona.l-degree curricula. in interior ar-
chitecture 'Ire a.ccredited by the Foundation for
Interior Design Education and Research (FIDER).
UNDERGRADUATE STUDIES
Potential applicants who have a four-year under-
graduate degree in any field must apply to the
graduate program (see Graduate Studies later in
this section).
The undergraduate programs in interior architec-
ture consist of the bachelor of interior
architecture (B.I.Arch.) degree program and a
minor in interior architecture.
Bachelor of Interior Architecture:
225 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 '1llow stu-
dents and their advisers flexibility in establishing
study sequences that satisfy individual interests
and needs.
210 SCHOOL OF ARClflTECTURE ANOALLIE;DA:R:rS ...
In addition to the principal objectives of the pro-
fessional curriculum listed below, the bachelor's
degree program includes requirements for a
liberal general education. Beyond the university
requirements for interior-architecture majors,
students must complete upper-division
nonmajor course work as part of the general-
elective requirement. Candidates for the
B.I.Arch. degree must satisfy the following re-
quirements, totaling 225 credits:
University Requirements. 42 credits
distributed as follows:
1. Group requirements-36 credits in arts ~nd
letters, social science, and science (12 credits in
each group)
2. College composition-6 credits
3. Multicultural requirement-6 credits (may
overlap with group requirements)
Major Requirements. 183 credits (see Profes-
sional Curriculum later in this section).
Minor Requirements
The Department of Architecture offers a minor in
interior architecture, subject to the following
restrictions:
1. Before taking any course work, a student must
notify the Department of Architecture of intent
to seek a minor. The minor is 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 re-
quired courses if space is available after the
needs of majors have been met
3. Enrollment in the minor program is limited. If
the department is unable to accommodate ad-
ditional students, it may suspend admittance
to the minor program until space becomes
available
4. Courses required for minors are open to other
university students with instructor's consent.
Substitute courses may be approved by the
department
5. A mid-C or better must be earned in courses
taken for letter grades or a P in pass/no pass
courses
Minor Requirements 33 credits
Introduction to Architecture (ARCH 201) 4
Survey of Interior Architecture (IARC 204) 4
Design Arts (ARCH 307) 3
M~terials of Interior Design I,ll (IARC 471,
472) 6
Four of the following six courses: Furniture and
Accessories (IARC 444); Color TheOlY and
Application for the Built Environment (IARC
447); History of Interior Architecture 1,II,III
(ARH 474,475,476); Historic Finishes
(IARC 476) 12
Building Skills (ARCH 270) 4
Undergraduate Admission
The admission review focuses on creative
capability, ~cademic capability, and potential pro-
gram contribution through diversity of back-
ground, experience, or maturity. Students are ex-
pected to submit specific materials supporting
each of these attributes. First-year applicants must
have grades and scores that meet at least three of
the following four indices:
1. High school grade point average (GPA)-3.00
2. Verbal Scholastic Assessment Test SAT I)-530
3. Mathematical SAT 1-480
4. Total SAT 1-1050
In addition, students whose first language is not
English must score ~t least 575 on the Test of En-
glish as a Foreign L~nguage (TOEFL).
Transfer ~pplicantsmust have a minimum col-
lege GPA of 2.50 ~nd meet the other criteria
listed above for first-year applicants.
The university deadline for undergradu~te
application to the Interior Architecture Program
is December 1 (see Application Deadlines in the
Admissions section of this bulletin). The dead-
line for completion of the department application
is January 1. All applicants must meet both dead-
lines. Students receive notices about their appli-
cations by April 1.
Prospective applicants should write to Under-
gradu~teAdmissions, Department of Architec-
ture, 1206 University of Oregon, Eugene OR
97403-1206.
New students ~re admitted into the program
only in the f~ll term, and an accelerated program
is not usually possible. More information about
enrollment policies and application deadlines is
av~ilable in the architecture department office.
GRADUATE STUDIES
There are three programs of graduate study in
interior architecture: Options 1, II, and III. In
these programs students must take 45 graduate
credits, of which 30 must be in interior architec-
ture and 9 must be at the 600 level. There is no
minimum requirement for graded credits. Addi-
tional requirements for each program are listed
below.
Option I leads to the m~sterof interior architec-
ture (M.I.Arch.) as a postprofessional degree.
Applicants must have a five-year professional
degree in interior architecture or interior design.
Students in this program produce a thesis or
terminal project. The program is typically com-
p
eted in six terms.
Options II and III lead to the M.I.Arch. as a first
professional degree. The Option II program,
which is typically completed in six terms, is for
applic~nts who have a four-year degree in inte-
rior design or architecture or a related design dis-
cipline. Applicants with a professional degree in
architecture should apply to the Option II pro-
gram. The Option III program is usually com-
pleted in ten terms, and appliCants must have a
B.S. or B.A. degree at entrance. Approximately
thirty-five new students for architecture and in-
terior architecture combined are admitted each
year to the Option III program.
PROFESSIONAL DEGREE
PROGRAM REQUIREMENTS
Option III students must complete 60 credits of
interior-design studio and 87 credits of profes-
sional subject-area courses described under Pro-
fessional Curriculum later in this section. In ~d­
dition, Option III students must complete 6
credits in Seminar (IARC or ARCH 507 or 607). A
minimum of ten terms in residence is required
for this option.
Option II students must fulfill the professional
curriculum requirements of the Option III
program but are admitted with advanced stand-
ing. For Option II the minimum residency
requirement is six terms. Transfer credit may be
given to students who have had academic expe-
rience in a FIDER-accredited interior architec-
ture or design program. The extent of this ~d­
vanced st~nding is determined in consult~tion
with the student's academic adviser before be-
ginning the course of studies. Tr~nsfer~bilityof
course work is provisional pending satisfactory
completion of three terms in residence. For
more information, refer to The Study of Interior
Architecture at the beginning of this section.
In addition, Option II students must complete
the following requirements:
1.6 credits in Research (IARC 601), which may
include independent technical study or in-
structor-directed research
2. 9 credits in Semin~r (IARC or ARCH 507 or
607)
3.36 credits in interior-design studio including
12 credits in Interior-Design Terminal Project
(IARC 588, 589)
4. 7 credits in Thesis Prep~ation and Program-
ming (IARC 545), Thesis Programming and
Rese~ch (IARC 548), and Documentation of
Thesis Research, Programming, and Design
(IARC549)
5. Residence requirements in the design and sub-
ject areas as listed above
POSTPROFESSIONAL DEGREE
PROGRAM: M.I.ARCH.
The Option I program provides an opportunity
for advanced study and contribution to knowl-
edge in the field through the M.I.Arch. thesis.
Option I students must complete a minimum of
four terms in residence. Students in this program
are expected to develop an individu~1research
topic within one of the following areas of faculty
expertise:
1. Computer-aided design
2. Design process and theory
3. Energy-conscious design
4. Environment and behavior
5. Housing design
6. Interior components and design
7. Light and lighting design
8. Proxemic design and ergonomics
9. Vernacular design
The Option I thesis draws on individual research,
professional and general university courses, and
meetings between the student and the student's
thesis committee. Students in the Option I pro-
gram are required to complete 9 credits in Thesis
(IARC 503) or Terminal Project (IARC 611). For
more information about the thesis, see the
Graduate School section of this bulletin.
Graduate Admission
Admission to the graduate program is through a
selective review that focuses on three attributes:
creative capability; academic capability; and po-
tential contribution to the program through di-
versity of background, experience, or demon-
strated motivation. All applicants are required to
submit GRE scores; if their first language is not
English, they must also submit TOEFL scores of
at least 575.
Prospective applicants may request a description
of the graduate interior-architecture progr~m
and an application packet by writing to Graduate
211
Admissions, Department of Architecture, 1206
University of Oregon, Eugene OR 97403-1206.
The packet describes all application require-
ments. Applications must be postmarked by
January 1 prior to the fall term of anticipated en-
rollment. Notifications of results are mailed by
April 1. Option III students begin the program
during summer session. Other graduate students
are required to begin their work in the fall term.
The Department of Architecture does not permit
late admissions. A number of graduate teaching
fellowships (GTFs) are available to well-qualified
graduate students. Applicants with previous in-
terior architectural or design education (Option I
or II) may want to request GTF application forms
with their packets.
Unless a leave of absence has been approved, stu-
dents enrolled in a graduate program must attend
the university continuously (except summers) until
all program requirements have been completed.
For departmental policy regarding leave of absence,
see the policy statement in the Architecture sec-
tion of this bulletin.
PROFESSIONAL CURRICULUM
The professional curriculum in interior architec-
ture is composed of three elements: interior archi-
tectural design, interior-architecture subject-area
course work, and general electives.
Interior Design: 66 credits
The interior-design studio and its activities a.re at
the center of interior-design education. Other
course work is 'limed at supporting the design-
studio experience. The first studios empha,size
the mastery of design tools through development
of design skills a,nd content. Later studios em-
phasize ma,stery of project content including ex-
perience in furniture design and building and in
development of construction drawings. In the
last two studios, complete integration of skill and
content is emphasized through a student-select-
ed termina,l design project. This covers design
phases from project preparation and program-
ming through design at many scales including
deta,ils, electric lighting, and interior materials.
Up to 6 credits of intermedia,te a,rchitecture or
landscape-a,rchitecture design studio may be
used to satisfy the 66-credit design requirement.
Introductory Design Studios
Introductory Architectural Design I,Il (ARCH
181, 182), a two-term studio for undergradua,te
majors
Graduate Architectura,l Design I,Il: Option III
(ARCH 681, 682), a two-term studio for Option
III graduate students
Intermediate Interior-Design Studios
Interior Design (IARC 484/584), six terms, 36
credits. 30 credits required for Option III gradu-
ate students
Custom Cabinet and Furniture Design (IARC
486/586 or 487/587), 6 credits
Advanced Interior-Design Studios
Interior-Design Terminal Project (IARC 488/588,
489/589), 12 credits
Subject Areas: 88 credits
The subject are'IS increase knowledge and skill
development in interior architecture. Twelve
subject areas or categories central to the profes-
sion have been identified to assist students'
understanding of the structure of the interior-
design field. A core curriculum required of all
ma,jors includes 21 credits in introductory courses
a,nd 56 credits in upper-division and graduate-
level courses from nine of the subject areas.
Courses from two other a,reas are recommended
as part of a minimum of 11 elective credits to be
taken from any of the subject areas.
General Interior-Architecture and Architec-
ture Courses: 21 credits in Introduction to the
Profession (IARC 201), Introduction to Architec-
ture (ARCH 201), Design Skills (ARCH 202),
Survey of Interior Architecture (IARC 204),
Building Skills (ARCH 270), three design -arts
courses
Professional Practice: 3 credits in Context of
the Interior Architectural Profession (IARC
417/517)
Other Courses: Practicum (IARC 409 or 609),
Project Management (ARCH 416/516), Building
Design Regulation (ARCH 418/518)
Media and Methods: 3 credits in Media for De-
sign Development (ARCH 423/523)
Other Courses: Analysis through Recording of
Historic BUildings (ARCH 421/521), Computer
Methods in Interior Architecture (IARC 422/522),
Computer Applications in Architecture (ARCH
422/522), Advanced Interior-Design Develop-
ment Media (IAI~C 424/524), Advanced Design-
Development Media (ARCH 424/524), Design
Synthesis (ARCH 425/525), fine and applied arts
courses
Contextual Issues: Settlement Patterns (ARCH
4311531), Settlement Patterns: Japanese Ver-
nacular I,Il (ARCH 432/532,433/533), Vernacular
Building (ARCH 434/534), Architectural Form
and Urba,n Quality (ARCH 439/539), landscape
architecture courses
Human Activity Support: 7 credits in Thesis
Preparation and Programming (IARC 445/545),
Thesis Programming and Research (IARC
448/548), Documentation of Thesis Resea,rch,
Programming, and Design (IARC 449/549)
Other Courses: Social and Behavioral Factors in
Design (ARCH 443/543), Housing in Society
(ARCH 445/545), Architectural Programming
(ARCH 449/549)
Color: 3 credits from Color Theory (ART 350),
Color Theory and Application for the Built Envi-
ronment (IARC 447/547), Light and Color in the
Environment (ARCH 447/547)
Spatial Ordering: 3 credits from Spatial Com-
position and Dynamics (ARCH 456/556), Types
and Typology (ARCH 458/558)
Construction and Materials: 10 credits in Ma-
terials of Interior Design 01 (IARC 471/571,
472/572), Working Drawings in Interior Archi-
tecture (IARC 473/573)
Other Courses: Structural Behavior (ARCH
461/561), Wood and Steel Building Systems
(ARCH 462/562), Reinforced Concrete Building
Systems (ARCH 463/563), Building Enclosure
(ARCH 4711571), Materials a,nd Processes of
Construction (ARCH 472/572), Preservation and
Restoration Technology (ARCH 474/574), Pres-
ervation Technology: Masonry (ARCH 475/575),
Historic Finishes (IARC 476/576)
Furniture: 5 credits in Furniture and Accessories
(IARC 4441544), Working Drawings for Furniture
(IARC 475/575)
Lighting: one course from Environmental
Control Systems II (ARCH 491/591), Electric
Lighting (IARC 4921592), Daylighting (ARCH
495/595)
Theory Seminars: interior-architecture and ar-
chitecture special-topic seminars
History of Art and Architecture: 18 credits in-
cluding History of Interior Architecture I,Il,III
(ARB 474/574,475/575,476/576), three addi-
tional courses in history of art or architecture
Special Courses: generic courses numbered
401-410,507,508,510, and 601-607 may be de-
veloped and approved for credit in subject or
elective areas. Majors may take any graded
course in the architecture department either for a
letter grade or passino pass (PIN). The maximum
allowable number of PIN credits is set by univer-
sity regulations.
General Electives: 29 credits
Students are encouraged to select general-
subject courses in addition to those taken to ful-
fill university group requirements. To ensure the
continuation of liberal studies beyond the intro-
ductory level, B.I.Arch. candidates must com-
plete 12 credits in upper-division general elec-
tives in academic subjects outside the School of
Architecture and Allied Arts.
INTERIOR ARCHITECTURE
COURSES (lARC)
See Architecture for descriptions of courses with
the ARCH subject code.
ARCH 181,182 Introductory Architectural De-
sign 01 (6,6) PIN only.
199 Special Studies: [Topic] (1-5R)
201 Introduction to the Profession (3) PIN
only. Course work, field trips, and lectures pro-
vide an introduction and background to the pro-
fession of interior architecture and design and to
the academic program. Majors only.
ARCH 201 Introduction to Architecture (4)
ARCH 202 Design Skills (3)
204 Survey of Interior Architecture (4)
Introduction to the theory of interior
architecture. Design criteria explored through
illustrated lectures and projects involving analy-
sis of space. Open to nonmajors.
ARCH 222 Introduction to Architectural Com-
puter Graphics (4)
ARCH 270 Building Systems (4)
288 Creative Problems in Interior Architec-
ture (6) PIN only. The planning processes by
which interior spa,ces a,nd forms are studied and
executed. Prereq: ARCH 182.
401 Research: [Topic] (1-6R)
405 Reading and Conference: [Topic] (1-6R)
406 Special Problems: [Topic] (1-6R)
407/507 Seminar: [Topic] (1-6R) See recent
topics under Architecture.
408/508 Workshop: [Topic] (1-6R)
409 Practicum: [Topic] (1-6R) PIN only
410/510 Experimental Course: [Topic] (1-6R)
ARCH 411/511 Research Methods (3)
ARCH 416/516 Project Management (3)
417/517 Context of the Interior Architectural
Profession (3) Social, economic, and political
forces influential in shaping the profession. Is-
sues related to professional practice including
~i2 SCHOOL OF ARCJ.IITECTIJRE AND ALLIED ARTS
contractual and specification documents,
interprofessional relations, and trade resources.
ARCH 418/518 Building Design Regulation (3)
ARCH 421/521 Analysis through Recording of
Historic Buildings (3)
422/522 Computer Methods in Interior
Architecture (3) Introduction to applications in
computer-aided design of interior space, espe-
cially related to design and presentation. Prereq:
ARCH 182.
ARCH 422/522 Computer Applications in Ar-
chitecture (3)
ARCH 423/523 Media for Design Development
(3R)
424/524 Advanced Interior-Design Develop-
ment Media (3) Media issues related to design
inquiry, development, communication, and de-
sign character. Use of perspective as a means of
testing propos~ls for the proximate environment.
Prereq: ARCH 423/523.
ARCH 424/524 Advanced Design-
Development Media (3R)
ARCH 425/525 Design Synthesis (3)
ARCH 426/526 Descriptive Geometry and
Perspective (3)
ARCH 431/531 Settlement Patterns (3)
ARCH 432/532,433/533 Settlement Patterns:
Japanese Vernacular I,ll (3,3)
ARCH 434/534 Vernacular Building (3)
ARCH 439/539 Architectural Form and Urban
Quality (3)
ARCH 443/543 Social and Behavioral Factors
in Design (3)
444/544 Furniture and Accessories (3) Analysis
of furniture and cabinetry. Emphasis on design,
development, methods of manufacture and dis-
tribution; furniture construction and techniques
of shop drawing. Introduction to basic wood
construction procedure. Open to nonmajors with
instructor's consent.
445/545 Thesis Preparation and Programming
(3) PIN only. Formulation of individual design
thesis projects for rARC 488/588,489/589. Docu-
mentation of project issues, context, site, and
building information, rese~ch, case studies, and
programming. Prereq: eligibility for rARC 488/588.
ARCH 445/545 Housing in Society (3)
447/547 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 visua,l phe-
nomena, and various psychological, cultur~l, and
historic implications. Undergraduate prereq:
ARCH 182; graduate prereq: ARCH 682 or
instructor's consent.
ARCH 447/547 Light and Color in the
Environment (3)
448/548 Thesis Programming and Research (2)
PIN only. Detailed programming and resea,rch
for individual design thesis project. Includes
documentation of programming, research, ~nd
design issues. Coreq: IARC 488/588.
449/549 Documentation of Thesis Research,
Programming, and Design (2) PIN only. Writ-
ten documentation of individual design thesis
project. Includes documentation of design issues,
research, case studies, and progr~mminga,s well
as graphic presentation. Coreq: IARC 4891589.
ARCH 449/549 Architectural Programming (3)
ARCH 456/556 Spatial Composition and Dy-
namics (3)
ARCH 458/558 Types and Typology (3)
ARCH 461/561 Structural Behavior (4)
ARCH 462/562 Wood and Steel Building Sys-
tems (4)
ARCH 463/563 Reinforced Concrete Building
Systems (4)
471/571,472/572 Materials of Interior Design
I,ll (3,3) The properties, manufacture, and appli-
cation of materials used in construction and inte-
rior design; field trips to supply sources. Under-
gradu~te prereq: ARCH 181, 182. Open to
nonmaJors with instructor's consent.
ARCH 471 Building Enclosure (4)
ARCH 472/572 Materials and Processes of
Construction (3)
473/573 Working Drawings in Interior
Architecture (4) PIN only. Preparation of work-
ing drawings for project designed in interior ar-
chitecture studio. Majors only.
ARCH 474/574 Preservation and Restoration
Technology (3)
475/575 Working Drawings for Furniture (2)
PIN only. Development of full-scale working
drawings and as-built drawings of furniture
projects from furniture studio course. Coreq:
IARC 486/586 or 487/587.
ARCH 475/575 Preservation Technology: Ma-
sonry (3)
476/576 Historic Finishes (3) Historic paint and
varnish finishes and methods of replicating them
for applic~tion to restoration, rehabilitation, or
new-construction projects.
ARCH 480/580 Supervised Design Teaching
(1-3R)
484/584 Interior Design (6R) PIN only. A series
of creative projects in interior design; intensive
analysis of design; methods of problem solving;
individual criticism, review of design projects;
group discussion and field trips. Undergra,duate
prereq: ARCH 182; graduate prereq: ARCH 682.
ARCH 485/585,486/586 Advanced Architec-
tural Design I,ll (8,8)
486/586,487/587 Custom Cabinet and Furni-
ture Design (6,6) PIN only. Projects in design
and construction of custom furniture, prepara-
tion of detailed shop drawings, shop procedure.
Prereq: rARC 444/544, 18 credits in rARC 484/584
or ARCH 484/584. Open to nonmajors with
instructor's consent.
488/588,489/589 Interior-Design Terminal
Project (6,6) PIN only. Student-initiated studies
in interior design for the terminal project. Em-
phasis on comprehensive and integrative study.
Undergraduate prereq: 42 credits in rARC design
studios; graduate prereq: 36 credits in IARC de-
sign studios.
ARCH 491/591,492/592 Environmental Con-
trol Systems I,ll (4,4)
492/592 Electric Lighting (3) Principles of light-
ing with focus on integration of electric illumina-
tion and spa,ce. Design for lighting, c~lculations,
and available systems and sources tested through
models and drawings. Prereq: 24 credits of design
studio. Interior-architecture and architecture ma-
jors only.
ARCH 495/595 Daylighting (3)
503 Thesis (1-6R) PIN only
601 Research: [Topic] (1-6R) PIN only
605 Reading and Conference: [Topic] (l-6R)
606 Special Problems: [Topic] (1-6R)
607 Seminar: [Topic] (1-6R)
608 Workshop: [Topic] (1-6R)
609 Practicum: [Topic] (1-6R)
610 Experimental Course: [Topic] (1-6R)
611 Terminal Project (1-9R)
ARCH 613 Graduate Design Arts (3)
ARCH 681, 682 Graduate Architectural
Design I,ll: Option III (6,6) PIN only.
688 Advanced Interior Design (1-12R) PIN
only. Studio- based investigation of special as-
pects of interior design. Prereq: Option I or
graduate standing in interior architecture and
instructor's consent.
LANDSCAPE ARCHITECTURE 213
LANDSCAPE
ARCHITECTURE
230 Lawrence Hall
Telephone (503) 346-3634
David Hulse, Department Head
FACULTY
Ann Bettman, adjunct assistant professor (plants).
BA, 1967, Boston; B.LA, 1978, M.LA, 1979, Or-
egon; reg. landscape architect, Oregon. (1977)
Jerome Diethelm, professor (design theory, environ-
mental ethics and aesthetics). B.Arch., 1962, Wash-
ington (Seattle); M.L.A, 1964, Harvard; reg. archi-
tect and landscape architect, Oregon. (1970)
Cynthia Girling, associate professor (housing and
open-space planning, landscape architecture con-
struction, design studios). B.E.S., 1975, Manitoba;
B.L.A, 1978, M.L.A, 1980, Oregon. (1987)
Kenneth 1. Helphand, professor (landscape history,
literature, and theory). B.A, 1968, Brandeis;
M.L.A, 1972, Harvard; fellow, American Society of
Landscape Architects (1974)
David Hulse, associate professor (land use planning,
landscape ecology, geographic information sys-
tems). B.S.LA, 1981, Colorado State; M.L.A., 1984,
Harvard. (1985)
Bart Johnson, assistant professor (landscape ecol-
ogy). B.S., 1987, Cornell; M.LA, 1992, Ph.D., 1994,
Georgia. (1995)
Stanton Jones, assistant professor (landscape tech-
nologies, design studios). B.S., 1983, Miami;
B.S.LA, 1988, California, Davis; M.LA, M.U.P.,
1993, California, Berkeley. (1993)
Ronald J. Lovinger, professor (planting design
theory, landscape transformations, landscape as art
form). B.FA, 1961, Illinois; M.LA, 1963, Pennsyl-
vania; reg. landscape architect, Oregon, Pennsylva-
nia. (1965)
Robert Z. Melnick, professor (landscape preserva-
tion, research methods, historic and cultural land-
scape analysis). B.A., 1970, Bard; M.LA, 1975,
State University of New York College of Environ-
mental Science and Forestry; fellow, American So-
ciety of Landscape Architects. (1982)
Robert G. Ribe, associate professor (public lands,
landscape analysis, ecological design). B.S., 1977,
California, Riverside; M.S., 1981, M.A., 1987, Ph.D.,
1990, Wisconsin. (1988)
Emeriti
George S. Jette, professor emeritus. B.L.A, 1940,
Oregon. (1941)
Wallace M. Ruff, professor emeritus. B.S., 1934,
Florida; M.S., 1950, California, Berkeley. (1952)
The date in parentheses at the end of each entry is the
first year on the University of Oregon faculty.
ABOUT THE DEPARTMENT
Landscape architecture is 'In environmental pro-
fession 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 we are
part of the web of life. A healthy society rests on
a commitment to landscape design that respects
the land, its processes, its integrity-and that
helps fulfill human potential.
Both a science and an art, landscape architecture
is based on a scientific knowledge of natural
processes coupled with an awareness of histori-
c'll, cultur<\l, and social dynamics. These are
<\pplied to making richly supportive places beau-
tiful in their response to human needs and eco-
logical context.
The Department of Landscape Architecture is
built on the 19th-century legacy that landscape
architecture is both a design and a social profes-
sion with responsibilities to ourselves, society,
the past, <\nd the future. The progr<\m combines
profession'll underst<\nding and skills with a
liberal-arts education.
As a profession, landsc<\pe architecture includes
ecologically b<\sed pli\nning activities and the
analysis of environment'll impacts 'Is well as the
detailed development of land and sites. As an
academic discipline, it provides an opportunity
for person'll development through environmen-
tal problem solving and project-oriented study.
UNDERGRADUATE STUDIES
The curriculum in landscape architecture leads to
a degree of bachelor of landscape architecture
(B. L.A). The five-year program, accredited by
the American Society of Landscape Architects,
combines general preparation in the arts and sci-
ences with a focus on environmental-design
studies. The goal is to produce a visually literate
and environmentally responsible citizen capable
of playing a central profeSSional role in the evolv-
ing landscape.
In recognition of the integr<\ted and compre-
hensive nature of environmental planning and
design, opportunities are provided for collabo-
ration on planning i\nd design problems with
students in architecture, urban planning, and
other disciplines.
Curriculum Options
The curriculum represents a well-defined path
toward the degree. Electives are expected to vary
according to the interests, goals, and previous
experience of individual students and are chosen
with the help of faculty advisers. Departmental
electives reflect the need to provide a wide range
of environmental subject m<\terial and to intro-
duce the rapidly exp<\nding spectrum of career
areas within the profession. Program objectives
provide a solid b<\se of essential skills, tools, and
knowledge in landsci\pe design as well as the
flexibility that allows ei\ch student to emphasize
such topics as ecologiC'll <\nd resource analYSiS,
land conservation and development, urban de-
velopment of waterw<\ys and agricultural lands,
private-agency professional practice, public-
agency professional practice, environmental im-
pact assessment, landscape preservation, and en-
vironmental research.
The undergraduate program provides a balanced
exposure to the many facets of landscape archi-
tecture with the expectation that specialization
will occur at the graduate level and in profes-
sional internship programs.
Curriculum Structure
The undergraduate curriculum consists of the
following interrelated areas:
Planning and Design. A series of studio courses
focuses on the development and communication
of solutions to site and other environmental
problems, especially through specific physical-
design proposals. This area is also concerned
with the physical-spatial implications of plan-
ning and management policies and programs.
Tutorial studio work is the integrative heart of
the curriculum.
Subjects. Five subject areas are essential founda-
tions to integr<\tive work in the planning and
design program: landscape architectural technol-
ogy; plant materials; landscape analysis and
planning; history, and theory of landsc<\pe archi-
tecture; and landscape architectural media.
Course work in these areas is provided in a re-
quired-and-elective format th<\t encourages the
student to tailor an individualized educational
program with the help of an adviser.
Electives. This area, which includes general uni-
versity requirements, provides for wide personal
choice in selecting course work in arts and let-
ters, social science, and science.
Preparation
Students planning to major in landscape
architecture should prepare by beginning studies
in the following areas:
Environmental Awareness. Courses in ecology,
biology, botany, geology, and geogr<\phy help
begin the long process of understi\nding the
complex interrelationships and interdependencies
of humankind and the environment.
Human Behavior. Courses in psychology,
sociology, history, government, and related sub-
jects help explain human needs, values, attitudes,
and activities i\nd are useful in prep'Iring for the
design of physical places.
Problem Solving. Courses in philosophy, math-
ematics, 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 perceptui\l
skills and the ability to explore and communicate
ide<\s graphically.
Full-time students planning to transfer into the
department should follow the above outline dur-
ing their first yeqr of study. They may expect to
transfer without loss of time or credit into the
second year of the B.L.A. program.
Students interested in the undergraduate
program should <\pply to the university by Febru-
ary 1 and to the department by March 1. Applica-
tions should cont'Iin:
1. A letter of intent describing pertinent back-
ground inform<\tion, interests, goals, and
<\spirations
2. A portfolio of creative work
3. Three letters of recommendi\tion from people
able to provide an assessment of the appli-
cant's strengths and potential contributions
4. Transcipts of previous college work
Inquire at either the Department of Landscape
Architecture or the university's Office of Admis-
sions for more information.
Professional Curriculum
Requirements for the B.L.A. degree total 220
credits, distributed as follows:
Planning and Design. 81 credits taken in twelve
studios
First Year. Two courses, two studios: Introduc-
tion to Architecture (ARCH 201), Design Skills
(ARCH 202), Introductory Architectural Design
I,II (ARCH 181, 182)
Second Year. Two studios: Landscape Architec-
tural Design (LA 289)
Third Year. Three studios: Landscape Architec-
tural Design (LA 389)
214 SCHOOL OF ARCHITECTURE AND ALLIED ARTS
Fourth Year. Three studios: Site Planning and
Design (LA 489), one elective studio
Fifth Year. Two studios, one course: Comprehen-
sive Project Preparation (LA 490), Land Planning
and Design (LA 494), Comprehensive Project
(LA 499)
Transfer students typically enter the program in
the second year.
Possible elective studios include Intermediate
Architectural Design II (ARCH 282) or Architec-
tural Design (ARCH 484), Landscape Architec-
tural Design (LA 389) or Site Planning and De-
sign (LA 489), Workshop: Design (LA 408;
summer only) or Practicum (LA 409)
Subject Courses. 79 credits (includes LA 490)
distributed as follows:
Landscape Architectural Technology: 12 credits
Landscape Technologies I,II (LA 362,366), Work-
shop: Landscape Technologies (LA 408/508),
Professional Practice of Landscape Architecture
(LA 462)
Optional: Workshop: Irrigation (LA 408), Struc-
tural Behavior (ARCH 461), Structure Systems I,II
(ARCH 467, 468)
Plants in the Landscape: 12 credits
Plants: Fall, Winter, Spring (LA 326,327,328)
Optional: Urban Farm (LA 390), Planting Design
Theory (LA 431), The Garden (LA 432), System-
atic Botany (BI 442)
Landscape Analysis and Planning: 12 credits
Site Analysis (LA 361), Experimental Course: In-
troduction to Landscape Ecology (LA 410), Intro-
duction to Landscape Planning Analysis (LA 440)
Optional: Introduction to Planning and Public
Policy (PPPM 301), Landscape Planning (LA
411), Ecological Landscape Planning (LA 412),
Computers in Landscape Architecture (LA 415),
Environmental Planning (PPPM 426), Natural
Resource Policy (PPPM 443), Hydrology and
Water Resources (GEOG 425), Environmental
Alteration (GEOG 461)
History and Theory ofLandscape Architecture:
12 credits
Understanding Landscapes (LA 260), History of
Landscape Architecture UI (ARB 477,478)
Landscape Architectural Media: 8 credits
Landsc"pe Media (LA 350); 4 credits from the
following: Workshop: Drawing (LA 408), Com-
puter-Aided Landscape Design (LA 417), Media
for Design Development (ARCH 423), Advanced
Design-Development Media (ARCH 424), Ad-
vanced Landscape Media (LA 450), approved
fjne-and-applied-arts studio courses
Landscape Architecture Options: 19 credits
Additional credits in courses with the LA subject
code.
Other. 60 additional credits from any depart-
ment, including landscape architecture, up to a
total of 220 credits applied to the B.L.A.
GRADUATE STUDIES
The two-year graduate program leading to the
master of landscape architecture (M.L.A.) degree
is intended for students prepared to do original
work in the field. This preparation may be ac-
quired either by entering the M.L.A. program
with a professionally accredited bachelor's de-
gree in landscape architecture or, if the student
has another bachelor's degree, by simultaneously
pursuing both a second bachelor's degree (the
B.L.A.) and the M.L.A. at the University of Or-
egon. Students entering with a degree in an en-
vironmental design field other than landscape
architecture take one or two years of supplemen-
tal course work to earn the B.L.A., depending on
the subjects covered in their first bachelor's de-
gree. Those entering with degrees in other fields
can earn the B.L.A. after three years of study be-
yond the first bachelor's degree.
One additional year of course work is typically
required for the M.L.A., which can be received
at that time or as soon thereafter as the master's
project is satisfactorily completed. Students
with professional landscape architecture de-
grees who pursue only the M.L.A. are typically
in residence for two ye"rs to satisfy course
requirements.
Students who are working toward the B.L.A. as a
second bachelor's degree and the M.L.A. simulta-
neously are admitted as conditional master's stu-
dents. After completing two years of study for the
B.L.A., students must apply to enter the M.L.A.
program. If a student is accepted into the program,
the graduate-student status is changed to uncondi-
tional master's. To be eligible to continue working
toward the M.L.A., students must succeed in their
B.L.A. course work well enough to show promise
for original work at the master's level.
With four exceptions, requirements are the same
as those described "bove for the undergraduate
B.L.A.:
1. There is no elective-credit requirement outside
the landscape architecture department
2. Graduate students must take only LA 260 be-
fore they may move on to 300-level courses
3. In place of the listed 400-level courses, gradu-
ate students complete their 500-level counter-
parts, e.g., LA 559 instead of LA 459
4. Graduate students need to take 15 credits of
optional courses in landscape architecture
A central aspect of the M.L.A. program is the
student's concentration on studies and original
work in one of three areas of landscape
architecture: landscape design, landscape
history, and landscape planning. These areas are
broad enough to include many particular re-
search problems for master's projects and profes-
sional practice. While these concentration areas
are naturally related, e"ch involves a different set
of skills and understanding developed through
dep"rtmental courses and focused elective course
work outside the department. The three concen-
tration areas are those in which faculty members,
due to their academic training and professional
and research experience, are best equipped for
collaboration with graduate students.
Landscape Design. The tmnsformation and en-
hancement of outdoor environments to more
beautiful, expressive, and supportive pl"ces in-
volves developing creative artistry, applying an
understanding of places and their evolutionary
possibilities, and thinking clearly with sensitivity
to peoples' needs and values. This concentration
is intensive in design criticism and in theories of
design process, ideas, and content.
Landscape History. This emerging critical di-
mension of landscape architecture seeks to un-
derstand every landscape "s a unique place in
time and content. It combines an understanding
of how l"ndscapes have evolved as cultural and
vernacular environments in many regions as well
as how they have evolved as deliberate expres-
sions of social norms and cultural aesthetics
through history and among cultures. These un-
derstandings are applied to theories of design
and planning as well as to the preservation of
culturally rich landscapes.
Landscape Planning. Analyzing large land-
scapes and directing their future management
and land use patterns toward social and environ-
mental ends requires an understanding of land
tenure, use traditions, and institutions and
knowledge of the science and values inherent in
the natural resources "nd human activities of re-
gions. For this analysis, computer geographic in-
formation systems are used to synthesize infor-
mation and generate l"ndscape plans. Examples
include river management, wetlands preserva-
tion, urban growth management, scenic resource
management, public forest plans, and regional
ecological enhMcement.
The M.L.A. program is intended to prepare the
student for advanced understanding,
competence, and responsibility in promoting
harmonious human -land relationships through
private or public practice or teaching at the uni-
versity level. Many graduate students in all
three concentration areas h"ve the opportunity
to learn and practice teaching skills "s paid
teaching assistants "nd graduate te"ching fel-
lows in the department, and some subsequently
receive faculty positions throughout the world.
The program seeks to take advantage of re-
gional and university resources through land-
scape projects, internships, and visiting profes-
sionals while providing a beneficial base of
support and ideas within the department. The
department recognizes the importance of build-
ing a community for graduate education charac-
terized by serious and rigorous inquiry, self-di-
rection, and opportunities to work closely with
teachers and peers in an active design and plan-
ning enterprise.
Curriculum
The M.L.A. degree requires 54 credits in four ar-
eas: planning and design courses, subject
courses, the concentration area, and completion
of the master's project.
Planning and Design. 12 credits
Land Planning and Design (LA 594), Special
Problems (LA 606), Master's Studio (LA 698)
Subjects. 11 credits
Seminar (LA 507 or 607), Landscape Research
Methods (LA 520); at least one of the following
courses: Land and Landscape (LA 543), Land-
sc"pe Perception (LA 584), Contemporary
American Landscape (LA 585), Advanced Land-
scape Design Theory (LA 693)
Area of Concentration. 20 credits in one area.
Courses used to satisfy any of the above require-
ments may not be used again to satisfy this
requirement.
Landscape Design Theory. Land and Landscape
(LA 543), Landscape Perception (LA 584), Ad-
vanced Landscape Design Theory (LA 693); three
additional department-approved courses at the
University of Oregon
Landscape History. Landscape Preservation (LA
580), National Parks (LA 582), Contemporary
American Landscape (LA 585); two additional
215
department-approved courses at the University
of Oregon
Landscape Planning. Landscape Planning (LA
511), Ecological Landscape Planning (LA 512),
Computers in Landscape Architecture (LA 515);
two additional department-approved courses at
the University of Oregon that focus on either so-
cial or natural systems
Master's Project. 5 credits
Master's Project Development (LA 695), Master's
Project (LA 699)
Before enrolling in LA 699 the student must
develop a,nd obtain department approval for a
project proposal and a committee of three or
more members at least two of them from the
landscape a,rchitecture faculty.
Nea,r the completion of the master's project, the
student must present the results of the project to
faculty members and students and gain final ap-
proval of the project's documenta,tion from the
faculty committee.
Graduate Admission
Applications to the graduate program should
contain the following:
1. A completed application form and fee
2. Three letters of recommendation from people
able to provide an assessment of the appli-
cant's strengths and potential contributions
3. A personal sta,tement describing pertinent
background information, interests, goals, and
aspirations
4. A portfolio of creative work
5. Transcripts of previous college work
The deadline is February 1. Applica,tions from all
disciplines a,re welcome. Students whose first
la,nguage is not English must submit Test of En-
glish as a Foreign Language (TOEFL) scores of at
least 575.
General university regulations governing gradu-
ate admission are in the Graduate School sec-
tion of this bulletin.
LANDSCAPE ARCHITECTURE
COURSES (LA)
199 Special Studies: [Topic] (1-5R)
225 Introduction to Landscape Architecture
(2) Lectures and multimedia presentations
provide introduction and background for the
profession. Members of related professions dem-
onstra,te the wide scope of the field and its inter-
disciplinary rela,tionships. Open to nonma,jors.
230 Introduction to Landscape Field Studies
(2) Analysis, classification, and appraisal of land-
forms, la,nd traditions, and land use of an area in
a, particular cultural context. Processes currently
shaping the various landscapes of the southern
Willamette Valley. Not offered 1995-96.
260 Understanding Landscapes (4) Perception,
description, and explanation of landsca,pes as en-
vironmental sets, as biophysical processes, and
as cultural values. Lovinger. Open to nonmajors.
289 Landscape Architectural Design (6R)
Study of places, their use, and how they evolve.
Fundamentals of environmental awareness,
,mall-scale site planning, and principles of ecol-
Jgy; abstract design and elementary graphic
echniques.
126 Plants: Fall (4) Characteristics, identifica,-
ion, and design uses of deciduous trees, shrubs,
vines, and ground covers. Emphasis on identifi-
cation and appropriate use in landscape design.
Bettman.
327 Plants: Winter (4) Characteristics, identifi-
cation, and design uses of ornamental conifers
and broad-lea,ved evergreen trees, shrubs, and
ground covers. Prereq: LA 326. Bettma,n.
328 Plants: Spring (4) Characteristics, identifica-
tion, and design uses of flowering trees, shrubs,
vines, and ground covers; emphasis on synthesis
of fall, winter, and spring. Prereq: 327. Bettman.
350 Landscape Media (2--4R) Development of
freehand drawing and visualization skills;
exercises on line, tone, texture, and color for
plan, section, and perspective drawings.
361 Site Analysis (4) Develops knowledge and
understanding of place; use of analytical tools
and strategies for extending perception and un-
derstanding of land and proposals for its modifi-
cation. Ribe.
362 Landscape Technologies I (4) Techniques
for measuring and recording sites; methods for
modification of sites; grading for earth move-
ment, drainage; site systems. Prereq: LA 361.
366 Landscape Technologies II (4) Consider-
ation of materials a,nd processes of landscape
construction; communication of design intent
through documenta,tion including sources and
costs. Sequence. Prereq: LA 362. Girling.
389 Landscape Architectural Design (6R)
Elementary problems in landsca,pe architecture;
design as process, analysis of site and behavioral
pa,tterns, and the development and communica-
tion of design proposa,ls.
390 Urban Farm (2-4R) Experimentation with
food production in the city; rebuilding urban
soils; farm animal-plant relationships; nutrient
cycles. Cooperative food production a,nd distri-
bution; use of appropriate technologies.
Bettman. Open to nonmajors.
401 Research: [Topic] (1-21R)
405 Reading and Conference: [Topic] (1-21R)
406 Special Problems: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R)
408/508 Workshop: [Topic](I-21R) Concen-
trated programs of study combining instruction
on special topics. Regular offerings include
Drawing, Irrigation, and Surveying.
409 Practicum: [Topic] (1-21R) Supervised field
laboratory work; clinical or in-service educational
experience. Planned programs of activities and
study with assured provisions for adequa,te su-
pervision. Bettman.
410/510 Experimental Course: [Topic] (1-5R)
A current topic is Introduction to Landscape
Ecology.
411/511 Landscape Planning (4) History, meth-
ods, and institutions of regional land use plan-
ning and analysis in predominantly private land-
scapes 'IS they influence and constrain landscape
architecture and environmental planning. Ribe.
Offered 1995-96 and alternate years.
412/512 Ecological Landscape Planning (4)
History, concepts, and methods of landscape
planning for ecosystems and wildlife and re-
source allocation; includes economic, political,
and institutional factors. Ribe.
415/515 Computers in Landscape Architec-
ture (4R) The development, application, and
evaluation of computer processing systems for
land use and site-planning issues; encoding of
data, cell storage, and analysis systems. Prereq:
LA 440 or instructor's consent. Hulse.
417/517 Computer-Aided Landscape Design
(4) Understa,nding and use of computer-aided
drafting a,nd design technology for executing
landsca,pe design development, evaluation, and
presenta,tion tasks. Prereq: LA 289 or 389.
420/520 Landscape Research Methods (3)
Contempora,ry research issues and strategies.
Theories, a,pproa,ches, a,nd techniques applicable
to topics and problems in landscape architecture.
Melnick.
431/531 Planting Design Theory (4) Ap-
proaches to planting design; experiential a,nd
symbolic relationships of landscape space; order
of landscape as a cultural expression of time; or-
der of the garden as an explicit art form. Coreq:
LA 489/589. Lovinger. Offered 1995-96 and al-
ternate years.
432/532 The Garden (4) Case studies of existing
private and public gardens of the West. Field
trips, measured drawings, landscape restoration
of historic gardens and townscapes. Lovinger.
440/540 Introduction to Landscape Planning
Analysis (4) Principles of designing land- and
waterscapes for huma,n use a,nd settlement. Eco-
logical, socia,l, and economic a,nalyses ofland-
scapes, resources, a,nd patterns of occupancy in
the Eugene-Springfield area,. Prereq: LA 361 or
instructor's consent. Hulse.
443/543 Land and Landscape (4R) Fundamen-
tal concepts in landscape planning and design:
land, landscape, place, environment, experience,
carrying capacity, property, form, scenery, and
time. Diethelm.
450/550 Advanced Landscape Media (4R) The
role of media in design inquiry; development of
hard-line drawing skills, diagramming, and prin-
ciples of graphic design. Lovinger. Offered alter-
nate years; not offered 1995-96.
459/559 Landscape Technologies III (4) Com-
plex problems in site modification and develop-
ment; road siting and layout; irrigation and light-
ing systems. Integrated with LA 489/589. Prereq:
LA 366.
460/560 Landscape Technologies IV (2-4) Spe-
cia,l problems and strategies in the construction
of structural additions to sites, construction
documents, neighborhood construction. Inte-
gra,ted with LA 489/589. Prereq: LA 459/559.
462 Professional Practice of Landscape
Architecture (2) Introduction to the different
forms of private and public practice of landscape
architecture, legal and ethical responsibilities,
office and project management, licensing, a,nd
professional organizations. Prereq: LA 361, 362.
Girling. Offered alternate years; not offered
1995-96.
ARH 477/577, 478/578 History of Landscape
Architecture I,ll (4,4) See Art History
480/580 Landscape Preservation (4) Tools and
techniques currently used in the preserva,tion of
historic, cultural, and vernacular landscapes. In-
cludes history of landscape preservation, signifi-
cant legislation, and case studies. Melnick. Of-
fered a,lternate years; not offered 1995-96.
482/582 National Parks (4) History and
development of United States National Parks.
Explora,tion of critical issues fa,cing the parks a,nd
the landscape planner's role in resource protec-
tion and recreation ma,nagement. Melnick.
Offered alternate yea,rs; I .,t offered 1995-96.
216 SCHOOL OF ARCHITECTURE AND ALLIElJ·ARTS .
484/584 Landscape Perception (4) Develop-
ment of the human -environment relationship as
it relates to landscape perception, landscape ar-
chetypes, <l<nd the development of a theoretical
base for contemporary landscape design.
Helph<l<nd. Offered 1995-96 and alternate years.
485/585 Contemporary American Landscape
(4) Evolution of the contemporary American
landsc<l<pe as an expression of American culture.
Helphand. Offered 1995-96 and alternate years.
489/589 Site Planning and Design (6R)
Advanced problems in landsc<l<pe architecture,
cultural determin<l<nts of site pl<l<nning and de-
sign, design development and natural systems
and processes as indicators of carrying capacity.
Integr<l<ted with LA 459/559, 460/560.
490 Comprehensive Project Preparation (3)
Finding, describing, programming, and probing
environmental opportunities and problems.
Diethelm.
494/594 Land Planning and Design (6) Prob-
lems in landscape architecture of increased cul-
tural complexity. Land use planning, computer-
aided ecological analysis of land, environmental
impact, urban and new community design.
Prereq: LA 489/589 and fifth -year standing.
499 Comprehensive Project (8) Advanced plan-
ning and design projects in landscape
architecture. Studio development of individually
selected projects prepared in LA 490. Prereq: LA
490. Diethelm.
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (2-5R)
605 Reading and Conference: [Topic] (1-16R)
606 Special Problems: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R) Recent topics in-
clude Ecology in Landscape Design, Landscape
Criticism, Readings in Modern Landscape His-
tory, and Visual L<l<ndscape Management.
608 Workshop: [Topic] (1-16R) Intensive study
combining practical projects with instruction on
special topics related to landscape problems.
609 Practicum: [Topic] (1-16R) Supervised field
laboratory work; clinical or in-service educational
experience. Planned programs of activities and
study with assured provisions for adequate su-
pervision. Bettman.
610 Experimental Course: [Topic] (1-5R)
693 Advanced Landscape Design Theory (4)
Examines critical theories and evolving ide<l<s in
landscape design; studies the cultural and bio-
physical forces that generate patterns ofland-
scape structure, form, and meaning. Prereq: ARH
478/578 or equivalent.
695 Master's Project Development (2) Prepara-
tion and presentation of the student's terminal
research and design project proposal and plan for
completion of the master's degree in landscape
architecture. Prereq: LA 420/520.
698 Master's Studio (6R) Development and so-
lution of advanced landscape design and plan-
ning problems involving innovation and strong
theoretical resolution.
699 Master's Project (2-10R) Student-directed
and -executed performance and communication
of original research or project work to demon-
strate advanced mastery of landscape architecture.
LEISURE STUDIES
AND SERVICES
180 Esslinger Hall
Telephone (503) 346-3351
Larry 1. Neal, Program Director
FACULTY
Gaylene Carpenter, senior instructor (programming,
leadership, social psychology of leisure). BA, 1965,
M.S., 1973, California State, Long Beach; Ed.D.,
1980, Temple. (1983)
Larry 1. Neal, associate professor (management,
Pacific Rim studies, supervision). B.S., 1961, M.S.,
1962, D.Ed., 1969, Oregon. (1965)
Dicken Yung, professor (therapeutic recreation, in-
ternational tourism management). Diploma, 1970,
Otago; MA, 1974, Leeds; Ph.D., 1990,
Nottingham. (1991)
Emeriti
Lois E. Person, assistant professor emerita. B.S.,
1948, North Dakota; M.S., 1950, Cornell. (1959)
Lynn S. Rodney, professor emeritus; dean emeritus,
health, physical education, and recreation. B.A.,
1936, MA, 1938, Washington State; Ph.D., 1955,
Michigan. (1955)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
Pending approval by the State Board ofHigher
Education, the program will become the Recreation,
Tourism Management, and Design Program in 1996-
97, when its academic requirements and courses will
also be revised. The program plans to accept students
into a master's degree program and an undergradutate
minor program in fall 1997. For more information,
prospective undergraduate students should telephone
the Office ofAdmissions at (503) 346-3201. Prospec-
tive graduate students should telephone the Graduate
School at (503) 346-5129.
LEISURE STUDIES AND
SERVICES COURSES (LSS)
405 Reading and Conference: [Topic] (1-21R)
Prereq: program director's consent.
408/508 Workshop: [Topic] (1-21R)
Environmental Awareness: Oregon Coast is a
recent topic.
410/510 Experimental Course: [Topic] (1-5R)
Recent topics are Convention Management, Eco-
Tourism, Event Management, International
Tourism, Management Issues, Tourism and
Oregon's Environment.
603 Dissertation (l-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
Prereq: program director's consent.
PLANNING, PUBLIC
POLICY AND
MANAGEMENT
119 Hendricks Hall
Telephone (503) 346-3635
Michael Hibbard, Department Head
FACULTY
Wim Aspeslagh, adjunct instructor (sustainable de-
velopment). B.A., 1978, Ghent, Belgium; M.A.,
1980, Denver; MA, 1993, Oregon. (1993)
John H. Baldwin, associate professor (environmental
sciences, resource management); director, Institute
for a Sustainable Environment. B.A., 1972, State
University of New York, College at Buffalo; Ph.D.,
1977, Wisconsin, Madison. (1980)
Allan B. Branscomb, adjunct instructor (geographic
information systems). B.A., 1969, Antioch. (1991)
Robert J. Choquette, instructor (community plan-
ning workshop, microcomputers in planning and
policy analysis). B.S., 1982, M.U.P., 1991, Oregon.
(1991)
Scott Craig, instructor (community planning work-
shop). BA, 1991, M.U.P, 1994, Oregon. (1994)
Bryan T. Downes, professor (community 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 (legal issues,
sustainable development planning); director,
Micronesia and South Pacific Program. BA, 1961,
Washington State; M.A., 1967, Michigan State;
J.D., 1974, Oregon. (1974)
Sharon Hobart Hardin, adjunct instructor (human
resource management); internship director. B.A.,
1969, Central Michigan; MA, 1972, Connecticut.
(1994)
Judith H. Hibbard, professor (social epidemiology,
health policy, women's health). B.S., 1974, Califor-
nia State, Northridge; M.P.H., 1975, California, Los
Angeles; Dr.P.H., 1982, California, Berkeley. (1982)
Michael Hibbard, professor (community and
regional development). B.S., 1968, California Poly-
technic; M.S.W., 1971, San Diego State; Ph.D.,
1980, California, Los Angeles. (1980)
Carl J. Hosticka, associate professor (policy analysis,
natural resource policy development); associate
vice president for statewide educational services.
B.A., 1965, Brown; Ph.D., 1976, Massachusetts In-
stitute of Technology. (1977)
Mark Leedom, instructor (community planning
workshop). B.S., 1990, Southern Oregon; M.U.P.,
1993, Oregon. (1994)
Jeffrey S. Luke, associate professor (public manage-
ment, strategic planning, organizational behavior).
BA, 1972, M.PA, 1974, Ph.D., 1982, Southern
California. (1986)
R. Matthew Malone, instructor (community plan-
ning workshop, microcomputers in planning and
policy analysis). B.S., 1983, Western Oregon State;
M.U.P., 1989, Oregon. (1990)
Gretchen Miller, research associate with title of as-
sistant professor (legal issues in planning and pub-
lic affairs). B.A., 1971, Kansas; J.D., 1976, Oregon.
(1982)
R. Terrance Moore, adjunct assistant professor
(cost-benefit analysis, political economy). B.S.,
1971, Stanford; M.u.P., M.S., 1977, Oregon. (1979)
Robert G. Parker, instructor (community planning
workshop, microcomputers in planning and policy
analysis). B.S., 1986, Colorado State; M.U.P., 1989,
Oregon. (1989)
Nancy Peyron, research assistant (Micronesia and
South Pacific Program). B.A., 1993. (1994)
David C. Pavey, professor (regional planning, poli-
tics and planning, community research); director,
community and regional planning program. B.S.,
1963, Lewis and Clark; M.U.P., 1969, Ph.D., 1972,
Cornell. (1973)
Elizabeth Rocha, assistant professor (empowerment,
hopelessness, voluntary sector). B.S., 1976, Califor-
nia Polytechnic State, Pomona; M.C.R.P., 1990,
California Polytechnic State, San Luis Obispo;
Ph.D., 1994, Southern California, Los Angeles.
(1994)
William Simonsen, assistant professor (public
finance and budgeting); associate director, public
affairs graduate program; director, PPPM under-
graduate program. B.A., 1979, State University of
New York at Oswego; M.C.R.P., 1981, Harvard;
Ph.D., 1991, New York. (1990)
Paul G. Vitale, adjunct professor (urbanization and
development planning overseas). B.S., 1959,
Oregon State; M.C.P., 1963, California, Berkeley;
United States Agency for International Develop-
ment fellow, 1970, Tufts. (1993)
Peter K. Watt, adjunct instructor (conflict resolution).
B.A., 1964, Ohio State; M.U.P., 1971, Oregon. (1985)
Edward C. Weeks, associate professor (evaluation
research, research methods). B.A., 1973, Ph.D.,
1978, California, Irvine. (1978)
Courtesy
Gerald R. Kissler, courtesy professor (public policy,
organizations, management). See Educational
Policy and Management
Dave Rapaport, courtesy assistant professor
(Micronesia and South Pacific Program, sustainable
development). B.S., 1981, Tufts. (1993)
Emeriti
Orval Etter, associate professor emeritus. B.S., 1937,
J.D., 1939, Oregon. (1939)
Robert E. Keith, planning consultant emeritus. B.S.,
1944, Kansas State; MArch., 1950, Oregon. (1963)
Kenneth C. Tollenaar, director emeritus. B.A., 1950,
Reed; M.A., 1953, Minnesota. (1966)
The date in parentheses at the end of each entry is the
first year on the University of Oregon faculty.
Participating
David Hulse, landscape architecture
Robert G. Ribe, landscape architecture
Jean Stockard, sociology
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, politi-
cal, financial, legal, and environmenta.l character-
istics of communities and systems of governance
are examined in order to understand how the lat-
ter can be influenced to attain the public's collec-
tive goals. The curriculum in the Department of
Planning, Public Policy and Ma,nagement
(PPPM) focuses on how government and other
public institutions adapt and manage cha,nge to
meet societal needs.
Preparation. High school students planning to
study PPPM should work to develop communi-
cation skills, conceptual skills, a,nd community
experience. Communica,tion skills can best be
developed through courses in speech, English,
and foreign languages. Deba,te and related pub-
lic-speaking experience are fine ways to improve
communication skills.
Conceptual skills can best be developed through
courses tha,t require the student to think inde-
pendently a,nd analytica,lly. For example, high
school students should complete at least three
years of mathematics.
Community and school leadership experiences qre
excellent preparation for students considering
enrolling in PPPM. Volunteer work, paid after-
school jobs, and travel are ways of acquiring com-
munity-based experience.
Careers. The bachelor of arts (B.A.) or bachelor
of science (B.S.) degree in planning, public policy
a,nd management provides students with a broad
liberal arts background as well as a sound basis
for graduate study in fields such as urban plan-
ning, public policy and management, business,
la,w, journa,lism, and social welfare. In addition,
graduates are prepared for entry-level positions
in public, nonprofit, and private firms tha,t
address community planning, policy, a,nd
mana,gement.
Admission Requirements
The major in PPPM is offered to upper-division
students. Students may apply in the term they
achieve upper-division standing; they must a,pply
and be accepted by the department before they
have completed 50 percent of the course work for
the major. Preference in admission is given to
applicants who (1) have a grade point average
(GPA) of 3.00 or better, (2) have some experi-
ence-paid or volunteer-in public service, and
(3) have completed the university's general-edu-
cation requirements.
In completing the university group requirements,
the following courses (or their equivalents, for
transfer students) 'Ire recommended:
Social Science. United States Politics (PS 201),
Introduction to Economic Analysis: Microeco-
nomics (EC 201), Introduction to Economic
Analysis: Macroeconomics (EC 202), State and
Local Government (PS 203), Community, Envi-
ronment, and Society (SOC 304)
Science. The Natural Environment (GEOG 101),
Concepts of Computing: Computers and Com-
putation (CIS 121)
Sample Program
The two-year sample program shown below is
typical for PPPM premajors as preparation for a,d-
mission to the PPPM program in the junior yeqr.
Freshman Year, Fall Term 13-15 credits
College Composition I (WR 121) 3
Introduction to Sociology (SOC 204) 4
Arts and letters group-satiSfying course 3-4
Science group-satisfying course 3-4
Winter Term 14-16 credits
United States Politics (PS 201) 4
Community, Environment, and Society
(SOC 304) 4
Arts and letters group-satisfying course 3-4
Science group-satisfying course 3-4
Spring Term 18-19 credits
College Composition II or III (WR 122 or 123) .. 3
State and Local Government (PS 203) 4
Concepts of Computing: Computers and
Computation (CIS 121) 4
College Algebra (MATH 111) 4
Elective, especially introductory anthropology,
America,n history, or other social science .... 3-4
Sophomore Year, Fall Term 16 credits
Mind and Brain (PSY 201) 4
Introduction to Economic Analysis:
Microeconomics (EC 201) 4
Electives, especially computer science; scientific
and technical writing, journalistic writing; addi-
tional sociology, political science, community
studies; and field experience 9
Winter Term 16 credits
Mind and Society (PSY 202) 4
Introduction to Economic Analysis:
Macroeconomics (EC 202) 4
Electives, as above 8
Spring Term 16 credits
The Natural Environment (GEOG 101) 4
Electives, as above 12
Admission Procedures
The department admits students fall, winter, and
spring terms. Deadlines are available from the
department office. To be considered for admis-
sion, students must submit the following
materials:
1. A completed application form, available from
the depa,rtment office
2. Transcripts from all colleges and universities
attended (these do not need to be official aca-
demic records)
3. Personal statement describing career goals and
how the major in PPPM will help achieve
those goals. This statement should be limited
to two or three typed, double-spaced pages
4. Brief resume of educational and employment
history
Major Requirements
A total of 180 credits are required for the
bachelor's degree. These include a minimum of
61 credits taken to satisfy PPPM major require-
ments. The major in PPPM is organized into four
pa,rts: a common core, a concentration area, an
internship, and a research pa,per written in a se-
nior seminar.
Core (25 credits)
The core curriculum requirement is distributed as
follows:
Introduction to Planning and Public Policy
(PPPM 301) 4
Introduction to Public Service Management
(PPPM 322) 4
Public Service Policies a,nd Programs
(pPPM 323) 4
Managing Public Money (PPPM 324) 4
Applied Social Research (pPPM 413) 5
Introduction to Public Law (PPPM 418) 4
Appropriate courses may be substituted with the
faculty adviser's permission.
PPPM majors must take core courses for letter
grades and pass them with gra,des of C- or better.
Concentration Area (16 credits)
Each student develops a concentration area, cho-
sen to advance the student's educational goals.
The concentration area consists of four courses
totaling at least 16 credits that address a coherent
substantive area or set of competencies in the
field of planning, public policy and management.
At least two of the courses must be taken in the
PPPM department. The department's strengths
lie in the areas of sustainable community devel-
opment, environmental policy and management,
health and social policy, policy analysis, and
public and nonprofit management. The concen-
tration area and courses in that area are chosen
in close consultation with the undergraduate ad-
viser a,nd department faculty members whose
interests coincide with that of the student.
Internship (12 credits)
During the internship, students explore their
concentration areas outside the classroom. The
218 SCHOOL OF ARCHI1t(SfiJR~
internship cements academic work by allowing
the student to a,pply ideas and concepts to real-
world situations. Students can enroll in the re-
quired internship full time for one term (thirty-
six hours a week for ten weeks), or part-time
(eighteen hours a week for two ten-week terms).
PPPM places students with a variety of federal,
state, and local government agencies, with non-
profit organizations, and-when appropriate-
with private firms. Internships are arranged
through and supervised by the PPPM internship
director. Students earn 12 credits in Internship
(PPPM 404).
Community Planning Workshop. Undergradu-
ate students also have the opportunity to work
on applied research projects through the PPPM
Community Planning Workshop, which is de-
scribed later in this section of the bulletin. Up to
8 credits in Community Planning Workshop
(PPPM 419) may be a,pplied to the internship
requirement.
Senior Research Paper (8 credits)
Each student must research, write, and present a
seminar paper during the senior year. The seminar
paper can be on any topic a,pproved by the faculty
member in charge of the senior research paper
experience, but students a,re encouraged to choose
a topic in their concentra,tion area. The senior re-
search paper is a three-term experience designed
to be the ca,pstone of the student's PPPM educa-
tion.
To assist in the preparation of the seminar paper,
each student must enroll in Resea,rch: Senior
Paper-Thesis (PPPM 401) a,t lea;st two terms be-
fore expected enrollment in the senior seminar.
This research course is designed to help the stu-
dent develop a;nd explore the seminar-paper
topic. The student ea,rns 2 pass/no pass credits in
PPPM401.
In the term immedia,tely before the one in which
the student expects to enroll in the senior semi-
nar' the student enrolls in Reading and Confer-
ence: Senior Paper-Thesis (PPPM 405). In this
course, the student prepares an extensive bibli-
ography and detailed outlines of the seminar pa-
per and the seminar presenta,tion. The student
earns 2 pass/no pass credits in PPPM 405.
As the final step, the student completes and
orally presents the pa;per. Student presentations
a;re open to the public. The student ea,rns 4 pass/
no pass credits in Seminar: Senior Seminar
(PPPM 407), which is typically taken the term the
student expects to gra,duate.
Honors Program
The honors program in PPPM offers qualified
students a, challenging academic experience, op-
portunities for independent work, and
interaction with faculty members. The program's
ba,chelor's degree with honors centers around an
independent project of original research devel-
oped by the student and carried out unde! the
direction of one or two faculty members.
Students are recommended by a faculty member
for admission to the honors program no later
than the first term of their senior year. Entry into
the progra,m is determined by the PPPM under-
graduate program director after a review of the
student's a,chievement in PPPM courses and
other evidence of superior academic and profes-
sional a,bility. To be considered for the honors
program, a student must have a grade point
average of 3.50 in course work for the major and
in all work attempted at the UO.
Minor Requirements
The department minor is of special value to stu-
dents with majors in the socia.l sciences or hu-
manities. Through the minor, students can en-
hance their undergraduate education by
including preparation for a variety of professional
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 decla,re the minor in planning,
public policy and management at any time dur-
ing or after the term in which they achieve up-
per-division standing. Materials for declaring the
minor are available in the department office. The
minor requires 28 credits, distributed as follows:
Course Requirements 28 credits
Introduction to Planning and Public Policy
(pPPM 301) 4
Introduction to Public Service Management
(PPPM 322) 4
Public Service Policies and Programs
(pPPM 323) 4
Introduction to Public Law (pPPM 418) 4
Three approved PPPM electives 12
PPPM 301,322,323, and 418 must be taken for
letter grades.
GRADUATE STUDIES
Programs for the master of community and re-
gional planning (M.C.R.P.) degree and the
master's degree in public affairs-either a master
of arts (M.A.) or a master of science (M.S.)-
require two years for completion. The M.C.R.P.
degree is accredited by the Planning Accredita-
tion Board. The public affairs master's degree
program in public policy and management is ac-
credited 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, re-
gional, state, national, and international levels.
Professionals employed as planners and manag-
ers in public agencies frequently analyze, prepare
recommendations, and implement policies and
programs for public facilities and services, land
use controls, and future development. Planners
assume responsibility for a range of activities that
includes administration, personnel management,
and planning for community and regional devel-
opment, resource management, a,nd economic
development.
Planning, public policy and ma,nagement
(PPPM) gra,duates should have a basic under-
standing of the economic, social, political, fiscal,
physical, and environmental characteristics of a
community. They should be able to identify these
and other va,riables as they encourage and facili-
tate institutional and social adaptation to 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.
Students are expected to own or have access to a
DOS-based computer. The department has a
computer purchase plan available for students.
More information is available in the department
office.
Financial Aid
Approximately 40 percent of the students in
PPPM receive some financial assistance (e.g.,
graduate teaching fellowships, work-study assis-
tance, or research stipends). Graduate teaching
fellowships (GTFs) are offered to approximately
thirty students each year. Each fellowship in-
cludes a stipend and a waiver of tuition and fees
for one or more terms. Graduate students also
have the opportunity to work on planning and
public policy projects through the PPPM Com-
munity Planning Workshop. Each year twenty to
thirty students receive stipends for research on
contracts developed and administered in the
workshop. GTF and research appointments typi-
cally are not offered until the student has been in
a PPPM program for at least one term.
Graduate students are also eligible for fellowship
awards, granted by federal agencies and privately
endowed foundations, and loans from university
and federal student-loan programs. Information
about grants and loans may be obtained from the
Office of Student Financial Aid, 1278 Unversity
of Oregon, Eugene OR 97403-1278.
All program applicants are strongly urged to ap-
ply for university financial assistance before Feb-
ruary of the year of application in order to be eli-
gible for work-study and other assistance offered
by the student financial aid office.
Community and Regional Planning
The field of planning is concerned with rational
and sensitive guidance of community and re-
gional change. Planners are responsible for iden-
tifying and clarifying the nature and effect of
planning problems, for formulating potential so-
lutions to these problems, and for assisting in the
implementa,tion of plans and policies designed to
improve urban and regional areas.
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 a,t
both the community and 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
importa,nt social, economic, environmental, po-
litical, and cultura,l problems. Through courses
within and outside the department, students ca;n
obtain an integrated understanding of planning,
public policy, and public management as well as
the more specific skills necessary for entry into a
chosen professional a,rea,.
The planning progra,m offers students three
concentration areas: community and regional de-
velopment, environmental planning, and sustain-
able communities. An individualized concentra-
tion area can be developed in consultation with an
adviser. The planning program emphasizes op-
portunities for students to gain field experience in
development planning, resource management,
and recreation and tourism development.
PI..ANNING, PUBLIC POLICYAND MANAGEMENT 219
The planning program has strong ties with other
programs on campus. Students often pursue
concurrent degrees in planning and landsca.pe
architecture, business, economics, geogra.phy,
interna.tional studies, or public affairs. See Con-
current M<lster's Degrees later in this section.
Preparation. Students interested in entering the
planning progra.m 'Ire strongly encouraged to
complete a thorough social science undergradu-
ate program including courses in economics, so-
ciology, geography, and history. Work experi-
ence, 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 ba.ckground for advanced
graduate work in a concentration area of interest
to the student.
Students must complete either an advanced un-
dergraduate or a graduate-level introductory
course in statistics as a pre- or corequisite to
Planning Analysis (PPPM 613). No credit towa.rd
the M.C.R.P. degree is allowed for the statistics
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.
Students may file petitions to transfer up to 15
graduate credits taken prior to admission to the
planning program. Such petitions must be sub-
mitted during the first term in the progra.m.
Juniors a.nd seniors who a.nticipate applying for
admission are encouraged to seek advice <It the
department office.
Careers. People with training in the field of
planning find employment in a number of areas
in both the public and private sectors. Two kinds
of public agencies provide career opportunities:
those dealing with community facilities such 'IS
public housing, urban renewal, parks a.nd high-
ways, and schools; and those dealing with eco-
nomic development, natural resources manage-
ment, recreation and tourism development, a.nd
social services. In the private sector, graduates
are employed by consulting firms, large-scale
private developers, utility companies, special-
interest groups, and other orga.nizations that use
the pla.nning process.
Application Procedures
The graduate planning progra.m at the university
is individually tailored. Great importance is
placed on the student's preference for and ability
to undertake self-directed educational activity.
Because there are more than fifty recognized
graduate programs in planning in the United
States, the department's admissions committee
emphasizes the selection of ca.ndidates who
present clear and specific rea.sons for choosing to
pursue their gra.duate work in pla.nning 'It the
University of Oregon.
Application materials include the following:
1. A typewritten statement, prep 'Ired by the ap-
plicant, explaining why admission to the plan-
ning program at the UO 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 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
Applications are accepted beginning September
15 for admission fall term a year later.
Applications are reviewed beginning February 15,
and applicants are notified of admission decisions
early in April. Students generally are admitted for
fall term only. For more information, call or write
the departmental admissions secretary.
The Planning Curriculum
A total of 72 credits beyond the bachelor's degree
is required for the M.C.R.P.; 33 of these credits
must be taken in the program. The remaining 39
credits may be taken either in or outside the de-
partment, depending on the student's goals.
Students are expected to enroll for six terms with
an average course load of 12 credits a term. Dur-
ingthe summer, students are encouraged to en-
gage in planning work. The planning program
offers research stipends and course credit for
qualified applicants who take pa.rt in research
conducted by the Community Pla.nning Work-
shop. Planning internships are a.lso available;
some provide compensation. A student may re-
ceive up to 6 credits for approved internship
activity.
Community Planning Workshop
A distinctive feature of the graduate pla.nning
curriculum is that each student is required to
participate in a two-term team project to develop
a planning report for a client group. These plan-
ning projects are supervised by program faculty
members through an a.pplied research-service
program ca.lled the Community Planning Work-
shop. The workshop usually focuses on issues of
immediate environmental and economic impor-
tance to the client and the general public. Ex-
amples of recent project topics include
• Stra.tegic plans for communities and regions
• Opportunities for small-business development
• Improving the economy a.nd appea.rance of ru-
ral communities
• Survey research for community a.nd regional
assistance
• Housing-needs analysis
• Highway-improvement pla.nning
• Farm-worker needs
• Watershed planning
• Tourism and recreation development
Each year approximately ten planning contracts
are developed with the pa.rticipation of all gradu-
ate and some undergradua.te PPPM majors.
These planning studies are conducted over a six-
month period in the Community Planning
Workshop (PPPM 608). A final written report,
prepared by the student, provides additional evi-
dence of the student's expertise and ability to
conduct planning research and to prepare and
present high-qua.lity professional reports.
Federal grants from the Department of Education
Fund for the Improvement of Post-Secondary
Education and sta.te support from the Depart-
ment of Human Resources have helped the
Community Planning Workshop become one of
the most successful community planning assis-
tance programs on the West Coast. Computer
facilities and student resea.rch areas provide op-
portunities to conduct research and produce
planning reports of the highest professional
quality.
The popularity of this progra.m with students and
with a growing number of government and pri-
vate-sector clients ha.s enabled it to provide re-
search support for twenty to thirty students each
year. Last year a total of $30,000 in student sti-
pends was awarded to twelve students.
Resource Assistance for Rural
Environments
This Americorps project trains and pl<lces under-
gra.duate and graduate students to live <lnd work
in rural Oregon communities. Qualified students
receive a monthly stipend and an educational
award of $4,725 when they finish their service.
Course Requirements
The requirements for the M.C.R.P. degree follow.
Core 30 credits
Community Planning Workshop
(PPPM 608) 10
Introduction to Urban Planning (PPPM 611) 4
Legal Issues in Planning (PPPM 612) 5
Planning Analysis (PPPM 613) 4
Planning Theory (PPPM 615) 4
PPPM computer short courses 3
Concentration Area 12 credits
Environmental Planning (PPPM 526) or Com-
munities and Regional Development (PPPM
545) or a course in sustainable communities ... 4
Two additional courses selected from appropriate
university offerings ..... . minimum of 8
Electives 18-25 credits
Thesis or Master's Project 5-12 credits
Student Research Colloquium (PPPM 690) ....... 2
Thesis (PPPM 503) or Terminal Project
(PPPM 609) 3-10
Public Affairs
The professional master's degree program in
public a.ffairs is designed for people interested in
management and policy careers in public service.
Gradua.tes of the program have filled key leader-
ship positions at the local, state, a.nd feder'll lev-
els as administrators, department heads, plan-
ners' progra.m and policy analysts, finance or
personnel officers, staff members of research or
service organizations, heads of public or 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, par-
ticularly from Oregon and the Northwest, a.nd
from a. wide variety of employment and educa-
tional fields. Currently about fifty students are
enrolled in the program preparing for entry- and
mid-level policy and management careers in
public service. Most public affairs graduate stu-
dents have from two to five years of preprofes-
sional work experience. Enrollment and partici-
pation by midcareer students is encouraged. To
accommodate the working student, many gradu-
ate classes are offered in the late afternoon.
Program Characteristics
With faculty assistance, students can tailor
programs to meet individual needs and career
SCHOOL OF ARCHITECTURE AND ALLIED ARTs
interests. A student may concentrate on public
fina,ncial management, for example, with a career
goal of becoming a budget analyst for state gov-
ernment. Or a broader concentration area, such
as human service management, might be chosen.
Problem-oriented courses prepare students for
one of the major responSibilities that pUblic m<\n-
agers face-making decisions. The program em-
phasizes the development of skill in diagnosing
problems, collecting and analyzing information,
choosing among altematives, communicating
findings, and managing change.
A focused approach through organization of the
curriculum around work in a common core and a
concentration area provides a common framework
for learning about public policy a,nd management.
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
departments or schools such as economics, envi-
ronmenta
 studies, political science, and journal-
ism and communication.
Application Procedures
To be eligible for the graduate program in public
affairs, an applicant must hold a bachelor's
degree.
The follOWing documents must be submitted:
1. A Graduate Admission Application, available
from the Department of Planning, Public
Policy and Management; 1209 University of
Oregon; Eugene OR 97403-1209
2. A comprehensive employment and education
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 attainment of
these goals
4. Current transcripts of grades in all courses
taken for the bachelor's degree and of any
other college-level work. Unofficial transcripts
are adequate for the department's use. They
should be sent directly by the institution that
awarded the course credits
5. Three letters of recommendation; two may be
from academic sources
Selection of progr<\m participants is based on
evaluation of their academic performance and
other evidence of intellectual attainment or
promise, public affairs experience, and their
statements of professional goals and the rela-
tionship of the program to their achievement. A
student admitted to the program is expected to
maintain a 3.00 GPA or better.
Applications are accepted beginning September
15 for admission fall term a year later. They are
reviewed beginning February 1, and applicants
are notified of admission decisions early in March.
Students generally are admitted for fall term.
Master's Degrees
The department offers M.A. and M.S. degrees in
public affairs. A minimum of 72 credits are gen-
erally required to receive either degree, typically
accomplished in approximately eighteen to
twenty-four 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 begin-
ning the program.
Public Affairs Graduate Curriculum
The graduate program in public affairs requires
work in a common core, management processes,
and a concentration area as well as a fin<\1 project
and an internship.
Core. Students admitted to the program are ex-
pected to acquire knowledge, skills, public inter-
est values, and behaviors in community dynam-
ics and change processes, policy-making
processes, policy development, analysis and
evaluation, quantitative "nalysis, human re-
sources managment, ethics, and financial man-
agement. Students begin working toward com-
petence in the above areas by enrolling for a
minimum of 4 graded credits in each curricular
area of the core.
Concentration Area. Each student is expected to
develop a concentration area, chosen with his or
her career goals in mind. Courses in a concentra-
tion area chosen in consultation with the faculty
adviser may be selected from any graduate-level
offerings on campus. Students are required to take
at le<\st 16 credits in their chosen concentration
area. More th"n one area may be developed. Stu-
dents may take concentration-area courses either
for letter grades or passino pass (PIN).
Examples of concentration areas chosen by re-
cent graduates include public management, en-
vironment and resource management, criminal
justice management, human services manage-
ment, health services management, local govern-
ment management, community development
management, policy and program evaluation,
and planning m"nagement.
Midprogram Review. All students undergo a
midprogram review. After accumulating 30 to 35
graduate credits, students review their progress
with their advisers. Career goals are also re-
viewed, and "dditional courses or education,,1
experiences such as special projects are recom-
mended. An appropriate field internship and the
nature of the final project are also "greed upon.
Final Project. Each student must write a thesis
or complete a terminal project to fulfill degree
reqUirements. Nine credits are "w"rded for a
thesis, 5 for a terminal project. Two terms of a 1-
credit research colloquium is also required.
Internship. Students are required to undertake
the equivalent of a six- month (two-term) Intern-
ship (PPPM 604) for 12 credits. Arranged
through PPPM's internship director, the intern-
ship is offered passino pass (PIN) only.
The requirements for the M.A. or M.S. degree in
public affairs follow.
Course Requirements
Core 33 credits
Applied Methods in Planning, Policy, and
Management (PPPM 620) 4
Public Finance Administration (PPPM 628) 4
Public Budget Administration (PPPM 629) 4
Public Policy Analysis (pPPM 636) 4
Leadership and Organizational Change
(PPPM 639) 4
Human Behavior in Public Organizations
(PPPM 644) 4
Quantitative Methods in Planning and Public
Policy (PPPM 656) 4
Laboratory in statistical analysis softw"re 1
Human Resource Management in the Public
Sector (PPPM 660) 4
Internship 12 credits
Concentration Area Electives 16-20 credits
Final Project 7-11 credits
Student Research ColloqUium (PPPM 690) ....... 2
Thesis (PPPM 503) or Terminal Project
(PPPM 609) 5-9
Concurrent Master's Degrees
Students may participate in a concurrent master's
degree program. The fields of public affairs and
planning draw on knowledge and expertise of
other areas such as business, I"w, economics, po-
litical science, environment,,1 studies, geogr"phy,
landscape architecture, and architecture. The con-
current degree program allows students to enroll
in two master's programs simultaneously in order
to complete requirements for the two degrees in
three years of course work. Students interested in
this option should seek program advice from a
member of the f"culty. Students must be admitted
to both programs "nd make special arrangements
with both program directors.
Interdisciplinary Program
in Environmental Studies
An interdisciplinary master's degree focusing on
environmental studies is offered through the Inter-
disciplin"ry Studies: Individualized Program of the
Gradu<\te School. The program includes graduate
courses in biology; economics; geogr<\phy; law; and
planning, public policy and management.
Address inquiries to Director, Environmental
Studies Program, 5223 University of Oregon, Eu-
gene OR 97403-5223. See also, in the Graduate
School section of this bulletin, Individualized
Program: Environmental Studies.
Micronesia and South Pacific
Program
The Department of Planning, Public Policy and
Management has developed opportunities for
students and faculty members to study, work,
and teach in the Republic of the Marshall Islands,
the Federated States of Micronesi'l, the Republic
of Palau, and American Samoa through the
Micronesia and South Pacific Program. The pro-
gram has received funding from several federal
agencies with responsibilities in the South Pacific
islands. These grants include an undergraduate
study-abroad program, long-term faculty affilia-
tion programs between the University of Oregon
and the three-country College of Micronesia and
University of the South Pacific, and a technical-
assistance program. The assistance program en-
abies advanced graduate students to work with
government officials in the Pacific islands on
projects, identified by the government, that pro-
mote sustainable development in the country.
PLANNING, PUBLIC POLICY
AND MANAGEMENT COURSES
(PPPM)
199 Special Studies: [Topic] (1-5R)
301 Introduction to Planning and Public
Policy (4) Strategies for promoting development,
managing resource use, and assisting public-
institution service and facility pl"nning and
management. Historical review of planning, pub-
lic policy and management. M. Hibbard.
~1~{~,i'-:r~~\~~~-(:)}1~:~:'~~1.-·.~:·;;{:t~:i~'~{"~:;t{~~
v;; /';._"-' ~.';':.-''':'' ' F'~':
322 Introduction to Public Service Manage-
ment (4) Theories relevant to the effective man-
agement of large and small organizations that
deliver service to the public. Assumes students
have completed general PPPM prerequisites.
Weeks.
323 Public Service Policies and Programs (4)
The various roles and processes in policy formu-
lation, implementation, and evaluation; needs,
issues, and problems relevant to social programs
and policy. Assumes students have completed
general PPPM prerequisites. Simonsen.
324 Managing Public Money (4) Budgetary de-
cision and control processes in public organiza-
tions; their relationship to allocation of public
resources; problems of taxation, planning, bud-
geting, controlling, and evaluating government
activities. Simonsen.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-21R)
403 Thesis (1-21R)
404 Internship: [Topic] (1-18R) PIN only.
Twelve-credit maximum per term. Participation
in the activities of public or private community
agencies and organizations, under faculty super-
vision and with coordin"ted instruction. Prereq:
instructor's consent.
405 Reading and Conference: [Topic] (l-21R)
406 Special Problems: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R) Recent topics
include Contemporary Urbanism, Electronic Data
Resources, Health Policy, Homelessness, New
Democratic Processes, Resources for Nonprofits,
Str"tegic Planning, and World Urbanization.
408/508 Workshop: [Topic] (1-21R)
410/510 Experimental Course: [Topic] (1-5R)
Tri"l courses are taught under these numbers.
See the UO Schedule ofClasses for current titles.
412 Theory-Practice Integration (1) Organiza-
tion, character, and conduct of community and
public-agency programs as a link between theo-
retical concepts and participation in supervised
field study. Prereq: instructor's consent. Not of-
fered 1995-96.
413 Applied Social Research (5) Application of
the methods of soci"l science research to issues
in planning and pOlicy analysis. Development of
skills in data present"tion, analysis, and interpre-
tation. J. Hibbard.
418/518 Introduction to Public Law (4) Admin-
istrative law, including introduction to legal re-
se"rch, for public administrators. Administrative
procedures, implementation of policy through
administrative law, judicial review, and practical
applications in public agencies.
419 Community Planning Workshop (4R) PIN
only. Cooperative planning endeavors. Students
define problems, determine appropriate rese"rch
methods, identify the groups that promote or re-
sist change, test alternative solutions, "nd pre-
pare a final pla,n or project. R once for m"ximum
of 8 credits. Ma,lone, Parker.
421/521 Qualitative Methods in Planning and
Public Policy (4) Use of observation, open-
ended interviews, historic"l data, and photog-
raphy in community ana,lyses, program evalua-
tions, and other applied social research efforts.
Not offered 1995-96.
422/522 Grant Writing (1) PIN only. Introduc-
tion to the process of preparing grant applica-
tions and material for funded research. Povey.
426/526 Environmental Planning (4)
Contemporary environmental problems as they
relate to regional social, economic, and phYSical
systems. The long- and short-term impacts of
overpopulation, overconsumption, and harmful
technologies. Baldwin.
434/534 Neighborhood and Community
Revitalization (4) Introduction to neighbor-
hood-based policies and issues for improved
planning of American communities. Topics in-
clude defining a neighborhood or community,
displacement, and economic development. Not
offered 1995-96.
443/543 Natural Resource Policy (4) Aspects of
population and resource systems. Poses ques-
tions about population trends, policy, and opti-
mum size; analyzes methods for determining re-
source availability and flows. Hosticka.
445/545 Communities and Regional Develop-
ment (4) The economic, sociocultural, and politi-
cal forces that have produced the present internal
structure of regions in the United States: core cit-
ies, suburbs, small towns, and rural neighbor-
hoods. M. Hibbard.
446/546 Socioeconomic Development Plan-
ning (4) Pl"nning for responSible economic and
social development. Policy problems and issues
in providing a stable economic base and social
and economic well-being while avoiding envi-
ronmental degradation.M. Hibbard.
448 Community Development (4) Community
development as it facilitates social, economic,
and political change. Community organizing for
human-service delivery, economic development,
and facilities planning; p"rtnerships among gov-
ernment, business, and citizen groups.
459/559 Environmental Health Planning (4)
Health effects of environmental hazards (e.g.,
disease agents, toxic materials, chemicals in com-
merce, radiation). Exploration of hazards versus
benefits, alternatives, and appropriate actions.
Not offered 1995-96.
462/562 Policy Development and Evaluation
(4) Policy alternatives, policy and program im-
pact, measurements and evaluation. Emph"sizes
the roles and resources of administrative agen-
cies in processes of "na,lysis. Hosticka.
464/564 Cost-Benefit Analysis (4) Use of cost-
benefit "nalysis at decision levels from the indi-
vidua,l to the nation-st"te; adva,ntages, disadvan-
tages, and appropria,te uses of cost-benefit
analysis. Prereq: one course in social research or
in quantitative methods in social science. Not
offered 1995-96.
471/571 City Management (4) Focuses on how
to manage local governments effectively, particu-
larly small governments in both metropolitan
and nonmetropolitan areas. Political processes,
management, services, performance. Downes.
480/580 Managing Nonprofit Organizations
(4) How to manage nonprofit organizations for
superior performance in a humane, responsive,
and responsible manner. Distinctive characteris-
tics of nonprofit organizations. Downes.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
604 Internship: [Topic] (1-16R) PIN only.
Twelve-credit maximum per term. F"culty-super-
vised participation in the activities of public or pri-
vate community agencies and organizations; coor-
dinated instruction. Prereq: instructor's consent.
605 Reading and Conference: [Topic] (1-16R)
606 Special Problems: [Topic] (1-16R)
Department majors may receive up to a maxi-
mum of 6 credits for intern work in approved
planning positions.
607 Seminar: [Topic] (1-5R) Recent topics in-
clude Advanced Leadership, Economic Analysis,
Financial Budget Planning, Healthy Communi-
ties, Land Use and Transportation Issues, Project
Management, and Social Relations and Spatial
Structures.
608 Community Planning Workshop: [Topic]
(1-16R) PIN only. A two-term planning and
problem-solving course. Students work in teams
conducting research and developing solutions to
planning problems for a client community.
Povey.
609 Terminal Project (1-16R) PIN only
610 Experimental Course: [Topic] (1-5R) E"ch
term a series of short seminars is offered on plan-
ning and related topics. One-credit seminars
held in the evenings meet twice each for a total
of six class hours. R for a total of six short semi-
nars a year.
611 Introduction to Urban Planning (4) Ex-
plores the concepts and functions of the planning
process as they relate to the social, economic, po-
litic"l, and environmental aspects of
communities and regions. Povey.
612 Legal Issues in Planning (5) 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. Gale.
613 Planning Analysis (4) Data sources and
methods of data collection including surveys; de-
scriptive "nd multivariate analysis; computer ap-
plications; selected analytic models, population
projections, cost-benefit analysis. Open to non-
majors with instructor's consent. Malone, Parker.
614 Alternative Dispute Resolution (5) Theory
and practice of consensus building in communi-
ties and public organizations. Gale, Watt.
615 Planning Theory (4) 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. Roch".
617 Regional Planning (4) Theory a,nd practice
of regional planning. Substate regionaJ analysis;
development of regiona,l policies and plans as
they relate to the natur"l- and human-resource
base of the Pacific Northwest. Not offered
1995-96.
619 Public Financial Management for Plan-
ners (4) Develops students' knowledge of how
governments raise and spend money. Simonsen.
Not offered 1995-96.
620 Applied Methods in Planning, Policy, and
Management (4) How to communicate, execute,
and evaluate research in the public sector. Each
student conducts an original research project
from problem formulation through data analysiS.
Weeks.
626 Experiencing Crossing Cultures (3)
Focuses on cross-cultural communication in de-
veloping countries, specifically in relation to
working overse"s. Gale.
627 Energy Policy and Planning (4) Technical,
social, economic, "nd environmental impacts of
energy technologies. Discussion of United States
and world policies and alternatives. Baldwin. Not
offered 1995-96.
SCHOOl. QFARClllTECTURE AND ALLIED ARTS
628 Public Finance Administration (4) Reasons
for governmental intervention and analysis of
revenue sources available to governments. In-
cludes discussion of various taxes, intergovern-
mental tra.nsfer policies, debt financing, and user
fees. Simonsen.
629 Public Budget Administration (4) Resource
allocation through the budget process. Includes
analysis of performance, program, and zero-
based budget systems; service costing, govern-
mental fina.ncial audits, and local government
fiscal analysis. Simonsen.
634 Strategic Planning (4) Process of strategic
planning for communities, public organizations,
and nonprofit agencies. Luke.
635 Planning and Social Change (4) Introduc-
tion to the relationships between social change
and planning policy. Includes equity literature
related to planning; exa.mines how national so-
cial trends affect housing and neighborhood
change. Rocha.
636 Public Policy Analysis (4) Techniques in the
policymaking process. Determining the impact of
policies, comparing alternatives, determining the
likelihood that a policy will be a.dopted and effec-
tively implemented. Hosticka..
639 Leadership and Organizational Change
(4) Change efforts designed to improve the per-
formance and accountability of public service or-
ganizations; the critical leadership role of public
managers in the change and tra.nsition process.
Downes.
640 Land Use Planning (4) La.nd use planning
in urban, rural, and connecting environments.
Functions, distribution, and rela.tionships of land
uses; socia.l, economic, fiscal, a.nd physical conse-
quences of alternative land use development pat-
terns. Ribe.
641 Land Use Law (4) Constitutional law issues
(due process, equal protection), statutory con-
straints (antitrust, civil rights), and procedural as-
pects of planning and land use regulation. Luke.
644 Human Behavior in Public Organizations
(4) Integrates social science knowledge about
people at work. Focuses on the concepts of hu-
man behavior that are important to managerial
problems in the public sector.
652 Public Land Law (4) The legal and socio-
political issues involved in public land manage-
ment. Prereq: PPPM 612 or instructor's consent.
656 Quantitative Methods in Planning and
Public Policy (4) Develops skills in quantitative
analysiS. Emphasizes selecting a.ppropriate
analysis procedures and properly interpreting
and reporting results. Prereq: recent introductory
statistics course. Weeks.
658 Tourism and Recreation Resources Plan-
ning (4) Assessing tourism resources; projecting
tourist demand; benefits a,nd costs of tourism at
the community and regional levels. Planning and
ma,na,gement of tourism resources. Prereq: intro-
ductory planning course or instructor's consent.
Not offered 1995-96.
660 Human Resource Management in the Pub-
lic Sector (4) Principles, issues, and practices of
public personnel administration. Addresses re-
cruitment, selection, evaluation, compensa,tion,
employee development, and labor relations within
the distinctive context of public organizations.
670 Ethics and Public Affairs (4) Accountability
methods of organizations; intergovernmental re-
quirements; social and environmental control of
organiza.tions; accounta.bility imposed by public
organiza.tions on citizen and private-sector be-
havior through regula.tion, ethical and value is-
sues. Not offered 1995-96.
678 Evaluation Research (4) Theory and prac-
tice in evaluating the performance of public poli-
cies and programs. Covers the purposes of evalu-
ation, the variety of eva.lua.tion designs, and the
politics and ethics of evaluation. Not offered
1995-96.
690 Student Research Colloquium (1-3R) PIN
only. Presentation by advanced master's degree
candidates of designs and conclusions resulting
from thesis research projects. R for maximum of 3
credits. J. Hibbard, Povey.
223
CharlesH.
Lundquist College
ofBusiness
268 Gilbert Hall
Telephone (503) 346-3300
Timothy W. McGuire, Dean
FACULTY
Susan R. Glaser, professor (organiza-
tional communication, corporate
teamwork, participative leadership).
B.S.,1970, M.A., 1974, Ph.D., 1976,
Pennsylvania State. (1975)
The date in parentheses at the end of each
entry is the first year on the University of
Oregon faculty.
ABOUT THE COLLEGE
The Charles H. Lundquist College
of Business (LCB) offers programs
of study leading to bachelor's and
doctoral degrees in accounting; a
bachelor's degree in business ad-
ministration; master's and doctoral
degrees in decision sciences, fi-
nance, management, and market-
ing; a master of business adminis-
tration; and an interdisciplinary
master's degree in industrial rela-
tions. These programs are designed
to provide a broad education in
both business management and so-
cietal issues that is essential for re-
sponsible 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 approxi-
mately 50 percent of their work out-
side the college. Within the college,
professional 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 Under-
graduate School of Business and in
the Graduate School of
Management, which operates un-
der the general direction of the
Graduate School of the university.
The College of Business Adminis-
tration was established in 1914 and
named the Charles H. Lundquist
College of Business in 1994. Its un-
dergraduate programs were accred-
ited in 1923 and its graduate pro-
grams in 1962 by the American As-
sembly of Collegiate Schools of
Business. Details about master's
and doctoral programs are in the
Graduate School of Management
section of this bulletin.
Business Student
Societies
The following business and profes-
sional societies have chapters at the
university: Alpha Kappa Psi, profes-
sional business fraternity; Beta Al-
pha Psi, accounting; and Northwest
Human Resource Management
Association.
Beta Gamma Sigma
Beta Gamma Sigma is the national
scholastic honor society in busi-
ness administration. For more in-
formation about Alpha Kappa Psi,
Beta Alpha Psi, and Beta Gamma
Sigma, see the Honors and
Awards section of this bUlletin.
LCB Computing Facilities
The Chiles Business Computing
Laboratory provides LCB students
and faculty members with continu-
ing support for their educational
needs through professional staff
assistance and access to computer
hardware and application software.
Both undergraduate and graduate
students have the opportunity to
use computer technology in their
business courses. The LCB facility
consists of four microcomputer
laboratories linked via Novell
Netware with full access to Internet
services. Software for word process-
ing, spreadsheets, statistics, and
other discipline-specific applica-
tions are available to LCB students.
The Hewlett Packard Instructional
Laboratory offers Windows-based
386 and 486 computers. In the
Wildish Instructional Laboratory
students may reserve time for in-
structor-led training on Windows-
based computers. The Autzen
Foundation Laboratory houses fa-
cilities for graduate students who
want to use either Windows-based
or Macintosh computers. The Dou-
glas Strain Desktop Publishing Area
offers high-end equipment such as
full-page color photograph scanning
and manipulation on the Pentium 90
platform. All the machines offer ac-
cess to laser-quality printers for pro-
fessional business output. Remote
access to several on-line databases
and library catalogs is available.
Overseas Study Programs
Students in University of Oregon
overseas study programs enroll in
courses with subject codes that are
unique to individual programs.
Special course numbers are re-
served for overseas study. See
Overseas Study in the Special
Studies section of this bulletin.
The college maintains exchange re··
lationships with several overseas
universities that give students op-
portunities to study business
management abroad. Overseas
study programs in business are
available at the University of
Copenhagen (Denmark), University
of Stuttgart (West Germany),
Aoyama Gakuin University Gapan),
Yonsei University (Korea), and
Nijenrode School of Business (The
Netherlands). 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 particu-
larly encouraged to take advantage
of one of these programs. See also
International Business in the Un-
dergraduate School of Business.
Research
The Lundquist College of Business
faculty's active interest in research
is manifested by the research cen-
ters incorporated in its organiza-
tionaI structure. The amount of ac-
tivity in the centers varies,
depending on available university
funds as well as grants and con-
tracts from foundations, govern-
ment agencies, and the business
community.
,224 CHARLES H. LUNDQUIST COLLEGE OF BUSINESS
Charles H. Lundquist Center for
Entrepreneurship
131 Gilbert Hall
Telephone (503) 346-3420
Director
The primary goal of the Lundquist Center for En-
trepreneurship is to stimulate research and edu-
cation related to entrepreneurship and emerging,
growth-oriented businesses. The center sponsors
research, curriculum development, a speakers'
program, a regional business plan competition,
and student-run clubs and activities. The New
Venture Competition awards $10,000 to student
teams from fourteen western states. The center
also sponsors internships whereby students gain
invaluable experience in the dynamics of new
industries and growth ventures. Courses spon-
sored by the center include one in business de-
sign that is offered in collaboration with the ar-
chitecture and journalism schools. The center
also houses a resource library of books, video
tapes, and cases related to growing businesses.
Forest Industries Management Center
9 Gilbert Hall
Telephone (503) 346-3300
Director
The primary goal of the Forest Industries Man-
agement Center is to stimulate research and edu-
cation related to the forest products field.
James H. Warsaw Sports
Marketing Center
171 Gilbert Hall
Telephone (503) 346-3495
Michael J. Ritchey, Director
The primary mission of the James H. Warsaw
Sports Marketing Center is to understand and to
advance sports marketing through interaction
between top scholars and successful business
community members. The center sponsors re-
search, internships, guest speakers, curriculum
development, and an industry forum.
Institute of Industrial Relations
209D Gilbert Hall
Telephone (503) 346-5141
James R. Terborg, Director
The goal of the Institute of Industrial Relations is
to stimulate research and education about hu-
man resource management and industrial rela-
tions. The institute offers an integrated
interdisciplinary program leading to either a
master of science or a master of arts 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) 346-3370
Carole L. Daly, Director
This office is responsible for alumni, corporate,
and public relations; publications; and
fundraising.
Applied Information Management
(AIM) Program
The program is described in the Continuation
Center section of this bulletin. See also, in the
Graduate Studies section, Individualized Pro-
gram: Applied Information Management.
UNDERGRADUATE
SCHOOL OF BUSINESS
271 Gilbert Hall
Telephone (503) 346-3303
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 a major in accounting or business
administration.
Combined with other work, each of the majors
may lead to a bachelor of science (B.S.) or a
bachelor of arts (B.A.) degree.
A student who has a bachelor's or master's degree
in a field of business administration is not eligible
for a second bachelor's degree in business.
A student may not receive two degrees simulta-
neously (e.g., a B.A. and a B.S.) but may com-
plete two or more majors for the same degree in
two UO schools or colleges. Students must sat-
isfy the upper-division core and major require-
ments in effect when they are admitted as majors
or when they apply for graduation. The require-
ments chosen must be met in their entirety; they
cannot be combined.
Admission Requirements
Admission to the Lundquist College of Business
as a major is possible only after junior standing
has been attained. Students intending to major
in a business field should declare prebusiness
status until major admission requirements have
been met. Prebusiness status, however, does not
guarantee admission as a major in accounting or
business administration.
To be eligible for admission as a major, a student
must have completed the university writing re-
quirement and the prebusiness core (described
under Lundquist College of Business Require-
ments). A minimum grade point average (GPA)
of 2.75 in all college-level work attempted and in
the prebusiness core is required to be eligible for
major status. The GPA is based on all graded
courses completed. If a graded course is re-
peated, both courses are counted in computing
the GPA although credit is given only once. If a
course required to be taken for a letter grade is
taken passino pass (PIN) instead, a P is treated
as a C- and an N is treated as an F for GPA
calculations.
International students must have a Test of En-
glish as a Foreign Language score of 575 or have
completed the Supplementary English Language
Training Program.
Honors College
Prebusiness students admitted to the Robert
Donald Clark Honors College may substitute
certain honors college courses for Lundquist Col-
lege of Business prebusiness core requirements.
See the LCB director of undergraduate programs
in 271 Gilbert Hall for details.
Application Procedure
To be considered for admission as a major, students
must apply prior to the term deadline. Application
deadlines are fall term: April 10, winter term: Octo-
ber 10. Late applications are not accepted.
Applicants must have completed or be close to
completing entry requirements before they
apply. Any applicant who is uncertain about
meeting the college's GPA requirements should
complete all the requirements before applying.
Transfer Students
Transfer students who will have completed all ad-
mission requirements prior to transfer should ap-
ply for admission to major status during the first
appropriate application period listed above after
transferring. Students transferring before admis-
sion requirements have been met can be admitted
to the University of Oregon as prebusiness stu-
dents if their GPA is 2.75 or higher. These stu-
dents should apply for major status in accordance
with the application procedure above.
When admission requirements change signifi-
cantly, the effective date for transfer students is
generally one academic year after the policy first
appears in the University ofOregon Undergraduate
and Graduate Bulletin.
Continuous Progress
If a student does not attend the university for an
extended period of time after being admitted as a
major, he or she may be reqUired to reapply for
admission and fulfill current major requirements
if the undergraduate and graduate bulletin for
the last year of attendance has expired. (See Bul-
letin Expiration and Requirements Policies in the
Contents section.)
Second Bachelor's Degree
Students who have a bachelor's degree in a disci-
pline other than business and who want a second
degree in a field of business must be admitted to
the university as postbaccalaureate nongraduate
students. Transcripts of previous college work
must be sent directly to the Lundquist College of
Business, and an official transcript showing re-
ceipt ofthe prior degree must be sent to the
university's Office of Admissions. Second-degree
candidates must meet the same admission re-
quirements and follow the same application pro-
cess as first-degree candidates.
Students are given prebusiness status until admis-
sion requirements are either completed or waived
because of prior course work. Second-degree stu-
dents must complete the same upper-division re-
quirements as first-degree candidates. The Second
Bachelor's Degree section of this bulletin, under
Registration and Academic Policies, lists uni-
versity requirements for a second bachelor's de-
gree; the LCB student services office, in 271 Gil-
bert Hall, distributes information about Lundquist
College of Business requirements.
Degree Requirements
To receive a degree in the Lundquist College of
Business, 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
LCB requirements. The college is firmly commit-
ted to an undergraduate degree program in busi-
ness that is based on a solid foundation in the
arts and sciences. Lundquist College of Business
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 B.A. or the B.S. degree. Re-
fer to the Registration and Academic Policies
section of this bulletin for specific requirements
for bachelor's degrees and for general education
and university requirements.
UNDERGRADUATE SCHOOL OF BUSINESS
Nonmajors
Students with junior standing may enroll in the
300-level business courses in the upper-division
core. Only admitted majors and admitted minors
in the Lundquist College of Business may enroll
in other 300- and 400-level business courses.
Nonmajors can enroll in other 300-level business
courses after the initial registration period.
Student Advising
The LCB advising service for business students is
in 271 Gilbert Hall. Current information about
admission and degree requirements is available
there for majors in the Lundquist College of
Business and for the business administration mi-
nor. A bulletin board outside this office contains
announcements about policies, up coming activi-
ties, scholarships, and other information of inter-
est to business and prebusiness students.
Students are held responsible for information
posted on this board and should check it once a
week to ensure that they have the latest
information, or they risk missing important
events and policy changes.
Peer advisers and college staff members are
available in the advising office to assist in plan-
ning programs, answering questions, and track-
ing progress toward graduation or admission as a
major. Students should check with the advising
office at least once a year to ensure that require-
ments are being met.
LUNDQUIST COLLEGE OF
BUSINESS REQUIREMENTS
Calculus for Business and Social Science I,ll
(MATH 241,242), Introduction to Methods of
Probability and Statistics (MATH 243), and the
UO writing requirement are prerequisites for
admission.
Prebusiness Core. The prebusiness core courses
must be taken for letter grades. A 2.75 GPA and
a minimum grade of C- in these courses is
required for admission as a major.
The following courses or their equivalents must
be taken prior to admission as a major in the
Lundquist College of Business:
Introduction to Business (BE 101)
Introduction to Economic Analysis: Microeco-
nomics (EC 201), Introduction to Economic
Analysis: Macroeconomics (EC 202)
Introduction to Accounting I (ACTG 211), Intro-
duction to Accounting II (ACTG 213)
Computer Literacy. Computer literacy is
required for all business students. It is defined as
the ability to use software packages-including
spreadsheet, database, and word-processing ap-
plications-on a microcomputer with minimal
tutorial assistance. The LCB advising office, in
271 Gilbert Hall, maintains a list of courses that
meet the computer-literacy requirement.
In view of limited college and university comput-
ing facilities, business students may want to pur-
chase a microcomputer. Such purchases are not
required, and neither the college nor the univer-
sity endorses any particular manufacturer or ven-
dor. Students who plan to purchase a microcom-
puter are urged to inquire at the Chiles Business
Computing Laboratory concerning minimum
specifications and compatibility with college
hardware and software. Significant discounts on
the purchase of certain microcomputers are
available to university students.
Upper-Division Core. The following courses
are required of all majors:
Economic Foundations of Competitive Analysis
(FINL 311)
Marketing Management (MKTG 311)
Financial Management (FINL 316)
Management and Organizational Behavior
(MGMT321)
Global, Legal, Social Environment of Business
(BE 325)
Business Statistics (DSC 330)
Concepts of Production and Operations
Management (DSC 335)
Strategic Management (MGMT 453)
Residence Requirement. Students must take a
minimum of 44 upper-division credits in busi-
ness in regularly scheduled LCB courses. With
the department head's approval credits may be
transferred from other accredited institutions,
independent study, or approved courses in other
departments.
Studies in Business and Economics. Students
must take at least 80 credits in business and eco-
nomics. These courses must be in the Lundquist
College of Business or the UO Department of
Economics or be approved by the LCB director of
undergraduate programs.
Studies in Other Disciplines. Students must
earn at least 90 credits in courses taken outside
the business college. These 90 credits include re-
quired general-education and breadth course
work listed below.
Nonbusiness Breadth Requirement. Complete
24 credits in a coherent body of courses, exclud-
ing first-year languages, related to the student's
career goals. A nonbusiness minor meets this re-
quirement. LCB student services offers alterna-
tives or assistance in planning individualized
programs.
Global Context for Business Decisions. Com-
plete three courses that focus on international,
historical, political, economic or social issues.
Language courses beyond the first year are
eligible.
Grading
Upper-division courses, except two 300-level
courses in the upper-division core, must be taken
for letter grades and passed with grades of C- or
better.
See the Registration and Academic Policies
section of this bulletin for an explanation of the
university's grading systems.
Majors
Each student must complete a major in either ac-
counting or business administration. Students
cannot complete two majors in the Lundquist
College of Business.
Accounting
In addition to the general requirements of the
Lundquist College of Business, accounting ma-
jors must complete the following courses. Of the
36 required credits, 24 upper-division credits
must be taken at the University of Oregon
Courses 36 credits
Accounting Information Systems
(ACTG 320) 4
Financial Accounting Theory I (ACTG 350) 4
Financial Accounting Theory II (ACTG 352) 4
Cost Accounting (ACTG 360) 4
Auditing Concepts (ACTG 440) 4
Advanced Financial Accounting (ACTG 450) 4
Introduction to Federal Taxation (ACTG 470) 4
One permanently numbered 400-level account-
ing course 4
Business Law (BE 420) or one permanently num-
bered 400-level DSC or ACTG elective 4
Business Administration
In addition to the upper-division core, students
must complete seven courses from at least three
LCB departments. Four of these courses may be
taken in one of the concentration areas listed
below.
Finance Concentration 16 credits
Financial Markets and Investments (FINL 380) ... 4
Financial Institutions and Markets
(FINL 462) 4
International Finance (FINL 463) 4
Financial Analysis and Valuation (FINL 473) 4
Management Concentration 16 credits
Human Resources Management
(MGMT 415) 4
12 credits selected from Leadership in Organiza-
tions (MGMT 416), International Management
(MGMT 420), Small-Business Management
(MGMT 435), Organization Design and Change
(MGMT 441), Corporate Entrepreneurship
(MGMT 450), Experimental Courses (MGMT
410), other upper-division management elec-
tives. A list of management courses is available
in the department office 12
Marketing Concentration 16 credits
Marketing Strategy (MKTG 490) 4
12 credits selected from Consumer Behavior
(MKTG 360), Marketing Research (MKTG 390),
Marketing Communications (MKTG 420), Mar-
keting Channels and Distribution (MKTG 440),
Sports Marketing (MKTG 450), International
Marketing (MKTG 470), Selling and Sales Man-
agement (MKTG 480) 12
Entrepreneurship and
Small Business Concentration 16 credits
Cash Flow Management (ACTG 340) 4
Either Small Business Management (MGMT 435)
or Entrepreneurship (MKTG 430) 4
Two electives selected from Entrepreneurship
(MKTG 430), Small-Business Management
(MGMT 435), Venture Creation (MKTG 435),
Case Studies in Small Business (MGMT 440),
Corporate Entrepreneurship (MGMT 450) 8
International Business
To better prepare for the challenges of the global
marketplace, the following strategy is
recommended:
1. Select six 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)
2. Complete at least two courses in international
economics
3. Fulfill the language requirement for the B.A.
degree in a language relevant to the area of
study
>.'."
226 CHARLES H. LUNDQUIS!.COLLEGEOF.BUSINESS
Business Administration Minor
Requirements
The Lundquist College of Business offers a minor
in business administration, which is intended for
students majoring in other disciplines who want
courses in basic business management. Minor
requirements are divided into lower- and upper-
division components. Students must complete
the lower-division courses before enrolling in
upper-division courses.
Lower Division
Introduction to Business (BE 101)
College Algebra (MATH 111)
Either Introduction to Economic Analysis: Micro-
economics (EC 201) and Introduction to Eco-
nomic Analysis: Macroeconomics (EC 202) or
Business Economics (FINL 201)
Introduction to Accounting I (ACTG 211)
Upper Division
Marketing Management (MKTG 311)
Financial Management (FINL 316)
Management and Organizational Behavior
(MGMT321)
One upper-division business elective chosen
from regularly offered Lundquist College of Busi-
ness courses. Students admitted as business mi-
nors may register only for upper-division busi-
ness courses that are required to complete the
minor
Students intending to pursue a minor in business
administration should declare their intent in the
LCB 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 in the adVising office, where
completion of the lower-division core require-
ments is verified using an up-to-date transcript.
In order to be admitted to upper-division minor
status, students must have a 2.00 overall GPA, no
grade below a C- in the lower-division minor
courses, and junior or senior standing. All lower-
division minor courses must be taken for letter
grades. Students meeting the above require-
ments may register for upper-division minor
courses if they have fulfilled course prerequisites.
A C- (or P) is the minimum acceptable grade in
upper-division courses. When all minor require-
ments have been completed and notification of
application for a degree has been received from
the Office of the Registrar, the student is cleared
for the minor in business administration.
GRADUATE SCHOOL
OF MANAGEMENT
272 Gilbert Hall
Telephone (503) 346-3306
Associate Dean
Charles H. Lundquist College of Business
The Graduate School of Management offers de-
gree programs at both the master's and doctoral
levels and coordinates the graduate work of the
five academic departments in the Lundquist Col-
lege of Business. 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).
Activities of the Lundquist Center for Entrepre-
neurship and the Warsaw Sports Marketing Cen-
ter may be of interest to graduate students. The
centers are described in the introductory section
to the Charles H. Lundquist College of Business.
The Lundquist college participates in the Busi-
ness Environment Learning and Leadership
(BELL) program, which integrates environmental
issues into the curriculum. Students may aug-
ment their M.B.A. with projects and courses of-
fered by the Environmental Studies Program.
Career Services
Alexis Woods, Director
Career Services provides the resources and ser-
vices needed by M.B.A. students to design and
implement individual career plans. Workshops
and counseling services focus on resume writing,
networking, interviewing skills, negotiating, em-
ployment strategies, and internships. Special
seminars and forums are scheduled by private
industries and by public-sector organizations.
The office is located in 309 Gilbert Hall. For more
information call the director of career services at
(503) 346-1589.
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. Stu-
dents must complete the requirements of the
principal program specified for each degree.
Oregon Executive M.B.A. Program
Executive Director
The University of Oregon, in cooperation with
Oregon State University and Portland State Uni-
versity, offers the two-year Oregon Executive
Master of Business Administration (O.E.M.B.A.)
Program for employed mid-level executives.
Classes are held in Portland one full day a week
with an orientation program on the University of
Oregon campus in the summer. In addition to
meeting standard admission criteria, applicants
to this program must have substantial manage-
rial experience and corporate sponsorship.
O.E.M.B.A. courses are open only to students
who apply and are admitted to this program. For
more information, write or caU the 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
Wendy Mitchell, Director
The M.B.A. program provides a rigorous and
challenging exposure to the concepts and tech-
niques of successful management, preparing stu-
dents for a variety of managerial positions in a
wide range of industries and countries.
The Oregon M.B.A. program prepares managers
to make the most of change. Students gain foun-
dation skills and knowledge in accounting, deci-
sion sciences, finance, international business,
and marketing while they learn how to identify,
evaluate, and manage business opportunities.
Students gain the skills to scan globally, think
creatively, and act quickly and surely to discover
and take advantage of the opportunities created
by the rapidly changing business environment.
The University of Oregon M.B.A. program is
based on the assumption that the student has no
academic preparation in business administration.
The program typically requires two years of
study, and admission is for fall term only. See
Accelerated Programs for information about the
4-1 Program.
Most M.B.A. students come to Oregon with an
average of 4.5 years of work experience. Thirty-
two percent are women, 60 percent hold a
nonbusiness bachelor's degree, and the average
age is twenty-seven years (the range is twenty-
one to forty-five years). Fifty percent of the stu-
dents come from the West Coast and 35 percent
are international, representing twenty countries.
Oregon M.B.A. students work together in teams
as they analyze cases and consult with local busi-
nesses' pooling problem-solving skills in a sup-
portive environment. Small class size and an em-
phasis on group work ensure that students get to
know one another well and develop solid work-
ing relationships and strong friendships. Stu-
dents may choose to enhance their international
education by studying abroad in Japan, France,
the Netherlands, or Denmark.
The integrated first-year core requires students
to address management decisions through an
interactive, cross-disciplined approach. Case
analyses, business simulations, group projects,
and oral presentations are an integral part of
many courses.
First-Year Requirements
Fall Term 11 credits
Introduction to Business Statistics (DSC 611) 3
Managerial Economics (FINL 611) 3
Accounting Concepts (ACTG 611) 3
Building Effective Management Teams
(BA 616) 2
Winter Term 13 credits
Management Accounting Concepts
(ACTG 612) 3
Managing Organizations (MGMT 611) 3
Market Dynamics and Segmentation
(MKTG 611) 3
Economic Policy and Financial Markets
(FINL 614) 3
Communication and Implementation
(BA 617) 1
Spring Term 12 credits
Business, Government, and Society (BA 611) 3
Marketing Management (MKTG 612) 3
Production Management (DSC 613) 3
Financial Management (FINL 616) 3
GRADUATE SCHOOL OF'l\tJ;ANAGEMENl'
First-year requirements must be completed be-
fore students may take more advanced work in
their principal program,
Course Waivers, Students may waive up to four
courses from the first-year program, Two of the
four courses waived must be replaced by ad-
vanced 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.
Second-Year Requirements
Fall Term 12 credits
Two breadth electives .""." .. "." " " """" .. 6
Two electives " 6
Winter Term 12 credits
Strategy and Policy Implementation (BA 625) " 3
International elective '"'''''''''''''''''''''''''''''''''''''''' 3
Two breadth electives "."."""""""""."."."""."" 6
Spring Term 12 credits
Breadth elective """""".".".. """""".".""""" ...... 3
Three electives ." ..""" ......"" ...."...""""" ....... """. 9
The second year of the M.B.A. program offers
students the opportunity to shape their course
work to fit their own needs and career goals. Stu-
dents may either sample a broad range of func-
tional areas or study one or two areas in depth.
All students in the two-year M.B.A. program must
meet the following second-year requirements:
1. Completion of at least 36 credits (minimum of
twelve courses) beyond the first-year program,
of which 27 must be in 500- and 600-level
Lundquist College of Business courses
2. Of the 27 credits, no more than 12 may be
from the same department .
3. At least one elective must be taken from each
LCB department. Courses that satisfy the
breadth requirements are specified by the de-
partment offering the course
4. Among the eleven second-year electives, one
course must be taken from an approved list of
international courses published each fall. The
same course can also satisfy a breadth-elective
requirement
5. The remaining 6 credits should be in graduate-
level courses either in business or in related
areas outside the Lundquist college. They must
be approved by the student's adviser and by
the M.B.A. program director
The complete graduate program of study must be
approved by the student's adviser and the direc-
tor ofthe M.B.A. program.
Accelerated Programs
Admission to the accelerated master's degree
programs is highly competitive. It is limited to
students who have outstanding scholastic
records as well as demonstrated potential for
graduate study. Admission is for summer session
or fall term.
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. Students
spend the first three years of their undergraduate
work meeting requirements for the bachelor's
degree in their major. During the fourth year, the
first-year courses for the master's program are
completed, and the fifth year is devoted to
completion of the 49 graduate credits 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 Lundquist Col-
lege of Business after the fifth year.
4-1 Program. The 4-1 program allows outstand-
ing undergraduate business majors from an insti-
tution accredited by the American Assembly of
Collegiate Schools of Business the opportunity to
obtain a 49-credit M.B.A. degree in four terms.
Students admitted to this program have all but
two of the first-year courses waived: BUilding Ef-
fective Management Teams (BA 616) and Com-
munication and Implementation (SA 617).
Specialized Programs
Industrial Relations. The industrial relations op-
tion is an integrated program with a choice of
courses in economics, management, political sci-
ence, psychology, sociology, and other disciplines.
The program is described under Institute of Indus-
trial Relations in this section of the bulletin.
M.A.lM.B.A. Program. The University of Or-
egon makes available a concurrent degree pro-
gram in which students receive both an M.B.A.
degree and an M.A. degree in either interna-
tional studies or Asian studies. To complete the
two degree programs, students must be accepted
into both programs and satisfy both sets of de-
gree requirements. However, because of consid-
erable program overlap, careful planning may
make it possible to earn the MA/M.B.A. in
twenty-seven months.
All M.A. degrees require foreign-language com-
petence. The degree programs in international
studies and Asian studies allow students to gain
an in-depth understanding of the cultural, eco-
nomic, and historical backgrounds of a particular
region of the world. These features may prove
attractive to students who are interested in an
international business career.
J.D.lM.B.A. Program. In cooperation with the
University of Oregon School of Law, a concur-
rent doctor of jurisprudence/master of business
administration GD.lM.B.A.) program makes it
possible to earn both the J.D. and the M.B.A. de-
grees in four years instead of the five that would
be required if each degree program were com-
pleted separately. The program is designed for
students planning a legal career that requires in-
depth knowledge of business operations. Stu-
dents entering the program spend their first year
in the School of Law and take their second-year
courses in the Graduate School of Management.
The third and fourth years are spent taking ad-
vanced courses in both law and business.
It is a highly selective program; students are re-
quired to meet the admission requirements of
both the School of Law and the Graduate School
of Management. Admission to the program is
allowed only during fall term. Prospective stu-
dents should consult both the director of admis-
sions in the School of Law, 201 Law Center, and
the director of the M.B.A. program in the Gradu-
ate School of Management, 272 Gilbert Hall.
Master of Science or Master of Arts
While the primary degree offered by the Gradu-
ate School of Management at the master's level is
the M.B.A., the M.S. or MA degree may be
more appropriate for some students. The M.A.
degree requires competence in a foreign
language. The program leading to the M.S. or
M.A. degree allows more specialization than the
M.B.A. program and may be adapted to the par-
ticular needs of the student. The requirements
are as follows:
1. Completion of the American Assembly of Col-
legiate Schools of Business common body of
business knowledge as specified by the depart-
ment in the Graduate School of Management
in which the majority of specialization takes
place. For students without prior academic
preparation in business, completion of the
common body of business knowledge usually
amounts to satisfying the first-year M.B.A. re-
quired courses. The manner in which this re-
quirement is satisfied is determined by the stu-
dent in consultation with his or her program
committee and subject to approval by the as-
sociate dean of the Lundquist College of Busi-
ness
2. Completion of a minimum of 47 graduate
credits beyond the first-year M.B.A. required
courses. These should include the following:
a. A minimum of 18 credits of course work in
the primary area of specialization. A major-
ity of this work should be taken within the
school. However, specialization is defined
by a subject of study and is not limited to
courses offered by one department or by the
Graduate School of Management
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 (503) can be
taken at the option of the student and the
program committee. For students 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 27 credits in 500- and 600-
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 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 committee
must be approved by the LCB associate
dean
b. An approved program of study must be
filed with the associate dean before any
courses beyond the common body of busi-
ness knowledge can be taken
4. If a thesis is undertaken, approval is required
by a thesis committee of at least two faculty
members. At least one faculty member must be
from the department in which the majority of
specialization is taken
a. The composition of the thesis committee
must be approved by the LCB associate
dean. The thesis committee may have
different members than the program
committee
b. A thesis proposal must be approved in writ-
ing by all members of the thesis committee
and submitted to the LCB associate dean
before substantial work is undertaken on
the thesis
c. In case of disagreement between thesis
committee members over the acceptability
of the thesis, the issue is resolved by an ad
hoc committee of at least three faculty
members appointed by the head of the de-
partment in which the majority of special-
ization has been taken
5. Computer literacy. Details of this requirement
appear under the Undergraduate School of
Business
Administration of Master's Degree
Programs
Fall Admission. Consistent with the goal of the
Graduate School of Management to educate in-
dividuals with the greatest potential for becom-
ing successful managers, the admission process
is aimed at admitting students who have demon-
strated their ability and potential to become re-
sponsible, 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. Oral and written communica-
tion skills are important. Students should have a
demonstrated capacity for quantitative thinking
and be able to take an orderly, analytical approach
to solving problems and to generating alternative
solutions. The ability to take ideas from various
sources and see important relationships is very
beneficial. Students should also be self-motivated,
with considerable persistence and drive, and with
some understanding of the broad social, political,
and economic implications of decisions and ac-
tions. Prior work experience is desirable but not
reqUired.
Admission Criteria
More specifically, the admission process is based
on five categories of information:
1. Undergraduate academic performance
2. Graduate Management Admission Test
(GMAT) score
3. Two written recommendations. One should
describe academic ability and the other should,
but is not required to, address managerial abil-
ity and potential. Recommendations should be
from people who have worked closely with the
applicant and can comment on his or her abil-
ity, accomplishments, and potential
4. Completion of essay questions included in the
application package
5. Work experience and demonstrated leadership
ability
The applicant should also provide any other per-
tinent information for consideration.
Recent successful applicants have had average
undergraduate grade point averages (GPAs) of
3,25, average GMAT scores of 575, and average
scores of 614 on the Test of English as a Foreign
Language (TOEFL).
Prerequisites. Courses in calculus, micro-
economics, and macroeconomics are prerequi-
sites for students entering the program and must
be taken before first-year courses.
International Students. In addition, applicants
from non-English speaking countries must earn
a minimum score of 600 on the TOEFL.
With this information, applicants are judged on
their academic abilities and potential; their po-
tential for leadership and management; and their
commitment, readiness, and motivation to com-
plete the program.
Full-time Status. Full-time M.B.A. students en-
rolled in the first year of the two-year program are
required to complete, with a GPA of 3.00 or
higher, a common set of courses in a structured
sequence. The student who waives no first-year
courses takes a minimum of 11 credits fall term, 13
credits winter term, and 12 credits spring term.
Full-time M.B.A. students enrolled in the second
year of the program are required to complete,
with a GPA of 3.00 or higher, 12 credits a term to
be eligible for graduation in June. Students
studying full time must enroll for a minimum of 9
credits each term,
Part-time Status. Unless otherwise designated,
students admitted to the M.B.A. program are
considered full time. Part-time status may be re-
quested at the time of application for admission,
or students in good standing may request part-
time status at the start of any term. Part-time
students may enroll for no more than 6 credits a
tenn.
Admission Deadline. Applications and all sup-
porting documents should be received by the
Graduate School of Management by March 1 to
be guaranteed consideration for fall-term admis-
sion. Late applications are considered if space is
available.
Program Planning. After a student has been ad-
mitted to the master's degree program, the
Graduate School of Management assigns a fac-
ulty member as an adviser. Each student must
file a program approved by the adviser and the
director of the M.B.A. program prior to taking
any courses beyond the first year of study. If the
student wants to change the program at a later
date, an amended program signed by the adviser
and the M.B.A. program director may be filed.
Academic Performance. In addition to fulfilling
Graduate School requirements, a student en-
rolled in a master's degree program is reqUired to
maintain a GPA of 3.00 for 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 for the purpose of
GPA calculations, as described above.
Students whose GPAs fall below 3.00 in a
Graduate School of Management degree pro-
gram are automatically placed on probation.
Their continued enrollment is subject to review
by the program director.
Students may formally appeal disqualification or
other decisions relevant to their academic perfor-
mance or program. A description of the proba-
tion policy and appeal procedures is available in
the graduate programs office.
General University Regulations. See the
Graduate School section of this bulletin for gen-
eral university regulations and information re-
garding registration, academic performance, and
other matters applicable to university graduate
students.
INSTITUTE OF INDUSTRIAL
RELATIONS
209D Gilbert Hall
Telephone (503) 346-5141
James R. Terborg, Director
The Institute of Industrial Relations offers an in-
tegrated interdisciplinary program leading to a
master's degree in industrial relations. Students
interested in this program, which is approved by
the Graduate Council, should direct inquiries to
the program director. The program is the only
one of its kind in the western United States. Es-
tablished in 1966, the program has about 500
graduates, many of whom occupy important po-
sitions in human resource management 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 behav-
ioral and social sciences, the context of union-
management relations, and from institutional
perspectives of public policy and national wel-
fare. In consultation with faculty members, stu-
dents plan an integrated program of required
and elective courses in management, economics,
the social and behavioral sciences, and other dis-
ciplines listed below. Basic courses for the pro-
gram include those in human resource manage-
ment, labor-management relations, the
industrial relations seminar, labor economics,
employment law, and appropriate work in social
and behavioral sciences.
The program leads to the master of science
(M.S.) or master of arts (M.A.) degree and re-
quires 60 credits of course work approved by the
faculty, or 52 credits with thesis. The program
must cover at least three disciplines, including at
least 6 credits in one discipline other than man-
agement. Prerequisites for the program are a
bachelor's degree, a course in principles of eco-
nomics, and an introductory undergraduate
course in statistics. Graduate Management Ad-
mission Test (GMAT) or Graduate Record Ex-
aminations (GRE) scores are required.
The program facilitates student internships in hu-
man resources with private or public institutions.
Availability of these opportunities varies from year
to year, and they are not a required element of a
student's program. Although students may be ad-
mitted to and graduate from the program in any of
the four terms of the year, a fall term start is rec-
ommended.
Applicants must comply with Graduate School
application deadlines for each term as published
in this bulletin.
Required Courses
Business Administration. Seminar: Computer
Workshop (BA 607), Building Effective Manage-
ment Teams (BA 616) or equivalents
Economics. Labor Economics (EC 550)
Management. Seminar: Industrial Relations
(MGMT 607), Managing Organizations (MGMT
611), Employment Law and Legislation (MGMT
632), Human Resources Management (MGMT
634), Recruitment and Selection (MGMT 635),
Compensation Theory and Administration
(MGMT 636), Labor-Management Relations
(MGMT 639). Employment Law (LAW 660) may
be substituted for Employment Law and Legisla-
tion with the institute director's written consent
In addition, students are required to complete at
least three of the following:
1. Experimental Courses: Arbitration, Career De-
velopment and Performance Appraisal, Inter-
national Human Resource Management,
Training and Development (MGMT 610), or
other approved experimental course
2. Motivation and Quality of Working Life
(MGMT631)
3. Employee Benefits (MGMT 633)
4. Designing and Changing Organizations
(MGMT641)
Students who do not hold bachelor's or master's
degrees in business are required to complete, as
part of their industrial relations electives, two of
the following:
1. Accounting Concepts (ACTG 611)
2. Market Dynamics and Segmentation
(MKTG 611)
3. Production Management (DSC 613)
4. Economic Policy and Financial Markets (PINL
614) or Financial Management (FINL 616)
Elective Courses
In addition to required courses, students com-
plete course work in supporting disciplines by
selecting courses in the social sciences and
related areas. A sample of courses taken by stu-
dents in the program is listed below. Each term
students consult with the institute director to se-
lect appropriate required and elective courses.
Economics. Topics in Labor Economics (EC
551). In addition, students are encouraged to
elect courses in human capital theory, the eco-
nomics of industrial organization, the public sec-
tor, and public policy
History. American Economic History (HIST 563,
564)
Law. Labor Law (LAW 659), Employment Law
(LAW 660)
Management. International and Comparative
Management (MGMT 647)
Political Science. Administrative Organization
and Behavior (PS 512)
Psychology. Learning and Memory (PSY 533),
Human Performance (PSY 536), Attitudes and
Social Behavior (PSY 556), Group Processes (PSY
557)
Sociology. Issues in Sociology of Work (SOC
. 546), Issues in Sociology of Organizations
(SOC 547)
In addition to elective course work identified
above, students may complete relevant work in
other departments with the written approval of
the institute director.
DOCTORAL PROGRAMS
Larry E. Richards, Director
The Graduate School of Management offers a
program of advanced graduate study and re-
search leading to the degree of doctor of philoso-
phy (Ph.D.) for students preparing for careers in
university teaching, research, and administra-
tion. The program is administered by the director
of doctoral programs for the Lundquist College
of Business, assisted by the PhD. programs com-
mittee consisting of three business faculty mem-
bers and one doctoral student.
Program of Study
The Ph.D. typically requires four years of
intensive study beyond the master's degree.
Since the program focuses on developing com-
petent scholars, the development of both teach-
ing and research skills is heavily emphasized.
Doctoral students are encouraged to assume pri-
mary teaching responSibility for an undergradu-
ate business course sometime during their pro-
gram. In addition, they must demonstrate
competence in scholarly research. Students are
expected to work closely with faculty members
whose interests are similar to their own. Appli-
cants are advised to be as specific as possible
about their areas of interest.
Primary Areas of Concentration
Accounting. Focuses on managerial, behavioral,
and financial accounting, auditing, cost analysis,
and control for public, industrial, and govern-
mental accounting.
Corporate Strategy and Policy. Examines
organizations as integrated systems interacting
with their environments. EmphaSizes formulation
and implementation of strategies that align an
organization's internal strengths and weaknesses
with its external threats and opportunities.
Decision Sciences. Emphasizes applied statis-
tics or operations and production management.
Related courses are available in computer sci-
ence' mathematics, economics, and management
science.
Finance. Focuses on financial economics as
applied to financial management, financial
institutions and markets, and investments. Re-
lated courses are also available in economics.
Human Resource Management. Emphasizes
personnel management and labor relations in
public and private organizations, behavioral sci-
ence and labor economics, compensation, collec-
tive bargaining, and conflict and change.
Marketing. Covers a wide range of issues
including marketing theory, consumer and in-
dustrial 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 behavior,
organization design and effectiveness, organiza-
tion-environment relationships, and administra-
tive processes.
Admission
For admission to the doctoral program, the stu-
dent 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 circum-
stances a student may be admitted immedi-
ately after completion of a bachelor's degree)
3. Be recommended by the department with pri-
mary responsibility for the area in which the
candidate expects to major and by the gradu-
ate programs committee
4. Provide evidence of scholarly promise
Recently admitted students averaged 650 to 675
on the Graduate Management Admissions Test
(GMAT) with a 3.60 to 3.70 GPA in graduate
course work. Approximately 15 percent of appli-
cants are admitted into the Ph.D. program.
Most Ph.D. students receive financial support in
the form of an appointment as a graduate teach-
ing fellow. For 1995-96 typical appointments
ranged from 0.40 to 0.47 FIE and carried a sti-
pend ranging from $7,476 to $10,176, plus waiver
of tuition. Graduate teaching fellows may assist
faculty members in research and teaching and
assume responsibility for teaching an undergrad-
uate business course.
Deadline for application to the Ph.D. program for
fall term is the preceding March 1.
Inquiries concerning the program should be ad-
dressed to the LCB director of doctoral programs.
Degree Requirements
The student's program must satisfy the re-
quirements of the Graduate School of the
university and the following requirements of the
Lundquist College of Business.
The doctoral program typically requires four
years of post-master's degree work including two
years in 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 sub-
ject matter of one of the M.B.A. first-year re-
quired courses in each of these areas as evi-
denced by previous university-level courses, by
University of Oregon courses, or by oral or writ-
ten examination, to be determined by the
student's advisory committee and approved by
the LCB director of doctoral programs. This re-
quirement should be satisfied during the
student's first year and before substantial work is
begun in the primary concentration area.
Examinations. The student must pass two writ-
ten comprehensive examinations, one in his or
her primary area and one in either the support-
ing or the statistics and research methods area.
Requirements in these areas are described below.
The student must attempt both written examina-
tions within a thirteen-month period. Each com-
prehensive examination may be scheduled for a
maximum of eight hours and must be fully com-
pleted 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; a conditional
pass is not permitted. In the event of failure, a
student may retake a comprehensive examina-
tion or predesignated subpart once, at the
individual's option and after consultation with
the advisory committee. Once a student has at-
tempted 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 no longer
open. All examinations must be completed
within nineteen months of the date of the first
examination. Failure to pass the comprehensive
examination or a subpart on the second attempt
results in automatic termination from the PhD.
program. Comprehensive examinations are of-
fered 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 examina-
tions 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 commit-
tee, and examining committee and with the ap-
proval of the LCB director of doctoral programs.
Competence in a Primary Concentration
Area. The student is expected to master the lit-
erature and techniques in a primary area of busi-
ness administration, to be prepared to write an
acceptable dissertation, and to perform research
of high quality. Competence is demonstrated by
passing a departmental written comprehensive
examination. To be eligible to take the examina-
tion' the student must have completed most of
the course work required in the area.
The primary concentration area consists of nine
courses specified by the department with primary
responsibility for the area. At least three of the
nine courses must be taken at the University of
Oregon after admission to the doctoral program.
The primary concentration areas offered are
listed above under Program of Study. Programs
involving interdisciplinary research may be ac-
commodated within the primary areas.
Competence in Statistics and Research Meth-
ods. Students must complete four or more
graduate-level courses in statistics beyond Intro-
duction to Business Statistics (DSC 611) with
grades of mid-B or better and, if a competence
examination is not taken in the student's sup-
porting 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 ap-
proval of the student's advisory committee. At
least three courses must be completed at the uni-
versity after admission to the doctoral program.
Of these, one must be Seminar: Statistical Foun-
dations for Research (DSC 607), which must be
completed with a grade of mid-B or 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 ap-
pointed by the LCB director of doctoral pro-
grams. If the student elects decision sciences (ap-
plied statistics) as the primary area, an additional
supporting area must be selected.
Competence in a Behavioral Science,
Mathematics, or Economics Tool Area. Stu-
dents must complete at least three graduate-level
courses in economics, mathematics, or the be-
havioral sciences outside the Graduate School of
Management. Courses in this area of study are
subject to final approval by the student's advisory
committee and the LCB director of doctoral pro-
grams. Each course used to meet this area re-
quirement must be passed with a grade of mid-B
or better, and at least two courses must be com-
pleted at the university after admission to the
doctoral program.
Advancement to Candidacy. The student is ad-
vanced to candidacy for the Ph.D. degree upon
satisfying all of the preceding requirements and
upon recommendation by his or her advisory
committee to the Graduate School of Manage-
ment and to the Graduate School of the univer-
sity. Advancement must occur no later than four
years after the student's entry into the doctoral
program.
Dissertation. The student must complete a dis-
sertation embodying the results of research and
shoWing evidence of originality and ability in in-
dependent 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 dis-
sertation 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 mem-
bers of the school and at least one member from
outside the school. The chair of the committee
serves as the student's primary dissertation ad-
viser. Before the dissertation topic is accepted by
the dissertation committee, the student makes a
public oral presentation and defense of the re-
search proposal and design. When the topic is
accepted by the committee, a copy of the pro-
posal, 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 candidacy.
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 de-
fend the completed dissertation in a public oral
examination and defense before the dissertation
committee.
Grade Point Average (GPA). The student must
maintain a cumulative GPA of 3.00 or higher in
graduate courses.
Termination from Program. A student's parti-
cipation in the Ph.D. program may be terminated
by the graduate programs committee if the stu-
dent fails to satisfy any of the program require-
ments and upon the recommendation of a ma-
jority 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:
(1) failure to make satisfactory progress toward
advancement to candidacy, (2) a GPA below 3.00
for two consecutive terms, (3) failure to complete
a dissertation within three years after advance-
ment to candidacy, or (4) any time a member of
the advisory or dissertation committee requests a
vote. The student has the right to submit a peti-
tion requesting that the graduate programs com-
mittee reconsider the termination.
The advisory or dissertation committee vote must
be transmitted in writing to the graduate pro-
grams committee for review and placed in the
student's file. A student dropped from the pro-
gram is notified in writing, with reasons for ter-
mination clearly explained, and a copy of the let-
ter 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 candidate's program
committee, the Ph.D. program committee, and
the director of Ph.D. programs. Under no cir-
cumstances can requirements of the Graduate
School of the university be waived by the
Lundquist College of Business.
BUSINESS ADMINISTRAnON
COURSES (BA)
605 Reading and Conference: [Topic] (1-16R) R
when topic changes
607 Seminar: [Topic] (1-5R) A current title is
Computer Workshop.
610 Experimental Course: [Topic] (1-5R) R
when topic changes
611 Business, Government, and Society (3)
Consideration of the ethical and social issues
confronting the manager; mechanisms and pro-
cesses by which governmental units influence
and constrain managerial decisions.
616 Building Effective Management Teams (2)
PIN only. Addresses all issues that management
teams face including conflict resolution and
working with difficult people.
617 Communication and Implementation (1)
PIN only. Offers conceptual understanding and
performance competencies for persuasive
presentations.
624 Corporate Strategy and Planning (3) How
shall we choose to compete? Analytical tech-
niques and planning models applicable to making
this fundamental decision. M.B.A. students only.
625 Strategy and Policy Implementation (3)
Decision-making that cuts across functional
boundaries. Students integrate and apply busi-
ness knowledge in decision situations. May in-
clude a computer game or company project or
both. M.B.A. students only.
651 Management of Technological Organiza-
tions (3) Examines managerial issues associated
with technologically oriented companies; the role
of research and development, innovation, and
evaluation; and integration of technology planning
with corporate strategy. Offered only through the Ap-
plied Information Management (AlM) Program.
653 International Business Strategies (3) Ex-
amines theoretical and practical aspects of inter-
national business strategies as presented in three
modules. Final projects focus on individual pro-
fessional contexts. Offered only through the Ap-
plied Information Management (AIM) Program.
655 Marketing Management and Planning (3)
Investigates the design of a marketing program,
nature and behavior of markets, marketing deci-
sions, evaluating marketing efficiency, and issues
unique to advanced technology organizations.
Offered only through the Applied Information Man-
agement (AIM) Program.
657 Managerial Accounting and Financial
Analysis (3) Examines information used by
management to plan, direct, and control the
firm's operations. Reviews concepts, tools, and
applications to both financial and managerial ar-
eas. Offered only through the Applied Information
Management (AIM) Program.
705 Reading and Conference: [Topic] (1-6R) R
when topic changes. Offered only through the
Oregon Executive M.B.A. Program.
ACCOUNTING
707 Seminar: [Topic] (1-6R) R when topic
changes. Offered only through the Oregon Executive
M.B.A. Program.
708 Workshop: [Topic] (1-6R) R when topic
changes. Offered only through the Oregon Executive
M.BA Program.
710 Experimental Course: [Topic] (3-9R) R
when topic changes. Offered only through the
Oregon Executive M.B.A. Program.
711 Legal Environment of Business (3) Analy-
sis of government policy and the legal environ-
ment in which business operates. Integrates the
analysis of public policy and the legal environ-
ment with basic microeconomic principles.
Offered only through the Oregon Executive M.BA
Program.
712 Financial Accounting and Reporting (3)
Preparation, interpretation, and use of external
financial statements and reports. Covers basic
accounting principles, recording and reporting
techniques underlying valuation and income de-
termination. Offered only through the Oregon Ex-
ecutive M.B.A. Program.
713 Applied Statistics for Managers (3)
Exposure to descriptive statistics, decision analy-
sis, regression analysis, and forecasting. Empha-
sis on when and how to use statistics. Offered
only through the Oregon Executive M.B.A. Program.
714 Accounting for Managers (3) Development,
presentation, and interpretation of cost informa-
tion for management. Stresses the use of ac-
counting data for business decisions, perfor-
mance appraisal, budgeting, and control. Offered
only through the Oregon Executive M.BA Program.
715 Managerial Economics (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 M.BA Program.
716 Managing Organizations (3) Focuses on
the systematic relationship among organizational
variables and their implications for effective
management of individuals and groups within an
organization. Offered only through the Oregon Ex-
ecutive M.B.A. Program.
717 Marketing Management (3) Focuses on the
marketing function at the product-line level. In-
cludes basic marketing concepts and philoso-
phies, and brief exposure to macromarketing
strategies. Offered only through the Oregon Execu-
tive M.B.A. Program.
718 Financial Analysis (3) Covers objectives,
tools, methods, and problems of financial man-
agement. Includes fund acquisitions, dividend
policy, capital acquisitions, taxes, mergers, and
investment banking. Offered only through the
Oregon Executive M.B.A. Program.
719 Marketing Analysis and Strategy (3) De-
velopment of macromarketing strategies and
plans including analysis of market structures,
consumer and buyer behavior, marketing re-
search and forecasting, communication and pro-
motions management, and international market-
ing. Offered only through the Oregon Executive
M.B.A. Program.
720 Financial Management (3) Problems and
cases dealing with financial analysis, working,
capital management, funding rapid growth, asset
valuation, and alternative financing strategies.
Offered only through the Oregon Executive M.BA
Program.
721 Management of Innovation and Change
(3) Covers planning and strategy under condi-
tions of rapid growth and change. Includes mar-
keting of new products, managing change, and
dealing with financial problems of rapid growth.
Offered only through the Oregon Executive M.BA
Program.
722 Human Resource Management (3)
Examines effective human resource management
systems including affirmative action in employ-
ment planning, compensation theory and ad-
ministration, benefits, career development, and
human resource management information sys-
tems. Offered only through the Oregon Executive
M.B.A. Program.
723 Formulating Corporate Strategy (3)
Focuses on how corporations choose to compete.
Covers the analytical techniques and planning
models appropriate for making this fundamental
decision. Offered only through the Oregon Executive
M.BA Program.
724 Project and Systems Management (3)
Project management systems including planning,
scheduling and implementation, cost and quality
control, computer applications, innovations in
inventory control, quality control, process and
production planning. Offered only through the
Oregon Executive M.B.A. Program.
725 Implementing Corporate Strategy (3) Fo-
cuses on decision-making that cuts across de-
p,artmental (functional area) boundaries, empha-
slzmg integration and application of business
knowledge in decision situations. Offered only
through the Oregon Executive M.B.A. Program.
726 International Business Strategy (3)
Focuses on the problems of operating across
multiple political and cultural boundaries. Topics
include international perspectives on corporate
strategy, marketing, finance, and management.
Offered only through the Oregon Executive M.BA
Program.
727 Executive Seminars (4) Graded only. Ap-
plication of business principles to emerging is-
sues confronting executives in competitive envi-
ronments. Interaction with executives in
analyzing strategic opportunities and industry
structure. Offered only through the Oregon
Executive M.B.A. Program. '
ACCOUNTING
364 Gilbert Hall
Telephone (503) 346-3305
Raymond D. King, Department Head
FACULTY
Roger A Chope, senior instructor. B.A., 1968, Albion;
M.BA, 1977, Louisville; Ph.D., 1981, Oregon. (1986)
Neil Fargher, visiting assistant professor, B.Com.,
1979, Melbourne; M.Bus., 1986, Melbourne Insti-
tute of Technology; Ph.D., 1992, Arizona. CPA,
Australia. (1992)
Paul Frishkoff, professor. BA, 1960, Swarthmore;
M.BA, 1962, Chicago; Ph.D., 1970, Stanford.
CPA, California, Oregon. (1967)
Helen Gernon, Charles H. Lundquist Professor of
Accounting. B.BA, 1968, Georgia; M.BA, 1972,
Florida Atlantic; Ph.D., 1978, Pennsylvania State.
CPA, Florida. (1978)
Raymond D. King, associate professor. B.S., 1971,
Montana State; M.B.A, 1974, Montana; Ph.D.,
1980, Oregon. CPA, Montana. (1982)
Steven R. Matsunaga, assistant professor. B.A,
1979, San Francisco State; M.B.A., 1984, William
and Mary; Ph.D., 1992, Washington (Seattle).
CPA, California. (1992)
Dale Morse, Charles E. Johnson Memorial Professor
of Accounting. BA, 1969, M.BA, 1975, Oregon;
Ph.D., 1978, Stanford. (1991)
Terrence B. O'Keefe, professor. B.A, 1963,
Wittenberg; M.S., 1967, Ph.D., 1970, Purdue. (1980)
J. Reed Smith, assistant professor. B.S.Bus.Admin.,
1983, M.Acc" 1984, Tennessee; Ph.D., 1994, Ohio
State. (1994)
Emeriti
Chris J. Luneski, associate professor emeritus. AB.,
1956, Johns Hopkins; M.S., 1959, Ph.D., 1965, Min-
nesota. (1961)
John W. Soha, associate professor emeritus. B,B.A,
1936, Puget Sound; M.BA, 1950, Michigan. CPA,
Washington. (1951)
The date in parentheses at the end of each entry is the
first year on the University of Oregon faculty.
ABOUT THE DEPARTMENT
The undergraduate major curriculum in the De-
partment of Accounting is designed for students
who want to prepare for a career in public, cor-
porate, 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 advis-
ers are available in the department office along
with a handout on undergraduate advising that
answers commonly asked questions about the
program. Each student should read the handout
before meeting with an adviser. All transfer stu-
dents should see an accounting adviser before regis-
teringfor upper-division course work.
A 2.00 grade point average (GPA) in upper-
division accounting courses taken at the
university is required for graduation as an
accounting major with a bachelor of science or a
bachelor of arts degree.
The accounting major is described under Majors
in the Undergraduate School of Business sec-
tion of this bulletin.
ACCOUNTING COURSES (ACTG)
199 Special Studies: [Topic] (1-5R)
211 Introduction to Accounting I (4) The
accounting model and financial statements for
external users. Cost information and uses in
· . ~ .. .-. .. .. .. _. . ~
CHARLES H; luNDQUIST COLLEGE OF BUSINESS'
management planning and control. Prereq:
sophomore standing.
213 Introduction to Accounting II (4) Reporting
of assets, equities, revenues, and expenses. Bud-
geting, manufacturing cost flows, and product
costs. Prereq: C- or better in ACTG 211, sopho-
more standing.
314 Professions and Professionalism (2) Ca-
reers in accounting and other professions. Identi-
fying skills, brainstorming, resumes, interview-
ing, overcoming obstacles, "corporate culture."
Making career decisions, planning for advance-
ment. Invited speakers. Prereq: ACTG 211.
320 Accounting Information Systems (4) Role
of information in modern organizations. Systems
concepts. Data-processing technology. Transac-
tion processing from recording to reporting. Rev-
enue and expenditure cycles. Accounting con-
trols. Auditing systems. Prereq: C- or better in
ACTG 211, 213 and in CIS 131, junior standing.
340 Cash Flow Management (4) Sources and
uses of cash in the context of start-up and small
firms. Emphasis on cash generated by operations
and used for operations and growth. Secondary
emphasis on external sources of cash. Prereq: c-
or better in ACTG 213, junior standing.
350 Financial Accounting Theory I (4) Finan-
cial reporting and its uses. Financial statement
information and uses in valuation and perfor-
mance evaluation. Prereq: C- or better in ACTG
213, junior standing; FINL 316 recommended.
352 Financial Accounting Theory II (4) Con-
cepts of recognition and measurement applied to
a broad variety of business transactions. Applica-
tions of generally accepted accounting principles
to specific transactions. Prereq: C- or better in
ACTG 350, PINL 316, junior standing.
360 Cost Accounting (4) Development and
communication of cost information to assist in
planning, motivating managers, controlling
costs, and evaluating performance. Prereq: C- or
better in ACTG 213, junior standing.
401 Research: [Topic] (1-21R)
403 Thesis (1-21R)
405 Reading and Conference: [Topic] (1-21R)
406 Special Problems: [Topic] (1-21R)
407 Seminar: [Topic] (1-4R)
408/508 Workshop: [Topic] (1-21R)
409 Practicum: [Topic] (1-3R) PIN only
410/510 Experimental Course: [Topic] (1-4R)
440/540 Auditing Concepts (4) The audit envi-
ronment, examinations of financial statements,
and the audit process. Includes professional
standards, audit sampling, and the audit profes-
sion. Prereq: C- or better in ACTG 320, senior
standing; pre- or coreq: ACTG 352, or ACTG 630
and graduate standing.
450/550 Advanced Financial Accounting (4)
Financial accounting and reporting for corporate
consolidation, foreign currency transactions and
restatement. Accounting in nonprofit organiza-
tions. Prereq: C- or better in ACTG 352, or
ACTG 631.
451/551 Special Topics in Accounting (4) Cov-
erage varies depending on interests of students
and instructor. Topics may include cases in fi-
nancial reporting; advanced accounting theory,
accounting for nonprofit organizations; account-
ing history; international accounting. Prereq: C-
or better in ACTG 352, senior standing; or ACTG
611, graduate standing.
460/560 Advanced Management Accounting
(4) Application of cost accounting principles to
modern management practices such as just-in-
time and total quality management. Prereq: C-
or better in ACTG 360, senior standing; or ACTG
612, graduate standing.
470/570 Introduction to Federal Taxation (4)
Federal income tax law covering taxation of indi-
viduals' corporations, partnerships, estates, and
trusts. Introduction to tax research and planning.
Prereq: C- or better in ACTG 213, senior stand-
ing; or AO'G 612, graduate standing.
471/571 Advanced Federal Taxation (4) The
importance of tax consequences that attach to
common business transactions and how the tax
law alters behavior of individuals and business
entities. Emphasis on family financial planning.
Prereq: C- or better in ACTG 470/570, senior or
graduate standing.
503 Thesis (l-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
606 Special Problems: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R) Recent topics are
Doctoral Seminar, Financial Accounting Theory.
608 Special Topics: [Topic] (l-16R)
609 Practicum: [Topic] (1-3R) PIN only
610 Experimental Course: [Topic] (1-5R) Inter-
national Accounting is a recent topic.
611 Accounting Concepts (3) Concepts of fi-
nancial reporting and the use of accounting data
for business decisions; survey of the data-creat-
ing process; asset and liability valuation; income
measurement and related international issues.
Master's or doctoral degree candidates only.
612 Management Accounting Concepts (3)
Concepts and procedures of managerial
accounting; study of cost accounting, budgeting,
and control issues in domestic and multinational
corporations. Prereq: ACTG 611. Master's or
doctoral degree candidates only.
617 Taxation Concepts (3) Basic taxation of in-
dividuals, property transactions, corporations,
partnerships, estates and trusts. Prereq: ACTG
611 or instructor's consent.
623 Managerial and Financial Accounting
Analysis (3) Financial reports and decision-
making. Focus may be on financial statement
analysis and evaluation, managerial decision-
making, or tax planning for managerial decision-
makers. Prereq: ACTG 611, 612.
630 Financial Accounting I (3) Review of ac-
counting theory, concepts, and prinCiples. In-
depth study of basic financial statements. Appro-
priate for nonmajors who want extensive
coverage of financial accounting. Prereq: ACTG
611 or eqUivalent. Master's or doctoral degree
candidates only.
631 Financial Accounting II (3) Financial ac-
counting for assets, liabilities, and equities; em-
phasis on technical aspects of financial
accounting. Prereq: ACTG 630. Master's or doc-
toral degree candidates only.
632 Financial Accounting III (3) Accounting for
partnerships, business combinations, and the
consolidation of financial statements. Extensive
coverage of financial statement analysis. Prereq:
ACTG 631. Master's or doctoral degree candi-
dates only.
635 Accounting for Multinational Corpora-
tions (3) Expands students' knowledge of
domestic company reporting issues by examining
some financial and managerial reporting issues
faced by multinational corporations and their
managers. Prereq: ACTG 612, graduate standing.
642 Auditing Concepts (3) Analysis and criti-
cism of traditional auditing philosophy and
theory. Contemporary auditing research. Semi-
nar content varies from year to year with chang-
ing interests of participants. Prereq: ACTG 540 or
instructor's consent.
652 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 630,
instructor's consent.
655 Development of Accounting Thought (3)
The development of accounting including his-
torical, methodolOgical, and regulatory aspects.
Contemporary trends in research. Prereq: ACTG
631 or instructor's consent.
662 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.
665 Management Control Systems (3) The de-
sign 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 612 or equivalent.
DECISION SCIENCES
300 Gilbert Hall
Telephone (503) 346-3377
Larry E. Richards, Department Head
FACULTY
Jerome J. Dasso, professor (real estate, urban devel-
opment). B.S., 1951, Purdue; M.B.A., 1952, Michi-
gan; M.S., 1960, Ph.D., 1964, Wisconsin, Madison.
(1966)
Gregory V. Frazier, assistant professor. B.S., 1984,
M.B.A., 1985, Ph.D., 1989, Texas A&M. (1990)
Sergio Koreisha, professor. B.S., 1974, M.Engr., 1975,
California, Berkeley; D.B.A., 1980, Harvard. (1980)
Kenneth D. Ramsing, professor. B.S., 1960, Oregon
State; M.B.A., 1962, Ph.D., 1965, Oregon. (1965)
James E. Reinmuth, Charles H. Lundquist Distin-
guished Professor of Business; director, interna-
tional business. 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); Ph.D., 1969,
California, Los Angeles. (1966)
Emeritus
Arthur E. Mace, professor emeritus. B.A., 1938,
Amherst; Ph.D., 1947, Chicago. (1964)
The date in parentheses at the end of each entry is the
first year on the University of Oregon faculty.
ABOUT THE DEPARTMENT
The undergraduate 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.
Although the Department of Decision Sciences
does not offer a concentration area at the under-
graduate level, all business college majors take as
part of the upper-division core Business Statistics
(DSC 330) and Concepts of Production and Op-
erations Management (DSC 335). These courses
are designed to introduce the major concepts and
techniques of analytic decision making. Students
who are interest in advanced work in this area
should consider other courses offered by the de-
partment.
DECISION SCIENCES COURSES
(DSC)
199 Special Studies: [Topic] (1-5R)
330 Business Statistics (4) Computer-aided
business applications of hypothesis testing,
simple linear regression. Introduction to multiple
regression and nonparametric techniques.
Blocked and completely randomized one- and
two-factor experimental designs.
335 Concepts of Production and Operations
Management (4) Planning and control of manu-
facturing and service operations. Topics include
forecasting, quality, capacity, facility location and
layout, allocating resources, inventories, schedul-
ing, and projects.
401 Research: [Topic] (l-21R)
403 Thesis (l-6R)
405 Reading and Conference: [Topic] (1-3R)
406 Special Problems: [Topic] (1-21R)
407 Seminar: [Topic] (1-3R)
409 Practicum: [Topic] (1-6R) PIN only
410/510 Experimental Course: [Topic] (1-4R)
425/525 Applied De-
cision Analysis (4)
Decision-making in
business and public-
policy situations that
involve uncertainty
and conflicting objec-
tives. Structuring deci-
sions' subjective as-
sessment of preference
functions, probability
models. Computer
analysis of decision
models.
435/535 Applied Re-
gression Analysis (4)
Theory of least-squares
regression, both simple
linear and multiple.
Special emphasis on
model selection, diag-
nostics, and treatment
of qualitative indepen-
dent variables. Prereq:
MATH 243, DSC 330
or equivalents. DSC
535 not offered 1995-
96.
445/545 Introduction
to Management Science (4) Quantitative tech-
niques for optimal business decisions for com-
plex problems. Model formulation and solution
interpretation on computers. Linear, integer,
goal, and dynamic programming; simulation.
Prereq: DSC 335 or 613.
455/555 Production Systems Analysis (4) De-
velops planning consistent with organization's
business strategies. Includes development and
timing of new products, new production and
process technologies, production schemes for
products and services.
460/560 Simulation of Business Operations (4)
Computer simulation to analyze various business
operations. Design and analysis of simulation
experiments, data collection, model construction
and validation, applications in manufacturing
and services. Prereq: DSC 335 or 613.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-3R)
607 Seminar: [Topic] (1-3R)
608 Special Topics: [Topic] (1-12R)
610 Experimental Course: [Topic] (1-5R)
611 Introduction to Business Statistics (3) Ac-
celerated study of business statistics; probability,
estimation, hypothesis testing, simple and mul-
tiple regression analysis; nonparametrics. Prereq:
calculus. Graduate students only.
612 Analytical Techniques in Management (3)
Linear programming; problem formulation and
interpretation. Business applications of forecast-
ing methods (regression and time series). Com-
puter management of data structures; integrated
approach for decision-making. Prereq: calculus.
613 Production Management (3) Use of model-
based systems for managers to plan, control, and
improve efficiency of production systems. Topics
include facility-capacity planning, inventory sys-
tems, and scheduling.
·DECISION SCIENCES·
620 Applied Sam-
pling Techniques
(3) Application of
probability sampling
techniques to busi-
ness problems.
Simple random,
stratified, cluster,
systematic, multi-
stage, and double
sampling;
nonresponse prob-
lems; ratio and re-
gression estimators.
Prereq: DSC 611 or
equivalent.
625 Quality Man-
agement (3) Case-
discussion format in-
cludes statistical
process control, orga-
nizational and man-
agement processes
for directing organi-
zational cultures and
processes to achieve
superior product and
service quality. Com-
pany-quality audit
expected. Prereq: DSC 611 or equivalent.
626 Decision Analysis for Negotiation Prob-
lems (3) Decision analysis basics. Use of decision
trees, probabilities, methods for making deci-
sions under uncertainty. Analysis of negotiation
problems. Distributive and integrative bargain-
ing. Ethical issues. Prereq: MATH 242, DSC 611
or equivalent.
630 Applied Analysis of Variance (3) Design of
experiments in business administration: models
and methods for analysis of variation in mea-
surement data including single and multifactor
treatments in completely randomized and
blocked designs. Prereq: DSC 611 or equivalent.
633 Applied Nonparametric Statistics (3) Sta-
tistical analysis when data do not conform to
parametric assumptions. Tests using nominal or
ordinal data; one, two, or more samples; good-
ness-of-fit tests. Prereq: DSC 611 or eqUivalent.
635 Applied Regression Analysis (3) Theory
and application of least-squares regression in-
cluding model selection and diagnostics. Empha-
sis on managerial applications and decision-
making. Prereq: DSC 611 or equivalent.
640 Applied Time Series Analysis for Fore-
casting (3) Elements of spectral analysis.
Autoregressive, moving average, and seasonal
models. Principles of iterative model building:
identification, fitting, and diagnostic checking of
models. Prereq: MATH 242, DSC 611.
643 Applied Multivariate Analysis (3)
Statistical reasoning that underlies the tech-
niques of multivariate analysis. Multivariate
analysis of variance, discriminant analYSiS, prin-
Cipal components, factor analysis, and canonical
correlation. Prereq: MATH 242, DSC 635.
234 CHARLES H. LUNDQUIST COLLEGE OF BUSINESS
FINANCE
164 Gilbert Hall
Telephone (503) 346-3353
Larry Y. Dann and M. Megan Partch,
Department Heads
FACULTY
Larry Y. Dann, Richard W. Lindholm Professor of Fi-
nance and Taxation (financial management,
investments). B.S., 1967, Northwestern; M.B.A., 1969,
Harvard; PhD., 1980, California, Los Angeles. (1977)
Diane Del Guercio, assistant professor (financial man-
agement, investments). B.A, 1986, California, Santa
Barbara; M.A., 1989, Ph.D., 1994, Chicago. (1994)
Michael H. Hopewell, associate professor (financial
management, investments). B.A, 1963, M.B.A,
1967, Ph.D., 1972, Washington (Seattle). (1969)
Wayne H. Mikkelson, professor (financial manage-
ment, investments). B.A, 1974, Maca]ester; M.S.,
1978, Ph.D., 1980, Rochester. (1984)
M. Megan Partch, associate professor (financial man-
agement, investments). B.A., 1971, Carleton; M.B.A.,
1976, Ph.D., 1981, Wisconsin, Madison. (1981)
George A Racette, associate professor (financial
management, investments). B.A, 1966, Stanford;
M.B.A., 1967, Michigan; Ph.D., 1972, Washington
(Seattle). (1974)
Jennifer A H, van Heeckeren, assistant professor
(financial management, investments). B.A., 1987,
Carleton (Ottawa); AM., 1990, Ph.D., 1993,
Harvard, (1994)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon faculty.
ABOUT THE DEPARTMENT
The Department of Finance offers courses in fi-
nance, real estate, and business economics. For
undergraduate students with majors in the
Charles H. Lundquist College of Business, the
department offers a concentration in finance.
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 so-
lution of business problems. Special attention is
given to the relation of financial policies and op-
erations to the functioning of business firms
within the economic system.
The concentration in finance is described under
Majors in the Undergraduate School of Busi-
ness section of this bulletin.
FINANCE COURSES (PlNL)
199 Special Studies: [Topic] (1-5R)
201 Business Economics (4) Covers micro-
economics: supply and demand; macroeco-
nomics: inflation, unemployment, economic
growth; and international economics: trade, ex-
change rates, balance of payments. Primarily for
business administration minors. Students who
take FINL 201, EC 201, and EC 202 receive credit
for only two ofthe three courses.
240 Survey of Real Estate (4) PIN only. Basics of
buying, selling, and leasing real estate. Overview
of real estate law, residential and commercial bro-
kerage, real estate financing, and real estate ad-
ministration. Not open to Lundquist College ofBusi-
ness majors, prebusiness students with junior standing
or above, or students who have credit for FINL 341.
281 Personal Economic and Financial
Planning (4) PIN only. Planning lifetime
consumption and saving. Savings instruments
include insurance, pension and retirement plans,
deposits with bank or thrift institutions, real es-
tate, stocks, and mutual funds. Not open to
Lundquist College ofBusiness majors or prebusiness
students with junior standing or above.
283 The Stock Market and Investing (4) PIN
only. Investments and the stock market, securi-
ties and approaches to security selection, portfo-
lio composition and structure. Not open to
Lundquist College ofBusiness majors, prebusiness
students with junior standing or above, or students
who have credit for FINL 380.
311 Economic Foundations of Competitive
Analysis (4) Analysis of market competition and
its relation to product cost and pricing decisions
by the firm. Organizational arrangement and
control of economic activity. Prereq: EC 201,
MATH 242, junior or senior standing. Students
cannot receive credit for both EC 311 and FINL 311.
316 Financial Management (4) Corporate fi-
nancial planning, selection among alternative
investment opportunities, analysis of risk, funds
acquisition, and long-term financing. Prereq:
ACTG 213, junior or senior standing.
341 Financial Management of Real Estate (4)
Real property and property rights; real estate in-
dustry and markets; locational analysis; manage-
ment; subdivision and land development; financ-
ing; land use competition. Prereq: FINL 316,
junior or senior standing.
380 Financial Markets and Investments (4) Fi-
nancial markets and security investment decisions,
analysis of risk and return, portfolio policies for in-
dividual and institutional investors, financial instru-
ments. Prereq: FlNL 316, junior or senior standing.
401 Research: [Topic] (1-21R)
403 Thesis (1-21R)
405 Reading and Conference: [Topic] (1-21R)
406 Special Problems: [Topic] (1-21R)
407 Seminar: [Topic] (1-4R)
410/510 Experimental Course: [Topic] (1-4R)
446 Real Estate Finance (3) Mortgages, trust
deeds, and land contracts; financing techniques
and costs of borrowing or lending; the impor-
tance of real estate finance in a valuation frame-
work. Prereq: FlNL 341 or equivalent or
instructor's consent, junior or senior standing.
447 Real Estate Investment Analysis (3) Valua-
tion models and the impact of depreciation, fi-
nancing' taxes, management, and holding period
on investment values of property and on rates of
return on equity. Prereq: PINL 446 or instructor's
consent, junior or senior standing.
462 Financial Institutions and Markets (4) United
States and world financial systems, interest rates
and pricing of financial instruments, financial insti-
tutions and regulation, asset and liability manage-
ment. Prereq: FlNL 316, junior or senior standing.
463 International Finance (4) Analysis of cur-
rency exchange rates, balance of payments; man-
agement of foreign exchange risk; risk and return
in international investment. Prereq: FINL 316,
junior or senior standing.
473 Financial Analysis and Valuation (4) Top-
ics include working capital management, ad-
vanced capital budgeting issues, dividend policy,
financing policy, lease financing, risk manage-
ment, business valuation, and corporate acquisi-
tions. Prereq: PINL 316, 380, senior standing.
495 Advanced Topics in Finance (4) Topics
may include corporate governance, relationship
investing, mergers and acquisitions, financial de-
rivatives, bankruptcy and corporate restructur-
ing. Prereq: PINL 380, 462, 463,473 or instruc-
tor's consent, senior standing.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-12R)
607 Seminar: [Topic] (1-5R)
608 Special Topics: [Topic] (1-12R)
610 Experimental Course: [Topic] (1-5R)
611 Managerial Economics (3) Use of
microeconomic analysis in managing organiza-
tions and identifying effects of government poli-
cies on organizations; supply and demand analy-
sis; factors determining costs and prices in
market-based economies.
614 Economic Policy and Financial Markets
(3) Money and credit and their influence on
product demand, supply, and price levels; the
Federal Reserve System, monetary and fiscal
policy, and international economic implications. I
616 Financial Management (3) Analysis of risk,
capital budgeting, dividend policy, financing mix,
capital acquisition, and working-capital decisions
and their effect on the value of the firm. Prereq:
one accounting course, FINL 611 or equivalent.
646 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 616 or equivalent.
663 International Finance and Investment (3)
International monetary system and its
implications for exchange rate determination.
Determinants of foreign investments, character-
istics of international financial institutions, and
the relationship between international and do-
mestic markets. Prereq: FlNL 614 or equivalent.
665 The Money and Bond Markets (3) Major
short- and long-term debt instruments; determi-
nation of interest rates; differences in rates on
different securities; the mathematics of bond
prices; debt portfolio strategy. Prereq: FINL 614,
616 or equivalent or instructor's consent.
667 Financial Institutions (3) Management poli-
cies of financial institutions including liquidity,
liability, asset, and capital management; th'e legal,
economic, and regulatory environment, and im-
plications for management; changing trends in
financial markets. Prereq: FINL 614,616 or
equivalent or instructor's consent.
671 Theory of Finance (3) Development of fi-
nancial principles related to problems of valua-
tion; capital acquisitions; dividend policies;
choice among financing alternatives. Prereq:
FlNL 616 or equivalent.
673 Problems in Finance (3) Cases dealing with
financial analysiS, working-capital management,
valuation, and firm investment and financing de-
cisions. Prereq: FINL 616 or equivalent.
683 Concepts of Investments (3) Securities
markets; risk-return characteristics of investment
media; concepts of security analysis; investment
and portfoliO strategies of individual and institu-
tional investors. Prereq: FINL 616 or equivalent.
688 Investment Administration (3) Current
controversies in investment analysis and
administration. Topics may include futures and
options markets, insider trading, the impact of
institutional investors, and portfolio performance
evaluation. Prereq: FINL 683 or equivalent.
-'jl,
--:<,~,;: '
'MANAGEMENT
MANAGEMENT
219 Gilbert Hall
Telephone (503) 346-3339
Alan D. Meyer, Department Head
FACULTY
Warren B. Brown, Charles H. Lundquist Professor of
Management (management of technology and in-
novation, corporate policy and strategy). B.S., 1955,
Colorado; M.S., 1957, Stanford; M.S., 1959, Ph.D.,
1962, Carnegie-Mellon. (1967)
Charles W. Cole, adjunct instructor (management,
international management, organizational behav-
ior). B.S., 1950, Oregon State; B.S., 1955, U.S. Na-
val Post Graduate School; M.A., 1964, George
Washington. (1979)
David T. Dusseau, visiting instructor (organizational
behavior, international management); associate
director, undergraduate program. B.S., 1975, Ohio
State; M.BA, 1985, Ph.D., 1992, Oregon. (1992)
Marianne J. Koch, assistant professor (personnel,
human resource management). B.A., 1979,
Michigan; Ph.D., 1989, Columbia. (1988)
Donald E. Lytle, senior instructor (human resources,
small-business management); director, business
administration undergraduate programs. B.A.,
1953, Washington (Seattle); M.BA, 1976, Oregon.
(1976)
Nancy Paule Melone, associate professor (manage-
ment information systems, organizational
behavior). BA, 1973, M.L.S., 1974, MA, 1979,
Iowa; M.BA, 1981, Ph.D., 1987, Minnesota. (1994)
Alan D. Meyer, Edwin and June Woldt Cone
Professor of Business (organization theory and de-
sign, organizational strategy). B.A., 1968, M.BA,
1970, Washington (Seattle); Ph.D., 1978, California,
Berkeley. (1984)
Richard T. Mowday, Gerald B. Bashaw Professor of
Management (organizational behavior, organiza-
tion theory). B.S., 1970, San Jose; M.S., 1972, Ph.D.,
1975, California, Irvine. (1977)
Michael V. Russo, assistant professor (corporate
policy and strategy). B.S., 1979, Columbia; M.S.,
1980, Stanford; M.BA, 1986, Ph.D., 1989, Califor-
nia, Berkeley. (1989)
Nicole A. Steckler, assistant professor (human
resource management, organizational behavior).
A.B., 1983, Ph.D., 1990, Harvard. (1990)
Richard M. Steers, Kazumitsu Shiomi Professor of
International Management (organization theory,
organizational behavior); interim vice provost, in-
ternational affairs. B.A., 1967, Whittier; M.BA,
1968, Southern California; Ph.D., 1973, California,
Irvine. (1975)
Randy Swangard, adjunct instructor (management,
small-business management). B.B.A., 1969, Or-
egon; M.BA, 1971, Washington (Seattle). (1987)
James R. Terborg, Carolyn S. Chambers Professor of
Management (organizational psychology,
organizational behavior); director, industrial rela-
tions. B.A., 1970, Calvin; M.S., 1972, Eastern Michi-
gan; Ph.D., 1975, Purdue. (1980)
Gerardo R. Ungson, professor (business policy, or-
ganization theory, international management).
A.B., 1969, Ateneo, Philippines; M.BA, 1973,
Ph.D., 1978, Pennsylvania State. (1978)
Emeriti
Eaton H. Conant, professor emeritus. B.S., 1956,
M.S., 1958, Ph.D., 1960, Wisconsin, Madison.
(1966)
Catherine M. Jones, professor emerita, B.A., 1937,
Iowa State Teachers; M.S., 1945, Oregon; Ed.D.,
1964, Colorado. (1946)
Frederick J. Seubert, associate professor emeritus.
BA, 1942, Baldwin-Wallace; B.M.E., 1946, Florida;
M.B.A., 1947, Pennsylvania; Ph.D., 1954, Cornell.
(1957)
The date in parentheses at the end of each entry is the
first year on the University ofOregon faculty,
ABOUT THE DEPARTMENT
The Department of Management offers courses
designed to prepare students for careers involv-
ing managerial responsibility in private and pub-
lic organizations. Courses focus on such topics as
organizational behavior, human resource man-
agement, organization design and change, cor-
porate entrepreneurship, management of envi-
ronmental issues, and international strategy.
Requirements for the concentration in management
are described under Majors in the Undergraduate
School of Business section of this bulletin
MANAGEMENT COURSES
(MGMT)
321 Management and Organizational
Behavior (4) Human behavior in complex
organizations. Nature of organizations, models
of organization design, work structuring, motiva-
tion, performance, group and intergroup behav-
ior, influence processes, and planned change.
Prereq: junior standing.
401 Research: [Topic] (1-21R)
405 Reading and Conference: [Topic] (1-21R)
406 Special Problems: [Topic] (1-21R)
407 Seminar: [Topic] (1-4R)
409 Practicum: [Topic] (1-21R) PIN only
410/510 Experimental Course: [Topic] (l-4R)
Recent topics include International Business
Strategy, Management of Information Technolo-
gies, Training and Development, and Manage-
ment of Environmental Issues.
415 Human Resources Management (4) Man-
agement of employee relations by an organiza-
tion. Hiring and developing a productive work
force in the context of the legal and competitive
environment. Prereq: MGMT 321 or equivalent,
junior standing.
416 Leadership in Organizations (4) Develop-
ing the skills needed to manage and lead organi-
zations effectively. Includes working in groups,
motivating others, communicating, using power
and influence, and managing conflict. Prereq:
MGMT 321 or equivalent.
420 International Management (4) Managing in
cross-cultural settings. Special problems associated
with global planning, organizing, and controlling.
Managing human resources in international opera-
tions. Prereq: MGMT 321 or equivalent.
435 Small-Business Management (4) General
management principles for establishing and
maintaining a small business. Adapting business
strategies to a small-business environment.
Prereq: junior standing.
440 Case Studies in Small Business (4) Analy-
sis of small-business problems through consulta-
tion with local small businesses. Field projects
arranged in conjunction with the Small Business
Institute of the United States Small Business Ad-
ministration. Prereq: MGMT 435, senior stand-
ing, instructor's consent.
441 Organization Design and Change (4) De-
signing organizational structures and processes
to fit complex, dynamic environments. Managing
change, innovation, and decision-making. Un-
derstanding, organizational technologies, poli-
tics, and evolution. Prereq: senior standing.
450 Corporate Entrepreneurship (4) Focuses
on managerial efforts to identify, develop, and
exploit new opportunities within existing corpo-
rations. The process of organizational innovation
and the implementation of entrepreneurial strat-
egies. Prereq: senior standing.
453 Strategic Management (4) Analysis of busi-
ness decision-making that relates the total orga-
nization to its environment and determines long-
term performance. Strategy formulation,
implementation and evaluation. Internal organi-
zational and external environmental analyses.
Group projects. Prereq: ACTG 213, MKTG 311,
FINL 316, MGMT 321, DSC 335, and senior
standing.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (1-5R)
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R)
608 Special Topics: [Topic] (1-16R)
609 Practicum: [Topic] (1-16R) PIN only
610 Experimental Course: [Topic] (1-5R) Re-
cent topics include Arbitration, Global Strategy,
Industry Analysis and Competitive Behavior,
Training and Development.
611 Managing Organizations (3) Problems of
managing people and groups in complex organi-
zations. Behavioral science applications to deci-
sion-making, organization design, motivation
and leadership, cultural diversity, political and
symbolic behavior in organizations.
620 International Business Strategy (3) Fo-
cuses on the problems of operating across mul-
tiple political and cultural boundaries. Possible
topics include corporate strategy, the role of mul-
tinational corporations, and international joint
ventures,
631 Motivation and Quality of Working Life
(3) Contemporary theories of work motivation,
job performance and satisfaction, reward sys-
tems, goal setting, job design, sociotechnical sys-
tems analysis, and organization change. Prereq:
MGMT 611 or equivalent.
632 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.
633 Employee Benefits (3) Principles of risk
management; statutory benefits programs,
health and medical-expense insurance, pensions
and retirement planning, employee stock owner-
ship, profit sharing, and employee assistance
plans. MGMT 634 recommended.
634 Human Resources Management (3) Un-
derstanding the policies and practices organiza-
tions develop to recruit successfully and use hu-
man resources effectively for competitive
advantage within the constraints imposed by the
social, legal, and economic environments.
Prereq: MGMT 611 or equivalent.
635 Recruitment and Selection (3) Techniques
for effective recruitment and selection of employ-
ees. Topics include staffing, interviewing, bio-
graphical data, assessment centers, employee
testing, and utility analysis. Prereq: MGMT 634.
636 Compensation Theory and Administra-
tion (3) Review of compensation theory from the
economic, social, and behavioral sciences. Com-
pensation systems for position evaluation, design
of wage structures, performance review, and in-
centives. Prereq: MGMT 611 or equivalent or
instructor's consent.
639 Labor-Management Relations (3)
Management-union bargaining relationships in
the context of organizational employment objec-
tives; constraints imposed by industrial relations
systems; contribution of bargaining theory and
industry studies to explanation of bargaining
processes.
641 Designing and Changing Organizations
(3) Developing strategies and structures that
align organizations with their industry environ-
ments. Adapting to changes in technology,
power structures, and competition. Planning and
implementing changes in internal systems and
processes. Prereq: MGMT 611 or equivalent.
644 Management of Technology and Innova-
tion (3) The modern technological environment
of business firms. Management of technologi-
cally oriented companies and the process of in-
novation. Prereq: MGMT 611 or equivalent.
645 Problems in International Business (3)
Operation v. licensing; control v. joint venture;
taxation, labor, and marketing; managerial train-
ing, cooperation with national planning authori-
ties, public development banks, and industrial
corporations. MKIG 675 recommended.
647 International and Comparative Manage-
ment (3) The diverse roles of the manager in
multinational enterprises; international human
resource management policy. Prereq: MGMT 611
or equivalent.
670 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. Prereq:
MGMT 611, DSC 611 or equivalent or instruc-
tor's consent. For Ph.D. and advanced master's
degree students,
671 Theory and Research in Organizational
Behavior (3) Behavioral research on organiza-
tions and people at work, Job attitudes and per-
formance, employee socialization processes,
turnover and absenteeism, leadership and
group-influence processes. Prereq: MGMT 611
or equivalent or instructor's consent. For Ph.D.
and advanced master's degree students.
672 Theory and Research in Organization and
Management (3) Organization design as it relates
to technological and environmental constraints,
managerial policies and strategies, organization
structure, and organization effectiveness. Focus on
theory and research, Prereq: MGMT 611 or
equivalent or instructor's consent. For Ph.D. and
advanced master's degree students,
673 Theory and Research in Human
Resources Management (3) Topics may include
planning and analysis of human resource man-
agement systems, staffing, performance evalua-
tion, training and development, reward systems,
collective bargaining, and industrial relations
theory. Prereq: MGMT 634 or equivalent or
instructor's consent. For Ph.D. and advanced
master's degree students,
MARKETING
375 Gilbert Hall
Telephone (503) 346-3345
Lynn R. Kahle, Department Head
FACULTY
Gerald S. AJbaum, professor (marketing research
and analysis, international marketing). B,A, 1954,
M.B.A., 1958, Washington (Seattle); Ph.D., 1962,
Wisconsin, Madison. (1969)
RogerJ. Best, Thomas C. Stewart Professor of Busi-
ness Administration (marketing management, re-
search 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, associate professor (marketing
management, consumer behavior). B.A, 1975, Wis-
consin, Madison; M,B.A., 1977, Ph,D., 1988, MIn-
nesota, Minneapolis, (1987)
Marian Friestad, associate professor (consumer be-
havior, communications). B.A, 1981, M.A, 1984,
Ph,D., 1989, Wisconsin, Madison. (1987)
Del I. Hawkins, Charles H. Lundquist Professor of
Marketing (marketing management and research,
business development, consumer behavior). B.B,A,
1966, M.B.A., 1967, Ph.D., 1969, Texas. (1970)
Lynn R. Kahle, James M. Warsaw Pr?fessor of .
Sports Marketing (consumer behavlOr, commum:
cations). B.A., 1973, ConcordIa; M.A., 1974, PaCIfic
Lutheran; Ph.D., 1977, Nebraska. (1983)
Robert Madrigal, assistant professor (consumer be-
havior, sports marketing). B,A., 1976, M.A., 1979
California State, Chico; Ph.D., 1990, Oregon.
(1995)
Mark M. Phelps, senior instructor (business law,
entrepreneurship law). B.S., 1972, J.D., 1975,
M,B.A., 1980, Oregon. (1979)
Mark T, Spriggs, assistant professor (marketing
management, industrial marketin~, lega~ aspects of
marketing strategy). B.S" 1976, WiSCOnSin, MadI-
son; M.B.A., 1982, Wisconsin, Eau Claire; Ph,D"
1989, Wisconsin, Madison. (1990)
Donald S. Tull, professor (marketing management,
research and analysis). B.S" 1948, M.B.A, 1949,
Ph.D., 1956, Chicago. (1967)
Emeriti
John H. Cunningham, assistant professor emeritus.
B.S., 1956, Holy Cross; M.B.A., 1964, Michigan
State; Ph.D" 1981, Oregon, (1981)
Stuart U. Rich, professor emeritus. B.A., 1942,
Wabash; M.B.A., 1950, D.B.A., 1960, Harvard.
(1963)
W. Dwaine Richins, associate professor emeritus.
B.A., 1936, Brigham Young; M.B.A., 1938, Louisi-
ana State; Ph.D., 1950, Washington (Seattle).
(1949)
William J. Robert, professor emeritus. B.A, 1939,
LL.B., 1941, Oregon; LL.M" 1957, New York.
(1950)
Lawrence W. Ross Jr., associate professor emeritus.
AB" 1949, M.A., 1949, Syracuse; J.D., 1952, Chi-
cago. (1963)
Roy J. Sampson, professor emeritus, B,S" 1946, Ten-
nessee Technological; M,B.A, 1948, Ph.D" 1951,
California, Berkeley. (1959)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon faculty.
------
ABOUT THE DEPARTMENT
The Department of Marketing offers courses in
marketing and business environment. It provides
undergraduates a concentration area in both mar-
keting and in entrepreneurship and small business,
The marketing concentration is designed to pro-
vide preparation for careers that address the rela-
tionship between the producer and the consumer.
Examples of such careers include advertising,
sales, distribution, and marketing research. Spe-
cial attention is given to the contributions of the
social sciences and of quantitative methods to the
study of marketing. The program includes detailed
study of the application of principles of manage-
ment analysis to marketing problems.
The entrepreneurship and small business con-
centration is designed to prepare students for ca-
reers in start-up or small firms or in organiza-
tions that serve such firms, Examples include
established family-owned firms; small busi-
nesses; new firms; and financial, accounting, and
other organizations that provide services to en-
trepreneurial and small firms. Special attention is
paid to the unique problems encountered by
such firms and the way general business prin-
ciples and strategies can be adapted to make
them applicable in this environment.
This concentrations is described under Majors in
the Undergraduate School ofBusiness section
of the bulletin.
MARKETING COURSES (MKTG)
311 Marketing Management (4) Product, price,
promotion, and distribution decisions in con-
sumer and industrial markets. Market segmenta-
tion, product positioning for goods and services.
Marketing strategy and management. Product
life cycles. Prereq: EC 201,202, junior standing.
360 Consumer Behavior (4) Applications of so-
cial science concepts to the understanding of
consumers and to the optimal delivery of prod-
ucts and services. Prereq: MKTG 311 or
instructor's consent, junior standing.
390 Marketing Research (4) Design, implemen-
tation, analysis, interpretation, and reporting of
research for marketing decisions. Hands-on expe-
rience with techniques for data collection, statisti-
cal data analysis, and communication of results.
Prereq: MKTG 311, DSC 330 or instructor's con-
sent.
401 Research: [Topic] (1-21R) Prereq:
instructor's and department head's consent.
405 Reading and Conference: [Topic] (1-21R)
Prereq: instructor's and department head's
consent.
406 Special Problems: [Topic] (1-21R) Prereq:
instructor's and department head's consent.
407 Seminar: [Topic] (1-4R) Prereq: instructor's
and department head's consent.
409Practicum: [Topic] (1-21R) PIN only.Prereq:
instructor's and department head's consent.
410/510 Experimental Course: [Topic] (I-4R)
420 Marketing Communications (4) Advertis-
ing, sales promotions, public relations, and per-
sonal selling. Emerging communication media.
Legal regulations and ethical considerations in
mass media advertising. Media planning and
promotional budgets. Prereq: MKTG 311 or 360
or instructor's consent.
430 Entrepreneurship (4) Techniques for dis-
covering and evaluating opportunities, develop-
ing appropriate business concepts, determining
and acquiring needed resources, and managing
the start-up and growth phases of the enterprise,
Prereq: MKTG 311.
435 Venture Creation (4) Addresses advanced
skills necessary for entrepreneurship and venture
creation. Includes idea assessment, research, fi-
nancia
 and feasibility planning, sales, and strat-
egy. Prereq: MKTG 311, 430.
440 Marketing Channels and Distribution (4)
Marketing channel design and management.
Emphasis on the role of traditional channel inter-
mediaries (retailers, wholesalers) and other mar-
keting channel topics (franchising, logistics)
Prereq: MKTG 311.
450/550 Sports Marketing (4) Essentials of ef-
fective sports marketing. Includes research, seg-
mentation, product development, pricing, licens-
ing, and communication channels such as
advertising, sales promotion, and publicity. Pre-
req: MKTG 311 or 611 or equivalent.
470 International Marketing (4) Analysis and
development of marketing strategy and tactics
for multinational and global markets. Prereq:
MKTG311.
480 Selling and Sales Management (4) Devel-
ops a working understanding of selling processes
and sales management. Includes strategy devel-
opment, organization, design, motivation, lead-
ership, and performance analysis. Prereq: MKTG
311 or instructor's consent.
490 Marketing Strategy (4) Capstone marketing
course. Primary focus on developing and imple-
menting marketing strategies and determining
their impact on customer satisfaction and profit-
ability. Prereq: MKTG 311, senior standing. Ma-
jors only.
503 Thesis (l-16R) PIN only. Prereq:
instructor's and department head's consent.
601 Research: [Topic] (1-16R) PIN only. Prereq:
instructor's and department head's consent.
603 Dissertation (1-16R) PIN only. Prereq:
instructor's and department head's consent.
605 Reading and Conference: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R) Prereq: instructor's
and department head's consent.
608 Special Topics: [Topic] (1-12R) Prereq:
instructor's and department head's consent.
609 Practicum: [Topic] (1-16R) PIN only.
Prereq: instructor's and department head's
consent.
610 Experimental Course: [Topic] (l-5R)
611 Market Dynamics and Segmentation (3)
Analysis of market demand and of factors that
shape market demand and market segmentation.
Application of advanced segmentation tech-
niques to discover useful market segments. Pre-
req: DSC 611.
612 Marketing Management (3) Focuses on the
marketing management process including mar-
keting mix and strategy development, imple-
mentation, and control. Prereq: MKTG 611.
630 Advanced Entrepreneurship (3) Analysis
of variation in types of entrepreneurs, firms, and
their effect on company growth rates. Marketing-
management problems of the entrepreneur.
Prereq: MKTG 611, 612.
660 Marketing Research (3) Marketing research
as a tool for decision-making. Planning research
projects; design, measurement, experimental and
nonexperimental techniques, analysis and inter-
pretation of data; reporting of research results.
Prereq: MKTG 611, 612, DSC 611 or equivalents.
661 Advanced Analysis of Consumer
Behavior (3) Behavioral science concepts used in
the analysis of life-style patterns of the ultimate
consumer; values and behavioral patterns of con-
sumer segments and their significance for mar-
keting. Prereq: MKTG 611, 612.
662 Marketing Communications (3) Business-
related issues in effective interaction with con-
sumers through such channels as advertising,
publicity, and sales promotion. Prereq: MKTG
611,612.
665 Marketing Problems and Policies (3) Rela-
tionship between marketing and other functional
areas of a business. Emphasis on case analysis as
a means of acquiring both planning and opera-
tional skills. Prereq: MKTG 660 and one other
graduate course in marketing.
675 Multinational Marketing Management (3)
Management of marketing activities to and in
foreign countries as they relate to the process
whereby a business concern creatively adapts to
the international environment within which it
operates. Prereq: MKTG 611, 612.
686 Marketing Concepts and Theory (3) Appli-
cation of theoretical concepts in the social sci-
ences to the development of a theory of market-
ing. Prereq: doctoral standing or instructor's
consent.
687 Theory and Research in Marketing Man-
agement (3) Application of marketing concepts
and of economics, management science, and be-
havioral science to the management of the prod-
uct' price, promotion, and distribution variables.
Prereq: doctoral standing or instructor's consent.
688 Theory and Research in Marketing
Information (3) Methodologies of surveys,
observations, experimentation, and simulation as
methods of obtaining information for decision-
making. Prereq: doctoral standing or instructor's
consent.
689 Theory and Research in Consumer
Behavior (3) The applicability of behavioral
theories and methodologies to the understand-
ing of the consumption process. Prereq: doctoral
standing or instructor's consent.
BUSINESS ENVIRONMENT
COURSES (BE)
101 Introduction to Business (4) Historical, so-
cial, political, economic, and legal environments
within which business operates. Interrelation-
ships of major functional areas including man-
agement' finance, marketing, accounting, and
international studies.
325 Global, Legal, Social Environment of
Business (4) Legal and ethical regulations of
business organizations-including their human
resource, finance, production, marketing, and
environmental function-in the United States
and internationally. Prereq: junior standing.
401 Research: [Topic] (1-21R) Prereq:
instructor's and department head's consent.
405 Reading and Conference: [Topic] (1-21R)
Prereq: instructor's and department head's
consent.
406 Special Problems: [Topic] (1-21R) Prereq:
instructor's and department head's consent.
407 Seminar: [Topic] (1-4R) Prereq: instructor's
and department head's consent.
409 Practicum: [Topic] (1-21R) PIN only.
Prereq: instructor's and department head's
consent.
410/510 Experimental Course: [Topic] (1-4R)
420 Business Law (4) Law of agency and busi-
ness organizations including partnerships and
corporations. Law of business transactions in-
cluding contracts, Uniform Commercial Code,
creditor-debtor relations, and international
trade.
425 Business Social Responsibility (4) Con-
cepts of business and government social respon-
sibilities in a world economy, applied business
ethics in management decisions, and strategic
growth policy planning. Prereq: senior standing.
503 Thesis (1-16R) PIN only. Prereq:
instructor's and department head's consent.
601 Research: [Topic] (1-16R) PIN only. Prereq:
instructor's and department head's consent.
603 Dissertation (l-16R) PIN only. Prereq:
instructor's and department head's consent.
605 Reading and Conference: [Topic] (1-16R)
Prereq: instructor's and department head's
consent.
607 Seminar: [Topic] (1-5R) Prereq: instructor's
and department head's consent.
608 Special Topics: [Topic] (1-12R) Prereq:
instructor's and department head's consent.
609 Practicum: [Topic] (1-16R) PIN only.
Prereq: instructor's and department head's
consent.
610 Experimental Course: [Topic] (1-5R)
620 International Legal Environment of Busi-
ness (3) Basic legal concepts applicable to com-
mercial transactions in foreign trade; comparison
of commercial law and legal institutions of for-
eign countries and the United States; civil law
and common law.
238
239
College
ofEducation
102 Education Building
Telephone (503) 346-3405
MartinJ. Kaufman, Dean
ABOUT THE COLLEGE
The mission of the College of Edu-
cation, "making educational and
social systems work for all," reflects
a broad view of the profession, in
which educators assume a variety of
roles in schools, social service agen-
cies, private enterprise, and com-
munities. The college, which traces
its origins to 1910, has established
itself as a leading educational insti-
tution through its research of criti-
cal social and educational issues,
development of innovative prac-
tices, and preparation of
professional practitioners and edu-
cators.
Faculty members merge their na-
tionally recognized research, teach-
ing' and service activities to create
an environment of professional
education for the next century.
Students join the diverse and ac-
complished faculty to become part
of a learning community committed
to educational improvement. Edu-
cational programs incorporate
cross-disciplinary knowledge, effec-
tive field experiences, and exten··
sive, collaborative research oppor-
tunities. The combination of
high-quality students and the rich
educational environment and re-
sources of the college produces
graduates who are recognized in
their fields as prominent practitio-
ners, educational researchers, col-
lege teachers, administrators, and
policymakers.
Preparing Educators for the 21st
Century. Recognizing the diversi-
fied and changing needs of future
educators, the College of Education
endeavors to enhance the capacity of
families, schools, and communities
to help individuals reach educational
and vocational goals. Building upon
its rich legacy and repositioned for
the coming century, the College of
Education is a catalyst and resource
for educational improvement in
which a range of interests can be
pursued. The College of Education
seeks to achieve the following
results:
• family, school, and community
experiences that ensure successful
starts for children
• interventions that reduce home,
school, community, and personal
factors that put individuals at risk
• service systems that identify and
build on the interdependence of
families, schools, and communi-
ties in meeting the educational,
health, and social needs of chil-
dren
• curricula and instruction that are
sensitive and responsive to indi-
vidual educational needs
• educational systems that foster
organizational renewal and com-
munity support
• educational and vocational transi-
tions that enable children and
youth to benefit from develop-
ment and learning opportunities
• adult educational systems that
promote and support individuals
as lifelong learners
Education for the 21st century re-
quires skilled communicators, col-
laborators, and leaders who are ca-
pable of seeing beyond the
classroom to the broad and chang-
ing educational contexts in which
children and adults learn. Develop-
ing, nurturing, and maintaining
these skills are the foundations of
the college's programs. Whether it
is to obtain an initial teaching li-
cense' an advanced degree, or to
increase professional effectiveness,
the College of Education offers a
range of options and opportunities
to students who want to pursue
their individual interests and
achieve their personal and profes-
sional goals.
ORGANIZAnON
The College of Education offers a
wide range of degree, licensure, en-
dorsement, and professional-devel-
opment programs in its Division of
Learning and Instructional Leader-
ship and its Division of Special
Education and Rehabilitation. Both
divisions are concerned with pre-
paring professionals, advancing
knowledge, and supporting educa-
tional systems to meet the develop-
mental, educational, and vocational
needs of learners.
Division of Learning and
Instructional Leadership
170 Education Building
Telephone (503) 346-3481
Edward J. Kameenui, Associate
Dean
The Division of Learning and In-
structional Leadership comprises
three academic programs:
educational policy and manage-
ment, foreign language teaching,
and special-education exceptional
learner. In addition, courses are
available in teaching the gifted and
talented and in the emerging area
of learning systems technology.
Each academic program in the divi-
sion has its own admission and
student-evaluation procedures and
program of study.
The mission of the division is to rec-
ognize, enhance, promote, and sus-
tain instructional excellence. To ac-
complish its mission, the division
prepares leaders for schools, col-
leges, and nonschool settings and
organizations. Some of these leaders
generate knowledge, tools, and
model programs to improve instruc-
tional practice and student learning.
Other leaders become teachers,
principals, and other practitioners
and scholars who design, deliver,
manage, and lead programs that in-
corporate research knowledge about
effective instruction, programs, and
policies.
Division of Special
Education and
Rehabilitation
350L Clinical Services Building
Telephone (503) 346·3591
Hill M. Walker, Associate Dean
The Division of Special Education
and Rehabilitation houses the Cen-
ter on Human Development and six
program areas: communication dis-
orders and sciences, counseling
psychology, special-education de-
velopmental disabilities, early inter-
vention, school psychology, and in-
terdisciplinary special education
and rehabilitation for students with
clinical professional interests that
span a number of related areas. The
school-to-community doctoral de-
gree program is inactive.
Although united by university and
Graduate School requirements and
by several broad ideological tenets,
each area functions independently
within the division and has its own
admission, program of study, and
student-evaluation procedures.
The division prepares students to
work directly and indirectly with (1)
individuals who have disabilities and
(2) people without disabilities who
benefit from intervention from in-
fancy through adulthood. It is com-
mitted to deemphasizingtraditional
categorical designations for excep-
tional individuals and clients. Stu-
dents develop instructional and
management skills for working with
individuals who have a variety of
handicapping conditions. All pro-
grams in the division include exten-
sive practicum experiences where
academic knowledge is applied in
actual service settings. Students
learn how to develop effective inter-
vention strategies, coordinate pro-
grams, and provide services to ex-
ceptional individuals and evaluate
the effectiveness of these services. At
all levels and in all programs, in-
struction carefully integrates results
of current research and demonstra-
tion of competence.
ACADEMIC PROGRAMS
The college is reviewing and developing pro-
grams that integrate faculty expertise from the
two divisions and emphasize interdisciplinary
knowledge and preparation. The curricula are
designed to fit the needs of (1) preservice teach-
ers seeking initial licensure, (2) licensed teachers
adding an endorsement area, (3) individuals pur-
suing advanced academic degrees, and (4) prac-
ticing professionals aspiring to increase their
professional and personal effectiveness. Program
offerings range from undergraduate and gradu-
ate courses and seminars to summer institutes
and workshops. Weekend and evening courses
are available in several areas to accommodate the
needs of working professionals.
Licensure Programs
The College of Education offers, often in concert
with other academic degree programs, programs
leading to state licensure to practice in Oregon
public schools. These licenses are conferred by the
Oregon Teacher Standards and Practices Commis-
sion (TSPC), the agency authorized by the Oregon
Legislative Assembly to issue licensure for teach-
ing, personnel service, or administration in public
schools. The TSPC issues appropriate licenses to
applicants upon the university's recommendation
that they have successfully completed the relevant
program. College of Education licensure programs
must be approved by the Oregon Teacher Stan-
dards and Practices Commission. Specific questions
about licensure should be directed to the Licensure
Office, 111 Education Building. The college offers
several licensure programs. See specific areas of
interest for more information.
Students interested in the graduate teacher-
education program in music education should
consult the School of Music section of this bul-
letin. Although the College of Education no
longer offers preparation for teachers in language
arts, science, mathematics, and social studies, the
university continues to offer strong subject-
matter preparation in undergraduate degree pro-
grams in these areas. Students interested in ca-
reers in secondary teaching may obtain
information about teacher education programs at
other schools from the Office of Academic Advis-
ing and Student Services, 164 Oregon Hall.
Professional and Organizational
Development Program
The College of Education is expanding its profes-
sional and organizational development services
to support continuous educational improvement.
The college collaborates with community and
school leaders to design and implement educa-
tional reform and systemic change by expanding
the knowledge and skills of teachers, building
professional teams, developing and implement-
ing effective processes, and providing ongoing
support for implementing change. Professionals
associated with this program gain knowledge
and skills through collaborative learning, simu-
1ated and authentic change processes, action re-
search, and shared feedback about ongoing edu-
cational improvements in their employment
setting. More information is available from the
assistant dean, College of Education.
Admission
The College of Education follows general
university policy in its admission procedures, as
described in the Admission and Graduate
School sections of this bulletin. Students trans-
ferring to the university from other institutions
must meet university entrance requirements.
Specific programs in the College of Education
may have additional requirements for admission
as well as limits on the number of students ad-
mitted to the program. Prospective students are
urged to check admission requirements in the
division or program area in which they intend to
enroll. Specific programs (e.g., educational stud-
ies, foreign language, special education) may
require a screening and admission process.
Financial Assistance
Stipends and Fellowships. Stipends and
fellowships are frequently awarded to graduate
students. Both forms of assistance cover most of
the cost of tuition and provide a monthly cash
payment. The number of stipends and fellow-
ships available each year depends on the current
level of funding. Most students who receive sti-
pend 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 Devel-
opment project settings.
Information about financial assistance is listed in
specific program application materials. Program
application deadlines should be followed to re-
ceive maximum consideration for aid.lnforma-
tion about university scholarships and loan pro-
grams is available from the Office of Student
Financial Aid, 260 Oregon Hall.
CENTERS AND FACILITIES
Center for Advanced Technology
in Education
Telephone (503) 346-3460
Director
The Center for Advanced Technology in Educa-
tion is overseen by the Division of Learning and
Instructional Leadership. The center coordinates
programs that share interest in service and re-
search into the uses of microcomputers and other
forms of technology in education.
Center on Human Development
Clinical Services Building, Floor 3
Telephone (503) 346-3591
Hill M. Walker, Director
The Center on Human Development (CHD) is a
research and service unit within the Division of
Special Education and Rehabilitation. It consists
of a number of federally funded research, dem-
onstration, training, and service activities that are
organized within the several CHD project units
described below. CHD project activities provide
diverse practicum sites for student training. CHD
resources are made available to faculty members
and students in each academic area, and princi-
pal investigators participate fully in instructional
activities.
Child Development and Rehabilitation
Center
Clinical Services Building, First Floor
Telephone (503) 346-3575
Robert E. Nickel, MD., Director
The Child Development and Rehabilitation Cen-
ter is the UO campus agency of the Oregon
Health Sciences University in Portland. The
Developmental Delay Clinic is an interdiscipli-
nary diagnostic clinic that evaluates and treats
children monthly, as does the Cranio-Facial
Clinic.
Early Childhood Care and Parent and
Child Education
Clinical Services Building, First Floor
Telephone (503) 346-3568
Judy Newman and Valerie Taylor Close
Codirectors '
Early Childhood Care and Parent and Child Edu-
cation provide opportunities for speech-language
pathologists, physical therapists, occupational
therapists, and early intervention educators to
work in early childhood programs that serve in-
fants and children who have disabilities or who
are at risk and their families. Infants and chil-
dren, from birth through six years of age, whose
disabilities range from mild to severe are served
in mainstream settings.
Specialized Training Program
1761 Alder Street
Telephone (503) 346-5311
Robert H. Homer, Director
The Specialized Training Program, a research
and development group affiliated with the Cen-
ter on Human Development, develops, evalu-
ates, and disseminates community-scale service
systems for people with severe disabilities. Staff
members secure federal and state grants that tar-
get four critical areas of community living:
• Vocational projects address employment op-
tions for people with severe disabilities. Efforts
include research on procedures for job devel-
opment, job analysis, training, natural support,
and employer capacity development
• Residential projects promote supported living.
Research and demonstration grants are used to
develop the training procedures, organizational
models, and policies needed to integrate adults
with severe disabilities
• Educational projects develop elementary and
secondary models for educating students with
severe disabilities
• Family support projects address the role of
families with adolescents and adults who have
severe disabilities
Speech-language-Hearing Center
Clinical Services Building, 350 L
Telephone (503) 346-3593
Lori Homfelt, Director
The Sp~ech-Language-Hearing Center prepares
and trams speech-language pathologists in clini-
cal therapy. The center provides consultations,
evaluations, and therapy for individuals of all
ages with all types of communication disorders.
Undergraduate and graduate students participate
in diagnostic and therapeutic activities under the
supervision of certified speech-language pa-
thologists and audiologists.
Western Regional Resource Center
Clinical Services Building, Second Floor
Telephone (503) 346·5641
Richard W. Zeller, Director
The Western Regional Resource Center is one of
six regional resource centers funded to collec-
tively serve the entire United States, its territo-
ries, and the Bureau of Indian Affairs. The center,
a service and technical assistance project, is
funded by the U.S. Department of Education Of-
fice of Special Education Programs to work with
the state special education agencies in Alaska,
American Samoa, Arizona, California, Common-
wealth of the Northern Mariana Islands, Feder-
ated States of Micronesia, Guam, Hawaii, Idaho,
Nevada, Oregon, Republic of the Marshall Is-
lands, Republic of Palau, and Washington. The
center helps states overcome persistant problems
in providing high-quality, free, appropriate pub-
lic education to children with disabilities.
DeBusk Memorial Center
135 Education Building
Telephone (503) 346-3418
Elaine A. Wohlgemuth, Director
DeBusk Memorial Center is a service, training,
and research facility functioning as part of the
Counseling Psychology Area. 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 diagnos-
ing learning and behavior problems. The center
continues this interdisciplinary approach. Its pur-
poses are to provide assessment and counseling
to a wide range of clients.
Graduate students at the master's, doctoral, and
postdoctoral levels participate with faculty clini-
cal supervisors in various programs as an integral
part of their professional preparation.
ERIC Clearinghouse on
Educational Management
Telephone (503) 346-5043
Philip K. Piele, Director
The Educational Resources Information Center
Clearinghouse on Educational Management
(ERIC/CEM) is part ofERICs nationwide net-
work of information processing and analysis cen-
ters. There are sixteen clearinghouses located
across the country. One of the original units in
the ERIC system, ERIC/CEM has been located at
the university since June 1966.
ERIClCEM's specific task is to monitor, acquire,
index, and abstract literature pertaining to edu-
cational management. By processing this litera-
ture 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 ad-
ministration, governance, and structure of public
and private educational organizations at the el-
ementary and secondary levels as well as the
provision of facilities for their operation. Rel-
evant topics include finance, law, personnel, in-
structionalleadership, public relations, planning,
curriculum development, facility design, and
equipment.
ESCAPE
MIll Erb Memorial Union
Telephone (503) 346-4351
Nadia Telsey, Director
The College of Education offers undergraduates
an opportunity for hands-on learning and practi-
cum credit through the ESCAPE Field Studies
Program. ESCAPE links the campus to the com-
munity by offering placements in three divisions:
human services, public schools (K-12), and out-
door school-environmental-education. The
leadership training division is designed for on-
campus student leaders. Students who partici-
pate in outdoor school attend orientations and a
debriefing; first-time participants in the other
two divisions attend weekly seminars and small-
group meetings in conjunction with their field
experience. Seminars and meetings enhance the
student's volunteer experience. The student-run
ESCAPE program offers leadership opportunities
for members of its staff and those participating as
coordinators of other volunteers. Training re-
treats emphasize the experiential learning; build
communication skills; and teach conflict resolu-
tion' consensus decision-making, and facilitation
skills. Information about placements and staff or
coordinator positions is available in the ESCAPE
office.
Institute on Violence and
Destructive Behavior
Clinical Services Building, Floor 3
Telephone (503) 346-3591
Hill M. Walker, Director
In February 1995 the Oregon State Board of
Higher Education approved the Institute on Vio-
lence and Destructive Behavior at the University
of Oregon College of Education. The institute
studies the conditions and factors related to the
development and prevention of violence among
children and adolescents. The Substance Abuse
Prevention Program, directed by Richard G.
Schlaadt, and the Peace Studies Program, di-
rected by David A. Frank and Cheyney C. Ryan,
are affilated with the institute. The institute pro-
vides an opportunity for students to connect
their academic course work with research and
community action.
International Society for
Technology in Education
Telephone (503) 346-4414
David G. Moursund, Executive Officer
The International Society for Technology in Edu-
cation (ISTE) was founded in 1979 to foster ap-
propriate instructional use of interactive technol-
ogy throughout the world.
Today ISTE is the largest professional organiza-
tion for computer educators at the precollege
level. The nonprofit society is supported by more
than 14,000 members and more than fifty organi-
zations of computer-using educators. These state
and regional organizations average 500 members
each.
ISTE's goals are to
• provide a prominent information center and
source of leadership to communicate and col-
laborate with educational professionals,
policymakers, and other organizations
• maintain a strong geographical or regional af-
filiate membership to support and respond to
grassroots efforts to improve the educational
use of technology
• foster an active partnership between businesses
and educators in computer-based technology
in education
ISTE publishes The Computing Teacher: Journal of
the International Society for Technology in Education,
The Journal ofResearch on Computing in Education,
Logo Exchange, books, videotapes, and other publi-
cations related to technology in education.
Oregon and National Career
Information Systems
Telephone (503) 346-3872
Cheryl Buhl, Oregon Director
Michael Neill, National 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 as provides occupational and educa-
tional 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 re-
search, computer software development, and
technical assistance to support institutions in the
fifteen states in which it operates. The national
Clearinghouse for the Association of Computer-
based Systems for Career Information is affiliated
with the center. Career Information System ser-
vices are available in schools and agencies
throughout the state.
Oregon School Study Council
Telephone (503) 346-5043
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 infor-
mation on significant educational programs
functioning successfully throughout the state.
The OSSC also arranges conferences and pro-
vides 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 govern-
ing board, composed of representative adminis-
trators and school board members, in coopera-
tion with the executive secretary, 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 for educational leaders and board mem-
bers, and the monthly OSSC Bulletin, which de-
scribes outstanding practices in Oregon schools.
Other services include conferences and work-
shops on topics of common concern, consulta-
tion on school budget and bond referenda, a loan
service of library and research materials, and en-
rollment projections.
Academic Support Services
102 Education Building
Telephone (503) 346-3405
The College of Education office maintains under-
graduate and graduate student records and offers
advising for degree and licensure completion.
Specific questions about licensure should be ad-
dressed to Lynda Cook, 111 Education Building,
(503) 346-3528. Questions about student records
and graduate degree process should be addressed
to Yvette Keolker (503) 346-3527. Questions
38 credits
10 credits
about undergraduate advising should be ad-
dressed to Nancy Green, (503) 346-3482.
Talented and Gifted Institute for
the Development of Educational
Achievement
Telephone (503) 346-3084
Marjorie DeBuse, Coordinator
In October 1984 the Oregon State Board of
Higher Education approved the Talented and
Gifted Institute for the Development of Educa-
tional Achievement at the University of Oregon
College of Education. Objectives of the institute
include coordinating and promoting summer and
academic-year programs for public school stu-
dents in grades one through twelve, increasing
the college's and university's leadership role and
capacity to respond to the needs of talented and
gifted students in Oregon and the Northwest,
and furnishing service and assistance to public
school teachers and administrators. To achieve
these objectives, the institute focuses on enrich-
ment programs for talented and gifted students;
counseling, diagnostic, consultation, and family
services; teacher training; information dissemi-
nation; and research. Graduate students partici-
pate with faculty members in various institute
activities as an integral part of their professional
preparation.
Technology Education Center
Telephone (503) 346-1670
Terry Kneen, Coordinator
The College of Education offers direct assistance
and support to its students and faculty through
the Technology Education Center. The center
provides computing and access to technology
and training. Technological resources include
three microcomputing systems, general applica-
tion software, 500 education software titles, text
and graphic scanning equipment, multimedia
equipment, color laser printing, dot matrix print-
ing, audiovisual equipment, and computer pro-
jection systems. The center's computers are on
college and university networks and Internet.
Students may sign up for an Internet electronic-
mail account; access the UO Library's on-line
card catalog, Janus, and First Search data index-
ing systems; and search on the college's net-
worked ERIC CD-ROM. The computers may be
used to access large, public-domain libraries that
contain a wide variety of educational and appli-
cation software.
Graduate students may sign up for research ac-
counts on the university's VAXcluster system.
Undergraduates may register for restricted
VAXcluster accounts.
The Technology Education Center is open week-
days and some evening and weekend hours. In-
structors may also use the center for training and
demonstration activities. Training workshops
and consulting are also provided.
UNDERGRADUATE
STUDIES
The College of Education offers three under-
graduate programs of study leading to a bachelor
of arts (B.A.), bachelor of science (B.S.), or bach-
elor of education degree (B.Ed.) with a major in
educational studies or to a bachelor of arts or
bachelor of science degree with a major in com-
munication disorders and sciences. Students may
also complete a minor in special education. Stu-
dents interested in secondary school teaching are
encouraged to coordinate their academic major
with a special education minor.
MINOR IN SPECIAL
EDUCATION
275 Education Building
Telephone (503) 346-5521
Kathleen Jungjohann, Coordinator
The minor requires completion of 24 credits in
special education courses and approved electives.
A core of 10 credits in required special education
courses must be completed in addition to 14
credits in approved electives. Students complete
the teaching concentration or the
multidisciplinary concentration.
Careers. The special-education exceptional-
learner program offers an undergraduate minor
for students who plan to pursue a career in edu-
cation, want to work in nonschool settings with
individuals who have disabilities, or seek knowl-
edge about people with special needs. The minor
in special education provides student with the
knowledge, experiences and expertise to make
them competitive applicants to graduate teacher
education programs.
Application and Admission. Before applying to
the minor program, students must complete Psy-
chology of the Exceptional Individual (SPED 411)
and Introduction to Exceptionalities (SPED 430)
with grades of mid-B or better. Students who
have a 2.00 grade point average (GPA) mayap-
ply. Enrollment is limited. Students are notified
in writing whether they have been accepted into
the minor program. Applications are available in
275 Education Building.
Minor Requirements
Core Requirements
Seminar: ESCAPE Special Education
(SPED 407) 1
Practicum: ESCAPE Special Education
(SPED 409) 3
Psychology of the Exceptional Individual
(SPED 411) 3
Introduction to Exceptionalities (SPED 430) 3
Teaching Concentration 14 credits
Students concentrate on course work that meets
prerequisites and soome requirements for the
graduate exceptional-learner program. Students
may apply 10 credits of work in this concentra-
tion to requirements for the state Oregon handi-
capped learner teaching licence. A separate ap-
plication and additional requirements are
necessary in order to be admitted to this concen-
tration. Minor advisers have more information.
Multidisciplinary Concentration 14 credits
In conjunction with their minor advisers, stu-
dents select courses from special education
(SPED), special education and rehabilitation
(SPER), communication disorders and sciences
(CDS), and other areas related to special
education (e.g., music in special education) to
develop a coordinated program.
See the Special-Education Exceptional Learner
section of this bulletin for course listings.
COMMUNICATION DISORDERS
AND SCIENCES
Clinical Services Building, Room 350L
Telephone (503) 346-3593
lIsa E. Schwarz, Director, Undergraduate
Studies
The undergraduate communication disorders
and sciences (CDS) major is preprofessional and
not intended as a terminal training program even
though the student receives either a bachelor of
science (B.S.) or bachelor of arts (B.A.) degree. To
plan appropriately, the student must be certain
that an initial adviser is assigned from the com-
munication disorders and sciences faculty.
Program Objectives. The goals of the under-
graduate CDS program are to provide students
the opportunities to
1. Study the humanities and sciences with spe-
cific reference to normal aural-oral commu-
nication systems
2. Consider the cultural implications of human
communication disorders
3. Study the general needs of exceptional
individuals
4. Learn about speech-language acquisition,
the anatomic-physiological bases of speech
and language, and the physical nature of the
speech signal
5. Study speech-language-hearing pathologies
over the life span
6. Receive training in assessment procedures
specific to evaluation of speech-language-
hearing disorders
7. Acquire and apply knowledge and skills nec-
essary for successful intervention with
speech- and language-impaired individuals
8. Participate in a range of practicum
experiences in preschools, public schools,
medical facilities, and other community set-
tings
9. Acquire and apply knowledge, skills, and
competencies to work with speech- and
language-impaired individuals of varying so-
cial, cultural, linguistic, and socioeconomic
backgrounds
10. Learn and apply interpersonal and
professional skills
Central to the education of undergraduate and
graduate students in communication disorders
and sciences is the opportunity for supervised
clinical experience. Several facilities are available.
See the Communication Disorders and Sciences
Graduate Studies section of this bulletin for de-
scriptions.
The following minimum requirements are speci-
fied for students majoring in communication dis-
orders and sciences.
Area Requirements 44 credits
Clinical Phonetics (CDS 240) 3
Acoustics of Speech (CDS 241) 3
Practica: Observation; Assistance I,II
(CDS 409) 9
Anatomy and Physiology of Speech and
Language (CDS 442) 3
243
Normal Speech and Language Development
(CDS 450) 3
Articulation and Phonological Disorders
(CDS 451) 3
Language Disorders (CDS 452) 3
Stuttering and Voice Disorders (CDS 453) 3
Language Methods in the Schools (CDS 455) 3
Fundamentals of Audiology (CDS 457) 3
Audiological Assessment (CDS 458) 3
Audiological Rehabilitation (CDS 459) 5
Admission. Students must complete, with grades
ofB- or better, CDS 240, 241, 442, and 450. Stu-
dents who receive a grade of C+ or lower in one of
these courses may repeat the course to raise the
grade. A grade of C+ or lower in two or more of
these courses precludes further study in the pro-
gram. Students must pass a departmental speech-
language-hearing screening test before they are
accepted as majors. After students complete all
the undergraduate prerequisites and the screening
test, they contact the program secretary to apply
for major status.
Students not accepted as majors may take basic
courses as electives but may not enroll in any
practicum or in courses for which a practicum is a
prerequisite. Students without adequate speech
ability may not major in communication disor-
ders and sciences unless there is good reason to
expect that they can achieve acceptable speech
before attempting to engage in the required
practica.
In the event that enrollment in practica must be
limited, students with the best course prepara-
tion are given priority. Those with less prepara-
tion may have to delay their beginning practicum
work. In general, the student must have the same
capacity for self-adjustment and emotional sta-
bility for admission to the practica that are re-
quired in professional employment. A supervised
practicum involves both student training and cli-
ent service. Before being admitted to the practi-
cum, the student must demonstrate responsibil-
ity, maturity, and organizational skills.
Communication disorders and sciences courses
are listed in the Communication Disorders and
Sciences graduate studies section of this bulletin.
EDUCATIONAL STUDIES
Telephone (503) 346-3405
Nancy Green, Director
Faculty
Gary W. Ferrington, senior instructor (learning sys-
tems technology). B.S., 1964, Portland State; M.S.,
1967, Southern California. (1967)
Judith K. Grosenick, professor (social and family
systems). B.S., 1964, Wisconsin, Oshkosh; M.S.,
1966, Ph.D., 1968, Kansas. (1984)
Sharon Yoder, adjunct assistant professor (technol-
ogy in education, communication using technol-
ogy). BA, 1964, Wooster; MAT., 1965, Oberlin;
Ph.D., 1988, Akron. (1988)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon faculty.
Other faculty members in the College of Educa-
tion contribue to educational studies according
to their specializations.
The restructured major in educational studies ad-
dresses the growing educational needs of the state
of Oregon. The educational studies major culmi-
nates in a bachelor of arts (B.A.), education degree
(B.Ed.), or science (B.S.). The major prepares edu-
cators for a variety of roles~as instructional ex-
perts in an adult-learning and technology context,
as professionals working in social systems and
human resource agencies, and as licensed profes-
sionals with several endorsements.
Admission
Students are admitted to the educational studies
major for fall term each year. Application materi-
als must be received in the Student Records Of-
fice, 112 Education Building, by January 10 for
admission the subsequent fall term. Applicants
are notified of admission decisions in writing on
or before February 15.
The major has limited enrollment; therefore, stu-
dents who meet minimum requirements are not
guaranteed admission. Considered in the selec-
tion process are qualities that reflect an indivi-
dual's potential to contribute distinctively to the
field of educational studies. These qualities in-
clude unique work or service experience, leader-
ship potential, demonstrated ability to work with
diverse populations, and maturity. The admis-
sions committee has the option to waive any of
the admission requirements if there is other evi-
dence of an applicant's potential for success and
contribution as an educational studies major.
At the time of application, students must have
completed with a cumulative GPA of 2.00 a mini-
mum of 55 credits that include the 6-credit uni-
versitywriting requirement, 8 credits in each of
the three general-education groups~artsand
letters, social science, and science~andthe 15-
credit premajor core.
Application Procedures
Students seeking admission to the educational
studies major must declare a specialization at the
time of application. The specializations are (1)
learning systems technology, (2) educational and
social systems, and (3) integrated licensure. The
application form is available in the Student
Records Office, 112 Education Building.
Application Materials
1. College of Education application for the edu-
cational studies major
2. Three letters of recommendation, one of which
must be from a college or university instructor,
that address the applicant's potential to suc-
ceed in the educational studies major
3. Official transcripts of all college and university
work
4. Applicants to the integrated licensure special-
ization must submit evidence of passing all the
sections of the California Basic Educational
Skills Test (CBEST). Test information and ap-
plications are available in the Testing Office,
238 Student Health Center, or in the Licensure
Office, 111 Education Building
Transfer Students
Transfer students should talk with an adviser in
the College of Education's Office of Undergradu-
ate Education about the transfer process. Students
transferring to the University of Oregon apply to
the University of Oregon Office of Admissions
and are accepted as premajors if they meet the
university's standards for admission. To be admit-
ted to major status, transfer students must meet
the College of Education requirements for admis-
sion. Professional education courses should be
started no later than the junior year.
Advising
Each educational studies premajor is assigned a
College of Education faculty adviser, who assists
in planning the student's course of study. These
assignments are made at a meeting of new un-
dergraduate students during New Student Ori-
entation. At other times students may go to the
Office of Undergraduate Education, 102 Educa-
tion Building, to request assignment of an ad-
viser. Premajor students should schedule a meet-
ing with their assigned adviser at least once a
year to ensure that requirements are being met.
Course Substitution
In some cases students may submit a petition to
substitute another course for a required one. Peti-
tions are available in the Licensure Office, 111
Education Building. Students must document that
the proposed substitute substantially overlaps the
University of Oregon required course. Documen-
tation should include a catalog description of the
course and a course syllabus if possible. Petitions
must be approved by the Educational Studies Co-
ordinating Committee.
Program of Study
The course work for the educational studies ma-
jor is grouped into four categories: (1) university
general-education requirements, (2) educational
studies premajor core, (3) educational studies
core, and (4) professional study in the area of
specialization. All educational studies majors
take the premajor and core courses. Recom-
mended and required general-education and
professional educational course work varies by
specialization.
General-Education Courses. General-
education courses, typically completed by the
end ofthe sophomore year, serve as liberal-arts
prerequisites to sound professional study and
practice. Students seeking the REd. degree must
complete a minimum of 36 credits~12 credits in
each of the three general-education groups (arts
and letters, social science, and science) as well as
other university requirements described under
Bachelor's Degree Requirements in the
Registration and Academic Policies section of
this bulletin. See that section for general-
education requirements for a B.A. or B.S. degree.
Premajor Core. Educational studies premajor
core courses are completed during the freshman
and sophomore years. Students who anticipate
applying for admission to the educational studies
major must take the premajor core courses for
letter grades and earn a cumulative GPA of 2.75
or better.
Premajor Core 15 credits
Educational Issues and Problems (EDUC Ill) .. 4
Communication Using Computers (EDUC 114) '" 4
Historical Foundations of Education
(EDUC 211) 3
Foundations of Learning and Intervention
(EDUC 212) 4
Core Courses. Educational studies core courses
are distributed over the sophomore and junior
years. In core courses, students examine the com-
prehensive applications of education, develop
awareness and understanding of applications of
learning and intervention, and cultivate strategies
for working with people, using educational re-
search, and evaluating educational programs.
Major Core 20 credits
Applications of Learning and Intervention
(EDUC 213) 4
Professional Communication and Collaboration
(EDUC 214) 4
Organizational Structures and Policymaking
(EDUC311) 4
Introduction to Educational Research
(EDUC 312) 4
Evaluation for Decision-Making (EDUC 313) 4
Professional Specialization. Professional
educational courses are typically taken in the jun-
ior and senior years.
Learning Systems Technology
Specialization
The learning systems technology specialization
focuses on the design and application of
technology-based information and learning sys-
tems in postsecondary and nonschool settings,
such as those found in business, industry, govern-
ment, museums, and medical and health organi-
zations. The course of study focuses on the design,
development, and innovative use of instructional
technologies including computer-generated mul-
timedia, information networks, audiovisual me-
dia, hypertexts, and other forms of information
transmission.
Emphasis is placed on developing basic skills in
instructional design, adult learning, organiza-
tional planning and management, and innovative
problem solving.
Careers. Graduates find work as adult educators
and training specialists, instructional designers,
courseware developers, educational media pro-
ducers, distance education and information tech-
nology consultants, electronic network and
customer support personnel, and writers of tech-
nical educational materials.
Professional Courses 40 credits
Instructional Design (EDUC 321) 4
Computer-Mediated Instructional Communi-
cation I,II, III (EDUC 322,323,324) 12
Seminar: Teaching Adults (EDPM 407) 4
Technology, Learning, and Change
(EDUC 421) 4
Effective Training Presentation Strategies
(EDUC 422) 4
Elective seminars (407) or experimental courses
(410) or other College of Education courses
with adviser's consent 8
Spec!al Pro?lems (EDUC 406) devoted to
semor project 4
The senior project may be either a field-based
project arranged with a private agency, business,
or industry or a special project developed under
the guidance of the student's adviser or learning
systems technology faculty member.
Educational and Social Systems
Specialization
The educational and social systems specialization
examines the professional relationship among so-
cial problems, policies, and practices and with de-
sign, management, and evaluation in a variety of
social systems. Students are prepared to bring the
skills and perspective of the educator to the deliv-
ery of human services. They gain a broad under-
standing of learning and intervention, professional
communication and collaboration, educational and
social-system structures and policies, and creative
problem solving and decision-making. Building on
this foundation students learn specialized knowl-
edge and skills in individual, small-group, and
family interventions; organizational data gather-
ing and record keeping; strategies to facilitate
group and collegial interaction; and methods for
stress prevention and reduction.
Careers. Graduates find work as counselors,
case workers, employment and vocational spe-
cialists, group workers, and residential care pro-
viders in child protection services, juvenile jus-
tice, corrections, mental health, and drug and
alcohol rehabilitation and treatment. Some pur-
sue advanced study in the areas of education so-
cial work or counseling psychology.
Professional Courses 39 credits
Interventions with Individuals and Families
(EDUC 330) 4
Information in Organizations (EDUC 331) 2
Supervised Field Experience (EDUC 332) 12
Change in Educational and Social Systems
(EDUC 430) 4
Self as Resource (EDUC 431) 2
Senior Field Experience (EDUC 432) 9
Senior Project (EDUC 433) 3
Approved elective 3
Integrated Licensure Specialization
The integrated licensure specialization seeks to
prepare a new type of educator. Unlike
traditional students in a specific discipline or area
of education, individuals completing the inte- ,
grated licensure specialization are (1) broadly
prepared through interdisciplinary experiences,
(2) able to serve the full range of students in
Oregon's elementary schools, and (3) capable of
delivering a diversified curriculum to accommo-
date individual differences.
To satisfy UO and TSPC requirements, students
must design their general-education course work
strategically.
Careers. Students who complete the integrated
licensure specialization within the educational
studies major at the University of Oregon will be
recommen'ded for an integrated teaching license
with endorsements in handicapped learner and
elementary education following completion of
the fifth year of studies and field experiences.
The program, open only to these students, leads
to a third endorsement in diverse learner, early
childhood, or reading and literacy.
Subject-Matter Courses 62 credits
Cultural Geography (GEOG 103) 4
College Algebra (MA1B 111) 4
College Composition (WR 121) and College
Composition II or III (WR 122, 123) 6
Fundamentals of Elementary Mathematics I,II,III
(MATH 211, 212, 213) 9
United States (HIST 220 or 221) 4
Children's Art Laboratory (AAD 425) or
approved art course 4
The General Music Program: Elementary
(MUE 426) 3
Physical Education for Diverse Learners
(EDUC 440) 3
Biological course with laboratory 4
Physical science 3
Health education 3
Additional language arts 12
Additional social studies 1
Additional science 2
Professional Courses 46 credits
Seminar: Integrated Licensure I (EDUC 407) 1
Practicum: Integrated Licensure I (EDUC 409) 2
Issues in Bilingual and Multicultural Education
(ES 415) 4
Classroom Assessment Procedures (SPED 427) .. 3
Child and Adolescent Development
(EDUC 441) 3
Curriculum and Teaching Design I (EDUC 442) .. 3
Content-Area Methods (EDUC 443) 6
Reading Instruction Procedures I,II
(EDUC 444, 445) 6
Mathematics Instruction Principles and
Procedures (EDUC 446) 3
Teaching Strategies (EDUC 447) 3
Learning Environments for Diverse Students
(EDUC 448) 3
Providing Student Supports I (EDUC 449) 3
Normal Speech and Language Development
(CDS 450) 3
Curriculum and Teaching Design II
(EDUC 453) 3
For more information, write to the Director of
Educational Studies, College of Education, 1215
University of Oregon, Eugene OR 97403-1215.
Educational Studies Courses(EDUC) ,
Although few courses in this new program are offered
in 1995-96, more courses will be taught as students
in the program progress.
111 Educational Issues and Problems (4) Ex-
amination of specific issues and problems con-
fronting educators. Compares and contrasts the
different approaches to the ways in which society
defines and deals with educational issues and
problems.
114 Communication Using Computers (4) In-
troduction to information-age issues; communi-
cation among people and information sources;
design, editing, and use of messages that are rep-
resented, stored, processed, and transmitted
digitally.
196 Field Studies: [Topic] (1-2R)
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R)
211 Historical Foundations of Education (3)
Historical examination of social, intellectual, and
institutional foundations of American education.
How educators translate institutionalized beliefs
about heterogeneous groups into educational
policy and practice.
212 Foundations of Learning and Intervention
(4) Examination ofthe foundations of learning
and intervention in a wide range of social sys-
tems including schools, families, and both com-
mercial and social organizations.
213 Applications of Learning and Intervention
(4) Examination of the applications of learning
and intervention in a range of educational and
social systems including schools, families, and
both commercial and social organizations.
214 Professional Communication and
Collaboration (4) Effective communication skills
for the workplace. Examination of the sending
and receiving of communicative messages. Ex-
ploration of the impact of the mass media and of
organizational culture on communication.
311 Organizational Structures and
Policymaking (4) Theories and policies on the
organization and reform of educational and so-
cial-service systems. Emphasis on the individual,
family, and organizational movements of the
21st century. Not offered 1995-96.
312 Introduction to Educational Research (4)
Use of research to inform practice in human-
service professions. The literature review pro-
cess: identifying relevant literature, evaluating
research reports, synthesizing findings. Not of-
fered 1995-96.
313 Evaluation for Decision-Making (4) Types
and characteristics of measures. Approaches to
evaluating individuals and programs. Current
trends and issues in measurement and evalua-
tion in education and human services. Not of-
fered 1995-96.
321 Instructional Design (4) Basic principles of
systematic instructional design as applied in
nonschool settings. Emphasis on development
activities, needs analysis through instructional
development, ongoing and final evaluation. Not
offered 1995-96.
322,323,324 Computer-Mediated
Instructional Communication I, II, III (4,4,4)
322: focus on the design and development of in-
structional text for use in nonschool education
and training programs. 323: explores issues in-
volved in the use of multimedia in nonschool
educational environments. Examines software
used for production of instructional products.
324: focus on nonsequential, computer-based
documents for instructional communication. Ex-
amines issues surrounding hypermedia usage.
Production of nonsequential products. Sequence.
Prereq EDUC 114 or equivalent. Not offered
1995-96.
330 Interventions with Individuals and Fami-
lies (4) Strategies and interventions that enhance
growth and change in individuals and families.
Interventions range from specific individual tech-
niques to strategies with small-group and family
units. Prereq: EDUC 212, 311, 331, 332 or
instructor's consent. Not offered 1995-96.
331 Information in Organizations (2) Covers
uses and abuses of information in an organiza-
tional setting. Includes traditional skills. Explores
and develops competence in organizational ap-
plications of information technology. Prereq:
EDUC 114,214,312,330. Not offered 1995-96.
332 Supervised Field Experience (4R) PIN
only. Participation in activities in public and pri-
vate community human-service agencies and or-
ganizations. Includes weekly seminar conducted
by faculty and staff agency personnel. Prereq:
instructor's consent. R twice for maximum of 12
credits. Majors only.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-18R)
402 Supervised College Teaching (1-6R)
403 Thesis (1-18R)
404 Internship: [Topic] (1-18R)
405 Reading and Conference: [Topic] (1-18R)
406 Special Problems: [Topic] (1-16R) Prereq:
instructor's consent. Majors only.
407/507 Seminar: [Topic] (1-5R) Recent topics
include ESCAPE Leadership Training, ESCAPE
Public Volunteer Training, Families in Crisis.
408/508 Workshop: [Topic] (1-18R)
409 Practicum: [Topic] (1-18R) PIN only. Cur-
rent topics include Elementary School, ESCAPE,
ESCAPE Middle Schools, ESCAPE Public
Schools, Teaching Reading I: Primary, Interme-
diate, Early Childhood.
410/510 Experimental Course: [Topic] (1-5R)
Current topics include Audio Design, Computer
Applications in Reading and Writing, Computer-
Assisted Instruction, Learning and Teaching
Styles, Presentation Media.
421/521 Technology, Learning, and Change
(4) Study of information technology affecting hu-
man learning and social systems, information-
processing systems, lifelong learning,
appropriate use of technology, distance and
computer-assisted learning. Prereq: EDUC 114.
Not offered 1995-96.
422/522 Effective Training Presentation Strat-
egies (4) Facilitates ability to design, develop,
and implement effective training workshops. De-
velopment and use of audiovisual presentation
media in large- and small-group settings. Not
offered 1995-96.
430/530 Change in Educational and Social
Systems (4) Strategies and interventions that
enhance growth and change within organiza-
tions. Interventions include facilitation,
networking, supervision, and consultation. Pre-
req: EDUC 214; coreq: EDUC 431/531. Not of-
fered 1995-96.
431/531 Self as Resource (2) Recognizing and
dealing with stress, burnout, and job-related fa-
tigue; enhancing self-awareness and profession-
alism in organizational and personal contexts.
Prereq: EDUC 114, 214; coreq: EDUC 430/530.
Not offered 1995-96.
432 Senior Field Experience (9) PIN only.
Participation in activities in public or private
community human-service agencies and
organizations under faculty supervision. Prereq:
instructor's consent; coreq: EDUC 433. Majors
only. Not offered 1995-96.
433 Senior Project (3) PIN only. Special
research or development project investigating
and drawing conclusions about some aspect of
an agency's activities. Prereq: instructor's con-
sent; coreq: EDUC 432. Majors only. Not offered
1995-96.
440/540 Physical Education for Diverse Learn-
ers (3) Provides a variety of physical education
and fitness activities appropriate for children
with diverse abilities. Not offered 1995-96.
441/541 Child and Adolescent Development
(3) Examines typical and atypical development in
school-age children and adolescents with par-
ticular emphasis on implications for teaching.
Not offered 1995-96.
442/542 Curriculum and Teaching Design I (3)
Curriculum frameworks, organizing schemes,
and approaches used throughout public educa-
tion and strategies for designing or developing
curriculum content for maximally diverse groups
of students. Not offered 1995-96.
443/543 Content-Area Methods (6) Identifica-
tion of key ideas of social studies, science, and
health. Examination of curriculum materials and
teaching strategies for use in heterogeneous
classrooms. Not offered 1995-96.
444/544 Reading Instruction Procedures I (3)
Procedures for designing and delivering reading
instruction to students in heterogeneous class-
rooms. Translating theory into practice through
field-based applications of methods and delivery
strategies. Not offered 1995-96.
445/545 Reading Instruction Procedures II (3)
Emphasizes developmental stages of reading de-
velopment, emergent literacy, beginning reading,
and primary reading skills and strategies. Trans-
lating theory into practice through field-based
applications of methods and delivery strategies.
Not offered 1995-96.
446/546 Mathematics Instruction Principles
and Procedures (3) Specific procedures for
designing and delivering mathematics instruction
in heterogeneous classrooms. Application of em-
pirically validated procedures in field-based set-
tings. Not offered 1995-96.
447/547 Teaching Strategies (3) Strategies for
planning instructional lessons and units. Strate-
gies for explicit instruction, questioning, teaching
through inquiry, motivating students to learn, co-
operative learning, and discussion. Not offered
1995-96.
448/548 Learning Environments for Diverse
Students (3) Information and procedures for
teachers concerning creation and maintenance of
effective learning environments for a diverse stu-
dent body. Not offered 1995-96.
449/549 Providing Student Supports I (3) Cov-
ers issues related to providing students with indi-
vidually needed support required for a successful
school experience. Includes communication, be-
havioral and emotional, health and physical, cul-
tural and family support. Prereq: ES 415/515,
EDUC 442/542; pre- or coreq: EDUC 448/548. Not
offered 1995-96.
450/550 Expressive Writing Principles and Pro-
cedures (3) Focuses on procedures and content
for expressive writing instruction in heteroge-
neous classrooms. Emphasizes learning to teach
spelling, handwriting, capitalization, and punc-
tuation that assist children in written expression.
Not offered 1995-96.
451/551 Foundations in Early Childhood (3)
Focuses on the history and philosophy of early
childhood, early development, and instructional
theory. Not offered 1995-96.
452/552 Management and Professional
Interaction (3) Focuses on the school as a diverse
community of learners and on teachers' profes-
sional relationships and leadership
responsibilities; practical experience in collabora-
tion and professional management. Prereq: ES
415/515, EDUC 442/542; pre- or coreq: EDUC
448/548. Not offered 1995-96.
453/553 Curriculum and Teaching Design II (3)
Curriculum frameworks, organizing schemes, and
approaches throughout public education. Strate-
gies for designing or developing curriculum con-
tent for maximally diverse groups of students.
Prereq: EDUC 442/542. Not offered 1995-96.
471/571 Family Role in Effective Schooling (3)
Focuses on school and family collaboration to in-
crease inclusion and community membership for
students with diverse learning needs and various
cultural and socioeconomic backgrounds. Prereq:
ES 415/515; EDUC 442/542, 453/553; pre-or
coreq: EDUC 448/548. Not offered 1995-96.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (1-5R)
603 Dissertation (1-16R) PIN only
604 Internship: [Topic] (1-16R)
605 Reading and Conference: [Topic] (1-16R)
606 Special Problems: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R) Recent topics in-
clude Analysis of Teaching, Beyond School Effec-
tiveness, Curriculum for the Gifted Child, Re-
search on Teaching and Learning, Technology in
Instruction, Practicum Seminar in Foreign Lan-
guage Teaching, Second-Language Reading and
Writing, Bilingual and Multicultural Education,
Technology in Instruction-Computers, and
Technology in Instruction-Presentation Media.
608 Workshop: [Topic] (1-16R)
609 Practicum: [Topic] (1-16R) Recent topics
include College Teaching, Foreign-Language
Teaching, Guided Field Experience, Instructional
Development Projects, Internship in Instruc-
tional Technology, Reading III: Standard.
610 Experimental Course: [Topic] (1-5R) Per-
sonal Computers in Graduate Education is a re-
cent topic.
611 Master's Project (3)
655 Final Field Experience (12) Provides full-
time teaching practice with handicapped and .
other diverse learners. Prereq: EDUC 450/550,
451/551,452/552,609 Practicum: Integrated Li-
censure II. .
661 Early Childhood Curriculum and Assess-
ment (6) Covers developmentally appropriate
curriculum and assessment, integrated curricu-
lum models, and guidance techniques. High-
lights ethical and multicultural concerns and di-
verse learners.
662 Administration of Early Childhood Pro-
grams (3) Covers family systems theory, working
with parents and adults, planning and evaluating
early childhood programs.
671 Personalized Learning for Diverse Stu-
dents (3) Focuses on assessment, development,
and delivery of authentic curriculum and instruc-
tion for full spectrum of diverse learners; issues
and tools for effecting smooth educational transi-
tions. Prereq: EDUC 449/549.
672 Providing Student Supports II (3) Assess-
ment, design, and implementation of supports
for students, teachers, and families; instructional
technologies for diverse learners; working with
classroom assistance; developing and maximiz-
ing classroom resources. Prereq: ES 415/515;
EDUC 442/542, 448/548,449/549,453/553.
683 Analyzing Reading Research (4) In-depth
review and analysis of seminal and current re-
search in reading development and literacy.
Primary emphasis on translating research into
practice.
684 Curricula and Contexts of Literacy (4)
Contexts and curricula of literacy acquisition and
development. Examines literacy communities
and alternative instructional strategies and deliv-
ery systems to facilitate growth in reading and
writing.
704 Internship: [Topic] (1-16R)
705 Reading and Conference: [Topic] (1-16R)
706 Special Problems: [Topic] (1-16R)
707 Seminar: [Topic] (1-5R)
708 Workshop: [Topic] (1-16R)
709 Practicum: [Topic] (1-16R)
710 Experimental Course: [Topic] (1-5R)
COMMUNICATION
DISORDERS AND
SCIENCES
Clinical Services Building, Room 350L
Telephone (503) 346-3593
Ilsa E. Schwarz, Area Head
FACULTY
Ned J. Christensen, professor (educational audiol-
ogy and auditory processing). B.A., 1954, M.A.,
1955, Brigham Young; Ph.D., 1959, Pennsylvania
State. (1962)
Kim Giansante, research assistant with title of in-
structor (preschool-school speech and language
interventions). B.A., 1988, M.S., 1989, Oregon.
(1994)
Kathleen Hoffer, research associate with title of as-
sistant professor (speech and language assessment
and intervention with multicultural populations,
phonological development and disorders). B.A.,
1971, California, San Diego; M.A., 1975,
Ph.D.,1988, San Diego State. (1994)
Lori Hornfelt, assistant professor (augmentative
communication). B.S., 1976, M.S., 1978, Utah.
(1991)
Lisa Letcher-Glembo, assistant professor (cleft pal-
ate). M.S., 1985, South Florida; Ph.D., 1988, Min-
nesota. (1990)
Marilyn A. Nippold, associate professor (language
development and disorders in school-age children
and adolescents). B.A., 1972, California, Los Ange-
les; M.A., 1976, California State, Long Beach;
Ph.D., 1982, Purdue. (1982)
Jeffrey Norling, research assistant (adult neurogenic
disorders, adult voice disorders and vocal rehabili-
tation, fluency disorders). B.M.,1985, M.S., 1990,
Oregon. (1993)
Robert E. Potter, senior research associate with title
of professor (voice, fluency, learning and language
disability). B.A., 1954, Montana; M.A., 1958, Co-
lumbia, D.Ed., 1963; Oregon. (1993)
Kathleen Roberts, research associate with title of
assistant professor (pediatric audiology, otitis me-
dia, newborn hearing screening). B.A., 1978, Cali-
fornia, Santa Barbara; M.A., 1981, Cincinnati;
Ph.D., 1993, Oregon. (1993)
Ilsa E. Schwarz, senior instructor with title of re-
search associate (phonological development, pre-
school language assessment). B.S., 1978, M.S.,
1979, Ph.D., 1982, Oregon. (1984)
The date in parentheses at the end of each entry is the
first year on the University of Oregon faculty.
ABOUT THE PROGRAM
The CDS bachelor's degree program is described
in the College of Education Undergraduate Stud-
ies section of this bulletin.
GRADUATE STUDIES
The Communication Disorders and Sciences
Area offers master's and doctoral degrees. The
communication disorders and sciences program
offers all the courses required for the American
Speech and Hearing Association (ASHA) certifi-
cate of clinical competence (Ccq in speech-lan-
guage pathology. Students may also complete
course work that makes them eligible for a basic
Oregon teaching license in speech impaired by
following an approved program. The doctoral
degree program emphasizes advanced scholar-
ship. Central to education of undergraduate and
graduate students in communication disorders
and sciences is the opportunity for supervised
clinical experience in clinic, school, and hospital
settings.
Accreditation. The master's degree program in
speech-language pathology is accredited by the
American Speech-Language-Heming Association.
Careers. A serious shortage of speech-language-
hearing specialists exists throughout the nation.
Graduates of master's or doctoral degree pro-
grams find positions in the United States and
abroad. Working in collaboration with a variety
of professionals in a range of settings, job oppor-
tunities include teaching infants, preschool and
school-age children, and adults; conducting indi-
vidual and group intervention programs; coordi-
nating in-service training programs; consulting
with teachers and parents about educating chil-
dren with communication disorders in regular
classroom, school, home, and community-based
settings; conducting research; teaching in col-
leges and universities; working in the adminis-
tration of special education programs.
Application and Admission. The number of
students admitted each year varies according to
available resources. On the average, the CDS
program admits twenty master's degree appli-
cants a year. Students for whom English is not a
native language must also pass the Test of En-
glish as a Foreign Language (TOEFL) with a
score of 600 or above. International students who
plan to participate in clinical practica and work
toward national certification by the American
Speech-Language-Hearing Association (ASHA)
must also pass the SPEAK test with a score of
250. Applicants to the doctoral program should
be speech-language pathologists who are certi-
fied by ASHA. International students who plan
to return to their country after graduation are ex-
empt from this requirement. Applications for ad-
mission and program brochures with more de-
tailed information are available from the Center
on Human Development, Graduate Admissions,
350L Clinical Services Building. AIl application
materials must be received by February 15 for en-
try the following June or September. See the
Graduate School section of this bulletin for gen-
eral admission requirements and procedures for
graduate degree programs.
Master's Degree Program
The master's degree program is designed to pro-
vide students with the opportunity to acquire
and apply knowledge, skills, and competencies
necessary for work with speech-language im-
paired individuals of all ages and varying social,
cultural, linguistic, and socioeconomic back-
grounds.
The communication disorders and sciences pro-
gram offers the master of arts (M.A.) and master
of science (M.S.) degrees. The M.A requires the
equivalent of two years of a foreign language. A
planned program for the master's degree must be
filed in the College of Education's Student
Records Office, 112 Education Building, and in
the communication disorders and sciences office,
350L Clinical Services Building.
The master's degree program in communication
disorders and sciences allows a student to select
one of three professional tracks, each targeting a
different population or setting: (1) early interven-
tion, (2) public school, (3) clinic populations.
Master's degree students must complete under-
graduate prerequisites, the CDS core, and course
work in a specialization.
Students who have fulfilled undergraduate pre-
requisites typically spend two fall-through-
spring academic years and one summer session
completing their degrees. All work applicable to
a program of study must be concluded within
seven years. A minimum cumulative GPA of 3.00
is required for graduation.
The master of education (M.Ed.) program in com-
munication disorders and sciences is inactive.
Doctoral Degree Program
The doctoral degree in communication disorders
and sciences emphasizes advanced knowledge,
scholarship, leadership, and clinical competence
in the areas of speech-language acquisition,
speech-language pathology, and assessment and
intervention strategies. The doctoral degree pro-
gram is designed to meet the needs of students
from a variety of backgrounds.
A program adviser is appointed for each student
following conditional admission to the program.
This adviser helps the student develop an appro-
priate course of study compatible with the
student's interests, background, and professional
objectives.
Programs lead to the doctor of philosophy
(Ph.D.) degree. The doctoral program in commu-
nication disorders and sciences usually requires
three years of full- time study beyond the
master's degree.
The doctoral degree program emphasizes ad-
vanced levels of scholarship in four areas of study.
Area of Study credits
Specialized studies in communication disorders
and sciences 21
Basic communication processes, professional
management of speech and language disorders,
and related disciplines
Research design, statistics, and measurement ... 36
Required course work includes a three-term se-
quence of doctoral-level statistics and at least
three additional courses in research design,
measurement, or grant development. At least 3
credits must be completed as part of a
predissertation research project. Doctoral
students are required to conduct a research
project under the direction of a CDS faculty
member prior to initiating approved disserta-
tion research. Every doctoral student must com-
plete and submit a dissertation, embodying the
results of 18 credits of Research (CDS 601), that
demonstrates the ability to conduct indepen-
dent and original research.
Supervised college teaching, practicum, and
classroom instruction 9
Three credits ofPracticum: Supervision (CDS
609) and 6 credits of classroom instruction.
Professional service 3
Three credits in professional service course
work, which is tailored to the student and may
be designed to develop competency in areas
such as administration of service programs,
clinic administration, cross-disciplinary activi-
ties, and professional presentations.
The doctor of education (D.Ed.) degree program in
communication disorders and sciences is inactive.
Licensure Opportunities
Students seeking a basic Oregon teaching license
in speech impaired, must complete the following:
1. Undergraduate degree in communication dis-
orders and sciences
2. Passing scores on
a. California Basic Educational Skills Test
(CBEST)
b. National Teachers Examination (NTE) Pro-
fessional Knowledge test
c. Educational Testing Service (ETS) Praxis
Examination in Speech-Language
Pathology
3. Approved program in speech impaired. The
approved program at the UO may consist of
either
a. a minimum of 63 credits in educating
speech-impaired learners, culminating in a
master's degree, or
b. 45 credits of graduate work beyond the
bachelor's degree that includes a minimum
of 15 credits in language and 3 credits in
Foundations of Disability (SPER 662)
The Oregon Teacher Standards and Practices
Commission (TSPC) may have additional
requirements that applicants must complete be-
fore a teaching license is issued. Questions about
the licensure process may be directed to the
Licensure Office, 112 Education Building; tele-
phone (503) 346-3528.
COMMUNICATION DISORDERS
AND SCIENCES COURSES (CDS)
168 Sign Language (3) Expressive and receptive
skills; American Sign Language system.
240 Clinical Phonetics (3) Acquaints students
with the sounds and symbols of American En-
glish. Students gain proficiency in phonetic tran-
scription. Hoffer.
241 Acoustics of Speech (3) Acoustic
measurement and analysis of sound production
and reception in human communication. Roberts
405 Reading and Conference: [Topic] (1-3R)
Topics to be arranged. R when topic changes.
407/507 Seminar: [Topic] (1-3R)
R when topic changes.
409 Practicum: [Topic] (1-7R) Recent topics are
Assistance, Intervention, and Observation.
Prereq: staff approval. R when topic changes.
Hornfelt.
425/525 Final Supervised Field Experience
(1-15R) PIN only. Diagnostic and treatment ex-
perience in the school setting. Prereq: CDS 409,
455/555,609, plus 12 credits of 600-level course
work. Limited to students in speech-impaired
program for standard endorsement. Hornfelt.
442/542 Anatomy and Physiology of Speech
and Language (3) Study of anatomy, physiol-
ogy, and neurology of speech and language pro-
cesses. Glover.
450/550 Normal Speech and Language
Development (3) Primary focus on the develop-
ment of phonology, morphology, syntax, seman-
tics, pragmatics, and discourse. Discussion of ar-
eas related to language development. Nippold.
451/551 Articulation and Phonological
Disorders (3) Introduction to articulatory-
phonological development and disorders. Topics
include acquisition of a phonology, diagnosis,
assessment. Prereq: CDS 240, 241, 450/550.
Schwarz.
452/552 Language Disorders (3) Topics include
disorders of phonology, syntax, morphology,
semantics, pragmatics, discourse, and metalin-
guistics. Discussion of physical, cognitive, social,
and environmental factors related to language
disorders. Prereq: CDS 240, 241, 442/542,
450/550. Nippold.
453/553 Stuttering and Voice Disorders (3) In-
troduction to stuttering, voice science, and voice
disorders. Prereq: CDS 451/551, 452/552. Potter.
455/555 Language Methods in the Schools (3)
Topics include legal issues, service-delivery mod-
els, program evaluation, positive work relation-
ships. School visitation required. Prereq: CDS
451/551, 452/552; pre- or coreq: CDS 453/553.
Schwarz.
457/557 Fundamentals of Audiology (3) Basic
anatomy of the ear; psychophysics of hearing;
causes, types, and symptomatologies of hearing
impairments. Prereq: CDS 240, 241, 442/542.
Roberts.
458/558 Audiological Assessment (3) Basic
pure tone, air and bone-conduction audiometry;
interpretation of audiograms; introduction to
speech audiometry and immittance measures.
Prereq: CDS 457/557. Roberts.
459/559 Audiological Rehabilitation (5) Reha-
bilitation of hearing impairments; use of amplifi-
cation, auditory training, and assisted listening
devices; psychosocial aspects of hearing impair-
ments. Prereq: CDS 458/558. Roberts.
503 Thesis (1-15R) PIN only
601 Research: [Topic] (1-9R) PIN only
602 Supervised College Teaching (1-9R)
Schwarz.
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-3R)
R when topic changes.
606 Special Problems: [Topic] (1-16R)
R when topic changes. Schwarz.
607 Seminar: [Topic] (1-3R) R when topic
changes. Topics include Dysphagia, Multicultural
Issues in Communication Disorders and Sci-
ences, Professional Ethics.
608 Workshop: [Topic] (1-16R)
R when topic changes.
609 Practicum: [Topic] (1-9R)
R when topic changes. Hornfelt.
610 Experimental Course: [Topic] (1-5R)
R when topic changes.
651 Educational Audiology (3) Audiological
practices in the public school setting. Audiologi-
cal assessment, follow-up, and intervention.
Prereq: CDS 241, 442/542, 457/557, 458/558,
459/559.
652 Theory and Remediation of Articulation
and Phonology (3) Advanced study of articula-
tion and phonological development differences
and disorders in children and adults. Includes
delayed speech development, testing techniques,
therapy materials and procedures, and current
research findings.Hoffer, Schwarz.
653 Later Language Development (3)
Acquaints students with normal language
development in individuals aged nine through
nineteen years. Nippold.
654 Theory and Remediation of Language
Disorders in Adults (3) Diagnosis and
treatment of speech and language disorders re-
sulting from intracranial pathology or the aging
process. Marshall.
655 Stuttering (3) Focuses on contemporary is-
sues in stuttering and other fluency disorders.
Discusses and critically evaluates current theories
and research findings. N';Jpold.
656 Voice Science and Disorders (3) Anatomy
and physiology of vocal mechanism; diagnostic
and therapeutic approaches for various voice
disorders. Potter, Schwarz.
657 Augmentative Procedures for Communi-
cation Disorders (3) Recent advancements in
design, development, and use of systems supple-
mental to vocal speech and language. Hornfelt.
658 Diagnostic Procedures for Communica-
tion Disorders (3) Analysis of major instru-
ments, procedures, and materials used in
conducting diagnostic work in cases of commu-
nication disorder; nonstandard assessment tech-
niques; organizing diagnostic data and writing
clinical reports. Potter.
659 Theory and Remediation in Language
Disorders in Youth (3) Intensive study of lan-
guage disorders of children and adolescents; em-
phasis on contributions from linguistics, psy-
chology, education, and learning theory.
Nippold.
660 Motor Speech Disorders (3) Advanced
study of speech disorders associated with lesions
of central and peripheral nervous systems.
Schwarz.
661 Auditory Language Processing (3) Man-
agement of auditory information primarily in the
central auditory nervous system. Considers rela-
tionships between auditory processing deficits
and learning disabilities.
706 Special Problems: [Topic] (1-16R)
R when topic changes.
707 Seminar: [Topic] (1-5R)
R when topic changes. Schwarz.
708 Workshop: [Topic] (1-16R)
R when topic changes.
709 Practicum: [Topic] (1-16R)
R when topic changes.
710 Experimental Course: [Topic] (1-5R)
R when topic changes.
COUNSELING
PSYCHOLOGY
270 Education Building
(503) 346-5501
Janet Moursund, Area Head
FACULTY
Richard D. Freund, adjunct assistant professor (re-
search methods, community college counseling,
cognitive therapy). B.A., 1966, Brown; Ph.D., 1971,
Stanford. (1975)
Brent S. Mallinckrodt, associate professor
(development of client-counselor working relation-
ships); director, DeBusk center. B.A., 1978, Mis-
souri; M.A., 1982, Ph.D., 1986, Maryland at College
Park. (1988)
Weston H. Morrill, professor (college counseling,
career and personal development, supervision);
director, counseling center. B.S., 1960, M.S., 1961,
Brigham Young; Ph.D., 1966, Missouri, Columbia.
(1990)
Janet Moursund, associate professor (learning, re-
search design, counseling computer applications).
B.A., 1958, Knox; M.S., 1961, Ph.D., 1963,
Wisconsin, Madison. (1967)
Lisa Suzuki, assistant professor (multicultural
assessment, multicultural counselor training,
school counseling) B.A., 1983, Whitman; M.Ed.,
1985, Hawaii; Ph.D., 1992, Nebraska. (1993)
Elaine A. Wohlgemuth, assistant professor (counsel-
ing and clinical supervision, social support
research). B.A., 1985, California, Santa Cruz; M.A.,
1989, Ph.D., 1992, Ohio State, Columbus. (1992)
Courtesy
Carolin Keutzer, courtesy professor. See Psychology
Carol Lynn Morse, adjunct and courtesy assistant
professor (family education and counseling). B.S.,
1970, M.S., 1974, Ph.D., 1980, Oregon. (1978)
Lawrence H. Smith, courtesy professor; director,
Career Center. B.S., 1964, M.Ed., 1965, Oregon
State; Ed.D., 1976, California, Los Angeles. (1980)
Emeriti
Martin H. Acker, professor emeritus. B.A., 1943,
Brooklyn; M.A., 1953, Ph.D., 1963, New York. (1961)
Gordon A. Dudley, associate professor emeritus.
B.A., 1956, Kalamazoo; M.A., 1959, Colorado;
Ed.D., 1971, Harvard. (1967)
Sally Fullerton, professor emerita. B.S., 1956, Oregon
State; M.A., 1960, Cornell; Ph.D., 1970, Oregon.
(1970)
John W. Loughary, professor emeritus. B.S., 1952,
Oregon; M.A., 1956, Ph.D., 1958, Iowa. (1962)
Raymond N. Lowe, professor emeritus. B.S.Ed.,
1940, Massachusetts State, Fitchburg; M.A., 1948,
Ed.D., 1951, Northwestern. (1955)
Esther E. Matthews, professor emerita. B.S., 1940,
Massachusetts State; M.Ed., 1943, Ed.D., 1960,
Harvard. (1966)
Ronald J. Rousseve, professor emeritus. B.S., 1953,
M.A., 1954, Xavier; Ph.D., 1958, Notre Dame. (1968)
Anita Runyan, associate professor emerita (counsel-
ing methods, human service delivery, field instruc-
tion). B.S., 1956, Pacific Union; M.S., 1968, Ph.D.,
1972, Oregon. (1972)
Saul Toobert, professor emeritus. B.A., 1947, Cali-
fornia, Berkeley; Ph.D., 1965, Oregon. (1963)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon facuity.
GRADUATE STUDIES
The Counseling Psychology Area offers master's
and doctoral degrees. The master's program is
approved by the Council for Accreditation of
Counseling and Related Educational Programs,
which is affiliated with the American Counseling
Association and is a specialized national accred-
iting body recognized by the Council on
Postsecondary Accreditation. The doctoral pro-
gram is accredited through the American Psy-
chological Association, and it is recognized as
fully acceptable for licensure by the Oregon
Board of Psychologist Examiners.
Students in counseling psychology participate in
an integrated program of classroom, practicum,
and field -work activities leading to an advanced
degree. Central to these experiences is training
on campus at the DeBusk Memorial Center,
where students carry out full a spectrum of coun-
seling activities under the supervision of faculty
members and advanced graduate students.
Careers. At the master's degree level, the
program offers a generic program of studies in
counseling designed to prepare professional prac-
titioners for work in a wide variety of community
settings: mental health centers, employment ser-
vice offices, community college counseling cen-
ters, juvenile corrections agencies, human re-
sources development programs, career counseling
agencies, pastoral counseling settings, family
counseling centers, and business and industry.
Recent graduates with doctoral degrees in counsel-
ing psychology are employed as counselors in uni-
versity and college counseling centers, directors of
guidance in public school districts, counseling psy-
chologists in state and veterans' hospitals, univer-
sity administrators and teachers, researchers, gov-
ernment and industrial research psychologists,
consulting psychologists, program administrators,
and counseling psychologists in private practice.
Application and Admission. Prospective
master's and doctoral applicants may request de-
tailed admission policies and procedures from
the Counseling Psychology Program, College of
Education. Students are admitted forfall term
only. The closing date for receipt of completed
applications is February 1 for doctoral program
entry and February 15 for master's program entry
the following fall term. Notices about the dispo-
sition of applications are mailed by March 15.
Applicants are evaluated on (1) academic record,
(2) letters of recommendation, (3) previous re-
lated work and life experiences, (4) Graduate
Record Examinations (GRE) general test scores,
and (5) a statement of purpose in seeking admit-
tance. Only completed applications are reviewed.
Applicants must gather all requested supporting
papers, except letters of recommendation, and
submit them along with the application forms as
one package. Letters of recommendation should
be sent by their authors to the program.
Graduate training includes practicum and intern-
ship placements in which the student works with
clients who have psychological problems. A
graduate degree in counseling or counseling psy-
chology can provide entry into professional prac-
tice. This type of practice includes counseling
individuals whose vulnerability and trust can only
be served by people who are themselves stable
and psychologically healthy. Thus, admission into
and retention in these graduate programs depend,
among other things, on consideration of the
applicant's past and present behavior and emo-
tional stability.
Master's Degree Program
The Counseling Psychology Area offers master of
arts (M.A.), master of science (M.S.), and master
of education (M.Ed.) degrees in counseling. For
the M.A. degree, the candidate must demon-
strate proficiency in one foreign language. For
the M.Ed., the candidate must have a valid
teaching certificate and have completed at least
one year of successful classroom teaching.
The program of studies leading to the master's
degree in counseling requires 72 credits. Its cur-
rent emphasis is on counseling in community and
other agency settings. An ancillary function of this
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.
Course Requirements
Courses required for the master's degree fall into
ten areas of study. The courses listed in each area
might be used to meet minimum core require-
ments for the master's degree.
Psychological Foundations. Broad understand-
ing of human behavior (normal and abnormal) at
all developmental levels, particularly courses in
abnormal psychology, personality theory, learning
theory, sociology, anthropology, and physiology
Abnormal Psychology (PSY 527) 4
Social Development (PSY 578) 4
Social and Cultural Foundations. Studies of
ethnic groups, other cultures, and cultural values.
The behavioral sciences, political science, sociol-
ogy, and anthropology may offer courses sup-
porting this area.
Seminar: Counseling and Contemporary Social
Problems (CPSY 607) 3
Counseling Diverse Populations (CPSY 615) 3
The Helping Relationship. Philosophic basis of
the helping relationship, counseling theories,
and procedures.
Basic Counseling Procedures (CPSY 611) 6
Conceptual Foundations of Counseling
(CPSY 613) 3
Groups. Theory of groups, group work methods,
and supervised practice.
Group Counseling (CPSY 619) 3
Lifestyle and Career Development. Voca-
tional-choice theory, career choice and develop-
ment, relationship between careers and lifestyle.
Introduction to Career Development (CPSY 617) ... 3
Appraisal of the Individual. 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 by considering eth-
nic' cultural, and gender factors.
Intake Interview and Assessment (CPSY 618) ... 3
Introduction to Appraisal in Counseling
(CPSY 621) 3
Research and Evaluation. Statistics, research
design, development of research and demonstra-
tion proposals.
Seminar: Research Methods I (CPSY 607) 3
Professional Studies. Ethical, legal, and moral
issues; supervised professional readings; and
workshops.
Ethical and Legal Issues (CPSY 612) 3
Supervised Practice. The counseling psychology
faculty is committed to the practicum as the core
experience in a master's degree program in coun-
seling. Generic as well as specialized counseling
experiences, both within the university commu-
nity and in the community at large, are required.
Practicum: DeBusk 01 (CPSY 609) 6
Internship tIl,III (CPSY 704) 18
Relevant Electives. Courses chosen in consulta-
tion with a faculty adviser.
Relevant electives 9
Doctoral Degree Program
The Ph.D. program in counseling psychology,
based on a scientist-practitioner model of train-
ing, is accredited by the American Psychological
Association. The program is designed to ensure
that its graduates are psychologists who
1. Possess a general knowledge of human behav-
ior together with the observational and infor-
mation-processing skills that facilitate descrip-
tion, explanation, and prediction of thebehavior
of people in transaction with the world
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, re-
searchable questions; design and conduct sys-
tematic analyses; interpret and apply the re-
sults to their own and others' efforts to
increase the general knowledge of human be-
havior and how it can be influenced
4. Respect the dignity and worth of the
individual, strive for the preservation and pro-
tection of human rights, and do so with con-
cern for the best interests of clients, colleagues,
students, research participants, and society
Because the program is committed to using the
scientist-practitioner model of training, the most
competitive applicants are those who have ac-
quired substantial experience in practice and re-
search activities.
Students who have not earned a master's degree
in counseling or a closely related field should ap-
ply for Track I master's-doctoral admission. Track
I students begin working toward a master's degree
and are considered conditionally admitted to the
doctoral program. Typically, after two years, these
students earn a master's degree. Assuming
progress has been satisfactory, these students are
then unconditionally admitted to the doctoral
program without the need to reapply. Most Track
I master's-doctoral students require five or six
years to complete their training-earning master's
and Ph.D. degrees. Applicants for Track II doctoral
admission typically have a master's degree in
counseling, clinical psychology, social work, or a
related discipline and have professional experi-
ence related to the counseling field.
The training program demands of each student
considerable responsibility and autonomy for de-
signing the particular pattern of educational ex-
periences that constitute his or her doctoral pro-
gram. General areas of expected competence
have been defined and general requirements es-
tablished. However, the specific manner in which
an individual meets those requirements is deter-
mined by the student in consultation with an ad-
viser and program faculty members.
The following minimum requirements are speci-
fied for Ph.D. students in counseling psychology:
Area Requirements credits
Foundations of human behavior 24
Practitioner competencies 64
Research competencies 39
Professional issues 9
Practitioner training is accomplished by
completing practica in the program training
clinic, seeing clients from the Eugene community
under direct faculty supervision in the clinic, pro-
viding clinical supervision to master's degree stu-
dents who see clients at the clinic; and complet-
ing an off-campus internship.
The program of study leading to a Ph.D. degree
in counseling psychology typically entails a mini-
mum of four 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. In addition to other re-
quirements, students must write a Ph.D. disserta-
tion that demonstrates a high standard of schol-
arship. It is intended that the program's students
will make a significant contribution to the field
through teaching, scholarly research, or profes-
sional practice. Students who receive a Ph.D.
from the program are eligible to take the Oregon
licensing examination for psychologists.
The D.Ed. program in counseling psychology is
inactive.
Licensure Opportunity
Students who receive a master's degree in coun-
seling or a doctoral degree in counseling psychol-
ogy are eligible to take the Oregon licensing ex-
amination for counselors or psychologists.
COUNSELING PSYCHOLOGY
COURSES (CPSY)
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R) Career al-
ternatives. Emphasis on career decisions and self-
awareness, social and psychological characteris-
tics of work, nonwork activities, and the
importance of work to lifestyle.
405 Reading and Conference: [Topic] (1-21R)
406 Special Problems: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R)
408/508 Workshop: [Topic] (1-21R)
409 Practicum: [Topic] (1-21R) PIN only
410/510 Experimental Course: [Topic] (1-5R)
431/531 Counseling Interview (3) Experience-
based skill development for counseling in a vari-
ety of human service settings. Emphasis on ac-
quiring a practical, integrative framework for
counseling. Runyan.
451/551 Stress and Burnout (3) Stress and burn-
out theory, identification of stress producers in hu-
man service work, methods of managing stress,
and teaching stress management. Fullerton.
458/558 Prevention Strategies (3) Developing
programs to prevent family violence, delin-
quency' suicide, rape, substance abuse, and other
problems. Focus on primary prevention before
problem symptoms develop. Fullerton.
463/563 Dreikursian Principles of Child Guid-
ance (3) Treatment of emotionally and socially
maladjusted children in the home, school, and
community. Morse.
475/575 Supervision in Human Service Agen-
cies (3) Examines a generic model for supervision
in the helping professions and facilitates supervi-
sory skill development. Includes case examples,
role playing, and videotape recording. Runyan.
493/593 Values and Human Behavior (3) Val-
ues and beliefs as sources of motivation in behav-
250
ior; applications to the counseling process. Ex-
ploration of psychological and philosophical un-
derpinnings of personal integration in the con-
temporary world. Not offered 1995-96.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (1-5R)
PIN only
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
606 Special Problems: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R)
608 Workshop: [Topic] (1-16R)
609 Practicum: [Topic] (1-16R) PIN only
610 Experimental Course: [Topic] (1-5R)
611 Basic Counseling Procedures (6) PIN only.
Supervised laboratory experience in developing
essential interpersonal skills for counseling effec-
tiveness; self-exploration and videotape analysis;
introduction to client intake and initial diagnostic-
assessment procedures. Counseling majors only.
Wohlgemuth.
612 Ethical and Legal Issues (3) Current ethical
and legal concerns in the professional practice of
counseling. Ethical theory and decision-making
processes; legal aspects of client-counselor rela-
tionships. Suzuki.
613 Conceptual Foundations of Counseling
(3) Systematic overview of major approaches to
understanding the structural dynamics of coun-
seling. Integrated with a functional review of hu-
man development and relevant aspects of per-
sonality theory. J. Moursund.
615 Counseling Diverse Populations (3) The
influence of gender, racial or ethnic, and other
factors related to diverse populations on the
identity-formation process in contemporary soci-
ety and their applications to counseling. Suzuki.
617 Introduction to Career Development (3)
Addresses life-span career development includ-
ing issues, concepts, and definitions; theories of
career development and choice; work and lei-
sure; appraisal; and special groups (e.g., women,
people of color).
618 Intake Interview and Assessment (3) PIN
only. Basic clinical interviewing and report writ-
ing. Includes social history, suicide, drug and al-
cohol, and behavioral observation. Suzuki.
619 Group Counseling (3) Helps to develop
group-leadership skills. Topics include group
process and group objectives, factors that faci-
litate and hinder constructive interaction, and
assessment of the continuing group process.
Mallinckrodt.
621 Introduction to Appraisal in Counseling
(3) Introduces measurement concepts such as
item analysis, reliability, validity; survey of intel-
ligence, personality, aptitude tests; focus on is-
sues related to using tests in counseling.
Wohlgemuth.
622 Applications of Personality Assessment
(3) Instruments and procedures for generating
personality assessments; emphasis on objective
approaches and their application to the assess-
ment-intervention planning process. Prereq:
CPSY 621. Wohlgemuth.
623 Psychological Evaluation (3) Development
of psychological profiles based on information
obtained through personality assessments, mea-
sures of intelligence, and interest inventories as
well as diagnostic interviews; psychological re-
port writing. Prereq: CPSY 622. Not offered
1995-96.
634,635,636 Supervision 1,I1,III (3,3,3) PIN
only. Principles of clinical teaching and supervi-
sion, theory and models of supervision, ethical
standards in supervision, review of research, and
application to supervised practice with beginning
counseling students. Sequence. Prereq for
nonmajors: instructor's consent.
638 Research in Counseling (3) Critical evalua-
tion of major research themes in counseling psy-
chology (e.g., social influence model, effective-
ness of psychotherapy); discussion of advanced
research methods used in counseling research.
Mallinckrodt.
675 Existential Themes in Counseling (3) Focal
dimensions of the emerging existential approach
to counseling. Philosophic and psychological ex-
ploration of death; freedom, responsibility, and
the act of willing; isolation; and the problem of
meaning. Prereq: instructor's consent. Not offered
1995-96.
678 Transactional Analysis and Gestalt
Approaches to Counseling (3) Introduction to
the theoretical bases of transactional analysis and
gestalt counseling and their applications to coun-
seling; emphasis on student participation and
classroom exercises. J. Moursund.
704 Internship: [Topic] (1-15R)
706 Special Problems: [Topic] (1-16R)
708 Special Topics: [Topic] (1-16R)
709 Practicum: [Topic] (1-16R)
EARLY INTERVENTION
Clinical Services Building, First Floor
Telephone (503) 346-0807
Diane D. Bricker, Area Head
FACULTY
Diane D. Bricker, professor (early intervention, com-
munication development and intervention). B.A.,
1959, Ohio State; M.S., 1965, Oregon; Ph.D., 1970,
George Peabody. (1978)
Jane Kaplan Squires, research associate with title of
assistant professor (infant development, program
evaluation, assessment). B.A., 1971, Stanford; M.A.,
1973, Saint Mary's; Ph.D., 1988, Oregon. (1988)
Margaret A. Veltman, research associate with title of
assistant professor (early intervention, at-risk in-
fants and families). B.A., 1976, M.A., 1981, San
Francisco State; Ph.D., 1990, Oregon. (1990)
Tile date in parentlleses at tile end ofeacll entry is tile
first year on tile University of Oregon faculty.
GRADUATE STUDIES
The Early Intervention Area offers master's and
doctoral degrees and endorsement programs.
The goal of the area is to prepare personnel who
can provide a range of services, develop pro-
grams, conduct research, and create policies for
infants and young children who are at risk and
disabled, and for their families.
The program brochure describes specific pro-
gram requirements.
Career. A serious shortage of early intervention-
ists exists throughout the nation. Graduates of
the university's academic programs find posi-
tions in the United States and abroad. These po-
sitions include infant and preschool teaching;
conducting individual and group intervention
programs; coordinating in-service training pro-
grams; consulting with teachers about educating
young children with disabilities in community-
based settings; conducting research; teaching in
colleges and universities; working in the admin-
istration of early intervention programs; and de-
livering the best practice in collaboration with a
variety of professionals in a range of settings.
Application and Admission
Prospective master's and doctoral applicants may
request detailed admission policies and proce-
dures from the Center on Human Development,
5208 University of Oregon, Eugene OR 97403-
5208. See the Graduate School section of this
bulletin for general admission requirements and
procedures on graduate degree programs. Com-
pleted applications for the master's, doctoral, and
endorsement programs must be received before
June 15.
Applicants are evaluated on (1) academic record,
(2) letters of recommendation, (3) evidence of
probable success as a graduate student, (4) evi-
dence of experience with young children who
have disabilities or who are at risk, and (5) a
statement of purpose in seeking admittance.
Master's Degree Program
This master's degree program prepares profes-
sionals to work in early intervention programs
that serve infants and children who are at risk and
disabled and their families. The field encompasses
a target population of children from birth to six
years of age. It covers disabling and at-risk condi-
tions ranging from mild to severe. Master's degree
students in early intervention are prepared for two
primary roles: (1) direct interventionists for infants
or young children or both, and (2) program coor-
dinators or supervisors. Full-time students can
complete the 49-credit program in four to six con-
secutive terms.
Major Requirements 49 credits
Seminars: Research Methods I,II (SPER 607) ..... 6
Tests and Measurements in Education
(SPSY 617) 3
Foundations of Disability (SPER 662) 3
Foundations in Early Childhood and Early Inter-
vention (SPEI 680) 3
Family-Guided Early Intervention (SPEI 681) 3
Assessment and Evaluation (SPEI 682) 3
Curriculum in Early Childhood and Early Inter-
vention (SPEI 683) 3
Issues in Early Intervention (SPEI 684) 2
Interdisciplinary Teams (SPEI 685) 2
Interagency and Team Collaboration
(SPEI 686) 2
Early Intervention Methods I (SPEI 687) 1
Early Intervention Methods II (SPEI 688) 1
Early Intervention Methods III (SPEI 689) 1
Early Intervention Methods N (SPEI 690) 1
Practicum (SPEI 609) 6
Final Supervised Field Experience (SPEI 625) 9
Doctoral Degree Program
The primary goal of the early intervention doc-
toral program is to prepare students to provide
leadership at state and national levels in the area
of at-risk and disabled birth-to-five populations.
Graduates earn a doctor of philosophy degree in
special education: early intervention. They are
prepared to influence the evolution of services
for infants and preschool children who are at risk
and disabled, and for their families. Specific pro-
gram objectives include preparing students to:
1. Become experts in program development,
implementation, and evaluation
2. Become experts in policy development
3. Conduct applied research that is directed to-
ward the enhancement of educational and
therapeutic services
4. Become effective instructors at institutions of
higher education
Both didactic and practicum learning activities
comprise the program. The didactic activities in-
clude core, tool, specialization, and foundation
courses; electives from outside the College of Edu-
cation; and the dissertation. Practicum activities
help the student develop program competencies.
Core 18 credits
Seminar: Research (SPEI 607) (must be taken
each term) 3
Practicum: Young Children and Families (SPER
609) (must be taken each term) 3
Foundations in Early Childhood and Early Inter-
vention (SPEI 680) 3
Family-Guided Early Intervention (SPEI 681) 3
Assessment and Evaluation (SPEI 682) 3
Curriculum in Early Childhood and Early Inter-
vention (SPEI 683) 3
Thob licredili
Seminar: Program Evaluation (SPER 607) 3
Advanced statistics and research design
courses 18
Foundations 9 credits
Courses selected from psychological theory, so-
cial, philosophical, or historical foundations .... 9
Electives 38 credits
Relevant or related courses offered outside the
College of Education 20
Dissertation (SPER 603) 18
ENDORSEMENT AND
LICENSURE OPPORTUNITIES
The Early Intervention Area offers basic and
standard endorsements with options for a stand-
alone (level I) endorsement or an add-on (level
II) endorsement. The early intervention and early
childhood special education (EI&ECSE) endorse-
ment program prepares professionals to work
with children from birth through kindergarten
who have disabilities ranging from mild to se-
vere. The program integrates didactic course
work with practical experience. Full-time stu-
dents can complete the program in four to six
terms. The program can be completed as a 36-
credit add-on endorsement-EI&ECSE I-to an
elementary or special education license or as a
49-credit stand-alone endorsement-EI&ECSE
II. Students can also combine the severely handi-
capped learner license, described in the Special-
Education Developmental Disabilities section
of the bulletin, with the early intervention
master's degree program. Application requests
should be made to Center on Human Develop-
ment, Graduate Admissions, 350L Clinical Ser-
vices Building, 1211 University of Oregon, Eu-
gene OR 97403-1211.
EI&ECSE I Course Requirements 36 credits
Practicum (SPEI 609) 6
Foundations in Early Childhood and Early Inter-
vention (SPEI 680) 3
Family-Guided Early Intervention (SPEI 681) 3
Assessment and Evaluation (SPEI 682) 3
Curriculum in Early Childhood and Early Inter-
vention (SPEI 683) 3
Issues in Early Intervention (SPEI 684) 2
Interdisciplinary Teams (SPEI 685) 2
Interagency and Team Collaboration
(SPEI 686) 2
Early Intervention Methods I (SPEI 687) 1
Early Intervention Methods II (SPEI 688) 1
Early Intervention Methods III (SPEI 689) 1
Early Intervention Methods N (SPEI 690) 1
Electives 8
The 49-credit course requirements for the
EI&ECSE II endorsement are identical to those
for the master's degree in early intervention, de-
scribed earlier in this section of the bulletin.
SPECIAL-EDUCATION EARLY-
INTERVENTION COURSES
(SPEI)
405 Reading and Conference: [Topic] (1-18R)
PIN only. R when topic changes.
407/507 Seminar: [Topic] (1-5R) PIN only. R
when topic changes.
409 Practicum: [Topic] (1-15R) PIN only. Are-
cent topic is Experience with Young Children
with Disabilities. R when topic changes.
503 Thesis (1-9R) PIN only
601 Research (1-6R) PIN only. Bricker.
602 Supervised College Teaching (1-9R) PIN
only. Bricker.
603Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
PIN only. R when topic changes.
606 Field Studies (1-6R) PIN only
607 Seminar: [Topic] (1-5R) PIN only. A recent
topic is Behavior Management. R when topic
changes.
608 Workshop: [Topic] (I-lOR) PIN only. R
when topic changes.
609 Practicum: [Topic] (1-16R) PIN only. Cur-
rent topics are Experience with Young Children
with Disabilities, Program Evaluation, Research,
Supervision. R when topic changes.
610 Experimental Course: [Topic] (1-5R)
Graded only. R when topic changes.
625 Final Supervised Field Experience (l-15R)
PIN only
680 Foundations in Early Childhood and Early
Intervention (3) Graded only. Conceptual un-
derpinnings and practical application of an ap-
proach to early intervention that links assess-
ment, intervention, and evaluation within each
activity-based intervention. Squires.
681 Family-Guided Early Intervention (3)
Graded only. Presents a family-guided ap-
proach to early intervention; covers procedures
for family assessment, intervention, and evalua-
tion. Addresses adult communication and man-
agement strategies. Veltman.
682 Assessment and Evaluation (3) Graded
only. Presents a range of assessment and evalua-
tion materials used in early intervention pro-
grams and provides methods for using these ma-
terials. Squires.
683 Curriculum in Early Childhood and Early
Intervention (3) Graded only. Presents a range
of curricular materials covering the developmen-
tal range from birth to six years. Discusses proce-
dures for use and for modification. Squires.
684 Issues in Early Intervention (2) Graded
only. Presents an overview of the critical issues
in the field of early intervention. Bricker.
685 Interdisciplinary Teams (2) Graded only.
Occupational therapist, communication special-
ist, counselor, medical professional, and other
profeSSionals discuss their training, roles, and
functions on an interdisciplinary team. Bricker.
686 Interagency and Team Collaboration (2)
Graded only. Introduces concepts and skills re-
quired for becoming an effective team member.
Provides relevant information and opportunities
to gain practical experience. Bricker.
687 Early Intervention Methods I (1-2)
Graded only. Provides practical information for
conducting program-relevant assessments using
curriculum-based assessment tools and for de-
veloping individualized family selvice plans.
688 Early Intervention Methods II (1-2)
Graded only. Provides opportunity to develop
effective intervention skills to use with young
children who are at risk or disabled, and with
their families.
689 Early Intervention Methods III (1-2)
Graded only. Focuses on advanced methods in
early intervention including special handling and
management techniques.
690 Early Intervention Methods N (1-2)
Graded only. Provides opportunity to develop
advanced intervention skills to use with young
children who are at risk or disabled, and with
their families.
EDUCATIONAL POLICY
AND MANAGEMENT
124 Education Building
Telephone (503) 346-5171
C. H. Edson, Area Head
FACULTY
David T. Conley, associate professor (personnel
evaluation, strategic planning, school restructur-
ing). BA, 1972, California, Berkeley; MA, 1983,
Ph.D., 1986, Colorado at Boulder. (1989)
C. H. Edson, associate professor (history of
education). B.A., 1960, California, Berkeley; MA,
1970, Oregon; Ph.D., 1979, Stanford. (1973)
Paul Goldman, associate professor (organizational
theory, organizational change, sociology of educa-
tion). AB., 1966, Stanford; MA, 1970, Ph.D., 1974,
Chicago. (1977)
Steven M. Goldschmidt, associate professor (law
and education, collective bargaining, juvenile
delinquency). B.A., 1966, Oregon; J.D., 1969,
California, Berkeley; MA, 1972, Oregon. (1969)
Martin J. Kaufman, professor (educational policy,
organizational leadership and change, special edu-
cation); dean, education. B.A, 1964, M.Ed., 1965,
William and Mary; Ph.D., 1970, Texas at Austin.
(1992)
Kenneth M. Kempner, associate professor (research
and evaluation methods, sociology of universities
and community colleges, comparative international
education). B.A, 1969, Montana; M.A, 1974, Colo-
rado; Ph.D., 1979, Oregon. (1986)
David G. Moursund, professor (computers in
education, learning systems technology). B.A,
1958, Oregon; M.S., 1960, Ph.D., 1963, Wisconsin,
Madison. (1967)
Philip K. Piele, professor (management information
systems, introductory statistics, economics of edu-
cation); director, ERIC Clearinghouse on Educa-
tional Management; executive secretary, Oregon
School Study Council. B.A, 1957, Washington
State; M.S., 1963, Ph.D., 1968, Oregon. (1967)
Richard A Schmuck, professor (social psychology of
education, organizational development, group pro-
cesses). BA, 1958, MA, 1959, Ph.D., 1962, Michi-
gan. (1967)
Nadia Telsey, instructor; coordinator, ESCAPE. B.S.,
1969, Barnard; M.S., 1981, Bank Street College of
Education. (1990)
Courtesy
Shirley Merritt Clark, courtesy professor (higher
education, personnel administration, sociology of
education). B.A, 1957, MA, 1958, Bowling Green
State; Ph.D., 1961, Ohio State. (1990)
Thomas Coley, courtesy associate professor
(educational administration, higher education, la-
bor relations). B.A, 1974, Moorhead State; M.A,
1975, Ph.D., 1980, Wisconsin. (1990)
Jane DeGidio, courtesy professor (student person-
nel, individual and group counseling, apprentice-
ship and problems of blue-collar workers); dean of
students. BA, 1968, Minnesota; M.S., 1974, Ph.D.,
1980, Oregon. (1969)
Richard P. Francisco, courtesy associate professor
(equity and diversity in education, group and lead-
ership skills, interpersonal and group problem
solving). BA, 1971, Colorado; M.Ed., 1974, Oregon
State; Ph.D., 1976, Oregon. (1972)
Gerald R. Kissler, courtesy associate professor (lead-
ership, governance, and finance in higher educa-
tion). B.S., 1969, M.S., 1971, Ph.D., 1973, Washing-
ton State. (1989)
Larry D. Large, courtesy professor (higher education
finance, university relations, higher education ad-
ministration). B.S., 1964, Portland State; M.A,
1970, Ph.D.,1974, Oregon. (1987)
Jean Stockard, courtesy professor (sociology of
women, sex equity). See Sociology
Ron Trebon, courtesy associate professor (higher
education administration, adult education,
organizational theory). B.B.A, 1971, Iowa; M.S.,
1979, Ph.D., 1989, Oregon. (1976)
Holly K. Zanville, courtesy associate professor
(state-level coordination and policymaking, non-
traditional education, articulation between sys-
tems). B.A, 1968, Lindenwood College for Women;
M.A, 1969, Wisconsin; Ph.D., 1976, Minnesota.
(1983)
Emeriti
Max G. Abbott, professor emeritus. B.S., 1949, M.S.,
1951, Utah State; PhD., 1960, Chicago. (1966)
Keith A Acheson, professor emeritus. B.S., 1948,
M.S., 1951, Lewis and Clark; Ed.D., 1964, Stanford.
(1967)
Werrett W. Charters Jr., professor emeritus. B.A,
1944, DePauw; Ph.D., 1952, Michigan. (1966)
Gerald K. Bogen, professor emeritus. B.A, 1959,
Western Washington; M.S., 1961, D.Ed., 1963, Or-
egon. (1961)
Thomas 1. Dahle, professor emeritus. B.S., 1938,
M.S., 1949, Wisconsin; Ph.D., 1954, Purdue. (1963)
Edna P. DeHaven, professor emerita. B.S., 1951,
Oregon College of Education; M.Ed., 1962, Ph.D.,
1969, Oregon. (1969)
John E. deJung, professor emeritus. BA, 1951,
Montana; MA, 1954, Ed.D., 1957, Syracuse. (1963)
Kenneth A Erickson, professor emeritus. B.S., 1941,
Oregon; MA, 1948, Ed.D., 1953, Washington
State. (1967)
Robert D. Gilberts, professor emeritus. B.S., 1950,
Wisconsin State; M.S., 1955, Ph.D., 1961, Wiscon-
sin, Madison. (1970)
William H. Harris, associate professor emeritus.
BA, 1949, Willamette; B.S., 1951, M.S., 1953, East-
ern Oregon; D.Ed., 1967, Oregon. (1969)
N. Ray Hawk, professor emeritus; vice president
emeritus. B.S., 1947, M.S., 1948, D.Ed., 1949,
Oregon. (1950)
Arthur C. Hearn, professor emeritus. A.B., 1934,
MA, 1937, Ed.D., 1949, Stanford. (1950)
Clarence Hines, professor emeritus. B.A, 1925,
Drury; MA, 1929, Missouri, Columbia; D.Ed.,
1950, Oregon. (1958)
John E. Lallas, professor emeritus; executive dean
emeritus. BA, 1947, Washington (Seattle); BA,
1952, Western Washington; Ed.D., 1956, Stanford.
(1957)
Roy E. Lieuallen, chancellor emeritus, Oregon State
System of Higher Education. B.S., 1940, Pacific
University; M.S., 1947, Oregon; Ed.D., 1955,
Stanford. (1961)
Lloyd 1. Lovell, professor emeritus. B.A, 1947,
Lawrence; M.S., 1951, Minnesota at Minneapolis-
St. Paul; Ph.D., 1955, Cornell. (1959)
Robert H. Mattson, professor emeritus. B.S., 1949,
Montana; M.A, 1950, State University of Iowa;
D.Ed., 1959, Oregon. (1957)
Vernice T. Nye, professor emerita. B.S., 1944, North
Alabama; MA, 1948, George Peabody. (1956)
lone F. Pierron, associate professor emerita of
librarianship. BA, 1936, Puget Sound; MA, 1955,
Minnesota; M.S., 1960, Oregon. (1948)
Ralph C. Rands, associate professor emeritus. B.A,
1949, Linfield; M.Ed., 1954, D.Ed., 1966, Oregon.
(1973)
Mildred C. Robeck, professor emerita. B.A., 1951,
M.Ed., 1954, Ph.D., 1958, Washington (Seattle).
(1967)
Miles E. Romney, professor emeritus. Ph.D., 1947,
Utah. (1952)
Philip J. Runkel, professor emeritus. B.S., 1939, Wis-
consin, Stevens Point; M.S., 1954, Ph.D., 1956,
Michigan. (1964)
Adolph A Sandin, professor emeritus. B.A, 1933,
Central Washington; M.A, 1938, Washington
(Seattle); Ph.D., 1943, Columbia. (1950)
Clarence W. Schminke, professor emeritus. B.A,
1950, MA, 1954, Iowa State Teachers; Ph.D., 1960,
Iowa. (1960)
John E. Suttle, professor emeritus. B.S., 1948, Texas;
M.Ed., 1952, Colorado; Ed.D., 1960, Texas. (1959)
Robert A Sylwester, professor emeritus. B.S., 1949,
Concordia Teachers; M.Ed., 1953, D.Ed., 1961,
Oregon. (1968)
Kenneth Viegas, associate professor emeritus. B.S.,
1956, Oregon; M.S.W., 1963, California, Berkeley.
(1967)
Hugh B. Wood, professor emeritus. B.S., 1931, To-
ledo; MA, 1935, Colorado; EdD., 1937, Columbia.
(1939)
Calvin J. Zigler, professor emeritus. B.A, 1954,
MA, 1955, Denver; D.Ed., 1972, Oregon. (1968)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon faculty.
GRADUATE STUDIES
The Educational Policy and Management Area
integrates the functions of research and develop-
ment, dissemination and service to the field, and
instruction. The program offers master's and
doctoral degrees in educational policy and man-
agement; state-approved programs for basic and
standard licensure of building administrators and
superintendents; and dissemination and out-
reach services. Address inquiries to the Educa-
tional Policy and Management Area, College of
Education, 5267 University of Oregon, Eugene
OR 97403-5267.
Careers. Graduates of the Educational Policy
and Management Area are qualified for a variety
of positions. These typically include
principalships and superintendencies; supervi-
sory positions; teaching and administrative posi-
tions at the college level (community college,
four-year college, research university, and inter-
national agencies); consulting positions with
school districts; research positions in manage-
ment, leadership, and educational policy; and
international education and development.
Application and Admission. The Educational
Policy and Management Area follows general uni-
versity policy in its basic admission procedures.
Students transferring to the university from other
institutions must meet UO entrance requirements.
Information on basic licensure programs may be
obtained from the Educational Policy and Man-
agement Area head. Information about admission
to graduate study is available from the program
secretary; telephone (503) 346-5171.
Master's Degree Program
The master of science program in educational
policy and management offers graduate students
three areas of specialization: (1) school adminis-
tration, (2) higher education (including adult
education, community colleges, and student ser-
vices), and (3) educational policy and founda-
tions. In cooperation with various agencies, the
Educational Policy and Management Area has
sponsored several programs for international
students. In collaboration with the UO Continu-
ation Center, master of science degrees with a
specialization in instructional leadership are of-
fered in several cities in Western Canada.
Students must develop a 51-credit planned pro-
gram of study leading to the master's degree.
This is typically done, with the assistance of the
student's adviser, during the student's first term
of study.
Core Curriculum (21 credits)
Intellectual Foundations. Two or more courses
chosen from the list below or approved by the
program review committee.
History of American Education (EDPM 541)
Educational History of American Women
(EDPM 572)
Seminars: Critical Pedagogy in Developing
Countries, Education and Economic Productivity,
Law and Educational Policy (EDPM 607)
Politics of Education (EDPM 614)
Sociology in Education (EDPM 616)
Comparative Education (EDPM 630)
History of Higher Education (EDPM 695)
Educational Organization. Two or more courses
taken from the list below or approved by the pro-
gram review committee.
Seminar: Dispute Resolution in School
Organization (EDPM 607)
Introduction to School Organization (EDPM 613)
Organizational Theory in Education (EDPM 615)
Law and Schools (EDPM 625)
Management and Organizational Development
(EDPM 640)
Human Resource Management (EDPM 670)
Educational Research. Two or more courses cho-
sen from the list below or approved by the pro-
gram review committee.
Seminars: Action Research, Introductory
Statistics for Administrators, Quantitative Meth-
ods with SPSS (EDPM 607)
Qualitative Research Methods (EDPM 660)
Historiography of American Education
(EDPM 664)
Program Evaluation for Educational Managers
(EDPM674)
Electives and Specializations
(24-30 credits)
Students select courses most suitable for their
specialization. Where appropriate, courses on the
core or methods areas listed above may also be
included as part of the specialization. Practicum
credits may be appropriate for individual students
but may not count as part of the 51-credit
master's degree requirement.
Terminal Paper or Examination (1-6 credits)
Students are required to complete a terminal
project, which may include one of the following:
(1) master's examination, (2) field study (e.g.,
program evaluation, survey, policy study) in a
school building, district, or other organization or
jurisdiction; or (3) synthesis paper that brings
concepts from several perspectives in educational
policy and management to bear on a specific
problem or issue in the field.
Students taking the master's examination work
with their advisers to determine an appropriate
format; for most students this is a take-home ex-
amination, typically completed during a student's
final term in the program. Students completing a
field study or synthesis paper must register for 6
credits of Research (EDPM 601) or Reading and
Conference (EDPM 605) arranged with their ad-
viser. They may register for more credits in EDPM
601 and 605, but only 6 credits count toward the
51-credit master's degree requirement.
Transfer Credit. University of Oregon course
work taken prior to admission to the master's
program, as well as all course work from other
institutions, is considered transfer work. This in-
cludes courses taken through community educa-
tion and continuing education. A maximum of 15
credits may be transferred into a master's degree
program. Transfer work must be approved by the
student's adviser and recorded on the planned
program of study for review by the Graduate
School. At the time the master's degree is
awarded, course work more than seven years old
is not accepted or counted toward the degree
requirements.
Term of Admission Enrollment. All students
must enroll for a minimum of 3 graduate credits
at the University of Oregon during the term of
their admission. Failure to do so results in termi-
nation of their admission.
Doctoral Degree Programs
The doctoral degree program is internationally
recognized and leads to a Ph.D. or D.Ed. degree.
Doctoral study fosters the development of essen-
tial perspectives, understanding, knowledge, and
skill for assuming careers in institutions of higher
education, elementary and secondary schools,
and other public and private agencies. Special
attention is given to achieving competence in the
rhetoric of discourse. The program emphasizes
three substantive study areas: (1) foundations
and research, (2) organization and governance,
and (3) management and leadership. It encour-
ages careful and individualized study of educa-
tional policy development and management.
Opportunities for spe,cialization include but are
not limited to
• community colleges
• computers in educational management
• finance and economics in education
• higher education
• history of education
• international education
• law and education
• organization development
• personnel administration
• policy research and analysis
• school administration
• student services
Graduate credits earned in the study areas and in
the specializations comprise a substantial portion
of the student's course of study.
A three-hour seminar held once a week gives
doctoral students an opportunity to integrate the
diverse instructional resources offered by the
program. The intellectual skills of rational analy-
sis, behavioral description, logical thinking, cog-
nitive integration, and creative synthesis are fos-
tered through discussion, writing and revision,
and criticism. Stud~nts are required to enroll in
the seminar for at least three terms.
Typical Course of Study. A doctoral student's
course of study typically includes the equivalent
of three years of full-time study (135 credits) be-
yond the bachelor's degree. Students are encour-
aged to take appropriate courses throughout the
university to broaden and deepen their under-
standing of the three study areas and to comple-
ment their specializations. Initial enrollment for
meeting the residency requirement is possible at
the beginning of any term, but required sequence
courses begin fall term and end spring term.
Candidates for the Ph.D. are required to com-
plete a minimum of 54 credits of course work at
the University of Oregon including 18 credits in
research methods courses. D.Ed. candidates are
required to enroll for a minimum of 12 credits in
research methods courses. In meeting the re-
quirement, Ph.D. candidates must receive letter
grades in 12 of the 18 credits and must have a
grade point average (GPA) of 3.00 or better in
the graded courses. D.Ed. candidates must re-
ceive letter grades in 9 of the 12 credits and must
have a GPA of 3.00 or better in the graded
courses. All candidates must earn 18 credits in
Dissertation (EDPM 603).
Although the particular course of study in
research methods varies with the specializations
offered by the division, all doctoral students must
develop general literacy in several contemporary
research methods as well as demonstrate, in the
dissertation, proficiency in one method.
In consultation with the adviser and the program
review committee, candidates should choose re-
search courses most appropriate to their in-
tended dissertation research. It is the candidate's
responsibility to acquire in-depth knowledge of
the research methods applicable to the disserta-
tion topic.
Students are urged to complete research
requirements early in their programs of study
and must have satisfied them before submitting a
dissertation proposal.
Residency Requirements. Students pursuing
the PhD. must fulfill the residency requirement
of three consecutive terms of full-time study on
campus. Students pursuing the D.Ed. may fulfill
the residency requirement with either (1) two
consecutive terms of full-time study on campus
followed by one term of full-time directed intern-
ship, or (2) three consecutive terms of full-time
study on campus. Full-time study is defined as a
minimum of 9 graduate credits a term.
Students must enroll continuously in the univer-
sity until they have completed all degree require-
ments. A minimum of 3 credits a term constitutes
continuous enrollment. The maximum full-time
course load is 16 credits unless the associate dean
for learning and instructional leadership ap-
proves the student's extra credits and additional
fees are paid.
Students may apply for a leave of absence in ad-
vance of any term in the fall-through-spring aca-
demic year in which they do not plan to register,
consult with a faculty member, use the library, or
otherwise take advantage of university resources.
Arrangements may be made with the area office.
A leave can last up to three terms if requested on
the application. Students can be on leave only
during the summer session and resume their
studies fall term without jeopardizing the con-
tinuous enrollment or residency requirements.
The Oregon Wednesday Program. Students
who participate in this program come to the Eu-
gene campus every Wednesday for three succes-
sive academic terms (fall, winter, and spring) to
take a core doctoral curriculum of nine courses.
Wednesday students are subject to the same ad-
mission requirements, fees, program require-
ments, and academic standards as other stu-
dents. Full-time study for three terms on
Wednesdays, defined by the university as 9 cred-
its for three successive terms, satisfies the
university's residency requirement.
Licensure Programs
The state of Oregon requires administrators (vice
principals, principals, assistant superintendents,
and superintendents) in Oregon public schools
to hold administrative licenses. Planned pro-
grams of study lead to the basic and standard
administrative licenses for administrators and
superintendents.
Admission to the administrative licensure pro-
gram is granted to applicants who (1) verify
completion of a master's degree from an institu-
tion with an approved teacher-education pro-
gram; (2) submit a satisfactory raw score of 49 or
higher from the Miller Analogies Test (MAn, or
a converted score of 55 or higher on the Test of
Standard Written English (TSWE), or scores on
the Graduate Record Examinations (GRE) within
the past five years; (3) provide three letters of
recommendation from previous employers or
college instructors; (4) provide transcripts of all
undergraduate and graduate study from each in-
stitution attended; (5) provide a completed appli-
cation for certification studies in educational
policy and management; (6) provide a 300-word
essay describing goals and interests in educa-
tional administration; (7) provide evidence of
satisfactory completion, while serving as a
teacher, of administrative experiences that in-
cluded coordination of a program or manage-
ment of school personnel; (8) three years of pub-
lic school teaching while holding a valid teaching
license from Oregon or another state; and (9)
satisfactory completion of an introductory course
about school administration. Introduction to
School Organization (EDPM 613) fulfills this
requirement.
The program's admissions committee reviews
the applicant's completed files. Files received one
month before the end of a term are reviewed in
time for admission the next term.
EDUCATIONAL POLICY AND
MANAGEMENT COURSES
(EDPM)
199 Special Studies: [Topic] (1-5R)
405 Reading and Conference: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-4R) Seminar topics
offered as student interest and faculty availability
warrant.
408/508 Workshop: [Topic] (1-21R)
409 Practicum: [Topic] (1-21R) PIN only
410 Experimental Course: [Topic] (1-4R)
433/533 Leadership: Interpersonal Communi-
cation (3) Provides theoretical understanding
and practical strategies for developing
interpersonal communication skills. Aimed to-
ward higher education advisers and counselors.
441/541 History of American Education (3)
Social, intellectual, and institutional trends; the
evolution of formal education systems; how edu-
cators translate their beliefs about ethnic groups
into educational policy and practice.
472/572 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.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (1-5R)
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
606 Field Studies: [Topic] (1-16R)
607 Seminar: [Topic] (1-6R) Recent topics in-
clude Budgeting and Finance in Higher Educa-
tion; Contract Management; Doctoral Research;
Educational Leadership; Higher Education in
Developing Countries; Introductory Statistics for
Administrators; Law and Higher Education;
Management and Organizational Development;
Personnel Evaluation; Policy and Qualitative Re-
search Methods.
608 Workshop: [Topic] (1-16R)
609 Practicum: [Topic] (1-16R) PIN only.
Practicum for Interns is a current topic.
610 Experimental Course: [Topic] (1-5R)
612 School Improvement (3) Planning and
managing improvement of educational environ-
ments. Models of school improvement. Research
on effective practices. Skills for the management
of the change process.
613 Introduction to School Organization (3)
Overview of the way schools are organized and
managed in the United States including educa-
tional governance, organizational perspectives,
and theories of administrative function.
614 Politics of Education (3) Analysis of the
roles of federal, state, and local agencies in gov-
erning elementary and secondary schools; estab-
lishment of school policy.
615 Organizational Theory in Education (3)
Structures, processes, and procedures that char-
acterize the formal organization of educational
institutions; approaches to organizational analy-
sis, organizational legitimation, regulation, inte-
gration, adaptation.
616 Sociology in Education (3) The social orga-
nization of educational institutions; emphasis on
the impact of organizational needs and person-
nel characteristics on the social organization.
Prereq: EDPM 615 or instructor's consent.
617 Dissertation Proposal Preparation (3)
Helps doctoral students develop dissertation
proposals.
618 Contract Management (3) Helps adminis-
trators implement collective bargaining agree-
ments between school districts and their employ-
ees. Examines grievance procedures, grievance
hearings, and the role of arbitration.
619 Adult Learning (3) Survey of adult
education: purposes, programs, philosophy,
methods, materials, agencies, organization.
620 Educational Leadership (3) Teaches leader-
ship concepts through simulations and exercises.
Covers group expectations, basic communication
skills, participative decision-making, ethics, goal
setting, power, and styles of influence.
621 Personnel Evaluation (3) Examines the twin
purposes of personnel evaluation: the assess-
ment of performance as the basis of personnel
decisions and the improvement of instruction.
622, 623 Policy Research and Analysis I,ll (3,3)
Nonstatistical treatment of the basic concepts
and methods of research on educational policy.
Sequence.
624 Policy Research and Analysis III (3) Inves-
tigates the use of the mainframe computer and
SPSSx for policy research. Focuses on appropri-
ate use of statistical analysis in policy research.
625 Law and Schools (3) The role of law in
education, the function of various levels and
branches of government in the creation of
education law, and types of law that regulate
public education.
626 Student Rights (3) Analysis of the legal
rights of elementary and secondary students un-
der state and federal constitutions, statutes, and
administrative rules. Prereq: EDPM 625.
628 Teacher Rights (3) Introduction to the legal
rights and liabilities of school personnel under
state and federal constitutions, statutes, and ad-
ministrative rules. Prereq: EDPM 625.
630 Comparative Education (3) Survey of
higher education in selected developing coun-
tries; comparison with American higher educa-
tion; relation to economic development, major
problems.
640 Management and Organizational
Development (3) Displays methods by which
members of an educational organization can
maintain or alter the functioning of a college or
school. Topics are communication, goals, con-
flict, hierarchy, and roles.
650 Administration of College Student
Services (3) The role of student affairs in higher
education; the relationship of student programs
and services (e.g., financial aid, housing, health
services) to the academic mission.
652 Administration of the Community
College (3) Examination of the origin and func-
tions of the community college movement; em-
phasis on problems and issues in organization
and administration.
654 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.
660 Qualitative Research Methods (3) Provides
an overview of qualitative and descriptive ap-
proaches in educational research. Emphasizes
identifying prototypical research strategies for
the major types of descriptive study. Prereq:
instructor's consent.
664 Historiography of American Education (3)
Examines philosophies of history, historical
methods, and historical interpretations in Ameri-
can educational history. Analysis of recent inter-
pretations and methods for undertaking histori-
cal research in education.
665 Project Management (3) Presents theoreti-
cal and practical applications of scheduling and
project management. Topics include planning,
budgeting, and evaluation using project manage-
menttools.
666 Expert Systems and Their Applications (3)
Introduces expert systems as tools to improve
decision-making in management. Topics include
knowledge engineering, capabilities, and a case
analysis.
667 Management Information Systems in
Education (3) Computer and telecommunication
systems technology and its application to the
management of public schools.
668 Information Systems and Management (3)
Examines information systems change, the role
of management, and the structure of organiza-
tions. Topics include the strategic role of infor-
mation, managing systems implementation, and
end-user computing.
669 Data Management and Communications
(3) Concentrates on work group and organiza-
tional data management and communications
issues with emphasis on goals and applications.
Extensive use of case studies reinforces the
concepts.
670 Human Resource Management (3) Labo-
ratory course in management skills such as man-
aging time, building motivation, forming work
groups, establishing tmst, implementing change,
and reaching agreement.
673 Business Management in Education (2)
Application of systematic procedures to the
problems of acquiring fiscal resources of a school
dis trict and managing its expenditures.
674 Program Evaluation for Educational Man-
agers (3) A comprehensive survey of formative
and summative evaluations of educational pro-
grams at schools and colleges.
675 School Finance (3) Overview of school
finance concepts, examination of Oregon's
school financing system, political and legal con-
siderations' taxation, state distribution formulas,
school finance reform, the federal role in
education.
676 School Facilities (2) Critical analysis and
discussion of current trends in school facilities
including planning, construction, finance, legal
aspects, alternatives to deficit or surplus space
problems or both.
677 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 bargain-
ing sessions.
.678 School-Community Relations (2) Long-
and short-term social, economic, political, and
technological forces affecting the relationship of
schools to the community; community interest
groups, their purposes, leaders, and school-
related interests.
683 State and Local Policy Development in
Education (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 as-
sessing their consequences.
689 Economics of Education (3) Role of educa-
tion in the economy, economic growth, alterna-
tive hypotheses of economic impact of education,
economic concepts applied to education, benefit-
cost analysis in education.
692 Higher Education I: Governance and
Organization (3) Institutional organization-
case studies; institutional objectives; academic
organization for instruction, research, and par-
ticipation in governance; changing student roles;
public services; general administrative functions
and activities.
693 Higher Education II: Leadership and
Management (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.
695 History of Higher Education (3) The
evolution of higher education in 19th- and 20th-
century America. Examination of social contexts,
conceptions of higher learning, institutional
structures, professionalism, women's roles, aca-
demic freedom.
697 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.
708 Workshop: [Topic] (1-16R)
709Practicum: [Topic] (1-16R)
710 Experimental Course: [Topic] (1-5R)
rdftICENSE'
< "';',c,('.;,"" ',' "
FOREIGN-LANGUAGE
TEACHING LICENSE
170 Education Building
Telephone (503) 346-3481
Meredith "Mark" Gall, Coordinator
The Division of Learning and Instructional Lead-
ership offers a graduate program leading to an
Oregon basic teaching license in French, Ger-
man, Japanese, Latin, Russian, or Spanish. TIle
teaching license authorizes program graduates to
teach the foreign-language specialty in Oregon
public schools, from kindergarten through grade
twelve.
The foreign -language teaching license program
is based on the philosophy that acquisition of a
second language and understanding of other cul-
tures are basic to the education of school-age
children. Students' knowledge and acquisition of
another language promotes effective participa-
tion as citizens of the global community and
America's multicultural society. To achieve this
goal, children must acquire not only reading and
writing skills in the foreign language but also
communicative competence and cultural sensi-
tivity. The foreign-language teaching license pro-
gram is designed to prepare teachers who can
provide classroom instruction based on this
philosophy of second-language acquisition.
Program of Study
For most students, the academic course work and
field experiences leading to the basic teaching
license can be completed in four terms of con-
tinuous full-time study. TIle program begins
summer session and is completed the following
spring term. Part-time study and fall-entry
options may be possible.
The foreign-language teaching license program is
offered in collaboration with the linguistics and
foreign-language departments in the College of
Arts and Sciences. The courses included in the
program are taught by faculty members in each of
these departments. The courses emphasize meth-
ods for teaching language skills and culture to di-
verse learners including at-risk students and stu-
dents from varied social and cultural backgrounds.
The program emphasizes the use of technology in
instruction, and students are encouraged to
participate in the activities of the Yamada Lan-
guage Center, a state-of-the-art foreign-language
laboratory.
A critical component of the program is the three-
term field experience in local public schools that
is supervised by experienced foreign-language
teachers. These practica and student-teaching
activities provide opportunities to work with el-
ementary, middle school, and high school stu-
dents. Depending on the language specialization,
some practica include working with students in a
language-immersion program.
Offering the program in a particular language
specialization each year depends on having a
sufficient number of qualified students and other
factors that affect the curriculum, scheduling,
and sequencing. Applicants should review the
program's availability and requirements with the
foreign-language program coordinator in 170
Education Building.
At present the four-term foreign-language
teaching license program includes the following.
Summer Session 12-14 credits
Psychology of the Exceptional Individual
(SPED 511) 3
Behavior Management (SPED 526) 4
Classroom Assessment Procedures (SPED 527) .. 3
Foreign-language stylistics or literature
course 2-4
Fall Term 16 credits
Seminar: Teaching Strategies (EDUC 507) 2
Seminar: Developmental Psychology
(EDUC 507) 3
Second-Language Acquisition (LING 544) 4
Seminar: Practicum (EDUC 607) 1
Foreign -language teaching methods course 4
Practicum (EDUC 609) 2
Winter Term 15 credits
Seminar: Second-Language Reading and Writing
(EDUC 607) 3
Seminar: Bilingual-Multicultural Education
(EDUC 607) 3
Seminar: Technology in Instruction-Computers
(EDUC 607) 2
Seminar: Technology in Instruction-
Presentation Media (EDUC 607) 2
Seminar: Practicum (EDUC 607) 1
Practicum (EDUC 609) 4
Spring Term 16 credits
Seminar: Practicum (EDUC 607) 1
Field experience (EDUC 609) 15
Students who successfully complete this program
of study satisfy the academic requirements for
the Oregon basic teaching license with a stan-
dard endorsement. Students also must eam
passing scores on the National Teachers Exami-
nation (NTE) Specialty Examination in the for-
eign language, and on the NTE Professional
Knowledge Test of the Core Battery to obtain the
university's recommendation for the basic teach-
ing license. Candidates require an additional
three years of successful foreign-language teach-
ing experience to obtain an Oregon standard
teaching license.
With approximately two terms of additional
study beyond completion of the basic teaching
licensure program, students can earn a master's
degree in interdisciplinary studies: teaching with
an option in foreign language. Information about
the master's degree requirements in each lan-
guage specialization is available from the for-
eign-language departments in the College of
Arts and Sciences.
Application and Admission
Admission to the foreign-language teaching li-
cense program is based on several criteria: (1)
academic qualifications and proficiency in the
foreign language and culture; (2) statement of
purpose; (3) passing score on the California Basic
Educational Skills Test; and (4) recommenda-
tions from people knowledgeable about the
applicant's academic performance and work with
children.
Application materials can be obtained from the
foreign-language program coordinator, 170 Edu-
cation Building. Individuals planning to pursue
the interdisciplinary master's degree must satisfy
requirements for graduate admission.
INTERDISCIPLINARY
SPECIAL EDUCATION
AND REHABILITATION
351L Clinical Services Building
Telephone (503) 346-3591
Daniel W. Close, Coordinator
Doctoral Degree Program
The special-education doctoral degree program,
culminating in a doctor of philosophy or doctor of
education degree in special education, provides
maximum flexibility to accommodate students
who have professional interests in related fields. lt
has a strong clinical focus and requires demon-
stration of sufficient knowledge and acceptable
performance in such skill areas as teaching, super-
vision, research design, proposal development,
and professional writing. An interdisciplinary pro-
gram committee helps students select content
specializations and advises them on specialized
and general program requirements.
The interdisciplinary special-education degree
program requires less specialization within areas
but greater breadth across related areas or disci-
plines than other programs in the division. This
program is best suited to students whose career
interests require knowledge and skills from sev-
eral disciplines.
Two broad interdisciplinary doctoral focus areas
are available: developmental disabilities and con-
duct disorders.
Students have minimal course requirements and
work closely with the committee to develop pro-
grams suited to their specific needs. The program
requires a core area of work within special edu-
cation and rehabilitation and two related focus or
content areas.
Students in the program choose from a broad
array of seminar courses offered by faculty mem-
bers in the interdisciplinary program. The inter-
disciplinary doctoral seminar is offered each
term. Recent topics include educational reform
and children's issues, health care in the 1990s,
the intergenerational cycle of abuse and neglect,
leadership in the 1990s, and the role of poverty in
disability. In addition, students are expected to
participate in a variety of clinical practica. Practi-
cum placements occur in carefully selected agen-
cies, which combine state-of-the-art clinical
practice and innovative administrative
arrangements. Many practicum students in the
program work with nationally recognized clini-
cians and researchers.
SCHOOL
PSYCHOLOGY
270 Education Building
Telephone (503) 346-2143
Mark R. Shinn, Area Head
FACULTY
Roland H. Good III, associate professor (psychoedu-
cational assessment, multivariate statistics). B.S.,
1977, M.S., 1981, Ph.D., 1985, Pennsylvania State.
(1988)
Ruth Kaminski, research associate with title of assis-
tant professor (school psychology and early child-
hood education). B.S., 1975, Pennsylvania State;
M.S., 1984, Ph.D., 1992, Oregon. (1989)
John B. Reid, adjunct assistant professor (develop-
ment of aggression, prevention, research in con-
duct disorders). B.A., 1962, San Francisco State;
M.S., 1964, Ph.D., 1967, Oregon. (1972)
Elizabeth Schaughency, associate professor (clinical
child psychology, child psychopathology, parent
training). B.S., 1981, Pittsburgh; M.A., 1984, Ph.D.,
1986, Georgia. (1986)
Richard A. Schmuck, professor. See Educational
Policy and Management
Herbert H. Severson, visiting associate professor
(behavior modification, biofeedback, personality
assessment). B.S., 1966, Wisconsin State; M.S.,
1969, Ph.D., 1973, Wisconsin, Madison. (1975)
Mark R. Shinn, associate professor (assessment, in-
structional practice and evaluation); coordinator,
school psychology. B.A., 1974, Gustavus Adolphus;
Ph.D., 1981, Minnesota. (1984)
Gary Stoner, associate professor (behavior
disorders, applied behavior analysis). B.A., 1979,
Kent State; Ph.D., 1986, Rhode Island. (1987)
Courtesy
Anthony Biglan, courtesy associate professor
(behavioral medicine, community interventions,
depression). B.A., 1966, Rochester; M.A., 1968,
Ph.D., 1971, Illinois. (1994)
Alexander C. Granzin, courtesy assistant professor
(instructional and behavioral consultation). B.A.,
1971, Louisiana State; M.A., 1971, Ph.D., 1974,
Oregon. (1981)
Randall S. Sprick, courtesy assistant professor
(behavior management, behavioral consultation,
classroom supervision). B.S., 1973, Portland State;
M.S., 1974, Ph.D., 1979, Oregon. (1973)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon faculty.
GRADUATE STUDIES
The nationally ranked School Psychology Area
offers both master's and doctoral degrees. In ad-
dition, it provides a variety of service courses to
other College of Education and university pro-
grams. The School Psychology Area is accredited
by the American Psychological Association
(APA) and approved by both the National Asso-
ciation of School Psychologists (NASP) and the
Oregon Teacher Standards and Practices Com-
mission. It is the only school psychology program
in the West and Northwest that is accredited and
approved by both the APA and NASP.
The main objective of the School Psychology
Area is to prepare problem-solving psychologists
who can work effectively with others to identify,
assess, and remedy social and educational prob-
lems of children and adults. Students are trained
to be scientists and practitioners who produce
continuous, data-based evaluations of the ser-
vices they provide.
Each student's program of study is tailored to al-
low development of individual strengths and in-
terests. Master's and doctoral students take
course work in the following general areas: psy-
chological and educational foundations of school
psychology; psychometrics, assessment, and re-
search; methods of school-based intervention;
profeSSional school psychology; application of
research skills; practicum experiences. Every stu-
dent must complete a one-year, full-time intern-
ship. Doctoral students also complete a super-
vised college teaching experience
Careers. A serious shortage of school psycholo-
gists exists throughout the nation. Graduates of
the university's School Psychology Area find po-
sitions in the United States and abroad. These
positions include teaching at infant, preschool,
school-age, and adult levels; conducting indi-
vidual and group intervention programs; coordi-
nating in-service training programs; consulting
with teachers about educating children with dis-
abilities in regular classrooms and school set-
tings; conducting research; teaching in colleges
and universities; working in the administration
of special education programs; and delivering the
best practice in collaboration with a variety of
professions in a range of settings.
Application and Admission
Prospective master's and doctoral applicants may
request detailed admission policies and proce-
dures from the School Psychology Area by con-
tacting Rebecca Scarola, Preadmissions Coordi-
nator' Center on Human Development, 5252
University of Oregon, Eugene OR 97403-5252.
Students are admitted for fall term only.
Applicants are evaluated on (1) academic record,
(2) letters of recommendation, (3) resume, (4) a
statement of purpose in seeking admittance, (5)
an interview, (6) Graduate Record Examinations
(GRE) general test scores.
Application packets must include application
forms, resume, letters of recommendation, per-
sonal statement, and copies of transcripts. Com-
pleted applications for both the master's and
doctoral programs must be received by February
15. Notices about the disposition of applications
typically are mailed by March 15.
For more information about the School Psychol-
ogy Area doctoral program, students should
write or call Mark R. Shinn, School Psychology
Area, College of Education, 5208 University of
Oregon, Eugene OR 97403-5208; telephone
(503) 346-2143.
Master's Degree Program
The 99-credit master's degree program culmi-
nates in a master of arts, master of science, or
master of education degree in school psychology.
It is designed to achieve the competencies estab-
lished by the National Association of School Psy-
chologists. Graduates of the program meet state
of Oregon licensure requirements. Completion of
the degree typically takes three years-two years
to fulfill course and research requirements and
one year to complete the full-time supervised
internship. Students interested in obtaining an
Oregon school psychologist license may com-
plete the licensure requirements concurrently
with the master's degree requirements.
Requirements 99 credits
Psychological and educational foundations of
school psychology 22
Theory-based courses in areas such as learning,
instructional design, human development, bio-
logical psychology, individual differences, and
social and multicultural foundations
Psychometrics, assessment, and research ........ 25
Theory and application of measurement, assess-
ment, statistics, and research design
Methods of school-based intervention 15
Methods of interventioon and consultation with
behavior and instructional problems
Professional school psychology 10
Professional practice of school psychology in-
cluding law and ethics
Application of research skills 9
Experiences leading to completion of the
master's thesis or doctoral dissertation
Practicum experiences 9
Courses and applied experiences in school and
clinical settings, including public and private
schools, the Center on Human Development,
the Child Center, Oregon Research Institute,
and the Oregon Social Learning Center.
Internship 9
Every student must complete a one-year, full-
time internship
Doctoral Degree Program
The doctoral program is designed to achieve the
competencies established by the American Psy-
chological Association and the National Associa-
tion of School Psychologists. It typically requires
four to five years of study beyond the bachelor's
degree to earn the doctor of philosophy degree in
school psychology. This period includes a one-
year supervised internship. Students may enter
the program with or without a master's degree.
In addition to the School Psychology Area's core
requirements, doctoral students are expected to
select and develop an area of specialization and
complete a dissertation.
Requirements 120 credits
Psychological and educational foundations of
school psychology 25
Psychometrics, assessment, and research 36
Methods of school-based Intervention 18
Professional school psychology 22
Application of research skills 18
Practicum experiences 9
Internship 9
Supervised college teaching 3
SCHOOL PSYCHOLOGY
COURSES (SPSY)
405 Reading and Conference: [Topic] (1-21R)
406 Special Problems: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R)
408/508 Workshop: [Topic] (1-21R)
409 Practicum: [Topic] (1-21R)
410/510 Experimental Course: [Topic] (1-5R)
503 Thesis (1-16R) PIN only
601 Research: [Topic] (l-16R) PIN only
602 Supervised College Teaching (1-5R)
PIN only
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
606 Special Problems: [Topic] (1-16R)
607 Seminar: [Topic] (1-5R)
608 Workshop: [Topic] (1-16R)
609 Practicum: [Topic] (1-16R)
610 Experimental Course: [Topic] (1-5R)
617 Tests and Measurements in Education (3)
Introduction to measurement. Provides a theo-
retical and practical basis for evaluating and us-
ing the wide range of test and measurement data
in educational research. Prereq: undergraduate
statistics or educational psychology course or
equivalent. Good.
620 Research Design in Education (3)
Examines the validity of experimental and quasi-
experimental designs with a focus on the control
and partitioning of variability. Prereq: SPER 607
Seminar: Statistics in Education II. Good.
626 Final Supervised Field Experience (1-15R)
PIN only. Prereq: instructor's consent. Limited
to students in school psychology program for ba-
sic endorsement for an Oregon license. Shinn.
641 Behavioral and Cognitive Bases for In-
structional Psychology (3) Examines research
and theory on the design of effective academic
instruction. A goal is to integrate cognitive and
behavioral approaches.
642 Social Psychology of Education (4) Theory
and research of social psychology applied to reIa-
tionships between educators, classroom group
processes, and organization development in
schools. Schmuck.
650 Developmental Psychopathology (3)
Overview of descriptive psychopathology in
childhood. Covers phenomenology, etiology, de-
velopment, and prognosis of major psychological
disorders in childhood. Schaughency.
661 Principles and Practices in School
Psychology (4) Theory, role, and function of
school psychology in its relation to learning and
the school setting. Shinn.
671 Behavioral Assessment (4) Principles, tech-
niques, and conceptual and practical issues in-
volved in behavioral assessment; applied aspects
include data gathering and interpretation as well
as report writing. Stoner.
672 Intellectual Assessment: Theory and Prac-
tice (5) Covers individual assessment of learning
aptitude. Includes administering, scoring, and
interpreting intelligence tests as well as report
writing. Reviews theories of intelligence. Prereq:
SPSY 617,661,671, 674 and instructor's consent.
673 Functional Assessment: Low-Incidence
Populations (4) Content and methods of educa-
tional and behavioral assessment procedures to
support the education of students with low-
incidence disabilities and those at risk for develop-
mental delays. Prereq: SPSY 671,672. Kaminski.
674 Educational Assessment (4) Methods of
educational assessment designed to develop and
evaluate instructional interventions; topics in-
elude systematic observations, curriculum-based
assessment, and teacher interviews. Shinn.
681 Instructional Consultation (4) Theory and
practice in consultation in school settings with
emphasis on instructional issues in mainstream
and special-education classrooms; students com-
plete case studies in schools. Shinn.
682 Behavioral Consultation (3) Use of
behavioral-change strategies and the delivery of
these services via a consultation model. Students
conduct behavioral consultation with school per-
sonnel. Prereq: knowledge of the principles of
applied behavior analysis. Stoner.
704 Internship: [Topic] (1-15R)
706 Special Problems: [Topic] (1-16R)
709 Practicum: [Topic] (1-16R)
SPECIAL-EDUCATION
DEVELOPMENTAL
DISABILITIES
1791 Alder Street
Telephone (503) 346-2491
Robert H. Homer, Area Head
FACULTY
Richard W. Albin, senior research associate with
title of associate professor (research design, pro-
gramming and instruction, instructional technol-
ogy). B.A., 1969, Rochester; M.A., 1973, lllmOls;
Ph.D., 1986, Oregon. (1986)
Daniel W. Close, senior research associate with title
of associate professor (psychology of exceptionality,
independent living, curriculum development); coor-
dinator, interdisciplinary special-education doctoral
training. B.A., 1971, California Lutheran; M.A., 1973,
Idaho State; Ph.D., 1977, Oregon. (1977)
Debra C. Eisert, research associate with title of asso-
ciate professor (pediatric psychology, applied de-
velopmental psychology). B.A., 1975, Pacific
Lutheran; Ph.D., 1978, Nebraska, Lincoln. (1984)
Dianne L. Ferguson, senior research associate with
title of associate professor (qualitative research, so-
cial meaning of disability, curriculum and instruc-
tion for teacher training); coordinator, develop-
mental disabilities. B.A., 1972, Indiana; M.S., 1979,
Southern Connecticut State; Ph.D., 1984, Syracuse.
(1985)
Philip M. Ferguson, research associate with title of
assistant professor (social policy and history, famIly
studies). B.A., 1972, Indiana; M.A., 1975, Yale;
M.S., 1979, Southern Connecticut State; Ph.D.,
1988, Syracuse. (1985)
K. Brigid Flannery, research ass?c!ate with ~itle of
assistant professor (teacher trammg, transitIOn IS-
sues). B.A., 1975, Marian; M.Ed., 1978, Illinois,
Champaign-Urbana; Ph.D., 1992, Oregon. (1989)
Russell M. Gersten, professor (instructional
research, staff development, program evaluation).
B.A., 1967, Brandeis; Ph.D., 1978, Oregon. (1977)
Elizabeth G. Glover, assistant professor (aquatics,
adapted physical education). B.S., 1959, Tufts;
M.S., 1963, Ed.D., 1974, North Carolina,
Greensboro. (1964)
Robert H. Horner, associate professor (behavior
management, research design, applied behavior
analysis); director, Specialized Training Program.
B.A., 1971, Stanford; M.S., 1975, Washington State;
Ph.D., 1978, Oregon. (1976)
Larry K. Irvin, adjunct professor (pro~am evalua-
tion' measurement, mental retardatIOn). B.A., 1966,
California, Davis; M.A., 1970, California State, Los
Angeles; Ph.D., 1975, Oregon. (1975)
Martin J. Kaufman, professor. See Educational
Policy and Management
David M. Mank, senior research associate with title
of associate professor (employment services, re-
search design, quality assurance). B.A., 1975,
Rockhurst; M.S., 1977, Portland State; Ph.D., 1985,
Oregon. (1985)
James Stephen Newton, research associate with title
of assistant professor (residential services). B.A.,
1970 North Carolina, Chapel Hill; M.S., 1986,
Ph.D., 1992, Oregon. (1987)
Robert E. Nickel, adjunct associate professor. B.A.,
1967, Stanford; M.D., 1971, California, San
Francisco School of Medicine. (1980)
Deborah Olson, research associate (supported em-
ployment and families research, qua!itative re-
search), B.A. 1974, M.S.Ed., 1975, WISCOnSITI, Supe-
rior; Ph.D., 1991, Syracuse. (1988)
Diana Oxley, research associate with title of assis-
tant professor (school restructuring, secondary
school organization, qualitative and quantItative
methods). B.A., 1974, Southern Oregon State;
M.A., 1979, Ph.D., 1982, Arizona State. (1994)
Larry E. Rhodes, senior research assoc~ate with title
of associate professor (managmg servIce orgamza-
tions, vocational services). B.A., 1971, M.A., 1973,
California State, Sacramento; Ph.D., 1982, Oregon.
(1980)
Jeffrey R. Sprague, research associate with title of
assistant professor (severe behavior disorders, per-
sonal development, social integration) B.S.,1980,
M.S., 1981, Ph.D., 1990, Oregon. (1994)
Hill M. Walker, professor (behavior disorders, be-
havior management, social skills); director, Center
on Human Development. B.A., 1962, Eastern
Oregon; M.A., 1964, Ph.D., 1967, Oregon. (1966)
Richard W. Zeller, research associate with title of
assistant professor (special education organization
and policy); director, Western Regional Resource
Center. B.A., 1967, Willamette; M.A., 1968, Cahfor-
nia, Los Angeles; Ph.D., 1990, Oregon. (1972)
Emeriti
Henry F. Dizney, professor emeritus. B.S., 1954,
Southeast Missouri State; M.Ed., 1955, Wayne
State; Ph.D., 1959, Iowa. (1967)
Arthur Mittman, professor emeritus. B.A., 1947,
M.S., 1950, Ph.D., 1958, Iowa. (1963)
Richard J. Rankin, professor emeritus. B.A., 1953,
M.A., 1954, Ph.D., 1957, California, Berkeley.
(1966)
Robert H. Schwarz, professor emeritus. B.S., 1948,
Wisconsin, Madison; M.A., 1949, Columbia; Ph.D.,
1966, American. (1971)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon faculty.
GRADUATE STUDIES
Programs in developmental disabilities focus on
services to individuals with severe disabilities.
They lead to both master's degrees-master of
education, master of arts, or master of science-
and doctoral degrees-doctor of philosophy or
doctor of education-as well as a severely handi-
capped learner (SHL) endorsement.
Students develop instructional and management
skills for working with individuals who have a
variety of handicapping conditions. Extensive
practicum experiences where academic knowl-
edge is applied in actual service settings are re-
quired. The master's degree program offers two
options: supportive school and community edu-
cation, and transition specialist. The doctoral de-
gree program consists of core requirements and
individually selected course work to meet specific
competencies.
Careers. A serious shortage of special-education
professionals exists throughout the nation.
Graduates of the university's academic programs
find positions in the United States and abroad.
These positions include teaching at school-age,
and adult levels, conducting individual and
group intervention programs, managing residen-
tialliving centers, coordinating in-service train-
ing programs, consulting with teachers about
educating children with disabilities in regular
classrooms and school settings, conducting re-
search, teaching in colleges and universities,
working in the administration of special-
education programs, and delivering the best
practice in collaboration with a variety of profes-
sions in a range of settings.
Admission
Applications for admission to the Special-
Education Developmental-Disabilities Area
available from the Center on Human Develop-
ment, Graduate Admissions, 350L Clinical
Services Building. Consult specific application
material for admission deadline. See the Gradu-
ate School section of this bulletin for general ad-
mission requirements and procedures on gradu-
ate degree programs.
Applications are evaluated according to the fol-
lowing criteria:
1. Evidence of completion of, or matriculation in,
a bachelor's or master's degree program (e.g.,
transcripts)
2. A statement of purpose and career goals
3. Evidence of experience in schools and/or expe-
rience with individuals with disabilities
4. Evidence of writing and communication skills
5. Evidence of probable success as a student (e.g.,
scores on either the Graduate Record Exami-
nations (GRE) or Miller Analogies Test (MAT)
or a cumulative GPA of at least 3.00 for gradu-
ate applicants and transcripts for undergradu-
ate applicants)
6. Letters of reference and recommendation
7. Applicants for whom English is a second lan-
guage must submit the results of the Test of
English as a Foreign Language (TOEFL) with
their applications
Students interested in more than one area of the
Division of Special Education and Reha:bilitiation
should indicate that on their applications, and
their files will be reviewed by the relevant admis-
sion committees.
Master's Degree Program Options
Supportive School and Community
Education. Supportive school and community
education, an option within the special-
education developmental-disabilities master's
degree program, is designed to be compatible
with SHL licensure. Graduate students in the
SHL licensure program can meet master's degree
requirements by completing a master's project or
a thesis in addition to endorsement require-
ments. This option is most appropriate for those
interested in working with students with severe
disabilities in elementary or secondary schools.
Transition Specialist. Community programs for
youth and adults with developmental disabilities
continue to expand rapidly. This option in the
special-education developmental-disabilities
master's degree program prepares management
and service-delivery professionals for the ex-
panding array of key positions in community
work and residential programs.
The training program is task oriented and field
based, requiring students to demonstrate skills in
both academic and applied settings. It empha-
sizes services to individuals with a range of se-
verely disabling conditions, and it prepares stu-
dents to become leaders in transitional adult
services.
The program requires a minimum of four
academic terms (one calendar year) to earn ap-
proximately 55 credits in courses and field-
experience assignments. Although the specific
courses required depend on the student's skills at
entrance and professional goals, all students
must complete the following:
1. Core courses for the adult services and
transition specialist
2. Courses to provide a foundation of knowledge
in special education and related fields
3. Courses to develop specific skills in the habili-
tation of adults with severe disabilities
4. Supervised field experiences
S. Courses in agency or business management
6. 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.
Individualized Master's Degree. Students en-
tering this program are encouraged to identify
and develop specific areas of interest related to
individuals who have developmental disabilities.
The interest area is defined and the program of
study developed in consultation with an adviser.
Possible areas of emphasis include (1) social in-
teraction and integration, (2) family support, (3)
curriculum and program development, and (4)
other topics pertinent to individuals with se-
verely disabling conditions.
The individualized master's degree program
requires at least 4S credits, completion of five re-
quired courses, 6 credits of research, a master's de-
gree project, and a comprehensive examination.
Doctoral Degree Program
The developmental disabilities area offers a
competency-based doctoral program that em-
phasizes the development of specific skills in
teaching, research, service, program
development, supervision, consultation, and pro-
fessional writing. Although doctoral students are
encouraged 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 developmental
disabilities doctoral program description, which
lists these competencies along with criteria for
meeting them, is available in the Center on Hu-
man Development, Graduate Admissions, 3S0L
Clinical Services Building.
The goal of the doctoral program is to prepare
individuals to assume roles as scholars, leaders,
and program developers in special-education de-
velopmental disabilities. The area focuses on
children and adults with severe or low-incidence
disabilities.
Required course work consists of a one-term
seminar on issues and a minimum of five
seminars or advanced graduate electives to de-
velop the student's interest areas. Doctoral stu-
dents select additional courses in order to acquire
the knowledge and background necessary to
meet the core competency requirements. Some
competency requirements may be satisfied by
such course projects as research proposals, re-
search critiques, and grant proposals.
Three years of full-time study are required for
completion of the doctoral degree program in
special education: developmental disabilities. A
program advisory committee, consisting of the
student and at least two faculty members, is ap-
pointed by the end of the first term to help the
student develop a doctoral plan, to monitor and
coordinate the student's progress toward the de-
gree, and to participate in an annual review of
the student by area faculty members. Doctoral
candidates must complete a dissertation.
Severely Handicapped Learner
(SHL) Licensure Program
1791 Alder Street
Telephone (503) 346-2491
Dianne 1. Ferguson, Coordinator
The SHL licensure program is task oriented and
field based. It prepares professionals to work
with individuals traditionally labeled moderately,
severely, or profoundly retarded; physically and
multiply handicapped; and autistic or autistic-
like. 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 program-
ming. Full-time students can complete the
licensure program in four consecutive terms. The
program is also open to part-time students who
work in schools and who want to achieve greater
success with learners with severe disabilities and
diverse learning needs.
A bachelor's degree is required for admission to
the SHL licensure program, but a teaching li-
cense is not. Students must meet general univer-
sity requirements for graduate admission, and all
applicants should request the proper application
forms from the Center on Human Development,
Graduate Admissions, 3S0L Clinical Services
Building.
The following courses are typically included in
the SHL licensure program.
SHL Licensure Courses 48 credits
Seminars: Practicum Seminar, Research Methods
I,ll (SPER 607) 7
Practicum (SPER 609) 20
Foundations of Disability (SPER 662) 3
Law, Policy, and Bureaucracy in Special Educa-
tion and Rehabilitation Services (SPER 67S) .... 3
Programming and Instruction for Students with
Severe Disabilities I,I1 (SPER 685, 686) 6
Curriculum Planning for Students with Severe
Disabilities I,ll (SPER 697, 698) 6
Classroom Management and Program
Improvement (SPER 699) 3
Continuing Professional-
Development Opportunities
An innovative 12- to IS-credit planned program
provides some financial support for in-service
professional development of general and special-
education teachers, educational assistants, spe-
cialists, and family members who want to in-
crease their capacity to improve inclusionary
educational services for students with develop-
mental disabilities. No degree is required to en-
roll in this program. More information is avail-
able from Dianne Ferguson, Specialized Training
Program, (S03) 346-2491.
SPECIAL-EDUCATION
DEVELOPMENTAL-
DISABILITIES COURSES (SPER)
198 Workshop: [Topic] (1-2R) R when
topic changes.
405 Reading and Conference: [Topic] (1-18R)
R when topic changes.
406 Special Problems: [Topic] (1-21R) R when
topic changes.
407/507 Seminar: [Topic] (I-SR) R when
topic changes.
408/S08 Workshop: [Topic] (1-21R) R when
topic changes.
409 Practicum: [Topic] (1-15R) Recent topics are
Adult Services, Developmental Disabilities, Expe-
rience with Young Children with Disabilities.
410/510 Experimental Course: [Topic] (l-SR)
R when topic changes.
503 Thesis (1-9R) PIN only
601 Research: [Topic] (1-6R) PIN only. A cur-
rent topic is Research with Infants, Toddlers, and
Preschoolers Who Are At Risk and Disabled.
602 Supervised College Teaching (1-9R)
603 Dissertation (1-16R) PIN only
60S Reading and Conference: [Topic] (1-16R)
R when topic changes.
606 Field Studies: [Topic] (1-6R)
607 Seminar: [Topic] (1-5R) Recent topics are
Assessment and Evaluation of Infants and Young
Children, Counseling Exceptional Youth, Facili-
tating Mainstreaming, Grant Writing and Man-
agement, Independent Social Skills, Interdiscipli-
nary Issues in Early Intervention, Program
Evaluation, Proseminar, Research Issues in Early
Intervention. R when topic changes.
608 Workshop: [Topic] (I-lOR) R when
topic changes.
609 Practicum: [Topic] (1-16R) Current topics
are Adult Services, College Teaching, Experience
with Young Children with Disabling Conditions,
Developmental Disabilities, Program Evaluation,
Students with Severe Disabilities, Supervising
Teachers of Students with Severe Disabilities.
610 Experimental Course: [Topic] (l-SR)
R when topic changes.
662 Foundations of Disability (3) Overview of
special-education and disability-studies issues;
social construction of disability, personal and
family experiences and perspectives; service sys-
tems that support individuals with disabilities.
Close, Olson.
666 Qualitative Research in Disability Studies
(3) Focuses on applying qualitative research meth- .
ods to special-education and disability studies. D.
Ferguson, P. Ferguson.
667 Research Design in Special Education (3)
Basic strategies used in applied special-education
research. Emphasis on critically analyzing re-
search reports as consumers and on designing,
conducting, and reporting research.
668 Advanced Methods in Single-Subject Re-
search (3) Covers general methodological con-
cerns regarding the use of single-subject designs.
Provides information on the implementation and
evaluation of specific design strategies. Prereq:
SPER 667. Albin.
675 Law, Policy, and Bureaucracy in Special
Education and Rehabilitation Services (3) Pro-
vides information and develops strategies to ad-
vocate for improved school and adult services
through a better understanding of laws, policies,
and bureaucratic processes. P. Ferguson.
685 Programming and Instruction for
Students with Severe Disabilities I (3) Theory
and implementation of behavioral technology for
educating students with severe disabilities. Pre-
sents fundamental principles of behavior and
specific strategies for applying the principles to
instruction. Albin, Horner.
686 Programming and Instruction for
Students with Severe Disabilities II (3)
Focuses on providing the skills to use instruc-
tional and assessment procedures to manage
----- -----------1
complex problem behaviors. Prereq: SPER 685 or
instructor's consent. Albin, Sprague.
687 Programming and Instruction for
Students with Severe Disabilities III (3)
Focuses on providing the most advanced
information available on instructional and be-
havioral support procedures for students who
present difficult challenges. Prereq: SPER 685,
686 or instructor's consent.
693 Planning and Quality Assurance Systems
in Rehabilitation Services (3) Presents the de-
velopment of accomplishment-based organiza-
tional structures, management and information
systems, and quality-assurance systems for
agencies involved in transition from school to
adult services.
694 Employment Services (3) Vocational habilita-
tion of adolescents and adults with severe disabili-
ties. Developing, training, and supporting employ-
ment options. The current status ofvocational
services. Supported employment alternatives.
695 Residential Support Issues (3) Provides an
introduction to residential services in the United
States and the specific skills needed to operate,
evaluate, and manage exemplary support systems.
696 Management of Nonprofit Organizations
in Rehabilitation Services (3) Emphasis on the
organization and management of community
organizations; includes discussions of theory and
issues related to managing nonprofit
organizations.
697 Curriculum Planning for Students with
Severe Disabilities I (3) Programming and cur-
ricula, family- and community-referenced as-
sessment, collaborative individual-education-
plan development; design, development, and
modification of curriculum in communication,
social behavior, motor-mobility, and sexuality. D.
Ferguson.
698 Curriculum Planning for Students with
Severe Disabilities II (3) Focuses on the design
of curriculum and programs for very complicated
learners and the adaptation of standard curricu-
1um content for learners with severe disabilities.
D. Ferguson.
699 Classroom Management and Program
Improvement (3) Noninstructional aspects of
teacher responsibilities for students with severe
disabilities. Topics include working with col-
leagues and classroom staff members, relating to
families, program improvement, staff develop-
ment, innovations. D. Ferguson.
706 Special Problems: [Topic] (1-6R) R when
topic changes.
707 Seminar: [Topic] (1-5R) R when topic
changes.
708 Workshop: [Topic] (1-6R) R when topic
changes.
709 Practicum: [Topic] (1-16R) R when topic
changes.
SPECIAL-EDUCATION
EXCEPTIONAL
LEARNER
275 Education Building
Telephone (503) 364-5521
Mary Gleason, Area Head
FACULTY
Lynne Anderson-Inman, associate professor (com-
puters and literacy, content reading). B.A., 1970,
Wisconsin, Madison; M.S., 1974, Wisconsin,
Oshkosh; Ph.D., 1978, Oregon. (1982)
Michael R. Benz, associate professor (secondary
special education, transition and adult services).
B.S., 1974, California Lutheran; M.A., 1980,
Chapman; Ph.D., 1983, Oregon. (1980)
Barbara Blackwell, visiting assistant professor; coor-
dinator, summer enrichment program. S.B., 1964,
Illinois; M.S., 1972, J.D., 1975, Oregon. (1986)
Michael D. Bullis, associate professor (secondary
special education, transition, adult services). B.P.E.,
1973, M.S., 1978, Purdue; Ph.D., 1983, Oregon.
(1995)
Douglas Carnine, professor (instructional design,
technology, direct instruction). B.S., 1969, Illinois;
Ph.D., 1974, Utah. (1970)
Marjorie DeBuse, assistant professor; codirector,
talented and gifted. B.A., 1974, Reed; M.A., 1982,
Ph.D., 1990, Oregon. (1981)
Siegfried E. Engelmann, professor (teaching low-
performing learners, instructional design, supervi-
sion). B.A., 1955, Illinois. (1970)
Meredith "Mark" Gall, professor (instructional meth-
ods, teacher education). B.A., 1963, M.Ed., 1963,
Harvard; Ph.D., 1968, California, Berkeley. (1975)
Mary Gleason, associate professor (teacher training,
supervision); coordinator, special-education doc-
toral program. B.S., 1973, Minnesota; M.Ed., 1980,
Ph.D., 1985, Oregon. (1983)
Phyllis 1. Haddox, research associate (teacher train-
ing, ins tructional design, direct instruction). B.A.,
1963, Sacramento State; M.A., 1972, Ph.D., 1983,
Oregon. (1971)
Andrew S. Halpern, professor (secondary special
education, transition and adult services). B.A.,
1961, Carleton; M.A., 1963, Yale; Ph.D., 1966,
Wisconsin, Madison. (1970)
Cynthia M. Herr, research associate with title of as-
sistant professor (learning disabled adults, second-
ary and postsecondary education, special-educa-
tion law); coordinator, secondary handicapped
learner endorsement. B.A., 1972, Gettysburg; M.A.,
1973, Ph.D., 1979, Oregon. (1985)
Kathleen Jungjohann, instructor (handicapped
learners, supervision, special-education minor);
coordinator, handicapped learner endorsement.
B.A., 1972, California, Santa Barbara, M.A., 1980,
Oregon. (1988)
Edward J. Kameenui, professor (learning disabilities,
instructional design). B.A., 1970, Pacific; M.S.,
1977, Ph.D., 1980, Oregon. (1988)
Timothy J. Lewis, research associate with title of as-
sistant professor (behavior disorders, social skills).
B.A., 1983, M.A., 1984, Missouri, Columbia; Ph.D.,
1990, Oregon. (1992)
Bruce D. McKinlay, research associate (career devel-
opment, information systems, civic information
and education. B.S., 1958, M.A., 1967, Ph.D., 1971,
Oregon. (1968)
Deborah Simmons, assistant professor (learning
disabilities, literacy). B.S., 1973, M.Ed., 1981,
Middle Tennessee; Ph.D., 1986, Purdue. (1994)
George Sugai, associate professor (behavior
disorders, applied behavior analysis). B.A., 1973,
California, Santa Barbara; M.Ed., 1974, Ph.D., 1980,
Washington (Seattle). (1984)
Gerald Tindal, associate professor (consultation, as-
sessment program evaluation, applied behavior
analysis). B.A., 1975, Ph.D., 1982, Minnesota.
(1984)
Emeriti
Barbara D. Bateman, professor emerita. B.S., 1954,
Washington (Seattle); M.A., 1958, San Francisco
State; Ph.D., 1962, Illinois; J.D., 1976, Oregon.
(1966)
V. Knute Espeseth, associate professor emeritus.
B.S., 1955, North Dakota State Teachers; M.S.,
1961, North Dakota; Ph.D., 1965, Wisconsin, Madi-
son. (1964)
Ray E. Hull, professor emeritus. B.S., 1958, M.S.,
1962, Oregon State; D.Ed., 1969, Oregon. (1970)
George Sheperd, professor emeritus. B.S., 1955,
M.A., 1958, Colorado State; Ed.D., 1965, Illinois.
(1965)
Ruth Waugh, professor emerita. B.S., 1957, South-
ern Oregon State; M.S., 1963, Ph.D., 1971, Oregon.
(1963)
The date in parentheses at the end ofeach entry is the
first year on the University of Oregon faculty.
ABOUT THE AREA
See Undergraduate Studies in the College of
Education section of this bulletin for a descrip-
tion of the minor in special education.
GRADUATE STUDIES
Programs in special education for the exceptional
learner specialize in working with individuals
who have mild disabilities (traditionally called
mentally retarded, learning disabled, and behav-
iorally disordered) and talented and gifted stu-
dents. Programs lead to an undergraduate minor
in special education, a teaching endorsement, a
master's degree, or a doctoral degree.
Career Opportunities. The master's degree pro-
gram primarily prepares professionals to work as
specialists and consultants in school programs
that serve students with diverse learning needs
(behavioral, academic, or social). Students pur-
sue the master's degree to enhance their skills as
special education teachers or consultants, to
work in adult service programs for people with
disabilities, or as a prerequisite for school admin-
istration programs or for the doctoral program.
The doctoral program in special education pre-
pares individuals for research and teaching posi-
tions in higher education, research positions with
private foundations, administrative positions in
school districts and other state educational agen-
cies, and consultation positions in the education
profession. The handicapped learner endorse-
ment program prepares individuals to teach stu-
dents with disabilities in grades K-12.
Admission and Application. Graduate pro-
grams require a 3.00 grade point average (GPA),
letters of recommendation, and a statement of
professional goals. Doctoral applicants must also
submit Graduate Record Examination (GRE) or
Miller Analogies Test (MAT) scores. Licensure
applicants must submit passing scores for the
California Basic Educational Skills Test (CBEST).
Booklets that provide detailed application and
admission requirements are available from the
admissions coordinator, 275 Education Building.
Master's Degree Program
This area offers master of arts (M.A.), master of
science (M.S.), and master of education (M.Ed.)
degrees in special education: exceptional
learner. For the M.A. degree, the candidate
must demonstrate proficiency in one foreign
language. For the M.Ed., the candidate must
have a valid teaching license and have com-
pleted at least one year of successful classroom
teaching.
The program of study leading to the master's de-
gree requires 45 credits of graduate work. A
minimum of 20 credits make up the required core
and includes a 3-credit master's project or 9-
credit thesis. Electives should focus on an area of
interest and are identified in consultation with a
faculty adviser. Students can complete the course
of study in four to six consecutive terms.
Core Requirements 20-26 credits
Professional Seminar in Special Education
(SPED 607) 1
Psychology of the Exceptional Individual
(SPED 511) 3
Behavior Management (SPED 526) 4
Law and Special Education (SPED 628) 3
Design of Instruction (SPED 660) 3
Research and Writing in Special Education
. (SPED 661) 3
Reading and Conference: Master's Project
(SPED 605) or Thesis (SPED 503) 3-9
Electives 19-25 credits
In consultation with an adviser, students identify
additional courses designed around an area of
interest called options. Possible options are
Assessment and Evaluation Option. This
option provides structured course work and
practica in using a variety of performance assess-
ments to evaluate instruction and learning out-
comes. The option is aimed at K-12 educators
who want to develop effective classroom strate-
gies using the principles of learning, assessment,
and evaluation. Individual courses are structured
through master's and doctoral degree programs
in the special-education exceptional-learner
graduate program. Students take one academic
year's worth of course work and participate in
field-based activities.
Behavior Disorders Option. This option
prepares teachers to work with children and
youths who have emotional or behavioral
disorders. Teachers receive advanced training in
assessment, intervention, and social-skill train-
ing procedures based on a strong applied and
behavioral approach. Both theoretical and practi-
cal course work is required.
Classroom Consultation Option. This option
blends the content of various methods courses in
assessment, instruction, and classroom manage-
ment into an indirect-service delivery system.
Experienced educators learn to work with gen-
eral classroom teachers to solve students' aca-
demic and behavioral problems. A conceptual
model of consultation for behavioral problem
solving is presented through a series of courses,
seminars, and practica. Training focuses on data
collection and assessment systems, explicit in-
structional strategies, consistent behavior and
classroom management, staff development, sys-
tems change, and program evaluation.
Secondary Special Education Option. The sec-
ondary option includes five broad areas of study:
(1) course work to provide a foundation of
knowledge in secondary and postsecondary edu-
cation, (2) courses designed to develop specific
skills in providing instruction to adolescents and
adults with mild disabilities, (3) courses on pro-
gram management in educational and vocational
settings, (4) supervised field experiences, and (5)
a master's degree project.
Talented and Gifted Option. This option
focuses on learner characteristics, needs,
measurement and evaluation techniques, and
implementation of curricula and programs for
talented and gifted students. The program has
three components: (1) courses in educating the
talented and gifted, practicum, and research; (2)
requirements specified by the special-education
exceptional-learner area; and (3) elective courses
in related areas of study.
Doctoral Degree Program
The doctoral degree program provides advanced
training in preparation for leadership positions in
special education. The program requires 90 credits
beyond the master's degree and is designed for
full-time students. Typically, students complete
the program in three or four years. The program
uses a cohort model in which students begin in
the fall and complete a full year of foundation
course work. Following a comprehensive exami-
nations covering first-year course work, students
focus their attention on an individualized program
of study designed with an advisory team of three
faculty members. Finally, upon completion of the
program of study, students advance to candidacy
and complete a dissertation.
Foundation Courses 29 credits
Seminar: Doctoral Special-Education Research
(SPED 607) 9
Seminar: Doctoral Special-Education Pedagogy
(SPED 607) 9
Seminar: Doctoral Professional (SPED 607) 3
Seminar: Statistics Education !,II (SPER 607) 8
ENDORSEMENT
OPPORTUNITIES
Handicapped Leamer Endorsement
People who have a bachelor's degree may earn a
license to teach special education in Oregon.
Students may add the handicapped learner en-
dorsement to an existing teaching license after
completing a program of 42 credits, or they may
complete a 47-credit program to earn a stand-
alone teaching license in special education.
Two options are available for completing
licensure. Option I emphasizes academic inter-
ventions for children and youths who have learn-
ing problems. See Kathy Jungjohann, 275 Educa-
tion Building or call her at (503) 346-5521 for
more information about Option I.
Option II emphasizes secondary and postsec-
ondary issues such as teaching independent liv-
ing, personal-social, and vocational skills. See
Cynthia Herr, 175 Education Building or call her
at (503) 346-3585 for more information about
Option II.
Both options prepare and license teachers to de-
liver direct services to special-education students
(K-12) and collaborate with school personnel to
make instructional and curricular adaptations
that support individual needs. The program can
be completed by full- or part-time students. The
required core courses for both options are listed
below:
Core Requirements 35 credits
Special Education Reading Instruction
(SPED 521) 3
Special-Education Mathematics Instruction
(SPED 522) 3
Behavior Management (SPED 526) 4
Secondary Programs and Transition Issues
(SPED 529) 3
Seminar: Practicum II (SPED 607) 1
Seminar: Final Supervised Field Experience
(SPED 607) 1
Practicum: Handicapped Learner I (SPED 609) .. 3
Practicum: Handicapped Learner II
(SPED 609) 4
Law and Special Education (SPED 628) 3
Supervised Field Experience (SPED 655) 10
Option I. This option, emphasizing academic
interventions, prepares teachers to work col-
laboratively in school settings with students K-
12. Courses introducing systematic instruction in
mathematics, reading, and language arts, assess-
ment, program planning, instructional delivery,
practice procedures, program implementation,
data collection, and program evaluation.
Option I Requirements 12 credits
Special-Education Language Arts Instruction
(SPED 523) 3
Classroom Assessment Procedures
(SPED 527) 3
Individualizing Special Education (SPED 625) .. 3
Classroom Consultation (SPED 680) 3
Option II. This option prepares teachers to work
in secondary and postsecondary settings serving
individuals with mild disabilities. Through a
combination of courses and extensive practica in
public schools, students develop knowledge and
skills in the following areas: assessment of stu-
dents with mild disabilities, methods of instruc-
tion, behavior and classroom management, pro-
gram planning and evaluation, transition to
community and work life, and education and le-
gal foundations.
Option II Requirements 12 credits
Facilitating Mainstreaming (SPED 550) 3
Seminar: Vocational and Independent Living
Instruction (SPED 607) 3
Seminar: Facilitating Transitions (SPED 607) 3
Seminar: Secondary Assessment Issues
(SPED 607) 3
SPECIAL-EDUCAnON
EXCEPTIONAL-LEARNER
COURSES (SPED)
405 Reading and Conference: [Topic] (1-21R)
406 Special Problems: [Topic] (1-16R)
407/507 Seminar: [Topic] (1-5R) Topics in-
clude Behavior Disorder Issues, Identification
and Assessment, Learning Disabilities, Mental
Retardation.
408/508 Workshop: [Topic] (1-21R)
409 Practicum: [Topic] (1-21R) Recent topics
include ESCAPE Special Education, Handi-
capped Learner 1, Talented and Gifted.
410 Experimental Course: [Topic] (1-5R)
411/511 Psychology of the Exceptional
Individual (3) A categorical and cross-categori-
cal survey of information about exceptional chil-
dren and youths. Topics include history, etiology,
identification, classification, Public Law 94-142,
alternate program delivery systems.
421/521 Special-Education Reading
Instruction (3) Systematic instruction of
decoding and reading-comprehension skills for
students with disabilities: phonic analysis,
·iCOLLEGE OF
language skills, content-area reading, and
assessment of reading.
422/522 Special-Education Mathematics
Instruction (3) Systematic instruction of math-
ematics skills for students with disabilities: as-
sessment, planning, curriculum modification, di-
agnosis and remediation of persistent error
patterns, evaluation.
423/523 Special-Education Language Arts In-
struction (3) Systematic instruction of written
expression, oral language, handwriting, and.
spelling for students with disabilities: analyzmg
error patterns in student performance, deslgnmg
lessons, modifying curriculum, assessing
performance.
426/526 Behavior Management (4) Examination
of applied behavior analysis strategies. Focus on
behavioral assessment and evaluation procedures,
behavior-change strategies, maintenance and
generalization techniques, social-skills training.
427/527 Classroom Assessment Procedures
(3) Focuses on analyzing and evaluating
assessment and testing practices in the class-
room, documenting student skills and knowl-
edge, and interpreting program outcomes.
429/529 Secondary Programs and Transition
Issues (3) Review of historical development, cur-
ricula, teaching strategies, program delivery
models, and transition issues in secondary and
postsecondary special education.
4301530 Introduction to Exceptionalities (3)
Examines issues related to disability and services
available in schools and in the community for
individuals and families. For students who do not
plan to concentrate on special education.
440/540 Academic Instruction for Adolescents
(3) Programming concerns, teaching methodol-
ogy, and curricula for assessing and teaching
academic skills in a secondary school environ-
ment to adolescents with mild disabilities. Not
offered 1995-96.
442/542 Vocational Skills for Adolescents (3)
Introduces instructional procedures for teaching
vocational skills to exceptional adolescents and
young adults in classroom settings. Examines vo-
cational services available in the community. Not
offered 1995-96.
444/544 Independent Living Skills for
Adolescents (3) Emphasizes assessing and
teaching independent living (living in the com-
munity with minimal assistance) and personal-
social skills to exceptional adolescents. Not of-
fered 1995-96.
4501550 Facilitating Secondary Mainstream-
ing (3) Examines issues relevant to main-
streaming secondary students with mild disabili-
ties and research on the effectiveness of various
mainstreaming practices.
4701570 Introduction to the Talented and
Gifted (3) Major theoretical and research litera-
ture pertaining to talented and gifted students.
4711571 Underachieving Gifted Children (3)
Definition, identification, causes, and dynamics
of underachievement; alternative education pro-
grams and programming.
503 Thesis (1-9R) PIN only
601 Research: [Topic] (1-6R) PIN only
603 Dissertation (1-16R) PIN only
605 Reading and Conference: [Topic] (1-16R)
606 Field Studies: [Topic] (1-6R)
607 Seminar: [Topic] (1-5R) Recenttopics in-
clude Analysis and Synthesis of Research; Behav-
I I
ior Disorders; Doctoral Pedagogical Foundations,
Doctoral Professional Writing; Doctoral Research
Foundations; Doctoral Special Education Issues;
Supervision I,II,IlI.
608 Workshop: [Topic] (I-lOR)
609 Practicum: [Topic] (1-16R) Topics include
Classroom Consultation; College Teaching;
Handicapped Learner I,II,III; Research; Second-
ary I,II,III; Supervision; Talented and Gifted.
610 Experimental Course: [Topic] (1-5R)
625 Individualizing Special Education (3) Ex-
amination of history and current practices in spe-
cial education: social perspectives on past and
present, research on characteristics of individuals
with disabilities, development of appropriate in-
dividual education plans.
628 Law and Special Education (3) Knowledge
of current case law and legislation, sensitivity to
legal issues, application to legal principles related
to special-education services in school settings.
646 Program Management (3) Focuses on the
individual education plan (IEP) process as a
decision-making tool, on basic principles of
classroom organization, and on the management
of program support-staff members. Not offered
1995-96.
655 Supervised Field Experience (5-12R) PIN
only. Provides practical experience in teaching
students with disabilities in a public-school set-
ting under the direction of cooperating teachers
and university supervisors.
660 Design of Instruction (3) Design, develop-
ment, and evaluation of instructional material for
children with disabilities. Emphasis on analysis
and construction of instructional sequences for
various learning tasks.
661 Research and Writing in Special
Education (3) Introduction to special-education
research and application of American Psycho-
logical Association standards: critical reacling of
published literature, writing professional cri-
tiques, designing and writing basic research
proposals.
680 Classroom Consultation (3) Integrates best
practices from learning assessment, behavior
management, and effective teaching to deliver
programs through consultation delivery model.
707 Seminar: [Topic] (1-5R)
708 Workshop: [Topic] (1-6R)
709 Practicum: [Topic] (1-6R)
777 Supervised Field Experience (1-15R)
PIN only
263
School
ofJournalism and
Communication
201 Allen Hall
Telephone (503) 346-3738
Duncan 1. G. McDonald, Dean
FACULTY
Karen Champagnie Alman, assistant
professor (advertising). B.A., 1986,
University of the West Indies, Ja-
maica; M.A., 1989, Southern Califor-
nia; Ph.D., 1993, Michigan State.
(1993)
Thomas H. Bivins, professor (public
relations). B.A., 1974, M.F.A., 1976,
Alaska, Anchorage; Ph.D., 1982, Or-
egon. (1985)
Carl R. Bybee, associate professor
(communication studies). B.A., 1973,
M.A., 1976, Ph.D., 1978, Wisconsin,
Madison. (1982)
Cynthia-Lou Coleman, assistant pro-
fessor (public relations). B.A., 1975,
California State, Sonoma; M.P.S.,
1990, Cornell; Ph.D., 1994, Wiscon-
sin, Madison. (1993)
Jon D. Franklin, professor (news-edi-
torial). B.A., 1970, Maryland. (1991)
Charles F. Frazer, Carolyn Silva
Chambers Distinguished Professor of
Advertising. A.B., 1968, Rutgers;
M.A., 1972, Fairfield; Ph.D., 1976,
Illinois. (1990)
Timothy W. Gleason, associate pro-
fessor (news-editorial); associate
dean. B.A., 1980, State University of
New York, Empire State; M.A., 1983,
Ph.D., 1986, Washington (Seattle).
(1987)
Arnold Ismach, professor (news-edi-
torial). B.A., 1951, Oklahoma; M.A.,
1970, California, Los Angeles; Ph.D.,
1975, Washington (Seattle). (1985)
Lauren J. Kessler, professor (maga-
zine). B.S.J., 1971, Northwestern;
M.S., 1975, Oregon; Ph.D., 1980,
Washington (Seattle). (1980)
Roger M. Lavery, associate professor
(advertising). B.A., 1971, Notre
Dame; M.S., 1972, Illinois, Urbana.
(1991)
James B. Lemert, professor (news-
editorial). A.B., 1957, M.J., 1959,
California, Berkeley; Ph.D., 1964,
Michigan State. (1967)
Ann C. Maxwell, senior instructor
(advertising). B.A., 1973, M.A., 1975,
California State, Fullerton. (1986)
Duncan L. G. McDonald, professor
(news-editorial). B.S., 1966, Ohio;
M.S., 1972, Oregon. (1975)
Debra L. Merskin, assistant professor
(advertising). B.A., 1983, South
Florida, Tampa; M.L.A., 1989, South
Florida, St. Petersburg; Ph.D., 1993,
Syracuse. (1993)
Kenneth T. Metzler, professor (maga-
zine). B.S., 1956, Oregon; M.S.J.,
1967, Northwestern. (1960)
Karl J. Nestvold, professor (electronic
media). B.S., 1954, Wyoming; M.S.,
1960, Oregon; Ph.D., 1972, Texas at
Austin. (1961)
Stephen E. Ponder, associate profes-
sor (news-editorial). B.A., 1964,
Washington (Seattle); M.A., 1975,
George Washington; Ph.D., 1985,
Washington (Seattle). (1985)
Deanna M. Robinson, professor (com-
munication studies). B.A., 1964,
M.A., 1972, Ph.D., 1974, Oregon.
(1976)
John T. Russial, assistant professor
(news-editorial). B.A., 1973, Lehigh;
M.A., 1975, Syracuse; Ph.D., 1989,
Temple. (1992)
William E. Ryan II, associate professor
(graphic design). B.A., 1964, Loras;
M.A., 1975, Ed.D., 1991, South Da-
kota. (1987)
Ronald E. Sherriffs, professor (elec-
tronic media). B.A., 1955, M.A., 1957,
San Jose State; Ph.D., 1964, Southern
California. (1965)
Alan G. Stavitsky, assistant professor
(electronic media). B.A., 1978, Wis-
consin, Madison; M.A., 1983, Ph.D.,
1990, Ohio State. (1990)
H. Leslie Steeves, associate professor
(public relations). B.S., 1971, Ver-
mont; M.S., 1974, Ph.D., 1980, Wis-
consin, Madison. (1987)
James R. Upshaw, KEZI Distinguished
Professor of Broadcast Journalism.
B.A., 1962, San Diego State. (1992)
Wayne M. Wanta, associate professor
(news-editorial). B.A., 1982, Wiscon-
sin, Madison; M.A., 1986, Ph.D.,
1989, Texas at Austin. (1992)
Janet Wasko, professor (communica-
tion studies). B.A., 1973, M.A., 1974,
California State; Ph.D., 1980, Illinois.
(1986)
William B. Willingham, associate pro-
fessor (electronic media); media op-
erations manager. A.B., 1957, M.A.,
1963, Indiana. (1965)
Thomas H. Wheeler, associate profes-
sor (magazine). B.A., 1969, Califor-
nia, Los Angeles; J.D., 1975, Loyola,
Los Angeles. (1991)
Emeriti
Charles 1. Duncan, professor emeri-
tus. A.B., 1936, M.A., 1946, Minne-
sota. (1965)
Jack D. Ewan, associate professor
emeritus. B.S.J., 1948, M.S.J., 1964,
Northwestern. (1964)
John L. Hulteng, professor emeritus.
Ph.B., 1943, North Dakota; M.S.,
1947, Columbia. (1955)
Roy Paul Nelson, professor emeritus.
B.S., 1947, M.S., 1955, Oregon.
(1955)
R. Max Wales, professor emeritus.
B.A., 1933, Washburn; M.A., 1956,
Iowa. (1957)
Carl C. Webb, associate professor
emeritus. B.S., 1932, M.A., 1950,
Oregon. (1943)
Willis L. Winter Jr., professor emeri-
tus. B.S., 1950. California, Berkeley;
M.S., 1957, Oregon; Ph.D., 1968, Illi-
nois. (1968)
The date in parentheses at the end ofeach
entry is the first year on the University of
Oregon faculty.
ABOUT THE SCHOOL
The School of Journalism and Communication
offers programs leading to bachelor's, master's,
and doctoral degrees. Students major in one of
six specialized areas: advertising, communication
studies, electronic media production, magazine,
news-editorial, or public relations.
The school, which started as a department in
1912 and became a professional school in 1916, is
one of the oldest journalism schools in the
United States and also one of the most broadly
conceived. The school is accredited by the na-
tional Accrediting Council on Education in Jour-
nalism and Mass Communications. The Univer-
sity of Oregon has one of the few accredited
programs in the western United States with as
many as six fields of study.
The program is based on a premise that the best
professional communicator is broadly educated.
In accordance with national accrediting stan-
dards' students must take at least 131 credits in
courses outside the School ofJournalism and
Communication. Of those, 94 credits must be in
courses from the College of Arts and Sciences. A
maximum of 45 credits in the lSD-credit under-
graduate program may be in professional jour-
nalism courses. Students take professional
courses to learn not only 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 social responsi-
bilities of the media in modern society.
Majors are encouraged to consider a second ma-
jor or a minor in a field related to their career
goals. Preparation in a second field is a valuable
addition to a student's education and enhances
employability.
Faculty members at the school are former profes-
sionals who combine academic background with
experience in their teaching fields. Among them
are former advertising-agency executives, news-
paper reporters and editors, broadcast journal-
ists, public-relations executives, communication
researchers, and magazine writers. TIle faculty
continues to be active and influential beyond the
confines of the university campus through nu-
merous textbooks and trade books in such areas
as advertising, language skills, reporting, inter-
viewing, information gathering, media criticism,
political communication, graphic arts, public-
relations writing, and magazine writing.
Many 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 alternative publi-
cations. The school also encourages them to par-
ticipate in journalistic organizations such as the
Advertising Club, Journalism Peer Advisers, Pub-
lic Relations Student Society of America, Women
in Communications, and Society of Professional
Journalists. Internships are often available at
newspapers, magazines, broadcast stations, ad-
vertising agencies, and public-relations offices.
Preparation. The best high school preparation
for journalism majors is a broad college-prepara-
tory program with emphasis on language skills,
English literature, speech, history, and the social
sciences. Depending on their career interests,
prospective 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 those
subjects. Students also should learn basic com-
puter skills.
Community college students planning to transfer
to the University of Oregon School of Journalism
and Communication should concentrate on col-
lege-transfer courses, especially in literature,
economics, and history, that can fulfill university
requirements and the school's general-studies
requirements. Almost all professional courses are
taken at the School of Journalism and Communi-
cation. Advising material is available to commu-
nity college students upon request.
General Information
The School ofJournalism and Communication
occupies Eric W. Allen Hall, named in memory of
its first dean. Fully equipped laboratories are pro-
vided for news writing, editing, advertising,
graphic design, radio-television news, and pho-
tography. Current files of newspapers and trade
publications are maintained in the George S.
Turnbull Memorial Reading Room. The school
receives the newspaper services of the Associated
Press. TIle Eric W. Allen Seminar Room, fur-
nished by contributions from friends and alumni,
is a center for group meetings and receptions.
The University of Oregon's Knight Library has an
extensive collection of the literature of journalism
and communication.
The Oregon Newspaper Publishers Association,
the Portland Advertising Federation, and the
Oregon Association of Broadcasters cooperate
with the school and the university's Career Cen-
ter in providing placement services for journal-
ism graduates.
Scholarships. Scholarships ranging from $500 to
$3,000 are available through the School of Jour-
nalism and Communication with the support of
endowments and contributions. A brochure de-
scribing these scholarships is available in the
school's office.
Student Loans. Interest from two small
endowment funds enables the School of Journal-
ism and Communication to provide short-term
or emergency loans to journalism majors. For
more information, inquire at the school's office.
UNDERGRADUATE STUDIES
The role of the school's undergraduate program
is to provide students with the skills and tech-
niques they need to become educated users and
professional disseminators of the written and
spoken word.
Premajor Admission
Students planning to major in journalism enter
the university as premajors and do not need to
meet any special admission requirements beyond
the general university requirements.
Each premajor is assigned to a journalism faculty
adviser, who assists in planning the student's
course of study. In the 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 Jour-
na
ism and Communication student services of-
fice, 211B Allen Hall, to request assignment to an
adviser. Students may request specific faculty
members as advisers or change advisers byapply-
ing at the student services office.
Peer advisers and school staff members are avail-
able to help plan programs, answer questions,
and track progress toward admission as a major
and toward graduation. Students should check
with an adviser at least once a year to ensure that
requirements are being met. The director of un-
dergraduate advising for the school is the assis-
tant dean for student services in 208 Allen Hall.
Current information about admission and degree
requirements is available in the School of Jour-
nalism and Communication student services of-
fices, 211B Allen Hall. A bulletin board in the
south stairwell on the second floor of Allen Hall
has announcements about policy, activities,
scholarships, and other information of interest to
journalism majors and premajors. Students
should check this board once a week.
A university student in another major may switch
to a journalism premajor by submitting a Change
of Major form, available in the School of Journal-
ism and Communication student services office.
To become a premajor, a student must have a
minimum cumulative grade point average (GPA)
of 2.50 for all work at the University of Oregon.
Premajor Program
Students must complete the school's core cur-
riculum. This consists of four courses taken the
freshman and sophomore years: The Mass Media
and Society a201), Information Gathering
a202), Writing for the Media a203), and Visual
Communication for Mass Media a204).
Premajors must take the core courses for letter
grades and earn a grade point average (GPA) of
2.00 or better for the core before applying for
major status.
Premajors typically take another preparatory
course, although it is not required. Grammar for
Journalists a101) prepares students to take the
Language Skills Diagnostic Test (LSDT), a pre-
requisite for J 203. The LSDT is a comprehensive
examination of spelling, grammar, and word us-
age. Students may attempt the LSDT only twice.
The journalism faculty suggests that students
take the course first.
Premajor students may not take 400-level
journalism courses
Laboratory courses with controlled enrollment
are open only to majors or to students with
instructor's consent.
Advising materials and sample programs are
available on request in the school's student ser-
vices office, 211B Allen Hall.
Admission as a Major
Admission to the School of Journalism and Com-
munication is competitive. Before applying for
admission as a major, a premajor must fulfill the
following requirements:
1. Complete 45 or more credits of course work
2. For the specialized areas of advertising, elec-
tronic media, magazine, news-editorial, and
public relations, students must attain a cumu-
lative GPA of at least 2.50 for all work done at
the UO. For the communication studies area,
they must attain a cumulative GPA of at least
2.00 for all work done at the UO
3. Earn a passing score on the Language Skills
Diagnostic Test (LSDT)
4. Complete the school's core curriculum a201,
202, 203, 204) with an overall GPA of 2.00 in
core courses
A student's GPA is a major factor in the admis-
sions decision. Students with a UO GPA lower
than required should consult the assistant dean
for student services concerning their potential for
admission.
Applicants are evaluated and judged competi-
tively by an admissions committee as applica-
tions are received. The admissions committee
considers the four requirements listed above and
other materials that applicants must submit, in-
cluding a personal statement. The committee has
the option of waiving any of the four require-
ments listed above if other evidence of a candi-
date's high potential for success as a major is
presented and approved.
Transfer Students
Students transferring to the University of Oregon
School of Journalism and Communication enter
as premajors. They apply to the University of Or-
egon Office of Admissions and are accepted as
premajors if they meet the university's general
standards for admission. The school, however,
does not encourage a student with a college GPA
below 2.50 to apply for premajor status. To be
admitted to major status, transfer students must
meet the school's requirements for admission as
outlined above.
Transfer Credit. The School ofJournalism and
Communication accepts journalism credits earned
at other colleges and universities as follows:
1. Credits earned at schools of journalism
accredited by the Accrediting Council on Edu-
cation in Journalism and Mass Communication
(ACEJMC) are accepted both for journalism
credit and to fulfill specific course requirements
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 49-
credit limit set by national accrediting
standards
3. The school accepts, both for credit and for
meeting specific course requirements, courses
offered under the UO Community Education
Program if the courses are taught by members
of the School ofJournalism and Communica-
tion faculty or by teachers approved by the
faculty
4. Regardless of the number of credits trans-
ferred, students must take at least 27 credits of
journalism in residence to earn a degree from
theUO
5. Students cannot take more than 45 credits in
journalism courses out of the 180 total credits
required for a bachelor's degree. They may,
however, add credits to the 180-credit total to
accommodate extra journalism credits (e.g.,
take 186 credits to accommodate 51 credits in
journalism)
6. The school accepts equivalent courses taught
at other colleges to meet the J 201 requirement
for application to be a major
Transfer students wanting to discuss the transfer
policy may consult the assistant dean for student
services in 208 Allen Hall.
Major Requirements
Majors must meet the UO requirements for the
bachelor of arts (B.A.) or bachelor of science
(B.S.) degree. In addition, they must meet the
following requirements of the School of Journal-
ism and Communication:
1. Satisfactory completion of at least 45 credits in
journalism, of which at least 27 must be taken
at the University of Oregon School of Journal-
ism and Communication and at least 24 must
be upper division
2. Satisfactory completion of at least 131 credits
in academic fields other than journalism with
at least 94 of those credits from the College of
Arts and Sciences. A student who graduates
with 180 credits must take no more than 45
credits in journalism, including transfer credits
3. Satisfactory completion of at least two writing
courses at the School of Journalism and Com-
munication or transferred from an ACEJMC-
accredited journalism program. Writing for the
Media a203) qualifies as one such course.
Grammar for Journalists a101) does not fulfill
this requirement
4. Satisfactory completion of at least three of the
following courses: Communication Law
a385), Communication Economics a386),
Communication History a387), Communica-
tion Theory and Criticism a388), Communica-
tion Ethics a495)
5. A cumulative UO GPA of 2.50 or better-2.00
or better for journalism: communication stud-
ies majors
6. A cumulative GPA of 2.50 or better in courses
taken in the School ofJournalism and Com-
munication-2.00 or better for journalism:
communication studies majors
7. Satisfactory completion of at least one of the
following academic-program specialized areas
including course prerequisites:
Advertising. Two of the follOWing: Advertis-
ing Copy Writing a341), Advertising Layout
a442), Advertising Media Planning a443),
Agency Account Management a444). Stu-
dents must take Advertising Campaigns a448)
Students who opt not to take J 341 must take an
additional writing course in the School of Jour-
nalism and Communication.
Communication Studies. Introduction to
Communication Theory a311), Introduction
to Media Systems a312), Issues in Media Sys-
tems a411), Issues in Media Criticism a412).
Students must take both J 411 and J 412 or ei-
ther course twice when topic changes.
Electronic Media. Video-Production Option:
Introduction to Electronic Media Production
a330), Television Field Production a331),
Television Studio Production a332). Broad-
cast-News Option: Introduction to Electronic
Media Production a330), Reporting for Elec-
tronic Media a432), either Advanced Radio
News a433) or Advanced Television News
a434)
Magazine. Reporting I a361), Magazine Ar-
ticle Writing I a371), and one of the following:
Specialized Reporting a463), Magazine Article
Writing II a472), Magazine Feature Editing a
473), The Magazine Editor a474), Magazine
Design and Production a476)
News-Editorial. Reporting I a361), Newspa-
per Editing a364), Reporting II a462)
Public Relations. Principles of Public
Relations a350), Public Relations Writ-
ing a351), Public Relations Problems a453)
General-Studies Courses. Because the School
ofJournalism and Communication believes in a
broadly based education for its majors, students
must complete the following courses:
1.16 credits in literature (excluding courses deal-
ing primarily with film)
2. 8 credits in history
3. 8 credits in economics
Courses numbered 196, 198, 199,399-406, or
408-410 may not be used to fulfill these require-
ments.
Definitions, Limitations,
and Policies
Literature courses include those taught by the
Department of English and the Comparative Lit-
erature Program as well as literature courses
taught in English translation by foreign-language
departments.
Internship. A major may earn no more than 3
credits in Internship a404).
Grades. Majors and premajors must take all
school courses for letter grades unless a course is
offered only passino pass (PIN). Grammar for
Journalists a101) may be taken PIN.
All courses for the minor must be passed with
grades of Par C- or better.
Minor in Mass Media Studies
The School of Journalism and Communication
offers a minor in mass media studies, which gives
students an overview of the field of mass com-
munications. The minor requires 24 credits, of
which 15 must be upper division, chosen from
the following courses: The Mass Media and Soci-
ety a201); Women, Minorities, and Media
a320); Principles of Advertising a340); Prin-
ciples of Public Relations a350); Communication
Law a385); Communication History a387);
Journalism and Public Opinion a394); Media
Research and Theory a395); Advertising and So-
ciety a446); International Journalism a492);
Communication Ethics a495); Media Manage-
ment and Economics a497). Students may sub-
mit petitions to apply other courses toward the
minor.
Second Bachelor's Degree
Students who already possess a bachelor's
degree and want to earn a second bachelor's de-
gree in the School of Journalism and Communi-
cation may apply for premajor status through the
university's Office of Admissions. Upon fulfilling
the requirements for application for admission
they may apply for major status. Students must
complete all of the school's requirements for
graduation including the school's general-stud-
ies requirements and the university requirements
for the B.A. or B.S. Credits, including 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 out-
lined previously.
GRADUATE STUDIES
The master of arts (M.A.) and master of science
(M.S.) programs at the University of Oregon
School of Journalism and Communication seek
to expose students to a wide range of ideas con-
cerning the structure, function, and role of mass
communication in society. The goals are to edu-
cate students to be mass media leaders and deci-
sion-makers who actively contribute to improv-
ing the quality of media and to prepare students
for doctoral studies.
The Ph.D. degree is intended to develop scholars
who can critically examine institutions of mass or
mediated communication. Current faculty exper-
tise lies in three overlapping areas of emphasis:
(1) global media and information issues, (2) the
reasons communication institutions are orga-
nized the way they are and behave the way they
do, and (3) the social and cultural role of commu-
nication in society. The Ph.D. is a research de-
gree, and the program is intended to develop
students with capability in-and tolerance for-
both quantitative and qualitative research tech-
niques. Ph.D. graduates can pursue careers in
teaching, research, or policy analysis.
Requests for information and graduate applica-
tions' as well as all completed application materi-
als, should be sent to Director of Graduate Study,
School ofJournalism and Communication, 1275
University of Oregon, Eugene OR 97403-1275.
Financial Assistance
The school provides a number of graduate schol-
arships and graduate teaching fellowships.
Scholarships range from $500 to $3,000. Fellow-
ships include a complete tuition waiver and a sti-
pend for the academic year. Graduate teaching
fellows assist faculty members with teaching, re-
search, and administrative responsibilities.
Admission materials and applications for schol-
arships, fellowships, and other financial assis-
tance must be submitted by the deadlines stated
under Admission Requirements. Applicants may
apply for both a scholarship and a fellowship at
the same time.
International Students
A finn mastery of English, including American
mass-communication idiom, is necessary for suc-
cess in professional courses at the graduate level.
International students who lack such mastery are
required to attend courses at the American En-
glish Institute on campus before participating in
the graduate program. Though these courses do
not carry graduate credit, they qualify for stu-
dents' visa requirements. The best time to enroll
in the institute's courses is the summer session
preceding the first term in the master's degree
program.
Admission Requirements
Admission to the graduate program is granted
for fall term only. Application materials are the
same for both the master's and the Ph.D.
programs. Applicants to the master's program
must have received a B.S or B.A. or equivalent by
fall enrollment; applicants eligible to attend the
Ph.D. program must have received an M.A. or
M.S. or equivalent. To be considered for admis-
sion, an applicant must submit 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 GPA may be admitted
conditionally
2. Official Graduate Record Examinations (GRE)
scores no more than five years old. The mini-
mum combined verbal and quantitative score
for admission is 1100. In exceptional cases an
applicant with a lower score may be admitted
conditionally
3. A 750- to 1,000-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
4. An up-to-date resume
5. A portfolio, string book, clips, tapes, or other
evidence of relevant professional work or evi-
dence of scholarly writing and research. Doc-
toral applicants may include a copy of a
master's thesis
6. Three letters of recommendation, two from
academic sources
7. International students must also submit docu-
mentation for (a) either a Test of English as a
Foreign Language (TOEFL) score of 600 or bet-
ter or a Michigan English Language Assessment
Battery (MELAB) score of 85 or better, and (b) a
score for a Test of Spoken English (TSE). A
minimum score is not required for the TSE
Application deadlines are February 1 for
doctoral applicants and March 1 for master's
degree applicants.
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 curricu-
lum; others are prerequisites for certain graduate
courses. Courses are determined for each student
at the time of admission.
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 in consultation with
advisers. Graduate students should meet with
their advisers at least once a term.
Requirements for Graduation
A graduate student in the School of Journalism
and Communication cannot elect the passIno
pass (PIN) option for a graduate course offered
by the school unless that course is offered PIN
only.
Master's Degree
Candidates for the master's degree must earn at
least 46 graduate credits with a cumulative GPA
of 3.00 or higher. Courses that do not carry
graduate credit are not considered in
determining the graduate GPA.
The program concludes with either a thesis or a
professional project. Students typically take five
or six terms to complete the program. Specific
requirements follow:
1. Three graduate-level core courses taken in the
first year of graduate studies: Mass
Communication and Society U611), Ap-
proaches to Mass Communication Research
U612), Mass Communication Theories U613)
2. Three additional 600-level courses in the
School of Journalism and Communication.
Except for graduate seminars U607), J 601-
610 do not count toward this requirement
3. At least 6, but no more than 15, graduate cred-
its outside the School of Journalism and Com-
munication. The courses chosen must be part
of a consistent, related, educationally enhanc-
ing plan that has been approved by the
student's adviser prior to enrollment
4. A graduate thesis (9 credits in J 503) or profes-
sional project (6 credits in J 609) approved and
supervised by a faculty committee. Each stu-
dent chooses a faculty member to supervise
the research and writing of the thesis or
project. The topic must be approved by the ad-
viser before work is begun. A student should
register for Thesis U503) or Terminal Project
U609) during the terms in which the research
and writing take place
Creative Nonfiction Option
Candidates for a master's degree in journalism
may specialize in creative nonfiction. Students
electing this option must earn 57 graduate credits
and have a cumulative GPA of 3.00 or higher.
Courses that do not carry graduate credit are not
considered in determining the graduate GPA.
Students typically take six tenns to complete the
program. Specific requirements follow.
Core Courses 33 credits
Writing. Creative Nonfiction I,II,III U635,
636,637), taken during first year of study 18
Journalism. Seminar: Literary Journalism
U507) 3
Mass Communication and Society U611) 3
Literature of Literary Journalism U631) 3
One 600-level course--e.g., Seminar: Ethics
U607) or Philosophy of Mass Communication
U644)-selected from a short list approved by
adviser or faculty 3
Capstone. Seminar: Writing the Nonfiction
Book U507), typically taken during second
year of study 3
Electives 18 credits
Journalism courses, approved by adviser 9
Nonjournalism courses, approved by adviser 9
Terminal Project minimum of 6 credits
Terminal Project U609), taken during terms in
which research and writing for the project oc-
cur. Culmination of creative nonfiction pro-
gram. Requires writing that is noteworthy for its
substance and its artistic quality. Student
chooses a faculty member to supervise the re-
search and writing of the tenninal project. Topic
must be approved by adviser before work be-
gins; a faculty committee oversees the project.
Candidates for the M.A. degree, but not the M.S.
degree, must be proficient in a foreign language.
Proficiency can be demonstrated either by
completing, within the past seven years, the sec-
ond year of the language at the college level or by
passing an examination demonstrating equiva-
lent competence.
Evaluation of Progress. All graduate students'
programs are examined by the school's graduate
affairs committee during progress toward the
master's degree:
1. Graduate students in the journalism and com-
munication school are automatically consid-
ered for advancement to candidacy during
their third term of graduate study. To be ad-
vanced to candidacy, a student must have
completed at least 12 credits of graduate study
at the UO with a GPA of 3.00 or higher. The
three core courses a611, 612, 613) are part of
the first 12 credits
2. Students not advanced to candidacy after com-
pleting 12 credits of graduate study are given
written notice but may be allowed to continue
course work until they complete 24 credits of
graduate study. At that time a final decision
about advancement to candidacy is made. To
be advanced to candidacy after completing 24
credits, a student must have a 3.00 GPA or
higher in graduate course work and have com-
pleted all three core courses
Students nearing completion of their programs
should consult with their advisers about require-
ments to be met before the awarding of the de-
gree. During the term in which the thesis or
project is completed, the student schedules an
oral examination with his or her thesis or project
committee. Students are responsible for meeting
Graduate School requirements for thesis format
and deposit deadlines.
Doctor of Philosophy Degree
Candidates for the Ph.D. degree typically take
about 72 graduate-level credits of course work
beyond the master's degree; the exact number of
credits depends on the student's graduate-study
experience. The program concludes with a dis-
sertation. Specific requirements follow.
1. Core Sequence. Within the first three terms
of study, the student must complete the core
sequence of courses: Proseminar I a640),
Qualitative Research Methods a641), Quanti-
tative Research Methods a642), Proseminar II
a643)
2. Outside Field. In close consultation with an
academic adviser and the school's graduate
studies director, each student designs an inte-
grated outside-field component for his or her
program. Because the program stresses the
interconnectedness of communication with
other disciplines, the 18-credit outside field
may involve more than one outside depart-
ment
3. Methodological Tool Requirement. The
student's committee evaluates the student's
specific research aims and typically requires
specific additional methods courses within
and/or outside the school
4. Seminar in Teaching. A seminar in teaching
is required of students who hold graduate
teaching fellowships and is strongly recom-
mended for other doctoral students in the
school who are interested in a higher-educa-
tion teaching career
5. Comprehensive Examination. After course
work is complete, the student, the graduate
studies director, and the student's comprehen-
sive examination committee schedule an ex-
amination that requires a synthesis of what the
student has learned. The student must pass the
comprehensive examination before advancing
to candidacy and beginning work on the
dissertation
6. Dissertation. A dissertation (18 credits in
J 603) is the final step in the doctoral program.
It is a professionally central experience in the
design, conduct, and dissemination of original
research. It is written after the student's pro-
posed dissertation topic is approved
JOURNALISM COURSES (J)
101 Grammar for Journalists (3) Intensive re-
view of grammar, word use, spelling, and prin-
ciples of clear, concise writing. Introduction to
the journalistic style.
196 Field Studies: [Topic] (1-2R)
198 Colloquium: [Topic] (1-2R)
199 Special Studies: [Topic] (1-5R)
201 The Mass Media and Society (4) The vari-
ous media of mass communication and their ef-
fects on society. Bybee, Merskin, Robinson,
Stavitsky.
202 Information Gathering (3) Survey of meth-
ods and strategies for acquiring information of
use to the various mass media. Examination of
records, databases and sources, and interview
methods. Bybee, Kessler, Ponder.
203 Writing for the Media (3) Introduction to
the process and practice of writing for the several
mass media channels. Discussion of rights and
responsibilities of the public communicator.
Prereq: Language Skills Diagnostic Test, sopho-
more standing. Franklin, Kessler, Russia!,
Wheeler.
204 Visual Communication for Mass Media
(3) Theory and application of visual communica-
tion in newspapers, magazines, television news,
advertising, and public relations. McDonald,
Ryan.
311 Introduction to Communication Theory
(3) Introduction to communication as a social
process of meaning production mediated
through sign systems. Emphasis on interrelation-
ships among communication, technology, and
society. Bybee, Ismach, Lemert, Robinson,
Wanta, Wasko.
312 Introduction to Media Systems (3) Critical
overview of the economic, socia!, and political
implications of the communication systems and
technologies on which the information society is
based. Bybee, Gleason, Robinson, Stavitsky,
Wasko.
320 Women, Minorities, and Media (3)
Inequities in mass media with regard to gender,
race, and ethnicity. Ramifications and possible
mechanisms of change. Alman, Kessler, Merskin,
Steeves.
330 Introduction to Electronic Media
Production (5) Introduction to writing for elec-
tronic media and to aesthetic and technical ele-
ments of audio and video production. Sherriffs,
Stavitsky, Upshaw, Willingham. Majors only.
331 Television Field Production (3) Intensive
examination of relationships between techniques
of single-camera field video and message coher-
ence. Exercises in image control and sequencing.
Prereq: J 330. Sherriffs, Willingham.
332 Television Studio Production (3) Intensive
examination of relationships between techniques
of multiple-camera, studio-based video produc-
tion and coherence of broadcast messages. Exer-
cises in image control and sequencing. Prereq:
J 331. Sherriffs, Willingham.
340 Principles of Advertising (3) Advertising as
a factor in the distributive process; the advertis-
ing agency; the campaign; research and testing;
the selection of media: newspaper, magazine,
broadcasting, outdoor advertising, direct mailing.
Frazer, Lavery, Maxwell, Merskin.
341 Advertising Copy Writing (4) Theory and
practice in writing advertising copy. Study of
style and structure with emphasis on strategy
formulation. Prereq: J 340. Frazer, Lavery, Max-
well, Merskin. Majors only.
350 Principles of Public Relations (3) Theory
and practice, mass media as publicity channels,
the public-relations practitioner, departments
and agencies. Bivins, Coleman.
351 Public Relations Writing (4) Preparation of
press conferences, press kits, and news releases;
institutional advertising copy, executive
speeches, dissemination of publicity material
through the broadcasting media. Prereq: J 350.
Bivins, Coleman, Steeves. Majors only.
361 Reporting I (4) Basic training in news gath-
ering. Extensive writing under time pressure, in-
cluding a variety of assignments: straight news,
features, interviews, speeches. Prereq: J 202, 203,
typing ability. Franklin, Gleason, Ismach,
Lemert, Ponder, Wanta. Majors only.
364 Newspaper Editing (4) Copyediting and
headline writing for newspapers; emphasis on
grammar and style. Problems in evaluation, dis-
play, makeup, and processing of written and pic-
torial news matter under time pressure. Prereq:
J 361. Russia!, Wanta. Majors only.
365 Photojournalism (3) Introduction to black-
and-white photographic techniques with em-
phasis on the structure, law, and ethics of photo··
journalism. Gleason, McDonald, Ryan.
Laboratory intensive and portfolio oriented. Ma-
jors only.
371 Magazine Article Writing I (3) Writing
magazine feature articles; study of the problems
of marketing magazine manuscripts. Prereq:
J 361 or instructor's consent.·Kessler, Metzler,
Wheeler. Majors only.
375 Production for Publication (3) Production
of news-editorial and advertising material in the
print media. Includes printing processes, typog-
raphy, composition methods, and graphic-arts
photography. Metzler, Ryan.
385 Communication Law (4) Legal aspects of
the mass media: constitutional freedom of ex-
pression, news gathering, access to public
records and proceedings, libel, privacy, copy-
right, advertising, broadcast regulation, and anti-
trust. Prereq: J 201. Gleason, Ponder, Robinson.
386 Communication Economics (4) Survey and
analysis of economic relationships that exist in
our communication system and how that system
is integrated into the domestic and international
economy. Prereq: J 201. Ismach, Wanta, Wasko.
387 Communication History (4) 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: J
201. Kessler, Ponder, Stavitsky.
388 Communication Theory and Criticism (4)
Survey of contemporary social scientific and hu-
manistic theories focusing on the role of technol-
ogy-mediated communication in modern society.
Examines administrative and critical perspec-
tives. Prereq: J 201. Bybee, Lemert, Steeves,
Wanta.
394 Journalism and Public Opinion (4)
Formation, reinforcement, and change of opin-
ions. The role of major social and political insti-
UNIC~TION'
tutions with emphasis on the mass media of
communication. Prereq: junior standing.
Coleman, Ismach, Lemert.
395 Media Research and Theory (3) Theoretical
models of mass communication based on sys-
tematic research. Application to a variety of jour-
nalism operations. The most-used communica-
tion research methods. Lemert, Ismach, Steeves.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-9R)
403 Thesis (1-9R)
404 Internship: [Topic] (1-3R) PIN only. R for
maximum of 3 credits.
405 Reading and Conference: [Topic] (1-9R)
PIN only
406 Special Problems: [Topic] (1-9R) PIN only
407/507 Seminar: [Topic] (l-4R) Current topics
are Advertising Portfolio, Advertising Strategy
Development, Alternative Media, Conversational
Broadcast Writing, Free Press Issues, In-depth
Broadcast News, Literary Journalism, Media of
Presidential Campaigns, Writing the Nonfiction
Book.
408/508 Workshop: [Topic] (1-3R) PIN only
409 Practicum: [Topic] (1-3R)
410/510 Experimental Course: [Topic] (l-4R)
Current topics are Advanced Editing, Business
News Writing, Communications and Culture,
Feature Writing, Infotainment, Literary Struc-
tures in Journalism, Magazine Publication, Publi-
cation Design, United States Film Industry.
411/511 Issues in Media Systems: [Topic] (3R)
Uses various approaches, such as political
economy, legal, historical, institutional, and
comparative, to study media systems. Prereq:
J 311, 312. Bybee, Gleason, Robinson, Sherriffs,
Stavitsky, Wanta. R once when topic changes.
Majors only.
412/512 Issues in Media Criticism: [Topic]
(3R) Uses a variety of theories and methods to
examine specific aspects of media content, proc-
esses, and audiences systematically. Encom-
passes both social and aesthetic criticism. Prereq:
J 311, 312. Bybee, Lemert, Sherriffs, Stavitsky,
Steeves, Wanta. R once when topic changes. Ma-
jors only.
415/515 Telecommunication Policy (3) The na-
ture, philosophy, and consequences of legisla-
tive' administrative, and judicial regulation of
telecommunication in the United States. Prereq:
junior standing. Gleason, Robinson, Stavitsky.
416/516 Survey of the Documentary (3) His-
torical and critical survey of the documentary as a
form of artistic expression and an instrument of
social commentary. Prereq: junior standing.
Sherriffs, Willingham.
417/517 Public Broadcasting and Culture (3)
Comparative analysis of the structure and focus
of cultural programming on public and commer-
cial television. Focus on treatment of social and
aesthetic values. Prereq: junior standing.
Sherriffs, Stavitsky.
418/518 Communication and Democracy (3)
Survey of the role of communication in demo-
cratic theory. Special emphasis on the implica-
tions of the changes in communication and com-
munication technology for contemporary
democratic practice. Prereq: junior standing.
Bivins, Bybee.
419/519 Editing Styles (3) Introduction to mov-
ing-image editing styles through intensive study
and analysis of selected film and video materials.
Prereq: J 330.
420/520 Concepts in Television Production
(3) Study and analysis of the production process
by which emotions and ideas are translated into
visual language. Prereq: J 331 or 332. Sherriffs,
Willingham. Majors only.
421/521 Documentary Television Production
(3) Workshop in preparation, shooting, and
postproduction of the short television documen-
tary. Prereq: J 331, 416/516. Sherriffs,
Willingham. Majors only.
432/532 Reporting for Electronic Media (3)
Training in gathering, production, and pres-
entation of news for the electronic media.
Prereq: J 330. Stavitsky, Upshaw.
433/533 Advanced Radio News (3) Special
problems and opportunities for gathering, writ-
ing, editing, producing, and presenting news for
radio broadcasting. Prereq: J 330. Nestvold,
Stavitsky. Majors only.
434/534 Advanced Television News (3) Spe-
cial problems and opportunities for gathering,
writing, editing, taping, producing, and present-
ing the news for television broadcasting. Prereq:
J 432/532. Nestvold, Stavitsky, Upshaw. Majors
only.
435/535 Television Direction (3) Theory and
techniques of television direction explored
through group exercises and individual projects.
Prereq: J 332. Sherriffs, Willingham.
442/542 Advertising Layout (4) Graphic design
for advertising. Work with type and illustrations.
Consideration given to all media. Prereq: J 340.
Ryan. Majors only.
443/543 Advertising Media Planning (4) Ob-
jectives and strategy for determining effective
methods of reaching a designated target audi-
ence. Use of media measurement tools. Prereq:
J 340. Alman, Frazer, Lavery, Merskin.
444/544 Agency Account Management (3)
Advertising-agency structure and procedures;
analysis and consumer
research to determine
strategic positioning;
role of the account
executive in the adver-
tising agency. Prereq:
J 340. Frazer, Lavery.
445/545 Advertising
Research (3) Applica-
tion of behavioral-sci-
ence research tech-
niques to determine
the accomplishment of
advertising objectives.
Situation analyses;
copy testing; measur-
ing media efficiency.
Prereq: J 340. Alman,
Frazer, Maxwell,
Merskin. Majors only.
446/546 Advertising
and Society (3) Dis-
cussion and reading in
the socioeconomics of
advertising. The litera-
ture of advertising and
the legal, ethical, and
moral considerations
incumbent in the ad-
vertising career.
Prereq: junior standing. Alman, Frazer, Maxwell,
Merskin.
448/548 Advertising Campaigns (4) Seniors
and graduate students produce a comprehensive
campaign involving every aspect of advertising,
ranging from market research through creative
and media strategy formulation to execution.
Prereq: J 340, 341 and either J442/542 or 443/
543. Frazer, Lavery, Maxwell, Merskin. Majors
only.
449/549 Advanced Advertising Campaigns (5)
Provides first- hand team experience of creating a
professional-level advertising plan. Prereq: two
from J 340-341, 442/542-445/545, 448/548.
Frazer, Lavery.
453/553 Public Relations Problems (3) Use of
research, decision processes, and program design
in the solution of public relations problems. Pub-
lic relations programs for profit and nonprofit
institutions. Ethics of public relations. Prereq:
J350. Bivins, Coleman, Steeves.
455/555 Third World Development
Communication (3) The role of communication
in Third World development projects. Diffusion,
social marketing, and alternative approaches.
Prereq: junior standing. Alman, Ponder, Steeves.
462/562 Reporting II (4) Advanced newspaper
reporting on public affairs and community news,
including internship assignments at area news-
papers. Prereq: J 361. Ismach, Ponder. Majors
only.
463/563 Specialized Reporting: [Topic] (l-4R)
Newspaper reporting of special topics. Topics.
include business and economics, politics, health
and medicine, science, the arts, and precision
journalism.
466/566 Editorial Writing (3) Writing of analysis
and opinion for the media of mass communica-
tion; examination of methods of formulating edi-
torial policy; operation of editorial pages and edi-
torial sections. Majors only.
467/567 Reporting III (4R) Reporting involving
contexts and patterns
that go beyond indi-
vidual news events.
Prereq: J 462/562.
Franklin, Ismach,
Ponder, Russia!. R
once with instructor's
consent. Majors only.
472/572 Magazine
Article Writing II (3)
Writing and marketing
magazine articles.
Individual confer-
ences. Kessler,
Metzler, Wheeler. Ma-
jors only.
473/573 Magazine
Feature Editing (3)
Principles and prob-
lems of magazine edit-
ing. Focuses on pro-
fessionally written
manuscripts.
Copyediting, caption
and head writing,
content selection.
Prereq: J371. Kessler,
Wheeler.
474/574 The Maga-
zine Editor (4)
Comprehensive
examination of
nonediting aspects of
the magazine editor's
role: issue planning,
ethics, marketing, pro-
duction, circulation,
and graphics. Prereq:
J371, 473/573.
Kessler, Wheeler.
476/576 Magazine
Design and Produc-
tion (3) Role of the
magazine editor in
working with art di-
rectors. Problems in
designing covers,
pages, and spreads for
magazines; selecting
type faces; and visual-
izing art. Kessler,
Ryan. Majors only.
481/581 Newsletter
Publication (3) Exam-
ines principles and
practices of all aspects
of newsletter publica-
tion including plan-
ning, information gathering, writing, editing,
layout, and printing. Bivins, Coleman, Ryan,
Wheeler.
483/583 The Journalistic Interview (3) Gather-
ing information through asking questions. Lit-
erature and research findings on techniques of
listening, nonverbal communication, and psy-
chological dynamics of the interview relationship
in journalistic situations. Kessler, Metzler. Majors
only.
492/592 International Journalism (3) Mass
communication media throughout the world:
historical background; conflicting theories of
control; international news services and foreign
correspondence; problems in developing nations.
Alman, Ponder, Steeves.
495/595 Communication Ethics (3) Ethical
problems in journalism: conflicts of interest,
veiled attribution, fabrication, plagiarism, gov-
ernmental policies and media codes, individual
privacy vs. public interest, accountability. Prereq:
junior standing. Bivins, Bybee, Gleason.
497/597 Media Management and Economics
(4) Media economic strategy in consumer and
producer markets including capital, labor, and
other input markets. Management functions and
leadership principles. Emphasis on social re-
sponsibility. Russia!.
498/598 International Communication (3) Ex-
amines national and cultural differences in media
and information systems, global news and infor-
mation flows, implications of rapid technological
change, and communication and information poli-
cies. Prereq: junior standing. Robinson.
503 Thesis (l-9R) PIN only
601 Research: [Topic] (l-6R) PIN only. R for
maximum of 16 credits.
602 Supervised College Teaching (1-5R) R for
maximum of 5 credits.
603 Dissertation (l-6R) PIN only. R for maxi-
mum of 18 credits.
604 Internship: [Topic] (1-3R) PIN only. R for
maximum of 3 credits.
605 Reading and Conference: [Topic] (1-6R)
PIN only. R for maximum of 16 credits.
606 Special Problems: [Topic] (1-6R) PIN
only. R for maximum of 16 credits.
607 Seminar: [Topic] (l-5R) Current topics are
Gender and Media, Issues in Radio and Society.
608 Workshop: [Topic] (l-6R) PIN only. R for
maximum of 16 credits.
609 Terminal Project (l-6R) PIN only. R for
maximum of 6 credits.
610 Experimental Course: [Topic] (l-5R) A
current topic is Political Language and Commu-
nication.
611 Mass Communication and Society (3) Re-
view of the literature of mass communication.
Introduction to graduate study in journalism and
mass communication. Ismach, Kessler, Lemert,
Ponder.
612 Approaches to Mass Communication Re-
search (4) Overview of empirical social-scien-
tific, historical, and
legal methods of
mass communication
research. Particular
emphasis on con-
struction and use of
theory. Bybee,
Gleason, Ismach,
Lemert, Steeves.
613 Mass Communi-
cation Theories (3)
The communication
process; audiences of
the mass media; me-
dia competition; atti-
tudes of communica-
tors; functions and
dysfunctions of media
activities. Bybee,
Ismach, Lemert,
Steeves.
614 Communication
Research Methods
(3) Introduction to
graduate research.
Selection and plan-
ning of research stud-
ies; class research
project with instruc-
tion in appropriate
methodology and ba-
sic statistical analysis.
Coleman, Ismach,
Lemert, Wanta.
615 Legal and His-
torical Communica-
tion Research (3) The
use of legal and his-
torical methods in
mass communication
research. Selection
and planning of legal
or historical research
studies. Class and in-
dividual research
projects. Gleason,
Kessler, Ponder.
616 Public Opinion
and Propaganda (3)
Research findings on
choices made by mass
media decision-mak-
ers. Research in atti-
. tude-change pro-
cesses; source,
message, channel, and receiver variables.
Coleman, Ismach, Lemert.
617 Bias in the News Room (3) Objectivity
norms and other craft traditions; their conse-
quences for audiences and for the adequacy of
media performance. Lemert.
618 Criticizing the Media (3) Traditional, hu-
manistic, social-responsibility approach com-
pared with empirical approach to analysis and
criticism of media performance and professional
norms. Bybee, Lemert.
620 Public Relations Planning Theory (3) Pub-
lic relations management including systems
theory and various formulas for program plan-
ning and evaluation. Prereq: J453/553. Bivins.
631 Literature of Literary Journalism (3) Ex-
plores philosophical, historical, literary, and
moral issues related to the genre of literary jour-
nalism, or creative
nonfiction. Prereq:
instructor's consent.
635, 636, 637 Creative
Nonfiction 1,I1,1II
(6,6,6) Concentrates
on student writing of
nonfiction in a work-
shop setting. Prereq:
instructor's consent.
Approved journalism
and creative writing
graduate students
only. Franklin,
Kessler.
640 Proseminar I (4)
Overview of theories
used to study medi-
ated communication,
mass communica tion,
and communication
technologies; theory
application to media
processes; discussion
of enduring issues in
the field. Prereq: doc-
toral standing. Bybee,
Kessler, Lemert,
270
Steeves, Wanta, Wasko.
641 Qualitative Research Methods (4) Intro-
duces qualitative research methods including tra-
ditional historical inquiry, oral history,
ethnography, and participant observation. Prereq:
J640. Bybee, Gleason, Kessler, Ponder.
642 Quantitative Research Methods (4)
Introduces and analyzes the logic of quantitative
research methods in terms of design,
measurement, inference, and validity. Focuses on
conceptualization in communication research.
Prereq: J64'. Coleman, Ismach, Lemert, Wanta.
643 Proseminar II (4) Seminar participants
demonstrate competence in broad families of so-
cial research by drawing on skills and knowledge
obtained in J640-642. Prereq: J640, 641, 642.
Bybee, Gleason, Ismach, Lemert, Wanta.
644 Philosophy of Mass Communication (3)
Explores the philosophical foundations of mass
communication in the United States-including
the political philosophies that range from Milton
to McLuhan. Bivins, Bybee, Gleason.
645 Communication Research in Media Law
(3) Doctoral-level introduction to legal research
and First Amendment theory. Gleason. Primarily
for students interested in doing research in mass
communication law and policy.
646 Political Economy of Communication (3)
Introduction to the political economy of commu-
nication. Includes such issues as ownership and
control patterns; the role of the state; labor; intel-
lectual property rights; and international mar-
kets. Prereq: J640. Wasko.
647 Historical Research in Mass Communica-
tion (3) Examines historical approaches to mass
communication research, from traditional views
of media industries to recent analysis of historical
connections between mass communication and
society. Prereq: J387 or equivalent. Gleason,
Kessler, Ponder.
648 Cultural Approaches to Communication
(3) Examination of communication and mediated
communication as cultural processes in the pro-
duction and reproduction of social systems.
Prereq: J640, 641, 642, 643 or instructor's con-
sent. Alman, Bybee, Steeves, Wasko.
649 International Communication (3)
Examines global communication structures and
processes and their consequences. Topics include
new technologies, news and information organi-
zations, cross-cultural uses of Western media,
and information policies. Robinson, Steeves,
Wasko.
650 Advertising as a Social Institution (3) Ex-
plores how advertising works at the general so-
ciallevel. Examines how consumers use
advertising and products or services to make
meanings for themselves. Prereq: J640. Frazer,
Merskin.
651 Comparative Communication Policies (3)
Examines the evolution of national communica-
tion policies and infrastructures within their na-
tional political-economic and cultural contexts
and the global economic environment. Gleason,
Robinson, Sherriffs, Stavitsky.
652 Communication and Politics: [Topic] (3R)
Examines communication and mediated commu-
nication in formal political settings as well as the
general exercise of political power throughout
society. Alman, Bybee. R twice when topic
changes for maximum of 9 credits.
TELECOMMUNICATION
AND FILM
214D Allen Hall
Telephone (503) 346-4174
]anetWasko, Graduate Director
The telecommunication and film area was trans-
ferred from the Department of Speech in the College
ofArts and Sciences to the School ofJoumalism and
Communication in 1992. Undergraduate major
programs in telecommunication and film are inac-
tive. Graduate programs and courses in this area are
available only to students who were enrolled in these
programs before fall 1992. Existing programs and
courses in this area are not open to new students
during 1995-96. For more information, prospective
graduate students should telephone the Graduate
School at (503) 346-5129.
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 dis-
sertation. 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, so-
cial, political, economic, or regulatory problem. This
theoretical emphasis is reflected in the interests of
students selected for admission to graduate study
in the area, some of whom have earned under-
graduate degrees in other fields.
Degree Programs
Students may receive M.A. or M.S. and Ph.D. de-
grees in telecommunication and film. A master's
degree program typically takes two years beyond
the bachelor's degree. A doctoral program is ex-
pected to take four or five years beyond the
bachelor's degree.
General Requirements
Final determination of course requirements is the
responsibility of the student's thesis committee
or degree program committee. To maintain de-
gree-candidate status, students must make satis-
factory progress (as defined by the telecommuni-
cation and film faculty) through the curricular
requirements identified by their program com-
mittee.
Master's Degree
For the M.A. or M.S. degree the student may
choose either the thesis or the nonthesis option.
In either case, students should meet with an ad-
viser before the end of their first term of study to
determine appropriate course requirements.
Thesis Program. A minimum of 45 graduate
credits, of which not more than 9 may be in The-
sis (TCF 503), are required. All students prepar-
ing for doctoral study are advised to choose the
thesis option.
Nonthesis Program. A minimum of 51 graduate
credits are required. Additional requirements are
a comprehensive examination and a research pa-
per of acceptable quality.
The nature of the course work is subject to the
approval of the student's degree program com-
mittee (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 tele-
communication and film typically complete ap-
proximately 135 credits including those earned as
a master's degree candidate. A preliminary ex-
amination is administered at or near the comple-
tion of all formal course work in the student's
doctoral program.
1. Students in the PhD. program are required to
take six telecommunication and film graduate
seminars. The rest of the doctoral student's pro-
gram is devised by the candidate, his or her ad-
viser, and his or her degree program committee
2. Prior to successful completion of the
preliminary examination, a total of no more
than 9 credits may be taken in Research (601),
Reading and Conference (605), and Practicum
(609)
Program Committee
1. By the end of the first year of doctoral study, a
Ph.D. student must have chosen an adviser
and two additional committee members from
the telecommunication and film faculty to
serve as the student's program committee.
This committee meets with the student during
the first year of study and approves the
student's proposed course work or areas of
academic specialization. Failure to comply
with this requirement constitutes unsatisfac-
tory progress and may result in termination of
a student's degree program
2. Changes in a student's adviser, committee
membership, and approved course work must
be documented and included in the student's
academic file
Foreign Language Requirement
Prior to the preliminary examination, Ph.D. stu-
dents must demonstrate reading comprehen-
sion of a foreign language at the second-year
level in a test designated by the student's pro-
gram committee.
Preliminary Examination
1. Advancement to candidacy for a Ph.D. degree
is granted upon successful completion of the
preliminary examination
2. The preliminary examination committee con-
sists of the student's adviser, two additional
members of the telecommunication and film
faculty, and a faculty member from another
department representing the student's outside
area of specialization
3. The preliminary examination committee meets
with the student at least one term prior to the
examination to determine the format of and
bibliography for each examination question
4. The preliminary examination committee may
require that all or part of the examination be
retaken with or without additional course work
5. Students who fail the preliminary examination
a second time may not remain in the telecom-
munication and film PhD. program
TELECOMMUNICATION AND
FILM COURSES (TCF)
503 Thesis (1-16R) PIN only
603 Dissertation (1-16R) PIN only
271
School ofLaw
275 Law Center
Telephone (503) 346-3852
Charles R. O'Kelley Jr.,
Interim Dean
FACULTY
Keith Aoki, assistant professor (prop-
erty, arts and the law, corporations).
B.A., 1978, Wayne State; M.A., 1986,
City College of New York, Hunter;
J.D., 1990, Harvard; LL.M., 1993,
Wisconsin. (1993)
Michael D. Axline, professor (environ-
mental law clinic, oil and gas law);
director, clinical program. B.A, 1977,
Idaho State; J.D., 1980, Oregon;
Idaho bar, 1980. On leave 1995-96.
(1982)
Steven W. Bender, assistant professor
(consumer law, commercial law, cor-
porations). B.S., 1982, J.D., 1985, Or-
egon (Coif); Arizona bar, 1985. (1990)
John E. Bonine, professor (environ-
ment and pollution, legislative and
administrative law, natural resources
and issues). AB., 1966, Stanford;
LL.B., 1969, Yale; California bar,
1970; Oregon bar, 1977. (1978)
Donald W. Brodie, professor (admin-
istrative law, labor law, office man-
agement and computers). B.A, 1958,
Washington (Seattle); LL.B., 1961,
New York; Washington bar, 1961;
Oregon bar, 1981. (1967)
Robin Morris Collin, professor (rem-
edies, intellectual property, art law).
B.A., 1976, Colorado College; J.D.,
1980 Arizona State (Coif); Arizona
bar, 1980. (1993)
Garrett Epps, assistant professor (civil
procedure, immigration law, consti-
tutionallaw). B.A, 1972, Harvard;
M.A., 1975, Hollins; J.D., 1991, Duke.
(1992)
Caroline Forell, professor (women and
the law, torts, trusts and estates).
B.A., 1973, J.D, 1978, Iowa (Coif); Or-
egon bar, 1978. (1978)
Dave Frohnmayer, professor (consti-
tutionallaw, legislation, legislative
and administrative processes); presi-
dent. B.A., 1962, Harvard; B.A., 1964,
M.A., 1971, Oxford; J.D., 1967, Cali-
fornia, Berkeley (Coif); California bar,
1967; Oregon bar, 1971. (1970)
Susan N. Gary, assistant professor
(trusts and estates). B.A., 1977, Yale;
J.D., 1981, Columbia; lllinois bar,
1981; Oregon bar, 1989. (1992)
Ibrahim J. Gassama, assistant profes-
sor (international business transac-
tions, international law, torts). B.A.,
1980, Virginia Polytechnic; J.D., 1984,
Harvard; New York bar, 1985. (1991)
C. Edward Gerdes, instructor (legal
research and writing). B.S., 1982,
Lewis and Clark; J.D., 1988, Oregon;
Nevada bar, 1989; Oregon bar, 1993.
(1993)
Dennis Greene, visiting professor
(contracts, business planning, enter-
tainment law). B.A., 1972, Columbia;
M.Ed., 1984, Harvard; J.D., 1987,
Yale. (1994)
Leslie J. Harris, professor (children,
family law, trusts and estates). B.A,
1973, New Mexico State; J.D., 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 (admin-
istrative law, conflict of laws, federal
jurisdiction). AB., 1958, Yale; M.A.,
1961, J.D., 1966, LL.M., 1970, Ph.D.,
1980, Harvard; Massachusetts bar,
1963; Oregon bar, 1987. (1986)
Jon L. Jacobson, professor (contracts,
international law, law of the sea).
B.A., 1961, J.D., 1963, Iowa (Coif);
California bar, 1964. (1968)
Laird C. Kirkpatrick, Hershner Profes-
sor in Jurisprudence (criminal law,
evidence, nonjudicial dispute resolu-
tion). AB., 1965, Harvard; J.D., 1968,
Oregon (Coif); Oregon bar, 1968.
(1974)
Lisa A Kloppenberg, assistant profes-
sor (clVll procedure, legal profession,
federal courts). B.A., 1984, J.D., 1987
(Coif), Southern California;
California bar, 1987; Districtof Co-
lumbia bar, 1990. (1992)
Mary S. Lawrence, associate professor
(legal research and writing); supervi-
sor, legal research and writing. B.A,
1960, M.A., 1962, Michigan State;
J.D., 1977, Oregon; Oregon bar,
1977. (1977)
Ralph James Mooney, Wallace and
Ellen Kaapcke Professor in Business
Law (American legal biography,
American legal history, contracts).
B.A., 1965, Harvard; J.D., 1968,
Michigan (Coif); California bar, 1968.
(1972)
James M. O'Fallon, Frank Nash Pro-
fessor in Law (constitutional law, ju-
risprudence). B.A, 1966, Kansas;
M.A., J.D., 1972, Stanford (Coif);
California bar, 1973. (1981)
Charles R. O'Kelley JL, Loran L.
Stewart Professor in Business Law
(partnerships and corporations, tax
policy). AB., 1970, University of the
South; J.D., 1972, Texas; LL.M., 1977,
Harvard; Georgia bar, 1973; Oregon
bar, 1989. (1982)
Richard W. Painter, assistant profes-
sor (business law, corporations).
B.A., 1984, Harvard; J.D., 1987, Yale;
r9~~.~~~~~ar, 1988; Connecticut bar,
Margaret L. Paris, assistant professor
(criminal procedure, administration
of criminal justice). B.A., 1981, J.D.,
1985 (Coif), Northwestern; Illinois
bar, 1985. (1992)
George M. Platt, professor (local gov-
ernment law, secured land transac-
tions, urban development problems).
B.S., 1948, LL.B., 1956, Illinois; Illi-
nois bar, 1956. (1966)
David Schuman, associate professor
(constitutional law, criminal proce-
dure, legislative and administrative
processes). B.A, 1966, Stanford;
Ph.D., 1974, Chicago; J.D., 1984, Or-
egon (Coif); Oregon bar, 1984. (1987)
Nancy E. Shurtz, professor (estate and
gift tax, estate planning, federal in-
come tax). B.A, 1970, Cincinnati;
J.D., 1972, Ohio State; LL.M., 1977,
Georgetown; Ohio bar, 1973; Ten-
nessee bar, 1973; District of Colum-
bia bar, 1977. (1982)
Peter N. Swan, professor (admiralty,
antitrust law, conflict of laws). B.S.,
1958, LL.B., 1961, Stanford; Califor-
nia bar, 1962; United States Supreme
Court bar, 1967; Oregon bar, 1979.
(1970)
Dominick R. Vetri, professor (copy-
rights, 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)
Andrew M. Volk, instructor (legal re-
search and writing). B.A, 1986, Co-
lumbia; J.D., 1991, Cornell; New York
bar, 1992; Oregon bar, 1993. (1994)
Wayne T. Westling, professor (admin-
istration of criminal justice, criminal
procedure, trial practice). AB., 1965,
Occidental; J.D., 1968, New York;
California bar, 1969; United States
Supreme Court bar, 1972; Oregon
bar, 1981. (1979)
Mary C. Wood, assistant professor
(Indian law, publiclands). B.A., 1984,
Washington (Seattle); J.D., 1987,
Stanford; Washington bar, 1989;
Oregon bar, 1990. (1992)
Emeriti
Lois I. Baker, law librarian emerita;
professor emerita, library administra-
tion. B.A., 1927, M.A., 1932, Oregon;
cert., 1935, California, Berkeley.
(1935)
Chapin D. Clark, professor emeritus
(legal profession, property, water re-
sources law). AB., 1952, LL.B., 1954,
Kansas; LL.M., 1959, Columbia;
Kansas bar, 1954; Oregon bar, 1965.
(1962)
Orlando John Hollis, distinguished
professor emeritus (civil procedure,
legal profession, trial practice). B.S.,
1926, J.D., 1928, Oregon (Coif); Or-
egon bar, 1928. (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; Or-
egon bar, 1949. (1949)
William D. Randolph, professor emeritus (business
planning, corporate reorganization, partnerships
and corporations). B.S., 1948, J.D., 1950, Illinois
(Coif); Illinois bar, 1950; California bar, 1962.
(1976)
Milton 1. Ray, professor emeritus (business plan-
ning and advanced taxation, estate planning,
accounting). B.A, 1947, Rochester; J.D., 1950,
Chicago (Coif); Illinois bar, 1950; California bar,
1964. (1971)
Eugene F. Scoles, distinguished professor emeritus.
AB., 1943, J.D., 1945, Iowa (Coif); LL.M., 1949,
Harvard; J.S.D., 1955, Columbia; Iowa bar, 1945;
Illinois bar, 1946. (1968)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty.
ABOUT THE SCHOOL
The School of Law offers a professional curricu-
1um leading to the doctor of jurisprudence G.D.)
degree.
The curriculum provides a thorough preparation
for the practice of law. The School of Law wants
the student to acquire knowledge not only of le-
gal doctrine but also of the judicial process and of
the social, economic, and political problems fac-
ing lawyers. The method of instruction requires
an intensive exercise of analytical skills.
Because the curriculum presents fundamental
subjects of law during the first year, the first-year
program is prescribed.
Substantial participation in classroom discussion is
an essential factor in legal education. Credit for any
course may be denied for irregular attendance.
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 twenty-five students. All second- and
third-year courses are elective except Constitu-
tional Law I (LAW 643) and Legal Profession
(LAW 649), which are required. Counseling and
information are available to assist students in se-
lecting courses most closely related to their pro-
fessional goals. The scope of the curriculum is
enriched by the addition of courses, seminars,
clinics, and the research and writing program
that explore the role of law in new areas of social
and economic importance.
The Kenneth Lucas Fenton Memorial Law Li-
brary has more than 350,000 volumes including
121,000 volumes on microfiche. Access to the
library's collection is provided through Janus, an
on-line catalog that serves the university's library
system. Library holdings include complete case
reports of the National Reporter System, com-
plete state reports from colonial times to the es-
tablishment 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 en-
cyclopedias. The periodicals collection includes
1,050 legal journals. An excellent collection of
publications relating to Oregon territorial and
state law includes an extensive file of Oregon Su-
preme Court briefs. An up-to-date computer
laboratory gives students access to electronic
mail and computer-assisted legal instruction as
well as LEXIS and WESTLAW, computer-as-
sisted legal research systems.
The Law Center allows the law school to maintain
its own identity within the University of Oregon
by providing a Student Bar Association office,
lounge, computer research center, locker room,
and offices for the editorial boards of the Oregon
Law Rwiew and the Journal ofEnvironmental Law
and Litigation. The Law Center's close proximity to
other graduate and undergraduate academic re-
sources on campus allows students to take full ad-
vantage of the research university setting.
Additional information and complete descrip-
tions of courses offered appear in the UO School
ofLaw Bulletin. For a free copy call or write the
Office of Admissions, School of Law, 1221 Uni-
versity of Oregon, Eugene OR 97403-1221; tele-
phone (503) 346-3846.
DEGREE REQUIREMENTS
Students who have been admitted to the School
of Law, who have satisfactorily completed 85 se-
mester credits in law courses, and who have oth-
erwise satisfied the requirements of the univer-
sity and the School of Law are granted the JD.
degree provided that they
1. Obtain, at least two years before completing
work for the J.D. degree, a B.A. or B.S. or
equivalent degree from an accredited college
or university
2. Have been full-time law students at the School
of Law for at least ninety weeks or the equivalent
3. Fulfill other requirements as may be imposed
4. Successfully complete Legal Profession (LAW
649). Constitutional Law I (LAW 643) is re-
quired for students who entered fall 1992 or
later
The School of Law reserves the right to modify
its curriculum and graduation requirements at
any time. Students in the School of Law may ac-
crue up to 5 of the required 85 semester credits
by successfully completing graduate-level
courses or seminars at the University of Oregon.
These courses must be relevant to their program
of legal studies and approved in advance by the
dean or an associate dean.
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 re-
quirement. The basic requirement is designed to
improve legal writing skills and the ability to
analyze legal problems. The comprehensive re-
quirement is a more intensive writing experience
involving thorough research, creative thinking,
and interaction with a faculty member in devel-
oping 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 six clinical-experience
and practice-skills programs as part of its cur-
riculum. In addition, a legislative workshop is
offered during the regular sessions of the Oregon
Legislative Assembly.
Through clinical-experience programs, 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 Practice Clinic. This program provides field
experience at the Legal Aid Service of Lane County,
Inc. lt enables law students, under the supervision
of an attorney, to represent eligible clients and to
develop skills in interviewing, counseling, drafting,
negotiating, discovery, and litigation.
Criminal Defense Clinic. Under the supervision
of an attorney, law students handle cases of clients
eligible for legal representation through Public
Defender Services of Lane County, Inc. Students
develop advocacy skills in the context of criminal
defense representation.
Environmental Law Clinic. Students learn
about agency proceedings, submission of
petitions requesting government action, tech-
niques of legal access to government files, inter-
viewing of experts and clients, interpretation and
presentation of environmental data in legal pro-
ceedings, and litigation on behalf of clients. Sub-
stantial carefully written work under close super-
vision is required.
Health Law Clinic. Students explore the broad
range of issues that arise in the practice of health
law and the work practiced by health law attor-
neys. The clinic emphasizes the professional skill
necessary for analyzing health law issues and for
resolving conflicts in litigation and nonlitigation
settings. Each student receives individual super-
vision and assistance from the director of the
clinic and four highly experienced Lane County
legal aid attorneys.
Mediation Clinic. This intensive skill-oriented
course is designed to train law students to medi-
ate a wide variety of cases. Skills training in-
cludes opportunities to practice communication
skills and the mediation model in role-playing
activities. Specific skills include interviewing,
problem solving and analysis, and negotiation.
Students discuss and practice techniques for bal-
ancing power, preserving impartiality, and main-
taining ethical standards.
Prosecution Clinic. Students are exposed to the
criminal justice system as prosecuting attorneys
in the trial of criminal cases, under the supervi-
sion of an attorney, through the Lane County
district attorney's office. Students develop advo-
cacy skills in the context of criminal prosecutions.
Enrollment is limited to third-year students.
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
classroom exercises and in a full trial at the end of
the semester.
Statements of Completion
Second- and third-year students are eligible to
devlop a specialty in business law, criminal prac-
tice, environmental and natural resources law,
estate planning, and ocean and coastal law. Stu-
dents who satisfactorily complete one of these
programs receive a statement of completion.
SUMMER SESSION
The School of Law offers a summer session that is
open to law students who have completed at least
one year oflawwork and who are in good stand-
ing at a law school accredited by the American Bar
Association. Summer session students may earn
up to 8 semester credits in the law school. Summer
session is not open to beginning law students.
For complete summer session information, write to
the Administration Office, School of Law, 1221 Uni-
versity of Oregon, Eugene OR 97403-1221.
CONCURRENT DEGREE
PROGRAMS
J.D.lM.B.A.
The School of Law and the Graduate School of
Management offer a doctor of jurisprudence and
master of business administration a.D./M.B.A.)
concurrent degree program. The program pre-
pares students to use their legal skills in fields that
require understanding of business principles, fi-
nance, accounting, and corporate management.
Students study both fields concurrently and re-
ceive two degrees in four years rather than in the
standard five. Applicants must apply to and be
accepted by both schools. Each school maintains
its own academic standards and requirements.
J.D.lM.S.
The School of Law and the Graduate School's
Interdisciplinary Studies: Individualized Program
offer a concurrent degree program leading to a
doctor of jurisprudence and a master of science
with a specialty in environmental studies. This
program introduces students to Scientific, social,
and legal aspects of environmental regulation
and resource development. Students study both
fields concurrently and receive two degrees in
four years rather than in the standard five.
Applicants must apply to and be accepted by the
School of Law and the Graduate School. Each
school maintains its own academic standards
and requirements. Students accepted in this pro-
gram are allowed to count credits earned in envi-
ronmental law courses at the law school toward
their master of science degree. In addition to law
courses, students must emphasize three areas of
concentration in the environmental studies pro-
gram, take at least one course from each of five
core areas, complete a thesis, and participate in
an internship.
More information about the JD./M.S. and J.D./
M.B.A. concurrent degrees may be obtained by
writing to the Director of Admissions, School of
Law, 1221 University of Oregon, Eugene OR
97403-1221.
ACADEMIC SUPPORT
The Academic Support Program (ASP) is a vol-
untary program designed to meet the needs of
nontraditional law students.
ASP includes summer orientation and academic
tutoring designed to teach the principles that
underlie first-year course work, to develop re-
search and writing skills, and to clarify the law
school examination process. Students also re-
ceive assistance in obtaining summer clerkships
and permanent employment.
STUDENT PROGRAMS AND
ORGANIZAnONS
There is a wide variety of student programs and
organizations. Among these are the Business
Law Student Forum; Christian Legal Society;
Journal ofEnvironmental Law and Litigation; Land,
Air and Water Student Research Group; Lesbian
and Gay Law Students Association; Minority
Law Students Association; National Lawyers
Guild; National Moot Court Competitions; Non-
traditional Law Student Support Group; Oregon
Law Review; Oregon Law Students Public Inter-
est Fund; Oregon Women Lawyers; Partners in
Law, Lovers, and Relatives Support; Peer Advis-
ing; People's Law School; Sports Club; Student
Bar Association; The Weekly Dissent; Women's
Law Forum; and chapters of the Black American
Law Students Association, Federalist Society, In-
ternational Law Society, Order of the Coif, Phi
Alpha Delta, and Phi Delta Phi.
ADMISSION PROCEDURES
Prelaw Preparation
The School of Law does not prescribe any
particular prelegal curriculum. Intellectual matu-
rity and breadth of educational background are
considered more important than specified sub-
ject matter.
Details about prelegal study and law school admis-
sion criteria appear under Law, Preparatory, in the
Preparatory Programs section of this bulletin.
Admission 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 for-
warded to the Director of Admissions, School of
Law, 1221 University of Oregon, Eugene OR
97403-1221. Unless the applicant specifies the
School of Law, documents may be delivered to
the central university Office of Admissions, pos-
sibly delaying action on the application.
Basic Admission Requirements
An applicant must have a bachelor's degree from
an accredited college or university prior to enroll-
ing 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 grade point av-
erage (GPA) and the Law School Admission Test
(LSAT) score, 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 stu-
dents in the first-year class entering the School
of Law in fall 1994, the median undergraduate
GPA was 3.51; the median LSATscore was 161.
Application. Applications and supporting docu-
ments should be submitted after October 1 of the
academic year preceding the fall semester for
which applicants are applying. The School of
Law encourages applications from members of
racial and ethnic minority groups and from Or-
egon residents. It does not discriminate on the
basis of race, color, religion, sex, age, disability,
marital status, veteran status, sexual orientation,
or national origin.
Application Fee. All applications must be ac-
companied by a check for $50 payable to the
University of Oregon. An applicant who has
been admitted previously but did not register at
the School of Law must submit another
application fee with the reapplication. This fee is
neither refunded nor credited toward tuition and
fees, regardless of the disposition of the applica-
tion. Application fees are not waived.
Law School Admission Test. Applicants must
take the LSAT and have an official report of the
test scores sent to the school through the Law
School Data Assembly Service (LSDAS). LSATI
LSDAS registration packets are available in the
School of Law Office of Admissions. The admis-
sions committee does not act on an application
until the official report of the test scores has been
received.
Applicants should plan to take the LSAT in June,
October, December, or February of the year pre-
ceding the fall semester for which they are
applying. LSAT scores are considered current for
a period of five years.
Law School Data Assembly Service-
Transcripts. The School of Law participates in the
LSDAS. The LSDAS Transcript Request Form
must accompany a request to have a transcript
from each undergraduate college or university
sent to the LSDAS. These matching forms are in-
cluded in each LSAT/LSDAS registration packet.
Applicants should not mail their transcripts di-
rectly to the law school. The admissions commit-
tee cannot act on an application until a copy of the
LSDAS report has been received. Information
concerning the LSDAS is available in the School
of Law Office of Admissions or can be obtained
from Law School Admission Services, PO Box
2000, Newtown PA 18940-0998.
Acceptance Fee. Applicants who are offered ad-
mission to the law school must pay nonrefund-
able fees of $400-$100 to reserve a space in the
entering class and a $300 deposit to be credited
toward tuition. The deadline for the $100 reser-
vation fee is April 1. The $300 deposit deadline is
June 15.
Previous Law School Study. An applicant who
has attended another law school must have the
dean of that school send a letter to the admis-
sions committee stating that the applicant is in
good standing and eligible to return to that
school without condition.
Transfer Applicants and Visiting Students.
Transfer students may transfer no more than one
year of credit earned in another law school of
recognized standing.
Students who have attended another law school
for more than one year may apply as visiting stu-
dents. Visiting students are not eligible for de-
grees from the School of Law.
Direct application inquiries to Director of
Admissions, School of Law, 1221 University of
Oregon, Eugene OR 97403-1221.
Due to enrollment limits, few transfer and
visiting students are admitted.
Photographs. University of Oregon student
identification cards include a photograph taken
when a student initially registers for classes. Du-
plicates of the photographs taken for student
identification cards are retained as part of the law
school's records.
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 GPAs:
A+ 4.3 A 4.0 A- 3.7
B+ 3.3 B 3.0 B- 2.7
C+ 2.3 C 2.0 C- 1.7
D+ 1.3 D 1.0 D- 0.7
F 0.0
Grades reflect categories of performance
articulated in general terms as follows:
A Exceptional honors-level work, equivalent to a
recommendation to the national law school
honorary, Order of the Coif
B Good work, at a level distinctly above that of
normal professional competence
C Professionally competent work, which
convinces the instructor that the student can
be recommended to the public as being rea-
sonably capable of dealing with client and
public problems in the area of study
D Unsatisfactory work, which is not at the level
required for ordinary professional competence
but which demonstrates enough potential for
improvement that the student could reason-
ably be expected to achieve such a level by
conscientious study
F Failing work, which reflects an extremely low
level of learning and ability in the area of study
+ Performance above the category to which the
+ is appended but, in the cases ofB+, C+, and
D+, not sufficiently above to merit a grade of
the next higher category
- Performance below the category to which the -
is appended but, in the cases of A-, B-, C-,
and D-, not sufficiently below to merit a grade
of the next lower category.
Academic Standards
1. A student must complete 85 credits with
grades of D- or better to graduate. Students
who take a full-semester externship (10 cred-
its) must complete 67 credits of graded course
work
2. At the end of any semester in which a
student's cumulative GPA falls below 2.00, the
student shall be placed on probation and shall
remain on probation until (a) achieving a cu-
mulative GPA of 2.00 or better or (b) being
disqualified
3. A student is disqualified if while on probation
that student records a GPA below 2.00 for any
semester, including summer session
4. a. A student who has completed four semes-
ters of residence under American Bar Asso-
ciation standards and who has not achieved
a cumulative GPA of 2.00 or better is dis-
qualified
b. A student must achieve a cumulative GPA
of 2.00 or better in order to qualify for
graduation. A student who has not
achieved a cumulative GPA of 2.00 or better
after accruing 85 or more credits is disquali-
fied
5. a. A student who is disqualified a first time
may submit a petition to the Academic
Standing Committee for readmission unless
the case is governed by Rule 6.a.
(1) If the committee believes that a student
disqualified after two or three semesters
of residence is likely to achieve a cumula-
tive GPA of 2.00 or better by the time the
student has completed four semesters of
residence, it may readmit the student
If the committee believes that a student
disqualified after four or more semesters
of residence (but not accruing 85 or
more credits) is likely to achieve a cu-
mulative GPA of 2.00 or better by the
time the student is eligible to graduate,
it may readmit the student
(2) A student denied readmission by the
committee may appeal that decision to
the faculty, provided the student's cu-
mulative GPA is 1.70 or higher at the
end of the second semester, or 1.90 or
higher thereafter
(3) An appeal from an adverse committee
decision must be filed within thirty days
from the mailing of the committee's de-
cision to the student
(4) A student who is denied readmission by
the committee and whose cumulative
GPA falls below the averages set in Rule
5.a.(2) shall have no further recourse ei-
ther before the committee or the faculty
(5) Faculty review of a petition pursuant to
Rule 5.a.(2) shall be under the standard
set in Rule 5.a.(1)
b. A student who is disqualified a second time
may file a petition for readmission only if
the student's cumulative GPA is 1.90 or
higher unless the case is governed by 6.a.
(1) The petition must first be evaluated by
the committee. If the committee denies
the petition, the student has no further
recourse. If the committee recommends
that the faculty readmit the student, the
decision to readmit or to deny the peti-
tion is made by the faculty
(2) The evaluation of the petition by the
committee and, where appropriate, the
faculty, shall be under the standard set
in Rule 5.a.(1)
c. 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
6. a. A student disqualified pursuant to Rule 4.b.
may submit a petition to the faculty for
readmission regardless of any limitation
whatsoever contained elsewhere in these
rules. The committee shall first review the
petition and submit its recommendations to
the faculty, which may impose such condi-
tions to readmission as it deems appropriate
b. The committee or the faculty may impose
such conditions on a readmitted student as
it deems appropriate. Conditions may
include but are not limited to academic
counseling, retaking of first-year courses in
which D or F grades were received, limita-
tion of employment or other extracurricular
activities, course limitations, course
requirements, 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
c. Appearances are permitted only before the
committee
7. a. The existing legislation on "Grading Poli-
cies and Academic Standards" (effective fall
1983 and last revised in April 1988) applies
to students enrolled and earning credit
prior to fall semester 1991. The legislation
as amended on January 30, 1991, applies to
students first enrolled fall semester 1991
and thereafter
b. The grade of D+ is available for use in all
first-year courses, including Legal Research
and Writing I,lI (LAW 622, 623), commenc-
ing with the 1991-92 school year. The grade
of D+ is available for use in all law school
graded academic work commencing with
the 1992-93 school year. For purposes of
academic disqualification only, students en-
rolled and earning credit prior to fall semes-
ter 1991 who receive any D+ grades are
deemed for such credits to have received
grades ofC
8. No student may graduate without obtaining
grades of D- or better in all courses of the first-
year required curriculum. Any student receiv-
ing an F in such a course must, at the first
scheduled opportunity, retake the course for
credit and obtain a D- or better. Only one at-
tempt to satisfy the requirement is permitted.
The requirement cannot be satisfied by taking
the course or courses at another law school.
Any student who receives an F in a required
first-year course and then retakes the course
for credit has his or her GPA computed based
on the grade received in retaking the course,
and the original F grade is ignored even
though the F grade remains on the transcript
9. Grades ofN (no pass) in passino pass (PIN)
courses are counted in the student's GPA as
0.00 points for the number of credits
attempted in such courses where N grades
were received
COSTS AND STUDENT
FINANCIAL AID
Law students are classified as graduate students.
Regular fees are payable in full at the time of reg-
istration. Payment of the stipulated fees entitles
students enrolled for academic credit to all ser-
vices maintained by the university for the benefit
of students.
Tuition and Fees
For the 1994-95 academic year, tuition was
$7,688 for resident students and $12,860 for non-
residents. See the law school bulletin for more
information. Tuition and fee schedules are sub-
ject to revision by the Oregon State Board of
Higher Education (OSBHE).
Residence classification regulations appear in
Chapter 580, Division 10, of Oregon Administra-
tive Rules, which are quoted in the Admissions
section of this bulletin. Details governing admin-
istration of nonresident and resident policies are
complex. For answers to individual questions,
students are advised to consult a staff member in
the university's Office of Admissions.
Total Costs
Because student living arrangements and
personal spending habits vary widely, no single
figure represents the cost of attending the
university. However, total 1994-95 costs for a
single resident student at the School of Law
averaged approximately $14,383 ($7,688 tuition;
$4,545 room and board; $620 books; and $1,530
miscellaneous and personal). For a nonresident,
costs averaged $19,555 ($12,860 tuition; $4,545
room and board; $620 books; $1,530
miscellaneous and personal). For a married
resident student, costs averaged around $21,000;
they were higher for students with children. The
dependent child-care allowance is $200 a month
for each child under six years of age and $70 a
month for each child between six and twelve
years of age who is living with the student.
Health insurance is optional. The cost by semes-
ter or for full twelve -month coverage is available
in the office of the Associated Students of the
University of Oregon (ASUO).
Financial Assistance
See the Student Financial Aid section of this
bulletin for complete information about financial
aid including loans.
Scholarships and Fellowships
The University of Oregon School of Law grate-
fully acknowledges the generous contributions of
individuals, law firms, and organizations that
have established named and endowed scholar-
ships for the benefit of law students. Many of
these scholarships are in honor or in memory of
alumni, students, friends, and loved ones.
Lois I. Baker Scholarship. An endowed fund to
assist a second-year student, it was established
by friends and former students to honor Lois 1.
Baker's long service as the school's law librarian.
Awarded on the bases of financial need and aca-
demic achievement.
James D. Barnett Memorial Scholarship. An
endowed fund established by Winifred Barnett
Allendoerfer and Professor Carl Allendoerfer in
memory of James D. Barnett, a member of the
university faculty from 1908 until his death in
1957. Awarded on the bases of financial need
and worthiness.
Derrick A. Bell Jr. Scholarship. An endowed
fund for academically talented minority students,
it was established by Hope Dohnal, a 1981
graduate of the school, in honor of former School
of Law Dean Derrick A. Bell Jr. for his significant
contribution to legal education and civil rights.
Awarded on the bases of scholarly interest and
achievement and demonstrated ability.
Hugh 1. Biggs Scholarship. An endowed fund
established by Hugh Biggs, a 1931 graduate of
the school and prominent Portland attorney.
Awarded on the bases of academic achievement,
leadership ability, and professional promise.
Dennis E. Chandler Memorial Scholarship.
An endowed fund, primarily to assist new
students and those in the African-American
community. It was established by Eugene and
Wilhelmina Bramlett in honor of Luetta and Rob-
ert Branch, cousins of Dennis Chandler, who is
the son of George Washington University law
professor James Chandler. Awarded annually,
based on financial need and community involve-
ment and service. Applicants are evaluated on a
400- to 600-word essay. Recipients may reapply
in subsequent years.
Francis I. Cheney Scholarship. An endowed
fund established by the Ben B. Cheney Founda-
tion in memory of Francis 1. Cheney, a 1933
graduate of the school, to assist students who ex-
hibit scholastic achievement, high quality of lead-
ership, good character, citizenship, and motiva-
tion. Available to first-, second-, and third-year
law students.
Henry E. Collier Law Scholarship. A trust fund
established by the late Henry E. Collier for schol-
arships awarded annually on the bases of finan-
cial need and good character to students who in-
tend to make the practice of law their life work.
Recipients cannot receive more than $500 in any
one year.
Caroline Forell Scholarship. A scholarship es-
tablished in 1992 by Henry Ebarb and Lisa
Raikkonen, 1992 graduates of the school, to honor
Caroline Forell, a professor in the School of Law.
Lorienne Conlee Fowler Scholarship. A trust
fund established by the late Dr. Frank E. Fowler
in memory of his wife, Lorienne Conlee Fowler,
for scholarships awarded on the bases of need
and scholastic record.
Otto J. Frohnmayer Scholarship. Established in
1993 by friends of Otto J. Frohnmayer, this schol-
arship is awarded every year to a member of each
law school class who is an Oregonian. Mr.
Frohnmayer is a member of the Class of 1933, a
Medford practitioner, and a leader and innovator
in his profession.
William F. Frye Scholarship. A scholarship es-
tablished in 1990 by the late William F. Frye, a
1956 graduate of the school, former Lane County
district attorney and Oregon state senator. The
fund provides three scholarships annually, one
for a student in each of the three classes, to
graduates of Oregon high schools and to those
with an interest in public service.
Herbert B. Galton Labor-Relations Law Schol-
arship. An endowed fund established by the late
Herbert B. Galton, a 1938 graduate of the school
and Portland attorney involved in labor-relations
law, to assist entering first-year students with an
interest in labor-relations law. The Galton schol-
arship is a two-year award with continuation
contingent upon satisfactory academic achieve-
ment. During the second year, the recipient as-
sists a law professor in writing a publishable ar-
ticle or book in the area of labor-relations law.
John and Elenor Halderman Scholarship. An
endowed fund established in 1991 by Elenor
Halderman to honor her late husband John W.
Halderman, a 1931 graduate ofthe school who
was an expert on the United Nations and played
an instrumental role in its formation. Recipients
of this scholarship are selected on the bases of
demonstrated interest and commitment to the
pursuit of a career in international law with pri-
mary emphasis on the study of world order in in-
ternational relations and human rights.
Leslie Harris Scholarship. Established in 1994
in honor of Leslie Harris, a member of the law
faculty since 1982, this scholarship is funded by
an anonymous donor to provide support for stu-
dents with financial need.
Dean Orlando John Hollis Scholar Award for
Academic Excellence. A fund established by the
Bowerman Foundation to honor Orlando John
Hollis, a 1928 graduate of the school, member of
the faculty from 1931 to 1967, and dean of the
School of Law from 1945 to 1967. The recipient is
selected from the five students in the third-year
class who have the highest grade point averages
and who make a commitment to take the Oregon
State Bar Examination and practice law in the
state of Oregon.
Charles G. Howard Scholarships. An endowed
fund for scholarships established by members of
Phi Alpha Delta legal fraternity and named in
honor of the late Charles G. Howard, a member
of the faculty of the School of Law from 1928 to
1971. The scholarships are based solely on exi-
gent financial need and are administered by Phi
Alpha Delta legal fraternity.
Michael A. Johnston Award. An endowed fund
in memory of law student Michael A. Johnston,
established by family and friends, and given to a
graduating student who has a disabling disease
or disability and who has displayed qualities of
independence, perseverance, gentleness of spirit,
and love for all manner of people and things.
Land Use and Local Government Award. This
is a book award for a student who excels in the
land use and local government areas of study.
James T. Landye Scholarships. An endowed
fund in memory of the late James T. Landye, a
1934 graduate of the school. Established by his
family and friends for scholarships to scholas-
tically superior and financially needy students.
Lane Powell Spears Lubersky Scholarship.
Established in 1990 by the Portland firm of that
name, this scholarship is awarded annually to a
third-year student for excellent academic
achievement in the first and second years.
Jeanne Latourette Linklater Memorial Schol-
arship. An endowed fund established by a be-
quest of Jeanne Latourette Linklater, whose hus-
band Kenneth A. Linklater was a 1935 graduate
of school. Her father Earl C. Latourette was chief
justice of the Oregon Supreme Court from 1953
to 1955.
Ann Louise Litin Memorial Award. An award
established by family and friends of the late Ann
Louise Litin, a 1982 graduate of the school.
Given annually to a second- or third-year law
student who exemplifies the courage, integrity,
fairness, and concern for other people demon-
strated by Litin.
Fredric R. Merrill Writing Award. This award
is given each year to a student who has demon-
strated excellence in writing for the Oregon Law
Review. The award was established by friends,
family, and colleagues to honor the late Fredric
R. Merrill, member of the law faculty from 1970
to 1992.
Wayne Morse Endowed Memorial Scholar-
ship. An endowed fund established in 1991 by
the estate of Nancy T. Fisher to honor the late
Wayne 1. Morse, a member ofthe faculty of the
School of Law from 1929 to 1943, who served as
dean from 1931 to 1943 and as a member of the
United States Senate from 1944 to 1968.
Oregon Law Foundation. For the past several
years, the Oregon Law Foundation has provided
funds for scholarships to deserving minority stu-
dents at the law school.
Oregon Law School Alumni Association
Scholarships. These scholarships are awarded
by the UO School of Law Alumni Association to
members of the entering class of the School of
Law on the bases of prelegal academic achieve-
ment and financial need.
Oregon State Bar Minority Scholarships. Vari-
ous minority scholarships are available through
the Oregon State Bar Office and through grants
and loans designed to increase the number of
minority attorneys in Oregon. Members of mi-
norities are encouraged to apply through the
Oregon State Bar Office. For applications, tele-
phone the Oregon State Bar at 1(800) 452-8260,
extension 337.
Oregon State Bar Securities Regulation Schol-
arship. An annual scholarship awarded to a sec-
ond-year student who has stated an intent to
practice law in Oregon. The award is intended to
encourage scholarship in the securities regula-
tion field and to introduce outstanding students
to securities law practitioners.
Kathryn Fenning Owens Scholarship. An en-
dowed fund established in 1989 by a gift from
Helen McKenzie Owens and Richard Owens, a
1970 graduate of the school, in memory of a
former UO law student, Kathryn Fenning
Owens, and awarded on the bases of financial
need and scholastic ability and with a preference
for women. Recipients may be first-year students
and apply for renewal in ensuing years.
PaulL. Patterson Memorial Scholarship. An
endowed fund awarded annually to a student
completing the second year in the School of Law
who best exemplifies the qualities of integrity,
leadership, and dedication to public service that
characterized a late governor of Oregon, Paul L.
Patterson, Class of 1926.
Schwabe, Williamson & Wyatt Scholarship. A
fund augmented annually with contributions
from individual attorneys in the Portland firm of
Schwabe, Williamson & Wyatt, many of whom
practiced with the late Robert T. Mautz, a 1927
graduate of the school. Recipients are selected by
the dean on the bases of financial need and dem-
0nstrated promise of becoming good attorneys.
Nancy Shurtz Scholarship. Established in 1994
in honor of Nancy Shurtz, a member of the law
faculty since 1982, this scholarship is funded by
an anonymous donor to provide support for stu-
dents with financial need.
D. Benson Tesdahl Legal Writing Award.
Given annually to a first-year student demon-
strating sustained excellence in legal research
and writing, this award is presented by the Legal
Research and Writing Program. Funded by Ben
Tesdahl, a Washington, D.C., attorney and 1984
graduate of the school.
Troutwine and Williams Writing Award Re-
lated to Justice for Injured Persons. This award
is given annually to a second- or third-year stu-
dent who demonstrates excellence in writing on
any aspect of tort law, personal injury law, civil
practice and procedure that enhances justice for
injured individu-
als. This award
was established
by Gayle
Troutwine and
Michael Will-
iams, Portland
attorneys.
Donald Walker-
Norman
Wiener Endow-
ment. Two
members of the
law school Class
of1947, Donald
Walker and
Norman Wiener, both prominent Portland practi-
tioners, established this endowment in 1993. Part
of the annual income from the endowment pro-
vides research assistantships for law students who
are graduates of Roosevelt or Jefferson High
School in Portland.
Academic Calendar for Law
Students
The School of Law operates on an early semester
calendar. On this schedule, registration for fall
semester takes place in mid-August, fall semes-
ter examinations are given before the winter va-
cation, and the spring semester ends in mid-
May. For additional information concerning
calendar dates, please inquire at the School of
Law.
LAW COURSES (LAW)
A complete list ofcourses with descriptions is in
the VO School of Law Bulletin. For afree copy,
write to the School ofLaw, 1221 University of
Oregon, Eugene OR 97403-1221.
410/510 Experimental Course: [Topic] (1-5R)
610 Law Courses for Nonlaw Students (1-15R)
Generic course number for translating 600-level
School of Law semester credits to term credits on
academic records of nonlaw students.
Required First-Year Courses
611,612 Contracts (3,3)
613,614 Torts (3,3)
615 Civil Procedure (4)
616 Legislative and Administrative Processes (3)
617 Property (4)
618 Criminal Law (3)
622, 623 Legal Research and Writing I,ll (2,2)
Second- and Third-Year Courses
All second- and third-year courses are elective ex-
cept LAW 643, 646, and 649, which are required.
Most ofthe courses listed below are offered each
academic year. Every effort is made to offer all of
the following courses at least once every two
years, but the ability ofthe School ofLaw to offer
some courses may be limited by student interest
and faculty resources.
630 Consumer Law (3)
631 Real Estate Planning (3)
635 Secured Land Transactions (3)
636 Commercial Law (4)
637,638 Trusts and Estates I,ll (3,3)
639 Employment Discrimination (3)
640 Children and the Law (3)
641 Partnerships and Corporations (3)
643,644 Con-
stitutional Law
I,ll (4,3)
645 Oregon
Practice and
Procedure (3)
646 Federal
Jurisdiction
and Procedure
(3)
647 Conflict of
Laws (3)
648 Creditors'
Rights (3)
649 Legal Pro-
fession (3)
651 Evidence (4)
652 Survey of Evidence (3)
654 Insurance (3)
655 Family Law (3)
658 Local Government Law (2)
659 Labor Law (3)
660 Employment Law (3)
661 Remedies (3)
662 Jurisprudence (3)
663 Antitrust Law (3)
664 Administrative Law (3)
665 Securities Regulation (2-3)
666 Admiralty (3)
667 Copyrights (3)
668 Land Use Law (2-3)
669 Water Resources Law (3)
670 Public Land Law (3)
671 International Law (2-3)
675 Legal Writing (1-3R)
676 Environment and Energy (3)
677 Law of the Sea (3)
678 Indian Law (3)
679 Ocean and Coastal Law (3)
680,681 Federal Income Tax I,ll (3,3)
682 Estate and Gift Taxes (2)
683 Estate Planning (3)
684,685 Criminal Procedure I,ll (3,3)
686 Environment and Pollution (3)
Professional Writing, Research, and
Seminars
601 Research: [Topic] (1-16R)
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607 Seminar: [Topic] (1-5R) Recent topics in-
clude Advanced Contract Law, Complex litiga-
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Legislation, European Community Law, Hazard-
0us Waste, Perspectives on Tort Law, Women
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Clinical Experience and Practice Skills
Programs
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clude Advanced Appellate Advocacy, Counseling
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Board, Moot Court National Team Workshop.
277
~chooloflV1usic
150 Music Building
Telephone (503) 346-3761
Anne Dhu McLucas, Dean
ABOUT THE SCHOOL
The School of Music began as the
Department of Music in 1886. It be-
came 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 School of Music, which in-
cludes the Department of Dance, is
a professional school in a university
setting. The school is dedicated to
furthering creativity, knowledge,
pedagogy, and performance in mu-
sic and dance and to preparing stu-
dents for a variety of professions in
these fields. Its mission is fivefold:
• to help students balance the
knowledge and understanding of
their art with the intuition and
skills necessary to present it
• to involve students and members
of the university and the commu-
nity in the intellectual life and
performing activities of the school
through the curriculum, lectures,
workshops, and concerts
• to help students learn to commu-
nicate and teach their art effec-
tively, whether as professional
teachers in public or private
schools or at the college level or as
performers
• to reflect the diversity of the fields
of music and dance in its offerings.
Since the scope of these fields
constantly changes, the faculty
tries to prepare students for en-
counters with other cultural com-
munities and their art forms. At
the same time, students are shown
the respect and knowledge neces-
sary to reexamine and pass on the
great traditions inherited from
their own cultures
• to contribute new ideas to the
fields of music and dance in the
form of original compositions and
choreographies, studies of new
repertoires and interpretations of
existing ones, as well as scholar-
ship in the history, theory, peda-
gogy' and cultural context of mu-
sic and dance. Faculty members
seek to teach and inspire their
students to do the same
DANCE
161 Gerlinger Annex
Telephone (503) 346-3386
Jenifer P. Craig, Department Head
FACULTY
Lisa Cadman Arkin, assistant professor
(dance ethnology, character ballet and
folk technique, history of dance). B.A.,
1976, California, Los Angeles; M.A.,
1978, San Francisco State. (1987)
Sherrie Barr, associate professor (mod-
ern and jazz technique, composition,
movement analysis). B.A., 1971,
Adelphi; M.F.A., 1973, Wisconsin,
Madison; C.M.A., 1987, Washington
(Seattle). (1989)
Steven Chatfield, associate professor
(modem dance, dance sciences, re-
search); director, graduate studies; co-
ordinator, dance science program. B.A.,
1975, M.A., 1984, Ph.D., 1989, Colo-
rado at Boulder. (1989)
Jenifer P. Craig, associate professor
(modern and jazz technique, history
and dance philosophy, dance produc-
tion). B.A., 1971, M.A., 1973, Oregon;
Ph.D., 1982, Southern California.
(1986)
Janet W. Descutner, associate professor
(modern and tap technique, choreo-
graphic analysis and composition,
Asian and tribal dance cultures). B.A.,
1963, M.A., 1965, Ohio State. On leave
fall 1995. (1971)
Jim Rusby, audio-visual. See Music
Jeffrey Stolet, associate professor (music
for dancers, basic rhythms, electronic
and computer-generated music).
B.Mus., 1977, M.Mus., 1979, New
Mexico; Ph.D., 1984, Texas at Austin.
(1988)
Susan Zadoff, senior instructor (classical
ballet technique and staging, dance in
musical theater). Ballet Russe de Monte
Carlo. (1976)
Emeriti
M. Frances Dougherty, professor
emerita. B.A., 1935, M.A., 1940, North-
ern Colorado; Ph.D., 1959, New York.
(1959)
Linda S. Hearn, associate professor
emerita. B.S., 1962, M.A., 1965, Texas
Woman's. (1965)
Bruno V. Madrid, senior instructor
emeritus. B.Mus., 1955, Santo Tomas
Conservatory of Music, Philippines;
M.Mus., 1963, Oregon. (1966)
The date in parentheses at the end ofeach
entry is the first year on the University of
Oregon faculty.
ABOUT THE
DEPARTMENT
The primary aim of the Department
of Dance is to enrich the lives of ma-
jors' nonmajors, and the Oregon
comrnunitywith diverse dance expe-
riences. Dance is explored as an art
form and as one of the humanities in
a liberal-arts education. Study in
dance as an academic discipline in-
tegrates inquiry and theory to de-
velop skills in observation, critical
thinking, problem solving, and
evaluation. In addition to the aca-
demic components, dance students
experience the rigorous professional
discipline that is inherent in studio
classes. The department emphasizes
modern dance with a strong sup-
porting area in ballet. Students may
also choose to study such idioms as
jazz, tap, ethnic, character ballet,
contact improvisation, and ballroom.
Regardless of a student's career
goals, education in dance at the
University of Oregon provides the
opportunity to develop self-
discipline and motivation, intellec-
tual curiosity, and creative imagina-
tion. These attributes are essential
not only for a successful career but
also for experiencing a fulfilling life as a citizen in
the twenty-first century.
Placement of Majors
and Minors
Placement classes are held the week before fall-
term classes begin and during spring term. Fac-
ulty adjudicators observe and place students ac-
cording to the students' knowledge and skill
levels. Entering freshmen planning to attend
IntroDUCKtion in July should attend the spring-
term audition. Incoming students registering in
the fall should attend the auditions during New
Student Orientation. Students who want to enter
professional-level (DAN) technique courses win-
ter or spring terms should request a placement
decision. More information is available from fac-
ulty members. Write or caU the department office
for dates of auditions.
Dance Program for Nonmajors
A variety of dance eJileriences is provided for en-
joyment and enrichment through the dance pro-
gram. Lower-division DANC courses generally
offer beginning or elementary instruction and
may be repeated once for credit. Upper-division
DANC courses provide low-intermediate in-
struction and may be repeated twice for credit. A
maximum of 12 credits in DANC courses may be
applied to the total number of credits required
for a bachelor's degree.
Lower-division DAN courses provide high-inter-
mediate instruction, upper-division DAN courses
provide advanced instruction. See DAN course
listing for credit repeatability.
DANC and DAN studio courses are also avail-
able without credit to matriculated university
students through the NCS (noncredit student)
program and to members of the community
through community dance. In each case, a mod-
est instructional fee is assessed by the Depart-
ment of Dance. Information about class
availability and fees may be obtained in the de-
partment office, 161 Gerlinger Annex.
Facilities
The Department of Dance has three dance stu-
dios and one gymnasium for classes and special
activities in dance. Each studio has a piano; each
teaching facility has a complete sound system. In
addition to serving as classrooms and rehearsal
spaces, the studios in Gerlinger Annex convert
into the M. Frances Dougherty Dance Theatre,
which has lighting and stage equipment for con-
cert productions and seats 250 people.
Performing Opportunities
Dance Oregon. A student organization partially
funded by the Associated Students of the Univer-
sity of Oregon, Dance Oregon is open to any
student who is interested in dance. Its general
function is to enhance and enrich the dance op-
portunities offered through the departmental cur-
riculum. To this end, Dance Oregon provides a
variety of activities each year that are promoted on
and off campus. Examples include producing stu-
dent choreographed concerts; film and video
showings of diverse dance forms and cultures; and
sponsoring professional guest artists to perform,
lecture, set repertory, or teach master classes.
Department Productions. The department offers
frequent opportunities for students to perform in
works by faculty members, guest artists, graduate
students, and undergraduates. Performances are
produced throughout the year, and any university
student may participate. Selections are made
through auditions. Supervised performances and
performance-related activities carry academic
credit.
A student may audition a dance for performance
in student concerts or gain experience in perfor-
mance, teaching, lighting, costuming, makeup,
management of productions, or a combination of
these. Students can earn practicum credit in
dance choreography and workshop credit for
performance and production work.
Repertory groups tour throughout Oregon and
the Northwest to present concert performances as
well as master classes and lecture-demonstrations
for public schools, colleges, universities, civic or-
ganizations, and community concert series.
Additional Dance Opportunities. Theatrical col-
laborations with the School of Music or Depart-
ment of Theater Arts provide performance oppor-
tunities that incorporate acting, singing, and
dancing. These activities also carry academic credit.
Honor Society and Scholarships
Pi Delta, the University of Oregon's chapter of Phi
Beta, is a professional fraternity for the creative and
performing arts. Membership in the collegiate cat-
egory is open to majors and minors in dance. Pi
Delta also has active alumni and patron member-
ships that award yearly scholarships to talented
student performers or choreographers. Applicants
for the scholarships must be upper-division under-
graduate majors or minors who have been at the
university for at least a year. The application dead-
line for these awards is April 1.
Fees
Majors in the School of Music pay a term fee of
$25. In the Department of Dance, this fee helps
to pay expenses associated with dance studio ac-
tivities, such as class accompaniment and unusu-
ally demanding maintenance of the facilities and
studio theater. This fee exempts dance majors
from paying the per-course fee for DANC
courses when they are taken for credit.
UNDERGRADUATE STUDIES
The Department of Dance offers curricula lead-
ing to the bachelor of arts (B.A.) or bachelor of
science (B.S.) degree. The goal of the department
is to provide comprehensive dance training
within the liberal-arts framework of the univer-
sity. The serious study of dance involves intellec-
tual, artistic, and physical development. The De-
partment of Dance emphasizes all three areas of
growth, a commitment made possible by the
breadth of its curricular offerings and the depth
of faculty expertise.
Facility with oral and written communication is
one goal of a liberal-arts education. Therefore,
dance majors pursue a course of study to acquire
a firm intellectual grasp of the theoretical, his-
torical, and creative forces that shape dance as an
art form.
Dance, unique in that it is also a physical form of
communication, requires continual experience in
its technical foundations. Students are expected
and encouraged to experience a variety of forms
of dance training and idioms. Production and
pedagogy are also integral to the undergraduate
core, because many students find careers in the-
ater and teaching.
Goals for the Undergraduate Dance
Major
1. Explore the field of dance from a liberal-arts
perspective
2. Explore disciplined technique and creative
processes involved in the artistry of dance
3. Formulate an intellectual understanding of the
historical, philosophical, and culturally signifi-
cant aspects of dance
4. Develop a working knowledge of music and
science as they relate to and enhance the
dance experience
5. Develop an understanding of dance as a
unique art form in conjunction with its rela-
tionship to other art forms and disciplines
6. Develop a level of competence in performance,
creative, and theoretical aspects of dance to
pursue graduate studies or other professional
goals
Preparation. High school students planning to
major in dance should include preparation in
music, drama, art, and dance. Additional studies
in personal health and biology are strongly
recommended.
Students transferring to the UO as dance majors
following two years of college work elsewhere
should have completed two terms of college-level
English composition and courses in basic music
theory and modern dance and ballet technique.
Careers. Career opportunities include perform-
ing in regional dance companies and teaching in
universities, colleges, community colleges, com-
munity centers, fitness centers, and private stu-
dios. Business and technical theater manage-
ment, dance science, dance research, and dance
journalism offer alternatives to performance and
creative work.
Admission
Students eligible for admission to the university
may apply to be admitted as dance majors. En-
tering freshmen should have a basic knowledge
of dance and music as art forms and technical
training in dance. Students transferring from
two-year colleges must have at least a 2.75 cu-
mulative grade point average (GPA); in addition,
they should have met the university's writing re-
quirement and completed a majority of the
university's group requirements. 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 dance courses
must be met either by proficiency examination or
by completion of these core courses at the first
opportunity. During their first four terms, fresh-
men and transfer students must pass Looking at
Dance (DAN 251) and Fundamentals of Rhythm
(DAN 252) to be eligible to continue as dance
majors.
The faculty reviews each student for continuation
as a dance major upon completion of the follow-
ing requirements:
1. Passing DAN 251 and 252 with grades of C- or
better
2. Passing with grades of mid-B or better the bal-
let and modern technique courses (DAN or
DANe) in which the student was placed upon
entry into the program
Students who have not advanced to either DAN
294 or 296 by the beginning of the junior year are
placed on departmental probation.
Satisfactory progress toward the degree must be
maintained. Progress is monitored every term by
faculty advisers. Students who receive grades of
D or F or marks ofW (withdraw) or I (incom-
plete) in courses required for the major are
placed on departmental probation for up to a
year. During this time, the course or courses
must be repeated for passing grades. If the stu-
dent fails to make satisfactory progress, that stu-
dent is dropped from the major program.
AIl courses required for a dance major or minor
must be taken for letter grades when that option
is available. Each letter-graded course must be
passed with a grade of C- or better. A grade of P
must be earned in courses designated passino
pass (PIN) only. The PIN option should be exer-
cised sparingly by students who plan to pursue a
graduate degree in dance.
Advising. Students admitted as majors or
minors must meet with a dance faculty adviser
prior to registration each term. These meetings
inform students of prerequisites and progress to-
ward the degree. Appointment schedules for ad-
vising are posted by each adviser. Students must
have a signed advising contract in their depart-
mental academic file before they may register
each term using DUCK CALL. Students without
signed advising contracts in their files can be
dropped from the dance major.
Major Program
Candidates for the bachelor's degree with a ma-
jor in dance must satisfy general university re-
quirements, elect appropriate courses in related
areas, and complete the professional course re-
quirements of the Department of Dance.
Department Requirements
Lower Division 34 credits
Tap or Jazz (DANC 175 or higher), two terms .. 2
Ethnic Dance (DANC 178-181 or 185
or higher) 1
Ballroom (DANC 184 or higher) 1
Looking at Dance (DAN 251) 3
Fundamentals of Rhythm (DAN 252) 3
Dance Production (DAN 255) 3
Body Fundamentals (DAN 256) 3
Dance Improvisation (DANC 271) 1
Character Ballet or Historical Dance
(DANC 273 or 274 or higher) 1
Modern Dance Laboratory (DAN 294 or
higher), three terms 6
Ballet Laboratory (DAN 296 or higher),
two terms 4
DAN 294 or 296 or higher in one idiom, three
additional terms 6
Upper Division 45 credits
Dance and Folk Culture (DAN 301) or
Dance in Asia (DAN 302) 4
Human Anatomy I: Bones, Muscles, Nerves
(BI 311) 3
Movement Notation (DAN 341) 3
Intermediate Movement Notation (DAN 342) .. 3
Dance Composition 1, II (DAN 351, 352) 6
Dance Kinesiology (DAN 360) 3
Internship (DAN 404) 2
Workshop: Production (DAN 408) 1
Workshop: Performance (DAN 408) 2
Senior Project (DAN 411) 3
Ballet from the Courts to Balanchine
(DAN 453) 3
Evolution of Modern Dance (DAN 454) 3
Music for Dancers (DAN 458) 3
Dance Accompaniment (DAN 490) 3
Teaching Dance (DAN 491) 3
Electives 24 credits
University requirements and
electives to complete 180 credits 77 credits
The breadth requirement in dance technique is
fulfilled by completing ethnic, ballroom, tap or
jazz, and character ballet or historical dance. The
lower-division breadth courses should be com-
pleted by the end of the sophomore year. Stu-
dents with experience in any of these forms
should enroll in the highest level that reflects
their competence in each idiom. Decisions about
the appropriate level are made in consultation
with an adviser.
The technical requirements for ballet and modern
are (1) dance majors must enroll in a ballet or
modern technique class every term that they are in
the program, (2) the minimum competency for
graduation is ballet (DAN 296) for two terms and
three terms of modern (DAN 294), and (3) during
the last three terms before graduation, each major
must complete an additional 6 credits of DAN 294
or 296 or higher with minimum grades of B-.
Students who enroll in a DAN or DANC course
without completing the course's prerequisite-
either a specific course or an audition or a level of
skill-are asked to withdraw. Failure to do so re-
sults in a grade of For N (no pass) for that course.
Required internships, performances, and senior
projects can be satisfied in a variety of ways.
Through consultation students and their advisers
choose options for these requirements that allow
the students to pursue personal interests.
With approval from their faculty adviser, dance
majors can focus their 24 credits of elective work
in one of three ways: (1) by completing an estab-
lished minor or second major, (2) by concentrat-
ing on an area of emphasis within dance, or (3)
by integrated interdisciplinary study.
University requirements for the B.A. and B.S. de-
grees are explained in the Registration and
Academic Policies section of this bulletin.
Certification Prerequisite
Three requirements for the dance major are also
prerequisites for admission to the Laban Move-
ment Analysis Certification program sponsored
by the Laban -Bartenieff Institute of Movement
Studies in New York City. These approved
courses are Body Fundamentals (DAN 256), In-
termediate Movement Notation (DAN 342), and
Dance Kinesiology (DAN 360).
Honors College Program
See the Honors College section of this bulletin
for specific honors college requirements. Depart-
mental requirements for dance majors enrolled
in the Clark Honors College include (1) 6 credits
of independent study in choreography, ethnol-
ogy, notation, or technical production leading to
the senior honors thesis; and (2) either a chore-
ography (minimum of ten minutes) with written
description and discussion or an honors essay on
an approved research topic.
Minor Program
The dance minor is available to undergraduate
students who want to combine an interest in
dance with a degree in another area of study.
Dance studies can complement majors in such
fields as journalism, architecture, music, theater
arts, art history, exercise and movement science,
and psychology. The minor allows students flex-
ibility in constructing a program of courses that
enhances the major.
Students must take a placement class before en-
rolling in a technique course at the DAN level.
See Placement of Majors and Minors earlier in
this section of the bulletin.
The dance minor requires at least 31 credits in-
cluding the 13-credit core and at least 9 credits of
dance technique and 9 credits of elective course
work in the humanities-science and studio-
theory areas (at least 3 credits in each of these
areas). The 31 credits must include 15 upper-di-
vision credits. The core courses must be taken for
letter grades and passed with grades of mid-C or
better. Electives may be taken passino pass (PI
N), but students are encouraged to take them for
letter grades. A list of courses that satisfy the area
requirement is available in the dance department
office, 161 Gerlinger Annex.
Advising. Students are encouraged to develop a
close, communicative relationship with a dance
adviser. Each student must plan a program of
elective courses with the help of an adviser who
monitors the student's progress through the mi-
nor program, ensuring completion of the neces-
sary requirements in the most beneficial order.
Work in generic courses (401, 404, 405, 406, 407,
409, 410) is available with the instructor's ap-
proval of a student-initiated written proposal.
Minor Requirements 31 credits
Core 13 credits
Looking at Dance (DAN 251) 3
Fundamentals of Rhythm (DAN 252) 3
Dance Production (DAN 255) 3
Body Fundamentals (DAN 256) 3
Workshop: Production (DAN 408) 1
Dance technique 9 credits
Dance courses in the humanities-
science and studio-theory areas 9 credits
GRADUATE STUDIES
Both master of science (M.S.) and master of arts
(M.A.) degrees in dance are available. Full-time
students with adequate undergraduate prepara-
tion can complete a master's degree program in
two years if their area of specialization is desig-
nated during the first year. Graduate students
who enter with background deficiencies or lack-
ing a focus for the thesis or final student project
typically take more than two years to complete a
master's degree.
Admission
Students seeking admission to a master's degree
program should obtain an application packet
from the Department of Dance. An official tran-
script of the student's college record must be
submitted with the application. Application for
enrollment is open to anyone who has graduated
from an accredited college or university and has a
3.00 cumulative undergraduate GPA. In addition,
applicants must submit three letters of recom-
mendation, an up-to-date vita, and a statement
of purpose explaining why they intend to pursue
graduate studies in dance at the DO.
International students wnose native language is
not English must earn scores of at least 550 on
the Test of English as a Foreign Language
(TOEFL).
A student with a GPA below 3.00 may be admit-
ted upon review of credentials. Students admit-
ted to the graduate program must audition for
placement in technique classes prior to their first
term of enrollment. Placement classes are held
each spring term and during New Student Ori-
entation fall term. Dates of these auditions are
available in the department office.
Adequate undergraduate preparation in dance
theory and technique is required for admission to
graduate programs in dance. Applicants with un-
dergraduate deficiencies may be admitted as
postbaccalaureate students until the necessary
courses are completed.
Deficiencies may also be made up by (1) passing
proficiency examinations provided by the depart-
ment, (2) presenting evidence of acceptable prac-
tical professional experience, or (3) demonstrat-
ing ability on videotape or in person for faculty
review. All deficiencies should be corrected at the
first opportunity after entering the program.
Graduate Awards. A limited number of graduate
teaching fellowships (GTFs) are available. Appli-
cations are available from the department office.
Applicants must submit a half-inch VHS video-
tape demonstrating their skills in at least two
dance idioms (i.e., African, ballet, ballroom, con-
tact improvisation, ethnic, jazz, and tap). Appli-
cations are reviewed beginning February 1 for
the following fall term. Positions are filled as
quickly as possible.
Master's Degrees
Three master's degree programs are available: (1)
the general master's degree with thesis or cho-
reographic thesis, (2) the general master's degree
without thesis, and (3) the master's degree with
emphasis in dance science.
A minimum of 54 graduate credits must be com-
pleted for the master's degree in dance; at least
30 of these credits must be earned in residence
after admission to the graduate program. A stu-
dent seeking the master of arts (M.A.) degree
must demonstrate proficiency in one foreign lan-
guage by submitting evidence of two years of
college-level study within the previous seven or
by passing an examination at the University
Counseling Center's testing office, 238 Student
Health Center.
All work for the master's degree must be
completed within a period of seven years. This
includes credits transferred from another
institution and the thesis or final project.
Graduate Requirements
Graduate students must enroll in a technique
course every term during their studies in residence
and earn a minimum of 6 credits in 500-level
DAN courses. Only these 6 credits may be applied
toward the degree.
Graduate students are required to take a
minimum of 2 credits of Supervised College
Teaching (DAN 602). The department recom-
mends that these credits be earned in at least two
teaching experiences, which provide opportuni-
ties to develop mentor relationships with faculty
members.
A final oral thesis defense or terminal project
presentation is administered by the student's
faculty committee following completion of the
thesis or project.
General Master's Degree with Thesis (54
credits). In addition to the requirements
described above, candidates for the general
master's degree with thesis must have completed
the following course work:
32 credits
Improvisation 1
Dance composition 6
Music for dancers 3
Dance history 6
Movement notation 3
Dance pedagogy 4
Human anatomy 3
Dance kinesiology 3
Dance production 3
Dance as a discipline at the graduate level
requires an understanding of research methodol-
ogy, theoretical issues, and their practical appli-
cations. Required core courses provide this un-
derstanding for the student seeking the general
master's degree with or without thesis.
Core Courses
Scientific Aspects of Dance (DAN 560)
Research Methods in Dance (DAN 611)
Aesthetic Bases for Dance in Art and Education
(DAN 693)
Students in this program must take a minimum
of 9 credits in Thesis (DAN 503). At least 9 cred-
its must be earned in graduate courses outside
the department. These courses, approved by the
major adviser, are selected from fields related to
the student's research. At least 6 of the 9 credits
must be earned before starting the thesis.
Upon consultation with the director of graduate
studies, students may use graduate-level work
that counts toward the master's degree to correct
deficiencies.
Students may choose a choreographic thesis with
written supporting documentation. Early in their
programs, these students should enroll in gradu-
ate-level choreography courses.
The thesis proposal must be approved by a com-
mittee of at least three faculty members repre-
senting the fields of study related to the program
and thesis topic. Graduate School requirements
are to be followed in the preparation and defense
of the thesis. Refer to "Thesis Guidelines and
Procedures for Producing the Thesis Concert,"
available in the department office, and the Uni-
versitlJ ofOregon Style and Policy Manual for The-
ses and Dissertations, available from the Graduate
School.
Of the 19 elective credits, 6 credits may be taken
in Research (601) in another department if it re-
lates to the student's thesis. DAN electives may
be selected from the following:
Specific Courses and Seminars
Experimental Course: Notation Reconstruction
(DAN 510)
Tribal Dance Cultures (DAN 552)
Ballet from the Courts to Balanchine (DAN 553)
Evolution of Modern Dance (DAN 554)
Group Choreography (DAN 555)
Music for Dancers (DAN 558)
Teaching Dance (DAN 591)
Administration of Dance in Education (DAN 593)
Seminars: Choreographic Analysis and Criticism,
Movement Patterning, Movement Analysis
(DAN 607)
Generic Courses
A maximum of 6 credits from each of the follow-
ing courses may be applied toward the degree.
Workshop: Performance (DAN 508)
Research (DAN 601)
Supervised College Teaching (DAN 602)
Reading and Conference (DAN 605)
Special Problems: Solo Composition, Formal
Composition Structure (DAN 606)
Practica: Choreography, Production
Management, Design (DAN 609)
General Master's Degree without Thesis (54
credits). This option includes the general re-
quirements, examinations, and limitations on
credits stated earlier as well as core courses listed
above and correction of any undergraduate-level
deficiencies.
The nonthesis option requires 19 credits selected
from the list of courses set forth in the thesis op-
tion above, a minimum of 9 credits in an area re-
lated to dance, and another 9 credits appropriate
to the program elected from within or outside the
Department of Dance. All course selections and
field choices must have the approval of the
student's adviser.
For the student electing the nonthesis option, a
project is required in the area of concentration.
The project might take the form of 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 approved
by a project committee representing the area of
dance concentration.
Master's Degree with Emphasis in Dance
Science (54 credits). This option integrates a de-
gree in dance with a second area of specialization
in a related science. A bachelor's degree in dance
or its equivalent is the preferred background.
Graduate students must have completed the fol-
lowing course work.
32 credits
Improvisation 1
Dance composition 6
Music for dancers 3
Dance history 6
Movement notation 3
Dance pedagogy 4
Human anatomy 3
Dance kinesiology 3
Physiology of exercise 3
A thesis is required for this master's degree pro-
gram. Requirements parallel the general master's
degree with thesis described earlier with two ex-
ceptions:
1. Core courses for this option are Research
Methods in Dance (DAN 611), Aesthetic Bases
for Dance in Art and Education (DAN 693),
and research method or design courses that
include
a. Quantitative statistics through ANOVA or
qualitative research design and methodol-
ogy
b. Computer applications in research
c. Interpretation and critique of research
Options that satisfy this requirement range
from 5 to 9 credits
2. At least 16 credits of elective course work must
be taken; 6 of these credits may be in Research
(601) taken in another department
This individualized program is designed in con-
sultation with the coordinator of the dance sci-
ence program to meet the interests of the stu-
dent. At least 9 credits must be earned in
graduate courses outside the dance department.
These courses are selected from fields related to
the student's research. At least 6 ofthe 9 credits
must be earned before starting the thesis.
All course work for this option must be approved
by the dance science coordinator, who must be a
member of the student's thesis committee.
Satisfactory Progress toward the
Degree
1. Qualified students are admitted to the dance
master's degree program with conditional
master's classification. The classification is
changed to unconditional master's after a stu-
dent has:
a. Corrected undergraduate deficiencies
b. Grades of mid-B or better in 12 graduate
dance credits
c. Achieved a technical skill equivalent to the
DAN 500 level in at least one idiom. Studio
classes taken to prepare for 500-level DAN
courses must be passed with letter grades of
mid-B or better
Graduate students must achieve unconditional
master's classification before they have com-
pleted 36 credits of graduate work
2. Graduate students must meet with a graduate
adviser each term to draw up course advising
contracts, which ensure that courses taken ful-
fill university and department requirements
3. Graduate teaching fellows (GTFs) must satis-
factorily complete 9 graduate credits each
term as specified in the signed course advis-
ing contract
4. DAN graduate courses must be passed with
grades of B- or P or better. Courses may be re-
taken at the next scheduled offering if satisfac-
tory grades are not received. The student may
be dropped from the program if a grade of B-
or P or better is not earned on the second try
5. Of the 54 graduate credits required for the
master's degree in dance, the 6 credits of tech-
nique and the core courses must be taken for
letter grades. A minimum of 24 graduate credits
must be taken for letter grades; the remaining
credits maybe taken passino pass (PIN). A P is
the equivalent of a B-letter grade or better.
6. Core courses in dance should be completed
the first term they are offered during graduate
study. Requests for exceptions are considered
by the graduate committee after approval by
the student's adviser
7. Students must have a GPA of 3.00 or better in
course work used to meet the requirements of
the master's degree
8. No more than one incomplete (I) may be
earned each term and no more than two each
year. Students have one calendar year or less to
finish an incomplete, depending on the nature
of the course and the instructor's requirements
INTRODUCTORY DANCE
COURSES (DANC)
DANC courses are open to students who fulfill the
prerequisites and meet placement criteria. Intro-
ductory Dance Courses I do not have prerequisites
or placement criteria.
Not all courses can be offered every year. A list of
courses offered each tenn is in the current UO
Schedule of Classes. Each course requires payment
ofa laboratory fee.
101-198 Introductory Dance Courses I (lR)
170: Modern 1, 171: Contact Improvisation, 172:
BaIlet 1, 174: Enerjazz, 175: Jazz 1,176: Tap 1, 178:
International, 179: Balkans and Eastern Euro-
pean, 180: Near and Middle East, 181: North
American Folk Heritage, 184: Ballroom 1, 185:
African. R once for maximum of 2 credits each.
199 Special Studies: [Topic] (1-5R)
201-299 Introductory Dance Courses II (lR)
270: Modern II, 271: Dance Improvisation, 272:
Ballet II, 273: Character Ballet 1, 274: Historical
Dance, 275: Jazz II, 276: Tap II, 278: International
Folk II, 284: Ballroom II. R once for maximum of
2 credits each.
301-398 Introductory Dance Courses III (lR)
370: Modern III, 371: Advanced Contact Impro-
visation, 372: Ballet III, 373: Character Ballet II,
375: Jazz III, 376: Tap III, 384: Ballroom III. R twice
for maximum of 3 credits each.
399 Special Studies: [Topic] (1-5R)
PROFESSIONAL DANCE
COURSES (DAN)
DAN courses are open to students who fulfill the pre-
requisites and meet placement criteria. Generic
courses are limited by faculty work load and avail-
ability. A list ofcourses offered each ternl is in the
current UO Schedule of Classes.
192 Dance Laboratory (2R) R for maximum of 6
credits in anyone idiom.
198 Workshop: [Topic] (1-2R) Recent topics
include Performance, Production Experience,
Repertory.
199 Special Studies: [Topic] (1-5R)
251 Looking at Dance (3) Overview of dance as
a cultural and aesthetic experience. Examines its
meaning and impact on contemporary United
States society.
252 Fundamentals of Rhythm (3) Fundamen-
tals of music with emphasis on musical style and
rhythmic structure. Stolet.
255 Dance Production (3) Introduction to pro-
duction planning, management, lighting, design,
costuming, and publicity for the dance concert.
Practical experience in Dougherty Dance The-
atre. Craig.
256 Body Fundamentals (3) Exploration of the
functional anatomy of patterning in movement.
Various body therapies-Bartenieff's Fundamen-
tals, Sweigard's Ideokinesis, and developmental
patterning-provide a framework for experiential
investigations. Barr.
292 Dance Laboratory: [Topic] (2R) Dance
technique in jazz, tap, character ballet, and oth-
ers when available. Prereq: placement prior to
registration. R eleven times for maximum of 24
credits in anyone idiom.
294 Modern Dance Laboratory (2R) Dance
technique in the modern idiom. Prereq: place-
ment audition. R for maximum of 24 credits.
296 BaIlet Laboratory (2R) Dance technique in
the ballet idiom. Prereq: placement audition. R
for maximum of 24 credits.
301 Dance and Folk Culture (4) Investigation of
origins, meanings, and development of dance
culture and related folk arts in selected regions
and countries of the world. Arkin.
302 Dance in Asia (4) History, aesthetics, struc-
ture, and content of selected dance forms of
India, Cambodia, Thailand, Bali, China, and
Japan. Investigates expressiveness and move-
ment choice in cultural contexts. Descutner.
341 Movement Notation (3) Introduction to
Labanotation, the process of recording move-
ment. Concepts of spatial and temporal analysiS,
conversion into graphiC symbols, and reconstruc-
tion into movement from Labanotated scores.
Prereq: DAN 252. Barr, Descutner. Offered 1995-
96 and alternate years.
342 Intermediate Movement Notation (3)
Theory and application of intermediate principles
of Labanotation. Investigates concepts of
Labanalysis, a system that describes the qualities
of space and motion in movement. Prereq: DAN
341. Barr, Descutner. Offered 1995-96 and alter-
nate years.
351 Dance Composition I (3) 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: DANC 271, DAN 252.
352 Dance Composition II (3) Compositional
forms and styles in dance. Structural forms de-
rived from music, fine arts, poetry, theater.
Prereq: DAN 351.
357 Dance in Musical Theater (3) Basic move-
ment vocabulary needed for musical theater and
opera; historical development; staging, choreog-
raphy, and performance. Prereq: previous dance
experience and instructor's consent. Zadoff.
Open to nonmajors. Offered 1995-96 and alter-
nate years.
360 Dance Kinesiology (3) Applications of ana-
tomical, muscular, and motor control informa-
tion to dance training and injury prevention.
Prereq: Bl311. Chatfield. Offered 1995-96 and
alternate years.
392 Dance Laboratory: [Topic] (2R) Intermedi-
ate dance technique in jazz, tap, character ballet,
and others when available. Prereq: audition prior
to registration. R eleven times for maximum of 24
credits in anyone idiom. Dance majors and mi-
nors only.
394 Modern Dance Laboratory (2R) Dance
technique in the modern idiom. Prereq: place-
ment audition. R for maximum of 24 credits.
396 Ballet Laboratory (2R) Dance technique in
the ballet idiom. Prereq: placement audition.
R for maximum of 24 credits.
401 Research: [Topic] (l-4R) R twice with
adviser's consent.
403 Thesis (1-21R)
404 Internship: [Topic] (1-4R) Apprenticeship
under the guidance of a supervising teacher in
areas such as teaching, arts management, ad-
ministration, and dance production. Prereq: jun-
ior standing, instructor's consent. R twice for
maximum of 12 credits, maximum of 4 per topic.
405 Reading and Conference: [Topic] (I-21R)
406 Special Problems: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R) Recent topics
include Dance Careers, Dance in Literature and
the Arts, Japanese Dance. R when topic changes.
408/508 Workshop: [Topic] (1-21R) Topics in-
clude production, rehearsal, and performance of
ballet, ethnic, jazz, modern, and tap dance in
repertory companies, musicals, and student cho-
reographies. Prereq: audition for performance
experiences, DAN 255 for production.
409 Practicum: [Topic] (1-2IR) Current topics
are Choreography and Stage Management.
410/510 Experimental Course: [Topic] (1-5R)
Current topics include Neuromuscular Concerns
of Dance, Notation Reconstruction.
411 Senior Project (3) PIN only. Prereq:
instructor's consent.
452/552 Tribal Dance Cultures (3) How func-
tion, form, movement, performers, and expres-
sive content of dance communicate world views
of selected tribal dance cultures. Prereq: DAN
301 or 302 or instructor's consent. Descutner.
Open to nonmajors. Offered alternate years; not
offered 1995-96.
453/553 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.
Prereq: DAN 251. Arkin. Open to nonmajors.
Offered alternate years; not offered 1995-96.
454/554 Evolution of Modern Dance (3) Influ-
ences of leading dance artists; directions in con-
cert and theater forms in the 20th century; em-
phasis on the dance in the United States. Prereq:
DAN 251. Craig. Open to nonmajors. Offered
alternate years; not offered 1995-96.
455/555 Group Choreography (3R) Problems
and special considerations of group
choreography; introduction to the communica-
tion of personally created movement to other
dancers. Prereq: DAN 352 or instructor's con-
sent. Barr, Craig, Descutner. R once.
456/556 Ballet Staging (2R) Laboratory to in-
clude elements of solo, pas de deux, and corps
techniques. Short movement segments drawn
from standard ballet repertory. Zadoff. R once.
457/557 Renaissance and Baroque Dance (2R)
Advanced studio-theory course in dance styles of
the 15th through 18th centuries. Includes danc-
ing, video tapes, lecture, and readings. Prereq:
DANC 274, a 300-level DANC course, or
instructor's consent. Arkin. R once. Open to
nonmajors; of interest to musicians, actors, and
historians. Offered alternate years; not offered
1995-96.
458/558 Music for Dancers (3) Survey of musi-
cal form, style, and expressive content. The rela-
tionship of instrumentation, melodic develop-
ment, tonality, and rhythmic structure to
choreographic form and style. Prereq: DAN 252
or instructor's consent. Stolet.
460/560 Scientific Aspects of Dance (3) Nutri-
tion, biochemistry, anatomy, and physiology ex-
plored from the perspective of the dancer and
dance training. Personal nutritional and physi-
ologic analyses. Prereq: DAN 360. Chatfield. Of-
fered 1995-96 and alternate years.
490/590 Dance Accompaniment (3) Examines
technique of communication between the dance
teacher and the dance accompanist. Prereq: DAN
252, junior standing, and two consecutive terms
of DAN 294; coreq: DAN 491/591. Stolet. R once
.for maximum of 6 credits.
491/591 Teaching Dance (3) Helps prepare the
dance major to apprentice teach in a university
dance class. Application of teaching theories,
course planning methods, teaching resources
and techniques. Prereq: junior standing, DAN
294; coreq: DAN 490/590. Barr, Craig, Descutner.
492 Dance Laboratory: [Topic] (2R) Advanced
dance techniques in jazz, tap, character ballet,
and others when available. Prereq: audition. R
eleven times for maximum of 24 credits in any
one idiom.
493/593 Administration of Dance in Education
(3) Organization and administration of a dance
program in colleges and universities. Prereq:
DAN 491/591 or instructor's consent. Chatfield,
Craig. Offered alternate years; not offered 1995-
96.
494/594 Modern Dance Laboratory (2R) Dance
technique in the modern idiom. Prereq: place-
ment audition. R for maximum of 24 credits.
495/595 Theoretical Foundations: [Topic] (3R)
Studio-theory course in dance styles and tech-
niques. Analysis and aesthetic framework, move-
ment vocabulary, and characteristics of a specific
style in a given idiom. Prereq: intermediate-level
DAN course or instructor's consent. R once per
topic.
496/596 Ballet Laboratory (2R) Dance tech-
nique in the ballet idiom. Prereq: placement au-
dition. R for maximum of 24 credits.
503 Thesis (1-16R) PIN only
601 Research: [Topic] (1-16R) PIN only
602 Supervised College Teaching (1-5R)
605 Reading and Conference: [Topic] (1-16R)
606 Special Problems: [Topic] (1-16R) Topics
include Formal Compositional Structure, Solo
Composition, and student-initiated topics. Lim-
ited by faculty work load and availability.
607 Seminar: [Topic] (1-5R) Current topics in-
clude Choreographic Analysis and Criticism,
Dance Research, Dance Science, Movement
Analysis, Movement Patterning. R when topic
changes.
608 Workshop: [Topic] (1-16R) Topics include
Performance, Production, Rehearsal. R for maxi-
mum of 6 credits.
609 Practicum: [Topic] (1-16R) Current topics
include Choreography and Production Manage-
ment Design.
610 Experimental Course: [Topic] (1-5R)
611 Research Methods in Dance (3) Review
and evaluation of analytical, descriptive, experi-
mental, and creative research in dance and allied
fields. Culminating project is written proposal for
original research in dance.
693 Aesthetic Bases for Dance in Art and Edu-
cation (3) Theories of dance as an art form; func-
tion of the dance in the changing social milieu;
elements of dance criticism. Prereq for
nonmajors: instructor's consent. Craig.
MUSIC
150 Music Building
Telephone (503) 346-3761
Anne Dhu McLucas, Dean
FACULTY
Barbara Myers Baird, adjunct instructor (organ,
harpsichord); coordinator, summer session. B.Mus.,
1971, Texas Christian; M.Mus., Southern Method-
ist, 1976; D.M.A., 1988, Oregon. (1986)
Kenneth T. Baldwin, instructor (string bass). B.Mus.,
1982, Eastman School. (1993)
Wayne Bennett, professor (orchestra, graduate-level
instrumental conducting, clarinet); director, or-
chestral activities; conductor, University Symphony
Orchestra. B.M.E., 1968, Oklahoma State; M.M.,
1969, Ph.D., 1974, North Texas. (1978)
Peter Bergquist, professor (music history, theory,
bassoon). B.S., 1958, Mannes College; M.A., 1960,
Ph.D., 1964, Columbia. (1964)
Mark Beudert, associate professor (voice). B.A,
1982, Columbia; M.M., 1991, A.Mus.Doc., 1994,
Michigan. (1995)
Ellen Campbell, assistant professor (horn). B.A,
1975, Luther; M.M., 1978, Michigan State. (1994)
David R. Case, adjunct instructor (classical guitar).
B.A., 1979, M.A., 1984, Oregon. (1975)
Richard G. Clark, associate professor (choral con-
ducting, music education). B.S., 1964, M.A., 1971,
Oregon; D.M.A., 1977, Washington (Seattle). (1982)
David P. Doerksen, associate professor (music edu-
cation). B.M.E., 1956, Willamette; M.M., 1969,
Southern California; D.M.A., 1972, Oregon. (1983)
Charles Dowd, professor (timpani, percussion, jazz
studies); conductor, Oregon Percussion Ensemble;
director, percussion studies. B.A, 1970, San Jose
State; M.A., 1971, Stanford. (1974)
Richard Frazier, instructor (tuba, euphonium, basic
music). B.Mus., 1970, M.Mus., 1971, Houston.
(1990)
John F. Gainer, adjunct instructor (African American
gospel); director, University Gospel Ensemble.
B.A., 1980, Arizona State. (1983)
Barbara Gonzalez-Palmer, instructor (piano
accompaniment, chamber music, piano); faculty
accompanist; director, accompaniment and cham-
ber music, Chamber Music at Tea Time. B.M., 1982,
Oberlin Conservatory; M.Mus., 1987, Juilliard
School. (1988)
Francis Graffeo, adjunct instructor (opera work-
shop). B.M., 1984, Texas Tech; M.M., 1986, New
England Conservatory. (1993)
Frank Heuser, assistant professor (music education).
B.A., 1969, California State, Los Angeles; M.M.,
1978, Yale; D.M.A., 1991, Southern California.
(1993)
Julia J. Heydon, adjunct assistant professor (music
history, music literature). B.A., 1974, California,
Riverside; D.M.A., 1990, Oregon. (1985)
Robert 1. Hurwitz, professor (theory, history);
coordinator, undergraduate studies. AB., 1961,
Brooklyn; M.Mus., 1965, Ph.D., 1970, Indiana.
(1965)
Dean F. Kramer, associate professor (piano, chamber
music). B.Mus., 1973, Oberlin Conservatory; M.Mus.,
1976, D.M.A., 1992, Texas at Austin. (1983)
Robert Kyr, associate professor (composition,
theory); director, Pacific Rim Gamelan, Vanguard
Concert Series, Music Today Festival. B.A., 1974,
Yale; postgraduate certificate, 1976, Royal College
of Music (London); M.A, 1980, Pennsylvania;
Ph.D., 1989, Harvard. (1990)
Donald R. Latarski, adjunct instructor (jazz guitar).
B.S., 1979, Oregon. (1984)
Mark Levy, adjunct assistant professor
(ethnomusicology). B.A., 1969, Chicago; M.A.,
1978, Ph.D., 1985, California, Los Angeles. (1986)
Kathryn Lucktenberg, associate professor (violin,
chamber music). B.A., 1980, Curtis Institute. (1993)
MUS~C
Gary M. Martin, professor (music education); asso-
ciate dean; director, graduate studies. B.A, 1961,
M.A., 1963, Adams State; Ph.D., 1965, Oregon.
(1966)
Lawrence C. Maves Jr., associate professor (violin,
theory). B.Mus., 1954, M.Mus., 1959, Oregon; di-
ploma, 1958, Juilliard School. (1958)
Sarah E. Maxwell, adjunct assistant professor (harp).
B.A., 1957, Oregon. (1980)
Anne Dhu McLucas, professor (musicology, ethno-
musicology). B.A., 1965, Colorado; M.A., 1968,
Ph.D., 1975, Harvard. (1992)
J. Robert Moore, associate professor (oboe, saxo-
phone, woodwind techniques). B.Mus.Ed., 1961,
M.Mus., 1962, Tulsa; D.M.A, 1980, Eastman
School. (1975)
Randall S. Moore, professor (music education); di-
rector, Oregon Children's Choir. B.A., 1963, M.A,
1965, Oregon; Ph.D., 1974, Florida State. (1974)
Harold Owen, professor (composition, music history
and theory, computer music applications); director,
University Collegium Musicum. B.Mus., 1955,
M.Mus., 1957, D.M.A, 1972, Southern California.
On leave 1995-96. (1966)
Stephen W. Owen, associate professor (jazz studies,
music theory); director, jazz studies. B.Mus.Ed.,
1980, North Texas State; M.Mus., 1985, Northern
Colorado. (1988)
Alan M. Phillips, instructor; piano technician. Cer-
tificate, 1985, North Bennet Street School,Boston.
(1990)
Steven Pologe, associate professor (cello, chamber
music). B.Mus., 1974, Eastman School; M.Mus.,
1978, Juilliard School. (1993)
Robert D. Ponto, associate professor; director of
bands. B.M.E., 1979, Wisconsin, Eau Claire; M.M.,
1985, Michigan, Ann Arbor. (1992)
George W. Recker, associate professor (trumpet).
Former principal trumpet, Kennedy Center Opera
House Orchestra, Florida State University, George
Peabody College, 1964-69. (1983)
Neill Archer Roan, associate professor (arts admin-
istration); executive director, Oregon Bach Festival.
(1994)
Jim Rusby, instructor; audio-visual recording engi-
neer. AAS., 1989, Lane Community. (1990)
Douglas Scheuerell, adjunct instructor (tabla).
B.Mus., 1971, Wisconsin, Madison. (1993)
Marian Elizabeth Smith, associate professor (music
history). B.A, 1976, Carleton; B.Mus., 1980, Texas
at Austin; Ph.D., 1988, Yale. (1988)
Victor Steinhardt, professor (piano, chamber music).
B.Mus., 1964, Mount St. Mary's; M.A., 1967, Cali-
fornia, Los Angeles. (1968)
Jeffrey Stolet, associate professor (theory, composi-
tion, electronic music). See Dance
Leslie Straka, associate professor (viola, chamber
music). B.M., 1976, M.Mus., 1978, D.M.A., 1987,
Arizona State. (1987)
Anne Tedards, associate professor (voice, diction,
pedagogy). AB., 1970, Sweet Briar; M.M., 1972,
North Carolina at Chapel Hill. (1987)
Richard Trombley, associate professor (music
history, flute). B.S., 1961, Juilliard School; M.Mus.,
1962, Manhattan School; D.M.A, 1977, Stanford.
(1963)
Stephen K. Valdez, assistant professor (music
history). B.M., 1977, M.M., 1984, New Mexico
State; D.M.A., 1992, Oregon. (1992)
Michelle Van Handel, adjunct instructor (vocal jazz).
B.S., 1989, Oregon. (1992)
Mary Lou Van Rysselberghe, senior instructor (gen-
eral music-elementary and middle school, early
childhood); coordinator, Children's Concert Series.
B.Mus., 1956, M.Mus., 1976, Oregon. (1977)
Milagro Vargas, associate professor (voice). B.M.,
1977, Oberlin Conservatory; M.M., 1981, Eastman
School. (1992)
Gary T. Versace, assistant professor (jazz piano, jazz
studies). B.S., B.Mus., 1991, Connecticut; M.Mus.,
1993, Eastman School. (1993)
Claire 1. Wachter, assistant professor (piano peda-
gogy, piano). B.M., 1975, Peabody Conservatory;
M.M., 1977, D.M.A., 1993, Texas at Austin. (1991)
Jeffrey Williams, associate professor (trombone,
brass chamber music); director, Brass Choir.
B.Mus., 1965, North Texas; M.S., 1966, Illinois;
D.M.A., 1974, North Texas. (1980)
Ralph E. Wolfgang, instructor (music education).
M.A., 1971, Temple; D.M.A., 1990, Oregon. (1990)
Emeriti
Doris Renshaw Allen, associate professor emerita.
B.A, 1950, Westminster; M.A, 1976, Goddard.
(1978)
Exine Anderson Bailey, professor emerita. B.S.,
1944, Minnesota; M.A, 1945, professional diploma,
1951, Columbia. (1951)
Leslie T. Breidenthal, professor emeritus. B.S., 1948,
M.A., 1949, Columbia; AMus.Doc., 1965, Michi-
gan. (1967)
John M. Gustafson, associate professor emeritus.
AB., 1947, Augustana; M.Mus., 1951, Michigan;
Ph.D., 1956, Florida State. (1956)
John Hamilton, professor emeritus. AB., 1946, Cali-
fornia, Berkeley; M.Mus., 1956, D.M.A., 1966,
Southern California. (1959)
J. Robert Hladky, professor emeritus. B.Mus., 1950,
Oklahoma State; M.Mus., performer's certificate,
1952, AMus.Doc., 1959, Eastman School. (1961)
George Hopkins, professor emeritus. Teacher's cer-
tificate, 1918, Peabody Conservatory; B.A., 1921,
Oregon. (1919)
Homer T. Keller, professor emeritus. B.Mus., 1937,
M.Mus., 1938, Eastman School. (1958)
John C. McManus, professor emeritus. B.Mus.Ed.,
1943, Northwestern; M.A., 1950, Columbia. (1967)
James A Miller, professor. B.A, 1952, Goshen;
M.Mus., 1956, AMus.Doc., 1963, Michigan. (1965)
Robert E. Nye, professor emeritus. B.Ed., 1932, Mil-
waukee State Teachers; M.A, 1942, Ph.D., 1949,
Wisconsin. (1950)
Morrette 1. Rider, professor and dean emeritus.
B.Mus., 1942, M.Mus., 1947, Michigan; D.Ed., 1955,
Columbia. (1975)
H. Royce Saltzman, professor emeritus. B.A, 1950,
Goshen; M.Mus., 1954, Northwestern; D.M.A,
1964, Southern California. (1964)
Stephen Stone, associate professor and assistant
dean emeritus. B.S., 1949, M.S., 1956, D.M.A.,
1971, Oregon. (1976)
Monte Tubb, associate professor emeritus. B.A,
1956, Arkansas; M.A., 1960, Indiana. (1966)
William C. Woods, professor emeritus. B.Mus.,
1948, M.Mus., 1949, Southern California. (1950)
The date in parentheses at the end of each entry is the
first year on the University ofOregon faculty.
Participating
Leslie K. Bennett, library
ADDRESSES
Fax: (503) 346-0723
USPS: School of Music, 1225 University of
Oregon, Eugene OR 97403-1225
ABOUT THE SCHOOL
Facilities
The School of Music is housed in a building com-
plex of five units, two completed in 1978. The
units include Beall Concert Hall, seating 550
people; separate band, choir, and orchestra re-
hearsal rooms with support facilities; more than
thirty practice rooms; a small recital hall; studio
offices, classrooms, and seminar rooms.
The Music Services Department, located on the
third floor of the Knight Library, has composers'
complete works, music reference resources,
current and bound periodicals, interactive music
CD-ROM programs, and a large collection of
books and scores. The Douglass Listening Room
houses recordings (LPs, cassettes, and compact
discs) and provides listening carrels with remote-
control capability, individual listening rooms,
and two group-listening rooms. The score and
record collections' strengths include music by
Oregon composers, woman composers, and con-
temporary publications provided by approval
plans for recently published North American and
European scores. The book collection includes a
large German-language collection and most
United States university-press publications. Ref-
erence service to the collection is provided in the
Music Services Department.
School of Music facilities house seven pipe organs
including the nationally recognized organ by
Jurgen Ahrend of East Friesland, Germany-a
concert instrument unique in America, and other
tracker organs by Flentrop, Schlicker, and Olym-
pic. Two of the four harpsichords available for stu-
dent use are French doubles by William Dowd.
The School of Music maintains three computer-
music studios for qualified students. The studios
contain the most recent music technology in-
cluding programs for an array of synthesis tech-
niques, algorithmic composition, MIDI sequenc-
ing and composition, and digital recording and
editing in a fully automated mixing environment.
The university owns an extensive collection of or-
chestral and band instruments and a distinctive
collection of ethnic instruments and reproductions
of early musical instruments.
The Pacific Rim Gamelan performs on the beau-
tiful instruments of Gamelan Suranadi Sari
Indra Putra, donated to the school in 1986 by
John and Claudia Lynn of Eugene. The en-
semble is a multicultural composing and per-
forming orchestra, and works composed by its
members use instruments from around the
world as well as gamelan instruments. The
School of Music is the only institution in the na-
tion to include an ensemble of this kind as an
integral part of its curriculum.
The Edward W. Kammerer Microcomputer Labo-
ratory offers students the opportunity to become
familiar with a variety of music notation and se-
quencing software programs. Users have access
to Internet; e-mail; computer-assisted instruc-
tional materials; and word-processing, desktop-
publishing, and graphics programs for academic
use, exploration, and development of computer
skills.
Concerts and Recitals
More than 250 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 per-
formances by artists of international fame spon-
sored by the Committee for Musical Arts and the
Chamber Music Society.
The annual Vanguard Concert Series features
20th-century music in concerts and workshops.
Nationally prominent artists give a public concert
and hold workshops in which they read, re-
hearse, and record music composed for them by
members of the Composers' Forum. This series is
the only one of its kind in the nation that is
featured as an essential part of a composition
curriculum.
The biannual Music Today Festival, founded and
directed by Robert Kyr, is a three-week series of
concerts and cultural events that celebrates 20th-
century music from around the world. The festi-
val features regional performers and ensembles
as well as internationally renowned artists.
The School of Music's annual Chamber Jazz Se-
ries features concerts and workshops by nation-
ally prominent artists and offers opportunities for
university students to perform and compose for
these events. The Jazz Studies Program hosts the
Oregon Jazz Celebration, an annual three-day
festival that includes workshops for middle
school, high school, and college jazz ensembles.
The School of Music has conducted the annual
Oregon Bach Festival during a two-week period
in late June and early July since 1969. The festi-
val, under the administrative direction of Neill
Archer Roan and German conductor Helmuth
Rilling, artistic director, combines an educational
program in choral music for academic credit with
the offering of some thirty public concerts. While
the focus is on Bach, major choral and instru-
mental works by other composers are pro-
grammed regularly. Distinguished soloists from
throughout the world are featured with the festi-
val 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 ac-
tive student chapter of the Music Educators Na-
tional Conference.
Ensembles
The University Singers, University Men's Chorus,
University Women's Chorus, Chamber Choir,
Oregon Wind Ensemble, Oregon Percussion En-
semble, Oregon Marching Band, Symphonic
Band, Oregon Basketball Band, Campus Band,
Green Garter Band, University Symphony Or-
chestra, Brass Choir, Trombone Ensemble, Jazz
Guitar Ensemble, Oregon Jazz Ensemble, Jazz
Laboratory Bands, Small Jazz Ensemble, Vocal
Jazz Ensembles, University Gospel Ensemble,
Opera Workshop, Pacific Rim Gamelan, East Eu-
ropean Folk Ensemble, and many other small
chamber ensembles offer membership and per-
formance opportunities to qualified students.
The University Collegium Musicum, a vocal-in-
strumental group, provides opportunities for the
study of medieval, Renaissance, and baroque
music, using the school's collection of reprodUC-
tions of Renaissance and baroque instruments.
The repertory and activities of these ensembles
complement school courses in analysiS, history,
and criticism.
Financial Aid
The following scholarships are available to music
students. For additional details on financial aid,
write to the Music school dean.
Ruth Lorraine Close Musical Fellowship (about
$50,000 awarded annually to approximately
twenty-five students for advanced study in mu-
sic, with some awards reserved for students in
harp and composition)
Carol Nelson Corbett Scholarship
Elizabeth Waddell Newman Memorial
Scholarship
Francis Y. Donan Scholarship
George B. Van Schaack Memorial Scholarship
Jim Polastri Memorial Scholarships
Linda Jean Moore Scholarship
Mark Sandberg Memorial Scholarship
Maude and H.B. Densmore Memorial Scholar-
ships, Women's Choral Society
Mu Phi Epsilon Scholarships
Nathan Koldick Memorial Scholarship
Oregon Tuba Association Scholarship
Paul Clarke Stauffer Scholarships
Phi Beta Scholarships
Presser Foundation Scholarship
Whitfield Memorial Scholarships
William T. McConnell Memorial Scholarship
Public School Teaching
Certification
Teacher certification at the University of Oregon
requires a bachelor's degree and completion of a
fifth-year teacher education program. This in-
tense four-term program combines an academic
year of clinical experience in the public schools
with supporting course work at the university.
During the first two terms, students spend an
increasing amount of time in public school set-
tings; in the third term they are full-time student
teachers. The fourth term is spent in course work
that builds on the activities and experiences of a
year's contact with public school students.
Students may obtain more information from mu-
sic-education advisers in the School of Music.
Fees
Performance Studies (Studio
Instruction)
(per credit, per term) Dollars
Guitar at a level lower than MUP 180 ......... 57.50
MUP 180 and higher levels for music
majors 47.50
All other performance studies 47.50
Students must register for at least 2 credits of
performance study. The number oflessons a
term is determined in consultation with the in-
structor. Typically, it is one less than the number
of weeks of instruction in the term.
Exemptions
Music majors, provided the instruction is a de-
gree requirement as primary performance study
at the 170 level or above
Music majors, provided the instruction is a de-
gree requirement as secondary performance
study at the 170 level or above, and provided fac-
ulty teaching loads permit
Music majors in class piano instruction, provided
it is to develop the proficiency required by the
student's degree program
Guitar students are not exempt from perfor-
mance studies fees.
Other Fees (per term) Dollars
All music majors 25
Ensemble fee 10
Nonmajors' access to practice rooms 25
Access to locked grand-piano practice room 10
Rental of university instruments is based on
use and value-maximum fee 30
Short-term instrument rental (per week) 5
Percussion-studies instrument fee 10
Use of electronic studio 25
Use of organs and harpsichords 10
Music-education course fee 10
Students who need accompanists are typically
charged a fee by the accompanist.
Performance Studies
Courses in performance studies (except jazz per-
formance) are listed with the MUP subject code.
MUP courses are in two general categories:
Basic and intermediate performance studies
(MUP 100-162). Fee required
Performance Studies (Studio Instruction) (MUP
170-194,271-294,341-362,371-394,471-494,
611-632,641-66~670-694,741-761, 771-794)
Fee required unless waived; See Exemptions
above
Enrollment in any performance studies sequence
must be preceded by an audition. Auditions are
conducted to establish details (e.g., level, credits)
for registration. Auditions also precede advance-
ment from one level to another.
Performance studies carries 2-4 credits a term.
Students giving recitals must be enrolled in per-
formance studies and may enroll in Reading and
Conference (MUS 405 or 605) during the term of
the recital. The number of credits, up to 4, for the
Reading and Conference is determined by the in-
structor. Prerecital auditions are required to evalu-
ate the student's readiness for public performance.
After the recital a faculty evaluation is required. If
approval is given the recital is then formally ac-
knowledged as a fulfilled degree requirement.
Enrollment in performance studies is sometimes
limited because of faculty teaching loads. Under
such circumstances, priority is given to continu-
ing music majors. For those who cannot be as-
signed a faculty teacher initially, performance
studies for credit at extra cost can be arranged
with other teachers.
Details concerning levels, repertory, and other
matters are available upon request.
General Procedures and Policies
Students are responsible for knowing about de-
gree requirements and university and School of
Music procedures and policies. This information is
found in several sections of this bulletin, including
About the School, earlier in this section of the bul-
letin. See also the Registration and Academic
Policies and Graduate School sections.
UNDERGRADUATE STUDIES
Nonmajors
Courses
The School of Music offers numerous opportuni-
ties for nonmajors to be involved in music
courses and performance ensembles. See course
listings for details. The following courses are pri-
marily for students without previous musical in-
struction.
Basic Music (MUS 125)
Introduction to Music and Its Literature
(MUS 207, 208)
History of Rock Music (MUS 264, 265)
History ofJazz (MUJ 350)
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)
Music in World Cultures (MUS 358)
Music of the Americas (MUS 359)
Special courses are frequently offered under Spe-
cial Studies (MUS 199), Seminar (MUS 407), Ex-
perimental Course (MUS 410), including such
topics as Folk Guitar, Music of Africa, and Topics
in Ethnomusicology.
Ensembles
Course numbers through 499 are for under-
graduates; 500-, 600-, and 700-level courses are
for graduate students.
East European Folk Ensemble (MUS 190,390,690)
Collegium Musicum (MUS 191, 391, 691)
Chamber Ensemble: Brass Choir, other
ensembles as needed (MUS 194, 394, 694)
Band: Oregon Basketball Band, UO Campus
Band, Green Garter Band, Oregon Marching
Band, UO Symphonic Band, Oregon Wind En-
semble (MUS 195,395,695)
Orchestra (MUS 196, 396, 696)
Chorus: Chamber Choir, University Gospel En-
semble, University Men's Chorus, University
Women's Chorus, University Singers (MUS 197,
397,697)
Workshop: Song and Dance Troupe
(MUS 408/508)
Jazz Laboratory Band III (MU] 190, 390, 690)
]azz Laboratory Band II (MUJ 191, 391, 691)
Oregon Jazz Ensemble (MU] 192, 392,692)
Small]azz Ensemble (MU] 195,395,695)
Oregon Vocal Jazz (MUJ 197, 397, 697)
Opera Workshop (MUS 398, 698)
Gamelan (MUS 490/590)
Minor Requirements
The School of Music offers two minors: the mi-
nor in music and the minor in music education:
elementary education
Minor in Music. The minor in music requires
24-30 credits, 15 of which must be upper
division. A minimum of 15 credits, including per-
formance-study and ensemble requirements,
must be taken in residence. Courses applied to
the minor must be graded C-or better. Credits
are to be distributed as follows:
Core (choose A or B) 11-12 credits
Option A: Basic Music (MUS 125) 3
Introduction to Music and Its Literature
(MUS 207, 208) 8
Option B: Music Theory I (MUS 131, 132, 133),
and Aural SkilIs I (MUS 134, 135, 136) 12
Option B: Students must take the freshman
placement examination. Those who do not qualify
for MUS 131 must take Rudiments of Music
Theory (MUS 126), and those who do not qualify
for MUS 134 must take Rudiments of Aural Skills
(MUS 127) before starting MUS 131 and 134.
History and Literature 6-8 credits
At least two courses chosen from the following:
History of]azz (MU] 350), 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) Music in World Cultures (MUS 358), Music
of the Americas (MUS 359) 6-8
Performance 4-8 credits
Performance Studies for Music Minors
(MUP 365) 2-4
Performance ensembles (at least two terms) .. 2-4
Music Electives 3 credits
Minor in Music Education: Elementary
Education. The minor in music education: el-
ementary education requires 27 credits, 9 of which
must be upper division, in addition to the prereq-
uisites. As a component of this minor program,
students must complete 24 credits of prerequisites
or pass waiver examinations. Nine credits may be
transferred from another college or university at
the discretion of the coordinator for the music
education: elementary education minor. These
credits must have been completed in the past
seven years. Up to 6 credits in the minor program
may be taken PIN (pass/no pass); letter-graded
courses applied to the minor must be passed with
grades of C- or higher. At least 18 credits must be
taken at the University of Oregon.
Prerequisites 23 credits
Music Theory I (MUS 131, 132, 133) 6
Aural Skills I (MUS 134, 135, 136) 6
Keyboard Skills I (MUS 137, 138, 139) 3
Introduction to Music and Its Literature
(MUS 207, 208) 8
Required Courses 10-11 credits
Basic Performance Studies: Voice (MUP 101) ... 2
Classroom Instrument Techniques (MUE 425) .. 1
Music for Early Childhood (MUE 428) 3
Music in Special Education (MUE 429) 3
Instrumental or choral ensemble 1-2
Electives 17-24 credits
Choose from the following:
General Music in the Middle School (MUE 415);
Orff-Kodaly (MUE 420); Orff-Schulwerk: Level I,
Level II (MUE 421, 422); Children's Choir (MUE
424), Music Classroom Ecology and Manage-
ment (MUE 430); technique courses or perfor-
mance studies in piano, recorder, guitar, or an-
other instrument; summer workshops in music
education with minor coordinator's consent
MUSIC MAJOR PROGRAMS
A detailed checklist of requirements for each de-
gree is available in the undergraduate office, 158
Music Building
Bachelor's Degrees Offered
Bachelor of Arts (BA) in Music
Bachelor of Science (B.S.) in Music
Bachelor of Music (B.Mus.):
]azz Studies
Music Composition
Music Education
Music Performance
Music Theory
The bachelor of arts in music is primarily for stu-
dents who want a broad liberal-arts education
while majoring in music. The bachelor of science
in music is appropriate for those who want a
broad education in the sciences or social sciences
while majoring in music. Students who want
strong preparation in music should work toward
the bachelor of music degree.
Admission
Students eligible for admission to the university
may apply to the School of Music for admission
as music majors. Placement examinations are re-
quired of all first-year music majors and transfer
students. The freshman placement examination
determines the appropriate placement for stu-
dents beginning college-level study in music
theory, aural skills, and keyboard skills. Students
are placed either in preparatory courses or in un-
dergraduate core courses. The transfer placement
examination determines the appropriate core
courses for students who have some college-level
study in music. Descriptions of these examina-
tions are available in the undergraduate office,
158 Music Building.
Performance Studies
Placement in performance studies requires an
audition, which can be scheduled by correspon-
dence. Dates for auditions, usually held winter
term, are available in the undergraduate office of
the School of Music. Details about repertory and
procedure are available on request. Applicants
who are unable to arrange an on-campus audi-
tion may submit a tape recording.
Jazz Studies
Students who want to enter the jazz studies major
must give a second performance audition. A
placement examination specific to jazz studies is
required of freshmen and transfer students who
want to enter the program.
Program Requirements
Ensemble Requirements
Each degree requires a specific number of terms
of ensemble. Some degrees require participation
in specific ensembles.
Music majors and minors enrolled in performance
studies must enroll concurrently in a band, cho-
rus, or orchestra, and they must audition for en-
semble placement before each fall term. Students
entering winter and spring terms audition at the
time of entrance. In making assignments a faculty
auditioning committee and the performance in-
structors give priority to the University Symphony
Orchestra, 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 ensembles.
Exceptions may be considered by the ensemble
performance studies committee after the student
completes the following procedure:
1. Audition for the appropriate ensemble audi-
tioning committee (choral or instrumental)
2. Complete the Ensemble Requirement Petition
3. Return the petition to the School of Music
front desk, 159 Music Building
The petition is given to the chair of the ensemble
performance studies committee, and the student
is notified of the action taken.
]azz studies majors may, with the approval of the
director of jazz studies, enroll in Small Jazz
Ensemble (MU] 195, 395) or Chamber Ensemble
(MUS 194, 394) instead of large conducted
ensembles.
Keyboard students may enroll in Chamber En-
semble (MUS 194, 394) or the Collaborative
Pianist (MUS 421, 422, 423) instead of large con-
ducted ensembles. Guitar students may enroll in a
chamber ensemble instead of the large conducted
ensembles. Other students who are enrolled in a
chamber ensemble must enroll concurrently in an
assigned band, chorus, 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 bul-
letin), all undergraduate degrees in music require
the following:
Core Courses 55 credits
Music Theory I (MUS 131, 132, 133) 6
Aural Skills I (MUS 134, 135, 136) 6
Keyboard Skills I (MUS 137, 138, 139) 3
On the Nature of Music (MUS 167) 2
Guided Listening (MUS 168, 169) 2
Music Theory II (MUS 231, 232, 233) 6
Aural Skills II (MUS 234, 235, 236) 6
Keyboard Skills II (MUS 237, 238, 239) 3
Survey of Music History (MUS 267, 268,
269) 12
Analysis (MUS 324, 325, 326) 9
Special Studies: Student Forum (MUS 199) (nine
terms)
Satisfactory Progress toward the Degree
Music majors must earn a C- or better in every
core course.
Students are allowed two attempts to earn a grade
of C-or better in any course required for a music
degree. Failure to achieve this standard constitutes
unsatisfactory progress toward the degree and
may, after faculty committee review, cause proba-
tionary status or suspension from the major.
Students are subject to the degree requirements
stated in the undergraduate and graduate bulle-
tin 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 the most recent set of re-
quirements but not a combination of the two.
Specific Degree Requirements
In addition to general university requirements
and the general requirements for all undergradu-
ate music degrees, each undergraduate music
degree has the following specific requirements.
Sample First-Year Program
Fall Term 15 credits
Music Theory I (MUS 131) 2
Aural Skills I (MUS 134) 2
Keyboard Skills I (MUS 137) 1
On the Nature of Music (MUS 167) 2
Ensemble (MUS 195-197) 2
Performance Studies (Studio Instruction) 2
Group-satisfying course 4
Special Studies: Student Forum (MUS 199)
Winter Term 17 credits
Music Theory I (MUS 132) 2
Aural Skills I (MUS 135) 2
Keyboard Skills I (MUS 138) 1
Guided Listening (MUS 168) 1
Ensemble (MUS 195-197) 2
Performance Studies (Studio Instruction) 2
College Composition I (WR 121) 3
Group-satisfying course 4
Special Studies: Student Forum (MUS 199)
Spring Term 17 credits
Music Theory I (MUS 133) 2
Aural Skills I (MUS 136) 2
Keyboard Skills I (MUS 139) 1
Guided Listening (MUS 169) 1
Ensemble (MUS 195-197) 2
Performance Studies (Studio Instruction) 2
College Composition II or III (WR 122 or 123) .. 3
Group-satisfying course 4
Special Studies: Student Forum (MUS 199)
Bachelor of Arts
B.A. in Music
All B.A. degrees in music require proficiency in
French, German, or Italian (see Registration
and Academic Policies)
General Music Option credits
Performance studies: at least three terms at the
MUP 171 level or above 6-12
Ensemble: at least six terms 6-12
History of Western Art I,II,III (ARB 204,205,206)
or World Literature (ENG 107, 108, 109) ........ 12
Senior project: a scholarly work, recital, or com-
position. If a recital is chosen, three terms of per-
formance study at the MUP 300 level are re-
quired. Enroll in Reading and Conference (MUS
405); consult adviser for details and procedure
Music History and Literature Option credits
Performance studies: at least three terms, the
last of which must be at the MUP 140 level or
above 6
Ensemble: at least six terms 6-12
History of Western Art I,II,III (ARB 204, 205, 206)
or World Literature (ENG 107, 108, 109) ........ 12
Upper-division music literature courses or semi-
nars or a senior project completed under faculty
guidance 9
Optional enrollment in Reading and Conference
(MUS 405); consult adviser for details and
procedure
Bachelor of Science
B.S. in Music
All B.S. degrees require competence in math-
ematics or computer science (see Registration
and Academic Policies)
General Music Option credits
Performance studies: at least three terms at the
MUP 171 level or above 6-12
Ensemble: at least six terms 6-12
Senior project: a scholarly work, recital, or com-
position. If a recital is chosen, three terms of per-
formance study at the MUP 300 level are re-
quired. Enroll in Reading and Conference (MUS
405); consult adviser for details and procedure
Music Technology Option credits
Performance studies: at least three terms, the
last of which must be at the MUP 140 level or
above 6
Ensemble: at least six terms 6-12
Concepts of Computing: Information Processing
(CIS 120) .: 4
Concepts of Computing: Computers and Com-
putation (CIS 121) 4
Concepts of Computing: Algorithms and Pro-
gramming (CIS 122) 4
Physics of Sound and Music (pHYS 152) 3
Schenkerian Analysis (MUS 430, 431, 432) 9
Electronic Music Techniques I,II (MUS 443,
444) 6
Advanced Electronic Composition
(MUS 445) 3
Computer Music Applications (MUS 446) 3
Reading and Conference: Electroacoustic Com-
position (MUS 405) three terms 9
Senior project completed under faculty guid-
ance. Optional enrollment in Reading and Con-
ference (MUS 405); consult adviser for details
and procedure
Bachelor of Music
B.Mus. in Jazz Studies
credits
Ensemble: Small Jazz Ensemble (MUJ 195, 395),
nine terms including six at the 300 level 9
Three terms of chamber ensemble, band, orches-
tra, or chorus (MUS 194, 195, 196, 197,394,395,
396, 397) 3-6
Performance Studies (Studio Instruction) at the
MUP 171 level or above, including three terms
at the MUP 200 level or above 12
History of Jazz (MUJ 350) 4
Music in World Cultures (MUS 358) or Music of
the Americas (MUS 359) 4
Electronic Music Techniques I (MUS 443) 3
Computer Music Applications (MUS 446) 3
Jazz Theory (MUJ 470) 2
Functional Jazz Piano I (MUJ 471) 1
Jazz Improvisation I,II (MUJ 472,473) 4
Jazz Repertoire I,II,III (MUJ 474,475,476) 6
Jazz Arranging I,II,III (MUJ 480, 481, 482) 9
Seminars or workshops in jazz studies approved
by adviser 14
Senior recital: consult director of jazz studies for
details
B.Mus. in Music Composition
credits
Composition I,II,III (MUS 240, 241, 242; 340,
341,342; 440,441, 442) 27
Ensemble: at least nine terms
Schenkerian Analysis (MUS 430, 431, 432) 9
Counterpoint (MUS 433, 434, 435) 12
Scoring for Voices and Instruments
(MUS 439) 3
One course in electronic or computer music ap-
plications chosen from Electronic Music Tech-
niques I,II (MUS 443, 444), Advanced Electronic
Composition (MUS 445), Computer Music Ap-
plications (MUS 446) 3
One course in ethnomusicology chosen from
Music in World Cultures (MUS 358), Music of
the Americas (MUS 359), Introduction to
Ethnomusicology (MUS 451), Musical Instru-
ments of the World (MUS 452), Folk Music of
the Balkans (MUS 453), Music of India (MUS
454), Gamelan (MUS 490) 2-4
Proficiency in piano at the MUP 271 level or pro-
ficiency in piano at the MUP 171 level and at the
100 level in another instrument or in voice.
Proficiency in conducting determined by the
composition faculty
A total of at least 121 music credits (MUS, MUP,
MUE, MUJ subject codes) including electives and
required courses
Senior recital: a public performance of composi-
tions 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
B.Mus. in Music Education
credits
Foundations of Music Education (MUE 326) 3
Teaching Laboratory I (MUE 386,387,388) 3
Instrumental Techniques (MUE 392),
eight courses 8
Practicum: Early Field Experience (MUE 409),
three terms 3
Teaching Methods: Elementary Choral and
General (MUE 412) 3
Band Methods (MUE 411) or Teaching Methods:
Secondary Choral and General (MUE 413) ..... 3
Scoring for Voices and Instruments
(MUS 439) 3
Advanced Choral Conducting (MUS 485) 3
Advanced Instrumental Conducting (MUS 486) 3
Teaching Laboratory II (MOE 486, 487, 488) ..... 3
Approved course in adolescent development and
behavior; Development (PSY 375) recom-
mended 3
Ensemble, at least twelve terms 24
Performance studies 18
Choral and General Option. Students whose
primary performance medium is piano must pass
at least three terms at the MUP 200 level or
above and pass three terms of Intermediate Per-
formance Studies: Voice (MUP 140). Students
whose primary performance medium is voice
must pass at least three terms at the MUP 200
level or above and pass three terms of Functional
Piano (MUP 163)
Instrumental Option. Students whose primary
performance medium is a band or orchestra in-
strument must pass at least three terms at the
MUP 300 level or above (Piano, organ, recorder,
harp, and guitar may not be used to meet instru-
mental option requirements.)
Minimum cumulative grade point average (GPA)
of 2.50; grades of C- or better in courses listed
above; at least two terms in residence
Admission to the music education program re-
quires faculty approval at the end of the sopho-
more year
H.Mus. in Music Performance
credits
Performance studies: at least 36 credits including
three terms at the MUP 400 level 36
Ensemble: at least twelve terms
Electives: at least 5 credits in upper-division
MUS courses 5
A total of at least 121 music credits including re-
quired and elective courses
Junior and senior recitals: credit may be earned
in Reading and Conference: Recital (MUS 405);
consult studio teacher for details
Areas of specialization are bassoon, cello, clari-
net, euphonium, flute, harp, harpsichord, horn,
oboe, organ, percussion, piano, saxophone,
string bass, trombone, trumpet, tuba, viola, vio-
lin, voice. Students may also specialize in more
than one wind instrument. Consult studio
teacher for details. Additional requirements for
each option follow
Voice Option. Proficiency in French, German,
Italian equivalent to completion of one year of
college study in each of two languages or two
years of study in one language
Two terms of Special Studies: Introduction to Lyric
Diction (MUS 199). Consult adviser for details
Keyboard Option. Six of the twelve terms of en-
semble must be in Chamber Ensemble (MUS
194,394)
Piano Pedagogy I,II,III (MUE 471, 472, 473),
Practicum (MUE 409)
Prerecital auditions must be approved at least six
weeks before the proposed recital date
Strings, Woodwinds, and Brass Option. In ad-
dition to the twelve terms of ensemble, at least
three terms of Chamber Ensemble (MUS 194,
394) are required
Percussion Option. In addition to twelve terms
of ensemble, three terms of Percussion Master
Class (MUS 411) are required
H.Mus. in Music Theory
credits
Performance studies: at least 18 credits including
at least three terms at the MUP 200 level or
above 18
Demonstrated proficiency in piano at the MUP
271 level or three terms of piano performance at
the MUP 171 level with grades of C- or better
Ensemble: at least twelve terms
Advanced Keyboard Harmony (MUS 425) 2
Schenkerian Analysis (MUS 430, 431, 432) 9
Counterpoint (MUS 433, 434, 435) 12
Scoring for Voices and Instruments (MUS 439) 3
Choose 10 credits from
Composition I (MUS 240, 241, 242), Music in
World Cultures (MUS 358), Music of the Ameri-
cas (MUS 359), Score Reading (MUS 426), Elec-
tronic Music Techniques I,II (MUS 443, 444),
Computer Music Applications (MUS 446), mu-
sic literature courses (MUS 461-477), Jazz
Theory (MUJ 470) 10
A total of at least 121 music credits (MUS, MUE,
MUJ, MUP subject codes), including electives
and required courses
It is strongly recommended that theory majors
take College Composition I and III (WR 121 and
123) to fulfill the university writing requirement
Senior lecture-recital: optional Reading and
Conference (MUS 405); consult adviser for de-
tails
Final approval of the student's lecture-recital and
general qualifications
GRADUATE STUDIES
Detailed checklists for all degrees are available
from the graduate office, 154 Music Building.
Fifth-Year Program for Basic
Teacher Certification
Students are admitted to the fifth -year program
with graduate postbaccalaureate status, but this
does not constitute admission to the master's de-
gree program in music education. Students who
want to complete the master's degree must apply
to the music-education faculty for approval.
Candidates for the fifth-year program are
required to establish an area of emphasis.
Areas of Emphasis
Elementary general music
Choral
Instrumental
credits
Advanced methods 1, choose one according to
area of emphasis: Orff-Kodaly (MOE 520),
Teaching Singing in the Classroom (MOE 542),
Jazz and Marching Methods (MUE 555) 3
Advanced methods II, choose one according to
area of emphaSiS: Music for Early Childhood
(MOE 528), Choral Materials for Schools
(MUE 544), String Methods (MUE 556) 3
Music in Special Education (MOE 529) 3
Music Classroom Ecology and Management
(MUE530) 3
Music in School and Society (MUE 632) 3
Technology of Teaching Music (MUE 637) 3
Curricular Strategies in Music Education
(MUE 638) 3
Seminar: Developmental Psychology for Educa-
tors (BDUC 507) 3
Seminar: Bilingual Education (BS 507) or
Bilingual and Multicultural Education (BDUC
607) 3
Practicum: Supervised Field Experience
(EDUC 609), fall term 2
Practicum: Supervised Field Experience
(EDUC 609), winter term 3
Practicum: Supervised Student Teaching
(BDUC 609), spring term 15
Supervised Field Experience (MUE 777),
three terms 3
Electives 3
Students may enroll concurrently in the fifth-
year certification program and the M.Mus. in
music education program. Music Classroom
Ecology and Management (MUE 530), Technol-
ogy of Teaching Music (MUE 637), and advanced
methods requirements may be used to fulfill the
degree area of emphasis for the M.Mus. in music
education. Seminar: Developmental Psychology
for Educators (BDUC 507) and Seminar: Bilingual
Education (BS 507) or Seminar: Bilingual and
Multicultural Education (EDUC 607) may be
used to complete the professional education
requirements.
Master's Degree Programs
Master's Degrees Offered
Master of Arts (MA)
Music History
Music Theory
Master of Music (M.Mus.)
Music: Conducting
Music: Piano Pedagogy
Music Composition
Music Education
Music Performance
Admission
Applicants must satisfy general university,
Graduate School, and School of Music
requirements governing admission. See the
Graduate School section of this bulletin for in-
formation about credits, residence, and transfer
of graduate work taken elsewhere.
Send to the Office of Admissions, 1217 Univer-
sity of Oregon, Eugene OR 97403-1217, the
original copy of a Graduate Admission Applica-
tion, a $50 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
1. The four carbon copies of the Graduate Ad-
mission Application
2. A copy of transcripts of all undergraduate and
graduate study
3. Three written recommendations, one from a
primary-area faculty member
4. A statement of career goals including purpose
and intent in earning a graduate degree
5. A recent sample, such as a term paper, of the
applicant's scholarly writing
6. Supporting material related to the primary
area of interest. Perfonnance students: a tape, a
repertoire list, and copies of programs from
solo public performances; composers: musical
scores and tapes, list of compositions, and cop-
ies of programs from performances of
applicant's works; music education majors: cop-
ies of programs conducted; other music majors:
copies of recent programs in which the appli-
cant has participated
Following are additional admission requirements
for each major or area of emphasis:
Music: Conducting
Choral Conducting. Minimum of two years of
successful conducting experience supported by
letters of recommendation, tapes, and programs;
piano-proficiency examination.
Orchestral Conducting. Proficiency to enter
Performance Studies (Studio Instruction): Piano
(MUP 641). Students must also have two years'
experience as a conductor and pass an audition
of conducting skills.
Wind Ensemble Conducting. Proficiency to en-
ter Performance Studies (Studio Instruction): Pi-
ano (MUP 641). Students must also have two
years' experience as a conductor and pass an au-
dition of conducting skills.
Music: Piano Pedagogy
Proficiency to enter Performance Studies (Studio
Instruction): Piano (MOP 641).
Music Composition
Demonstration of substantial ability and techni-
cal skill in composition by submitting to the
composition faculty scores and tapes of original
works for large and small ensembles and evi-
dence of a senior recital or other performance of
the can-didate's works. The candidate should
arrange an interview with a member of the com-
position faculty, if possible, prior to the first term
of graduate study.
Music Performance
Proficiency to enter Performance Studies (Studio
Instruction) (MUP 671-694). Prospective voice
specialists must also have piano proficiency in
sight-reading and accompanying.
Any student whose admission is based on a
taped performance is considered tentatively ad-
mitted until that student has a live audition at the
beginning of his or her studies.
Multiple Woodwind and Brass Instruments.
Proficiency to enter Performance Studies (Studio
Instruction) (MOP 681-690) in primary instru-
ment. Proficiency to enter Performance Studies
(Studio Instruction) (MUP 621-630) in two sec-
ondary instruments.
Entrance Examinations
All entering graduate students admitted into a
master's degree program, either conditionally or
unconditionally, are required to take entrance
examinations in music theory and music history
before their first term of enrollment. These ex-
aminations are given before the first day of
classes each term. Students who do not take the
examination prior to their first term on campus
or who do not pass the examinations (or portions
of them) are required to complete prescribed
courses by the end of their second term of enroll-
ment. Entering graduate students in music edu-
cation must pass a teaching-skills examination or
complete courses prescribed by the music educa-
tion committee.
Program Requirements
Detailed information about School of Music
graduate programs is found in the Graduate Pro-
cedures and Policies booklet, available in the
graduate office of the School of Music, 154 Music
Building.
Ensemble Requirements. Each degree requires
a minimum number of terms of ensemble, and
some require participation in specific ensembles.
Students enrolled in performance studies must
be concurrently enrolled in a band, chorus, or
orchestra, and they must audition for ensemble
placement before each fall term. Students
entering winter and spring terms audition at the
time of entrance. In making assignments a
faculty auditioning committee and the perfor-
mance instructors give priority to the University
Symphony 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 consid-
ered by the ensemble performance studies com-
mittee after the student completes the following
procedure:
1. Audition for the appropriate ensemble audi-
tioning committee (choral or instrumental)
2. Complete the Ensemble Requirement Petition
3. Return the petition to the School of Music
front desk, 159 Music Building
The petition is given to the chair of the ensemble
performance studies committee, and the student
is notified of the action taken.
Keyboard and guitar specialists may enroll in a
Chamber Ensemble (MUS 694) or The
Collaborative Pianist (MUS 521, 522, 523) in-
stead of the large conducted ensembles. Other
students who are enrolled in a chamber en-
semble must enroll concurrently in an assigned
conducted ensemble.
Degree Requirements. A minimum of 50 per-
cent of degree requirements must be taken in 600-
or 700-level courses. Degree candidates must give
the coordinator of graduate studies a copy of the
terminal project-written and audio or video
recording-for the Knight Library's Music Ser-
vices Department archives. In addition to Gradu-
ate School requirements for master's degrees (see
the Graduate School section of this bulletin),
each degree program listed below has the follow-
ing specific requirements:
Master of Arts
M.A. in Music History
credits
Research Methods in Music (MUS 611) 3
Performance studies, at least three terms
Ensemble, at least three terms 3-6
Choose four of the following: Music in the
Middle Ages (MUS 660), Music in the Renais-
sance (MUS 661), Music in the Baroque Era
(MUS 662), Music in the Classical Period (MUS
663), Music in the Romantic Era (MUS 664),
Music in the 20th Century (MUS 665) 12
At least 9 credits in music history or theory
seminars (MUS 507, 607) 9
Electives in music history or theory or appropri-
ate area outside music; recommended courses
are MUS 561-577,643,644,689, or additional
seminars (MUS 507, 607)
Thesis (MUS 503) 9
A total of at least 48 graduate credits
Language requirement: reading proficiency in a
foreign language (usually German), demon-
strated by two years of successful undergraduate
study or by passing an examination. Language
courses taken to satisfy this requirement do not
count toward the 48 total credits
Completion requirements: an oral examination
reviewing the thesis and degree course work
M.A. in Music Theory
credits
Research Methods in Music (MUS 611) 3
Performance studies, at least three terms
Ensemble, at least three terms
Schenkerian Analysis (MUS 530, 531, 532) ....... 9
Counterpoint (MUS 533, 534, 535) 12
Choose two of the following: Music in the
Middle Ages (MUS 660), Music in the Renais-
sance (MUS 661), Music in the Baroque Era
(MUS 662), Music in the Classical Period (MUS
663), Music in the Romantic Era (MUS 664),
Music in the 20th Century (MUS 665) 6
Advanced Aural Skills (MUS 635) 3
Group Option 1. Choose one course from
History ofTheory (MUS 637), Pedagogy and
Practicum: Theory (MUE 639) 3
Group Option II. Choose one course from
Advanced Keyboard Harmony (MUS 525),
Score Reading (MUS 526), Seminar: Music
Theory (MUS 607), Analysis of Rhythm (MUS
636), Timbral Analysis and Orchestral Compo-
sition tIl (MUS 638, 639), or a second course
from Group Option I 2-3
Thesis (MUS 503) 9
Electives, chosen in consultation with an adviser,
at the 500 level or above to total at least 52
graduate credits
Language requirement: reading proficiency in a
foreign language (usually German), demon-
strated by two years of successful undergraduate
study or by passing an examination. Language
courses taken to satisfy this requirement do not
count toward the 52 total credits
Completion requirements: an oral examination
reviewing the thesis and degree course work
Master of Music
M.Mus. in Music: Conducting
Choral Emphasis credits
Advanced Choral Conducting (MUS 585),
Seminar: Advanced Choral Analysis (MUS 607),
Seminar: Advanced Choral Performance
(MUS 607) 7-11
Reading and Conference: Choral Literature
(MUS 605) 9
Practicum: Advanced Choral Conducting
(MUE 609) 6
Performance studies: at least three terms of voice
Ensemble: at least three terms of choral ensemble
Research Methods in Music (MUS 611) 3
At least 6 credits in music history
selected from MUS 661-665 6
Electives selected from Scoring for Voices and
Instruments (MUS 539), Pedagogy and Practi-
cum: Voice (MUE 639), Performance Practices
before 1800 (MUS 689), Collegium Musicum
(MUS 691)
Instrumental Conducting Master Class
(MUS 686) 3
Three consecutive terms in residence, excluding
summer sessions
A total of at least 54 graduate credits
Completion requirements: conduct at least two
public performances of choral ensembles (faculty
approval required), final oral examination that
includes coverage of degree course work
Orchestral Emphasis credits
Orchestral Music (MUS 570, 571, 572) 6
Research Methods in Music (MUS 611) 3
Bibliography in Instrumental Conducting
(MUS 620) 3
Instrumental Conducting Laboratory
(MUS 624), three terms 6
Performance studies at the MUP 641 level or
above, three terms 6
Two additional courses in music history chosen
from MUS 660-664 6
Instrumental Conducting Master Class
(MUS 686) 3
Performance Practices before 1800
(MUS 689) , ,.. 3
Orchestra (MUS 696), three terms 6
Electives in the area of emphasis, chosen with an
adviser, at the 500 level or above to complete 54
graduate credits
Completion requirements: academic year in resi-
dence' final oral examination that includes cover-
age of degree course work, juried rehearsal, juried
conducting performance, and research paper deal-
ing with some aspect of orchestral conducting
Wind Ensemble Emphasis credits
Research Methods in Music (MUS 611) 3
Bibliography in Instrumental Conducting
(MUS 620) , 3
Wind Repertoire (MUS 621, 622, 623) 9
Instrumental Conducting Laboratory
(MUS 624), three terms 6
Performance studies at the MUP 641 level
or above, three terms 6
One additional course in music history chosen
from MUS 660-664 3
Music in the 20th Century (MUS 665) 3
Instrumental Conducting Master Class
(MUS 686) ,.. 3
Band: Wind Ensemble (MUS 695), three
terms ,.' .. ,."., 6
Electives in the area of emphasis, chosen with an
adviser, at the 500 level or above to complete 54
graduate credits
Completion requirements: academic year in resi-
dence, final oral examination that includes cover-
age of degree course work, juried rehearsal,
juried conducting performance, and research pa-
per dealing with some aspect of wind ensemble
conducting
M.Mus. in Music: Piano Pedagogy
credits
Piano Literature (MUS 564, 565, 566) 9
Piano Pedagogy I: Teaching Beginners (MUE
571) concurrent with Practicum (MUE 609) .... 3
Piano Pedagogy II: Teaching Groups
(MUE 572) 2
Piano Pedagogy III: Teaching Intermediate Lev-
els (MUE 573) 2
Advanced Pedagogy: Piano (MUE 591) 3
Practicum (MUE 609), three terms 3
Research Methods in Music (MUS 611) 3
Performance studies in piano: at least 12 credits
at the MUP 641 level or above
Ensemble, at least three terms 3-6
Seminars or courses in music history or literature
at the 500 level or above 6
Electives at the 500 level or above and chosen in
consultation with an adviser 7
A total of at least 52 graduate credits
Project and short recital consisting of at least
thirty minutes of music performance
Final oral examination reviewing the project and
degree course work
M.Mus. in Music Composition
credits
Research Methods in Music (MUS 611 ) 3
Advanced Composition Studies (MUS 640,
641, 642) 6
Ensemble, at least three terms 3-6
Composers' Forum (MUS 538), at least three
terms 9
One course in electronic or computer music ap-
plications chosen from Electronic Music Tech-
niques I,ll (MUS 543, 544), Advanced Electronic
Composition (MUS 545), Computer Music Ap-
plications (MUS 546) 3
One course in ethnomusicology chosen from
Music in World Cultures (MUS 358), Music
of the Americas (MUS 359), Introduction to
Ethnomusicology (MUS 551), Musical
Instruments of the World (MUS 552), Folk
Music of the Balkans (MUS 553), Music of In-
dia (MUS 554), Gamelan (MUS 590) 2-4
One course chosen from MUS 661-664 3
Music in the 20th Century (MUS 665) 3
At least two courses outside the School
of Music at the 500 level or above 4-8
Music electives, selected in consultation with an
adviser, to complete at least 54 graduate credits
Proficiency in Schenkerian analysis equivalent to
MUS 530, 531, 532
Proficiency in counterpoint equivalent to MUS
533,534,535
Proficiency in piano at the MUP 271 level or pro-
ficiency 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, per-
formed and recorded on campus 9
Public performance-usually a graduate recital-
of works composed under the guidance of a
member of the composition faculty
Final oral examination reviewing the thesis and
degree course work
M.Mus. in Music Education
Candidates are required to establish an area of
emphasis.
Areas of Emphasis
Elementary general music
Instrumental conducting and literature
Choral conducting and literature
Other areas of emphasis within or outside the
School of Music can be arranged (consult adviser
and graduate committee)
Ensemble: at least three terms
Performance studies: at least three terms
credits
Research Methods in Music (MUS 611 ) 3
Resources in Music Education (MUE 614) 3
Music in School and Society (MUE 632) 3
Curricular Strategies in Music Education
(MUE 638) 3
At least 9 credits in music history, literature,
theory, or composition at the 500 level or
above , "., 9
At least 12 credits in coursesrelated to the degree
emphasis area at the 500 level or above 12
Professional education courses 9
Electives, chosen with an adviser, within or out-
side the School of Music at the 500 level or above
to complete 51 graduate credits
Courses as needed in expository writing
Completion requirements. Choose one of the
following options:
1.9 credits in Thesis (MUS 503) and oral ex-
amination, or
2. Major project consisting of 2-4 credits in Re-
search (MUE 601) and oral examination, or
3. Major project consisting of a recital (if perfor-
mance studies is MUP 641-662 level or
above) and oral examination
The oral examination in each option includes
coverage of degree course work
M.Mus. in Music Performance
Options are available in bassoon, cello, clarinet,
euphonium, flute, harp, harpsichord, horn, oboe,
organ, percussion, piano accompanying, piano,
saxophone, string bass, trombone, trumpet, tuba,
viola, violin, voice.
Core Requirements
credits
Research Methods in Music (MUS 611) 3
Performance Studies (Studio Instruction)
(MUP 670-694) 12
Ensemble, at least three terms 3-6
Collegium Musicum (MUS 691) 1
Seminars or courses in music history or
literature at the 500 level or above approved
by an adviser 12
Electives at the 500 level or above, approved by
an adviser, to total at least 48 graduate credits
Public recital: consult adviser for procedures
Completion requirements. Final oral examina-
tion with emphasis on history, literature, and
pedagogy of the primary performance medium
Specific Requirements for Selected Options
Piano credits
Piano Literature (MUS 564, 565, 566) 9
Multiple Woodwind or
Brass Instruments credits
Reading and Conference: Wind Instrument
Music (MUS 605) 3
Performance Studies (Studio Instruction)
(MUP 621-630), at least 3 credits in each
secondary instrument 6
Pedagogy and Practicum: Woodwinds or
Brass (MUE 639) 3
Final Demonstration. Complete public recital of
both solo and ensemble music on the primary
instrument, and performance of a substantial
composition on each of the two secondary in-
struments during a public student recital
Final oral examination with emphasis on wood-
wind or brass history, literature, and pedagogy
Voice credits
Lyric Diction (MUS 555, 556) 6
Solo Vocal Music (MUS 567, 568, 569) 6
History of Opera (MUS 574,575) 8
Seminars or courses in music history or
literature at the 500 level or above approved
by adviser 4
Advanced Pedagogy: Voice (MUE 591) 3
Electives at the 500 level or above, approved by
an adviser, to total of at least 48 graduate credits
Public recital: consult adviser for procedures
Proficiency in Italian, French, German: equiva-
lent to completion of one year of college study in
each of two languages or two years of study in
one language
Piano Accompanying credits
Performance Studies (Studio Instruction):
Piano Accompanying (MUP 670) 9
Performance Studies (Studio Instruction): Piano
(MUP 671) 3
Chamber Ensemble (MUS 694), at least
four terms 4
Reading and Conference: Music for Chamber
Ensemble (MUS 605) 2
Solo Vocal Music (MUS 567, 568, 569),
two terms 4
Lyric Diction (MUS 555, 556) 6
The Collaborative Pianist (MUS 521, 522,
523) 6
Seminars or courses in music history or
literature at the 500 level or above approved
by an adviser 6
Electives at the 500 level or above, approved by
an adviser, to total at least 49 graduate credits
Two public recitals: consult adviser for procedures
DOCTORAL DEGREE
PROGRAMS
Doctoral Degrees Offered
Doctor of Musical Arts (D.M.A.)
Music Composition
Music Education
Music Performance
Doctor of Philosophy (Ph.D.)
Music Composition
Music Education
Music History
Music Theory
Primary and supporting areas are offered in
music composition, music education, music his-
tory, music performance, and music theory. Sup-
porting areas are offered in choral conducting,
ethnomusicology, wind ensemble conducting,
orchestral conducting, jazz studies, and music
education research.
Doctoral candidates in music must complete one
primary area and one supporting area. Addi-
tional details are available upon request from the
School of Music office, 159 Music Building.
Admission
Conditional Admission
Send to the Office of Admissions, 1217 Univer-
sity of Oregon, Eugene OR 97403-1217, the
original copy of a Graduate Admission Applica-
tion' a $50 fee, and an official transcript showing
receipt of a bachelor's degree.
Send to the Coordinator of Graduate Studies,
School of Music
1. The four carbon copies of the Graduate Ad-
mission Application
2. A copy of transcripts of all undergraduate and
graduate study
3. Three written recommendations from people
who know the applicant's professional and
personal qualifications
4. A recent sample of the applicant's scholarly
writing, such as a term paper, and recent cop-
ies of concert or recital programs
5. For applicants choosing either a primary or a
supporting area in composition: copies of scores
and tape recordings of a representative sample
of original compositions and copies of pro-
grams as evidence of performances of the
applicant's work
6. Supporting material related to the areas of
interest:
a. Primary area in music education: two letters of
recommendation indicating three years of
successful full-time music teaching. Support-
ing area in music education: two letters of rec-
ommendation indicating two years of suc-
cessful full-time music teaching. These
letters are in addition to the recommenda-
tions required of all applicants in item 3
b. Primary or supporting area in music history or
music theory: a document exemplifying the
applicant's scholarship and research ability.
This document serves as the sample of writ-
ing requested in item 4
c. Primary or supporting area in music perfor-
mance: a personal audition or a recent tape
recording of a performance; a list of reper-
toire and copies of recent programs
7. Any other materials the applicant believes are
of interest to the School of Music graduate ad-
missions committee
Entrance Examinations
Entering graduate students admitted into a doc-
toral or predoctoral program are required to take
entrance examinations in musicianship and mu-
sic history before or early in the first term of en-
rollment. These examinations are given before or
during the first week of classes each term. Stu-
dents who do not pass the examinations (or por-
tions thereof) must complete prescribed courses
by the end of their second term of enrollment.
Unconditional Admission
Unconditional admission is accomplished by ap-
pearing before the graduate committee during
the second or third term of residence (not includ-
ing summer session). Students must meet this
requirement to be permitted to enroll for subse-
quent terms. More information about uncondi-
tional admission is available from the graduate
secretary, School of Music, 154 Music Building.
General Degree Requirements
In addition to the Graduate School's requirements
for doctoral degrees, the School of Music has the
following general requirements:
credits
Research Methods in Music (MUS 611) 3
Pedagogy and Practicum (MUE 639), two terms,
one each in primary and supporting areas 6
Concept Development in College Music
Teaching (MUE 641, 642) 6
At least two courses or seminars in music history
or theory, chosen from MUS 507 or the 600
level 4-6
At least two of the following:
Music in the Middle Ages (MUS 660), Music in
the Renaissance (MUS 661), Music in the
Baroque Era (MUS 662), Music in the Classical
Period (MUS 663), Music in the Romantic Era
(MUS 664), Music in the 20th Century
(MUS 665) 6
At least 9 credits in nonmusic courses, chosen
in consultation with the faculty adviser
and excluding basic language courses 9
Ph.D. candidates must demonstrate proficiency
in two foreign languages, usually chosen from
French, German, and Italian.
D.M.A. candidates must demonstrate proficiency
in a foreign language, usually French, German,
or Italian. Students with a primary or supporting
area in voice must demonstrate proficiency in
French, German, and Italian equivalent to two
years of college study in one language and one
year of college study in each of the other two
Research (MUS 601), Dissertation (MUS 603),
and Reading and Conference (MUS 605) are
available during the summer session only with
adviser's consent
Specific Area Requirements
In addition to the general requirements of the
Graduate School and the School of Music for
doctoral degrees, the following are specific
requirements for primary and supporting areas:
Music Composition
The following requirements are the same for the
Ph.D. and D.M.A. except for the language re-
quirement and the choice of supporting area.
Ph.D. candidates choose ethnomusicology, mu-
sic education research, music history, or music
theory for the supporting area. D.M.A. candi-
dates choose choral conducting, wind ensemble
conducting, orchestral conducting, jazz studies,
or performance for the supporting area.
Primary Area credits
Composers' Forum (MUS 538), at least three
terms 9
Dissertation and composition courses, chosen
with faculty adviser 20
Courses outside the School of Music that are
chosen with faculty adviser 12
One course in electronic or computer music
applications chosen from Electronic Music
Techniques I,Il (MUS 543, 544), Advanced Elec-
tronic Composition (MUS 545), Computer Mu-
sic Applications (MUS 546) 3
One course in ethnomusicology chosen from
Music in World Cultures (MUS 358), Music of
the Americas (MUS 359), Introduction to
Ethnomusicology (MUS 551), Musical Instru-
ments of the World (MUS 552), Folk Music of
the Balkans (MUS 553), Music ofIndia (MUS
554), Gamelan (MUS 590) 2-4
Pedagogy and Practicum: Theory (MUE 639), one
term; if the supporting area is other than theory,
this term is in addition to the one term required
in the supporting area 3
Public performance, usually a graduate composi-
tion recital on the University of Oregon campus,
of compositions completed during the period of
doctoral study and approved by the music com-
position faculty
Supporting Area credits
Composers' Forum (MUS 538), three terms 9
Courses in composition, in analysis, or in peda-
gogy of theory or composition, chosen in con-
sultation with 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 composition faculty
Music Education
Primary Area
The following requirements are the same for the
D.M.A and the Ph.D. degrees:
credits
Statistical methods, two terms 6
Dissertation (MUE 603) 18
Seminar: Thesis Organization (MUE 607) 2
Research Methods in Music (MUS 613) 3
Resources in Music Education (MUE 614) 3
Additional graduate MUE courses 15
Performance studies, three terms
Supporting Area credits
Statistical methods, one term 3
Research Methods in Music (MUS 613) 3
Additional graduate MUE courses 9
Performance studies, three terms
For the Ph.D. degree the supporting area is in
research and should comprise at least 21 credits,
chosen in consultation with adviser, in research
methodology and in courses that provide a theo-
retical foundation for the dissertation research
Music History
Primary Area credits
Dissertation (MUS 603) 18
Notation of Medieval and Renaissance Music
(MUS 643, 644) 6
Performance Practices before 1800
(MUS 689) 3
Collegium Musicum (MUS 691), three terms 3
In addition to specifically required courses, stu-
dents choose six graduate-level courses in mu-
sic history and theory, three of which must be
seminars
Each student, in consultation with the adviser,
develops a plan to remedy any deficiencies and
prepare for comprehensive examinations
Two public lecture-demonstrations or lecture-
recitals (subject to faculty approval) on the Uni-
versity of Oregon campus
Supporting Area credits
Music in the Middle Ages (MUS 660) 3
Music in the Renaissance (MUS 661) 3
Music in the Baroque Era (MUS 662) 3
Music in the Classical Period (MUS 663) 3
Music in the Romantic Era (MUS 664) 3
Music in the 20th Century (MUS 665) 3
At least three terms in music history or theory
seminars (MUS 507, 607)
Music Performance
Primary Area credits
Dissertation (MUS 603) focusing on some aspect
of the performance medium 18
Seminar: Thesis Organization (MUE 607) 1-2
Performance Studies (Studio Instruction)
(MUP 771-794), six terms 24
Three public performances (subject to prerecital
approval by faculty jury) on the University of
Oregon campus; one must be a solo recital
Supporting Area credits
Performance Studies (Studio Instruction)
(MUP 741-761), three terms 12
Two public performances (subject to prerecital
approval by faculty jury); one must be a solo re-
cital
Music Theory
Primary Area credits
Choose at least three of the following:
Advanced Keyboard Harmony (MUS 525),
Score Reading (MUS 526), Counterpoint (MUS
533, 534, 535) 8-12
Schenkerian Analysis (MUS 530, 531, 532) 9
Dissertation (MUS 603) 18
Choose at least three of the following:
Music in the Middle Ages (MUS 660), Music in
the Renaissance (MUS 661), Music in the
Baroque Era (MUS 662), Music in the Classical
Period (MUS 663), Music in the Romantic Era
(MUS 664), Music in the 20th Century
(MUS 665) 9
Collegium Musicum (MUS 691), three terms 3
At least three graduate-level courses or seminars
in music history and theory
Two public lecture-demonstrations or lecture-
recitals (subject to faculty approval) on the Uni-
versity of Oregon campus
Supporting Area credits
Choose at least three of the following:
Advanced Keyboard Harmony (MUS 525),
Score Reading (MUS 526), Counterpoint (MUS
533, 534, 535) 8-12
Schenkerian Analysis (MUS 530, 531, 532) 9
Choose at least three of the following:
Music in the Middle Ages (MUS 660), Music in
the Renaissance (MUS 661), Music in the
Baroque Era (MUS 662), Music in the Classical
Period (MUS 663), Music in the Romantic Era
(MUS 664), Music in the 20th Century
(MUS 665) 9
At least three graduate-level courses or seminars
in music history and theory
Choral Conducting
Supporting Area credits
Seminar: Advanced Choral Conducting (MUS 607)
taken concurrently with Practicum (MUE 609)
Practicum: Choral Conducting (MUE 609), one
term. Supervised College Music Teaching (MUE
602) may be substituted
Instrumental Conducting Master Class
(MUS 686) 3
Performance Studies (Studio Instruction)
(MUP 741-761), three terms
Choral literature courses, selected in consultation
with an adviser
Inquire at the School of Music front desk, 159
Music Building, for a list of recommended
electives
Two summer workshops held during the Oregon
Bach Festival. Participation at least one summer
as a conductor during the festival
Piano proficiency, demonstrated by examination
One public choral conducting performance
(faculty approval required)
Diction proficiency in French, German, Italian,
and Latin: may be demonstrated by successful
comp.leti~n of Lyric Diction (MUS 555, 556) or by
exammatlOn
Comprehensive examination in choral conducting
Orchestral Conducting
Supporting Area credits
Orchestral Music (MUS 570, 571, 572) 6
Bibliography in Instrumental Conducting
(MUS 620) 3
Instrumental Conducting Laboratory
(MUS 624), three terms 6
Instrumental Conducting Master Class
(MUS 686) 3
Performance Practices before 1800
(MUS 689) 3
Orchestra (MUS 696), three terms 6
Electives on subject chosen by student and ad-
viser. A juried rehearsal and a juried conducting
performance in addition to those required at
master's level
Wind Ensemble Conducting
Supporting Area credits
Bibliography in Instrumental Conducting
(MUS 620) 3
Wind Repertoire (MUS 621, 622, 623) 9
Instrumental Conducting Laboratory
(MUS 624) 3
Instrumental Conducting Master Class
(MUS 686) 3
Band: Wind Ensemble (MUS 695), three
terms 6
Electives in subject chosen by student and adviser
A juried rehearsal and a juried conducting per-
formance in addition to those required at
master's level
Ethnomusicology
Supporting Area credits
Music in World Cultures (MUS 358) or
equivalent 3
Introduction to Ethnomusicology (MUS 551) 3
Pedagogy and Practicum: Ethnomusicology
(MUE 639) 3
Courses chosen from the following:
Seminars in ethnomusicology (MUS 507), Musi-
cal Instruments of the World (MUS 552), Folk
Music of the Balkans (MUS 553), Music of India
(MUS 554), Music and Gender (MUS 560),
Gamelan (MUS 590), Reading and Conference
(MUS 605), East European Folk Ensemble (MUS
690), courses outside the School of Music, e.g.,
anthropology, folklore, dance, chosen in consul-
tation with adviser 15
A total of 21 credits, 18 of which must be in mu-
sic courses
Jazz Studies
Supporting Area
Jazz Performance Emphasis credits
Survey of Jazz Improvisation (MUJ 551) 3
Jazz Pedagogy (MUJ 560) 3
Jazz Repertoire I, II, III (MUJ 574,575,576) 6
Jazz Program Planning and Development
(MUJ 661) 3
Juried solo recital
Jazz Arranging Emphasis credits
Survey of Jazz Composition (MUJ 550) 3
Jazz Pedagogy (MUJ 560) 3
Jazz Arranging I, II, III (MUJ 580, 581, 582) 9
Jazz Program Planning and Development
(MUJ 661) 3
Juried recital of compositions and arrangements
Program Requirements
Comprehensive Examinations
Written and oral comprehensive examinations in
the primary and supporting areas are taken be-
fore advancement to candidacy but after meeting
the following conditions:
Classification as a graduate doctoral student
Completion of all course work in the examina-
tion area
Approval of dissertation proposal by dissertation
advisory committee
Approval from adviser
Satisfaction of foreign -language requirement
Additional information about comprehensive
examinations is available from the graduate sec-
retary, School of Music, 154 Music Building.
Advancement to Candidacy
Advancement to candidacy is based on successful
completion of comprehensive examinations and
foreign -language requirements, approval by the
dissertation advisory committee, and the recom-
mendation of the adviser.
Dissertation Requirement
A dissertation is required in all doctoral degree
programs. For candidates whose primary area is
composition, the dissertation must be an original
composition of major proportions composed
during doctoral study and performed and re-
corded on the university campus. For candidates
whose primary area is performance, the disserta-
tion consists of three required public perfor-
mances and a written dissertation focusing on
some aspect of the performance medium.
Time Limit
Doctoral students have seven years from the be-
ginning of their first year in residence to complete
the degree. All course work, the comprehensive
examinations, any required recitals, and the dis-
sertation must be satisfactorily 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.
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 pri-
mary area. Members of the dissertation advisory
committee typically conduct the final examina-
tion; their appointment is subject to approval by
the dean of the Graduate School.
COURSES OFFERED
The School of Music curriculum is divided into
four general categories, each designated by a dif-
ferent subject code:
MUS: music courses and ensembles
MUJ: jazz studies
MUE: music education
MUP: performance studies
MUSIC COURSES (MUS)
125 Basic Music (3) Elementary study of terms
and notational symbols; designed to develop ba-
sic competence in performing from notation and
in notating musical ideas. Frazier. Nonmajors or
premajors only.
126 Rudiments of Music Theory (3) Rudimen-
tary study of terms and notational symbols; de-
signed to develop elementary competence in per-
forming from notation and in notating musical
ideas. Prereq: instructor's consent or placement
examination. Campbell. For music majors and mi-
nors who need preparation to enter MUS 131.
127 Rudiments of Aural Skills (3) Rudimentary
study of sight singing, dictation, and related
skills. Prereq: placement examination. Baird. For
music majors and minors who need preparation
to enter MUS 134.
131, 132, 133 Music Theory I (2,2,2) Elementary
study of musical structure, emphasizing the ac-
quisition of descriptive, notational, composi-
tional and analytical capacity. Sequence. Prereq:
placement examination; coreq: MUS 134, 135,
136 and laboratory; MUS 137, 138, 139 or
instructor's consent. Hurwitz. Primarily for ma-
jors and minors.
134,135,136 Aural Skills I (2,2,2) Elementary
ear training through sight singing, dictation, and
related activities. Sequence. Prereq: placement
examination; coreq: MUS 131, 132, 133 and labo-
ratory; MUS 137, 138, 139 or instructor's consent.
Primarily for majors and minors.
137,138,139 Keyboard Skills I (1,1,1) Perfor-
mance of rhythmic patterns, scales, intervals, and
chord progressions. Harmonization, transposi-
tion, improvisation, and figured bass on the key-
board. Sequence. Coreq: MUS 131, 132, 133;
MUS 134, 135, 136 or instructor's consent. Baird.
Primarily for majors and minors.
167 On the Nature of Music (2) Introduction to
styles, concepts, and frameworks for music cre-
ation and performance. McLucas. Primarily for
majors and minors.
168,169 Guided Listening (1,1) PIN only.
Guided listening experience designed to aid in
acquisition of listening skills and experience with
the most important repertoire, genres, and styles
of Western music. Prereq: MUS 167. Primarily for
majors and minors.
190 East European Folk Ensemble (2R)
Performance ensemble in which participants
learn to play village-style folk dance music from
Bulgaria, Macedonia, Serbia, Greece, and neigh-
boring regions of Eastern Europe. Prereq: place-
ment interview. Levy. R twice for maximum of 6
credits.
191 Collegium Musicum (lR) Study of music
repertoire of the medieval, Renaissance, and ba-
roque periods through rehearsals and extensive
sight-reading; vocal and instrumental reper-
toire. Ensemble fee. Prereq: audition, instruc-
tor's consent.
194 Chamber Ensemble: [Topic] (lR) Study of
music through small-group rehearsal. For string
and wind instrument players, percussionists,
keyboard players, and singers. Prereq: audition,
instructor's consent. Gonzalez-Palmer.
195 Band: [Topic] (1-2R) Oregon Marching
Band, Oregon Wind Ensemble, UO Symphonic
Band, Oregon Basketball Band, UO Campus
Band, Green Garter Band. Ensemble fee for
Oregon Wind Ensemble, UO Symphonic Band,
UO Campus Band. Prereq: audition for all bands
except UO Campus Band and Oregon Marching
Band. Harkins, Ponto.
196 Orchestra (2R) University Symphony Or-
chestra. Ensemble fee. Prereq: audition, instruc-
tor's consent. W. Bennett.
197 Chorus: [Topic] (2R) University Singers,
Chamber Choir, University Men's Chorus, Uni-
versity Women's Chorus, University Gospel En-
semble. Ensemble fee. Prereq: audition, in-
structor's consent for all except University Men's
Chorus. Clark, Gainer, Miller.
198 Workshop: [Topic] (1-2R)
199 Special Studies: [Topic] (l-5R)
207,208 Introduction to Music and Its
Literature (4,4) Cultivation of understanding
and intelligent enjoyment of music through
study of its elements, forms, and historical styles.
Smith, Valdez. Nonmajors only.
231,232,233 Music Theory II (2,2,2) Continua-
tion of MUS 131, 132, 133. Sequence. Prereq:
MUS 133 or equivalent proficiency; coreq: MUS
234,235,236; MUS 237, 238, 239. Maves,
S. Owen. Primarily for majors and minors.
234,235,236 Aural Skills II (2,2,2) Continuation
of MUS 134, 135, 136. Sequence. Prereq: MUS
133, 136 or equivalent proficiency; coreq: MUS
231,232,233; MUS 237, 238, 239. Hurwitz. Pri-
marily for majors and minors.
237,238,239 Keyboard Skills II (1,1,1) Continu-
ation of practical keyboard applications begun in
MUS 137, 138, 139. Coreq: MUS 231, 232, 233;
MUS 234, 235, 236. Primarily for majors and
minors. Sequence.
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. Sequence. Prereq:
MUS 133, 136 or equivalent, instructor's consent.
Kyr, H. Owen.
264, 265 History of Rock Music I,ll (4,4) The
development of rock music from prerock sources
(blues, jazz, country and Western) through rock
'n roll and early rock to the present. Sequence.
Valdez.
267,268,269 Survey of Music History (4,4,4)
Study of the history and evolution of music, prin-
cipally Western art music, from the early Middle
Ages to the present. Sequence. Prereq: MUS 133
or instructor's consent. Smith. Primarily for
majors.
322 Music Fundamentals (3) Music notation
and terminology; learning musical rudiments
through singing simple songs; introduction to
Simple melodic, rhythmic, and harmonic
instruments. Laboratory fee. R. Moore. Prospec-
tive elementary teachers only.
324,325,326 Analysis (3,3,3) Techniques of ana-
lyzing melody, harmony, rhythm, and form in
music from various periods and cultures. Se-
quence. Prereq: MUS 233, 236, 269 or equivalent
proficiency. Hurwitz, Trombley.
340,341,342 Composition II (3,3,3) Composi-
tion and public performance of small works for
piano, voice, and small ensembles. Prereq: MUS
242 or equivalent proficiency, instructor's con-
sent. Kyr, H. Owen.
351 The Music of Bach and Handel (3) Compo-
sitions by Bach and Handel such as organ cho-
rales, cantatas, oratorios, operas, and masses;
cultural context in Germany, France, Italy, and
England for the development of their styles. Pri-
marily for nonmajors.
352 The Classic Symphony and Sonata (3)
Symphonies and sonatas by Haydn, Mozart, and
Beethoven; elements of style in the Viennese
classic period and its legacy in the 19th century.
Primarily for nonmajors.
353 Survey of Opera (3) Introduction to several
operatic masterpieces including works by
Mozart, Wagner, and Verdi. Primarily for
nonmajors.
354 Introduction to 20th-Century Music (3)
Evolution and revolution in musical style since
Debussy and Mahler; selected masterpieces by
such composers as Stravinsky, Bart6k,
Schoenberg, Copland, and Varese. Primarily for
nonmajors.
358 Music in World Cultures (4) Appreciation
of music in its cultural contexts throughout the
world. Emphasis on listening skills, aesthetics,
styles, genres, transmission, and sociocultural
backgrounds. Levy.
359 Music of the Americas (4) Appreciation of
African American, Asian American, Latin Ameri-
can, and Native American musics in their cultural
contexts in North and South America. Levy.
380 Film: Drama, Photography, Music (4)
Graded only. Understanding the manner in
which drama, photography, and music combine
to form the whole through extensive viewing and
analysis. Trombley.
390 East European Folk Ensemble (2R) See
MUS 190. R twice for maximum of 6 credits.
391 Collegium Musicum (lR) See MUS 191.
394 Chamber Ensemble: [Topic] (lR) See MUS
194.
395 Band: [Topic] (1-2R) See MUS 195.
396 Orchestra (2R) See MUS 196.
397 Chorus: [Topic] (2R) See MUS 197.
398 Opera Workshop (2R) Traditional and con-
temporary repertory for musical theater through
analysis, rehearsal, and performance of complete
and excerpted works; training in stage move-
ment, diction, and rehearsal techniques. Prereq:
instructor's consent, audition. Graffeo.
399 Special Studies: [Topic] (1-5R)
401 Research: [Topic] (1-21R) Prereq:
instructor's consent.
403 Thesis (1-21R) Prereq: instructor's consent.
405 Reading and Conference: [Topic] (1-4R)
Individual study of topics at a level beyond that
available in the standard curriculum. Prereq:
completion of all regularly scheduled courses
related to the topic or equivalent, instructor's
consent.
407/507 Seminar: [Topic] (1-5R) Various topics
at an advanced level, offered periodically
according to student and faculty interest and
availability.
408/508 Workshop: [Topic] (1-21R) Various
topics at a level beyond that available in the
standard curriculum. Prereq: completion of all
MUSIC
regularly scheduled courses related to the topic
or equivalent, instructor's consent.
409 Supervised Tutoring (1-21R)
410/510 Experimental Course: [Topic] (1-5R)
4111511 Percussion Master Class (lR) Tech-
niques of percussion ensemble, performance,
education methods, instrument construction,
mallet construction. Prereq: instructor's consent;
coreq: private percussion study. Dowd. Limited
to percussion specialists and music education
majors.
412 Music Theory Review (2-3) Review of tonal
theory, aural skills, and sight singing. Prereq:
placement examination.
413 Music History Review (3) Review of music
history from the medieval period to the present.
Prereq: placement examination.
415/515 Piano: The Inside Story (3R)
Development of stringed keyboard instruments;
function and terminology of the parts of the
modern piano; purchase considerations, care,
and maintenance of pianos of all types. Phillips.
R once with instructor's consent for maximum of
6 credits. Offered alternate years; not offered
1995-96.
421/521,422/522,423/523 The Collaborative
Pianist (2,2,2R) Comprehensive study of tech-
niques and literature for artistic ensemble perfor-
mance by pianists. Includes chamber music, art
song, opera arias, accompaniment, sight-reading,
and orchestral reduction sksills. Sequence. Prereq:
MUP 271 or above, or instructor's consent.
GonzilJez-Palmer. R once each, with instructor's
consent, for maximum of 4 credits per course.
425/525 Advanced Keyboard Harmony (2) Re-
alization of figured bass reflecting baroque per-
formance practice; development of modulation
techniques and related skills, C clef reading, vo-
cal and orchestral score reading. Prereq: MUS
233, 236 or equivalent, instructor's consent.
426/526 Score Reading (2R) Analysis of musical
scores of compositions for small and large en-
sembles involving transposition of parts; use of
the piano as a means of studying ensemble
scores. Maves. R once with instructor's consent
for maximum of 4 credits.
429/529 Post-Tonal Theory (3) Introduction to
the theory and analysis of post-tonal music. Basic
concepts, e.g., pitch-class sets, referential collec-
tions. Analytic applications to various 20th-
century composers. Prereq: MUS 326 or
instructor's consent.
4301530, 4311531, 432/532 Schenkerian Analy-
sis (3,3,3) Analytical techniques, developed by
Heinrich Schenker, studied through application
to music of all periods and styles. Sequence.
Prereq: MUS 233, 236. Bergquist. Offered 1995-
96 and alternate years.
433/533,434/534,435/535 Counterpoint (4,4,4)
Study of modal and tonal counterpoint through
analysis and composition. 433/533: 1500-1650;
434/534:1650-1750;4351535:1750-1950.Se-
quence. Prereq: MUS 233, 236 or instructor's
consent. H. Owen. Offered alternate years; not
offered 1995-96.
438/538 Composers' Forum (3R) Composition
and discussion of works for performance by pro-
fessional and student performers, study of 20th-
century compositional techniques. Prereq:
instructor's consent. Kyr. R twenty-four times for
maximum of 75 credits.
439/539 Scoring for Voices and Instruments
(3) Techniques of arranging and scoring for vari-
ous types of choral and instrumental groups.
Prereq: MUS 233, 236. Offered winter term only.
440/540,4411541,442/542 Composition III
(3,3,3) Composition and public performance of
works including large or chamber ensembles.
Preparation of works for senior recital. Prereq:
MUS 342, instructor's consent. Kyr.
443/543 Electronic Music Techniques I (3) PIN
only. Fundamentals of electro-acoustic music
including additive and subtractive synthesis,
MIDI basics, and analog recording. Laboratory
fee. Prereq: instructor's consent. Stolet.
444/544 Electronic Music Techniques II (3)
Intermediate-level topics of electro-acoustic mu-
sic including digital and direct-to-disk recording,
digital signal processing, FM synthesis, and com-
positional techniques. Laboratory fee. Prereq:
instructor's consent. Stolet.
445/545 Advanced Electronic Composition
(3R) Examines advanced topics of sound
synthesis, digital signal processing, and electro-
acoustic compositional techniques. Laboratory
fee. Prereq: instructor's consent. Stolet. R
twenty-four times for maximum of 75 credits.
446/546 Computer Music Applications:
[Topic] (3R) Studies in the use of computers for
music notation, education, analysis, perfor-
mance, research, and other applications. Prereq:
instructor's consent. R three times when topic
changes for maximum of 12 credits.
4501550 History of Gospel Music (4) Graded
only. Study of black-American sacred music
from early spirituals to todays contemporary
gospel sound. EmphaSiS on origins, develop-
ment, and style of gospel music. Gainer.
4511551 Introduction to Ethnomusicology (3)
History and development of the study of world
musics in their cultural contexts. Comparison of
various approaches and issues from the late 19th
century to the present. Levy.
452/552 Musical Instruments of the World (3)
Examines instruments throughout the world in
their cultural contexts. Covers cross-cultural is-
sues and focuses on particular geographical ar-
eas. Includes films, recordings, live demonstra-
tions. Levy. Not offered 1995-96.
453/553 Folk Music of the Balkans (3) Forms
and styles of folk musics and dances in their cul-
tural contexts in southeastern Europe: Albania,
Bosnia, Bulgaria, Croatia, Greece, Macedonia,
Romania, Serbia. Levy.
454/554 Music of India (3) Introduction to the
classical music traditions of North and South In-
dia. Discussion of dance, rural folk music, and
popular film music. Levy.
455/555,456/556 Lyric Diction (3,3)
Fundamentals of pronunciation of Italian, Ger-
man, French, and English with emphasis on the
singer's approach to performance. Use of Inter-
national Phonetic Alphabet (IPA) in analysis and
transcription of song and opera texts. 4551555:
Italian and German. 456/556: French and En-
glish. Vargas.
4601560 Music and Gender (4) Examines the
role of gender in shaping the music that is cre-
ated, performed, taught, and listened to in repre-
sentative cultures of the world, including the
West. McLucas.
464/564,465/565,466/566 Piano Literature
(3,3,3) Solo keyboard music from the time of J. S.
Bach to the present; original works for four
hands and for two pianos; the concerto; empha-
sis on style as it affects performance. Prereq:
MUS 269 or eqUivalent.
467/567,468/568,469/569 Solo Vocal Music
(2,2,2) Solo songs with accompaniment; the lute
air and Purcell; 19th-century art songs in Ger-
many and France; 20th-century British, Ameri-
can, and Continental song literature; develop-
ment of bases for artistic performance and sound
critical judgment through study of text, voice,
and accompaniment. Prereq: MUS 269 or
equivalent. Miller.
470/570,471/571,472/572 Orchestral Music
(2,2,2) Major types of orchestral music from the
18th to the 20th centuries; dance suite, sym-
phony, tone poem, descriptive suite, pieces for
string orchestra. Prereq: MUS 269 or equivalent.
Maves.
474/574,475/575 History of Opera (4,4) Critical
study of the musical and dramatic content of op-
eras forming the standard international reper-
toire. 474/574: Monteverdi to Mozart. 475/575:
Mozart to the present. Sequence. Prereq: MUS
269 or equivalent. Smith.
476/576 Organ Music (3) The organ in church
and concert, organ repertoire from the 15th cen-
tury to the present. Baird.
485/585 Advanced Choral Conducting (3) Re-
finement of choral conducting techniques; study
of musical scores from contemporary and earlier
periods with emphasis on analysis, interpreta-
tion, and rehearsal procedures. Administrative
procedures for choral organizations. Clark.
486 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. W.
Bennett, Ponto.
490/590 Gamelan (2R) Pacific Rim Gamelan en-
semble. Performance of original compositions
and traditional music for gamelan. Three public
performances a year. Kyr. R with instructor's
consent. Limited to twelve performers.
Thesis, Research, Dissertation, and Reading and
Conference are available during summer sessions
with adviser's consent.
503 Thesis (1-16R) PIN only. Prereq: instruc-
tor's consent.
601 Research: [Topic] (1-16R) PIN only.
Prereq: instructor's consent.
602 Supervised College Teaching (1-5R) PIN
only. Prereq: instructor's consent.
603 Dissertation (1-16R) PIN only. Prereq:
instructor's consent.
605 Reading and Conference: [Topic] (l-4R)
Individual study of topics beyond the availability
of the standard curriculum. Prereq: completion of
all regularly scheduled courses related to the
topic, instructor's consent.
607 Seminar: [Topic] (1-5R) Studies of various
topics at an advanced level offered periodically
according to student and faculty interest and
availability.
608 Workshop: [Topic] (l-16R)
609 Terminal Project (1-16R)
610 Experimental Course: [Topic] (1-5R)
611, 612, 613 Research Methods in Music
(3,3,3) 611: use of reference, research, and biblio-
graphical sources in music. 612: research meth-
ods in music history and theory. 613: experimen-
tal research including problem identification,
research design, influencing variables, research
tools, and the interpretation of data in relation to
the teaching of music. MUS 611 is a prerequisite
to 612 and 613. L. Bennett, Bergquist, Hurwitz,
R. Moore.
620 Bibliography in Instrumental Conducting
(3) Survey of research in conducting. Discussion
of rehearsal strategies and psychology.
W. Bennett.
621,622,623 Wind Repertoire (3,3,3) Survey
and analysis of music composed for large wind
groups. 621: 1500-1850.622: 1850-1950.623:
1950 to the present. Sequence. Ponto.
624 Instrumental Conducting Laboratory (2R)
Study, preparation, and conducting of works for
instrumental ensembles in rehearsals and perfor-
mances. W. Bennett, Ponto. R twice for maxi-
mum of 6 credits.
635 Advanced Aural Skills (3R) Exercises and
projects in transcription and analysis of music
presented aurally; discerning discrepancies be-
tween performed and notated music; analysis of
music without recourse to scores. R once with
instructor's consent. Offered 1995-96 and alter-
nate years.
636 Analysis of Rhythm (3) Examination and
evaluation of theories of rhythmic structure in
tonal music. Application of relevant principles in
analytical projects. Hurwitz. Offered alternate
years; not offered 1995-96.
637 History of Theory (3) Examination and
evaluation of theories of harmony and musical
structure from the Baroque Era to the present in-
cluding the works of Zarlino, Rameau, Tartini,
Riemann, Hindemith. Hurwitz. Offered 1995-96
and alternate years.
638, 639 Timbral Analysis and Orchestral
Composition I,ll (3,3) Methods of timbral
(sound-color) analysis pertaining to orchestra-
tion and composition from the Baroque Era to
the present. Sequence. Prereq: instructor's con-
sent. Kyr. Limited to five students.
640,641,642 Advanced Composition Studies
(2,2,2) Studio instruction in composition. Prereq:
MUS 442/542 or instructor's consent; coreq: MUS
538. Kyr, H. Owen.
643,644 Notation of Medieval and Renais-
sance Music (3,3) Representative examples of
notational systems and practices in Western Eu-
ropean polyphony from 900 to 1600. Offered al-
ternate years; not offered 1995-96.
660 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. Offered 1995-96 and alternate years.
661 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. Offered alternate years; not offered
1995-96.
662 Music in the Baroque Era (3) From the
Florentine Camerata through the rococo; the
monody, opera, oratorio, cantata, sonata, con-
certo, suite, and fugue; national styles; perfor-
mance practices; representative works with
emphasis on J. S. Bach. Trombley. Offered alter-
nate years; not offered 1995-96.
663 Music in the Classical Period (3) Sources of
classical style and their culmination in the music
of Haydn, Mozart, and Beethoven. Dramatic
forms and procedures in opera. Bergquist.
Offered 1995-96 and alternate years.
664 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. Smith. Offered
alternate years; not offered 1995-96.
665 Music in the 20th Century (3) The crisis of
romanticism and tonality: the transition of
Debussy, Mahler, and others; new styles of
Stravinsky, Schoenberg, Bartok; developments in
the United States; implications of recent trends.
Offered 1995-96 and alternate years.
686 Instrumental Conducting Master Class (3)
Advanced conducting techniques as applied to
band and orchestral music with emphasis on ba-
ton techniques and rehearsal strategies; includes
score preparation. Prereq: instructor's consent.
W. Bennett. Offered summer session only.
689 Performance Practices before 1800 (3)
Introduction to 17th- and 18th-century perfor-
mance practices; investigation of primary
sources; comparative study of recorded ex-
amples; preparation of a performing edition,
class demonstrations. Trombley. Offered 1995-
96 and alternate years.
690 East European Folk Ensemble (2R)
See MUS 190. R twice for maximum of 6 credits.
691 Collegium Musicum (1R) See MUS 191.
694 Chamber Ensemble: [Topic] (1R) See MUS 194.
695 Band: [Topic] (l-2R) See MUS 195.
696 Orchestra (2R) See MUS 196.
697 Chorus: [Topic] (2R) See MUS 197.
698 Opera Workshop (2R) See MUS 398.
JAZZ STUDIES COURSES (MUJ>
190 Jazz Laboratory Band III (1R) Large en-
sembles performing repertoire associated with
the jazz idiom. Performances on campus, in the
community, and at jazz festivals. S. Owen.
191 Jazz Laboratory Band II (lR) Large en-
sembles performing repertoire associated with
the jazz idiom. Performances on campus, in the
community, and at jazz festivals. S. Owen.
192 Oregon Jazz Ensemble (1-2R) Large
ensembles performing repertoire associated with
the jazz idiom. Performances on campus, in the
community, and at jazz festivals. Prereq: audi-
tion. S. Owen.
195 Small Jazz Ensemble: [Topic] (lR)
Improvisation group. Study current and past
small-group jazz performances. Prereq: audition,
instructor's consent. S. Owen.
197 Oregon Vocal Jazz (2R) Composed of
approximately sixteen voices and a rhythm sec-
tion. Explores a wide variety of styles in the jazz
idiom. The ensemble performs extensively
throughout the community. Prereq: audition.
VanHandel.
350 History of Jazz (4) Major historical styles in
jazz, 1900 to present: ragtime, New Orleans jazz,
swing, bop, cool jazz, hard bop, free jazz, and fu-
sion; major jazz performers; sociological back-
grounds of jazz. Prereq: sophomore standing or
higher.
390 Jazz Laboratory Band III (1R) See MUJ 190.
391 Jazz Laboratory Band II (1R) See MUJ 191.
392 Oregon Jazz Ensemble (1-2R) See MUT 192.
395 Small Jazz Ensemble: [Topic] (1R) See
MUJ 195.
397 Oregon Vocal Jazz (2R) See MUJ 197.
405 Reading and Conference: [Topic] (l-4R)
407/507 Seminar: [Topic] (l-5R)
408/508 Workshop: [Topic] (1-2lR)
450/550 Survey of Jazz Composition (3) Jazz
composition from 1900 to the present. The evo-
lution of jazz composition and arranging through
the study of major jazz stylistic periods. S. Owen.
Offered alternate years; not offered 1995-96.
451/551 Survey of Jazz Improvisation (3) Jazz
improvisation from 1900 to the present. Includes
the evolution of specific instruments (saxophone,
trumpet, trombone, piano, bass drum set, guitar)
through major stylistic periods. Versace. Offered
alternate years; not offered 1995-96.
460/560 Jazz Pedagogy (3) Instructional tech-
niques used to work effectively with beginning to
advanced jazz ensembles. Rehearsal techniques,
rhythm section, teaching improvisation, jazz per-
forming literature, and educational materials.
Prereq: MU] 470/570, 471/571. S. Owen.
470/570 Jazz Theory (2) Introduction to jazz
harmony: chord symbols, chord voicing prac-
tices, analysis, reharmonization practices, scale
choices for improvisation, creation of bass lines.
Prereq: MUS 133, 136. S. Owen.
471/571 Functional Jazz Piano (1) Performance
of one- and two-handed comping styles includ-
ing common voice leading practices, scales, and
harmonic formulas. Stresses sight reading.
Prereq: MUJ 470/570. Versace.
472/572,473/573 Jazz Improvisation I,ll (2,2)
Performance course. 472/572: chord and scale
study, solo transcription, analysis, pattern prac-
tice, simple compositional forms. Performance of
selected standard jazz repertoire. 473/573: chord
alteration, chord substitution, reharmonization,
and chromaticism. Further study of transcribed
materials, song forms, and jazz repertoire. Se-
quence. Prereq: MUJ 471/571. S. Owen.
474/574,475/575,476/576 Jazz Repertoire I,II,III
(2,2,2) Study of traditional jazz literature through
performance. Emphasis on improvisation and de-
veloping the ability to categorize songs by ear
through the recognition of common chord pro-
gressions and modulations. Sequence. Prereq:
MU] 473/573 or equivalent skills. S. Owen.
480/580,481/581, 482/582 Jazz Arranging
I,II,III (3,3,3) Study of use of common arranging
skills: reharmonization, instmmentation, block
harmonization, tutti scoring techniques, five-part
density. Sequence. Pre- or coreq: MUJ 470/570,
471/571. Versace.
503 Thesis (1-16R) PIN only. Prereq: instruc-
tor's consent.
605 Reading and Conference: [Topic] (1-16R)
661 Jazz Program Planning and Development
(3) Designing and nurturing a successful jazz
program. Jazz curriculum, grant writing, budgets,
resources (American Institute of Jazz Education,
Music Educators National Conference), organiz-
ing student support, setting and reaching pro-
gram goals. S. Owen.
690 Jazz Laboratory Band III (1R) See MUJ 190.
691 Jazz Laboratory Band II (1R) See MUT 191.
692 Oregon Jazz Ensemble (1-2R) See MUJ 192.
695 SmallJazz Ensemble: [Topic] (lR) See MUJ 195.
697 Oregon Vocal Jazz (2R) See MUJ 197.
MUSIC EDUCAnON COURSES
(MUE)
199 Special Studies: [Topic] (1-5R)
326 Foundations of Music Education (3) Philo-
sophical, social, historical, and curricular founda-
tions of music education; justification for includ-
ing music in the public school curriculum;
professional, ethical, and social aspects of teach-
ing. Extra fee.
386,387,388 Teaching Laboratory I (1,1,1)
Graded only. Practical experiences in teaching
using microteaching techniques and music edu-
cation methods in a laboratory setting. Clark,
Van Rysselberghe, Wolfgang.
391 Voice Pedagogy (lR) Vocal techniques for
chorus, studio, and class instruction. Methods
and materials for adolescent and mature soloists.
392 Instrumental Techniques: [Topic] (lR)
Elementary instruction in pedagogy and perfor-
mance of various instruments. Sections in
strings, woodwinds, brass, percussion, flute,
clarinet and saxophone, oboe and bassoon,
trumpet, trombone, hom, violin and viola cello
recorder, guitar, and classroom instrume~ts. In~
strument rental fee. Prereq: instructor's consent.
Primarily for music education majors.
401 Research: [Topic] (l-21R) Prereq:
instructor's consent.
403 Thesis (1-21R) Prereq: instructor's consent.
405 Reading and Conference: [Topic] (1-4R)
Individual study of topics at a level above that
available in the standard curriculum. Prereq:
completion of all regularly scheduled courses
related to the topic or equivalent, instructor's
consent.
406 Field Studies: [Topic] (1-21R)
407/507 Seminar: [Topic] (1-5R) Various topics at
an advanced level, offered periodically according to
student and faculty interest and aVailability. Recent
topics are Music Applications for the Macintosh,
Oregon Common Curricular Goals, Pop Music in
Society, Readings in Music Education.
408/508 Workshop: [Topic] (1-21R) Various
topics at a level above that available in the stan-
dard curriculum. Prereq: instructor's consent.
409 Practicum: [Topic] (1-4R) Practical experi-
ence in guiding learning activities. Prereq:
instructor's consent. Wolfgang.
410/510 Experimental Course: [Topic] (1-5R)
411/511 Band Methods (3) Concerns of band
teachers in secondary and elementary schools.
Observations, procedures, and instructional ma-
terials; planning and teaching lessons for analysis
and criticism. Instrumental technique classes rec-
ommended. Doerksen.
412/512 Teaching Methods: Elementary Choral
and General (3) Concerns of music teachers in
the elementary school. Observations, procedures,
instructional materials; planning and teaching les-
sons for analysis and criticism. Laboratory fee.
Coreq: Practicum: Elementary School Music
(MUE 409). Van Rysselberghe. Majors only.
413/513 Teaching Methods: Secondary Choral
and General (3) Instructional procedures and
materials for secondary choral and general music
classes. Doerksen.
415/515 General Music in the Middle School
(3) Musical characteristics and capabilities of
middle school students. Suitable materials and
music experiences; alternative approaches to cur-
riculum development, methods, and evaluation.
Laboratory fee. Van Rysselberghe.
420/520 Orff-Kodaly (3) Investigation of ap-
proaches in teaching general music that were de-
veloped by composers Orff and Kodiily. Readings
and laboratory experimentation on performance
skills. R. Moore.
421/521 Orff-Schulwerk: Level I (3R) Ostinati,
SImple bourdon, recorders, creative movements.
Prereq: MUE 420/520. R when instructor
changes. Offered summer session only.
422/522 Orff-Schulwerk: Level II (3R) Moving
bourdon orchestrations: I-V, I-N, I-N-V. Prereq:
MUE 421/521. R when instructor changes. Of-
fered summer session only.
424/524 Children's Choir (3) Study techniques
that lead to beautiful singing by children. Warm-
ups, intonation exercises, motivation strategies,
high-quality music, programming concerts, re-
hearsals. R. Moore.
425 Classroom Instrument Techniques (1)
Basic performing skills on the autoharp and other
classroom instruments integrated with recorder.
Guide to techniques of pitched and nonpitched
percussion instruments. Laboratory fee. Van
Rysselberghe.
426/526 The General Music Program: Elemen-
tary (3) Musical development of children from
nursery through elementary school; curriculum,
methods, materials, and evaluation. Laboratory
fee. Prereq: MUE 412/512. R. Moore.
427/527 The General Music Program: Second-
ary (3) Objectives, procedures, instntctional ma-
terials, and evaluation of music programs for the
general student in both middle and high schools.
428/528 Music for Early Childhood (3R) Musi-
cal characteristics and abilities of preschool chil-
dren. Suitable materials and musical experiences;
techniques involving parents and children in a
laboratory setting. Laboratory fee. Coreq: labora-
tory. Van Rysselberghe. R twice for maximum of
9 credits.
429/529 Music in Special Education (3) Music
for disabled or gifted learners. Educational and
therapeutic uses of music for mentally, physi-
cally, and emotionally disabled as well as gifted
learners. R. Moore.
430/530 Music Classroom Ecology and Man-
agement (3) Exploration of the sociolinguistic
factors of race, gender, and cultural diversity of
teacher-student interaction; techniques for
maintaining an ecological environment condu-
cive to music learning in the classroom. Van
Rysselberghe.
442/542 Teaching Singing in the Classroom
(3) Methods for teaching singing in the class-
room with emphasis on addressing the special
ne~ds of the adolescent voice and the changing
vOIce.
444/544 Choral Materials for Schools (3) Rep-
ertoire for choral groups in secondary schools;
choral music from early historical periods to the
avant-garde; criteria for selection of choral mu-
sic; instructional program and concert planning.
Clark. •
446/546 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.
447/547 Psychology of Music (3) Functions of
the musical mind; knowledge and intellectual
skills related to mature perception; implications
for the teaching of music. R. Moore.
455/555 Jazz and Marching Methods (3)
Teaching methods for jazz ensembles and
marching bands in secondary schools. Harkins,
S. Owen.
456/556 String Methods (3) Teaching methods
fo:- the beginning string class in elementary and
mIddle schools. Development of technique se-
quences for string groups in secondary schools.
4711571 Piano Pedagogy I: Teaching Begin-
ners (2) In-depth study of beginning methods
and materials for children and adults. Individual
teaching experience. Wachter.
472/572 Piano Pedagogy II: Teaching Groups
(2) Methods and materials for group instruction
of all ages and levels. Survey of learning theories
and new technologies. Individual and group
teaching experience. Prereq: MUE 471/571;
coreq: MUE 409 or 609. Wachter.
473/573 Piano Pedagogy III: Teaching Inter-
mediate Levels (2) Study of repertoire, tech-
nique' and teaching methods appropriate for in-
termediate-level piano students. Individual and
master-class teaching experience. Prereq: MUE
472/572; coreq: MUE 409 or 609. Wachter.
486,487,488 Teaching Laboratory II (1,1,1)
Graded only. See MUE 386, 387, 388. Doerksen,
Heuser.
491/591 Advanced Pedagogy: [Topic] (3R) Sec-
tions in piano, voice, and other topics. R in dif-
ferent sections for maximum of 9 credits.
492/~92Advanced Instrumental Techniques:
[Toplc] (3R) Advanced performance techniques
and teaching strategies for various instruments.
R twice when topic changes for maximum of 9
credits.
503 Thesis (1-16R) PIN only. Prereq:
instructor's consent.
601 Research: [Topic] (1-16R) PIN only. Pre-
req: instructor's consent.
602 Supervised College Music Teaching (1-5R)
PIN only. Prereq: instructor's consent.
603 Dissertation (1-16R) PIN only. Prereq:
instructor's consent.
605 Reading and Conference: [Topic] (1-2R)
Individual study of topics beyond the availability
of regularly scheduled courses. Prereq: comple-
tion of all regularly scheduled courses related to
the topic or equivalent, instntctor's consent.
606 Field Studies: [Topic] (1-16R)
607 Seminar: [Topic] (l-5R) Recent topics are
Field Experience, Thesis Organization.
608 Workshop: [Topic] (1-16R)
609 Practicum: [Topic] (l-4R) Professionally re-
l~ted experience, on campus or elsewhere, super-
VIsed by a qualified expert both in planning and in
carrying out the project. Prereq: knowledge and
competence in the substance of the activity and in
currIcular plannmg, instructor's consent.
610 Experimental Course: [Topic] (1-5R)
614 Resources in Music Education (3) Devel-
opment of bibliographiC and writing skills neces-
sary for scholarly research-problem specifica-
tion, locating and reviewing research literature,
and preparation of reports for presentation and
publication.
631 Music in the Elementary and Middle
School (2) Musical characteristics and capabili-
ties of elementary and middle school learners.
Methods for integrating music of diverse cultures
with other subject areas in the elementary and
middle school. Offered summer session only.
632 Music in School and Society (3) Musical ex-
periences and responses in contemporary society;
standards for musical quality. Elementary and sec-
ondary school music programs, past and present,
and their relationships to the communities they
serve. R. Moore, Van Rysselberghe.
636 Administration of School Music (3) Prin-
ciples underlying a sound policy in the adminis-
tration of school music programs; budgets, per-
sonnel, curriculum, facilities. Doerksen.
637 Technology of Teaching Music (3) Use of
electronic equipment and computers in teaching
music. Hardware and software appropriate for
classroom use and for individualized instruction.
638 Curricular Strategies in Music Education
(3) Procedures for developing music courses for
todays schools; determination of goals, content,
instructional materials, and evaluative criteria;
exploration of significant curriculum develop-
ment projects in music education. Doerksen.
639 Pedagogy and Practicum: [Topic] (3R)
Teaching strategies and practical application.
Topics include composition, conducting,
ethnomusicology, jazz studies, music education,
music history, music theory, voice, keyboard,
strings, woodwinds, brass, and percussion.
Prereq: instructor's consent. R twice when topic
changes for maximum of 9 credits.
641, 642 Concept Development in College
Music Teaching (3,3) Developing knowledge,
skills, and attitudes useful for teaching music;
current principles of educational psychology at
the college level, instructional techniques, tests
and measurements. Prereq: instructor's consent.
Martin. Doctoral students only.
777 Supervised Field Experience (lR) PIN
only. Discussion of problems encountered in
student teaching. Preparation of required work
samples. Preparation for productive job search.
Prereq: instructor's consent. R twice for maxi-
mum of 3 credits.
PERFORMANCE STUDIES
COURSES (MUP)
There is an extra fee for nonmajors enrolled in
MUP 170-794. Unless it is a degree requirement,
majors taking more than one performance studies
course pay an extra fee.
MUP 140-694 coreq for majors: enroll in major
ensemble
Percussion studies (MUP 161,191,291,361,
391, 491, 631, 661, 691, 761, 791) coreq: MUS
411/511, enroll in major ensemble
100-108 Basic Performance Studies: [Topic]
(2R) PIN only Classroom instrumental instruc-
tion. 100: Piano, 101: Voice, 102: Strings, 103:
Woodwinds, 104: Brass, 105: Percussion, 108:
Jazz Guitar. Extra fee. Prereq: instructor's con-
sent, audition for MUP 102-105, 108. R twice for
maximum of 6 credits.
109 Basic Performance Studies: Jazz Guitar
(Studio Instruction) (2R) PIN only. Extra fee.
Prereq: instructor's consent. R twice for maxi-
mum of 6 credits.
110 Basic Performance Studies: Classical Gui-
tar (Studio Instruction) (2R) PIN only. Extra
fee. Prereq: audition. R twice for maximum of 6
credits.
120 Beginning Guitar I (3R) Beginning-level
group instruction in the fundamentals of guitar
playing, song accompaniment, ensemble playing,
reading music, basic music theory, and practice
skills. Extra fee. Case. R twice for maximum of 9
credits. Primarily for nonmajors.
121 Beginning Guitar II (3R) Continued study
of topics in MUP 120 with emphasis on chord
voicings, finger-style playing, and arranging. Re-
quires music reading and barre chord skills. Extra
fee. Prereq: MUP 120 or instructor's consent.
Case. R twice for maximum of 9 credits. Primarily
for nonmajors.
140-161 Intermediate Performance Studies:
[Topic] (2R) Classroom instruction in perfor-
mance for students with minimal previous train-
ing. 140: Voice, 141: Piano, 142: Harpsichord,
143: Organ, 145: Violin, 146: Viola, 147: Cello,
148: Bass, 149: Harp, 150: Guitar, 151: Flute 152:
Oboe, 153: Clarinet, 154: Saxophone, 155: Bas-
soon, 156: Trumpet, 157: French Horn, 158:
Trombone, 159: Euphonium, 160: Tuba, 161: Per-
cussion. Extra fee. Prereq: audition, instructor's
consent. R twice for maximum of 6 credits.
163 Functional Piano (2) Individual instruction
in functional keyboard skills. Wachter. Prereq:
placement interview.
170-191 Performance Studies (Studio
Instruction): [Topic] (2-4R) Technique and style
of artistic performance. 170: Voice for Nonvoice
Specialists, 171: Piano, 172: Harpsichord, 173:
Organ, 174: Voice, 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: Euphonium, 190: Tuba, 191: Per-
cussion. Prereq: audition, instructor's consent.
199 Special Studies: [Topic] (1-5R) Recent topics
include Tabla, Keyboard Sight-reading. Extra fee.
271-291 Performance Studies (Studio
Instruction): [Topic] (2-4R) 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: Euphonium,
290: Tuba, 291: Percussion. Prereq: instructor's
consent, audition to demonstrate proficiency
equivalent to completion of 100 level.
341-361 Performance Studies (Studio
Instruction): [Topic] (2-4R) 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: Euphonium,
360: Tuba, 361: Percussion. Prereq: jury audition,
instructor's consent, proficiency equivalent to
completion of 200 level.
365 Performance Studies for Music Minors
(2R) Graded only. Studies in a variety of
performance areas. Extra fee.
371-391 Performance Studies (Studio
Instruction): [Topic] (2-4R) 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: Euphonium,
390: Tuba, 391: Percussion. Prereq: jury audition,
instructor's consent, proficiency equivalent to
completion ofMUP 271-291.
471-491 Performance Studies (Studio
Instruction): [Topic] (2-4R) 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: Euphonium,
490: Tuba, 491: Percussion. Prereq: instructor's
consent, audition to demonstrate proficiency
equivalent to completion of MUP 371-391.
611-631 Performance Studies (Studio
Instruction): [Topic] (2R) 611: Piano, 612:
Harpsichord, 613: Organ, 614: Voice, 615: Violin,
616: Viola, 617: Cello, 618: Bass, 619: Harp, 621:
Flute, 622: Oboe, 623: Clarinet, 624: Saxophone,
625: Bassoon, 626: Trumpet, 627: French Horn,
628: Trombone, 629: Euphonium, 630: Tuba, 631:
Percussion. Prereq: instructor's consent, jury au-
dition in primary performance medium to dem-
onstrate proficiency required for admission to
MUP 341-361 or 371-391. R for maximum of 6
credits.
641-661 Performance Studies (Studio
Instruction): [Topic] (2-4R) 641: Piano, 642:
Harpsichord, 643: Organ, 644: Voice, 645: Violin,
646: Viola, 647: Cello, 648: Bass, 649: Harp, 651:
Flute, 652: Oboe, 653: Clarinet, 654: Saxophone,
655: Bassoon, 656: Trumpet, 657: French Horn,
658: Trombone, 659: Euphonium, 660: Tuba, 661:
Percussion. Prereq: instructor's consent, jury au-
dition to demonstrate proficiency at completion
ofMUP 271-291. R for maximum of 12 credits.
670 Performance Studies (Studio Instruction):
Piano Accompanying (2-4R) Concentration on
vocal and instrumental repertoire. Prereq:
instructor's consent, audition to demonstrate
proficiency equivalent to MUP 671.
671-691 Performance Studies (Studio
Instruction): [Topic] (2-4R) 671: Piano, 672:
Harpsichord, 673: Organ, 674: Voice, 675: Violin,
676: Viola, 677: Cello, 678: Bass, 679: Harp, 681:
Flute, 682: Oboe, 683: Clarinet, 684: Saxophone,
685: Bassoon, 686: Trumpet, 687: French Horn,
688: Trombone, 689: Euphonium, 690: Tuba, 691:
Percussion. Prereq: instructor's consent, jury au-
dition to demonstrate proficiency at completion
ofMUP 471-491.
741-761 Performance Studies (Studio
Instruction): [Topic] (2-4R) 741: Piano, 742:
Harpsichord, 743: Organ, 744: Voice, 745: Violin,
746: Viola, 747: Cello, 748: Bass, 749: Harp, 751:
Flute, 752: Oboe, 753: Clarinet, 754: Saxophone,
755: Bassoon, 756: Trumpet, 757: French Horn, 758:
Trombone, 759: Euphonium, 760: Tuba, 761: Per-
cussion. Prereq: instructor's consent, jury audition
to demonstrate proficiency at completion of MUP
671-691, sufficient talent and experience to justify
undertaking performance as a supporting area.
771-791 Performance Studies (Studio
Instruction): [Topic] (2-4R) 771: Piano, 772:
Harpsichord, 773: Organ, 774: Voice, 775: Violin,
776: Viola, 777: Cello, 778: Bass, 779: Harp, 781:
Flute, 782: Oboe, 783: Clarinet, 784: Saxophone,
785: Bassoon, 786: Trumpet, 787: French Horn,
788: Trombone, 789: Euphonium, 790: Tuba, 791:
Percussion. Prereq: instructor's consent, jury audi-
tion to demonstrate proficiency at completion of
MUP 671-694, sufficient talent and experience to
justify undertaking performance as a primary area.
297
Campus
and Community
Resources
COMPUTING
250 Computing Center
Telephone (503) 346-4403
Joanne R. Hugi, Director
University Computing
University Computing provides the
university with central computing
facilities and services to support in-
struction' administration, and re-
search.
Hardware. Central computing
hardware includes the VMScluster,
an array of large-scale DEC time-
sharing computers for interactive
research and administrative appli-
cations; DARKWING, a Sun/UNIX
time-sharing system targeted for
compute-intensive academic appli-
cations; and GLADSTONE, a Sun/
UNIX time-sharing computer that
gives university students access to
network resources. University
Computing administers several in-
structional and open-access micro-
computer laboratories on campus
and supports UOnet, a fiber-optic
campus network that provides
interbuilding communications and
access to the Internet and other
outside networks. The Computing
Center oversees more than 100
high-speed modems, which provide
remote dial-in access to campus
computers and UOnet, and two
mark-sense document scanners.
Software. Staff members support a
wide selection of programming lan-
guages' applications packages, utili-
ties, and other software, including
• electronic mail and other commu-
nications software for use on
UOnet and the Internet
• graphical and text-oriented soft-
ware for browsing the World
Wide Web
• USENET News readers
• FORTRAN, Pascal, COBOL, C,
and MACRO programming lan-
guages
• SAS, SPSSx, BMDP, MINITAB,
RATS, S, and SHAZAM statistics
packages
• special-purpose applications
programs and packages, including
TeX (text-formatting), lMSL
(FORTRAN subroutine library),
LISREL (linear structural equation
modeling), MAPLE (symbolic
mathematics), and NCAR
graphics
Services. University Computing
also offers a full complement of sup-
port services including
• consulting assistance on a wide
range of computing-related topics
• the Microcomputer Support Cen-
ter, which features a showroom
for products offered through the
university's discount Microcom-
puter Purchase Plan and a micro-
computer consulting and services
office. Staff members provide
demonstrations of equipment, ad-
vice about purchase decisions,
and personal consultation about
microcomputer problems. Assis-
tance with public domain soft-
ware, disk and file recovery, file
transfers, and network access is
also available
• elementary and advanced work-
shops, offered every term, that
provide instruction on comput-
ing-related topics
• limited contract programming
• network support ranging from in-
stallation of network hardware
and software to troubleshooting
and diagnosing network problems
• support for remote dial-in access
to computing and network re-
sources
• data entry and scanning
• a documents library of vendor
manuals, local documentation,
and computing-related periodi-
cals and textbooks
• microcomputer and electronics
maintenance services
University Computing is a service
unit independent of the Depart-
ment of Computer and Information
Science, the academic department
that offers credit courses toward
bachelor's and advanced degrees.
For information about that depart-
ment, see the Computer and In-
formation Science section of this
bulletin.
CONTINUATION
CENTER
333 Oregon Hall
Telephone (503) 346-4231
In Oregon 1 (800) 524-2404
Curtis D. Lind and Ronald E.
Trebon, Directors
COMMUNITY
EDUCATION
An important dimension of the
University of Oregon's continuing
education responsibility is the
Community Education Program,
which provides individuals who are
not formally admitted to the UO
with the opportunity to take univer-
sity courses.
Community education students
may register for a maximum of 8
credits a term at reduced fees.
Credits earned through the Com-
munity Education Program are
listed on a student's permanent UO
academic record and are evaluated
as transfer credits when applied to a
graduate or undergraduate degree.
For more information write or call
the Community Education Pro-
gram, 1277 University of Oregon,
Eugene OR 97403-1277; telephone
(503) 346-5614.
CONTINUING
EDUCATION
Curtis D. Lind, Director
Continuing Education is the pro-
gram through which the Continua-
tion Center offers a wide range of
educational activities in the Eugene
area and throughout Oregon. Ac-
tivities include credit and noncredit
lectures, conferences, seminars,
workshops, and formal courses.
Topics include such diverse subjects
as microcomputer applications, in-
ternational affairs, business com-
puting, children's art, arts man-
agement' substance abuse,
recreation and tourism manage-
ment, teacher education, and edu-
cational administration. Subdivi-
sions of Continuing Education are
Off-Campus Programs, Confer-
ences and Special Programs, and
the Microcomputer Program.
298 CAMPUS AND COMMUNITY RESOURCES
Off-Campus Programs
The Continuation Center offers computer classes,
nondegree certificates of completion, and graduate
degree programs in the Portland area. The Teacher
and Administrator Education Program serves
teachers and administrators throughout Oregon.
This program is described in greater detail later in
this section. The interdisciplinary master of science
(M.S.) degree in applied information management
includes course work in business management and
information management and information deSign.
Applied Information Management
Program
Linda F. Ettinger, Director
Academic Advisory Board
Linda F. Ettinger, arts and administration
Carl J. Hosticka, planning, public policy and
management
Diana Lauterbach, arts and administration
Curtis D. Lind, Continuation Center
Philip K. PieIe, educational policy and management
Lynn R. Kahle, marketing
The interdisciplinary master's degree program in
applied information management (AIM) was de-
signed in response to rapid developments in infor-
mation technologjes and the resulting impact on
organizations. Developed in association with other
institutions and area industries, the course of study
leads to a master of science (M.S.) degree in the
Interdisciplinary Studies: Individualized Program
(IS:IP) with a focus on applied information man-
agement. Most courses are scheduled during the
evening once a week in the University of Oregon
Portland Center in downtown Portland.
The degree was initially designed to serve
midcareer professionals working in high-
technology organizations, and now it serves a
broad student population. The AIM program is
based on the belief that information managers
must have more than an understanding of new
technologjes. They must combine knowledge in
management, business, and visual communica-
tions with an awareness of high technology and a
global context in order to meet the challenges of
the future. The AIM program offers innovative
graduate study in management education as an
alternative to the traditional master of business
administration (M.B.A.) and to the M.S. in com-
puter science or data processing.
Students are active participants in the design and
implementation of the AIM program and are
regularly consulted about curriculum content.
Students are expected to participate in the flow of
classroom interaction. In these ways the program
promotes sharing of professional knowledge and
experience.
Curriculum. To obtain a master of science degree
in interdisciplinary studies: individualized pro-
gram: applied information management, students
must complete a 54-credit program consisting of
four components: information management (15
credits), business management (15 credits), infor-
mation design (15 credits), and research (9 credits).
A list of required courses is available from the AIM
program associate director.
The master's degree admission process is aimed
at selecting students with demonstrated potential
to become responsible, effective managers. No
specific undergraduate major is required. Factors
considered for admission include professional
experience, letters of recommendation, a letter of
purpose, undergraduate grade point average
(GPA), and test scores from the Graduate Record
Examinations (GRE), the Graduate Management
Admission Test (GMAT), or the Miller Analogy
Test (MAT).
For more information and to request application
materials write or call the AIM Program Associate
Director, Portland Center, 722 SW 2nd Avenue,
Portland OR 97204; telephone (503) 725-3090.
Teacher and Administrator Education
Program
A special segment of Continuing Education is its
off-campus service to teachers and administrators
throughout the state. Courses are offered in local
areas for both professional self- improvement and
licensure requirements. Students are not required
to complete formal admission procedures or to
travel to the UO campus in Eugene to attend
classes. Courses that enhance teaching skills, su-
pervision skills, and public school administration
are offered in many communities. Teachers and
administrators may take courses in arts and ad-
ministration, education, educational policy and
management, counseling psychology, school psy-
chology, and special education. All courses and
instructors are approved by the appropriate UO
academic unit.
Regjstration for these offerings takes place at the
first class meeting. Courses can be arranged in
most communities with strong student needs.
Communities such as Ashland, Bend, Coos Bay,
Klamath Falls, La Grande, Lebanon, Medford,
Myrtle Creek, Portland, Redmond, Roseburg, and
Salem have participated in the Teacher and
Administrator Education Program. University of
Oregon credit may also be arranged for
community-based educational events. For addi-
tional information, for details about courses, or to
be placed on a mailing list, write or call the Pro-
gram Coordinator, Teacher and Administrator
Education, Continuation Center, 1277 University
of Oregon, Eugene OR 97403-1277; telephone
(503) 346-4231, in Oregon 1 (800) 524-2404.
Conferences and Special Programs
This division offers substantive conferences and
noncredit workshops and supports academic de-
partments and individual faculty members in de-
veloping activities for both UO students and
community members. It sponsors annual events
including the Techgraphics and Design-to-Print
Conference, National Educational Computing
Conference, International Conference of Eco-
nomics of Tourism, Northwest Council for Com-
puter Education Conference, and International
Symposium on Telecommunications in Educa-
tion. The division serves senior citizens through
Elderhostel and young students in the Summer
Computer Camp and other precollege programs.
In addition, the division sponsors academic soci-
ety and association regjonal meetings, nonaca-
demic community-interest programs, and credit
opportunities for the nontraditional student.
Network and Internet Training
Lectures, demonstrations, and hands-on classes
introduce students to Internet services and the
expanding world of electronic information.
Courses address such topics as peer-to-peer net-
works, client-server networks, cross-platform
networks, and basic network administration.
Corporate Training Program
Individualized programs provide educational
support and staff development that address the
special needs of local, regional, and national or-
ganizations in business, industry, public utilities,
and education. Courses are specifically designed
for applications in the participating organization.
Desktop Publishing Program
Information from a rapidly changing publishing
environment is combined with a foundation of
critical thinking skills provided by academic in-
quiry to create an effective training program in
desktop publishing. Areas of study include com-
munication skills, design, project management,
software applications, publication production,
knowledge of current issues in the technology,
and complex problem solving. Courses provide a
solid foundation in basic desktop publishing
skills. After completing the program, students
can approach publication challenges with confi-
dence and continue broadening areas of interest
while keeping abreast of the industry. More in-
formation and application materials are available.
Address written inquiries to Continuation Cen-
ter, 1277 University of Oregon, Eugene OR
97403-1277. Telephone (503) 346-3575, in
Oregon 1 (800) 824-2714.
See also Microcomputer Program.
Learning in Retirement (LIR)
This self-supporting member-run program was
established to meet the educational interests of
the community's retired and semi-retired men
and women.
An annual membership fee of $100 entitles
members to attend any courses offered in this
program. A college degree is not required.
Planned and directed by its members, LIR is ad-
ministered by Continuing Education.
For more information write or call Learning
in Retirement, Continuing Education, 1277 Uni-
versity of Oregon, Eugene OR 97403-1277; tele-
phone (503) 346-0697.
Microcomputer Program
The Microcomputer Program, a division of Con-
tinuing Education, offers classes in Eugene, Port-
land, and other cities in Oregon. The intensive,
interdisciplinary program offers practical experi-
ence on Macintosh and IBM-oompatible comput-
ers. Course content includes DOS and Windows,
Graphic Arts, CAD, Databases, Spreadsheets,
Word Processing, Projects and Presentations. The
program has Authorized Training Center status
from the following software companies: Aldus-
Adobe, Apple, Borland, and Microsoft.
The Microcomputer Program offers noncredit edu-
cational activities. These include the University of
Oregon Computer Camp for students ten to sixteen
years old, workshops in basic oomputer skills for
senior citizens, and courses for university faculty
members, staff members, and the community.
SUMMER SESSION
Ronald E. Trebon, Director
Enrollment during summer session does not re-
quire formal admission to the university. Summer
courses offer university credit and begjn through-
out the summer. The free summer session bulletin
is available in early April and lists all summer
courses, fees, and regjstration information.
INTERNATIONAL·EDUCATION AND EXCHANGE 299
The dates for the eight-week 1996 summer ses-
sion are June 24-August 16, Telephone registra-
tion begins May 6, Selected eleven-week courses
begin June 24 and end September 6, Students may
also register the first day of class,
Detailed information about summer session
courses and registration procedures may be ob-
tained from the summer session bulletin or by
writing to Summer Session, 1279 University of
Oregon, Eugene OR 97403-1279, Telephone
(503) 346-3475, in Oregon 1 (800) 524-2404,
Financial Aid. The university has loans, grants,
and part-time work available during the summer.
Financial aid is available only for students who
are admitted to the university and enrolled in a
program leading to a degree or certificate, A stu-
dent must be in good academic standing to re-
ceive financial aid, To apply for financial aid to
attend the 1996 summer session, a student must
have submitted a completed financial aid appli-
cation for the 1995-96 academic year and any
other necessary documents to the Office of Stu-
dent Financial Aid on or before March 1, 1996,
Housing. Single- and multiple-occupancy rooms
in university residence halls are abundant in sum-
mer. 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.
INTERNATIONAL
EDUCATION AND
EXCHANGE
330 Oregon Hall
Telephone (503) 346-3206
Thomas Mills, Director
The university currently enrolls about 1,620 inter-
national students from eighty-seven countries and
sponsors a variety of overseas study programs in
Africa, Asia, Europe, and Latin America, Through
the Office of International Education and Ex-
change, the university assists 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 coun-
tries are invited to inquire at this office for infor-
mation about admission, housing, United States
immigration regulations, employment opportuni-
ties, and scholarship aid, The Office of Interna-
tional Education and Exchange offers academic
and personal counseling and helps students adjust
to life in this country. It also coordinates the
Friendship Family Program, which introduces in-
ternational students to local families.
This office is the official university liaison for sev-
eral international agencies including the Institute
of International Education and the African
American Institute.
Overseas Study and Exchange
Opportunities
Students and faculty members can study, teach, or
conduct research abroad by participating in an ex-
change or study-abroad program. Overseas study
courses that are offered for UO credit are listed in
the Special Studies section of this bulletin. More
complete information about each of the following
programs is published in the pamphlet Take Flight:
Experience the World, available in the Office of
International Education and Exchange.
crEE is the Council on International Education
Exchange,
Australia, Melbourne and Perth. La Trobe Uni-
versity and Curtin University offer a broad cur-
riculum for students participating in these year-
long exchange programs, Curtin University also
offers a semester program, Students attend regu-
1ar university classes and follow the Australian
academic year, which begins in Februaty and ends
in November.
China, Beijing. This fall-semester program at
the Central Institute for Nationalities offers in-
tensive study of Chinese and a chance to learn
about China's minority peoples. The program
includes a three-week study tour of one of
China's minority regions.
China, Xiamen. Faculty members may study or
conduct research in one of China's national uni-
versities located in southeast China,
The Czech Republic, Prague. Semester- and
year-long language and area studies programs
are offered in cooperation with crEE. Students
live in university dormitories.
Denmark, Copenhagen. This academic program
at the University of Copenhagen offers semester
and full-year programs in architecture and de-
sign, international business, marine biology and
ecology, and humanities and social sciences,
. Field trips are integrated into academic course
work. Architecture and design are also offered in
summer semester programs. Courses are taught
in English by Danish professors.
Ecuador, Quito. During fall term, specially de-
signed Spanish-language and Latin American
studies courses are offered in Spanish at the Catho-
lic University of Ecuador. Students who attend only
the spring semester enroll in regular university
courses. A year-long program is available,
England, Bath. This program is inactive.
England, London. Historic London is the set-
ting for this program, which emphasizes the hu-
manities and social sciences. Field trips are inte-
grated into academic work to provide a balanced
educational experience. Students live with British
families, The program is offered fall, winter, and
spring terms.
England, London. Every other spring, graduate
and undergraduate students may study the per-
forming arts in London, Accompanied by a UO
professor emeritus, participants attend more
than forty performances, Course credits apply to
UO graduation requirements.
Finland, Tampere. UO students with sufficient
Finnish enroll in regular university courses at the
University of Tampere, Instruction is available in
beginning to advanced Finnish, Independent
programs in English can be arranged in some
disciplines.
France, Avignon. Students in this program
study the culture, traditions, and language of
France, Field trips are an integral part of the
program, Instruction is in English, although
acceptance into the program requires three terms
of college-level French,
France, Le Mans. This program is inactive,
France, Lyon. Students with intermediate or ad-
vanced training in French language may choose
the year-long program in Lyon. Students who
have taken three or more years of college-level
French may enroll in regular university courses at
Lyon 1, II, III, and the Faculte Catholique, Stu-
dents who have two years of French enroll in a
language institute at Lyon II. Housing is ar-
ranged for students,
France, Poitiers. This one-year academic pro-
gram is for students who have studied at least
two years of college-level French, Most students
are enrolled in the Institute for Foreigners at the
University of Poitiers, where they study French
language and literature, Students with sufficient
academic preparation may enroll in regular Uni-
versity of Poitiers courses,
Germany, Baden-Wiirttemberg. Students in
this year-long program may study at anyone of
the participating universities at Freiburg, Heidel-
berg, Hohenheim, Karlsruhe, Konstanz,
Mannheim, Stuttgart, Tiibingen, or Ulm,
Instruction is in German; applicants must have
had at least two years of college-level German prior
to acceptance,
Germany, Cologne. The spring-term program
in Cologne offers a liberal arts and intensive
German-language curriculum similar to the pro-
grams in Avignon and Siena, Although courses
are taught in English, one term of college-level
German is required. The fall-term program fo-
cuses on international business, and no previous
study of 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. No previous study of
Hungarian is required for this program, which
emphasizes Hungarian culture and society. All
levels of language instruction are offered.
Indonesia, Malang. Semester-long programs in
Indonesian language; history; and development
studies, culture, or literature are offered through
crEE. The academic program is supplemented
with field trips and short excursions,
Israel, Jerusalem. Historic Jerusalem is the site
of a one-year or semester program. Course work
focuses on the social sciences and humanities
with special concentrations in international, ur-
ban, religious, and Middle East studies, Students
live in campus dormitories. There is no foreign-
language prerequisite.
Italy, Pavia. One student is accepted into this
year-long program each year. Advanced under-
graduate or graduate students with at least three
years of college-level Italian take course work in
Italian at the University of Pavia,
Italy, Perugia. A six-week summer program in
Italian language and culture is offered at the Ital-
ian 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 accompa-
nies the Oregon group,
Italy, Siena. Italian language, humanities, and
the social sciences are emphasized in this pro-
gram. Field trips complement classroom work, At
CAMPUS AND COMMUNITY RESOURCES,'" :.'
least one term of college-level Italian is
recommended.
Japan, Nagoya. The Daido Institute ofTechnol-
ogy and the University of Oregon have had an
active faculty exchange program since 1978.
Daido students study language and culture at the
UO each summer.
Japan, Tokyo. Semester-long programs in Japa-
nese business and society are offered through
CIEE for summer session and for fall or spring
terms. No knowledge of Japanese is required.
Japan, Tokyo-Aoyama Gakuin. Aoyama
Gakuin University's School ofInternational Poli-
tics, Economics, and Business is the center of this
program, which integrates American and Japa-
nese students, This year-long program follows
the Japanese academic calendar, beginning in
April and ending in February. Instruction is in
English, but participants must have one year of
university-level Japanese.
Japan, Tokyo-Keio University. One or two
UO students who have at least two years of
college-level Japanese participate in a year-long
exchange. Participants engage in intensive study
of Japanese language and take Japanese culture
classes offered in English. Students who are pro-
ficient in Japanese may also take regular courses
at the university.
Japan, Tokyo-Meiji University. One or two
students with advanced skills in Japanese are of-
fered an opportunity to study a wide range of
subjects. Students must complete at least three
years of college-level Japanese prior to participa-
tion, This year-long exchange program follows
the Japanese academic calendar, starting at the
beginning of April and ending in mid-February.
Japan, Tokyo-Waseda University. Waseda
University's International Division offers a vari-
ety of courses in Asian studies that are taught in
English. The year-long program follows the UO's
academic calendar. Participants must have one
year of college-level Japanese.
Korea, Seoul. Yonsei University's International
Division offers UO students year-long programs
in Korean and Asian studies. There is no lan-
guage requirement, but previous study of Korean
is recommended.
Mexico, Cholula. Students with at least two
years of college-level Spanish can spend fall or
spring semester or a full year at the Universidad
de las Americas. Students who need to improve
their language skills take language and culture
courses. Advanced students enroll in regular uni-
versity courses.
Mexico, Queretaro. Two programs are available.
Spring focus is on intensive Spanish-language
acquisition for UO students who have completed
SPAN 102, Summer covers third- and fourth-
year Spanish course work. Classes are held at the
Universidad Aut6noma de Queretaro. Home
stays, excursions, and student services are pro-
vided by the Interamerican University Studies
Institute.
The Netherlands, Breukelen. The program at
Nijenrode, the Netherlands School of Business,
offers graduate-level course work in interna-
tional business. Students may participate for one
or more terms.
Norway, Bergen. Students with one or two
years of Norwegian are eligible for a semester- or
year-long exchange program at the University of
Bergen. Students may continue their Norwegian
language and culture studies or enroll in stan-
dard academic programs.
Poland, Warsaw. Semester- and year-long lan-
guage and area studies programs are offered in
cooperation with crEE. Students live in univer-
sity dormitories.
Russia. Participants study in the Department of
Russian as a Foreign Language at one of several
educational institutions in Moscow or St. Peters-
burg. This program is sponsored by the American
Council of Teachers of Russian (ACTR). Accep-
tance into the program requires two or more
years of college-level Russian.
Russia, St. Petersburg, Tver, Novosibirsk. Stu-
dents in this program sponsored by crEE take
courses in Russian language, literature, history,
and culture. Because classes are conducted in Rus-
sian, students must have a minimum of two years
of college-level Russian for the summer program
and three years for the semester program.
Scotland, Aberdeen. The University of Aber-
deen is the site of this year-long exchange pro-
gram. Students have opportunities to take course
work in a wide range of disciplines with the
guidance of a faculty adviser. Housing is in uni-
versity dormitories.
Scotland, Glasgow. A year-long program at the
Mackintosh School of Architecture at the Univer-
sity of Glasgow is available for architecture majors.
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.
Spain, Seville. A fall- or spring-semester program
for business majors is available through crEE.
Three years of college-level Spanish are required.
Sweden, Linkoping. This program is inactive.
Sweden, Uppsala. Students with one or two
years of Swedish may study for fall semester or an
academic year at Uppsala University, one of
Europe's oldest and finest universities. Students
may continue their studies in Swedish language
and culture or enroll in other academic programs.
Thailand, Khon Kaen. Offered through CIEE,
this program provides a fundamental grasp of
the Thai language and a broad understanding of
contemporary Thai culture, society, and politics.
It is offered fall and spring semesters.
Vietnam, Hanoi. Participants in this crEE-
sponsored program take Vietnamese language;
Vietnamese culture, history, and society;
and contemporary Vietnamese history. The
semester-long program is offered fall and spring.
New Programs
New programs are proposed in Ecuador, Ghana,
Mexico, the United Kingdom, and newly inde-
pendent states of the former Soviet Union. A
technical assistance program in Micronesia has
been finalized. Information about recent devel-
opments is available from the Office ofInterna-
tional Education and Exchange.
Grants and Scholarships
for Study Abroad
Because students are registered at the UO while
participating in overseas study programs, they
are eligible to receive UO-awarded financial aid.
Grants are available to qualified graduating se-
niors and graduate students for research, univer-
sity study, and overseas teaching. Fulbright grant
applications must be submitted to the Fulbright
program adviser by mid-October. The Office of
International Education and Exchange has refer-
ence books on other overseas scholarship oppor-
tunities, For more information, request the pam-
phlet Scholarships and Loans for Overseas Study
and Research.
LIBRARY
Office of the Librarian, Knight Library
Telephone (503) 346-3056
George W. Shipman, University Librarian
FACULTY
Alice J. Allen, professor; assistant university
librarian for technical services and systems. B.A,
1962, Drake; M.A., 1966, Rice; AM.L.S., 1968,
Michigan. (1982)
Karen Beck, assistant professor; law reference
librarian. B.A, 1983, Pomona; J.D., 1992, Southern
California; M.L.S., 1994, California, Los Angeles.
(1994)
Leslie K. Bennett, associate professor; head, music
services. B.A, 1971, M.A., 1977, California State,
Long Beach; M.L.S., 1979, California, Los Angeles.
(1983)
Andrew R. Bonamici, associate professor; assistant
university librarian for administrative services and
planning. B.A., 1983, Marylhurst; AM.L.S.,1984,
Michigan. (1985)
Kathie Brinkerhoff, assistant professor; business ref-
erence librarian. B.S., 1985, M.L.LS., 1991, Brigham
Young. (1991)
Sara N. Brownmiller, associate professor; systems
librarian. B.A, 1974, Incarnate Word; M.L.S., 1978,
Arizona. (1987)
Mieczyslaw "Mischa" E. Buczkowski, assistant pro-
fessor; Slavic librarian. B.A, 1966, Obra College;
M.A., 1970, 1972, Lateran University, Rome; Di-
ploma, 1973, Vatican School of Archives; M.A.,
1985, California State, Sacramento; M.L.S., 1990,
Simmons. (1994)
Barbara A Butler, assistant professor; science
librarian. B.S., 1980, M.S., 1983, California, Davis;
M.L.LS., 1990, California, Berkeley. (1992)
Daniel G. CannCasciato, assistant professor; au-
thority control and catalog librarian. B.A., 1979, Or-
egon; M.L.LS., 1989, California, Berkeley. (1991)
Deborah A Carver, associate professor; assistant
university librarian for public services and collec-
tions. B.A, 1973, Massachusetts; M.L.S., 1976,
North Carolina, Chapel Hill; M.P.A., 1984, Virginia,
Charlottesville. (1990)
Jon E. Cawthorne, assistant professor; reference and
outreach services librarian. B.A, 1991, Evergreen;
M.L.S., 1990, Maryland, College Park. (1995)
Faye A Chadwell, assistant professor; head, collec-
tion development. B.A., 1984, M.A., 1987, Appala-
chian State; M.L.S., 1988, Illinois at Urbana-
Champaign. (1995)
Rodney E. Christensen, professor; reference librar-
ian. B.S., 1956, M.S., 1957, Northern Illinois; M.S.,
1967, Southern California. (1967)
Mary E. Clayton, associate professor; associate law
librarian. B.A., 1971, Illinois State; M.L.S., 1973,
Oregon; J.D., 1975, Marshal!. (1984)
Lawrence N. Crumb, associate professor; reference
librarian. B.A, 1958, Pomona; M.A, 1967, Wiscon-
sin, Madison; M.Div., 1961, S.T.M., 1973, Nashotah
House. (1978)
Karen D. Darling, associate professor; head, serials
department. B.A., 1973, St. Olaf; Dip!. Lib., 1975,
Polytechnic of North London. (1982)
Kaia Stavig Esau, assistant professor; architecture
and allied arts librarian. B.A, 1979, Kalamazoo;
LIBRARY 301
M.L.S. 1987, Chicago; M.A., 1993, Bryn Mawr.
(1995)
Robert H. Felsing, associate professor; East Asian
bibliographer. B.A., 1968, Briar Cliff (Sioux City);
M.A., 1970, Hawaii, Manoa; Ph.D., 1979, M.L.LS.,
1984, Iowa. (1989)
Paul A Frantz, associate professor; coordinator, In-
formation Technology Center. B.A, 1972, Alberta;
M.A.,1977, Portland State; M.L.S., 1984, Washing-
ton (Seattle). (1986)
Vicente E. Garces, assistant professor; senior law
reference librarian. AB., 1980, UCLA; J.D., 1989,
San Francisco; M.L.LS., 1991, California (Berkeley).
(1992)
Joni Gomez, assistant professor; technical services
law librarian. B.A., 1981, Arizona; M.L.S., 1986,
Arizona State. (1994)
Christine Grandy, associate professor; music catalog
librarian. B.A., 1971, M.L.S., 1972, Oregon. (1973)
Memory Grober, instructor; development officer.
B.A., 1982, California, Los Angeles. (1993)
Joanne V. Halgren, associate professor; head,
interlibrary loan service. B.A, 1966, George Fox;
M.L., 1967, Washington (Seattle). (1967)
John Hawk, assistant professor; special collections
librarian. B.A., 1989, Reed; M.L.LS., 1993, M.A.,
1994, California, Berkeley. (1993)
J. Richard Heinzkill, professor; reference librarian.
B.A., 1955, Saint John's (Collegeville); AM.L.S.,
1964, Michigan. (1967)
John F. Helmer, assistant professor; head, library
systems and automation. B.A, 1981, California,
San Diego; M.L.S., 1988, California, Los Angeles.
(1988)
Dennis R. Hyatt, professor; law librarian. B.A, 1969,
Missouri; J.D., 1972, M.L.L., 1974, Washington
(Seattle). (1976)
Barbara Baxter Jenkins, associate professor; head,
reference department. B,A, 1978, Earlham; M.L.S.,
1982, Chicago. (1992)
JQ Johnson, professor; academic education coordi-
nator. AB., 1973, Harvard; M.A, 1987, Stanford.
(1987)
Victoria A Jones, assistant professor, manuscripts
curator. B.A, 1986, Wichita State; M.A, 1988,
M.L.LS., 1990, Texas at Austin. (1990)
Timothy Klassen, assistant professor; electronic ser-
vices librarian. B.A, 1988, Toronto; M.L.LS., 1992,
Dalhousie. (1992)
Sheila M. Klos, professor; head, Architecture 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)
Kathleen M. Lenn, associate professor; reference
librarian. B.A., 1983, Eastern Illinois; M.L.S., 1985,
Illinois. (1985)
Shirley Lincicum, assistant professor; catalog librar-
ian. B.A., 1993, Oberlin; M.L.LS., 1995, Illinois at
Urbana-Champaign. (1995)
Howard A Lindstrom, associate professor; assistant
director, Instructional Media Center. B.S., 1958,
Southern Oregon State; M.A, 1966, California
State, San Jose; Ed.D., 1987, Oregon. (1987)
James V. Mahoney, associate professor; director,
Instructional Media Center. B.S., 1956, Saint
Peter's; M.A, 1972, Incarnate Word; M.H.A, 1975,
Baylor; Ph.D., 1988, Texas A&M. (1990)
Michael Majdic, assistant professor; television pro-
ducer and director, Instructional Media Center.
B.A., 1984, Illinois at Urbana-Champaign; M.A.,
1993, Sangamon State. (1994)
Bernard F. McTigue, associate professor; curator of
special collections. B.A, 1973, M.S., 1974,
Columbia; M.A., 1980, City University of New
York, Hunter. (1993)
Robin Paynter, assistant professor; reference librar-
ian, area studies. B.A., 1987, M.L.LS., 1993, Wis-
consin, Madison. (1994)
K. Keith Richard, professor; university archivist.
B.S., 1958, Oregon College of Education; M.S.,
1964, M.L.S., 1971, Oregon. (1972)
George W. Shipman, professor. B.A, 1963, Albion;
M.A., 1965, Western Michigan; AM.L.S., 1967,
Michigan. (1980)
Nancy Slight-Gibney, assistant professor; head, ac-
quisitions. B.A., 1978, M.A., 1986, Oregon;
M.LL.S., 1990, Michigan. (1993)
Ted D. Smith, assistant professor; documents
reference librarian. B.A, 1982, California State,
Long Beach; M.L.S., 1992, California, Los Angeles.
(1994)
Terry M. Smith, associate professor; catalog librar-
ian. B.S., 1972, Purdue; M.L.S., 1976, M.S., 1978,
Oregon. (1979)
Laine Stambaugh, associate 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 and
Aerial Photography Library. AB., 1976, California,
Berkeley; M.L., 1978, Washington (Seattle). (1983)
Scott A Starr, instructor; network manager, Instruc-
tional Media Center. B.S., 1989, Oregon State.
(1995)
Thomas A Stave, professor; head, government
documents and microforms. B.A, 1972, Whitworth;
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, associate professor; visual re-
sources curator. B.A, 1969, Illinois, Chicago; M.A,
1972, Wisconsin, Madison. (1985)
Bruce Harwood Tabb, assistant professor; catalog
librarian. B.Music, 1987, Cincinnati; M.Music, 1989,
Yale; M.L.S., 1991, Southern Connecticut. (1992)
Luise E. Walker, associate professor; science refer-
ence librarian. AB., 1951, Washington (Seattle);
AM.L.S., 1955, Michigan; M.S., 1961, State
University of New York College of Environmental
Sciences and Forestry. (1967)
Hsiao-Guang Wang, associate professor; Chinese
catalog librarian. B.A, 1984, M.L.S., 1986, Rutgers.
(1986)
Mark R. Watson, associate professor; head, catalog
department. B.A., 1981, Whitworth; M.A., 1983,
Washington State; AM., 1986, Chicago. (1986)
Bradley K. Wycoff, assistant professor; science refer-
ence librarian. B.A., 1980, M.L.S., 1987,
Washington (Seattle). (1988)
Hua Yi, assistant professor; reference librarian, so-
cial sciences. B.A., 1982, Shanghai Foreign Lan-
guage Institute; M.A., 1990, Vanderbilt; M.L.S.,
1994, Kentucky. (1994)
Emeriti
Eugene B. Barnes, professor emeritus. B.A, 1941,
M.A., 1943, Minnesota; Ph.D., 1947, Chicago.
(1947)
Kenneth W. Duckett, professor emeritus. B.A, 1950,
Denver; M.S., 1954, Wisconsin, Madison. (1979)
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.
AB., 1929, Drake; B.S., 1934, illinois; AM.L.s.,
1945, Michigan. (1934)
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, GinglingGirls' 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. AB., 1951,
Harvard; M.L.S., 1955, California, Berkeley. (1955)
Clarice E. Krieg, professor emerita. B.A, 1932, Iowa;
B.S., 1933, AM., 1935, Illinois. (1941)
William C. Leonard, professor emeritus. AA, 1958,
San Jose City; B.S., 1965, M.S., 1970, Oregon.
(1968)
Robert R. Lockard, assistant professor emeritus.
B.A, 1952, Colorado State; M.A., 1965, Denver;
M.A., 1970, Oregon. (1961)
Robin B. Lodewick, assistant professor emerita.
B.A., 1959, Brooklyn; M.L.S., 1961, Rutgers. (1961)
Richard J. Long, senior instructor emeritus. B.S.,
1949, Pennsylvania State; M.S., 1966, Oregon.
(1966)
Margaret Markley, associate professor emerita; sen-
ior 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)
Perry D. Morrison, professor emeritus. AB., 1942,
M.A., 1947, Whittier; B.L.S., 1949, D.L.S., 1961,
California, Berkeley. (1949)
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)
Claire Runkel, assistant professor emerita. B.A,
1958, M.A., 1961, Minnesota. (1961)
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)
Ruth E. South, associate professor emerita. B.A,
1950, M.L.S., 1972, M.A., 1981, Oregon. (1973)
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)
The date in parentheses at the end ofeach entry is the
first year on the University ofOregon faculty,
Facilities and Services
The University of Oregon Library System sup-
ports the instructional and research programs of
the university. Services provided by the library
include reference; library instruction; on-line,
CD-ROM, and Internet searching; interlibrary
loan; and reserve reading. The library has more
than 2,000,000 volumes and subscribes to more
than 18,000 journals. In addition to books and
journals, the library system has extensive collec-
tions of microforms; slides; rnaps; compact discs;
phonograph records; films and videotapes; and
state, federal, and international documents.
The University of Oregon Library System con-
sists of the Knight Library, the law library, and
four branch libraries. The Kenneth Lucas Fenton
Memorial Law Library is located in the School of
Law. The Science Library is located in the science
complex; the Mathematics Library is in Fenton
Hall. The Architecture and Allied Arts Library is
located in Lawrence Hall, and the Map and
Aerial Photography Library is in Condon Hall.
The library's on-line catalog, Janus, provides com-
puterized access to more than 900,000 titles in the
302 CAMPUS AND COMMul'-HTY RESOURCES
library's collections. Using Janus, patrons can find
out if a book is in the library or, if the book is
checked out, its due date. Janus also displays infor-
mation about materials on order or being pro-
cessed. Information about journal receipts and
holdings is constantly updated. Cataloged library
materials added to the collection since 1975 may be
accessed from Janus, including the complete hold-
ings of the Architecture and Allied Arts Library, the
law library, and the Mathematics Library. Electronic
indexes to journals and a gateway to other libraries'
catalogs are also available on Janus. Users can ac-
cess Janus from terminals throughout the library
system, over UOnet and Internet, and by dialing in.
Reference service is provided in all the UO librmies.
The library system provides computerized access to
bibliographic, numeric, and full-text databases
through both end-user searching and appointment
searching. End-user searching allows library pa-
trons to conduct their own computerized searches.
Appointment searches are performed by a refer-
ence librarian at the patron's request.
The library system continues to expand its end-
user searching program while maintaining access
to the more than 400 on-line databases available
through an appointment search. The library sys-
tem offers five end-user searching services in-
cluding a variety of CD-ROM databases; the Ex-
panded Academic Index on Janus; FirstSearch;
NEXIS/LEXIS/MEDIS; and CAS Online. No fees
are charged for end-user services.
Regular tours of the Knight Library are offered
during the first two weeks of each term on
Wednesdays and Thursdays at 2:30 P.M. A Hyper-
Card-based library information station is located
in the reference area. The library system offers
workshops, in-class presentations by librarians,
and courses as part of its instructional program;
these courses are listed in the Special Studies
section of this bulletin.
The library system supports both undergraduate
reading and advanced research. Through mem-
bership in the Center for Research Libraries and
interlibrary loan, many items not owned by the
library system can be obtained.
The library's Special Collections contain 70,000
volumes, 20 million manuscripts, 130,000 photo-
graphic images, 75,000 architectural drawings,
and 20,000 pieces of sheet music. The Oregon
Collection contains specialized materials about
Oregon history, life, and letters.
The library's Instructional Media Center supports
the instructional and research endeavors of the
university's faculty with an extensive inventory of
audio-visual hardware and nonprint software. The
center's services include centralized purchasing,
maintenance, and distribution of equipment; sup-
port of audio programs and instructional television;
graphics; film rental and distribution; and a satellite
down-link site for teleconferences and program-
ming. Faculty members offer assistance and con-
sultation for instructional improvement.
Dating from 1872, the records of the University of
Oregon are on deposit in the University Archives,
a department of the university library system.
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 uni-
versity community; audio tapes, film, and video 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) 346-3054.
History
Although the University of Oregon opened its
doors in 1876, an official library was not estab-
lished until 1891, when Henry Villard donated a
book collection valued at $1,000. As collections
grew during the next twenty years, the library
moved to progressively larger quarters in various
locations. The 1905 legislature appropriated
funds for a new library building, now Fenton
Hall. The building was completed in 1907, and a
fireproof stack annex was added in 1913.
Knight Library was designed by Ellis F. Lawrence
and constructed in 1937. The facade has been de-
scribed as "exotic ... a combination of modern-
ized Lombardy and Greco-Roman with art deco
details." The building contains exceptionally fine
exterior and interior decorative work, including
the fifteen stone heads by Edna Dunberg and
Louise Utter Pritchard, ornamental memorial
gates by O. B. Dawson, carved wooden panels by
Arthur Clough, and two large murals painted by
Albert and Arthur Runquist. The 1937 building
and the quadrangle it faces are listed on the Na-
tional Register of Historic Places.
Additions to the Knight Library were constructed
in 1950 and 1966. A third expansion and renovation
project, including a 132,000-square-foot addition,
was completed in 1992, substantial renovation of
the existing building was completed in 1994.
Friends of the University Libraries
The Friends of the University Libraries is a vol-
unteer membership organization founded in
1940 to promote the welfare of the University of
Oregon Library System. In addition to making
financial contributions to the library, the Friends
of the University Libraries regularly sponsors lec-
tures and social and cultural events that are open
to the public. More information is available in the
Office of the University Librarian.
Borrowing Privileges
Students and faculty and staff members who have
valid UO identification cards may borrow most li-
brary materials; students enrolled spring term may
borrow materials during the summer. With a few
exceptions, library materials may be renewed once
either in person or by telephone. Other circulation
services include holds and recalls for books checked
out to other borrowers and searches for books that
cannot be located in the stacks.
Borrowers are subject to fines for overdue mate-
rials. Borrowers who lose library materials or re-
turn damaged materials pay a replacement or re-
pair charge, a per-item service charge, and any
accrued 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 and
fine policies. UO faculty members may apply for
a reciprocal borrower's card, which allows them
to borrow materials at more than seventy-five
research libraries.
Library services and facilities are accessible to
patrons with disabilities. Staff members at service
desks in each library can provide details about
relevant services. Patrons may also contact
Kathleen M. Lenn, liaison for patrons with dis-
abilities, at (503) 346-3072.
SCHOOL OF LIBRARIANSHIP
The School of Librarianship was suspended in
August 1978. Questions about the operation of
this school should be directed to George W.
Shipman, University Librarian, 1299 University of
Oregon Library System, Eugene OR 97403-1299.
Library courses are listed in the Special Studies
section of this bulletin.
MUSEUMS
CONDON MUSEUM OF
GEOLOGY
325D Cascade Hall
Telephone (503) 346-4577
William N. Orr, Director
The Condon Museum of Geology houses the
geological collection of Thomas Condon, pioneer
geologist and professor of natural history and
geology at the University of Oregon. Condon
was one of the first professors to join the faculty
of the university when it was established in 1876.
When he died in 1907 his extensive personal col-
lection of vertebrate 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 45,000 speci-
mens. 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 documenting the collections, and
some research on the collections has been pub-
lished in the University of Oregon Museum of
Natural History bulletin series. A list of publica-
tion titles and a pamphlet with additional infor-
mation about the museum may be obtained by
writing to the Condon Museum of Geology, 1272
University of Oregon, Eugene OR 97403-1272.
MUSEUM OF ART
1430 Johnson Lane
Telephone (503) 346-3027
Del!. Hawkins, Interim Director
The University of Oregon Museum of Art is a
valuable resource for the visual arts on campus
and in the Pacific Northwest. Among the
museum's 12,000 works of art is a large and re-
nowned collection of Asian art, which principally
represents the cultures of China and Japan but
includes works from Korea, Cambodia, and
Mongolia as well as American and British works
of Asian influence. The museum also has collec-
tions of Russian icon paintings; Ghandaran and
Indian sculpture; Persian miniatures and ceram-
ics; ancient Roman glass; Syrian glass; African
art, mostly from Ghana and 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.
RESEARCHINSTI:I:LJTES AND CENTERS 303
The museum building, constructed in 1930 with
private funds, houses the Murray Warner Collec-
tion of Oriental Art, a gift from 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 mem-
bers and students, the museum brings an ambi-
tious schedule of temporary exhibitions to cam-
pus each year, often in collaboration with course
offerings in academic departments. Museum staff
members encourage student involvement at sev-
erallevels, ranging from occasional volunteer op-
portunities to research on class projects.
Volunteer docents give guided tours through the
museum's collections and special exhibitions.
Tour appointments may be made by calling 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 exhibi-
tions and the purchase of art for the collections.
Membership is open to the public, and dues
range from $10 (student) to $1,000 and higher
(benefactor). The Friends of the Museum orga-
nizes fundraising events regularly for the mu-
seum' and members serve as volunteers in mu-
seum activities.
Admission to the museum is free. A museum
store 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) 346-3024
Don E. Dumond, Director
The Museum of Natural History, established in
1936, offers exhibits in the natural and cultural sci-
ences. Exhibits focus on animals, plants, geology,
fossils, and human cultures past and present. Lec-
tures, workshops, and special events round out
the museum's educational mission. While empha-
sis is on the Pacific Northwest, displays and pro-
grams also cover other areas of the world.
The Museum of Natural History also serves as a
display facility for the Oregon State Museum of
Anthropology.
Researchers and instructors of UO classes may
make special arrangements through the director
to see items from the museum collections that
are not on display.
The museum has an active volunteer program,
and anyone who is interested in natural history is
welcome to join it. Volunteers serve at the front
desk, lead group tours, and staff the museum
store. Some volunteers help with special projects,
from publicity to display case painting. Occa-
sionally, sh,ldents can earn practicum credit for
work on museum projects.
Trained docents offer guided tours to groups of
up to twenty-five people. Tours are by
reservation only and require a minimum of two
weeks' advance notice.
The museum store features natural-history pub-
lications and gifts.
Museum and museum store hours are noon to
5:00 P.M., Wednesday through Sunday, except
university holidays. Admission is free, but dona-
tions are encouraged.
OREGON STATE MUSEUM
OF ANTHROPOLOGY
1680 East 15th Avenue
Telephone (503) 346-5120
Don E. Dumond, Director
Established by the Oregon Legislative Assembly
in 1935 to serve as custodian of archaeological and
anthropological material in the possession of the
state of Oregon, the Oregon State Museum of An-
thropology contains holdings that are among the
most important in the Pacific Northwest. They
include extensive archaeological collections result-
ing 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
sponsors research in its field by faculty members
and students and contracts archaeology for state
and federal agencies. Facilities for fieldwork in
archaeology are especially complete. The mu-
seum is administered as a self-contained division
of the Museum of Natural History.
PORTLAND CENTER
722 SW 2nd Avenue
Portland OR 97204
Telephone (503) 725-3055
The University of Oregon's Portland Center,
opened in 1987, is the headquarters for all UO
activities in the Portland area. The center in-
cludes branch offices for the Duck Athletic Fund,
UO Bookstore, Continuation Center, UO Foun-
dation, and Labor Education and Research Cen-
ter. All university programs can use the facilities
for special events, seminars, workshops, and
meetings. The center occupies approximately
9,000 square feet on the corner of Southwest
Second Avenue and Yamhill Street, where the
following services are available.
The UO Alumni Association holds monthly
chapter meetings, meetings of the committees of
the alumni association and its board, admission-
information nights for Portland-area high school
students, and social activities at the center.
The UO Foundation Portland Development Cen-
ter and its director are housed in the Portland
Center. The foundation hosts receptions and
committee meetings at the center.
The Continuation Center coordinates the aca-
demic programs offered at the Portland Center.
Faculty members from various academic depart-
ments at the University of Oregon campus in Eu-
gene participate in a multidisciplinary master of
science degree program with an emphasis in ap-
plied information management. Additional
workshops and seminars are available in other
subject areas including architecture, journalism,
law, music, and the arts and sciences. Courses in
computing applications enroll 300 to 400 work-
ing professionals and other nontraditional stu-
dents each month in noncredit courses. The
Continuation Center has three program directors
and support personnel at the Portland Center.
The Office of Admissions hosts presentations
and receptions at the Portland Center for
prospective students and their parents. Also
available at the center are applications for
admission and brochures containing general in-
formation about the university.
The Duck Athletic Fund has two full-time staff
members in Portland. The staff coordinates fund
raising, promotions, information, special events,
and ticket information in the Portland area. The
office is headquarters for the Oregon Club of
Portland, an athletics booster organization,
which also employs a full-time office assistant.
The UO Bookstore outlet sells memorabilia, em-
blematic clothing, books by faculty members,
and football game tickets.
The Labor Education and Research Center
(LERC) provides services to Oregon workers and
their labor organizations; the Portland Center is
the base for LERCs offerings in northern Or-
egon. Included in the offerings are both non-
credit and credit short courses, workshops, con-
ferences, and institutes.
RESEARCH INSTITUTES
AND CENTERS
202 Johnson Hall
Telephone (503) 346-3081
Steadman Upham, Vice Provost for Research
and Graduate Education
Seventeen interdisciplinary institutes and centers
provide opportunities for graduate training and
research in addition to those offered by schools
and departments. Members of centers and insti-
tutes hold faculty positions in related academic
departments. Graduate students who intend to
do thesis or dissertation research work in one of
the institutes must also satisfy the graduate de-
gree requirements 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 from the insti-
tute and center directors concerning the pro-
grams and available financial aid.
ADVANCED SCIENCE AND
TECHNOLOGY INSTITUTE
Riverfront Research Park
Telephone (503) 346-3189
Robert McQuate, Executive Director
The Advanced Science and Technology Institute
(ASTI) is a joint institute of the University of
Oregon, Oregon State University, Oregon
Health Sciences University, and Portland State
University. The institute's purpose is to increase
business and corporate access to the research
and scholarship of participating universities. To-
ward this end, ASTI
• organizes colloquia, workshops, and confer-
ences in various research areas
• publishes the quarterly newsletter Connections
• administers the Industrial Associates Program
• promotes industry-university collaboration on
specific research topics
• facilitates technology transfer Oicensing and
patent agreements) in coordination with tech-
nology-transfer offices at Oregon universities
• solicits industry support for research programs
304 CAMPUS AND COMlVIVNITY RESOURCES
• supports statewide economic-development
initiatives on behalf of university research
programs
CENTER FOR ASIAN
AND PACIFIC STUDIES
110 Gerlinger Hall
Telephone (503) 346-5087
Gerald W. Fry, Director
Advisory Board
c. Melvin Aikens, anthropology
William S. Ayres, anthropology
Robert H. Felsing, library
Gerald W. Fry, international studies
Maradel K. Gale, planning, public policy and
management
Richard Kraus, political science
Wendy Larson, East Asian languages and literatures
Kenneth D. Ramsing, decision sciences
James E. Reinmuth, decision sciences
Richard M. Steers, management
Kyoko Tokuno, religious studies
Philip D. Young, anthropology
The Center for Asian and Pacific Studies
facilitates the coordination of undergraduate and
graduate academic programs in Asian studies,
East Asian languages and literatures, interna-
tional business, international studies, Pacific Is-
lands studies, and Southeast Asian studies.
The center is committed to developing innova-
tive academic programs related to Asia and the
Pacific. One of its primary concerns is the sup-
port of individual and group developmental pro-
posals leading to such programs. The center's
associates include approximately 100 faculty
members teaching and doing research in the hu-
manities, 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 and
public speakers and through collaborative efforts
with other Oregon institutions, the center fosters
a broader public awareness and knowledge of
Asian and Pacific languages and cultural tradi-
tions. Through its outreach activities, the center
encourages programs in public school education
and provides a knowledge base to Oregon's
business community.
The Office ofInternational Affairs oversees the
Center for Asian and Pacific Studies.
CENTER FOR HOUSING
INNOVATION
260 Onyx Bridge
Telephone (503) 346-4064
Donald B. Corner, Director
Participating Faculty
G. Z. Brown, architecture
Donald B. Corner, architecture
Howard Davis, architecture
Ronald W. Kellett, architecture
Peter A. Keyes, architecture
Robert L. Thallon, architecture
Mary C. "Polly" Welch, architecture
The Center for Housing Innovation is a nonprofit,
multidisciplinary research, development, and
public-service arm of the University of Oregon.
The purpose of the center is to advance the state
of knowledge and professional expertise related to
the planning, design, construction, and manufac-
ture of housing in North America, especially the
Pacific Northwest. Center members are experts in
housing production and manufacture, energy-
related issues in housing, regulatory issues such as
zoning and building codes, housing design, and
user participation in housing and community de-
sign. Innovative use of wood products is a particu-
lar concern of the center.
With the strong core staff and a wide network of
potential resources, the center undertakes
research, consulting, educational, and commu-
nity-service projects. These include research for
government agencies, development of design and
construction prototypes, creation of innovative
community and neighborhood design plans, de-
velopment of new zoning ordinances, services to
architects and planners involved in housing de-
sign and construction, and services to civic, com-
munity' and neighborhood groups.
Undergraduate and graduate students in the vari-
ous degree programs of the School of Architecture
and Allied Arts are active participants in the activi-
ties of the center through course offerings by cen-
ter faculty members, student employment oppor-
tunities, and research fellowships.
CENTER FOR THE STUDY
OF WOMEN IN SOCIETY
340 Hendricks Hall
Telephone (503) 346-5015
S. Marie Harvey, Acting Director
Executive Committee
Marilyn Farwell, English
Linda O. Fuller, English
S. Marie Harvey, anthropology
Sandra L. Morgen, sociology
Carol T. Silverman, anthropology
Nancy Tuana, philosophy
The Center for the Study of Women in Society, a
multidisciplinary research center at the Univer-
sity of Oregon, is committed to generating, sup-
porting, and disseminating research on women
and gender. This mission is reflected in the
breadth of CSWS programs, which include re-
search initiatives, grant and fellowship opportu-
nities, events and sponsored projects, publica-
tions, and curriculum and faculty development.
An important goal is to work with the university
community and with regional, national, and in-
ternational networks to create conditions that
facilitate excellent research and to make connec-
tions between education and research, public
policy, and advocacy.
The center fosters collaboration and interchange
among researchers interested in questions about
women; the intersection of gender, race, and
class; and feminist scholarship. Visiting scholars,
seminars, conferences, and lecture series are part
of the program. The center also provides grants
and fellowships to faculty members and graduate
students and supports efforts of collaborative re-
search groups to secure external grants. Initial
support for the center was provided by 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.
CENTER FOR THE STUDY OF
WORK, ECONOMY, AND
COMMUNITY
616 Prince Lucien Campbell Hall
Telephone (503) 346-5487
Director
Participating Faculty
Joan R. Acker, sociology
Carl R. Bybee, journalism and communication
Steven Deutsch, sociology
John B. Foster, sociology
Linda O. Fuller, sociology
Paul Goldman, educational policy and management
Daniel Goldrich, political science
Margaret J. Hallock, labor education and research
Steven Hecker, labor education and research
Gregory McLauchlan, sociology
Daniel A. Pope, history
Mary Romero, sociology
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 links to the community.
Projects and interests of participants include la-
bor and new technology; American and Japanese
organizational and managerial applications in
United States industry; form, content, and direc-
tion of labor-management cooperation in the
United States economy; changing positions of
women in the United States labor force; the poli-
tics of comparable worth; labor and community
connections in historical and contemporary per-
spective; alternative policies for reindustriali-
zation and economic growth in Oregon and the
United States; international comparisons of
worker participation in industry, including qual-
ity of working-life applications; and energy and
community-regional economic development.
The center has hosted visiting American and in-
ternational scholars and conducts forums, confer-
ences, and seminars as part of its programs.
Research opportunities are available for graduate
and undergraduate students.
CHEMICAL PHYSICS
INSTITUTE
240 Willamette Hall
Telephone (503) 346-4773
Geraldine 1. Richmond, Director
Members
David S. Alavi, chemistry
Howard J. Carmichael, physics
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
Michael E. Kellman, chemistry
John T. Moseley, physics
Thomas W. Mossberg, physics
Warner L. Peticolas, chemistry
Michael G. Raymer, physics
Geraldine 1.. Richmond, chemistry
RESEARCH INSTI11.JTES AND CENTERS 305
Associates
Robert M. Mazo, chemistry
Richard M. Noyes, chemistry
Addresses
Fax: (503) 346-4791
USPS: Chemical Physics Institute, 1274 Univer-
sity of Oregon, Eugene OR 97403-1274
The Chemical Physics Institute promotes
fundamental research in atomic and molecular
systems. A combination of concepts and tech-
niques from traditional chemistry and physics
disciplines offers a unique approach to this work.
The main thrust of the institute is research on
isolated atomic and 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, synchrotron 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 con-
ducted of transient optical phenomena and re-
lated quantum optics subjects. Interfacial and sur-
face phenomena are probed by second-harmonic
generation techniques. The structure and dynam-
ics 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 so-
phisticated group theoretical methods, as are
studies of large clusters. The dynamics of
vibrationally excited molecules are studied using
techniques of nonlinear dynamics. Larger mol-
ecules are studied with Raman and resonance
Raman scattering including the far ultraviolet. Pi-
cosecond laser studies of dynamics and laser ab-
sorption and fluorescence techniques are also
used for these large molecules.
This research environment encourages interdis-
ciplinary exchange of ideas among faculty mem-
bers and students. A student, regardless of de-
partmental affiliation, may elect to work with a
staff member from either chemistry or physics.
Formal course work and degree requirements are
handled through the cooperating departments.
Facilities, support, and research guidance are
provided for qualified undergraduates, graduate
students, and postdoctoral fellows.
Institute facilities include the UO Shared
Laser Facility, which contains ten major laser
systems spanning a frequency range from the in-
frared to the vacuum ultraviolet and covering a
temporal range from continuous operation to du-
rations 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 Technology approved by
the 1985 Oregon Legislative Assembly.
COMPUTATIONAL
INTELLIGENCE RESEARCH
LABORATORY
Riverfront Research Park, Suite 108
Telephone (503) 346-0470
Matthew L. Ginsberg, Director
Associates
James M. Crawford
David W. Etherington
The Computational Intelligence Research Labo-
ratory (CIRL) performs research on basic ques-
tions in artificial intelligence: search, knowledge
representation, and reasoning. Emphasis is on
planning, constraint satisfaction, and reasoning
about action and physical devices. Laboratory
faculty members participate in some activities in
the Department of Computer and Information
Science including the supervision of graduate
students.
The laboratory provides financial support for stu-
dents. The laboratory fosters an intimate rela-
tionship among a small group of researchers
working in closely related areas and the graduate
students they supervise. The Computational In-
telligence Research Laboratory is committed to
having no more than twice as many students as
faculty members.
HUMANITIES CENTER
154 Prince Lucien Campbell Hall
Telephone (503) 346-3934
Steven Shankman, Director
Advisory Board
Paul B. Armstrong, English
Aletta Biersack, anthropology
Kenneth S. Calhoon, Germanic languages and
literatures
Richard G. Clark, music
Jenifer P. Craig, dance
Irene Diamond, political science
James W. Earl, English
Roland Greene, comparative literature
Randall E. McGowen, history
Barbara Corrado Pope, women's studies
David Schuman, law
Sherwin Simmons, art history
Karen U. Sprague, biology
James T. Tice, architecture
Terri Warpinski, fine and applied arts
Janet Wasko, journalism and communication
The Humanities Center, established by the Or-
egon State Board of Higher Education in 1983,
seeks to serve and nurture a community of schol-
ars, educators, and citizens. It is at once a re-
search institute, a catalyst for educational inno-
vation and coherence, and a public forum. Its
primary activities may be categorized as follows:
Research. The center stimulates, supports, and
disseminates important humanistic research. Its
program of Humanities Center Research Fellow-
ships supports full-time research in residence for
university faculty members. In addition, its Visit-
ing Fellows Program brings to campus leading
researchers from other institutions. A similar ad-
vanced research fellowship program provides
support for university graduate students during
the final year of their study for the Ph.D. or simi-
lar advanced degree. The Humanities Center also
provides other forms of research support in con-
nection with travel, library needs, and research
publication.
Teaching. The center offers a program of teach-
ing fellowships to University of Oregon faculty
members to develop and teach humanities
courses through their own departments. This pro-
gram seeks to provide opportunities for intellec-
tual integration, self-examination, awareness of
context, and the connection of humanistic theory
to practice through courses that are both
multicultural and interdisciplinary. Courses
taught through this program have included intro-
ductory, intermediate, and advanced offerings,
large classes and small seminars, and individually
and team-taught courses. Through its Visiting
Humanities Scholars program, the Humanities
Center provides support for leading humanities
teachers from other institutions to teach at the
University of Oregon.
Public Programs. The center offers a broad range
of public lectures, conferences, symposia, exhibi-
tions, and performances to extend humanistic un-
derstanding. These include a Distinguished Lec-
turers Program, a Humanities Lecture Series, an
annual spring symposium or conference, and a
Work-in-Progress Program as well as activities
cosponsored with other groups.
Throughout these activities, the term humanities is
understood to include literature; philosophy; his-
tory; the study of languages; linguistics; religion;
ethics; jurisprudence; archaeology; history,
theory, and criticism of the arts; and historical,
interpretive, conceptual, and normative aspects of
the social and natural sciences and the profes-
sions. 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.
INSTITUTE OF COGNITIVE AND
DECISION SCIENCES
38 Straub Hall
Telephone (503) 346-4941
Sarah A. Douglas, Director
Members and Associates
Dare A. Baldwin, psychology
Kathie 1. Carpenter, linguistics
Scott DeLancey, linguistics
Sarah A. Douglas, computer and information science
K. Jeffrey Eriksen, Good Samaritan Hospital and
Medical Center
Arthur M. Farley, computer and information science
Jennifer J. Freyd, psychology
Marion Sherman Goldman, sociology
T. Giv6n, linguistics
Douglas 1. Hintzman, psychology
Ray Hyman, psychology
Mark Johnson, philosophy
Steven Keele, psychology
Bertram F. Malle, psychology
Robert Mauro, psychology
Louis J. Moses, psychology
Helen Neville, psychology
John M. Orbell, political science
Risa 1. Palm, geography
Michael 1. Posner, psychology
Mary K. Rothbart, psychology
Myron Rothbart, psychology
Jacquelyn Schachter, linguistics
Margaret E. Sereno, psychology
Paul Slavic, psychology
Kent A. Stevens, computer and information science
Terry Takahashi, biology
Marjorie Taylor, psychology
Russell S. Tomlin, linguistics
306 CAMPUS AND COMMUNITY RESOURCES
Nancy Tuana, philosophy
Don M. Tucker, psychology
Cynthia M. Vakareliyska, Russian
Philip D. Young, anthropology
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 un-
derstanding the nature and functioning of intel-
ligence as manifested in animals, humans, so-
cial organizations, and machines. Institute
members study questions ranging from the neu-
ral basis of thought processes through the orga-
nization of memory and language to how indi-
viduals and groups make decisions and manage
risks. Common to the institute is the use of ob-
servational and experimental methods to for-
mulate and test theories. Faculty members and
students from several departments meet weekly
to discuss their research. There is an active col-
laboration with the Institute of Neuroscience
and the university's Center for the Cognitive
Neuroscience of Attention.
Research projects include work on human-com-
puter interaction, computer instruction, the per-
ception and comprehension oflanguage, seman-
tics, attention, motor skills, visual cognition,
memory, computer models of sensory and cogni-
tive processes, neuropsychology of cognition and
emotion, linguistic and conceptual development,
social categories and prejudice, deception, social
dilemmas, negotiation, decision theory, expert
systems, and risk assessment. Off-campus
facilities affiliated with the institute include Deci-
sion Research, in Eugene, and the Laboratory of
Cognitive Neuropsychology, in Portland.
Courses, seminars, and research projects allow
graduate and undergraduate students to partici-
pate actively in the institute. Students wanting to
do graduate work in cognitive and decision sci-
ences should apply for admission to one of the
participating departments.
INSTITUTE OF MOLECULAR
BIOLOGY
297 Klamath Hall
Telephone (503) 346-5151
Frederick W. Dahlquist, Director
Members
Alice Barkan, biology
Bruce A. Bowerman, biology
Carlos J. Bustamante, chemistry
Roderick A. Capaldi, biology
Vicki L. Chandler, biology
Frederick W. Dahlquist, chemistry
Gregory C. Flynn, chemistry
O. Hayes Griffith, chemistry
Diane K. Hawley, chemistry
Brian W. Matthews, physics
Douglas Ry Meeks-Wagner, biology
Aaron Novick, biology
Stephen J. Remington, physics
John A. Schellman, chemistry
Eric Selker, biology
George F. Sprague Jr., biology
Karen U. Sprague, biology
Franklin W. Stahl, biology
Tom H. Stevens, chemistry
Peter H. von Hippel, chemistry
The Institute of Molecular Biology fosters re-
search and training in contemporary biology at
the molecular level by bringing together scientists
from various diSciplines into a common intellec-
tual and physical space. Collaboration is encour-
aged 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 bio-
chemistry and protein structure directly benefit
from each other.
Current research is directed toward understanding
basic cellular mechanisms in both eukaryotes and
prokaryotes, including control of gene expression
and development, genetic recombination, replica-
tion and transcription of DNA, translocation and
folding of proteins and cellular signalling mecha-
nisms. A more fundamental understanding is de-
veloped through studies of DNA-protein interac-
tions as the basis for control of gene expression,
macromolecular structure using imaging
microscopies, x-ray crystallography and nuclear
magnetic resonance, and structure -function rela-
tionships in proteins and in membranes.
Members of the institute hold academic
appointments in the biology, chemistry, or phys-
ics departments. Graduate students are admitted
through one of these departments and are sup-
ported by the institute. Prospective students
should indicate an interest in the institute when
applying to one of the participating departments.
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 at the Uni-
versity of Oregon.
The institute includes the Center for Macromo-
lecular Assemblies, funded by a grant from the
Lucille P. Markey Charitable Trust.
INSTITUTE OF NEUROSCIENCE
222 Huestis Hall
Telephone (503) 346-4556
Monte Westerfield, Director
Members
Judith S. Eisen, biology
Barbara Gordon-Lickey, psychology
Marvin Gordon-Lickey, psychology
Jody L. Jensen, exercise and movement science
Steven Keele, psychology
Daniel P. Kimble, psychology
Charles B. Kimmel, biology
Gary A. Klug, exercise and movement science
Shawn R. Lockery, biology
Richard Marrocco, psychology
Peter M. O'Day, biology
Michael 1. Posner, psychology
John H. Postlethwait, biology
William Roberts, biology
Kent A. Stevens, computer and information science
Terry Takahashi, biology
Nathan J. Tublitz, biology
Janis c. Weeks, biology
Monte Westerfield, biology
James A. Weston, biology
Marjorie Woollacott, exercise and movement science
The objective of the interdisciplinary Institute of
Neuroscience is to promote research training in the
field of neuroscience at the University of Oregon by
providing a formal structure that facilitates
collaboration among individual scientists and stu-
dents from four departments. It provides a graduate
curriculum in neuroscience that receives integrated
input from participating faculty members.
The focus of the institute is on experimental neu-
roscience' with the goal of understanding rela-
tionships between behavior and the chemical,
morphological, and physiological functions of ner-
vous systems. A special aspect of the program is
an effective interdisciplinary approach to prob-
lems, brought about by the collaboration of scien-
tists from various disciplines who have differing
viewpoints about neuroscience. Within the pro-
gram, a group of developmental neurobiologists is
pursuing questions concerning the establishment
of nervous-system patterns during growth. Addi-
tional research programs focus on the neuronal
and neuroendocrine control of behavior, visual
neurobiology, molecular neurogenetics, mem-
brane biophysics, CNS regeneration, and proprio-
ceptive mechanisms in humans.
The 1985 Oregon Legislative Assembly approved
funding for five Centers of Excellence at the
University of Oregon. Along with the Institute of
RESEARCH INSTI'iJtn'ESAND CENTERS 307
Molecular Biology and the Department of
Biology's Cell Biology Program, the Institute of
Neuroscience is part of the Biotechnology Center
of Excellence.
Institute members hold appointments in the aca-
demic departments of biology, computer and in-
formation science, exercise and movement sci-
ence, and psychology. Research scientists are
encouraged to visit the institute for varying peri-
ods of time.
A coordinated program of graduate instruction is
offered, supported by faculty members associ-
ated with the institute. Graduate students who
want to enter the program should apply through
the appropriate academic department.
For a list of relevant graduate courses offered at
the university, see the Neuroscience section of
this bulletin.
INSTITUTE FOR A
SUSTAINABLE ENVIRONMENT
130 Hendricks Hall
Telephone (503) 346-0675
John H. Baldwin, Director
Executive Committee
Rudy Berg, architecture
Maradel K. Gale, planning, public policy and
management
Richard P. Gale, sociology
David E. Greenland, geography
Richard G. Hildreth, law
David Hulse, landscape architecture
Ronald W. Kellett, architecture
Russell S. Lande, biology
Glen A. Love, English
Patricia F. McDowell, geography
Robert B. Pena, architecture
David C. Pavey, planning, public policy and
management
Mark H. Reed, geological science
Lynda P. Shapiro, Oregon Institute of Marine Biology
The Institute for a Sustainable Environment was
established to address the issue of the long-term
sustainability of the earth's major environmental
systems. The goal of the institute is to foster re-
search and education on environmental issues at
the University of Oregon, and institute programs
encompass environmental themes in the natural
sciences, social sciences, policy studies, humani-
ties, and the professional fields. Because environ-
mental problems are seldom adequately ad-
dressed by a single discipline, the institute
particularly encourages cross-disciplinary re-
search, education, and public service and pro-
vides a structure for the development and sup-
port of such programs.
The institute also sponsors workshops and con-
ferences at local, regional, national, and interna-
tionallevels; publishes a newsletter, Sustainabil-
ity; supports visiting speakers; and houses a
video library for campus use. Student research
and work opportunities are available through in-
stitute projects.
INSTITUTE OF THEORETICAL
SCIENCE
450 Willamette Hall
Telephone (503) 346-5204
Davison E. Soper, Director
Members
Dietrich Belitz, physics
Howard J. Carmichael, physics
PaulL. Csonka, physics
Charles W. Curtis, mathematics
Nilendra G. Deshpande, physics
Marvin D. Girardeau, physics
Amit Goswami, physics
David R. Herrick, chemistry
Rudolph C. Hwa, physics
James N. Imamura, physics
James A. Isenberg, mathematics
Michael E. Kellman, chemistry
John V. Leahy, mathematics
Robert M. Mazo, chemistry
Joel W. McClure Jr., physics
Davison E. Soper, physics
Robert 1. Zimmerman, physics
Associates
Thomas R. Dyke, chemistry
Warner 1. Peticolas, chemistry
The Institute of Theoretical Science provides a
center for interdisciplinary research in overlap-
ping areas of theoretical physics, theoretical
chemistry, and mathematics. 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, usu-
ally funded by the United States Department of
Energy and the National Science Foundation.
MATERIALS SCIENCE
INSTITUTE
163 Willamette Hall
Telephone (503) 346-4784
Stephen D. Kevan, Director
Members
Dietrich Belitz, physics
J. David Cohen, physics
Stephen Gregory, physics
Roger Haydock, physics
James E. Hutchison, chemistry
David C. Johnson, chemistry
Stephen D. Kevan, physics
Catherine J. Page, chemistry
Geraldine 1. Richmond, chemistry
Peter C. Serce!, physics
Martin Wybourne, physics
Associates
Carlos J. Bustamante, chemistry
Katharine V. Cashman, geological sciences
Russell J. Donnelly, physics
Kenneth M. Doxsee, chemistry
Michael M. Haley, chemistry
Thomas W. Mossberg, physics
George W. Rayfield, physics
Michael G. Raymer, physics
Jack M. Rice, geological sciences
David R. Tyler, chemistry
The Materials Science Institute fosters research
and education in the structure and properties of
materials by encouraging collaboration among
scientists in chemistry, geological sciences, and
physiCS. The institute structure facilitates a coor-
dinated attack on topical problems with ideas,
techniques, and specialized resources. While the
institute emphasizes the science of materials, ap-
plications are also important.
Current research, for example, will influence fu-
ture developments in electronic, optoelectronic,
solar-cell, and superconductor materials and de-
vices as well as applications in catalysis and elec-
trochemistry. Close coordination is also main-
tained with materials and device colleagues at
nearby Oregon State University and with the
state's microelectronics industry. Resources in-
clude materials preparation such as crystal and
film growth; electronic, optical, and defect charac-
terization equipment as well as x-ray diffraction;
transmission electron microscopy and x-ray
microprobing; a Convex C-1/XP minisuper-
computer; electrochemical and ultra high-vacuum
surface equipment; nanometer structure fabrica-
tion; transport measurement; and low-tempera-
ture (0.3 K) facilities. Regional collaboration gives
institute scientists access to molecular beam epit-
axy and metal-organic chemical vapor deposition
growth methods as well as sophisticated semicon-
ductor device fabrication facilities.
Research topics include synthesis and character-
ization of novel metastable materials and optical
materials; characterization of heterostructure and
amorphous materials, interfaces, and devices;
surfaces, surface-reaction dynamics, and inter-
face formation; limited dimensionality; organic
conductors and polymer science; ion-modifica-
tion and ion probes for materials; and biotechno-
logical materials. Prospective students should
apply to a participating academic department
(chemistry, geological sciences, or physics) and
mention specifically an interest in the institute.
The institute isone of five University of Oregon
Centers of Excellence funded by the 1985 Oregon
Legislative Assembly to encourage science activi-
ties that promote economic development. The
state funds the institute administration and pro-
vides seed and match money for new faculty
members. In addition to the institute's state bud-
get, members receive federal and industrial
grants averaging more than $1 million a year.
Members of the institute are past or current re-
cipients of a variety of distinguished awards.
OREGON INSTITUTE OF
MARINE BIOLOGY
Charleston OR 97420
Telephone (503) 888-2581
Lynda P. Shapiro, Director
Faculty
Barbara A. Butler, library
Richard W. Castenholz, biology
Richard B. Emlet, biology
Janet Hodder, assistant professor; program
coordinator. B.S., 1977, Liverpool; Ph.D., 1986,
Oregon. (1991)
Patricia Mace, geography
Steven S. Rumrill, biology
Alan Shanks, biology
Lynda P. Shapiro, biology
Nora B. Terwilliger, biology
A. Michelle Wood, biology
The date in parentheses is the first year on the
University of Oregon faculty
308 CAMPUS AND COMMUNITY Ii
Addresses
Fax: (503) 888-3250
USPS: Oregon Institute of Marine Biology,
Charleston OR 97420
The Oregon Institute of Marine Biology is situ-
ated on 107 acres of coastal property along Coos
Bay on the southern Oregon Coast. The variety
of marine environments in that area provide the
institute with an ideal location for the study of
marine organisms. Research focuses on inverte-
brate physiology and biochemistry, larval biol-
ogy, wetlands ecology, coastal ecology, marine
snow, and on ecology and physiology of marine
phytoplankton. The institute facilitates graduate
research on a range of related subjects.
The institute offers summer, fall, and spring pro-
grams for undergraduate and graduate biology
students and students in general science and en-
vironmental studies. Courses include marine
ecology, invertebrate zoology, vertebrate biology,
marine birds and mammals, algae, and biological
oceanography. Students have the opportunity to
conduct research projects in these areas. Facili-
ties for individual research are available through-
out the year.
The institute sponsors workshops and seminar
programs on a variety of topics. For detailed in-
formation and applications, write to the director
of the institute.
OREGON SURVEY RESEARCH
LABORATORY
34 Prince Lucien Campbell Hall
Telephone (503) 346-0822
Patricia A. Gwartney, Director
Advisory Board
Gerald S. Albaum, marketing
Marian Friestad, marketing
Patricia A. Gwartney, sociology
Judith H. Hibbard, planning, public policy and
management
Kenneth M. Kempner, educational policy and
management
Cathleen S. LeUl2, economics
Jeffrey S. Luke, planning, public policy and
management
Alan D. Meyer, management
Richard J. Rankin, special-education developmental
disabilities
Larry D. Singell Jr., economics
Paul Slavic, psychology
Wayne M. Wanta, journalism and communication
Edward C. Weeks, planning, public policy and
management
The Oregon Survey Research Laboratory serves
as a resource and an intellectual home for faculty
and staff members and students involved in sur-
vey-related research. The laboratory offers a
complete range of survey-related services to
nonacademic clientele including local, state, and
federal government agencies; other research or-
ganizations; and nonprofit organizations.
The laboratory designs and conducts surveys on
selected target populations using techniques that
fall within the current paradigm of survey-re-
search methodology. The laboratory is specially
equipped for trained interviewers to conduct
computer-aided telephone interviews using ran-
dom-digit dialing. The laboratory tailors study
designs to the specific needs of the particular in-
vestigation, including atypical survey conditions.
The survey services offered by the laboratory in-
clude study design and planning, sampling, in-
strument design, data collection, coding and
direct data entry, data cleaning and file construc-
tion, data analysis and computing services, and
data archiving.
The laboratory provides training and instruction
for students in survey methods, and it conducts
and promotes research in survey methodology.
Products of laboratory research are available for
public access within a reasonable period of time
after completion of a project. Projects follow ap-
propriate standards for the protection of human
subjects.
SOLAR ENERGY CENTER
202 Lawrence Hall
Telephone (503) 346-3656
John S. Reynolds, Director
Participating Faculty
G. Z. Brown, architecture
Virginia Cartwright, architecture
David K. McDaniels, physics
Robert B. Pena, architecture
John S. Reynolds, architecture
Associates
John H. Baldwin, planning, public policy and
management
Frank Vignola, physics
The Solar Energy Center emphasizes a regional
approach to research in using the sun's radiant
energy for heating water; for lighting, heating, and
cooling buildings; and for generating electricity.
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 include the development and dis-
tribution of information; the development of
needed technology and the facilitation of its appli-
cation; and the study of legal, economic, and sub-
sequent technical problems that accompany solar
energy development in this region.
University research personnel in the areas of ar-
chitecture, planning, and physics are active 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 under Services for Students
Architecture and Allied Arts Office of Re-
search and Development. See School of Archi-
tecture and Allied Arts
Career Information System. See College of
Education
Center for Advanced Technology in
Education. See College of Education
Center on Human Development. See College
of Education
Charles H. Lundquist Center for Business
Development. See Charles H. Lundquist Col-
lege of Business
Child Development and Rehabilitation Cen-
ter. See Center on Human Development
Clearinghouse for the Association of
Computer-based Systems for Career
Information. See College of Education
DeBusk Memorial Center. See College of
Education
Developmental Delay Clinic. See Center on
Human Development
Early Childhood Care and Parent and Child
Education. See Center on Human Development
Energy Studies in Buildings Laboratory. See
School of Architecture and Allied Arts
ERIC Clearinghouse on Educational Man-
agement. See College of Education
Foreign Language Resource Center. See
Romance Languages
Forest Industries Management Center. See
Charles H. Lundquist College of Business
Institute of Industrial Relations. See Charles
H. Lundquist College of Business
Institute of Recreation Research and Service.
See School of Architecture and Allied Arts
Institute on Violence and Destructive Behav-
ior. See College of Education
International Institute for Sport and Human
Performance. See Exercise and Movement
Science
International Society for Technology in Edu-
cation. See College of Education
Labor Education and Research Center. See
Special Studies
Malheur Field Station. See Biology
Northwest Regional Consortium for
Southeast 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
Regional Daylighting Center. See School of
Architecture and Allied Arts
Russian and East European Studies Center.
See Russian and East European Studies
Social Science Data Services Laboratory. See
Economics
Social Science Support Laboratory. See
Economics
Specialized Training Program. See Center
on Human Development
Speech-language-Hearing Center. See Spe-
cial Education and Rehabilitation, and see Spe-
cial Services under Services for Students
Western Regional Resource Center. See Cen-
ter on Human Development
309
Seroices
for Students
364 Oregon Hall
Telephone (503) 346·3105
Vice Provost for Academic
Support and Student Services
Under the general direction of the
vice provost for academic support
and student services and with the
assistance of the dean of students,
the university provides an array of
services and programs to help stu-
dents benefit more fully from their
educational programs. These ser-
vices are described below.
ACADEMIC
ADVISING AND
STUDENT SERVICES
164 Oregon Hall
Telephone (503) 346-3211
Joe Wade, Director
ACADEMIC ADVISING
Advising Services
The Office of Academic Advising
and Student Services supervises ad-
vising for students who have not de-
clared an academic major. These
students, who are classified as unde-
clared, are assigned advisers from
the academic advising and student
services staff or from selected faculty
members in the College of Arts and
Sciences. The staff coordinates initial
advising meetings between students
who have indicated a major prefer-
ence and faculty advisers from aca-
demic departments. Students in the
prehealth sciences, fifth-year educa-
tion programs, and prelaw receive
advising assistance in this office.
Students seeking help with prob-
lems such as choosing a major, mak-
ing a smooth transition to the uni-
versity, cutting red tape, and
withdrawing from the university re-
ceive assistance in this office. Stu-
dents may drop in weekdays be-
tween 9:00 A.M. and 5:00 P.M. to seek
advice about general university re-
quirements and personal or aca-
demic problems.
Services for Student Athletes
The counselors for student athletes
provide academic advising and
counseling for athletes listed on
varsity rosters. They are available to
help student athletes balance aca-
demic responsibilities with athletic
activities and to assist with aca-
demic program planning and
course registration. A course about
the relationship of student interests
to university majors and educa-
tional goals is offered for student
athletes. Academic progress by stu-
dent athletes is monitored and re-
corded during their attendance at
the University of Oregon, and tu-
toring is available to them through
this office. Located in McArthur
Court, the office is open weekdays
from 8:30 A.M. to 4:30 P.M. including
the noon hour. For more informa-
tion contact Margaret Donahue,
Stella Cooley, or Twinkle Ann
Morton; telephone (503) 346-5428.
Peer Advising
The Peer Academic Advising Pro-
gram supplements faculty advising
available to undergraduate stu-
dents. Trained students assist their
peers in using academic advising
appOintments to best advantage.
More than fifteen academic depart-
ments participate in the program.
Peer advisers have the opportunity
to combine instruction in problem
solving and organizational 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 Karen
Crane or Bunny NosIer in 164 Or-
egon Hall; telephone (503) 346-
3211.
Academic Standing
Academic standing at the University
of Oregon is determined by the
grade point average (GPA) a student
earns in university courses. Good
academic standing means that the
student has a cumulative UO GPA
of 2.00 or better.
Academic sanctions are explained
in the Registration and Academic
Policies section of this bulletin and
in the schedule of classes. Counsel-
ors in the Office of Academic Ad-
vising and Student Services are
available to assist students who do
not have good academic standing.
STUDENT SERVICES
Adult Learners
The staff of the Office of Admis-
sions 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
31.0 SERVICES FOR STUDENTS
offered preenrollment information
andadvice,helpinresolvingproceduralproblems,andgen-
eral assistance to ease the return to the classroom.
After applying for admission, students may con-
sult counselors or student advisers in the Office of
Academic Advising and Student Services. For
more information contact Hilda Yee Young in 164
Oregon Hall; telephone (503) 346-3211.
Emergencies
The Office of Academic Advising and Student
Services is the university contact point in the
event of an emergency situation involving a stu-
dent. For example, in the event of a sudden family
illness, the staff provides help in reaching the stu-
dent. In case of emergency, telephone (503) 346-
3211.
Freshman Interest Groups
Freshman Interest Groups (FIGs) are designed to
help students begin meeting general university
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 class has a small enrollment so that
members are likely to meet other students who
share similar interests. Besides the FIG courses,
students plan an individual schedule in consulta-
tion with an adviser. Social and academic activi-
ties are coordinated by a trained peer, who acts as
the FIG group leader. Freshmen who are unde-
cided about a major and are not attending
IntroDUCKtion can join a FIG in September if
space is available. For more information consult
Jack Bennett in 164 Oregon Hall; telephone (503)
346-3211.
Students with Disabilities
The University of Oregon is committed to
responding to the needs of students with
disabilities as outlined in both the Rehabilitation
Act of 1973 and the Americans with Disabilities
Act of 1990. The university does not discriminate
on the basis of disability in admission or access to,
treatment of, or employment in its programs or
activities. A variety of accommodations help en-
sure that teaching methods and the results of
evaluation reflect a student's ability based on
knowledge and quality of study.
Typical accommodations include but are not lim-
ited to note taking, sign language interpreting,
equipment checkout, classroom relocations, and
modification such as substitution of some degree
requirements and alternative testing procedures.
Assistance with registration, academic advising,
and adaptive equipment is also available.
As necessary, the university makes modifications
to its academic requirements to ensure that such
requirements neither discriminate nor have the
effect of discriminating on the basis of disability
against a qualified, demonstrably disabled appli-
cant or student. Academic requirements that the
university demonstrates are essential to the pro-
gram of instruction being pursued by such a stu-
dent or to any directly related licensing require-
ment are not regarded as discriminatory.
Eligibility for services must be supported by pro-
fessional documentation of disability and need for
services. For more information consult Hilary
Gerdes in 164 Oregon Hall; telephone (503) 346-
3211; TDD (503) 346-1083.
AFFIRMATIVE ACTION AND
EQUAL OPPORTUNITY
474 Oregon Hall
Telephone (503) 346-3123, TDD (503) 346-
0852
Kenneth F. Lehrman III, Director
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 en-
countered discrimination or harassment should
inquire at the Office of Affirmative Action and
Equal Opportunity for information on their
rights, options, and resources. The Office of Af-
firmative Action and Equal Opportunity has in-
formation on grievance procedures and referrals.
Confidentiality is respected for all parties.
ASSOCIATED STUDENTS OF
THE UNIVERSITY OF
OREGON
Erb Memorial Union, Suite 4
Telephone (503) 346-3724
The Associated Students of the University of Or-
egon (ASUO) is the recognized representative
organization of students at the university. It is a
network of agencies, activities, and programs de-
signed to serve student needs and interests. Its
purpose is to give students the opportunity to
plan and direct their own programs, 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.
Students who pay incidental fees are members of
the ASUO.
Organization. The ASUO comprises seven
branches of student government-the ASUO Ex-
ecutive, the Student Senate, ASUO Programs
Finance Committee, ASUO Athletic Department
Finance Committee, Erb Memorial Union Board
(EMU Board), the Associated Students Presiden-
tial Advisory Council (ASPAC), and the Consti-
tution Court. Members of the senate and certain
members of the Programs Finance Committee,
the EMU board, and ASPAC are elected. The re-
maining members of these bodies and members
of the Athletic Department Finance Committee
and the Constitution Court are appointed. To-
gether these bodies provide governance, leader-
ship, and representation for student concerns.
ASUO Executive. The ASUO Executive is com-
posed of an elected preSident, a vice president,
and hired officers and staff members. As the rec-
ognized voice ofUO students, it administers more
than eighty-five funded ASUO programs. The
ASUO Constitution describes the legal and proce-
dural functioning and the general makeup of the
ASUO Executive.
ASUO Athletic Department Finance Commit-
tee. This body has five student members. It acts
on matters related to the allocation and appro-
priation of incidental fees for the UO Department
of Intercollegiate Athletics for the purpose of rec-
ommending a budget to the Student Senate.
ASUO Programs Finance Committee. This
body's seven student members act on matters
related to the allocation and appropriation of in-
cidental fees to ASUO programs for the purpose
of recommending a budget to the Student Sen-
ate. The ASUO Executive submits its recommen-
dation on each program budget to the Programs
Finance Committee. After public hearings on
these budget proposals, the committee presents
its recommendations to the Student Senate.
Student Senate. The eighteen members of the
ASUO Student Senate represent the constituent
interests of students and act on matters related to
the allocation and appropriation of incidental
fees. The incidental fee is a self-imposed tax by
which students finance nonacademic activities
and programs. Reflecting its two functions, nine
members of the Student Senate are elected by
major to represent academic departments, and
nine are elected to serve on finance committees.
The ASUO Programs Finance Committee, the
ASUO Athletic Department Finance Committee,
and the Erb Memorial Union Board individually
develop budget recommendations for submis-
sion to the Student Senate every year during
spring term. The Student Senate then votes to
approve or deny these budget recommendations
and forwards the final fee recommendation to
the President of the University of Oregon. The
final incidental fee budget is approved by the Or-
egon State Board of Higher Education. While in-
dividual student programs submit budgets to the
appropriate finance committee, the full Student
Senate hears special requests throughout the
year.
The Student Senate is one-third of the University
Senate; the other two-thirds are faculty members.
Student Senate members are also full voting
members of the University Assembly, the faculty
body that debates and sets general university poli-
cies. In addition, Student Senate members staff an
information and grievance table once a week in
the lobby of the EMU, approve appointments, and
help make up the ASUO Committee on Commit-
tees, which nominates students for more than
eighty positions on twenty-six faculty-student
committees.
EMU Board. The EMU Board is a fifteen-
member committee consisting of students, fac-
ulty members, and EMU staff personnel. It is re-
sponsible for making general policy decisions
and long-range plans for the operation of the
EMU. The board is responsible for allocating a $5
million budget to programs and service areas and
for allocating space in the 200,000-square-foot
facility. The board, on which students form the
majority, also advises staff members in the man-
agement 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 questions arising under the
ASUO Constitution or rules promulgated under it.
This power of review covers almost any action by
ASUO government bodies, programs, and
individual students that fall under the ASUO
Constitution.
Associated Students Presidential Advisory
Council. This council offers discussion and
advice about matters of student concern in
ASSOCIATEDSTO"DENTS OF THE UNIVERSITYOF OREGON 311
monthly meetings with the UO president. The
fourteen-member council includes representa-
tives from the ASUO Executive, Student Senate,
Residence Hall Governance Committee, EMU
Board, and ASUO programs, and two students
elected for one-year terms from the student body
at large.
Student Health Advisory Committee. This
committee advises the director of the Student
Health Center and the vice president for admin-
istration on policies and procedures of the health
center. This includes evaluation of proposed
budgets and subsequent recommendation of an
annual health center budget and fee to the
center's director. The ASUO Committee on
Committees and the ASUO president recom-
mend nine students to the UO president for ap-
pointment to this body.
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 fra-
ternity that helps members gain experience in
activities essential to their future careers.
Alpha Phi Omega is a national service
organization.
Amazon Cooperative Childcare Center, a stu-
dent cooperative, offers good, low-cost childcare
and seminars on parenting, teacher education,
and child development.
Amazon Community Tenants, an elected body,
represents the interests of Amazon tenants and
participates in the Family Housing Board, which
sets policies for the Amazon housing complex.
American Institute of Architecture Students
offers speaker and film series, peer advising, de-
sign competitions, and tours of local architecture
offices.
American Society of Interior Design educates
students about interior design and related issues.
Amnesty International works for the immediate
release of all prisoners of conscience, fair trials
for all prisoners, and the end of torture.
Asian-Pacific American Student Union serves
the university's considerable population of
Asian-Pacific Americans.
ASUO Childcare Task Force, an advocatory stu-
dent group, advises the ASUO Executive, repre-
sents the childcare needs of student parents, and
sets policy for the ASUO student childcare sub-
sidy program. Student members are appointed
annually by the ASUO president.
Avenu is the student newspaper of the School of
Architecture and Allied Arts. It is published three
times a year by the university's student chapter of
the American Institute of Architects.
Big Brother/Big Sister Program of Mid-Oregon
provides UO student friends to children in single-
parent homes. Other student volunteers are ad-
visers for junior and senior high school programs.
Black Student Union serves as a support group
for black students and exposes the university and
Eugene-Springfield communities to black culture
by sponsoring social and cultural events.
Campus Information Exchange is a computer
conferencing service available to UO students
and to faculty and staff members.
Campus Radio (KWVA) offers opportunities to
learn radio broadcasting in a hands-on
environment. Management and operation of the
station are conducted by students in a profes-
sional atmosphere with the intent of developing
innovative programming. Music, information
gathering, and dramatic productions are empha-
sized, and technical training is provided from op-
eration to repair.
Campus Recycling Program, jointly funded
and administered by students and the university,
staffs current recycling projects and creates new
ones for the UO community. The program pro-
motes education about recycling issues, related
grassroots actions, and waste reduction services.
Chi Alpha Christian Fellowship offers fellow-
ship, worship services, and Bible study to inter-
ested students.
Chinese Student Association coordinates aca-
demic, social, and cultural activities for about 300
UO Chinese students.
Circle K International is a college-level club
that is dedicated to providing community service.
College Democrats is a campus organization
that gives student Democrats a chance to be in-
volved in local, state, and national politics.
College Republicans is the official campus affili-
ate of the Republican Party. Members work in
campaigns, lobby legislators, register voters, and
attend Republican Party conventions.
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.
Crisis Center provides emergency counseling
when other university and ASUO facilities are
unavailable. The Crisis Center phone line oper-
ates twenty-four hours a day; telephone 346-
4488. Center staff members also refer students to
specialized agencies.
Dance Oregon offers students the opportunity
to see, perform, and participate in dance con-
certs' master classes, and workshops. Performing
membership is obtained through auditions held
each fall.
Educational Policy and Management Gradu-
ate Student Association is primarily a support
group for educational policy and management
graduate students.
ESCAPE (Every Student Caring About Personal-
ized Education) is a student-initiated and
student-run accredited practicum that places stu-
dent volunteers.
Footnotes provides lecture notes as study
supplements for lower-division courses. Notes
may be purchased for the whole term or for indi-
vidual class days.
Forensics is the university's debate society and
speech club.
Hong Kong Student Association organizes
functions with other student groups, promotes
multicultural awareness, and increases aware-
ness of Hong Kong culture.
Interfraternity Council provides a central orga-
nization for general fraternity activities and lead-
ership opportunities and promotes campus
involvement.
International Student Association (ISA) is an
umbrella organization for students from nations
around the world. Included are the Arab Student
Club, Indian Student Association, Indonesian Stu-
dent Association, Iranian Student Association,
Japanese Student Association, Kultura Filipinas,
and Organization of Arab Students. Under the
guidance of the ISA, these associations of students
work to promote the educational, social, and cul-
tural activities of international students at the uni-
versity.
Jewish Student Union serves the student body
through conferences, retreats, speakers, films, and
discussion groups scheduled for the best possible
benefit to both Jewish students and the university
community.
Journal ofEnvironmental Law and Litigation, a
publication by UO law students, provides a na-
tional forum on reform and litigation in the natu-
ral resources area.
Land, Air, and Water is the School of Law's en-
vironmental organization, dedicated to improv-
ing the natural environment.
Legal Services provides legal services free of
charge to all regular UO students through inci-
dental fees provided by the ASUO. Services in-
clude but are not limited to landlord-tenant dis-
putes, uncontested divorce, and small-claims
counseling.
Lesbian, Gay, and Bisexual Alliance serves
members who seek relaxed, nonoppressive
interaction, worthwhile activities, and a positive
sense of self.
Lesbian and Gay Law Student Association
provides students interested in representing gay,
lesbian, and bisexual students the opportunity to
learn about issues of importance to the gay, les-
bian, and bisexual community.
Literary Society publishes a literary and arts
magazine, Timberline, featuring prose, poetry,
and artwork submitted by University of Oregon
students.
M.B.A. Association aims to improve the UO
graduate business program through student in-
volvement.
MEChA (Movimiento Estudiantil Chicanos de
Aztlan) coordinates Chicano student activities
and represents the interests of Chicano students
at the university.
Mediation Program is a service provided to stu-
dents by the ASUO and the university. Media-
tion provides pregrievance problem resolution to
students or student groups. The program offers
workshops and courses to members of the uni-
versity community.
Minority Law Students Association helps mi-
nority law students make the transition to legal
study and supports them in law school.
Multicultural Center brings together students
and faculty, staff, and community members to
share and celebrate different cultures. Activities
include educational symposia, theater, and
dance.
Muslim Student Association fosters under-
standing of Islamic culture.
Native American Student Union, an important
part of the Native American community, is an
ethnic student associatir' that works with
312 SERVICES FOR STUDENTS
students, community organizations, and North-
west tribes.
Office of Student Advocacy, a constituent ser-
vice of the ASUO, provides free representation to
students in matters of student grievances, con-
duct code, and related matters. Staff members
help students resolve problems arising from uni-
versity life.
Oregon Ballroom Dance Club organizes
weekly dances and classes that teach ballroom
dance techinique.
Oregon Commentator, a conservative student-run
newspaper, serves as an alternative to the Oregon
Daily Emerald.
Oregon Daily Emerald is the UO's independent
student newspaper. The ASUO purchases a sub-
scription for each UO student.
Oregon Law Students' Public Interest Fund
raises money to fund stipends for law students
who are interested in working in public interest
law.
Oregon Marching Band is the musical repre-
sentative 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.
Oregon Marine Student Association coordinates
student activities between the Eugene campus
and the Oregon Institute of Marine Biology in
Charleston, Oregon.
Oregon Student Lobby provides a collective
voice for students of Oregon's institutions of
higher education to influence public-policy deci-
sions. It conducts research on issues affecting
students, lobbies decision-makers, and provides
a mechanism for sharing information among
students.
Oregon Student Public Interest Research
Group (OSPIRG) is an organization dedicated
to consumer and environmental advocacy.
Oregon Voice, a general-interest magazine, pre-
sents and expresses issues and ideas that affect
the quality of life in the university community.
Panhellenic Council members are sorority lead-
ers who serve as links to the university adminis-
tration, the Interfraternity Council, other sorori-
ties, and other student groups. The council
promotes the understanding of the sorority sys-
tem and furthers intellectual accomplishment
and opportunities for leadership and campus
involvement.
Philosophy Club stimulates philosophical
thought by sponsoring speakers, papers, and
discussions.
Pocket Playhouse, a student-run production
agency, supplies space and funding for produc-
tion workshops directed by students or guest art-
ists, theater-related films, and other events. Stu-
dents do not need to be majors in theater arts to
participate.
Predental Club sponsors activities that present a
general view of dentistry as a health-oriented
profession. At these activities predental students
educate other students about dental care and
hygiene.
Prehealth Sciences offers seminars, professional
school information, and clinical observation for
premedical and predental students.
Prelaw Society provides an information area and
services-including meetings and newletters-
for prelaw students especially for juniors and
seniors engaged in the law school application
process.
Project Saferide is a campus shuttle service for
women that is available seven nights a week dur-
ing the academic year. Its vans are driven by
women and serve the university and family
housing neighborhoods.
Returning Student Association, an organiza-
tion of adult students helping other adult stu-
dents, provides returning students with a voice to
be heard by the decision-making bodies of the
University of Oregon student government and
administration.
Singapore Student Association helps students
from Singapore adapt to living in Oregon.
Sister University Project is a joint program be-
tween the University of Oregon and the Univer-
sity of El Salvador.
Solar Information Center pursues the advance-
ment of solar energy and other alternative ener-
gies as viable paths to a sustainable future. The
student-run center is a library of books and peri-
odicals and serves as a clearing-house for re-
search, education, and information. The center
also offers free lectures to the public.
Student Bar Association is one of many student
interest groups in the University of Oregon
School of Law.
The Student Insurgent is an alternative student-
run newspaper of the left. It provides a forum for
the diverse perspectives of people who seek an
end to the oppression of societies based on class,
gender, and race exploitation.
Students for the Ethical Treatment of Animals,
a student-funded organization, provides educa-
tion and public-outreach services about the ex-
ploitation of animals.
Survival Center is a clearing-house for students
interested in environmental concerns.
University of Oregon Snow Club organizes
recreational skiing and snowboarding trips.
University Song and Dance Troupe provides a
creative outlet for students with interests in sing-
ing, dancing, and acting as well as entertainment
for the university community.
University Theatre, the production wing of the
theater arts program, is an independent organi-
zation that produces shows from its own box
office.
UO YWCA provides services to women,
minorities, and disabled youth through the Ex-
ceptional Friendship Program and the Outreach
Program.
USSA, the nation's oldest and largest student
organization, represents 4.5 million students na-
tionwide and is the recognized voice of students
in Washington, D.C.
Vietnamese Student Association is a social,
cultural, and support group for Vietnamese-
American students.
Westmoreland Tenants Council, an elected
body, represents the interests of Westmoreland
family housing tenants.
Whitebird Clinic Rideshare links people offer-
ing rides with those needing rides.
Women's Center provides UO women a work
and educational environment that promotes per-
sonal and societal change. The center provides
information, support, and services to facilitate
education about issues of feminism, women, and
gender. It fosters an atmosphere in which stu-
dents and staff and faculty members can engage
in discussions and activities that empower
women as individuals and as a community. Ser-
vices include resource and referral, advocacy,
event planning and coordination, support
groups, a women's newsletter, and cultural
events cosponsored with other student groups.
BOOKSTORE
895 East 13th Avenue
Telephone (503) 346-4331
James 1. Williams, General Manager
The University of Oregon Bookstore is just west
of the campus. The bookstore was established in
1920 to serve students and faculty and staff
members of the University of Oregon.
The bookstore is open from 7:45 A.M. to 6:00 P.M.,
Monday through Friday; 10:00 A.M. to 5:00 P.M.
Saturday; and noon to 5:00 P.M. Sunday.
Services
The bookstore is a small department store. The
lower level displays a wide selection of school and
office supplies as well as art and architecture sup-
plies. Public restrooms are located at this level.
The street level offers class schedules and a vari-
ety of merchandise including calculators, com-
puters' and software. A complete university
sportswear and insignia department is located
along the west side of the floor. On the east side
are greeting cards, gifts, drug sundries, maga-
zines, candy, and snacks. The Duck Stop coffee
and espresso counter features Starbucks brand
products.
On the upper level, in the general book
department, the bookstore offers more than
40,000 titles for reading pleasure. The store spe-
cializes in carrying books seldom found in other
bookstores. If the bookstore does not carry a par-
ticular book or if it is out of print, the staff is al-
ways ready to make a special order. Bookstore
staff members also enjoy recommending 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
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 its book department dis-
count. Although the percentage is not guaran-
teed, last year the bookstore gave UO students
and employees a savings of 10 percent off the
publisher's list price. Since 1973 the bookstore
has returned more than $8 million to its mem-
bers through this discount.
Specific services offered at the bookstore include
no-charge check cashing, U-Lane-O and Bank of
America automatic teller machines, free gift
wrapping for store purchases, free notary public
service, free self-service coin lockers, key
COUNSELING AND TESTING 313
making, acceptance of Oregon Daily Emerald clas-
sified advertisements, postage stamp sales, film-
processing service, University of Oregon jewelry
sales, graduation cap and gown sales and rentals,
self-service photocopiers, a free campus tele-
phone, public restrooms, and bicycle parking and
benches outside the store. The bookstore also
offers UPS package service and outgoing fax ser-
vice at competitive prices.
Portland Center
For the convenience of Portland-area alumni and
friends of the university, the bookstore sells uni-
versity sportswear and insignia merchandise at
the UO Portland Center. The center is located at
722 SW 2nd Avenue in Portland; bookstore tele-
phone (503) 725-3057.
Organization and Management
For many years a cooperative store, the book-
store is now an independent, nonprofit corpora-
tion 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 mem-
ber. The directors are elected by the bookstore's
membership in annual elections. The operation
of the store is conducted by ten full-time man-
agers and a large staff, many of whom are part-
time students or spouses of 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 ways to
serve its membership better, and it welcomes sug-
gestions 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.
CAREER CENTER
244 Hendricks Hall
Telephone (503) 346-3235
Lawrence H. Smith, Director
The University of Oregon Career Center is the
primary campus resource for students and
alumni seeking career direction and full-time
and part-time employment.
Career Planning. Career planning services help
students combine educational and career goals.
The Career Assessment Program and Special
Studies: Career Discovery (CPSY 199), provide a
systematic approach for identifying skills and in-
terests. Individual counseling and career assess-
ment services are available to help students se-
lect courses and majors to fit their goals.
The career library houses an extensive collection
of career and employment resources. Informa-
tion is provided about local, regional, and na-
tional internship programs as well as the center's
Career Development Internship Program. A
Workshop course, Success Skills (CPSY 408/508),
helps students identify individual strengths.
Mentor Program. This program is described in
the Academic and Career Planning section of
this bulletin.
Placement. Each year more than 14,000 jobs are
listed with this office. The campus interview
program brings approximately 100 employers to
campus.
Job information is available on several databases
and on hard copy. The University of Oregon
Resume Book, a computerized job-matching ser-
vice, provides information to employers that
match the job seeker's qualifications, experience,
and education.
Workshops and seminars, free to students, teach
resume writing, interview skills, and job-search
strategies. A Workshop course, College to Career
(CPSY 408/508), provides comprehensive infor-
mation about the job-search process.The office
has a reference file service to support applications
for graduate school or educational employment.
Counselors are available with or without appoint-
ments for consultation.
Currently enrolled students and alumni are in-
vited to use the Career Center's services.
For more information, see the Academic and
Career Planning and Student Employment
sections of this bulletin.
CHILD AND FAMILY
SERVICES
463 Oregon Hall
Telephone (503) 346-2962
Karen Logvin, Administrator
University Child and Family Services, a program
in the Office of Human Resources, assists univer-
sity families in managing work, education, and
family life. The office coordinates information
about campus and community childcare options,
resources for families and elder care, and univer-
sity policies related to children and families.
Counseling on parenting, childcare, and other
family issues is available to students and mem-
bers of the faculty and staff.
UO AFFILIATED CHILDCARE
PROGRAMS
ASUO Student Childcare Subsidy
Funded by student incidental fees, the program
pays a percentage of childcare expenses for low-
income students. UO-affiliated and licensed com-
munity childcare expenses are covered. More in-
formation and applications are available from the
EMU Childcare and Development Centers office,
1511 Moss Street; telephone 346-4384.
Amazon Cooperative Family Center
Telephone (503) 385-6554
The center accepts children who are between the
ages of eight months and eight years.
The center serves primarily families who live in
Amazon family housing but accommodates some
UO and low-income community parents when
space is available. Parents may reduce their costs
through several cooperative options and may also
share in the center's management through mem-
bership on the center's board of directors. See
also Associated Students of the University of Or-
egon in this section of the bulletin.
Baby Room Program
Telephone (503) 346-2962
The parent-initiated and -managed program, for
children who are between the ages of six weeks
and one year, is designed to support parents re-
entering the work force after a birth or adoption.
UO employees locate space close to their work
site to use as a baby room. The request for space
must be approved by the employee's dean or de-
partment head and vice president. The parent
then works with the child and family services ad-
ministrator to plan and implement the baby room.
EMU Childcare and Development
Centers (CCDC)
Telephone (503) 346-4384
The centers accept children who are between the
ages of twelve months and six years.
The centers primarily serve student families but
accommodate the children of UO faculty and
staff members when space is available. Adminis-
tered by the Erb Memorial Union, the centers
comprise seven childcare programs located at
sites in the East Campus area, Westmoreland
Family Housing, and the EMU. Parents can share
in policy decisions by belonging to the centers'
Parent Council. See also Erb Memorial Union in
this section of the bulletin.
Family Childcare Network
Telephone (503) 346-2962
A program of Child and Family Services, the
Family Childcare Network provides education,
consultation, and support to family-housing resi-
dents who are interested in or are currently pro-
viding childcare at their homes. The network en-
courages and supports family-housing home
childcare providers through informational meet-
ings, access to a professional library, and intro-
duction to community childcare referral services
and training opportunities. For more informa-
tion, call Child and Family Services.
Young Children's Center
Telephone (503) 346-2640
The center provides toddler and preschool early
education programs for children at a variety of
developmental levels.
The on-campus center is part of the UO Center
on Human Development. It serves faculty, and
staff families and mainstreams community chil-
dren with special needs, and accommodates stu-
dent families if space is available.
COUNSELING AND
TESTING
Second Floor, Student Health Center
1590 East 13th Avenue
Telephone (503) 346-3227
Weston H. Morrill, Director
The University Counseling Center offers indi-
vidual and group mental health counseling, de-
velopmental programs and workshops, and test-
ing to students at the university. Some fees are
charged for testing. Counseling services are of-
fered without charge to students currently en-
rolled at the university.
More information about services provided by the
counseling center may be found on the World
Wide Web; follow pointers from the University of
Oregon Home Page.
314 SERVICES FOR STUDENTS
Counseling: 346-3227. The center offers confiden-
tial individual and group counseling on such topics
as substance abuse, eating disorders, relationship
difficulties, stress, depression, sexual identity, and
cultural issues. Staff members provide consultation
and outreach services to various student groups at
the university and, upon request, consult with
faculty members, students, and others on
behavioral and mental health issues.
Testing: 346-3230. The testing office schedules
and administers required placement examina-
tions for mathematics, composition, and Chi-
nese, French, German, Spanish, and Japanese
languages. Credit by Examination programs are
coordinated through this office, which proVides
test descriptions; reading lists for preparation;
and administration, scoring, and reporting of the
results. The testing office serves as a coordinator
for most national testing programs, such as the
Graduate Record Examinations (GRE), the Law
School Admissions Test (LSAT), and the Gradu-
ate Management Admissions Test (GMAT). Ap-
plication forms and registration materials for
these programs are available in this office. The
testing office is open Monday through Friday
from 9:00 A.M. to 5:00 P.M., Room 238, Student
Health Center. Tests are administered by
appointment.
Training. The center offers a predoctoral intern-
ship program that is approved by the American
Psychological Association and supervised practi-
cum internships for graduate students in coun-
seling' clinical psychology, and social work.
Crisis Center: 346-4488. The crisis line, a tele-
phone service supervised by the counseling cen-
ter, operates evenings from 5:00 P.M. to 8:00 A.M.,
Monday through Friday, and twenty-four hours a
day on weekends.
DEAN OF STUDENTS
364 Oregon Hall
Telephone (503) 346-3216
Jane DeGidio, Dean of Students
The Office of the Dean of Students, through its
selvices and programs, helps create a positive
campus environment in which students can
practice the intellectual, emotional, and social
skills that ensure success at the university and in
the complex global community they will enter
after graduation. Programs, from preenrollment
through commencement, are designed to create
a sense of community that allows students to
pursue their academic careers in a safe, respectful
atmosphere that fosters cooperation among
people who live and work together.
Commencement
Mary Hudzikiewicz, Coordinator
All-university commencement exercises are held
in June and August. Individual departments and
colleges hold additional ceremonies in June. See
the academic calendar for dates.
Faculty Firesides
Laura Blake Jones, Coordinator
Faculty Firesides, a joint effort of the University
of Oregon Foundation and the Office of Aca-
demic Support and Student Services, offers fac-
ulty members and students the chance to spend
time together in casual settings where open dia-
10gues are encouraged and relationships are
enhanced.
Freshman Seminars
Gregg Lobisser, Coordinator
Freshman Seminars is an innovative program
of courses developed especially for University
of Oregon freshmen and transfer students in
their first-term at the university. Enrollment in
each seminar is limited to twenty students.
Unlike traditional lecture courses, the empha-
sis is on active discussion by participants and
development of a sense of community among
students. This personalized method of instruc-
tion gives students the opportunity to interact
with classmates and express ideas and opin-
ions freely. The seminars offer a great opportu-
nity to meet new friends, be challenged intel-
lectually in a relaxed atmosphere, and become
better acquainted with faculty members at the
University of Oregon. The Freshman Seminars
brochure lists each term's course offerings.
Brochures are available in the Office of the
Dean of Students.
Gay, Lesbian, and Bisexual
Education and Support Services
Stephanie Carnahan, Coordiantor
Education and support provide a hospitable cam-
pus environment for gay, lesbian, and bisexual
students, faculty members, and staff members.
Services include support groups, information and
referral, and campus antihomophobia education
programs.
Greek Life Advising
Shelley Sutherland, Adviser
The Greek life advisers, as staff members of the
Office of the Dean of Students, 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 the Dean of Students.
Honors and Awards
See the Honors and Awards section of this bul-
letin for information about honorary societies,
outstanding student awards, scholarships and
prizes, and the Dean's List.
Leadership Classes
Shelley Sutherland, Coordinator
The student development leadership classes
program is based on the assumption that indi-
viduals can learn to be effective leaders. Many
of the classes are offered for academic credit in
cooperation with the educational policy and
management area in the College of Education.
Student development leadership classes pro-
vide a blend of theoretical knowledge and
practical experiences necessary to develop
skills in effective communication, leadership,
and consulting as well as program and organi-
zation development. For more information,
visit or call the Office of the Dean of Students.
Mediation Program
Room 318, Erb Memorial Union
Telephone (503) 346-4240
Jacqueline Gibson, Director
The Office of the Dean of Students and the Asso-
ciated Students of the University of Oregon
(ASUO) jointly fund confidential mediation ser-
vices that are offered free to students and to fac-
ulty and staff members. In mediation a neutral
third party helps individuals or groups construc-
tively resolve or manage their disputes. 111e pro-
gram provides trained mediators and interns
who can help with problem solving, mediation,
and facilitation and provide conflict management
workshops.
New Student Orientation Programs
Jackie Balzer, Director
Orientation programs for new undergraduate
students and parents focus on improving the
quality of the new-student experience at the Uni-
versity of Oregon by providing assistance with
academic, social, and personal adjustment to
the university.
IntroDUCKtion. IntroDUCKtion, a two-day ori-
entation program for new students and their par-
ents, provides an opportunity to learn about sup-
port services, receive academic advising, and
.register for classes. IntroDUCKtion is offered
several times during the month of July. New stu-
dents who participate in IntroDUCKtion are reg-
istered for fall-term classes. When they return to
campus in the fall, they are free to participate in
New Student Orientation activities.
International Student Orientation. This
program, coordinated by the Office of Interna-
tional Education and Exchange, assists
international students entering the United States
and the University of Oregon for the first time.
The program includes an introduction to the aca-
demic system of the university and to its social
and cultural environment. It may include a tem-
porary stay with a host family in Eugene.
New Student Orientation. During New Student
Orientation, held in September, more than 300
academic, social, and cultural programs are pre-
sented by faculty members and returning stu-
dents. Programs help entering freshmen and
new transfer students start their academic ca-
reers smoothly. New Student Orientation pro-
vides opportunities before classes begin to meet
other students and to discover the campus and
community resources vital to the student's edu-
cational goals.
Parent Programs
Mary Hudzikiewicz, Director
A variety of programs provide parents with infor-
mation about the university community. Each fall
and spring term parents are invited to spend a
weekend on campus. Receptions, entertainment,
visits to classes, athletic events, awards luncheons
and speeches are some of the events offered dur- '
ing Parents' Weekends. Parents of prospective stu-
dents are invited to an annual Preview Day in the
fall, and IntroDUCKtion in the summer intro-
duces newly admitted students and their parents
to the university. A newsletter, Especially For
Parents, is published by the Office of the Dean of
Students.
flEALTH SERVICES 315
Race Task Force
Coordinated by the Office of the Dean of Stu-
dents and the Office of Multicultural Mfairs, the
Race Task Force provides support to students
who experience racism and mediates incidents of
racial tension on campus. The task force offers
forums and events for the public discussion of
racial issues, publishes an educational brochure
on racism, and advocates for victims of racial ha-
rassment.
Student Conduct Program
Elaine Green, Student Conduct Coordinator
The university's student conduct program is
designed to protect the rights, health, safety, and
well-being of every member of 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 stu-
dent conduct policies and procedures. The pro-
gram is administered by the student conduct
coordinator.
An abridged version of the Student Conduct
Code and information concerning the student
conduct program appear in the schedule of
classes, available in the Office of the Registrar.
Copies of the complete code are available for ex-
amination in the offices of the dean of students
and from the Office of Academic Advising and
Student Services, University Housing, the
ASUO, and the Office of Student Advocacy. A
copy of the code is available on the World Wide
Web; follow pointers from the University of
Oregon Home Page.
Substance Abuse Prevention
and Education
Laura Blake Jones, Coordinator
The Office of the Dean of Students administers
campus programs on alcohol and drug-abuse edu-
cation, prevention, and intervention. Programs and
services are offered to campus organizations and
students who want information about the use and
abuse of alcohol and other drugs.
Unwanted Sexual Behavior
Prevention
Laura Blake Jones, Coordinator
Through the Unwanted Sexual Behavior Task
Force, self-defense classes and courses about
preventing sexual assault, relationship violence,
and harassment are offered to the community.
Programs and other events designed to prevent
unwanted sexual behavior and meet federally
mandated requirements for campus safety are
sponsored each year.
Women's Center
Edwina Welch, Director
See the Associated Students of the University of
Oregon section of this bulletin for information
about the Women's Center.
ERB MEMORIAL UNION
1222 East 13th Avenue
Telephone (503) 346-3705
Charles Miller, Director
The Erb Memorial Union (EMU) is committed
to providing programs and activities for the
educational, cultural, and recreational enrichment
of the university community. Through a combina-
tion of programs, services, and facilities, the EMU
strives to make the extracurricular activities of
students an integral part of their education.
The EMU provides group meeting rooms, a vari-
ety of food service options, lounges, a recreation
center, and a staff of program consultants to help
groups and individuals plan programs. Student
government and activities offices are located
throughout the EMU.
Also housed in the building are the Oregon Daily
Emerald offices, a branch of the United States
Postal Service, the Campus Copy Center, photo
1.D. service, a small variety store, a ticket outlet,
the university lost-and-found service, a travel
agency, two automatic teller machines, and the
Computing Center Laboratory.
Other facilities of the EMU that are not housed in
the building are the Waterworks Canoe Com-
pany, which rents canoes and kayaks for use on
local waterways, and the Outdoor Program.
The Erb Memorial Union is funded from two
sources: the incidental fees paid by students each
term and the income generated by some EMU
units. Each year the EMU board submits its sub-
sidy request to the Associated Students of the
University of Oregon (ASUO) Student Senate,
which makes recommendations to the president
of the university about the allocation of incidental
fees to the Department of Intercollegiate Athlet-
ics, the ASUO, the University Counseling Center,
and the EMU.
Board of Directors. The EMU Board of Directors
is responsible for making general policy decisions
and long-range plans for the Erb Memorial
Union. The board also advises EMU staff mem-
bers on matters of day-to-day management and
administration. The board is made up of elected
students, appointed students, and appointed fac-
ulty members.
Childcare and Development Centers
Seven high-quality, state-certified childcare sites
are located on campus, in the East Campus area,
and at Westmoreland Family Housing. They pro-
vide developmentally appropriate childcare for
children twelve months through six years of age.
Student families receive first priority for enroll-
ment. Spaces are also available for children of
staff members and faculty members.
Opportunities exist for students to work in the pro-
grams as employees or to receive practicum credit
through various departments.
Club Sports
The Club Sports program bridges the gap between
intramural and intercollegiate sports. The philoso-
phy of and the key to the success of the program is
student involvement in program coordination and
administration. Emphasis is on participation in
competition and recognition as college athletes.
Teams include aikido, billiards, badminton, base-
ball, bicycling, bowling. crew, equestrian, fencing.
lacrosse, ice hockey, judo, karate, ranger challenge,
rugby, sailing. skiing. snowboarding, soccer, swim-
ming, table tennis, tae kwon do, volleyball, ulti-
mate frisbee, and water polo.
Craft Center
The Craft Center's workshops and courses are
open to everyone. People who purchase a term
pass can use studios that are well equipped for
ceramics, fibers, graphics, glass, photography,
woodworking, and other areas of the visual arts.
The center also sponsors programs by visiting
artists, art exhibits, and annual craft fairs.
Cultural Forum
The Cultural Forum presents a program of campus
entertainment and cultural activities including the
visual arts program for the EMU, films, concerts,
lectures, and performing arts.
Outdoor Program
The Outdoor Program offers activities such as
bicycle touring, camping, canoeing, hiking, river
rafting. sea kayaking. ski touring, and wind surf-
ing. The program hosts on-campus lectures, slide
presentations, and instructional workshops.
Recreation Center
The Recreation Center has facilities for bowling;
billiards; and video, foosball, and table games. It
sponsors tournaments in billiards, table tennis,
bowling, chess, backgammon, and College Bowl.
Student Activities Resource Office
The Student Activities Resource Office provides
resources to students and student organizations
for any type of programming. The staff also offers
consultation and workshops to help meet indi-
vidual or group goals.
HEALTH SERVICES
First Floor, Student Health Center
1590 East 13th Avenue
Telephone (503) 346-4441
Gerald J. Fleischli, M.D., Director
The Student Health Center provides a wide vari-
ety of medical and health-care services for cur-
rently enrolled University of Oregon students
who have paid incidental and health fees. These
services are provided by a highly qualified staff
that includes physicians, a dentist, nurse practi-
tioners, registered nurses, laboratory and x-ray
technicians, athletic trainers, physical therapists,
pharmacists, dental hygienists, health educators,
and support employees.
Medical and Health-Care Services
1. Diagnosis and treatment of student illnesses
and injuries
2. Basic preventive dental services and dental
education
3. Specialized medical care for allergies, internal
medicine, psychiatry, and minor surgical
procedures
4. Allergy skin testing
5. A women's health-care clinic with gyneco-
logical services and counseling
6. Medical laboratory services
7. Medical x-ray services
8. Mental health counseling
9. Physical therapy and rehabilitative services,
sports medicine and therapy clinics for
treatment of injuries
10. Licensed pharmacy
11. Nutrition counseling
12. Health-education services
13. Travel clinic
14. Health insurance program
Hours of Operation. The Student Health Center
is open from 8:00 A.M. to 6:00 P.M. Monday,
Wednesday, Thursday, and Friday; from 9:00 A.M.
to 6:00 P.M. Tuesday; 8:00 A.M. to 8:00 P.M. Satur-
day; and noon to 8:00 P.M. Sunday, fall through
spring terms. Summer session hours are 8:00 A.M.
to 4:30 P.M., Monday through Friday. The center is
closed between terms.
Appointments. Students should make appoint-
ments for outpatient care. An appointment can be
made by telephone or in person during weekday
hours. Students must show a current university
student identification card at the Student Health
Center.
Urgent Care. Students who need immediate at-
tention can use the urgent care service whenever
the health center is open, including weekends.
However, because this care is first-come, first-
served, more time may be spent in the waiting
room than if an appointment is made.
Students can use the local emergency rooms and
after-hours clinics for emergency and immediate
care when the health center is closed.
Charges. The Student Health Center charges for
laboratory tests, x-rays, medications and prescrip-
tions, immunizations and injections, dental proce-
dures, and other special services and supplies. Ev-
ery effort is made to keep these charges low.
There is no charge for basic nursing care. There is
a nominal fee for the first office visit each term
with a staff physician, dentist, psychiatrist, or
nurse practitioner.
Students who are referred for medical services
not available at the Student Health Center or
who seek medical or health services elsewhere
are fully responsible for all expenses.
Health Insurance. All students are strongly en-
couraged to have health insurance. Health insur-
ance can be purchased in Room 101, Student
Health Center. The Student Health Center staff
can explain how to obtain a bill for insurance pur-
poses, but the center does not bill insurance com-
panies.
University Health Requirement for Interna-
tional Students. International students may be
reqUired to have a screening for tuberculosis by
health center staff members. Screening may in-
clude a tuberculin PPD skin test or a chest x-ray.
Measles Booster Requirement. All students
born after December 31, 1956, and entering the
university after fall term 1990 must show proof of
two measles vaccinations. Students will not be
permitted to register for a second term without
proof of measles immunization on record at the
Student Health Center. After the beginning of a
term, registered students can be vaccinated for
measles at the health center for a fee.
Other General Information
All medical care and treatment provided at the
Student Health Center is confidential. Medical
records, patients' bills, and other patient informa-
tion are not released, unless required by law,
without the specific written authorization of the
patient. .~
The Student Health Center is fully accredited by
the Accreditation Association for Ambulatory
Health Care
For more information about Student Health Cen-
ter services, pick up an informational brochure at
the Student Health Center
INTERCOLLEGIATE
ATHLETICS
Casanova Athletic Center
2727 Leo Harris Parkway
Telephone (503) 346-4481
Bill Moos, Director
Head Coaches and Trainers
Dean Adams, trainer
Mike Bellotti, football coach
Tami Brown, softball coach
Bill Dellinger, men's track-and-field and cross-
country coach
Ron Finley, wrestling coach
Jerry Green, men's basketball coach
Cathy Nelson, volleyball coach
Wade Judy, women's tennis coach
Tom Heinonen, women's track-and-field and cross-
country coach
Lara Mack, women's golf coach
Jody Runge, women's basketball coach
Steve NosIer, men's golf coach
Emory "Buzz" Summers, men's tennis coach
Intercollegiate athletics at the university is an in-
tegral part of the institution. Opportunities to
participate in athletics are offered to students of
both sexes.
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 in 1939. Univer-
sity 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 uni-
verSity an attractive site for national champion-
ships. The university has been the championship
host for NCAA and Association for Intercolle-
giate Athletics for Women (AlAW) track and
basketball, and NCAA gymnastics, wrestling,
and golf.
Eugene was the site of the 1972, 1976, and 1980
Olympic Track and Field Trials and will host its
eighth NCAA meet in spring 1996.
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 Championships, and
other major competitions.
The university fields seven sports each for men
and women. Men's sports are basketball, cross-
country, football, golf, tennis, track and field, and
wrestling. Women's sports are basketball, cross-
country, golf, softball, tennis, track and field, and
volleyball. Women's Intercollegiate Athletics, or-
ganized in 1973, has been a part of the Depart-
ment of Intercollegiate Athletics since 1977.
The University of Oregon belongs to the NCAA;
both men and women compete at the Division I
level. The long-time organizer of men's athletics,
the NCAA, began sponsoring women's champi-
onships in the 1981-82 season.
The university also belongs to the Pacific Coast
Intercollegiate Athletic Conference (Pac-l0).
Other members of the Pac-l0 are Arizona, Ari-
zona State, UCLA, USc, California, Stanford,
Oregon State, Washington, and Washington
State. In 1994, the UO football team, champions
of the Pac-l0 conference, competed in the Rose
Bowl.
Pac-l0 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 Room 205 of the Casanova Athletic
Center on the UO campus; telephone (503) 346-
5433. There are branch offices in Medford and at
the Portland Center. The Medford branch is at 201
West Main, Suite 3C; telephone (503) 773-5487.
The Portland Center is at 722 SW 2nd Avenue in
Portland; telephone (503) 725-3828.
PHYSICAL ACTIVITY AND
RECREATION SERVICES
181 Esslinger Hall
Telephone (503) 346-4105
Lois J. Youngen, Director
Physical Activity and Recreation Services
(PARS), made up of Physical Education, Recre-
ation and Intramurals, and Equipment and Fa-
cilities Management Services, supports itself
through fees charged for physical-activities
courses. PARS sponsors comprehensive sports
and recreational programs for students and for
faculty and staff members of the university.
Physical Education offers more than 130 physical-
activity courses that emphaSize the development
of physical skills and contribute to a healthy
lifestyle. Recreation and Intramurals programs of-
fer participants the opportunity to enjoy competi-
tive sports and informal recreational activities.
Equipment and Facilities Management Services
maintain the recreational facilities and provide
services in the men's and women's locker rooms.
PARS programs are described more fully in the
Special Studies section of this bulletin.
PUBLIC SAFETY
Straub Hall
1319 East 15th Avenue
Telephone (503) 346-5444
Carey M. Drayton, Director
The Office of Public Safety is responsible for the
general safety of the campus twenty-four hours a
day, seven days a week. It oversees security, gen-
eral safety, environmental health, occupational
safety, radiation safety, keys and locks, parking,
the Lane Transit District Ridership Program, and
bicycle and car registration.
Parking regulations are available in the Office of
Public Safety. Students and university employees
may purchase parking permits for motor vehicles
or obtain free bicycle permits in this office from
8:00 A.M. to 5:00 P.M., Monday through Friday.
Fees are listed under Special Fees in the Tuition
and Fees section of this bulletin. Visitors may
obtain free one-day parking permits from the
public safety office, the information kiosk at 13th
Avenue and Beach Street, or from the depart-
ment they are visiting.
SPECIAL SERVICES
SPECIAL SERVICES
Academic Learning Services
68 Prince Lucien Campbell Hall
Telephone (503) 346-3226
Susan Lesyk, Director
The Center for Academic Learning Services (ALS)
provides academic support to university students
at various stages in their educational programs.
Through academic courses, noncredit workshops,
individual counseling, and drop-in mathematics
and writing laboratories, the center offers assis-
tance in study-skill improvement, preparation for
standardized entrance examinations, and tutoring
in many subject areas.
Courses for Credit. Students concerned about
their academic reading, research, writing, and
general study skills may benefit from participa-
tion in Introduction to University Study (ALS
101). This 3-credit course, which gives students
an academic orientation to the university, is par-
ticularly helpful for new students. Courses offered
by the center are listed in the Special Studies
section of this bulletin.
Noncredit Workshops. Among the noncredit
workshops offered are academic speed reading,
study techniques, grammar, mathematics review,
and preparation for the Graduate Record Exami-
nations, the Law School Admission Test, the
Graduate Management Admission Test, and the
Medical College Admission Test.
Tutoring. Peer tutors in entry-level undergradu-
ate courses are available through the center.
Students may drop in to receive free assistance
with mathematics and writing at the center's
laboratories.
American English Institute
107 Pacific Hall
Telephone (503) 346-3945
Sarah Klinghammer, Director
The American English Institute (AEI) offers four
English-language programs for adults who want
to improve their English proficiency in order to
perform effectively in an academic or professional
setting. They are the Intensive English Program,
the Supplementary English Language Training
(SELT) program, the Graduate Teaching Fellow
(GTF) program, and special short-term programs.
Institute instructors are university faculty mem-
bers with specialized training in linguistics, ap-
plied linguistics, or teaching English as a second
language (TESL). Classes begin in September,
January, March, and June.
Intensive English Program. This program con-
sists of a six-level basic curriculum and an 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 op-
tional courses that focus on areas of special con-
cern or interest to students, including Test of En-
glish as a Foreign Language (TOEFL) Preparation
I and II, Business English, American Culture,
Conversational English, and American Films.
Other services and facilities afford the student
opportunities to develop English proficiency. Ad-
vanced students may enroll, with the director's
approval, in one regular university course.
Trained and supervised tutors help students indi-
vidually with course work, conversation, listen-
ing' reading, composition, and pronunciation.
Supplementary English Language Training.
The SELT program is offered to enrolled under-
graduate and graduate students who need or re-
quest additional training in English as a second
language for academic work. Courses are offered
in pronunciation (LING 81), listening and note
taking (LING 82), oral skills (LING 83), reading
and vocabulary development (LING 84), and
Writing (LING 91, 92, 93). A placement test de-
termines the area in which work in English is
needed. These courses carry credit for enrollment
(eligibility) but not toward graduation; they sat-
isfy no university or college requirement. SELT
courses are taken at the same time as other uni-
versity course work. Information about this pro-
gram is available from either the institute or the
Office of International Education and Exchange.
Graduate Teaching Fellow Program. English
courses are offered to international graduate
teaching fellows who need or want help to
improve their English for use in the classroom.
Courses are offered to improve pronunciation,
listening and speaking abilities, and university-
level teaching skills. Information about this pro-
gram is available from the institute office, the Of-
fice of International Education and Exchange,
and the Graduate School.
Short-Term Programs. Upon request, the insti-
tute designs and teaches three- or four-week
programs for groups of students. Programs target
areas of interest such as business, university
preparation, American culture, or second-
language teaching methodology.
Student Services. The institute's student
services include an academic counselor, an
extensive orientation program before classes be-
gin, planned activities in Eugene and the state of
Oregon, housing assistance, and host families.
Admission Procedures. The institute's Inten-
sive English Program is open to students who
have successfully completed secondary school
and are able to demonstrate sufficient financial
support for study at the institute. To apply, the
following materials should be submitted:
1. An AEI application form
2. Original or certified copies of the most recent
degree or diploma received
3. A personal (or guarantor's) bank statement
showing the exact amount available for the
period of study, or evidence of a scholarship
4. A nonrefundable application fee of $40
If a student is transferring from another English-
language program in the United States, a recom-
mendation from the program director or a tran-
script must be included.
Admission to the American English Institute's
Intensive English Program does not imply
admission to any other school or program at the
University of Oregon.
Inquiries regarding admission should be directed
to Admissions Coordinator, American English
Institute, 5212 University of Oregon, Eugene OR
97403-5212, USA; fax (503) 346-3917.
Educational Opportunities
Program
68 Prince Lucien Campbell Hall
Telephone (503) 346-3226
Susan Lesyk, Director
The Educational Opportunities Program (EOP) is
part of the Center for Academic Learning Ser-
vices. Funded by a federal grant, the program
provides comprehensive academic support in-
cluding courses, noncredit workshops, tutoring,
academic and personal counseling, and advocacy
and mediation help for disadvantaged and tradi-
tionally underrepresented students. The program
offers services to students with a variety of prob-
lems 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 Learn-
ing Services in the Special Studies section of
this bulletin. The Educational Opportunities Pro-
gram office is open weekdays from 8:00 A.M. to
5:00 P.M.
High School Equivalency Program
1685 East 17th Avenue
Telephone (503) 346-3531
Emilio Hernandez Jr., Director
Federally funded and sponsored by the Univer-
sity of Oregon, the High School EqUivalency Pro-
gram (HEP) is a multicultural, bilingual alterna-
tive-education program for migrant and seasonal
farm-worker youths. The program offers services
to students with a wide range of academic and
language skills and provides instruction in social,
academic, and survival skills necessary to pass the
general educational development (GED) test and
to be placed in college, job training, or employ-
ment. The High School Equivalency Program of-
fice is open weekdays from 8:00 A.M. to
5:00 P.M.
Multicultural Affairs
470 Oregon Hall
Telephone (503) 346-3479
Marshall Sauceda, Director
The Office of Multicultural Affairs (OMA) assists
the university in the recruitment and retention of
African American, Asian-Pacific islander,
Chicano-Latino, American Indian and tribe-
affiliated Alaskan native students. In addition,
staff members strive to provide a caring and sup-
portive environment for people of color. The
office's support services include:
1. Assistance with admission
2. Academic advising
3. Macintosh computer laboratory
4. Scholarship, employment, and internship in-
formation
5. Student advocacy
6. Tutorial assistance
7. Selected course offerings including College
Composition I,ll (WR 121, 122), Intermediate
Algebra (MATH 95), College Algebra (MATH
111), Calculus for Business and Social Science
UI (MATH 241, 242), Introduction to Methods
of Probability and Statistics (MATH 243)
The office sponsors the Scholar Speakers Series,
the Mentorship Program, and Awards and
318 SERVICES FOR STUDENTS
Graduation Ceremony honoring students and
faculty members who have contributed to the di-
versity of the university. The office enhances the
new student experience through its welcoming
programs, the Fall Orientation Retreat, and the
Student Leadership Team Program.
Services are free. Students of color are encour-
aged to use the Office of Multicultural Affairs.
National Student Exchange
164 Oregon Hall
Telephone (503) 346-3211
Joe Wade, Coordinator
The University of Oregon is one of 124 public col-
leges and universities throughout the country
with membership in the National Student Ex-
change (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 advan-
tage of specialized courses or unique programs
that may not be available on their home cam-
puses. Participation in the program is limited to
one year.
To qualify, a University of Oregon student must
have a 2.50 cumulative grade point average
(GPA) or better. Students typically participate in
the exchange program during the sophomore or
junior year. In general, students apply during
winter term. Tuition is assessed by the host insti-
tution at the in-state resident rate; however, in
some situations tuition may be paid at the Uni-
versity of Oregon.
Speech-Language-Hearing Center
Clinical Services Building
Telephone (503) 346-3593
Lori Hornfelt, Director
The Speech-Language-Hearing Center offers a full
range of clinical and consultative speech, language,
and audiological services for individuals of all ages.
TI1ese services are offered in the clinic in the Center
on Human Development and in a variety of off-
campus sites including preschools, public schools,
hospitals, rehabilitation centers, and clinics. The
center serves as a local, state, and national resource
for innovative clinical service and clinical research,
providing high-quality, databased speech, lan-
guage, and hearing services to individuals with
communication disorders or delays. Simultaneously
the center creates opportunities in clinical practica
for students in the Communication Disorders and
Sciences Area.
Upward Bound
1859 East 15th Avenue
Telephone (503) 346-3501
Pearl M. Hill, Director
Upward Bound Mathematics and Regional Sci-
ence Center is a federally funded college prepa-
ratory program designed to generate the skills
and motivation necessary to complete high
school successfully and gain admission to an in-
stitution of higher education. High school
students who are from low-income families and
who are potential first-generation college gradu-
ates with academic promise are eligible. Students
are selected from high schools, and Upward
Bound and Talent Search programs in Alaska,
Idaho, Oregon, and Washington.
Participants attend an intensive four- to six-week
residential program during the university's sum-
mer session. The students take course and labo-
ratory work in biology, chemistry, physics, and
mathematics. The emphasis of the program is to
develop the students' skills and interests, en-
couraging them to pursue careers in mathematics
and science-related fields. During the school year
students are provided with tutorial and mentor
programs and are assisted with college-prepara-
tion activities in their school environments.
Veteran Affairs
220 Oregon Hall
Telephone (503) 346-3119
Herbert R. Chereck, Coordinator
The Office of Veteran Affairs, in the Office of the
Registrar, helps eligible student veterans and
their dependents obtain veterans' educational
benefits in compliance with Veterans Adminis-
tration procedures and regulations.
The office provides basic information about Veter-
ans Administration and Oregon State Veteran
benefits including Veteran Vocational Rehabilita-
tion, Veterans Tutorial Assistance, and contact
with the Veteran Administration Regional Office
in Portland. A student wanting advance pay for
educational benefits should write or call the Office
of Veteran Affairs approximately sixty days before
the beginning of his or her first term at the
University of Oregon and no later than thirty days
before. Other student veterans may be certified to
receive benefits for an academic year upon regis-
tration, but they should visit the office before the
beginning of each term to provide information
about their academic plans for the tenn.
Yamada Language Center
121 Pacific Hall
Telephone (503) 346-4011
Director
The Yamada Language Center houses the Uni-
versity of Oregon's language laboratories; it has
an extensive collection of audio and video media
and computer software. The center has multi-
media laboratory facilities for individual and
group work; several classrooms with audio,
video, laser disc, and video overhead projecting
equipment; and a computer laboratory. The
center's reading room and lounge has reading
material in various foreign languages and in En-
glish.
The center also provides support services to train-
ing programs for teachers of foreign languages
and English as a second language. As a research
unit, the center brings together faculty members
in second-language instruction, education, and
related fields to work on individual and collabora-
tive projects in second-language acquisition,
teaching methodology, and the development of
audio, video, and software instructional media
with accompanying texts. The center hosts nu-
merous workshops and seminars on topics related
to second-language acquisition and instruction.
STUDENT UNIVERSITY
RELATIONS COUNCIL
123 Agate Hall
Telephone (503) 346-2107
Kalista Bernardi, Adviser
The University of Oregon Student University Re-
lations Council (SURe) is an independent, non-
profit organization of students who volunteer
their time and skills as representatives of the
University of Oregon in coordination with the
UO Alumni Association and the Office of the
Vice President for Public Affairs and Develop-
ment. The council seeks to
• establish programs that directly benefit UO
students
• stimulate the interest and participation of the
student body, alumni, parents, and community
members in the activities and progress of the
university
• create avenues of communication among stu-
dents, faculty members, administrators, staff
members, alumni, parents, and community
residents
The group is composed of resourceful students
who demonstrate strong leadership, organiza-
tional skills, and an interest in and understand-
ing of the university. New members are selected
each fall and spring by a committee of juniors
and seniors.
In addition to planning, organizing, and imple-
menting special events such as Homecoming,
Mayfest, Parents' Weekend, and blood drives,
the council also works as a liaison between the
community and the university as well as between
university groups and the administration.
~,
The University of Oregon Bookstore will mark seventy-six years of service to students and to faculty and staff members in 1996. This is
the sixteenth year the bookstore has assisted in funding the UO Undergraduate and Graduate Bulletin's full-color covers, reiterating the
bookstore's continuing support of the university's academic programs. See the Services for Students section of this bulletin for more
information about the bookstore.
319
ENROLLMENtSTJ\Tl$TICS
Enrollment by Major and Classification 1993-94 Academic Year
Postbaccalaureate Nonmatriculated
Freshmen Sophomores Juniors Seniors Nongraduates Graduates Undergrads Graduates Totals
10 31 67 125 5 63 0 0 301
2 3 8 33 6 32 0 a 84
65 127 139 286 23 85 0 a 725
18 30 38 77 5 99 0 0 267
1 2 6 6 a 0 0 0 15
1 0 0 0 0 0 0 0 1
2 3 4 7 2 4 0 0 22
1 2 3 4 0 58 0 0 68
27 46 51 114 27 78 0 0 343
0 0 0 0 0 21 0 0 21
0 0 0 0 0 3 a 0 3
5 17 43 145 12 60 a 0 282
38 119 199 524 6 115 a 0 1,001
16 20 54 71 2 80 0 0 243
3 10 13 32 4 18 0 0 80
12 29 60 179 13 0 0 0 293
3 5 33 94 8 38 0 0 181
1 12 29 39 4 49 0 0 134
0 6 10 25 2 23 0 0 66
0 0 1 0 1 0 0 0 2
16 35 50 173 6 57 0 0 337
2 8 11 29 3 a 0 0 53
0 0 a 6 0 0 0 0 6
2 5 23 112 2 51 0 0 195
a 0 1 3 0 3 0 a 7
2 9 17 43 1 0 a 0 72
0 0 0 1 0 0 0 0 1
4 6 15 34 12 50 0 0 121
'7 21 30 63 4 64 0 0 189
2 7 10 38 4 34 0 0 95
6 11 17 34 6 127 0 0 201
41 64 150 340 13 48 0 0 656
7 7 1 3 0 0 0 0 18
75 214 309 628 16 74 0 0 1,316
3 2 5 6 1 0 0 0 17
2 10 12 39 2 28 0 0 93
1 6 8 19 2 6 0 0 42
12 48 140 406 6 48 0 0 660
2 17 43 93 8 13 0 0 176
0 0 0 0 0 12 0 0 12
10 16 22 47 3 28 0 0 126
747 1,034 362 108 108 0 0 0 2,359
0 0 0 0 0 2 0 0 2
1,146 1,982 1,984 3,986 317 1,471 0 0 10,886
49 143 254 807 37 456
201 311 442 1,025 23 284
1 13 18 31 11 682
93 212 221 429 25 38
0 0 0 0 0 407
20 50 46 124 5 150
364 729 981 2,416 101 2,017
0 0 0 0 0 0
0 0 0 0 0 157
0 0 0 0 0 0
0 0 0 0 0 94
1,510 2,711 2,965 6,402 418 3,739
College of Arts and Sciences
Anthropology . ..
Asian Studies .
Biology ..
Chemistry ..
Chinese ..
Classical Civilization .
Classics ..
Comparative Literature .
Computer and Information Science .
Creative Writing .
East Asian Languages and Literatures ..
Economics .
English .
Exercise and Movement Science ..
French ..
General Science .
Geography .
Geological Sciences .
German .
Greek...... . .
~~:~iti~~·:::::::::::::::::::::::::::::::::::::::::::::::::::.
Independent Study .
International Studies ..
Italian .
Japanese .
Latin .
Linguistics .
Mathematics .
Philosophy .
Physics ..
Political Science .
Preengineering .
Psychology .
Religious Studies .
Romance Languages ..
Russian ..
Sociology .
Spanish ..
Speech: Telecommunication and Film .
Theater Arts .
Undeclared premajors ..
Women's Studies ..
Total .
Professional Schools
Architecture and Allied Arts ..
Lundquist College of Business .
Education .
Journalism and Communication .
Law ..
Music .
Total, .
Other
Community Education Program .
Interdisciplinary Studies ..
Unaffiliated .
Unclassified ..
Total All Majors .
Summary of Degrees Granted: Fall 1993 through Summer 1994
Bachelor's Degrees Male Female
Bachelor of Arts 510 838
Bachelor of Science 759 605
Bachelor of Architecture 54 21
Bachelor of Fine Arts 14 15
Bachelor of Interior Architecture 1 10
Bachelor of Landscape Architecture 7 13
Bachelor of Music 15 13
Total................................................................ 1,360 1,515
Advanced Degrees Male Female
Master of Arts 65 105
Master of Science 156 166
Total
1,348
1,364
75
29
11
20
28
2,875
Total
170
322
Master of Architecture .
Master of Business Administration .
Master of Education ..
Master of Fine Arts ..
Master of Interior Architecture .
Master of Landscape Architecture .
Master of Music ..
Master of Urban Planning .
Doctor of Philosophy ..
Doctor of Musical Arts ..
Doctor of Jurisprudence ..
Total .
Total Degrees ..
0 0 1,746
0 0 2,286
0 0 756
a 0 1,018
a 5 412
0 0 395
0 5 6,613
374 684 1,058
0 0 157
38 0 38
637 1,488 2,219
1,049 2,177 20,971
23 14 37
95 23 118
3 20 23
13 16 29
0 5 5
5 4 9
6 6 12
12 8 20
94 75 169
3 2 5
63 52 115
538 496 1,034
1,898 2,011 3,909
1989-90 1990-91 1991-92 1992-93 1993-94
17,826 18,141 16,905 16,719 16,593
14,892 15,168 14,356 14,203 13,936
1,106 1,073 1,096 1,154 1,151
15,998 16,241 15,452 15,357 15,087
90% 90% 91% 92% 91%
Retention Data
Pursuant to Public Law 94-432 (Section 132 of the Education Amendments of 1976 to the Higher Education Act of 1965), the university is required to prepare and
disseminate selected information to students. The required information includes a statement on the retention of students at the university. The following data are
presented in support of this requirement.
Academic Year
Enrollment Fall Term .
Enrollment Spring Term for Fall-Term Enrollees .
Degrees Awarded Fall and Winter Terms ..
Total Spring-Term Enrollment and Other Degrees Awarded .
Percentage Retained or Graduated for the Year .. ..
321
'i'·~<"~.";; .~ ~ ~
. . .
, .
Living in Eugene
game, and the Eugene Airport
provides convenient service to
Seattle, San Francisco, Denver,
and Salt Lake City.
through a flurry of light powder
or glide along miles of groomed
cross-country ski trails at the
Willamette Ski Area. Camp be-
neath the summer stars or ex-
plore clean mountain lakes hid-
den amid majestic conifers.
• Eugene is close enough to Port-
land to take in a Trail Blazers
Willamette River. Catch a concert
at the world-class Hult Center.
• Just sixty minutes from campus:
One can walk for miles on pris-
tine public beaches. Explore tide
pools teeming with life. Watch
migrating whales, fishing boats,
and spectacular sunsets from
rocky cliffs. Drive a
dune buggy across the
world's largest ocean-
formed sand dunes.
• Just ninety minutes
from campus: One can
charge downhill
otic food booths, parades, musical
performances, art, athletic events,
and jubilant celebrants. Area crafts-
people and artists display their
wares at Eugene's open-air Satur-
day Market and enliven the colorful
atmosphere of the Fifth Street Pub-
lic Market.
It's all within easy reach of campus
by foot, bike, or bus. More than 100
miles of bicycle paths and jogging
trails meander through the city's
riverside parks and rose gardens
and into the business and university
districts. The city's bus system pro-
vides convenient-and free-trans-
portation to DO students.
Eugene's central location allows
easy access to a world of recre-
ational opportunities. A few timely
examples:
• Just fifteen minutes from campus:
One can fish for trout in a crys-
tal-clear river. Hike through lush,
fragrant forests. Relax in one of
the 157 area parks. Float the
Located at the junction of the
Willamette and McKenzie rivers,
Eugene is an hour east of the Pacific
Ocean and an hour west of the Cas-
cade Mountains. Eugene combines
the relaxed amenities of a small
town with the cultural advantages
of a much larger city. Here, rainbow
and cutthroat trout rise in the clear
riffles of the Willamette River, while
the world-class acoustics of the au-
ditoriums in the Hult Center for the
Performing Arts lure performers
ranging from James Brown to the
Israeli Ballet. On summer evenings,
thousands watch the Eugene Emer-
alds baseball team take on regional
opponents at Civic Stadium, while
hundreds attend one of the many
free concerts at local parks. Sail-
boats and sailboarders dot the wa-
ters of nearby Fern Ridge Reservoir,
while Olympic track-and-field
hopefuls compete at the DO's
Hayward Field.
A city with a distinct personality,
Eugene (population 117,000) is a
community that literally celebrates
diversity. During the annual Eugene
Celebration, large sections of the
downtown are closed to traffic and
filled with a colorful mosaic of ex-


324
Faculty Index
325
Faculty listings are based on information received
in the Office ofUniversity Publications by April
21,1995.
Aaron, Laura 200
Abbott, Max G. 252
Abu-Jaber, Diana G. 80
Acheson, Keith A. 252
Acker, Joan R. 164, 304
Acker, Martin H. 248
Acres, Alfred 134, 197
Adams, Cynthia 97
Adams, Dean 316
Adler, Jack D. 181
Aikens, C. Melvin 52, 56, 125, 304
Alavi, David S. 304
Albaum, Gerald S. 121, 236, 308
Albert-Galtier, Alexandre 153
Albin, Richard W. 258
Alef, Gustave 114
Alexander, Henry A. Jr. 138
Allen, Alice J. 300
Allen, Doris Renshaw 283
Alley, Henry M. 118
Alman, Karen Champagnie 263
Alpert, Laura J. 172, 202
Altmann, Barbara K. 74,134,153,172
Anderson, Frank W. 130
Anderson, Michael C. 148
Anderson, Susan C. 14, 110
Anderson-Inman, Lynn 260
Andrews, Fred C. 130
Andrews, George F. 191
Aoki, Keith 271
Arboleda, Jiffin 168
Ariola, Zena M. 75
Arkin, Lisa Codman 100,162,172,277
Armstrong, Paul B. 88, 305
Aspeslagh, Wim 216
Axline, Michael D. 93, 271
Ayora, Jorge R. 125, 153
Ayres, William S. 52, 56, 136, 168, 304
Bailey, Exine Anderson 283
Baird, Barbara Myers 282
Bajer, Andrew S. 59
Baker, Lois 1. 271
Baldwin, Dare A. 126, 148, 305
Baldwin, Ewart M. 106
Baldwin, John H. 66, 93, 190, 216, 308
Baldwin, Kenneth T. 282
Ballinger, Thomas O. 200
Balzer, Jackie 314
Bambury, Jill E. 191
Barkan, Alice 59, 306
Barnes, Bruce A. 130
Barnes, Eugene B. 301
Barnhard, Ralph J. 66, 101
Barr, Sherrie 277
Barrar, Richard B. 130
Bartel, Roland 88
Bartlein, Patrick J. 102
Barton, Robert 170
Bateman, Barbara D. 260
Bates, Barry T. 97
Baugh, William H. 144
Baumgold, Deborah 118, 144
Bayless, Martha J. 71, 88, 134
Beck, Jacob 101, 148
Beck, Karen 300
Beebe, John Fred 159, 162
Beelman, Glenn T. 130
Belitz, Dietrich 140,307
Bellotti, Mike 316
Bender, Steven W. 271
Bennett, Jack W. 58, 180
Bennett, Leslie K. 283, 300
Bennett, Wayne 282
Benz, Michael R. 260
Berg, Rudy 307
Bergquist, Peter 41, 282
Berk, Gerald 144
Bernardi, Kalista 318
Best, Roger J. 236
Bestland, Erick A. 106
Bettman, Ann 213
Beudert, Mark 282
Biersack, Aletta 52,58, 136, 152, 168,172,305
Biglan, Anthony 256
Bingham, Edwin R. 114
Birn, Raymond 114
Birrell, Pamela 172
Bishop, Louise M. 88, 134
Bivins, Thomas H. 263
Black, Lynn 13
Blackwell, Barbara 260
Blanchard, James 93, 185
Blandy, Doug 66, 100, 200
Blonigen, Bruce A. 84
Boekelheide, Virgil C. 66
Bogel, Cynthea J. 56, 134, 197
Bogen, Gerald K. 252
Boggs, Sam 106
Boles, Shawn 93
Bolton, Christopher R. 181
Bonamici, Andrew R. 300
Bonds, Alexandra 170
Bonine, John E. 271
Bonnett, Howard T. Jr. 59
Borchardt, John W. 181
Bordwell, Constance 88
Boren, James 1. 88, 134
Borovsky, Zoe 74, 110, 134
Bothun, Gregory D. 93, 140
Botvinnik, Boris 130
Boucot, Arthur J. 106
Boush, David M. 236
Bowditch, P. Lowell 71, 74
Bowerman, Bruce A. 59,306
Bowerman, William J. 181
Bradshaw, William E. 59, 118
Branchaud, Bruce P. 66
Branscomb, Allan B. 216
Brau, James E. 140
Breidenthal, Leslie T. 283
Brick, Howard 114
Bricker, Diane D. 250
Brinkerhoff, Kathie 300
Briscoe, John 1. 191
Brodie, Donald W. 271
Brokaw, Cynthia J. 56,114,172
Brown, G. Z. 191, 304, 308
Brown, Richard Maxwell 114
Brown, Steven T. 74,81
Brown, Tami 316
Brown, Warren B. 235
Brownmiller, Sara N. 172,300
Bro~RandiM. 153,172
Bryan, Stanley W. 191
Buch, James R. 16
Buckner, Paul E. 202
Buczkowski, Mieczyslaw "Mischa" E. 162, 300
Buhl, Cheryl 241
Bullis, Michael D. 260
Burgess, Thomas III 183
Burris, Vallon 1. 164
Bustamante, Carlos J. 66, 306, 307
Butler, Barbara A. 300, 307
Bybee, Carl R. 263, 304
Byrd, Barbara 182
Cadbury, William 88
Calhoon, Kenneth S. 74,110,305
Calin, Fran~oise G. 153
Campbell, Ellen 282
Campbell, Robert 84
CannCasciato, Daniel G. 300
Capaldi, Roderick A. 59, 306
Carmichael, Howard J. 140,304,307
Carnahan, Stephanie 314
Carnes, Alice 200
Carnine, Douglas 260
Carpenter, Gaylene 172,216
Carpenter, Kathie 1. 56, 126, 168, 305
Carroll, George C. 59
Carter, Lawrence R. 164
Cartier, Carolyn 1. 56, 93, 102, 136, 168
Cartwright, Virginia 191, 308
Carver, Deborah A. 300
Case, David R. 282
Cashman, Katharine V. 106, 307
Castenholz, Richard W. 59,307
Cava, John 191
Cawthorne, Jon E. 300
Chadwell, Faye A. 300
Chandler, Vicki 1. 59, 306
Chaney, Richard P. 52, 100
Charters, Werrett W. Jr. 252
Chatfield, Steven 97, 277
Ch'en, Shang-Yi 140
Chereck, Herbert R. 20, 318
Cho, Sumi K. 96, 144
Chope, Roger A. 231
Choquette, Robert J. 216
Christensen, Ned J. 246
Christensen, Rodney E. 300
Civin, Paul 130
Clark, Chapin D. 271
Clark, John P. 164
Clark, Richard G. 282, 305
Clark, Robert D. 170
Clark, Shirley Merritt 252
Clark, Suzanne 74,88,172
Clarke, H. Harrison 181
Clayton, Mary E. 300
Cloepfil, Brad 191
Close, Daniel W. 256, 258
Close, Valerie Taylor 240
Coale, Shirley Ann 136
Coe-Clark, Margaret 202
Cogan, Frances B. 118,172
Cohen, J. David 140,307
Cole, Charles W. 235
Coleman, Cynthia-Lou 93,172,263
Coleman, Edwin 1. II 88, 96, 100
Coleman, Samuel K. 52, 121
Coley, Thomas 252
Collin, Robert W. 93
Collin, Robin Morris 271
Collins, Paul F. 148
Combellack, Frederick 71
Conant, Eaton H. 235
Conery, John S. 75
Conley, David T. 252
Cook, Stanton A. 102
Coppock-Bland, Nan 13
Corner, Donald B. 190, 191, 304
Craig, Colette G. 121,125, 126
Craig, Jenifer P. 277, 305
Craig, Scott 216
Crasemann, Bernd 140,304
Crawford, James M. 305
Crosswhite, James R. 88
Crumb, Lawrence N. 125, 300
Cruz, Jacqueline 153
Csonka, PaulL. 140,307
Cunningham, John H. 236
Cuny, Janice 75
Curland, David J. 153
Curtis, Charles W. 130, 307
Dahle, Thomas 1. 252
Dahlquist, Frederick W. 66, 306
Daly, Carole 1. 224
Dann, Larry Y. 234
Darling, Karen D. 300
Dasso, Jerome J. 233
Davie, William E. 138
Davies, James C. 144
Davis, Howard 191, 207, 304
Davis, Lorraine G. 169, 181
Davis, Richard M. 84
Davis, Robert 1. 126, 153
Deans, Nancy 1. 66
Dearborn-Karan, Lynne 191
DeBuse, Marjorie 242, 260
DeChaine, Faber B. 170
Decker, Leslie 114
Degge, Rogena M. 200
DeGidio, Jane 252,314
DeHaven, Edna P. 252
deJung, John E. 252
DeLancey, Scott 41, 56, 126, 168, 305
Del Guercio, Diane Garcia 234
Dellinger, Bill 316
Dennis, Matthew 93,114
Descutner, Janet W. 14,100,168,277
Deshpande, Nilendra G. 140,307
Desroches, Richard H. 153
Deutsch, Steven 58, 164, 182, 304
DeVries, Philip J. 59, 168
Diamond, Irene 93,137,144,172, 305
Dickman, Alan 59, 93
Diethelm, Jerome 213
Dizney, Henry F. 258
Doerksen, David P. 282
Dole, Philip H. 191, 207
Dolezal, Mary-Lyon 134,197
Donnelly, Marian Card 163,197
Donnelly, Russell J. 140,307
Donovan, Sally 207
Dorjahn, Vernon R. 52, 121
Dougherty, M. Frances 277
Douglas, Sarah A. 75, 126,305
Dowd, Charles 282
Downes, Bryan T. 14,66,200,216
Doxsee, Kenneth M. 66, 307
Drayton, Carey M. 316
Dresman, Paul C. 88
Dryzek, John S. 144
Duckett, Kenneth W. 301
Dudley, Gordon A. 248
Dufek, Janet S. 97,101
Duff, Stephen F. 191
Dugaw, Dianne M. 88,100,172
Dumond, Don E. 52, 125, 200, 303
Duncan, Charles T. 263
Durnell, Jane B. 301
Durrant, Stephen W. 56, 81, 118
Dusseau, David T. 235
Dyer, Micheal N. 14, 118, 130
Dyke, Thomas R. 66, 304, 307
Earl, James W. 88, 120, 134, 163, 305
Eaton, Katherine G. 301
Ebbeck, Vicki 97
Edson, C. H. 66,172,252
Eisemann, Eric 1. 207
Eisen, Judith S. 59, 136, 306
Eisert, Debra C. 258
Ellis, ChristopherJ. 84
Emerson, Jan S. 74,110,134,172
Emlet, Richard B. 59,307
Engelking, Paul C. 66, 93, 304
Engelmann, Siegfried E. 260
Epple, Juan A. 125, 126, 153
Epps, Garrett 271
Epstein, Maram 56, 74, 81
Erickson, Kenneth A. 252
Eriksen, K. Jeffrey 305
Erlandson, Jon M. 52
Esau, Kaia Stavig 300
Espeseth, V. Knute 260
Etherington, David W. 305
Etter, Orval 217
Ettinger, Linda F. 172,190,200,298
Evans, George W. 84
Ewan, Jack D. 263
Exton, Deborah B. 66
Eyster, Michael 35
FACULTY
Fagan, Susan J. 88
Fagot, Beverly 148, 172
Fagot, Robert F. 148
Fair, Lauru 74,114,172
Falconeri, G. Ralph 114
Falsgraf, Carl 126
Fargher, Neil 231
Farley, Arthur M. 75, 305
Farwell, Marilyn 88, 172, 304
Feekin, Lynn M. 182
Felsing, Robert H. 56, 301, 304
Ferens, Robert R. 191
Ferguson, Dianne 1. 258, 259
Ferguson, Philip M. 258
Ferrington, Gary W. 243
Fickas, Stephen F. 75
Figlio, David N. 84
Findly, Elizabeth 301
Finley, Ron 316
Fishlen, Michael B. 56, 81
Fiszman, Joseph R. 144
Flannery, K. Brigid 258
Fleischli, Gerald J. 315
Fletcher, Bob 180, 181
Flynn, Gregory C. 66, 306
Fong, Lawrence W. 200
Ford, Karen J. 88
Forell, Caroline 58, 172, 271
Foster, David G. 203
Foster, John B. 93, 125, 164, 304
Fracchia, Joseph G. 114,118
Francisco, Richard P. 252
Frank, David A. 118, 137, 241
Frank, Peter W. 59
Franklin, Jon D. 263
Frantz, Paul A. 301
Frazer, Charles F. 263
Frazier, Gregory V. 233
Frazier, Richard 282
Freeman, Robert S. 130
Freinkel, Lisa 74, 88
Freund, Richard D. 248
Frey, Raymond E. 140
Freyd, Jennifer J. 148,172,305
Friedman, Robert P. 170
Friestad, Marian 41, 236, 308
Frisch, Deborah 118, 148
Frishkoff, Paul 231
Frohnmayer, Dave 271
Fry, Gerald W. 56, 58, 66, 121, 136, 144, 168, 304
Fujii, Noriko 56, 81, 126
Fuller, Linda O. 121, 125, 165, 172, 304
Fullerton, Sally 248
Fulton, Donald 183
Gage, John 1. 88
Gainer, John F. 282
Gale, Maradel K. 121, 136, 137, 216, 304, 307
Gale, Richard P. 14,47,93,165,307
Gall, Meredith "Mark" 47, 255, 260
Gallagher, James J. 182
Gallagher, Mary 207
Garces, Vicente E. 301
Garcia-Pabon, Leonardo 74,153
Garfield, Richard F. 191
Gary, Susan N. 271
Gassama, Ibrahim J. 271
Gast, W. Gerald 191
Gehring, Jane 200
Genasci, Donald 191
Gerber, Theodore P. 162, 165
Gerdes, C. Edward 271
Gernon, Helen 231
Gersten, Russell M. 258
Ghent, Kenneth S. 130
Giansante, Kim 246
Gibson, Jacqueline 314
Gilberts, Robert D. 252
Gilkey, Peter B. 130
Gilland, Wilmot G. 191
Gilmore, Philip C. 191
Girardeau, Marvin D. 140, 304, 307
Girling, Cynthia 213
Giustina, Sylvia B. 153
Givens, James W. 191
Givan, T. 88,126,305
Gladhart, Amalia 153
Glaser, Susan R. 223
Gleason, Timothy W. 263
Gleason-Ricker, Mary 260
Glover, Elizabeth G. 258
Goble, Andrew E. 56,58,114,134,152
Goldberg, Lewis R. 148
Goldman, Marion Sherman 152, 165, 172, 305
Goldman, Paul 66, 165, 252, 304
Goldrich, Daniel 93,121,125,144,304
Goldschmidt, Steven M. 252
Goldstein, Henry N. 84
Goles, Gordon G. 101,106, 118, 136
Gomez, Joni 301
Gontrum, Peter B. 110
Gonzalez-Palmer, Barbara 282
Good, Roland H. III 256
Goodman, Bryna 56,114
Gordon-Lickey, Barbara 136, 148, 306
Gordon-Lickey, Malvin 136,148,306
Gorokhovskaya, Tatyana 159, 162
Goswami, Amit 101,140,307
Gould, Evlyn 74, 153
Graff, Ronald J. 202
Graffeo, Francis 282
Grandy, Christine 301
Grant, Philip 59
Granzin, Alexander C. 256
Gray, Jane 59, 106
Gray, Jo Anna 84
Green, Elaine 315
Green, Jerry 316
Green, Nancy 243
Greene, Dennis 271
Greene, Roland 74, 88, 96, 125,305
Greenfield, Thelma 88
Greenland, David E. 102, 307
Gregory, Stephen 140, 307
Griffith, Clark 88
Griffith, O. Hayes 66,306
Griggs, Allan B. 106
Grober, Memory 301
Grosenick, Judith K. 41, 243
Grove, Myron A. 84
Grudin, Robert 88
Gustafson, John M. 283
Guzowski, Kenneth 207
Gwartney, Patricia A. 165, 172, 308
Haack, Julie 66
Hackman, Robert M. 52
Haddox, Phyllis 1. 260
Hahn, Walther 1. 110
Haislip, John A. 88
Haley, Michael M. 66, 307
Halgren, Joanne V. 301
Hallock, Margaret J. 182, 304
Halpern, Andrew S. 260
Hamilton, John 283
Hanes, Jeffrey E. 56, 114
Hanhardt, Arthur M. Jr. 144
Hanna, William S. 114
Harbaugh, William T. 84
Hardin, Sharon Hobart 216
Hardwick, John 66,140,304
Harris, Leslie J. 172, 271
Harris, Patricia Jean 59
Harris, William H. 252
Harrison, Brent 185
Harrison, David K. 130
Hart, Thomas R. 74
Harvey, S. Marie 52,172,304
Haskett, Robert S. 114, 125, 126
Hawk, John 301
Hawk, N. Ray 252
Hawkins, DelL 236
Hawley, Diane K. 66, 306
Hawn, Arthur W. 191, 197,207, 209
Hayden, Wallace 191
Haydock, Roger 41,140,307
Haynes, Stephen E. 84, 169
Heapes, Nancy A. 185
Hearn, Arthur C. 252
Hearn, Linda S. 277
Hecker, Steven 66, 182, 304
Heinonen, Tom 316
Heiny, Henriette A. 98
Heinzkill, J. Richard 301
Helmer, John F. 301
Helphand, Kenneth 1. 197,207,213
Hennessy, Michael 75
Herbert, Daniel M. 191
Herbert, Robert 1. 138
Hernandez, Emilio Jr. 317
Hen, Cynthia M. 260
Herrick, David R. 66, 304, 307
Hessler, Julie M. 114, 162
Hester, Jerry D. 140
Heuser, Frank 282
Heydon, Julia J. 282
Hibbard, Judith H. 165, 172, 216, 308
Hibbard, Michael 121, 207, 216
Hickman, R. Craig 202
Hildreth, Richard G. 136, 271, 307
Hill, Pearl M. 318
Hines, Clarence 252
Hintz, Carl W. 301
Hintzman, Douglas 1. 148,305
Hladky, J. Robert 283
Ho, Suenn 191
Hodder, Janet 307
Hodgdon, Rosaria Flores 191
Hodge, George M. Jr. 191
Hoffer, Kathleen 246
Hokanson, Katya E. 74, 162
Holbo, Paul S. 114, 163
Holcomb, J. Michael 202
Holland, Maurice J. 271
Hollis, Orlando John 271
Holser, William T. 106
Hongo, Garrett K. 80
Hopewell, Michael H. 234
Hopkins, George 283
Horner, Robert H. 240, 258
Hornfelt, Lori 240, 246, 318
Hosticka, Carl J. 216, 298
Housworth, Elizabeth A. 130
Hsu, Jane Yen-Cheng 301
Hudson, Bruce S. 66, 304
Hudzikiewicz, Mary 13, 14, 15,314
Hugi, Joanne R. 297
Hull, Ray E. 260
Hulse, David 213,217,307
Hulteng, John 1. 263
Hummer, Terry R. 80
Humphrey, Dwight H. 301
Humphreys, Eugene D. 106
Hunter, Donald L. 301
Hurwit, Jeffrey M. 71,197
Hurwitz, Robert 1. 282
Hutchison, James E. 66,307
Hwa, Rudolph C. 140,307
Hyatt, Dennis R. 301
Hyman, Ray 148,305
Hynes, Joseph A. Jr. 88, 118
Imamura, James N. 140,307
Irvin, Larry K. 258
Isenberg, James A. 130, 307
Ismach, Arnold 263
Jackson, Ruth F. 88
Jacobs, David 118,144, 165
Jacobson, Esther 56,162,197
Jacobson, Jon L. 66, 121, 271
Jaeger, Mary K. 71
James, Robert C. 203
James, Stanley 1. 97
Jenkins, Barbara Baxter 301
Jennings, Jesse D. 52
Jensen, Jody 1. 97, 136,306
Jette, George S. 213
Jewett, Wayne J. 191,209
Johannessen, CarlL. 102
Johannis, Theodore B. JI. 165
Johnson, Bart 213
Johnson, Benton 118, 152, 165
Johnson, David C. 66,307
Johnson, Gloria E. 88
Johnson, JQ 301
Johnson, KarenJ. 190
Johnson, Leon B. 202
Johnson, Lyman T. 191, 209
Johnson, Mark 126, 138, 305
Johnson, Miriam M. 165
Johnson, Stephen M. 136
Johnston, A. Dana 106
Jones, Beverly J. 200
Jones, Catherine M. 235
Jones, Donald C. 97
Jones, Laura Blake 314, 315
Jones, Stanton 213
Jones, Victoria A. 301
Juba, James P. 88
Judy, Wade 316
Julum, Jeffery 162
Jung-Palandri, Angela 81
Jungjohann, Kathleen 242, 260
Kahle, Lynn R. 236,298
Kameenui, Edward J. 239, 260
Kaminski, Ruth 256
Kanagy, Ruth 56, 81
Kantor, William M. 130
Kataoka, Hiroko C. 56, 81, 126
Kaufman, Martin J. 239,252, 258
Kays, M. Allan 106, 118
Keana, John F. W. 66
Keele, Steven 97, 136, 148, 305, 306
Keith, Robert E. 217
Keller, Homer T. 283
Kellett, Ronald W. 66,191,304,307
Kellman, Michael E. 66, 304, 307
Kemp, Edward C. 301
Kempner, Kenneth M. 121, 125,252,308
Kensler, Gordon L. 200
Kessler, Lauren J. 172, 263
Keutzer, Carolin 148, 248
Kevan, Stephen D. 140,307
Keyes, Peter A. 191, 304
Kezer, James 59
Khang, Chulsoon 84
Kim, Hee-Jin 152
Kimball, R. Alan 114, 121, 159, 162
Kimble, Daniel P. 136, 148, 306
Kime, Robert E. 181
Kimmet Charles B. 59, 136, 306
King, Raymond D. 231
Kintz, Linda 74,88,125,172
Kirkpatrick, Laird C. 14, 271
Kissler, Gerald R. 217, 252
Kitzhaber, Albert A. 88
Klassen, Timothy 301
Kleinsasser, William 191
Klemm, LeRoy H. 66
Kley, Miriam 202
Klinghammer, Sarah 126,317
Klonoski, James R. 144
Kloppenberg, Lisa A. 172, 271
Klos, Sheila M. 301
Klug, Gary A. 97, 136, 306
Kneen, Terry 242
Koch, Marianne J. 235
Koch, Richard M. 101, 130
Kohl, Stephen W. 56, 81
Kokis, George 202
Kolpin, Van W. 84, 118
Koreisha, Sergio 233
Kramer, Dean F. 282
Kraus, Richard 56,144,304
Krieg, Clarice E. 301
Krier, Patricia 200
Kriesky, Jill K. 182
Krinsley, David 106
Krusoe, Sana 202
Kukla, Rebecca 138
Kyr, Robert 168, 282, 284
Lachman, Charles H. 56, 120, 134, 197
Lacy, Frank R. 272
Ladau, Ronald 88
Laing, Ellen Johnston 197
Lallas, John E. 252
Lamon, William E. 181
Lampman, Tracy 13
Lande, Russell S. 59, 93, 307
Lang, Robert G. 114
Lanier, Vincent 200
Large, Larry D. 252
Larison, M. Charlene 59,176,178
Larson, Sidner 88
Larson, Wendy 56,74,81,304
LaRusso, Dominic A. 170
Laskaya, Catherine Anne 88, 120, 134
Latarski, Donald R. 282
Lauterbach, Diana 47, 200, 298
Laux, Dorianne 80
Lavery, Roger M. 263
Lawrence, Mary S. 271
Leahy, John V. 101, 130,307
Lee, Chang-rae 80
Leedom, Mark 216
Lees, Clare A. 74,88, 134
Lefanowicz, Craig E. 14
Lefevre, Harlan W. 140
329
Lehrman, Kenneth F. III 144, 310
Lemert, James B. 41,263
Lenn, Kathleen M. 301
Leonard, William C. 301
Leong, Albert 159, 162
Leppmann, Wolfgang A. 110
Lesage, Julia 74, 88, 172
Lesyk, Susan 181, 317
Letcher-Glembo, Lisa 246
Lel1l~, Cathleen S. 84, 86, 308
Levi, Don S. 138
Levy, Mark 100, 162, 200, 282
Lewinsohn, Peter M. 148
Lewis, Timothy J. 260
Liberman, Kenneth B. 58, 152, 165
Libeskind, Shlomo 130
Lichtenstein, Edward 148
Lieuallen, Roy E. 252
Lin, Huaxin 130
Lincicum, Shirley 301
Lind, Curtis D. 297, 298
Lindstrom, Howard 1. 301
Littman, Richard A. 148
La, Virginia M. 75
Lobisser, Gregg 314
Lockard, Robert R. 301
Lockery, Shawn R. 59, 136, 306
Lodewick, Robin B. 301
Loeb, Henry 1. 130
Logvin, Karen 313
Loken-Dahle, Lani 185
Lollini, Massimo 74, 153
Lombardi, V. Patteson 59
Long, James W. 66,118,178
Long, Richard J. 301
Long, Robert Hill 80
Loseff, Lev 159
Loughary, John W. 248
Love, Glen A. 66, 88, 93, 307
Lovell, Lloyd 1. 252
Lovinger, Ronald J. 213
Lowe, Raymond N. 248
Lowenstam, Steven 71, 120
Loy, William G. 102
Lucktenberg, Kathryn 282
Luebkeman, Chris H. 191,207
Lukacs, John R. 52,101,176
Luke, Jeffrey S. 216, 308
Luks, Eugene M. 75
Luneski, Chris J. 231
Lutes, Donald H. 191
Lynch, Michael R. 59
Lyons, Richard M. 80
Lytle, Donald E. 14,224,235
Mace, Arthur E. 233
Mace, Miki 187
Mace, Patricia 307
Mack, Lara 316
Maddex, Jack P. 114,152
Madrid, Bruno V. 277
Madrigal, Robert 236
Mahoney, James V. 301
Maitland-Ghol~on, Jane C. 200
Majdic, Michael 301
Malle, Bertram F. 148,305
Mallinckrodt, Brent S. 241, 248
Malone, R. Matthew 216
Malony, Allen D. 75
Maisch, Derry 126
Mance, Ajuan Maria 88
Manga, Michael 106
Mank, David M. 258
Margolis, Eric 165
Markley, Margaret 301
Marlow, Elisabeth A. 153,172
Marrocco, Richard 136, 148, 306
Martin, Gary M. 283
Martin, Walter T. 165
Martins, Emilia P. 59
Mate, Mavis Howe 114,120,134,172
Matsunaga, Steven R. 231
Matthews, Brian W. 140,306
Matthews, Esther E. 248
Matthews, Kevin M. 191
Mattson, Robert H. 252
Mauro, Robert 15,148,305
Maveety, Beth E. 110
Maves, Lawrence C. JI. 283
Maxwell, Ann C. 263
Maxwell, Sarah E. 14,283
May, Barbara D. 125,153,172
May, Glenn A. 14,41,56,114,121, 168
Mazo, Robert M. 66, 305, 307
McBirney, Alexander R. 106
McBride, Margaret 1. 88
McClain, Yoko M. 81
McClure, Joel W. JI. 140,307
McCole, John 74,114
McCollough, Robert R. 301
McConnaughey, Bayard H. 59
McCready, Reyburn R. 301
McCue, Betty F. 181
McDaniels, David K. 140,308
McDonald, Duncan 1. G. 263
McDowell, Patricia F. 93, 102, 307
McDowell, Sherri C. 28
McFee, June K. 200
McGowen, Randall E. 114,172,305
McGuire, Timothy W. 223
McKenzie, A. Dean 197
McKernie, Grant F. 120,170
McKinlay, Bruce D. 260
McLauchlan, GregOly 93, 137,165,304
McLucas, Anne Dhu 100, 200, 277, 282, 283
McManus, John C. 283
McQuate, Robert 303
McTigue, Bernard F. 301
McWilliams, James R. 110
Meacham, James E. 102
Medler, Jerry F. 144
Meeks-Wagner, Douglas Ry 59,306
Melnick, Robert Z. 189, 207, 213
Melone, Nancy Paule 235
Merskin, Debra 1. 172,263
Messerschmidt, Donald A. 121
Metzler, Kenneth T. 263
Meyer, Alan D. 235, 308
Meyer, GaIy 75
Micklavzina, Stanley J. 140
Mikesell, Raymond 84, 93
Mikkelson, Wayne H. 234
Miller, Charles 315
Miller, Gretchen 216
Miller, James A. 283
Miller, Marian H. 181
Miller, Myra 181
Mills, Thomas 121, 163, 184, 299
Milton, David 165
Mine, Shinichi 202
Mitchell, Ronald B. 93,144
Mitchell, Wendy 226
Mitchell, William C. 144
Mittman, Arthur 258
Mohr, James C. 114
Monroe, Scott M. 148
Mooney, Ralph James 271
Moore, Carlisle 88
Moore, J. Robert 283
Moore, R. Terrance 216
Moore, Randall S. 283
Moos, Bill 316
Moreno, Geraldine 52,56,121, 168, 172
Morgen, Sandra 1. 52,165, 172, 304
Morrill, Weston H. 248, 313
Morris, Richard A. 159
Morrison, Perry D. 301
Morrogh, Andrew 197
Morse, Carol Lynn 248
Morse, Dale 231
Moseley, Gerard F. 140
Moseley, John T. 140,304
Moses, Louis J. 148, 305
Moss, Madonna 1. 52,66, 172
Mossberg, Thomas W. 140,304,307
Moursund, David G. 241, 252
Moursund, Earl E. 191
Moursund, Janet 248
Mowday, Richard 1. 235
Moye, Gary W. 191
Munson, Corlee 181
Munz, Frederick W. 59
Murphy, Alexander B. 93, 102, 121
Murphy, Gordon J. 59
Neal, Larry 1. 58, 66, 136, 216
Neill, Michael 241
Nelson, Cathy 316
330 INDEX
Nelson, Roy Paul 263
Nestvold, Karl J. 263
Neville, Helen 305
Newman, Judy 240
Newton, James Stephen 258
Nicholls, Roger A. 110
Nicholson, Kathleen D. 197
Nickel, Robert E. 240, 258
Nicols, John 71,114,120
Nicols, Marianne S. 71
Nippold, Marilyn A. 246
Niven, Ivan M. 130
Nixon, C. Max 203
Norling, Jeffrey 246
NosIer, Steve 316
Novick, Aaron 59, 306
Novitski, Edward 59
Noyes, l.uchard M. 66, 305
Nye, Robert E. 283
Nye, Vernice T. 252
O'Brien, Robert M. 41, 164, 165, 169
O'Connell, Kenneth R. 118, 202
O'Day, Peter M. 59, 136, 306
O'Fallon, James M. 271
Okada, Frank S. 202
O'Keefe, Terrence B. 58, 231
O'Kelley, Charles R. Jr. 271
Olson, Deborah 258
Olum, Paul 130
Orbell, John M. 118, 144, 305
Orr, William N. 106,302
Osternig, Louis R. 41, 44, 97
Ostler, Jeffrey 93,114
Overley, Jack C. 140
Owen, Harold 283
Owen, Stephen W. 283
Oxley, Diana 258
Page, Catherine J. 66,307
Painter, Richard W. 271
Palandri, Guido A. 301
Palm, Risa I. 51, 102, 305
Palmer, Theodore W. 130
Paris, Margaret 1. 271
Park, Kwangjai 140
Parker, Robert G. 216
Partch, M. Megan 234
Pascal, C. Bennett 71
Patton, Clyde P. 102
Paul, Huibert 301
Paul, Kenneth H. 202
Payne, Doris 1. 126
Paynter, Robin 136, 168, 301
Pena, Robert B. 191, 307, 308
Peppis, Paul W. 88
Person, Lois E. 216
Peticolas, Warner 1. 66, 304, 307
Peting, Donald 1. 44, 100, 191, 207
Pettinari, James A. 191
Peyron, Nancy 216
Phelps, Mark M. 236
Phillips, Alan M. 283
Phillips, N. Christopher 130
Piccioni, Pasquale M. 191
Pickering, Richard C. 203
Pickett, Barbara 202
Piele, Philip K. 241, 252, 298
Pierron, lone F. 252
Pierson, Stanley A. 114
Plant, Helmut R. 110
Platt, George M. 271
PIesums, Guntis 191
Pologe, Steven 283
Pomeroy, Earl 114
Ponder, Stephen E. 93, 263
Ponto, Robert D. 283
Poole, Kathy 136
Pope, Barbara Corrado 114,118,172,305
Pope, Daniel A. 114,304
Posner, Michael I. 126, 136, 148, 305, 306
Postlethwait, John H. 59,136,306
Poticha, Otto 191
Potter, Robert E. 246
Povey, David C. 216, 307
Powell, Amanda 172
Powell, Dan 202
Powell, John 1. 140
Powers, Peny J. 153
Pratt, Scott 138
Prentice, Margaret 202
Price, Edward T. 102
Prohaska, Sharr 207
Proskurowski, Andrzej 75
Proudfoot, Robert 96, 118, 121, 168
Psaki, F. Regina 74, 118, 120, 134, 153, 172
Puckett, Jessie 1. 181
Pyle, Forest 74, 88, 120
Racette, George A. 234
Radcliffe, Janice 185
Ramirez, Elizabeth C. 96, 125, 170
Ramsing, Kenneth D. 163, 168, 233, 304
Randolph, William D. 272
Rands, Ralph C. 252
Rankin, Richard J. 258,308
Rapaport, Dave 217
Ravits, Martha A. 172
Ray, Milton 1. 272
Rayfield, George W. 140,307
Raymer, Michael G. 140,304,307
Reaves, Marilyn 202
Recker, George W. 283
Reed, Mark H. 93, 106, 307
Reid, John B. 256
Reinmuth, James E. 233,304
Reithel, Francis J. 66
Remington, Stephen J. 140,306
Rendall, Steven 74, 153
Retallack, Gregory J. 93, 106
Reynolds, John S. 191,308
Rhee, Song Nai 52
Rhen, Robert 183
Rhoda, William P. 181
Rhodes, Lany E. 258
Ribe, Robert G. 93,213,217
Rice, Jack M. 106,307
Rice, James 1. 74,100, 159, 162
Rice, Karla S. 185
Rich, Stuart U. 236
Richard, K. Keith 301
Richards, Lany E. 169,233
Richins, W. Dwaine 236
Richmond, Geraldine 1. 66, 304, 307
Rider, Morrette 1. 283
Ridge, Javan B. Jr. 183
Ritchey, Michael J. 224
Ritchey, Norval J. 181
Ritter, Jane M. 75
Roan, Neill Archer 200, 283, 284
Robeck, Mildred C. 252
Robert, William J. 236
Roberts, Kathleen 246
Roberts, William 59, 136, 306
Robinson, Deanna M. 58, 121, 136, 263
Robinson, Horace W. 170
Rocha, Elizabeth 217
Rockett, William 88
Rodney, Lynn S. 216
Romero, Mary 96, 118, 165, 172, 304
Romney, Miles E. 252
Rondeau, Jennifer F. 74,114,134,152
Rose, Janet 170
Rosen, Nathan 159, 162
Ross, Kenneth A. 130
Ross, Lawrence W. Jr. 236
Rossi, William J. 88, 93
Roth, Leland M. 100,197,207
Rothbart, Mary K. 148, 172, 305
Rothbart, Myron 148,305
Rounds, Patricia 126, 162
Rousseve, Ronald J. 248
Rowe, George 88
Rowe, Kathleen K. 74,88,172
Rowell, John S. 191
Rudy, Paul P. 59
Ruff, Wallace M. 213
Rumrill, Steven S. 59, 307
Runge, Jody 316
Runkel, Claire 301
Runkel, Philip E. 252
Runyan, Anita 248
Rusby, Jim 277, 283
Rusch, Charles W. 93, 191
Russial, John T. 263
Russo, Michael V. 93, 235
Ryan, C. B. 203
Ryan, C. Patrick 106
Ryan, Cheyney C. 118, 137, 138,241
Ryan, William E. II 263
Salisbury, Ralph J. 88
Saltzman, H. Royce 283
Sampson, Roy J. 236
Sanders, J. T. 152
Sandin, Adolph A. 252
Saranpa, Kathy 74,110,172
Sather, Clifford 168
Sauceda, Marshall 317
Savage, Norman M. 106
Sayre, Gordon M. 74, 88
Schabtach, Eric 59
Schachter, Jacquelyn 126,305
Schaughency, Elizabeth 256
Scheer, Bradley T. 59
Schellman, Charlotte 15
Schellman, John A. 66, 306
Scheuerell, Douglas 283
Schiff, Eric 200
Schlaadt, Richard G. 181, 241
Schleicher, Charles 144
Schminke, Clarence W. 252
Schmuck, Richard A. 252,256
Schreiner, Lois M. 301
Schultz, Karla L. 74,110,172
Schuman, David 41, 271, 305
Schwarz, Ilsa E. 242, 246
Schwarz, Robert H. 258
Scoles, Eugene F. 272
Scott, Frances G. 181
Searl, Gary H. 102
Segall, Zary 75
Seidel, Karen 181
Seitz, Gary M. 130
Selker, Eric 59, 306
Sercel, Peter C. 140, 307
Sereno, Margaret E. 148,305
Service, Rose Marie 301
Seubert, Frederick J. 235
Severson, Herbert H. 256
Shaffer, Michael B. 106
Shankman, Steven 71, 74, 88, 120,305
Shanks, Alan 59, 307
Shapiro, Lynda P. 59, 93, 307
Shelton, Brad S. 130
Sheperd, George 260
Shepherd, John R. 170
Sheridan, Diana B. 137
Sheridan, George J. Jr. 74, 114, 118, 120, 121, 304
Sherman, Sharon R. 47,88,100,152
Sherriffs, Ronald E. 66, 263
Shinn, Mark R. 256
Shipman, George W. 183, 300, 301
Shumway-Cook, Anne 97
Shurtz, Nancy E. 172, 271
Siegel, Barry N. 84
Sieradski, Allan J. 130
Sigler, Marcia J. 301
Sillman, Mary 202
Silva, Emilson C. D. 84
Silverman, Carol T. 52,100,121,162,172,304
Simmons, Deborah 260
Simmons, Sherwin 197, 305
Simonds, Ann G. 52
Simonds, Paul E. 52
Simons, Anne D. 118,148
Simonsen, William 200,217
Simpson, Paul B. 84
Simpson, William T. 66
Singell, Larry D. Jr. 84,308
Singer, Kenneth M. 97
Sisley, Becky L. 185
Sistrom, William R. 177
Skalnes, Lars 144
Slight-Gibney, Nancy 301
Slovic, Paul 93, 148, 305, 308
Smith, Donald T. 301
Smith, Everett G. Jr. 66, 102
Smith, J. Reed 231
Smith, Lawrence H. 14,248,313
Smith, Marian Elizabeth 120, 283
Smith, Richard J. 181
Smith, Robert E. 84
Smith, Robert W. 114
Smith, Ted D. 66,301
Smith, Terry M. 301
Smith, Warren E. 181
Soderwall, Arnold L. 59
Soha, John W. 231
Sohlich, Wolfgang F. 74,153
Sokoloff, David R. 140
Soper, Davison E. 140,307
Sorenson, Lloyd 114
Soule, Edmund F. 301
South, Ruth E. 301
Southwell, Priscilla 144, 172
Spaltenstein, J. Nicholas 130
Spigner, Clarence 52, 96
Sprague, George F. Jr. 59, 306
Sprague, Jeffrey R. 258
Sprague, Karen U. 59, 101, 305, 306
Sprague, Vernon S. 181
Sprick, Randall S. 256
Spriggs, Mark T. 236
Squires, Jane Kaplan 250
Stahl, Franklin W. 59, 306
Stambaugh, Laine 301
Staples, Lloyd W. 106
Stark, Peter L. 301
Starlin, D. Glenn 170
Starr, Scott A. 301
Stave, Thomas A. 301
Stavitsky, Alan G. 14,263
Steckler, Nicole A. 235
Steers, Richard M. 235, 304
Steeves, H. Leslie 121, 172, 263
Stein, Arlene 165, 172
Stein, Richard L. 88
Steinhardt, Victor 283
Stern, Theodore 52, 126, 168
Stevens, Kent A. 75, 136, 305, 306
Stevens, Tom H. 66, 306
Stevenson, Richard C. 88, 118
Stirling, Isabel A. 301
Stockard, Jean 165,172, 217, 252
Stolet, Jeffrey 277, 283
Stone, Joe A. 84
Stone, Stephen 283
Stoner, Gary 256
Straka, Leslie 283
Strange, Marliss G. 14, 176,177,178,179
Strange, William C. 88
Straton, G . Douglas 152
Strom, David M. 140,175
Sturges, William G. 191
Sugai, George 260
Sullivan, Michelle A. 191
Summers, Emory "Buzz" 316
Sundberg, Norman D. 58,148,168
Sundt, Christine L. 134, 301
Sundt, Richard A. 41, 134, 136, 163, 197, 207
Sutherland, Shelley 314
Suttle, John E. 252
Suttmeier, Richard P. 56, 93, 121, 144
Suzuki, Lisa 248
Swan, Peter N. 271
Swangard, Randy 235
Sylwester, Robert A. 252
Szurmuk, Monica 153
Tabb, Bruce Harwood 163, 301
Takahara, Takuma 202
Takahashi, Terry 59, 136, 305, 306
Tate, Robert F. 130
Taylor, Donald S. 88
Taylor, Marjorie 148,305
Taylor, Quintard Jr. 96, 114
Tedards, Anne 121, 283
Teich, Nathaniel 88, 172
Telsey, Nadia 241, 252
Tepfer, Sanford S. 59
Terborg, James R. 47, 224, 235
Terrell, Curtis 183
Terwilliger, Nora B. 59, 307
Textor, Robert B. 121, 168
Thallon, Robert L. 191,304
Thatcher, Edward P. 301
Theibault, John 114
Thoma, Mark A. 84, 118
Thomas, Duane 80
Thomas, Stuart 130
Thompson, Augustine C. A. 120, 134, 152
Tice, James T. 191,305
Tick, Evan M. 75
Tindal, Gerald 260
Todd, Dennis 118
Tokuno, Kyoko 56, 134, 152, 304
Tollenaar, Kenneth C. 217
Tomlin, Russell S. 88, 126, 305
Toner, John J. 140
Toobert, Saul 248
Toomey, Douglas R. 106
Trebon, Ronald E. 252, 297, 298
Trigueiro, Kathleen L. M. 130
Trombley, Richard 283
Troxel, Richard K. 97
Truax, Donald R. 130
Tuana, Nancy 93,138,172,304,306
Tubb, Monte 283
Tublitz, Nathan J. 59, 136, 306
Tucker, Don M. 148,306
Tull, Donald S. 236
Tyler, David R. 66, 307
Uchida, Kazutaka 202
Udovic, Daniel 59
Ulrich, Celeste 181
Ungson, Gerardo R. 235
Upham, Steadman 41, 52, 303
Upshaw, James R. 263
Urban, Thomas F. 202
Urquhart, Alvin W. 102
Utsey, Glenda Fravel 191
Utsey, Michael D. 191
Vakareliyska, Cynthia M. 126, 159,162,306
Valdez, Stephen K. 283
Van Buskirk, James M. 130
Van Handel, Michelle 283
van Heeckeren, Jennifer A. H. 234
Van Houten, Donald R. 165, 304
Van Rossen, Donald P. 181
Van Rysselberghe, Mary Lou 283
VanVoorhis, Frances 181
Vargas, Milagro 283
Veltman, Margaret A. 250
Verano, Luis F. 153
Versace, Gary T. 283
Vetri, Dominick R. 271
Via, Emory F. 182
Viegas, Kenneth 252
Vignola, Frank 140,308
Vignoul, Edmond 29
Vitale, Paul G. 217
Vitulli, Marie A. 130
Volk, Andrew M. 271
von Hippel, Peter H. 66, 306
Wachter, Claire L. 283
Wade, Joe 309,318
Wade, Louise Carroll 114,172
Waff, Harve S. 106
Wagle, Kathleen E. 202
Wales, R. Max 263
Walker, Hill M. 239, 240, 241, 258
Walker, Luise E. 301
Walter, Marion 1. 130
Wang, Hsiao-Guang 301
Wanta, Paul 308
Wanta, Wayne M. 263
Ward, Lewis E. Jr. 130
Warpinski, Terri 93,202,305
Washington, Thomas U. 183
Wasko, Janet 66,263,270,305
Watson, John C. 120,170
Watson, Mark R. 301
Watt, Carol D. 88
Watt, Peter K. 217
Waugh, Ruth 260
Weakley, Timothy 66
Weatherhead, A. Kingsley 88
Weatherhead, Ingrid A. 110
Webb, Carl C. 263
Weeks, Edward C. 217,308
Weeks, Janis c. 59,136,306
Wegelin, Christof A. 88
Weise, Margaret J. 181
Weiss, Anita 56,121, 152, 165, 168, 172
Weiss, Julian 134, 153
Weiss, Maureen R. 97, 169
Weiss, Robert L. 148
Welch, Edwina 315
Welch, Mary C. "Polly" 172,191, 304
Weldon, Ray J. 106
Welke, Barbara Y. 114,172
Wenger, Robert S. 202
Wessells, Norman K. 59
Westerfield, Monte 59,136,306
Westling, Louise 88,93,172
Westling, Wayne T. 58,271
Weston, James A. 59, 136, 306
Whalen, Jack 126, 165
Whalen, Marilyn 165
Wheeler, Thomas H. 263
Whitelaw, W. Ed 84
Whitlock, Cathy 93, 101, 102, 106
Wickes, George 88
Widenor, Marcus 182
Wiebe, Catherine 153
Wielesek, Richard A. 66
Williams, Astrid M. 110
Williams, James L. 312
Williams, Jeffrey 283
Williams, Jerry R. 170
Willingham, William B. 263
Willis, John H. 59
Wilson, Christopher B. 75, 101
Wilson, Malcolm 71
Wilson, Wesley W. 84
Wimber, Donald E. 59
Winter, Willis L. Jr. 263
Wisner, Herbert P. 59
Witte, John C. 88
Wixman, Ronald 100, 102, 121, 162
Wohlgemuth, Elaine A. 241, 248
Wojcik, Daniel N. 88,100,152
Wolcott, Harry F. 52,168
Wolfe, Alan S. 56,74,81, 172
Wolfe, Jerry M. 130
Wolfe, Raymond G. Jr. 66
Wolfgang, Ralph E. 283
Wonham, Henry B. 88
Wood, A. Michelle 59, 93, 307
Wood, Hugh B. 252
Wood, Mary C. 93,136,271
Wood, Mary E. 88,172
Woodruff, Janet G. 181
Woods, Alexis 226
Woods, Jean M. 110
Woods, William C. 283
Woollacott, Ma~orie 97, 136, 306
Wooten, Edna P. 181
Wright, Charles R. B. 130
Wybourne, Martin 140, 307
Wycoff, Bradley K. 301
Xiang, Xiaojing 130
Xu, Darning 130, 169
Xu, Yuan 130
Yi, Hua 301
Yoder, Sharon 243
Young, Hilda Yee 13,14,136,176,177,179
Young, Jenny 191,207
Young, Philip D. 52, 121, 125, 126, 304, 306
Youngen, Lois J. 185,316
Yung, Dicken 216
Yurevich, Fruim 159, 162
Yuzvinsky, Sergey 130
Zadoff, Susan 277
Zagorskaia, Liudmila 159
Zaninovich, M. George 144, 162
Zanville, Holly K. 252
Zeller, Richard W. 136, 240, 258
Zhou, Minglang 126
Zigler, Calvin J. 252
Ziliak, James 84
Zimmer, Linda K. 191, 209
Zimmerman, Robert L. 101, 118, 140, 307
Zinbarg, Richard 148
Zuck, Virpi 41,74,110,163,172
Zweig, Arnulf 138
333
Subject Index
Academic advising 18,309-10
Peer advising 309
Academic calendar 11, 276
Academic honors 15
Academic Learning Services, Center for 181, 317
Courses 181
Academic majors 6, 20, 38
Academic minors 6, 20, 38
Academic planning 38
Academic policies 20-28
Academic standing 26, 309
Academic support program, law 273
Accelerated master's program, business 227
Accounting 231-32
Courses 231-32
Faculty 231
Undergraduate studies 225
Accreditation, university 3
ACT. See American College Test
Acting courses 171-72
ACTR. See American Council of Teachers of
Russian
Admission 16-19
Adult learners 18
Application deadlines 16
Application procedures 16-18
Ethnic minority students 18,317-18
Freshman 16-17
Graduate 18, 42-43
International 43
Nonresident 18
Postbaccalaureate 18, 43
Procedures 42-43
Resident 18
Specialized assistance 18
Students with disabilities 18,310
Transfer 17
Adult learners 18, 309
Adult services for the developmentally disabled 258
Advanced degrees 7,41-42
Advanced placement 27
Advanced Science and Technology Institute 303-4
Advertising. See Journalism and Communication,
School of
Advertising Club 264,311
Advising 38,309-10
334 INDEX
Affiliated housing 36
Affirmative action 310
Air Force ROTC 181
Alpha Kappa Delta 14
Alpha Kappa Psi 223, 311
Alpha Lambda Delta 13
Alpha Phi Omega 15, 311
Amazon Childcare Center 311
Amazon Cooperative Community Tenants 311
American College Test (ACT) 16
American Comparative Literature Association 74
American Council of Teachers of Russian
(ACTR) 160
American English Institute 43, 128, 317
American Institute of Architecture Students 311
American Society of Interior Design 311
Amnesty International 311
Ancient Order of the Druids 13
Anthropology 52-55
Courses 53-55
Faculty 52
Graduate studies 53
Undergraduate studies 52-53
Anthropology museum. See Oregon State Museum
of Anthropology
Application fee 16, 17, 28, 42
Application for a degree 20, 45
Application for admission
Deadlines 16
Procedures 16-18, 42-43
Applied information management program 47,
224,298
Archaeology 53-55
Architecture 191-97
Courses 195-97
Faculty 191
Graduate studies 193-94
Undergraduate studies 193
Architecture and Allied Arts, School of 189-222
Centers and institutes 190
Courses 190
Office of Research and Development 190
Archives, university 302
Army ROTC. See Military science
Art history 197-200
Courses 199-200
Faculty 197
Graduate studies 198-99
Undergraduate studies 197-98
Art, Museum of 3, 302-3
Arts and administration 200-2
Courses 201-2
Faculty 200
Graduate studies 201
Undergraduate studies 201-2
Arts and Sciences, College of 51-173
Arts management. See Arts and administration
graduate studies
Asian studies 56-58
East Asian studies 56-57
Southeast Asian studies 57, 58
Asian-Pacific American Student Union 311
Asklepiads 14, 177
Associated Students of the University of Oregon
(ASUO) 310-12
Associated Students President's Advisory
Council 310
Association for Intercollegiate Athletics for
Women 316
Association of American Universities 3
Astronomy courses 142. See also Physics
ASUO. See Associated Students of the University of
Oregon
ASUO Athletic Department Finance Committee 310
ASUO Childcare Task Force 311
ASUO Executive 310
ASUO Programs Finance Committee 310
Athletics, intercollegiate 316-17
Attendance costs 29-30
Australian studies 58
Autzen Stadium 3
Avenu 311
Awards 15, 314
B.A. See Bachelor of arts
B.Arch. See Bachelor of architecture
B.Ed. See Bachelor of education
B.F.A. See Bachelor of fine arts
B.I.Arch. See Bachelor of interior architecture
B.L.A. See Bachelor of landscape architecture
B.Mus. See Bachelor of music
B.S. See Bachelor of science
Bachelor of architecture (B.Arch.) 193
Bachelor of arts (BA) 21-26
Bachelor of education (B.Ed.) 243-46
Bachelor of fine arts (B.FA) 203
Bachelor of interior architecture (B.I.Arch.) 209
Bachelor of landscape architecture (B.LA) 213
Bachelor of music (B.Mus.) 285-87
Bachelor of science (B.S.) 21-26
Bachelor's degree requirements 20-27. See also
individual departments of instruction
Bachelor of architecture 193
Bachelor of arts 21-26
Bachelor of education 243-46
Bachelor of fine arts 203
Bachelor of landscape architecture 213
Bachelor of music 285-87
Bachelor of science 21-26
Second bachelor's degree 26, 145, 224,265
Beall Concert Hall 283
Behavior disorder program 261
Beta Alpha Psi 14, 223
Beta Gamma Sigma 14,223
Bicycle registration 28
Big Brother/Big Sister Program of Mid-Oregon 311
Biochemistry 67-68, 68-69
Biology 59-65
Courses 62-65
Faculty 59
Graduate studies 62
Research institutes 62
Undergraduate studies 59-62
Biophysical chemistry 69
Black Student Union 311
Bookstore. See University of Oregon Bookstore
Bowerman Family Building 3
Broadcasting courses 267-70
Bulletin expiration 2
Business administration, major in 225-26
Business college. See Charles H. Lundquist College
of Business
Business environment courses 237
Business, Undergraduate School of 224-26
Calendar, academic 276
Campus and community resources 297-308
Campus Infoffi1ation Exchange 311
Campus map 342
Campus radio 3, 311
Campus recycling program 311
Canadian studies 66
Career assessment program 38
Career Center 38,313
Career information 38
Career Information System 241
Casanova Athletic Center 3
Cell biology 68-69
Center for Academic Learning Services. See
Academic Learning Services, Center for
Center for Advanced Technology in Education 240
Center for Asian and Pacific Studies 304
Center for Housing Innovation 190, 304
Center for the Cognitive Neuroscience of
Attention 306
Center for the Study of Women in Society 304
Center for the Study of Work, Economy, and
Community 304
Center on Human Development (CHD) 240-41,313
Child development and rehabilitation 240
Early childhood care 240
Parent and child education 240
Specialized training 240-41
Speech-language-Hearing Center 240,318
University Affiliated Facility 240-41
Western Regional Resource Center 240
Centers of excellence 305, 306,307
Ceramics 204-5
Certificate in ethnic studies 96
Certificate in folklore 100
Certificate in Russian and East European area
studies 162
Certificate in women's studies, graduate 173
Certificates 6
Chamber Jazz Series 284
Chamber Music Society 283
Change of program fee 28
Charles H. Lundquist Center for
Entrepreneurship 223
Charles H. Lundquist College of Business 223-37
Centers and institutes 223-24
Courses 230-31
Faculty 223
Office of External Affairs 224
CHD. See Center on Human Development
Chemical Physics Institute 69, 141, 304-5
Chemistry 66-71
Courses 69-71
Faculty 66
Graduate studies 68-69
Research areas 68-69
Undergraduate studies 66-68
Chi Alpha Christian Fellowship 311
Child Development and Rehabilitation Center 240
Childcare 311, 313, 315
Chiles business computing laboratory 223
Chinese 82
Chinese Student Association 311
CIEE. See Council on International Educational
Exchange
Circle K International 15,311
Clark Honors College. See Robert Donald Clark
Honors College
Classical civilization, interdisciplinary program 72
Classics 71-73
Classical archaeology 72
Courses 73
English translations 73
Faculty 71
Graduate studies 72-73
Undergraduate studies 71-72
Clearinghouse for the Association of Computer-
based Systems for Career Information 241
Clearinghouse on Educational Management. See
ERIC Clearinghouse on Educational
Management
CLEP. See College-Level Examination Program
Clinical experience program, law 272-73
Clinical psychology 150
Club sports 315
Cognitive and decision sciences institute. See
Institute of Cognitive and Decision Sciences
Coif. See Order of the Coif
College Board 27
College Democrats 311
College Republicans 311
College-Level Examination Program (CLEP) 27
Commencement 314
Committee for Musical Arts 283, 311
Commonwealth of Independent States 160
Communication disorders and sciences 246-48
Courses 247-48
Faculty 246
Graduate studies 246
Undergraduate studies 242
Community arts minor 201-2
Community education program 27-28, 297
Comparative Literature 51, 74
Comparative literature program 74-75, 156
Courses 75
Faculty 74
Graduate studies 74-75
Undergraduate studies 74
Computational Intelligence Research Laboratory 305
Computer and information science 75-80
Courses 78-80
Faculty 75
Graduate studies 77-78
Undergraduate studies 76-77
Computer graphics 190
Computer literacy 225
Computing facilities 297
Concurrent degree programs, graduate 273
Concurrent degrees 20
Concurrent enrollment 27
Condon Museum of Geology 108, 302
ConDUCKtours 3
Conduct code, student 27, 315
Constitution Court 310
Continuation Center 3, 297-99, 303
Conferences and special programs 298
Continuing education 297-98
Continuous enrollment, graduate 44, 46, 49
Corporate training program 298
Costs of university attendance 29
Council on International Educational Exchange
(GEE) 160
Counseling psychology 248-50
Courses 249-50
Faculty 248-50
Graduate studies 248--49
Counseling services 314
Course numbering system 10, 43
Craft Center 315
Creative nonfiction 266. See also Journalism and
Communication, School of
Creative writing 80
Courses 80
Faculty 80
Graduate studies 80
Credit by examination 27, 28, 44
Credit, transfer of 17, 46, 265, 273
Crisis Center 311,314
Cultural Forum 315
D.Ed. See Doctor of education
D.MA See Doctor of musical arts
Dance 277-82
Courses 281-82
Faculty 277
Graduate studies 279-81
Undergraduate studies 278-79
Dance Oregon 278, 311
Dance program for nonmajors 278
Danish 113
Danish international studies program 192
Daylighting center, regional 190
Dean's List 15
DeBusk Memorial Center 241-42, 248
Decision sciences 233
Courses 233
Faculty 233
Definitions 8-9
Degree, application for a
Graduate 45
Undergraduate 20
Degrees offered 6, 41-42
Delta Phi Alpha 14
Dental hygiene, preparatory 176
Dentistry, preparatory 176
Desktop publishing program 298
Developmental biology 62
Disabled students. See Students with disabilities
Division of Conferences and Special Programs. See
Continuation Center
Doctor of education (D. Ed.) 42, 49, 247
Doctor of jurisprudence a.D.) 227, 272, 273
Doctor of musical arts (D.MA) 42, 49, 290-91
Doctor of philosophy (Ph.D.) 47-49
Doctoral degrees
Doctor of education 42, 49, 247
Doctor of jurisprudence 227, 272, 273
Doctor of musical arts 42, 49, 290-91
Doctor of philosophy 47-49
Procedures 49
Requirements 47-49. See also individual
departments of instruction
Dormitories 35
Duck Athletic Fund 303, 316
Early Childhood Care 240
Early intervention 250-51
Courses 251
Faculty 250-51
Graduate studies 250-51
East Asian languages and literatures 81-84
Courses 82-84
Faculty 81
Graduate studies 81-82
Undergraduate studies 81
East Asian studies 56-57
Economics 84-87
Courses 86-87
Faculty 84
Graduate studies 85-86
Undergraduate studies 84-85
Education, College of 239-62
Centers and facilities 240-42
Learning and instructional leadership,
Division of 239
Special education and rehabilitation,
Division of 239
Undergraduate studies 242-46
Educational opportunities program 317
Educational policy and management 252-55
Courses 254-55
Faculty 252-54
Graduate student association 311
Graduate studies 252-54
Educational studies 243-46
Courses 244-46
Faculty 243-46
Undergraduate studies 243-46
Emerald. See Oregon Daily Emerald
Employment, student 35
EMU. See Erb Memorial Union
EMU Board 310
Endorsement programs, education
Early intervention and early childhood special
education 251
Handicapped learner 261
Severely handicapped learner 259
Energy studies in buildings laboratory 190
Engineering, preparatory 175-76
English 88-93
Courses 91-93
Faculty 88
Graduate studies 89-90
Undergraduate studies 88-89
English as a second language 128,317
Enrollment statistics 320
Entrepreneurship. See Charles H. Lundquist Center
for Entrepreneurship
Environmental design center. See Center for
Environmental Design, Planning, and Visual
Arts Research
Environmental studies 93-95
Courses 95
Faculty 93
Graduate studies 47, 95
Interdisciplinary master's program 47, 95
Undergraduate studies 94
Environmental Studies Center 94
Equalopportunity 310
Erb Memorial Union (EMU) 315
ERIC Clearinghouse on Educational
Management 241
ESCAPE (Every Student Caring About
Personalized Education) 241, 311
Ethnic minority students 18, 317-18
Ethnic studies 96
Certificate in 96
Courses 96
Eugene-Irkutsk Sister City Committee 162
Exchange students 318
Executive M.B.A. program, Oregon 226
Exercise and movement science 97-99
Courses 99
Faculty 97
Graduate studies 97-98
Undergraduate studies 97
Expository writing 90
Faculty Artist Series 283
Faculty Firesides 314
Family housing 36
Family services 313
Federal Direct Consolidation Loan 32
Federal Direct Loan Program, William D. Ford 31
Federal Direct Parent Loan for Undergraduate
Students (Federal Direct PLUS) 32
Federal Direct Stafford/Ford Loan 31
Federal Direct Unsubsidized Stafford/Ford Loan 31
Federal Pell Grant 31
Federal Perkins loan 31
Federal Supplemental Educational Opportunity
Grant (FSEOG) 31
Federal Work-Study Program (FWSP) 31,35
Fees 28-29
Refunds 29
Fellowships 45
Fibers courses 205
Fifth-year teacher preparation program 284
FIGs. See Freshman Interest Groups
Finance 234
Courses 234
Faculty 234
Financial aid 29-35
Application deadlines 30
Application procedures 30
Eligibility 30
Graduate 30-31, 45
Grants 31, 32
Loans 31,32,33
Notification of 31
Packages 30
Programs 31-33
Repayment 32
Restricted funds 34-35
Scholarships 33
Undergraduate 30
Unrestricted funds 34
Work-study 31
Fine and applied arts 202-7
Courses 204-7
Faculty 202-3
Graduate studies 203-4
Undergraduate studies 203
Finnish 113
Folklore 100-101
Certificate in 100
Courses 100-101
Graduate studies 47
Folklore archive. See Randall V. Mills Archive of
Northwest Folklore
Footnotes 311
Foreign students. See International students
Foreign study. See Overseas study opportunities
Foreign Language Resource Center 154
Foreign-language teacher education 255. See also
Licensure in foreign-language teaching
Forensics 311
Forest Industries Management Center 224
Fraternities 36-37
French 154, 157
Freshman admission 16
Freshman application procedures 16
Freshman Interest Groups (FIGs) 310
Freshman Seminars 314
Friars 14
Friends of the University Libraries 302
Friendship Family Program 299
FSEOG. See Federal Supplemental Educational
Opportunity Grant
Fulbright grants 300
FWSP. See Federal Work-Study Program
Gay, Lesbian, and Bisexual Education and Support
Services 314
GED. See Test of General Educational Development
General science 101-2
Generic courses 10
Geography 102-5
Courses 104-5
Faculty 102
Graduate studies 103-4
Undergraduate studies 102-3
Geological sciences 106-10
Courses 108-10
Faculty 106
Graduate studies 107-8
Undergraduate studies 106-7
Germanic languages and literatures 110-13
Courses 112-13
Faculty 110
Graduate studies 112
Undergraduate studies 110-12
Gifted. See Talented and gifted
GMAT. See Graduate Management Admission Test
Golden Key 13
Grade point average (GPA) 16,20
Graded credits 20
Grading system 20
Graduate Council 41
Graduate Funding Library 45
Graduate Management Admission Test (GMAT) 228
Graduate Record Examinations (GRE) 314
Graduate School 41-49
Admission 18, 42-43
Continuous enrollment 44,49
On-leave status 44
Reregistration 44
Credit by examination 44
Degrees offered 41-42
Doctoral degree procedures 49
Doctoral degrees 47
Fellowships 45
Financial aid 45
General requirements 43-45
Grade requirements 44
Interdisciplinary master's degree programs 47
International students 43, 45
Master's degrees 45-49
Tuition, fees 28, 45
Graduate School of Management 226-31
Graduate Teaching Fellow Program 317
Graduate teaching fellowships (GTFs) 45
Graduation requirements, undergraduate 20-27
Grants 31
GRE. See Graduate Record Examinations
Greek 71, 73
Greek life advising 314
Grievance resolution. See Office of Student
Advocacy; Student Senate
Group requirements 21-26
GTFs. See Graduate teaching fellowships
Gymnastics 186
Handicapped learner endorsement 261
Hayward Field 3
Health center. See Student Health Center
Health insurance 29, 316
Health services 315-16
High School Equivalency Program (HEP) 317
High school preparation 16
Historic preservation 207-9
History 114-17
Courses 115-17
Faculty 114
Graduate studies 115
Honors program 115
Undergraduate studies 114-15
Holiday schedule 11
Hong Kong Student Association 311
Honorary societies 13-15
Honors 13-15,26,314
Honors college. See Robert Donald Clark Honors
College
Housing 35-37
Cooperatives 37
Family 36
Fraternities and sororities 36-37
Nonuniversity 37
Residence halls 35
Housing innovation. See Center for Housing
Innovation
Housing office. See University housing
Human development center. See Center on Human
Development
Human development courses 181
Humanities Center 305
Humanities program 120
IFC. See Interfraternity Council
Imaginative writing 80
Incompletes 20, 44
Independent study program 119
Indonesian 128
Industrial Associates Program 303
Industrial relations institute. See Institute of
Industrial Relations
Industrial relations, interdisciplinary master's
program 47,228
Inorganic chemistry 69
Institute for a Sustainable Environment 307
Institute for Community Arts 190
Institute of Cognitive and Decision Sciences 128,
150,305-6
Institute of Industrial Relations 224, 228
Institute of Molecular Biology 62, 68, 306
Institute of Neuroscience 62,306-7
Institute of Recreation Research and Service 190
Institute of Theoretical Science 69, 307
Institute on Violence and Destructive Behavior 241
Instructional Media Center 302
Intensive English program 317
Inter-University Consortium for Political and Social
Research 145
Intercollegiate athletics 316-17
Interdisciplinary master's degree programs 47
Interfraternity Council (IFC) 311
Interior architecture 209-12
Courses 211-12
Graduate studies 210
Undergraduate studies 209-10
International admission 17-18
International baccalaureate 28
International business program 225
International college 121
International education and exchange 299-308
International Institute for Sport and Human
Performance 98
International Research and Exchange Board
(IREX) 162
International services. See International education
and exchange
International Society for Technology in
Education 241
International Student Association 311
International students 266, 299-308, 311
Admission 17, 43
Financial aid 45
Health insurance 29, 43, 316
Orientation 314
International studies 121-25
Courses 124-25
Faculty 121
Graduate studies 123-24
Undergraduate studies 121-23
International study. See Overseas study opportunities
Internships 38,192,314
Intramural sports 315
IntroDUCKtion 314
IREX. See International Research and Exchange
Board
Italian 154, 157
J.D. See Doctor of jurisprudence
James H. Warsaw Sports Marketing Center 224
Japanese 83
Jazz studies 294
Jewelry and metalsmithing. See Metalsmithing and
jewelry courses
Jewish Student Union 311
Joint-campus program, graduate 43-44
Journal ofEnvironmental Law and Litigation 273,
276,311
Journalism and Communication, School of 263-70
Courses 267-70
Faculty 263
Graduate studies 266-67
Undergraduate studies 264-65
Junior scholars 15
Kappa Tau Alpha 14
KWAX-FM 3
KWVA 311
Labor Education and Research Center
(LERC) 182-83, 303
Courses 182-83
Faculty 182
Land, Air, and Water Student Research
Group 273, 311
Landscape architecture 213-16
Courses 215-16
Faculty 213
Graduate studies 214-15
Undergraduate studies 213-14
Language Skills Diagnostic Test, journalism 264
Languages
Bulgarian 161
Chinese 82, 83
Czech 161
Danish 113
Finnish 113
French 156-57
German 112-13
Greek 73
Indonesian 128
Italian 157
Japanese 83-84
Latin 73
Norwegian 113
Polish 161
Romanian 161
Russian 160-61
Serbo-Croatian 161
Spanish 158-59
Swedish 113
Thai 128
Ukrainian 161
Late registration fee 29
Latin 71, 73
Latin American studies 125-26
Latin honors 15, 26
Law, preparatory 180
Law, School of 271-76
Admission 273-74
Degree requirements 272
Faculty 271-72
Scholarships and fellowships 275-76
Tuition and fees 28,274
Law Review, Oregon. See Oregon Law Review
Law School Admission Test (LSAT) 180,273
Law School Data Assembly Service (LSDAS) 273
Leadership classes 314
Learning and instructional leadership 239
Leave of absence
Architecture 192
Graduate. See On-leave status, graduate
Legal services 311
Leighton Pool 3
Leisure studies and services 216
LERC. See Labor Education and Research Center
Lesbian and Gay Law Student Association 311
Lesbian, Gay, and Bisexual Alliance 311
Librarianship, School of 302
Library courses 183
Library science, preparatory 180
Library System, University of Oregon 3, 183,
300-302
Licensure programs, education 240
Foreign-language teaching 255
German 112
Latin 72
French 155
Russian 160
Spanish 155
Music education 284
School administrator 254
Severely handicapped learner 259
Speech impaired 247
Speech pathology 246
Linguistics 126-29
Courses 128-29
Faculty 126
Graduate studies 127-28
Undergraduate studies 126-27
Literary Society 311
Loans
Student 30-35
University fund
Long-term 33
Short-term 33
Lost-and-found service 315
LSAT. See Law School Admission Test
LSDAS. See Law School Data Assembly Service
M.A. See Master of arts
M.Arch. See Master of architecture
M.B.A. See Master of business administration
M.B.A. Association 311
M.C.R.P. See Master of community and regional
planning
M.Ed. See Master of education
M.F.A. See Master of fine arts
M.I.Arch. See Master of interior architecture
M.L.A. See Master of landscape architecture
M.Mus. See Master of music
M.S. See Master of science
Magazine journalism 265
Majors, academic 6, 20, 38
Malheur Field Station 62
Management 235-36
Courses 235-36
Faculty 235
Management, Graduate School of 226-31
Map 342
Marching band, Oregon 284, 292, 312
Marketing 236-37
Courses 236-37
Faculty 236
Marks (grading) 20, 44
Mass media studies 265
Master of architecture (M.Arch.) 193-94
Master of arts (MA) 45-47
Master of business administration (M.BA) 226-28,
273
Preparatory 180
Master of community and regional
planning (M.c.R.P.) 218
Master of education (M.Ed.) 248
Master of fine arts (M.F.A.) 80, 170, 203
Master of interior architecture (M.I.Arch.) 210
Master of landscape architecture (M.LA) 214-15
Master of music (M.Mus.) 287
Master of science (M.S.) 45-47
Master's degree in arts management. See Arts and
administration
Master's degree programs 45-47
Interdisciplinary 47
Master's degree requirements 45-47. See also
individual departments of instruction
Master of architecture 193-94
Master of arts 45-47
Master of business administration 226-28, 273
Master of community and regional
planning 218
Master of education 248
Master of fine arts 80, 170, 203
Master of interior architecture 210
Master of landscape architecture 214-15
Master of music 287
Master of science 45-47
Second master's degree 46
Materials Science Institute 69,141,307
Mathematics 130-34
Courses 132-34
Faculty 130
Graduate studies 132
Undergraduate studies 130-32
Mathematics Association of America 14
McArthur Court 3
MCAT. See Medical College Admission Test
MEChA 311
Mediation services 311, 314
Medical College Admission Test (MCAT) 177
Medical services 315
Medicine, preparatory 177
Medieval studies 134-35
Mentor Program 313
Metalsmithing and jewelry courses 205
Microcomputer program 298
Microform Publications 98
Micronesia and South Pacific program 137, 220
Military credit 28
Military science 183-84
Courses 184
Minorities 317
Minority education. See Multicultural affairs
Minority Law Students Association 273, 311
Minors, academic 6, 20, 38
Molecular biology 68-69
Molecular biology institute. See Institute of
Molecular Biology
Moot Court 273
Mortar Board 14
Motor control 97. See also Exercise and movement
science
Mu Phi Epsilon 14, 284
Multicultural affairs 317-18
Multicultural Center 311
Multicultural requirement 24-27
Multidisciplinary arts 205
Museum of Art 3, 302-3
Museum of Geology, Condon 108, 302
Museum of Natural History 3, 303
Music education
Certification program 284
Minor in elementary education 285
Music ensembles 284
Music fees 284
Music performance studies 284
Music, School of 282-96
Courses 292-96
Faculty 282-83
Graduate studies 287-89
Undergraduate studies 284-85
Music Today Festival 284
Muslim Student Association 311
National Collegiate Athletic Association
(NCAA) 316
National Student Exchange (NSE) 318
Native American Student Union 311
Natural history museum. See Museum of Natural
History
NCAA. See National Collegiate Athletic
Association
NCS. See Noncredit student
Need grants 30
Network and Internet training 298
Neuroscience 69, 136
Interdisciplinary study 136
Neuroscience institute. See Institute of Neuroscience
New student orientation 314
News-editorial. See Journalism and
Communication, School of
SUBJE<::l' .339
Nonresident tuition and fees 28
Nonuniversity housing 37
Northwest Association of Schools and Colleges 3
Northwest Regional Consortium for Southeast
Asian Studies 57, 58
Northwest Review 51
Norwegian 113
NSE. See National Student Exchange
Nuclear medical technology, preparatory 177
Nurses, registered 178
Nursing, preparatory 177-78
OAT. See Optometry Admission Test
Observatory. See Pine Mountain Observatory
Occupational therapy, preparatory 179
Off-campus programs 298
Office of External Affairs. See Business
Administration, College of
Office of Public Safety 316
Office of Research and Development. See
Architecture and Allied Arts, School of
Office of Student Advocacy 312
OIMB. See Oregon Institute of Marine Biology
On-campus internships 38,314
On-leave status, graduate 44
Optometry Admission Test (OAT) 179
Optometry, preparatory 179
Order of the Coif 14, 273
Oregon Bach Festival 284
Oregon Ballroom Dance Club 312
Oregon Commentator 312
Oregon DailyEmerald 312
Oregon Executive M.B.A. Program 226-27
Oregon Institute of Marine Biology (OIMB) 3,
60-61,307-8
Oregon Jazz Celebration 284
Oregon Law Review 273
Oregon Law Students' Public Interest Fund 312
Oregon Marching Band. See Marching band, Oregon
Oregon Marine Student Association 312
Oregon School Study Council (OSSC) 241
Oregon state system supplemental fee waiver 32
Oregon Student Lobby 312
Oregon Student Public Interest Research Group.
See OSPIRG
Oregon Survey Research Laboratory 308
Oregon Voice 312
Organic chemistry 69
Organotransitional metal chemistry 69
Orientation and registration for new students 314
OSPIRG (Oregon Student Public Interest
Research Group) 312
OSSc. See Oregon School Study Council
Outdoor program 315
Overseas study opportunities
Africa 185
Asia 185
Australia 58, 184, 299
China 184, 299
Commonwealth of Independent States 160
Czech Republic, The 184, 299
Denmark 184,192,223,299
Eastern Europe 160
Ecuador 184, 299
England 184, 299
Europe 185
Finland 112, 163, 184, 299
France 154, 184, 299
Germany 184, 192, 223, 299
Hungary 185, 299
Indonesia 185, 299
Israel 185, 299
Italy 154, 185, 192, 299
Japan 185,223,300
Korea 185, 223, 300
Latin America 185
Mexico 155, 185, 300
Middle East 185
Netherlands, The 185, 223,300
Norway 112, 163, 185, 300
Oceania 185
Poland 185,300
Russia 185, 300
Scotland 185, 192, 300
Spain 155, 185, 300
Sweden 112, 163, 185, 300
Thailand 185, 300
Vietnam 185, 300
Pacific Coast Intercollegiate Athletic Conference
(Pac-10) 316
Pacific islands archaeological project 136
Pacific islands studies 136-37
Pacific Rim Gamelan 283
Painting courses 205
Panhellenic Council 312
Parent and Child Education 240
Parents of university students 314
Peace studies 137,241
Peer advising 309
Pell grant, Federal 31
Performance, music 284
Ph.D. See Doctor of philosophy
Pharmacy, preparatory 178
Phi Alpha Theta 14
Phi Beta 14, 284
Phi Beta Kappa Society 13
Phi Eta Sigma 13
Philosophy 138-39
Courses 138-39
Faculty 138
Graduate studies 138
Undergraduate studies 138
Philosophy Club 312
Photography 206-7
Photojournalism. See Journalism and
Communication, School of
Physical activity and recreation services 185-87,316
Faculty 185
Physical education 185-87
Courses 186-87
Recreation and intramurals 186
Physical chemistry 69
Physical education 185-87
Physical therapy, preparatory 179
Physician assistant, preparatory 178
Physics 140-43
Courses 142-43
Faculty 140
Graduate studies 141-42
Undergraduate studies 140-41
Pi Alpha Alpha 14
Pi Gamma Mu 14
Pi Kappa Lambda 284
Pine Mountain Observatory 3,141
Planning, public policy and management
(PPPM) 216-22
Courses 220-22
Faculty 216-17
Graduate studies 218-20
Undergraduate studies 217-18
PLUS, Federal Direct. See Federal Direct Parent
Loan for Undergraduate Students
Pocket Playhouse 170, 312
Podiatry, preparatory 179
Political and social research. See Inter-University
Consortium for Political and Social Research
Political science 144-47
Courses 146-47
Faculty 144
Graduate studies 145-46
Undergraduate studies 144-45
Portland Center 303,313
Postbaccalaureate admission 18
Postbaccalaureate study 18, 43
Postdoctoral fellowships 45
PPPM. See Planning, public policy and
management
Prebusiness 224
Precollege program. See Upward Bound
Predental Club 312
Predentistry 176
Preengineering preparation 141, 175-76
Prehealth sciences 61, 176-80, 312
Prejournalism preparation 264
Prelaw preparation 180, 273
Prelaw Society 312
Premajor status 17, 51
Premedicine 177
Prenursing 177
Preparatory programs 175-81
Dental hygiene 176
Dentistry 176
Engineering 141, 175-76
Health sciences 61,176-80
Law 180
Library science 180
Master of business administration 180
Medical technology 176-77
Medicine 177
Nuclear medical technology 177
Nursing 177-78
Pharmacy 178
Physician assistant 178
Radiation therapy technology 178
Social work 180-81
Teacher education 181
Veterinary medicine 178-79
WICHE programs in the health sciences 179-81
Occupational therapy 179
Optometry 179
Physical therapy 179
Podiatry 179
Preteaching preparation 181
Preveterinary medicine 178-79
Printmaking courses 206
Prizes 15
Professional organizations 14-15
Program planning 38
Project Saferide 312
Psi Chi 15
Psychology 148-51
Clinic 150
Courses 150-51
Faculty 148
Graduate studies 149-50
Undergraduate studies 148-49
Public affairs 219-20
Public policy and management 216-22
Public relations 265, 267
Public safety 316
Public service 219-20
Publications, student 311, 312
Radiation therapy technology, preparatory 178
Radio-television journalism. See Journalism and
Communication, School of
Randall V. Mills Archive of Northwest
Folklore 100
Reader's guide to the bulletin 8
Real estate 234
Recreation
Facilities 316-17
Intramurals 186
Programs 316
Sports 316-17
Recreation, tourism management, and design
program. See Leisure studies and services
Reenrollment 27
REESe. See Russian and East European Studies
Center
Regional Daylighting Center 190
Registered nurses 178
Registering for graduate credit 46
Registration 20
Religious studies 152-53
Courses 152-53
Faculty 152
Graduate studies 152
Undergraduate studies 152
Removal of incompletes 20, 44
Requirements policies 2
Research institutes and centers 303-8
Advanced Science and Technology
Institute 303-4
Center for Asian and Pacific Studies 304
Center for Housing Innovation 304
Center for the Cognitive Neuroscience of
Attention 306
Center for the Study of Women in Society 304
Center for the Study of Work, Economy, and
Community 304
Chemical Physics Institute 69, 141, 304-5
Computational Intelligence Research
Laboratory 305
Humanities Center 305
Institute for a Sustainable Environment 307
Institute of Cognitive and Decision
Sciences 305-6
Institute of Molecular Biology 62, 68, 306
Institute of Neuroscience 62,306-7
Institute of Theoretical Science 69, 307
Materials Science Institute 69, 141, 307
Oregon Institute of Marine Biology 3, 307-8
Oregon Survey Research Laboratory 308
Other research facilities 308
Solar Energy Center 308
Reservation of graduate credit 46
Residence halls 35
Residency 18-19, 44
Degree requirements 21, 46, 47
Resident status 18-19
Resident tuition and fees 28
Resource consultant program 261
Returning Student Association 312
Review, School of Architecture and Allied Arts 190
Robert Donald Clark Honors College 26,118-19
Admission 118
Courses 119
Faculty 118
Independent study program 119
Requirements 118
Robinson Theatre 170
Ron1ancelanguages 153-59
Courses 156-59
Faculty 153
Graduate studies 155-56
Undergraduate studies 153-55
ROTC, Army. See Military science
Russian 159-61
Courses 160-61
Faculty 159
Graduate studies 160
Undergraduate studies 159-60
Russian and East European studies 162-63
Courses 161, 163
Russian and East European Studies Center
(REESe) 162
Safety. See Public safety
Sample course listings 9
SAT. See Scholastic Assessment Test
Scandinavian courses 113
Scandinavian studies 163-64
Schedule of Classes, UO 27
Scholarships 33
Scholastic Assessment Test I (SAT) 16
School administrator licensure 254
School psychology 248-50
Courses 257
Faculty 256-57
Graduate studies 256-57
Science, general 101-2
Sculpture courses 206
Second bachelor's degree 26, 145, 224, 265
Second master's degree 46
Second Season 170
Secondary education. See individual departments
Secondary special education program 261
SELT. See Supplementary English Language Training
Services for students 309-18
Severely handicapped learner endorsement
program 259
Short-term loans 33
Sigma Xi 15
Singapore Student Association 312
Sister University Project 312
Slavic studies 161
SLS. See Federal Supplemental Loan for Students
Social psychology of sport. See Exercise and
movement science
Social Science Data Services Laboratory 86
Social Science Instructional Laboratory 86
Social work, preparatory 180-81
Sociology 164-68
Courses 166-68
Faculty 164-65
Graduate studies 166
Undergraduate studies 165-66
Solar Energy Center 308
Solar Energy Information Center 312
Sororities 36
Southeast Asian studies 57, 168-69
Spanish 154, 158
Special education and rehabilitation 239
Special fees 28
Special studies 181-87
Special-education developmental disabilities 258-60
Courses 259-60
Faculty 258-59
Graduate studies 258-59
Interdisciplinary doctoral program 256
Special-education exceptional learner 260-62
Courses 261-62
Faculty 260
Graduate studies 260-61
Specialized admission assistance 18
Speech-Language-Hearing Center 240,318
Sports, intramural 316
Sports marketing. See James H. Warsaw Sports
Marketing Center
Sports medicine 97. See Exercise and movement
science
Staff fees 29, 43
Stafford/Ford loans, Federal Direct 31-32
State of Oregon need grants 32
Statistics 169
Student Activities Resource Office 315
Student athletes, services for 309
Student Bar Association 273, 312
Student childcare subsidy 313
Student conduct 315
Code 27,315
Student exchange programs. See Western Interstate
Commission for Higher Education
Student family housing 36
Student financial aid 29
Student government 310-12
Student Health Advisory Committee 311
Student Health Center 315-16
Student housing 35-37
Student Insurgent 312
Student loans 30-35, 264
Student lobby. See Oregon Student Lobby
Student organizations 311-12
Student publications 311, 312
Student records policy 27, 45
Student Senate 310
Student services 18, 309
Student union. See Erb Memorial Union
Student University Relations Council 318
Students for the Ethical Treatment of Animals 312
Students with disabilities 18, 310
Study abroad. See Overseas study opportunities
Style and Policy Manual for Theses and
Dissertations 46, 48
Subject codes 9
Substance abuse
Prevention and education 315
Prevention program 187, 241
Summer Architecture Academy 192
Summer session 27, 273, 298-300
Supplemental educational opportunity grant,
Federal 31
Supplementary English Language Training
(SELT) 317
Survival Center 312
Swedish 113
Talented and Gifted Institute for the Development
of Educational Achievement 242
Teacher and administrator education 298
Teacher education preparation 181
Teaching English as a second language 128,
317-18
Technology Education Center 242
Telecommunication and film 270
Television journalism. See Journalism and
Communication, School of
Test of English as a Foreign Language
(TOEFL) 17,317
Test of General Educational Development
(GED) 17
Testing service 314
Thai 128
Theater arts 170-72
Courses 171-72
Faculty 170
Graduate studies 170-71
Undergraduate studies 170
Theoretical chemistry 69
Theoretical science institute. See Institute of
Theoretical Science
TOEFL. See Test of English as a Foreign Language
Transcript fees 29
Transcripts 27
Transfer of credit
Baccalaureate 46
Graduate 46
Journalism and communication 265
Law school 273
Undergraduate 17
Transfer students 17, 46, 265
Tuition and fees 28-29, 45
Graduate 28
Law school 28, 274
Refunds 29
Resident tuition 28
Senior citizens 29
Staff 29
Undergraduate 28
Tutorial services 317
Undergraduate admission 16-18
Undergraduate School of Business 224-26
Undergraduate transfers 17
Undergraduate tuition 28
University Committee on International Studies 121
University housing 35-37
University of Oregon Bookstore 303, 312-13
University of Oregon Library System. See Library
System, University of Oregon
University of Oregon Snow Club 312
University Singers 284
University Song and Dance Troupe 312
University Theatre 170, 312
UOYWCA 312
Upward Bound 318
USSA 312
Vanguard Concert Series 283
Veteran affairs 318
Veterinary medicine, preparatory 178-79
Vietnamese Student Association 312
Visual design courses 206-7
Volcanology. See Geological sciences
Weaving. See Fibers courses
Western Interstate Commission for Higher
Education (WICHE) 3,179
Library program 180
Programs in the health sciences 179-81
Regional graduate programs 44
Western Regional Resource Center 240
Westmoreland Tenants Council 312
Whitebird Clinic Rideshare 312
WICHE. See Western Interstate Commission for
Higher Education
William Lowell Putnam examination,
mathematics 15, 131
Withdrawal from the university 29
Women in society. See Center for the Study
of Women in Society
Women's Center 312
Women's studies 172-173
Courses 173
Faculty 172
Graduate studies 173
Undergraduate studies 172-173
Work, economy, and community. See Center for
the Study of Work, Economy, and Community
Work-study program, Federal 31
Writing 93
Yamada Language Center 137, 153, 255, 318
YWCA, UO 312
Residence Halls Hendricks Hall, D3 Anthropology, Condon, E2 Financial Aid, Student, Knight, F3 Romance Languages, VJ
Bean Complex (Caswell, High School Equivalency, C5 Architecture and Allied Oregon,A4 Law, Law Center, Cl Friendly, C3 ~NDeBusk, Ganoe, Henderson, Huestis Hall, B3 Arts, School of, Lawrence, Folklore, PLC, F3 Map and Aerial Russian, Friendly, C3
Moore, Parsons, Thornton, Johnson Hall, D3 B2 Foundation, UO, Agate, D5 Photography, Condon, E2 Russian and East European
Willcox), B4 Klamath Hall, A3 Arts and Sciences, College General Science, Oregon, A4 Mathematics, Fenton, D3 Studies, Friendly, C3
Carson Hall, B4 Knight Library, F3 of, Friendly, C3 Geography, Condon, E2 Science, Klamath, A3 Scandinavian Studies,
Earl Complex (McClure, Labor Education and Research Asian Studies, PLC, F3 Geological Sciences, Linguistics, Straub, C4 Friendly, C3
Morton, Sheldon, Stafford, Center, C4 Associated Students of the Cascade, B3 Lundquist Center for Sociology, PLC, F3
Young), C4 Law Center, Cl University of Oregon, Germanic Languages and Entrepreneurship, Gilbert, Southeast Asian Studies,
Hamilton Complex Lawrence Hall, B2
EMU,C3 Literatures, Friendly, C3 D2 PLC, F3
(Boynton, Burgess, Cloran, McArthur Court, E4 Athletics, Intercollegiate, Graduate School, Chapman, Mathematics, Fenton, D3 Specialized TrainingCollier, Dunn, McClain, Casanova, 2727 Leo Harris D3 Medieval Studies, PLC, F3 Program, 1761 Alder Street,Robbins, Spiller, Tingle, Military Science, C4 Parkway Health Center, Student Military Science, 1679 Agate H4Watson), A4 Museum of Art, 1430 Johnson Australian Studies, PLC, F3 Health Center, B4 Statistics, Gilbert, D2Lane, E3 Street, C4Riley Hall, 650 E. 11th Biology, Klamath, A3 High School Equivalency Multicultural Affairs, Summer Session, Oregon,Avenue Museum of Natural History, Bookstore, UO, 895 E. 13th Program, 1685 E. 17th Oregon,A4 A4University Inn, 1000 1680 E. 15th Avenue, C4 Avenue, E2 Avenue, C5 Music, School of, Music Testing Office, StudentPatterson Street Music Building, G4 Business, Charles H. History, PLC, F3 Building, G4 Health Center, B4Walton Complex (Adams, Onyx Bridge, B3 Lundquist College of, Honors College, Clark, Neuroscience, Huestis, B3 Theater Arts, Villard, B2Clark, DeCou, Douglass, Oregon Hall, A4 Gilbert, D2 Chapman, D3 Oregon Daily Emerald, EMU, Upward Bound, 1859 E. 15thDyment, Hawthorne, Pacific Hall, B3 Business Affairs, Oregon, A4 Housing, University, AvenueMcAlister, Shafer, Smith, C3
Sweetser), C4 Physical Plant, 1295 Franklin Canadian Studies, Walton, C4 Oregon Quarterly, Chapman, Women's Studies,Blvd. Hendricks, D3 Human Development, D3 Hendricks, D3
Buildings Prince Lucien Campbell Hall Career Center, Hendricks, Center on, Clinical Services Oregon State System of Work-Study, Hendricks, D3
Agate Annex, D5 (PLC), F3 D3 Building, H4 Higher Education, Yamada Language Center,
Agate Hall, D5 Robinson Theatre, C2 Chemistry, Klamath, A3 Human Resources, Oregon, Susan Campbell, E3 Pacific, B3
Allen Hall, C3 Straub Hall, C4 Classics, PLC, F3 A4 Orientation Office, Oregon,
Beall Concert Hall, G3 Streisinger Hall, A3 Communications, Office of, Humanities Center, PLC, F3 A4Student Health Center Johnson, D3 Humanities Program, PLC, Pacific Islands Studies,Bookstore, UO, E2 Building, B4 Comparative Literature, F3 Gilbert, D2Bowerman Family Building, Susan Campbell Hall, E3 Villard; B2 Instructional Media Center, Parking Permits (PublicC4 UOAnnex, El Computer and Information Knight Library, F3 Safety), Straub, C4Casanova Athletic Center,
Villard Hall, B2 Science, Deschutes, B4 International Affairs, Peace Studies, PLC, F32727 Leo Harris Parkway
Volcanology Building, B3 Computing, University, Johnson, D3 Philosophy, PLC, F3Cascade Annex, B3 Computing Center, D2 International Education and
Cascade Hall, B3 Willamette Hall, B3 ConDUCKtours, Oregon, A4 Exchange, Oregon, A4 PhysicS, Willamette, B3Planning, University,Chapman Hall, D3 Offices and Services Continuation Center, International Studies, PLC, Physical Plant, 1295 FranklinChiles Business Center, E2 Academic Advising and Oregon,A4 F3 Blvd.
Clinical Services Building, H4 Student Services, Oregon, Counseling Center, Journalism and Political Science, PLC, F3
Collier House, D3 A4 University, Student Health Communication, School Post Office, EMU, C3
Columbia Hall, C3 Academic Affairs and Center, B4 of, Allen, C3 President, Johnson, D3
Computing Center, D2 Provost, Johnson, D3 Creative Writing, PLC, F3 KWAX Radio Station, 2365 Printing Services, Allen, C3
For buildings north of campus
Bonnie View Drive across the Millrace, see theCondon Hall, E2 Academic Learning Disabilities, Students with, Psychology, Straub, C4 detailed campus map available
Deady Hall, C2 Services, PLC, F3 Oregon,A4 Labor Education and
Academic Support and East Asian Languages and Research Center, 1675 Public Affairs and at ConDUCKtours in OregonDeschutes Hall, B4 Agate Street, C4 Development, Johnson, D3 Hall.
Education Annex, G3 Student Services, Oregon, Literatures, Friendly, C3 Public Safety, Straub, C4A4 Economics, PLC, F3 Latin American Studies, Amazon and WestmorelandEducation Building, G3 Administration, Johnson, D3 Education, College of, PLC, F3 Publications, University, Family Housing are southwestErb Memorial Union (EMU), Admissions, Oregon, A4 Education Building, G3 Law, School of, Law Center, Chapman, D3 of the campus. Amazon is onC3 C1 Registrar, Oregon, A4Affirmative Action and English, PLC, F3 East 24th Avenue andEsslinger Hall, D4 Equal Opportunity, Environmental Studies, Leighton Pool, Esslinger, E4 Religious Studies, Chapman, Patterson Street (three-Fenton Hall, D3 Oregon,A4 Condon,E2 Library System, UO D3 fourths mile). Westmoreland
Friendly Hall, C3 Alumni Association, DO, Exercise and Movement Archives, Fenton, D3 Research, Johnson, D3 is on West 18th Avenue and
Gerlinger Annex, E3 Agate, D5 Science, Esslinger, D4 Architecture and Allied Research and Sponsored Garfield Street (three miles).
Gerlinger Hall, E3 American English Institute, Faculty Club, Collier, D3 Arts, Lawrence, B2 Programs, Riverfront
Gilbert Hall, D2 Pacific, B3 Research Park
HGF
UNIVERSITY OF OREGON
E U G ENE
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University Officers of Administration
To call any ofthe listed offices from outside the local calling area, diall (503) 346-, then the
listed four-digit number, General university telephone information is 3111,
Office of the President
Dave Frohnmayer, President
110 Johnson Hall (3036)
Barbara R. Edwards, special counsel to the presi-
dent (4788)
David R. Hubin, executive assistant president
(3036)
Christine E. Leonard, assistant to the president
(3039)
Peter N. Swan, assistant to the president for legal
affairs (3843)
Office of the Vice President for
Academic Affairs and Provost
John T. Moseley, Vice President
and Provost
202 Johnson Hall (3186)
Lorraine G. Davis, vice provost for academic affairs
(2041)
Steadman Upham, vice provost for research and
graduate education; dean, Graduate School (3081)
Gerald R. Kissler, senior vice provost (3082)
George Pernsteiner, associate vice president for
resource management (3186)
. Vice provost for academic support and student
services (1131)
Anne L. Leavitt, associate vice provost for student
affairs (1129)
Richard M. Steers, vice provost for international
affairs (5851)
Pamela H Daener, associate vice provost (0502)
jack M. Rice, associate vice provost for academic'
affairs (3029)
Carl J. Hosticka, associate vice president for
statewide educational services (2169)
Patricia J. Martin, assistant vice president for
federal relations (3186)
Nancie P. Fadeley, assistantlo the provost (3013)
Susan Plass, assistant vice provost for international
affairs (2166)
Maureen Keefe, assistant to the provost for
development (2829)
Timothy W. McGuire, dean, Charles H. Lundquist
College of Business (3300)
Risa I. Palm, dean, College of Arts and Sciences
(3902)
!\.fartin j. Kaufman, dean, College of Education
(3405)
Robert Z, Melnick, interim dean, School of
Architecture and Allied Arts (3631)
Duncan L. G. McDonald, dean, School ofJoumal-
ism and Communication (3739)
Charles R O'Kelley Jr., interim dean, School of
Law (3861)
Anne Dhu McLucas, dean, School of Music (5661)
George W. Shipman, university librarian, Univer-
sity of Oregon Library System (3056)
Trent Spradling. director, Budget Office (3044)
Lawrence H. Smith, director, Career Center (3235)
Susan J. Lesyk, director, Center for Academic
Learning Services (3226)
Curtis D. Lind (1228) and Ronald E. Trelxm (1227),
directors, Continuation Center
javan B. Ridge Jr., head, Department of Military
Science (3102)
Charles Miller, director, Erb Memorial Union
(3705)
jQ Johnson, academic education coordinator,
Knight Library (1746)
Margaret j. Hallock, director, Labor Education and
Research Center (2784)
Del L Hawkins, intetim director, Museum of Art
(3027)
Don E. Dumond, director, Museum of Natural
History (3024)
joe Wade, director, Office of Academic Advising
and Student Services (3211)
James R. Buch, director of enrollment services;
director, Office of Admissions (3201)
Jane DeGidio, dean, Office of the Dean of Students
(3216)
Thomas Mills, director, Office of International
Education and Exchange (3206)
Marshall Sauceda, director, Office of Multicultural
Affairs (2994)
Herbert R. Olereck, registrar, Office of the
Registrar (2937)
Edmond Vignoul. director, Office of Student
Financial Aid (3205)
l<Jis J. Youngen, director, Physical Education and
Recreation Services (3419)
Weston Morrill, director, University Counseling
Center (3227)
Joanne R. Hugi, director, University Computing
(1702)
Office of the Vice President
for Administration
Daniel A. Williams, Vice President
112 Johnson Hall (3003)
Jan Oliver, assistant vice presideht for institutional
affairs (2820)
Bill Moos, director, Department of Intercollegiate
Athletics (5464)
Sherti C. McDowell, director, Office of Business
Affairs (3165)
Linda L. King.. director, Office of Human Resources
(3159)
Carey Drayton, director, Office of Public Safety
(5444)
Michael Eyster, director, Office of University
Housing (4277)
Chtistopher C. Ramey, director and architect,
Office of University Planning (5562)
George E. Hecht, director, Physical Plant (5243)
GeraldJ. Fleischli, M.D., director, Student Heallh
Center (4447)
Office of the Vice President for Public
Affairs and Development
Brodie Remington, Vice President
103 Johnson Hall (5555)
Janet Fratella, assistant director (5559)
Greg Stripp, assistant director for budget and
personnel (5551)
Paul Bjornstad, general manager, KWAX-FM
(4238)
Tom Hager, director, Office of Communications
(3131)
Randy MacDonald, director, Office of Legislative
and Community Relations (5022)
Matthew W. Dyste, director, Office of Merchandising
(6037)
George Beltran, director, Office of University
Publications (5396)
Editor, Oregon Quarterly (5047)
Sandra Teising.. director, central development,
Development Office (2017)
Dan Rodriguez, executive director, University of
Oregon Alumni Association (5656)
Paul Eberle, executive director, University of
Oregon Foundation (3006)
Office of the Vice Provost for Research
and Graduate Education
Steadman Upham, Vice Provost
207 Johnson Hall (3081)
Ronald W. Kellett, associate vice provost for
research (3188)
Maggie Morris, assistan~ vice provost for research
and graduale education (3028)
Paula K. Burkhart, director, Office of Research and
Sponsored Programs (5131)
Gary Chaffins, director, Grants and Contracts
(2395)
Juliana Kyrk, human subject compliance coordina-
tor (3106)
Robert McQuate, executiveidirector, Advanced
Science and Technology Institute (3189)
Lynnor Stevenson, director, TechnologyTransfer
Services (3176)
Stephen W. Durrant, director, Center for Asian and
Pacific Studies (5087)
Donald B. Comer, director, Ce~ter for Housing
Innovation (3614)
Sandra L. Morgen, director, Center for the Study of
Women in Society (SOlS)
Steven Deutsch, director, Center for the Study of
Work, Economy, and Community (5002)
Hill M. Walker, director, Center on Human
Development; Institute on Violence and Destruc-
tive Behavior (3591)
Geraldine L. Richmond, director, Chemical Physics
Institute (4773)
Steven Shankman, director, Humanities Cenler
(3934)
Sarah A. Douglas, director, Institute of Cognitive
and Decision Sciences (4941)
Frederick W. Dahlquist, director, Institute of
Molecular Biology (5151)
Monte Westerfield, director, Institute of Neuro-
science (4556)
John Baldwin, dirC\:tor, Institute for a Sustainable
Environment (0675)
Davison E. Soper, director, Institute ofTheoretical
Science (5204)
Stephen D. Kevan, director, Materials Science
Institute (4784)
Lynda P. Shapiro, director, Oregon Institute of
Matine Biology (888-2581)
Patticia A. Gwartney, director, Oregon Survey
Research Laboratory (0824)
john S. Reynolds, director, Solar Energy Center
(3656)
..
Pw",Yd~'" ~...S--~ofll,gItn~pt.dl< ulI~",i~
For application for aqmissi9n, write,or call
Olfic,,",f Admissions
J~1? UniversitY oFOregoh-
-,Eugene OR 97403-V17
. - ,-
Telephone (503) 346-3301
1n Oregon 1 (800) 2,32-;3825
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